Jewish Resistance to Nazi Occupation

Emmery Cary Mr. Harvey Social Studies Research Paper 10 November 2012 Jewish Resistance From early 1930s to middle 1940s, Jews in Germany, Poland, and other parts of Europe faced discrimination from Hitler and the Nazis. They were sent to ghettos and later concentration camps and extermination camps. In the ghettos, Jews had to live in small homes and consumed small amounts of food. In addition, disease and death were rampant. Living conditions were worse in the concentration camps. In contrast to common belief, not all Jews accepted such unreasonable and unequal treatments of the Nazis.Consequently, Jews resisted in various forms. Resistance by the Jews could be as simple as planning uprisings and escapes. They disguised themselves as Aryans (non-Jewish people). They organized secret schools and religious services, hid Jewish books, and wrote diaries about life and death. The effort to preserve their traditions was a kind of spiritual resistance. (Fidhkin 8) Resistance took forms wi thout weapons. For many, attempting to carry on a semblance of â€Å"normal† life in the face of wretched conditions was resistance.David Altshuler writes in Hitler’s War against the Jews about life in the ghettos, which sustained Jewish culture in the midst of hopelessness and despair. (Grobman) Underground newspapers were printed and distributed at great risk to those who participated. Praying was against the rules, but synagogue services occurred with regularity. The education of Jewish children was forbidden, but the ghetto communities set up schools. The observance of many Jewish rituals, including dietary laws, was severely punished by the Nazis, and many Jews took great risks to resist the Nazi edicts against these activities.Committees were organized to meet the philanthropic, religious, educational, and cultural community needs. Many of these committees defied Nazi authority. (Grobman) The Jews did not care that these actions were against the rules. They felt they needed to keep their race and religion alive and they did whatever they needed to do peacefully. Some Jews thought differently though. Many Jews thought they needed to use violence to beat the Nazis. Nazi-sponsored persecution and mass murder fueled resistance to the Germans in the Third Reich itself and throughout occupied Europe.Although Jews were the Nazis' primary victims, they too resisted Nazi oppression in a variety of ways, both collectively and as individuals. Organized armed resistance was the most forceful form of Jewish opposition to Nazi policies in German-occupied Europe. Jewish civilians offered armed resistance in over 100 ghettos in occupied Poland and the Soviet Union. Also in Eastern Europe, Jewish units fought the Germans despite minimal support and even anti-Semitic hostility from the surrounding population, thousands of Jews battled the Germans in Eastern Europe.Jews resisted when the Germans attempted to establish ghettos in a number of small towns in eas tern Poland in 1942. As the Germans liquidated the major ghettos in 1943, they met with armed Jewish resistance in Krakow (Cracow), Bialystok, Czestochowa, Bedzin, Sosnowiec, and Tarnow, as well as a major uprising in Warsaw. Between July 22 and September 12, 1942, the German authorities deported or murdered around 300,000 Jews in the Warsaw ghetto. SS and police units deported 265,000 Jews to the Treblinka killing center and 11,580 to forced-labor camps.The Germans and their auxiliaries murdered more than 10,000 Jews in the Warsaw ghetto during the deportation operations. The German authorities granted only 35,000 Jews permission to remain in the ghetto, while more than 20,000 Jews remained in the ghetto in hiding. For the at least 55,000-60,000 Jews remaining in the Warsaw ghetto, deportation seemed inevitable. In response to the deportations, on July 28, 1942, several Jewish underground organizations created an armed self-defense unit known as the Jewish Combat Organization (Zydo wska Organizacja Bojowa; ZOB).Rough estimates put the size of the ZOB at its formation at around 200 members. The Revisionist Party (right-wing Zionists known as the Betar) formed another resistance organization, the Jewish Military Union (Zydowski Zwiazek Wojskowy; ZZW). Although initially there was tension between the ZOB and the ZZW, both groups decided to work together to oppose German attempts to destroy the ghetto. At the time of the uprising, the ZOB had about 500 fighters in its ranks and the ZZW had about 250.While efforts to establish contact with the Polish military underground movement (Armia Krajowa, or Home Army) did not succeed during the summer of 1942, the ZOB established contact with the Home Army in October, and obtained a small number of weapons, mostly pistols and explosives, from Home Army contacts. In accordance with Reichsfuhrer-SS (SS chief) Heinrich Himmler's October 1942 order to liquidate the Warsaw ghetto and deport its able-bodied residents to forced la bor camps in Lublin District of the Generalgouvernement, German SS and police units tried to resume mass deportations of Jews from Warsaw on January 18, 1943.A group of Jewish fighters, armed with pistols, infiltrated a column of Jews being forced to the Umschlagplatz (transfer point) and, at a prearranged signal, broke ranks and fought their German escorts. Most of these Jewish fighters died in the battle, but the attack sufficiently disoriented the Germans to allow the Jews arranged in columns at the Umschlagplatz a chance to disperse. After seizing 5,000-6,500 ghetto residents to be deported, the Germans suspended further deportations on January 21.Encouraged by the apparent success of the resistance, which they believed may have halted deportations, members of the ghetto population began to construct subterranean bunkers and shelters in preparation for an uprising should the Germans attempt a final deportation of all remaining Jews in the reduced ghetto. The German forces intend ed to begin the operation to liquidate the Warsaw ghetto on April 19, 1943, the eve of Passover. When SS and police units entered the ghetto that morning, the streets were deserted. Nearly all of the residents of the ghetto had gone into hiding places or bunkers.The renewal of deportations was the signal for an armed uprising within the ghetto. ZOB commander Mordecai Anielewicz commanded the Jewish fighters in the Warsaw ghetto uprising. Armed with pistols, grenades (many of them homemade), and a few automatic weapons and rifles, the ZOB fighters stunned the Germans and their auxiliaries on the first day of fighting, forcing the German forces to retreat outside the ghetto wall. German commander SS General Jurgen Stroop reported losing 12 men, killed and wounded, during the first assault on the ghetto.On the third day of the uprising, Stroop's SS and police forces began razing the ghetto to the ground, building by building, to force the remaining Jews out of hiding. Jewish resistance fighters made sporadic raids from their bunkers, but the Germans systematically reduced the ghetto to rubble. The German forces killed Anielewicz and those with him in an attack on the ZOB command bunker on 18 Mila Street, which they captured on May 8. Though German forces broke the organized military resistance within days of the beginning of the uprising, individuals and small groups hid or fought the Germans for almost a month.The Germans had planned to liquidate the Warsaw ghetto in three days, but the ghetto fighters held out for more than a month. Even after the end of the uprising on May 16, 1943, individual Jews hiding out in the ruins of the ghetto continued to attack the patrols of the Germans and their auxiliaries. The Warsaw ghetto uprising was the largest, symbolically most important Jewish uprising, and the first urban uprising, in German-occupied Europe. The resistance in Warsaw inspired other uprisings in ghettos (e. g. , Bialystok and Minsk) and killing centers (Tr eblinka and Sobibor).The Jews didn’t break even after being tortured and killed by the Germans. The Jews fought the Nazis until their death. In every ghetto, in every deportation train, in every labor camp, even in the death camps, the will to resist was strong, and took many forms. The Jews were fighting with the few weapons that would be found, individual acts of defiance and protest, the courage of obtaining food and water under the threat of death, the superiority of refusing to allow the Germans their final wish to gloat over panic and despair.To die with dignity was a form of resistance. To resist the demoralizing, brutalizing force of evil, to refuse to be reduced to the level of animals, to live through the torment, to outlive the tormentors, these too were acts of resistance. Merely to give a witness of these events in testimony was, in the end, a contribution to victory. Simply to survive was a victory of the human spirit.

Global Leader in Foreign Direct Investments Essay

This dissertation focused on the Foreign Direct Investments (FDI) of India relative to China, together with its competitive advantages and the underlying factors which set them apart. In addition, strategies in which India can further strengthen its competitive advantage were elaborated together with the best approaches to keep at par or surpass China in terms of its FDI dominance. This chapter presented the background of the research problem, the research questions that the dissertation aimed to answer, significance of the study, the dissertation’s adopted research design and methodology, together in which how the sections in this dissertation were organized. 1. 1 Background of the Problem The surge of foreign direct investments in Asian countries is primarily determined by the privatization and at the same time the globalization of production. The degree of political stability, government policies, together with trade and investment regimes allowed host countries to be very open in terms of FDI investments. Due to the liberalization of the developing countries’ economies, the Global Development Finance of the World Bank in 1999 claimed that FDI flows to developing countries have increased more than six times (Chakraborty and Basu, 2002). Foreign direct investments have bloomed for both China and India by more than 1,500 percent between 1990 and in the recent years, and both countries have growing domestic considerable consumer markets, both economies are starting to produce higher value products and develop networks to maintain competitive advantages beyond mere cost (Laudiciana and White, 2005). Both India and China share the same level of competitiveness in terms of FDI attractiveness among multinational companies. However, it could be noted that India or China being a more favorable destination for FDIs should be closely taken into consideration. It could be noted that there are business ventures that are proven to be more profitable exclusively in only one of the countries even though the aforementioned offers the same services. On another perspective, specific business ventures could experience a relatively highly specialized output given for instance that such would be deployed in the right geographic location (Laudiciana and White, 2005). It could be noted that India has undergone remarkable international integration and development over the past few years. Since 1991, after the external payment crisis in India, there has been liberalization of various policies implemented by the government. In turn, the current investment climate has attracted many foreign investors in the country in various sectors. As such it is with this respect that competitive advantages possessed both by India with China, could be noted as it plays a vital role in terms of the success and eventually business profitability. On the other hand, it could be traced back that China started its state-led modernization reform in the late 1970s after many years of operating according to the Soviet model. Contrasting this to India, the aforementioned’s main reform started after 1991 after which relied largely on the private sector. China’s FDI mainly consists of capital intensive flows whereas India’s FDI is mainly skill intensive (Laudiciana and White, 2005). The impact of such investment has on the domestic economy and the experience of the multinationals with the overall business environment in the sub continent is very vital. Thus it becomes necessary to study the impact of such inflows as it has important policy implications. 1. 2 Research Questions The dissertation aims to answer the following questions: 1. What are the factors that differentiate India’s and China’s FDI performances that influence the inflows and stocks of the aforementioned? 2. What are the effects of FDI inflows and stocks to the economy of India? 3. How will India develop a competitive advantage in terms of its FDI and take over China as a leader in FDI in the future?

Aspects of British Culture

Aspects of British Culture Aspects of British Culture What is culture? Is it the language we speak, overall ethnicity in a region, or the simple customs of a daily routine? Culture is something we are all a part of whether we like it or not. Your family may have certain customs and routines. This is culture. In this research paper I will be analyzing British culture in four categories: history, ethnicity, customs, and also the future direction of British Culture. How did Britain become so rich in culture? Well Britain certainly did not just appear one day. The name of the country and the term â€Å"English† derive from the Old English word for one of the three Germanic Peoples that invaded the British Isles in the 5 th century (Countries and Their Cultures). The Angles â€Å"Britain† and â€Å"British† derive from a Roman Term for the inhabitants (Countries and Their Cultures). In fact, written records of British History do not exist until the arrival of the Romans (J.P. Dommerville). Be fore the arrival of the Romans, there is only archaeological evidence of Britain’s inhabitants (J.P. Sommerville). The earliest inhabitants of Britain for whom there is compelling evidence are bands of hunters living in Southern and Western England during the Hoxnian (J.P. Sommerville). Many peoples make up the rich history of British Culture. There were many immigrants that came to found The United Kingdom. Their genes still walk the grounds today. Just like America this country was founded, and made by immigrants from many different backgrounds. Like many cultures, there are different peoples whom make up the general ethnicity. British Culture is no exception to this understanding. Britain or the U.K. known to others is located in Western Europe, islands including the northern one-sixth of the island of Ireland between the North Atlantic Ocean, and the North Sea, northwest of France (UK – Language, Culture, Customs and Etiquette). The capital of the United Kingdom is London (UK – Language, Culture, Customs and Etiquette). The population is roughly 60, 766, 238 people; with an ethnic make-up of White, Black, Indian, Pakistani, Mixed, and Other (UK – Language, Culture, Customs and Etiquette). The White Population is composed of: 83.6% English, 8.6% Scottish, 4.9% Welsh, and 2.9% Northern Irish (UK – Language, Culture, Customs and Etiquette). The other ethnic populations are composed of: 2% Black, 1.8% Indian, 1.3% Pakistani, 1.2% Mixed, and 1.6% Other (UK – Language, Culture, Customs and Etiquette). As you can see, all of these different ethnicities will definitely impact culture. So what customs will follow this diverse cultural background? Many people may assume that British Culture is defined with scones and tea, or the rich writings of Shakespeare; however it is not like this at all. There are many customs that British people practice, that Americans or any other type of nationality may find odd. Many customs are a ssociated with the annual climate, and British Culture is once again no exception. The annual climate of the United Kingdom has temperatures that are moderated by southwest winds over the North Atlantic Current, and more than one-half of the days are overcast (UK – Language, Culture, Customs and Etiquette). The U.K. is also home to a constitutional monarchy (UK – Language, Culture, Customs and Etiquette). Although there is no defined official language due to the diverse cultural background, the primary language is English (UK – Language, Culture, Customs and Etiquette). About 70% of the population speaks English (UK – Language, Culture, Customs and Etiquette). Other languages that are frequently spoken include: Welsh, Irish, Ulster Scots, Cornish, Gaelic, and British Sign Language (UK – Language, Culture, Customs and Etiquette). The United Kingdom is comprised of four countries: England, Scotland, Wales, and Northern Ireland (UK – Language, Culture, Customs and Etiquette). Now all of these countries share a common thing, and that is to address a person from a country properly. For instance, English and British do not mean the same thing (UK – Language, Culture, Customs and Etiquette). The term â€Å"British†, denotes someone who is from England, Scotland, Wales, or Northern Ireland (UK – Language, Culture, Customs and Etiquette). The term â€Å"English†, refers to people from England, Scotland, Wales, and Northern Ireland (UK – Language, Culture, Customs and Etiquette). People from different countries want to be known for what they are; another example is people from Scotland are identified as â€Å"Scots†. People from Wales are identified as â€Å"Welsh†. People from Northern Ireland are identified as â€Å"Irish† (UK – Language, Culture, Customs and Etiquette).

CSR Essay Example | Topics and Well Written Essays - 1500 words

CSR - Essay Example 16-22). It is highly important for an organization maintain strong relationship with, customers, business clients, employees and several external stakeholders. Effective business operation sustainability and CSR activities can help an organization to maintain strong relationship with the stakeholders and several shareholders. The essay will support that the CSR reports of the organizations generally provide useful information on the environmental performance and corporate social performance by considering the example of Tesco Plc and several other firms by considering several accounting theories. Discussion Instrumental theories In this theory CSR is seen as a strategic tool so that it can achieve the economic activities of a company and can ultimately lead to wealth creation. According to the Friedman view, it is seen that the only responsibility of the business it has towards the society is maximisation of the profits of the shareholders while working within the legal and ethical f ramework of the company. This theory has long enjoyed the acceptance of the business across the world. Such concern for profits include taking into consideration the interest of all the stakeholders of an organisation. It is argued that in some conditions such satisfaction can increase the overall profit and hence result in maximising the shareholder value. It has been seen that there is a positive correlation between the social responsibility and the financial performance of the companies (Brennan and Merkl-Davies, 2013, pp. 109-132). Here there are three main groups of instrumental theories on the basis of the economic objective of the company. The first is the maximization of the shareholder value. The second is focusing on the strategic goal of achieving the competitive advantage. The third is the related to the cause-related marketing efforts of the company. British Petroleum understands this aspect much better. The policy statement of BP commits the company to its wide ranging business policies. The CSR report of the company illustrates way the company is meeting those commitments in a way which supports the profitability of the company. Hence by focussing on the Strong financial performance the company can invest the profits into their CSR activities (Deegan and Rankin, 1996, pp. 50-69). Political theories Political theory is an effective CSR accounting theory that used to focus on the interaction between the society and companies and their responsibilities towards the society. There are three divisions of this theory that are discussed below. Corporate Constitutionalism According to this concept the social responsibility of an organization generally arises depending upon the available social power of Organization. Coca Cola Company is one of the leading organizations. The organization implements several green strategies depending upon its social power. Effective water recycling strategy helps the organization to maintain is leading organization within global soft drink industry. Social Contract Theory Jean- Jacques Rousseau was the political economist who posited the social contract theory. According to him the individuals form a social contract with the state so that responsibility of citizens of the state is entrusted with the government. Thus the people are the source of the collective political sovereignty of the state. Thus the government was performing the functions of the common people after undergoing a

Extracurricular activties Essay Example | Topics and Well Written Essays - 750 words

Extracurricular activties - Essay Example However, some of the private schools make extracurricular activities mandatory so as to create a more â€Å" well rounded student† (Allen 56-58). This seems to contradict the main definition of extra-curricular activities which are meant to be voluntary, but it is also an obligation for all the students to participate in an extracurricular activity of their choice. Extra curricular activities have positive effects on the student’s creativity, behavior and enhanced racial and economic diversity, but technology has negatively impacted student participation and some of the students feel left out of these activities. There are numerous benefits that students can get from extracurricular activities. These are the activities that students participate in but do not fall into the realm of normal curriculum activities. The extracurricular activities are totally voluntary so students that do not want to participate in them to not have to. They allow students to apply the knowledg e that they have learned and acquire new concepts from these activities. The positive effect of extracurricular activities includes good behavior, better grades in school and positive attitude towards life. Students who participate is extracurricular activities have reduced behavior problems. ... Extra curricular activities offer an open opportunity for anybody to portray his or her own skills in any the clubs that they enroll in. The students who indulge in such activities come from different ethnic and racial backgrounds. It is through in this platform that these people are able to interact with each other so that they can share some of their cultural background with one another (Barbieri 45-48). For example, a football team can have players who come from different ethnic and racial backgrounds but are able to play together as a team. Extra curricular activities helps to embrace cultural diversity as people from different cultures are able to enjoy the one thing that brings them together. The extracurricular activities that may be offered at a certain school may require the students who participate to meet certain requirements (Rugg 34-35). For example, to be able to join the debate club, you need to be a good orator, to be able to join football or rugby or football, you ne ed to be physically fit and masculine : these are just but of the few extracurricular activities that require the participants to meet certain standards. This makes some of the students who would want to join this clubs but not meet the requirements needed feel left out of some of the extracurricular activities and are forced to be spectators. Conversely, some of the students who join some of these clubs may face discrimination or ridicule and end up giving up any extracellular activities. The technological advancement that has been witnessed around the world is phenomenal. Virtually, every student has frequent access to the either a computer device or the internet. However, this has greatly affected the

Developmental Issues Coursework Example | Topics and Well Written Essays - 500 words

Developmental Issues - Coursework Example 5. There must be a strong emotional attachment between parents and children, since this drives children to take an interest in the world around them , (Objectives Aligned with NAEYC Standards, page 58). 6. The attitudes towards child rearing is gendered, and often when the father is not spending enough time at home with the children or giving the required resources to manage the family, a stressful home environment is created which affects the proper development of children, (Objectives Aligned with NAEYC Standards, page 62). It involves responsive adult-child interaction, a curriculum that is geared towards the development of children, proper assessment that allows caregivers to develop curriculums and gauge childs performance and show it to their parents, involment of parents in their chidlrens learning, caregivers with knowledge about childhood development, and small groups with higher adult to children ratio, (Objectives Aligned with NAEYC Standards, page 63). Children may develop characteristics that are harmful of their development if not their parents jobs do not give much time for them to pay attention to their children. Over demanding jobs, job insecurity, unsupportive co-workers, long hours etc create stress in working parents , (Objectives Aligned with NAEYC Standards, page 73). They are grandparents, (Objectives Aligned with NAEYC Standards, page 75). Grandfathers can act as father figures for children, grandparents and grandchildren are often free of emotional conflict with each other (Objectives Aligned with NAEYC Standards, page 77). Grandparents can look after the children of full time employed parents, grandparents have stabilizing effect on emotional lives of children (Objectives Aligned with NAEYC Standards, page 75). The dignity and interests of all family members must be respected, parents child rearing values must be

Diabetes Mellitus Type 2 Essay Example | Topics and Well Written Essays - 2500 words

Diabetes Mellitus Type 2 - Essay Example Glucose is the major source of energy and is often derived from food and the liver’s ability to manufacture glucose from its glycogen stores. During the first phase of the disease, insulin secretion is regulated with the balanced production and output of glucose by the liver. The defects of the beta-cell function, results in the loss of inhibitory effects (Daniels & Nicoll, 2011). During a carbohydrate load from a meal, glucose production by the liver is not a requirement, however, owing to the loss of inhibitory effects, the liver continues to produce glucose thus contributing to a state of hyperglycemia in the body (Daniels & Nicoll, 2011). In the pre-diabetes state, the high glucose levels build up over the years and eventually triggers insulin secretion (hyperinsulinemia), for the purposes of regulating blood glucose and to counteract the tissues that are resistant to insulin. During the second phase, the beta-cells continue to secrete high levels of insulin for years to r egulate blood glucose levels. Eventually, the beta-cells failure occurs resulting in a decrease in insulin production. These slow and stealthy pathophysiologic changes in type 2 diabetes occur gradually taking up to 20 years to develop (Daniell & Nicoll, 2011). There are a number of identifiable risk factors of diabetes. These factors include obesity, old age, family history of diabetes, and history of gestational diabetes, insulin resistance, impaired glucose metabolism, physical inactivity and less than optimum intrauterine environment.

Probation Officers and Parole Officers Essay Example | Topics and Well Written Essays - 1750 words

Probation Officers and Parole Officers - Essay Example They work towards making sure that they have made the law offenders to live productive and useful lives. Depending on the legal status, the law offender may be on parole or probation. Law offenders who are given probationary sentence might or might not have served jail term in the county jail. Once the offender is released, they are put on parole or probation depending on the record of their offence. Those that have served time in federal or state correctional facility are placed on parole when they are released. Conditions are given to both types of offenders when they are released and a parole or probation officer supervises them for a specified period of time (California Occupational Guide, 1). Probation officers are also known as community supervisors in some states as they supervise people on probation. Practically a probation officer supervises those convicted of violent crimes because probation is granted to those with substantial drug abuse history and criminal background (Ba nks, 165). Probation officers also offer training that includes rational behavior training – it focuses on the officers using rationality principles to persuade a probationer to change his/her attitudes and beliefs. The training influences hostile offenders to develop new behavior and beliefs, which probation officers reinforce. Parole officers usually perform the same duties as probation officers, the only difference being that while parole officers supervise the offenders who have been released from prison, probation officers wok with the offenders in the prison (Labor Dept (U S) Bureau of Labor Statistics, 238). Parole officers are usually in the unit of the youth authority, corrections and the federal department of justice accounts directly to their particular parole boards and their main task is supervising their clients. Before the discharge of an offender, parole officers prepare arrangement and recommendation for their client. Parole officers approve such services as housing, counseling, social activities, employment and education (California Occupational Guide, 3). On the other hand, probation officers are usually at the courts and they execute pre-sentence investigations and organize reports on their clients. They also aid their clients to go back to the free society. They also implement courts order, which may incorporate them to seize evidence, organize for drug testing, make arrests and carry out searches. Parole officers focus their effort on surveillance rather than rehabilitation though their systems are scarce. In urban areas, parole agents are commonly occupied in verifying curfews, drug testing and electric monitoring. Most parolees do not complete their parole supervision and they therefore end up going back to prisons, making the prisons full. The role of parole officers is to have all the legal authority carried out and to use firearms to search without constraint of the forth amendment, order arrest without probable cause and conf ine without bail (Banks, 165). According to Bureau of Labor Statistics (BLS), when the probation and the parole officers are running in jail and prisons, they supervise the improvement of the inmates. They may assess the inmates by means of psychological and questionnaires tests. They work directly with other agencies or officers to develop release and parole plans. Their report discusses the record of the inmate and the probability of the inmate committing another crime. This

The Time Machine- H.G. Wells Essay Example | Topics and Well Written Essays - 250 words

The Time Machine- H.G. Wells - Essay Example The writer may have used the word â€Å" time traveler† in order to increase the readers’ interest in the story. The readers must have developed an urge to know who this time traveler is. For that reason the readers must have read the story till the end. H.G.Wells himself considers it convenient to name the protagonist as time traveler. In the initial lines of the novel the writer declares, â€Å" The Time Traveller(for it will be convenient to speak of him) was expounding a recondite matter to us† ( Wells 5). Another reason may be that the main priority of the writer may be the events of the story not the characters. Perhaps â€Å"Wells’ focus is on atmosphere and plot more than on character. Only three people in the book are given names (the narrator and the traveler not among them) and none are developed with any great psychological depth† ( Greenlee para 2). The writer has used generalized characters and has left the specific details omitted. He has used his characters as generalized symbols representing different aspects of his own

ERP and Electronic Commerce Essay Example | Topics and Well Written Essays - 2500 words

ERP and Electronic Commerce - Essay Example In the past, business entities concentrated more on fetching benefits through supply of standardized products to a stable and wide consumer markets. The role technology involved here was to optimize the well defined, discretely functioning areas within the enterprise. This was limited to the development and maintenance of individual software aimed at automating certain business activities. However the expansion of the realms of business made entities to indulge in varied range of activities. The scope of ecommerce in fact widened the variety in the business activities Curran A, T. Ladd A (2006, p.17-18). With reference to these developments, for the companies to respond better to the market demands, they have to adopt a business process orientation and a global supply chain perspective. The essential prerequisite for the optimization of varied activities involved in modern business scenarios like e-commerce is the integration of information system. This would allow the clear cut exploration of the possible value additions within the company and would aid the design of business process that would minimize cost and maximize the profits. However this process of integration of the multitude of business activities involved a number of challenges. These challenges made the business engineers think of the possibility of a single database clustering the data from different departments within itself and providing a tailor made query system. This resulted in the development of Enterprise Resource Planning systems and it gradually evolved and expanded to serve as a single window solution for business data and process management. It served as a single interface for data entry for people involved in the company, despite the variation in department or geographic position. The da ta entry was to be made only once making the whole

Hate It or Love It Essay Example for Free

Hate It or Love It Essay

Lord of the Flies - novel by William Golding (1954) Essay Example for Free

Lord of the Flies novel by William Golding (1954) Essay In this essay I will be comparing the three approaches to the incident of Piggys death. This is a very significant moment in the Lord of the Flies and symbolises how outcasts are treated in a broken down society. I will be comparing the novel by William Golding, with the film by Peter Brook and the film by Harry Hook. The original book was written directly after World War 2, which had a great influence on how Golding decided to plan and write his book. The original book is the true Lord of the Flies, and the films are adaptations of the original novel. The film that was made in 1961 by Peter Brook was a very close interpretation of the original novel. The characters are the same, the setting is same, and the whole story loosely follows the same pattern as the book. Brook used thirty boys, aged eight to fourteen with non-acting backgrounds, as they all came from a randomly picked London school. He took them to an island off Puerto Rico for 3 months, in which time he filmed this masterpiece, which was ground breaking at the time and closely followed the book. It was original and daring, and was filmed in black and white with restricted amount of equipment. In contrast, the second film produced by Harry Hook in 1994, which was based on the same idea, but was set in different situations. The audience he was attracting needed much more action and adventure, which the old version doesnt show and would probably be laughed at by Hooks audience. The film needed to be original, which it was to his audience, but he cleverly used the book and the other film as a basis on which to build his ideas. The film, Lord of the Flies by Harry Hook was filmed in colour, with American actors playing as army cadets with mod cons such as army knives and watches. Changes such as including adults in the story and use of strong language add a twist to the original novel, and which isnt portrayed in the 1961 version. It moves completely away from Goldings original narrative, and his initial intentions. The opening shot is similar in the three versions of Lord of the Flies, but also has differences. The differences between the two films become evident at the opening of the scene. As the thundering waves are hurled against the sharp, jagged rocks with the darkness and savagery within them, the scene becomes clear. Brook turns to the boys walking along, you just know that something is going to happen. In the Peter Brook film, the coastline is the main feature, with the boys looking small, walking along. The faces of the boys are not so easy to depict until they get close enough. Ralph, Piggy and SamnEric, are looked down on by the camera, with the commanding rocks and the roaring sea all around. However, the boys dont seem to be put off by this and look positive and intentional in their visit. In comparison, the Hook film shows the shot to be not so dark and suspicious, but more religious and sacrificial. The background noise of the crashing waves is substituted with choral singing. This time, we only see Ralph and Piggy approaching the rocks. Piggy is wearing full cadet uniform and appears not to be having problems with his sight. The boys are at the same level, and the darkness and savagery seems to be lost from this film. Both films have followed the idea of the book, Hooks version more loosely than Brooks film. Neither mentioned how much Ralph was injured or his ragged appearance as in the novel, Ralph went first, limping a little, a spear carried over one shoulder. The films left this out because it may well have not appealed to their audiences, as the hero doesnt look perfect, especially with the later film. Hook also left out SamnEric in the advancing bunch. Golding, who wrote the original Lord of the Flies, starts this scene by retelling some of the plot. He reminds the reader how such a beautiful island has been effected by society, and how individuals can ruin things for everyone. The sky and the mountain were at an immense distance, shimmering in the heat; and the reef was lifted by mirage, floating in a kind of silver pool half-way up the sky. This little interlude reflects on the past, and will maybe add more impact to the incidents to come. Golding also mentions fire, which reminds the reader of how Jack stole the glasses off helpless Piggy, to use for their own comfort and as a aid for a cooking fire. The first sign of conflict between Jack and Ralph is when they meet. They start to argue and quarrel, and tension is built up within this period. This is the same with all three texts. Ralph intentions are clear as he approaches, but Jack wants none of it. In the novel, Golding has built up the tension with words he uses, Ralphs temper blazed out. The sentences are short, and not very descriptive. The main feature of the scene, the fight, is portrayed similarly in all three texts. They attack each other vigorously, and the real conflict and anger between the two groups is apparent. In the film, by Brook, the camera can be used to aid the build up of tension as well as the dialogue. The short camera angles used reflect Goldings staccato language. The camera looks up to Jack, and down to Ralph. He appears in a definite commanding position. The camera follows Jacks face, which appears dark against the rock, and is hidden whenever Ralph speaks to hide his thoughts. He wears a mask to hide his face, which is savage and evil. Prior to the fight, the camera sways to Jacks barbarous face, with him holding his spear, with only the point showing. This shows the wildness and spite within Jack. This is shown similarly in the Hook film, but Jack doesnt wear a mask, so we see more of his face. However, Hook has decided to use stronger language to convey the anger between the two boys. Hook chose similar camera movements and patterns to Brooks film, as they seemed to show the positions of the characters well and would appeal to his modern audience. Ralph and his gang are portrayed as the lower, weaker force, and Jacks rabble are shown as being in control. The main feature, the fight, is depicted equally in the three texts. Both sides seem angered, and in Hooks film, the loss of society is also shown. Ralph, usually the well-balanced, even-tempered individual, is lowered to such means as fighting. On the other hand, that is Jacks usual way of settling things. Roger has a strong influence on Piggys death and plays a significant role, in all three interpretations of the Lord of the Flies. Roger is first introduced into the scene in the novel, when he starts to toss rocks at Ralph. His physical appearance is kept a secret and is only released when he pushes the lever, Roger, with a sense of delirious abandonment, leaned all his weight on the lever. Roger is introduced earlier on in Brooks film. What we see of Roger is a godly figure, with his face outlined to the sky. Hook shows us a close up of Rogers face from below. He is painted with black paint around the eyes and mouth, which looks like deep hollows in which evil is to be found. He is a symbol of evil and power and as a slight grimace creeps along his face, the audience is shocked by this terrifying image. His intentions become clearer as the scene advances. A longer period of time is spent on him, so does the amount we see of him. When the camera shows us his hand going towards the lever, the anticipation is built up, with the climax of him releasing it with great force, pounding down onto Piggys head. Roger is not so well shown in Hooks film. Most of the time he is hidden by the cliff edge and the other savages, but once the stone is released, Rogers face is no longer mysterious, but is clear. This makes the audience feel suspicion and fear towards Roger. Piggy is the main character in the scene, and is based on the character first developed in Goldings novel in both the book and the films. Piggy has similarities and differences in the films, but the main feeling of Piggys character is conveyed quite well. In Peter Brooks film, Piggy is uneasy about the situation, poised on the steep rocks which seem to fall into hell. He is wearing full uniform, showing his intentions to keep rules. The camera is overhead, and makes us feel pity for Piggy who is helpless. In the build up to the death, the camera focuses on short close-up shots of Piggys face to show his hopelessness and anxiety. Piggys voice is blurred by the natural sounds of the roaring of the sea crashing against the rocks. Ralph forgets what he came for, and Piggy knows this. This has an effect on the audience to feel empathy for Piggy. Harry Hook has changed Piggys character, to fit his wants and his audiences wants. He doesnt make Piggy as disabled as Brook does in his film. He allows Piggy to be able to see fairly well and able him to stand on the same level platform as Ralph. Piggy isnt left out or forgotten during the fight, and can be seen in the shots of the fight, standing in the background. In the book, Piggy seems extremely scared and worried of what was about to happen as he clings onto the steep sided rock face. Am I safe? quavered Piggy. I feel awful-. Brooks film is better on picking up on the idea that Piggy is supposed to be very disadvantaged. Piggys emotions are shown well in all three texts, as a close up in the film, or as strong description in the novel. The murder is the main feature in the scene we are studying. It has a strong impact on the audience in all of the texts and is transmitted differently in each. In the novel, Piggys death is compared to a pig after his death, which is rather ironic, Piggys arms and legs twitched a bit, like a pigs after it has been killed. The language used here is very severe and looks as thought Golding doesnt really care about what has just happened to Piggy. After this there is a silence all around, until it is disturbed by a little speech between Jack and Ralph, followed by Jack throwing his spear at Ralph, which then leads him to run away, with spears coming at him from all directions. This isnt shown in either of the films, and in Brooks film, nothing is said, and Ralph just flees. Brook has a lengthy build up to his death scene in his film. Hints are dropped all the time, with the camera continually looking at the rough sea and jagged rocks, then at Piggys confused face. Brook supports Goldings language, with only a few minor changes. In the build up to the climax, the camera continually switches between Piggy and Roger, with longer shots to Roger as we get ever closer to the climax. Also, the noise of the jeering boys gets louder, and sounds more and more like air raid sirens, which adds to the effect of anticipation. This is obviously significant because it indicates the society the boys have just left, and shows the links to situations of which Golding has just witnessed before he wrote his novel, and of the tragedy of war. However, this is something that Brooks audience may not clearly remember so wouldnt be so obvious in his film. The final shot of Roger is of him pushing down on the lever as with Goldings novel. The face looks emotionless until the rock is released, when a wide, evil smirk smears across his face. The camera stays still to make Roger look as though he is pushing harder, as he moves out of the shot. We see the rock rolling down, and then we see Piggys viewpoint of the rock above, coming straight, bang down onto his head. Immediately as the rock hits Piggy, the jeering comes to a halt, and all is left is the roaring sounds of nature. All, including Jack seem shocked, but Roger is not. The camera switches between the characters showing their disbelief of that which Roger had just done. To end the lengthy scene, Brook has a shot of Ralph looking in commiseration down to Piggy. The camera is then just left still as Ralph scurries over the rocks. Harry Hook has changed the death scene in his film to suit his modern audience. Brook has kept close to the language with Piggys speech, and has only changed a few parts to suit more to his audience. In the shot where Roger releases the rock, the director shows the shot from Ralphs point of view. As the rock falls, Ralph shouts NO! in a slow motion speech. Piggy is oblivious to the situation due to his eyesight. He says nothing, and just falls flat onto the rock and lies there in a pool of blood. This loosely follows the original text by Golding. Golding described how Piggy was knocked into the water and got washed away, whereas there was no sight of this in Hooks film. Youre not gonna get away with this says Ralph after the death. Jack thinks logically and says that Ralph was on his own, which he most definitely was. The speaking is then terminated by the boys throwing stones at Ralph as he speeds away along the beach. All three versions of the Lord of the Flies are interpreted differently, but use the same original story line written by William Golding. All are effective, but some are more so than the others. Personally, I think that Peter Brook directed the best film. This is because it was more appealing to the audience at that time, it was more successful and it follows the book much closer than the other film, which was directed by Harry Hook. However, I do like the book for the detail and originality within it. To me the text vividly describes the sights of horror and the dramatic feelings of loss and grief felt by the societies at this particular time of World War 2. At the time the book was written, which was just after the war, total communities had witnessed such devastation as was described in the book. They could relate directly to the savagery and the way the murder was committed in cold blood. I feel the book also cleverly puts the characters into stereotypes of the time, showing how certain communities and their structures can be so easily destroyed.

Do parents have an influence over child delinquency?

Do parents have an influence over child delinquency? To what extent do parents have an influence over their children becoming delinquent? There have been an increasing number of stories in the media regarding children and their increasing tendencies to crime. High profile crimes such as the Jamie Bulgar murder and shootings in universities across America have sparked a high level of controversy and research into what actually makes a child delinquent. There have been a number of factors which have been associated with child delinquency such as the individual child, peers, school, neighbourhood, the media and one which has received a huge amount of attention is parents and family. This essay will be looking at the extent to which parents have an influence over there children becoming delinquent. It will explain reasons and ways in which parents influence there children into delinquency through lack of for example discipline, and a variety of other factors. It will then go on to examine other factors such as the individual, peers and school, which may contribute to a child taking the path of crime and will evaluate how much influence this has on a child. The US dept of justice created the office of juvenile justice and delinquency prevention (OJJDP) which formed a study group on very young offenders to examine the prevalence and frequency of offending in children under the age of 13. This study group identified a number of risk and protective factors which were crucial in developing early intervention and protection programs for very young offenders. It found that some aspects of children’s behaviour such as temperament are established during the first five years of life. This foundation coupled with children’s exposure to certain risk and protective factors, influences the likelihood of children becoming delinquent from an early age. Risk factors are things which are most likely to pull a child into a life of crime. There are three types of risk factors; static, dynamic and protective. Static risk factors are those which are historical and cannot be changed such as age at first offence and prior criminal history. Dynam ic risk factors are those which are changeable these are things such as substance and alcohol abuse. Lastly protective factors are those which mediate and moderate the effect of exposure to risk factors. This is usually done by reducing the risk of exposure to crime, reducing negative chain reactions which means to deal with a delinquency problem identified in children from an early age rather than letting it spiral out of control. Another protective factor which should be instilled in children is establishing self esteem and self efficacy this in addition to opening up opportunities to them will reduce the calling of crime as they will have other things to keep them occupied and realise there are a number of things which they can do t broaden there horizons. However the identification of these risk factors have been difficult to pinpoint but it remains imperative to distinguish as these factors are essential to developing interventions to prevent child delinquency from escalating into chronic criminality. There area number of studies which were done in both the UK and the US to ide ntify risk factors which are associated with a child turning to crime. The Cambridge Study of Delinquency was a longitudinal survey of the development of offending and antisocial behaviour in 411 males first studied at age 8 in 1961 – at that time they were all living in a working-class deprived inner-city area of South London. It found eight different factors which contributed to children turning delinquent these were; low income family, large family, poor parenting, below average intelligence, parent with criminal record, impulsivity, antisocial behaviour, socio-economic deprivation and coming from a ‘broken’ home. A youth lifestyles survey which was carried out in the UK also identified eight different risk factors which are associated to a child turning to a life of crime these are; drug use, alcohol abuse, low interest in school, being bullied, lack of qualifications, delinquent peers, poor parenting and a lack of appropriate space for children to be in. According to the OJJDP study group on very young offenders, a group of 39 e xperts on child delinquency and child psychopathology convened by the OJJDP, risk factors for child delinquency operate in several domains: the individual child, the child’s family, peer group, school, neighbourhood and the media. This again corresponds with the findings of the Cambridge study which found compared with the un-convicted men, being a persister was predicted by having a convicted parent, high daring, a delinquent sibling, a young mother, low popularity, large family size and a disrupted family. Compared with the un-convicted men, being a desister was predicted by having poor housing, a convicted parent, high daring, low junior school attainment, low nervousness and a disrupted family. The large majority of those who were first convicted at ages 10–13 (91%) or 14–16 (84%) did not give up offending after the first offence. They continued offending (according to convictions) for an average of 13 years. Those who started at 10–13 years had an average of nine convictions; those who started at 14–16 had an average of six. In contrast, the average for those who were first convicted at age 17 or older was much lower at around two convictions each. This shows us that the younger the offender starts the longer there career in crime. The results by the OJJDP also correspond with the results found in the Youth Lifestyles survey. Most professionals agree that there is no single risk which leads a child to delinquency rather the likelihood of early juvenile offending increases as the number of risk factors and risk factor domains increases. While parental delinquency is not the whole answer to juvenile delinquency, it is one of the major factors in this problem. The notion of protective risk factors is one which parents are largely associated with. Traditionally it is the role of the parents to protect and harbour there children from a life of crime and deviance. However this is not always the case. There is wide belief that single parents are highly likely to have delinquent children for a number of reasons such as economic conditions which are inherent to single-parent families may place children at greater risk. Socialization of children residing in single-parent families may differ from those residing with two parents and may have a damaging effect on the child as well as they type of neighbourhoods, in which single parents often reside. Lastly the ways in which the system or officials from formal institutions such as school, police, and courts respond to children from single-parent homes may result in these children being more likely to be identified as delinquent. There is consistently a positive relationship between marital discord an d delinquency. Children who witness marital discord are at greater risk of becoming delinquents. Social learning theory argues that aggressive behaviour is learned; as parents display aggressive behaviour, children learn to imitate it as an acceptable means of achieving goals. However, most children who witness marital conflict do not become delinquent. A healthy home environment, one in which parents and children share affection, cohesion, and involvement, reduces the risk of delinquency. Parental rejection appears to be one of the most significant predictors of delinquency. Not only does parental attachment to children influence the likelihood of delinquency, but apparently so does the attachment of the child to the parent. This dual relationship implies an interaction between characteristics of both the parent and the child. A healthy home environment is the single most important factor necessary to keep children from becoming delinquent. Current positivist approaches generally focus on the cultural and socio-economic environment to which a young person has been exposed, and how these conditions may be criminogenic. These theories de-empathize the fault of the individual, and stress criminal behaviour is largely determined by factors out with a young person’s control. Social ecology or social disorganisation theory says crime is generated by the breakdown of traditional values and norms. This was most likely to occur in urban areas with transient populations and high levels of migration, which would produce the breakdown of family relationships and community, competing values, and increasing impersonality. Children who are inadequately supervised by parents who fail to teach them right and wrong, who do not monitor their whereabouts, friends, or activities, and who discipline them erratically and harshly are more likely to become delinquent. Marital discord is a more powerful predictor of delinquency than divorce or single-parent family structure. Family relations, not just the separation, influence delinquency. Abuse directly affects the child, yet the link between abuse and delinquency is not as strong as the link between rejection and delinquency. Abused children tend to manifest more problematic and aggressive behaviour than children who are not abused, but some abused children withdraw, become self-destructive, or focus their reaction inward. Other children show few behavioural effects of abuse. Being abused increases the chances of delinquency, but most abused children do not become delinquent. Research on causes of delinquency makes a major contribution to the understanding of the interaction of the family and delinquency. A child’s predisposition toward impulsive, aggressive, and antisocial behaviour may initiate a process within the family that ultimately leads to delinquency. Parents of a difficult child may stop parenting to gain peace within the home and may come to reject the child. Antisocial patterns established within the family may be exacerbated and reinforced as the child enters school. As the child enters adolescence, delinquent acts may further weaken the youth’s attachment to family, school and conventional ties. Whilst it is true that society does have a role to play in the upbringing of children in the sense of providing a social environment in which to bring up a child but it is clearly the role of the parent to mentor, advise and guide a child through to their adulthood. No child has it easy, but it is true some are worse off than others and as a result of being disadvantaged in some way. But there is also another class of youngster, one without discipline and respect in their life, one without a strong guide in their life which ensures that the child stays on track and in the right direction in their life. These are the roles of parents and a society which attempts to divorce parents from this responsibility is only asking for more trouble. The role of a parent, is to watch, to guard, to mentor, to guide, to create a home environment suitable for a young person, but the role of a parent is to also educate a young person in their role in society. It is a clear deficiency of a parent, when a young person goes off the tracks. Therefore the question must be asked whether parents can, through effective socialisation, prevent delinquent behaviour among there offspring? In addition to affection, three elements appear to characterize positive parenting that is normative regulation, monitoring regulation, and discipline. The quality of supervision is consistently and strongly related to delinquency. Parents must adequately monitor their children’s behaviour, whereabouts and friends. They must reliably discipline there children for antisocial and prohibited behaviour, but must do so neither rigidly or severely. It helps if they assist their children in problem solving, negotiate conflict and model pro social behaviour. Less is known about the link between parental attention to normative and moral development and subsequent delinquency than many other topics of family life. However research appears to indicate that delinquency is more likely when normative development is incomplete, and when children are unable to distinguish between right and wrong, feel little or no obligation to standards of behaviour, and have little respect for the rights and welfare of others. Parents play a critical role in moral development. A variety of family circumstances have been identified as contributing to the delinquent behaviour of children. Children who are rejected by their parents, are inadequately supervised, and grow up in homes with considerable conflict are at greatest risk of becoming delinquents. The presence of any one of these family circumstance factors increases the chances of raising a delinquent child. The addition of more than one factor further enhances the odds of misbehaviour. There appears to be a cumulative effect such that the presence of more than one of these negative family attributes compounds the likelihood of delinquency. Not all children follow the same path to delinquency; different combinations of life experiences may produce delinquent behaviour. Finally positive parenting practices during the early years and later in adolescence appear to act as buffers, preventing delinquent behaviour and assisting adolescents in desisting from further delinquent behaviour. In addition to parents having an influence on children becoming delinquency there are a number of other factors to consider such as the effect of school on children. A negative effect from school can impact the progression of delinquency developing in children. Failure to bond to school during childhood can lead to delinquency. In addition, as stated above, early neurological deficiencies, when combined with the failure of family, school, and community to provide adequate socialization, lead to early-onset offending that persists throughout life. A specific school risk factor for delinquency is poor academic performance. A meta-analysis of more than 100 studies examined the relationship between poor academic performance and delinquency and found that poor academic performance is related to the prevalence, onset, frequency, and seriousness of delinquency (Maguin and Loeber, 1996). In young children ages 8 to 11, academic performance has been related to serious later delinquency (Loeber et al., 1998). Even when individual intelligence and attention problems are taken into account, academic performance remains a predictor of delinquency. Children with weak bonds (low commitment) to school, low educational aspirations, and poor motivation are also at risk for general offending and for child delinquency (e.g., Hawkins et al., 1998; Le Blanc, Cotà ©, and Loeber, 1991). It is likely that children who perform poorly on academic tasks will fail to develop strong bonds to school and will have lower expectations of success. As a result, academic achievement and school bonding are, in many ways, interdependent. For example, one study found that boys who engage in delinquency are less committed to school and are also more likely to have â€Å"shorter plans† for their schooling. These boys described themselves as bad students (Le Blanc et al., 1991). In addition to school fellow classmates and peers can also have a negative impact on a child. Peer influences on child delinquency usually appear developmentally later than do individual and family influences. Many children entering school, for example, already show aggressive and disruptive behaviours. Two major mechanisms associated with peer factors or influences are association with deviant peers and peer rejection. Association with deviant peers is related to increased co-offending and, in a minority of cases, the joining of gangs. Related to strain theory is subcultural theory. The inability of youths to achieve socially valued status and goals results in groups of young people forming deviant or delinquent subcultures, which have their own values and norms. (Eadie Morley: 2003 p.552) Within these groups criminal behaviour may actually be valued, and increase a youth’s status. (Walklate: 2003 p.22) The notion of delinquent subcultures is relevant for crimes that are not economically motivated. Male gang members could be argued to have their own values, such as respect for fighting ability and daring. However it is not clear how different this makes them from ‘ordinary’ non-lawbreaking young men. Furthermore there is no explanation of why people unable to achieve socially valued goals should necessarily choose criminal substitutes. Subcultural theories have been criticised for making too sharp a distinction between what is deviant and what is ‘normal’. (Brown: 1998 p.23) There are also doubts about whether young people consciously reject mainstream values. (Brown: 1998 p.23) Since a 1931 report showing that 80 percent of Chicago juvenile delinquents were arrested with co-offenders, empirical evidence has supported the theory that deviant peer associations contribute to juvenile offending (Shaw and McKay, 1931). The unresolved question is whether deviant peers model and reinforce antisocial behaviours or whether the association with deviant peers is simply another manifestation of a child’s predisposition to delinquency. In other words, do â€Å"birds of a feather flock together† or does â€Å"bad company corrupt†? The theory of Differential association also deals with young people in a group context, and looks at how peer pressure and the existence of gangs could lead them into crime. (Eadie Morley: 2003 p.552) It suggests young people are motivated to commit crimes by delinquent peers, and learn criminal skills from them. (Eadie Morley: 2003 p.552) The diminished influence of peers after men marry has also been cited as a factor in desisting from offending. (Graham Bowling: 1995 p.4) There is strong evidence that young people with criminal friends are more likely to commit crimes themselves. (Walklate: 2003 p. 2) However it may be the case that offenders prefer to associate with one another, rather than delinquent peers causing someone to start offending. (Graham Bowling: 1995 p.49) Furthermore there is the question of how the delinquent peer group became delinquent initially. The Study Group found that a strong case could be made that deviant peers influence Non-delinquent juveniles to become delinquent. For example, according to data from the National Youth Survey on a representative sample of U.S. juveniles ages 11 to 17, the most frequent pattern was a child moving from association with non-delinquent peers to association with slightly deviant peers, and then on to commission of minor offences. More frequent association with deviant peers and more serious offending followed, leading to the highest level of association with deviant peers (Elliott and Menard, 1996; Keenan et al., 1995). Deviant peers influence juveniles who already have some history of delinquent behaviour to increase the severity or frequency of their offending. A few studies of children younger than 14 support this hypothesis. For example, in a study of Iowa juveniles, involvement in the juvenile justice system was highest for those who engaged in disruptive behaviour and associated with deviant peers at a young age (Simons et al., 1994). The Study Group concluded that deviant peers contribute to serious offending by child delinquents during the period of their transition to adolescence. Although an extreme form of association with deviant peers, gangs provide a ready source of co-offenders. Not surprisingly, gang membership reflects the highest degree of deviant peer influence on offending. The Rochester Youth Development Study, the Denver Youth Survey, and the Seattle Social Development Project have all shown that gangs appear to exert a considerable influence on the delinquent behaviour of individual members. Juveniles are joining gangs at younger ages, and the role of gangs in crimes committed by youthful offenders appears to be an increasing problem (Howell, 1998). In the case of violence, even after accounting for other risk factors (such as association with delinquent peers who are not gang members, family poverty, lack of parental supervision, and negative life events), gang membership still has the strongest relationship with self-reported violence (Battin et al., 1998). Lastly a focus on the individual is required when looking into factors associated with delinquency. Not everything can be blamed on parents as there is a large element of the child themselves which make them more predisposed to following a path of delinquency. Classical criminology stresses causes of crime lie within the individual offender, rather than in their external environment. For classicists offenders are motivated by rational self-interest, and the importance of free will and personal responsibility is emphasised. Rational choice theory is the clearest example of this approach. It states that people weigh up the pros and cons of committing a crime, and offend when the former outweigh the latter. A central deficiency of rational choice theory is that while it may explain when and where people commit crime, it can’t explain very well why people choose to commit crimes in the first place. Neither can it explain differences between individuals and groups in their propensity to commit crimes. James Q. Wilson said the conscience and self-control of a potential young offender must be taken into account, and that these attributes are formed by parental and societal conditioning. Rational choice does not explain why crime should be committed disproportionately by young people, males, city dwellers, and the poor. (Walklate: 2003 p.2) It also ignores the effect a, young persons peers can have on them, and the fact that some youths may be less able to accurately foresee the consequences of their actions than others. Rational choice theory does not take into account the proven correlations between certain social circumstances and individuals’ personalities, and the propensity to commit crime. If we study the characteristics of those processed by control agencies, and if we accept that they are representative of all delinquents, we may conclude that the typical juvenile delinquent is different from his peers in a number of ways. That is to say that there are a number of traits which are significant predictors of delinquent activity. Some of these traits appear to be fundamental personality factors hyperactivity, tendency to alcoholism, psychosis, low measured intelligence, small stature and poor health and being male rather than female. There are also some significant characteristic modes of social interaction which make the individual more prone to delinquency such as bad temper, unpopular with peers, disruptive behaviour in school, parents found him a difficult child, likely to be violent and poor work and bad results at school. Lastly backgrounds are important in determining whether a child will follow a path of delinquency and a career in crime. These factors include environmental, living in a slum area, living in an area of high delinquency, social class, father unskilled labourer, poor surveillance, irregular discipline, lack of affection, family interaction characterised by antisocial behaviour, family breakdown and poverty. These young people are recognized as being difficult by parents, other children and teachers. The onset of these problems was very often early in the childs life, and the first steps into delinquency were often taken as early as 9 or 10 years old. A significant implication which, has been highlighted is that bad behaviour is a general trait. Robins and Ratcliff (1980) have shown that each separate type of childhood deviance (hyper-activity, conduct disorder, bed-wetting, etc) is independently correlated with the overall level of adult deviance. Each separate type of adult deviance is predicted by the overall level of childhood deviance. The overall level of childhood deviance is a better predictor of adult deviance than any one particular childhood behaviour. These relationships do not depend on the continuation of the same behaviour from childhood into adulthood. Variation in the kind of bad behaviour manifested is more a function of age than of character. Focus on risk factors that appear at a young age is the key to preventing child delinquency and its escalation into chronic criminality. By intervening early, young children will be less likely to succumb to the accumulating risks that arise later in childhood and adolescence and less likely to incur the negative social and personal consequences of several years of disruptive and delinquent behaviours. Child delinquency usually stems from a combination of factors that varies from child to child. No single risk factor is sufficient to explain it. To develop effective methods for preventing child delinquency and its escalation into serious and violent juvenile offending, intervention methods must account for the wide range of individual, family, peer, school, and community risk factors. Some effective intervention programs that focus on reducing persistent disruptive behaviour in young children have reduced later serious, violent, and chronic offending. Some interventions focus on parent behaviours that increase the risk of persistent disruptive behaviour in children. Peer relations training and school/classroom programs have also shown some promise. Still, many gaps exist in our knowledge about the development of child delinquency, the risk and protective factors that contribute to it, and effective prevention and intervention methods. Addressing these gaps offers an exceptional opportunity to reduce overall crime level. Antibiotic Resistance in Bacteria | Essay Antibiotic Resistance in Bacteria | Essay A challenge for modern medicine Antibiotic resistance is a serious matter which should be addressed seriously. Every time you take antibiotics you dont need you increase your chance of contracting an infection that is caused by bacteria that are resistant to antibiotics. And if you get an infection that cant be treated by antibiotics you run the risk of your infection getting considerably worse and you might need to be treated in hospital. There are many factors affecting as to how antibiotic resistance acquires but one thing is for sure, it must be stopped! At present antibiotic resistant poses as a massive challenge for modern medicine. There is a wide variety of conditions that antibiotic resistance stands in the way of successful treatment like tuberculosis (TB) and Methicillin-resistant Staphylococcus aureus (MRSA). As we know TB is a disorder affecting the lungs and also the rest of the body. It is caused by mycobacterium tuberculosis and it is reported that a third of the worlds population has been infected with mycobacterium tuberculosis. New infections occur at a astonishing rate of one per second. The proportion of people who become sick with tuberculosis each year is stable or falling worldwide but, because of population growth, the absolute number of new cases is still increasing. Prevention relies on screening programs and vaccination(http://who.int/mediacentre/factsheets/fs104/en/index.html) Antibiotic resistance is a growing concern in multi-drug-resistant TB. In a scientific journal titled Tuberculosis resistant to isonazid and rifampin published in 1993 it was concluded that patients with tuberculosis that is resistant to isonazid and rifampin often didnt succomb to the best treatment available and that failure to obscure this reistance would end in high mortality rates and a gloomy reality for the public (Goble et al) . In the case of Staphylococcus aureus where, like tuberculosis, it has grown resistance to its most of its treatment. Staphylococcus aureus is very difficult to treat if contracted due to its high resistance rate to a group of antibiotics called beta-lactams. This group of antibiotics includes penicillin, cephalosporins, tetracyclines, clindamycin and vancomycin.There are different treatments for different variations of the disease but treatment isnt straight forward due to the high rate of antibiotic resistance. In a scientific report titled High prevalence of multidrug-resistant MRSA in a tertiary care hospital of northern India, where they were testing the resistance percentages of the known antibiotic treatments on a group of 783 patients, they found that nearly all the antibiotics that were tested, there was a high rate of resistance. For instance, from the 783 patients isolated who had staphylococcus aureus, 301 (38.44%) had shown to be methicillin-resistant, of which 217 (72.1%) were found to be multidrug-resistant. Practically all MRSA strains were showing resistance to penicillin, 95.68% showed resistance to cotrimoxazole, 92.36% showed resistance to chloramphenicol, 90.7% showed resistance to norfloxacin, 76.1% showed resistance to tetracycline, and 75.75% had shown resistance to ciprofloxacin. The antibiotic showing the least amount of resistance was vancomycin with 0.33%. (Hare Krishna Tiwari et al). How bacteria become resistant The actual way in which a bacteria strand becomes resistant is usually a mutation in a chromosomal gene of the pathogen. Whiles a organism is being treated by specific antibiotics, the antibiotics will have an effect on 99.99% bacteria but not the bacteria that have undergone mutation that prevents a certain antibiotic having an effect on these bacterial strands will reproduce and by the theory of natural selection predicts that under these circumstances, the fraction of the bacterial population carrying genes for antibiotic resistance will increase. For example, a mutation in one gene may stop or reduce the pathogens ability to transport a particular antibiotic into the cell. (Jane B. Reece). There are quite a few practices effecting as to how bacteria strands become resistant to antibiotics. One would be the unnecessary prescribing of antibiotics from doctors to patients, but there is a lot to be said about this whether it be the patient feeling they are too sick to be told that they do not require the use of antibiotics even though they could just have a viral infection which antibiotics would be of no use to them unless it were to relief their pain or that they just want their moneys worth in antibiotics. Another cause to do with the doctor patient relationship would be the fact that the doctor would be unsure of what to prescribe if need be or just how much to prescribe! There is also this looming fear for doctors that the patient might wish to make a lawsuit against them for not taking action on their symptoms or not prescribing the right medication to them first time round and therefore doctors can be prescribing antibiotics out of fear of lawsuit. Also, many practitioners who earn by means of selling medicines often prescribe more drugs than necessary for means of profit (Holloway 2000). Another major factor that promotes bacteria to become antibiotic resistant is that when people do get prescribed the right medicine or antibiotics is that they dont take the right amount each day. Some believe that it is better to take one antibiotic a day rather than two (Kardas P, March 2007) and others feel that it is ok to stop taking them when their symptoms have gone or that they will save them for the next time those symptoms occur. Its funny to actually hear that a third of people still believe that antibiotics are effective on the common cold (McNulty CA et al, August 2007). In hospitals, poor hygiene can be associated with the contraction of noscomial infections and increase the risk of substaining a resistant microorganism, one of these well known noscomial infections is MRSA. Medical staff in hospitals world wide have been urged to wash their hands inbetween viewing patients and not to wear jewlery like wedding rings, bracelets or chains of the sort as these can transmit the infection from person to person (Girou E, Legrand P, Soing-Altrach S, et al October 2006). Much has been done in hospitals to stop the spread of noscomial infections but the treat still lingers with a massive one in seven chance of picking up a noscomial infection. Another factor as to how we can contract resistant bacteria is by the food we eat. Farmers feed their livestock antibiotics for numerous reasons but the fact is if and when their livestock build resistance to the antibiotics, they are then killed and processed into meats and other sources of food and they become our food. They may tell you your daily requirements for calories, vitamins, calcium, iron etc. but they do not tell you that your food could be the source of your illness or the reason why certain antibiotics will not have an effect on you!

Viking Impact on Northern Europe :: miscellaneous

Viking Impact on Northern Europe When we hears the term Viking an immediate image of bloodthirsty men with long beards and horned helmets is conjured up in our minds. This is the image the historical sources have given us, and it is partly true. Vikings were merciless when raiding, but they were peaceful when they traded. Their navigational technology was exceptional, and the ones who settled in foreign lands contributed greatly to the lands’ culture. The Vikings are famous for their violent ways when they pillaged and plundered villages of Northern Europe. Their dramatic exploits commenced during 800 – 1050 A.D, The first being the raid on Lindisfarne Monastery in 793, followed by a chain of attacks all over the coast of northern Europe during the next 200 years. As the years went on the frequency of Viking attacks increased as they became bolder. They were opportunists, raiding when the villages were off–guard or weak and trading when they were powerful. The speed and tactical advantage of the Viking longships allowed them to slip quietly ashore, pillage the village and make a fast getaway via water before the village can summon an army. By this time some Viking plunderers would stay over winter in a village. Soon their raiding camps became settlements and Viking control over Europe began to grow, it was not long before Vikings overran most of England. The other skill that Vikings excelled at was the skill of navigation. Their longships were the cutting–edge technology at the time, and their ingenious sun-compass, which worked somewhat like a sundial, allowed them to sail to their destination with precision. The longships were usually made with oak boards stripped from trees with thin ropes soaked in pitch trapped between joints to act as a flexible, waterproof membrane. These ships, combined with their streamlines design, are very fast and seaworthy and would flex out of places when a sturdier ship would shatter. The sun compass is also very useful because it is the only directional tool at the time. It uses a shadow cast by a small pin in the middle of a round plate with bearings to give the direction. This tool allowed them to sail on open seas without landmarks for directions, a great advantage. This tool allowed them to sail on open seas without landmarks for directions, a great advantage. Through raiding, some Vikings settled in foreign lands, where they farmed, raised cattle and in time, contributed to the community like the natives.

The Irony Of Lord Jim :: Essays Papers

The Irony Of Lord Jim Lord Jim was written by Joseph Conrad in 1900. Lord Jim’s tale is a lesson in life. It includes many key literary aspects; the main one, nevertheless, would be irony. With parts of the story exhibiting heroic redemption and others cowardice and shortcomings, it shows the vast conflicts that take place in the story. Lord Jim shows the many hardships the main character,Tuan Jim or Lord Jim, had to go through with great detail. Lord Jim tests the basic worth of a man and the truth that lies within one’s soul. The central irony in this book balances itself upon morality and guilt with a tragic result. Jim’s soul continued to torture itself for the betrayal he performed when he left the Patna to sink. Jim’s soul would forever punish him for the unspeakable act he committed when he left the Patna to sink. As so, Jim was destined to live the rest of his life in misery when he left the eight hundred passengers to die. The Patna incident caused a chain of self hatred and self loathing that would go on until Jim’s death. Jim’s ever churning soul made him very unhappy. Fighting constantly within himself made Jim experience extreme guilt and anguish. The way Jim struggled on the inside caused Jim to seem lack luster and lazy on the outside. If Jim would have been more at peace with his soul he would not have been in such pain. Being that Jim was somewhat innocent when he first became a water clerk aboard the Patna; he lacked the mental toughness that would be crucial in key situations. With virtue and perseverance Jim struggled on. Trying to find his inner self and to become a good sailor was important to Jim. Forced into maturing because of the importance of his job; Jim often felt isolated and alone. But his love for the sea kept him going even in tough times; ironically it would be the same love that would lead to his destruction. Indeed, Jim had a great love for the sea. He respected it and its powers. Although it took a tragic event to learn the seas authoritative powers , Jim still admired it. The sea was Jim’s motivation and his passion.

Abortion is Not the Reason for Lower Crime Rates Essay -- Argumentativ

What is wrong with the ivory tower? The appointment of Peter ("Death to Disabled Newborns!") Singer to the bioethics faculty at Princeton University has generated considerable controversy. Recently, University of Chicago economist Steven Levitt and Stanford University Law School professor John Donohue III created a furor with their research paper "Legalized Abortion and Crime." The authors contend that legalized abortion fueled the drop in crime in the 1990s because a new subclass of humanity they've identified- "women most at risk to have children who would engage in criminal activity"-have higher abortion rates, thus preemptively executing the would-be felons. This subclass, we are told, is populated predominantly by women who are teens, single and/or African American. Talk about your prenatal racial profiling! The American public is supposed to be grateful to have been spared the cost of not only the crimes, but due process, trial by jury, incarceration, appeals and execution. Â   The paper footnotes even the title with "preliminary and incomplete," and contains all manner of caveats on the "well recognized potential shortcomings of the [crime] data" and concedes the general impossibility of ever proving the asserted causal link with any degree of certainty. Yet it brazenly attempts to put a happy face on the achingly personal and national tragedy that is abortion. That is why articles extolling the findings are popping up throughout the pro-abortion press, while indignant editorials are questioning the authors' eugenicist leanings. It was, after all, Planned Parenthood founder Margaret Sanger who established contraceptive clinics in ghettos so that "defectives" and "human weeds" could be eliminated. Â   Wi... ...gnant, compared to 20 percent of girls in the same age group in D.C. public schools. About 10 percent of the Best Friends participants ages 12-18 had had sex, compared to 72% of their peers. Â   Why the decline in crime in the 1990s? Many plausible explanations have been reported (and given short shrift by the authors), including higher conviction rates and longer prison terms which are keeping repeat offenders off the streets, more police and better policing strategies, decline in the crack cocaine trade and higher expenditures in victim precautions like security guards, alarms, car theft devices, etc. Â   Might I suggest another avenue of research? Let's determine what conditions lead families to produce academics who have no sense of the sanctity and dignity of human life. Some early childhood intervention in values education might really pay off.

Pros and Cons of India’s vote in the US sponsored UNHRC Resolution against Sri Lanka.

India finally has taken a stand and voted for the US sponsored resolution at the United Nations top Human Rights Body (UNHRC). Every decision taken has its own value. So let us take a look at the Pros and Cons of India’s vote in the UNHRC Resolution against Sri Lanka along with some viable alternatives. The important positive aspect of the voting in favour of the resolution is that, the Government of India has finally proved that India stands alongside the Sri Lankan Tamils and they will be ‘there’ for the benefit of the people. It is a welcome stand by the Government, even though it happened after a tough political lobbying between the regional parties of Tamil Nadu. It also shows that India acts in its own show its commitment to shun violence against the unarmed civilians and for their rehabilitation. As the whole Tamil Community people were looking forward for India to act, the GoI (Government of India) did the right thing to garner their support. It may also put an end to the Zigzag diplomacy followed by the Rajapaksha’s Government (Giving a Commitment when Foreign minister of India reaches in Sri Lanka due to pressure from the Tamil Nadu politicians and when he boards the flight, commitment will be in dustbin). May be there is a minute possibility of taking Rajapaksha’s Government to the ICC (International Criminal Court) for the war crime. But what is the resolution in the UNHRC really intends to do to the Sri Lankan Government. To be frank it achieves nothing, rather it HUMILIATES Sri Lanka in the World Political Scenario. The Humiliation is thought to do wonders in the country, which has been proven wrong many a number of times (There are more than 200 resolutions passed against Israel for its action against Palestine, though no solution have been found). The resolution draft which has not been released officially by the UNHRC, is intended to contain only recommending the Government to act according to the Lessons Learnt and Reconciliation Commission (LLRC), with the coordination and active support of the member States of the UNHRC (affecting the sovereignty of the country, like eg: USA dictating India how to control Naxalism and monitoring every move made by the State forces). As India had voted in favour of the US sponsored UNHRC resolution, the whole geographical hegemony is shifting underneath India. With this vote GoI has deliberately distanced itself from Sri Lanka in the International Scenario, since Sri Lanka has always been toeing India in all major International organization, this action might ignite their passion to pursue their own interest or lean towards the ever growing Dragon Warrior (China). A mutual distrust will be created between the GoI and the Government of Sri Lanka (Even though the severity of the resolution has been diluted with active intervention of India). The Big Brother attitude of India in the South Asian region journeys in the downward swirl. India had always maintained a stature of Non Aligned Country and look to avoid any involvement in the internal affairs of other countries, but this voting pattern has severely dented that image which was carved and niched by Foreign Affairs expert Pandit Jawaharlal Nehru. It leads to the questioning of the India’s commitment to the NAM (Non Aligned Movement), SAARC and other regional organizations, who look upon India as a key player in the region. China has been provided with a golden opportunity to strengthen its â€Å"String of Pearls† strategy in Sri Lanka (eg: Habantota port developed by Chinese firms) (encircling India on all the sides diplomatically and strategically). The other important aspect is that the Tamilans in the Sri Lanka are now being portrayed as Enemy of the State (due to the humiliation of the country in the world arena) by the Sinhalese people, which will lead to the increase in the rift between the various communities, rather than improving their co existence and starting of the reconstruction of the nation. Even though India had taken a stand in the issue, GoI must actively participate in the rehabilitation of the Sri Lankan Tamil People with a â€Å"Solution oriented approach†. India has already provided a helping hand in the clearing of the Land mines in the Battle field, along with the building of the houses for the Tamil People. Infrastructure development projects (railways) are being mooted in the war torn areas (Even though the essential supplies sent from India is being rotten in the godowns in Sri Lanka). India must make a dedicated approach towards the Tamil Eelam issue, rather than succumbing to the pressures of the regional parties. Since India is a heavyweight in SAARC and NAM, diplomatic channels can be opened in coherence with these regional organizations to look into the rehabilitation of Tamil people in the Tamil Eelam region. It will provide a more conducive environment to the Government of Sri Lanka & the people, rather than being dictated by the high handedness of the Police of the World (USA). People are the pillars of the democracy, so the people to people contact between the various communities in Sri Lanka must be encouraged. Rajapaksha’s government must give in to the demand of the 13th amendment plus plea. This would provide the suitable platform for bringing in a federal structure in the country (dissolution of the power to the Chief Ministers as in the case of India), which is in the best interest of all the stakeholders or communities. Effective steps must be taken against the offenders who were responsible for the atrocities, set loose upon the unarmed civilians and they must be punished according to the rule of law. The one question which will always linger in the mooting of the resolution is the active role played by the USA, which dramatizes them as the champion of the Human Rights (Literally). The answer will be real simple that Uncle Sam was unable to place a firm foot in the Island nation, while the Government of Sri Lanka were fostering and nurturing their relations with countries which have been hostile with USA (Cuba, Venezuela, Iran, etc). This prompted USA to bring the Island nation to bring in order along with its favour, which has severely backfired the USA policy (the strong anti – American mood within the people). This incident outlines the incompetence in assuring that India would become a world power in the near future. If the Human Rights violation in the Sri Lanka had been taken seriously by the Government of India and intended to take action against the lax nature of the action proceeding against the offenders, GoI should have sponsored the resolution rather than backing a resolution which is sponsored by a nation which is totally alien to the Island nation, the responsibility holds up on the shoulders of India due to its geographical, ethnical, cultural and economic proximity to the country. War, would always leave a undeniable scare in the mind of the people along with the sorrows and despair, the Citizens of Sri Lankan have long been made the pawns due to the bad decision making at the time of Independence in the Island nation. Time is always a good healer. The War now over, the hatred sowed in the minds of the different communities must be weeded out and a mutual trust must be incorporated in the minds of the people, with whatever solution available. The International community must look in to the long term prospect of the building the nation to its zenith rather than involving in petty politics and gaining fame. Government of Sri Lanka must aptly remember that â€Å"United is Strength, Divided is to Fail†. Therefore the State must take any possible measure to unite the various communities in the country, even when it is to compromise on some basic ideals. Since ultimately it is for the people the Government is formed as â€Å"Democracy†.

Research Assignment: Praising Students

Research Assignment: Praising Students I chose to do my research activity on the article titled Caution: Praise Can Be Dangerous by Carol S. Dweck. The main goal that Dweck wanted to achieve was to prove that praising your students on their intelligence can in fact affect their academic achievement in a bad way. 85 percent of parents thought they needed to praise their children’s intelligence in order to assure that they were smart (Dweck 4). It was thought that if you boost a student’s self esteem that it would help them academically, but in certain ways, this was wrong.The problems that the article dealt with were that if praise wasn’t handled properly, then â€Å"it can become a negative force, or a drug that rather than strengthening students, it makes them passive and dependent on the opinion of others† (Dweck, 4). If you use praise correctly, then it will help the students realize the value of effort, and become fulfilled with the accomplishments tha t they achieved on their own and want to succeed more. They also will have a better time dealing with any setbacks.The theory that was said to be true about praising students was that: â€Å"Giving students many opportunities to experience success and then praising them for their success will indicate to them that they are intelligent if they feel good about their intelligence they will achieve. They will love learning and be confident and successful learners† (Dweck 4). Educators had this theory wrong because research shows that giving students easy tasks and praising their success just says to the students that in a way you think their unintelligent.In order to prove this theory wrong, Dwecks along with Melissa Kamins and Claudia Miller held an experiment. This experiment was conducted of six different studies with more than 400 fifth graders. The goal was to study the effects of praising children for being intelligent. Among the 400 fifth graders, they included people of d ifferent ethnicities, races, and socioeconomic backgrounds, and were tested from all different parts of the country. This prevented any faults or biased opinions to be conducted in the experiment.They also made sure that some students were taken from schools in the city and some in more rural areas. This is something that you would want to do in any experiment given in order to get a variety of different subjects. First they began working with students one at a time on a more challenging puzzle task that was easy enough for them to all do well on it. They praised one third of the children for their intelligence, saying that they were â€Å"very smart† for knowing how to do that and telling that they got a certain amount correct and that they were amazed by it.The second group of people were tested and were told that they got a good score and praised on their effort of the task. The last third of the group was praised on their performance, with no comment on why they were succ essful. After the experiment, all students were happy about the outcome and were eager to do their take-home practice problems and were confident on their future performances. During the second part of the experiment, the same students were asked if they wanted to try a more challenging task from which they could learn a lot (but might not succeed) or an easier one where they would do well and look smart.Students praised on intelligence said they wanted to do the easier one, and 90% of the students that were praised on effort wanted to do the more challenging task. (The ones tested on performance were 50/50, so she wasn’t going to focus on them. ) When it came time to actually do the harder task, the students tested on intelligence didn’t like it and weren’t interested in doing the take home problems. They even started questioning their intelligence thinking they were dumb. The effort tested students liked the task and some even like the harder problems better t han the easier ones!This is where we start seeing the differences in the right and wrong types of praising. When we praise children for intelligence , were teaching them that this is what they want to achieve. They want to look and feel smart, so don’t risk making a mistake. When we praise them on effort and hard work, they realize the value of what they’re doing to succeed and get to realize their improvement and efforts, therefore having a better long-term successful academic achievement. For the last part of the experiment, they had the students go back and re-do the first task that they had did before.The intelligence students had an even worse performance and did worse than the first time, and the effort students performed the best and better than they did in the first place. After this, they were to write a litter to a student in another school telling them about the tasks that they had to do and how they tried them. The intelligence students actually lied about their scores to make them seem smarter, and the effort students didn’t exaggerate at all on their performance.This just says that failure becomes more of a problem when we praise students on intelligence, and they think that intelligence is something that you either don’t or do have instead of being a skill or knowledge. Our students should know that there are tasks and problems that they aren’t going to know how to do and that it shouldn’t discourage them, but make them want to learn more about it because they’re trying so hard and doing a great job of learning. This experiment was applied to education very well by the author herself.She states that you can’t just forget about the students feelings because what we say to them will affect how they think that we view them. We can praise our students as much as we want, BUT we need to do it when they learn or do well, and NOT praise them on how smart they are because it stops the students from setting the bar any higher. Dweck wants us to â€Å"rave about their effort and ask questions that show intelligent appreciation† (8). This would be a proper way to praise the students because you can still remind them that they are intelligent, but in a way that they are doing the right thing effort wise and giving it their all.You can’t waste your student’s time by giving them tasks that are too easy that make them look good, but need to test their ability and give them more challenging responsibilities. Dwecks even tested these theories on students going into junior high from elementary school and going into college from high school. She found that the students who believed that intelligence was fixed and that a poor grade or performance meant that they were dumb, and some wanted to consider cheating if they didn’t do well.These students did even worse grade wise than they did in elementary school and didn’t grow intellectually. However, studen ts who believed that intellect can be developed, and that a bad performance was because of lack of their effort and they needed to study more. These students were in the right mind set to allow the new school environment to encourage them to do well in school. All in all, student’s ideas and levels of intelligence can be influenced by the messages that they receive from teachers and parents.We need to encourage and praise them on their efforts, not their intelligence. We can allow them to feel smart in different ways instead of just telling them, â€Å"Wow! You got this many right, you must be really smart, good job! † This will make them want to get this reaction so they keep their achievement and difficulty level low so they can seem smart. This will keep them on the road to disappointment academically. Keep your students on task and striving for new goals and wanting to learn. Like Dwecks says, â€Å"Believing is Achieving! †