Financial Instability Essay -- Financial Market Finances Accounting Es

Money related Instability The taking off volume of global money and expanded association in late decades has expanded worries about instability and dangers of a money related emergency. This has driven numerous to examine and investigate the starting points, transmission, impacts and approaches meant to block monetary shakiness. This paper contends that monetary progression and theory are the most intelligent clarifications for shakiness in monetary markets and that monetary unsteadiness is probably going to be transmitted internationally with far arriving at suggestions on genuine part execution. I finish up the paper with the contention that a worldwide exchange duty would be the best approach to control money related precariousness and that other proposed arrangements, for example, target zones and the making of a supranational foundation, are either unfeasible or out of reach. Shakiness IN FINANCIAL MARKETS In this segment I look at four understandings of how money related shakiness emerges. The principal understanding arrangements with hypothesis and the resulting â€Å"bandwagoning† in budgetary markets. The second is a political understanding managing the declining status of a domineering grapple of the budgetary framework. The subject of whether guideline causes or mitigates budgetary unsteadiness is raised by the third translation; while the fourth see manages the â€Å"trigger point† marvels. To completely fathom these translations we should initially comprehend and separate between a â€Å"currency† and â€Å"contagion† emergency. A cash emergency alludes to a circumstance is which lost trust in a nation's money incites capital flight. Alternately, a virus emergency alludes to lost trust in the benefits designated in a specific money and the resulting worldwide transmission of this stun. One of the more fundamental readings of money related shakiness relates to theory. Hypothesis is displayed in a circumstance where a legislature money related or financial approach (or activity) persuades that the money of that specific country will either acknowledge or devalue in wording comparative with those of different nations. Firmly connected with these theoretical assaults is what is begat the â€Å"bandwagon† impact. State for instance, that a nation's national bank chooses to attempt an expansionary financial approach. A ne... ...onal Monetary Markets,† in Gerald Epstein, Julie Graham, Jessica Nembard (eds.), Making a New World Economy: Forces of Change and Plans of Action (Temple College Press, 1993). Charles Hakkio, â€Å"Should we Throw Sand in the Gears of Financial Markets?† Government Save Bank of Kansas City Economic Review, 1994. Richard Herring and Robert Litan, Financial Regulation in the Global Economy (Brookings Institution, 1995). Ethan Kapstein, â€Å"Shockproof: The End of Financial Crisis† Foreign Affairs, January/February 1996. Charles P. Kindleberger, The World in Depression (London: Penguin 1973). Paul Krugman, â€Å"International Aspects of Financial Crises† in Martin Feldstein, ed., The Danger of Economic Crisis (Chicago: University of Chicago Press, 1991). John McCallum, â€Å"Managers and Unstable Financial Markets† Business Quarterly January 1, 1995. James Tobin, â€Å"A proposition for worldwide financial reform† Eastern Economic Diary 1978, volume 4. John Williamson, The Failure of World Monetary Reform 1971-1974) (NY:NYU Press, 1977) L.B. Yeager, International Monetary Relations: Theory, History, and Policy 1976. .

Critical reflection practice Essay

Presentation The territory of basic reflection is commonly comprehended to be a troublesome and challenged landscape, that seems, by all accounts, to be appealing on paper however is intricate to place without hesitation. Instructors state this is a significant capacity for understudies to create as it adds to more noteworthy profundity of comprehension and learning (Boud, Cohen, and Walker, 1993; Lay and McGuire, 2010; Moon, 2006; Wolf, 2010). The wide scope of ways to deal with basic reflection recommends the focal point of learning is set on method as opposed to the more extensive reason and results of basic reflection. Basic reflection ought not be a prescriptive action (Moon, 2006) yet rules should empower the understudy to build up their own style. This paper starts a discussion on the difficult topicâ of basic appearance in agreeable training. Characterizing Critical Reflection There gives off an impression of being absence of an away from of basic reflection, as it is a challenged term mirroring the belief system of the client. Contingent upon one’s point of view basic reflection can be comprehended to mean totally different things (Boyd and Fales, 1983; Brookfield, 2009; Gardner, 2009; Harvey, Coulson, Mackaway, and WinchesterSeeto, 2010; Hatton and Smith, 1995; Smith, 2011; van Woerkom, 2010) and fluctuates inside people and settings. Basic reflection is broadly perceived as a key segment in the learning procedures of people and is supported in numerous regions of expert practice (Brookfield, 2009; Jarvis, 2010; Leijen, Valtna, Leijen, and Pedaste, 2011), particularly inside projects where there is rich learning conceivable through explicit encounters (Harvey et al., 2010). The terms reflection, basic reflection, intelligent practice, intelligent reasoning and reflexivity have comparable implications and application in instructive writing, just as, utilized reciprocally (Black and Plowright, 2010; Rogers, 2001). Creators consider that not all reflection is basic reflection and basic reflection possibly at higher, progressively convoluted level that challenges the student and the instructor (Harvey et al., 2010; Hatton and Smith, 1994). Further unloading is required to unmistakably distinguish the genuine idea of ‘critical’ reflection. Fook (2006) recommends work should be done from a â€Å"common premise of understanding† so the act of basic reflection perhaps refined and improved. Mezirow (1990) thinks about basic reflection as a forerunner to transformative realizing, which may prompt changes in close to home understandings and conceivably conduct. Understudies can utilize basic reflection rehearses for participating in metacognition (Eames and Coll, 2010). It is related with various learning results including improved reasoning, learning and evaluation of self and social frameworks (Smith, 2011). Dewey (1938) states that while we can't learn or be instructed to figure, we do need to figure out how to think well and particularly to obtain the act of reflection. To utilize information basically we don't acknowledge the circumstance at ‘face value’. Thisâ requires the capacity to look underneath the surface to perceive what may impact the circumstance, bringing about basic profundity to comprehension. Furthermore, the capacity to analyze the master plan and view the circumstance all the more comprehensively creates basic broadness. These empower us to build up a more full comprehension of encounters so we are better prepared to oversee comparable future circumstances (S. Thompson and Thompson, 2008). This capacity to think basically is created after some time (Crowe and O’Malley, 2006) through direction and backing. Basic reflection is upheld in numerous regions of expert turn of events and work on, including the all territories of human services instruction, educating, the executives, and research, as it urges specialists to pick up understanding into their own polished methodology through their encounters. These projects by and large require some type of hands on work to be firmly coordinated with scholarly investigation. Thusly there is wide variety in the strategies and approaches utilized in the act of basic reflection. Approaches may extend from casual conversations to exceptionally organized organizations. Rules in the writing on the best way to decide, encourage and evaluate basic appearance by and by seem, by all accounts, to be restricted (Leijen et al., 2011; Smith, 2011). Models of basic reflection This huge territory in the writing, which investigates models of basic reflection, needs lucidity. There is by all accounts likenesses inside and over the different applications from numerous fields or trains of instruction that may have practically no territories of cover (Fook and Gardner 2007). Numerous models of reflection dependent on a philosophical methodology, might be considered to help understudies build up a comprehension of basic reflection. These have been quickly sketched out in table 1.0 to help picture the connection between the models and structures. The system picked to control students’ reflections might be controlled by the desires for the learning results. A few models of reflection may not energize basic reflection. Models may control the procedure of reflection however ought not force a remedy of what reflection is. It isn't basic to follow a model and a few specialists decide not to. There is some analysis of models that lessen reflection to levels however this methodology possibly valuable for showing what the center ofâ reflection involves. The understudy may pick whether to receive a model to outline their appearance as a transitory measure until trust in the intelligent action is picked up and comprehended. Table 1.0: Three models of basic reflection distinguishing two structures that gives direction to reflecting inside each model. Model of basic reflection System General remarks Dewey’s model of intelligent Information can be developed learning through dynamic reflection on past and present encounters. Commonsense approach. Gibb’s model A cyclic nonexclusive structure. A general and vague way to deal with reflection. Beginners may discover it as well ambiguous requiring further direction. Stephenson’s system A point by point set of prompt inquiries. Spotlights on outcomes of activities what's more, inspects practice information. Habermas’s model of basic In view of 3 subject matters: reflection specialized, reasonable and emancipatory. Basic hypothesis approach. Taylor’s system Depicts exercises related with 3 kinds of reflection: specialized, viable furthermore, emancipatory. Profoundly organized. Kim’s system Called basic intelligent enquiry. Three periods of reflection: spellbinding, intelligent, basic/emancipatory. Procedures and items applied to each stage. Kolb’s model of reflexive Endeavors to incorporate reasoning and learning practice. Experiential learning approach. Borton’s structure Rearranged model utilizing 3 inquiries: What? What of it? Presently what? Very simple to recall. Rolfe’s structure Extended Borton’s structure. Included inquiries to each progression. Turned the last step back to frame reflexive cycle. Conventional, effortlessly adjusted to suit most circumstances. * Adapted from Rolfe et al (2011). Basic appearance in helpful instruction As indicated by Martin and Fleming (2010) helpful training is more than work experience however a perceived instructive way to deal with learning. Basic reflection is a basic part of the teaching method of agreeable instruction and different types of work incorporated learning. The procedure of basic reflection should be encouraged with organized systems inside the course that support commitment truth be told. It is essential to make a culture where reflection is esteemed as a learning apparatus and it is sheltered to be straightforward. Practice and criticism on reflection all through the program are essential to empower the understudy to advance through their learning experience. Van Gyn (1996) proposes that intelligent practice to upgrade understudy learning results requires a composed association between the understudy, scholarly and industry managers. There is a widespreadâ assumption that reflection has positive results for understudy learning. Helpful training is understudy driven realizing, which builds the requirement for the understudy to act naturally propelled, proactive, composed and intelligent. Basic reflection urges understudies to be willing and ready to address, investigate and evaluate methods of acting and thinking as they take part in work environment encounters (Higgins, 2011) and into what's to come. Therefore the understudy is better ready to comprehend and pick up bits of knowledge into his/her abilities, skills and information. The utilization of basic appearance in agreeable instruction expands the odds of the getting the hang of being pertinent and significant to the understudy. Along these lines the student’s commitment in reflection can help them in understanding themselves, their learning experience and groundwork for what's to come. The significance of the social setting (Fook, White and Gardner, 2006) of reflection ought to be thought of, as close to home reflection is a piece of the more extensive setting of the association culture and structure (Thompson and Pascal, 2012). The business setting is mind boggling and may challenge different elements of reflection, for example, enthusiastic requests of the learning experience, power connections and time limitations. The methodologies that encourage reflection ought to provide food for the individual needs of the understudy, suit the learning condition and guide the improvement of understudies intelligent aptitudes (Martin and Fleming, 2010). Procedures may incorporate learning contracts, intelligent diaries, progress reports, reports and oral introductions furnishing the understudy with numerous chances to rehearse basic reflection. End Basic reflection is utilized in training to support the coordination of hypothesis and practice while upgrading understudy learning and fearlessness. Be that as it may, a broad writing search on the job of reflection for

Back From The West Coast

Back From The West Coast Hi everyone, I am back in town after a crazy day of traveling across the country with a pregnant wife and a toddler (good times). Sorry to be away from my blog for a few days, but my ability to get online was a bit sporadic during my trip. Ive had a chance to think about the recent thread a lot and discuss it with some of my superiors (for those of you just joining the discussion, there were some pretty serious suicide-related posts there over the last few days). Heres the conclusion a public forum such as my blog is not the place to have a discussion on highly serious issues such as suicide. I respect the sentiments of the original poster, and am blown away by the humanity of this community in response to his/her post. Thank you all, so very much. But an admissions blog just isnt the right place. ., I would really like to try to help however I can. I am hoping that you will consider contacting me non-publicly my email is benjones at mit dot edu. If I am not able to help, I will find someone who can. All, I am sorry to have to remove or edit parts of that thread. But this blog is what it is, and Matt I have to stay within certain parameters or risk losing our blogs altogether. Thanks for understanding. ., my thoughts are with you. Please send email if I can help.

Essay about Philosophy of Education - 613 Words

My Philosophy of Education I believe that every child has the ability to learn, but it takes a good teacher to be able to bring this ability out. This is a role I would like to take. I believe the purposes of education are necessary for the child to live a successful life. In my opinion, the schools goals should begin with providing students the necessary knowledge and experiences to help contribute to our society. And it will be a very important goal for me to help my students succeed any where they go. Being a teacher is something that Ive thought about since the first grade. The desire to be a teacher is a different story. It is almost a powerful feeling knowing that I can change the lives of so many students. A child will†¦show more content†¦As a teacher I will do my best to make this happen. I am in favor of vocational studies and liberal arts, as well as the general education courses, when it comes to the subjects that need to be taught in school. I think the major subjects such as Engli sh and science, as well as subjects such as typing, need to be taught in the classroom setting. The students will gain valuable knowledge, and in some classes hands-on experience, that they can use to their benefit when they get out of school. I believe all children can learn. How quickly they learn depends upon the ability of the child, and the effectiveness of the teacher. It will be my responsibility to be well versed in the subjects that I am teaching. An effective teacher is also aware of different learning styles, and respects the diversity of their students. It is the students responsibility to take an active part in their education, learning about the world around them to the best of their ability. It will be my job to guide the students through experiences that enable the student to think, reach their own conclusions, and apply what they haveShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social reconstitution is, in a deeper way, I came to the conclusion that socialRead MorePhilosophy : Philosophy Of Education1328 Words   |  6 Pages Philosophy of Education Jihyae Choe Liberty University TESL 419 â€Æ' Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who establishedRead MorePhilosophy And Philosophy Of Education828 Words   |  4 PagesPhilosophy of Education Teachers, especially those in the early years of school, have the extraordinary task of instilling a life-long love of learning in their students. We are there to cultivate their young minds in an arena where children feel safe and secure while expanding and exploring their knowledge of the world around them. We are to create responsible, productive and model citizens of the world. We are given an incredible task to carry out! With that in mind, however education needsRead MorePhilosophy And Philosophy Of Education1866 Words   |  8 PagesPhilosophy of Education An educational philosophy gives teachers and all educators’ ways to use problem solving in schools. For a lot of practitioners, actual teaching has been reduced to action lacking of a rationale or justification. According to Alan Sadovick, the author of our textbook, a philosophy of education is â€Å"firmly rooted in practice, whereas philosophy, as a discipline, stands on its own with no specific end in mind† (Sadovnik, 2013, pg. 179). All teachers and prospective teachers haveRead MoreThe Philosophy Of Education And Education1175 Words   |  5 Pagesbeliefs is called a philosophy of education. â€Å"A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods† (Philosophy of Education). Educational philosophies differ among all individuals in education. With individual educators, some choose a teacher-centered philosophy and others choose a student-centered philosop hy. It appears that both realms of philosophy play an important role in education inside the typicalRead MoreThe Philosophy Of Education And Education Essay1545 Words   |  7 PagesThe philosophy of education is not a topic that can be fully taught and understood by reading and studying a textbook, or a few textbooks for that matter. I believe that the philosophy of education is somewhat subjective, rather than objective, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. 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The purpose of this essay is to point out what I believe the foundation, student location, rationaleRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustained

The Pitfall of Undergraduate Essay Exam Samples

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So whether you're ordering your very first paper with us or your 10th, you'll discover yourself saving a good deal of money! There are lots of individuals who don't wish to understand what's in their food. You may acquire fast food on just about any street nowadays. Fast food isn't bad so long as you eat it every once in a little while, but lots of people decide to eat fast food each and every day. Most folks take drugs voluntarily without a notion of what it is that they do to your brain and total physical well-being. As social workers will probably be in touch with families who are having trouble in their relationships, there are opportunities that will improve identification of victims of domestic abuse. Government surveillance programs do more damage than good since they invade civil liberties, lead innocent folks to suffer unfair punishments, and ultimately fail to guard the citizens they are made to safeguard. The ways students ought to be taught about their wellness. 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Unit 4 Development Free Essays

Unit 4: Development Through the Life Stages P1: Describe physical, intellectual, emotional and social development for each of the life stages of an individual. Through every life stage we experience physical, intellectual and social and emotional development. Physical development is when the appearance of the body changes. We will write a custom essay sample on Unit 4 Development or any similar topic only for you Order Now Intellectual development is the mental process of knowing, for example problem solving. The social and emotional development is when your emotions, your personality and social interactions begin. Conception is the process described when the penetration of an egg cell by a sperm cell fuses to form the first cell of a new living organism. Conception normally occurs in the fallopian tubes as a result of sexual intercourse. Pregnancy begins when the embryo implants or embeds itself in the living of the uterus wall and develops. An amniotic sac filled with fluid that surrounds the embryo and acts as a shock absorber. A placenta filled with the mother’s blood and through which the embryo obtains nutrients and eliminates waste. The umbilical cord contains the blood vessels that transport nutrients, oxygen and waste products between the embryo and the placenta. The first few weeks of the pregnancy are critical for the embryo and its development can be affected by the health and behaviour of the mother. The next life stage is birth and infancy this is to the age of 3 years. The physical developments throughout this stage are the following. The body doubles in height and quadruples in weight. Motor skills progress from simple reflexes to coordinates motor abilities such as grasping and walking. The child’s sensory and perceptual ability develops rapidly. For example when the baby is 0 to 6 months their short- sightedness reduces and their eyes begin to focus more clearly. Another physical development would the brain responding to stimulation, such as a child copying an adult clapping. The intellectual development in birth and infancy is when basic structure of language is learned through baby talk with adults. This development would usually occur 0 to 6 months. Babies often use crying, cooing and babbling as their first communication. Further language skills are developed by the age of 1, to constructing sentences by the age of 2. Children start to be aware of world progress through immediate sensory motor experiences such as hearing familiar voices and pointing. Lastly children start to think about the concept of objects, for example objects still exist when out of sight and awareness. This development occurs from 6 to 12 months when the child begins to pass objects between hands. It develops further at 18 to 24 months when children can throw a ball and use a crayon. By the end of birth and infancy children can build a tower of bricks and use scissors. The social and emotional developments in birth and infancy are the following. The child’s emotional responses change from basic reactions to more complex. For instance the child may become self-conscious when playing with other children. Independent behaviours increase with parental encouragement around feeding, dressing and toilet training. By the age of 18 to 24 months the child can use a spoon and remove some clothing. The ability to relate to playmates emerges at the end of birth and infancy the child; this shows the child has developed confidence and basic social skills. The fourth life stage is childhood; this is between the ages of 4 to 11 years old. One of the physical developments in the early ages of childhood is the brain; it attains 90% of adult weight by the age of 5 and develops faster than any other body part. Physical strength increase and body proportions become more adult like. Also athletic skills such as running and jumping dramatically improve in the early years of childhood. Fine motor skills involving the use of smaller muscles develop, allowing younger children to handle small objects with more accuracy such as pencils. When a child reaches the middle of its childhood the growth of the brain slows down, this is from the age of 7 to 9. Physical growth also slows but height spurts occur. Expansion of the heart and lung capacities supports more physical endurance such as swimming and football. In late childhood puberty begins with rising hormone levels. This also shows a specific physical change in gender, girls producing breasts and boys testes enlarging. Girls’ growth spurt begins with gains in height, weight and musculature. The intellectual developments for children in their early childhood are the following. Firstly social interactions with parents and play mates allow their knowledge about the world increase. Also language develops rapidly, resulting on average a 14,000 word vocabulary. In the middle stages of childhood a child’s memory capacity expands, as well as the ability to think about thought. As a result of this a child would be able to organise their own learning. In late childhood a child’s logical thought processes to abstract thinking. A child would have many language skills including synonyms, double meanings, metaphors and humour. There are several social and emotional developments that occur in the early stages of childhood. Firstly a child playing alone or with others becomes increasingly complex and imaginative. Also children become aware of gender roles. When children are near to the age of 6, they have the desire for independence and control over environment increases. This makes parent’s supervisory role more challenging. In the middle stages of childhood peer groups become more significant as dependence shifts to friends for help. Children experience loyalty and share mutual interests. The awareness of and involvement in outside world, increases awareness of family, economic and political conditions. In late childhood peer groups often divide into cliques due to many reasons, for example personality, style and beliefs. The awareness of gender stereotypes continues to increase. Issues increase around sibling rivalry and separation from family. The next stage in life is adolescence this is between the ages of 12 to 17 years old. The physical development in early adolescence is the body continues to grow in height and weight. Early adolescence is between the ages of 12 to 15. Another physical development is that girl’s growth spurts peaks while boys typically begin. The physical development in late adolescence which is ages between 16 to 19 years, this is the stage during puberty. This is when there are changes in level of growth and sex hormones which cause the development of sex organs. It also develops sexual characteristics. Females continue the develop breasts, but experience broadening of the hips, onset of menstruation and first ovulation, growth of pubic and armpit hair. Males experience growth of muscles, broadening of the shoulders, growth of the larynx, production of semen and body and pubic hair. Both genders have an increased activity of the sweat gland. One of the intellectual developments in adolescence is having the ability to grasp irony and sarcasm. The ongoing development of vocabulary expands to more abstract words. Also the understanding of complex grammar continues to improve. Lastly thinking becomes more self conscious and critical, this is usually influenced by the media. The ability to cope with new problems and situations is reached by the end of this period. There are many social and emotional developments in adolescence; this is mainly due to hormones. In the early stages of adolescence sexual orientation begins to emerge. This stage in life is where most parent and child conflicts are likely to happen. Also peer pressure is likely to increase at this stage. This is because children are getting to the age where they want to try new things out like alcohol, smoking and shoplifting. In late adolescence sexual orientation continues to develop, whereas cliques decline in importance. The process of developing and maintaining intimate relationships begin. At this stage your identity is greatly influenced by personal factors, including family and peer relationships, economic and political circumstances. Near the end of adolescence you are introduced to the world of work and career planning. Adulthood is between the ages of 18 to 65 years. The physical functioning increases through the 20’s and peaks around the age of 30, but can be maintained through exercise. In early adulthood, 20 to 40 years of age there is a gradual increase in weight and body fat and a decrease in lean muscle mass. The efficiency of many organ systems begins to diminish at the rate of 1% a year. Sexual responsiveness remains high throughout this period, although some men start to slow down. Physical appearance changes by developing grey hair and wrinkles towards the end of early adulthood, this continues into the middle stages of adulthood. When aged 40 to 65 years, health and potential onset diseases affected by preventive behaviour could appear. For example smokers could suffer from lung cancer. Also in this life stage gradual changes in hearing and vision will occur. Another main development in this life stage is menopause begins in women. In early adulthood the intellectual development of vocabulary and knowledge continues to grow through work interactions and every day problem solving. Wisdom begins to develop in early adulthood. In the middle of Adulthood reaction time and mental processing slows down due to old age. Another development in this life stage is short and long term memory remains relatively stable. The social and emotional developments in early adulthood are the following. Firstly the need of achievement is often met through satisfactory of work. Secondly friendships become particularly important for people who are single. Also personalities are most likely to change up to the age of 30, with additional maturation continuing into the 40’s. In the middle of Adulthood this is where it’s most likely for a mid life crisis, this is due to self confidence and their relationship with the world. This stage in life will often experience facing age discrimination. However this time of your life could experience the greatest productivity at work. The last stage of life is older adulthood this from the age of 65 and onwards. The physical development of this life stage is when the brain becomes smaller and functions more slowly. The body will weaken and this will affect organs and major body systems. A lot of older people suffer from arthritis because of muscle strength which causes stiffness of joints. In older adulthood short term memory may decline, but active exercise of mental abilities helps to maintain functioning. Intellectual developments in older adulthood include the decline of language abilities. In this stage of life there is a decrease in drivers due to the speed of processing information. Another development is the ability to receive information, organise and interpret it declines. There are also social and emotional developments for the older adulthood. For example the retirement experience is shaped by social class and gender factors, including income, health and amount of previous planning. In this stage of life human beings have a sense of well being which tends to be higher than all previous periods. Also a lot of older adults are extremely satisfied with life, this is usually dependent on family involvement. How to cite Unit 4 Development, Papers

Orientalism Essays - Orientalism, Postcolonial Literature

Orientalism Said describes Orientalism as, "...the generic term that I have been employing to describe the Western approach to the Orient; Orientalism is the discipline by which the Orient was (and is) approached systematically, as a topic of learning, discovery and practice". By this, Said is saying because we treated the East like a school subject, we have learned to treat the East as an inferior. Which has developed into something called Orientalism. The poets, authors and statesmen of the nineteenth-century have made Orientalism every thing that it is. They started out with the intent of learning about a civilization of people that was extremely different from ours. Their intentions were academic and nothing more really. Unfortunately, their almost unconscious prejudices and fears of the unknown, led to the slow cultural and then political domination of the place referred to as the Orient. I agree with Said on the matter of knowledge leading to slow domination, but I think he needs to be much clearer on the fact that it was arrived at with good intentions. Our predecessors wanted to understand, unfortunately there were much too eager, and presumptuous. In 1798, Napoleon invaded down through Syria. Although this was one of the first attempts to invade the Orient, two people were ahead of him. Both were scholars from Europe, Antiquetil-Duperron and Abraham-Hyacinthe. These men gave the first images of language, text and civilization to Europe. The started the fascination with the Orient, and Napoleon's urge to dominate it. Out of his failed plan to take over Egypt, came more people who wrote about the Orient without experiencing it. Said called these authors "textual children". Said also goes on to describe the "textual attitude"; this mindset believes everything you read. In this case reading about places, and the generalizations made, and believing these simplifications of a rather complex area, to be the concrete truth. This is an attitude, which I personally believe exists. It is apparent in the Western world because an education is such a commonly valued, and widely available institution. A common phenonmenon has developed in the West, using our education as a barometer to measure our merit based on how much knowledge we can cram, and regurgitate. Although that phenomenon doesn't have a name, it's by-product would be the textual attitude. Said reasons that the textual attitude comes from feeling threatened by the unknown, and formerly unattainable. With this I would have to agree. So many times in history, whenever the Europeans or even Americans, are threatened with change, or unfamiliraity we seek to dominate it. For example our first colonist landed in the United States because our freedome was being threatened by the Eurpeans, who were trying to control our beliefs. We, then take over the native's land, the native himself, and proceed to oppress the Africans because they are different than us. Hitler oppressed the Jews, and other cultures because they were different than him, and the United States denies Communist countries because they choose to follow a different style of governing. By the look of history, we are afraid of what is different, Said argues that we battle our fear, with the ability to describe anything in text. "The idea in either case is that people, places, and experiences can always be described by a book, so much so that the book acquires a greater authority, and use, even than the actuality it describes." To be evenhanded, we must also recognize the textual attitude as a generalization, and because of that it retains much less value. To be giving one culture stereotypes because of the stereotype it has given another culture, is the same as two wrongs don't make a right. Of course Said has another theory on the textual attitude. He argues that the thinking that books are always extremely accurate also comes from trial and error. He stated that if a book on lions and how they are fierce is read, and then the reader encounters a fierce lion, not only is the author believed, but encouraged to write more, and in turn will be read more widely. Edward W. Said's theory is a profound one: "books on fierce lions will do until lions can talk". As the world expanded, so did the practices of colonialism, and imperialism. Kipling's poem about White Men "cleaning up" a land, it also states that without freedom, war will be the consequence. Said picked a wonderful poem to illustrate the Western man's feeling of superiority. He feels that he is responsible for all men. Kipling also implies that

Old Man and the Sea essays

Old Man and the Sea essays In Ernest Hemingways Old man and the sea, Santiago, the books main character, is an old fisherman who is unlucky in the past 84 days. Manolin, his young devoted apprentice and friend, was forced to leave the boat by his parents because Santiago hadnt caught anything for so long. So on the 85th day Santiago decides to go much farther than he has ever gone before, and in doing that he catches an 18-foot marlin, and that is when the adventure begins. In this book Santiago demonstrates the best and the worst in a person through his actions in struggle, defeat, and death, endurance under pain, and pride. In this story Santiago demonstrates his actions under struggle, defeat, and death well when he catches the marlin of a lifetime. When Santiago sets sail for farther out than he has ever been before he didnt realize how big of a marlin he had gotten, he hooked him perfectly but then he started to pull the boat. And for three days the marlin pulled the boat, and for three days Santiago hung in there and didnt let go until he had finished. It was so hard for him to stay there while the fish just keep pulling he struggled to stay alert when the fish would suddenly pull forward. And he struggled while he had no cooked food for himself aboard the skiff, he had to eat raw fish that he caught to stay alive. Santiago almost gave up, he thought that the fish was about to defeat him but then the fish jumped and gave him the chance to pull in the rope and let the marlin fill his are sacks. Then he started to swim in circles and finally he speared the fish right through the heart. These a re some examples of how Santiago acted when under struggle, defeat, and death. During this same time Santiago experienced a lot of pain but he endured it the whole time. When his hand cramped up and he couldnt do anything, he had to endure that until it finally un-cramped and he could work with it again. When the ...

Color Change Chemical Volcano Demonstration

Color Change Chemical Volcano Demonstration There are several chemical volcanoes that are suitable for use as a chemistry lab demonstration. This particular volcano is nice because the chemicals are readily available and may be safely disposed after the eruption. The volcano involves a color change of the lava from purple to orange and back to purple. The chemical volcano can be used to illustrate an acid-base reaction and the use of an acid-base indicator. Color Change Volcano Materials goggles, gloves, and a lab coat or apron600 ml beakertub large enough to accomodate the beaker200 ml water50 ml concentrated HCl (hydrochloric acid)100 g sodium bicarbonate (NaHCO3)bromocresol purple indicator (0.5 g bromocresol purple in 50 ml ethanol) Make the Chemical Volcano Erupt In the beaker, dissolve ~10 grams of sodium bicarbonate in 200 ml of water.Set the beaker in the middle of of the tub, preferably inside a fume hood, since strong acid is used for this demonstration.Add around 20 drops of indicator solution. Bromocresol purple indicator will be orange in the ethanol, but will turn purple when added to the basic sodium bicarbonate solution.Add 50 ml concentrated hydrochloric acid to the purple solution. This will cause the eruption in which the simulated lava turns orange and overflows the beaker.Sprinkle some sodium bicarbonate on the now-acidic solution. The color of the lava will return to purple as the solution becomes more basic.Enough sodium bicarbonate will neutralize the hydrochloric acid, but it is best to handle only the tub and not the beaker. When you are finished with the demonstration, wash the solution down the drain with plenty of water. How the Volcano Works changes color the sodium bicarbonate HCO3- H ↔ H2CO3 ↔ H2O CO2

ABC ImmigrationImmigration Legal Services and Counseling Research Paper

ABC ImmigrationImmigration Legal Services and Counseling - Research Paper Example Management Summary 7. Financial Plan 1.0 Executive Summary The purpose of this brief business plan is to present the reader with the pursuit and stated intention of ABC Legal with reference to its goal of entering the market for legal counsel with regards to immigration counseling. Similarly, the piece will seek to detail the goals, targets, and developments that ABC Immigration would like to experience over the next two years of time. All of this is done with the intention of providing a discernible yet flexible framework by which the shareholders can consider the strengths and weaknesses that ABC Immigration provides as well as helping the firm to avert and/or minimize risk and maximize its key assets and/or strengths. 1.1 OBJECTIVES This particular business plan has a two-fold objective which is listed below: 1. Firstly, the business plan will act as a guide by which the shareholders of the firm will be able to manage and direct the growth and activities that will take place. As s uch, the guidance and framework which will be put forward, as well as time sensitive goals and metrics, will assist the aforementioned shareholders in developing a comprehensive business plan suited to addressing many of the needs that will doubtless present themselves to the business. 2. By providing such descriptive metrics, the business plan will guide the growth and development of the firm in a way that an abstract and non-measurable idea, or set of ideas, could not. Similarly, the objectives of ABC Immigration have been detailed below: As with any business, the overarching objective of ABC Immigration is to provide a wide and diverse array of legal and counseling services that will serve the client base with the peculiar needs that any and all immigration related questions and concerns would likely generate. Furthermore, the eventual goal will be to become something of a market leader within the geographic region with regards to immigration issues. 1. Profit: As with any firm, the primary motivator is to provide a profit to the shareholders by a means of sufficient growth and development of the firm and the services that are offered. In this way, the profit objective fits in with the following objectives as the ultimate end towards which the others work. 2. Growth: As a means to differentiate the business, add services, and provide a higher quality of services to the customer as well as providing a higher profit margin through differentiation of services, the growth of the firm is a secondary objective. 3. Market dominance: As a way to realize the two previous elements of listed objectives, the firm will attempt to obtain market dominance within the field. 1.2 MISSION As with many service industries, the mission of the firm is straightforward and relatively simple: Purpose: The purpose of the firm exists to provide professional, helpful, affordable, and timely legal counseling to the customers that seek such services. In this manner, the company exists fo r the sole purpose of providing the aforementioned services to the individuals companies that avail themselves of the services that ABC Immigration offers. Vision: The firm envisions itself as successful only by providing the highest quality of services to its customers. By providing such a high level of quality and at market leading prices, ABC Immigration aims to satisfy the needs of those it serves by providing both high quality, individualized access, and affordable rates to the clients who have honored the firm with their patronage. Mission: The mission can be summed up in two parts. Firstly, the firm has a short-term mission objective which will see the company constitute itself in a farily rapid manner; all the while

Change and Development in the English Language111 Essay

Change and Development in the English Language111 - Essay Example Pyles, Thomas and John Algeo, gave an example that the rule of pronouncing the letter "r". The concept of linking "r" which is used in British accent and it made difficult for the Americans to interpret certain words. This is a wide gap that made problem for the correspondence of the established and current English. 3. Elision: Due to less stress for words or letter the sound is omitted while pronouncing. As per Pyles, Thomas and John Algeo there are two types, in omitting the sounds either at the start or at the end of a word and it is called as aphesis and apocope respectively. 3. The History: The history of English language also is a cause for the diversity involved in the language. The English language is constructed from Greek and Latin. The people from different places took place in the event of the spreading of English language. And so there is a clear difference between the modern and established English. 4. Spellings and Pronunciation Variation: "The traditional words like bade are being transformed into bed" ( Pyles, Thomas and John Algeo, ch 3, pg 52). This is because of the adjustment made between the pronunciation and spelling. Hence pronunciation gap between the modern and traditional language.

Human trafficking and child sex trafficking

Human trafficking and child sex trafficking In recent years, there has been an increasing interest in the research of human trafficking, both in general and in child sex trafficking as a specific and crucial phenomenon. According to the U.S. Department of State (2007) trafficking is one of the fastest growing criminal enterprises with an approximate number of 800.000 victims each year trafficked over international borders. Anti-trafficking campaigns and NGOs have mushroomed and anti-trafficking policies have become important features of both international development agencies and governmental agendas (Piper 2005:203). Largely, scholars have concentrated their research on South East Asia; a region which is often described as the hub of trafficking in persons, particularly for the purpose of sexual exploitation. Since the UN Transitional Authority period child sex trafficking and child sex tourism have been identified as a specific problems and Cambodia has become the focus of many UN activities. Child sex trafficking is describ ed as relatively new phenomenon in Cambodia which did not exist before 1970 (Archivantitkul: 1998). The political and economic landscape of Cambodia as well as moral and social values have changed considerably in the last three decades since the Khmer Rouge regime. This fact makes Cambodia particularly vulnerable for people who seek to make a profit from the poverty of people who may be overwhelmed by the ongoing fast changing impacts which come to their country. South-East Asia has a large scale of undocumented labour migration. Those migrations flows are greatly facilitated by recruiters in destination and origin countries which can cause an exploitative situation. There is a fine line between the issues of migrant smuggling and trafficking and their distinctions are often blurred. Therefore, trafficking has to be seen as a part of migration flows (Piper 2005: 207). Most of human trafficking activities in South East Asia, particularly in the Mekong sub-region, take place domestically and so one can refer more to a regional or national problem than to an international one (ibid.:204). This part of the issue should be considered carefully as different patterns such as globalisation and the socio-economic conditions play an important role and could make trafficking in Cambodia again an international problem considering the causes ( ibid.:205). The definition of trafficking has changed considerably in the last number of decades and yet there is still no consensus about a universally valid definition (Laczko 2005: 10). The lack of a common definition together with the refusal of some states to recognise the existence of trafficking within their country makes it hard to combat this issue effectively on a global scale (Savona and Stefanizzi 2007: 2). In 2000, the UN General Assembly adopted the United Nations Protocol to Prevent, Suppress and Punish Trafficking in Persons  [1]  , also known as the Palermo Protocol. The protocol offers for the first time a legally binding international definition of trafficking as the control of one person over another for the purpose of exploitation: Trafficking in persons shall mean the recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs. Human trafficking and in particular child sex trafficking is considered by different scholars and studies (e.g. Williams and Masika 2002; Jana 2002; Asia Regional Cooperation to Prevent People Trafficking 2003) as a highly gendered topic. Despite the lack of research and accurate data on trafficking patterns, and it is clear that the majority of trafficking victims are women and girls (UNODC, 2006). Hence, one can say that trafficking is so often seen to be caused and facilitated by unequal gender relations and patriarchal values and systems (Williams and Masika 2002: 6). Undeniably, this creates of vulnerabilities and therefore human rights violations on women and children. Understanding the gender dimensions of this phenomenon is crucial to obtain a clear picture of the recruitment of trafficking victims up to the development of policy strategies and campaigns to combat these human rights violations. 1.1. The construction of the victim of child sex trafficking Existing research as well as political and criminal justice activity has the tendency to focus on the offender and their identification and punishment, rather than considering the victims of sex trafficking as equal players. This reflects a traditional criminology research approach which is often criticised by victimology discourse (Goody 2005: 239). Despite the large amount of literature and research which addresses child sex trafficking in Cambodia, there remains a gap about the conceptualisation of the victim of child sex trafficking. From a western perspective, victim conceptions are diverse which can be seen for instance in the ideal victim (Christie 1986) and in social constructivism views (e.g. Schà ¼tz 1962). Therefore it is also vital to consider the gender perspective of trafficking and the social role and construction of women and girls in the Cambodian society today in contrast to the past. For a better understanding of the origin of the construction perceptions it is interesting to take a closer look at constructivism theory. The concept of the victim underlies a construction of a certain reality within a culture, a society and in particular an institution. Those constructions of realities can be seen in the light of constructivism which means the construction of social realities. The theory of social constructivism has been contributed to by Schà ¼tz (1962), Berger and Luckmann (1966) and Gergen (1985, 1999). Regarding the construction of knowledge Schà ¼tz (1962: 5) argues that (a)ll our knowledge of the world, in common sense as well as in scientific thinking, involves constructs, i.e. a set of abstractions, generalizations, formalizations, idealizations, specific to the relevant level of thought organization. In terms of constructing the picture of a victim one can assume that the content of a perception is constructed in an active- constructive process of production rather than a passive- receptive process of representation (Flick 2004: 89). We find access to our world of experience which includes natural and social environment as well as certain conceptions by the construction of concepts and knowledge which are used to interpret experiences, understanding and attribution of meaning (ibid.: 90). It is crucial to regard the construction of knowledge and concepts in the context of social research and figure out the relevance for the present dissertation. Schà ¼tz (1962: 208ff) describes that social research uses pre-existing everyday constructs out of everyday knowledge and constructs with this another more formalised and generalised version of the world (Flick 2004: 91). Due to the lack of research about the conception of a victim in Cambodian society, my dissertation will focus on the social construct of a child sex trafficking victim and how it differs depending on the social environment or society the child is living in. This research seeks to identify the concept of a child sex trafficking victim which NGOs, International Organisation and the Cambodian government develop campaigns and policies to combat trafficking on. To get a clearer picture of the causes of child victim Piper (2005) claims that there is more research required into pre-trafficking situations (evidence of child abuse, family situation, and socio-economic pressure on family) and the challenges faced by trafficked victims who return to their countries and/ or regions of origin. Also the question arises of whether the victim can attain victim status after being returned to the family or whether stigmatisation causes him/her to be seen as an outcast. I would like to consider these issues for my qualitative interviews with NGOs and governmental representatives in Cambodia. 1.2. Additional literature review Apart from the literature referred to in the text above, essential texts for researching human trafficking and child sex trafficking in particular are e.g. Micollier (eds) (2004) who edited different essays which examine the social construction of sexuality, gender roles in the family, and gendered power relations in society in East Asia. The International Organization for Migration (IOM) also published various studies and books concerning human trafficking. The most contributive one for my research (IOM 2005), gathers a collection of essays that describe data collection and research of human trafficking from different countries. Relevant for the Mekong sub-region, Nicola Piper (2005) gives a review in this book about undertaken research on trafficking in South East Asia and Oceania. She highlights the gaps of knowledge in literature and research of trafficking issues. Savona and Stefanizzi (eds) (2007) and their contributors have a similar focus but offer a deeper analysis of migrat ion flows and trafficking and improving monitoring mechanisms for these complex criminal activities. An important study about human trafficking in Cambodia was undertaken by the Asia Regional Cooperation to Prevent People Trafficking (2003): Gender, Human Trafficking and the Criminal Justice System in Cambodia. Their research focus was on the gender perspective of trafficking and the underlying causes and contributing factors. Another study by the Asian Foundation (2006): A Review of a Decade of Research On Trafficking in Persons, Cambodia, aimed to provide a systematically review on trafficking related research about the consequences, scopes and patterns of trafficking. They review more trafficking in general and in its various patterns. Child sex trafficking is considered in a small but well researched paragraph. Summing up, these key readings and studies all critically asses human trafficking and offer a variety of valid perspectives on the phenomenon. 2. Research question and aim Research question As introduced to in the paragraph above, my research question arises out of a literature gap.: What type of conceptualisation of a victim do victim support centres, NGOs and the government in Cambodia have and how do those concepts influence their work, campaigns and policy strategies? Research aim The research aim is to identify the different existing constructions of a child sex trafficking victims in Cambodia provided and to explore if the social and cultural construction of a trafficked child differs depending on society and social environment like shelters or vocational training programme the child lives in or is involved in. Possible sub-questions that contribute to the research question are: How do children become victims of trafficking? What is the social construction of women and girls in Cambodia? Explore the historical development of the term child and juvenile in Cambodia in legal and cultural ways. Is there a changing meaning of those terms? How important is virginity for Cambodian men? 3. Research Method/ Design According to Flick (2006), the foundation of qualitative research is the reconstruction of social realities. Through the exploration of subjective perceptions, patterns of interpretation, structural characteristics and the latent meaning of action, a deeper understanding of a study field can be achieved. Thereby, no proband taming takes place by presetting of answering categories, but it creates a space for individual perspectives of the study field (Muckel 1996: 66). The general claim of qualitative research is to describe life worlds from the inside out, from the point of view of the people who participate (Flick et al: 3), to contribute to a better understanding of social realities. In comparison to quantitative social research where one examine already formulated hypothesis, the aim of qualitative research is to discover new ideas and to develop empirically justified theories (Flick 2006: 15). Though, the communication of the researches of the particular field, i.e. the subjectiv ity of the researcher and the researched, becomes an essential component of the research process and the finding (Flick 2006). Contrary to quantitative research controlling or excluding influence from the researched as interfering variables, in qualitative research the reflection of the researchers actions, his perceptions and observations as well as impressions and irritations are involved in the data evaluation process (ibid.: 16). The openness to the primary world of the researched and their different constructions of reality as well as according to the applied research methods are a basic characteristic of qualitative research (ibid.). My research interest focuses on the subjective views and conception of the victim of child sex trafficking in Cambodia. Therefore it is essential to apply qualitative research methods. In the following I will describe the chosen methods of collecting and evaluating data. 3.1. Method of data collection The dissertation seeks to asses NGOs, crisis centres and governmental agencies conceptions and views of the victim of child sex trafficking in Cambodia. The aim is to examine how their construction of a child victim influences their project, campaigns and policies. This interrelation is possible to depict verbally but not easily to detect throughout observation processes due to ethical considerations. The observation of the work with victims is ethically not justifiable in such a short research time frame as the identity with victims is strictly confidential and observation is not approved by the organisations or shelters if the researcher is not able to stay at least 2 month. Therefore the qualitative interview with the organisations and shelters was chosen as a research method. The main interest is to find out about particular perceptions and more complex argumentations. Therefore the questioning should be more active and probing (Hopf 2004: 204). Semi-structured Interview The semi-structured interview is an appropriate approach to explore the subjective perception and theories that stands behind my questionnaire. Scheele and Groeben (1988) introduced this approach to explore the construction and subjective theories behind everyday knowledge and the field of study (Flick 2006: 155). Their assumption was that interviewees are encouraged to express their perceptions and their reasoning behind certain topics in a natural manner if the interviewer provides a semi-structured question setting. Therefore one can reconstruct the subjective theories and views of the interviewee for the purpose of the study. The main elements of the semi-structured interview are open and confrontational questions. (see box 1) They offer the interviewee space to express their perception and knowledge. The confrontational question has a responsive function to the subjective theories offered by the interviewee and is asking a competing alternative to re-examine the opinions (ibid.: 156). An example for my research would be: (Text box 1) Another set of questions would be hypothesis-directed questions (see text box 2) which test scientific literature written about the research topic (ibid.). They give the interviewee the chance to become more explicit and help the interviewer to get the required information for the researched topic: (Text box 2) In specific: the Expert Interview The expert interview is a subcategory of the semi-structured interview. The approach of the dissertation questionnaire is to interview on the one hand service providers like victim support centre, crisis centres and NGOs that support the victim needs and rights. On the other hand it is an aim to speak to the Cambodian government which means in particular MP Mu Sochua of the Ministry of Womens and Veterans Affairs (MWVA). Here the interest is not so much the biographic background of the actual person but more the perception of the actual institution or the Cambodian Parliament about the research topic. The interviewees are seen as representatives for a certain group not as individuals (Flick 2006: 165). There are several research practical amenities for the expert interview. In an early exploration phase of a theoretical, less prestructured and informational less cross-linked research, the expert interview offers unrivalled dense data acquisition. This stands in contrast to the elaborate, cost and time-intensive accomplishment of participant observation, field study and systematic quantitative research (Bogner and Menz 2005: 7). It is recommended to choose expert interviews if a study field is hard or impossible to access especially when it comes to delicate issues like child sex trafficking and child prostitution. Beside the economic advantages and the chance to get information even about an awkward issue, another advantage is the facilitation of further field access when the expert refers to other colleagues and dialogue partners. It should also be noted out of a methodological view that a further benefit is that it is much easier to interview an expert as they usually have a higher linguistic competence which contributes directly to the analysis of the narrative. Hence, in an idealised conception, two academic socialised dialogue partners meet in this interview setting (ibid.: 8). To ensure validity of my research and to ascertain patterns of the construction of the victim of child sex trafficking, I intend to carry out 15-20 interviews with victim support centres, Human Rights NGOs who are concerned about child sex trafficking and government representatives (all in Phnom Penh). All institutions are contacted via email and telephone to arrange an appointment during my field trip in Cambodia and to offer them an outline of the research project which gives them the opportunity to prepare for the questions. I will use open-ended questions that give the interviewee space to present their perceptions and views. It also allows for the emergence of new topics that were not originally thought to be part of the interview. I will prepare 8 broad topics for the interviews that are formulated as broad questions and introduce them one after the other  [2]  . Depending on the interview course, I will specify the topics and ask in more detail to clarify vague formulations. 3.2. Limitations Whilst there are many advantages to this research design, there are also several limitations to the expert interview. Meuser and Nagel (2002:87) identify the expert might not always react as desired where their expertise may emerge as being limited and impede the interview process. Further, they identify the eventuality that the interviewee may not t participate in the question-answering game (Flick 2006:165) giving instead a speech to promote their knowledge and/or agenda. Whilst this can sometimes contribute to the research topic, it can also digress from the point and make it difficult to return to the original question. Another potential weakness of expert interviews is that the interviewee can change roles from being an expert to being a private person. Whereby, the interview looses objectiveness and private/ personal perceptions and bias may interfere with the representation of the institution or expert knowledge (ibid.). To ensure reliability for this method it is crucial that the interviewee, here the expert, understands the research context and the questions fully. Bulmer and Warwick (1983) identify the difficulties of conducting social research in developing countries which gives this research proposal an interesting angle. It is widely recognised that the availability of social data in developing countries is limited. Existing data is often of poor quality and therefore of little use due to limited administrative capacity, lack of manpower and infrastructure (ibid.: 4-5). The validity might be restricted and misleading if one relies only on administrative sources. The Cambodian law enforcement agencies and administration are perceived as the most corrupt sector. The Global Corruption Barometer also shows that 70% of the citizens are likely to pay bribes to the police (Anti- Corruption Resource Centre 2009) which proves the normality and explicitness of corruption within the population. When it comes to delicate issues such as human trafficking high ranking Cambodian law enforcement official are believed to accept bribes to facilitate human trafficking and child prostitution (US Department of State Human Rights Report 2006). A revealing example for corruption compliance within sex trafficking is the former Deputy Director of the Police Anti-Human Trafficking and Juvenile Department and two officials under his supervision were convicted and imprisoned for facilitating human trafficking (Anti- Corruption Resource Centre 2009). Due to the ubiquity of corr uption, corruption this must be recognised within my research and considered when seeking out NGOs, who can offer a different picture of the reality throughout their mandate, their reports and research. With this considering and an awareness of these potential difficulties and obstacles within the interview process, a valid data collection can be better guaranteed. If one does so, the expert interview can be a very useful and powerful source to generate valid data. After weighing up the variety of pro and cons, the expert interview is an appropriate interview method for this research to provide an interpretative account of the concept a child sex trafficking victim. 3.3. Alternative Method: Problem-centered Interview (PCI) Initially the problem-centered interview (Witzel 1982; 1985) was considered as an appropriate interview method for my research question about construction of a victim. The principles of the problem-centred interview are to gather objective evidence on human behaviour as well as on subjective perceptions and ways of processing social reality (Witzel 2000:1). In this sense, the basic concern is the exploration of subjective cognition, approaches, motivation for actions and situation al interpretations. In contrast, the narrative interview (Hopf 2004: 206) is considered in this context to be inadequate because it produces a lot of material which leads to a huge data amount. Further, there should be no intervention in the process where the role of the interviewer is an attentive listener. This would be inappropriate considering the specific research questionnaire in mind and the given time frame. The problem-centered interview to large extent draws upon Glasers and Strausss (1967) theory generating method of the Grounded Theory. The primary reason for excluding this research method is the fact that it is a biographic focused interview where the biography and personal experiences of the interviewee are integral to the data generated. The expert knowledge of a certain field or of a particular organisation and expertise which mirrors the ideology of that institution is of more use than the biography of the expert and their personal motivations and views. Nevertheless, the research interest is to ascertain and interpret why the concept of the victim is constructed as described by the organisation experts and why it might differ from Western views of the child as a victim of sex trafficking. Therefore cultural and social constructions of realities have to be included. 3.4. Data analysis The reliability of this study will be maximised by transcribing all interviews conducted and building categories based on an initial reading of the transcripts. This process is described as coding (e.g. Flick 2006: 295 and Seale 2004: 306ff) which is based in based in grounded theory as discussed earlier  [3]  . Seale identifies that the purpose of coding qualitative data is to reduce large amounts of data and to develop and test out theories (2004: 313). The main challenging task for the researcher is to filter out comparisons and identify similarities and differences in the interview material. For my research I will use open coding which means the process of breaking down, examining, comparing, conceptualising and categorizing data (Strauss and Corbin 1990: 61). The coding strategy enables me to analyse the concepts of the victim of child sex trafficking, group them into categories and subsequently discuss them in depth. The last step of coding is a list of terms together with an explanatory text (Bà ¶hm 2004: 271). 3.5. Ethics in qualitative research Multiple ethical considerations arise throughout the research process for this dissertation. Starting from the research design and the appropriateness of certain methods to collecting data and further on to the point of analysing the gathered data. More recently there has been a paradigm shift from the ethical concerns in social research concerned with the ways in which participants are affected by the research to a more post-structuralist approach which includes the social world and the knowable and objective truth is uncovered by researchers (Ali and Kelly 2004: 116). A crucial influence in social research ethics comes from feminist researchers who emphasise [à ¢Ã¢â€š ¬Ã‚ ¦] the role of power relations at all levels of knowledge production, from epistemology, through research relationships, to the dissemination of findings (ibid.). Research regarding child sex trafficking can be seen from the perspective of feminist research as it is a highly gendered topic. It is therefore crucia l to consider feminist research practices and its related ethical elements. A primary aim of feminist research is to contest and dispute the marginalised status of woman, and in this particular case vulnerable child, by representing their needs, perspectives and perceptions (Gillies and Alldred 2005: 39). There have been many controversies surrounding the role of the researcher in the production of knowledge about women and representing the Other (Wilkonson and Kitzinger 1996, in: Gillies and Alldred 2005: 39). The ethical concerns posed when carrying out research on trafficked children as such a vulnerable group are profound. I therefore consider it ethically unjustifiable to interview children about their experience with sexual exploitation within this short research period. Such an approach could potentially cause further distress to an already vulnerable and exploited subject group. As such, I have therefore decided against interviewing victims of trafficking and will conduct interviews exclusively with experts. Respect will be given to existing ethical precautions and regulations for social research whilst also acknowledging that an ethical practice will often comes down to the professional integrity of the individual researcher (Ali and Kelly 2004: 118). Translator difficulties A further challenge to potentially interviewing victims would be the requirement of a translator which can creates a multitude of problems: The dynamic can create a tense and unbalanced atmosphere for the victims to talk comfortably. There is a risk that the translator may not translate the verbatim accurately. Finally, interpretation of the language particulars of the victim is crucial to the data and therefore not understanding Khmer creates a large obstacle when reviewing the interview translations. This may be hard to overcome even with a translator. In consideration of this I decided to interview English speaking NGOs and government representatives. How generalisable will our results be to the sectors as a whole? 5. Timescale from 15th April to 2nd September Date 2010 Literature Review Contacts Questionnaire Design Fieldwork Cambodia Data Processing Data Analysis Write Report Submit Report April 15 * April 22 * April29 * * April 6 * * * May13 * * * May20 * * * May 27 * June 3 * * June 10 * June 17 * * June 24 * * July 1 * * July 8 * * July 15 * * July 22 * * July 29 * Aug 5 * * Aug 12 * * Aug 19 * Aug 26 * Sep 2 * Sep 9 * Sep 15 * (Bloch, A. (2010) Timescales for Research Project: The Professional Capacity of Nationals from the Somali Regions in the UK, Moodle City University, slides of lecture 6) 6. Bibliography Books and journal articles: Ali, S. and Kelly, M. (2004) Ethics and social research, in Seale, C. Researching Society and Culture. London [et al.]: Sage Publications. Archivantitkul, K. (1998) Trafficking in children for forced labour exploitation including child prostitution in the Mekong sub-region. Bangkok: ILO-IPEC. Asia Regional Cooperation to Prevent People Trafficking (2003) Gender, Human Trafficking and the Criminal Justice System in Cambodia http://wwww.humantrafficking.org/uploads/updates/gender_report_cambodia.pdf [accessed 7th April 2010]. Berger, P.L. and Luckmann, T. (1966) The Social Construction of Reality. Garden City, NY: Doubleday. Bloch, A. (2010) Timescales for Research Project: The Professional Capacity of Nationals from the Somali Regions in the UK, Moodle City University, slides of lecture 6. Bogner, A., Menz, W. (2005) Expertenwissen und Forschungspraxis: die modernisierungstheoretische und die methodische Debatte um die Experten., in Das Experteninterview: Theorie, Methode, Anwendung. Wiesbaden: VS Verlag FuÃÅ'ˆr Sozialwissenschaften. Bà ¶hm, A. (2004) Theoretical Coding: Text Analysis in Grounded Theory, in Flick et al A Companion to Qualitative Research. London[et al.]: Sage Publications. Bulmer, M., Warwick, D. (1983) Social Research in developing countries. Surveys and Censuses in the Third World. Chichester [West Sussex]: Wiley. Christie, N. (1986) The Ideal Victim, in Fattah, E.A. From Crime Policy to Victim Policy. Reorienting the justice system. Houndmills, Basingstoke, Hampshire: Macmillan. Flick, U., von Kardorff, E. and Steinke, I. (2004) A Companion to Qualitative Research. London [et al.]: Sage Publications. Flick, U. (2004) Constructivism, in Flick,U., von Kardorff, E. and Steinke, I. A Companion to Qualitative

Ancestral Influence in Hawthorne’s Writing

Ancestral Influence in Hawthorne’s Writing Can the sins of ancestors pass down upon the next generations? Hawthorne believed that it was possible and he expresses his beliefs through his writings. Hawthorne was well aware of his ancestral consequences of wrongdoings and he held the sense of guilt of his ancestor, so many of his writings were gothic, dark, and dealt with evils. Nathaniel Hawthorne’s historical background of living in Salem and his ancestral connection to Salem Witch Trial influenced him to question the fate of the family carrying the sin of past mistakes in his novel, the House of the Seven Gables.Nathaniel Hawthorne was born in Salem, Massachusetts, and he is the descendent of John Hawthorne, a judge of the Salem Witch trial. During the witch trials, hysteria and delusions clouded everyone’s eyes and unjust persecutions spread and killed many of the innocents. Judges at the times had the power to persecute the witches, however, the whole incident was a horrible delusion (Wright). This ancestral wrongdoing has hunted Hawthorne throughout his lives. Hawthorne lost his father from the yellow fever when he was four and his mother obliged to live with her parents because they were financially troubled.He lived very isolated because his mother kept herself isolated as well. Hawthorne believed that the depressing circumstances of their family were caused by the curse of victims from Salem Witch Trials (Hawthorne xvi). This belief of Hawthorne clearly is reflected in the characters of the House of the Seven Gables. Similar to Hawthorne, a Salem family of Pyncheons has believed and suffered from the curse passed down from Matthew Maule, an innocent victim of Colonel Pyncheon. He was accused of witchcraft and was executed due to the unjust claim of Colonel.Before Maule’s death, he proclaimed, â€Å"the God will give him blood to drink,† which came true shortly after when Colonel Pyncheon dies in the same manner as descr ibed by Maule. In the future generations, the decedents of Pyncheon family that have been living in the house was as if trapped in it, they were bonded with the house surrounded with dark aura. Colonel was a dark, wicked, greedy man and his decedents are haunted with the consequences and the evil deeds of their ancestors. Similar to the Salem Witch trials, greed and lies covered the sins of both crimes and it haunted to future generations. Hawthorne xvii). Both stories closely resemble each other because Hawthorne has been greatly influenced from his cultural background and ancestral histories. Both Hawthorne and Pyncheon were the descendent of the Puritan. Because Hawthorne is influenced greatly with the Puritan beliefs, the novel, The House of Seven Gables, is expressed with full of puritan ideals, curses, and sins (xiii). Hawthorne, from his view of the witch trials, also criticized that Puritans were too self-righteous and lacked of human heart (Hall).The setting for the novel w as taken place at Salem, where the House of the Seven Gables exists, and it was also was where Hawthorne was born and raised. Maule also came from the name, Thomas Maule, a criticizer of the witch trials. The House of the Seven Gables too, was actually molded from his cousin’s, Susannah Ingersoll, house in the Massachusetts. It is also an actual incident that occurred during the witch trial that one of the victims of witch trial, Sarah Good, had told Reverent Noyes, the sinful accuser, that, â€Å"if he took her life away, God would give him blood to drink! Many of the settings and characters were created from Hawthorne’s surrounding influences and people (Hawthorne xiii – xx). Hawthorne uses curses as to symbolism of his past and present, influencing in many of his writings. In the preface, he stated, â€Å"The wrong-doing of on generation lives into the successive ones, and divesting itself of every temporary advantage, becomes a pure and uncontrollable misc hief† (Chandler 46). He believed that the sins and evils have passed down from the past and is binding them from happiness.It is said that Hawthorne even changed the spelling of his name, possibly to escape the shameful act of his processors. His novels gives traits of Hawthorne’s will of retribution and search of the remorse for the past mistakes of his ancestors. In The House of Seven Gables, he exploits that the past sins can be transmitted through generations and that just like the physical traits, and how the cursed family struggles to overcome this problem (Hawthorne xv-xvi). Hawthorne, in his novels, describes themes of the psychological moral struggles people go through in their existence.There was a moment in the book where Hawthorne showed the slight hope in concurring the sinful past. It was when a young man called Holgrave tells Pheobe Pyncheon about a story of Maule who intended to control Alice Pyncheon, a beautiful innocent girl, for the sake of his ances tor’s revenge. Maule hiponized Alice and gained control of her, but in the end, his action led Alice into death, and Maule greatly regretted his action. As he finish telling the story, the atmosphere they had was similar of what was in the story; Holgrave had the power to control Pheobe because she was almost hypnotized situation by his stories.However, despite his longing and awkward relationship with Pyncheons, Holgrave chose the way to love and care for Pheobe instead of controlling her with his power. This progress, Hawthorne showed that it was possible to break and escape from the bond of the evil doings of their ancestors (Bell). In the end of the novel, Pheobe Pyncheon, a member of Pyncheon family, Holgrave, a descendent of Thomas Maule, falls in love. This was the moment when the curse of the Pyncheon was lifted from all the characters in the book.They got married and it will be a great progress to get over then coincidence between Matthew Maule and Alice Pyncheon. Fr om this passage, Hawthorne probably believed that the curse of ancestral sins and evils can be cured by the love and forgiving of the people. It is perhaps his marriage with Sophia Peabody and his love for her that led him thinking less of the deception of his ancestor and which led him to write the happy ending for the novel (Hawthorne 263-276). The novel ended with atonement and start of restoring the love that was lacked in the house (Brodhead 70).In the House of the Seven Gables, Nathaniel Hawthorne discusses the influence of ancestral consequences of wrongdoing upon the future generation. Hawthorne felt guilt and responsibility from the sins of his ancestors, and was haunted by them throughout his life. He believed that the sins will pass on through generations and he wrote this novel with this theme in his mind. However, the novel ended with happy ending where people found love that overcomes the hate and evil of the dark historical sins.

Effect Of An Augmented Reality Enhanced Mathematics Lesson...

This research article, titled, The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation by Anne Estapa and Larysa Nadolny from Iowa State University, was written with the goal of examining more closely the effect of Augmented Reality-based lessons on student achievement and student motivation in a high school math class. Investigating this question is important because with more and more available technology to use in the classroom, it is essential to examine the effectiveness of it and not implement a certain tool to have technology for technology’s sake. The article discusses in depth the achievement levels and motivations of students who participated in a high school math lesson that involved the use of Augmented Reality, or AR, to reinforce the concept of dimensional analysis. In the article, AR is described as an ideal tool for the mathematics classroom because AR can facilitate things such as â€Å"manipulation, visualizations , and authentic contexts†. Another benefit is that to increase motivation, the researchers used real-world situations which is easier to fabricate with the use of technology, especially because of the prevalence of technology in almost every moment of a person’s life today. Although the researchers are seemingly seeking to confirm their belief that Augmented Reality is a useful classroom tool for technical mathematics, they are quick to point out that a good classroom is comprised of a clear distinction of

Tiwanaku Empire - City, Imperial State at Lake Titicaca

The Tiwanaku Empire (also spelled Tiahuanaco or Tihuanacu) was one of the first imperial states in South America, dominating portions of what is now southern Peru, northern Chile, and eastern Bolivia for approximately four hundred years (AD 550-950). The capital city, also called Tiwanaku, was located on the southern shores of Lake Titicaca, on the border between Bolivia and Peru. Tiwanaku Basin Chronology The city of Tiwanaku emerged as a major ritual-political center in the southeastern Lake Titicaca Basin as early as the Late Formative/Early Intermediate period (100 BC-AD 500), and expanded greatly in extent and monumentality during the later part of the period. After 500 AD, Tiwanaku was transformed into an expansive urban center, with far-flung colonies of its own. Tiwanaku I (Qalasasaya), 250 BC-AD 300, Late FormativeTiwanaku III (Qeya), AD 300-475Tiwanaku IV (Tiwanaku Period), AD 400-800, Andean Middle HorizonTiwanaku V, AD 800-1150hiatus Inca Empire, AD 1400-1532 Tiwanaku City The capital city of Tiwanaku lies in the high river basins of the Tiwanaku and Katari rivers, at altitudes between 3,800 and 4,200 meters (12,500-13,880 feet) above sea level. Despite its location at such a high altitude, and with frequent frosts and thin soils, perhaps as many as 20,000 people lived in the city at its heyday. During the Late Formative period, the Tiwanaku Empire was in direct competition with the Huari empire, located in central Peru. Tiwanaku style artifacts and architecture have been discovered throughout the central Andes, a circumstance that has been attributed to imperial expansion, dispersed colonies, trading networks, a spread of ideas or a combination of all these forces. Crops and Farming The basin floors where Tiwanaku city was built were marshy and flooded seasonally because of snow melt from the Quelcceya ice cap. The Tiwanaku farmers used this to their advantage, constructing elevated sod platforms or raised fields on which to grow their crops, separated by canals. These raised agricultural field systems stretched the capacity of the high plains to allow for protection of crops through frost and drought periods. Large aqueducts were also constructed at satellite cities such as Lukurmata and Pajchiri. Because of the high elevation, crops grown by the Tiwanaku were limited to frost-resistant plants such as potatoes and quinoa. Llama caravans brought maize and other trade goods up from lower elevations. The Tiwanaku had large herds of domesticated alpaca and llama  and hunted wild guanaco and vicuà ±a. Stone Work Stone was of primary importance to Tiwanaku identity: although the attribution is not certain, the city may have been called Taypikala (Central Stone) by its residents. The city is characterized by elaborate, impeccably carved and shaped stonework in its buildings, which are a striking blend of yellow-red-brown locally-available in its buildings, which are a striking blend of yellow-red-brown locally-available sandstone, and greenish-bluish volcanic andesite from farther away. Recently, Janusek and colleagues have argued that the variation is tied to a political shift at Tiwanaku. The earliest buildings, constructed during the Late Formative period, were principally built of sandstone. Yellowish to reddish brown sandstones were used in architectural revetments, paved floors, terrace foundations, subterranean canals, and a host of other structural features. Most of the monumental stelae, which depict personified ancestral deities and animate natural forces, are also made of sandstone. Recent studies have identified the location of the quarries in the foothills of the Kimsachata mountains, southeast of the city. The introduction of bluish to greenish gray andesite happens at the start of the Tiwanaku period (AD 500-1100), at the same time as Tiwanaku began to expand its power regionally. Stoneworkers and masons began to incorporate the heavier volcanic rock from more distant ancient volcanoes and igneous outgroups, recently identified at mounts Ccapia and Copacabana in Peru. The new stone was denser and harder, and the stonemasons used it to build on a larger scale than before, including large pedestals and trilithic portals. In addition, the workers replaced some sandstone elements in the older buildings with new andesite elements. Monolithic Stelae Present at Tiwanaku city and other Late Formative centers are stelae, stone statues of personages. The earliest are made of reddish-brown sandstone. Each of these early ones depicts a single anthropomorphic individual, wearing distinctive facial ornaments or painting. The persons arms are folded across his or her chest, with one hand sometimes placed over the other. Beneath the eyes are lightning bolts; and the personages are wearing minimal clothing, consisting of a sash, skirt, and headgear. The early monoliths are decorated with sinuous living creatures such as felines and catfish, often rendered symmetrically and in pairs. Scholars suggest that these might represent images of a mummified ancestor. Later, about 500 AD, the stelae change in style. These later stelae are carved from andesite, and the persons depicted have impassive faces and wear elaborately woven tunics, sashes, and headgear of elites. The people in these carvings have three-dimensional shoulders, head, arms, legs, and feet. They often hold equipment associated with the use of hallucinogens: a kero vase full of fermented chicha and a snuff tablet for hallucinogenic resins. There is more variations of dress and body decoration among the later stelae, including face markings and hair tresses, which may represent individual rulers or dynastic family heads; or different landscape features and their associated deities. Scholars believe these represent living ancestral hosts rather than mummies. Trade and Exchange After about 500 AD, there is clear evidence that Tiwanaku established a pan-regional system of multi-community ceremonial centers in Peru and Chile. The centers had terraced platforms, sunken courts and a set of religious paraphernalia in what is called Yayamama style. The system was connected back to Tiwanaku by trading caravans of llamas, trading goods such as maize, coca, chili peppers, plumage from tropical birds, hallucinogens, and hardwoods. The diasporic colonies endured for hundreds of years, originally established by a few Tiwanaku individuals but also supported by in-migration. Radiogenic strontium and oxygen isotope analysis of the Middle Horizon Tiwanaku colony at Rio Muerto, Peru, found that a small number of the people buried at Rio Muerto were born elsewhere and traveled as adults. Scholars suggest they may have been interregional elites, herders, or caravan drovers. Collapse of Tiwanaku After 700 years, the Tiwanaku civilization disintegrated as a regional political force. This happened about 1100 AD, and resulted, at least one theory goes, from the effects of climate change, including a sharp decrease in rainfall. There is evidence that the groundwater level dropped and the raised field beds failed, leading to a collapse of agricultural systems in both the colonies and the heartland. Whether that was the sole or most important reason for the end of the culture is debated. Archaeological Ruins of Tiwanaku Satellites and Colonies Bolivia: Lukurmata, Khonkho Wankane, Pajchiri, Omo, Chiripa, Qeyakuntu, Quiripujo, Juchuypampa Cave, Wata Wata Chile: San Pedro de Atacama Peru: Chan Chan, Rio Muerto, Omo Sources The best source for detailed Tiwanaku information has to be Alvaro Higuerass Tiwanaku and Andean Archaeology. Baitzel SI, and Goldstein PS. 2014. More than the sum of its parts: Dress and social identity in a provincial Tiwanaku child burial. Journal of Anthropological Archaeology 35:51-62.Becker SK, and Alconini S. 2015. Head Extraction, Interregional Exchange, and Political Strategies of Control at the Site of Wata Wata, Kallawaya Territory, Bolivia, during the Transition between the Late Formative and Tiwanaku Periods (A.D. 200-800). Latin American Antiquity 26(1):30-48.Hu D. 2017. War or peace? Assessing the rise of the Tiwanaku state through projectile-point analysis. Lithics: The Journal of the Lithic Studies Society 37:84-86.Janusek JW. 2016. Processions, Ritual Movements, and the Ongoing Production of Pre-Columbian Societies, with a Perspective from Tiwanaku. Processions in the Ancient Americas: Occasional Papers in Anthropology at Penn State 33(7).Janusek JW, Williams PR, Golitko M, and Aguirre CL. 2013. Building Taypikala: Telluric Transformations in the Lithic Production of Tiwana ku. In: Tripcevich N, and Vaughn KJ, editors. Mining and Quarrying in the Ancient Andes: Springer New York. p 65-97.Knudson KJ, Gardella KR, and Yaeger J. 2012. Provisioning Inka feasts at Tiwanaku, Bolivia: the geographic origins of camelids in the Pumapunku complex. Journal of Archaeological Science 39(2):479-491.Knudson KJ, Goldstein PS, Dahlstedt A, Somerville A, and Schoeninger MJ. 2014. Paleomobility in the Tiwanaku Diaspora: Biogeochemical analyses at Rio Muerto, Moquegua, Peru. American Journal of Physical Anthropology 155(3):405-421.Niemeyer HM, Salazar D, Tricallotis HH, and Peà ±a-Gà ³mez FT. 2015. New Insights into the Tiwanaku Style of Snuff Trays from San Pedro de Atacama, Northern Chile. Latin American Antiquity 26(1):120-136.Somerville AD, Goldstein PS, Baitzel SI, Bruwelheide KL, Dahlstedt AC, Yzurdiaga L, Raubenheimer S, Knudson KJ, and Schoeninger MJ. 2015. Diet and gender in the Tiwanaku colonies: Stable isotope analysis of human bone collagen and apatite from Moquegua, Peru. American Journal of Physical Anthropology 158(3):408-422.