International Finance Question Bank free essay sample

Pick the one elective that best finishes the announcement or answers the inquiry. 1) The cash used to purchase imported products is A) the purchasers home money. C) the cash of a third nation. 1) B) the venders home cash. D) exceptional drawing rights. 2) 2) If versatile circle players made in China are brought into the United States, the Chinese maker is paid with A) worldwide money related credits. B) dollars. C) yuan, the Chinese money. D) euros, or some other third money. 3) If the United States offers meat to Japan, the U.S. meat maker is paid with An) euros, or some other third money. B) dollars. C) yen, the Japanese cash. D) worldwide financial credits. 4) When Safeway markets in the United States purchases strawberries from Mexico, An) it must utilize dollars to pay Mexican ranchers. We will compose a custom paper test on Universal Finance Question Bank or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page B) it might utilize any cash it picks. C) it must utilize pesos to pay Mexican ranchers. D) the exchange appears in the U. S. capital record. 5) A nation records its universal money accounts in its A) parity of installments accounts. B) import/send out log accounts. C) exchange installments accounts. D) net fares installments account. ) A countrys parity of installments accounts record An) its worldwide exchanging, obtaining, and loaning. B) just its official exchanges with different governments. C) the countrys net obligation to outsiders. D) the progression of human and nonhuman assets among it and its exchanging accomplices. 7) A countrys equalization of installments accounts incorporate the entirety of the accompanying EXCEPT A) military record. B) capital record. C) current record. D) official settlements account. 8) The equalization of installments accounts incorporate the A) non-performing account. C) current record. 3) 4) 5) 6) 7) 8) B) send out financial balance. D) exim ledger. 9) 9) to a limited extent, a countrys current record quantifies An) its present obligation rather than its drawn out obligation. B) receipts from the offer of merchandise and ventures to outsiders and installments for products and enterprises purchased from outsiders. C) net increments and diminishes in a countrys property of remote money. D) acquiring and loaning action between the countrys inhabitants and outsiders. 10) The equalization of installments account used to record installments for imported merchandise and ventures is the An) exim account. B) current record. C) capital record. D) import account. 1 10) 1) The biggest piece of the U. S. current record comprises of A) net exchange installments between the United States and Mexico. B) Fed moves of U. S. dollars to other national banks. C) receipts from fares and installments for imports. D) net getting between the United States and different nations. 12) In 2003, the U. S. current record had an A) deficiency o f $559 billion. B) offset with a disparity of $40 billion. C) overflow of $559 billion. D) shortfall of $90 billion. 13) The equalization of installments account that records remote interest in the United States is the A) capital record. B) current record. C) exim account D) non-performing account. 14) The U. S. capital record quantifies An) outside interest in the United States short U. S. speculation abroad. B) net increments and diminishes in the U. S. possessions of remote money. C) net exchange installments between U. S. occupants and outsiders. D) receipts from products and ventures sold and moves to and from outsiders. 15) If remote interest in the United States surpasses U. S. venture abroad, there is a ________; and when U. S. speculation abroad surpasses outside interest in the United States, there is a(n) ________. A) current record overflow; current record shortage B) capital record deficiency; capital record surplus C) current record excess; official records surplus D) capital record overflow; capital record shortfall 16) In 2003, the U. S. capital record had an A) shortage of $559 billion. C) excess of $559 billion. 11) 12) 13) 14) 15) 16) B) excess of $115 billion. D) shortage of $115 billion. 17) 17) The official settlements record of a nation quantifies A) the receipts from products and ventures purchased and sold, and moves to and from outsiders. B) acquiring and loaning between the countrys occupants and outsiders. C) net exchange installments between the countrys residents and outsiders. D) the net increment or decline in the countrys official stores. 18) The record used to record changes in the official hold is the A) capital record. B) current record. C) official settlements account. D) official stores account. 19) The official settlements represent the United States gauges the A) net estimation of outside merchandise bought by U. S. inhabitants. B) estimation of U. S. stock bought by outsiders. C) net estimation of U. S. fares of administrations. D) net increment or lessening in the legislatures possessions of remote money. 18) 9) 2 20) The adjustment in U. S. official stores is equivalent to A) the present record balance less the capital record balance. B) the present record balance in addition to the capital record balance. C) acquiring from abroad in addition to the present record shortfall. D) outside interest in the United States short U. S. venture abroad. 21) Which of the accompanyin g articulations about the equalization of installments accounts is right? A) The official settlements account is normally bigger than both the capital and current records. B) The total of every one of the three records is consistently zero. C) The present record must be more noteworthy than the capital record. D) Typically the capital record is close to zero since it rises to the contrast between the present record and the official settlements account. 22) Over the most recent two decades, as indicated by the United States parity of installments, A) the official settlements balance vacillates significantly from year to year. B) there is no reasonable connection between the present record balance and the capital record balance. C) the present record and the capital record adjusts will in general move in inverse headings. D) the present record and the capital record adjusts will in general move a similar way. 23) During the vast majority of the 1980s and 1990s, the U. S. has had An) a negative current record and a positive capital record. B) a positive current record and a positive capital record. C) a positive current record and a negative capital record. D) a negative current record and a negative capital record. 24) If a country during its whole history has acquired more from the remainder of the world than it has loaned to the remainder of the world, the nation is an A) net moneylender. B) loan boss country. C) net borrower. D) account holder country. 25) If a nation is at present loaning more to the remainder of the world than it is obtaining from the remainder of the world, the nation is an A) bank country. B) indebted person country. C) net loan specialist. D) net borrower. 26) A net borrower is a nation that ________, while a net moneylender is a nation that ________. A) diminishes its load of exceptional remote obligation; loans more than it acquires B) obtains more than it loans; loans more than it gets C) gets more than it loans; owes more to outsiders than outsiders owe to it D) loans more than it gets; gets more than it loans 27) If a nation during its whole history has put more in the remainder of the world than the remainder of the world has put resources into it, the nation is an A) net moneylender. B) net borrower. C) loan boss country. D) borrower country. 28) If a nation is as of now getting more from the remainder of the world than it is loaning to the remainder of the world, the nation is an A) borrower country. B) loan boss country. C) net loan specialist. D) net borrower. 20) 21) 22) 23) 24) 25) 26) 27) 28) 3 29) A leaser country is a nation that ________ and an account holder country is a nation that ________. An) as of now loans more than it acquires; as of now gets more than it loans B) through its history has loaned more than it has obtained; through its history has obtained more than it has loaned C) at present gets more than it loans; right now loans more than it gets D) through its history has acquired more than it has loaned; through its history has loaned more than it has obtained 30) A leaser country implies a country whose An) absolute interests in the remainder of the world surpasses the remainder of the universes interests in that nation. B) sends out surpass its imports. C) current record is bigger than its capital record. D) loaning to the remainder of the world surpasses its obtaining from the remainder of the world. 31) An account holder country implies a country whose An) absolute interests in the remainder of the world are not exactly the remainder of the universes interests in that nation. B) loaning to the remainder of the world surpasses its getting from the remainder of the world. C) current record is not as much as its capital record. D) imports surpasses its fares. 32) Today, the United States is an I. net borrower II. net loan specialist III. indebted person country IV. loan boss country An) II and III B) II and IV 29) 0) 31) 32) C) I and III D) I and IV 33) 33) If a nation has a capital record overflow, that countrys load of global obligation is An) expanding. B) diminishing. C) zero. D) consistent. 34) If a nation has a capital record shortfall, that countrys load of global obligation is A) zero. B) diminishing. C) expanding. D) steady. 35) Since 1983, the United States has been a net ________ and since 1989 has been a ________ country. A) loan specialist; account holder B) borrower; bank C) borrower; indebted person D) moneylender; leaser 36) Currently, the United States is a net ________ and a ________ country. A) loan specialist; bank B) borrower; leaser C) borrower; indebted person D) moneylender; account holder 37) The principle wellspring of changes in the present record balance is A) net premium salary. B) net fares. C) net expenses. D) net exchanges. 38) The private area excess or shortfall rises to A) net expenses less government buys. C) government buys less net expenses. 4 34) 35) 36) 37) 38) B) venture

Tanglewood Case 4 Essay Example

Tanglewood Case 4 Paper 1. Tanglewood right now utilizes customary indicators, for example, work understanding, instruction and meeting, to anticipate whether an up-and-comer has the attributes to exceed expectations in the territories of citizenship, nonattendance, execution and advancement. These indicators are demonstrated to anticipate a future employee’s advancement potential. Be that as it may, just work experience can likewise anticipate execution, the remainder of the determination instruments don't measurably foresee citizenship, nonattendance or execution. The most noticeably terrible factual indicator of execution, in the customary strategy, has demonstrated to be the meeting score with a high p-esteem and a low relationship. 2. Tanglewood might want to all the more precisely anticipate the quality of future representatives who will exceed expectations in citizenship and nonattendance. We have been exploring different avenues regarding various indicators, with some achievement, in the Seattle zone, for the most recent year. The best indicators of these attributes have demonstrated factually to be the Marshfield client assistance biodata survey exposition, with a connection of . 22 and a p-estimation of . 01 for citizenship and a connection of - . 17 and a p-estimation of . 1, and the character test which estimates extraversion and good faith concentrating on the scruples with a connection of . 18 and p-estimation of . 01 for citizenship and a relationship of - . 33 and a p-estimation of . 01 for nonattendance. Be that as it may, as I would like to think the biodata survey is certainly not a commonsense instrument due the expense and the reality potential workers may discover the article addresses hard to reply with conceivable long answers and the inquiries reacted to utilizing the 5-point scale numerous candidates may feel the appropriate responses require further explanation than the 5-point scale. We will compose a custom exposition test on Tanglewood Case 4 explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Tanglewood Case 4 explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Tanglewood Case 4 explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Another issue with biodata as an indicator is the inquiries are posing forever encounters which a large number of the candidates might not have yet understanding because of their age and different constraints. The greatest contrast in the two examples, conventional and the proposed strategy, with respect to connections is the size of the examples which changes the relationship essentialness. The purpose behind the distinction in the example size, of the proposed technique, is it was utilized as a preliminary base, at just chose stores and painstakingly regulated while the customary strategy data was assembled casually. Occupation Analysis: Store Associate Performance measurements and errands articulations: Welcome clients and find out what every client needs. Keep up information on current deals and advancements. Give proposals or find product to clients. Answer questions with respect to the store and its product. Depict product and its activity and care to clients. Persistently screen for and resolve security and burglary issue. Ticket organize and show product to advance deals. KSAOs Knowledge of client support standards. Information on stock offered in the stores Correspondence and talking abilities Capacity to identify with others Aptitude in sorting out, joining, and archiving data Capacity to perform light lifting and item control Indicator Measures Content legitimacy is utilized to appraise how the strategies are really estimating the ideal attributes. Tanglewood has an enthusiasm for improving citizenship and nonappearance. As per the perception over, the best proportion of these attributes biodata and scruples. Content approval is most suitable when the example size is not many and basis measures are not accessible. 3. With the end goal for Tanglewood to discover great work applicant it should look to the indicators and pick the ones that foresee the trademark generally critical to the organization. In like manner, they should keep on depending on the application clear to acquire data on training and work experience which precisely predicts execution and advancement potential. The administrators have just communicated an enthusiasm for holding the meeting as an indicator this is conceivable anyway the meeting ought to be normalized to an organized meeting with open finished inquiries to welcome the candidate to give the data required. This normalization will take into consideration candidates answers to be looked at. Another great indicator for Tanglewood to oversee is the honesty part of the character test which has demonstrated to be an exact indicator of citizenship and nonattendance. These trademark are imperative to keep up the ideal culture at Tanglewood. They could likewise consider utilizing biodata which is a generally excellent indicator of every single recognized trademark anyway the candidate may locate this a troublesome test because of the desire for the candidate portraying beneficial encounters which they might not have encountered because of their age or absence of life encounters. 4. Tanglewood ought to have accomplishment with the proposed approval systems. Utilization of the application clear is normal and generally excepted practice. The progressions to the meeting, normalization and open finished inquiries, will take into consideration examinations among the candidates. The reliable test should, likewise, be handily acknowledged. The biodata test may potentially demonstrate hard to control in the more rustic territories because of the desire for candidate to portray beneficial encounters and circumstances the don't have any significant bearing or have not been experienced. Be that as it may, these proposed approval methodology should yield more qualified candidates superior to the conventional indicators and permit Tanglewood to get more workers with the trademark looked for by the organization.

Ask for Better Christmas Presents

Ask for Better Christmas Presents You know that time of year: it’s getting down to the wireâ€"just a few weeks left until the big day when everyone unwraps their presents, drinks their eggnog, and complains about what they did and didn’t get for Christmas. We at The Minimalists have already written extensively about the gifts we like to receive: experiences, love, and time. We’d be remiss, however, if we didn’t discuss the gift of giving, the gift of contribution. The old saying is true: ’tis better to give than to receive. We get so much more by giving. A few months ago, Ryan gave his birthday to charity and raised enough money to build a well in Cambodia. Instead of accepting material birthday gifts, he was able to gift clean water to more than 250 people who didn’t previously have access to it. Perhaps you can do the same this Christmas: instead of requesting gifts, you can ask people to donate to your favorite charity in your name. Don’t have a favorite charity? Consider asking people to donate to charitywater.org: they make it easy for you to set up your own page, and 100% of all donations go to bringing clean water to people who need itâ€"people who might die without it. Wouldn’t that feel better than a new necktie, a new pair of shoes, or a new piece of jewelry? Read this essay and 150 others in our new book, Essential.

From The Moment Children Are Born They Are Instantly Assigned

From the moment children are born they are instantly assigned the gender that society considers appropriate, this can usually be characterized by the pink or blue clothes they are given. The immediate separation of gender emphasizes the importance of dividing gender and keeping strict constructs in our society. So when a man or woman diverges from how they are expected to act, they are seen as outcasts that need to be molded into what is acceptable in society’s eyes. In her book, An Introduction to Female Masculinity Judith â€Å"Jack† Halberstam examines the ideas and struggles surrounding masculine women, and those who deviate from society’s view of a normal male or female. One of the main ways Halberstam analyzes the struggles of masculine†¦show more content†¦Halberstam claims that gender deviance in girls comes mostly from desiring the greater freedoms and mobilities that boys tend to have. Through analyzing the arguments of Murnen on gender constru cts one can better understand the claims of Halberstam. Murnen asserts that the surroundings children are in have a great effect on how they see themselves so even the toys kids play with will influence their gender identities. The toys influence boys and girls in two different ways. Boy’s products usually encourage traits that include career-orientation, leadership, aggression, assertiveness, and independence, which are usually associated with higher status people. On the other hand, girl’s products encourage traits that include being emotional, warm, interested in children, sensitive to others, a good listener, friendly, and attentive to appearance, which are associated with being status neutral (Murnen). Looking back at Halberstam’s claim it only makes sense that tomboys want to escape from the belittlement of girls products and experience the dominant traits of boys products. By combining the ideas of Halberstam and Murnen the reasons behind why a girl wants to express masculine identity becomes slightly clearer, but they are not completely explained. After examining Craig and Lacroix’s essay the reader should have a complete understanding of why someone would identify as a tomboy. Craig and Lacroix explain the tomboyShow MoreRelatedThe Real Story Of Ah Q780 Words   |  4 Pagesauthors and artists along with the woodblock artists Li Hua and Hu Yichuan did more than just capture a moment in time, their artwork and literature was created to question the status quo, provoke new ideas and challenge governmental and societal ideologies. I read The Real Story of Ah-Q by Lu Xun. This was not one of my assigned readings, but when the story was summarized in class, I instantly found a connection between this story and the American play The Crucible by Arthur Miller. Reading theRead MoreGender, Race, And Ethnicity And Power Essay1507 Words   |  7 Pagesconcepts of gender, race and ethnicity and power. My journey began the moment I entered the world on May 25, 1996. I was born and raised in a small developed country called New Zealand. At birth, my biological sex was quickly determine as I was category as a baby girl. My parents, both immigrant from Hong Kong, China in the 1980’s. As a result, I automatically associates with an East Asian background which is dissimilar from the Western culture in New Zealand. I grew up as the youngest member inRead MoreGender Differences And Gender Inequality Essay2348 Words   |  10 Pagesaccording to Kimmel’s ideas, occurred due to the â€Å"division of labor around childcare† and the scientifically misguided idea of women being biologically very different than men (pg 67). The idea that because of a women’s biology she should be prevented from working for her own sake has been disproven almost entirely. However, this idea has become rooted into our society and perpetuated through our socially expected ideas of norm al family structure. What makes the family, as an institution, consideredRead MoreGender Differences And Gender Inequality Essay2322 Words   |  10 Pagesaccording to Kimmel’s ideas, occurred due to the â€Å"division of labor around childcare† and the scientifically misguided idea of women being biologically very different than men (67). The idea that because of a women’s biology, she should be prevented from working for her sake has been disproven almost entirely. However, this idea has become rooted in our society and perpetuated through our socially expected views of the typical family structure. What makes the family, as an institution, considered genderRead MoreMalcolm X Draft 21700 Words   |  7 Pagesas a civil rights activist among black Americans, which promoted social change. In his childhood, Malcolm X experienced blatant racism towards his family. Malcolm X was born Malcolm Little in Omaha Nebraska on May 19, 1925. He was the son of Baptist Minister Earl Little and his mother Louise Norton Little and one of four children. Malcolm Little’s father preached that black Americans deserved the same rights as white Americans, but as a result of the times blacks made less money and were persecutedRead MoreGender And Gender Identity Disorder2178 Words   |  9 Pagesâ€Å"From the moment we re born, our gender identity is no secret. We re either a boy or a girl. Gender organizes our world into pink or blue. As we grow up, most of us naturally fit into our gender roles. Girls wear dresses and play with dolls. For boys, it s pants and trucks.† (Goldburg, A.2007) However, for some, this is not the case. Imagine for a moment that you are a two year old boy drawn to the color pink, make up, and skirts. 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Groundhog Day Statistics

Every February 2, tens of thousands of people gather in Punxsutawney, Pennsylvania to celebrate Groundhog Day. On this date the groundhog Punxsutawney Phil - that seer of seers and prognosticator of prognosticators - emerges from his burrow in a hollowed out tree stump at Gobbler‘s Knob. Legend has it that if he sees his shadow, the there will be six more weeks of winter. And if not, then there will be an early spring. Phil’s forecasts are spoken in Groundhogese to a member of the Inner Circle. This group of Puxatany notables not only translates Phil’s forecast into English, they are also responsible for the care and feeding of Phil throughout the rest of the year. This tradition is said to have started in 1887, and has grown in popularity in the years since. The groundhog‘s popularity was given an even greater boost following the release of the 1993 Bill Murray movie Groundhog Day. The origins of Groundhog Day come from the Christian celebration of Candlemas. This day, corresponding to 40 days after Christmas, celebrates the day the infant Jesus was presented in the Jewish Temple. February 2 also marks the midpoint of the coldest temperatures in the northern hemisphere. Historically a rule of thumb stated that in order to have enough food for livestock, farmers should have half of their stored provisions remaining on Candlemas day. Little to none of this remains in the modern day celebration of Groundhog Day. What follows is a collection of forecasts from Groundhog Days of years past, according to Punxsutawneys official Groundhog Club. Year Result 1887 Saw Shadow 1888 Saw Shadow 1889 No Record 1890 No Shadow 1891 No Record 1892 No Record 1893 No Record 1894 No Record 1895 No Record 1896 No Record 1897 No Record 1898 Saw Shadow 1899 No Record 1900 Saw Shadow 1901 Saw Shadow 1902 No Shadow 1903 Saw Shadow 1904 Saw Shadow 1905 Saw Shadow 1906 Saw Shadow 1907 Saw Shadow 1908 Saw Shadow 1909 Saw Shadow 1910 Saw Shadow 1911 Saw Shadow 1912 Saw Shadow 1913 Saw Shadow 1914 Saw Shadow 1915 Saw Shadow 1916 Saw Shadow 1917 Saw Shadow 1918 Saw Shadow 1919 Saw Shadow 1920 Saw Shadow 1921 Saw Shadow 1922 Saw Shadow 1923 Saw Shadow 1924 Saw Shadow 1925 Saw Shadow 1926 Saw Shadow 1927 Saw Shadow 1928 Saw Shadow 1929 Saw Shadow 1930 Saw Shadow 1931 Saw Shadow 1932 Saw Shadow 1933 Saw Shadow 1934 No Shadow 1935 Saw Shadow 1936 Saw Shadow 1937 Saw Shadow 1938 Saw Shadow 1939 Saw Shadow 1940 Saw Shadow 1941 Saw Shadow 1942 Partial Shadow 1943 No Appearance by Groundhog 1944 Saw Shadow 1945 Saw Shadow 1946 Saw Shadow 1947 Saw Shadow 1948 Saw Shadow 1949 Saw Shadow 1950 No Shadow 1951 Saw Shadow 1952 Saw Shadow 1953 Saw Shadow 1954 Saw Shadow 1955 Saw Shadow 1956 Saw Shadow 1957 Saw Shadow 1958 Saw Shadow 1959 Saw Shadow 1960 Saw Shadow 1961 Saw Shadow 1962 Saw Shadow 1963 Saw Shadow 1964 Saw Shadow 1965 Saw Shadow 1966 Saw Shadow 1967 Saw Shadow 1968 Saw Shadow 1969 Saw Shadow 1970 No Shadow 1971 Saw Shadow 1972 Saw Shadow 1973 Saw Shadow 1974 Saw Shadow 1975 No Shadow 1976 Saw Shadow 1977 Saw Shadow 1978 Saw Shadow 1979 Saw Shadow 1980 Saw Shadow 1981 Saw Shadow 1982 Saw Shadow 1983 No Shadow 1984 Saw Shadow 1985 Saw Shadow 1986 No Shadow 1987 Saw Shadow 1988 No Shadow 1989 Saw Shadow 1990 No Shadow 1991 Saw Shadow 1992 Saw Shadow 1993 Saw Shadow 1994 Saw Shadow 1995 No Shadow 1996 Saw Shadow 1997 No Shadow 1998 Saw Shadow 1999 No Shadow 2000 Saw Shadow 2001 Saw Shadow 2002 Saw Shadow 2003 Saw Shadow 2004 Saw Shadow 2005 Saw Shadow 2006 Saw Shadow 2007 No Shadow 2008 Saw Shadow 2009 Saw Shadow 2010 Saw Shadow 2011 No Shadow 2012 Saw Shadow 2013 No Shadow 2014 Saw Shadow 2015 Saw Shadow 2016 No Shadow

An Observation of a Bat Mitzvah Free Essays

The bar mitzvah is not actually a ceremony or rite of passage as many people believe. It is actually a boy of the Jewish religion who has attained the age of 13. It is thus a legal status that is automatically ascribed with no need for ceremony or any other religious rite. We will write a custom essay sample on An Observation of a Bat Mitzvah or any similar topic only for you Order Now A parallelism would be attaining adult age, typically 18 in most societies.The bar mitzvah pertains to males while a bat mitzvah is to females, and females become bat mitzvot (plural of mitzvah) at the age of 12. Bar or bat mitzvah translates to a â€Å"coming of age† and signifies the transition of the child to that of beginning adulthood insofar as religious practice was concerned, and be counted as part of the minyan or quorum for public prayer. While it is widely practiced, there is actually no direct mention of it in the Talmud. Because women are traditionally not allowed to read from the Torah, it was a momentous occasion when in 1922 the daughter of Rabbi Mordecai M. Kaplan was the first bat mitzvah to read from the Torah in celebration of her 12th birthday. (â€Å"The first American bat mitzvah†) Today, many young girls celebrate becoming a bat mitzvah with a grandiosity that rivals that of a Sweet 16 birthday party. I. The Ceremony The synagogue was a study of the diversity in the US. On one side was the families of the two girls who were to become bat mitzvot and since one of the girls was an adoptee of Chinese descent and the adoptive mother was not Jewish, there were quite a few who were not. Among the congregation, many were not Jewish as well, guests of the girls and their families who were to join in the celebration. (Schapiro) A box of commemorative yarmulke or distinctive skullcap enabled male guests to help themselves to one because it is expected that they cover their heads when participating in the service. However, only Jewish males over 13 wore the ritual fringes called the talit. Aside from this, there did not seem to be a distinction in dress for Jews and non-Jews. Some small children were present, and were quite surprisingly free to get up and roam as they pleased as long as they behaved. The unruly ones were quietly led away to what can only be supposed is a playroom. On the eastern wall of the synagogue, the Ark is evident. This is the repository of the Torah, and above the Ark is a light called the Ner Tamid or eternal light. There is also a representation of the Tablets of the Covenant. On the bima, the raised platform on which the service was to be conducted. The two girls were seated on the right side of the altar. The girls’ fathers laid the prayer shawl on their respective daughter’s shoulders, signifying a transfer of power, or responsibility, whichever perspective works, and the choir raised their voice in a welcoming song in Hebrew. The rabbi commenced with the reading, and at each part the congregation was told when to sit or stand. This was especially helpful for non-Jewish participants of the service. The girls then were directed to approach the Ark where the Torah scrolls were kept. Each took their scroll and carried it around the sanctuary, as each Jewish guest touch their prayer books to it to signify love and devotion to its teachings. The girls then took their place at the bima in front of the congregation to read out the scrolls in Hebrew. This is referred to as the aliyah. The girls each read part of Chapter 21 of Exodus which was the reading for the Shabbat for that week. Afterwards, each girl gave a speech in English, a d’rash about how the experience preparing for becoming bat mitzvot had meant to them. Each girl then touched the fringe of their prayer shawl to the Torah before kissing it and returning to their seat. The parents (excepting the non-Jewish mother) spoke before the congregation thanking God for the blessing of freeing them from the responsibility for their child’s sins. This part was spoken in English. The rabbi then said a few words directed at the new bat mitzvot and the girls then proceeded with the concluding prayers, the Haftorah and then the ceremony was over. The next part of the celebration was the fun part, the Kiddush and seudat mitzvah that translates today to a party held outside the synagogue, where speeches and advice are liberally given for the elucidation of the new bat mitzvah.   Traditional gifts with associations with the number 18 (considered a â€Å"lucky† number in Jewish tradition, means also â€Å"life†) and more generic gifts were given at the reception. (â€Å"Bar and Bat Mitzvah†; Rich â€Å"Gifts†) II. Discussion Mitzvah is the word for â€Å"commandment,† and bat is â€Å"daughter† so a bat mitzvah is a daughter of the commandment. The whole point of this rite is to commemorate the child’s coming of age but the way it is practiced tends to be highly adaptable to the particular societal context. The ceremony itself has no mention in the Talmud so the rituals have evolved over time and application. (â€Å"Bar bat mitzvah†) Preparation for the bar or bat mitzvah typically begins a year or more prior to the projected date, especially for modern Jews or those who are newly converted. This is to allow the child to become familiar with the Jewish commandments, prayer, history and the Hebrew language. A large portion of this education is overseen by the cantor, or scholar. The responsibilities of the bat mitzvah includes the keeping of the mitzvot or commandments as embodied in the Torah, all 613 of them. She is also expected to observe rituals such as fasting days. Interestingly enough, this is also considered the point in which the bat mitzvah can decide to remain or not within the faith. Because of this, a confirmation ceremony is slated for the 16th or 18th year of the bat mitzvah in   some communities. (â€Å"Bar/bat mitzvah†) More orthodox Jewish families prepare their male children for eventual emancipation by starting their preparations at kindergarten age and beyond the age of bar mitzvah. Orthodox Jews do not allow women to participate in religious services, so becoming a bat mitzvah in these communities does not include the service and is usually celebrated at home with a small party that merely commemmorates the child’s 12th birthday. Reformist sects take the cue from their spiritual leader, the rabbi. This was what happened to Judith Kaplan the daughter of Rabbi Mordecai M. Kaplan, who believed women should be given equal consideration and importance in the community. However, for the longest time bat mitzvot usually celebrated on a Friday rather than on the Shabbat, or did not read directly from the Torah, so deeply ingrained was the bias against women in the Jewish orthodoxy. (â€Å"The first American bat mitzvah†) With the influence of American society and growing diversity in religion, however practice has been inevitably affected. The number of religious intermarriages is rising and many religious groups have seen the wisdom of adapting to the changing society. This is especially apparent in the ceremony described above. The bar mitzvot are now allowed to read from the Torah, and are instructed in this by the cantor with the benevolent overseeing of the rabbi himself. They participate fully in the ceremony, and the fact that one of the parents is non-Jewish is no longer a big issue as long as they play a passive role in the service itself. Outsiders are welcome to participate in a passive manner as well, and religious scholars are more than willing to explain the intricacies of the service to the clueless. There is even a growing trend among newly converted Jews who become bar or bat mitzvah in ceremonies held at any point in their life, some as old as 80. Because these people came into the faith late in life, they are considered to have attained a â€Å"coming of age† when they have mastered the basics of the Jewish religion. III. Conclusion For all children, rites of passage are important highlights in their lives. For Jewish children in particular, the concept of becoming a bar or bat mitzvah and the formal celebration of the event focuses on the importance of having a good knowledge of Judaism. At the same time, it serves as inducting a sense of belonging for children, which at this particular point in their lives is crucial for optimal development. Because survival of the congregation that is yearly becoming diverse, even the most stringent religious traditions have been compelled to unbend and accommodate the evolving population. The practice of commemorating the becoming of a bat mitzvah is a particularly good example of this accommodation. Works Cited â€Å"Bar and Bat Mitzvah†. Encyclopedia of Childhood and Adolescence. 20010406. FindArticles.com. 17 Jul. 2007. http://findarticles.com/p/articles/mi_g2602/is_0000/ai_2602000074 Bar bat mitzvah. Jewish Celebrations. 2007. Mazornet.com. 18 July 2007 http://www.mazornet.com/jewishcl/mitzvah.htm. Bar/bat mitzvah. Patriarchy Website.January 2000. Israel CS Lim. 18 July 2007 http://www.patriarchywebsite.com/bib-patriarchy/bar-bat-mitzvah.htm. Rich, Tracey. Bar Mitzvah and bat mitzvah. Judaism 101. 2005. JewFAQ.org. 18 July 2007 http://www.jewfaq.org/barmitz.htm. Schapiro, Moshe. What is a bar or bat mitzvah? Jewish Lifecycles. 18 January 2000. Aish HaTorah. 18 July 2007 http://www.aish.com/literacy/lifecycle/what_is_a_bar_or_bat_mitzvah$.asp. The first American bat mitzvah. Jewish Virtual Library. 2007. The American-Israeli Cooperative Enterprise. 18 July 2007 http://www.jewishvirtuallibrary.org/jsource/Judaism/firstbat.html.       How to cite An Observation of a Bat Mitzvah, Essays

Patterns Design Essays - Software Design Pattern,

Patterns Design Periodically, someone asks for examples of successful (or non-successful) uses of 'fill-in-the-blank' software engineering technology. In truth, this is a difficult, if not impossible, request to fulfill. Why? There are several reasons: - Small examples, which are easily understood, can be (and often are) handily dismissed as toy (as opposed to real) applications. - It is difficult to justify the cost of a large (significant) test case (e.g., [Aron, 1969] and [Baker and Mills, 1973]). When fill-in-the-blank software engineering technology is used on a real project, accurate and detailed records are seldom kept. Thus, the results are often anecdotal. Even if accurate and detailed records are kept, it may be difficult to make any meaningful comparisons, since there may be few, if any, statistics for other similar projects which did not use fill-in-the-blank technology. - The results of a large-scale use of fill-in-the-blank technology are seldom, if ever, all positive, or all negative. This allows different interpretations for the same information. [One of the major problems is that success (i.e., what must be specifically shown to declare the technology viable) is seldom defined before the project begins.] The all-too-regrettable, and all-too-frequent, language/technology jihads (holy wars) often result from different interpretations of the same information. - The example is for a particular application domain, e.g., real-time embedded systems. Those with differing domains (e.g., MIS) can assert that the example is irrelevant for their domains. - In the case of a technology which may be implemented using a number of different programming languages, the number of problems increases dramatically, e.g.: - Some will observe that the example uses a programming language which they do not, cannot, or will not use. Thus making the example worthless -- as far as they are concerned. Bibliography none

How were Spartans different from Athens essays

How were Spartans different from Athens essays This is a comparing on two city-states in Greece. In Greece Sparta and Athens were different in so many ways such as in religion, government, culture, beliefs, education etc. Athens and Spartans were two major city-states in Greece These two city-states were very different from each other in many ways because they were seperated from each other by low rugged mountains and Athens was located in northeast of sparta and Sparta was located in the South Central region of Greece known as the Peloponnesus. The Athenians had a democracy and Athens was first ruled by one king but in 750 B.C. some Athen noble merchant and manufacturer took over, Spartans had a military aristocracy they was once ruled by one king but in 800 B.C., Aristorals or nobles took over the government and from that time Sparta had two kings. Athens government was a direct democracy. citizens had the right to make and vote on laws. Citizens served on jury. Sparta government was an oligarchy and one man ruled. Citizens had no right to make laws and ther e was no jury system. Spartans military was very important to them because at seven boys were sent to military camps, and were treated very badly and men were expected to marry at 18, Athens men were expected to be citizens by 18 and from seven boys were taught mathematics, writng, and music. ...

Expert Guide Which SAT Subject Tests Should You Take

Expert Guide Which SAT Subject Tests Should You Take SAT / ACT Prep Online Guides and Tips Feeling lost and confused about which SAT Subject Test to choose? There are a lot of options - 20 to be exact - so it can be bewildering to know which ones will be best for your college applications. Not to worry! We've gathered the most important considerations in selecting an SAT Subject Test. As long as you approach your decisions with these ideas in mind, you'll be sure to choose the best SAT Subject Tests to take for you. We're going to go step by step through the most important questions to consider. First and foremost, what do your colleges require? Then, which subjects are you good at and which will you score highest in? What SAT Subject Tests Are There? Before we begin discussing which Subject Tests you should take, let's first go over all your options. There are currently 20 Subject Tests, and they're each listed below. Biology E/M Chemistry Chinese with Listening French French with Listening German German with Listening Italian Latin Literature Japanese with Listening Korean with Listening Math Level 1 Math Level 2 Modern Hebrew Physics Spanish Spanish with Listening US History World History What Do Your Colleges Require? First, you need to understand your colleges' specific requirements. Do they want to see one, two, or three subject tests? Are you applying to technology schools that want you to showcase your achievement in math and science? Or are you aiming for liberal arts schools that want to see a range of academic knowledge, including both literature and math? More often than not, selective colleges prefer the latter - they like to see that you possess a diversity of knowledge across various domains. More and more colleges are adopting test optional and test flexible policies, which offer you the option of sending Subject Test scores in place of the general SAT or ACT. If you feel that these specialized tests could better represent your skills and abilities, then you may want to take advantage of these flexible policies. Check out the full list of test optional and test flexible schools here. Finally, some schools use the SAT Subject Tests for placement purposes, like in a language level once you arrive on campus, or to make up for lower than desired SAT scores. Research your college of interests' approaches by checking out their admissions website or calling their admissions office and speaking to an officer directly. It will help your application to leave no stone unturned, and most admissions officers are happy to help and will appreciate your detail-oriented approach. You probably have a lot of strengths, but which ones are your best? Take SAT Subject Tests to reflect your greatest ones. Which Subjects Are You Best At? Once you've figured out what your colleges require, you need to figure out which tests will most strengthen your application. The SAT Subject Tests are a chance for you to demonstrate subject mastery, that you know a subject really well and have devoted a good deal of time to learning all about it. The subject tests are less about general reasoning skills and more about specific knowledge of content, whether it's in Math, Biology, Chemistry, Spanish, or U.S. History, among many others. Since you're demonstrating your knowledge in a particular subject, you have to ask yourself: What do I know well? What have I studied? Which classes have I excelled in? Do you love reading and writing and have always been excited to go to English class? Then the Literature test is likely for you. Do you immerse yourself in understanding the natural world and have taken at least one year of Biology in high school? Then you should direct yourself toward the Biology Subject Test. Within these subjects, there may be variations of tests among which to choose. For example, there are two versions of the Biology Subject Test, one with an ecological focus and another with a molecular focus. Math offers Level 1 and Level 2, and some Language Tests offer Listening and non-Listening options. For a more detailed explanation of the various formats of the Subject Tests, check out this article. So once you have your subject chosen, you may have to decide where your knowledge is most specialized. Are you more interested in populations and energy flow or cellular division and photosynthesis? Are you confident with trigonometry and pre-calculus or do you prefer to leave those subjects off the test, as in Level 1 Math? Are your listening skills extremely strong in your understanding of another language? By understanding where your knowledge is specialized, you'll be able to narrow down your choice to the right subject and the right format. Finally, if you have taken and feel you excelled in several subjects, then you should ask yourself which subjects you felt most connected to and interested in. Like with the rest of your college application, your choice of Subject Tests communicates something about you to admissions officers. It indicates your own unique interests, interests that you might pursue further in college. So if you're having trouble narrowing down your choices, consider which subjects you like the most and want to highlight in your applications. Which Exams Are You Most Prepared For? You may have taken several classes in the subjects covered by the Subject Tests. Which ones are most fresh in your mind? The best time to take a Subject Test is often at the end of a school year in which you have been studying that subject. May and June are popular dates, and it can help to schedule your Subject Test close to a final or AP exam so you're fully immersed in studying that subject. Read more about the best dates to take the SAT Subject Tests and schedule them in and around the general SAT or ACT. Since the Subject Tests are about content readiness, you don't have to wait until junior year to take them. You might be prepared to take Biology at the end of freshman year for example, or perhaps you're ready for Math Level 1 or Level 2 by the end of sophomore year. If you familiarize yourself with the tests and plan ahead, then you might be able to get these tests over and done with before the busy spring and fall of junior and senior year. Most colleges should take your highest scores, so you can always retake a Subject Test if you're not totally satisfied with your score. What are your future goals? What Are Your Future Goals? If you have a sense of what you would like to study in college or what professional field you want to pursue, then you might want to take a Subject Test related to that area. If you'd like to study engineering, for example, then the Math and Physics Subject Tests could demonstrate your relevant interest and talent. If you're gearing up for pre-med, then the Biology Subject Test is a good bet. As mentioned above, liberal arts schools, especially the selective ones, often like to see diversity in your choice of tests, one from the humanities and another from math or sciences. So make sure you ask for advice from the school as to what scores and tests will most impress them in your application. What Are Your Language Abilities? If you are fluent in a language other than English, then the SAT Subject Test in that language could be a fantastic way to showcase your multilingualism. You still need to prepare and familiarize yourself with the test, to make sure you know what to expect. Since the majority of students tend to score highly on many of the language tests, you will have to achieve a high score to compare favorably with the other test-takers. As long as you make time for test prep and have strong language skills, then you should be able to get a great score and highlight this additional asset on your applications. If you're not very confident in your language abilities or have only studied the language in the classroom without much exposure to or development of your speaking and listening skills, then the language tests may not be the best choice for you. Since native and fluent speakers will be taking the test, you may end up in a low percentile even with what seems like a relatively high score in the upper 600s or even 700s. College Board recommends at least two years of study of a language. If you'd like to take a language test but aren't sure if your language skills are sufficient, definitely read over the content and try some practice questions. If you're still not sure, then a different Subject Test is probably your best bet for achieving a high score. Which Subject Tests Are Easiest? Another consideration when choosing a Subject Test is how students score on average. A low average score may suggest the test is particularly challenging. If scores show a large standard deviation, then it means that students scored across a broad range. Overall, students show very high averages on the Math Level 2, Chinese with Listening, and Korean with Listening tests, meaning you have to very confident and prepared to take these tests as you'll be compared with high-achieving students. You can also take a look at our more in-depth analysis ofthe easiest SAT Subject Tests. To Sum Up When asking yourself, "What SAT Subject Tests should I take?" you can find your answer by considering these questions: What exactly do my colleges require and want to see? What do I know? What classes did I do well in? You can even ask your family and teachers for feedback here. What classes am I currently taking that will prepare me for the Subject Test by the end of the year? How advanced are my language abilities? What do I want the admissions committee to know about my academic interests and strengths? How does this Subject Test relate to my future academic and professional goals? Which Subject Tests have the most favorable scoring curve? You have likely already chosen or been placed in classes that will help to determine your content readiness. Plus by answering all these questions, you should have a clear sense of what Subject Tests are best for you and your college applications. Now it's up to you to study so you can best demonstrate your knowledge and interests on the SAT Subject Tests of your choosing. What's Next? For a more detailed look into all the SAT Subject Test options and their different formats, check out our article here. Another important consideration about SAT Subject Tests iswhen to take them, especially when you have to schedule around the SAT or ACT and all your other activities. Check out our article on thebest dates to take the SAT Subject Tests. Are you also taking the SAT or ACT? Find out exactly when you should start preparing so you can balance your SAT prep with your Subject Test prep and achieve your best target scores. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Walmart strategy in China Research Paper Example | Topics and Well Written Essays - 250 words

Walmart strategy in China - Research Paper Example These include cost controls, aiming at neglected niche, employees, suppliers, and distribution system among others (St-Maurice, Claudia, and Hsinhsin, 2008). In reference to Mr. Chan an economist in China, a greater number of businesses emphasis on fresh foods selection, thus visit a Walmart at most twice a day. He also argues that an upscale retailer in the country contrasts with the budget conscious reflection, thus developing at an exceptionally high rate. This is the strategy behind its success in USA (St-Maurice, Claudia, and Hsinhsin, 2008). On the other hand, Caffefour refers to international hyper chains located in Courcouronnes. This is in France. They are the largest hypermarkets in the world. The structure of these stores favors areas with high population than Walmart markets. This is an evident that China will suit the Carrefour strategy. In reference to the SWOT analysis, factors favoring the prosperity of Caffefour companies are more than those favoring Walmart. In reference to China’s politics, there is a sustainable environment, meaning that threats are minimal. However, the two strategies have different strengths, weaknesses, and opportunities. China being the nation with the highest population favors hypermarket as consumers will get attendance under one roof (St-Maurice, Claudia, and Hsinhsin,

Gender studies and sex Essay Example | Topics and Well Written Essays - 500 words

Gender studies and sex - Essay Example Homophobia defines this situation as the ability to be unmasked and be rendered unworthy to be a real man in front of other men. Fear is also one way of identifying a real man. If you are so shameful and fearful, you may not be identified as a real man. Homophobia is almost interwoven with sexism and racism. The fear of being identified as homosexual has proved to control mens behaviors. Homosexuality was not in the American norm thus rendering them unmanly. So men tend to avoid women especially in public to avoid others from judging them. Slaves for example, were identified as dependable men thus unable to defend their women and children. Native American were also believed not to be real men. Manhood is equal to power. This is seen in various jobs in the government. Men have more jobs than women. In various institutions, men have it all. So the feminine have been left powerless. Women in various instances are complaining publicly. They have been rendered powerless by men. It seems men have really framed it wrongly since life expectancy has been lower in men than women. Males have higher mortality than females. This could be based on their psychological, social and behavioral factors. Behavioral factors include, smoking, excessive consumption of alcohol, poor diet and risk taking. There are a number of causes leading to improper health options for men. It is believed that true masculinity can be seen through mens body and therefore it could be based on provision of health. Biological determinism sees the gender distinctions as biologically based thus natural, unavoidable and unchangeable; it therefore perpetuates males power. Mans power is well enhanced and privileged through artificial understanding of masculinity and power. Traditionally, various traits of masculinity is evident and are seen to be correct and natural that men find supremacy as a demand. Hegemonic masculinity is replicated through

Investigating the rising population in UK prisons

Investigating the rising population in UK prisons The prison population in the UK has increased dramatically in recent decades. The number of incarcerated men and women in England and Wales rose over 65% between 1995 and 2009, going from 49,500 to 82,100 (Ministry of Justice, 2009). A comparable increase over a similar time period has also been seen in the USA, the prison population increasing 53% from 1,053,738 in 1994 to 1,613,656 in 2009 (Bureau of Justice Statistics 1995, 2010). In England and Wales this can be partly explained by tougher sentencing for drug-related crimes and violent offences against the person as well as a higher recall rate of offenders to prison due to the breach of their release agreement (Ministry of Justice, 2009); similar trends can be seen in the USA (Hanlon et al, 2007). Increasing prison population means that proportionally more parents go to prison and research has shown that there is a correlation between parental incarceration and negative outcomes for the offspring (Huebner and Gustafson, 2007; Foster and Hagan 2007). There are however no official records on prisoners families in the UK (Murray, 2005) or in the USA (Miller, 2006) and the available data is often unreliable due to the incompleteness and duplication of records (Miller, 2006). Lack of methodologically strong research means that the needs of prisoners families may be neglected, it is important to investigate how imprisonment affects this vulnerable group and which policies could ameliorate their situation (Dallaire, 2007). Incarceration may affect all family members, including parents, siblings and more distant relatives yet the developmental influences are greatest on the children of prisoners and therefore, for the purposes of this essay I define family as a group consisting of two parents and their children living together as a unit (OUD, 2011). I aim in this essay to discuss the effects of imprisonment on prisoners family members during incarceration, first by exploring the current theoretical framework that helps to explain the consequences of parental incarceration and then by investigating the effects of parents imprisonment on children and the wider family, mainly drawing on studies carried out in the USA and the UK. There is an important difference in the observed impact between maternal and paternal imprisonment on the family and I will discuss this before finally identifying the limitations of existing research and suggesting how research could inform policies to help prisoners families. There are three main theoretical frameworks that try to explain the devastating consequences of parental imprisonment on their offspring: strain theory; socialisation and control theory and stigmatisation. Strain theory discusses how the deteriorating situation of family left behind by an imprisonment negatively affects a child. According to strain theory, the imprisonment of a parent may lead to difficulties in the familys financial status, whereby the remaining caretaker has less time and money to spend on the child (Hagan and Dinovitzer, 1999). Children are forced to grow up faster as they need to take on new roles of responsibility; this may deter them from education and subsequently increase the influence of delinquent peers on their behaviour (Huebner and Gustafson, 2007). Also, as the burden of supporting the family has fallen into the hands of a single person, the imprisonment can cause an already financially and emotionally strained family to suffer further exertion, making the separation from the parent more traumatising than if the same event had occurred in a stable supportive family environment (Hagan and Dinovitzer, 1999). However, parental incarceration may have a good effect on offspring if the parent was abusive and neglectful (Hagan and Dinovitzer, 1999). Socialisation and control theory focuses not on the remaining support for the growing child but instead looks at the effects of the absence of the imprisoned parent on the development of the child. According to this second perspective, the incarcerated parent cannot contribute to the family life and may threaten the parent-child attachment, depriving the child from social support, a role model and parental supervision (Huebner and Gustafson, 20007). The remaining caretaker has an increased responsibility over the child (Hagan and Dinovitzer, 1999) and reduced parental control over the offspring may increase the influence of delinquent peers and increase the likelihood that the offspring will engage in similar behaviour (Sampson and Laub, 1993). On the other hand, it is uncertain how good of a role model the incarcerated parent was in the first place. Finally, the stigmatisation perspective proposes that criminal behaviour leaves a mark on all family members and that parental incarceration may cause feelings of rejection and shame and could result in the social exclusion of the children (Foster and Hagan, 2007). Stigmatisation may also help understand the intergenerational effects of parental imprisonment: once the family is tainted as criminal the children are more likely to receive a biased treatment from the police and increase the likelihood of getting involved in criminal justice system (Huebner and Gustafson, 2007). The aforementioned theories are not mutually exclusive and it should be noted that there is a significant element of self- selection within these frameworks: families with an incarcerated parent versus those without one differ prior to the imprisonment (Foster and Hagan, 2007). The mechanisms that have been put forward to explain why parental incarceration is so influential for childrens criminality include: men and women with criminal backgrounds tend to marry and have offspring; children may imitate parents behaviour; bias of the police and courts; intergenerational criminality; environmental and genetic risks (Farrington, 2002). Thus, the effects of imprisonment may interact with and be confounded by the pre-existing differences between families (Hagan and Dinovitzer, 1999). Dallaire (2007a) suggests that both contextual and incarceration related factors may affect children whose parent has been imprisoned, making the children whose parents have been imprisoned especially vulnerab le to negative consequences. Contextual influences include poverty and low parental education level, single parenthood, large family size, bad neighbourhood, fragile parental mental health and alcohol and drug abuse (Sameroff et al 1998). Parental incarceration elevates the risk factors related to: the likelihood of the separation of siblings and the placment of children into foster care; the imprisonment of the other parent; as well as the increased likelihood of the involvement of other family members in criminal behaviour (Dallaire, 2007). Contextual risk factors influence childrens educational outcomes and behaviour and when coupled with effects of parental incarceration the previously present problems become amplified, explaining the elevated risks of negative consequences for the children with incarcerated parents (Dallaire, 2007). Although generalisations can be made on how the imprisonment of a parent influences children, the actual consequences vary greatly between individual cases and can broadly be divided into three main categories: direct, mediated and moderating (Murray, 2005). Studies investigating the direct impacts on children emphasise the distress of separation, lack of knowledge about the parent and behavioural problems related to the child identifying with and mimicking the criminal behaviour of the parent (Murray, 2005). Bowlbys attachment theory (1973) explains these outcomes by postulating that parent-child separation negatively affects psychosocial development for children from all age groups, disrupts attachment security and may lead to internalising behaviours like depression and low self-esteem (Emery, 1999). In contrast, Murray and Farrington (2008) argue that it is not separation on its own that causes distress but the nature of separation. Research on children who are separated from a p arent due to illness, death or divorce suggests that while these causes help bring the family together, separation due to incarceration has a different effect because of the humiliation that is associated with it (Fritsch and Burkhead, 1981). Indeed, the longitudinal Cambridge Study of Delinquent Development revealed that young boys who had an incarcerated parent were nearly twice as likely to be incarcerated later in life than boys who were separated from parent for other reasons (Murray and Farrington, 2005). Furthermore, studies focusing on child-parent separation through divorce suggest that childrens problems did not result directly from the separation but rather from aspects related to it, such as conflict between parents, worsened economic situation and tensions in child-parent relationship (Emery, 1999). These could be seen as the mediated effects of parental imprisonment, which although indirectly, strongly affect the level of impact on children. Other indirect influences involve new caretaking arrangements, quality of caretaker-prisoner relationship, changing school and moving to a new home, which all are likely to result in unstable environment for the child (Murray, 2005). Another important aspect is the childrens concerns over the wellbeing of the parent because childrens knowledge about their parent is mediated via the caretaker and many younger children are being lied to or only told half truth about the parents whereabouts, which only adds to their confusion and insecurity ( Poehlmann, 2005). Not all children experience parental separation in the same way and their response to parental imprisonment depends on individual variables and moderating factors. Poehlmanns study (2005) on attachment security in children whose parent had been imprisoned concludes that older children and those who live in an environment with stable caretaking arrangement may be less affected than younger children. Similarly, Hanlon and colleagues (2005) concluded that supportive family environment protects children from destructive outcomes even if their parent was incarcerated substance user. Furthermore, Dallaire (2007b) argues that infants, school-aged children and adolescents face different risks owing to parental imprisonment. She suggests that infants and young children are particularly vulnerable to the direct effects of parental separation due to incarceration, whereas as schoolchildren and adolescents may suffer more from mediating imprisonment effects (Dallaire, 2007b). Moreover, the impac t of parental incarceration depends on the quality of relationship the parent had with the child before the separation. Murray (2005) suggests that the healthier the pre-existing parent-child relationship the harsher the impact of loss on children, whereas the imprisonment of an abusive parent may benefit the child. Factors like intelligence, character, ethnic background and sex may also play a role in how parental imprisonment affects children (Murray, 2005). Thus, individual characteristics and developmental stage of children have a big role in determining the effects of parental incarceration for an individual case. However, perhaps the most important factor could be whether it is the mother or a father who has been imprisoned, which will be explored in the next paragraph. It is difficult to estimate the number of children affected by parental imprisonment with any precision due to a lack of data, however it is natural to assume that a large proportion of the majority male population are fathers. Studies that look at the effects of their incarceration paint quite a pessimistic picture. Findings from a longitudinal study in USA school students reveal that fathers incarceration and poor education level sets in motion accumulation of disadvantages for the offspring, culminating in impoverished educational achievement, reduced political involvement and increased social exclusion (Foster and Hagan, 2007). Additional adversities include socialisation issues owing to fathers absence due to imprisonment and reduced financial support for the child (Foster and Hagan, 2007). Other studies suggest that the absence of biological father, not necessarily due to incarceration, is linked to childrens antisocial behaviour (Pfiffner et al, 2001). Interestingly, the incar ceration of biological fathers is also linked with higher rates of homelessness of daughters, as they may become victims of abuse of the new resident adult male (Foster and Hagan, 2007). Although there are several negative themes, which arise as a result of fathers being imprisoned, the consequences of mothers being incarcerated are far worse and have a greater impact on the lives of their children; there are several reasons for this. First, the increasingly punitive attitude towards crime has increased the length of sentences for women and having dependent children is not considered a special circumstance for a more lenient sentence (Wildeman and Western, 2010). Second, there are fewer prisons for women, which means that they are sent farther away from their family than men, posing further obstacles to children visiting their mother (Hagan and Dinovitzer, 1999). Third, prior to incarceration the majority of women who commit crimes raise their children without a reliable partner, increasing the likelihood of siblings being separated and children being placed under non-parental care, whereas in case of paternal incarceration, children remain under the care of the moth er who helps to alleviate the stress of separation from father (Miller, 2006). Finally, adult children of incarcerated mothers had 2.5 times higher chances of being incarcerated than those of incarcerated fathers (Dallaire, 2007a). Thus, maternal incarceration seems to have a more severe effect on child-parent attachment and on childrens development than paternal incarceration. Although the majority of the prison population is still men, the female proportion of the population is on the rise (Hanlon et al, 2007; HM Prison Service, 2011a) and so the effects of maternal imprisonment are becoming an urgent matter that affects not only individuals but society as whole, raising the issue of whether mothers should have their parental responsibilities taken into account during sentencing and if a greater emphasis should be made to provide more local imprisonment to reduce the inequality experienced by convicted mothers and their families. In contrast to the evidence already put forward, it is important to note that not all children with parents in prison become criminals and many become fully functioning, law abiding members of society, despite the risks associated with parental imprisonment. Nesmith and Ruhland (2008) interviewed 34 children (the majority of whom were African American boys) who had experienced parental incarceration to hear their side of the story. Opposing the widespread opinion that living in a bad neighbourhood and having criminal family members may somewhat normalise unlawful activity for a child and poor academic performance, most of the children in this study had no difficulties at school and were aware of the negative connotations attached to imprisonment and preferred to keep their parents incarceration private. Children who knew others in their situation found it helpful to discuss their parents imprisonment with these peers, yet the majority did not know anyone with an incarcerated parent. Although the sample of this study may not be representative of children from different ethnicities and gender, it does emphasise the importance of looking at the issue of parental incarceration from different angles. A lot of research on the effects of incarceration on families has relied on the reports of inmates. However, as they are separated from their family they may not give the most accurate account of the adversities suffered by their children and partners. Other flaws include small and unrepresentative sample sizes and the small number of longitudinal studies concerned with this phenomenon. Also, some of the older research may be limited in their value today as the prison population may not reflect the general population, whereas nowadays the two have become more alike (Wildeman and Western, 2010). Parental imprisonment poses difficulties not only for children but also for the new caretakers. They become the intermediaries of the communication, visitation and feelings between the child and the incarcerated parent (Nesmith and Ruhland, 2008). If the caretaker and imprisoned parent do not get along then the children are unable to visit their parent, as individuals under the age of 18 must to be accompanied by an adult during the prison visit (HM Prison Service, 2011b). In case of fathers imprisonment the child will stay with the mother, and suffers less disturbance. Arditti (2003) and co-workers interviewed 56 caretakers visiting the prisoner, most of whom were either a female partners or wife to the inmate. The caretakers felt that it was them who were punished via the imprisonment of the father and expressed concern about their emotional and economic condition. Caretakers became single parents and often had to quit their job to take care of the children, making them dependent o f the welfare system (Arditti et al, 2003). This illuminates the fact that incarceration has unwanted consequences not only for the prisoners family but also for society. When the mother is imprisoned then grandparents are the most likely candidates who will resume care of children (Mumola, 2000). Although this arrangement is more desirable than alternatives, the grandparents who become the caretakers do so unofficially, limiting their access to external assistance and may be under extended financial, psychological and physical strain (Hanlon et al, 2007). Grandparents face issues like depression, poor health and general limitations in daily routine caused by health problems (Fuller-Thomson and Minkler, 2000). In addition, the support systems that help caregivers cope with such demanding responsibility are often limited in eligibility and may be inaccessible to grandmothers because of their fragile health (Hanlon et al, 2007). Grandparents do not receive the same financial help and legal rights as foster parents do and they need to pass the CRB check by the social services to become official caretakers of the children (Collett, 2011). The research on parental incarceration has important implications for public policy. Although research has done well to identify the most common problems of parental incarceration we are yet to learn the effects on groups with particular characteristics and finding willing participants may prove challenging (Miller, 2006). As parental incarceration exerts mainly negative outcomes on families and children, regular contact may alleviate the stress of separation and uncertainty about the parent. Unfortunately, prison visits are not always seen as a justifiable right of the family but rather as something that the prisoner must earn with good behaviour (Brooks-Gordon, 2003). A reduced number of visits is often related to longer distances between home and prison, high costs of travelling, unfriendly visitation rules, and costly phone calls (Murray, 2005). In the UK, a prisoners family may apply for Assisted Prison Visits Scheme, which means that low-income families get some of their travel costs refunded (HM Prison Service, 2011b). In addition, there are lot of online resources for families about support groups, prison visits and procedures, yet not all families may have access to the Internet and some older family members may not know how to find these resources. To help families cope with parental incarceration research proposes different support mechanisms like mentoring, church based services (Hanlon et al, 2007), peer-group support and education on prisons to alleviate the stress of uncertainty (Nesmith and Ruhland, 2008). In conclusion, imprisonment has an impact beyond the sentenced individual, causing grief to all family members. The economic and emotional strain on family often takes a toll on the quality of the relationships within the family left behind and between the incarcerated individual and family. Close family-prisoner ties make an immense contribution to the post-release success of the offender (Visher and Travis, 2003) yet imprisonment breaks down a large number of families, decreasing the stability of home environment for children and increasing the likelihood of re-offence (Wildeman and Western, 2010). Incarceration has the strongest effect on children, diminishing their educational achievement, social capital and outlooks for future. Governments should look more into alternatives to incarceration as increased prison population strips the funding from community services and translates into reduced opportunities for children with imprisoned parents and the disadvantages in their lives m ay lead them to become involved with criminal justice system. Thus, it is important to pay attention to the needs of prisoners families because if they are ignored, their problems will be postponed and manifest in intergenerational patterns of prison population in the future.

Thinking About Diversity and Inclusion

Ethnic Groups are race, ethnicity, religion, and gender. According to University of Phoenix Understanding and Managing Diversity, Section I (2014), â€Å"United States has always been a nation of Immigrants, with a mixture of ethnicities, races, and religions that have not always lived and worked together amicably' Having such a mixture of cultural diversity its surprising how difficult it is to end the Prejudice and Stereotypes. Race Is defined for minorities In two forms obvious differences Like hair ND skin color.Physical defined as prominent body parts like the shape of a nose. According to University of Phoenix Racial and Ethnic Groups, Chi. 1 (2014), â€Å"Society has defined what we flans obvious and physical. Ethnicity, are types of Orleans or distinctive cultural patterns in races† In the united States Hispanics or Latino include Mexican Americans like Puerco Rican and Cubans and known to have Black or White skin color. Religion Includes groups Like the Church of Jes us Christ of Latter-day Saints (the Morons), Jehovah Witnesses, Amiss, Muslims, and Buddhists.The most nominate in the United States are Protestants followed by Roman Catholics. Gender Is simply male and female. I identify the most with the African American culture. I grew up in a very diverse neighborhood dominated by African Americans, Hispanic, and white. I lived In my neighborhood until I was 16 and to this day still have a strong bond with my childhood friends. We have gone through school together, gotten married together, and now we are having kids together. I feel very fortunate to be part of such a diverse social circle. I find myself favoring the minority group because this is what is familiar o me.I believe this can make me sort of prejudice to outsiders that may not identify with my social circle. Our commonality was our parents were on a fixed budget, we weren't able to vacation, and we were used to second hand clothes and material items like bikes. We all understood whe re we came from and we also knew we were all cool kids. We created a sentimental bond that to this day Is very obvious when you see us together. Some people notice a black man and white women and some people see two friends deeply connected. Diversity is defined by the various differences that exist among people.If a workplace employed 100 white women they are still diverse in age, educational experience and religious background. I believe society might not think 100 white women are diverse. Organizations seem to hire employees of other races to give the observation they are diverse when they are already are. Inclusion is an approach that makes each employee feel welcome and a part of the team. Organizations may seem diverse by meeting the racial quota but that doesn't mean the organization is an inclusive work environment. â€Å"In the workplace, organizations are shifting their views on diversity and Inclusion.Whereas 30 years ago, promoting women and minorities was the focus, to day's message is positive and reflective. Many corporations ask internally, does every employee In our organization feel valued† (â€Å"What Is the Difference toy 2 mission of if an employee isn't happy he or she won't be creative and productive. My organizations goal is to make employees happy to get a Job well done. According to University of Phoenix Understanding and Managing Diversity, Section I (2014), â€Å"Diversity is about business and the bottom line and about leveraging the skills and talents of all employees to enable the organization to compete.Diversity is not about reaching quotas and hiring unqualified minorities for the sake of having diversity' As the times change so should the direction of the training to be successful. A good example of change was the passing of Equal Pay Act (1963) that males and females are paid the same wage for Jobs of equal skill and responsibility. It is challenging to create a workplace the supports proactive behavior and train emp loyees to believe the story that supports the behavior. Employees want to feel they make a contribution to the organizational goal and not Just tolerated.This has even employees in the 21st century the ability to choose their Jobs versus decades ago where minorities and women that may not have had a choice. My director thinks that men are more logical than women who tend to be more emotional. She manages me a woman and another coworker who is male. He tends to lack in his responsibilities and when he does not participate whole in our group projects I am very tactful at sharing his approach. My director has mentioned that women tend to hold grudges and can't let things roll of their backs like men do.She feels I am being negative towards my coworker but I only give feedback based on acts not assumptions. What she doesn't realize because of her personal beliefs s continues to make poor business decisions based her emotions versus the facts. It is very frustrating to work alongside a p erson who doesn't give an honest work day. She has mentioned because my coworker comes from a good family (money) and had a college education he is worth the investment. I find this very prejudice behavior and have learned to use these types of experiences as a tool to better my managing skills so hopefully I move up in the organization. Thinking About Diversity and Inclusion What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both textbooks. There are primary and secondary dimensions of cultural diversity. The primary dimensions are the ones that are the thought of most when thinking about diversity. These are things that describe an individual’s identity. The things included here are things such as age, gender, race, etc. If you are reflecting on the many ways your employees can vary (by race, gender, age, education, sexual orientation, geographic origin or employment, tenure), that’s a mixture whose components are people, individuals categorized along multiple dimensions† (Harvey & Allard, 2009 P. 12). The secondary dimensions are functions or organizational units. â€Å"One may argue that functions are composed of individuals, which is true, but the general manager of multiple functions does not experience this as a mixture of people but rather as a mixture of organizational units† (Harvey & Allard, 2009 P. 2). Some dimensions of cultural diversity are east to recognize, while other are not. We all should be very open to the meaning of diversity, and be looking for and sensitive to the differences in each other. With what ethnic, cultural, or other groups do you identify? Describe what members of your social circle have in common. Although I only have a small percentage (3/8th’s) of Cherokee Indian in me, I would say that it is the ethnic group that I identify with the most. The history, religion, and way of life of the Native Americans have always fascinated me. Native Americans are very proud people. They are also very connected with nature, and enjoy living off of the land. While there are many Indian reservations now that are very modern there are still many who stay true to their roots, and still live their lives as closely to the ways of their ancestors as possible. I feel that these roots are very strong and just having a trace if Native American blood in you is enough to keep your love of nature and enjoyment from being in the wild strong. Regardless of the way current Native Americans live, the simple fact that this blood if flowing through their veins is something that all Native Americans are proud of, even ones like me who just have a small amount. What is the difference between diversity and inclusion? Diversity and inclusion are very closely related. Diversity represents having people of different races, genders, ages, disabilities, sexual orientation, color, native origins, religions, etc. together in a group. You can see diversity in just about every place you go. Think about flying on a commercial airplane. You will most likely have a very diverse group of people flying with you. Just having a diverse group does not mean that all people in the group are treated equally, or valued for their abilities, and unique qualities. This is what inclusion is. So in the same example of flying on that commercial airplane, you would see inclusion in the treatment received by all persons on the plane from the flight attendants. You could very well see the lack of inclusion from some of the passengers on the plane as well. So the difference is that diversity is just having a group of different types of people together, and inclusion is the equal treatment and respect of each individual in the group. What is the importance of workplace diversity training? Workplace diversity training is extremely important. With the rising number of minorities in the workplace it is almost guaranteed that you will be working in a diverse group of people. Not being properly educated on diversity, and how to effectively work in these diverse groups can be very detrimental to your own career success, as well and your co-workers and employers success. Communication is essential in all work environments, and poor communication between people in a diverse group is the biggest cause of conflict. Not being properly educated and careful in word choice could possibly result in coming across as insensitive, rude, or hateful to a co-worker. This miscommunication will more than likely create conflict and animosity between the people or groups of people involved, which will affect their job performance and may end in disciplinary action up to possible loss of employment. The point of diversity training is to prevent this type of miscommunication from happening, and keeping all employees happy, and working well together. What is your experience with workplace culture? Could there be, or could there have been, more inclusion? When I was working as a Service and Parts Director in a large automobile dealership I had a couple of employees who were from Africa, and were devout Muslims. As part of their religion they would lay down rugs on the floor and pray to their God several times a day. This act of faith upset many of the other employees and caused animosity between them. This had been going on before I started working there, and when I took the department over I realized that this was a major problem that I had to correct. I realized that both groups of employees were very talented and important and that not only did I need all of them, but I also needed them to get along and work together. Through mentoring, and diversity training I was able to open the minds of the employees who disliked the Muslim faith. Within a month of starting this mentoring and training both groups started working well together and even became good friends. Thinking About Diversity and Inclusion Thinking About Diversity and Inclusion SOC/315 October 10, 2011 Michelle Curtain Thinking About Diversity and Inclusion What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both textbooks. Diversity can be defined as â€Å"the ways in which people differ that may affect their organizational experience in terms of performance, motivation, communication, and inclusion† (Harvey/Allard, 2009). These differences and similarities are broken-down into two dimensions. Primary dimensions are considered to be more fixed, visible, and relevant to an individual’s identity. Secondary dimensions are considered to be more fluid, and less central to one’s social identity† (Harvey/Allard, 2009). Primary dimensions of cultural diversity can include age, mental/physical abilities, ethnic heritage, gender, sexual orientation, and race. Secondary dimensions of cultural diversity can comprise of one’s geographic locatio n, family status, income, religion, and language among many other characteristics. Secondary dimensions are determined more by choice and are less visible.Another dimension is indentifying people and placing them into minority groups based on race, ethnicity, religion, and gender. â€Å"A minority group is a subordinate group whose members have significantly less control or power over their own lives than do the members of a dominant or majority group. A subordinate group is characterized by â€Å"unequal treatment, distinguishing physical or cultural traits, involuntary membership, awareness of subordination, and in-group marriage† (Schaefer, 2011). With what ethnic, cultural, or other groups do you identify? Describe what members of your social circle have in common.To describe myself I am a white, 35 year old male. This is a very large group I fallen into, however even with these similarities I have with other members one may see myself not part of this group based on my differences. I believe due to my background of growing up in West Virginia, I associate more often with people from the same area of that country. A large portion of my friends I met in Arizona are from Kentucky, Tennessee, and Virginia. We seem to all share the same perspectives on life and feel as if we have known each all of our life due to sharing the same culture.I would also describe myself as indentifying with people that share the same taste in music as I. A description often heard is a â€Å"head†, as in Deadhead or Phishhead, for people that like the music from bands such as the Grateful Dead or Phish. The majority of the people that listen to this genre of music religiously follow the bands to numerous cities across the country to see multiple shows. What is the difference between diversity and inclusion? Diversity represents groups of people containing different characteristics such as skin color/race, religion, gender, sexual orientation, age, and citizenship.How ever, inclusion allows people to be included in these groups so one can be valued based on one’s skills, distinctive traits, and point of view. â€Å"Leveraging diversity requires a culture of inclusion to support it† (Harvey/Allard, 2009). Inclusion ensures people can work as a team and be themselves. By doing so, everyone works well with one another and can see the benefit of having different characteristics on the team. â€Å"Inclusion is engaging the uniqueness of the talents, beliefs, backgrounds, capabilities, and ways of living of individuals and groups when joined in a common endeavor† (Institute for Inclusion, 2010).While being diverse is important to everyone, the available benefits are not automatically seen until inclusion is put into play. Diversity and inclusion when combined can result in more effective decision making and greater innovation by everyone involved. What is the importance of workplace diversity training? Workplace diversity training is vital for any business in order to become and continue to be successful. A business can receive priceless benefits by incorporating diversity training in the workplace. Such benefits include retaining more quality employees, a decrease in workplace incidences and increased team and individual morale.These benefits can be achieved by teaching employees how to identify and resolve issues regarding stereotyping in the workplace before it can get out of hand. Communication and listening are important factors as well and without them, one could see an increase with workplace issues such as discrimination or harassment lawsuits. Workplace diversity training allows one to be them self and be accepted in order to build strong, long lasting working relationships so everyone can benefit. By continuing workplace diversity training a business will ensure their employees will maintain growth and increase production.Also, by having this ongoing training the business can ensure all new employee s will work well with current employees. What is your experience with workplace culture? Could there be, or could there have been, more inclusion? â€Å"Culture is the environment that surrounds you at work all of the time. Culture is a powerful element that shapes your work enjoyment, your work relationships, and your work processes† (Heathfield, 2011). My company makes is a priority to have a good workplace culture throughout the entire business. My workplace culture is very diverse by having a wide variety of people from different backgrounds.Very few people that work for the company are actually from Arizona. By having this diverse culture within the workplace, the employees are able to share their experiences in order to better themselves and the organization. These differences also enable the company to relate to customers with same backgrounds as the employees. When that connection is made, the employee can relate to the customer’s needs or desires by relating p ast experiences to understand where one is coming from. I believe my workplace culture uses inclusion very often and reasonably well. As employees, we are all divided up into teams.Each team member learns from one another by seeing other’s point of view in a way that was never seen before. Reference Harvey, C. P. , and Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Heathfield, S. (2011). Culture: Your Environment for People at Work. Retrieved from http://humanresources. about. com/od/organizationalculture/a/culture. htm Institute for Inclusion. (2010). Implementing Inclusion. Retrieved from http://www. instituteforinclusion. org/ Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson

History Of Administrator Evaluation Instruments The...

Comparison of Administrator Evaluation Instruments The Michigan Council for Educator Effectiveness (MCEE) recommended administrator (Principal) evaluation instrument and the Marzano Principal Evaluation Instrument have several similarities. Principally, they both seek to ascertain the competence of instructors to ensure excellent performance among learners. In addition, they both have one of their key objectives that an evaluation of principals on a strong foundation guided by current research. The instruments also seek to enhance education through strengthening teaching methods. In addition, both seek to support student with the best possible chance of success. They also aim to facilitate ongoing professional learning and personal development of current and future school principals within the evaluation model. The systems also employ a continuous improvement paradigm, where teachers learn from their experiences and mistakes in order to improve their subsequent practices and teaching methods. They favor positive reinforcement through ongoing data gathering efforts from the evaluators and issuance of feedback from the concerned administrators. Both MCEE and the Marzano Principal Evaluation Instrument integrated frameworks of teacher and leader evaluation instrument to meet student learning. Also, they focus on the importance of having fair, accurate, reliable, and feasible evaluation tools of school leaders. Apparently, the designers of both evaluation techniques see thatShow MoreRelatedpreschool Essay46149 Words   |  185 Pages Intentionally engaging children in play supports the learning and development that is described in the preschool learning foundations. 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