The concept of earning ones citizenship Essay Example For Students

The concept of earning ones citizenship Essay The Concept of Earning Ones Citizenship Citizenship is defined as a being a citizen or a person owing allegiance to and entitled to the protection of a sovereign state. Citizen preferred for one owing allegiance to a state in which sovereign power is retained by the people and sharing in the political rights of those people. The concept of which in one of its earliest was given to us by the Romans, who had just began to understand the importance of a populace contributing to the decisions of its own fate. Modern American citizenship as we know it today was defined for us in the constitution of this nation by the founding fathers. Citizenship as they had envisioned it even back then was not free, but came with a price. We will write a custom essay on The concept of earning ones citizenship specifically for you for only $16.38 $13.9/page Order now A citizen was expected to carry out certain civic duties and responsibilities such as the defense of the republic, participating in state and local government, and voting on affairs of the nation as a whole. Benjamin Franklin once said, Democracy is two wolves and a lamb voting on what to have for lunch. Liberty is a well-armed lamb contesting the vote! Given all the communication technology; receiving and sending information has never been easier, however civic involvement is at one if its lowest points in the past 100 years. Eleanor Roosevelt once wrote of her husband, that Theodore Roosevelt taught by precept and example that men owed something at all times, whether in peace or in war, for the privilege of citizenship and that the burden rest equally on rich and poor. He said that, no matter what conditions existed, the blame lay no more heavily on the politician and his machine controlling city, state, or nation, than on the shoulders of the average citizen who concerned himself so little with his government that he allowed men to stay in power in spite of his dissatisfaction because he was too indifferent to exert himself to get better men in office. In order to maintain such a jewel of democracy, a new superior breed of citizen is required, one that has stepped forward and reached out to carry the torch of freedom and guard it from those that would seek to extinguish it. He or she must wear his or her citizenship like a badge of honor. For citizenship to be so greatly prized it must be earned. One should have to make great sacrifices in order to be awarded the status quo of a class that steers and maintains the republic for the greater good of the nation for which it stands. The current system of populace participation is severely handicapped by lack of involvement and voter apathy. In the 2000 presidential election 129.5 million people were eligible to vote, however of that number only 85. 5% decided it would be a good idea to vote. Unfortunately statistics on the number of people who were informed voters are not available. Often those that do vote complain of a lack of choice, or having to choose the lesser of two evils. Are we really doing our democracy a favor by voting for the candidates that we dislike the least? When is the last time a candidate ran for office that actually enamored the masses? An individual that had the experience, had made the sacrifices, had the true interest of the nation; where is he or she? To represent and lead this previously mentioned group of super citizens, we should have a worthy leader. The headlines and the news channels are full of stories of the corrupt and the hypocritical. The leaders that we now elect to office are often pursuing their own interest or being corrupted by the decadent political machine that administers our nation. .ude00630eda244a254cd8bd5f0643fac1 , .ude00630eda244a254cd8bd5f0643fac1 .postImageUrl , .ude00630eda244a254cd8bd5f0643fac1 .centered-text-area { min-height: 80px; position: relative; } .ude00630eda244a254cd8bd5f0643fac1 , .ude00630eda244a254cd8bd5f0643fac1:hover , .ude00630eda244a254cd8bd5f0643fac1:visited , .ude00630eda244a254cd8bd5f0643fac1:active { border:0!important; } .ude00630eda244a254cd8bd5f0643fac1 .clearfix:after { content: ""; display: table; clear: both; } .ude00630eda244a254cd8bd5f0643fac1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ude00630eda244a254cd8bd5f0643fac1:active , .ude00630eda244a254cd8bd5f0643fac1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ude00630eda244a254cd8bd5f0643fac1 .centered-text-area { width: 100%; position: relative ; } .ude00630eda244a254cd8bd5f0643fac1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ude00630eda244a254cd8bd5f0643fac1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ude00630eda244a254cd8bd5f0643fac1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ude00630eda244a254cd8bd5f0643fac1:hover .ctaButton { background-color: #34495E!important; } .ude00630eda244a254cd8bd5f0643fac1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ude00630eda244a254cd8bd5f0643fac1 .ude00630eda244a254cd8bd5f0643fac1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ude00630eda244a254cd8bd5f0643fac1:after { content: ""; display: block; clear: both; } READ: Diabetes Essay They make decisions without weighing the cost on the nation and its peoples, having for the most part made little if any sacrifice to obtain the position to which they have been elected. Most American elected officials come from privileged backgrounds, and have little if any idea of the concept doing without. They have always had their will, be it material or other. They lack the discipline and moral fortitude to be entrusted with .

How to Conjugate the Verb Smettere in Italian

How to Conjugate the Verb Smettere in Italian   Some definitions of â€Å"smettere† include: To stopTo leave offTo ceaseTo give up What to know about smettere: It’s an irregular verb second-conjugation verb, so it does not follow the typical -ere verb ending pattern.It’s a transitive verb, which takes a direct object.The infinito is â€Å"smettere†.The participio passato is â€Å"smesso†.The gerund form is â€Å"smettendo†.The past gerund form is â€Å"avendo smesso†. Indicativo/Indicative   Il presente io smetto noi smettiamo tu smetti voi smettete lui, lei, Lei smette essi, Loro smettono Ad esempio: Vorrei parlarti sul serio, quindi smettila con gli scherzi. - I want to talk to you seriously, so stop with the jokes. Il passato prossimo io ho smesso noi abbiamo smesso tu hai smesso voi avete smesso lui, lei, Lei ha smesso essi, Loro hanno smesso Ad esempio: L’insegnante ci ha sgridato, perà ² non abbiamo smesso di parlare. - The teacher yelled at us, but we didn’t stop talking. L’imperfetto io smettevo noi smettevamo tu smettevi voi smettevate lui, lei, Lei smetteva essi, Loro smettevano Ad esempio: La bambina non smetteva di piangere. Voleva andare al parcogiochi. - The little girl kept on crying. She wanted to go to the playground. Il trapassato prossimo io avevo smesso noi avevamo smesso tu avevi smesso voi avevate smesso lui, lei, Lei aveva smesso essi, Loro avevano smesso Ad esempio: Mi ha detto che aveva smesso di parlarle. - You told me that you had stopped talking to her. Il passato remoto io smisi noi smettemmo tu smettesti voi smetteste lui, lei, Lei smise essi, Loro smisero Ad esempio: In quel periodo smisi di andare a scuola. - In that period, I quit going to school. Il trapassato remoto io ebbi smesso noi avemmo smesso tu avesti smesso voi aveste smesso lui, lei, Lei ebbe smesso essi, Loro ebbero smesso TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io smetter noi smetteremo tu smetterai voi smetterette lui, lei, Lei smetter essi, Loro smetteranno Ad esempio: Promettimi che smetterai di essere duro con te stesso. - Promise me that you’ll stop being hard on yourself. Il futuro anteriore io avr smesso noi avremo smesso tu avrai smesso voi avrete smesso lui, lei, Lei avr smesso essi, Loro avranno smesso Ad esempio: Avr smesso di lavorare, spero che ne trovi un altro prestissimo. - She must have stopped going to work, I hope she finds another one really soon. Congiuntivo/Subjunctive Il presente che io smetta che noi smettiamo che tu smetta che voi smettiate che lui, lei, Lei smetta che essi, Loro smettano Ad esempio: È tempo che tu smetta di fumare. - It’s time you quit smoking. Il passato io abbia smesso noi abbiamo smesso tu abbia smesso voi abbiate smesso lui, lei, Lei abbia smesso essi, Loro abbiano smesso Ad esempio: Penso che lei abbia smesso di scrivere, perchà © non guadagnava abbastanza soldi. - I think she quit writing because she wasn’t earning enough money. L’imperfetto io smettessi noi smettessimo tu smettessi voi smetteste lui, lei, Lei smettesse essi, Loro smettessero Ad esempio: Volevo che tu smettessi di giocare ai videogiochi e parlassi con me. - I wanted you to stop playing video games and talk to me. Il trapassato prossimo io avessi smesso noi avessimo smesso tu avessi smesso voi aveste smesso lui, lei, Lei avesse smesso essi, Loro avessero smesso Ad esempio: Credevo che avessero smesso, ma il giorno dopo hanno riavviato la loro ditta da zero. - I thought they had given up, but the next day, they restarted their business from the bottom up. Condizionale/Conditional Il presente io smetterei noi smetteremmo tu smetteresti voi smettereste lui, lei, Lei smetterebbe essi, Loro smetterebbero Ad esempio: Smetterei di imparare parole inutili ed invece mi concentrerei sulle frasi importanti. - I would stop learning useless words and I would concentrate instead on important phrases. Il passato io avrei smesso noi avremmo smesso tu avresti smesso voi avreste smesso lui, lei, Lei avrebbe smesso essi, Loro avrebbero smesso Ad esempio: Ci ha detto che avrebbe smesso di vagabondare se un’azienda le avesse offerto un posto di lavoro. - She told us that she would stop wandering if a company would offer her a job.

Between a Rock And a Hard Place Essay Example | Topics and Well Written Essays - 500 words

Between a Rock And a Hard Place - Essay Example Spillover vice is a problem in the community, with drugs and sex attracting rich white people into the area. The women consider this an insult and a hypocrisy, because rich people do not want to live in the area because of the resident blacks, although they provide the incentive for the proliferation of vice and crime in the area. Children are in particular danger, and the mothers exert extreme effort in watching their children and keeping them off the violence in the streets, and from being recruited by criminal gangs. Some have died protecting their children from armed goons. Maintaining vigilance often meant constantly staying indoors; therefore, women who find themselves in this position seldom could go to work, much less pursue a career. Their constant stress and watchfulness takes it toll on their health and the health of their children. Among those parents who had jobs, one in every four stressed that they did not have sick leaves available in order to take care of their sick children (Heymann, Earle & Egleston, 1996).

Corneille, Pierre. L'Illusion comique Essay Example | Topics and Well Written Essays - 1750 words

Corneille, Pierre. L'Illusion comique - Essay Example Le hros justapose le temps pass et le temps qui va venir bientt. Les dlices se changent avec des supplices. Le hros a dj trouv le paradis sur le terre mais il vient de dcouvrir que l'enfer n'est pas loin, il est devant lui. Clindor se trouve devant les portes de l'enfer et ralise que ce sera son avenir. Le hros voit la mort mais il n'est pas effray, il a trouv la paix dans les charmants entretients. La mort est toute froide et au contraire l'entretient est tout doux. Ici on peut reconnatre les deux cts d'une vie malheureuse. Le prisonnier contrepose la vie et la mort en cherchant son chemin. Dans cette partie on voit le premier signe de sa faiblesse. Il ne pourra pas passer ce difficile chemin tout seul. Clindor cherche l'entretien promis. Il sent que sa passion est tout au fond de ces malheurs inattendus. Le hros essaie de se souvenir pourquoi il a mrit ses dsavantages, pourquoi il a mrit la mort. Il demande d'tre rappel pour tout le bonheur qu'il a vcu. Il supplie d'tre rappel que la mort 'est le juste chtiment'. Clindor voit la mort comme la seule dcision, comme la seule sortie de cette situation. Il ne veut pas se plaindre, il prfre mourir au nom de sa passion, de son bonheur. La flamme est injuste, l'espoir est coupable, l'amour est criminel. On peut supposer que le hros ne peut pas survivre dans un monde o le bonheur de son me est interdit. C'est la raison de sa mort accepte. Il croit qu'il va trouver la paix, qu'il va retrouver le bonheur. Ici Clindor accepte la fin de sa vie, attend sa mort. Isabelle, je meurs pour vous avoir servie ; Isabelle, voici le nom de son amour, voici le nom de ses malheurs. La sacrifice de ce prisonnier est si grande qu'on ne peut plus le voir fermer entre les quatre murs de la prison. Il fait sa sacrifice au nom de son amour Isabelle. Il voit sa mort comme une sorte de preuve que son amour n'a pas de limites. Et

BUSN U5IP Research Paper Example | Topics and Well Written Essays - 750 words

BUSN U5IP - Research Paper Example Unit –5 Regression Analyses Introduction This assignment conducts three linear regression tests for three pairs of independent and dependent variables. The data used to conduct the tests were obtained from a survey conducted by AIU. The regression tests were conducted using Excel’s built-in function. The following paragraphs present the results and analyses of tests. Results of Tests Table 1 Regression Output of Variables Benefits vs. Intrinsic Job Satisfaction Regression Statistics Multiple R 0.030092219 R – Square 0.000905542 Adjusted R square -0.004408791 Standard Error 0.876576061 Observations 190    Coefficient Y- intercept 4.524522995 Slope 0.151207676 Note: Benefits = X; Intrinsic job satisfaction = Y Figure 1. Regression line Benefits vs. Intrinsic job satisfaction Table 2 Regression Output of Variables Benefits vs. Extrinsic Job Satisfaction Regression Statistics Multiple R 0.026855348 R – Square 0.00072121 Adjusted R square -0.004594103 Standar d Error 1.024951959 Observations 190    Coefficient Y- intercept 5.750215066 Slope -0.157769935 Note: Benefits = X; Extrinsic job satisfaction = Y Figure 2. Regression line Benefits vs. Extrinsic job satisfaction Table 3 Regression Output of Variables Benefits vs. ... nsic job satisfaction 0.15 4.52 Y = 4.52 + 0.15 X 0.000905542 Extrinsic job satisfaction -0.16 5.75 Y = 5.75 – 0.16 X 0.00072121 Overall job satisfaction -0.07 4.96 Y = 4.96 – 0.07 X 0.0001144390 Note: Benefits = X Analysis of Results and Conclusion The assignment conducted three separate linear regression analyses in order to establish a relationship between independent and dependent variables obtained through a survey. The relationship between the two variables, in this case, is expressed through the linear regression equation, y = a + bx. In this equation a is called intercept of Y-axis and b is called slope of the regression line (â€Å"University of New England†, n.d.). The slope indicates how changes in values of independent variable affect changes of dependent variable. The slope b may receive a positive or a negative value. A positive slope defines that the dependent variable increases as the independent increases while the negative implies dependent vari able decreases while the independent variable increases. Table 4 displays one positive and two negative slopes. Thus, Y = 4.52 + 0.15 X defines that both Benefits and Intrinsic job satisfaction move in the same direction, which suggests that the increase of benefits increases intrinsic job satisfaction. However, Y = 5.75 – 0.16 X defines that the variables Benefits and Extrinsic job satisfaction move in different directions. It means an increase of Benefits decreases extrinsic job satisfaction. Regression equations Y = 5.75 – 0.16 X, and Y = 4.96 – 0.07 X demonstrate negative relationships between independent and dependent variables while Y = 4.52 + 0.15 X displays positive relationship between independent and dependent variables. The Excel regression statistics evaluates linear correlation coefficient

Aesthetic Labour Within The United Kingdom

Aesthetic Labour Within The United Kingdom Within recent years it has been found emotions play a large part in todays work place, with the same now being said in regards to aesthetic labour. Postrell (2003) even suggests that we are on verge of entering an aesthetic economy, bring forth an era of appearance and feel. With the fundamental feature of this economy predominately being employees appearance developing the notion that style is strategy, Postrell also suggests that the look of employees can also determine the ambience of a room as much as the furnishings or decor. Aesthetic labour itself is a modern term in regards to recruiting staff whom look the part (Witz et al, 2003). The concept of aesthetic labour was developed based on employers impression that parts of the service industries were portrayed as the style labour market this includes the following service areas; bars, hotels, events and retailers, who require aesthetic skills in addition to social and technical skills from employees (Nickson et al, 2004, p.3). Todays research shows that within the UK, service jobs now accommodate around three-quarters of all jobs, with them predominantly coming from the retail and hospitality sectors. With a 17 percent growth between 1979 and 2003 within these sectors alone it can be seen from current examination of employers trends that the selections of employees with self presentation skills have a higher preference than experience or technical skills. For example a current survey of one hundred human resource experts within the United States of America accountable for employing hospitality industry employees publicized that their top two criterias were pride in appearance and a good attitude (Martin and Grove, 2002), the hospitality training foundation (2001) also confirmed that these top criterias are also shared by the industries within the UK. Once again both within the UK and USA it has been found that once employees have been employed their appearance continues to influence and help them, with sug gestion that service, profession and pay are all subjective to employees appearance. Within the UK this is most prominent in the service sector however it can be seen in most areas (Harper, 2000). Nick et al (2004, p.3) argues that aesthetics within interactive service work is also becoming a major input however this trend has not yet been confirmed by policy markers. Other authors also suggest that the aesthetics within interactive service work is extremely significant with trends coming from interrelationships as well as from human and non human elements that are found with the workplace itself. In which aestheticization process can present them through fundamental actor network theory, these are transitions of redevelopment identifying how systems come together to act as a whole (Deepdyve Beta 2010). In particular in many customer facing jobs a large amount of importance is placed on a persons characteristics to a degree in which employers specifically look for people who are passionate, stylish, confident, tasty, clever, successful and well travelled (Warhurst and Nickson, 2001, p.14). It is essentially that all employees portray the right image for the company, irrespective of the skills they possess. Grugulis et al (2004) argues that many managers may try to control how their employees feel and look, as well as how they behave, so that they can expose the correct emotions, aesthetics and productivity needed within a specific working environment. Moulding employees appearance is a very well known process used by employers to maintain a business like image; this includes the use of uniforms and dress codes. In a recent survey it was found eighty percent of organisations surveyed enforced a uniform policy or dress code, principally to keep up a corporate image. Due to employee ap pearance and aesthetic appeal being considered an essential part of any companies branding or competitive approach (Grugulis et al, (2004). In addition another survey within the UK based around the retail sector detailed that ninety percent of employers rated appearance as a crucial recruitment and selection process, with sixty one percent of them subsequently offering training in dress sense and style (Nickson et al, 2005). This is also true for emotional labour, Hochschild (1983, p.7) explains how emotions manages the feelings of employees to create the right visual appearance from their facial and body expressions. However other authors have observed that image is theoretically becoming stopped due to the lack of up to date research and debate (Witz et al 2003). It has been thought that aesthetic labour is opening a new kind of discrimination based around people being turned down or employed for different jobs solely because of their looks. Oaff (2003, p.7) stated if your gender and your race havent kept you off the short list, your physical appearance still might. Aesthetic labour has also been seen to have neglect on gender, with an acknowledgment of body work within the service industry (Adkins 2000). Adkin reports that there is a large attention placed on gender and sexuality within the origins of the aesthetic components of labour. Many authors feel there is a thin line between sexuality and gender within a job role. For example research has shown within the service industry there is a 63 to 37 percent female to male split and within the hospitality sector there is a 59 to 41 percent female to male split. Kerfoot and Korcznski (2005, p.388) identifies that the majority of service jobs have female based employees whose jobs are linked to low wages and less to none job prospects. From this it has also been found when advertising for jobs many companies purposely gender stereotype their adverts to list soft skills that are exclusively feminine based. The gender stereotyping of jobs also links to the thought that customers in particular males prefer the female touch that is brought to the initial meeting. Aesthetic labour has led to large social changes within the majority of sectors leading to an increase in seasonal, part time and temporary job openings, allowing a high level of younger workers to gain experience especially those within the tourism industry. The main reason for this is younger people are often aesthetically closer to consumers customers. Baum (2008, p.81) explains this by saying the sector seeks to attract employees who..(deliver) aesthetic labour(so are in) much closer proximity with their customers. These types of people are known as style workers, they are those who physically and emotionally match their working environment and therefore closely identify with the products, being able to understand their customers needs and wants. In a previous Singaporean context a process was referred to in which service workers are highly brand conscious, Gurrier et al (1998, p.34) states the modern young Singaporean is disinclined to work in service unless the image of the pro duct accords with their own sense of fashion. Working in Gucci means that the product becomes part of her own accessory range. Within todays hospitality sector it is easy to see the vast social different between the employee and consumer it is understandable why employers employ the correct type of people for their organisations that matches their emotion and the aesthetic requirements. The term aesthetic labour first appeared in 1999 when Chris Warhurst and a team at the University of Strathclyde compared the term to an older medieval Italian term called sprezzatura. This has since become a fundamentally piece of research in terms of human resource management or hrm. With people such as Mulford et al (1998, p.1585) making claims that the attractiveness of people is dependent on their opportunities to develop socially and cooperate with others. Making it is easy to see where the pressures of recruitment and retention of employees based on their image has affected hrm. The idea of aesthetic labour may cause conflict within the sense that ethnical problems may arise if someone is employed solely on how they look. This has since developed tension based on what people feel management ought to or should do. The ethics of aesthetic compare this to management viewing us up against a framework allowing them to judge right and wrong. The ethics and morality of aesthetic has been address by many authors for example it is suggested that the business background produces its own unique moral standard (Nash 1990, p.5). However Fisher and Lovell (2006, p.42) feel that ethics is based around doing well, in which wrongs are prevented or masked if done. With a variety of different views in the air, for hrm the challenge to retain professionalism is key due to the thought and actions of aesthetics causing pain and worry to their organisations employees. Emotional labour has a direct link to aesthetics the term emotional labour was first identified by Hochschild in 1983 and is used to depict the actions of service workers that goes beyond their usual physical and mental roles. In which the employees show actual worry for the customers needs. Examples of this include customer facing roles in which employees use the term service with a smile, they help solve complaints and change the customers mood. Hochschild (1983) uses the term management of feeling to create a publicly facial and bodily display. The use of emotional labour is a good practice especially used in the face of angry or unhappy customers when employees may need to hide their really emotions. It has been found that organisation have since place a large amount of strategic orientation on this, so that employees know how to handle themselves not only in front of customers but also other employees and internal customers. It is easy to see how emotional skills will also place any potential employee further up the recruitment ladder. Having both emotional and aesthetic skills will help employers complete their aim to have oven ready employees which are ready to go straight into the job with little training. This strategy is extremely useful in minimising costs, but employing these types of people based solely on these particular skills also places knowledge by the employer that the characteristic of the employee cannot be necessarily trained. Looking directly within the service based sectors the importance of aesthetics as well as self presentation skills is effortlessly demonstrated. However the problems caused is also very noticeable. Although many businesses strive to maintain competitive advantage, the evidence from many forms of research places this dependency on the new style driven niche in which many managements attempts of controlling their employees expands beyond the usual aspects. Nevertheless the positives and the potential of aesthetics on an employee to customer based ratio evidently are flourishing, unlike that of the employer to employee ratio within any organisation which is under strain with new forms of discrimination being found. Although academic skills are clearly not a major part of any recruitment or selection processes, the aesthetic skills are now becoming a requirement do help the utilisation of any organisation. Furthermore it can be seen the large difference between aestheticised labour and a esthetic labour, in which employees have preserved certain characteristics and appearance to both maintain and secure their employment. With reference to a employees specific wage being dependent on the employees gender/sexuality or image there is little evidence to completely agree with this however it can be seen that employees do receive other kinds of payback in the form of benefits such free clothing or make overs. It can also be found that the emotional skills work particularly well along side aesthesis, helping organisations gain oven ready customers who will fulfil the companies needs to place the employee straight into the heart of the business. At present self presentation skills is not currently predominant in the learning market, due to the shortage of approval by the policy makers. This may be because of the concerns of moulding employees appearance or because they are unsure how to integrate it into the training agendas. Whichever it may be it is easy to see the impact it will and is already having on organisations human resource management team, as there are so many different points of views on the right and wrong ways to go about aesthetics when recruiting and maintaining employees.

Narrative about Brown vs. Board of Education :: Rhetoric

Narrative In my Rhetoric 105 class that I am required to take a freshman at the University, we spent the entire semester relating our class work to the ruling of Brown vs. Board. Our main focus was on an author by the name of James Baldwin, a prominent black writer during the 1950s, 1960s and 1970s. As a requirement for the course we had to attend a campus event related to Brown vs. Board. There were many events all over campus as a result of the campus celebration of the 50th anniversary of the ruling. My choice was to attend a speech given by a man named Julian Bond entitled â€Å"The Broken Promise of Brown.† Having never heard of this man, I took the recommendation of my teacher and attended with my notebook in hand. As I walked to Smith Memorial Hall located on the southeast corner of the Quad, I had no idea what to expect. My initial thoughts saw me as being the only white person in attendance and being surrounded by mostly black people. As I entered the doors of the building I he ard a lot of talking and socializing coming from upstairs. At the bottom of the stairs was a sign indicating that there was a â€Å"by invitation only† reception upstairs. On my way into the auditorium I learned that Mr. Bond was not just a randomly chosen speaker but was instead the chairman of the National Association for Advancement of Colored People. Since the auditorium was hardly filled and still believing that there was going to be a dominantly African-American crowd I came to the conclusion that the people upstairs must all be of African descent. After all, the major supporters of the NAACP are not white people. Inside the auditorium were mostly white people. Many of them were older and accompanied by what appeared to be a significant other. About 10 minutes prior to the beginning of the speech, the people from upstairs began to stream into the auditorium and much to my surprise the crowd coming in was dominantly white. Almost everyone came in with another person. Som e came in groups, some with a significant other and others with just a single friend. After the auditorium was filled, by my estimation it was 65-75% white. This was the opposite of what my initial thoughts were. In my opinion, I thought the speech would relate more to the black population and thus the crowd balance would reflect that.

Equity and diversity anti-discrimination policies and procedures Essay

Diversity is the variety of differences between individuals, for example; gender, religion, sexual orientation, age, values or disabilities. However, equality refers to everyone being treated fairly which doesn’t mean treated the same, it means everybody being able to access the services and treatments they individually require to meet their personal health needs. When diversity and equality are used in the same context it is about recognizing and valuing individual and group differences.The significance of diversity and equality is to ensure everybody has equal opportunities and are treated professionally, respectfully and with fairness. The Equality Act (2010) legally protects clients from being treated unfairly this is because if they were to be treated unfairly and their diverse needs weren’t met, the client may not feel accepted by the professional therefore a trusting relationship may not form. Therefore the aim of diversity and equality is to make clients feel we lcome, accepted and feel trust in the relationship with the professional to ensure the client is gaining the best treatment for their individual requirements. For example; this relates to Patrick because he was concerned if he proved to be HIV positive he didn’t think he would be accepted as a member of the martial arts club. He was assured he would still be welcome which shows that he wouldn’t be treated unfairly and have different opportunities to the other members due to his differences. For example; this relates with Brenda because she asked for a female professional rather than a male due to negative past experiences but the health professionals said that may not be able to happen every time however, the female manager said she will be present at all visits. This shows the professionals involved were able to communicate to come up with a plan where Brenda needs and differences were met in order for her to have equal health opportunities whilst feeling comfortable and as if her needs were accepted. For example; this relates with Maria because she is able to take time off work and is treated fairly as she is able to keep her job and go back to it with reduced hours when she is ready because she needs to ensure her mother is settled with the new plans and Maria needs to catch up with taking care of herself. Discrimination is the unjust or prejudicial treatment of different types of people especially linked with the terms race, age, disability or sex. Anti-discrimination is the action taken to prevent discrimination against people on the grounds of race, gender, age, disability. Anti-discrimination promotes equality by introducing anti-discrimination policies in the workplace and social/ health services. Therefore discrimination is the negative act towards diverse people and anti-discrimination is the policies that prevent discrimination. If discrimination is prevented by anti-discrimination policies, this ensures diverse people are treated with equality and feel accepted by the service they are using. However, if discrimination is not prevented, vulnerable or diverse people can feel quite damaged and are not able to access the treatment or services required for their individual needs. For example; this relates to Patrick because he may feel scared that he might be discriminated by homophobic people which means they show an extreme and irrational aversion to homosexuality and homosexual people like Patrick and James. Anti-discrimination policies protect homosexual people like Patrick from this in the workplace or the services they are using and allow them to feel part of the society and not like they are not ‘right’ or ‘normal’. For example; this relates to Brenda because she may feel like she will be discriminated because of her disability (mental illness) which is when you are treated less well or put at a disadvantage for a reason that relates to your disability. Anti-discrimination policies protect Brenda from being discriminated for her disability as the health care professionals who are involved with her plan are ensuring she is completely informed and has control over what happens with her rather than thinking Brenda is ‘less’ able and making decisions for her. For example; this relates to Maria because she may feel like she would be discriminated for taking time off work to take care of her mother but her boss and the trade union representative agreed that Maria will not be discriminated against when she returns and will have to have her old job back. Anti-discrimination policies will help Maria feel welcome and comfortable when she returns. Types of discrimination are age, disability, e qual pay, genetic information, harassment, national origin, pregnancy, race, religion,   retaliation, sex, sexual harassment. The type of discrimination Patrick may experience is sex discrimination. The type of discrimination Brenda may experience is disability discrimination. The type of discrimination Maria may experience is harassment discrimination. Stereotyping is when judgment is made on a group of people who are different/diverse from the person/ group making the judgment based on theirs and others opinions or encounters. Stereotyping is usually a negative judgment about a set idea that the certain people have about others or what something is like. Whereas prejudice is a preconceived opinion that is not based on reason or actual experience. Both prejudice and stereotypes are similar concepts related to beliefs and attitudes some groups of people have towards other groups of people and things. The difference is prejudice is not based on truth and experiences and usually originates from the lack of knowledge, whereas, a stereotype may be based or truth, however, a stereotype can sometimes originate fr om a prejudice. For example; this relates to Patrick because he was worried that his landlord won’t accept them to live in their house anymore if he is HIV positive due to being stereotyped as having a bad health status and his landlord may want to steer clear of that as he thinks he might catch it, however, this stereotype that HIV positive people are something to stay away from could originate from a prejudiced opinion from perhaps a person with homophobic views. It is important to prevent discrimination because treating individuals less favourably than others or bullying/harassing them because of their gender, age, race religion, sexual orientation,disability or employment status (which are unlawful grounds to discriminate) may lead to negative impacts on someone’s general well-being, self-esteem, self worth and social relationships. Discrimination may lead to mental health problems like increased stress, depression, and anxiety. This relates to Maria because she wasn’t discriminated by the head teacher of the school she works in as she will be able to take up her old job when she returns to work, the head teacher did not discriminate her which prevents maria from feeling negative impacts of her mental health. It is crucial to prevent discrimination because we live in a multicultural society which means we have to treat different people equally and ensure we provide a service which doesn’t discriminate against any group or individual clients. Some organizations may discriminate groups of people without intending to, for example having signed up that that is not appropriate for sight-impaired people or printing patient information booklets that are only in one language or neglecting to recognize the needs of people with illnesses like dementia. Organisations can communicate the diversity and discrimination policy regularly and clearly to their employees by having meetings about this policies, having posters around the buildings which show no discrimination etc†¦ Organisations may also train and educate the staff to help them understand why discrimination is not acceptable and why having a diverse workforce is so important and how they can improve and show anti-discriminatory practice in their own work. Organisations could also put into place reasonable accommodation for people with disabilities so they can access health care places and even their own workplaces, this can be done by adapting the environment, facilitates, mobility and access. Organisations can also have an advocacy service which is provided by an advocate who is independent of social services and the NHS, who isn’t related to you. An advocates job includes arguing your case when you need them to and ensuring the correct procedures are followed by your health and social care services. This relates to Brenda as she is provided with an advocate to support her to express her own views. Brenda and her advocate spent time together to form trusting relationships and so the advocate could spend time listening to Brenda’s views and opinions. A strength of promoting anti-discriminatory practice is that everyone in the service will feel equally important and feel as if they are included and not isolated. Anti-discriminatory practice allows every client to feel as though they have a say no matter what race or gender. Another strength of promoting anti-discriminatory practice is that it ensures that all individuals have equal opportunities despite their gender, race or if they have a disability, it allows everyone to feel like they have a chance and are able to do something without any limitations. Which also links with Maria because she is able to take up her old job again when she is ready to go back to work because she has equal opportunities and the head teacher of the school ensures her chances aren’t taken off of her due to a family crisis. Furthermore, a strength of promoting anti-discriminatory practice is that it makes sure that all service users are put first in any situation and have the care providers undi vided attention when they are being cared for. This also links with Maria’s case because her mother has to be put first in all of her care support therefore for this to happen a volunteer interpreter will be present at all sessions. Checklist 2 The 6C’s (Care, Compassion, Competence, Communication, Courage, and Commitment) are a set of values that ensure compassion in practice, it’s a vision and strategy for all health and care staff.

Rise and Fall of the Italian Mafia in the US essays

Rise and Fall of the Italian Mafia in the US essays The Rise and Fall of the Italian Mafia in the U.S. The Italian mafia was originally formed in the year 1282 as a terrorist and freedom fighter group. It was a secret society to unite the native Sicilian people so that they could evade the attacks of the French and the Arabs. In fact, one of several contrived meanings of the word mafia is Morte Alla Franà §aise Italia Annella, which means Death to France is Italys cry(mafiasite.8m.com). This early mafia group gained power by employing terroristic means to gain influence over the people. In time, the mafia grew in Italy, and became a rather powerful group. Benito Mussolini tried to destroy the Italian Mafia in the early 1900s, so many mafia members immigrated to the U.S., along with thousands of other Italians (Nash, 167). Thus, the Italian mafia began its rise in the United States. Over the time period of about 100 years, the Italian mafia in America grew by using many different illegal methods and force to gain power and wealth, but eventually began to fall apart due to war s between mafia families and arrests of top mafia bosses. After migrating to America in the early 1900s, the mafia branched out into 3 cities: New York City, Philadelphia, and Chicago. In New York, the main center of mafia activity, there were 5 main groups or families. They were: Joe Masserias gang, Al Mineos gang, The Castellamarese Clan, Tom Reinas gang, and Joe Profacis gang. Because Joe Masseria was boss of the whole mafia, he was obeyed by all of the other groups. However, the Castellamarese Clan, which was run by Sal Maranzano, did not obey the boss, and therefore there was tension between the two gangs. In the 1920s, Masseria ordered a young Al Capone to go to Chicago to handle a problem. However, Al killed one of Maranzanos close friends, so Maranzano was furious and the Castellamarese war began between the 2 g...

June 6th SAT Scores Have Been Released - How Did You Measure Up

June 6th SAT Scores Have Been Released - How Did You Measure Up SAT / ACT Prep Online Guides and Tips Scores from the June 6th SAT have been released, and they have served to increase the controversy around the test. Put simply, the scores may be much less accurate than usual tests because the College Board was forced to throw out two of the sections. Read on to see how students have reacted, how the scores vary from other administrations of the exam, and what your options now are. The Confusion and the College Board’s response There was quite a lot of confusion around how, exactly, the tests were going to be scored. Students were told many different and contradictory things when they phoned up the College Board – including that only section 8 or section 9 would be dropped, that they would both be dropped, that the experimental section would be counted instead, and that the two sections would only be dropped if the individual student had been affected – implying to some that if their proctor had stuck to the normal timings, that their scores would not be affected. The College Board’s official statements, as well, furthered the confusion, at first implying that only one section would be eliminated, but they then updated it to state that two would be removed. On June 25th, when the scores were released, the College Board issued the following statement: Today, we are reporting scores for all students who took the SAT in the U.S. on June 6. As we previously communicated with students, due to a printing error in the standard test books provided by Educational Testing Service, the College Board and ETS did not score the two affected sections and are able to provide students with valid and reliable scores. To make this determination, we conducted a comprehensive review and statistical analysis with three important components: First, the scores for the shorter test were shown to be sufficiently reliable - meaning they show technical consistency over repeated testings. Second, the equating process was not affected by the error. Equating is a statistical procedure that is conducted to ensure that different versions of a test are of comparable difficulty. Finally, the scored sections had the same distribution of content and skills as the full-length test and therefore is reflective of the overall SAT content specifications. We have consistently communicated with College Board higher education members since learning of the misprint in the June 6 SAT administration book. Admission directors from across the country have told us they have full confidence in those scores and will view them just like scores from any other SAT administration. They want students to be assured of the integrity of their scores. We take our responsibility to students very seriously, and we appreciate their patience as we’ve worked to deliver to institutions scores that are valid and reliable. See the full text here. What have we learned The scoring system has been confirmed It’s official: two sections (Section 8 and Section 9) were dropped from the test, and the experimental section was not subbed in for one of them. On your score reports, you will see that your raw scores are much lower than they normally would be because of this. Universities WILL accept the June 6th results It was very good of the College Board to call around and make sure that universities across the country will not be punishing students for their mistake. It would have been even better of them to let us know this earlier, since it seems that they have had the information for a while, and it could have saved a lot of students from a lot of stress. The SAT is too long on purpose According to the same QA, the SAT that can be accurately graded from two fewer sections is intentionally built to be too long, just in case the College Board screws up and they have to drop several sections of the test. So, according to them, they have been planning for this kind of eventuality all along, even though it has never happened before. And I’m sure that all of us who have been taking the needlessly long tests are terribly grateful for their due diligence. The equating process was not affected In one of their more believable claims, the College Board has confirmed that the equating process for this exam was not affected. Equating is what the College Board calls their attempts to make sure that each SAT can be accurately compared to other SATs. Though the difficulty of each test is slightly different, they have certain â€Å"anchor† sections that they use to compare one to the other. Fortunately, these sections were not the ones that were thrown out, so the College Board has been able to determine the difficulty of the test for the curve. The College Board is still not showing proof of its claims The College Board made the interesting decision of posting a QA interview with Jack Buckley, Senior Vice President of Research, in which he is specifically asked how they determined the validity of the shortened test and he proceeds to†¦.not answer the question. Instead, Buckley tells that the criteria for determining the validity of the test were: whether scores could be "reliable" without two sections if the tests could be equated if the remaining sections had the same skill content and distribution He does not, however, go on to explain how these tests were actually carried out. One of the main requests from students and parents across the country has been that the College Board show proof that the tests are as â€Å"reliable† as they claim they are. There have been a few suggestions for how to do this, including Releasing Sections 8 and 9 so that students can see how they would have done with those sections added in, compared to how they have done without them. Showing an anonymous test from a previous year, scored at both the full length and with two sections missing. After all, if the test is so bulletproof, and if the College Board is so certain that the two missing sections are not going to significantly affect scores, then why won’t they show us the proof? What problems we still have â€Å"Sufficiently reliable† and â€Å"valid† do not mean the same thing as â€Å"accurate† This is more like an ACT question than an SAT one, so maybe they are hoping that students won’t notice that there is quite a difference in meaning between â€Å"reliable†, â€Å"valid†, and â€Å"accurate†. The College Board has now issued several statements saying that the test has been proven to be sufficiently reliable. However, it now seems that their criteria for this is almost entirely based on the structure of the test, as opposed to the scores. By â€Å"reliable† they mean that the two remaining math and critical reading sections had questions on similar concepts and of similar difficulty levels as the sections that were thrown out. If this were only a knowledge-based test, this might be more significant. Unfortunately, the SAT is notorious for testing simple concepts in ways that are difficult to understand. So, it’s not altogether reassuring that the subject matter on the thrown out sections was not too different. A student could easily, for example, know exactly how to attack one question about absolute value, but be unsure about a second question on the same concept, just because of how it is worded. â€Å"Valid† doesn’t really mean anything at all Similarly, saying the scores are valid simply means that the College Board is happy to stand behind them. Considering that this is the most cost-effective option for them, it’s hardly surprising that they are willing (and glad) to do so. Why aren’t the scores accurate? The College Board has run statistical analyses of the scores on this test and compared it to other tests. They are calling the scores valid because there is a similar distribution of scores. However, statistics always works best on a large scale, and that doesn’t mean that they can say how accurate their scores on a case-by-case basis. For example, if you were to flip a coin 1,000 times, you could be pretty certain that you would get heads about 50% of the time and tails about 50% of the time. But it would be really difficult to predict the outcome of just a single toss. Similarly, though the overall scores fall into an appropriate SAT pattern, it’s impossible for the SAT to guarantee that individual students have not been affected by the dropped sections. Some students will have received lower scores than they otherwise would have, and others will receive higher scores. Students who are mid-range scorers are least likely to be affected by the missing sections. The curves on the SAT are always more generous for mid-range scores, and if you are the type of student who could have expected to miss 15-20% of the questions on each section, then your scores are fairly predictable. High scoring students are most likely to be affected. The curves are always harshest at the top, and on this test it is even more noticeable. If you missed just one question in math or critical reading, for example, your score will be lower than it would have been on almost any other SAT. For more on this, see the scoring charts below. How have students been responding? Understandably, students and parents across the country have been none too pleased with the College Board and their results. Here are a few reactions from College Confidential: I have just received my scores this morning and I am outraged. I have performed the worst I have ever done. I know for a fact this is due to the College Board's mistake because I have scored completely out of my score range for each section. I vividly remember feeling the most confident about the last two sections for critical reading and math, so I knew that those 2 sections would boost my grade, or at least balance out some mistakes I made on the previous two sections. So, of course it makes sense that my scores would suffer due to the removal of these sections and it is so frustrating knowing that I could have been done with the standardized testing process had the College Board properly administered the June SAT. Now I have to take the test in October, which will delay my early action application process. College Board, I am extremely disappointed in your lack of professionalism. My son's scores were significantly lower. This was his 3rd time to take it. The first two times he scored 750 in CR (both times). This time†¦ 680. His Math score was 10 points lower than what he scored in March however he had been working with a math tutor and had improved his math score on his last three practice tests (official CB practice tests) to numbers that should have been 30-40 points higher. This is just so frustrating. Without letting students and parents see what the scores would have been with the 2 omitted sections, there is no way to prove that these scores are "reliable" as the CB keeps touting. I know there are people who are going to say "you can't prove that your son didn't just happen to do significantly worse this time" but frankly to get 750 twice in a row on a section that w as only scored with 2 instead of 3 sets of scores is proof to me that these scores are not accurate. I want ACCURATE scores, not "reliable". My sons went down, after having progressive improvement with previous two tests by 100+ pts ea time.... And he'd taken a month long prep course prior to this test. Math, down 70pts. Critical Reading down 60 pts. Writing down 30. Thanks SAT for wasting our time- was to be his final SAT prior to applying Aug 1st to college. We were disappointed, but knew we would be. On every SAT (practice and actual yes, we got the booklet and answers from college board to confirm it) my kid had trouble with the first 2 sections. It takes her that long to settle in. This test was no different. Her math and reading scores went down over 100 points each and (the unaffected) writing stayed exactly the same as it had on the last 2 tests. We are definitely out of the norm for the stats. This test may be statistically similar for the general population, but certainly not equivalent for our situation. Others are writing to the College Board directly, demanding an earlier retest: October is too late to retest for those interested in early decision deadlines of November 2015. You should provide a new test date much earlier. Please consider the amount of extra time students study for the SAT in addition to regular school classes and extracurricular activities including community service activities. Again you should provide an optional testing day well before October 2015 specifically for those affected by your clerical mistake of June 6, 2015. I am sure your mistakes were not intentional but you did make a mistake. With this in mind the best course of action will be to benefit those affected by taking action above and beyond what you are proposing. Please schedule a new test before October 2015 because this date is not conducive to those who were affected by your mistakes of June 6, 2015 and create additional expenses, stress and anxieties for those who were affected by your mistakes. ...The College Board should set a good example for these students and provide an exam in late July so that the students can have their scores before they spend countless hours preparing college applications, researching schools, etc. October 3 is far too late for many students who intend to have their applications completed prior to that date. Many schools have strict deadlines when it comes to providing merit scholarships, and by not retaking the exam until October 3 thousands and thousands of students will not know truly where they stand in relation to acceptance and scholarships. Not to mention that any of the study skills, etc. that the students used for the June exam will be ancient history by October. This means many more study hours for the students plus the potential for a lot of money to be paid to tutors as there will be a lot of stress for this final opportunity to take the exam for the class of 2016. SHAME ON YOU COLLEGE BOARD!!! DO THE RIGHT THING AND PROVIDE AN EXAM WIT HIN THE NEXT FEW WEEKS. This is way too important to ignore or to hide behind the desire for more financial profit.... How do your scores measure up? The best way to see how accurate your scores are is to compare them to the grading systems on previous administrations of the SAT. The College Board has officially released several tests, along with the curves used to grade them. Will this give me my â€Å"real† score? No. As you can see, each test has a different grading scale. This is because of the â€Å"equating† system that the College Board uses, so that more difficult tests can be compared to easier ones. As you can see in the following images, one question wrong on different tests means different grades. There are too many unknown factors to know what your â€Å"real† score would have been with the two sections added in. First of all, you don’t know how you did on those sections. While many people are claiming that they think they didn’t miss any, there’s obviously a very real chance that you did. Also, we don’t know how the difficulty of the June 6th SAT measures up to the difficulty of the tests below. It could have been much more difficult, or much easier. Without knowing that, it’s impossible to tell what the actual grading scale would have looked like. How should I use this information, then? Use the information below to compare your results with what you would have gotten on other tests. This can give you an idea of how you might have done, but it's not exact. For example, here are screen shots of my results. In Reading Comprehension, I missed 4 questions. That would normally come out to a raw score of 62. In looking at the below charts, I can see that a raw score of 62 is usually in the range of 740-760. Instead, I scored a 710. This is quite a bit lower than what I â€Å"should have† scored. I, too, remember Section 8 being quite easy and I was confident in my answers. But everyone makes mistakes, and it’s impossible to say with certainty that I would not have missed more questions. If I had missed another 2 questions, which was my average wrong on the previous two reading sections, my raw score would have been a 60. On the tests below, you can see that would have been equivalent to a score of 720-730. This is still higher than what I got on the June 6th test, but only marginally so. In math, I only missed one question. If I assume that I wouldn’t have missed any others (after all, I did have one error free section), then my raw score would have been 53. As you can see below, 760 is a fair bit harsher than you normally see on math for missing one question, which would have given a score of 790-800 on the below tests. What is the score range? It’s also important to keep in mind that the College Board always recommends thinking of your score as a range instead of a number. This is what your â€Å"score range† is all about. The College Board has always given a score range because they know that one test cannot perfectly measure your abilities. They know there are a lot of factors on test day, like being overly tired, that may affect your score, or that anxiety may make you get stumped on a certain question that normally you would get with no problem at all. Your score range is usually around 30 points below your score, to around 30 points above your score. The idea is that if you were to take the SAT with no additional prep, you should expect your score to be in that range. So, if the differences that you are noticing between your actual score and either your previous scores or the range of scores you can see below is greater than 30 points, there’s more cause for you to be concerned about the accuracy of your scores. On the flip side, if your score was 20 points lower than the last time you took the test, and you didn’t do a significant amount of extra prep, you should know that those scores are probably pretty accurate. Here are the scoring guides – how do you compare? Where do you go from here? Unfortunately, the College Board is still unwilling to give students a summer makeup test. You can, however, register for free for the October test if you are not satisfied with your scores. If you would like to re-take the test, start studying now. You are at a great advantage because you have all summer, without the stress of schoolwork, to master the tricky concepts. Check out our guides for improving low scores or getting a perfect score for October, and if you remember any concepts you thought were particularly difficult, review them in our free online guides. Keep in mind that colleges understand the score range ¸ and that they are also happy to accept the June 6th scores. If for some reason you cannot or do not want to make up the test, try not to stress out if your scores were only marginally worse than the last time you took the SAT. All students should keep an eye on the FAQ on the College Board web site for the June 6th test in case there are updates. Also, if you have questions or complaints and want a response from the College Board, call their customer service line at 866-756-7346. They are asking people to email them customer service problems, but this is because it makes it easier for them to issue stock responses. Finally, if you feel cheated by the College Board’s mistake, don’t forget about the pending lawsuit against them. If the College Board loses, you may be due some compensation. How did you do? How do your scores compare to what you would have gotten on a previous test? Tell us below in the comments or tweet us @prepscholar. Disappointed with your scores? Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Smoking and Depression by Dr. Jon Kassel and Dr. Benjamin Hankin Article

Smoking and Depression by Dr. Jon Kassel and Dr. Benjamin Hankin - Article Example Dr. Jon Kassel and Dr. Benjamin Hankin in their essay â€Å"Smoking and Depression†   delve in the nooks and crannies of smoking, the numbers of deaths per year, and the different pathways that lead to cigarette smoking. This paper intends to evaluate this particular source in order to ensure that it holds reputable and credible content that can be used to the completion of the researcher’s third essay.Dr. Jon Kassel is an associate professor of psychology at the University of Illinois Chicago.   His primary research interests are on the better understanding factors that underlie tobacco smoking behavior (UIC n.p.). Dr. Kassel received his doctorate from the University of Pittsburgh in 1995 and since then has become a faculty member of the University of Illinois Chicago College of Liberal Arts and Science. He is the director of the Substance Use Research Laboratory and has already authored more than 70 articles and chapters. He is also a multi-awarded researcher on substance abuse. He has received numerous recognitions including the Ferno Award for Innovative Research on Nicotine and Tobacco and is also a recipient of the Outstanding Early Career Contributions Award. Dr. Benjamin Hankin is a psychology professor at the University of Denver. His research interests include depression and mood disorders in youth, developmental psychopathology, and the GEM study (University of Denver n.p.). He received his PhD from the University of Wisconsin-Madison. He is a notable author for 95 publications and has co-edited two books. He was awarded with the prestigious APA Award for Distinguished Scientific Early Career Contributions to Psychology in 2010.  Ã‚  

The Art of Etruscan Civilization Case Study Example | Topics and Well Written Essays - 750 words

The Art of Etruscan Civilization - Case Study Example It looks like the idea of afterlife is present in the majority of Etruscan art form. From this viewpoint it is clear that the majority of their art form is primarily based upon the art of tombs. It was their belief that a kind of magical survival was needed for the final resting place or in the shadowy world of Hades. This funerary cult was scrutinized with every major and minor detail and it seems as if Etruscan art had nothing else to look forward to or no other world end in view. (Bonfante, 1986) The Etruscan art also relied heavily on portraits. The portraits commemorate a dead man’s facets so as to make him credible enough to fight against the power of darkness. There is a valid reason for this creation and its continuing popularity, especially the Tuscan portrait which in turn inspired the Roman portrait. On a burial pot from Chiusi it is clearly seen that in the earlier period a trustworthy copy of a deceased face, in the form of a mask most likely made from bronze, was affixed to the vessel. Later the head was carved and placed on the pot’s lid. This ultimately led to the creation of the statue. Similarly, the wall paintings, that covered the clammy walls of the Tuscan Hypogea (subterranean burial chambers), were seen as imperative to their religious and cultural symbols. The show funeral feasts also portray the livelihood and contentment of his earthly life, and according to their belief it would shape their life in the afterworld. This repeals the apparent incongruity of sepulchral art infused with a passionate and enthusiastic feeling of life. To the spiritualist soul of Etruria, the life of this world is merely a test and is foreshadowed by the more significant and permanent afterlife that is waiting for them. Their culture was more about decorating tombs rather than towns, which were built using a single type of stone and hollowed out of the same material – places of abode were proposed to revolt against the blitz of time. In t he necropolises at Tarquinia and Cerveteri, virtual cities of the dead were formed and the locale and very rhythm and Etruscan life were clearly exhibited in those virtual cities. For Etruscans money, people and art became a feature of everyday life. Etruscan villa in Murlo, which was reconstructed recently, revealed big, painted terracotta panels decorating the foyer and also included a number of fresco wall-paintings. Etruscan painting and frescos often tried to influence a sense of Joie de vivre in the form of human figures looking strong and hearty and full of life, often in the form of dancing couples. Looking at Etruscan art from this perspective it seems clear that it was much more developed in capturing human emotion than the stylized Greek art. (Bonfante, 1986) During the 7th century BC the Etruscan art gained a new level of prosperity and popularity based upon their export of metal ore. Since Greek art got a great deal of inspiration and influence from the high cultures of the Eastern Mediterranean. Greek goods made its way to Etruria together in Orientalizing style with exotic objects and reached the Phoenician cities, Egypt, Cyprus and Asia Minor. During the entire existence of Etruscan empire, it was largely inspired from Hellenic styles which had profound impact on its independent artistic development.