Latin American Independence Essays (737 words) - Americas

Latin American Independence Latin American Independence The Spanish amassed great wealth and power in their American colonies through oppression, slavery and racism. An amazing variety of classes developed and created a social gap in the people. At the turn of the nineteenth century, the American-born population began to advance towards independence. The process did not happen over night. Instead, it developed slowly due to social, political, ethnic, and economic factors, and the often bloody war for independence raged for fifteen years. Enlightenment radically altered the ideas of people in Europe and America. Ideas that challenged old truths began to develop; ideas that praised individual rights such as the notion that ultimate authority in society resides with the people, not with the king, or that all people are created equal in nature and possess equal rights. The French and American revolutions were strongly influenced by these new, bold beliefs. Inspired by the ideas of the Enlightenment and the wars for independence in other parts of the globe, Latin American gained momentum to began their own revolution. America was a mixing of many different races and each caste held specific rights and limitations. Natural born Spanish had access to the advantages and held the majority of power. The wealthy Creoles were able to ascend to positions of authority, but were always a step down the social ladder from the natural Spanish. Social inequality in America caused tension among the native population. When Spain, in an attempt to centralize their administration (spurred by the Enlightenment), began replacing Creoles with Spaniards in judicial and legislative offices, the tension was escalated even further. This challenged the position and comfort of wealthy Creoles, and motivated them to support independence. The antagonism and bitter feelings between American Creaoles and those Spaniards born in the Iberian Peninsula who came to Latin America, helped ignite the emotional tinderbox that flared in 1810. (Clayton & Conniff, 20) Creole unrest was widespread when Napoleon invaded Spain and Portugal in 1807. For the Latin American revolution, the timing could not have been better. The monarchs were disposed and Napoleon installed his brother as king. Spanish rebels fought the illegitimate Bonaparte in a civil war for six years. This left the colonies isolated and they rejected the authority of Spain. As a solution, they created local governments, of juntas, primarily filled with Creoles to rule in the kings absence. Dissatisfaction had been given ideological form by the Enlightenment, awhile the crown and peninsulares had thoroughly antagonized Creoles for decades by denying them what they considered their legitimate aspirations. Napoleons invasions of Spain, by suspending colonial loyalty to the Spanish sate, touched off the fuse to the powder keg. (Clayton & Conniff, 22) Independence took different courses between regions. Some, such as Brazil, were relatively peaceful, but others, such as Peru and Mexico, were bloody. The wars for independence distinguished many brave and courageous soldiers. The names of patriots such as Bolivar, Hidalgo, San Martin, and Artigas among many others, inspire pride in the Latin America. After the revolutions began, success did not come smoothly. Counterrevolutions took back many of the initial successes from the patriots, but tenacity and devotion finally, after fifteen years, won Latin America its freedom. Independence brought new problems and challenges. The struggle to create new legitimate forms of government created differences, and political turmoil created confusion and tension. The church was attacked for being conservative and suffocating. Revolutionaries wanted to take the churches power and lands. This created clearly defined battle lines that caused enduring problems for the new nations. One of the basic ideals of the revolution was freed for all people, but this created unexpected problems. Tributes were eliminated and Indians were given rights as citizens, but the national governments quickly realized they depended on the income obtained from the tributes. Thus, the tribute was restored. The revolutionaries also sought to give the Indians freedom, and they gave them individual property rights. The Indians who were not familiar with private ownership were easily taken advantaged. As a result of freedom and the end of the communal system, many Indians were left without protection and they slid even further down the economic ladder. Political disorder and powerful leaders attempting to regulate authority marked the period

Were the 1950s the Happy Days essays

Were the 1950s the Happy Days essays Socially, economically and, politically, the 1950s were the happy days. The 1950s were marked with many historical events, positive and negative. The decade had its downfalls, but they were nothing compared to the improvement of life in all aspects. The economy was booming, making families feel more financially stable than they had in years. There was an explosion of science and technology(Brinkley 803). Medical advances, at this time, included the polio vaccination. Unemployment was down, the economy was up, and family life showed the morale of the American people was much higher than it had been in many years. In the first few years of the fifties while Harry Truman was still President, the United States and the U.S.S.R. were rivals. The American people and the government feared communism; espionage was a high priority to the government. Senator Joseph McCarthy of Wisconsin made a claim during a 1950 speech that led to congressional investigations into the accused communists. McCarthy claimed to "hold in [his] hand a list of 205 known communists currently working in the American State Department" (Brinkley 794). These claims were taken seriously by Congress because that same year, the McCarran Internal Security Act was passed. This act required all communist organizations to register with the government and to publish their records (Brinkley 793). Dwight D. Eisenhower was elected President in 1952, ending the dismal Truman Administration. It was during Eisenhowers two terms in office that the modern Civil Rights Movement really began. In 1954, the Supreme Court voted that racial segregation in schools was unconstitutional in the famous case of Brown vs. The Board of Education in Topeka, Kansas. The next year, they handed down a second part to the previous ruling with possible ways to integrate. It wasnt until 1957, however, that black students were able to attend ...

An Essay On Metacognition

Humans are naturally curious beings. This curiosity occasionally generates interest into why we think a certain way. What compels us to value one thing over another? Why are some of us naturally better at a certain subject than others? All of these questions are topics that metacognitive research has strived to answer. Metacognition is the awareness and understanding of one’s own thought processes, or, in other words, what we think about thinking. Metacognition has been a topic that has not generated much study until the 1970s, but at that point most of the research was geared towards the memory aspects of metacognition instead of applied use (Sieck 2013). Over the last forty years, there has been a significant increase in the amount of studies conducted on metacognition, but that number is nowhere near the amount that it should be. There are so many ways in which increased study on metacognition can improve our day-to-day lives, as John Flavell said, the ideas brewing in the area of metacognition could someday be used to teach â€Å"children (and adults) to make wise and thoughtful life decisions as well as to comprehend and learn better in formal educational settings† (Sieck 2013). To this end is why it is crucial for the Department of Neuroscience to allocate more funds towards increased research on metacognition, specifically towards how metacognition can assist depressed people in getting rid of unwanted thoughts. The practical applications of metacognitive research are still being discovered. In a study conducted by German scientist Markus Paulus, he and his team discovered that older subjects were more prone to display significant developmental effects in recalling information, compared to a younger age group (Paulus 2014). Paulus shows us how as people grow older, their rate of learning grows as well. Human curiosity is a part of this too, while children can display signs of wondering about oneself, these signs are far more prominent in older people. It has long been thought that the education of our youth should be one of humanity’s foremost priorities, and methods to improve said education should be at the forefront of our minds. What hope do we as a species have if our youth do not surpass us in many ways? This thinking is what caused researcher Bennett Schwartz to conduct a study to discover the implications of metacognition for student learning. Schwartz decided to focus his research on how metacognition can â€Å"influence decisions about studying and how we might use [metacognition] to improve our learning efficiency† (Schwartz 2012). Schwartz discovered that the preconceptions students have towards whether or not something deserves to be studied are usually overconfident, and in many cases â€Å"fail to reflect variables† that could improve efficiency. His findings on how metacognition can affect the education of the youth, mainly the efficiency with which to study, will help said youth become more we ll-organized and disciplined in the future. We do not yet know the full extent to how metacognition affects our moods, but with further study this knowledge can be easily attained. The Anxiety and Depression Association of America found that one in eight children are affected with some form of anxiety. They also found that Generalized Anxiety Disorder (GAD) affects 6.8 million American adults (Anxiety and Depression†¦). If the Department of Neuroscience would allocate more funds towards research on metacognition, we could study more the application of using metacognition to change the way we think. This would further allow us to better treat all the people with some form of depression or anxiety, maybe even going so far as to completely eradicating the disorder from human life. Without further research, we will never know the extent to which metacognition can help people. There is much that is yet to be known about metacognition, because, we still do not understand much about the science behind our thinking. The age-old argument of nurture vs. nature continues to go on, and increased research towards metacognition would go a long way towards possibly settling that argument for good. As you can see, allocating the grant money towards amplified metacognition research would be one of the best choices the Department of Neuroscience could do as improved knowledge of metacognition would allow there to be no limit to what humans could do. Once we learn how we learn, we will be able to learn even more efficiently. References Sieck W. 2013 Feb 13. Metacognition is Knowing Your Mind [Internet]. Global Cognition; [2013 Feb 13, cited 2014 Sep 18]. Available from: http://www.globalcognition.org/head-smart/metacognition-is-knowing-your-mind/ Paulus M, Tsalas N, Proust J, Sodian B. 2014. Metacognitive monitoring of oneself and others: Developmental changes during childhood and adolescence. Journal of Experimental Child Psychology [Internet] [2014 Jun 1, cited 2014 Sep 5] 122:153-165. Available from: http://www.sciencedirect.com/science/article/pii/S0022096513002749 Schwartz B, Efklides A. 2012. Metamemory and memory efficiency: Implications for student learning. Journal of Applied Research in Memory and Cognition [Internet]. [2012 Sep 6, cited 2014 Sep 6] 1(3):145-151. Available from: http://www.sciencedirect.com/science/article/pii/S2211368112000617 Anxiety and Depression Association of America [Internet]. Silver Spring(MD):Anxiety and Depression Association of America; [cited 2014 Sep 28] . Available from: http://www.adaa.org/about-adaa/press-room/facts-statistics

Qualitative Research Essay Example | Topics and Well Written Essays - 750 words - 4

Qualitative Research - Essay Example For example, a proponent could ask the respondent on the idea of whether a set price, placement or promotion for a new health and energy beverage might be effective or not. In-depth interview is somewhat advantageous because it seeks not only to get the opinion of the interviewee, but the interviewer’s understanding of the interviewee, even if the said qualitative tool is expensive and does not allow generalization to larger populations (Stacks, 2010). Another qualitative tool is the focus group. This is a qualitative tool that focuses on certain issue, which provides a great ability to come up with data that is focused on the chosen topic, but it could also substantially limit the responses of the respondents in order to ensure efficiency at some point (Hatch, 2010). Focus group as a qualitative tool can definitely help unravel ideas, concerning for instance the price, placement and promotion for a new health and energy beverage. Threaded discussion that may span for weeks might be a remarkable qualitative tool because it solicits feedbacks and critical ideas, but understanding its patterns is critical on the part of the target audience and the facilitator by which the failure to meet such requirement could lead to a failed discussion (Tomei, 2008). There is a great concern on how to separate the role of researcher and the respondent. In fact, this is one of the great ethical issues in qualitative research. The researchers may substantially instituted a bias on the subject at hand due to lack of objectivity, such as one observed in the quantitative research orientation. The second great ethical issue is on how the researchers might ensure respect for privacy of the chosen respondents. Considering that there might be inclusion of in-depth interviews that may broaden the topic, the researchers might end up asking questions that at some point might be able to violate

Managed care and children with chronic illness Case Study

Managed care and children with chronic illness - Case Study Example However, distinct criteria are utilized by managed care providers to distinct degrees of medical care requirements. The recent decades are marked by the attachment of great value to such groups by the states that are faced with high levels of medical needs with an intention of including the poor and the needy in the healthcare programs. Nevertheless, the provision of these services has been limited by certain factors, thus leading to the denial of these services to some children with chronic ailments despite their being needy. Nevertheless, managed care ahs a rationale of providing care services at reduced costs to the patients as well as treatment efficiency measures are of high levels (Perkin, Swift, and Newton 2007). The discussion in this paper is a case study to investigate and establish Managed care and children with chronic illness. The comprehension of this will be enhanced by the study of the scope of the managed care as well as the chronic illnesses that need the managed ca re. In addition, it is deemed crucial to establish the managed care providers as well as the rationale for such services when provided to patients. More crucial, an explanation will be provided for the criteria which children with chronic disease are covered or denied by managed care (HMO, MEDICAID). Managed care and the ideal providers; Managed care is a term utilized in the US in the description of a diversity of techniques that are put in use with the intention of decreasing the healthcare costs. They are also deemed as a rationale for the provision of benefits of health as well as the improvements of care quality provided by the practitioners. The systems in use are those that imply financing and delivering healthcare benefits and service to those that e enroll. Hence, they are often referred to as healthcare concepts and techniques that are managed by a responsible body. The intentions for the steer towards the utilization of such programs are inclusive of the reduction of the healthcare care costs, some of which are deemed unnecessary via the use of particular viable mechanisms. The provision of economic incentives for care providers as well as their patients, in order to provide room for their selection of programs that are less costly is a long term rationale for the managed care. Specific services review performance and increased cost sharing services for beneficiaries are also the major functions of the managed care. They are also deemed crucial in the control of admissions for patients as well as reducing the lengths f time that patients have to wait for treatments. A variety of settings is deemed vital in the provision of such services, which are inclusive of Health Maintenance Organizations (HMO), Preferred Provider Organizations (PPO) etc (Birenbaum, 1997). HMO is a managed care entity that provides managed care health coverage to its clients, and based in the United States. The fulfillment of such services offer is done via hospitals, doctors or any other form of medical practitioners, all of those that have gained contract with the organization. Its running is based on the 1973 Health Maintenance Organization Act, which requires that public or private organizations with 25 and

Bsa 375 Week 2 Dq Essay Example for Free

Bsa 375 Week 2 Dq Essay Week 2 DQ DQ1 1.How were the problems with the system missed? Problems were missed by failing to complete the SDLC. The application was developed based on information gathered from agents, but doesn’t seem that it was modified during the system implementation phase. 2.How might these problems have been foreseen and possibly avoided? The problem could have been foreseen and possibly avoided by creating use cases. Use cases will help develop detailed requirements along with expectations, and error handling. 3.In perfect hindsight, the widespread availability of such systems on the internet today, what should the company have done? The company should have taken some time to redesign or retool the application at the first sign of user displeasure. DQ2 1.What is the purpose of developing use cases during systems analysis? How do use cases relate to the requirements stated in the requirements definition? The purpose of developing use cases during system analysis is to help develop the practical requirements, and help understand exceptions, special cases and error handling requirements. Use cases will provide a comprehensive understanding of user interfaces. DQ3 1.A system development project may be approached in one of two ways: as a single, monolithic project in which all requirements are considered at once or as a series of smaller projects focusing on smaller sets of requirements. Which approach seems to be more successful? Why do you suppose that this is true? Be specific. You can answer from your experience or the reading in chapter 3 of this week’s materials.

Operation Barbarossa - Hitlers Russian Offensive :: World War II History

Operation Barbarossa - Hitler's Russian Offensive The Russians Would never have joined the war if it weren't for the German invasion of 1941 - Operation Barbarossa. This parallels the USA intervention - they only joined because the Japanese bombed Pearl Harbour. Operation Barbarossa commenced on the 22nd June, 1941. Just over 3,000,000 German troops invaded the USSR. Stalin doubted the country ability to perform well on the battlefield since the Finnish War, refused to counteract the Germans preparations, for fear of provoking them into war. The Russians concluded that the German form of attack - The Blitzkrieg - would not be possible on Russia. The German infantry outnumbered the Russian, but the Russians had more artillery and aviation forces. The Russian infantry was told that it was not to retreat, do was destined to become destroyed or captured. The Germans set up 3 army groups, and assigned them to 3 different areas:- North - Leningrad Central - Moscow South - Kyyiv The generals agreed that they had to lock the Russian forces into battle, in order to prevent them escaping into the rest of the vast country. However, they disagreed on how to do this. The majority of them thought that they would sacrifice everything to protect Moscow; the capital; the centre of industry; the centre of all the networks and transport. Hitler disagreed. He believed that the Ukrainian area - for its resources - and the oil of the Caucasus were much more crucial. A compromise was made. Army Group Centre would march towards Moscow. The victory was predicted for ten weeks ahead. This timing was crucial because it would be impossible to fight once the short Russian summer had ended. Things seemed to happen a lot faster. In the first month Germans had already encircled Bialystok and Minsk, and on August 5th, the Germans crossed the Dnepr River, the last natural obstruction to Moscow. The group defeated a small force in Smolensk, capturing another 300,000. When it had reached Smolensk, it was two-thirds of the way there. Hitler decided to change plan. He sent the group north to help the other two groups, ignoring the generals' protests, thereby stopping the advance to Moscow. On September 8th Army Group North had, together with the Finnish army, brought Leningrad to siege. On September 16th Army Group South had captured Kyyiv, with 665,000 prisoners.

Are human naturally violent? Essay

We are surrounded by violence. Kids take it in with their first mouthful of cereals. They will see eighteen thousand (18,000) violent deaths on television by the time they graduate from high school. They will watch physical brutality in prime-time sports and learn that â€Å"bullets and bombs† make gridiron heroes. They will hear our respected political leaders tell us why we need to start a new war. They will be spanked by their parents and learn that violence and love go hand-in-hand. If it is not biologically innate, then violence must be something people teach (Kaufman, 2002). Violence is basically an act of aggression. There are many definitions of violence, one of which is that violence is the use of strength – overt or hidden – with the objective of obtaining from an individual or a group something they do not want to consent to freely (Bandura, 1961). Further, it must be noted that there are different kinds of violence. One must distinguish between direct and indirect or structural violence: Direct violence equates to physical violence while indirect or structural violence involves poverty, exploitation, social injustice, no democracy, and the like. In a situation of violence, the parties involved in the conflict see their economic and social rights being violated as well as their civil and political rights. The short-term and long-term consequences of a violent conflict in terms of human rights violations are devastating and leave deep scars in societies. (Baumesiter, et al. 2004). Many of ideas about society and how it should be organized are based on the idea that men are born with aggressive instincts; human nature is violent and that war is inevitable. Much of our political, social, religious and scientific thinking starts with the premise that human beings are born-killers. So much a part of our consciousness has this idea that we rarely question it. In essence it has become a truth—conventional wisdom that carries with it no requirement to examine the facts with a critical eye (Baumesiter, et al. 2004). The opposing side of the debate asserts that aggressive tendencies are innate. Freud (e. g. , 1930) is one of the most famous proponents of this view, and he contended that the aggressive drive or â€Å"Todestrieb† is one of the two main foundations of all human motivation. In his view, the drive to aggress is deeply rooted in the psyche and hence independent of circumstances. As a result, people have an innate and recurring need to inflict harm or damage, and this desire needs to be satisfied periodically, one way or another. He regarded self-control (as embodied in his concept of superego) as a form of aggression, insofar as one deprives oneself of other satisfactions by restraining oneself. To Freud, this was an effective but costly way to satisfy the aggressive drive, which otherwise would manifest itself by harming or killing others or smashing property. There are several problems with Freud’s theory of innate aggression. First, of course, it does not disconfirm the importance of learning just as the findings about learned aggression do not disconfirm the hypothesis of innate tendencies. Second, there is no evidence that aggression is a need, in the sense that people who fail to act aggressively will routinely suffer impairments of health or well-being. In that sense, it is possible to accept the view of aggression as having some innate basis without agreeing that the need to aggress arises independently of circumstances. Many people are convinced that human beings are naturally violent and that consequently we cannot avoid wars, conflicts and general violence in our lives and our societies. Other specialists in this field claim that we can avoid thinking, feeling and acting violently. The Seville Statement on Violence elaborated in 1986 by a group of scholars and scientists from many countries, North and South, East and West, confirms this by stating that: â€Å"scientifically incorrect when people say that war cannot be ended because it is part of human nature. Arguments about human nature cannot prove anything because our human culture gives us the ability to shape and change our nature from one generation to another. It is true that the genes that are transmitted in egg and sperm from parents to children influence the way we act. But it is also true that we are influenced by the culture in which we grow up and that we can take responsibility for our own actions. † It further includes another proposition stating that â€Å"It is scientifically incorrect when people say that war is caused by ‘instinct’. Most scientists do not use the term ‘instinct’ anymore because none of our behavior is so determined that it cannot be changed by learning. Of course, we have emotions and motivations like fear, anger, sex, and hunger, but we are each responsible for the way we express them. In modern war, the decisions and actions of generals and soldiers are not usually emotional. Instead, they are doing their jobs the way they have been trained. When soldiers are trained for war and when people are trained to support a war, they are taught to hate and fear an enemy (UNESCO, 1986). † Hence, â€Å"it is scientifically incorrect to say that we have inherited a tendency to make war from our animal ancestors. Warfare is a solely human phenomenon and does not occur in other animals†¦. ;† second, â€Å"there are cultures that have not engaged in war for centuries and there are cultures which have engaged in war frequently at some times and not at others†¦. ;† third, â€Å"it is scientifically incorrect to say that war or any other violent behavior is genetically programmed into our human nature†¦. ;† and lastly, that â€Å" it is scientifically incorrect to say that humans have a â€Å"violent brain†Ã¢â‚¬ ¦ how we act is shaped by how we have been conditioned and socialized†¦ (UNESCO, 1986). † Humans are condemned to violence not because of our biology or human nature. For if humans are naturally violent, we would expect to find the most extreme and frequent expressions of violence in the cultures that are least socialized, most â€Å"primitive†. As a matter of fact, the opposite is true — those cultures that are most â€Å"civilized† and have the most complex social systems are the most violent. Further, while it is true that natural processes include death as well as life, it is very rare that one can find a case of what we could call real violence in any species other than human excluding involuntary biological reactions such as the need to eat, and cases of mothers protecting their young from harm, and you will find little remains other than occasional alpha male fights in wolves and primates. Therefore if humans are violent, it has less to do with nature than with nurture. There is really no evidence that people have an innate need to be aggressive periodically, in the sense that the need is independent of context (Baumeister and Bushman, 2004). If, as Freud proposed, the aggressive instinct comes from within and demands to be satisfied in one way or another, then failing to satisfy this need should be harmful, in the way that failing to eat or breathe or form social bonds is harmful to the person. But there is no sign that people who fail to perform violent acts suffer adverse consequences. Aggression is not a need, contrary to Freud, because a person could live a happy, healthy life without ever performing violent acts – provided, perhaps, that the person always got what he or she wanted. Aggression may likewise not even be a want. But it may be a response tendency. When one’s desire are thwarted, and other people stand in the way of one’s goal satisfactions, aggressive impulses arise as one way of trying to remove the thwarting and get what you want. ( Baumesiter & Bushman 2004) There are many strategies for influencing people, and these vary widely in how acceptable and how effective they are. Aggression is one strategy that does sometimes succeed (e. g. , Tedeschi & Felson, 1994). Violent activity, or even the credible threat of violence, is one way to get other people to do what you want. Ultimately, people can use aggression to further their innate goals of survival and reproduction, along with a host of other goals such as maintaining a sense of superiority over others, getting money, and intimidating others who might interfere with your desires. (Giberson). Aggression may be a last or near-last resort for most. Culture allows people many pathways to get what they want from other people. In today’s United States, the most favored way of getting what you want from other people is to pay them money. Cooperation, reciprocation, persuasion, even simple charm are often effective, and the culture approves of them much more than it approves of aggression. Still, when those fail and the person is faced with the prospect of not being able to satisfy his or her desires, aggression may present itself as a way of influencing others and obtaining satisfaction. Aggression thus helps the organism satisfy its biological needs, by way of operating on others. (Giberson). Humans are not â€Å"hard-wired† like insects or hawks, where a given stimulus results in a fixed response. Unlike most animals, we have a large cerebral cortex that allows for reasoning, consideration, creativity and culture. The instinct-controlling part of our brain is relatively insignificant in comparison to the cortex, and can be superseded by will and thought. It is this â€Å"flexible response† capability that enabled humans to survive and rise above the rest of the animal kingdom. Many anthropologists feel it was our ability to cooperate, not our ability to fight or compete, that was our evolutionary survival trait. Because of our ability to reflect and consciously choose the values we instill in our children, as a species we can be whatever we want to be. It can almost be said that there is no such thing as human nature, that almost all our traits and tendencies are culturally defined. This is not as obvious as it should be, because most of us are only exposed to one culture—a culture where everyone pretty much thinks and acts the same—and it is easy to get the impression that the way we are is the only way we can be. It is not instinct that drives us to commit atrocities, but our culture. Culture is a human creation. Our culture was molded by men who crave power and the domination of others. ( Tedeschi, & Felson 1994). In conclusion, most humans are conditioned to react aggressively and violently by our environments. We learn to think, feel and act aggressively and in some cases violently. Wherever we live, we are submitted to a social and cultural pressure that conditions us to read about violence, watch violence, and hear about violence almost constantly. Television programmes, advertisements, newspapers, video games and the movie and music industries contribute largely to this situation. Before reaching adolescence, a child has seen thousands of murders and violent acts just by watching television. If human nature is indeed violent and war is inevitable, then we need large strong states with central governments. We need powerful rulers with mighty armies and brutal security forces. We need repressive laws to protect us from each other. We need guidance from our churches on how to keep our destructive instincts under control. Of course, when we are constantly told that we are born to be killers, we have an excuse to act like killers. Violence becomes part of our culture, so we act violently. The fallacy perpetrates itself, and the irony comes full circle: our belief in the inevitability of human aggression, sold to us by the ruling elites, creates a world that makes ruling elites necessary. A person’s behavior is largely determined by his social environment such as the influence of the media, weapon availability, human relations, poverty, and the like. Individuals share the responsibility for their actions with the social forces around them. If a person is not exposed to negative social forces, he will not be prone to evil behavior. He â€Å"naturally† has â€Å"good† desires and therefore â€Å"good† behavior. To eliminate bad or evil behavior, one must focus on changing the social forces rather than on an individual’s actions. References Bandura, A. , Ross, R. , & Ross, S. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582. Baumesiter, R. F.and Bushman, B. J. (2004) Human Nature and Aggressive Motivation: Why do Cultural Animals turn violent? RIPS / IRSP, 17 (2), 205-220, Presses Universitaires de Grenoble Baumeister, R. F. (1997). Evil: Inside human violence and cruelty. New York: W. H. Freeman. de Waal, F. B. M. (2001). The Ape and the Sushi Master. New York: Basic Books. Eisler, Riane. (1988). The Chalice and the Blade: Our History, Our Future. New York: Harper Collins. Giberson, K. Blessed Are the Peacemakers. Science and Spirit. Retrieved Nov. 10, 2006 http://www. science-spirit. org/matrix.html Kaufman, M. (2002) Men must abandon the notion they are violent by nature. Retrieved Nov. 10, 2006 at: < http://www. michaelkaufman. com/articles/menmust. html> Slife, Brent (March 1996). Taking Sides: Clashing Views on Controversial Psychological Issues. William C. Brown, 9th edition, Tedeschi, J. T. , & Felson, R. B. (1994). Violence, aggression, and coercive actions. Washington, DC: American Psychological Association. UNESCO. (1986) The Seville Statement on Violence. Spain. Retrieved Nov. 10, 2006 at: .

Homeless Women in America Essay

Imagine not having all the luxuries that embellish one’s life. All the things that make someone happy can be a mere memory in an instant. It is a reality that many women are becoming homeless at an alarming rate. Many for the reason that one parent works and the other stay home. The husband comes home with no money to provide nor give to his children because he rather spend it on beer or on drugs and not even have a thought that he has a family waiting for him at home. What is a woman to do with no money, no home, and no job. She has never had to work in her life, which has no job experience, Due to the fact she has always been dependent on her husband. Prostitute? This is what homeless women end up doing to support and feed their children. â€Å"There’s been a study about the prostitution of homeless women. 75 percent of women in escort prostitution had attempted suicide, 62 percent reported having been raped in prostitution and 73 percent reported having experience physical assault in prostitution†(Kay 2). Historically, homeless women become homeless due to their husband using drugs or being under the influence. However, today the reasons are more because of their economic issues. The fact, that there is not funding for women shelters or job training women and their families are forced to live in their cars or on the streets. The lack of government funding is forcing women out of their homes and having to find shelters for their children and themselves. How could it be possible that state and local government are revoking or reducing the monthly financial aid to women with families? Homeless women are exchanging their bodies for money to support their family.

8 Writing Tips for Beginners

8 Writing Tips for Beginners 8 Writing Tips for Beginners 8 Writing Tips for Beginners By Ali Hale Welcome to the wonderful world of writing! However young or old you are, writing can be so rewarding. For some writers, it’s a fun hobby and a creative outlet; for others, it’s a dream career. When you’re just getting started, you might feel excited but also a little daunted – where should you begin? What do you need to know and learn? The great thing about writing is that whatever stage you’re at, you can keep growing your skills and honing your craft. This applies whether you’re a total beginner or a best-selling author: there’s always something new to learn or try. In your early months (or even years) as a writer, these eight tips should help you on your way Tip #1: Try Lots of Different Types of Writing When you’re just starting out, you might not know what you want to write – you just want to write! Or, you might have a firm idea of the type of writing you’d like to do (maybe you want to be a novelist or a poet, for instance). As a beginner, you’re in a great position to try out lots of different types of writing, without needing to commit to one in particular: no-one’s (yet!) demanding your next book. So have a go at a wide range of genres and styles – you might surprise yourself with what you enjoy. I never set out to be a freelancer (my writing dreams were all about being a novelist) †¦ but ten years into freelancing, I still love it, and I’ve written and published three novels too. Tip #2: Read Some Good Writing Blogs or Books †¦ But Not Too Many There are some brilliant books and blogs out there that’ll teach you the basics of writing (and much more): Daily Writing Tips is a great place to begin, of course! For fiction-writers, I always recommend K.M. Weiland’s blog Helping Writers Become Authors, and Nigel Watts’ book Get Started in †¦ Writing a Novel; for non-fiction writers, the Copyblogger blog is a great read, as is Joanna Penn’s book How to Write Non-Fiction. One trap that beginner writers sometimes fall into, though, is that they read and read, trying to learn everything there is to know about writing – but they don’t actually write! So don’t get too caught up in reading: make sure you’re also setting aside time to try out writing exercises, or to develop your own ideas. Tip #3: Start With Small Projects, Not Book-Length Works If you’ve never written much before, launching straight into a novel probably won’t work: either you’ll run out of steam within a few chapters, or you’ll keep writing but you’ll end up with a story that needs an awful lot of work to make it publishable. It’s better to hone your skills on smaller projects first: think short stories if you’re a fiction-writer, or short articles or blog posts if you’re a non-fiction writer. These can be a great way to explore potential ideas and topics without committing to a book-length work straight away. Tip #4: Write Regularly So You Don’t Lose Momentum Some writers think you should write every day: personally, I don’t think that’s very good advice. Maybe your weekdays are very busy, because you work long hours, but your weekends are clear. Or perhaps it’s the other way round: you have some time during the week while your kids are at school, but your weekends are packed with activities. It’s fine to set a writing schedule that suits you and your life †¦ but do make sure you’re allowing yourself time to write on a regular basis. If weeks go by without you writing anything, you’ll inevitably lose momentum. Writing at least once a week works for most people. For those who need extra help fighting procrastination, this post has many tips to beat writers block. Tip #5: Use Clear, Straightforward Words While I’m a huge fan of words, and love the sound of some more unusual ones (eclectic is one of my favourites!) †¦ I think that as a writer, it’s normally best to keep things simple. Even if, in school, you got extra marks for showing off your impressive vocabulary, readers frankly don’t care! You should, of course, use the word that best fits what you mean: sometimes a precise, technical word is the best choice, even if it isn’t the simplest. But in general, keep George Orwell’s advice in mind: â€Å"Never use a long word where a short one will do,† and â€Å"Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.† Needless to say that you should use clear, correct English as well. Using a spellchecker is not enough. Proofreading and editing is essential to produce quality prose. Tip #6: (Fiction Writers) Don’t Mix Past and Present Tense This can sometimes be tricky to get to grips with when you’re new to writing: but if you’re writing piece of fiction, you need to choose between past and present tense. You can tell the story as though it’s already happened: John hurried down the street. Sue ran after him, furious. â€Å"John!† she shouted. â€Å"Come back here!† Alternatively, you can tell the story as if it’s currently happening: John hurries down the street. Sue runs after him, furious. â€Å"John!† she shouts. â€Å"Come back here!† What you can’t do is mix past and present: John hurried down the street. Sue runs after him, furious†¦ Sometimes, there’s a place for switching from past to present tense or vice versa – but be careful that you don’t switch accidentally. Tip #7: (Fiction Writers) Don’t Use the Same Word Too Often If you use the same word repeatedly within a short space of time, it can start to stand out for the reader and become a distraction from your writing. This is particularly true of unusual words (I read a novel recently by an author with a particular liking for the word â€Å"stolid†). Here’s an example: John locked the door before opening the letter. He could hear Sue moving around in the kitchen, just outside the door. As he drew the letter from the envelope, there was a knock on the door. â€Å"John? What are you doing in there? Open the door!† The word â€Å"door† appears four times in that paragraph, and there’s a danger of it having a slightly comic effect. Some words are fine to repeat as often as you like, however: little ones like â€Å"a†, â€Å"the†, â€Å"and†, â€Å"he†, â€Å"she and so on. With character names, too, it’s best to just pick something to call them and stick with it. So don’t try to remove all repeated words – but do keep an eye out for words or phrases that you tend to over-use. Tip #8: (Fiction Writers) Stick to One Character’s Perspective at a Time Even if you’re writing in the third-person rather than the first-person, it’s a good idea to stick to just one character’s perspective in any given scene or passage – this is called â€Å"third-person limited† or sometimes â€Å"deep POV† and contrasts with the â€Å"third-person omniscient† viewpoint that’s typical of classic 19th century literature. Readers expect this close third-person perspective, and it allows you to give the thoughts and viewpoint of one character at a time – helping the reader to identify with that person and to really understand them. Beyond all these tips, though, there’s one thing I want to leave you with: the fact that no-one is born able to write. You may not yet have the skills you want as a writer †¦ but you can develop those skills. A year or so ago, my five-year-old daughter could only write a few words (and often got her letters backwards); now, it’s fascinating to watch her fledgling attempts at writing stories, messages, and even puzzles. Just like her, you could look back a year from now and be surprised at how far you’ve come. Wherever you are right now with your writing, keep on working at it, keep enjoying it, and keep finding new things to learn as you go along. Good luck! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesThe Writing Process20 Names of Body Parts and Elements and Their Figurative Meanings

Respond to the article Malware in Hack Linked to Russian, WSJ, January Essay

Respond to the article Malware in Hack Linked to Russian, WSJ, January 23, 2014 - Essay Example He never wanted to use the code to enrich himself, but rather help to find a solution. The only problem is that the code fell into the wrong hands and was used inappropriately. If the companies had bought the virus, then they would have prevented the harm they suffered. Therefore, what Mr. Shabaev did was not unethical. Another situation that involved hacking happened when five men, were charged for stealing credit cards summing up to $300 million (Coleman 23). The five collaborated to enter into top companies systems such as J.C. Penney Co, JetBlue Airways Corp, NASDAQ, French retailer Carrefour SA and Visa Inc. licensee (Coleman 23). The five are said to have stolen at least 160 payment card numbers which in turn resulted to the loss of about $300 million. The five went for so long unnoticed by simply disabling their victim’s antiviruses and hiding their loot on multiple hacking programs making them invisible (Coleman 24). This cybercrime is deemed the biggest ever, in the United States, and it affected so many companies. The cost they had to incur to update and repair their security systems and the number of credit cards they had to replace really dug into their finances. Some were even bankrupt. This truly illustrates the consequences that can result from cybercrimes. The loss of custome rs is another problem they had to face, they feared for the safety of their life long savings and opted to seek more secure and theft proof investment platforms. The Shabaev virus has really dented the image of TARGET as a trustworthy investment partner. It no longer attracts customers and the ones it had do not feel save in it, therefore, decide to move elsewhere. TARGET also had to spend about $30 million mostly to replace the cards that were affected. The breach also scared away TARGET’S customers leading to decline in its share price by 20%, and also decreasing its profit as compared to the previous year. All these problems

Pearl Harbor Essay Example | Topics and Well Written Essays - 500 words

Pearl Harbor - Essay Example The American never thought that Japan was capable of performing such an act. However, rumours of Japan’s surprise mass attack had been reported but were not taken seriously. (Conn, Engelman, and Fairchild, 2000) The answer I think it was the former, though the strategy was a good one it had completely gone wrong. Now you may ask why? The Japanese had developed the technology, attack strategy and skills to successfully accomplish the impossible as they had been planning this for at least six months prior to the main attack. The Japanese had good defensive plans against the US. Such as fortifying individual islands with troops, reinforcing air squadrons and also they kept a large fleet to retaliate in case the US attacked. So what went wrong? Its simple, the Japanese became over confident and they changed their plans and instead implementing this defensive plan they went further to attack the US Midway. It turned into a big disaster and the Japanese lost a huge number of their carriers and thus with their naval and air forces which were in a weak situation now, they could not resist the American troops and they reached the Japanese air space itself. Another factor of this raid to go wrong was that the commander of the Japanese fleet became nervous and he aborted the third strike attack of the two which had already taken place, which was aimed at the oil supplies and repair facilities of the US fleet. If this had taken place then the US would have had a difficult time in retaliating. The attack plan of the Japanese would require the loss of one –third attacking force of the planes and two carriers. Another problem was of refuelling the planes over the pacific and also fixing of wooden fins on naval torpedoes so as to stabilize them in shallow waters. (Conn, Engelman, and Fairchild, 2000) Many messages were dispatched about the movements of the Japanese fleet but the American ignored them as they thought a formal war declaration would