Discuss the reasons that France was ripe for a Revolution in the years Essay

Discuss the reasons that France was ripe for a Revolution in the years leading up to 1789. Include a discussion of Sieyes''What is the 3rd Estate '' and the Cah - Essay Example It was under the motivation, guidance and inspiration of the bourgeois that the French revolution took place. There have been a lot of debates and discussions as to what led to the French revolution. Critics vary in their analysis of the true cause behind the revolution. According to Hunt (p 5), the middle-class intellectuals were the masterminds of the revolutionary plot as this particular social class was economically well-off, socially aware and educationally advanced. The bourgeoisies were against feudalism and absolutism and stood for democracy. Furet is of the opinion that one of the many reasons of the French Revolution was a change in the mindset of people for a newer and liberal kind of political establishment. On one hand the increasing exploitation of the third Estate with the drainage of the royal treasury spent on mindless luxury of the nobility, levying heavy taxes on common people at whim and on the other the coming into sense and socio-economic status of the bourgeois were reasons for the mass outburst. Moreover, it was a revolution where women too played significant roles a s the social status of women was as good as nothing (Levy et al). There was a demand for the declaration of the rights of man that was behind the radical decision to storm Bastille in 1789 (Hunt et al p 653, Lualdi p 50-52). However, there was no attempt to reform the older policies to uplift the general scenario of the ailing land and its people. Joseph Sieyes has provided a vivid and detailed description of the function and potential of the third Estate thereby nullifying any requirement or presence of the other two Estates that of the King and the Church. He has defined his own class system that is not based on the paradoxical concept of hierarchy but on an innovative concept of work sequence. According to him peasants should ideally belong to the first class because agriculture is the basis of any nation. Next he puts the workers

Philosophy Reflection Essay Example for Free

Philosophy Reflection Essay This was my first major introduction into the study of philosophy, and I can honestly say that it has had a major impact on my belief system. Many of my views have been changed and my overall view on life is much different than it was five months ago. To me, the two most interesting works were the Tao and The Minds I. The Tao describes a really interesting way of life. Of all the philosophies weve read, it is the simplest and most beautiful. Instead of scanning for hidden meanings and analyzing all parts of life, Laozi just tells us to live life. Do no more than you have to do, but do everything you have to do. He tells us not to worry about death and just live life. I honestly think very simple and peaceful way of living can bring us much more happiness than we have now in our current society. However, the only way it can be implemented is if everyone follows the Tao, and that is nearly impossible in our current society. We should honestly try to live simpler lives and see the beauty of everyday things. The other work that really impacted me was The Minds I. Im not sure if it qualifies as a single work, but there were several important themes that really interested me and changed some of my views. The section that really interested me the most was the section describing intelligent machines and animals, and their relationship to humans. I had always considered humans superior to animals due to their intelligence and ability to communicate. I never thought too much about the idea of intelligent animals and even machines and their relationship to humans. An intelligent machine or animal that can communicate definitely would be on the same evolutionary level as humans, and thus there could be no way to justify creating an intelligent robotic servant or helper without harkening back to the ideology that prompted slavery. Also, destruction of this machine or animal would be equivalent to murder. However, I still so no moral objection to creating an intelligent robot, as long as we give it its own freedom, just as we would to one of our children. Its may be considered playing God, but if we are his greatest creations, we should have the right to test our limits. Only through a recreation of consciousness done and understood by us can we begin to understand our own consciousness as well as ourselves. I had never really thought about technology in this way and never seriously questioned the origin of my consciousness, so the Minds I really forced me to think about life in a different way. Throughout the term, I not only changed and reconsidered many of my views; I discovered things that I subconsciously believed without really thinking about it. My beliefs not only changed, I discovered beliefs that I never knew I had. Some of these views surfaced when reading certain works like The Mysterious Stranger and Nietzsche. Although these two works didnt change my deep-set views that much, it was interesting to see my instinctual beliefs get challenged. I discovered I was a pretty moderate thinker, but these readings caused many of my views on life to change. However, I still disagreed with many of the views expressed in class discussions with certain works, like the Tao. But then I realized that the Tao is designed to have different meanings to everyone who reads it so they could find their own way of life and thus doesnt lend itself well to class discussions. I saw that the way philosophy has evolved over the years mirrors the way society has changed throughout history. The older philosophies that weve read, like the Tao and Plato work, seem to try to tell us how to live our lives to get the most happiness and satisfaction out of it, and how to find the way or see the light. The more modern philosophies seem to disregard the idea of a true path and tell us how to live in the best way, but they dont guarantee happiness from it. The most interesting pieces for me were a mix of the modern and older philosophies, like Nietzsche and Socrates Apology (I guess because he lived in a ancient but modern society). Even though they were completely different and I completely disagreed with one of them, they were much more compelling to me. One important thing that I learned is that I hate reading about something that I agree on, I dislike having my views proven?by another writer and rather read new ideas and opinions. From all the texts read and discussions weve had this year, its hard to highlight just three things that I learned. One of the most stimulating texts to me was The Circular Ruins. Especially when read right after Is God a Taoist, this simple story made me reconsider all my beliefs on existence and God. Just like the main character was, we are kept in the dark about our condition, where we came from and how we exist. We claim an all-mighty God as our creator, and call ourselves superior beings in his image. However, whose to say that we are not just insignificant nothings, created by another being of no importance. Would that make us less real and important? From this story I learned to stop attaching importance and purpose to everything I do. Maybe there is a reason we dont know where we come from; perhaps we dont want to know. Another important lesson came from Reservation Blues. The main characters all had to deal with finding a cultural identity while trying to escape the trap of the white man. The only ones who made it out were the ones who had a strong cultural identity. They knew themselves and identified with their past before they attempted to escape the reservation. Victor and Junior either tried to ignore their past or couldnt come to terms with their heritage. They tried to escape before they were ready, and couldnt cope with the failure. The books point, despite the suicide and Victors destruction, was amazingly positive, it showed that if you come to terms with your past and yourself you can overcome any obstacle set against you, but you must have this understanding or you will destroy yourself. From The Razors Edge I learned a lot about the purpose of life from each of the vastly different characters. At first, it seems like the point of the story is that there is a difference between what we want and what makes us happy and fulfilled. Suzanne, Gray and Elliot all got what they wanted yet all seem to live unhappy, unfulfilled lives. Further inspection showed that they all are living the life that they fully wanted and expected to live, and they are perfectly content. Isabel wanted both Larry and high society type of life, and thus is disappointed with her life because she couldnt have both. Larry didnt know what he wanted out of life, so he took basically a timeout from the real world, went into seclusion and discovered what he wanted out of life. Now he, knowing full well what he wants, is the most satisfied of all the characters. The lesson to be learned is that happiness is completely relative, and thus you cannot call anyone a failure unless he considers himself one. Also, its all right to take some time out of the real world and relax, take a step back and see what you really want to do next. In the end, this class really has changed my views on the best kind of life. I still believe that you need to live the type of life that will make you the happiest and most satisfied, but I dont think that most people know what type of life that is. If you dont have a passion, dont force yourself into any profession. Explore the world and find something that really interests you otherwise you will get forced into a miserable life that you hate. If you have a passion, you have to follow it. You have to come in terms with who you are; understand and remember your past and childhood. We have to examine our lives to discover what we really want, then try to find it. We must simplify our actions, and we have to stop overanalyzing others actions and words. We have to lose our ego and sense of shame, and stop caring what people think of you. This is the simplest way to live and live happily, without having to adjust your actions to fit what other people expect from you. We have to stop fearing death and keep on living life in the happiest possible way. This will be the happiest, simplest and best life for everyone.

Was Hitler a great leader or a monster? Essay -- essays research paper

To fully answer this question one must look at the underlying philosophies behind Hitler’s leadership. What did he stand for and did his ideologies have any redeeming characteristics? Indisputably he had an ability to lead and motivate. He was revered with almost God – like fanaticisms by his people. This essay will set out to establish the basis of his leadership and within that framework, the nature of the man and his vision for the world. Hitler was in many ways a great leader and his influence on the German people was immense; he used his motivational and powerful speaking abilities to gain support and popularity. Hitler knew how to appeal to people's baser instincts and made use of their fears and insecurities. He could do that, however, only because they were willing to be led, even though his programme was one of hatred and violence. Hitler was extremely Anti-Semetic and when Germany was in the state of social instability and crisis Hitler was able to easily deflect that frustration on to the Jews. After the economic and social hardship of the Great Depression Hitler began to rebuild Germany. He saw a nation of unemployed and hungry citizens and promised them economic prosperity in return for absolute power. Hitler was convinced Germany's past suffering was due to the Jewish population, and as a result initiated a campaign of hatred and isolation towards the nation's Jewish community. Hitler’s propaganda ma chine promoted the theory that the Aryan race was superior t...

Army Regulation Essay

Chain of command a. The chain of command assists commanders at all levels to achieve their primary function of accomplishing the unit’s assigned mission while caring for personnel and property in their charge. A simple and direct chain of command facilitates the transmittal of orders from the highest to the lowest levels in a minimum of time and with the least chance of misinterpretation. The command channel extends upward in the same manner for matters requiring official communication from subordinate to senior. b. Commanders are responsible for everything their command does or fails to do. However, commanders subdivide responsibility and authority and assign portions of both to various subordinate commanders and staff members. In this way, a proper degree of responsibility becomes inherent in each command echelon. Commanders delegate sufficient authority to Soldiers in the chain of command to accomplish their assigned duties, and commanders may hold these Soldiers responsible for their actions. Commanders who assign responsibility and authority to their subordinates still retain the overall responsibility for the actions of their commands. c. Proper use of the chain of command is vital to the overall effectiveness of the Army. Commanders must acquaint all their Soldiers with its existence and proper function. Effective communication between senior and subordinate Soldiers within the chain of command is crucial to the proper functioning of all units. Therefore, Soldiers will use the chain of command when communicating issues and problems to their leaders and commanders. Open door policies Commanders will establish an open door policy within their commands. Soldiers are responsible to ensure that the commander is made aware of problems that affect discipline, morale, and mission effectiveness; and an open door policy allows members of the command to present facts, concerns, and problems of a personal or professional nature or other issues that the Soldier has been unable to resolve. The timing, conduct, and specific procedures of the open door policy are determined by the commander. He or she is responsible for ensuring that Soldiers are aware of the command’s open door policy. Performance counseling Commanders will ensure that all members of their command receive timely performance counseling. Effective performance counseling of officers, noncommissioned officers (NCO), enlisted Soldiers, and DA civilian employees helps to ensure that they are prepared to carry out their duties efficiently and accomplish the mission. AR 623–3 and AR 690–400 contain counseling requirements in conjunction with the evaluation reporting systems. Unit commanders will determine the timing and specific methods used to provide guidance and direction through counseling. FM 6–22 provides advice and makes suggestions concerning effective counseling. Providing regular and effective performance counseling to all Soldiers, not just those whose performance fails to meet unit standards, is a command function. All commanders will ensure that their subordinate commanders have implemented and are maintaining an effective performance counseling program. Staff or technical channels Staff or technical channels may be used for sending reports, information, or instructions not involving variations from command policy and directives. Command of installations, activities, and units a. Responsibility. The senior regularly assigned United States Army officer present for duty normally has responsibility for the command of units, platoon level and above, except as shown in paragraphs 2–8a, 2–15, and 2–16. b. Command of installations. Command of Army installations is subject to policies, procedures, and regulations promulgated by HQDA. (1) Command of Army installations is exercised by a senior commander (SC). The SC is designated by senior Army leadership. The SC’s command authority over the installation derives from the Chief of Staff, Army (CSA) and Secretary of the Army’s (SA) authority over installations. This is a direct delegation of command authority for the installation to the SC. The SC’s command authority includes all authorities inherent in command including the authority to ensure the maintenance of good order and discipline for the  installation. (2) Army installations are identified in one of two categories as follows: (a) Installations managed by Installation Management Command (IMCOM). Installations that are managed by IMCOM are discussed in paragraph b(4)(e), below. (b) Installations not managed by IMCOM. Installations that are not managed by IMCOM are discussed in paragraph 2–5b(4)(f), below. (3) Joint bases. Army installations designated for management under Department of Defense (DOD) Joint Basing 6 AR 600–20 †¢ 18 March 2008  Guidance shall be operated in full compliance with DOD requirements. In the event of a discrepancy between this regulation and the DOD policies or procedures for Joint basing, the DOD policies or procedures take precedence. (4) Roles and responsibilities. (a) Senior commander. The SC is normally the senior general officer at the installation. The SC’s mission is the care of Soldiers, Families, and Civilians, and to enable unit readiness. While the delegation of senior command authority is direct from HQDA, the SC will routinely resolve installation issues with IMCOM and, as needed, the associated ACOM, Army service component command (ASCC), or direct reporting unit (DRU). The SC uses the garrison as the primary organization to provide services and resources to customers in support of accomplishing this mission. All applicable commands support the SC in the execution of SC responsibilities; therefore, the SC is the supported commander by the IMCOM region director (RD), the garrison and tenants. The SC— 1. Normally is a dual-hatted position. When this occurs the commander exercises discrete authorities as the SC and as a mission commander. The SC responsibilities and authorities are installation focused; the responsibilities and authorities as the mission commander are mission focused. 2. Can, in rare cases, be an HQDA-appointed civilian versus a uniformed SC, who will assume the SC roles and responsibilities with the exception of UCMJ and command authority. In these instances, the individual will be referred to as the senior manager. Prior to the appointment of the senior manager, command and UCMJ authorities for the installation will be specified. 3. Is responsible for synchronizing and integrating Army priorities and initiatives at the installation. On IMCOM managed installations there is a requirement for a strong collaborative relationship between the SC and the IMCOM RD. The SC commands the installation but funding of almost all installation activities flows through the RD. 4. Assumes the duties and responsibilities of the installation commander where that title is mentioned in U.S. Code or DOD or Army policies and regulations. 5. Assumes the duties and responsibilities of the senior mission commander where that title is mentioned in Army regulations except for regulations involving operational duties and responsibilities. Mission commanders will retain operational duties and responsibilities. 6. Unless prohibited by law or regulation, the SC may delegate, as necessary, assigned duties and responsibilities to the garrison commander (GC). Such delegation shall be made in writing and specifically state the duties and responsibilities so delegated and the termination date of the delegation. 7. Establishes installation priorities among all resident and supported units. 8. Prioritizes base operations support consistent with HQDA priorities and approved common levels of support (CLS) bands. 9. Oversees the CLS services and capabilities provided to customers. Ensuring that those services are provided within the HQDA guidance, designated priorities, and approved CLS bands and coordinates with the IMCOM RD to change HQDA approved CLS from green, amber, or red. 10. Approves and submits the installation master plan consistent with HQDA long-range plans and goals through the ACOMS, ASCCs or DRUs, and IMCOM. For IMCOM installations the SC collaborates with the IMCOM RD before the SC submits the installation master plan. 11. Approves the military construction, Army (MCA) and military construction, Army Reserve (MCAR) project priority list at the installation level. For IMCOM installations the SC collaborates with the IMCOM RD before the SC  approves the MCA and MCAR project priority list for the installation. The U.S. Army Corps of Engineers executes MCA/MCAR projects for the Army. 12. Reviews and approves the prioritization of Family and installation programs. For IMCOM installations the SC collaborates with the IMCOM RD before the SC approves Family and installation programs for the installation. 13. Installation force protection (FP) is as follows: (a) continental United States (CONUS) SC: as directed by U.S. Army North (USARNORTH) and in coordination with the installation management headquarters (IMCOM and Non- IMCOM), oversees FP on the installation; (b) outside continental United States (OCONUS) SC: in coordination with the ASCC and IMCOM is responsible for FP oversight on the installation. 14. Is normally designated as a General Court-Martial Convening Authority (GCMCA). The GCMCA orders will specify the appellate and review channels for SC GCMCA actions. 15. The appellate and review authority for administrative actions taken by the SC pertaining to individual Soldiers and DA Civilians will flow through ACOM, ASCC, or DRU channels unless otherwise specified in Army regulations. The terms â€Å"next superior authority,† â€Å"next higher authority,† â€Å"next higher commander,† and â€Å"next higher headquarters† as used in other Army regulations, mean ACOM, ASCC, or DRU commander or headquarters. 16. Serves as the senior Army representative to the surrounding community. 17. Senior rates the GC. (b) Garrison commander. The GC is a military officer, lieutenant colonel or colonel, selected by HQDA. The GC commands the garrison, is the SC’s senior executive for installation activities, is rated by the IMCOM RD, and is senior rated by the SC. The GC is responsible for day-to-day operation and management of installations and base support services. The GC ensures that installation services and capabilities are provided in accordance with HQDA AR 600–20 †¢ 18 March 2008 7  directed programs, SC guidance, CLS, and IMCOM guidance. The GC provides additional service support in accordance with HQDA directives and provides reimbursable services in accordance with memorandum of understanding or agreement (MOU/MOA). The GC is responsible to deliver Family and  installation programs, coordinates and integrates the delivery of support from other service providers, and obtains SC approval of the installation master plan. The GC may be appointed as a Summary Courts-Martial Convening Authority or the Special Courts-Martial convening authority for the installation and its support area; in rare cases the GC may be appointed as GCMCA. In some cases, the senior official on an installation may be the garrison manager. A garrison manager (the civilian equivalent of a GC has the same responsibility and authority as the military counterpart with the exception of UCMJ and command authority. Prior to the appointment of the garrison manager, command and UCMJ authorities for the garrison will be specified. The GC responsibilities are— 1. Represents the Army and the installation in the surrounding community as directed by the SC. 2. Approves and issues garrison policies in accordance with respective Army regulations, or installation level policies involving tenant units as directed by the SC. 3. Approves and issues policies for IMCOM civilian workforce. 4. Develops and implements the Force Protection Program. 5. Supports mobilization station requirements. (c) The ACOM, ASCC, or DRU on IMCOM managed installations. 1. Provide to IMCOM a prioritized list of MCA/MCAR projects and requirements that impact subordinate units to support the development of the military construction (MILCON) program and the program objective memorandum. 2. Provide IMCOM with subordinate mission priority requirements for MILCON and base operations. 3. Identify to IMCOM, through the CLS process and other requirements development processes, the required levels of garrison support needed to meet mission requirements. Also, identify to IMCOM any support requirements not included in CLS services. Collaborate with IMCOM in developing garrison support requirements that are applicable to all garrisons. 4. Evaluate the effectiveness of installation services and support and participate in the prioritization of these services and support. 5. Responsible for mobilization of subordinates as specified in AR 10–87. 6. Provide prioritization requirements for information technology and training enabler support to IMCOM. 7. Responsibilities for FP are: (a) OCONUS: The Geographic Combatant commander exercises Combatant Command (Command Authority) (COCOM) authority over all aspects of FP in the AOR and delegates authority for FP as deemed appropriate and necessary. This includes all aspects of FP on Army installations without exception; (b) CONUS: Commander, USNORTHCOM has tactical control (for FP) over all DOD personnel and assets in the AOR. USARNORTH is designated as USNORTHCOM’s ASCC; the authority to execute the FP mission in CONUS is delegated from Commander, USNORTHCOM; (1) USARNORTH has direct command and control authority over commands when executing FP responsibilities for installations/facilities (FP reporting commands/SCs when executing FP responsibilities for installations/facilities); (2) USARNORTH has a supported/supporting relationship with commands not executing responsibilities for installations/facilities (FP supporting commands). (d) Assistant Chief of Staff for Installation Management. The ACSIM is the proponent for all Army installations and in this capacity is responsible for installation policy development and implementation Armywide. The ACSIM does not exercise command authority over Army installations. 1. The ACSIM ensures that real property accountability and reporting is implemented at all installations (see AR 405–45). 2. The ACSIM manages HQDA level MILCON in accordance with HQDA priorities and guidance. 3. The ACSIM is the proponent for environmental policy Armywide. (e) Installation Management Command. The ACSIM is dual-hatted as the Commander of IMCOM. IMCOM is a DRU reporting to the ACSIM as described in AR 10–87. IMCOM manages Army installations assigned to it. IMCOM executes installation readiness missions, provides equitable services and facilities, optimizes resources, sustains the environment, and enhances the well-being of the military community. IMCOM is accountable for the efficient delivery of installation services and support. The IMCOM is responsive to ACOMs, ASCCs, and DRUs through a supporting to supported relationship. 1. IMCOM commands the garrisons assigned to it. 2. IMCOM and its subordinate organizations are supporting commands to the SC  on IMCOM installations. There is a requirement for a strong collaborative relationship between the SC and the IMCOM RD. The SC commands the installation but funding of almost all installation activities flows through the RD. 3. The relationship between IMCOM and the commands of tenant organizations is analogous to the â€Å"supporting to supported† command relationship described in Joint Doctrine. 4. The IMCOM RD rates the GC. 5. IMCOM ensures compliance with HQDA directed programs and CLS bands. IMCOM staffs and coordinates with 8 AR 600–20 †¢ 18 March 2008  HQDA funding requests for garrison support requirements identified by ACOM, ASCC, or DRUs that are not included in CLS services. 6. There is a difference between command relationship in CONUS and OCONUS for IMCOM installations. These relationships are depicted in figure 2–1..

Definition Of Friendship Example Essay Essay

Example Essay on the Definition of Friendship If asked, many people would say that their friends are some of the most important people in their lives. However, sometimes it is hard to recognize the value of a friend and see exactly how much they do for us and make our lives better. Charles Caleb Colton once said, â€Å"True friendship is like sound health; the value of it is seldom known until it is lost.† Colton points out the high value of a good friend, but more importantly he suggests that friendship itself is ambiguous and hard to define: something that can be taken for granted and go unnoticed until it is gone. If you asked those same people to define their friendships, you would probably receive a wide variety of answers, with some common threads. For most people, friends are people who know you inside and out, can tell you things that you cannot tell yourself, and most importantly, they support and care for you even in the roughest times of your life. True friends are those people from whom you never want to be apart, who know you so well that they can practically read your thoughts. Growing up, there was a girl named Anita who lived a couple streets down from me, and we had that kind of friendship. We could spend the entire day together, talking, playing softball, and simply enjoying hanging out with each other. After such a full day, we could then go home and call each other, because we still  had more to say. We told each other our deepest, darkest secrets, and it was okay, because we understood each other. True friendship simply cannot last without building this type of affection and trust. However, friendship is not always so bright and happy. Sometimes, the most important thing that a friend can do for you is to make you see things that you don’t want to see, even if it means risking your anger. For example, in the movie The Wedding Singer, Adam Sandler’s character, Robbie Hart becomes a good friend to a waitress, Julia, helping her to plan her wedding. However, when Robbie finds out that Julia’s fiancà © is a creep who is cheating on her, he decides that he needs to tell her and stop her from making a really poor life decision. Even though he knows that Julia will be extremely hurt by this knowledge, Robbie knows that she will be much better off by knowing the truth. Robbie is an example of a great friend because he refused to let her make such a bad decision, even if it meant risking his own friendship with her. While taking a stand and refusing to let you make decisions is indeed an important part of being a good friend, friendship isn’t always quite so dramatic. Simply by being there, caring and supporting you no matter what, friends can show you just how important you are to them. My friend, Sharon, showed me the depth of our friendship when she refused to let me push her away. When I was a freshman in high school, my grandfather became very ill with cancer and died in January. It was an extremely hard time in my life, and rather than deal with the pain, I began shutting down, not talking to any one. I lost a lot of friends that year, but Sharon refused to leave. She would come over to my house everyday simply to listen when I felt like talking and to give me a hug when I didn’t. On the night that my grandfather died, I called Sharon, weeping uncontrollably, and asked her to talk to me about anything so that I could take my mind off of the situation. I am not sure that I would have made it through my grandfather’s death without the love and support that I received from my friend Sharon. Beautiful, dangerous, and heart-wrenching, friendship is not something that can be easily defined. It is something that must be seen, lived, and  experienced.. Poets can write about it, musicians and sing about it, but until you make a true friend, and become one in return, the definition of friendship will always be a bit slippery and hard to hold onto. From my experience, this much I know is true: friends are those people who love you for who you are, and who you want to be. They know your deepest secrets and understand because they have the same secrets. They are not afraid to tell you the truth when you really need to hear it, and most importantly, they will always be there for you. Albert Schweitzer once said â€Å"Sometimes our light goes out but is blown into flame by another human being. Each of us owes deepest thanks to those who have rekindled this light.† So, to my friends who have rekindled my light, I thank you. Example Essay Questions: These questions will help you to look for the things that make essays really excellent. Read the essay on the backside of this sheet and then do the following things: (1) Circle the attention grabber. (2) Find and highlight the thesis. (3) Find and highlight topic sentence of each support paragraph. (4) Find and highlight the concluding sentence of each support paragraph. (5) List the main idea of each support paragraph. Support paragraph 1 – Support paragraph 2 – Support paragraph 3 – (6) Underline the transition between each of the support paragraphs. (It may be the same as the as the topic sentence or it may come before the topic sentence.) (7) Looking at how the author transitions from one body paragraph to the  next, explain why he or she organized his or her ideas in this order. In other words, how does the main idea of each support paragraph lead to or relate to the main idea of the next paragraph? (8) Circle transition words within paragraphs. (9) Circle the essay’s concluding thought. Is it a quote, thought provoking question, or dramatic statement? (10) What is one specific thing about this essay that you want to try in your own writing? Use examples. (Do NOT just say: â€Å"I like the attention grabber!† Instead, say, â€Å"I like how the author uses marriage vows as an attention grabber because everyone is familiar with marriage vows and readers will be intrigued to find out how the essay will relate marriage and loyalty. It also connects to the third support paragraph!)

AIDS Essay Example

Current Event on HIV/AIDS Essay Example Current Event on HIV/AIDS Paper Current Event on HIV/AIDS Paper Essay Topic: Current The article that I have chosen is: â€Å"WHO advocates circumcision to curb new HIV cases The practice would best serve males in sub-Saharan Africa, researchers say. † By Jia-Rui Chong (Times Staff Writer), Dated March 29, 2007. (Quoted). The article speaks of one of the latest finding related to HIV/AIDS involving male circumcision. The WHO recommends it as a one of its main strategies to help prevent HIV/AIDS spread in Africa. The WHO claims that this new finding and execution of it as a strategy in preventing the spread of HIV/AIDS during sexual intercourse in men could save millions of lives in Africa. Male circumcision is widely being performed in the Northern African regions, and is less frequently performed in the Southern and the Eastern African regions. The WHO feels that the if it was more widely performed, it could help to prevent in the transmission of HIV/AIDS and save millions of lives. The Director of the WHO’s HIV/AIDS Department Kevin De Cock, feels this could be utilized as an additional intervention in countries where the prevalence of HIV/IDS was high and where circumcision was appropriate. This could effectively reduce the risk of transmission of HIV/AIDS in heterosexual men. In many parts of Africa, male circumcision is performed to lower extents nowadays, and if these were increased, it would help in reducing the transmission of HIV/AIDS. Initially, when HIV/AIDS was began to spread in Africa, it was observed that men who had undergone circumcision had less frequently transmitted or developed the infection, than those who were not circumcised (BBC-Health. 2007). However, these earlier observations were unconfirmed, and only through recent trials have they been established. The risk of HIV/AIDS spread reducing after conducting male circumcision is well-documented. According to the CDC, the foreskin present on the penis is less keratinized and a greater number of Langerhans cells are present (specific cells that are targeted by the HIV virus). During sexual intercourse, the foreskin is at a greater risk of undergoing damage, and so the risk of transmitting HIV/AIDS increases. The environment existing in the area between the glans penis and the unretracted skin is such that viruses could easily survive. Besides, several individuals having ulcerated STD’s (including syphilis) have greater risk of transmitting and acquiring the disease in case the penis is not circumscribed. A clinical trial conducted in Africa to demonstrate the benefits of male circumcision on HIV/AIDS demonstrated that circumcision not only reduced the risk for transmission of HIV/AIDS but also other ulcerated STD’s. Clinical trials have also demonstrated that the spread of HIV/AIDS decreased from an infected male to a normal female, especially when the viral load was low (CDC. 2007). The WHO feels that male circumcision could help prevent the transmission of about 5. 3 million new cases of HIV infection, and reduce fatalities in about 3 million people over the next 20 years. In the year 2006, about 270, 000 new cases of HIV had developed. The Director of the National Institute of Allergy and Infectious Diseases, Dr. Anthony S. Fauci, feels that several strategies such as condom use, determining the HIV status of the sex partner, etc, could be used along with male circumcision in the fight against HIV/AIDS. Circumcision was to be introduced free of cost to targeted males by individual nations. Dr. Mark R. Dybul, the US global HIV/AIDS coordinator, said that the US would support male circumcision as a strategy in preventing the transmission of HIV/AIDS. However, the WHO expressed some amount of caution over this new finding, as men would experience a false sense of complete protection. The transmission of HIV/AIDS could not be completely stopped by using male circumcision. The transmission rates reduced by 48 to 60 %, and should not be perceived as 100 % (BBC-Health. 2007). Another study conduced in males in Kenya, South Africa and Uganda, demonstrated that risk of HIV/AIDS transmission reduced by about 60 %. Hence, the WHO advocates that men should continue using other strategies such as condom usage and questioning their sex partner of the HIV/AIDS status. The WHO and the UN had a meeting in Monteaux, Switzerland, to discuss these finding of male circumcision and the manner in which it could be utilized in the prevention of HIV/AIDS. Dr. Maria J. Wawer, who works as a Research Associate at the John Hopkins University and who also contributed in the Uganda trial, is very excited about the findings achieved through these Trials. She compares the results obtained through these trials to that of inventing a Vaccine for HIV/AIDS. She feels that the public enthusiasm would be high when a vaccine for HIV was obtained, and hence, the public should be happy about male circumcision. Dr. Maria J. Wawer, also feels that this could be used as a cost-effective strategy in preventing the transmission of HIV/AIDS. During the trial, it costs about 69 US dollars for one male to undergo circumcision. The cost was high during this period, as the additional tests were performed by the researchers and surgeons were utilized to perform the procedure. Dr. Wawer feels that in the future nurses could be trained to conduct the procedure and reduce the costs of male circumcision. The author of this article Jia-Rui Chong has given his email address for any doubts and clarifications. The credentials of the author have not been mentioned, but his position at the LA Times has been mentioned. The article is a recent one, and the findings of this article have been confirmed through the websites of reputed organizations (such as BBC Health and CDC). Reference: The Article Jia-Rui Chong.‘WHO advocates circumcision to curb new HIV cases The practice would best serve males in sub-Saharan Africa, researchers say. † Los Angeles Times 31 Mar. 2007. latimes. com/news/science/la-sci-circumcision29mar29,1,1793948. story? ctrack=1cset=true Others – BBC Health. â€Å"WHO agrees HIV circumcision plan. † BBC NEWS 31 Mar. 2007. http://news. bbc. co. uk/2/hi/health/6502855. stm CDC (2007). â€Å"Male Circumcision and Risk for HIV Transmission: Implications for the United States. † 2007. CDC-HIV/AIDS 31 Mar. 2007. cdc. gov/hiv/resources/factsheets/circumcision. htm

Obesity is an increasing global health problem, and one of the leading preventable causes of death The WritePass Journal

Obesity is an increasing global health problem, and one of the leading preventable causes of death Obesity is an increasing global health problem, and one of the leading preventable causes of death IntroductionDiet – Alternative to SurgerySurgeryRelated Introduction Obesity is an increasing global health problem, and one of the leading preventable causes of death. The definition of obesity taken from the NHS website is; Obesity is when a person is carrying too much body fat for their height and sex. A person is considered obese if they have a  body mass index  (BMI) of 30 or greater . The main problem here is that there is numerous health problems linked to obesity, therefore if Obesity is helped and reduced, it would be like solving the root to the numerous health problems it is linked to. In other words instead of tackling the health problems that are caused by obesity, you tackle obesity itself which would then in theory lead to a general decrease in obesity related health problems. This will not only be beneficial to the patients, but in this current economic climate will save the medical sector money that they would use on treating obesity related health problems. Obesity is a medical condition in which an excess amount of body fat has accumulated within the body to an extent that it may have a harmful affect on health. This can in turn lead to reduced life expectancy and an increased risk of cardiovascular disease. The main problem here is that obesity increases the risk of many physical and mental conditions however regardless of this it is increasing and needs to be tackled. The main cause of obesity is a combination of excess food energy intake and a lack of any physical activity however there are cases when the cause is due primarily to genetics, medical reasons or psychiatric illness. In contrast increasing rates of societal level obesity is thought to be due to an easily accessible and palatable diet, increased reliance on vehicles and mechanized manufacturing. There are three main ways obesity is being tackled, and it is these three solutions that I am going to focus on in my study.; Diet, Surgery and Drugs. The main solution I will focus on will be surgery. Diet – Alternative to Surgery The classic approach to tackle obesity is a low-calorie diet; this still remains the core treatment of obesity. These diets have the best short-term benefits. There are three types of low-calorie diets that can be distinguished: Personalized and moderately restricted diet: This is dependant on a pre-therapeutic assessment. This diet takes into consideration the daily energy expenditure of each individual including their professional and family environment and their food habits. The desired level of caloric intake will equal to two thirds of the average energy expenditure; 1200 – 2000 calories per day. Low-calorie diet: Total caloric intake averages 800 – 1200 calories per day. This is a considerable reduction in the individuals daily intake and can not be maintained for a long period of time as the patient’s physical activity is hindered and the body is faced with nutritional deficiencies. This ambitious treatment is proposed during hospitalization. Very low-calorie diet: This is a less than 800 calorie per day diet also known as a protein diet. The medical follow up to this must be very accurate.   Cutting off the usual supply of calories the body gets causes the body to break down fat in order to supply itself with energy thus causing the patient to lose body weight. This dietary treatment is effective for short term benefits however requires a lot of dedication on the patient’s behalf. Surgery A  laparoscopic adjustable gastric band also known as a lap band is an inflatable device made of silicone that is placed at the top of the patients stomach through laparoscopic surgery. Laparoscopic surgery also known as Keyhole surgery is a modern technique of surgery in which operations that take place in the abdomen are carried out through small incisions, usually measuring from 0.5-1.5cm. This type of surgery uses images displayed on a monitor which can be magnified. Keyhole surgery is a very beneficial and efficient procedure as the patient feels less pain and discomfort and recovery time is considerably reduced. Gastric banding is the least invasive surgery of its kind however it carries the usual risks of any gastrointestinal surgical operation. The patient’s intestines are not re-routed as the stomach is not staples or removed therefore the patient is able to absorb nutrients from food in a normal procedure. Gastric bands are able to stay without causing harm in the patient’s body as they are made entirely of biocompatible materials. They way this procedure works is that the gastric band is placed on the top portion of the stomach using keyhole surgery. The placement of the band creates a small pouch at the top portion of the stomach. This pouch approximately holds about half a cup of food, in contrast to its normal six cups of food. The pouch fills up quickly; this is where the band comes into effect. The band causes food to pass slowly from the pouch into the lower part of the patient’s stomach. As the upper part of the stomach fills the brain is sent a message that the stomach is full therefore the patient’s hunger dies. This causes the patient to eat a reduced amount of food and stay full for a longer period of time thus decreasing overall caloric intake which can lead to a decrease in weight over time. As the patient starts losing weight the gastric band will need to be adjusted to ensure effectiveness and improve comfort. It is adjusted using a saline solution introduced through a small access port placed underneath the skin. To avoid damage to the port membrane and prevent leakage a specialized non-coring needle is used. This graph has been taken from www.bmj.com and gives an overall idea of the extent to which a gastric band can help weight loss. According to the study participants who had a gastric band lost 22% of their body weight in two years in contrast to the controls who in which only lost just 6%. This resulted in the ‘gastric band group’ to be healthier and happier. This is one proof of evidence that shows that this type of solution to tackle obesity is highly effective. I do not believe taking drugs alone such as AMPHETAMINES is effective as there are many side effects and there have been many cases where patients have become addicted and dependant on the drug itself therefore I do not look at this as a solution personally. Gastric Banding I believe is the most appropriate as it shows and has been proven to considerably decrease body weight and help obesity. And being a laparoscopic surgery rather than open it has its many advantages; Reduced chance of needing blood transfusion as haemorrhaging is reduced. Small incisions are used which reduce pain and discomfort to the patient. In addition recovery time is reduced along with less post-operative scarring Less pain due to small incisions also means that less pain medication is needed Procedure times are slightly longer however, hospital stay time is less often same day discharge. So patient can be back to everyday life more quickly and efficiently. Exposure of organs is reduced due to small incisions therefore chances of contamination and disease are reduced. However it does come with its disadvantages; Due to the small incisions the doctor has a limited range of motion at the surgical site. Dexterity is lost. Poor depth perception Tissue can be damaged due to tools being used rather than hands. However I believe the advantages outweigh the disadvantages so keyhole surgery is a effective and efficient solution. However I believe the advantages outweigh the disadvantages so keyhole surgery is a effective and efficient solution. There are many risks that come with this type of surgery as with any type of surgical operation. The biggest risk is from an instrument called a trocar. Injuries are caused to either blood vessels or small or large bowel. This risk is increased with patients that have a history of prior abdominal surgery. Benefits of gastric banding compared to other bariatric surgeries. There are many benefits of gastric banding compared to other bariatric surgeries. Mortality rates are considerably lower; 1 in 2000. Due to small incisions, keyhole surgery recovery times are very short along with a short hospital stay. These benefits can make the surgery greatly appeal to the patient as along with losing weight, the pain and overall time is small. Bibliography [1.5] Google images. [2.5] Wikipedia. AS Biology CGP Revision Guide. – overall knowledge [3.5] Dr Patrick Jordan . [1] http://obesity_epi.tripod.com/solving_the_problem_of_obesity.htm  Ã‚  Ã‚   [2] http://en.wikipedia.org/wiki/Obesity [3] globalissues.org/article/558/obesity [4] nhs.uk/Conditions/Obesity/Pages/Introduction.aspx [5] nhlbi.nih.gov/health/public/heart/obesity/wecan/healthy-weight-basics/obesity.htm [6] http://en.wikipedia.org/wiki/Gastric_banding [7] bmj.com/content/332/7550/1146.full [8] http://en.wikipedia.org/wiki/Laparoscopic_surgery [9] http://en.wikipedia.org/wiki/Trocar

Womens Suffrage and the Seneca Falls Convention

Womens Suffrage and the Seneca Falls Convention The Seneca Falls Convention was held in Seneca Falls, New York in 1848. Many individuals cite this convention as  the beginning of the womens movement in America. However, the idea for the convention came about at another protest meeting: the 1840 World Anti-Slavery Convention  held in London. At that convention, the female delegates were not allowed to participate in the debates. Lucretia Mott wrote in her diary that even though the convention was titled a World convention, that was mere poetical license. She had accompanied her husband to London, but had to sit behind a partition with other ladies such as Elizabeth Cady Stanton. They took a dim view of their treatment, or rather mistreatment, and the idea of a womens convention was born. The Declaration of Sentiments In the interim between the 1840 World Anti-Slavery Convention and the 1848 Seneca Falls Convention, Elizabeth Cady Stanton composed the Declaration of Sentiments, a document declaring the rights of women modeled on the Declaration of Independence. It is worth noting that upon showing her Declaration to her husband, Mr. Stanton was less than pleased. He stated that if she read the Declaration at the Seneca Falls Convention, he would leave town. The Declaration of Sentiments contained several resolutions including ones that stated a man should not withhold a womans rights, take her property, or refuse to allow her to vote. The 300 participants spent July 19th and 20th arguing, refining and voting on the Declaration. Most of the resolutions received unanimous support. However, the right to vote had many dissenters including one very prominent figure, Lucretia Mott. Reaction to the Convention The convention was treated with scorn from all corners. The press and religious leaders denounced the happenings at Seneca Falls. However, a positive report was printed at the office of The North Star, Frederick Douglass newspaper. As the article in that newspaper stated, [T]here can be no reason in the world for denying to woman the exercise of the elective franchise....   Many leaders of the Womens Movement were also leaders in the Abolitionist Movement and vice-versa. However, the two movements while occurring at approximately the same time were in fact very different. While the abolitionist movement was fighting a tradition of tyranny against the African-American, the womens movement was fighting a tradition of protection. Many men and women felt that each sex had its own place in the world. Women were to be protected from such things as voting and politics. The difference between the two movements is emphasized by the fact that it took women 50 more years to achieve suffrage than it did African-American men.

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

Macrroeconomics - Essay Example These factors often influence each other. As opposed to microeconomics, which is mainly concerned with actions of individual factors such as consumers, firms and how consumer behavior determines quantities and prices in specified markets, macroeconomics is broad in scope. It is, therefore, aimed at providing an understanding of the causes and consequences of changes in national incomes as well as understanding the major determinants of economic growth (Marshall 10). Macroeconomists have developed a variety of models that tend to explain the relationships between the various economic factors. These models have been helpful to governments and large corporations in developing and evaluating their economic policies as well as business strategies. As such, macroeconomics covers a variety of concepts. However, the three major concepts and variables are output, unemployment and inflation (Marshall 15). With regard to output and income, national output refers to the total value of everything that is produced within a given country in a specified period of time. This output generates income. Thus, output and income are generic terms used interchangeably as they are deemed to imply the same thing (Marshall 17). In macroeconomics, output is measured by Gross Domestic Product (GDP). On the other hand, unemployment is measured by the rate of unemployment. It refers to the percentage of people who lack jobs in the labor force of a given economy (Marshall 19). Thus, unemployment may be categorized into various types based on the different causes. For instance, classical unemployment occurs when wages are so high that employers become unwilling to hire more workers. Similarly, frictional unemployment occurs when workers take too long to find a job, so they experience long periods of unemployment. Another type is structural unemployment. It is when people become unemployed as a consequence of a myriad of factors such

The Surgical Count in Perioperative Nursing Research Paper

The Surgical Count in Perioperative Nursing - Research Paper Example This may sound strange but evidence of research and studies proved that incidence of retained sponges and instruments (RSI) happen. This paper presents the observed conformity of evidence-based practice on surgical counts procedure with respect to applied nursing research, taking into consideration the observations and experiences I earned during my actual clinical exposure in a healthcare facility’s operating room (OR) setting where surgical procedure is done. It aims to identify any observed flaws in the procedure base on my personal observation and to determine the common causes of discrepancies in surgical counts in spite of the strict adherence to a standardized guideline adaptable in international surgical settings. To begin with, surgical counts, according to Spry (2005, p. 168), is the â€Å"counting of sponges, sharps such as blades and needles, and instruments that are opened and delivered to the field for use during surgery.† The International Federation of P erioperative Nurses (IFPN n.d.) provided the basis for the surgical count practice in order to promote safe, quality perioperative patient care internationally, that is intended to standardize sponge, sharp and instrument counts and includes basic principles as guidelines adaptable in surgical settings internationally. The certified surgical technologist and the circulator (circulating nurse) are responsible in the proper performance of surgical count (Association of Surgical Technologists 2006), but according to Belton and Berter (2004), either a surgical technician or a registered nurse can fill the scrub nurse role in performing the surgical count after surgical hand scrub and aseptically donned a surgical gown and gloves. The surgical count is done to ensure that all items used during the surgical procedure are removed and can be accounted for completion of the procedure (Hamlin, Richardson-Tench, & Davies 2009, p. 88). All surgical items delivered to the sterile field prior to the incision and during the actual surgery are reconciled for completeness to the inventoried items after the end of the surgery (Spry 2005, p. 168). Moreover, the surgical count plays a vital role in enabling the perioperative practitioner and surgical team to enhance the patient’s safety (Rothrock 2002). Rothrock emphasized that surgical items used by the surgical team in performing invasive procedures are foreign bodies to the patient and must be accounted for at all times to prevent retention and injury to the patient. The International Federation of Perioperative Nurses (2009) or IFPN promulgated the general guidelines in surgical count covering surgical count standards as to general criteria, sponge count, sharp count, instrument count, documentation, and count discrepancies. This guideline established by the IFPN (n.d.) was conformed by the Australian College of Operating Room Nurses (ACORN), Association for Perioperative Registered Nurses (AORN), National Association of Theatre Nurses (NATN), Operating Room Nurses Association of Canada (ORNAC), and South African Theatre Nurse (SATS). In spite of the crucial adherence to standardized surgical count procedure, there were evidences showing that discrepancies exist. According to Greenberg, Regenbogen, Lipsitz, Diaz-Flores, and Gawande (2008), â€Å"one in 8 surgical cases involves a surgical discrepancy in the count; the majority of which were unaccounted-for sponges and instruments, representing potential retained sponges and instruments.† In the report of amednews staff Kevin B. O’Reilly (September 2008), he stated that â€Å"While cases of retained foreign objects are rare, discrepancies in counts happen in 13% of surgeries, according to an August Annals of Surgery study.† O’Reilly (2008), as he cited the Annals of Surgery

Cultural Awareness, Understanding, and Acceptance Research Paper - 3

Cultural Awareness, Understanding, and Acceptance - Research Paper Example Hinduism is the religion followed by Indian people, however, they are very well known for their tolerance and respect for other religions and hence, people from different religions like Sikhism, Muslim, Jainism, Christianity etc., are important part of Indian culture (Fenton, 1998, p.156). The open approach to other cultures has helped Indian people to assimilate easily with other cultures. When they migrate to other counties, they adopt their customs easily but at the same time, follow their own ethics and traditions in their private lives (Fenton, 1998, p.43). Indian values are shaped mostly by their religious beliefs and teachings and they value the oneness of God even if in their culture, God is manifested in different forms and deities (Shah, 2002, p.26). Values Even in today’s modern times, rituals related to God and scriptures are very much practiced and followed by Indian people (Muesse, 2011, p.144). The two great epics that are revered by Indian people are ‘Ram ayana’ and ‘Mahabharata’ (Muesse, 2011, p.144). ... The rituals and beliefs of Hindu religion are given in the sacred texts of ‘Vedas’, which are composed of hymns and songs (Winternitz, 1998, p.106). People follow the rituals given in the sacred texts religiously and with complete devotion (Muesse, 2011, p.102). Food The culture, identity and history of India is linked and represented strongly in their food and habits (Henderson, 2002, 99). Indian people value vegetarian system of food and most of the Indian people, who follow their religion sincerely, follow vegetarian diet (Henderson, 2002, 102). Cow is a symbol of sacredness and hence, killing cow for food purpose is considered a sin (Henderson, 2002, 102). At the same time, the fast food which is sold on street side and is full of different spices, is also enjoyed and loved by Indian people. Moreover, Indian culture, being an assimilation of different cultures, is full of variety of different cuisines and food customs. Hence, Indian culture is rich in tradition, spir ituality, customs and variety. Mexican Culture Religion People of Mexico follow a Roman Catholic faith and follow the Catholic Church as the religious authority (Huck, 2008, p.54). Important family events like â€Å"baptism, communion, confirmation, marriage, and novenas†, are carried out in religious traditional way by Mexican people (Kittler& Sucher, 2008, p.238). Hence, people from Mexico can be called religious as they still follow traditions sincerely. Values People from Mexican culture are family centered by nature and value family bonding (Kittler& Sucher, 2008, p.248). They value the ancient sayings, called ‘Dichos’, which give an insight into their traditional, religious and cultural beliefs (Samovar, Porter & McDaniel, 2009, p.260). From the sayings, it is evident

The Causes and Impact of the Aryan Migration to India Research Paper

The Causes and Impact of the Aryan Migration to India - Research Paper Example A number of them have gone to Greece and some others to Iran and Afghanistan. From the eastern parts, the Aryans moved to India. The complete process of the Aryan migration has happened between BC 2000 to 1500. â€Å"In the later 20th century, ideas were refined, and migration and acculturation were seen as the methods whereby Indo-Aryans spread into northwest India around 1500 BC. These changes were thought to be in line with changes in thinking about language transfer in general, such as the migration of the Greeks into Greece (between 2100 and 1600 BC), or the Indo-Europeanization of Western Europe (between 2200 and 1300 BC)† (Indo-Aryan Migration para. 2). Aryans are arrived India from the North West side and firstly settled in the territories among the branches of the River Indus. So that there we can see in excess of 1200 such kind of migrant Aryans. One of the highest Civilizations that we can see in the period of 3000 to 1500 BC is the Indus Valley civilizations. Aryan s launched a social caste scheme and that is called as the Varna Vyastha which separated the citizens into 4 groups, that are, Brahmin, Vaishya, Kshatriya and   Shudra.    Causes of Aryan migration to India: There are many causes to migrate Aryains to India. Main causes of Aryan migration to India included the fall in temperature, the stress applied by the yellow-skinned ethnic groups in the north areas and scarcity of food. â€Å"The main thrust of Aryan migration was probably south of the terai region where the tributaries of the river Ganga must have dwindled to the point that they could be easily crossed and where the dry forest could be burned down† (Kulke & Rothermund). The Agni, Aryan fire god was credited with the achievement of colonizing this earth for the Aryans. They closed at the river Gandakk which goes in the plains north of current Gorakhpur and links the Ganga. Unlike the extra tributaries additional to the west, this river looks to have been still comple te of good water for the reason that the Aryans named it sadanira and their blessed texts statement that the land beyond was swampy. Only some audacious pioneers crossed the gandak in due course with no the support of Agni. With the development of royal power in the Aryan kingdoms to the west of the river gandak, escape to the unrestrained east may have been attractive to those Aryans who favored the more democratic tribal organization of previous times to the double tutelage of kings and their Brahmin priests. In the end, Brahmins also crosses the waterway gandak and were greeting there if they did not maintain on subverting the tribal organization by consecrating kings everywhere. â€Å"Aryan culture is a development of the Indus valley culture whose language belongs to the indo European family, possibly spoken in the region as far back as the Neolithic period, in interaction with Dravidian culture† (Flood 31). Impact of Aryan Migration to India:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ar yan migration to India created lot of impact to the Indian culture. Many of the scholars made so many arguments regarding the migration of Aryans to India. â€Å"There are several possible arguments against the idea of Aryan invasions. According to the invasion theory, the Aryans were a group of primitive nomads who came out of Central Asia with chariots, iron weapons, and superior battle tactics; and thus overthrew the Indus

Student Loans; How banks manage them and how they affect individual Term Paper - 1

Student Loans; How banks manage them and how they affect individual spending - Term Paper Example ay for college education that they cannot afford creates a situation in which a slowed job market will be unable to absorb these individuals and provide the necessary debt payments that these loans necessitate. Accordingly, the rate of default during any future slowdown in economic growth could be so profound that these individuals will contribute to a secondary crisis that could be far worse than the mortgage-backed security crisis that took place during 2007/2008. Yet, rather than focusing an entire analysis upon the potential for hardship that exists due to the way in which student loans are managed and given out, the following analysis will specifically focus upon the way in which banks manage student loans, the potential for distress that this style of management creates, and the individual hardship that student loan/debt repayment creates for a recent graduate and their overall Outlook for earnings during their lifetime. It is the hope of this author that such a level of discus sion will be beneficial with respect to engaging a further level of appreciation with regard to the issue of student loans, how they are managed, and how this form of debt impacts upon individuals within the current era. One of the most interesting ways in which the reader can come to appreciate the similarity between the mortgage-backed securities that contributed to the 2007/2008 financial hardship as compared to the issue of student loan debt creation and repayment has to do with the similarity of financial structure; specifically with regard to the way in which these student loans are packaged in bulk and sold within equity markets. In almost an identical manner to the way in which banks manage mortgage-backed securities and bought and sold these as an asset, the financial system is currently performing much the same process with respect to student loan debt. This is not a new concept. Instead, packaging debt and selling it to investors that place a premium upon whether or not

Art Essay Example | Topics and Well Written Essays - 1250 words - 5

Art - Essay Example He had stated the same six years earlier, in his rather personal manifesto in the catalogue of his 1855 exhibition: To word, to make a living art, that is my aim.’ This is a very important idea that artists must contend with in the contemporary world since it’s the basis of pop art. Secondly, Pop Art was created in New York and London, and its view is on the very special world of the mid-twentieth-century metropolis. Unmistakably, Pop is rooted in the urban environment. Additionally, Pop looks at special aspects of that environment which because of their associations and cultural level seemed impossible as subjects of art. These included: comics and picture magazines, the world of popular entertainment, Hollywood movies, pop music and fairgrounds; consumer durables, foodstuffs and even money. Thirdly, pop artists treat this subject matter in a special manner. For instance, they insist that a soup can or comic strip is simply a ‘motif, an excuse for a painting, like an apple in a still-life by Cezanne. Roy Lichtenstein, for instance has said before that: ‘Once I am involved with the painting I think of it as an abstraction. Half the time, they are upside down anyway when I work.’ On the contrary, while in a Cezanne the motif is a familiar one, and it’s easy for the viewer to ignore it and focus on the formal qualities of the painting, in Pop Art this motif is by no means familiar and thus strongly engages the viewer’s attention (Rubin 162). Not only is the motif new, its presentation was startlingly literal and looked more like the real thing than ever before in art’s history. The outcome was a kind of art combining the abstract and the figurative in a new way. It was realism, though done in the full knowledge of all that happened i n modern art since the time of Courbet. The next part of the discussion focuses on the major Pop artists, namely Roy

Student Loans; How banks manage them and how they affect individual Term Paper - 1

Student Loans; How banks manage them and how they affect individual spending - Term Paper Example ay for college education that they cannot afford creates a situation in which a slowed job market will be unable to absorb these individuals and provide the necessary debt payments that these loans necessitate. Accordingly, the rate of default during any future slowdown in economic growth could be so profound that these individuals will contribute to a secondary crisis that could be far worse than the mortgage-backed security crisis that took place during 2007/2008. Yet, rather than focusing an entire analysis upon the potential for hardship that exists due to the way in which student loans are managed and given out, the following analysis will specifically focus upon the way in which banks manage student loans, the potential for distress that this style of management creates, and the individual hardship that student loan/debt repayment creates for a recent graduate and their overall Outlook for earnings during their lifetime. It is the hope of this author that such a level of discus sion will be beneficial with respect to engaging a further level of appreciation with regard to the issue of student loans, how they are managed, and how this form of debt impacts upon individuals within the current era. One of the most interesting ways in which the reader can come to appreciate the similarity between the mortgage-backed securities that contributed to the 2007/2008 financial hardship as compared to the issue of student loan debt creation and repayment has to do with the similarity of financial structure; specifically with regard to the way in which these student loans are packaged in bulk and sold within equity markets. In almost an identical manner to the way in which banks manage mortgage-backed securities and bought and sold these as an asset, the financial system is currently performing much the same process with respect to student loan debt. This is not a new concept. Instead, packaging debt and selling it to investors that place a premium upon whether or not

My Favourite Place Essay Example | Topics and Well Written Essays - 1000 words

My Favourite Place - Essay Example There are several places which are usually quoted as the rivers source. The first of which is the Thames head, which is close to the village of Kemble. Another is Seven Springs, which is near where the Churn River rises. In addition, many rivers, canals and brooks all feed the Thames. As previously stated, the river is long and also very wide, and goes through many cities, towns and villages. Some of them are Oxford, Abingdon, Lechlade, Wallingford, Reading, Eton, Marlow, Staines, Windsor, Henly-on-Thames, Weybridge and Maidenhead. .Among its crossings are various places like the Thames Barrier, Thames Tunnel, Tower Bridge, London Bridge, Millennium Bridge and many more. Furthermore, you can see many magnificent buildings from the Thames, one of them being the Parliament. The long Thames combines together so many features, so many sights, and so many architectural wonders and important structures built near it, that it is virtually impossible not to fall in love with it. It provides so much entertainment and pleasure to all of those who walk beside it on its walkways. The Thames has a unique charm that is, in my opinion, unmatched by any other place. Just by walking along the river, or sailing in it, it is possible to sense the wonderful atmosphere of the river, which is almost magical. Firstly, there is the London Millennium Footbridge, which links the Bankside with the city. Around it you can find many important places, both art-wise and religious-wise. These include the Tate Modern, which is Britains national museum of international modern are, Bankside gallery, a notable art gallery, the famous Globe Theatre, and also St. Pauls Cathedral, an undoubtedly architectural wonder, as well as the place where the Bishop of London sits. Secondly, the entire area of Greenwich is, in my opinion, quite charming. Greenwich attracts a lot of tourists, being known as the location of the Greenwich Mean

Technical Education and Its Importance in Pakistan Essay Example for Free

Technical Education and Its Importance in Pakistan Essay ACKNOWLEDGEMENTS I would like to thank Professor David Bergin for providing me with support and guidance throughout my research. Through my experiences working with him I learned a great deal about the research process and how to structure my writing and feel better prepared to move forward with research in the future. I would also like to thank my thesis committee members who provided me with a lot of feedback on how to improve my research topic and gave me ideas to build on in future research studies. A great amount of thanks goes to the schools sampled in this study. The director of the Area Career Center was very welcoming and open to my research topic allowing me to gain as much exposure to career and technical education and their students as I wanted. Without the ACC’s interest in my study this research would not have been possible. I also want to thank the local high school that allowed me access to a few students even though they had very demanding schedules. Gaining insight from Advanced Placement students creating an interesting element to my study that I have found very valuable. ducation at an Area Career Center in mid Missouri. Newer programs that combine career and technical education courses with traditional high school instruction can benefit students in allowing them to connect their academic training with real world careers and practical concepts. This study looks at students’ perceptions of CTE, the sources of influence they reported on their decisions to take or not take CTE courses in high school and the role cultural capital played in their views. Utilizing a qualitative method of data collection eight high school seniors enrolled in either CTE only classes, AP only classes or a combined CTE and AP course load were interviewed about their views of CTE at the local area career center. All of the students were white and there were four boys and four girls interviewed in the study. Results show that all students in the study associated CTE with some form of hands on education, with students enrolled in CTE courses reacting more favorably to CTE instruction and its connection to careers and occupations. The most significant influences on students’ decisions to take or not take CTE classes were their future academic or career goals and how CTE knowledge would or would not help them. Other reported influences include teachers, family members and personal experiences. Finally, the role of cultural capital in students’ views of CTE is explored reaching the conclusion that more data and analysis is needed to find more arguable claims. 1 CHAPTER 1: Introduction In this study, I interview high school students in order to understand their thoughts on career and technical education programs in high school. One reason why this is important is that according to a 2002 survey by the U. S. Chamber of Commerce Center to Workforce Preparation, nearly 75 percent of employers report difficulty when trying to hire qualified workers. Forty percent say that applicants are poorly skilled and 30 percent say that applicants have the wrong skills for available jobs (The Association for Career and Technical Education (ACTE) www. acteonline. org). I believe this means that career and technical education can play a vital role in helping promote this environment and help students succeed through hands on education coupled with challenging high school curriculum. The current high school curriculum in the United States faces challenges with the No Child Left Behind legislation that mandates a standards-based education. This initiative makes career and technical education harder to promote in public schools because CTE courses are elective classes. It rests on the students to enroll themselves in courses that will provide them with the best preparation for post high school opportunities. In this study, I ask students about their attitudes toward CTE courses. Research on comprehensive education programs suggests combining more rigorous forms of education, such as advanced placement (AP) with CTE (Association for Career and Technical Education, 2006; Stern, D. , Dayton, C. , Paik, I. -W. , Weisberg, A. , Evans, J. , 1988). Because of this I include students who are taking AP courses in this study to gauge their responses to CTE. While government statistics show that most high school students 2 take at least one â€Å"vocational† course in their high school careers such as typing or home economics. (http://www. ed.gov/about/offices/list/ovae/pi/cte/index. html), it seems unfortunate that high school students do not pursue a more advanced career and technical education if it is available to them alongside their academic coursework. Students who are interested in a more academic route with AP courses can balance their studies with career and technical coursework. While benefits of career and technical education can appear obvious to some, it is not difficult to understand the rejection of this alternative form of education when at least a college degree is becoming a requirement for the majority of jobs. Purpose and Research Questions Newer programs that combine career and technical education courses with traditional high school instruction can benefit students in allowing them to connect their academic training with real world careers and practical concepts. Research on career and technical education in the U. S. has a history of highlighting the faults of CTE education such as not delivering on its promises and in some cases being a one-way ticket to a working class life (Claus, 1990). These out-dated reports are representative of Career and Technical Education programs in the older sense and not the newer, academically and career focused model being utilized in many high schools today. There is little research on why students take their chosen classes in high school and how students connect their high school curriculum to their post high school decisions and careers. There is also little research on how social class might impact students’ views and use of career and technical education. In this study I addressed students views of current high 3 school career and technical education programs in an Area Career Center (ACC) in Missouri. Area career centers fall under the umbrella of CTE housing career focused coursework and training in a separate building from local high schools. I investigated how students’ reports of cultural capital seem to influence these views. I chose to conduct a qualitative study because qualitative research allows one to investigate the idiosyncratic meanings that people construct about their lived experience. I was able to pursue in-depth reasons that the students give for their decisions, and was able to use follow-up questions to elaborate on understandings. The present study will address the following research questions: Research Question 1: How do students who are enrolled in CTE or AP classes perceive CTE? Research Question 2: What sources of influence do they report experiencing regarding academic versus CTE coursework? Research Question 3: What role does cultural capital play in students’ views of CTE coursework and their decisions to take or not take CTE classes in high school? Limitations to the Study There were a few limitations to my method of recruiting students and the transferability of the findings. First, there are over 1100 students from the high school enrolled in CTE classes at the Area Career Center so eight participants is not a very representative sample of students. However, qualitative research methods required that I keep my participant pool small. Second, at the local high school, I did not have as much control over the students selected for participation as I did at the ACC. the site counselor who helped me in my 4 recruitment process may have introduced bias into the process. Third, all of the participants were white and there were more males than females in CTE classes and more females than males in AP/Advanced classes. Also, the three AP students in this study were all interested in theatre, an area of study not offered at the ACC so there was probably a general feeling of lack of interest in CTE because no courses were offered in their specific area of interest. Future qualitative studies would benefit from more diverse students from underrepresented populations. Also, because student recruitment took place in the spring, it was hard to recruit students, especially those enrolled in AP courses (either AP only or CTE/AP combined), because end of the year AP exams take place during the spring. Recruitment of students in the fall might create a wider participant pool. 5 CHAPTER 2: Literature Review History of Career and Technical Education Career and technical education began as vocational education in Europe in the 19th century in response to the increase in demand for skilled workers who were educated in industrialized professions. Other factors that influenced the birth of career and technical education include the interest traditional European elites had in their children receiving both an education as well as certification in skills. They wanted their children to gain access to positions in law and theology, and the middle class parents wanted their children to attain the necessary educational credentials to help them enter careers in the civil service or managerial positions (Benavot, 1983). In the U. S. , federal funding for career and technical education was initiated with the passing of the Smith-Hughes Act in 1917. Over the next 65 years and four modifications to the act in 1947, 1958, 1963 and 1968, career and technical education increased funding, expanded programs to improve in the areas of science, math, and foreign languages, offered support for technical occupations related to national defense, and included work study programs. In 1968, a National Advisory Council on Vocational Education was initiated to start collecting information about the progress and development of vocational education programs and students. In  1984, the Vocational Education Act was renamed the Carl D. Perkins Vocational Education Act (Perkins I, P. L. 98-524). While continuing federal support for vocational education, it established programs emphasizing the acquisition of job skills through both vocational and technical education. The act also sought to make vocational education 6 programs accessible to â€Å"special populations,† including individuals with disabilities, disadvantaged individuals, single parents and homemakers, and incarcerated individuals. The Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990 (Perkins II, P. L. 101-392) made several revisions to the 1984 Act. Notably, the act created the tech-prep program designed to coordinate secondary and postsecondary vocational education activities into a coherent sequence of courses. Programs to eliminate sex bias were designed to prepare students for nontraditional training and employment (e. g. , training women to be welders or men to be nurses). Also, the law also required states to develop and implement performance standards and measures (e.g. , program completion and job placement) to assess gains in learning and in program performance. The Perkins Act of 1998 provided specific federal assistance for secondary and postsecondary vocational education (Skinner and Apling, 2005). The reauthorized 1998 Act also made modifications to performance standards and measures of the 1990 Act. A core set of performance indicators were included in the 1998 Act that resulted in sanctions if the level of performance was not reached or increased funding if performance exceeded the requirements. A key element of the 1998 Act was a greater focus on accountability with states required to â€Å"provide data for four core performance indicators focusing on: (1) student attainment; (2) credential attainment, (3) placement and retention, and (4) participation in and completion of non-traditional programs. † (CRS Report for Congress) Under its most recent amendment in 2006, the Carl D. Perkins Act became the Carl D. Perkins Career and Technical Education Improvement Act. The 2006 amendment showed one of the most notable revisions to the act since it was established by replacing the term 7 ‘vocational education’ with ‘career and technical education. ’ This name change is especially significant in research on the influences student report in their decisions to take CTE classes because of the stigma associated with the world ‘vocational. ’ ‘Vocational’ education resonates with many as being representative of vocational education in the traditional sense and not academically focused or resulting in a college degree or high status occupations the way career and technical education can be perceived. Changing the name could help change the image of CTE towards a viable and legitimate option for secondary schooling. The 2006 revision also set in place a system of accountability to coincide with the No Child Left Behind Standards mandated for public education in the United States. Under this system of accountability, academic attainment and graduation rates of students enrolled in CTE at the secondary level will be measured. These new accountability measures create a greater need for research on how students perceive CTE in order to discover additional methods for recruiting new students and drawing greater attention from parents who steer their children towards a more college prep, academically focused course load. If students decisions not to take CTE classes rests in their view that to go to college and be a doctor they have to take advanced high school classes and CTE doesn’t look good on his transcript, administrators can use this information to create better recruitment methods. They can focus on educating students and parents on the goals of CTE and how these goals align with the traditional or advanced coursework. The subject areas most commonly associated with career and technical education are the following: Agriculture (careers related to food and fiber production and agribusiness); Business (accounting, business administration, management, information technology and  8 entrepreneurship); Family and Consumer Sciences (culinary arts, management and life skills); Health Occupations (nursing, dental, and medical technicians); Marketing (management, entrepreneurship, merchandising and retail); Technology (production, communication and transportation systems); and Trade and Industrial (skilled trades such as automotive technician, carpenter, computer numerical control technician). One difficulty in defining career and technical education coursework is the existence of district regulated definitions on what qualifies as a CTE course and how many courses a student needs to take to be classified as a CTE student. In the state of Missouri, there are 16 career clusters (See Appendix C, Table 1). â€Å"Career Clusters can give all students the academic preparation, guidance, careerrelated knowledge and flexibility to help them plan studies that are in line with their interests, abilities, and career goals. The Career Clusters framework offers a practical way for educators in all disciplines to create relevant contexts for their students learning. At the same time, it reinforces the schools fundamental objectives of academic accountability and improved achievement for all students. † (Source: Missouri Department of Elementary and Secondary Education, Division of Career Education http://dese. mo. gov/divcareered/career_clusters. htm). In response to the need for a redesigned educational system in U.S. public schools to fit the needs of the 21st century, the Association for Career and Technical Education (ACTE) compiled a report on their views of how the remodeled education system should look (Association for Career and Technical Education, 2006). The report proposes that Career and Technical Education should be modified to do the following: (1) Support students in the acquisition of rigorous core knowledge, skills, habits and attitudes needed for success in9 postsecondary education and the high-skilled   workplace, (2) Engage students in specific career-related learning experiences that equip them to make well-informed decisions about further education and training and employment opportunities, and (3) Prepare students who may choose to enter the workforce directly after high school with levels of skills and knowledge in a particular career area that will be valued in the marketplace (Association for Career and Technical Education, 2006). Career and Technical Education Research Research on CTE tends to fall most often in two areas: the likelihood of students dropping out of school and how to serve at risk students (Plank, 2001; Stern, et al. , 1988; Catterall, 1986), and longitudinal effects of CTE programs (Plank, 2001; Arum Shavit, 1995). In 1986, Catterall and Stern looked at the use of alternative high school programs in preventing students from dropping out. They utilized the California sub-sample of the 1980 and 1982 High School and Beyond surveys (involving nearly 3,000 sophomores and 3,000 seniors) and studied the impact alternative education programs had on labor market outcomes for students. The High School and Beyond Survey in 1980 asked students how many courses they had completed in each of four CTE areas: business, office, or sales; trade and industry; technical courses; or other vocational courses. In addition to finding mixed support for alternative programs to prevent drop outs, they also found positive results on employment and wages. Stern, et al (1988) conducted a study in California that yielded similar results. Their 10 research reported the results from the first two years of an effort in 10 high schools to replicate the California Peninsula Academies. The students in the Academy school were identified by school counselors as â€Å"low performance students† with a high risk of dropping out of school (Stern, et al. , 1988). They were then placed into the Peninsula Academy, which was a school within a school, for grades 10 through 12. These low performing students took most of their remaining classes together at the school including coursework in English, math, and science as well as a course in the particular Academys focus (Stern, et al. , p. 163, 1988). The â€Å"Academy† model combines the core academic curriculum with technical instruction in a particular occupational field. Local employers representing that field participate in various ways by donating equipment to the school and serving as mentors to the students. For example, Hewlett-Packard contributed computer expertise and hardware. The companies also provide summer jobs for some of the students at the Academy school. â€Å"Having a paid summer job which is related to the Academy’s instructional focus creates a powerful connection between school work and â€Å"real† work† (Stern, et al. , p. 163, 1988). Academy students generally compiled better grades and more course credits than students in comparison groups at the same high schools. At three sites in particular, Academy students consistently out-performed comparison groups in the first two years. The authors also found that results were replicated at other sites and helped prevent students from dropping out of school. Claus (1990) conducted an ethnographic analysis of the student experience in a single CTE program, looking to answer two questions: (1) why did the students in the program report satisfaction and improved attitudes in association with their CTE program and (2) how  11 was CTE related to increasing the opportunity of these primarily working to lower class, academically-alienated youth? The CTE experience tended to reinforce class-related inequalities. â€Å"The ethnographic fieldwork and analysis suggest that while the students found their CTE program enjoyable and rewarding, this response was often rooted in a classroom experience which limited their development and reinforced their tendency toward working to lower class work and lives after school† (Claus, 1990, p. 13). Arum and Shavit (1995) utilized the 1987 â€Å"High School and Beyond† data to study individuals’ early labor market outcomes after high school and their track placement while in high school. They found that â€Å"vocational secondary education is neither as pernicious nor as detrimental as some of its opponents have maintained. † (p. 199) They found that CTE inhibited students in their decisions to continue on to college or achieve success in high prestige occupations, but also found that CTE programs serve as â€Å"a safety net for those high school graduates who are unlikely to go on to college. † (p. 199) Plank’s 2001 report for the National Research Center for Career and Technical Education looked at the balance between CTE and academic course-taking during high school for members of a longitudinal study beginning in 1988 with their eighth grade year. The students in the study were broken down into four groups: purely academic concentrators, purely CTE concentrators, dual concentrators who took both academic and CTE course work, and a group of students who took neither the purely academic or CTE coursework. Plank found the following: (1) academic concentrators showed the highest 1992 achievement, followed by dual (academic and vocational) concentrators, then students who fulfilled neither concentration, and then CTE concentrators; (2) almost all students were either in 12 postsecondary education or working, or both, in 1994, with academic concentrators most likely to be in full-time school and CTE concentrators most likely to be in full-time employment. The study concluded that further research is needed to determine what characteristics of CTE or academic education increase the risk of dropping out, and what types of integration  of academic and vocational education are most successful. Gaunt and Palmer (2005) conducted a quantitative study that investigated students’ attitudes towards career and technical education (CTE), what influenced their views, and their course selection decisions. They utilized the data from a previous study in Michigan of over 450 high school seniors. The were interested in the career and technical education funding crisis that is occurring in the wake of No Child Left Behind. Gaunt and Palmer (2005) found the majority of students citing social relationships with their friends and parents as the prime influencers of their views of career and technical education. In addition, students offered responses on how course structure, the benefits offered from each program, and advertising of the CTE programs affected their views of CTE. These results provide support for further research on the subject of career and technical education that puts an emphasis on academic training alongside CTE instruction in career-related fields. What was interesting about Gaunt and Palmer’s (2005) data was that more than half of the students not enrolled in career and technical education courses saw the courses as helping students prepare for college immediately after high school in comparison to 81% of students enrolled in CTE courses who saw this same connection. More than 80 percent of both groups of students saw the ACC as preparation for work after high school and close to 80 percent of all students saw the ACC in Michigan as designed for students of all ability levels. 13 Utilizing a qualitative methods approach with open ended interviewing methods, my study gives the students a greater opportunity to express their views of CTE education and how they compare it with their purely academic coursework. Gaunt and Palmer’s (2005) research is a big step forward in literature on career and technical education and I hope the dialogue of the participants in my study help take research even more forward. Sources of Influence How students perceive career and technical education and the their high school coursetaking decisions can be attributed to a variety of factors. In this study one of my research questions examined what are these factors and how do they influence student choices. Previous research on the influences students experience while choosing their high school classes include parents and friends, current labor markets, and school social networks including teachers and counselors. The most detailed account of influences that impact a student’s decisions to pursue a CTE curriculum in high school is Rossetti’s 1991 study about the influenced students who chose not to enroll in a Vocational School in Ohio. While evaluating the external factors that contributed to students’ decisions to enroll in CTE classes, Rossetti found that friends were the most influential with fifty-three percent stating that they had consulted their friends. (Rossetti, 1987) The next most influential figures were mother/female guardian (49%); father/male guardian (44%); brother/sister (39%); counselor (35%); girl/boyfriend (32%); other relative (32%); teacher(s) (28%); and athletic coach(es) (21%). A report by Dunham and Frome (2003) took a closer look at the role teachers and  14 counselors can play in encouraging and influencing students in their high school course selections. Their results were similar to Rossettis (1991). Current labor markets can also affect a students’ decision to enroll in CTE coursework. A publication by the National Center for Educational Statistics reported â€Å"students may be more likely to concentrate in vocational areas that prepare them for occupations with increasing job opportunities† (p. 1). In the case of the current U. S. job market, this would mean that students who take advanced courses in math and science and focus their studies towards engineering careers could be doing so not for their interest in those subjects but because they recognize the labor market’s shift to careers in engineering fields. This would also mean that these same students would specifically withdraw from involvement in courses focusing on low demand careers. This study was completed in 1998 and concluded that the reason for the decline in CTE courses was due to the job market not requiring those skills. New forms of career and technical education need to emphasize academics and career training in electronics and computer fields because the job market has made a turn towards careers of a more technical nature. Social Class and Cultural Capital The theoretical framework of this study relies upon cultural capital theory. Cultural capital can be defined as â€Å"high status cultural signals used in cultural and social selection† (Lamont and Lareau, 1988). According to Bourdieu’s definition, cultural capital â€Å"consists mainly of linguistic and cultural competence and that relationship of familiarity with culture which can only be produced by family upbringing when it transmits the dominant culture† 15 (Bourdieu, 1977). Cultural capital, according to Bourdieu, includes things such as going to museums, appreciating art and listening to classical music. â€Å"[Bourdieu] argues that individuals in privileged social locations are advantaged in ways that are not a result of the intrinsic merit of their cultural experiences. Rather, cultural training in the home is awarded unequal value in dominant institutions because of the close compatibility between the standards of child rearing in privileged homes and the (arbitrary) standards proposed by these institutions. † (Lareau, p. 276) In a dominant institution like education, the role of cultural capital translates to the practices of the school staff, teachers, organizational processes and authoritative relationships set in place as a method of exclusion for those who are unfamiliar with the institutional practices. In the U. S., children from high cultural capital backgrounds, according to cultural capital theory, have been taught directly or indirectly the value of raising one’s hand to be called on, working independently on homework assignments, and possessing a sense of entitlement to resources and extra help from teachers and other figures of authority (Lareau, 2000). It is argued that â€Å"children from higher social locations enter schools already familiar with these social arrangements† (Lareau, 1987, p. 288) and therefore succeed at a higher level than those not familiar with these practices. Being more familiar with the skills and knowledge valued by the dominant culture, students of the dominant culture are better able to adapt their skills to new settings to help negotiate their way to higher, more prestigious education and jobs. This creates a higher economic class position and allows their children to be exposed to the same culture, which is congruent with cultural reproduction theory (Aschaffenburg and Maas, 1997). 16 Bourdieu used the term â€Å"cultural reproduction† to describe the way society stratifies members of the population by reproducing the values, lif.