Khubilai Khan Essays - Borjigin, Mongol Empire, Kublai Khan

Khubilai Khan The founder of Chinas Yuan, or Mongol, Dynasty was a brilliant statesman and military leader named Khubilai Khan. Grandson and the best-known successor of the great Mongol conqueror Genghis Khan, Khubiliai became the first emperor of the Mongol Empire. He completed the conquest of China that was begun by his grandfather. Khubilais major accomplishment was convincing China to be ruled by foreign people, the Mongols. His achievements were first brought to the Western and European society in the writings of Marco Polo, the Venetian traveler who lived in China for nearly 20 years. Khubilai Khan began to play a significant part in the consolidation of Mongol rule when his brother, Mangu Khan, became determined to complete the conquest of China in 1251. Upon the death of Mangu, only eight years later, Khubilai was proclaimed as the Great Khan.1 Then in 1279, Khubilai defeated the Southern Song Dynasty, bringing the remainder of China under his reign.2 This was the first time all of China was under foreign rule. Khubilai named the dynasty Yuan, meaning beginning or origin of the universe, to signify that this was the beginning of a long era of Mongol power.3 The Yuan Dynasty lasted from 1279 to 1368 in China.4 Where to put the capital was a major decision for Khubilai Khan. He ended up making two capitals: Upper Capital, called Shang-tu, and Central Capital, called Ta-tu, located at present-day Beijing.5 Ta-tu soon became a sophisticated and wealthy city. There Khubilai ruled as both the emperor of the Chinese Yuan Dynasty and the Great Khan of the Mongols. Khubilai adapted to the Chinese way of governing. He successfully followed the bureaucratic system through which Chinese dynasties had ruled. However, the Mongols carefully guarded their cultural identity and way of life. The Mongols could not have ruled China without the help of some of the Chinese aristocracy and yet they were reluctant to use the Chinese in their government. Chinese talent was excluded from positions of authority and discriminative social and legal laws were set up, limiting the freedom of the Chinese. To support agriculture, Khubilai Khan created an Office for Stimulation of Agriculture in 1261.6 Although many of his people wanted to establish the nomadic way of life inside the Great Wall, in early 1262, Khubilai passed a law forbidding nomads animals from roaming on farmland. He filled up granaries in case of future famines, especially in the north where the land had been ravaged. At the Central Capital, Ta-tu, Khubilai had 58 granaries, which stored 145,000 shih (one shih was equivalent to about 133 pounds) of grain.7 He organized the farmers into groups called the she. Each she composed of 50 families and were under the supervision of a village leader known as the she-chang.8 The shes chief purpose was to serve in the stimulation of agriculture. They were encouraged to complete self-help projects such as promoting silk production, planting trees, improving irrigation and flood control, and stocking rivers and lakes with fish. Each she were to observe their own members and reward those who worked efficiently and discipline those who were lazy. The she not only, in a sense, give peasants control over their lives, but also helped the government to watch over the people. It also introduced the peasant children with a better education in agricultural techniques and basic literacy.9 Khubilai Khan also organized a fixed, regular taxing system. Instead of paying taxes to the local collectors, the people just made one annual payment to the central government. The government then paid the nobles. Khubilai also demanded a great deal of unpaid labor from the people. Not only did Khubilai demand the people to provide labor, but also to provide their own horses and supplies. At the same time he issued laws and codes demanding overseers not to be troublesome. He commanded that the Yangtze River be extended 135 miles north by constructing the Grand Canal. The Grand Canal would link the Yangtze River with Ta-tu. When it was completed in 1289, the Grand Canal, first used only for official news, but soon merchants used the Grand Canal as well. Khubilai also tried to improve the communication system within his empire. By the end of Khubilais reign, there were 1,400 postal stations, which used 50,000 horses, 8,400 oxen, 6,700 mules, 4,000 carts, 6,000 boats, 200 dogs, and 1,150 sheep.10 Because of Khubilais strict accomplishments, soon both trade on land and overseas flourished. The Mongols welcomed foreigners including Russians, Arabs, Jews, Genoese, and Venetians.

Free Essays on Nationalism

Nationalism After the war of 1812, Nationalism was like a widespread disease throughout the United States. People throughout the country were showing their red, white, and blue in many ways and forms. This pride seemed to stay surprisingly strong up through 1824. There was a new era in the air and it was called Nationalism. The first major event after the war of 1812 that brought out the pride of ones country, was the new capital being built. The British had burned down our old one during war, which was the heart of contempt with many Americans. The new capital was built bigger, better, and more beautiful than the first. This helped to raise the spirits of all Americans. Along with a new capital springing up after the war, humanities seemed to make its dà ©but in America around this time. The first actual American literature begins to appear. Instead of shipping over British books, Americans got to read books from their own country for the first time. People like Washington Irving who wrote The Legend of Hollow, and James Fennmore Cooper who wrote The Last of the Mohicans, made their fist appearances on paper as American novelists. Novels were not the only type of books starting to appear made by, and for, Americans. In fact, Webster published the first American dictionary around this time. Al ong with books, were paintings from American artists. The army was re-built to bring back strength and the federalist age was thrown out along with the Federalist Party. During these few years, major events occurred like the Monroe Doctrine being instated, saying that the western hemisphere was no longer open to European colonization or military intervention, making Americans feel at ease and secure. Florida is purchased from Spain. The Missouri Comprise is passed, which brings two more territories into statehood. Americans saw this time as a period of growth and although there were arguments within the Untied States, it seemed ... Free Essays on Nationalism Free Essays on Nationalism The Global Effects of Nationalism In a post 9/11 world nothing is more apparent than the resurgence of fervent nationalistic attitudes. This renewed uprising can be viewed in a positive or negative way. Nationalism is favourable on a local scale as it unites citizens, it protects a nation’s identity, and it protects the nation itself. Globally however nationalism is a damaging ideology. This paper explains why the re-emergence of nationalism has severe consequences for the global community. Nationalism is defined â€Å"as a fusion of patriotism with a consciousness of nationality.†(Carlton, 1960, p 2) This quote reflects that nationalism is felt on a much larger scale. Patriotism is loyalty one feels toward their country, it is confined by geographic borders. Nationalism however is not. Nationalism unites people regardless of location. A recent example of this is the Ukraine election. Although the situation is taking place in Ukraine, Ukrainians all over the world are uniting to see democracy prevail. This display of loyalty proves that â€Å"the supreme loyalty of man is therefore due to his nationality†(Kohn, 1944, p 16), The phrase ‘supreme loyalty’ describes a type of loyalty that transcends other loyalties. When people in separate nations experience this type of supreme loyalty conflict arrises. Conflict occurs because of the belief that one nation is superior to another, and this is the underlying current of nationalism. While some rulers may think that this superiority complex is beneficial to their country, in reality it is not. This complex breeds ignorance toward other nation’s traditions and values, which results in hostility between countries. The ‘Freedom fries’ controversy is an excellent example of this. When France refused to support the United States on their position regarding Iraq, two republican lawmakers attempted to change the name of french fries to freedom fries. The ignorance displayed by t... Free Essays on Nationalism Nationalism After the war of 1812, Nationalism was like a widespread disease throughout the United States. People throughout the country were showing their red, white, and blue in many ways and forms. This pride seemed to stay surprisingly strong up through 1824. There was a new era in the air and it was called Nationalism. The first major event after the war of 1812 that brought out the pride of ones country, was the new capital being built. The British had burned down our old one during war, which was the heart of contempt with many Americans. The new capital was built bigger, better, and more beautiful than the first. This helped to raise the spirits of all Americans. Along with a new capital springing up after the war, humanities seemed to make its dà ©but in America around this time. The first actual American literature begins to appear. Instead of shipping over British books, Americans got to read books from their own country for the first time. People like Washington Irving who wrote The Legend of Hollow, and James Fennmore Cooper who wrote The Last of the Mohicans, made their fist appearances on paper as American novelists. Novels were not the only type of books starting to appear made by, and for, Americans. In fact, Webster published the first American dictionary around this time. Al ong with books, were paintings from American artists. The army was re-built to bring back strength and the federalist age was thrown out along with the Federalist Party. During these few years, major events occurred like the Monroe Doctrine being instated, saying that the western hemisphere was no longer open to European colonization or military intervention, making Americans feel at ease and secure. Florida is purchased from Spain. The Missouri Comprise is passed, which brings two more territories into statehood. Americans saw this time as a period of growth and although there were arguments within the Untied States, it seemed ...

Ten Common Myths Regarding Teachers

Ten Common Myths Regarding Teachers Teaching is one of the most misunderstood professions. Many people do not understand the dedication and hard work that it takes to be a good teacher. The truth is that it is often a thankless profession. A significant portion of the parents and students that we work with on a regular basis do not respect or appreciate what we are trying to do for them. Teachers deserve to be respected more, but there is a stigma associated with the profession that will not go away any time soon. The following myths drive this stigma making this job even more difficult than it already is. Myth #1 – Teachers work from 8:00 a.m. – 3:00 p.m. The fact that people believe that teachers only work Monday-Friday from 8-3 is laughable. Most teachers arrive early, stay late, and often spend a few hours on the weekend working in their classrooms. Throughout the school year, they also sacrifice time at home for activities such as grading papers and preparing for the next day. They are always on the job. A recent article published by BBC news in England highlighted a survey asking their teachers how many hours they spend on the job. This survey compares favorably to the amount of time teachers in the United States spend working each week. The survey evaluated the time spent in the classroom and the time spent working at home. According to the survey, teachers worked between 55-63 hours per week depending on the level that they teach. Myth #2 – Teachers have the entire summer off work. Yearly teaching contracts typically range from 175-190 days depending on the number of professional development days required by the state. Teachers generally receive about 2 ½ months for summer vacation. This does not mean they are not working. Most teachers will attend at least one professional development workshop during the summer, and many attend more. They utilize the summer to plan for the next year, read up on the latest educational literature, and pour through new curriculum that they will be teaching when the New Year begins. Most teachers also start showing up weeks in advance of the required reporting time to start preparing for the new year. They may be away from their students, but much of the summer is dedicated to improving in the next year. Myth #3 – Teachers complain too often about their pay. Teachers feel underpaid because they are. According to the National Education Association, the average teacher salary in 2012-2013, in the United States, was $36,141. According to Forbes Magazine, 2013 graduates earning a bachelor’s degree would make an average of $45,000. Teachers with all ranges of experience make $9000 less a year on average than those beginning their career in another field. Many teachers have been forced to find part-time jobs in the evenings, on the weekends, and throughout the summer to supplement their income. Many states have beginning teacher salaries below the poverty level forcing those who have mouths to feed to get government assistance to survive. Myth #4 – Teachers want to eliminate standardized testing. Most teachers do not have an issue with standardized testing itself. Students have been taking standardized tests every year for several decades. Teachers have utilized testing data to drive classroom and individual instruction for years. Teachers appreciate having the data and apply it to their classroom. The high stakes testing era has changed a lot of the perception of standardized testing. Teacher evaluations, high school graduation, and student retention are just a few of the things that are now tied to these tests. Teachers have been forced to sacrifice creativity and to ignore teachable moments to ensure that they cover everything their students will see on these tests. They waste weeks and sometimes months of class time doing comprehension test prep activities to prepare their students. Teachers are not afraid of standardized testing itself, they are afraid of how the results are now used. Myth #5 – Teachers are opposed to the Common Core State Standards. Standards have been around for years. They will always exist in some form. They are blueprints for teachers based on grade level and subject matter. Teachers value standards because it gives them a central path to follow as they move from point A to point B. The Common Core State Standards are no different. They are another blueprint for teachers to follow. There are some subtle changes that many teachers would like to make, but they truly are not much different than what most states have been using for years. So what are teachers opposed to? They are opposed to the testing tied the Common Core. They already loathe the overemphasis on standardized testing and believe the Common Core will increase that emphasis even more. Myth #6 – Teachers only teach, because they cannot do anything else. Teachers are some of the smartest people I know. It is frustrating that there are people in the world that actually believe that teaching is an easy profession full of people that are incapable of doing anything else. Most become teachers because they love working with young people and want to make an impact. It takes an exceptional person and those who consider it glorified â€Å"babysitting† would be shocked if they shadowed a teacher for a few days. Many teachers could pursue other career paths with less stress and more money, but choose to stay in the profession because they want to be a difference maker. Myth #7 – Teachers are out to get my child. Most teachers are there because they genuinely care for their students. For the most part, they are not out to get a child. They have a certain set of rules and expectations that every student is expected to follow. The chances are decent that the child is the issue if you think the teacher is out to get them. No teacher is perfect. There may be times that we come down too hard on a student. This often results out of frustration when a student refuses to respect the rules of the classroom. However, this does not mean we are out to get them. It means that we care enough about them to correct the behavior before it becomes uncorrectable. Myth #8 – Teachers are responsible for my child’s education. Parents are any child’s greatest teacher. Teachers only spend a few hours each day over the course of a year with a child, but parents spend a lifetime. In reality, it takes a partnership between parents and teachers to maximize a student’s learning potential. Neither parents nor teachers can do it alone. Teachers want a healthy partnership with parents. They understand the value that parents bring. They are frustrated by parents who believe they have little to no role in their child’s education other than making them go to school. Parents should understand that they are limiting their child’s education when they do not get involved. Myth #9 – Teachers are continuously opposed to change. Most teachers embrace change when it is for the better. Education is a continuously changing field. Trends, technology, and new research are continuously evolving and teachers do a decent job of keeping up with those changes. What they fight against is bureaucratic policy that forces them to do more with less. In recent years, class sizes have increased, and school funding has decreased, but teachers are expected to produce greater results than at any time. Teachers want more than the status quo, but they want to be properly equipped to fight their battles successfully. Myth #10 – Teachers are not like real people. Students get used to seeing their teachers in â€Å"teacher mode† day in and day out. It is hard sometimes to think of them as real people who have lives outside of school. Teachers are often held to a higher moral standard. We are expected to behave a certain way at all times. However, we are very much real people. We have families. We have hobbies and interests. We have lives outside of school. We make mistakes. We laugh and tell jokes. We like to do the same things everyone else likes to do. We are teachers, but we are people too.

Developing an argument Essay Example | Topics and Well Written Essays - 500 words

Developing an argument - Essay Example Are not there any other art forms that can be dominated by other culture besides English (Murphy, 335-48)? England is not the only culture that flourishes in the field of the arts, whether written, spoken or performed. One can put into consideration the art forms which are expressed like painting or sculpting as an example to be explored. The Italian culture has been proud of its sculptures, paintings and the artists who have created them. Sculptures are also poetry in their own sense without the need of expressing any words. Even those who are not English men can interpret these art forms without any spoken words. Just by the mere vision of the art, a person can be moved by the sculptures (Wigglesworth & Bradford, 394). Another Italian art form that can be considered as poetry is the opera. There are thousands of operas that are in Italian yet even those people who are not familiar with the language can understand the emotion the playwright would want to convey its audience. There are instances when these opera plays are translated into the English language to cater to more audience since English is understood more than the original language the opera was written. Though still carrying the same storyline, there are times when the emotions and some ideas of the opera become lost in the whole translation process. In this case, since the opera can be considered as a form of poetry, can English still be the best for poetry when in the process of translation some ideas or most of the ideas can be twisted (Freeman, 28)? Going back to the essay of Eliot, one of the reasons why he said such statement is that the Germans considered themselves as superior. The more German a person can be the more power he can have. However, Germans did not use language in getting attention and domination, they used violence. Violence is not a basis in measuring how rich a nation’s culture is. It is a

The Impact of Cause-Related Marketing on Consumer Choices Research Paper

The Impact of Cause-Related Marketing on Consumer Choices - Research Paper Example This research will begin with the definition of Cause Related Marketing. A working definition of CRM is borrowed from Varadarajan Menon. In this regard, Varadarajan and Menon define CRM as the process of formulating and implementing marketing activities that are characterised by an offer from the firm to contribute a specific amount to a designated cause when customers engage in revenue providing exchanges that satisfy organizational and individual objectives. In this regard, CRM is a form of business orientated philanthropy geared toward â€Å"profit-motivated giving†. CRM is also characterized by symmetrical relations between business organizations/for-profit organizations and non-profit organization on the basis of shared advantages. To this end, the business organization seeks to obtain an increase in sales and the non-profit organization seeks to obtain an increase in funding. Thus CRM is both a â€Å"positioning† and â€Å"marketing tool† that intentionally connects a business or a brad to â€Å"a relevant cause or issue† for the benefit of the business and the social cause or its non-profit promoter. A business firms’ investment in CRM is based on the concept that consumers for the most part will choose a brand for both â€Å"expressive† and â€Å"practical reasons†. Therefore a business may choose CRM as a means of promoting attachment to brand by tapping into the social and environmental consciousness of consumers to their products. When businesses’ brands are already experiencing a high level of loyalty to their products and brands, CRM can be used as â€Å"brand extensions†.... 60). In this regard, CRM is a form of business orientated philanthropy geared toward â€Å"profit-motivated giving† (Varadarajan & Menon, 1988, p. 58). CRM is also characterized by symmetrical relations between business organizations/for-profit organizations and non-profit organization on the basis of shared advantages. To this end, the business organization seeks to obtain an increase in sales and the non-profit organization seeks to obtain an increase in funding (Kahle & Close, 2011). Thus CRM is both a â€Å"positioning† and â€Å"marketing tool† that intentionally connects a business or a brad to â€Å"a relevant cause or issue† for the benefit of the business and the social cause or its non-profit promoter (Pringle & Thompson, 1999, p. 3). A business firms’ investment in CRM is based on the concept that consumers for the most part will choose a brand for both â€Å"expressive† and â€Å"practical reasons†(Linton, 2005, p. 604). Th erefore a business may choose CRM as a means of promoting attachment to brand by tapping into the social and environmental consciousness of consumers to their products. When businesses’ brands are already experiencing a high level of loyalty to their products and brands, CRM can be used as â€Å"brand extensions† (David, 2000, p. 132). Ultimately, the marketing strategy employed in CRM is to engage the consumer’s emotions with the result that the consumer is left feeling that by purchasing a specific product, he or she is helping to further social goods (Strahilevitz, 1999). From the perspective of the business organization, there can be two specific benefits. First, in the long term, CRM can provide an advantage in that it may improve the business’s

Classical and Operant Conditioning Essay Example for Free

Classical and Operant Conditioning Essay Behavioural therapies emerged in the 1950s. The main assumption of the behavioural view is that abnormal behaviour is acquired in the same way as normal behaviour, through the principles of Classical and Operant Conditioning. Behavioural therapy is usually targets at specific, well-delineated anxiety disorders such as phobias and compulsions.  One therapy that is used through Classical Conditioning is Systematic Desensitisation. Classical Conditioning is learning that occurs through association. Systematic Desensitisation is used for people with phobias as it de-conditions phobias using relaxation and gradual contact. Individuals might learn that their feared stimulus was not so fearful after all if they could only re-experience the feared stimulus but the anxiety it creates blocks such recovery. This is overcome by introducing the feared stimulus gradually. In this type of behavioural therapy, based on the principle of counter-conditioning, a fearful person imagines a series of progressively more fearsome situations while he or she is deeply relaxed. The responses of relaxation and fear are incompatible, and the fear is eventually dispelled. The use of Systematic Desensitisation was first developed by Wolpe in the 1950s. Systematic Desensitisation enables individuals to overcome their anxieties by learning to relax n the presence of stimuli that once made them unbearably nervous and afraid. Wolpes basic idea was to replace one response (fear) with another (relaxation). This is particularly useful for treating psychological problems in which anxiety is the main difficulty for example phobias, shyness etc. The mode of action of Systematic Desensitisation is that in the early days of Systematic Desensitisation, patients would learn to confront their feared situations. They would gradually overcome their fears by learning to relax in the presence of objects or images that would normally arouse anxiety. Today, this is not the case, the therapists ask the subject to imagine the presence of the feared stimulus rather than actually presenting it. Systematic Desensitisation typically involves steps. First, patients are taught how to relax their muscles. Then the therapist and patient construct a hierarchy, the patient gradually works their way up the hierarchy, visualising each anxiety-evoking event while engaging in the completing relaxation responses. Once one step is mastered they move to the next step, continuing up the hierarchy until they have mastered their feared situation. Research has found that Systematic Desensitisation is successful for a range of anxiety disorders e.g. about 75% of patients with phobias responded to this method of therapy (McGrath et al, 1990). However spontaneous recovery (recovery without treatment) from phobias has been found to be as high as 50-60% (McMorran et al, 2001). This shows that Systematic Desensitisation may contribute little to recovery. Systematic Desensitisation has also been used with OCD patients. The technique of exposure and response prevention has an effectiveness of 60-90% of adults with OCD (Albucher et al, 1998) this is where patients are exposed to the objects or situations that trigger obsessions and are then prohibited from engaging in their usual compulsive response. All behavioural therapies have their roots in learning theory, which has its own roots in experiments with non-human animals. Wolpes (1958) initial research was with cats. He created a phobia by placing them in cages and administering repeated electric shocks. He could then reduce their learned anxiety response by placing food near a cage that was similar to the original. The act of eating apparently diminished the anxiety response; the cats could gradually be placed in cages more and more similar to the original cages without symptoms of anxiety. Human anxiety may not always respond in the same way. Systematic Desensitisation did not cure the phobia of one woman treated for a fear of insects (Wolpe 1973). It turned out that her husband, with whom she had not been getting along with was nicknamed after an insect. Her fear was therefore not the result of conditioning but a means of representing her marital problems. Marital counselling was recommended to her, which succeeded where Systematic Desensitisation had failed.  One therapy that is used through Operant Conditioning is Token Economy. Operant Conditioning is making a conscious association with the consequences of a behaviour e.g. behaviour that is rewarded is more likely to be repeated. The use of Token Economy is a behaviour modification procedure in which patients are given tokens for socially positive behaviour, these being withheld when unwanted behaviours are exhibited. The tokens can then be exchanged for desirable items and activities such as sweets. Although Token Economy programmes were widespread in the 1970s, they became largely restricted to wards being prepared for transfer into the community. A particularly widespread use of Token Economy at the time was for changing the negative symptoms of schizophrenia poor motivation, poor attention and social withdrawal (McMonagle and Sultana, 2001). In educational setting, the Token Economy system is an important part of classroom management, where it is used to build up and maintain appropriate classroom performance and behaviour.

The Development of Janes Character from Passionate Child to Independen

The Development of Jane's Character from Passionate Child to Independent Woman Jane's character changes immensely throughout the course of the novel. In Victorian England, there were distinctive boundaries of social classes and I intend to study Jane's social elevation, from a destitute orphan to that of a beloved wife. When Jane was a child her parents died and she was sent to Mr Reed, her late mother's brother. "my own uncle - my mother's brother in his last moments he had required a promise of Mrs Reed that she would rear and maintain me as one of her own" Her uncle died and she was left with Mrs Reed and her three cousins who all despised her. They only looked after her because of the promise to Mr Reed. It was typical in Victorian England for an orphan to stay with relatives because if they didn't they would be sent to the workhouse. They would either be loved or despised - like in Jane's case. Jane was a spirited child who was not afraid to stand up to Mrs Reed or John Reed. She was isolated and explains how unloved and ill treated she was at Gateshead "if anyone asks me how I liked you, and how you treated me, I will tell them the very thought of you makes me sick" Jane is a brave, little girl and tells things as they are. She accepts how badly she was treated and lets Mrs Reed know this just before leaving to go to school at Lowood. When Mr Brocklehurst visited her at Gateshead, she was forceful and told him directly "Psalms are not interesting." This action was not typical of others in Victorian England, as they would not have answered so bluntly. Jane Eyre leaves Gateshead and attends Lowood School, she forms alliances with Helen Burns and Miss Temple, and she becomes a much .. ...character it helps to focus and underline the thoughts and feelings of the writer without feeling embarrassed, instead it allows the writer to get their opinions into society through another means other than themselves. However, I do not believe that the whole novel is feminist because a Victorian woman's aspiration was to marry and in the end this is what Jane ends up doing. The period when Jane is at school is when she learns to control herself and become more "Victorian", but again in contrast to this, it has been suggested that Miss Temple and Jane were more than just friends up until the point when Miss Temple got married. It seems to me that sections of the novel do point to being 'feminist', trying to get men and women on equal terms, whereas some sections are more typical in the way that they represent Jane and a more usual 'Victorian' manner.

Criminal Record Does Matter

A Criminal Record Does Matter April 11, 2013 Sociology 381 In the article, Mark of a Criminal Record by Devah Pager, the effect that a criminal record has on black and white males is examined. Pager's goal is to answer whether and to what extent employers use criminal history, whether race plays a role in hiring, and whether there are different results for black applicants than for white applicants when applying for a job. In order to conduct this research Pager uses Audit Methodology. The basic design of this study was to create four different resumes for four different people (testers).Each tester was an articulate college student who took on one of two roles when applying for a job: an ex convict or someone with no criminal history. Each resume had the same level of qualifications for education and job experience. The two black testers were paired together and the two white testers were paired together. Each tester had one resume and the only difference between the resumes within each group was that one had served prison time for possession of cocaine with intent to distribute.The first objective of the study was to find out whether and to what extent employers use information about criminal history in making hiring decisions. This was important because in the sample taken by Pager (2003), 27% of employers said they would perform background checks on all applicants. However, the actual number was most likely higher because employers were not required to indicate whether or not they intended to perform background checks (Pager, 2003, p. 953). And although not all employers actually do this, it still implied that, to some degree, a criminal history will affect job opportunities.One criticism to this type of research was that employers use other characteristics to determine whether or not the applicant will be hired and not the criminal record. This says that the same characteristics that make a person resort to crime happen to overlap with characteristics that make a person an undesirable employee. This objective and study was designed to find out how true that is. It has been found that a criminal record plays a significant role during the hiring process. A criminal record reduced the likelihood of a call back by 50%. 4% of whites without a criminal record received a callback compared to 17% of whites with a criminal background. For one tedious job application for a trucking service, one applicant was told that the job had been filled after the employer reviewed the application. Keep in mind, though, that the applicant had to check with the supervisor several different times during the application process in order to complete the application. The second objective was to find out the extent to which race continues to serve as a major barrier to employment.This is important because racial inequality is a prevalent issue that has been heavily debated in regards to job opportunities. African Americans have lower rates of employment compared to whites. There is disagreement over the cause of these discriminations. This method of testing is designed to address this question. Recent studies have doubted the importance of race when it comes to the job hiring process. Some recent arguments have stated that other factors such as spatial location, soft skills, social capital, and cognitive ability are to blame rather than race.This study compares equally qualified black and white applicants who apply for the same job and the frequency each one received call backs. One surprising finding is that out of the black applicants without criminal records, only 14% were called back compared to 34% of white applicants without criminal history. What really makes the results of this audit so surprising is that whites with criminal backgrounds were called back more than blacks without a criminal background at 17% of the time.Blacks with criminal history were only a little less likely to be called back than their noncriminal counterparts at 14% of the time. The third objective is to assess whether the effect of a criminal record differs for black and white applicants. This is important because criminal history can affect job opportunities and may even be more troublesome depending on the race of the applicant. Effects of criminal records for blacks and whites can be even more detrimental in times of economic hardships.One employer for a janitorial service said that the company had been extremely short staffed and had to interview virtually every applicant. Now with job scarcity, even the most entry level jobs are able to be more selective about whom they employ. It is important to recognize the possible racial differences in the effects of incarceration. Current literature on racial stereotypes says that â€Å"stereotypes are most likely to be activated and reinforced when a target matches on more than one dimension of the stereotype† (Pager, 2003, p. 45). This may make employers, who already have preconceive d notions, even more wary with proven past criminal behavior. The results of the study showed that the effect of a criminal record is more pronounced and impacting blacks 40% more than whites. On three separate occasions black testers were asked if they had criminal backgrounds before they submitted their applications. I had a lot of different reactions to this article. Before I read the article I had a couple different assumptions that were correct.For example, I already figured that a criminal record would affect opportunity for hire and that it would have a bigger impact for blacks than for whites. I was, however, surprised to learn that whites with a criminal history were more often called back than blacks with a clean history. I did not know that there was still such discrimination with the workplace. I was more disturbed by how much a criminal record affected overall employment rather than by how much race played a role. One finding that really bothered me was that there are n o limitations as to how far back an employer can go when performing a background check.Employers may potentially reject an applicant because of a crime committed many years prior or even during adolescents and according to Kurlychek (2007), individuals who have juvenile or early adult records have a lower chance of recidivism. With today's technology it is even easier to access this information, making it more likely that an employer will look at the background, making the mark of a criminal record even more problematic. Employers are allowed to deny employment if the offense directly relates to the job.This is vague and the lack of regulation and accountability on the employer's part makes it easy for them to dismiss an applicant and blame it on other â€Å"defects† of character or qualification even though these defects may be completely erroneous. Another part of the results that is shocking is that these testers are articulate college students, and even though they took o n criminal personas, are still not being selected. During the study the testers were the â€Å"best possible scenario† ex convicts, meaning that each one had some college education and his own transportation.Each applicant put down his parole officer's name and had other references. Very rarely did the employer contact any of the references. To me, this means that regardless of how well presented a person is or even if he/she has credible references that are able to atone for his/her character and reliability, a criminal record may destroy any chance a person has for a particular job. One important part of Pager's study is that the testers were open and upfront about their criminal background.The part of this which stuck out in my mind was even if the job application did not request criminal information, it was still given. And according to Pager (2003), this reflects real life situations, as it is assumed that most employers will eventually find out; with that being said, th ese people are being openly labeled as ex convicts. Labels serve as cues to how others respond to an individual and have even been formalized into law so that people who have criminal records face civil disenfranchisement (Kurlychek, 2007, p. 67).Another aspect of this I found incredibly shocking is that people labeled deviant suffered more setbacks in search of employment than did illegal aliens. I realize there are different types of offending and I believe each one should be treated on a case by case basis, but the fact remains, it is easier for an illegal alien to find employment than some U. S. citizens who are labeled as criminals. â€Å"50% of cases, employers were unwilling to consider equally qualified applicants on the basis of their criminal record† (Pager, 2003, p. 956).I find this statistic to be very unsurprising yet unfair in some circumstances. The fact that half of the employers polled will not even consider an applicant because of a criminal record is absurd , especially, in cases such as the one studied in Pager's audit. This finding is supported by a study reviewed in Kurlychek's article: 25 employers received a resume with a criminal history and only one offered the applicant employment (2007, p. 67). Each crime is different, and as I have previously stated, each one should be considered on a case by case basis.I do not believe that all hope for employment should be abolished due to the criminal record described in Pager's study. The testers were one time offenders whom otherwise would have been viewed as good candidates for employment. In one study by Cheng, Kim, and Lo (2008), there was a positive correlation between the number of offenses committed in the past and the likelihood of reoffending. Other findings in Kurlychek's (2007) article state that the majority of one time offenders do not continue to offend and either learn their lesson or grow out of it.I should add, when an offender forms a positive social tie, such as the one that would be created due to employment, the chances of offending decrease. After reading these articles, the way I view those with criminal records is a little bit different. I am very open-minded, I give people the benefit of the doubt, and I do not believe that a criminal history defines who a person is or their ability to perform certain tasks. Although, each situation needs to be evaluated separately by factors other than the presence of a criminal record.I think one time offenders should be given more leniency and there should be more focus on the offender's pattern (or lack thereof) of criminality. The way in which offenders are labeled in society by both written and unwritten law is another aspect I see a little differently. I never realized how difficult it is to escape the stigmatization of being labeled as deviant. This kind of negative label has the ability to haunt people their entire lives, even if their offense can be attributed to one bad decision made while maturin g.References Cheng, T. , Kim, Y. , & Lo, C. (n. d. ). Offense specialization of arrestees. (2008). An Event History Analysis,  54(3), 341-365. doi: 10. 1177/0011128707305746 Kurlychek, M. , Brame, R. , & Bushway, S. (n. d. ). Enduring risk? old criminal records and predictions of future criminal involvement . (2007). Crime & Delinquency  ,  53(1), 64-83. doi: 10. 1177/0011128706294439 Pager, D. (n. d. ). The mark of a criminal record. (2003). American Journal of Sociology,  108(5), 937-975. doi: 10. 1086/374403

Mrs. Turner Cutting the Grass Essay

In the short story â€Å"Mrs. Turner Cutting the Grass† by Carol Shields, the ideology of not judging a book by its cover can be seen as a main theme of the story as it shows the main character, Geraldine being judged by everyone that surrounds her all throughout her life. Shields demonstrates this by taking the audience on a journey through her life giving the reader flashbacks of her life as a young teen to a sight to see on a hot afternoon in June, giving a perspective of a static character development as she remains stubborn and oblivious all throughout her life. This is depicted through third person narration, which presents a conflict of man vs. society point of view within Mrs. Turner’s life. The narration throughout the story is in third person as the narrator always refers to the main character as Mrs. Turner, Geraldine or Girlie instead of using the first person perspective. The point of view is from a single narration that is omniscient since we are given other characters perspectives towards Mrs. Turner and how they feel about her. Throughout the story, she is depicted as impulsive, rebellious, getting herself stuck in bad situations and instead of working out her problems she runs away. The Man vs. Society conflict perspective can be seen through the way other people evaluate her and her life choices. She is negatively judged, for example, by the way she carelessly the cuts the grass, her negligent use of the weed killer and even in the professor’s poem â€Å"The Golden Pavilion†, which contrasts the American tourist, in this case represented by Geraldine and her sisters, describing Geraldine as a â€Å"little pug of a women† against the majesty and beauty of the golden pavilion of Kyoto Japan. The professor, in this poem, depicts her ignorance and outward appearance in a negative light implying a shallow, superficial life. Interestingly, we are told little about how the character sees herself. Given the fact that Geraldine dropped out of high school at the age of sixteen and worked at the Boissevain Dairy until the age of nineteen, it could be assumed that perhaps her life was really quite difficult.

Literary Analysis- the Story of an Hour Essays

Literary Analysis- the Story of an Hour Essays Literary Analysis- the Story of an Hour Paper Literary Analysis- the Story of an Hour Paper Ride of Her Life In â€Å"The Story of an Hour† (1894), Kate Chopin presents a woman in the last hour of her life and the emotional and psychological changes that occur upon hearing of her husbands’ death. Chopin sends the protagonist, Mrs. Mallard, on a roller coaster of emotional up’s and down’s, and self-actualizing psychological hairpin turns, which is all set in motion by the news of her husband’s death. This extreme â€Å"joy ride† comes to an abrupt and ultimately final halt for Mrs. Mallard when she sees her husband walk through the door unscathed. Chopin ends her short story ambiguously with the death of Mrs. Mallard, imploring her reader to determine the true cause of her death. The story beginnings with Chopin informing the reader about Mrs. Mallards â€Å"heart trouble† (1). This can be considered from two vantage points, the first being that Mrs. Mallard may in fact be afflicted with a heart condition diagnosed medically, and the second is that Mrs. Mallard had trouble of the heart, which was produced by her feelings toward her current life situation with her husband. Mrs. Mallard is a slave to her marriage and sets aside her own identity in order to be the wife her husband expects her to be. This kind of sacrifice of self would lead anyone to have some weakness of the heart and soul. Richards, a friend of Mr. Mallard’s, is the first to hear about Brently Mallard’s death in a railroad accident. We learn that â€Å"great care was taken† in telling Mrs. Mallard as gently as possible about the death of her husband. Mrs. Mallard’s own sister, Josephine, delivers the news â€Å"in broken sentences† and â€Å"veiled hints† (1). This was done with her â€Å"heart trouble† in mind, in order to not cause her further heart complications. Upon hearing the news, Chopin makes it clear that Mrs. Mallard does not take the news as some other women would; â€Å"with paralyzed inability to accept its significance† rather she breaks down in tears with â€Å"wild abandonment† in a â€Å"storm of grief† (1). In the article written by Selina Jamil, titled â€Å"Emotions in ‘The Story of an Hour’†, Jamil argues that â€Å"Chopin depicts Mrs. Mallard’s awareness of her husband’s death is stimulated by emotions, rather than by rationality† (216). This compliments the notion that Mrs. Mallard would immediately break down with raw emotion after hearing the news, rather then it taking time for the reality to set in. After the initial reaction, Mrs. Mallard goes to her room to be alone and this is when the truly profound emotional and psychological ride begins for her. Mrs. Mallard is drawn to the â€Å"comfortable, roomy armchair† that faced â€Å"the open window† (1), which leads one to believe Mrs. Mallard has a deep desire to be â€Å"open and comfortable† in her own life. Chopin then narrates that Mrs. Mallard is weighed down by â€Å"physical exhaustion that haunted her body and seemed to reach into her soul† (1). [-0] This line illuminates the great suppression and oppression that Mrs. Mallard had been living in, in order to meet her social expectations as a wife. Jamil argues that up to this point Mrs. Mallard â€Å"ultimately purges her[self] of the sufferance of a meaningless life, as it becomes the impetus for the revelation that leads to her new freedom† (216). Chopin uses descriptive words that lend themselves to Mrs. Mallards own emotions in her current state of mind. The line, â€Å"The tops of the trees are aquiver with the new spring life†, speaks volumes about the newness of spring bringing new life to the world. This plays a large role in the epiphany that is soon to be had by Mrs. Mallard about what is to come in her future without her husband. The words â€Å"delicious breath of rain†¦ in the air† illuminates to feelings she will soon have about the death of her husband in relation to how her future will proceed. Jamil asserts that, â€Å"these objects inspire joy and hope in her, which, in turn, stir Louise’s attention: ‘[S]he felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air’† (217). The next line, â€Å"There were patches of blue sky showing here and there through the clouds[-1] that had met and piled one above the other in the west facing her window†, Chopin is symbolizing the emotions that are breaking through the â€Å"pile[s]† of Mrs. Mallard’s suppressed self that she has endured in the formalities of her life (1). Chopin continues to express how afflicted Mrs. Mallard is with her struggle to come to terms with her current state of emotions and her vision of self by describing Mrs. Mallard’s â€Å"dull eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. † While Chopin depicts Mrs. Mallard’s glance as not being one of reflection â€Å"but rather indicated a suspension of intelligent thought,† it can be inferred that Mrs. Mallard is processing her self-being not on a rational level but more on her emotional stimuli. Mrs. Mallard’s roller coaster continues to climb to the peak as she begins to feel â€Å"something coming to her†, she does so â€Å"fearfully†, as she is not clear on what â€Å"it† is that is coming. In her article Jamil indicates, â€Å"The ‘it’ that [Mrs. Mallard] feels emerging from nature is the vision, or perception, of [Mrs. Mallard’s] freedom, which occurs through [Mrs. Mallard’s] aroused emotions† (217). Chopin thoughtfully deduces that Mrs. Mallard’s actualization of self is â€Å"too subtle and elusive† to be grasped with rational thought and that â€Å"it† can only be initially â€Å"felt† intuitively and then â€Å"it† can be processed emotionally (1). As Mrs. Mallard begins to acknowledge what â€Å"it† is; she in turn tries to â€Å"beat it back with her will† (1). Mrs. Mallard is attempting to fight her own will on a couple of levels at this point: first, she â€Å"beats it back† because she knows in her world this feeling of joy is inappropriate at a time of loss; second, she is fearful of this new identity of self, to be an individual with her own will and freedom. However, when she â€Å"abandoned herself a little† she is able to allow her true emotions to escape with one small word â€Å"free, free, free! † (1). This small four letter word at first brought on a â€Å"vacant stare and†¦ look of terror† (2) because of the feelings she was having so soon after her husband’s death. This look quickly vanished as her body began to have a physical reaction to her psychological state of mind and â€Å"her pulse beat fast†¦ coursing blood warmed and relaxed every inch of her body† (2). At this point Mrs. Mallard is transformed into Louise, an individual that is no longer controlled by the â€Å"powerful will† (2) of another. She is no longer fearful of the â€Å"monstrous joy that [holds] her† as she has been enabled by â€Å"a clear and exalted perception† of self and individuality that no one’s â€Å"private will† shall be imposed upon her in the future (2). Louise is then left to contemplate the years to come beyond the day when she is obligated to lay her husband in his final resting place. The emotional incline she eels from the thought of years â€Å"that would belong to her absolutely† causes her to â€Å"open and spread her arms out †¦ in welcome† (2). Louise has reacted the ultimate and â€Å"strongest impulse of her being† and that is her â€Å"possession of self-assertion† (2). Jamil confirms that, â€Å"Louise’s emotions enable her to feel harmony between her body and soul† (218). This enlig htenment compels Chopin’s protagonist to whisper, â€Å"Free! Body and soul free! † (2), as she has finally come full circle in her journey of an hour to becoming her own self after hearing the news of her oppressive husband’s death. While considering the society with which Louise lived, it was common for people to associate emotions with being or making oneself sick. This explains why Josephine would ask Louise to â€Å"open the door- you will make yourself ill† (2) for fear of what may happen to Louise due to the depth of emotions she was processing. Louise attempts to send her sister away and continues to â€Å"drink in [the] very elixir of life† (2) by connecting to this new world that she finds herself in, filled with emotions for the future. Louise takes time to â€Å"fancy† about the days and seasons she would be able to experience with this new sense of self. Chopin leads Louise to compare her desire to have a long life, when just yesterday she had wished her life to be short because of the lack of desire to continue her life in the prison of marriage she had with her husband. After she takes those last moments to relish in her coming days she opens the door to her sister with â€Å"triumph in her eyes, and she carrie[s] herself unwittingly like a goddess of Victory† (2). This demonstrates that Louise has irreversibly transformed emotionally and that this inner change has transferred out into her outward appearance. As Jamil observes, â€Å"Louise breaks the shackles of the patriarchal culture as she comprehends that she can ‘live for herself’ (2) instead of living the life that her husband sanctions for her. And this comprehension has to be felt with emotions† (219). As Louise makes the deviant descent down the stairs with her sister, she is confident in the future she will lead. However, when the front door is opened and her husband enters alive and uninjured because he was in fact far away from the accident, Louise takes her final shocking free fall off her roller coaster. Louise is unable to bear the loss of her new found identity, and with the sudden return of her husband and the life she knew prior to this hour of self discovery, she dies instantly. She dies not â€Å"of the joy that kills† (2) with the return of her husband but of the hair pin turn that takes her back on a road she desperately never wanted to return. Jamil accurately proclaims, â€Å"Chopin makes clear that to simply observe the world through one’s rational faculty is nowhere near as powerful as observing it with the vibrant, vigorous, acute, and heightened awareness that emotion makes possible† (220). Chopin, Kate. â€Å"The Story of an Hour† (1894) www. vcu. edu. engweb/webtexts/hour/[-2]. n. d. printed p. n. (1-2) Web. Retrieved 16th July 2011 Jamil, S. Selina. Emotions in the Story of an Hour. Explicator 67. 3 (2009): 215-220. Academic Search Complete. EBSCO. Web. 18 July 2011 [-0] javascript:void(0); [-1] javascript:void(0); [-2] vcu. edu. engweb/webtexts/hour/

Free Online Virtual High Schools 101

Free Online Virtual High Schools 101 A free online high school is a program that allows students to study through the internet without paying tuition. Free online high schools are considered public schools. In some states, they may be run by the states department of education. In other states, free online high schools are administrated by local school districts or by private organizations that receive permission by forming charter schools. While some free online high schools only offer a few courses, many provide students the opportunity to earn an entire high school diploma. Do Free Online High Schools Offer Legitimate Diplomas? The short answer is: yes. Free only high schools can award graduates diplomas that are the same as diplomas from traditional brick-and-mortar schools. However, many free online high schools are new and are still trying to become properly accredited. Whenever a new school (traditional or virtual) begins accepting students for enrollment, it must go through an accreditation process to prove that it offers a high-quality education. The process can take some time and a school is not guaranteed to receive accreditation. Before enrolling, you can check a free online high schools accreditation status here. If the school is not accredited, you may encounter trouble transferring to another program or having your credits accepted by a college after graduation. Are Free Online High Schools Easier Than Traditional High Schools? As a general rule, free online high schools are not easier than traditional online high schools. Different schools have different curricula and instructors. Some free online high schools may be more difficult than their traditional counterparts, while others may be easier. Some students tend to thrive in the self-paced, independent atmosphere that online high schools provide. Others have an extremely difficult time trying to navigate their assignments and study without the face-to-face assistance offered by teachers in traditional programs. Can Adults Enroll in Free Online High Schools? As public programs, free online high schools are designed for teenagers. While the rules vary from state to state, most free online high schools do not permit older adults to enroll. Some programs will accept students that are in their early twenties or younger. Older students interested in earning an online high school diploma may want to consider private online high school programs. These programs do charge tuition; however many are targeted to older learners and offer students the possibility of earning a diploma at an accelerated speed. Who Funds Free Online High Schools? Free online high schools are funded in the same way as traditional high schools: with local, state, and federal tax funds. Can Free Online High School Graduates Enroll in College? Yes. Just like traditional high school graduates, online high school graduates may apply to and enroll in colleges. College administrators look for the same types of grades, activities, and recommendations as they do for traditional graduates. Some online high schools offer different tracks for students depending on their academic preparedness and their desire to either attend college or learn a trade. Students that plan to attend college should enroll in college preparatory classes and should find out what courses their desired college requires of new freshmen. Additionally, college-minded students should make sure that their free online high school is properly accredited and is in good standing with the accrediting organizations. Can My Teenager Enroll in Any Free Online High School? No. Because online high schools are usually partially funded by local taxes, schools are location-specific. For example, a high school student from Dallas, Texas could not enroll in a free online high school funded by Los Angeles, California school districts. Students are only permitted to enroll in programs that are designated for their state or city. In some cases, students must live within a particular school district in order to enroll in a particular online high school. Additionally, some online high schools are only open to students that regularly attend traditional schools that the online program contracts with. Can My Teenager Enroll in a Free Online High School While Traveling Abroad? Because of the stringent residency requirements, enrolling in a free online high school while abroad can be a bit challenging. Generally, if students are retaining their American citizenship, they will still have a home state. If the parents remain in the U.S., the student may enroll in free online high schools permitted by the parents address. If the whole family is traveling abroad, residency may be determined by their mailing address or P.O. Box. Individual schools may have their own requirements. How Do I Find a Free Online High School? To find a program for your area, check out the About.com state-by-state list of free online high schools.

Santeria Research Paper Example | Topics and Well Written Essays - 1250 words

Santeria - Research Paper Example Perhaps, but it depends on the criteria one uses to measure success. For example, there are not many members of Santeria and it is also quite a geographically and racially limited faith (de la Torre, 12). It probably would not appeal to a broad segment of the world’s population. The practitioners of this faith have also not made much of an impact on contemporary life. But before discussing this issue further, some history about Santeria is important. The Santeria developed largely out of a mix of African tribal religions and new world spirituality that meshed together in the plantations of the Caribbean. During the 16th and 17th century many Africans were kidnapped from their homes on the East Coast of Africa and forcibly transferred to the Caribbean to work on sugarcane plantations as slaves (Eltis, 156-7). Their journey in the Middle Passage was a truly cruel and terrifying one. Although the place they were going to was very religious—mostly Catholic—the people there had no real respect for the Africans’ traditional religions. Many new arrivals to the New World found their religion had been criminalized and that they had to be baptized into a new faith (Eltis, 78). They had the vestiges of their old life stripped from them as they were nothing more than rags. Over time, the old religion and the new religions became one and Santeria was born. Santeria has special gods and special priests and interesting ceremonies that sometimes feature animal sacrifices. Music plays a very important role in the rituals (de la Torre, 121). In these respects it is similar to many of its constituent religions, including Catholicism. All of these reasons establish that Santeria is a fascinating religion; this essay will examine some further points that strengthen this assertion. To many, Santeria is looked at with some suspicion as there have been some unfortunate news stories about it in recent years (McQuiston). People sometimes have the ideas