Not so Fantastic Feasting Essay Example for Free

Not all that Fantastic Feasting Essay All around town individuals have been discussing the new Mexican eatery, El Fogon (The Stove), by the cinema on the Interstate Parkway in Green, OH. Individuals are eager to have another eatery and are restless to attempt it. Be that as it may, accept my recommendation and don’t burn through your time on visiting this joint except if you like oily and foul food. El Fogon has an abnormally spotless eating zone and a deceivingly welcoming and individual air, none of this compares with the staff at all piece. In spite of the fact that the laborers demonstration and dress minimalistically, we trusted that our requests will be taken for over fifteen minutes. The menu was spread out pleasantly and made it simple to perceive what food they offer at the eatery. The print on the menu was little however I for one had no issue understanding it. All the things on the menu extended from four dollars to ten dollars. The food I was served was not new and the introduction was messy. I requested the taco plate of mixed greens yet it seemed as though something my multi year old more youthful sister would make out of mud. My companion, Shannon, consistently arranges quesadillas when going out to eat. She didn’t like the quesadillas by any means; she depicted them as being oily and had doubts that the prepares had prepared her food in old singing oil. We both arranged the two dollar tacos, which were presented with your decision of chicken or steak on a handfull of lettuce on a locally acquired shell. They were baffling and neither of us completed them; they were dry and boring. On a positive note, the bits were very huge at the costs recorded on the menu. I have visited El Fogon once before my past visit. I had requested the taco serving of mixed greens during my first visit; it was introduced pleasantly and tasted so great that I had completed my entire plate, abandoning nothing. Our server was amicable and mindful. She appeared to truly appreciate working and welcomed us immediately. Our server during our subsequent visit appeared to have had something better to accomplish for our whole visit at the eatery and possibly moved toward us when we brought him over to our table. He was difficult to see, much like a large number of different workers and the eatery, having a profound Mexican intonation. On more than one occasion we needed to request our waters to be re-filled, on the off chance that he heard us he came directly over to our table, however ordinarily he just left. He didn’t appear to be too glad to even consider being grinding away and seemed to have something different at the forefront of his thoughts. He didn't add to myâ experience by any means. Over the washroom entryway peruses, Baá ¿â€ o meaning bathroom or more the kitchen peruses Cocina meaning kitchen, there is a great deal of firmly Mexican affected craftsmanship all through the café that I thought added to my experience. Mexican cafés ought to furnish their client with an encounter that is comparative with the birthplaces of whichever Spanish talking nation it is based from and El Fogon worked admirably. There was an enormous bar in the café that was totally vacant and made it simple to see into the kitchen behind it. The kitchen looked spotless and sorted out. The café is enormous and has such a large number of tables for the quantity of clients at some random time. The bathrooms were exceptionally perfect and enormous. The entryway to the women’s bathroom peruses niá ¿â€ as meaning young ladies or ladies, and the men’s bathroom entryway peruses niá ¿â€ os meaning young men or men. Ginny R. from Green, OH, has commended the eatery for the nature of its food, parcel sizes and low-estimated menu. I do concur that the bits are enormous and the menu is incredibly sensible, yet the nature of the food served at El Fogon is so modest and flat that it isn't worth a large portion of the value that the menu claims for it. â€Å"Great nourishment for a sensible price†, claims Aaron H. from North Canton, OH. The main thing that is acceptable on the El Fogon menu is the cheddar sauce that you can arrange for the chips, yet even the chips are oily, dull, and boring and also under salted. Another Mexican eatery in the territory, Ponchos, has incredible food. The costs are somewhat increasingly costly however the environment and administr ation consistently leaves me returning needing more. Despite the fact that Ponchos isn't a credible Mexican eatery the food is still far superior to at El Fogon. The proprietor of this foundation must have not gotten their work done when picking the site for their café. In spite of the fact that it is near the neighborhood film theater, and you would expect an occupied out transform of clients into El Fogon, the specific inverse occurs. The café is quite often vacant. Cafés in this equivalent area have not kept going over a half year without leaving business because of absence of clients. Lamentably I see a similar result for El Fogon also. Following an hour visit to El Fogon, I left unsatisfied, hungry, and loaded with disappointment. While El Fogon does not merit an outing or the cash, it was unquestionably an encounter paying little mind to how terrible it was.

LA---The City that Might Have Been Essay Example | Topics and Well Written Essays - 500 words

LA - The City that Might Have Been - Essay Example On the off chance that the venture was transformed into the real world, have it not been for disappointments in land arrangements, the developers would have confronted the test of truly making the structure secure and ready to stand the appalling conditions on the ocean realized by evolving seasons. Upkeep would have been a genuine test since keeping such a structure, that ought to withstand solid downpours, is very costly. Notwithstanding the structure, there was additionally a proposition of having a glass-encased extension that associates the structure to the shore. This is a truly virtuoso arrangement and a similar test introduced by the structure is appropriate to the extension. With such a breathtaking proposed fabricating, accounts for the support probably won't be an issue after all on the grounds that without a doubt, this task would have pulled in individuals around the region as well as from everywhere throughout the world. The experience this undertaking offers to exceptionally bold clients may have carried great financial chances to neighborhood and remote speculators due to the building configuration as well as a result of the experience that individuals regularly look for and happily pay for. The genuine test that engineers would have truly confronted if the task pushed through would be the affirmation that the structure is a protected spot for individuals to go to. Despite the fact that designing and engineering ventures demonstrated that it is conceivable to fabricate solid structures in the ocean as prove by a few scaffold structures which remained steadfast and ruinous waters for a considerable length of time, the idea of building a spot which will continually house various individuals is very unique to

Its not fair!

It’s not fair! Is among the most overused phrases of petulant children, and virtually anyone trying to make sense of the college admissions process. In either case, it generally doesnt matter if its true, because the situation is probably not going to change. I cant speak to the situations for all the children in the world, but I will give you my take on the subject of the college admissions process. The reason the situation is unlikely to change is because the priority is enrolling the desired class, and not fairness.  Think about it. When is the last time you heard an admissions officer emphasize how fair the selection process is? Even if fairness was the priority, what would it look like and how would you define it? There is no universal definition. So as it stands, enrollment priorities vary from one institution to the next. The methods employed to achieve those priorities vary just as much. At one institution, the sole priority is admitting enough students who can be successful. If the admissions staff thinks that you can hack it, youre in. How can they do that? The application volume is such that there is more capacity for students than the application pool requires. At another institution the priority is access, and the standards are specified by the state legislature. If you meet those standards, youre in, and so are thousands of other similarly qualified students. At yet another institution, the priority is consistency, so that similar decisions are made for similar applicants from the same school, unless there is a recruited athlete, legacy or some other special case for whom inconsistency can be excused. At a fourth institution, the emphasis is selecting the students who are most likely to enroll, where two-thirds of the class are selected before any regular action candidates are considered. These are not hypothetical places. I have worked in each one of these admissions offices, and not one of them is MIT. On the topic of MIT admissions, much has been said by me, and others, about our values and priorities. Maybe we share too much, or are trying too hard to help you to understand. Maybe you think the admissions process works like the courtroom, and you can argue your way in. It doesn’t. In fact, the more adversarial you are, the less likely that you are going to be welcomed warmly into a community that admits fewer that 10% of its applicants. Curiously, it is a byproduct of an extremely selective admission process that makes institutions even more desirable. Even at face value, if an institution is known for selecting only the best and brightest, who among the applicants doesn’t want the cachet that comes along with just being admitted? Beyond that, having the opportunity to spend four years living and learning, collaborating and teaching, working and playing with amazing people doesn’t happen by accident. It is intentional. The faculty and the rest of the university community facilitate that experience, but it all begins with the selection process that students initiate by applying for admission in the hopes that they will be among the select few admitted. So let’s go back to the concept of fairness, and enrolling the desired class.  Chris cites an example that equates choosing a class to putting together a group to go mountain climbing. This example works for many, but clearly not for all. I grew up in Florida. The state is flat. There are no mountains. So I will try a few different examples. If one is going to select a basketball team, why bother with tryouts? Why not simply select the tallest players and be done with it? For a football team, why not choose all the biggest players? Or the fastest? For a band why would it matter if you had only drummers, or an orchestra made up solely of tubas? Hopefully, you get the idea. If you don’t, there’s probably nothing else that I can say.

Napoleons Lack of Leadership Skills Essay - 1121 Words

During his life, Napoleon Bonaparte was a fantastic strategist and military leader. However, he made quite a few mistakes that led him to his fall from power. Through his catastrophic blunders, Napoleon brought about his own downfall. These mistakes included ostracizing France from the rest of Europe through his foreign policies, war mistakes, and oversights that occurred in his final years in power. Because of Napoleon’s errors, he exhausted France’s resources and reduced his allies. Because his political views destroyed France’s relationship with Europe, Napoleon had to over expand his forces to maintain control of Europe. At the end of his reign, Napoleon was left without support from anyone outside of France. However, he†¦show more content†¦The rulers relied utterly on Napoleon himself. â€Å"The basic flaw in the structure was that it rested on foreign power, and could only last as long as this alien protection outweighed its domestic cost s† (The Age of Napoleon p. 590). This was not as beautiful as it sounds, though. It ultimately failed Napoleon because the fusion of the previously separate principalities unified the German populous. Because of this unification, a sense of nationalism arose within the citizens of the confederation. Due to the dependency that the leaders of the confederation had on Napoleon, the population of the Rhine could not achieve their aspiration of a self-sustaining German country. As a consequence of the inability to achieve their ambition, a national resentment of their rulers and Napoleon developed throughout the nation. The confederation fell after the battle of Leipzig, and gradually, the people of Germany started to become the supervising portion of the government. By attempting to gain power, Napoleon ended unifying the people of Germany. Hence, he established a forthcoming adversary for France. Furthermore, Napoleon annihilated the last region that supported him. If N apoleon kept the people of Germany delighted, he would have had a loyal, determined source of recruits. Another drastic error that Napoleon made was faulty planning for and in the AmericanShow MoreRelatedNapoleon Bonaparte : A Military Genius And Strategist1642 Words   |  7 Pagesencouraged today and looking at his history one can see the positive impact that it had on the men he lead as well as the success that he made in conquest. As well as showing many positive leader attributes Napoleon also showed a few distasteful leadership attributes and characteristics that would not be excepted today and it is reflected in some of the problems that Napoleon had as a leader from using them. Napoleon Bonaparte: Napoleon Bonaparte was born on August 15, 1769 in Corsica France andRead MoreDescribe How Napoleon Became Dictator of Animal Farm and How He Maintained His Position over the Years905 Words   |  4 Pagesheaded refers to one who is extremely stubborn and thinks they are always right; ‘the pigs refer to police, or other figures of authority. Napoleon became dictator of Animal Farm merely due to the fact that he was a pig, and had the simplest of leadership skills. He maintained that power by propaganda and running the farm in a fascist, totalitarian manner. Violence, propaganda and the general ignorance of the other farm animals were major roles in keeping Napoleon in power. Power naturally fell toRead MoreThe Importance of Squealer1346 Words   |  6 Pagescharacter in the book Animal Farm by George Orwell.Squealers first manipulative deed is committed when he tells the other animals on the farm that the pigs are going to get the windfall apples and the milk from now on. He uses his persuasive speaking skills to talk the other animals into understanding why the pigs were doing this. Squealer explains to the other animals that the pigs are taking the milk and apples merely for their own health and nothing else. He uses this excuse of the pigs taking theRead MoreThe War I And World War II1195 Words   |  5 Pagescontrol over Animal Farm, Napoleon often used propaganda to promote his point of view to the other animals. Twice in the novel’s plot line, Napoleon is seen indirectly using the animals to gain more of a food ration. Squealer, who is illustrated as Napoleon’s right-hand man in the novel, is often used to persuade the animals by hi s ‘eloquent speeches.’ An instance of this occurs when Napoleon sends Squealer to try to persuade the animals to give the pigs the milk and apples by saying, â€Å"’Milk and applesRead MoreEssay About Napoleon Bonaparte2610 Words   |  11 Pageswell heard. Napoleons life would include over sixty battles with many successes and few failures. His time spent in war would lead him to politics and eventually the throne of France. His time before death would be spent in exile, and his story would be left for the pages of History. Napoleon was born on August 15, 1769 to a Corsican nobleman and his wife. In spite of there being numerous differences between France and Corsica, Napoleons father received a jobRead MoreAnimal Farm By George Orwell1299 Words   |  6 Pagesprosper for his labor. In his article, â€Å"The Economics of Animal Farm,† William A. Hamlen Jr., discusses how only Napoleon benefits from the windmill project: Napoleon [lacks] productive skills but is able to grasp power and subsequently become the net beneficiary of the socialized system, and Boxer [is] endowed with highly productive skills but does not acquire power and gradually depletes his resources as the net loser in the system. (942) Readers observe that Boxer and the other animals toil and sufferRead MoreThe Greatest Military Of The Invaded Country4591 Words   |  19 Pagesâ€Å"A general should be capable of making all the resources of the invaded country contribute to the success of his enterprise† - Lt. Gen. Antoine Henri, Baron De Jominin Leadership is a powerful thing when it comes to the survival of a nation. It becomes even more valuable for countries that want to concur and expand into foreign land. Such an expansion would require individuals with not only control domestically, but militarily. Men of this caliber have existed in human history and they haveRead MoreHow Far Does Luck Explain the Rise and Fall of Napoleon Bonaparte?3147 Words   |  13 Pagesinitially gained the trust and support of his countrymen, winning many great military victories against the nations of Europe. But over time, Napoleons lust for power overcame his good economic, political and military accomplishments, and his transformation into a selfish dictator led to his fall. To say he was unlucky at this point is an understatement. Napoleon’s upbringing is one that could be considered unconventional (at first) for a successful ruler of France. Napoleon was the son of a middle classRead MoreStatus Quo in George Orwell ´s Animal Farm Essay1798 Words   |  8 PagesStalin utilizing propaganda, Napoleon uses another pig, Squealer, eloquent in speech to address the rest of the animals and convey the â€Å"party line†. The ability of Squealer to twist the actual meaning of Napoleon’s actions are through misinforming and employing pathos on the rest; but the lack of intelligence and memory from the animals also contributes to the distortion of facts. The first method employed by Squealer is simply by lying and disguising the truth to completely avoid cracks on theRead MoreAnalyzing Mexican Culture Of Mexico1420 Words   |  6 Pagesgave way to multiple other civilizations; the 3 most notable are the Mayans, Toltecs, and Aztecs. The Mayans, often remembered for their intellect, also produced admirable pottery and art. Their arithmetic, writing, astronomy, and architecture skills surpassed that of their predecessors. The Mayans developed an extremely accurate calendar, which divided a year into 365 days (Tondering). In addition, they built large pyramids to reference as calendars. Many of these pyramids remain in Mexico today

Public Restrooms Should Be Public Facilities - 2153 Words

Where do you go to the bathroom when you are in North Carolina? Public restrooms should be available to all people in the public. North Carolina passed House Bill 2, people are now required by law to use the bathroom that corresponds with the sex on their birth certificate. This was a target for transgender people using public bathrooms. The few exceptions are for custodial purposes, a person needing medical assistance, a minor under the age of seven, and a person that has been temporarily designated for use by that person’s biological sex. This bill also takes away your right to sue the state for discrimination. The problem with this law is that it discriminates against transgender people. The fear is that cisgender males will dress up as†¦show more content†¦The governor has made public statements that this was proposed, passed, and signed into law to overturn Charlottes’ ordinance and to ensure transgender individuals would not be permitted to access public bathrooms. Before the city ordinance could become a law the state passed a law that Jane Wettach states â€Å"nullified local ordinances around the state that would have expanded protections for the LGBT community† (Duke). This law that North Carolina passed allows for discrimination and takes away our rights. When you are discriminated against for your, race, gender, sexual orientation, you are no longer allowed to sue the state for discrimination. Warrants based on logos, ethos or pathos, or values that are assumed to be shared with the listener. Pictures of transgender males in a female bathroom are appearing on the internet. Also, pictures of transgender females in a male bathroom. Get ready to start seeing what looks like a male in the female bathroom and vice versa. How is anybody supposed to know who is transgender and who is in the bathroom to prey on the opposite sex? Police do not have any guidelines for checking if your genitals match your birth certificate. In North Carolina, if you have sex reassignment surgery, then you can have your birth certificate amended. Nevertheless, if you have the surgery and are from a state that does not allow birth certificate amendments, then you still must utilize the

Lending Decision Free Essays

string(119) " to have varying loan authority, from \$5,000-\$10,000 unsecured to \$250,000, \$500,000, or even \$1 million secured\." Coles Group Limited Formerly known as Coles Myer Limited. The Group’s principal activities are carried out through the following business segments: Food, Liquor Fuel, Kmart, Target and Office works. Food, Liquor Fuel involves retailing grocery, liquor and fuel products. We will write a custom essay sample on Lending Decision or any similar topic only for you Order Now Kmart and Target involve retailing apparel and general merchandise. Office-works involves retailing office supplies. Major brands include Coles, Bi-Lo. Liquor-land, Vintage Cellars, 1st Choice, Theo’s, Coles Express, Kmart, Target and Office-works. It operates around 2,600 stores in Australia and New Zealand. It also has branch offices located in China. On 31 March 2006, the Group acquired Sydney Drug Stores Pty Ltd (trading as Pharmacy Direct). On 2 June 2006, it disposed of its Myer business. On 14 June 2006, it completed the acquisition of the Hedley Hotel Group. On 9 November 2006, it divested its Mega-mart stores The most common claim with regard to the importance of money in our everyday life is the morally neutral if comically exaggerated claim that makes the world go round’. Equally exaggerated but showing a deeper insight is the biblical warning that ‘the love of money is the root of all evil’, neatly transformed by George Bernard Shaw into the fear that it is rather the lack of money which is the root of all evil. However, whether it is the love or conversely the lack of money which is potentially sinful, the purpose of the statement in either case is to underline the overwhelming personal and moral significance of money to society in a way that gives a broader and deeper insight into its importance than simply stressing its basically economic aspects, as when we say that money makes the world go round’. Consequently whether we are speaking of money in simple, socalled primitive communities or in much more advanced, complex and sophisticated societies, it is not enough merely to examine the narrow economic aspects of money in order to grasp its true meaning. To analyze the significance of money it must be broadly studied in the context of the particular society concerned. It is a matter for the heart as well as for the head: feelings are reasons, too. National currencies are an inadequate form of world money, but at least their use in international transactions avoids the faults of commodity-money. A monetary standard based on strategic commodities, no matter whether gold alone or some combination of raw materials, will always suffer from their relatively inelastic and uncertain supply conditions. Producers of the money commodity will have an outright advantage over others in the marketplace. Even if we reduce the role of the money commodity to that of last-resort reserve and numeraire for exchange rates, as was the case with the gold exchange standard of Bretton Woods, such a hybrid system is prone to break down. Commodity-money and credit-money are essentially incompatible forms of money and do not coexist easily with each other. One or the other will dominate, and each form of dominance will cause its peculiar sources of instability (e.g., inadequate supply of liquidity, loss of convertibility, inequitably distributed adjustment burdens). National currencies are an inadequate form of world money, but at least their use in international transactions avoids the faults of commodity-money. A monetary standard based on strategic commodities, no matter whether gold alone or some combination of raw materials, will always suffer from their relatively inelastic and uncertain supply conditions. Producers of the money commodity will have an outright advantage over others in the marketplace. Even if we reduce the role of the money commodity to that of last-resort reserve and numeraire for exchange rates, as was the case with the gold exchange standard of Bretton Woods, such a hybrid system is prone to break down. Commoditymoney and credit-money are essentially incompatible forms of money and do not coexist easily with each other. One or the other will dominate, and each form of dominance will cause its peculiar sources of instability (e.g., inadequate supply of liquidity, loss of convertibility, inequitably distributed adjustment burdens). By some measures, the real backbone of world commerce and global employment is made up of the millions of unsung small enterprises that farm small plots of land, cook food, provide daycare for children, make clay pots or straw mats by hand, do piecework for apparel makers, and carry out the countless other tasks that larger businesses don’t do. In the cities of developing countries, for example, a growing percentage of the working population – sometimes estimated as high as 50 percent – is engaged in microenterprise activity. In the seven countries of southern Africa, there is evidence that small, unregistered enterprises provide work for substantially more people than the â€Å"regular,† legal ones do. In Latin America and the Caribbean, more than 50 million microenterprises employ more than 150 million workers. Even in a wealthy country like the United States, more than a quarter of all employees work for establishments of fewer than 20 people, and those businesses constitute 87 percent of all U.S. business establishments. The tasks these businesses perform cover the whole range of human activity, from the basics of housing and farming to the luxuries of entertainment and tourism. In many parts of the world, microenterprises frequently have only one employee – who is also the owner – or they benefit from the work of family members who are not really employees at all. In wealthy countries, many microenterprises may be larger, up to 10 or 20 people, for example, but still small in comparison to many of their competitors. But throughout the world, what most of these businesses do have in common is a lack of access to resources. They get little help from lawyers or accountants; often they are not able to afford retail space; many of them are not even legally registered as businesses. At almost all American banks, the board delegates loan approval authority to the professional banking staff. Such delegation permits assistant branch managers up to the president to have varying loan authority, from $5,000-$10,000 unsecured to $250,000, $500,000, or even $1 million secured. You read "Lending Decision" in category "Essay examples" On top of this, the board often delegates still-higher authorities to loan committees or combinations of loan officers. Using a hypothetical example, if the lending limit of the financial institution is $5 million per borrower, the directors may delegate from $1 up to $1 million to individual officers, officers in tandem, and loan committees. This leaves all loans above $1 million and under $5 million to be approved by the board itself. In essence, the board has set itself as approver of the most sophisticated, most risky, and most complex lending arrangements, while the professional loan staff handles the relatively inexpensive and less-risky loan approvals. Add to this the fact that if the loans go seriously wrong, and the board has approved the loans, then the state and federal regulatory agencies may take remedial actions against the directors. Many financial institutions adopt in-house lending limits which are significantly lower than the lending limit to any one borrower that is legally available. For example, prior to the sale of First of America Bancorp to National City in 1998, the legal lending limit of First of America was $180 million to any one borrower. On the other hand, its board refused to make any loans in excess of $24 million. The directors felt that $24 million was sufficient risk exposure. Several financial institutions have set their in-house lending limit equal to the professional loan committee’s lending authority, thus for all intents and purposes eliminating the board as a source of loan approvals. Micro-enterprises are more flexible and mobile than the much larger, more complex and building-bound businesses. They provide part-time work to women and men who also have to take care of families, and seasonal work in places where crops have to be harvested. They require little capital, office space, or startup title. They can thrive in rural areas, thereby slowing the rush to urbanization. Jobs in microenterprises are accessible to immigrants and disenfranchised people who need to moonlight or share jobs. And they are run by women at least as often as men, helping to reverse a pervasive global inequity. Microenterprises also offer an alternative to the conventional strategy for bringing development to poor nations – making large loans to governments for massive power or infrastructure projects. Such project-oriented development has come under growing criticism from grassroots activists, who say the projects often benefit large contractors and central governments more than they help local people. More investment in smaller, local industries, they argue, could bring economic and social benefits at far less cost. Their view is reflected in an old Chinese saying, â€Å"many little things done in many little places by many little people will change the most of the world.† For years, the First National Bank of Omaha, Neb., had a board consisting exclusively of inside professional bankers who made all loan decisions. In these financial institutions the professionals make the loan approval decisions, not the amateurs. Finally, it is up to the board to set the loan authorities and to review such loan authorities per loan officer on an annual or more frequent basis. The board must also revise lending authority by type of lending function, depending upon the size of the financial institution, so as to protect the institution from risky, inappropriate lending by staff members. The board in these cases normally reacts to the recommendations of senior management, especially the senior lending officer, who is in charge of the entire lending function. As we transition away from the high growth years of the past two decades, it’s an appropriate time to reflect upon the future of the banking industry. As the economy continues to slow from what has been a remarkable global expansion, the banking industry finds itself in the middle of a dramatic transformation. Several significant trends are impacting key decision-makers of traditional financial institutions, and many are grappling with their role in the New World economy even as they try to reinforce the traditional attributes that have made them competitive. Financial institutions also face challenges on the services-side as there has been a proliferation in the number of customer touch points with the growth of the Internet, wireless, as well as traditional channels such as branches and telephone banking. This has added further pressure on profitability and on increased efficiency. Many boards today are trying to reconcile the need for greater operating efficiency while realizing that traditional channels are not going away any time soon, and at the same time recognizing the need for newer distribution channels to serve the changing demographics. There is also the need to be more creative in offering traditional and non-traditional banking and other products. This need complements the need for new revenue streams particularly non-interest fee income sources. Additionally, there is a keen acknowledgement that banks must know a lot more about their customers so they can serve them better and more profitably. Most traditional institution brands are built around service, trust and community. These are fundamental attributes that financial institutions have enjoyed for over a century. Brand strength will become increasingly important as institutions compete for customers. Brand identity will become more important because choices among customers will increase, making it more important for your target audience to differentiate between competitors. Financial institutions will differentiate on service, trust or serving a particular community or demographic set. Their brand recognition and identity will be increasingly important to their customers and will enable them to filter through the competition. REFERENCES Micro-Enterprises, Magazine article by Hal Kane; World Watch, Vol. 9, March-April 1996 The Role of the Board in Lending, Part 1 of 3 Parts: Reexamining Directors’ Role in the Lending Process, Journal article by Dr. Douglas V. Austin; ABA Banking Journal, Vol. 94, 2002. The Future of Banking and the Role of Technology, Journal article by Louis Hernandez Jr., Michael D. Nicastro; ABA Banking Journal, Vol. 93, 2001. The Role of Social Capital in Development: An Empirical Assessment, Book by Christiaan Grootaert, Thierry Van Bastelaer; Cambridge University Press, 2002 Competitive Industrial Development in the Age of Information: The Role of Cooperation in the Technology Sector , Book by Richard J. Braudo, Jeffrey G. Macintosh; Routledge, 1999    How to cite Lending Decision, Essay examples

Othello Essay Research Paper Othello Othello is free essay sample

Othello Essay, Research Paper Othello: Othello is a general in the ground forces of Venice. He is a Moor, a colored adult male born in Africa, and has risen through the ranks of the Venetian ground forces through difficult work and success in conflict. He is a well-thought-of general, but less respected as a individual, because of his dark tegument and foreign roots. He is an honorable adult male, and believes that people are honest. This makes him naif in many ways. Othello is a passionate adult male, and profoundly loves Desdemona Desdemona: Desdemona is loyal, faithful, and passionately loves Othello. She is astute and wise, but is really elusive about it. Iago: Iago is Othello? s sword-bearer. He has been passed over for the place of Lieutenant, and this draws out his evil nature. He feels that he has been wronged and can non accept the place that Othello gives him. We will write a custom essay sample on Othello Essay Research Paper Othello Othello is or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Iago is merely concerned about himself and his place, and will give anyone to salvage himself and his involvements. Act I It is dark. # 8220 ; Tush # 8221 ; and # 8220 ; # 8221 ; Sblood # 8221 ; open the drama. Though both Roderigo and Iago display a coarseness of linguistic communication, Roderigo makes his grade as a gentleman against the harsh soldier address of Iago. Whilst one of the # 8220 ; curled favorites of the state # 8221 ; , he is surely non darling to Brabantio nor to Desdemona whom he seeks. Iago reveals such a hate of Othello shared non even by Brabantio. Roderigo may doubt it but it is one of the truest emotions Iago expresses in the drama. In his first address, one motivation for his hate may be found. Othello has chosen Michael Cassio to be his lieutenant alternatively of Iago and Iago has nil but contempt for them both: Othello he describes as # 8220 ; loving his ain pride and purposes # 8221 ; and # 8220 ; dreadfully stuffed with names of war # 8221 ; ( 1.1.11-13 ) . As we will larn, there is some truth in these opinions. Iago thinks himself more suited for the station than Cassio who he derides as # 8220 ; a great arithmetician # 8230 ; that neer set a squadron in the field / nor the division of conflict know / more than a old maid # 8230 ; # 8221 ; ( 1.1.18-23 ) . He is non # 8220 ; studious # 8221 ; like Cassio. He has practical experience of soldiering. Of him, Othello? s # 8220 ; eyes had seen cogent evidence # 8221 ; the same optic cogent evidence that he demands from Iago of Desdemona? s unfaithfulness # 8211 ; # 8220 ; at Rhodes, at Cyprus and on other evidences, Christian and heathen # 8221 ; ( 1.1.27-29 ) . Iago is referred to frequently throughout the drama as # 8220 ; my Ancient # 8221 ; . The contrast has bitterness in it whenever he replies to Othello as # 8220 ; my Lord # 8221 ; or Cassio as # 8220 ; Lieutenant # 8221 ; . In Iago? s address on Masterss and retainers ( I.1.40ff ) , his true construct of his place is revealed and with it the doctrine underlying his maliciousness if such a thing exists: # 8220 ; I follow him to function my bend upon him. / We can non all be Masterss, nor all Masterss can be genuinely followed # 8230 ; In following him, I follow but myself # 8221 ; ( 1.1.41-43, 57 ) . He derides those who # 8220 ; doting on his ain bootlicking bondage / wears out his clip much like his maestro? s buttocks # 8221 ; ( 1.1.45-46 ) and congratulationss those who # 8220 ; maintain yet their Black Marias go toing on themselves / and, throwing but shows of service on their Godheads # 8230 ; do themselves homage # 8221 ; ( 1.1.50-53 ) . # 8220 ; These work forces have some psyche, # 8221 ; he professes. His creed worships but himself, and his words suggest disdain for the psyches who hold honestness and honor beloved. # 8220 ; I am non what I am # 8221 ; , he concludes, yet Roderigo still trusts him, as do Cassio, Desdemona and Othello. That is Iago, # 8220 ; honest Iago # 8221 ; , # 8220 ; ancient # 8221 ; to them all but maestro at the same clip. The first undertaking Iago sets is to wake Brabantio and inform him that his girl has eloped with Othello. This usage ( cal led shivaree ) was non uncommon in a state of affairs where one party disapproved of a lucifer. Iago incites Roderigo to shout # 8220 ; as when by dark and carelessness the fire / is spied in thickly settled metropoliss # 8221 ; . This practical image serves good the simple head of Roderigo and such imagination is employed to similar consequence to motivate Brabantio: # 8220 ; Even now, really now, now, an old black random-access memory / is tupping your white Ewe # 8221 ; ( 1.1.87- 88 ) . If anything is to # 8220 ; Arise, arise / the puffing citizens # 8221 ; , it is linguistic communication such as this. Brabantio? s foremost feeling of this as # 8220 ; malicious courage # 8230 ; to get down my quiet # 8221 ; is all excessively accurate. Iago declares that # 8220 ; you have lost half your psyche # 8230 ; your girl covered by a Barbary Equus caballus # 8230 ; now doing the animal with two dorsums # 8221 ; . Iago, as throughout the drama is making an image? a really obscene image? to arouse Brabantio. He succeeds: Brabantio arises, stunned by the darkness around him and calls for # 8220 ; Light! I say, light! # 8221 ; [ 1.1.75- 142 ] Iago makes his issue so as to be seen making Othello # 8220 ; shows of service # 8221 ; when Roderigo arrives in the company of Brabantio and his followings. It is of import that, up to this point, the audience has merely the graphic image of Othello as the barbarian # 8220 ; tupper # 8221 ; that Iago has painted. Othello? s foremost words # 8220 ; Keep up your bright blades, for the dew will corrode them # 8221 ; are baronial and important, the same voice which spoke of # 8220 ; # 8230 ; the conflict, besiegings, lucks / that I have passed # 8230 ; of traveling accidents by inundation and field / Of hair- breadth flower stalks i? Thursday? at hand lifelessly breach # 8221 ; , the voice of a adult male that fetched his # 8220 ; life and being from work forces of royal besieging # 8221 ; . It was this voice and no # 8220 ; enchantments and medical specialties bought of charlatans # 8221 ; to which Desdemona had # 8220 ; earnestly inclined # 8221 ; and come once more with a # 8220 ; greedy ear # 8221 ; . The image that Othello pigments of himself is a powerful counterpoison to that which Iago pigments in the first scene, and yet there is unimpeachably Othello is black. Desdemona is white. Imagination, gratuitous to state, is really of import in Othello. The audience foremost sees Othello, non in the flesh, but in the imaginativeness. We are presented with a powerful image created by Iago: of a animal untamed an barbarian, driven merely by base inherent aptitude. The adult male that appears on phase in the 2nd scene is no such animal. His address to the senate paints a really different image. It is non one of your mean Venetian. It is alien and unusual but it is presented with fluency and a baronial authorization that outstrips the civilized company that is present. At the terminal, Othello reverts to the rhetoric that he used in forepart of the senate. Again, the imagination is most powerful. He talks of pearls, of Arabian trees. The same kind imagination that he used to court Desdemona, he uses to reason the calamity. Iago? s usage of imagination is the footing for his power. At the beginning, he deceives the audience with the image he paints of Othello. He uses simple images, of fires in thickly settled metropoliss, of gardens and nurserymans, for the simple-minded Roderigo. His misrepresentation of Othello needs to be really much more elusive. Here excessively, though, his tool is imagery. The cogent evidence that he presents is fanciful. Othello? s passion is aroused by the images that Iago? s words conjure up? of Cassio and Desdemona lying together. The hankie becomes a symbol for this fanciful unfaithfulness. Othello sees Desdemona, white-skinned and beautiful, the really image of pureness and is torn apart by the images that have poisoned his head. Bibliography ? ? ? ? ? ?

Sociological Theories and How They Contribute to Our Understanding of Education

Sociological Theories and How They Contribute to Our Understanding of Education Introduction Different scholars look at education functions from different perspectives depending on the theory they deploy in interpretation of their perceived features of education. The theories that tend to explain the sociological functions of education are collectively termed as sociological theories of education.Advertising We will write a custom essay sample on Sociological Theories and How They Contribute to Our Understanding of Education specifically for you for only $16.05 $11/page Learn More Young posits that sociology of education entails the study of the manner in which public institutions coupled with individuals experience the various impacts of education alongside its outcomes (1995, p.21). On the other hand Floud, Halsey and Martin (1956) claims that it â€Å"is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult continuing and education† (p.12). People h ave, over the years recognized education as the most fundamental way of overcoming various handicaps in the society with the capacity to make the society achieve higher equality coupled with acquiring wealth. They have also claimed to have the ability to improve the social status of individuals. Educational scholars strongly believe that through education children are able to develop to their full potential. Additionally, people view education as having the ability to make people from challenged background to rise to higher social classes. In this context, Sargen argues that education is â€Å"perceived as one of the best means of achieving greater social equality† (1994, p.30). Some sociology scholars argue that any properly formulated educational system has the ability to achieve this purpose precisely. However, as Bourdieu reckon that other sociologists have â€Å"a particularly negative view, arguing that the education system is designed with the intention of causing rep roduction of social inequality† (1990, p.47). Putting into perspectives the various scholarly approaches in the interpretation of the purposes of education, especially bearing in mind the social changes impacts of education, the modern perceptions of education attracts mixed reactions. It is in this regard that various sociological theories of education become significant as one of the subtle ways of determining the direction of modern and future educational policies.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The work on moral education by Emile Durkheim pioneered systematic studies on educational sociology. His work looked at the education as a platform that constitutes organic solidarity within the society. Max Weber, on the other hand, perceived education as a tool for political manipulations. After the Second World War came to a halt, the subject of sociology of educat ion acquired renewed interest. This renewed interest shifted from â€Å"technological functionalism in the US, egalitarian reform of opportunity in Europe, and human-capital theory in economics† (Sullivan 2001, p.893). The concepts of human capital were widely necessary particularly by putting into consideration the fact that increased industrialization created divisions of labor and hence the necessity for a given way of hierarchically dividing labor inputs into the industries. Education level emerged as one of the subtle ways of accomplishing this endeavor: people with low education predominantly serving as manual workers. Education results into stratification of social classes and forms an impeccable tool for ensuring social mobility. Nevertheless, some scholars argue that education produces only limited social mobility. According to Heath and Cheung, â€Å"statistical and field research across numerous societies showed a persistent link between an individuals social clas s and achievement suggesting that education can only achieve limited social mobility† (2007, p.89). The 1960s saw the collapse of functionalism approaches in education. The concept of education as a good that people cannot mitigate suffered a fair deal of challenges. One of such challenges was the one placed by neo Marxists, who proclaimed that â€Å"school education simply produced a docile labor-force essential to late-capitalist class relations† (Ogg, Zimdars Heath 2009, p.783). The various ways of looking at the societal impacts of education predominantly lie squarely on a number of theories. Among these theories are conflict theory and structural functionalism. Social functionalism theory claims that the society inclines towards an equilibrium that tends to inculcate social order.Advertising We will write a custom essay sample on Sociological Theories and How They Contribute to Our Understanding of Education specifically for you for only $16.05 $11/page Learn More People look at education analogously to the human body, which comprises of various organs that must function harmoniously for maintenance of a healthy body. In this regard, social functionalism sees institutions such as education within the society as mainly intended to socialize kids. Opposed to social functionalism, conflict theory claims, â€Å"society is full of vying social groups with different aspirations, different access to life chances and gain different social rewards† (Furze Healy 1997, p.23). According to this theory, people characterize the society based on relationships that are predominantly sub-ordinative, oppressive, dominative, and exploitive in nature. The two theories have different opinions with regard to the functions of education in the society as portrayed by activities carried out in the schools. This paper compares these two theories coupled with the unveiling of the contrasts in the claims that exist between them with re gard to the way educational or school activities are perceived in the two schools of thought. Nevertheless, it begins by presenting an overview of each of the two theories. Overview of Conflict theory With regard to conflict theory, the relationships that guide the society are exploitative, subordinate, oppressive, and dominative. This theory thus anticipates teachers to expect students to have some background experience of middle-class life right at home. The conflict theory posits that reproduction of these predetermined functions end up exacerbating or rather reproducing existing inequalities from one generation to the other. Unfortunately, this is widely a misconception since people come from different backgrounds and hence making such an assumption is largely fallacious. As Young reckons, â€Å"Some children are expected to help their parents after school and carry considerable domestic responsibilities in their often single-parent home† (1995, p.47). Anticipating studen ts to be involved in helping in the domestic chores compounds the responsibilities of the students hence making them suffer from deterred academic success in schools.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to the conflict theorists, the way educational activities have been structured clearly point to the fact that education serves as a way of further widening the social class gap. For instance, in most countries schools are funded by property tax, which means that in localities where the residents are rich the schools are heavily funded than poor and marginalized places (Jacob 2001, p.10). Heavily funded schools in return seek the services of the best teachers and the students eventually perform far much better than their counterparts in other marginalized regions. By doing this, the conflict theorists argue that the system of governance in schools prepare the students for the unfair life ahead of them. This is because the students from the best schools have the highest probability of securing positions in the best colleges in the country while those from the poor backgrounds hardly make it to colleges therefore only seeking positions in technical institutes and vocational t rainings. Students who gain access to the best training in the best colleges end up getting jobs in the corporate world while those who train in vocational and training institutes become manual laborers (Sullivan 2007, p.893). This is enough proof according to conflict theorists that education serves to widen the social class gap further and propagate further discrimination based on class. Education functions as a way of instilling an ideology to the poor people in the society to accept their situations and rather than blaming the authorities to blame it on themselves. This is what the conflict theories term as the ‘hidden curriculum’ in education (Giddens 1991, p.116). School activities, such as sorting students based on their academic abilities, serve to prepare them to accept their social place. This, in return, maintains the status quo in the society. The oppressed people, in this case, do not find the need to struggle to and be free from the poverty that engulfs th em since they consider it as their fate. According to Anderson and Taylor (2009), they even start counting themselves lucky for the little that they have (p.19). Conflict theorists argue that the composition of the tests intended at sorting the students is in most cases, discriminatory as far as the questions involved are concerned (Bassile 2011, p.263). This can be termed as discrimination based on class or even ethnicity. For instance, a class test may include a question such as the following: Which of the following instruments form part of an orchestra? A) Guitar, B) Violin, C) Trumpet. D) None, E) All. This question can be classified by the conflict theorists as among those that propagate or portray racial discrimination. The fact that the question requires the students to get a definite difference between an orchestra and a band is one of the claims. The second thing is that the question is trying to portray the orchestra as superior, considering that it is in most cases prefer red by the elites and the rich people (Bassile 2011, p.262). A conflict theorist would in this manner consider this school activity as revealing to the students the discriminative nature of the outside world and perhaps indirectly propose that the students struggle to align themselves with the favored class by working hard in school. Competitions in schools, whether inside or outside the classroom, introduce the student to capitalism according to the conflict theory. When a student is recognized and rewarded for performing exceptionally either in extra-curriculum school activities or in classwork. This makes the student feel that he/she is better than the others (Sadovnik 2007, p.12). Competitions in the schools are therefore regarded as unfair by the conflict theorists considering that they make the less privileged feel so. The researchers and proponents of this sociological theory of education found out that â€Å"Where teachers have softened the formality of regular study and in tegrated student’s preferred working methods into the curriculum, they noted that particular students displayed strengths they had not been aware of before† (Wilson Wyn 1987, p.137). Softening of the formalities in education infers that teachers deviate from the traditional curriculum as determined by the state. The reason for departure is principally rested on the belief that what the state perceives as to entangle â€Å"knowledge† does not necessarily have to make subtle impacts in the students future career life and hence not vital to teach in school settings. The state determined knowledge is thus more often than not non-useful to students and hence majority of them find it pointless to learn such knowledge. Wilson and Wyn, proponents of the conflict theory, laments, â€Å"students realize there is little or no direct link between the subjects they are doing and their perceived future in the labor market† (1987, p.120). In this context and congruent w ith the conflict theory, the bottom line lies in teaching exactly what the students anticipate to be widely involved in the future. Unfortunately, such desires emanate from segregated interests, which one cannot harmonize for teaching groups of students who might be interested in similar interests. No two personalized interests can coincide. From a different context Henry, Knight, Lingard and Taylor assert that â€Å"irrespective of their academic ability or desire to learn, students from poor families have relatively little chance of securing success† (1988, p.12). It is perhaps with this argument that the oppression, subordination, dominations and exploitation concerns in the conflict theory become eminently significant. Bearing in mind Henry, Knight, Lingard and Taylor priory mentioned argument, it perhaps sounds plausible also to argue that, as the students who come from poor backgrounds struggles to succeed academically with little success, those from middle class backgr ounds would employ less effort to achieve their academic dreams. Sargent concurs with this argument. He, further, adds that â€Å"The federal government subsidizes ‘independent’ private schools enabling the rich to obtain ‘good education’ by paying for it† (1994, p.111). With the cute educational backgrounds, children coming from rich backgrounds financially, have more ample opportunity to excel in education and hence in future careers. Rich children also have higher probabilities of acquiring gigantic rewards in the future as opposed to the poor children. Conflict theorists view this as a way of continual and acerbating of existing inequalities in the society, which people claim to alleviate, in contrast education systems. Conflict theory furthermore, perceives education systems as mechanisms of aggravating social privileges among the elites only. The continued dominance by a single class of people is what conflict theorists’ term as social r eproduction. Social reproduction takes place due to educational ideologies held by the groups that dominate the society. The position held by conflict theorists is perhaps crucial by considering the question of the quality of education available to the two divides: the poor and the rich. Consequently, from the perspectives of the conflict theory, the idea of equal availability of quality education for all serves nothing more than just a myth. To this end, Wright is concerned that â€Å"the effect of the myth is to†¦stop them from seeing that their personal troubles are part of major social issues† (Sargent 1994, p.92). It is thus unsubstantial to argue that only what impairs people from achieving their dreams lies squarely on their inability to work towards their goals. However, many other inequalities exist that perpetuates the ability of less advantaged members of the society from achieving their dreams in education. Many parents sacrifice to ensure that their children achieve their best in their academics. Even though this sacrifice is essential, conflict theory insists that it is not the sacrifice that matters but rather the elimination of existing social discrepancies in terms of equal accessibility to quality education. Conflicts theorists look at the poor and hence less advantaged members of the society as the victims of what they term as victims of confidence trick. These victims of confidence trick â€Å"have been encouraged to believe that a major goal of schooling is to strengthen equality while, in reality, schools reflect society’s intention to maintain the previous unequal distribution of status and power† (Breen Goldthorpe 1997, p.299). As a result, conflict theorists are opposed to the idea that education is available to all without prejudices pegged on some way of discrimination of some members of the society. They also fail to strike to a consensus to the argument that education acts as a mechanism for ensuring fare distribution of wealth and achievement of equal societal status. Social functionalism theory Social functionalism theory looks at the educational system as analogous to a human body, which has many organs that must function in harmony for cute bodily health. Social health infers that the society lives in a socially ordered environment. Social order is normally assured where the society generally appreciates the moral values that are usually applicable and binding all members of that society. The concerns of the structural functionalism theory tend to foster continual of certain predetermined functions that particular members of the society must accomplish for sustained realization of the roles of society from generation to generation. In this context, structural-functionalist theorist proactively believes that the existence of social institutions such as educational institutions seeks to socialize teenagers and children in general (Heath et al. 2001, p.39). In structural functional ism theory, the educational system is analogous to a human body, which has many organs that must function in harmony for good bodily health. Social health infers that the society lives in a socially ordered environment. According to Heath, â€Å"socialization is the process by which the new generation learns the knowledge, attitudes, and values that they will need as productive citizens† (2003, p.301). Despite the fact that the curriculum explicitly proclaims this objective of education, more often than not, people achieve it through a curriculum that they may regard as â€Å"hidden curriculum†. The hidden curriculum encompasses â€Å"a subtler, but powerful, indoctrination of the norms and values of the wider society† (Harker 1984, p.164). The school environment, according to the functionalism theory, seems more often regulated in such a way that students unconsciously learn these behaviors prompting the students to accept and internalize them. The labor market is dynamic. People enter and leave, giving rise to vacancies that people must fill, so long as they possess certain attributes and qualifications. Education systems serve to produce such persons. As Bourdieu (1977) puts it, school serves yet another function entailing â€Å"sorting and ranking individuals for placement in the labor market† (p.89). The sorting and ranking process results in the placement of individuals with high performance in training for the most crucial jobs: mainly the ones entangling decision-making. On the other hand, those with low performances find themselves ranked to train in chores that demand less intellectually with repercussions of being rewarded less. Ranking of people following the functionalism theory attracts a myriad of criticisms. For instance, Henry, Knight, Lingard and Taylor argue, â€Å"to believe that ability alone decides who is rewarded is to be deceived† (1988). This argument is perhaps significant since the disparities exis t between various educational settings. Using performance indicators such as the scores arguably do not necessarily reflect on the capacity of students. It is thus unfair to set performance indicators in schools as true reflections of the performance of the students. Meighan and Siraj-Blatchford (1997) accepts this argument and adds that â€Å"large numbers of capable students from working-class backgrounds fail to achieve satisfactory standards in school and therefore fail to obtain the status they deserve† (p.103). One of the factors that may impeccably deter some students from portraying their abilities through performance indicators includes deferring experiences at home. As a way of example, some functionalism theory proponents believe that children from working-class families are insufficiently equipped with strategies to cope with school challenges. Jacob happens to be one of such scholars and posits that performance indicators are not true reflectors of childrenâ€⠄¢s abilities since â€Å"the middle-class cultural experiences that are provided at school may be contrary to the experiences working-class children receive at home† (2001, p.34). The performance indicators more often sieve individuals from working-class by making them remain at the working class just like their parents. This way, there is the mobilization of social reproduction of inequalities. Now, the concerns of functionalism theory take us back to the concerns of social reproduction. In this context, Sargent (1994) confirms this trend. He proposes, â€Å"†¦that schooling supports continuity, which in turn supports social order† (p.99). The repercussions of using performance indicators in grading students abilities is to taint some students as educational failures which social functionalism theorists argues that it prejudices people within a society. Since functionalism theorists insists that the social order must be sustained, it intrigues to think of why wo rking class people would fill satisfied in remaining at this level from one generation to the other. According to Bessant and Watts, the existing discrepancies in education between various classes of people â€Å"maintains social order and continuity which is what most people desire† (2002, p.13). However, arguably, social functionalism theory is inconsistent and challengeable since the question of why one class of people would prefer and fill satisfied in a while at that class is a recurring one. School activities such as examinations, group work, sports, debates and other activities aimed at preparing the student to attain the necessary skill to serve as the social being that a human being is. The spirit that is achieved in these activities is aimed at enabling the students to get the necessary skills also to rise in the social ladder (Apple 2000, p.24). To this extend, structural functionalists posit that education is aimed at facilitating social mobility and consequently helping in the closing of the social class gap. The spirit of competition which is introduced to students in school is supposed to enable them to work hard as the rewards of hard work go up with personal efforts. In this sense, education assists the students and arms them with the necessary capabilities to face the world as it is. Structural functionalists contest the claim held by conflict theorists that activities aimed at sorting students and rating them according to their capabilities are flawed and instead encourage further discrimination (Jacob 2011, p.36). According to the structural functionalists, these competitions are fair since they place the students at level ground and give them the chance to work their way up. The nature of interactions that students experience in educational facilities is important in the effort to eradication discrimination of any sort. Students from varying backgrounds and ethnicities meet in educational facilities and interact freely with each oth er. This teaches them the need to be tolerant to people from other walks of life or even those that one perceives to be different (Apple 2000, p.43). In reaction to the question of there being schools that include only students from a given background or ethnicity and how the nature of this interaction helps in creating tolerance, structural theorists argue that there are hardly such schools where only one social class or ethnic group is represented and add that there is the inclusion of exchange programs in school curriculums which aim at handling that exception. The school curriculum according to the structural functionalists is specially designed to ensure that the lessons offered in schools help in the transmission of the core values that are required for the student to succeed in the society. Other activities such as games and club activities facilitate in this by creating platforms where the level of achievement of these core values is tested (Sargent 2004, p.34). For instance , education aims at ensuring that the students embrace courageousness and a game competition such as football gives the student the avenue to test such courageousness. Another key value that school activities aim at giving to the students is what structural theorists term as personal liberty, this is the ability to function independently and be in a position to choose what is right at the right time. Comparing and contrasting structural functionalism and conflict theories As discussed in previous sections, social functionalism theory entangles looking at the purpose of educational systems as mechanisms of socialization of people. On the other hand, conflict theory looks at the institutions from the angle of serving as to adapt and respond congruently with the behaviors of students as dictated by certain moral norms (Basile 2011, p.266). According to conflict theory, these institutions do not necessary follow the traditional curriculum, but rather they follow a hidden curriculum char acterized by some societal dictated forces, which warrants the departure of curriculums from the state established curriculum. Social functionalism theory predominantly restricts its concerns to the manner in which universal education is adapted to satisfy the myriad of needs of the society. Manifestation objectives of educations form the solid foundations onto which functionalist theory pegs itself. These objectives principally focus on the need to pass on basic skills and knowledge from one generation to another. The founder of the theory: Durkheim sighted out latent roles that any educational system deserves to accomplish. According to him, education has the noble aim to ensure socialization of people into one single mainstream. He referred to this form of education as â€Å"moral education.† According to Bowles and Gintis (1976), moral education aids in forming â€Å"more-cohesive social structure by bringing together people from diverse backgrounds, which echoes the his torical concern of â€Å"Americanizing† immigrants† (p.103). From functional theory perspectives, education also has vital roles in ensuring transmission of social control coupled with core values of the society. Some of this educational values which various educational systems, for instance, the American system follows includes the various characteristics, which foster economic systems and political systems, which in the first place served to fuel American education. Consequently, students get rewards for sticking to deadlines, schedules authority demands and while not negating following given guidelines keenly. Perhaps one of the dominant characteristics of functionalism theory is the concept of individualism. With regard to Wright, â€Å"individualism embraces an ideology that advocates for liberty rights or dependent action of the individual† (1959, p.105). Compared to some others parts of education, American education seeks to reward the best individual amon gst groups of competitors. This approach doe not only apply to curricular activities but also to extracurricular activities. As a repercussion, even the educational activities that call for collaborators effort such as football must have a singling out of the player of the season or even year. Arguably, functionalism theory of educations seeks to inculcate the spirit of self-esteem as opposed to social esteem. Learning about the necessity of competition is yet another vital characteristic that functionalist theorist sees as important. The spirit of competition is perhaps one of the essential traits of capitalistic economic constructions. Students learn at early stage to compete for the best score, winning for an athletic challenge among other games. Consequently, there is the reproduction of competition altitude down from generation to generation. The fruits of engaging in some competitive task have always had some reward attached to it acting as a motivator. In schools, it takes so me form of presents. Arguably, the functionalism theory tends to advocate for capitalist systems in which the main driver of the economy is some anticipated gain either in terms of profitability or in kind. Additionally, as Sadovnik laments, â€Å"schools overtly teach patriotism, a preserver of political structure† (2007, p.91). In fact, this is extremely crucial from functionalist point of view since it fosters continued existence of established societal norms then truncated down to subsequent generations. Social functionalism theory advocates for rankings of students based on their abilities. This way the students can then undergo training on different area to which they are well suited for the economy to leap most from their contributions. In this end, the ranking of student takes place based on some merits. Bernstein (1977) claims that â€Å"Societys needs demand that the most capable people get channeled into the most important occupations† (p.27). With regard to social functionalism perspective point of view, schools have the noble role to ensure that they select the most able people from the massive population early enough. To achieve, they give out these tests. Hence, at an early age, students learn to appreciate their abilities in comparison to their colleagues. Unfortunately, tests more often than not end ups instilling some negative spirit of ‘I cannot’ amongst some students. However, as Bourdieu and Passeron (1990) reckon that â€Å"those who score highest on classroom and standardized tests enter accelerated programs and college-preparation courses† (p.37). Many functional theorists’ advocates for this approach referred as social placement. Among such theorists includes: Wilbert Moore and Talcott Parsons, among others (Ball 2004, p.7). Majority of these sociologists scholars are inclined to a perception that social placement is vehemently crucial in society. Upon realization of the sorting process, accordi ng to social functionalism theory, the nest purpose of education entails networking. Networking, according to social functionalism theorists, is a vital tool with the capacity to foster interpersonal connections. In fact, social functionalism sociologists claim that this networking is an inevitable constituent of any well-formulated educational system. Right from colleges and or in high school, students have a network with colleagues in similar grades, majors or classes. These networked programs more often have got the chances often ending up being professional or at some times remaining as personalized. In this end, education serves to match various groups of people within the society. One drawback of these networks stands out because the various networked groups have certain attributes and ways of conduction of their academic affairs that characterize them. Hence, they may hinder free flow of information and knowledge to other networks. Nevertheless as Apple (2000) reckons â€Å" Sociologists primarily interest themselves in how sorting and networking lead couples together of similar backgrounds, interests, education, and income potential† (p.45). Arguably, people place immense concerns to the networking function of education to the extent that parents and guardians object and regulate the choices of colleges available to students. The main aim of limiting these options being predominantly inclined on the perception that kids should only attend colleges where they would find their perfect matches. Proponents of the functionalism theory tend to advocate for the sarcastic two-fold roles served by education, which entangles changing of cultures coupled with preservations of cultures. â€Å"As students move through colleges, as well as beyond, their liberty increases, as they encounter a variety of perspectives† (Fine Weiss 1998, p.39). Borrowing from this line of view, it is perhaps subtle to argue that less educated persons are largely conservati sm while their educated counterparts are incredibly liberal in nature. A heavy emphasis lies on the higher education to inculcate the spirit of research. This has the capacity to make students subjects of changing values and initiators of knowledge evolution. From the functionalism dimension, education then serves to preserve coupled with skills and knowledge transmissions. In this end consequently, education is merely a transforming tool for the society. Somewhat controversial and yet debatable function of education pegged on functionalism theory entails the argument that education fosters family placement of people. Despites the imminent controversies surrounding this function of education, perhaps its advocating is critical since the modern curriculums incorporate various aspects that would foster family placement of people going through such curriculums. Such aspects include sexuality, development of careers and discipline. However, a good number of parents opposed to this funct ionalism function of education opts for home-based–schooling for their children or alternatively place them in privately established schools that are run consistently with values they advocate. Opposed to the above concerns of social functionalism theory of education conflict theory â€Å"†¦sees the purpose of education as maintaining social inequality and preserving the power of those who dominate society† (Henry, Knight Lingard 1988, p.15). The conflict theory consequently indebts itself to concerns of social order. Conflict theorists claim that education has a principle and noble role in fostering social order. In this context, and in the most general sense, conflict theorists widely concur that education emerges as one of the tools that erode the concepts of status quo rather enhances the spread of social inequality. With regard to Sargent, these inequalities are acerbated by the fact that to some extent educational systems serves to create ways of segregatio n of the broader society population into social classes (1994, p.89). Members belonging to the lower social classes are more often accustomed to remaining obedient workers. As a way of comparison, both theorists strike to a consensus that education produces some kind of sorting. However, they immensely fail to agree on the manner in which education enacts such a sorting process. Sociologists who subscribe to functional theory of education argue that education sorts based on merit. On the other hand, conflict theorists posit that education systems seek to sort people based on ethnicity coupled with distinct classes. As Ball, Maguire, and Macrae (2000) notes â€Å"conflict theorists, proclaim that schools train those in the working classes to accept their position as a lower-class member of society† (p.57). This province of thought, on the other hand, as referred by subscribers of conflict theory, is a â€Å"hidden curriculum† that education serves to uphold as part of i ts roles. In the two theories, formal education guided by curriculum preset by the state forces produces some kind of social imbalance. For conflict theorists, a clear difference exists between schools located in two contrasting regions. For the regions occupied by the rich, schools receive excellent funds and hence stand better chances of attracting the best staff to administer the curriculum. On the other extreme, those schools situated in the poor regions have lesser funds available to them and hence attract moderate staff. With these differences in mind, conflict theorists argue that such differences end up reflecting themselves in the performance of students in schools. More sad is the fact that poor performance at the elementary level somewhat determines the destiny of the individual concerned. Maguire, Wooldridge, and Pratt-Adams agree with the line of thought and lament that â€Å"students who attend high-class schools gain substantial advantages in getting into the best co lleges and being tracked into higher-paying professions† (2006, p.109). These advantages of attending high-class schools are largely unavailable to students who attend less affluent schools. Conflict theorists claim that more often than not such students end up in technical and or in vocational training centers. Worse, still, once this kind of imbalances is established within a society, it normally is truncated from one generation to another. In this context, therefore education serves to maintain the dominance of wealthy and affluent members of the society in leadership of almost every sector of economy. Additionally, the functional theory also appreciates the likelihood of formal education to foster existence of social imbalances. In the course of ranking people based on their abilities, some imbalances are produced which in one way or another ends being truncated down to subsequent generations once they are established. From the preceding discussion in previous sections, pe ople have argued that the net effect of measuring student’s abilities through performance indicators such as tests is to produce some sort of prejudiced indication of the abilities of the students. Background characteristics of students play pivotal roles in determining the performance of the students in schools. Since these backgrounds are eminently valid for deferring number of students, this variation reflects itself in their performance. Arguably, the standardization of performance indicators without relative or correlation factors to accommodate the variation in the backgrounds of student produces some imbalance. In this regard, educational system tends to favor the advantaged people in the society. People who subscribe to conflict theory in unison agree on the capacity of the economics status of the affluent members of the society to favor them in economic terms and hence can afford best education. As this is not enough favor, testing procedures deployed in schools also tends to favor the affluent members of the society. The poor consequently suffer twin challenges. In fact, intelligence quotient tests are among the testing procedures that proactively favors the affluent class of people. Intelligence test happens to be one of the tests employed to segregate students in terms of their abilities based on the scores recorded from these tests. Other than inability to produce standardized results tests since they do not appreciate the differences among those they test for intelligence, Bourdieu see more trouble being acerbated by such tests, Bourdieu (1977) claim that â€Å"tests, which claim to test intelligence, actually test cultural knowledge and therefore exhibit a cultural bias† (p.69). This perhaps presents a paradox, since people believe education to serve as the tool for a breakdown of cultural biases and in the modern age: promote global cultural diversity. Again, even though modern educationists claim that education is predominantly c ulturally neutral, this is perhaps not the case based on both conflict and social functional theory of education. It is evident from the theories that education bases itself on some background knowledge. This background knowledge often is culturally sensitive. Arguably, this thinking posses substance since the very initial knowledge that helps an individual to attach meaning to the environment he or she lives is based on the characteristics of this environment that one is put in immediately after being born. People who have differing artifacts dominate this environment. The construction of these artifacts differs based on people’s culture. Considering the differences and similarities in the concerns of the two theories of education, perhaps one can establish a compromise between the two that mitigates the imbalances and foster the positive aspects of each of the theories. This way we can challenge our understating on the role of education and settle on mechanisms that would p erhaps call for adopting a mechanism for ensuring that the education and its testing procedures end up being more reflective of the abilities of the students both academically and in extracurricular activities. There may be many ways of mitigating the imbalances. However, some of them would entail the provision of correlation factors in the scores recorded by students upon conduction of various tests on them such as intelligence tests while attempting to sort them out. These correlation factors need have factors that help to accommodate the various differences existing among students among them cultural differences, and economic differences among others. This way perhaps the dominance of one group of people in the best jobs would cease and hence produce a better equal society. There would be the mediation of the traditional role of education to maintain some discriminatory social order. Consequently, introspecting the roles of education from varying dimensions: from functional theor y or conflict theory would lead to striking to neutral point at which the role of education in the society would end up to foster equality other than propagating inequality. Conclusion The paper has dedicated itself to scrutinizing social functionalism and conflict theories of education. It has clarified how social functionalism theory entangles looking at educational system as analogous to a human body, which has many organs that must function in harmony for good bodily health. Any institution within the society that indebts itself to social harmony infers some sort of social order (Jones 2003, p.47). As revealed, there is the assurance of social order where the society generally appreciates the moral values that are generally applicable and binding all members of that society. The theory brings education into the picture as to whether it may profile such a role. The conflict theory, on the other hand, encompasses looking at education purpose from the dimensions of being a contribu tor of relationships that guide the society. Based on perception, the relationships are exploitative, subordinate, oppressive, and dominative in nature. A comparison of the two theories reveals that functional and conflict theories of education reveal existence of some social imbalances in their concerns. Education makes people climb up their social ladder by breaking down the barriers that may impair people from accomplishing this noble ability. With this regard sociologists, such Sargen argues that education is â€Å"perceived as one of the best means of achieving greater social equality† (1994, p.30). While some sociology scholars argue that any properly formulated educational system has the ability to achieve this purpose precisely, as the paper discussed others believe that education in one way or another introduce inequalities. These inequalities are reflected in the dominance by some affluent social class members in the control of major jobs that be regarded as the bes t in terms of rewards. The paper has also proposed how careful scrutiny of the concerns of the two theories may help in understanding education better. In this end the paper has argued that introspecting the roles of education from varying dimensions: from functional theory or conflict theory would lead to striking to neutral point at which the role of education in the society would end up to foster equality other than propagating inequality. References Anderson, M., Taylor, H., 2009. Sociology: The Essentials. Belmont, CA: Thomson Wadsworth. Apple, M., 2000. Official Knowledge: Democratic Education in a Conservative Age. London: Routledge. Ball, S, Maguire, M., Macrae, S., 2000. Choice, Pathways and transitions Post-16: New youth, new economies in the global city. London: Routledge. Ball, S., 2004. The RoutledgeFalmer Reader in Sociology of Education. Abingdon: Routledge. Basile, G., 2011. â€Å"Implications of Sociological Theories for Brand and Consumer Relationship Studies.â €  International Journal of Management Studies, 13(3), pp. 261-269. Print. Bernstein, B., 1977. Class, Codes and Control Vol. 3. London: Routledge. Bessant, J., Watts, R., 2002. Sociology Australia. Sydney: Allen Unwin. Bourdieu, P., Passeron, J., 1990. Reproduction in Education, Society and Culture. London: Sage. Bourdieu, P., 1977. Outline of a Theory of Practice. Cambridge: Cambridge University Press. Bowles, S., Gintis, H., 1976. Schooling in Capitalist America. London: Routledge and Kegan Paul. Breen, R., Goldthorpe, J., 1997. â€Å"Explaining Educational Differentials: Towards a Rational Action Theory.† Rationality and Society, 9(3), pp. 275-305. Print. Fine, M., and Weiss, L., 1998. The Unknown City: The Lives of Poor and Working-Class Young Adults. Boston: Beacon Press. Floud, J., Halsey, A., Martin, F., 1956. Social Class and Educational Opportunity. London: Heinemann. Furze, B., Healy, P., 1997. Understanding society and change in Stafford, C. and Furze, B . (eds) Society and Change (2nd Ed). Melbourne: Macmillan Education. Giddens, A., 1991. Introduction to Sociology. New York: W.W. Norton Company. Harker, R., 1984. On Reproduction, Habitus and Education in Robbins and Pierre Bourdieu Volume II. London: Sage Publications. Heath, A., Andersen, R., 2003. â€Å"Social Identities and political cleavages: the role of political context.† Journal of the Royal Statistical Society series, 166 (8), pp 301– 327. Print. Heath, A., Martin, J., Beerten, R., 2001. Old and New Social Class Measures: A comparison of pp 226-243 in D. Rose and D.J Pevalin (eds) A Researcher’s Guide to the National Statistics Socio-economic Classification. London: Sage. Heath, F., Cheung, S., 2007. Unequal Chances: Ethnic Minorities in Western Labor Markets. Oxford: Oxford University Press. Henry, M., Knight, J., Lingard, R., Taylor, S., 1988. Understanding Schooling: An Introductory Sociology of Australian Education. Sydney: Routledge. Jacob, A., 2001. Research links poverty and literacy. New York: ABC Radio Transcript. Jones, K., 2003. Education in Britain: 1944 to the present. Cambridge: Polity Press. 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Knowledge and Control: New Directions for the Sociology of Education. London: Macmillan.

Indolence and Indolent

Indolence and Indolent Indolence and Indolent Indolence and Indolent By Maeve Maddox When I heard an NPR reporter use the expression â€Å"passive indolence,† I decided I’d better look up the word because I thought indolent included the idea of passivity. I couldn’t imagine, for example, talking about â€Å"active indolence.† The noun indolence has traveled a long way from its original meaning of â€Å"freedom from pain.† The Latin noun indolentia means â€Å"freedom from pain.† The abstract noun came from the Latin verb dolere, â€Å"to be pained† and the negative prefix in, â€Å"not.† Indolentia was a state of not being in pain. In modern medical usage, indolence and the adjective indolent retain the meaning of absence of pain: indolent: causing little pain; slow growing. Examples of indolent and indolence in the context of pathology: indolent ulcers occur on the upper lip of cats at almost any age. Indolent lymphomas are usually not considered curable because the cancer grows too slowly to be targeted accurately by most modern treatments. Prostate Cancer Indolence vs Aggressiveness Progress in the Treatment of Indolent Non-Hodgkin Lymphoma (NHL) In general usage, however, indolence means, â€Å"the disposition to avoid trouble; love of ease.† Indolent is also a synonym for lazy. In the sense of taking things easy or giving oneself over to relaxation, indolence is not necessarily a bad thing. Hard-working people deserve occasional spells of indolence: lying on the beach or drowsing in a hammock on a pleasant afternoon. It is when people habitually avoid their responsibilities that indolence becomes a vice. the arrogance of orthodox economists, and the indolence of mainstream journalists. the authorities have already been breaking [the law] through their incapacity or their indolence in the face of the crisis of insecurity. China Punishes 20,000 Officials For Waste, Mediocrity, Indolence Mitt Romney: ‘â€Å"Nonworking parents† raise â€Å"indolent and unproductive† kids. Gordon slams indolent congressmen for lack of quorum in the House Indolence and indolent are useful words to describe laziness and irresponsibility, but an expression like â€Å"passive indolence† seems pleonastic. 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 Vocabulary category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsDifference between "Pressing" and "Ironing"How Long Should a Synopsis Be?

Sustainable Management Essay Example | Topics and Well Written Essays - 3000 words

Sustainable Management - Essay Example According to Hulme, â€Å"Climate change is a scientific and a moral issue.† The process of generating scientific consensus has been largely driven by the desire to communicate climate science to policy users and to construct knowledge’ (Weingart, 1999). However, in doing so, the uncertainties have been downplayed (Van der Sluijs et al., 1998). Who are the IPCC and what is their function, and what are major findings of their report on global warming? IPCC is the Intergovernmental Panel on Climate Change (IPCC) which is a scientific intergovernmental body and its main aim is to assess human-induced climate change, analyse its impact and provide options for adaptation and mitigation. The two major findings of its reports are --- firstly, climate change is unequivocal and secondly, the past and future anthropogenic carbon emissions will contribute to global warming resulting in rising sea levels. Global warming a consequence of the earth’s natural life cycle and has nothing to do with the emission of greenhouse gases? Discuss. Anthropogenic warming and rise in sea level would continue for centuries due to the impact of the Earth’s natural life cycle, even if the Greenhouse gas concentration stabilizes. Carter et al. (2006) suggest that climate is not driven primarily by human use of fossil fuels. Researchers believe that the perception that nature is a resource at our disposal is the factor which shapes our view towards exhaustion of resources. Further, Christiansen (1994a, 1994b, 1994c) argues that the formation of climate based institutions based on IPCC, suites the union of some political, scientific and business interests. To what extent do you agree with the Stern Report? Stern believed a rise of five to six degree of temperature may be a real possibility due to climate change. The Stern Report concludes that the benefits of early actions on climate change outweigh the cost of not acting. The report points towards the potential imp act of climate change on water, health, food production and environment. Some conclusions of the Stern Report can be justified, as not taking any steps to reduce climate change will definitely raise the cost of living. The report states the cost of not acting on climate change will be equivalent to at least 5% of the gross domestic product loss each year. What steps can organisations take reduce their carbon footprint? Organizations can reduce their carbon footprints by reducing carbon emissions through fuel combustion, transportation, process emissions and fugitive emissions. The carbon footprints can be reduced by reducing the consumption of fossil fuels, monitoring waste disposal, transportation and use of products. What are the main points in Peter Senge’s book â€Å"The Necessary Revolution†, chapters 1 and 2? Peter Senge’s book â€Å"The Necessary Revolution† (chapters 1 and 2) talks about a different kind of world where excess energy of one busines s can be used to heat another. The book imagines a world where the commercial buildings are regenerative and create more energy than they are using. The book imagines a world of sound products and processes where products are cost effective rather than wasteful. Corporations such as Cosco, Nike and BP,

'' reviewing and analyzing four articles contained in the book Essay

'' reviewing and analyzing four articles contained in the book Campaigns on the Cutting Edge book by Semiatin - Essay Example In essence, different platforms have been realized in terms of campaigns due to the increased adoption of the emerging technologies. Direct interaction between candidates and voters has increased (Semiatin 29). Candidates nowadays reach out to voters though their social media accounts or even those of their campaign teams. This type of interaction has made the voter feel involved in campaign even though they might not be physical present at the campaigns. Campaign management has been widely facilitated and enhanced through technology. Through modern ways of communication which are cheap, fast, efficient and convenient. A candidate in a different region can be able to coordinate with campaign team in separate regions. Through email, Skype, fast mobile communication and other forms, coordination is easier and efficient (Semiatin 67). It is worth noting that interaction among human beings has been facilitated through the use of technology. Coordination can be done remotely without neces sarily being there in person. To some extent, this has resulted to the minimization of resources that could be incurred in terms of transport and food. What is more, this has enabled carrying out activities simultaneously in a wider region, saving time, money and enhancing campaigning. By avoiding unnecessary movements during campaigns, the campaign affair has consequently become cheap and efficient. All this thanks to new technological developments around the world. Mobility has also been enhanced by technology. Increased movement within short duration of time has enabled campaign teams to cover wider regions and in that case attaining their set goals and objectives accordingly. Use of transport systems like the electric trains and air transport has enabled campaign teams cover wider areas and be able to change locations within the same day which would previously be cumbersome and tedious if not possible. Mobility has greatly helped utilize the limited time to the maximum. Saving s ome considerable amount of time means enough time for brainstorming on the next strategic moves and reducing pressure on the campaign times especially when deadlines and time becomes a constraint. Evolution from party driven to candidate and voter driven campaigns has been achieved greatly through technology. it is worth noting that emerging technology is nearly touching every aspect of life and in that case facilitating means through which other activities are carried out accordingly. Possibility of accessing a wider voter region simply through television is now enabled. Social media sites like Twitter and Facebook have not been left behind either. Initially campaigns would involve tedious ground coverage through campaign caravans or even numerous expensive flights especially when accessing remote regions. Evolution of cable TV with the easy and cheap accessibility has made it possible and enabled the wider population to only sit at the comfort of their homes and be able to get eve ry single bit of information about campaigns without necessarily attending rallies, leading to easier and more convenient ways of voter mobilization (Semiatin 81). Through embracing of modern digital ways of relaying news and information for example though visual and print media, campaigns have never been this efficient. In other words, the implementation of technology in campaigns has played a great part in determining how different activities are performed. Through