Its More Than a Video Is a Social Movement Essay Example

Its More Than a Video Is a Social Movement Essay It’s more than a video: it’s a social media movement In this paper, I would like to discuss the elements that made the KONY 2012 the most viral video in the history, with over 76 million views in one week. I will also discuss how social media has played a significant role in this campaign and the elements that promoted the engagement of young people worldwide. With 76 million viewers in one week, the Kony 2012 campaign designed by Invisible Children has caused a movement. While millions of people have collaborated so far with this initiative by buying 500,00 â€Å"Action Kits† and/or sharing this video through their social media, others have criticized it affirming that campaigns like these give young people a false sense of accomplishment and discourage real engagement in social issues (Ojalvo, 2012). But what made this campaign so attractive for 76 million viewers? What made them click? â€Å"if you want to get and hold someone’s attention, tell a story† (Weinschenk, 2009, p. 112). According to the website, â€Å"Invisible Children uses film, creativity and social action to end the use of child soldiers in Joseph Kony’s rebel war and restore LRA-affected communities in Central Africa to peace and prosperity. † To achieve this mission they are trying to: 1. Make the world aware of the LRA. This includes making documentary films and touring them around the world so that they are seen for free by millions of people, 2. Channel energy from viewers of IC films into large-scale advocacy campaigns to stop the LRA and protect civilians, and 3. We will write a custom essay sample on Its More Than a Video Is a Social Movement specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Its More Than a Video Is a Social Movement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Its More Than a Video Is a Social Movement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Operate programs on the ground in LRA-affected areas that provides protection, rehabilitation and development assistance (Invisible Children, n. d. ). Invisible Children began his â€Å"National Tour† campaign in 2005, with 29 college-age students who traveled throughout US, to raise awareness in local schools and communities. However, it was from a video launched a week ago that this organization became popular worldwide. According to Mr. Keesey, â€Å"[The video] is connected to a really deep, thoughtful very intentional and strategic campaign. The purpose of the web campaign was to introduce new people to the terror inflicted by LRA. Those people could then take their awareness to their political leader† (Invisible Children, 2012). The inspiring current of cyber idealism among the under-25’s is a phenomenon that Cohen (2012) describes a one that has triggered a quite unique social validation movement. Accorrding to Haslam, McGarty, Turner (1996), people are more likely to be persuaded and positively influenced by others with whom they recognize a shared identity. With the help of Facebook and Twitter, Jason Russell’s video has become the most viral video in history, and succeeded in promoting (as it is explained on the webpage) the involvement of celebrities like Angeline Jolie, Ben Affleck, and Ellen DeGeneres. Angeline Jolie, who has been named a Goodwill Ambassador to the United Nations said during an event to mark International Women’s Day â€Å" I don’t know anyone who does not hate Kony† (Child, 2012). Ben Affleck also commented on the website of his humanitarian organization Eastern Congo Initiative, â€Å"Joseph Kony must be caught. His lieutenants must be brought to justice and the LRA abductees still in the bush – fighting against their will must be rescued and rehabilitated†. Ellen DeGeneres, who has over 4. 5 million twitter followers, has also made a comment about the KONY 2012 saying, â€Å"I am talking about it, I hope you are too†. Justin Bieber, Rihanna and Oprah have also made comments supporting this cause and engaging his fans to â€Å"retweet† this video. What this campaign has caused is what Gentile et al (2009) defined as â€Å"beneficial† behavior, for being associated with generally kind, altruistic individuals. In the website, the program Schools for Schools talks about how US schools compete against each other, to see which one gathered more money to help build schools in Northern Uganda. This had generated among US students a largely unconscious feeling called by Weinschenk (2009), Reciprocity, because representatives from the winner school also had the opportunity to travel to Northern Uganda to share with local students and promote intercultural exchange. Persuasion and reciprocity are also concepts well used in the campaign. Part of the original video’s purpose is to engage the audience to buy the â€Å"action kit†. As described in the web page: â€Å"People will think you are and advocate of awesome. Everything you’ll need to take part in our KONY 2012 campaign is included in this kit: an official campaign + T-shirt + KONY bracelet + action guide + Stickers + Button + Posters† (Invisible Children, 2012). This Action Kit will be used on the night of April 20th, in the â€Å"cover the night† activity, where the goal is to post 1,000,000 campaign posters, signs and stickers around the US. Due the enormous success of the video, 500,000 Action Kits, T-shirts and CDs where sold in a matter of days and are no longer available. As a result, followers turned to social media to ask when they will have more. As Weinschenk (2009) says, if there is limited availability of something, we assume it is more valuable and we want it even more. According to the Visible Measures Blog (2012), until today, Kony 2012 had generated 112 million views and over 860,000 comments. The views come from 750 clips across the web most coming from video responses to the campaign. There are even translated subtitled versions of the documentary popping up in Spanish, Italian, French and Chinese. The more reviewers there are, the more powerful the impact of social validation will be (Weinschenk, 2009). Jason Russell presents the story using a narrative form in 1st person; that captures the audience’s attention by using a language that is easily understood. The video can be divided into 3 parts. In the first part, he stimulates mostly the mid brain. By using phrases like â€Å"because he was born, he matters† â€Å"I want him to live in a better world†, Jason shows his â€Å"personas† as Weinschenk (2009) calls them, so you can be clear of his motivations, values and relationships. In order for us to engage with his motive, he focuses on showing his son Gavin as a happy American boy who is enjoying his childhood, so when later you see boys â€Å"living in fear† your middle brain will generate angry and sadness. For the second part of the video, he continues to engage the mid brain, by narrating the story of Jacob, a survivor of the LRA-Abduction. Jacob talks about his brother and how he wants to dye because the does not likes the way Ugandan boys live. During this part, Jason narrates how boys like Jacob are forced to fight, abuse girls, mutilate and in some cases kill members of their own families. He presents pictures of mutilated kids and boys sleeping on the floor. He also presents people who have been engaged to the â€Å"National Tour† movement. The music, during this part of the video is low, with a sad tone and no lyrics. In this second part, the old brain is stimulated with images and phrases like â€Å"fear†, â€Å"in danger†, â€Å"afraid†, â€Å"abducted† and â€Å"sex slaves†. Jason also starts using the â€Å"You† word in phrases like â€Å"this is not only about me and you, is about changing the course of human history† and â€Å"We Build a community around the idea that where you live should not determine whether you live†. This is also incorporated in a later video of Jason, where he is thanking the audience for the response and the forwarding abilities of those who shared the video in the first days. The clearly states: â€Å"This is not our movement, it is a name, I mean it is Invisible Children, but it is your movement, you started this, with your donations, and we are here to serve you, it is much bigger than me†. During the TONY 2012 video, our new brain is again stimulated when Jason explains his Gavin, who is Joseph Kony. Gavin uses simple phrases like â€Å"he is bad†, â€Å"they should stop him†, which reinforces the main idea of the video. Later, Jason includes the declaration of the Head prosecutor of Int. crimes court, who explains how the ICC is trying to indict Joseph Kony for: Abduction, slavery, abuses and homicide enforces the reason for this video. In the third part of the video, again the three brains are engaged. The music changes to energize the images. Our brains are built to process pictures, and we think in pictures, so presenting information as pictures is the most effective way to present information to people† (Weinschenk, 2009, p. 116). Jason introduces the programs they have been working in Northern Uganda, and thousands of college-age collaborators participating in intercultural meetings where they are helping a cause while having fun. Since Jason does not want us to stay with the sad part of the story in our minds; in this last part, the tries to move the audience from feeling sad and angry, to get active and cooperate by: 1. Sharing the video on Facebook and Twitter, 2. Purchasing the action kit, 3. Donate to the cause. Is in this part of the video, where Jason incorporates some marketing concepts that were explained in Weinschenk book: †¢Deals: if you donate a â€Å"few bucks a month†, you can have the action kit for â€Å"free†. †¢The bracelet has a unique number that you can register in the KONY 2012 webpage to have more information about the movement. Community is a concept reinforced several times on the video. Phrases like â€Å"a bunch of little’s can make a lot of difference†, â€Å"The first time this action was taken, because the people demand it† â€Å"Not only for Ugandan people but for everyone† makes you feel that his video is part of something bigger. As a result, the reaction you can see in many people celebrating the response from President Obama, of sending soldiers to work with Uganda’s army, gives the impression of a worldwide network that have worked hard to make this cause of public interest. It presents how through social media, the community have shared what they are doing in each city, and how they are getting ready for the night of april 20th. As Weinschenk (2009) refers, the cooperation between individuals in a group, allows it to grow and support each other. According to Green Brock (2002), narrative persuasion addresses occur because an individual is â€Å"transported† into the narrative world. KONY 2012, has successfully maintained 70 million people watching a 30 minute documentary, ensuring what Walt Disney said many years ago: audiences can maintain the attention for more than 2 minutes if the material presented is appealing enough. This narrative persuasion and the use of simple language (that even a four year old kid can understand) is what makes it a catchy video for all ages. Using the Mass Interpersonal Persuasion (Weinschenk, 2009, p. 131), Jason made and excellent campaign, that evokes strong emotions and leads people to completely agree on his cause. The fact that this video has been shared mostly by teenagers from 13-17 years old (Rode, 2012), does makes a point that although they have not been in the past targeted by CSR campaigns, they do have the power to spread the word faster than other age groups. Just like in Egypt, social media is giving youth voice and determining a political agenda and helping them discover their untapped power. As a result of this successful campaign, many have discussed whether this video will continue to evoke social change. According to Ruge (2012), editor of CNN â€Å"KONY 2012, cemented the legitimacy of social media for global engagement, but missed an opportunity to empower the many Ugandan and Central African voices newly visible with the advent of mobile technology and social media tools on the continent†. Other journalists such as Christiane Amanpour (the Chief international corresponding for CNN) affirms that â€Å"what’s really important is that this 52 million and counting view’s will hopefully not just sensitized people about war criminals like Joseph Kony but in general try to get society on board to really press the governments to do something about this war crimes†. Regarding all the critics, the Facebook page told his more than 3 million fans: â€Å"Whether you’re criticizing Invisible Children or not, it is not about us. I think that everyone can agree that this violence needs to stop and children should not be forced to fight† (Facebook/invisiblechildren, 2012). This page also encourages people to leave comments on the wall, promoting ideas, asking questions. What cannot be argued, is that those 750,000 people who have shared the video, and those 500,000 who bought the Action Kit have developed ownership for this cause, and that for years, this movement will be studied not because it moved people to buy bracelets or donate a few dollars, but because it moved the masses, and made us realize the great power social media can have when used correctly. Reference: Affleck, B. (2012). A message from ECI founder Ben Affleck on KONY 2012. Retrieved from: http://www. easterncongo. org/news-perspectives/ Child, B. (2012). Kony 2012: Angelina Jolie calls for Ugandan warlord’s arrest. Retrieved from: http://www. guardian. co. uk/film/2012/mar/12/kony-2012-angelina-jolie CNN. (2012). Amanpour: Kony film helps to educate. Retrieved from: www. cnn. com/video/#/video/world/2012/03/09/uganda-kony-film-amanporut-reax. cnn Giles, D. C. (2003). Media Psychology. Mahwah, New Jersey: Lawrence Erlbaum Associates. Haslam, S. A. , McGarty. C. , Turner, J. C. (1996). Whats social about social cognition? Research on socially shared cognition in small groups. (pp. 29-56)Thousand Oaks, CA, US: Sage Publications, IncNye, Judith L. (Ed); Brower, Aaron M. (Ed), (1996). xxxiii, 398 pp. Harris, C. (2011) â€Å"Walden University and Harris Interactive Release Report on the Future of Social Change†, Professional Services Close-Up, Sept. 23, 2011. Invisible children, (2012). Thank you, Kony 2012 Supporters. Retrieved from: http://vimeo. com/38344284 Invisible Children webpage: www. invisiblechildren. com Ojalvo, H. (2012). Do social media campaigns like Kony 2012 stunt or stimulate real change? Retrieved from: http://learning. blogs. nytimes. com/2012/03/13/do-social-media-campaigns-like-kony-2012-stunt-or-stimulate-real-change/ Paine, K. (2007). How to Measure Social Media Relations: The More things change, the more they remain the same. Retrieved from: http://www. instituteforpr. org/wp-content/uploads/How_to_Measure_Blogs. pdf Rode, M. 2012). South Africa: Five lessons brands can learn from Kony 2012. Retrieved from: http://allafrica. com/stories/201203141089. html. Ruge, TMS. (2012). Opinion: Why Kony 2012 created the wrong buzz. Retrieved from: www. cnn. com/2012/03/12/world/africa/kony-2012-tms-opinion/index. html Update: Kony social video campaign tops 100 million views. (2012). Visible measures. Retrieved from: http://corp. visiblemeasures. com/news-and-events/blog/ Weinschenk, S. M. (2009). Neuro Web Design: What Makes Them Click? Berkeley: New Riders.

Earth History Essay Example

Earth History Essay Example Earth History Essay Earth History Essay â€Å"EARTH HISTORY† Geologic Time: Geology needs a time Scale: -The prime goal of the science of geology, is to interpreting earth history. Geological time scale- -Anordered,internallyconsistent, internationally recognized sequence of time intervals, and record the life of Earth. Short history of geology: James Ussher(mid 1600s)- he determined that earth was only a few thousands of years old having been created in 4004 b. c Catastrophists(17-18cen. )-believed that earth landscape had been developed primarily by great catastrophes. John Wesley Powell(1869)- He realized that the evidence for an ancient earth is concealed in its rocks. Geologists-who concern w/ the studied the earth history ,they learned that earth is much older than anyone and its surface and interior have been changed over and over again. birth of modern geology: Uniformitarianism-It simply state that the physical, chemical, and biological laws that operate to day have also operate in the geologic past. Relative dating-key principles: Types of dates used to interpret Earth history 1. RelativeDates-meansput events in their proper sequence of formation. 2. Numerical dates-which pinpoint the time in years when an event took place. Basic Principle or rules that can be established in relative dates: Law of superposition: -It simply states that in an underformedsequence of sedimentary rocks, each bed is older than the one above it and younger than one below. Principle of original horizontality: -It means that layers of sediment are generally deposited in a horizontal position. Principleofcross-cutting relationship: -An intrusive rock body is younger than the rocks it intrudes. A fault is younger than the rock layers it cuts. Inclusions: are pieces of one rock unit that are contained within another. Sometimes it can aid the relative dating process. Unconformities: -all such breaks in the rock record are termed†unconformities†. â€Å"3 basic types of unconformities:† 1. Angular unconformity- it consists of tilted or folded sedimentary rocks that are overlain by younger, more flat-lying strata. 2. Disconformity-are more com mon but usually far less conspicuous, because the strata on either side are essentially parallel. 3. Nonconformity-the break separates older metamorphic or intrusive Igneous rocks from younger sedimentary strata. Correlation of rock layers: -The matching up of two or more geologic Phenomena in different areas. FOSSILS: EVIDENCE OF FAST LIFE -The remains or traces of prehistoric Life. Types of fossils: *mold fossils  (a fossilized impression made in the substrate) *cast fossils  (formed when a mold is filled in) *trace fossils (fossilized nests, gastroliths, burrows, footprints, etc. ) *true form fossils  (fossils of the actual animal or animal part). Fossils and correlation: Principle of fossil succession-states that fossil organisms originate, coexist, and disappear from the geologic record in a definite sequential order.

DEVELOPING PERSONAL,SOCIAL AND EMOTIONAL SKILLS IN THE OUTDOOR PLAY Essay

DEVELOPING PERSONAL,SOCIAL AND EMOTIONAL SKILLS IN THE OUTDOOR PLAY - Essay Example On the upper side the ground, there is this large field meant for football and sometimes used rugby. On the lower side of the ground, there is this other field where basketball, table tennis, badminton, netball and other games were being played. On the far end of the school compound, there is this small fenced compound where the school’s agricultural club is situated. Here, there is this structure made of iron sheets that is used for chicken rearing. The other structure was one meant for keeping rabbit while the third structure was for pigs. Away from this corner with these structures, on the opposite side, there’s this area made with benches and a cool shade meant for outdoor reading and for people to relax, at times when watching the matches in the lower playground. The school also has another section where there are these tree nurseries to develop tree seedlings meant for school beautification and tree planting. Right behind the agricultural club structures, there is his big field that is also demarcated and used as a garden. In this garden, the school has planted various vegetable crops like lettuce, coriander, pepper, kales and cabbages among others. The other side of the garden has these beautiful lines full of fruit trees such as mangoes, oranges, peach, papaw, lemon and apples. Everything in this planting area just looks awesome because it makes the school seem not like one. The fruits and vegetables are meant for teaching lessons, eating as well as being sold to the students and nearby market in order to earn some income for the school that can support the project. These projects are also meant for outdoor activities as they expose the students a lot on how they can do other meaningful activities outside the classroom work (EDEN, 1998). The main purpose of the school being started up in the area was to provide education opportunity to

Chapter13 Essay Example | Topics and Well Written Essays - 500 words

Chapter13 - Essay Example Moreover, warnings against excessive use of such products are particularly explicit. Negotiations are fundamental for the peaceful coexistence of nations. This is because its main objective is to come up with a win-win situation out of a conflict. Deception, evasiveness, or collusion are simply out of bounds during negotiations. This is because there is no scale against which these vices are to be weighed to create a limit beyond which they become unacceptable. Further, these vices misguide negotiations to reach a premature deal that cannot stand. Legality of a tactic in negotiations has no bearing on whether it is ethical or not. This is because, though the aim of negotiation is striking a balance, it hardly comes to that as each party always aims at achieving what is best for them. These tactics, therefore, come in handy for them to fool the other into believing that their stand is the best for both of them. Contrary to common belief, it is not naive to be entirely honest during negotiations. This is because full disclosure of facts is the best point to start. A clear statement of the facts also creates an environment that allows parties to evaluate their options. Impartiality helps them come up with suitable solutions that fully take care of their interests. Deception often makes a party wary of some topics during the negotiations, and this renders the whole affair futile. Rules that govern negotiations are not unique as they are objective and aim to satisfy those pertinent to the negotiation in utmost good faith. Negotiations adhere to common law. Adjustments take place in accordance with morality and ethics; social justice. Impression management may not be the same as lying, but this does not make it any less of a concern. This is because fabrication of such lies quenches the situation pending discovery. When the discovery takes place, which happens eventually,

Team-Working Environment Essay Example for Free

Team-Working Environment Essay Compare the contribution of the different skills described in Task 4a whilst used within a team-working environment. Communication Skills In a sales team, communication skills are vital. They are vital because good communication skills allow someone to make important contributions to a team. In a team, the most important attribution is good clear communications. Good clear communications is important to a team because it helps to avoid mistakes, misunderstandings being made. Clear communication can be a tool used to effect motivation in a positive way. Being tactful this allows you to turn negative into positive. De-motivation occurs because of lack of communication. As a result this will lead to lack of punctuality. Good communication will improve motivation and increase company performance. In addition to that, good communication between team members will enforce standards and show what standards management expects. However, poor communication can lead to low or no motivation on the part of employees. As a result, this can lead to poor punctuality, low motivation, low confidence and low-esteem. In addition to that, poor communication can lead to employees not knowing their targets and this will result in the company stagnating as they are not reaching their targets. Conflicts can happen all the time. Good communication can go a long way to aid conflict management. Communication can help them members dissolve team issues and establish a way forward. Listening and meeting and through face to face communication. When an issue arises it is important to establish the correct method of communication. In the situation, it is better to use face to face contact as this method is very important because people will get to know each other and respect each other. If a team wants to be successful, then this is the way to go. Depending on the situation, for example, when conflict arises, it is better to solve the situation face-to-face rather than through email. In other cases such as a team leader wanting to remind someone of a task, a written memo could be used to remind them. If members within a team are going to work successful then the members will need to be able to understand and recognise each others differences as individuals. Another method is to get to know tea members by making face to face contact and through social encounters. When dealing with criticism, bad criticism can lead to low confidence and self esteem. Bad criticism can result in either two things happening; the person on the end of the criticism can be motivated by it or de-motivated by it. However, it is how the critique gives the4 criticism out is important. If its in a positive way fro example, a teacher is talking to a student and says look Deborah, you have done some fantastic work here but I think you need to add a little bit more detail here and you will defiantly achieve the grading criteria. This kind if criticism would give me the motivation to complete it and make sure I reach the criteria. In this case, it is important that you are open to criticism and do not take as an offensive gesture. if properly communicated then the other person will be open and understand the point you are trying to get across. Adaptability and responsiveness to different situations is important in areas such as the current business climate. Change ban be recognised through communication and implementation can be achieved through communication. Implementation often requires brave discussions taking place and courage to take path. This will be achieved better through face-to-face communication rather than methods such as emailing. In conclusion all the skills I have discussed above are needed to make a successful team are important. Many of the skills highlighted above come back to good effective two way communication skills and as a result will improve team cohesion and improve the way that targets are set and achieved. Now I will list the skills and why they are important. * Articulation of ideas- Important because you need to speak clearly to put your message across. * Tact- important because it involves being respectful for others and their ideas. * Effective listening- important because if you do not listen you will not know what to do. In addition to that listening as well as talking is needed or effective communication. * Sincerity- Important because you have to be sincere and honest when communicating with others as this makes you appear as a better person. * Concern for team members- important because when another person who is doing a task and you show concern, they will be more often than not return the favour and as a result the team will perform at a much higher level. * Building morale/confidence Important because if your team has members who have low morale and low confidence they will not be motivated to complete the tasks that I as the team leader have set. * Questioning- Important because you need to be able to ask appropriate questions. * Defusing and resolving conflict- Important because when conflicts arise it is important that you solve it in an unbiased way that suits both parties. Communication is the most important factor within a team. It is the deciding factor in whether or not a team reaches the targets that have been set.

Background and history of intelligence testing

Background and history of intelligence testing The first intelligence test to be administered was in France in 1905 by Alfred Binet and Theophile Simon. The purpose of the first intelligence test was to identify mentally deficient children in French public Schools (Franklin 2007). Henry Goddard followed and, translated the intelligence test in 1910, and administered it to what he believed were four hundred children who lacked intellectuality and following year the number of students increased to two thousand white children considered normal. (Franklin 2007). In 1911 Goddard was to produce a range of scores that was to be compared to urban, native born foreign born, and others. Suggesting that children cannot learn beyond the scope of their grade of intelligence and was the first to suggest that intelligence tests measured the how much a child was capable of learning at a chronological age (Franklin 2007). Since these tests, an array of intelligence test has been administered to people in attempts to measure a person cognitive abi lity. Assessing students abilities through intelligence testing has questioned of the appropriateness of psychometric measures in regards to reliability and validity. Reliability regarding relies on consistency. For a test to be able to show consistency, error variance must be minimized. Test construction, test administration and test scoring and interpretation are the main three areas of error variance that can affect reliability (Cohen and Swerdilk 2010). It was argued , Simon Binets test needed to be revised in 1937 because the test originally administered in 1917 showed tasks not always as well chosen s those for ages from six to twelve and that upon retesting black students social scientist had shown that black students had received a higher intelligence score(Franklin 2007) . Regarding validity, in the early 1920s black social scientists debated what intelligence testing was measuring. Validity should be psychometrically sound to avoid test bias. Howard Longs research shows the Armys Alpha and Beta test yielded results that were greater in variation of individuals and groups within races than between races (Franklin 2007). Bond a director of Education at Langston University in Oklahoma also agreed explaining that the army intelligence score were a reflection of social and environmental impacts rather than innate intellectual abilities of those tested (Franklin 2007). The Brisbane Catholic Education, concentrated on refugees that seemed to be misrepresented as having an intellectual disability. The argument is that the validity of standardized cognitive tests is not able to measure peoples intelligence from a different background and implying that psychometric instruments had not yet been developed in their country (Fraine and Mcdade). Tests that were stan dardized to certain background schooling experience, level and quality of education and conceptions of behavior test taking experience would affect certain groups if taken the intelligence test(Fraine and Mcdade). There has been problem in intelligence testing and psychometric properties in relation to non- linguistics intelligence testing. In a study results show that although the Ravens Progressive Matrices is supposed to be a culture fair IQ test people from English speaking backgrounds did much better scoring 96.71 that people from Zimbabwean sample that scored 72.36 (Shuttleworth-Edwards, Kemp, Rust, Muirhead, Hartman, and Radloff 2004). Fairness is also a concern when a person takes an intelligence test. Controlling reliability and validity of a intelligence test shows a sound measurement, fairness aims at explaining the test and if it is used in a justifiable way. African refugees have been described as intellectually disable upon Australian schools. The Brisbane Catholic Education in Australia believes refugees from African backgrounds are labeled intellectually disabled upon completing intelligence test and other assessment of consideration such language barriers, culture difference acculturation trauma and previous experiences make it harder for psychologists to assess whether an African American is genuinely intellectually disabled(Fraine and Mcdade). Similar findings displayed that social conditions and low-test scores were highly correlated when measuring mental ability (Franklin 2007). When testing non -linguistic most children scored in the normal range, however these children were black and placed in a sch ool that separated white children from black children (Franklin 2007). The aim of this study is to check for sound psychometric measurements and culture bias when comparing different groups and the intelligence test taken. It is hypothesized that The PSYGAT will show good internal consistency and validity when tested against the Queendom Verbal. It is hypothesizes that the PSYGAT will show low when tested against the culture fair test. The Queendom tests are a verbal and a culture fair IQ test that are believed to have psychometric properties. The PSYGAT is a intelligence verbal test that was created by third year undergraduate psychology students. The PSYGAT was correlated well with the ACER AL a test that was designed by the Australian Council for Education for testing verbal abilities. Method Participants The sample consisted of three hundred and thirty seven undergraduate psychology students recruited from Monash University. Participants were recruited from campuses located at Singapore, Malaysia, South Africa, Clayton, and Caulfield. Participants were split into English speaking background and non-English speaking backgrounds. There were two hundred and sixty females and sixty-eight males. Two hundred and forty four participants were from an English Speaking background and ninety-three participants were from a Non English Speaking background. Materials Participants engaged in taking three intelligence tests. The tests were to be taken in their own time under no supervision. Participants used the computer to complete the three intelligence tests. Just before beginning the PSYGAT intelligence test a questionnaire asked the participants of the sex age and whether they were from an English or non- English speaking background. All participants results would be analyzed at a later stage regarding item analysis. Procedure Undergraduate monash psychology students were asked to complete three intelligence tests that would be administered via computer. Firstly, every participant found access to a computer to participate in the first intelligence test. The first test that was taken was the Queendom Verbal IQ test. Participants attempted the three tests it in their own time and were told that the test should take them approximately 30-35 minutes to complete. After Participants finished the test, they were asked to make sure to keep a track of their score, as they needed the results for later purposes. The second test was the Queendom Culture Fair IQ test. The test involved answering 20 items that participants were told there was no time limits on this test. After completion of this test, participants kept a record of their score. The third test was the PSYGAT. The PSYGAT was a verbal test constructed by third year undergraduate students. Participants were also asked to complete this test as the third and l ast test. Before beginning, the test participants were asked to enter the scores of the Queendom verbal and Queendom culture fair IQ test before continuing to be tested on the PSYGAT verbal IQ test. The test also asked participants of their age and gender and if they were of English or from a Non English background. Results Pearsons r investigated the relationship between the PSYGAT test, Queendom verbal IQ and the Queendom culture fair IQ for English and non-English speaking backgrounds. Pearsons r showed that that there was a significant result according to the relationship of the PSYGAT and Queendom verbal in both the English speaking background group ,r=.433,n=244,p0.05 but a small significant relationship between the PSYGAT and the Queendom culture fair for the non English speaking background group , r=.238,n 93,p0.05. Z scores were also used to determine if there was a significant difference in validity coefficients between the two groups regarding the PSYGAT and Queendom verbal and the PSYGAT and culture fair IQ. Pearsons r-values were transformed into Z scores to determine a statistical significance of the correlations between groups. Pearsons r-values were also transformed into z scores because of participant difference for each group. Results show that there was not a statistical significant d ifference in validity coefficients between the English and non English speaking background of the correlation between the PSYGAT and the Queendom verbal IQ z=-1.39,p>0.05. However a large statistical significance was shown in the correlation between the PSYGAT and the culture fair IQ z=3.73, p> 0.05. Discussion The aim of this study was to check for sound psychometric measurments and culture bias when comparing different groups and the intelligence test taken. It was hypothesized that the PSYGAT and the Queendom verbal would show no statistical significance in validity coefficients between the English speaking groups and non-English speaking groups. It was also hypothesized that there would be a statistical significance in validity coefficient between the PSYGAT verbal and the Queendom culture fair. The study showed that there was weak validity regarding the PSYGAT and Culture Fair IQ tests. Although there was The results of the study-undertaken reveal that intelligence tests can show bias of different groups. These biases from this study can be related to lack of understanding cultural backgrounds as well as using relevant psychometric measures, which can be linked to low validity in intelligence tests. Bonds argument that social and environmental differences in groups can affect test scores are may suggest similarities within this study in regards to the social setting and environment of participants that took the test. The Intelligence and School Achievement of Negro Children also showed that social conditions were highly correlated with low-test score (Franklin 2007). The results from this study show a significant statistical result between groups for the PSYGAT and culture fair test suggesting that social and environmental differences upon taking the test could have caused bias. In addition, The Brisbane Catholic Education argues that psychologists assessing refugees for intellectual abilities may show bias in their assessment due to lack of proper interpretation (Fraine and Mcdade). That is background-schooling experience, level and quality of education and conceptions of behavior test taking experience can reduce a test score for a certain type of group (Fraine and Mcdade). Th is Study could have affected one group more than another because of such factors. Suggestion of having psychometric instruments that can measure intelligence scores for different types of groups should also be developed in both countries to reduce bias in regards to cultural differences. In this case, Intelligence tests need to have psychometric properties that can be valid for analyzing score between different groups Cohen and Swerdilk 2010). Similar findings were found when people from English speaking background and non-English speaking backgrounds were tested on their IQ. Results show that although the Ravens Progressive Matrices is supposed to be a culture fair IQ test people from English speaking backgrounds did much better scoring 96.71 that people from Zimbabwean sample that scored 72.36 (Shuttleworth-Edwards, Kemp, Rust, Muirhead, Hartman, and Radloff 2004). Zindi also suggests that lack of westernized test sophistication may be the cause for lower scores (Shuttleworth-Edwards, Kemp, Rust, Muirhead, Hartman, and Radloff 2004). This study may have contribu ted to some cultural bias in regards to scores because of one of the test may not have been up to standards in regards to psychometric measures regarding content validity. The limitations in this study could have affected the results. Firstly, the way the three tests were administered could have yielded different intelligence scores for both the groups. Supervising the test takers making sure that the tests were taken without any aid of books or other people could change the results, which could have yielded different interpretation of the validity of the tests. In addition, although there was good internal reliability between the groups the large difference in participants could have changed the chronbachs alpha to either a higher or a lower value. Participant range could have also affected the statistical difference between the groups when assessing the PSYGAT and culture fair IQ component of the study. In addition item analyses should also be investigated to check whether the items begin tested are fair to all participants taking the intelligence test. That is one question could portray more than one meaning to different participants taking the test . Cole suggests item analyses is a difficult task because one must ensure that the item being used is relevant in construct therefore affecting bias (Cole 1989).

The Association of Southeast Asian Nations

The Association of Southeast Asian Nations was established on August 8, 1967 in Bangkok, Thailand, with the signing of the ASEAN Declaration by the Founding Fathers of ASEAN Indonesia, Malaysia, Philippines, Singapore and Thailand. Brunei Darussalam joined on January 8,1984, Viet Nam joined on July 28, 1995, Lao PDR and Myanmar joined on July 23, 1997, and Cambodia on April 30, 1999, making up what is today the ten Member States of ASEAN.The signing of the ASEAN Declaration established by the Founding Fathers of ASEAN Indonesia, Malaysia, Philippines, Singapore and Thailand represented an important milestone for economic development and affirmed the commitment to the aims and purposes of ASEAN as set forth in the ASEAN Declaration. To accelerate the economic growth, social progress and cultural development in the region through joint endeavor’s in equality and partnership in order to strengthen the foundation for a prosperous and peaceful community of South-East Asian Nations. To promote regional peace and stability through abiding respect for justice and the rule of law in the relationship among countries of the region and adherence to the principles of the United Nations Charter. To promote active collaboration and mutual assistance on matters of common interest in the economic, social, cultural, technical, scientific and administrative fields. To provide assistance to each other in the form of training and research facilities in the educational, professional, technical and administrative spheres.To collaborate more effectively for the greater utilization of their agriculture and industries, the expansion of their trade, including the study of the problems of international commodity trade, the improvement of their transportation and communications facilities and the raising of the living standards of their peoples. To promote South-East Asian studies, to maintain close and beneficial cooperation with existing international and regional organizations wit h similar aims and purposes, and explore all avenues for even closer cooperation among themselves.This later evolved into the ASEAN Charter signed on December 15, 2008, which served as a firm foundation in achieving economic growth, social development, and regional integration, by legally binding the ASEAN community to its rules and values. The ASEAN Free Trade Area was established in January 1992 to eliminate tariff barriers among the Southeast Asian countries with a view to integrating the ASEAN economies into a single production base and creating a regional market of 500 million people.The Agreement on the Common Effective Preferential Tariff (CEPT) Scheme for the ASEAN Free Trade Area requires that tariff rates levied on a wide range of products traded within the region be reduced to no more than five percent. Although originally scheduled to be recognized by 2010, the target of a free trade area in ASEAN was continuously moved forward. As early as 2000, most of the tariff lines on goods traded within ASEAN-6 (Indonesia, Malaysia, Philippines, Singapore, Thailand and Brunei), representing almost 90 percent of intra-ASEAN trade, were already in the 0-5 percent range.The elimination of tariffs and non-tariff barriers among the ASEAN members has served as a catalyst for greater efficiency in production and long-term competitiveness. The reduction of barriers to intra-regional trade gives ASEAN consumers a wider choice of better quality consumer products. Only 247 tariff lines within the region remained outside the remit of CEPT. The Council also announced that uptake of CEPT in the newer ASEAN member countries Vietnam, Cambodia, Laos and Myanmar (CLMV) was keeping pace with the original members.The CLMV countries are greatly underdeveloped and struggle economically compared to the ASEAN-6, CLMV total GDP is only about $97 billion only 7. 5% of the $1. 3 trillion total ASEAN-6 gross domestic product. Cambodia one of the newest members of ASEAN has a trade valu e of $7. 58 billion as compared to Malaysia’s trade value of $323. 5 billion. ASEAN has created the Initiative for ASEAN Integration (IAI) program, which gives direction to and sharpens the focus of collective efforts in ASEAN to narrow the development gap between ASEAN’s older and newer members.Vietnam has expressed its concerns with there new membership to ASEAN and ASEAN’s Initiative for ASEAN Integration as they face several possible economic disadvantages. Vietnam and the other ASEAN economies are essentially competitive not complementary, Vietnam’s developing industry faces potentially stiff challenges from its ASEAN counterparts. Vietnam was told they would need to end its quota system, eliminate other non-tariff barriers, and enhance the transparency of its trade regime.These steps may aggravate Vietnam’s trade imbalance with ASEAN and increase an already growing trade deficit. More than half of Vietnam’s trade deficit of $3. 5 billi on is with other ASEAN countries. There is also the possibility that Vietnam’s tax base could be undermined by the in-flow of goods from ASEAN states as part of the AFTA (ASEAN Free Trade Area). At present Vietnam earns a portion of its domestic revenue from tariffs on imported goods. When these tariffs are lowered or eliminated the flow of revenue from this source to the central government will decline.Despite the difficulties of integration and the concerns of new ASEAN members the ASEAN Charter and the AFTA have seen economic growth by lowering barriers to trade among its member-countries, ASEAN is creating an integrated regional market. This makes economies more efficient through a better division of labor, through the benefits of economies-of-scale. It stimulates healthy competition, lowering costs. It enlarges the domestic market. The region thus becomes more attractive to investors, creating more jobs.The CMLV economies have on average grown faster than the ASEAN-6 cou ntries during the past decade by 5. % compared to -8. 8% in 1998 and 8. 5% compared to 6. 4% in 2007. Over the years, ASEAN's overall trade grew from $ 10 billion in 1967, $ 14 billion in 1970, $ 134 billion in 1980, $ 302 billion in 1990 to $ 650 billion in 1995. With its combined trade value, ASEAN is the fourth largest trading entity in the world after the European Union, the United States and Japan. For about 25 years from 1970 to 1995, ASEAN's GDP grew at an average annual rate of 7. 0 percent. Today, Southeast Asia has a total market of about 500 million people and a combined GDP of more than US$ 700 billion.

Love and Revenge in Bronte’s “Wuthering Heights” Essay

Overview The novel, which features an unusually intricate plot, traces the effects that unbridled hate and love have on two families through three generations. Ellen Dean, who serves both families, tells Mr. Lockwood, the new tenant at Thrush cross Grange, the bizarre stories of the house’s family, the Linton’s, and of the Earns haws of Wuthering Heights. Her narrative weaves the four parts of the novel, all dealing with the fate of the two families, into the core story of Catherine and Heathcliff. The two lovers manipulate various members of both families simply to inspire and torment each other in life and death. Heathcliff dominates the novel. Ruthless and tyrannical, he represents a new kind of man, free of all restraints and dedicated totally to the satisfaction of his deepest desires no matter what the cost to others or himself. He meets his match in Catherine, who is also his inspiration. Her visionary dreams and bold identification with the powers of storm and wind at Wuthering Heights are precisely what make Heathcliff worship her. When Catherine betrays Heathcliff by marrying Ralph Linton, Heathcliff feels she has betrayed the freedom they shared as children on the moor. He exacts a terrible revenge. However, he is no mere Gothic villain. Somehow, the reader sympathizes with this powerful figure who is possessed by his beloved. IntroductionIn 1801, Mr. Lockwood became a tenant at Thrushcross Grange, an old farm owned by a Mr. Heathcliff of Wuthering Heights. In the early days of his tenancy, he made two calls on his landlord. On his first visit, he met Heathcliff, an abrupt, unsocial man who was surrounded by a pack of snarling, barking dogs. When he went to Wuthering Heights a second time, he met the other members of the strange household: a rude, unkempt but handsome young man named Hareton Earnshaw and a pretty young woman who was the widow of Heathcliff’s son. During his visit, snow began to fall. It covered the moor paths and made travel impossible for a stranger in that bleak countryside. Heathcliff refused to let one of the servants go with him as a guide but said that if he stayed the night he could share Hareton’s bed or that of Joseph, a sour, canting old servant. When Mr. Lockwood tried to borrow Joseph’s lantern for  the homeward journey, the old fellow set the dogs on him, to the amusement of Hareton and Heathcliff. The visitor was finally rescued by Zillah, the cook, who hid him in an unused chamber of the house. In 1801, Mr. Lockwood became a tenant at Thrushcross Grange, an old farm owned by a Mr. Heathcliff of Wuthering Heights. In the early days of his tenancy, he made two calls on his landlord. On his first visit, he met Heathcliff, an abrupt, unsocial man who was surrounded by a pack of snarling, barking dogs. When he went to Wuthering Heights a second time, he met the other members of the strange household: a rude, unkempt but handsome young man named Hareton Earnshaw and a pretty young woman who was the widow of Heathcliff’s son. During his visit, snow began to fall. It covered the moor paths and made travel impossible for a stranger in that bleak countryside. Heathcliff refused to let one of the servants go with him as a guide but said that if he stayed the night he could share Hareton’s bed or that of Joseph, a sour, canting old servant. When Mr. Lockwood tried to borrow Joseph’s lantern for the homeward journey, the old fellow set the dogs on him, to the amusement of Hareton and Heathcliff. The visitor was finally rescued by Zillah, the cook, who hid him in an unused chamber of the house. Form and ContentWuthering Heights is a story of passionate love that encompasses two generations of two families, the Earnshaws and the Lintons. It is a framed tale narrated by two different characters, one with intimate knowledge of the families (Nelly Dean) and one unacquainted with their history. The first narrator is the stranger, Mr. Lockwood. A wealthy, educated man, Lockwood has chosen to rent a house in the isolated moors, saying that he has wearied of society. Yet his actions belie his words: He pursues a friendship with Heathcliff despite the latter’s objections and seeks information about all the citizens of the neighborhood. Lockwood is steeped in the conventions of his class, and he consistently misjudges the people he meets at Wuthering Heights. He assumes that Hareton Earnshaw, the rightful owner of Wuthering Heights, is a servant and that Catherine Linton is a demure wife to Heathcliff. His statements, even about himself, are  untrustworthy, requiring the cor rective of Nelly Dean’s narrative. Lockwood cultivates Nelly Dean’s friendship when a long illness, brought on by his foolish attempt to visit Heathcliff during a snowstorm, keeps him bedridden for weeks. Nelly has been reared with the Earnshaws and has been a servant in both households. She has observed much of the central drama between the two families, but her statements, too, are colored by prejudice. Nelly dislikes Catherine Earnshaw, who behaved selfishly and treated the servants badly at times, and she supports Edgar Linton because he was a gentleman. Patterns of dualism and opposition are played out between the first and second generations as well. Heathcliff, the physically strongest father, has the weakest child, Linton Heathcliff. By dying young, Linton dissolves the triangular relationship that has so plagued the older generation, undermining Heathcliff’s influence. Hareton Earnshaw, abused like Heathcliff and demonstrating surprising similarities of character, nevertheless retains some sense of moral behavior and is not motivated by revenge. Catherine Earnshaw’s daughter, as willful and spirited as her mother, does not have to make the same difficult choice between passionate love and socially sanctioned marriage. Instead, Catherine Linton and Hareton Earnshaw are left to help each other and inherit the positive legacies of the past, enjoying both the social amenities of Thrushcross Grange and the natural environment of Wuthering Heights. AnalysisAn essential element of Wuthering Heights is the exploration and extension of the meaning of romance. By contrasting the passionate, natural love of Catherine and Heathcliff with the socially constructed forms of courtship and marriage, Emily Brontà « makes an argument in favor of individual choice. Catherine and Heathcliff both assert that they know the other as themselves, that they are an integral part of each other, and that one’s death will diminish the other immeasurably. This communion, however, is doomed to failure while they live because of social constraints. Heathcliff’s unknown parentage, his poverty, and his lack of education make him an unsuitable partner for a gentlewoman, no matter how liberated her  expressions of independence. Brontà « suggests the possibility of reunion after death when local residents believe they see the ghosts of Heathcliff and Catherine together, but this notion is explicitly denied by Lockwood’s last assertion in the novel, that the dead slumber quietly. The profound influence of Romantic poetry on Brontà «Ã¢â‚¬â„¢s literary imagination is evident in her development of Heathcliff as a Byronic hero. This characterization contributes to the impossibility of any happy union of Catherine and Heathcliff while they live. Heathcliff looms larger than life, subject to violent extremes of emotion, amenable to neither education nor nurturing. Like Frankenstein’s monster, he craves love and considers revenge the only fit justice when he is rejected by others. Catherine, self-involved and prone to emotional storms, has just enough sense of self-preservation to recognize Heathcliff’s faults, including his amorality. Choosing to marry Edgar Linton is to choose psychic fragmentation and separation from her other self, but she sees no way to reconcile her psychological need for wholeness with the physical support and emotional stability that she requires. Unable to earn a living, dependent on a brother who is squandering the family fo rtune, she is impelled to accept the social privileges and luxuries that Edgar offers. Yet conventional forms of romance provide no clear guide to successful marriage either; both Edgar and his sister, Isabella, suffer by acting on stereotypical notions of love. Edgar does not know Catherine in any true sense, and his attempts to control her force her subversive self-destruction. Isabella, fascinated by the Byronic qualities with which Heathcliff is so richly endowed, believes that she really loves him and becomes a willing victim in his scheme of revenge. What remains is a paradoxical statement about the nature and value of love and a question about whether any love can transcend social and natural barriers. Another theme that Brontà « examines is the effect of abuse and brutality on human nature. The novel contains minimal examples of nurturing, and most instruction to children is of the negative kind that Joseph provides with his lectures threatening damnation. Children demonstrably suffer from a lack  of love from their parents, whose attention alternates between total neglect and physical threats. The novel is full of violence, exemplified by the dreams that Lockwood has when he stays in Wuthering Heights. After being weakened by a nosebleed which occurs when Heathcliff’s dogs attack him, Lockwood spends the night in Catherine Earnshaw’s old room. He dreams first of being accused of an unpardonable sin and being beaten by a congregation in church, then of a small girl, presumably Catherine, who is trying to enter the chamber’s window. Terrified, he rubs her wrist back and forth on a broken windowpane until he is covered in blood. These dreams anticipate further violence: Hindley’s drunken assaults on his son and animals, Catherine’s bloody capture by the Lintons’ bulldog, Edgar’s blow to Heathcliff’s neck, and Heathcliff’s mad head-banging when he learns of Catherine’s death. Heathcliff never recovers from the neglect and abuse that he has experienced as a child; all that motivates him in adulthood is revenge and a philosophy that the weak deserve to be crushed. Hareton presents the possibility that degraded character can be redeemed and improved through the twin forces of education and love, yet this argument seems little more than a way of acknowledging the popular cultural stereotype and lacks the conviction that Brontà « reveals when she focuses on the negative effects of brutality. A third significant theme of Wuthering Heights is the power of the natural setting. Emily Brontà « loved the wildness of the moors and incorporated much of her affection into her novel. Catherine and Heathcliff are most at one with each other when they are outdoors. The freedom that they experience is profound; not only have they escaped Hindley’s anger, but they are free from social restraints and expectations as well. When Catherine’s mind wanders before her death, she insists on opening the windows to breathe the wind off the moors, and she believes herself to be under Penistone Crag with Heathcliff. Her fondest memories are of the times on the moors; the enclosed environment of Thrushcross Grange seems a petty prison. In contrast to Catherine and Heathcliff, other characters prefer the indoors and crave the protection that the houses afford. Lockwood is dependent on the comforts of home and hearth, and the Lintons are portrayed as weaklings because of their  upbringing in a sheltered setting. This method of delineating character by identifying with nature is another aspect of Emily Brontà «Ã¢â‚¬â„¢s inheritance from the Romantic poets. Themes and MeaningsFew books have been scrutinized as closely as Wuthering Heights. It has been analyzed from every psychological perspective; it has been described as a spiritual or religious novel. Broadly speaking, it is the story of an antihero, Heathcliff, and his attempt to steal Wuthering Heights from its rightful owners, Catherine and Hindley Earnshaw. Thus, in this complex story of fierce passions, Heathcliff is portrayed as a cuckoo, who succeeds in dispossessing the legitimate heirs to Wuthering Heights. His revenge is the driving force behind the plot, though he betrays occasional glimpses of affection for Hareton, the young man whom he has ruined. â€Å"Wuthering† is a dialect word descriptive of the fierceness of the Yorkshire climate, with its â€Å"atmospheric tumult.† The title of the novel refers not only to the farm house and its inhabitants but also to the effect that Heathcliff’s desire for Cathy has on him and those around him. As the story progresses, his nature becomes successively warped, and he loses Cathy. After Heathcliff returns from a self-imposed exile-educated and wealthy-the meetings with Cathy further lacerate his soul and bring ruin to all those around him. Heathcliff’s ultimate revenge is to make Hareton, Hindley’s son, suffer as he did. â€Å"Wuthering,† â€Å"tumult,† and â€Å"stunted growth† apply equally to nature and humans in this novel. Yet no hatred as powerful as Heathcliff’s can sustain itself; it burns too fiercely. When his desire for vengeance has run its course, Heathcliff achieves his greatest wish-to be united with his belove d Catherine. This reunion can take place only in the grave and the spirit world beyond it. During Heathcliff’s life, Wuthering Heights was a hell; it will never become a heaven, but as the second generation of Earnshaw and Linton children grow up free of Heathcliff’s corrupting influence, Emily Brontà « suggests, a spiritual rebirth is possible. Optimism peeps through her dark vision. ConclusionThe meaning of Heathcliff’s exultation in death can be clarified by  the one occasion when he displays that same emotion in life: Hindley’s funeral. At that time, Nelly observes â€Å"something like exultation in [Heathcliff’s] aspect† (p. 230), and the reason for it is obvious: triumphant revenge against the pain and humiliation that Hindley made him suffer in childhood. This link between exultation and revenge implies that Heathcliff’s own death also concerns revenge against pain and humiliation that he has been made to suffer. But this time, the victim of revenge is none other than himself–or, more precisely, as we shall see, his own life. By allowing obsession with the Ghost to usurp the awareness necessary to sustain his own life, Heathcliff avenges himself on the humiliating sense of neglect that life made him suffer. He makes death signify his rejection of life as unworthy of attention. His â€Å"life-like gaze† (p. 411) in death views the living with the same â€Å"sneer† of contempt with which Unlove once regarded him. The relationship between Heathcliff and Catherine thrives as long as vulnerability to the same domestic source of Unlove (i.e., Hindley) unites them. Entry into adulthood frees them from that environment, yet even greater discord follows. Each meets the other in mere oppugnancy. Heathcliff reproaches Catherine for abandoning him: â€Å"Catherine . . . I know you have treated me infernally–infernally!† (p. 138). Catherine is just as convinced that Heathcliff has abandoned her: â€Å"You have killed me and thriven on it† (p. 195). Yet in the midst of this embittered opposition, each protests passionately that he or she loves the other–and only the other. It could not be otherwise. Even as a married couple, the result would have been the same. Without a third party on whom to blame the pain of rejection, Heathcliff and Catherine are doomed both to love and resent each other with equal intensity. For, as we have seen, their love is founded on a paradox: no love unless they share the pain of rejection. In childhood, Hindley inflicted that pain on them. In adulthood, they must inflict it on each other. That is what love formed by Unlove means for them. Hindley’s failure to kill Heathcliff must be understood as a success. Even more than revenge against Heathcliff, Hindley wants pity for his own suffering–and this is exactly what he achieves. After succumbing to the  onslaught of his opponent whom he himself has enraged, Hindley, now unconscious and wounded by his own weapon, is tended by Heathcliff, whose solicitous action, though rough and hasty, underscores the relief implicit in the extremity of pain. Thus, in their desperate struggle on either side of the window, Heathcliff and Hindley are mirror images of the same mentality of Unlove. The violent cruelty of each derives from preoccupation with the loss of love he himself has been made to suffer. On the surface in both cases, revenge for that loss of love seems to be the dominant motive, but actually the most profound one is the wish to end the pain by increasing its intensity. References—–. â€Å"Emily Bronte In and Out of Her Time.† Genre 15.3 (1982): 243-64. —–. â€Å"The Voicing of Feminine Desire in Anne Bronte’s Tenant of Wildfell Hall.† Gender and Discourse in Victorian Literature and Art. Eds. Antony H. Harrison and Beverly Taylor. Dekalb: Northern Illinois UP, 1992. —–. The Novel and the Police. Berkeley: U of California P, 1988, p.13Armstrong, Nancy. Desire and Domestic Fiction: A Political History of the Novel. New York: Oxford UP, 1987, p.47Bersani, Leo. A Future for Astyanax: Character and Desire in Literature. Boston: Little, Brown, 1976, p.19Bronte, Anne. The Tenant of Wildfell Hall. 1848. New York: Penguin, 1985, p.32Bronte, Emily. Wuthering Heights. 1848. New York: Penguin, 1984, p.72Brophy, Julia, and Carol Smart. â€Å"From Disregard to Disrepute: The Position of Women in Family Law.† Feminist Review 9 (1981): 3-16. Davidoff, Leonore, and Catherine Hall. Family Fortunes: Men and Women of the English Middle Class, 1780-1850. London: Hutchinson, 1987, p.27Donzelot, Jacques. The Policing of Families. New York: Pantheon, 1979, p.64Eagleton, Terry. Myths of Power: A Marxist Study of the Brontes. 2nd ed. London: MacMillan, 1988, p.27Forsyth, William. A Treatise on the Law Relating to the Custody of Infants, in Cases of Difference Between Parents or Guardians. Philadelphia: Johnson, 1850, p.49Foucault, Michel. Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan. New York: Vintage, 1979, p.52Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. New Haven: Yale UP, 1979, p.84Goff, Barbara Munson. â€Å"Between Natural Theology and Natural Selection: Breeding the Human Animal in Wuthering Heights.† Victorian Studies 27.4 (1984): 477-508. Gordon, Jan B. â€Å"Gossip, Diary, Letter, Text: Anne Bronte’s Narrative Tenant and the Problematic of the Gothic Sequel.† ELH 51.4 (1984): 719-45. Graveson, R.H., and F.R. Crane. A Century of Family Law: 1857-1957. London: Sweet, 1957, p.26Holcombe, Lee. Wives and Property: Reform of the Married Women’s Property Law in Nineteenth-Century England. Toronto: U of Toronto P, 1983, p.52Jacobs, N.M. â€Å"Gender and Layered Narrative in Wuthering Heights and The Tenant of Wildfell Hall.† The Journal of Narrative Technique 16.3 (1986): 204-19. Kunert, Janet. â€Å"Borrowed Beauty and Bathos: Anne Bronte, George Eliot, and Mortification.† Research Studies 46.4 (1978): 237-47. Langland, Elizabeth. Anne Bronte: The Other One. Basingstoke: MacMillan, 1989, p.27Levy, Anita. Other Women: The Writing of Class, Race, and Gender, 1837-1898. Princeton: Princeton UP: 1991, p.74McMaster, Juliet. â€Å"‘Imbecile Laughter’ and ‘Desperate Earnest’ in The Tenant of Wildfell Hall.† Modern Language Quarterly 43.4 (1982): 352-68. Miller, D.A. Narrative and Its Discontents: Problems of Closure in the Traditional Novel. Princeton, Princeton UP, 1981, p.37Shanley, Mary Lyndon. Feminism, Marriage, and the Law in Victorian England, 1850-1895. Princeton: Princeton UP, 1989, p.61Siegel, Carol. â€Å"Postmodern Women Novelists Review Victorian Male Masochism.† Genders 11 (1991): 1-16.

The Definition of Institutional Racism

The Definition of Institutional Racism The term institutional racism describes societal patterns and structures that impose oppressive or otherwise negative conditions on identifiable groups on the basis of race or ethnicity. Oppression may come from business, the government, the health care system, the schools, or the court, among other institutions.  This phenomenon may also be referred to as societal racism, institutionalized racism, or cultural racism. Institutional racism shouldnt be confused with individual racism, which is directed against one or a few individuals. It has the potential of negatively affecting people on a large scale, such as if a school refused to accept any African Americans on the basis of color.   The History of Institutional Racism   The term institutional racism  was coined at some point during the late 1960s  by Stokely Carmichael, who would  later become known as Kwame Ture.  Carmichael felt that it was important to distinguish personal bias, which has specific effects and can be identified and corrected relatively easily, with institutional bias, which is generally long-term and grounded more in inertia than in intent. Carmichael made this distinction because, like Martin Luther King Jr., he had grown tired of white moderates and uncommitted liberals who felt that the primary or sole purpose of the civil rights movement was white personal transformation. Carmichaels primary concern- and the primary concern of most civil rights leaders at the time- was societal transformation, a much more ambitious goal. Contemporary Relevance   Institutional racism in the United States  results from the social caste system that sustained- and was sustained by- slavery and racial segregation. Although the laws that enforced this caste system are no longer in place, its basic structure still stands to this day. This structure may gradually fall apart on its own over a period of generations, but activism is often  necessary to expedite the process and provide for a more equitable society in the interim. Examples of Institutional Racism   Opposing public school funding is not necessarily an act of individual racism. One can certainly oppose public school funding for valid, non-racist reasons. But to the extent that opposing public school funding has a disproportionate and detrimental effect on minority youth, it furthers the agenda of institutional racism.Many  other positions that are contrary to the civil rights agenda, such as  opposition to affirmative action, can also have the often unintended effect of sustaining institutional racism.Racial profiling occurs when any group is targeted for suspicion based on race, ethnic origin, or because they belong to another recognized protected class. The most well-known example of racial profiling involves law enforcement zeroing in on African-American males. Muslims have also been subjected to racial profiling after September 11, 2001, including anyone with a Middle Eastern appearance regardless of that individuals actual religious beliefs.   Looking to the Future   Various forms of activism have famously fought institutional racism over the years. Abolitionists and suffragettes are prime examples from the past. The Black Lives Matter movement was launched in the summer of 2013 after the 2012 death of 17-year-old Trayvon Martin and the subsequent acquittal of his shooter, which many felt were based on race.

Phyllis Schlafly Anti-Feminist Quotes

Phyllis Schlafly Anti-Feminist Quotes Phyllis Schlafly was perhaps most famous for her successful mobilization against the Equal Rights Amendment to the United States Constitution in the 1970s.   She is often associated with the backlash against the so-called second wave of feminism.   Before that, she was active in the ultraconservative wing of the Republican party, and she remained active on many conservative issues. See also: biography of Phyllis Schlafly About the ERA ERA means abortion funding, means homosexual privileges, means whatever else.   1999 About Feminism The cry of womens liberation leaps out from the lifestyle sections of newspapers and the pages of slick magazines, from radio speakers and television screens. Cut loose from past patterns of behavior and expectations, women of all ages are searching for their identity the college woman who has new alternatives thrust upon her via womens studies courses, the young woman whose routine is shattered by a chance encounter with a consciousness-raising session, the woman in her middle years who suddenly finds herself in the empty-nest syndrome, the woman of any age whose lover or lifetime partner departs for greener pastures (and a younger crop).   1977 The womens liberationist... is imprisoned by her own negative view of herself and of her place in the world around her.... Someone - it is not clear who, perhaps God, perhaps the Establishment, perhaps a conspiracy of male chauvinist pigs - dealt women a foul blow by making them female. It becomes necessary, therefore, for women to agitate and demonstrate and hurl demands on society in order to wrest from an oppressive male-dominated social structure the status that has been wrongfully denied to women through the centuries. 1977 Confrontation replaces cooperation as the watchword of all relationships. Women and men become adversaries instead of partners.... Within the confines of the womens liberationist ideology, therefore, the abolition of this overriding inequality of women becomes the primary goal. 1977 And the first commandment of feminism is: I am woman; thou shalt not tolerate strange gods who assert that women have capabilities or often choose roles that are different from mens. Feminism is doomed to failure because it is based on an attempt to repeal and restructure human nature. â€Å"The feminist movement taught women to see themselves as victims of an oppressive patriarchy.... Self-imposed victimhood is not a recipe for happiness.† The Womens Lib movement has sealed its own doom by deliberately hanging around its own neck the albatross of abortion, lesbianism, pornography and Federal control. News flash: one reason a woman gets married is to be supported by her husband while caring for her children at home. So long as her husband earns a good income, she doesnt care about the pay gap between them. Characterizing feminists: Someone, it is not clear who, perhaps God, dealt women a foul blow by making them female. Men should stop treating feminists like ladies, and instead treat them like the men they say they want to be. Another silliness of the womens liberationists is their frenetic desire to force all women to accept the title Ms in place of Miss or Mrs. If Gloria Steinem and Betty Friedan want to call themselves Ms in order to conceal their marital status, their wishes should be respected. But most married women feel they worked hard for the r in their names; and they dont care to be gratuitously deprived of it... 1977 Womens Nature Without womans innate maternal instinct, the human race would have died out centuries ago....The overriding psychological need of a woman is to love something alive. A baby fulfills this need in the lives of most women. If a baby is not available to fill that need, women search for a baby-substitute. This is the reason why women have traditionally gone into teaching and nursing careers. They are doing what comes naturally to the female psyche. The schoolchild or the patient of any age provides an outlet for a woman to express her natural maternal need. 1977 Men are philosophers, women are practical, and twas ever thus. Men may philosophize about how life began and where we are heading; women are concerned about feeding the kids today. No woman would ever, as Karl Marx did, spend years reading political philosophy in the British Museum while her child starved to death. Women dont take naturally to a search for the intangible and the abstract.   1977 Where man is discursive, logical, abstract, or philosophical, woman tends to be emotional, personal, practical, or mystical. Each set of qualities is vital and complements the other. 1977 About Women and the Military Putting women in military combat is the cutting edge of the feminist goal to force us into an androgynous society. No country in history ever sent mothers of toddlers off to fight enemy soldiers until the United States did this in the Iraq war. Every country that has experimented with women in actual combat has abandoned the idea, and the notion that Israel uses women in combat is a feminist myth. Much of the demand for women in combat comes from female officers who are eager for medals and promotions. The purpose of our military is to field the finest troops possible to defend our nation and win wars. The goal of feminists however, is to impose a mindless equality, regardless of how many people it hurts. 2016 About Sex and Sexuality If man is targeted as the enemy, and the ultimate goal of womens liberation is independence from men and the avoidance of pregnancy and its consequences, then lesbianism is logically the highest form in the ritual of womens liberation. 1977 Sex education classes are like in-home sales parties for abortions. About why condoms should not be available to young women:  Its very healthy for a young girl to be deterred from promiscuity by fear of contracting a painful, incurable disease, or cervical cancer, or sterility, or the likelihood of giving birth to a dead, blind or brain-damage [sic]  baby (even ten years later when she may be happily married). â€Å"How did the court feel empowered to put new limits on the settled law of Meyer-Pierce and give public schools the power to override parents on teaching about sex? Simple. The three liberal judges based their decision on our evolving understanding of the nature of our Constitution.   2012 About Transgender Issues Anyone with a child knows that children learn about the world through binary options: up or down, hot or cold, big or little, inside or outside, wet or dry, good or bad, boy or girl, man or woman. But the radical feminists, who staff womens studies departments at most colleges, have propagated the idea that we have to get rid of the gender binary along with the expectation of distinct roles for men and women. About Sexual Harassment Sexual harassment on the job is not a problem for virtuous women. About the Republican Party [F]rom 1936 through 1960 the Republican presidential nominee was selected by a small group of secret kingmakers who are the most popular opinion makers in the world. 1964 About International Issues It should be clear that teaching Americans we are now part of a global economy and teaching schoolchildren they are citizens of the world is a deceitful message to con us into a plan to add the poor countries around the Earth to our list of welfare handout recipients. 2013 About the United Nations: We certainly dont need a committee of foreigners who call themselves experts to dictate our laws or customs.   2012 It is a mystery why any Americans would support the concept of the EU. About Multiculturalism, Diversity, Race,  Immigrants The United States is the worlds most stunning example of a nation that has peaceably and successfully assimilated people from many disparate cultures. So why are some people trying to separate us into factions, emphasizing what divides us instead of what unites us? 1995 You cant be an American if you dont speak English. Our public schools should be mandated to teach all children in English. The most dangerous area where our laws are not being faithfully executed are the laws designed to protect Americans against the millions of aliens who enter our country illegally every year. How can we protect homeland security unless the government stops the invasion of illegal aliens? Birth on U.S. territory has never been an absolute claim to citizenship. In a world of inhumanity, war and terrorism, American citizenship is a very precious possession. Its not the physical location of birth that defines citizenship, but whether your parents are citizens, and the express or implied consent to jurisdiction of the sovereign. About Climate Change Of course, climate changes. Many changes are due to factors over which humans have no control, such as winds, ocean currents and sun activity. But the liberals want us to believe that climate change is also caused by gases expelled when humans burn so-called fossil fuels.  Ã‚  2011 About the Family â€Å"The American nuclear family made America great, but few are now defending it against forces determined to destroy it. If America continues to have many immigrants with different family types, we are less likely to maintain American values of personal freedom, individualism, and limited government.†Ã‚  2014 What I am defending is the real rights of women. A woman should have the right to be in the home as a wife and mother. People think that child-support enforcement benefits children, but it doesnt. First of all, I want to thank my husband Fred, for letting me come I always like to say that, because it makes the libs so mad! The United States: Exceptionalism The United States is a giant island of freedom, achievement, wealth and prosperity in a world hostile to our values. Education, Schools The cornerstone of the political correctness that dominates campus culture is radical feminism. The worst censors are those prohibiting criticism of the theory of evolution in the classroom. After Big Media, U.S. colleges and universities are the biggest enemies of the values of red-state Americans. Parents, are you ready to teach your kids arithmetic? 2002 National Standards was not a narrative of past events but was leftwing revisionism and Political Correctness. It is long overdue for parents to realize they have the right and duty to protect our children against the intolerant evolutionists. Our public school system is our countrys biggest and most inefficient monopoly, yet it keeps demanding more and more money. The most frequent complaint I hear from college students is that professors inject their leftist political comments into their courses even when they have nothing to do with the subject. Behind frequent protestations by public officials about local control of the schools, a federal curriculum has been quietly imposed by law. All the pieces are now in place for this major goal of the Clinton administration. Elementary and secondary school education used to be organized around subjects such as reading, math, history, geography, language and science. While smatterings of those subjects are still taught, the focus has been shifted from academic subject matter to teaching attitudes, beliefs, values, themes, behaviors and job skills. This is indoctrination, not education. Left-wing professors write the textbooks and the teachers unions control the public schools, so the ideology is what those groups deem politically correct. 2002 About Government, Judges Congress should pass legislation to remove from the federal courts their jurisdiction to hear these outrageous challenges to the Ten Commandments and the Pledge of Allegiance. Under the nanny state of the left, nothing remains private for long. 2012 The justices have constitutionally protected obscenity in libraries, filth over cable television, and now unlimited internet pornography. About Obama â€Å"Obama has compiled a record of hostility to religion that is unmatched by any other president in American history. 2012 â€Å"Obama did not want to join a  historically Christian black church in Chicago that took traditional Christian doctrines seriously. Rather, he sought out  a liberal church that would help him advance his budding political career.† 2012 Should Obama win a second term, the justices he appoints will almost certainly unveil a bogus new constitutional right to gay marriage, discovered within the penumbras of Lawrence v. Texas. At which point Obama, drawing upon the faux-pained honesty he has perfected, can regurgitate what he wrote in his memoirs: that he was once on the wrong side of history† but has now happily come into the light.  2012 Others About Schlafly Betty Friedan in a 1973 debate with Schlafly: I would like to burn you at the stake.... I consider you a traitor to your sex, an Aunt Tom.

Victim Services Essay Example | Topics and Well Written Essays - 1250 words

Victim Services - Essay Example In this regard, expenses covered are, medical related expenses, and mental health counseling services. On the other hand, "Crime victim assistance programs provide a range of services, including crisis intervention, counseling, emergency shelter, criminal justice advocacy, and emergency." "A victim should have access where necessary to available welfare, health, counseling and legal assistance responsive to the victim's needs". (Victims of Crime >> The rights of a victim of crime, n.d.) Normally progress in treating of crime victims is due to the tremendous efforts of thousands of peoples who have turned their victimization into a force of positive change. Interestingly, victims of domestic violence, homicide, child abuse and rape have changed their experiences. Progress in improving the treatment of crime victims is due because of the attempts of thousands of individuals who have turned their victimization into a force for positive change. Victims and survivors of homicide, rape, child abuse, domestic violence, and other serious crimes have transformed their experiences into a vehicle for assuring that victims of similar nature of crimes get right justice, significant assistance, and compassionate treatment before the law. In this regard, many survivors and victims spend their resources and time to provide assistance programmes like carry out legislative advocacy, protection and crises hotlines etc. Fortunately, every community provides assistance to crime victims. Many organizations provide financial services to their crime victims through crime victims fund (CVF) which is managed by OVC. Funds collected in OVC provide services for victims such as, training for advocates and professionals all over the nation. "Millions of dollars are deposited into the Fund each year from criminal fines, forfeited bail bonds, penalties, and special assessments collected by U.S. Attorneys' Offices, U.S. Federal Courts, and the Federal Bureau of Prisons. All Fund dollars have typically come from offenders convicted of federal crimes, not from taxpayers. However, the October 2001 Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act (USA PATRIOT Act) expanded the possible sources in fiscal year 2002 by authorizing the deposit of gifts, bequests, or donations from private entities into the Fund". (Not Available, n.d.) Furthermore, the Attorney General's Crime Victim Services Division provides following services to victims. Crime Victims' Compensation Program The Crime Victims' Compensation Program reimburses due expenses to victims of violent crime and their home persons. The Crime Victims' Compensation Fund assists entitled victims pay for medical and advising charges spent due to the crime and assists families to cover the cost of the funeral for the loved ones who have been murdered or killed. Allowances and Contracts Management Program Allowances and Contracts Management Program administers following: "OVAG - Other Victim Assistance Grants VCLG - Victim Coordinator and Liaison Grants SAPCS - Sexual Assault Prevention and Crisis Services Program Texas VINE - Statewide Automated Victim Notification System CASA - Court Appointed Special Advocates CAC - Children's Advocacy Centers CVCLS -

Analysis and reports Statistics Project Example | Topics and Well Written Essays - 750 words

Analysis and reports - Statistics Project Example Out of 49 respondents, 17 (34.69%) of the respondents have experience within 1 year, 7 (14.29%) of the respondents have experience between 1 and 5 years, 16 (32.65%) of the respondents have experience between 5 and 10 years and 7 (14.29%) of the respondents have experience above 10 years. 2 (4.08%) of the respondents did not respond. First of all the anxiety related questions were identified as from question 5 to question 22. The total of all this anxiety scores were added and kept as total anxiety score. For example, for the first respondent, the anxiety score is 51, then for 2nd the anxiety score is 58 etc..(File is attached). Similarly all the respondents’ anxiety scores were added and the total anxiety score was computed. Secondly all the confidence related questions were identified as from question 23 to question 35 and question 39. The total of all this confidence scores were added and kept as total confidence score. For example, for the first respondent, the confidence score is 50, then for 2nd the confidence score is 51 etc.. Similarly all the respondents’ confidence scores were added and the total confidence score was computed. The correlation between education and anxiety score is 0.13 and not significant (probability 0.372), the correlation between education and confidence score is -0.041 and not significant (probability 0.779). The correlation between experience and anxiety score is 0.187 and not significant (probability 0.209), the correlation between experience and confidence score is 0.159 and not significant (probability 0.285). At the outset, the anxiety score and confidence score are not having significant correlations with either age, education and experience. One should have some other criteria to investigate the valid correlations with anxiety score and confidence score. The other things can be marital status, income level and social