Anorexia Nervosa Essays (2004 words) - Eating Disorders,

Anorexia Nervosa Anorexia Nervosa is a very serious disease that is plaguing many young people in our society. This is something that is becoming more and more prevalent. It is something that should not be taken lightly. I have chosen to do my Science report on this topic, because it is something intriguing and it is found in many teens. This is a topic that is too foreign to many people and they need to be educated on the subject. I hope to help that in anyway I can. In the following paragraphs I will discuss the warning signs of anorexia, the people affected by the disease, the disease itself, and certain types of treatments for the disorder. Firstly, I would like to discuss the warning signs of an eating disorder. The physical symptoms are much easier to identify, so I will start with them. The first and most obvious sign is extreme weight loss, which you can easily identify. To try and conceal this the anorexic will start to wear baggy clothing in an attempt to conceal the weight loss. An anorexic will also make every attempt to avoid a situation where food or meals are served. Times like this will be very uncomfortable to them, because it leaves them vulnerable to questions about their eating habits. This is something they want to avoid at all costs. Another part of avoiding meals is to prepare big meals for groups of people and eat very little. The anorexic will give excuses like, "I'm to tired to eat," or, "No, that's okay you should just eat. I prepared it for you." This let's them off the hook in their own mind. They make it look as they are too tired after all the hard work they have put in and usually nobody draws attention to it. An anorexic may also start to lose hair on their head or begin to grow finer hair on the body. This is one sign that you will want to look for if you have the opportunity. It will be a very accurate sign of an eating disorder. Also, a person with an eating disorder will show different types of emotional and mental symptoms. A few of the more obvious symptoms are depression, being grouchy, temperamental, and withdrawal. These are the most common signs of a person with anorexia. However, you must be very careful when assuming that a person has an eating disorder. It should not be confused with mood swings caused by trouble with friends or at home. These symptoms are usually with the person most of the time, not just periodically. They are usually accompanied by some of the physical signs. There are a few other signs that an anorexic person may have but are hard to identify with such as fear of gaining weight and perfectionist tendencies. These are harder to identify because they can be confused with other feelings or easily concealed. You should not confuse goal setting and high aspirations with perfectionist tendencies and if the person exercises daily it does not mean they are afraid of weight gain. By using common sense you can easily identify if a person has signs that are serious. That is the time you need to take action. In closing, there are many ways to identify an eating disorder, but you must do it with carefulness and thinking. Next, I will talk about the people that are most commonly affected by anorexia and who is most likely to get it. So far, I have talked about the different warning signs that you will find in anorexia. Now I will talk about what type of people to look for it in and it will give you a better idea of a person that could have it. The first thing I would like to make clear, is that any person can have an eating disorder. Statistics show different groups with anorexia, but the truth is that anyone can develop anorexia. After surveys, doctors have found that the age group where you will most commonly find anorexic people is between the ages of 13 to 21. Doctor's believe that these people are more at risk because of being exposed to people that are very judgmental and analyze them. This makes the person feel that they have to stay a certain way for the people around them. In other words, these people are afraid of being rejected by their peers for being too fat. The age groups can vary from as young as

Hurrcaine essays

Hurrcaine essays The boxing world is a world of guts, glory, and among other things pride. To achieve all of these things a fighter must never give up and fight until the end. For Rubin Hurricane Carter his fight would not stop out of the ring. The book titled Hurricane The miraculous Journey of Ruban Carter had an impact on me like no other book. The theme of the book was to never give up, even when the odds are stacked against you for days, months, or even years there is always a chance and giving On October 14, 1966 Rubin Hurricane Carter was picked up by police and charged with the Lafayette bar murders. The Lafayette bar murders was the horrific shooting of four innocent white victims in the small town of Paterson. Carter was appalled to find him in the back of the squad car for a murder he so obviously did not commit. His trial was a despicable display of prejudice and racism. Despite reconstructed stories the facts were stacked on Carters side, however on May 26, 1976 Carter and friend John Artis were convicted of murder one on all three counts by an all Caucasian jury. Though Carter was locked in a cell it was as if he would not give up his freedom, he appealed and appealed. Finally a young man named Lesra Martin, a young Negro inspired to free Carter, came in contact with Ruban. Lesra was a black boy living with a white family who helped him with school work and kept him out of trouble. Lesra and his family fought for Carter like a mother to a child, they knew as well as Ruban that he was an innocent man. They gathered every bit of evidence and went back to court for one last trial and on 1985 he was released from prison after nearly 20 years. Rubin never gave up. Rubin Hurricane Carter affected my life by making me realize what people believe is meaningless when you believe in yourself. Just as Rubin fought, I will fight until what I feel is right happe ...

Phase 3 Individual Project Essay Example | Topics and Well Written Essays - 750 words

Phase 3 Individual Project - Essay Example In 1905, Alfred Binet developed the first psychological test to predict the performance of a school, while in 1913; John Watson came up with the behaviorist approach in studying psychology. Watson was of the opinion that behavior of consumers affects their purchasing mentality. It is during this period that Sigmund Freud led a movement termed as psychoanalytic movement. He explains that an individual’s personality consists of three elements namely, the ego, the ID and the superego, and before the Second World War, B.F. Skinner developed a program for behavioral control, targeting societies. The programs are widely used as teaching materials and methods of modifying an individual’s behavior. During the World War 2, Robert Woodworth developed a personal data sheet for the purposes of testing the American recruit’s neurotic history, and it is a prototype of the personality profiling in use (Innes, 2003). In 1950, Raymond Cartell came up with variables that determine the behavior of an individual. He identified traits as the central variables, and categorized them into dynamic, temperament and ability traits (Turvey, 2002). Dynamic traits are the motivating factors that puta person into action for purposes of achieving a particular goal, while the ability traits are the effectiveness of an individual to achieve a particular goal. In 1960s, Robert Guion advanced this field through his book personnel testing, while in 1970s, personality testing was acceptable as an important practice. In 1978, David Pearson developed software with a capability to perform an evaluation of an individual’s behavior without the administration of a professional (Alison, 2005).Since then, psychological profiling is in use by various organizations, including law enforcement agencies. There is empirical evidence proving the effectiveness of profiling. Turvey (2002) observes that the works of David Canter, a psychologist in unmasking the railway rapist in 1985proves the

E-Commerce Business Model Assignment Example | Topics and Well Written Essays - 2750 words

E-Commerce Business Model - Assignment Example The main objective of the e-commerce organisation is to attract online customers and to increase the sales (SportsDirect, 2013). The following image will show screen-print of SportsDirect: SportsDirect follows Business-to-Consumer (B2C) business model. There are significant differences between Business-to-Business (B2B) and Business-to-Consumer (B2C) customers. Concerning B2C customers, it involves business transactions between organisations and customers. The basic concept behind this business model is that e-retailers can sell the products to the customers through various tools such as internet shops or telemarketing. On the other hand, in B2B business model, both purchasers and sellers are business organisations. The purchasing procedure in B2C and B2B is also dissimilar. In B2C, the purchasing method is simple where customers use their credit or debit cards along with providing other necessary information in order to make a sale. Conversely, in B2B business model, the payment can be done through invoice, especially for bulk purchases (Barkley & et. al., 2007). There is substantially more stake in sales opportunities in B2B websites in comparison to B2C websites. However, it can be observed that several B2B websites had faced bad customer experiences than B2C websites. Majority of B2B websites focus on designing websites for themselves rather than for the suitability of customers. Thus, this attitude creates a hindrance in the way of potential customers who use internet in order to discover organisations which can satisfy their requirements. However, it is worth mentioning that internet had significantly altered the relationship between organisations and customers where majority of interactions are demand oriented (BusinessWire, 2006). The quick development of collaborative internet services has resulted in a continually increasing number of e-commerce websites. With the increase in e-commerce

The Internal Morality of Chinese Legalism Essay Example for Free

The Internal Morality of Chinese Legalism Essay Abstract It is widely held that there are no indigenous roots in China for the rule of law; it is an import from the West. The Chinese legal tradition, rather, is rule by law, as elaborated in ancient Legalist texts such as the Han Feizi. According to the conventional reading of these texts, law is amoral and an instrument in the hands of a central ruler who uses law to consolidate and maintain power. The ruler is the source of all law and stands above the law, so that law, in the final analysis, is whatever pleases the ruler. This essay argues, to the contrary, that the instrumentalism of the Han Feizi is more sophisticated and more principled than the conventional reading acknowledges. It suggests that, by examining the text of the Han Feizi through the lens provided by American legal theorist Lon Fuller, we can detect an explicit articulation of what Fuller called the internal morality of law. The principles of this morality are elaborated and their importance explained. In this way, the Han Feizi is retrieved as a significant reference point for thinking about legal reform in China today. I am indebted to Liang Zhiping and David B. Wong for comments on an earlier draft, and to William P. Alford, as ever, for his guidance in thinking about law and legal institutions in China. Introduction The rule of law is now commonly regarded as an obligatory step to establishing China’s rightful place in the global community. Yet it is widely believed that there are no indigenous roots for the rule of law ideal; it is an import from the West. The Chinese legal tradition, rather, is rule by law, as elaborated most fully in ancient Legalist texts such as the Han Feizi. The distinction between rule by law and rule of law has many dimensions. Of central importance is the relationship of law and morality. Although no canonical formula exists for the rule of law, a moral ideal lies at the core, however it is specified. In rule by law, in contrast, at least according to the conventional understanding, law is amoral and an instrument of power. A typical statement is offered by Burton Watson, the respected translator of Han Fei’s work in English: Legalism, Watson says, â€Å"professed to have no use for morality whatsoever† (and similarly for religion and ceremony). It focused on a single problem: strengthening and preserving the state.1 In this regard, Watson follows Arthur Waley, who said that members of the â€Å"school of law† (fajia) â€Å"held that law should replace morality.† Instead of the term â€Å"school of law,† which he regarded as too narrow, Waley referred to members of the fajia as â€Å"the Amoralitsts .†2 It is because of this alleged amoralism that Randall Peerenboom can write a 670page book on â€Å"China’s long march toward [the] rule of law† and barely mention Han Fei. Peerenboom expresses the conventional view: for Han Fei, law is one instrument in the ruler’s toolbox for sustaining strong centralized control. Since the ruler is the source of all law, and stands above the law, there are no limits or effective checks on the ruler’s arbitrary power. â€Å"In the final analysis, law was what pleased the ruler.†3 This view of Legalism is reinforced by a particular reading of Chinese legal history during the period of the Three Dynasties, China’s bronze age. Liang Zhiping, the eminent legal scholar, claims that the predilection for rule by law, in Han Fei and other Legalists, has its roots in the way law emerged initially in China, namely, as an instrument by which a single clan exercised control over rival clans. â€Å"[W]ithin a system tha t was inherently unstable †¦ [l]aw was seen as the will of the rulers and an instrument of suppression; its primary manifestation was in punishment.† Hence, the choice of rule by law was the product of an extended and unique cultural development. â€Å"[T]he legalists merely developed to its extreme the ancient legal model, ‘[y]ou who obey my orders shall be rewarded before my ancestors; and you who disobey my orders shall be put to death before the spirits of the land.’†4 These two conceptions of law and legal institutions—rule by law and the rule of law—are familiar in the West, although rule by law now has few, if any, advocates. But one needs to go back only to John Austin, the influential 19th century English legal theorist, for systematic elaboration of rule by law. Western theorists, indeed, might be tempted to look at Chinese Legalists through the lens of Austin, since his work enables us to see a systematic body of thought in the Han Feizi. However, this lens, I shall argue, brings some elements of the Han Feizi into sharp focus only at the cost of distorting others. Western theorists need a corrective lens, which is provided by Lon Fuller. In assessing Austin’s account, Fuller’s approach is most helpful because it offers an internal critique, showing that denial of a compelling connection between law and morality is inaccurate to the theory itself. Fuller’s account does not rest on a semantic analysis of â€Å"law† but on a pragmatic appreciation of legal order as a form of governance. Out of this appreciation, the practical connection—the interaction and mutual dependence of law and morality in the everyday work of lawmakers and other collaborative participants in the creation of legal order—emerges even in rule by law properly understood. Thus, Fuller shows how the moral core of the rule of law is present in the generic use of law in society. The moral core of the rule of law—the thin theory, as it is often called— encompasses two key ideas: (1) While law is an instrument of political power, law also constrains power. Hence, law and power are, to some degree, opposed. (2) While law channels political power, law also enables power to be rightly exercised. Hence, law is a source of legitimation for the exercise of power. How is political power constrained and yet also rightly exercised? The rule of law ideal is that these conditions are met if it is truly the law that governs legal subjects, not the wishes of specific individuals or groups. The ideal is a government of laws, not persons, so the moral core (in a word) is impersonal governance. My thesis is that Han Fei’s text, the Han Feizi, displays this moral core and thus connects law and morality. I shall argue, indeed, that the Han Feizi advocates a purer form of the rule of law than is offered by many Western theorists. Chinese Legalism did not be gin with the Han Feizi, but it is generally regarded as the most sophisticated exposition of the theory. I believe it is more nuanced than generations of commentators have acknowledged. It is important to emphasize that my interest is with the rule of law as a legislative, rather than judicial, ideal. This focus is appropriate for the Han Feizi, since it contains no explicit judicial theory (although it has definite implications, as we shall see, for the work of judges). That means that the vision of law in the Han Feizi is incomplete. On the other hand, most Western theorists neglect the legislative ideal, and many mistakenly believe that judicial independence (or the separation of powers) is sufficient for establishing the rule of law. I shall suggest that, at least for the legislative ideal, worthy indigenous Chinese sources for the rule of law exist. Contrary to Watson and Peerenboom, I argue that the Han Feizi intends to link law and morality. But I should say from the beginning that this essay is not an attempt to recapture Han Fei’s conscious motives or point of view. It is an attempt to retrieve a text for contemporary understanding and use. Admittedly, this effort runs the risk of literary misprision—willful, not to say creative, misreading. But recovering the rich history of Chinese legal thought seems to me worth that risk. It is often said, with good reason, that successive Chinese emperors followed the Legalist template set out by the Han Feizi. If it turns out that the Han Feizi carries a different message from the one it is usually taken to convey, the imperial history may have to be re-examined to determine when it followed the template and when it did not.5 [I] Rule by law: Han Fei and John Austin The conventional reading of the Han Feizi pictures law as an instrument in the hands of the ruler. This could mean different things. Instrumentalism is sometimes construed to mean that rulers use law only if and when it suits their purposes; it is employed (or not) at the ruler’s discretion to achieve the ruler’s own desires or ends. In this construction, law does not have any special pride of place, and certainly nothing beyond a fortuitous connection to moral value. On any particular occasion, if a ruler fails to realize his or her will by the use of law, an alternative instrument of governance could be deployed. Let’s call this ad hoc or strategic instrumentalism. This is not rule by law, as I understand it. Rule by law meets at least one and possibly two conditions missing from ad hoc instrumentalism. Most importantly, the commitment to rules—fixed standards of general applicability—is not ad hoc; they are the ruler’s chosen mechanism of governance. Thus, the commitment to rules is deliberate and firm, and the instrumentalism is consistent and principled. This commitment, we shall see, introduces a variety of self-imposed constraints on lawmaking and secures the connection between law and morality. Second, the rules promulgated are not necessarily intended to serve the lawmaker’s personal desires or ends. They may serve common ends, or they may permit (or enable) subjects to pursue ends of their own. In that event, we move from a minimal to a morally robust instrumentalism. If the rules facilitate the pursuit of ends other than those of the lawgiver, principled instrumentalism transitions into the rule of law. Although the Han Feizi is conventionally read as committed (at worst) to ad hoc instrumentalism or (at best) to a consistent but minimal instrumentalism, I shall argue in section III that many of the essays that make up the Han Feizi advocate a robust principled instrumentalism. For this reason, it will be helpful to examine first a systematic statement of the minimally instrumentalist view. John Austin is more clearly committed to minimal instrumentalism, because his aims were more academic—to elaborate a systematic theory—whereas Han Fei wished to provide practical advice to rulers. A consideration of Austin enables us to grasp what coherence the minimally instrumentalist view has. Like Han Fei, Austin aimed to be a realist about law, to examine actual facts in the world. That led him to trace the existence of law to the exercise of power. Accordingly, the proper understanding of law is genetic. In the strict sense, law is a command—a wish expressed by a determinate person or body possessing supreme power in an organized and independent society, backed by the credible threat of a sanction (i.e., pain) in the event of noncompliance. Why does the credible threat of a sanction make a law binding? Austin was a voluntarist about law as he was in theology. The duty to obey a command rests not on its conformity to an independent moral standard but simply on its emanating from a preponderant power. To have a duty to act is to be compelled to act. â€Å"[I]t is only by the chance of incurring evil, that I am bound or obliged.†7 Thus, whether divine or human, law makes its appearance within a relationship of domination—a superior (in power) issuing orders to an inferior (in power), where the former has the capacity to compel the latter to act by means of a threatened evil, i.e., pain. The duty is legal if it is issued by a political sovereign, moral if issued by God. Hobbes observed that the conditions for a social contract obtain if persons are of roughly equal ability, for then they acquire an equality of hope in having their respective claims satisfied. But in circumstances where a clear supremacy of power lies in one individual or body, no question as to the proper distribution of duties and rights arises. The distribution of duties and rights naturally parallels the distribution of power.8 That, obviously, is Austin’s view as well. The foundation of law is force or the threat of its use. To have a duty, therefore, in Austin’s quaint phrase, is to be obnoxious to the superior’s threat. Obnoxiousness is determined by one of two empirical facts: either the extent to which the inferior party is motivated by fear of the sanction, or the likelihood that the superior party will carry out its threat. While the pursuit of pleasure is as much an ultimate spring of human action as the avoidance of pain, the latter is more to be relied on than the former. The certainty and severity of threatened pain, in the event of noncompliance to the superior’s commands, are defining features of legal (as of moral) order. Since the definition of law stipulates nothing about the content of the superior’s wish, law may have any content whatever and still be binding. The separation of law and morality is secured: might makes right. Thus, law is imperative, preemptory, morally arbitrary, coercive, and an instrument of domination. It also, as we shall see more fully in a moment, aims above all at stability and order. By definition, Austin’s sovereign is not subject to a superior power and hence does not have any legal duties. (By the same token, the sovereign does not have any legal rights, either.) Austin formulates this point most sharply by observing that â€Å"every government is legally despotic.†9 This is a provocative way of saying that its power is legally unlimited; it stands above the law and can make, or unmake, any law whatever. It is not misleading to say the sovereign is self-legitimating, as long as we keep in mind that legitimation comes not from satisfying a standard of legitimacy but from the successful exercise of supreme power. Yet one of the virtues of Austin’s writing is that it is richer than the genetic definition of law would lead one to expect. (Failure in the legal literature to appreciate the richer analysis is the same kind of failure one finds regarding the Han Feizi.) Exploring some of this richness will help us develop a critique that illuminates the Han Feizi. Austin actually formulates three distinct definitions of law—in addition to the genetic there are formal and purposive definitions—each of which meshes imperfectly with the others. The formal definition appears when Austin stipulates that a command is a law only if it has the attribute of generality, that is, it must refer to a class of acts to be done or avoided, not a single action. Particular or occasional commands are not laws in the strict sense.11 This stipulation is sensible, since modern law typically consists of a body of standing rules, not extemporaneous orders. It shows that Austin thought of legal order as a system, or at least a set, of rules. But in relation to the genetic definition, it is completely unmotivated; nothing in the meaning of command requires it. At the same time, the implications are profound. The addition of generality represents a significant departure from personal command and toward impersonal governance. It commits the lawmaker to acting in certain ways in as yet unknown cases. And, by grouping actions into classes, it produces a degree of uniformity of treatment across persons. So, with generality, the picture of a compliant inferior following the wishes of a superior recedes to a significant degree. These implications—uniformity across persons and prior commitment in unknown cases—indicate that certain formal features of laws may have moral import, and I shall say more about them in a moment. With law understood as a self-conscious instrument of domination expressing the wishes of a (human) sovereign, it is only to be expected that Austin would stress the potential divorce between the content of promulgated laws and the requirements of morality. â€Å"The existence of law is one thing; its merit or demerit is another.†12 But if law itself, simply as a body of general rules, has moral import regardless of its content, we have taken an important step toward a robust instrumentalist account of law. The richness of Austin’s analysis is even more evident in his purposive definition. In its most general and comprehensive sense, he says, a law is â€Å"a rule laid down for the guidance of an intelligent being by an intelligent being having power over him.†13 Asymmetry in power is central for Austin, as we have seen, but intelligent guidance introduces a different dimension. Austin followed Locke in thinking of law as a human contrivance, establishing relations between rational beings. But the idea of intelligent guidance has implications Austin was hesitant to pursue. He recognized, for example, that the concept of command precludes ex post facto rules, since an utterance cannot constitute a command if the action required cannot be performed. Yet to acknowledge this conceptual point would be tantamount to placing a limit on sovereign power; an ex post facto pronouncement would not be a law, even though it possessed all the other features of the genetic definition. 14 Further, such acknowledgement would be the first step on a slippery slope. It would allow one to say that other pronouncements of the sovereign are also not laws, for instance, ones that are not clear in meaning. How could an obscure or incoherent utterance provide intelligent guidance to human conduct? Or an utterance that was not made public? Or that kept changing? These implications are precisely the ones pursued by Fuller in developing what he called the internal morality of law. Before turning to Fuller, however, we should pause to ask why Austin recoiled from the implications of his purposive definition and instead adhered to the idea of law as an instrument in the hands of a supreme person or body exercising power over others. My hypothesis is that rule by law in its minimalist variant was important to Austin for two related reasons: the fear of disorder and the uncertainty of morality. Both of these were reflected in Austin’s ambivalence about the expansion of democracy in England in the early 19th century. He saw little possibility, at least in the foreseeable future, of achieving the educational and mental improvement of the general population that he regarded as a prerequisite of democratic government. As a result, according to John Stuart Mill’s account, Austin developed an â€Å"indifference, bordering on contempt, for the progress of popular [i.e., democratic] institutions.†15 In addition, Austin believed that common moral opinion was so fractured, so full of partiality and prejudice, that ordinary people cannot be trusted to act decently. What makes government by a powerful ruler necessary and expedient is the â€Å"uncertainty, scantiness, and imperfection† of the mora l beliefs people espouse. â€Å"Hence the necessity for a common governing (or common guiding) head to whom the community may in concert defer.†16 The resonance of these passages with much of the Han Feizi, or at least the conventional reading of it, should be apparent. Lack of confidence in the capacity of human beings to govern themselves makes it necessary to have a sovereign whose will provides common directives that are easily discernible and effective. If people are allowed to follow their natural propensities, they will engage in all manner of disorderly behavior. Social order requires stable external direction by means of the threat of force. Thus, the solution to the problem of social order—Hobbes’s problem—is managerial direction (to use Fuller’s term). Without top-down control, matters are likely to get badly out of hand. The exercise of control in Austin’s case, of course, is thought of as benign. The goods of order and unity are taken for granted. The power of the superior is canvassed, not in terms of personal wishes or even class interests, but its efficacy in producing the â€Å"steadiness, constancy, or uniformity† that every society needs. Thus, Austin—like Han Fei, as I shall argue—makes sense of law in practice as an instrument in the hands of a single individual or mandarin elite with the competence and requisite disinterestedness to attend to the public need. To that extent, Austin’s theory is a pure expression of rule by law.

Japan and America History and Culture Comparison

Japan and America History and Culture Comparison Janette B. Perez Comparing a Culture and its Education:Â  The Correlation of the Two: What Prevails? The United States of America is a country that is largely populated by immigrants, and the culture is heavily influenced by the many groups of people that now make up the country. Culture could be defined as the characteristics and knowledge shared by a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. Acculturation however, refers to the development between two or more different groups of people meeting and exchanging aspects of their culture. With time an individuals personality may transition based on the different variables that may be affecting it and that plays a pivotal role in acculturation. Would you say that being forced to change your lifestyle from one moment to the next affect your personality? During World War II, Japanese-Americans were evacuated and were forced out of their homes by the War Relocation Authority; having to live apart from what they knew could have changed some parts of the culture they ha d been brought up with, including their education. Although, each person may aspire different goals in regards to their education, during the World War II era, Japanese-Americans had to adapt to the conditions in the relocated facilities and the educational programs provided to them. Meanwhile many Japanese-Americans were also dealing with a clash of culture between these two countries. In this research paper, I will summarize and critique each article, one on the education systems of Japanese-American relocation centers during World War II and the other on the culture of Japanese-Americans and their acculturation to the United States; many conclusions can be obtained and compared from both of the articles mentioned that will proof whether there is any correlation between culture and instruction. To start off article one, keep this in mind: What is the difference between culture and acculturation? Furthermore, how are these related or can the two morph to form to make an individual transition into something new. Acculturation of Personality: A Three-Culture Study of Japanese, Japanese Americans, and European Americans This article begins with the question: Does an immigrants personality change when he or she moves from one culture to another? There is definitely an underlying idea in this sentence that will help us explore the remaining of the article (Gungor et al., 2012). Can culture shape the personality of a person or vice versa; can personalities be molded far enough to were the culture in a particular group of individuals becomes something entirely different or does it change only to a certain extent. To answer these questions a three-culture study between Japanese, Japanese-Americans, and European-Americans was conducted to show if there was any evidence that a strong-rooted culture like that of the Japanese immigrants could be influenced thus causing change in Japanese-Americans after being in contact with the American Culture and how it would differ. The researches chose to focus on Japanese-Americans because the personality patterns in their culture of origin (Japanese Culture) are very different to that of European-Americans showing obvious contrast if change occurs, for example, when compared on Big Five personality dimensions, higher levels of Openness to Experience, Extraversion, Conscientiousness, and Agreeableness and lower of Neuroticism have been found to characterize the personality patterns of mainstream European and North American societies as compared to those of Asian and African societies (Gungor et al. 2012) In order to establish credibility, participants were selected very carefully and included, 57 mono-cultural Japanese women (strong-rooted in their culture of origin), 40 Japanese-American women(first generation), and 60 European-American women (culture of destination). The examination showed the groups levels of the Big Five qualities mentioned. The differences and similarities between the three cultures were calculated and documented. It was concluded that over time through involvement and exposure to mainstream culture in the United States an immigrants personality seemed to become more American and less Japanese. Something to note about this research is that it is very well categorized from beginning to end with each paragraph containing a specific title explaining the questions this experiment is trying to find answers to, as well as how the method was performed. The article is structured to primarily help us better understand the dilemma faced by the authors, followed by their hypothesis in how the culture of origin of an immigrant can slowly transition into the culture of the location they are exposed to. Finally, it demonstrates the outline of the experiment, including how the participants were selected, why those conditions were chosen, the results of the study, how thee were calculated, and the translation of them followed with the physical evidence of the research. I believe that the authors made incredible points of focus that were explained thoroughly and supported with the results. Not only did they use the research that they conducted as the main source of evidence, but also backed-up there results with similar studies conducted by other scientists to proof that this experiment can have a broader audience and that the material is relevant and truthful. Overall, research was conducted well the specifications of the participants selected had to keep in mind the two cultures compared and see how it differed in three characterized individuals. To determine culture of origin fifty seven women were selected from Tokyo, Japan-through a survey this cultures Big Five was calculated into a number. On the other hand, sixty women from another metropolitan area were surveyed to portray the Big Five in European-American. The samples surveyed were targeted to be as close as possible in terms of age range, social status, and their contributing roles in soc iety in order to maximize comparability and find the acculturation factor (Gungor et al. 2012). In an effort to demonstrate that over time personalities change due to exposure to the mainstream culture (in this case European-American culture), the first generation Japanese-American subjects selected for the study were slightly older than the other two categorized groups; however, their social statuses and roles were kept very similar. The final results portrayed that in fact, there is a correlation between the time spent by Japanese-Americans, and the age at which they were exposed to a new destination and the American culture. This experiment concludes that culture of origin diminishes over time and culture of destination grows. Continuing into the second article, it is important to note the following: The decision to evacuate the entire Japanese-American community during World War II was unprecedented and executed quickly. In addition to being secluded from their homes and communities, how do these circumstances affect Japanese and Japanese-American daily lives, including their education. The Education of Japanese-Americans, 1942-1946 During World War II many events impacted the entire world and in the 1940s the United States of America was not the exception. President Franklin D. Roosevelt declared that the day of the Japanese attack on Pearl Harbor, December 7, 1941, would live in infamy. This attack fully propelled the United States into the ongoing world war. During the spring and summer of 1942, the United States executed, in a surprisingly short amount of time and without conflicting events, one of the largest controlled migrations in history. The operation was carried out by the United States Army and the War Relocation Authority. An estimated 120,000 people of Japanese descent were moved from their homes and placed into 10 wartime communities located in remote areas between the Sierra Nevada Mountains and the Mississippi River. It was estimated that two thirds of these individuals were American born while the remainder where alien immigrants. Works Cited Cullen, Catherine L. The Education of Japanese-Americans,1942-1946: The Fate of Democratic Reform.American Educational History Journal 38.1 (2011): 197-218. Gungor, D., M. H. Bornstein, J. De Leersnyder, L. Cote, E. Ceulemans, and B. Mesquita. Acculturation of Personality: A Three-Culture Study of Japanese, Japanese Americans, and European Americans.Journal of Cross-Cultural Psychology 44.5 (2012): 701-18. Web.

Nostra Aetate Essay

1. What contemporary reasons would cause mankind to draw â€Å"closer together† and to strengthen â€Å"the ties between different peoples†? (2) Culture, common beliefs, sports, births, deaths, celebration, tragedy, reunions, weddings, music and war are all contemporary reasons that would cause mankind to draw closer together. Regardless of age or gender, one can still love a sport. When Steve Jobs passed away, the world mourned. Though tragic, death can bring many people together and teach them not to take everything for granted. Also, recently, the marriage of Prince William and Kate Middleton brought together many people all across the world – everyone was watching. Of course, war. Though war isn’t really recent, when soldiers died for Canada, people were brought together at the time, they were safer, closer in numbers. Also, protests bring people together to fight for a common belief. In this sense, all the reasons that bring people together and streng then the ties together are because EVERONE has been affected. When something happens and EVERYONE is affected, it causes people to come closer together. 2. According to the Church, what three things draw people to fellowship? (3) i) â€Å"One is the community of all peoples, one their origin for God made the whole humans race to live over the face of the earth.† Basically, we are all human, and our origin is God, and we all share and live on the Earth together. ii) â€Å"One also is their final goal, God. His providence, His manifestations of goodness, His saving design to extend to all men.† – This means that the final goal of mankind is to reach God through Salvation, and that He will be our Saviour. ii) â€Å"Until that time when the elect will be united in the Holy City, the City ablaze with the glory of God where the nations will walk in His Light.† – That this glorious city of God, heaven will come to the people who are good. These are the three reasons that draw people to fellowship. 3. List the questions that are examined by all religions. What is the basis of the universal need to recognize a Supreme Being? (3) Some common questions that are examined by all religions are: What is man?

Most Significant Events of Each Decade

Most Significant Events Final Project K A University of Phoenix: Axia College Jonathan Tietz November 28, 2010 Most Significant Events of the 50`s, 60`s 70`s 80`s and 90`s World War II lasted from 1939 to 1945. This was a war that involved most of the world’s nations and all of the world’s greatest powers. When the war ended the events that followed over the next five decades had a great effect on the American people. There are some events that had more of an effect than others. This paper will discuss five major events over five decades that has had a powerful effect on the American people.Beginning in 1950 and ending in 1990, this paper will discuss the most significant events from each decade that either positively or negatively changed the American way of living. The communist scare took place in the 1950`s. McCarthyism, named after a man named Joseph McCarthy was a republican U. S. senator. In the 1950`s anticommunism created fear among the American people (McCarth yism, 2006). McCarthy played on Americans fears in an effort to better his political campaign. He instilled this fear by convicting anyone who was a part of the communist party or had anything to do with it.During court hearing Americans remained silent so that they wouldn`t be accused of communism. He accused some of the United States federal government of being communist and soviet spies. McCarthy was unable to prove his claims and was therefore censored by the American government (McCarthyism, 2006). Americans lost their jobs if they were accused of communism, library books were burned to hide evidence of communist acts. Americans suffered greatly during this time as they had to walk on around on egg shells (McCarthyism, 2006). IfAmericans did not agree with anticommunism, they were considered to be communist and were punished for not supporting the American way. People feared McCarthy, but it all ended when he made a public mockery of senate procedures (McCarthyism, 2006). He en ded his career to be known as reckless and dishonest man. Americans want peace took place in the 1960`s. The Vietnam War was well overdue considering some events that took place after World War II. How did America get involved in the Vietnam War? It all started with the Atlantic Charter. Franklin D. Roosevelt and Winston S.Church hill created this charter in hopes of a better world. Russia and China were not part of this charter and ultimately lead the U. S. to believe that Russia and China were involved in colonialism. Communism increased in South East Asia, mostly in Korea, Vietnam, China, and Cuba. The U. S. took action and attacked and conflict arose with Korea. The U. S. gets involved in Southeast Asia`s politics. North Korea invades South Korea. Nothing is accomplished and North Korea remains the same and South Korea remains the same. Next the U. S. inhabits South Vietnam.The U. S. helps rebuild South Vietnams economy. The U. S. tried to gain control over South Vietnams politi cs to avoid Vietnam turning communist. In 1965 North Vietnam attacked South Vietnam and American bases. North Vietnam lost the Vietnam War because they were no match for the American troops. The war had a dramatic effect on the American way of living. Americans rallied for peace and fell into the hippie era during the Vietnam War. During this time sex and drugs were on the rise. New drugs were introduced to the American people as the drug population grew.People began to have more sex during this time, which may have something to do with the increased drug use. The hippie era was a way of Americans expressing themselves of how they felt about the war. Many people wrote songs that told stories of things that were going on during that time. Mainly people wanted the war to end. Americans wanted peace, and sex, drugs and music was their way of getting away from it all. Detente took place in the 1970`s. Nixon`s visit to china in 1972 was an important step to build a relationship between A merica and China. This was the first time an American president had visited China.President Nixon visited China from February 21-28, 1972. Nixon reaffirmed interest for a peaceful settlement, and the U. S. continued to have relations with the Republic of China. Nixon was a strong advocate against communism so it surprised everyone when he went to visit china. He felt that if all nations cooperated with each other, then they could have reduced revenue and prevented a third world war. Nixon`s engagement with the communist was called Detente. Nixon held diplomatic conversations with China to establish a relationship and use that relationship against the Soviet Union.Nixon began the Nuclear Arms Reduction Treaty. Soon after came the end of the cold war. All About the Benjamin’s, took place in the 1980`s the decade of corporate greed. During this time Ronald Regan was the president and he was looking for a way to improve the American economy. His economic policy focused on focused on four points. First Regan wanted to reduce government spending, reduce income, reduce government regulation and control the money supply (Reagonomics 2010). His approach involved reducing tax cuts for wealthy Americans, and cutting funding for lower class Americans ( Reagonomics 2010).Regan felt if he cut funds for people on welfare that those Americans would try to get jobs. He introduced the earned income credit. He felt that this tax credit would be a way to encourage the unemployed to get out and work. Regan economic policies had both positive and negative effects on the American way of living (Reganomics 2010). The wealthy became richer and the poor became poorer. The unemployment rate declined but there was an increase in homeless and hungry Americans. Regan thought that he could create wealth for the U. S. by allowing business owners and free market corporations to compete for wealth.Reagan lowered the oil windfall profit tax. He lifted the petroleum price, deregulated air lines, and most of the airlines went bankrupt. He thought he could fix things that he could not fix. His motives were in the right place but the actions he took were not completely in the Americas best interest. Many Americans suffered during this time, but still Reagan was elected for a second term. He was liked by many. Some believe that Reganomics benefited America. Some of the policies introduced by Reagan are still being used today. Some of Reagan’s policies served as a blueprint on different ways to better the conomy. The Never Ending War took place in the 1990`s. In the books it is written that the gulf war began in August 1990 and ended in February 1991, but a war in Iraq still goes on today (1990`s, 2010). The gulf war was a war waged by the U. N. led by the United States and The United Nations against Iraq. Iraq troops invaded Kuwait in 1990 and brought immediate economic sanctions against Iraq. United States president George H. W. Bush sent American soldiers to Sau di Arabia six months later (1990`s, 2010). Many nations joined the coalition with America but America had the majority in military forces.Following The United States was Saudi Arabia, The United Kingdom, and Egypt (Gulf War, 2010). There had already been friction with Iraq and the United States that date back to the Cold War. Iraq was an ally of the Soviet Union (Gulf War, 2010). The United States had a concern involving Iraq`s position on Israel and Palestinian politics because Iraq disapproved of peace between Israel and Egypt. On August 12, 1990 Saddam Hussein wanted to compromise (Gulf War, 2010). He requested an immediate freeze of all boycott and siege decisions and wanted normalization of relations with Iraq.The United States expressed that there would be no negotiations until Iraq came out of Kuwait. Many resolutions were passed regarding the invasion made by Iraq. The most important was Resolution 678, passed in November of 1990, which set a deadline for Iraq to withdrawal from Kuwait (Gulf War, 2010). The deadline was for January 15, 1991. Ultimately if Iraq did not withdrawal but that time, they would have to be forced out. This brings us back to the coalition. Some countries did not join the coalition but sent money in support of it. Some countries did not want to increase U. S. nfluence in the Middle East (1990`s, 2010). In the end many nations were persuaded. Nations were promised economic aid, debt forgiveness or threats to withhold aid. Today the war in Iraq continues. There are still American troops overseas. How long will this war continue? It is unknown, but what is known is that this war has been indirectly been going on for decades, and all other wars and significant events before this war ultimately led to this one. So what is going to happen to America for the years to come? How will our current president deal with current issue that are results of past presidents decisions?America still has the same economic problems that Regan faced. W e are still at war with Iraq even after the first President Bush left office. In the future I see the war continuing. After the attacks of 9/11 I don’t think that The United States government would feel comfortable if they pulled all of the soldiers out of Iraq. I see the United States falling into a deeper depression. After all we are dealing with years of economic recovery. The unemployment rate over the past years has dropped. It is extremely hard for some people to get jobs.What is so hard to understand is how the United States began as one of the strongest countries economically, socially and politically and now we are falling so far behind. The United States is falling behind in education and this used to be the leading country in education. The United States has fallen behind in production. How could a country that is not social developed, compete with other countries that are so far ahead? It is unknown where the United States will be a decade from now but based on th e past compared to now, we might be dealing with same old issues.It may be worst. There may be more homeless, hungry, unemployed Americans a decade from now. The way the deficit is Funding for welfare programs may get cut again. Things are still the same. The rich are getting richer and the poor are getting poorer. If things do not soon change, there will be no hope for America’s future.Works CitedMcCarthyism. (2006, 8 23). Retrieved 11 23, 2010, from pbs. org: http://www. pbs. org/wnet/americanmasters/episodes/arthur-miller/mccarthyism/484/ 1990`s. (2010).Retrieved 11 28, 2010, from Wikipedia: http://en. wikipedia. org/wiki/1990s Gulf War. (2010).Retrieved 11 27, 2010, from Wikipedia: http://en. wikipedia. org/wiki/Gulf_War Vietnam War. (2010).Retrieved 11 23, 2010, from wikipedia: http://en. wikipedia. org/wiki/Vietnam_War

Geography and Overview of Tsunamis

Geography and Overview of Tsunamis A tsunami is a series of ocean waves that are generated by large movements or other disturbances on the oceans floor. Such disturbances include volcanic eruptions, landslides, and underwater explosions, but earthquakes are the most common cause. Tsunamis can occur close to the shore or travel thousands of miles if the disturbance occurs in the deep ocean. Tsunamis are important to study because they are a natural hazard that can occur at any time in coastal areas around the world. In an effort to gain a more complete understanding of tsunamis and generate stronger warning systems, there are monitors throughout the worlds oceans to measure wave height and potential underwater disturbances. The Tsunami Warning System in the Pacific Ocean is one of the largest monitoring systems in the world and it is made up of 26 different countries and a series of monitors placed throughout the Pacific. The Pacific Tsunami Warning Center (PTWC) in Honolulu, Hawaii collects and processes data gathered from these monitors and provides warnings throughout the Pacific Basin. Causes of Tsunamis Tsunamis are also called seismic sea waves because they are most commonly caused by earthquakes. Because tsunamis are caused mainly by earthquakes, they are most common in the Pacific Oceans Ring of Fire - the margins of the Pacific with many plate tectonic boundaries and faults that are capable of producing large earthquakes and volcanic eruptions. In order for an earthquake to cause a tsunami, it must occur below the oceans surface or near the ocean and be a magnitude large enough to cause disturbances on the seafloor. Once the earthquake or other underwater disturbance occurs, the water surrounding the disturbance is displaced and radiates away from the initial source of the disturbance (i.e. the epicenter in an earthquake) in a series of fast-moving waves. Not all earthquakes or underwater disturbances cause tsunamis - they must be large enough to move a significant amount of material. In addition, in the case of an earthquake, its magnitude, depth, water depth and the speed at which the material moves all factor into whether or not a tsunami is generated. Tsunami Movement Once a tsunami is generated, it can travel thousands of miles at speeds of up to 500 miles per hour (805 km per hour). If a tsunami is generated in the deep ocean, the waves radiate out from the source of the disturbance and move toward land on all sides. These waves usually have a large wavelength and a short wave height so they are not easily recognized by the human eye in these regions. As the tsunami moves toward shore and the oceans depth decreases, its speed slows quickly and the waves begin to grow in height as the wavelength decreases (diagram) This is called amplification and it is when the tsunami is the most visible. As the tsunami reaches the shore, the trough of the wave hits first which appears as a very low tide. This is a warning that a tsunami is imminent. Following the trough, the peak of the tsunami comes ashore. The waves hit the land like a strong, fast tide, instead of a giant wave. Giant waves only occur if the tsunami is very large. This is called runup and it is when the most flooding and damage from the tsunami occurs as the waters often travel farther inland than normal waves would. Tsunami Watch Versus Warning Because tsunamis are not easily seen until they are close to shore, researchers and emergency managers rely on monitors that are located throughout the oceans that track slight changes in the height of waves. Whenever there is an earthquake with a magnitude greater than 7.5 in the Pacific Ocean, a Tsunami Watch is automatically declared by the PTWC if it was in a region capable of producing a tsunami. Once a tsunami watch is issued, PTWC watches tide monitors in the ocean to determine whether or not a tsunami was generated. If a tsunami is generated, a Tsunami Warning is issued and coastal areas are evacuated. In the case of deep ocean tsunamis, the public is normally given time to evacuate, but if it is a locally generated tsunami, a Tsunami Warning is automatically issued and people should immediately evacuate coastal areas. Large Tsunamis and Earthquakes Tsunamis occur all over the world and they cannot be predicted since earthquakes and other underwater disturbances occur without warning. The only tsunami prediction possible is the monitoring of waves after the earthquake has already happened. In addition, scientists today know where tsunamis are most likely to occur due to large events in the past. In March 2011, a magnitude 9.0 earthquake struck near the coast of Sendai, Japan and generated a tsunami that devastated that region and caused damage thousands of miles away in Hawaii and the west coast of the United States. In December 2004, a major earthquake struck near the coast of Sumatra, Indonesia and generated a tsunami that damaged countries all over the Indian Ocean. In April 1946 a magnitude 8.1 earthquake struck near Alaskas Aleutian Islands and generated a tsunami that destroyed much of Hilo, Hawaii thousands of miles away. The PTWC was created in 1949 as a result. To learn more about tsunamis, visit the National Oceanic and Atmospheric Administrations Tsunami Website. References National Weather Service. (n.d.). Tsunami: The Great Waves. Retrieved from: weather.gov/om/brochures/tsunami.htmNatural Hazards Hawaii. (n.d.). Understanding the Difference Between a Tsunami Watch and Warning. University of Hawaii at Hilo. Retrieved from: uhh.hawaii.edu/~nat_haz/tsunamis/watchvwarning.phpUnited States Geological Survey. (22 October 2008). Life of a Tsunami. Retrieved from: http://walrus.wr.usgs.gov/tsunami/basics.htmlWikipedia.org. (28 March 2011). Tsunami - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/tsunami

Education in Victorian Times essays

Education in Victorian Times essays Education in Victorian Times was hard to come by. Each social class, the upper class, the middle class and the poor class, had different ways of getting education and the quality of education was different for each class, also. The higher class children were educated by hired tutors or attended an academy that prepared young men for the University. The middle class children usually went to private schools that were not as expensive as tutors or academies, but also provided an average education. In early Victorian England, most of the poor class children didnt even receive an education. Many of them were sent to work at age five. The government didnt want anything to do with the need for education. The churches pushed for educating the poorer classes though. In 1880, a law passed that said that all children from the ages of five to thirteen had to attend school. Although, many children did not go to school because their hard earned wages were needed at home. The churches tried to help out by setting up Sunday schools. They taught religious morals and some reading and writing. The reasons that these schools were more practical are because children were not expected to go to work on Sundays, they u sually could be spared from home, and Sunday is the only day the volunteers could help. Soon, public schools emerged but were impractical for children who need to contribute to the family income. The educational quality varied in all of these different types of schools. Slowly education for the poor class got better. Facilities that trained teachers were established and many more laws about the amount of education that a child must receive were passed. The need of government involvement and ineffective voluntary efforts made it hard for the poorer classes to receive education. Sadly, the situation was not dealt with until the late 1800s, which was way too late. ...

The Ethics of Lying Coursework Example | Topics and Well Written Essays - 250 words

The Ethics of Lying - Coursework Example m a Kantian perspective this is morally wrong, but a utilitarian perspective, where the peace of the dying person is seen as contributing to the well-being of the whole family or community, would be able to justify this as moral (Mazur, n.d.; Plante, 2011; Anscombe, n.d.; Johnson, 2008). Bullet Point 2: Kant would say, with regard to the ethics of lying, that in essence lying is wrong in all cases, and that the ethics of lying is not hinged on circumstances, but on its being always wrong regardless of the external factors. Even in the case of say, a man with a weapon asking where a person is, with the intent of killing that person, one is compelled by Kantian ethics to say where the person is. Yes the person will die in the hands of the man with the weapon, but to lie about where the person is hiding, or where he went, would be wrong according to Kant (Mazur, n.d.; Plante, 2011). Bullet Point 3: Deontological theory in essence weighs the ethics of actions based on certain rules or categories of judgment. One can say for instance that Kant’s ethical precepts rest on the application of certain rules, and falls within the realm of deontological ethics. This is in opposition to consequentialist ethics, where in essence the ethics of actions depends not on some universally applied standards but on circumstances, and the consequences of actions. This is the case for instance with utilitarian ethics (Alexander and Moore, 2011; Mazur, n.d.; Plante,

Texas Government Essay Example | Topics and Well Written Essays - 750 words

Texas Government - Essay Example It required clinics that performed abortion to meet surgical standards as those in hospital-style surgical centers and mandated that a doctor have admitting privileges at a hospital within 30 miles of the facility where he or she performed abortions (National Women Corporate Center). Democrats and abortion rights advocates, in a bid to stop the legislation, said that this law could result to most of the 42 clinics in the state which performed abortions to close as they would incur a lot of expenses in a bid to be licensed as to perform abortion: expensive renovations or relocations to meet equipment and architectural standards (National Women Corporate Center). Given that the legislature was controlled by the Republicans then, passing of the law a simple task as seen on the concept map. By passing the anti-abortion bill, it went against the woman’s fourteenth amendment right to choose to terminate pregnancy before vitality. This was clearly a violation of women’s constitutional right. This law also denied a woman the ability to make an extremely personal medical decision. In addition, mandatory ultrasound laws presented disrespect for women’s decision making abilities and clinical judgment of a doctor. In 2013, Texas passed laws requiring abortion providers to have admission privileges at hospitals. This law clearly gave hospitals more powers than doctors. Passing the laws that many clinics did not meet the stated surgical standards, requiring them to be upgraded to the expected standards, resulted to many clinics being closed. This deprived the women fundamental constitutional rights. In Texas the district court judge blocked this provision from going into effect, this decision was reversed by the appellate court and U.S. Supreme Court did not reinstate the district court’s injunction (Besset, 6). Although the law is in effect, this case is still under