Mumbai University Zoology Syllabus - 3300 Words

Academic Council 25/05/2011 Item No. 4.59 UNIVERSITY OF MUMBAI Syllabus for the F.Y.B.Sc. Program: B.Sc. Course : Zoology (Credit Based Semester and Grading System with effect from the academic year 2011–2012) 1 F.Y.B.Sc. Zoology Syllabus Restructured for Credit Based and Grading System To be implemented from the Academic year 2010-2011 SEMESTER I Course Code UNIT I USZO101 II III I USZO102 II III USZO P1 TOPICS Diversity of Animal Kingdom I Life processes I Ecology Molecular basis of life I Biotechnology I Genetics 2 2 2 Credits L / Week 1 1 1 1 1 1 6 Practicals based on both courses in theory SEMESTER II Course Code UNIT I USZO201 II III I USZOT202 II III USZO P2 TOPICS Diversity of Animal Kingdom II Life processes II Ethology†¦show more content†¦1.2.2: Peptide bond 1.2.3: Structure of proteins: Primary, secondary, tertiary, and quaternary structure. 1.2.4: Biological role of proteins. 1.3: Carbohydrates 1.3.1: Nomenclature, isomerism and classification. 1.3.2: Glycosidic bond 1.3.3: Types of carbohydrates: Monosaccharides: Glucose, fructose, galactose Disaccharides: Maltose, sucrose, lactose Polysaccharides: Starch, glycogen, cellulose, chitin, heparin 1.3.4: Biological role of carbohydrates Unit II: Biotechnology – I 2.1: Concept of Biotechnology 2.1.1: Definition 2.1.2: An overview of achievements and scope. 2.2: Fundamentals of laboratory techniques in biotechnology 2.2.1: Safe handling of equipments 2.2.2: Sterilization techniques 2.2.3: Molecular separation techniques Principle and applications: Paper chromatography, TLC and Electrophoresis- Agarose and PAGE 2.3: Food biotechnology Applications of biotechnology in making bread, beer, wine, yogurt and cheese 2.4: Enzyme Technology 2.4.1: Enzymes as the meat tenderizer 2.4.2: Bio-detergents 2.4.3: Concept of enzyme immobilization (15 Lectures) 5 Unit III: Genetics (15 Lectures) 3.1: Gene and gene concepts, definition of gene and gene expression 3.2: Mendelian inheritance: i) Monohybrid and dihybrid cross, ii) Concept of dominance, iii) Exception to Mendelian inheritance: Incomplete dominance, co- dominance, interaction of genes: (Epistasis:

Spss report Free Essays

Environmental problems such as climate change, ozone layer depletion, global warming, and so on are now growing at an alarming rate. Many of this problem are believed to be increasing due to human impacts as a result of irresponsible environmental behaviors, which is highly influenced by the attitudes people possess The research survey was carried out to find out the environmental attitude of respondents and their opinion on environmental issues facing Australia and the world at large. The aim of this study is to determine how some of the demographic characteristics affect environmental attitudes of the students surveyed. We will write a custom essay sample on Spss report or any similar topic only for you Order Now Thus, the differences between the environmental attitudes of the students will be explained. This study aims to find the answers to these questions: Are there any differences between the environmental attitudes of students surveyed and the degree they are enrolled in? Is there a difference in environmental attitudes to their gender? Is there a difference in environmental attitudes to their socio-economic status? Data was collected using an environmental attitude questionnaire which was administered to students in ENVENOMS and TIOGA of Flinders University, Forty two respondents ere received. In order to get a balance view from respondents the questionnaire has a section that asked questions on the demography of respondents which was aimed at collecting data such has age, gender, degree studied, ALGA, household and type of dwelling place. Figure 1 below shows that of 100% that responded to the survey 54. 8% were female, 42. 9% were male while the remaining 2. 4% were missing. Tablet shows that 41 respondent indicated their age with a mean value of 24. 12, while the least and maximum age of respondent is 17 years and 58 years old respectively. All respondents where from various academic background I. E. 33. 3% enrolled in B. EVEN. MGM, 26. 2% enrolled BAA, 7. 1 enrolled in B. DE, 11. 9% enrolled BAG’S, 2. 4% enrolled in B. ARCH, 4. 8%enrolled B. SC and 4. 8% enrolled in B. INTO. STUDIES. This varieties of educational background gives the survey a more outward and broad view of environmental attitude from people with different orientation. The respondents that were surveyed come from 13 different Local Government Areas of South Australia with 10 been the highest number of respondents from Inappropriate Local Government Area and Alexandrine, Norway, Payment SST Peters, Tea tree gully and Unless having 1 respondent each this is shown in table 2 below. Majority of the respondents 64. 3% lived in a house hold as part of a family and 14% lived as a couple while the remaining percentage of respondents were shared relatively among living as group, by themselves and in a non-private home. Figure 2 below shows that 78. % of the respondents dwell in a separate house, 7. 1 in a flat. The questionnaire was designed to profile specific environmental attitudes of students which focused more on everyday activities of the respondents. The collective information of the demography shown above shows the characteristics of the respondents which can be used to show the attitudes of the students to environmental issues based on the questio ns asked in the questionnaire. The first series of question were asked to ascertain the type of environmental friendly activities the students are personally involved in. Table 3 below shows that 4. 8% of the respondents are members of Land care, 1 1. 9% are members of Greenback and 14. 3% are members of a University group while 19. 0% are members of other environmental groups, 61. % of the respondents refuse excessive packaging, 73. 8% shop with their own bag, 83. 3% minimize paper use, 16. 7% attend rallies and demonstrations and 4. 8% writes letters to politicians. The array of information gotten from this section shows that a large percentage of the students are environmentally conscious and seeking to improve the quality of the environment.. The second series of question were asked to show the type of environmental features present in the students dwelling. The table below show that 52. 4% of the students has compost bin or heap, 9. 5% has worm farm, 31. % has a rain water tank plumbed into their dwelling while 52. 4 has a rain water not plumbed into their dwelling, 9. 5% has their hot water powered by solar, 7. 1% has their electricity powered by solar, 83. 3% has compact florescent bulbs, 28. 6% dwelling has passive design while 31% has some other type of environmentally friendly features not included in the questionnaire. Table 4 below shows the average level of the respondents’ agreement to the questions asked in section 3 which is aimed to determine get their opinion on different environmental issues. The average level of students that agreed that the welling they live is environmentally sustainable in terms of the energy and water they use is 3. 02, The average agreement level of students that agreed that free market mechanism, such has polluters pay, are the best ways of dealing with environmental problems sis. 76 and 2. 7 is the average level of those that agreed that environmental protection is more important than economic growth. Those that agreed that Australian environment is in a better state now than 10 years ago has the highest level of average in this survey while those that agreed to be strongly omitted to minimizing environmental impact in their day to day activities has the lowest level of average. The level of average of those that agreed that Australia’s environmental i ssues are cause by the actions of miners and farmers, An average of 3. 6 of the student also agreed that in the long term Australia would be acting more responsibly to the environment if it develops its nuclear resources in order to reduce the emission of CO into the environment from burning fossil fuels. The students average level of agreement that the world faces the collapse of major ecosystems within the next 20 years is 2. 4 while those that agreed with the view that scientific research and the careful actions of government and communities can repair the damage done to the environment is 2. 4. Question 4 of the questionnaire asked the students to indicate one most serious environmental issue they think is confronting the world today and 59. 5% wrote that Global warming is the most environmental issue confronting the world today while 2. 4% wrote that loss of biodiversity is the most problem facing the world as shown in figure 3 below. In question 5 the scale of the question in question 4 was changed to Australia and it as notice as shown in figure 5 below that majority 73. % wrote that water issue is the most serious environmental issue confronting Australia while loss of biodiversity and global warming are the least of the environmental issues confronting Australia. It can be deduce from the responses gotten from question 4 and 5 that global warming is the most serious environmental issue confronting the world but that Water issue is the most environmental issue confronting Australia which shows and indicate that different environmental issues is confronting different areas of the world. Question 6, 7 8 are questions based on the mode of transportation that each individual uses to ascertain the level of impact their mode of transport is causing the environment. Table 6 below shows the percentage of respondents that uses either the Adelaide public transport or use bicycle as means of transport and it is noticed that 38. 1% of the students use Adelaide public transport most days while 16. 7% hardly ever or never used the Adelaide transport and in contrast it is noticed that just 4. % of the students used bicycle most days compared to the 38. 1% that uses the Adelaide public transport while 47. % of the student hardly ever or never use the bicycle. It is noticed in the response of the students to question 6 and 7 that there seems to exist a relationship between the two mode of transport I. E. The percentage of usage of Adelaide transport reduces from most day (38. 1 to hardly ever or never (16. 7) use the percentage usage of bicycle increases from most days (4. 8%) to hardly ever (47. 6%) as shown in figure 6 below. Table 6 below shows the outcome of comparing the gender of respondents with their environmental attitudes based on whether they agree strongly to been committed to missing environmental impact and minimizing the use of paper. It is observed that there is a significant difference in the percentage of female 91. 3% compared to 72. 2% of male that said yes to minimizing the use of paper and these is further strengthen by the result shown with 30. 4% of female strongly agreeing to been committed to minimizing environmental impact while no male strongly agreed to the statement, Though majority of the male(88. %) agreed to been committed while compared to the 56. 5% of female that agreed. This result implies that females are ore inclined to be committed to minimizing their impact on the environment by participating more in minimizing their paper use When the degree enrolled in by the respondents was compared as shown in table 7 below it was observed that students enrolled in bachelor of en vironmental management and bachelor of Art are more inclined to going to the shop with their own containers than the remaining students enrolled in other courses. With students enrolled in bachelor of environmental management having the highest percentage that go to shopping with their own bags and container it shows that environmental attitudes of student enrolled in environmental topics have a higher tendency of participating and engaging in more environmentally friendly activities Table 8 and 9 below which compared the socio economic status of students surveyed with their environmental attitude based on their response to different question clearly shows that students with socio economic status above 1000 have a higher percentage of solar electricity and rainwater tank plumbed to their dwelling than their counterpart with socio economic status below 1000. This implies that students room high socio economic status are more inclined to be able to afford environmentally friendly feature in their dwelling. Its is also notice from this study when the age of the respondents was compared to the number of students that use the Adelaide public transp ort and bicycle has their mode of transport. It is noticed that respondents aged 18 and 19 are both the highest(18. % each) user of Adelaide public transport, while respondents within the range of 36 to 57 years did not make use of Adelaide public transport at all. This may be as a result of older people having owned their personal vehicle. Conclusion This study was aimed at determining the environmental attitude and opinion of students and the effects of their degree of study, age, socio economic status and gender and on these environmental attitudes. In this study it has been observed that the degree a student is enrolled in has a significant effect on their environmental attitudes when the students take more environmental courses, because the participation in their environmental attitudes increases. As a result of the study, it could be concluded that the students surveyed generally had positive attitudes toward the environment regardless of the demographic characteristics used. Findings in this studies can be significant, because to face the challenges of environmental problem it is important to know the attitudes of students who are the potential leaders and policy makers of the future, so as to acquaint these younger generation with the necessary knowledge, skills and attitude relating to the environment regardless of their demography characteristic, because this students will affect and be affected by the environmental policies and decisions undertaken today. How to cite Spss report, Papers

The Role of Public Relations free essay sample

A well-documented paper describing how public relations fits into the corporate and political world. This paper deals with how public relations has become an integral part of most successful corporate entities and how and why these corporate and political entities must build their own personal definitions on the role of public relations in modern business practices. First and foremost, PR serves as an educational tool for managers, employees, and customers. It can explain and demonstrate the quality vision of a corporation when presented in a true and real fashion. Moreover, public relations personnel must always be evaluating the concepts of this vision of quality. Constant evaluation must lead to improvements of the vision so as to avoid a stale plateau in the progression of the company. In line with avoiding stalemate and plateau, PR personnel must also avoid the use of traditional means by which to present their information. Credibility is lost without originality, and corporate employees tend to have a short attention span if they have already seen the used presentation method before. We will write a custom essay sample on The Role of Public Relations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The information that is being presented to the company must be valid as well. This responsibility also falls on the shoulders of public relations. By integrating ones work into research, marketing, and surveying public expectations, PR personnel can, narrow the gap between what customers expect and what they receive from an organization.[1] The main purpose of public relations teams is communication. This point was stated earlier by Cutlip. This communication is a constant process, thereby establishing the responsibility of PR people to be able to provide information on demand. This ever-running cycle of communication causes a long-term outlook within public relations professionals. They, therefore, become future planners for corporations as well.

Typical Day at Work free essay sample

I was a sales director in the average website. I managed a small sales team. My team consisted of about 10 persons. I started my typical day to check my inbox. I had to decide which cases were important for immediate response. After then, I used to check our sales targets. With this knowledge, I started meeting with my sales team. Usually, I used to discuss problems in achieving sales targets. Next I had the meeting with the GEO (who was the owner of the company too). Due to working in the IT business, we usually used Skype for video-conference. I reported him our sales results and asked for support if I needed it. The second part of a day was dedicated to meetings with the main clients. I offered new services in these meetings. Also, I use to make contact with clients who had complained and we discussed problems with the services. We will write a custom essay sample on Typical Day at Work or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Usually, meetings with prospective clients were the duties of my staff. Sometimes, if it was a very important prospective client, I did it as well. My favorite thing about this job was meeting with my staff. It was a group of very young and creative people. I liked to support my team and helped to solve problems. I didn’t like to solve customer complaints. Our clients usually wanted more services for less money and it was always in danger of losing clients and income. In the future, I would like to do this kind of job. I love sales and have to deal with challenges of this type.

A Summary of British Rule in India

A Summary of British Rule in India The very idea of the British Raj- the British rule over India- seems inexplicable today. Consider the fact that Indian written history stretches back almost 4,000 years, to the civilization centers of the Indus Valley Culture at Harappa and Mohenjo-Daro. Also, by 1850, India had a population of at least 200 million. Britain, on the other hand, had no indigenous written language until the 9th century C.E. (almost 3,000 years after India). Its population was about 16.6 million in 1850. How, then, did Britain manage to control India from 1757 to 1947? The keys seem to have been superior weaponry, economic power, and Eurocentric confidence. European Scramble for Colonies in Asia After the Portuguese rounded the Cape of Good Hope on Africas southern tip in 1488, opening sea lanes to the Far East by piracy on ancient trade lines in the Indian Ocean, the European powers strove to acquire Asian trading posts of their own. For centuries, the Viennese had controlled the European branch of the Silk Road, reaping enormous profits from the sale of silk, spices, fine china, and precious metals. The Viennese monopoly ended with the establishment of European incursions in the sea trade. At first, the European powers in Asia were solely interested in trade, but over time they became more interested in acquiring territory. Among the nations looking for a piece of the action was Britain. The Battle of Plassey Britain had been trading in India since about 1600, but it did not begin to seize large sections of land until 1757, after the Battle of Plassey. This battle pitted 3,000 soldiers of the British East India Company against the 5,000-strong army of the young Nawab of Bengal, Siraj ud Daulah, and his French East India Company allies. Fighting began on the morning of June 23, 1757. Heavy rain spoiled the Nawabs cannon powder (the British covered theirs), leading to his defeat. The Nawab lost at least 500 troops, while Britain lost only 22. Britain seized the modern equivalent of about $5 million from the Bengali treasury and used it to finance further expansion. India Under the East India Company The East India Company was primarily interested in trade in cotton, silk, tea, and opium, but following the Battle of Plassey, it functioned as the military authority in growing sections of India as well. By 1770, heavy Company taxation and other policies had left millions of Bengalis impoverished. While British soldiers and traders made their fortunes, the Indians starved. Between 1770 and 1773, about 10 million people (one-third  of the population) died of famine in Bengal. At this time, Indians were also barred from holding high office in their own land. The British considered them inherently corrupt and untrustworthy. The Indian Mutiny of 1857 Many Indians were distressed by the rapid cultural changes imposed by the British. They worried that Hindu and Muslim India would be Christianized. In 1857, a new type of rifle cartridge was given to the soldiers of the British Indian Army. Rumors spread that the cartridges had been greased with pig and cow fat, an abomination to both major Indian religions. On May 10, 1857, the Indian Revolt began, with Bengali Muslim troops marching to Delhi and pledging their support to the Mughal emperor. After a year-long struggle, the rebels surrendered on June 20, 1858. Control of India Shifts to the India Office Following the rebellion, the British government abolished both the Mughal Dynasty, which had ruled India more or less for 300 years, and the East India Company. The Emperor, Bahadur Shah, was convicted of sedition and exiled to Burma. Control of India was given over to a British Governor-General, who reported back to the British Parliament. It should be noted that the British Raj included only about two-thirds of modern India, with the other portions under the control of local princes. However, Britain exerted great pressure on these princes, effectively controlling all of India. Autocratic Paternalism Queen Victoria promised that the British government would work to better its Indian subjects. To the British, this meant educating the Indians in British modes of thought and stamping out cultural practices such as sati- the practice of immolating a widow on the death of her husband .The British thought of their rule as a form of autocratic paternalism. The British also created divide and rule policies, pitting Hindu and Muslim Indians against one another. In 1905, the colonial government divided Bengal into Hindu and Muslim sections; this division was revoked after strong protests. Britain also encouraged the formation of the Muslim League of India in 1907. British India During World War I During World War I, Britain declared war on Germany on Indias behalf, without consulting Indian leaders. More than 1.3 million Indian soldiers and laborers were serving in the British Indian Army by the time of the Armistice. A total of 43,000 Indian and Gurkha soldiers were killed. Although most of India rallied to the British flag, Bengal and Punjab were less easy to control. Many Indians were eager for independence, and they were led in their struggle by an Indian lawyer and political newcomer known as  Mohandas Gandhi (1869–1948) In April 1919, more than 5,000 unarmed protesters gathered at Amritsar, in Punjab. British troops fired on the crowd, killing an estimated 1,500 men, women, and children, even though the official death toll of the Amritsar Massacre as reported was 379. British India During World War II When World War II broke out, India once again contributed hugely to the British war effort. In addition to troops, the princely states donated substantial amounts of cash. By the end of the war, India had an incredible volunteer army of 2.5 million men. About 87,000 Indian soldiers died in combat. The Indian independence movement was very strong by this time, and British rule was widely resented. Some 30,000 Indian POWs were recruited by the Germans and the Japanese to fight against the Allies in exchange for their freedom. Most Indians, however, remained loyal. Indian troops fought in Burma, North Africa, Italy, and elsewhere. The Struggle for Indian Independence Even as World War II raged on, Gandhi and other members of the Indian National Congress (INC) demonstrated against British rule. The 1935 Government of India Act had provided for the establishment of provincial legislatures across the colony. The Act also created a federal government for the provinces and princely states and granted the right to vote to about 10% of Indias male population. These moves toward limited self-governance only made India more impatient for true self-rule. In 1942, Britain sent an envoy to India, led by the British Labour politician Stafford Cripps (1889–1952), offering future dominion status in return for help recruiting more soldiers. Cripps may have made a secret agreement with the Muslim League, allowing Muslims to opt out of a future Indian state. Mahatma Gandhi Laughing with Granddaughters. Bettmann / Getty Images Arrests of Gandhi and INC Leadership Gandhi and the INC did not trust the British envoy and demanded immediate independence in return for their cooperation. When the talks broke down, the INC launched the Quit India movement, calling for the immediate withdrawal of Britain  from India. In response, the British arrested the INCs leadership, including Gandhi and his wife. Mass demonstrations were carried out across the country but were crushed by the British Army. Britain may not have realized it, but it was now just a matter of time before the British Raj came to an end. The soldiers who had joined Japan and Germany in fighting the British were put on trial at Delhis Red Fort in early 1946. A series of ten courts-martial were held, trying 45 prisoners on charges of treason, murder, and torture. The men were convicted, but huge public protests forced the commutation of their sentences. Hindu/Muslim Riots and Partition On August 17, 1946, violent fighting broke out between Hindus and Muslims in Calcutta. The trouble quickly spread across India. Meanwhile, cash-strapped Britain announced its decision to withdraw from India by June 1948. Sectarian violence flared again as independence approached. In June 1947, representatives of the Hindus, Muslims, and Sikhs agreed to divide India along sectarian lines. Hindu and Sikh areas remained part of India, while predominantly Muslim areas in the north became the nation of Pakistan. This division of territory was known as the Partition. Millions of refugees flooded across the border in each direction, and between 250,000 and 500,000 people were killed in sectarian violence. Pakistan became independent on August 14, 1947. India followed the next day. Sources and Further Reading Gilmour, David. The British in India: A Social History of the Raj. New York: Farrar, Straus and Giroux, 2018.  James, Lawrence. Raj: The Making and Unmaking of British India. New York: St. Martins Griffin, 1997.Nanda, Bal Ram. Gokhale: The Indian Moderates and the British Raj. Princeton NJ: Princeton University Press, 1977.  Ã‚  Tharoor, Shashi. Inglorious Empire: What the British Did to India. London: Penguin Books Ltd, 2018.

The 8 Worst Office Problems Youll Deal With in the Summer

The 8 Worst Office Problems Youll Deal With in the Summer Summer is here! Which means most days you’ll be daydreaming about being absolutely anywhere else than where you are (aka at your desk). Here are 8 of the absolute worst summer office problems, just so you can be prepared for their awfulness in advance. 1. The Great Temperature DebateIt’s a hundred billion degrees outside and subzero inside. Whoever is in charge of the AC has gone way overboard and you find yourself shivering at your desk. You’ve brought socks and a heavy sweater just to make it through your day without losing a toe. Or worse, you’re the guy at the window with the sun baking in, and no matter what temperature the AC is set on, you’re still sweating buckets!2.  Commuting via Train or BusOkay, so this one is about getting to your office, but it’s still hell. There’s never AC in your subway  car or bus, and no one seems to understand the concept of deodorant. You’ve got smelly armpits and sweaty backs everywhere you turn. Tip: start avoiding rush hour. Come in early! Go home late! You don’t have to stay at work all that time, but you’ll spare yourself the inhumanity of the sardine commute. Happy hour, anyone?3. The â€Å"It† VacayEveryone is talking about going to that one island (like Ibiza or St. John) or that one summer party everybody goes to. None of your vacation plans or party plans are cool enough. You didn’t know people owned that much white linen.4. The Constant Countdownsâ€Å"16 days, 4 hours, and 39 minutes!† Your coworkers are all chirping out their timelines and squealing about just how soon their vacation is coming up! Even worse will be their Instagram feeds when they actually get to their glamorous destination. #neverleaving (sigh)5. Summer TreatsBe it a routine iced coffee run in the afternoon, or an ice cream habit†¦ bad for the waistline, good for morale. Still not really compensation, however, for being stuck inside.6. Outside L unchesOkay, despite sweating into your salad, so this is not a problem so much as a perk. Enjoy it. Sit on a park bench and bask.7. Dressing for WorkDo you dress for the swelter? Or the professional standard? Can you get away with showing all that cleavage? Or should you risk drenching yourself in sweat to arrive at the office modestly covered up? It’s a dilemma every day.8. The Office DeodorizerYes, we’re very glad our coworkers keep extra deodorant in their desks for days such as these. But do we need to SEE them apply? Or worse†¦ spray?

Scientific Misconduct Essay Example | Topics and Well Written Essays - 500 words

Scientific Misconduct - Essay Example Misconduct in the scientific research totally damages the good will of any research that has been. This has greatly ruined the scientific advancement and the professional success in the field of science and research. The wrong doers are prone to heavy penalties if found guilty and may be sanction and even serve jail term as the law indicates. The misconduct represents itself in many forms, (D’angelo p 86). These can be seen from the journals, scientific press and the many institutions accredited to the scientific research. There have been many paradigm theories and ways on how to investigate, who to investigate and the legal actions for anyone found guilty of the scientific misconduct. There has been cleavage as to who to determine this egregious fakery, duplication and even plagiarism the field of science. This paper reworks on the areas that can be useful in determination of the culprits. The political and cultural environment was the first to raise the red flag. The context here is that Americans have over time held the scientist, as people of high caliber, with vast knowledge that do offer solutions. Economically and socially they are valued as people of great importance, (D’angelo p 77). Any tempest in the field of scientific research would bring our economy on its knees. There has to be a lot of care and due diligence that needs to be put in place to main stability in this field. Integrity in the field of science must be upheld. The research has to give credible results that hold water at the end of the day. Failure to provide this vital component would lead as a total violation of the laid out procedures and this will be termed as scientific misconduct. This integrity issue has to be encouraged and motivated to give yields to the multinational credible research institutes, (D’angelo p 98). Congressional attention to have a detailed report in scientific

Marketing Plan of Divine Chocolate Essay Example | Topics and Well Written Essays - 2500 words

Marketing Plan of Divine Chocolate - Essay Example The researcher states that with Fair Trade, Divine Chocolate ensures that farmers always receive a better deal for their contributions and that money invested for social good eventually supported entrepreneurs, farmers, and co-operatives to access more capital for business.This Fair Trade will create a positive zeal among customers impacting their buying behavior and driving Divine’s profitability. Divine will go for strategic marketing mix with the focus on integrated marketing communication, competitive pricing, social media marketing, penetration pricing, segmentation, targeting and positioning strategy. The company expects that all these marketing strategies will help the company achieve higher marketing synergy reflected in performance and profitability, leading to 60 percent changes in the total turnover and relative gross profit at the end of the first year. In the UK, the chocolate confectionery market has been witnessing steady growth of 5% and the trend is expected t o continue till 2016. The UK chocolate market has reached nearly  £4,000 billion in 2011, which was a 21 percent increase over a five year period. Based on Mintel’s findings, it is reported that UK chocolate market is expected to reach to  £5,059 billion in the worst case or  £5,531 billion in a best case. The market trend is outlined above. With a view to grab the better slice of this emerging marketing opportunities, Divine Chocolate has strategized on its way of marketing chocolates by focusing on Fair Trade and ethical business. Founded in 1993 with the birth of Kuapa Kokoo which was a pioneering cooperative organization initiated by cocoa farmers in Ghana, Divine promised its customers to bring a delicious Fairtrade chocolate alternative. The marketing plan of Divine involves strict compliance with UK’s food and drug administration guidelines and EU’s Cocoa and Chocolate Products Regulations of 1993. The operations will have complied with other regula tions, or amendments to previous regulations related to food safety, chocolate or confectionary contents, ethical requirements etc that are prevailing in the UK.

Artistic Behavior in the Human Female Essay Example for Free

Artistic Behavior in the Human Female Essay The passage above comes from the article, â€Å"Artistic Behavior in the Human Female,† by Jean Robertson (2003, p. 24). Robertson (2003) argued that female artists define and interpret female sexuality in diverse and conflicting ways, and by using different artistic strategies. Robertson makes assumptions about the woman’s body as a contested terrain, wherein being a woman continues to be a subject of heated debate. For him, how female artists view themselves as women, and as artists, shape their depiction of â€Å"femininity† and â€Å"female sexuality† in their artworks. One of the quotes that Robertson mentioned in his text comes from Simon de Beauvoir. In her seminal book, â€Å"The Second Sex,† she stressed that: â€Å"One is not born a woman, but, rather, becomes one. † I want to reflect on de Beauvoir’s statement and Robertson’s belief about the woman’s body. I agree with de Beauvoir that social experiences and political conditions impact the construction of â€Å"being a woman. † Society shapes how women and men see femininity and gender roles through establishing gender roles and expectations. An example is when a girl is â€Å"conditioned† by her mother to be a â€Å"woman,† by telling her how she should act as a â€Å"woman. This includes educating her about the toys she can and cannot use, and the games she can and cannot play. The girl learns that she should act and think a certain way, in order to be â€Å"feminine. † She learns that she cannot be boisterous or get involved in sports, because that would be too â€Å"manly† for her. This girl is the perfect example of â€Å"becoming† a woman. On the other hand, I also agree that being a woman is a biological and individual construct. A woman is a product of her biology, whether she likes it or not. This is why women are also defined by their sexual organs. Their biology also determines their sex, as well as their gender. Furthermore, being a woman is a product of individual desires and needs. Any woman can define her womanhood the way she also wants it to. Robertson indicated the existence of the pluralities of femininity. It is true that a woman’s body is a contested terrain, and for me, what is wrong with that? Is it not also possible to have multiple femininities, instead of having only one approach to define and to interpret what it means to be a woman? There is nothing wrong, in my opinion, of having different ways of being a woman, because to deny one approach to womanhood undermines the very essence of being a free woman. Journal entry 2 In â€Å"A conversation about race and class,† Childers and Hooks (1990) argued that gender should be expanded to include issues of race and class. They said that: â€Å"†¦we should begin by talking about how we experienced the struggle to challenge and expand the category of gender† (pp. 61-62). For them, people cannot understand gender in its whole sense, if racial and class issues are overlooked in gender analysis. This reading challenged my view of gender, by asking me to see gender through a much broader lens. I have not considered that gender issues also intersect racial and class issues. On the other hand, Childers and Hooks (1990) compelled me to think about the politics of gender. This is related to our discussions about gender as a political object. The politics of gender demonstrate that there are hierarchies to the feminine gender that are experienced by many women. Power is also affected by one’s class and race. If white female women feel that there is a glass ceiling at the workplace, lower-class black and Hispanic women face a greater and heavier glass ceiling in society. Because of their class and race, they feel and experience multiple glass ceilings- the ceiling of racial discrimination, the ceiling of class discrimination, and the ceiling of gender discrimination. These ceilings, on top of one another, represent something more than just a hindrance to economic development, but resemble ceilings that are directly pressed on these women’s bodies. They could hardly breathe, because there are just too many ceilings that make it difficult for them to even survive. Now, I look gender as an amalgam of issues that women bring to gender discourse. As a result, race and issue not only expand gender discourse, but considering them has also broadened my understanding of gender and its diverse conflicts. Journal entry 3 When feminists speak about feminism, they mostly see the opposition between the feminine and the masculine- the yin and the yang. We also discussed the binary opposition in class, which heightened my knowledge of how women are reduced to the lower spectrum of the opposition. The binary opposition also exists in differentiating mothers from fathers. Mothers are put in pedestals, while fathers are forgotten and scorned. Laqueur (1990) complained about this binary opposition in â€Å"The Facts of Fatherhood. † This is an interesting article that argued about the repression of the history of fatherhood. Laqueur (1990) posited that while women enjoyed being the â€Å"natural† parent, fathers were regarded as mere providers, or even as a backdrop to the family. He stressed that it is time for fathers to reclaim their right to be part of the parenting history, wherein their contributions to the formation of society are recognized and respected. This polemical article amuses and interests me significantly. It amuses me because at the back of my mind, I felt gender discrimination in reverse. I believe that mothers have specials bonds with their children, but this belief, however, is marked by sexism. Do not fathers also share special bonds with their children? Laqueur (1990) challenged the notion of motherhood, because it undermined the importance of fatherhood. In my mind, it is better to not differentiate mothers from fathers, which is the same as stopping ourselves from differentiating women and men. Women and men have their own strengths and weaknesses and none is more superior. In the same line of thought, mothers and fathers are also equal. Let us just call motherhood and fatherhood as parenthood and give fathers their rightful place in the history and the practice of nurturing human society. Furthermore, this is also an interesting article, because it challenged me to talk about being a woman in relation to being a man. Being a woman has its multiplicities, and now, being a man has its pluralism too. For me, these multiplicities, acknowledged as part of gender analysis, render two steps forward for true gender equality. Journal entry 4 In â€Å"Criticizing Feminist Criticism,† Gallop, Hirsch, and Miller (1990) debated on the purposes and development of feminine criticism. Their main point is that feminist criticism writers have gone to the extreme, by pulverizing each other’s feminist views. They believe that this process is futile in understanding and improving the development of gender discourse and feminism. They asserted that feminism can be criticized in a more comprehensive manner, wherein there is no right or wrong feminism. I chose this article because it threads on sensitive issues, wherein the personal versus the collective idea of feminism clashes. Feminists have different worldviews about gender roles, sexuality, and femininity, and they criticize each other in different ways. I have never thought that feminist criticism has become too unconstructive. This is not my idea of criticism at all. I think about my own criticism of feminist criticism and I cannot help but agree that criticism is not about â€Å"thrashing† feminist theories (p. 350). Criticism is also about adding something to existing theories, in ways that can benefit the understanding of what it means to be a woman and how different understandings contribute to a wide range of feminism discourse. I earnestly believe also that feminists cannot define feminism in one way or several ways alone. Feminism should be viewed as a huge mess of ideas and values, different and special to women and groups, who fight for and because of different issues. Yes, it is a mess alright, because being a woman is a dynamic process that is also a part of being an individual and being a member of one’s race, class, and so on. Being a woman cannot ever be a tidy place, wherein women think the same and act the same. I would rather have it as a mess- wherein women are free to think and re-think feminism, in relation to their personal experiences and values. References Childers, M. Hooks, B. (1990). A conversation about race and class. In M. Hirsch E. F. Keller (Eds. ), Conflicts in feminism (pp. 60-81). New York, NY: Routledge. Gallop, J. , Hirsch, M. , Miller, N. K. (1990). Criticizing feminist criticism. In M. Hirsch E. F. Keller (Eds. ), Conflicts in feminism (pp. 349-369). New York, NY: Routledge. Laqueur, T. W. (1990). The facts of fatherhood. In M. Hirsch E. F. Keller (Eds. ), Conflicts in feminism (pp. 205-221). New York, NY: Routledge. Robertson, J. (2003). Artistic behavior in the human female. In B. Stirratt C. Johnson (Eds. ), Feminine persuasion: art and essays on sexuality (pp. 23-38). Bloomington, IN: Indiana University Press.

A Comparison of Ginsberg and Kerouac Essay -- comparison compare contr

A Comparison of Ginsberg and Kerouac   Ã‚  Ã‚   The 1950s saw a period of great material prosperity in the United States. After World War II G.I.s came back to take charge of the family again. Women no longer had to work and could return to the home to nurse their newborn babies. Housing, automobiles, and white picket fences were in high demand. Televisions became commonplace, making possible the rapid distribution of visual information- not to mention the sitcom. McCarthy had started to purge the U.S. of those pesky Communists, ensuring a democratic future for all. While the blacks, of course, could not realize it, virtually everyone else saw the fulfillment of the American Dream.    In their writings of the mid-1950s, Allen Ginsberg and Jack Kerouac describe an America recently converted to the religion of the T.V. Ginsberg witnesses and records big blue Buicks in driveways of identical box houses. With Walt Whitman he watches whole families peruse the peaches in late-night supermarkets. Conversely, Kerouac describes a spiritual journey that takes him back and forth across the U.S. Both Ginsberg and Kerouac use Buddhist ideals and methodology to criticize the current state of American society. They seek after a more honest and equal American Dream.    Ginsberg and Kerouac are an interesting comparison because of their unique symbiotic relationship. Not only was each a literary influence on the other, but they actually appear in each other's works. In Ginsberg's "Sunflower Sutra," he and Kerouac sit between a railroad and a river to watch the sun set over San Francisco. Kerouac points out a sunflower, and Ginsberg begins one of his mystical visions ...    The primary image in the poem is a ... ...g to live in a real world. He does what he can, and gives the rest up for port wine.    Kerouac and Ginsberg envisioned a dream that no one can live up to. Like everyone else, they are good at telling you what's wrong, but cannot come up with the right answer nearly as quickly. From the evidence of the texts, I would give Kerouac more credit than Ginsberg, because he was less hypocritical and made his best attempt at reaching his spiritual goal. Ginsberg, however, definitely did his part in pinpointing the errors of a generation. Consequently, all are Holy and Beautiful.    Works Cited Ginsberg, Allen. "Sunflower Sutra." Howl and other Poems. San Francisco: City Lights, 1956. Rpt. in The New American Poetry. Ed. Donald M. Allen. New York: Grove Press, 1960. 179-181. Kerouac, Jack. The Dharma Bums. New York: Penguin Books, 1976.

Introduction to Philosophy Essay

1. What are the main branches of philosophy? Do philosophers have the same answers to the same philosophical questions? Why? Philosophy is a way of thinking about the big questions in life, from the existence of men to its morality. It is an activity which sharpens our reason. The word was coined by Greeks , meaning â€Å"the love of wisdom†. Philosophy can be divided into six big issues it is interested with. * First, the question about the nature of the world and the existence of Men which is under the domain of Metaphysics or also called Ontology. From the word â€Å"meta† which means beyond and â€Å"physics† which means physical it deals about beyond physical world- the spiritual. It also attempt to answer the ultimate reality of life, our reason of very existence, Who and what God is and, how everything relates to it. * Second, what are the right ways to think and build arguments which is under the field of Logic. It tries to distinguish the valid reasons from the fallacies. It also examines the different general forms that argument may take. It is primarily studied in the disciplines of philosophy, mathematics, semantics, and science. * Third, How do we know and how do we think we know which is under the area of Epistemology. From the Greek words †episteme† which means knowledge and â€Å"logia† which means study, it basically deals on how do we acquire knowledge and what is the basis for true knowledge. * Fourth, Ethics which generally centers on the morality of our actions. It differentiates wrong from right and studies character’s actions based in his intentions. This field of Philosophy is vital and applied to other disciplines such as business, medicine, science, robotics, and education. * Fifth, Issues about laws, liberty, rights, property and , politics fall under the Political Philosophy. It is also one of the sub-fields of Political Science. Its purpose is to lay bare the fundamental problems and concepts which frames the study of Politics. It also studies the great thinkers of the past which shapes politics such as Socrates, Plato, Adam Smith and Hobbes. * Lastly, Aesthetics which deals on what is beautiful. Mainly it tries to answer questions which deals in art- music, painting, poetry, and such. It attempts to distinguish what is beautiful, what has taste, and what has artistic value. Philosophy can also be subdivided into three specific categories which are, Philosophy of Mind, Philosophy of Language, and Philosophy of Science. These are branches which deal to questions their respective field of subject matters such as what exactly is a mind? how does language work? and Does science has responsibility to humanity? An Educator can ask a question to his students and would receive different responses . We can even expect complex answers to a simple question. It is because people view things in different perspectives, have different degree of intelligence, exposed to different environment, influenced by different people and ideas, and have personal insights and experiences which differ from one person to another. People thoughts varies and no idea can be of an exact match of another. In my opinion, Humans’ mind are like his fingerprint, We all have our fingerprints but its design- the curves and lines is unique in each individual. There might be similarities in ideas between individuals but in some point they contradict. For example, the two famous philosophers, John Locke and Thomas Hobbes both support the â€Å"Social Contract Theory† in which men enter a mutual agreement to surrender some of their liberty to authority in return of protection, both also, believe that men can exist without government and speak of its dangers in this kind of state-State of Nature. For Hobbes, the entire time that man is in a state of nature, he is in a state of war. He states that â€Å"if any two men cannot enjoy the same thing, they become enemies and in the way to their end†¦. endeavor to destroy or subdue one another† (Wootton, 158). Locke too points out risks, saying that without the â€Å"law of nature† everyone may execute decisions, leading to a state of war (Wootton, 290). However, despite of the similarities, Locke believes that people enter to social contract to seek peace and avoid the fear of death and living in State of Nature is brutish and chaotic while Hobbes believes that State of Nature is important and do exist in some ways such as among governments and leaders. Locke’s view on State of Nature is pessimistic in contrast to Hobbes which he thinks has some potential benefits. Philosophers do not have the same answer to a certain question. Each philosopher present different examples and take different stand on a certain idea. 2. Why has philosophy lost importance in the priorities of contemporary man? Philosophy had the paramount role during the ancient education. It created great and wise thinkers such as Socrates, Plato, and, Seneca and influenced bright minds such as Descartes, Adam Smith, and Karl Marx. Although the subject Philosophy is only introduce in higher level of studies in modern years, it diffuses its idea and being applied to core subjects such as mathematics, science, and language. Philosophy is still vital in learning until today. The decreasing value given in philosophy arises in the way modern man receive and gather information. Core subjects like Science should teach us to Inquire, to Analyze, to Think, and to Search- which are roles of philosophy but, Educators and with the convenience at reach, Students are being spoon-fed with facts from books and other resource materials instead of encouraging them to explore. They are bound with rules and regulations without giving them a chance to ask why they should follow orders. Students fail to analyze things because most Educators present facts and inculcate it to them through rote memorization instead of validating it. Learners learn facts but never learn to reason. They become man of knowledge but never become man of substance. The decreasing importance of philosophy in modern days is ascribed partly, to us Educators for failing to emphasize and apply its essence to the students. We teach the students to be dependent on the facts provided in books and internet, for we believe that it offers a vast amount of information forgetting that one’s mind can offer limitless insights on a certain topic. 3. Why should philosophy be restored to its former prominence in the priorities of contemporary man? Philosophy is vital in man’s learning and improvement. Giving answers to man’s most perplexed questions or even to the simplest question that bother us gives us sense of satisfaction and purpose in life. In modern times, Philosophy is essential in choosing decisions that has impact on our future such as career path, religion, core beliefs, and even to work or business. Philosophy should never be undermine and be restricted to as a mere subject. It is a way of thinking and essential in making a wise decision hence, should be integrated in daily living. 4. How does western philosophy differ from the eastern? In General, Western Philosophy promotes individualism and more interested in finding and validating the truth while Eastern Philosophy is more interested in finding the balance within one’s self in order to live in harmony with others and thus promoting collectivism. Also, East philosophy which emerged in China is spiritual in nature as opposed to West which starts from Greece is naturalistic and subject to research. Individualism of the West gives meaning to the worth a person as an individual. It gives stress on liberty and self-reliance. â€Å"Man is directly a natural being. As a natural being and as a living natural being he is on the one hand endowed with natural powers, vital powers — he is an active natural being. These forces exist in him as tendencies and abilities — as instincts. On the other hand, as a natural, corporeal, sensuous objective being he is a suffering, conditioned and limited creature, like animals and plants. †¦ A being which does not have its nature outside itself is not a natural being, and plays no part in the system of nature. A being which has no object outside itself is not an objective being. â€Å" Marx, Critique of Hegel’s Philosophy in General (1844). â€Å"Self-expression is individuality, and our individuality is our self, which ought to be our chief concern† Ernest Dimnet (1928) The Art of Thinking p. 250 â€Å"If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away. † Henry David Thoreau, Walden: Or, Life in the Woods (1854), chapter 18, p. 210. Collectivism of the East emphasizes the interdependence of individual among others. â€Å"If I am walking with two other men, each of them will serve as my teacher. I will pick out the good points of the one and imitate them, and the bad points of the other and correct them in myself. † â€Å"Without feelings of respect, what is there to distinguish men from beasts? † Confucius â€Å"A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves. † â€Å"Being deeply loved by someone gives you strength, while loving someone deeply gives you courage. † Lao Tzu â€Å"The highest education is that which does not merely give us information but makes our life in harmony with all existence. † Rabindranath Tagore.

Deviants and Crime

The person who deviates distinctly from the norm is called a deviant. A deviant may also be defined as the person whose attitudes and behaviors go against the set societal norms or standards. Deviance is not age specific but it starts in the early ages of human development and if it goes unmarked, it ends up reaching a point of no return making an adult whose personality can be described by one word; a deviant. The act of deviance is learnt either by association with other deviants or by trying to give excuses to justify the acts of deviance leading to habit. Deviance and crime is one and the same thing.This is because, when one goes against the set of norms in this case the formal rules called law, this is crime. Deviants defy both the formal and informal (Social) standards and norms. For example, a deviant may go against the social norms and commit an act of nose picking in public or against the law and break into private premises with an intention of stealing. Based on this, devia nce is a subject of concern to both the socialists and the criminologists. These two professionals engage in a serious study of how norms are formed, changes that the norms undergo over time and the enforcement of norms.The sociology of deviance can be summarized in three main theories i. e. symbolic interactionism theory, Structural functionalism theory, and conflict theory. These theories try to explain the causes of deviance. Stealing is one example of deviance that is a serious crime in the US today. People do not wake up one day and become thieves. Theft is a habit that is learnt at childhood and continues into adulthood. This paper seeks to define and develop a sociological theory that explains deviance from the symbolic interactionism theory perspective (Rodney, 2007:pp 48)Symbolic Interactionism Theories All the theories under this class are of the view that deviant behavior is learnt. As a result of the learning, the deviant behaviors eventually become part of an individual ’s personality or character. The theories under this class include Sutherland's differential association theory, Gresham Sykes and David Matza's neutralization theory and Tannenbaum and Howard Becker’s labeling theory. Sutherland's differential association theory proposes that the criminal and deviant behaviors are not inherent in individuals but they are only learnt.It amplifies the common belief that all human are created good. Every individual is inherently good but society makes them bad. The learning of criminal or deviant behaviors is the same as the learning of other behaviors such as saying â€Å"thank you† when one gives a compliment or gives a favor. The learning process comes as a result of interaction between people or groups of people through the use of symbolic communication. The symbolic communication may also include ideas and attitudes that are transferred from one individual or group to another.If the symbols used in the communication are favor able and desirable than the converse, then an individual or group embraces deviance communicated by the symbols, ideas or attitudes and will tend to be oriented to of deviant behaviors more than any other behavior (Lanier, 2004 pp. 162-163). Taking theft as an example of a deviant criminal behavior, we realize that if an individual associates with an individual or group who steal or hold the idea of stealing more favorable than unfavorable, and the association is intimate, then motives ideas, attitudes , techniques etc that are favorable to stealing are learnt.Once this learning occurs and incase there is a need, then one will tend to steal and in this way we say that this criminal and deviant act of theft has resulted from symbolic interaction. The Neutralization theory, just like the name suggests, sets out to explain the ways that the deviants eventually kill their guilt conscience through rationalization. Some of the rationalizations used include the denial of responsibility of the deviant action aimed at making the criminal feel better.Denial of responsibility is simply an argument that the offender had no option and that any other person put under the same circumstances would have acted the same way the offender did. Continued denial of responsibility eventually kills the guilt conscience making the criminal cold and to have a propensity of committing the crime again. For example, if a criminal steals and accepts responsibility, then there is some guilt that comes with the acceptance and this guilt has a reform component. Failure of accepting responsibility rules out possibility of reform and thus high probability of committing the crime again in future.Other defense mechanisms or rationalizations used include the denial of damage and denial of victim. Denial of damage or injury refers to the reasoning that the criminal act did not hurt anybody and thus the offender is not morally wrong. This reasoning is based on the elementary conviction that if an act ion doesn’t cause any harm to others, then it is morally right. On the other hand, denial of the victim is an argument that the victim deserved the deviant act due to his /her perceived lack of morals by the offender. Denunciation of his denouncers is yet another rationalization used by deviants or criminals to protect their actions.It is an argument that those who denounce their actions have the potential of committing same or similar acts or they also commit similar acts and as such they are hypocrites. Denunciation of denouncers makes the offender feel better about his actions and it too blocks reform thus opening up a possibility of future criminal acts. Finally, appeal to higher loyalties involves positive reinforcement of the criminal act by what he beliefs in. The criminal argues that some values surpass the law or traditions and thus the criminal construes the values to be more important than the law.For example, if one steals because he is starving, he has done nothi ng because he believes in saving life. To him, life is more important than the law. Generally, under this theory, criminals rationalize criminal acts by neutralization (Lanier, 2004 pp. 168- 9). The labeling theory is a popular one which has been used not only in sociology but also in psychology. The psychological labeling theory, in a layman’s language states that if you continually call a child names, say a thief, the child will end up becoming one. Frank Tannenbaum and Howard S.Becker proposed the labeling theory in the sociological context. They said that the act of society creating rules whose violation amounts to defiance causes deviance in itself. If society says that the people who take other people’s property without permission are thieves and thieves are not good people, this definition amounts to labeling. The labeling represents the negative attitude the society holds against a deviant such as a thief and makes the offenders to internalize the label and try to act out the label by carrying out actions that conform to the label.For example labeling of a thief, makes the deviant such labeled to internalize this label and carries out acts of theft in a bid to conform to the label. This theory lies at the boundary of symbolic-interactionism and conflict theory. The conflict theory orientation of this theory proposes that the society wield power to create norms and label deviants. A good example is the prison system which labels the convicts of theft to a point that these theft convicts also begin to view themselves as thieves (Giddens, 2006 pp. 525-7).In a bid to reinforce the reinforce Edwin Lemert proposed the idea of primary and secondary deviation. He construed primary deviation to be the deviance before the deviant is labeled as such. Secondary deviance on the other hand is the acts of deviance that come after the primary deviance as a reaction to the societal institutions that have power to set norms and to label. Lemert explains fu rther how one moves from primary to secondary deviation and finally to assumption of the role of the label he/she has been given.The transition between these stages starts when an offender commits a deviant act for the first time prompting the society to administer some disciplinary penalties on him. If the disciplinary penalties administered on the primary deviant do not manage to stop the crime, the offender may act the same crime or deviance again thus prompting even harsher punishment from the society. The harsh punishment makes the offender to resent the society or the institution in the society that administers this harsh punishment. The resentment sets pace for more crimes with the institution reining harsher and harsher punishment on the offender.As the number of crimes increases the society, apart from the punishment given to the offender, lavishes stigma too on the offender. This stigma marks the labeling g stage. The stigma sandwiches the offender between a rock and a har d place where he has no option than accept the role prescribed by the label. In a bid to fulfill the role, the offender acts out the role prescribed in the label and this constitutes the secondary deviance. Secondary deviance hardens the criminals courtesy of the labeling act by the societyPrimary and secondary deviance is witnessed in the American legal system when a first time offender receives lesser punishment as compared to a second or multiple time offender of the same crime. For both the offenders, say thieves, the punishment is meant to reform them. The multiple time offenders get a harsher punishment because the society feels that the first- time punishment was not sufficient enough making the offender commit a second crime. The second time offender is more likely to commit the crime the third time that the first time offender is to commit a second crime.The implication of this primary and secondary deviance can be applied in the prison system where the criminals are suppos ed to be viewed as good people except fore the crimes they have committed. They should not be condemned but subjected to rehabilitation. This is necessary because it has been witnessed that the harsher the punishment, the deeper the deviance and the higher the probability of the crime or deviance being repeated again (Hanson, 2005, P75). In conclusion, the reformation of criminals should not be harsh and inhuman.The harsh and often inhuman punishments we witness in our American prisons were put in place to scare the larger good population away from crime. It is evident that this intention has blatantly failed and thus there is need for an alternative strategy. This is necessary because if people are no longer scared of that harsh and inhuman punishment, then they will automatically engage in criminal activities. This is the same as threatening a person who doesn’t fear death with death. This won’t achieve any end at all. However, removal of such harsh and inhuman punis hment may trigger the same response that its existence triggers; resistance.What will happen if people know that the punishment given after a crime is lighter than before? The US government represented by the prison system is at a cross road and there is dire need to try a punishment devoid rehabilitation approach as opposed to the harsh punishment. Just like labeling has the impact of acting out, positive labeling may create desirable reformation in the criminals. The society too needs to be sensitized so as to respect the innate goodness of the criminals such as to avoid stigmatization that has led to the hardening and resistance of the criminals. References Rodney, Stark Sociology; Biological Theories of Deviance (10th edition) Belmont, CA: Thomson Wadsworth, 2007 Newman, Graeme Crime and Deviance: A Comparative Perspective. Michigan: Sage Publications, 1980 pp127-135 Giddens, Anthony Sociology. Polity Publishers, 2006 pp 525-7 Lanier, Mark Essential Criminology. Westview Press, 2004. pp 168-9   

Town Life in Australia essays

Town Life in Australia essays There are three periods in the growth of housing development; the first stage is the Log-hut. Thus also known as the weatherboard cottage, and eventually is taken over by the second and third stage brick and stucco. The log-hut stage is well past its time. The colonists liked to live in their own home on their land, so they take advantage of this by using building societies to borrow money and mortgage loans. Architects are not trained in their field so most houses are more practical than beautiful and most colonists cannot afford to ornament their home and they see it as wasteful to do so. Large houses such, as Manor house and halls were not built in Australia for any less than 10,000 pounds, in England the cost was only 4-5000 pounds, men from England who built there houses wanted to build them exactly the way their houses were in England with flag staffs in their gardens. Flags were a symbol of that the man had character about himself. Most houses that were put up for sale were built poorly and cheaply in Australia, so the seller could make quick profit but within months these houses were ruins. The favourite of houses were built on an oblong block and were found a lot in Adelaide, amongst the middle and upper class society. These houses were usually two stories. Almost every house was detached from another and had its own garden of English fashion, but was hard to maintain in summer due to the heat. Gardens were also hard to maintain due to the high price of labour, so people tended to keep their gardens small. The rich liked to have large garden on their large properties but when they died it was cut up into small blocks and sold off making big profit Land speculation was a feature of Australian life and was difficult to lose money by it. Social relations began talking about family relations between husbands and wi ...

Overview of the Early American Colonial Regions

Overview of the Early American Colonial Regions   The history of the 13 American colonies that would become the first 13 states of the United States dates to 1492 when Christopher Columbus discovered what he thought was a New World, but was really North America, which along with its indigenous population and culture, had been there all along. Spanish Conquistadors and Portuguese explorers soon used the continent as a base for expanding their nations’ global empires. France and the Dutch Republic joined in by exploring and colonizing northern regions of North America. England moved to stake its claim in 1497 when explorer John Cabot, sailing under the British flag, landed on the east coast of what is now America. Twelve years after sending Cabot on a second but fatal voyage to America King Henry VII died, leaving the throne to his son, King Henry VIII. Of course Henry VIII had more interest in marrying and executing wives and warring with France than in global expansion. Following the deaths of Henry VIII and his frail son Edward, Queen Mary I took over and spent most of her days executing Protestants. With the death of â€Å"Bloody Mary,† Queen Elizabeth I ushered in the English golden age, fulfilling the promise of the entire Tudor royal dynasty. Under Elizabeth I, England began to profit from transatlantic trade, and after defeating the Spanish Armada expanded its global influence. In 1584, Elizabeth I commissioned Sir Walter Raleigh to sail towards Newfoundland where he founded the colonies of Virginia and Roanoke, the so-called â€Å"Lost Colony.† While these early settlements did little to establish England as a global empire, they set the stage for Elizabeth’s successor, King James I. In 1607, James I ordered the establishment of Jamestown, the first permanent settlement in  America. Fifteen years and much drama later, the Pilgrims founded Plymouth. After the death of James I in 1625, King Charles I founded Massachusetts Bay which led to the founding of the Connecticut and Rhode Island colonies. English colonies in America would soon spread from New Hampshire to Georgia. From the foundation of the colonies beginning with the founding of Jamestown until the beginning of the Revolutionary War, different regions of the eastern coast had different characteristics. Once established, the thirteen British colonies could be divided into three geographic areas: New England, Middle, and Southern. Each of these had specific economic, social, and political developments that were unique to the regions. The New England Colonies The New England Colonies of New Hampshire, Massachusetts, Rhode Island, and Connecticut were known for being rich in forests and fur trapping. Harbors were located throughout the region. The area was not known for good farmland. Therefore, the farms were small, mainly to provide food for individual families. New England flourished instead from fishing, shipbuilding, lumbering, and fur trading along with trading goods with Europe. The famous Triangle Trade occurred in the New England colonies where slaves were sold in the West Indies for molasses. This was sent to New England to make Rum which was then sent to Africa to trade for slaves.​ In New England, small towns were the centers of local government. In 1643, Massachusetts Bay, Plymouth, Connecticut, and New Haven formed the New England Confederation to provide defense against Indians, Dutch, and the French. This was the first attempt to form a union between colonies. A group of Massasoit Indians organized themselves under King Philip to fight the colonists. King Philips War lasted from 1675-78. The Indians were finally defeated at a great loss. A Rebellion Grows in New England The seeds of revolt were sown in the New England Colonies. Influential characters in the American Revolution such as Paul Revere, Samuel Adams, William Dawes, John Adams, Abigail Adams, James Otis, and 14 of the 56 signers of the Declaration of Independence lived in New England. As displeasure with British rule spread through the Colonies, New England saw the rise of the celebrated Sons of Liberty - a secret group of politically dissident colonists  formed in Massachusetts during 1765 dedicated to fighting against taxes unfairly imposed on them by the British government. Several major battles and events of the American Revolution took place in the New England Colonies, including The Ride of Paul Revere, the Battles of Lexington and Concord, the Battle of Bunker Hill, and the capture of Fort Ticonderoga. New Hampshire In 1622, John Mason and Sir Ferdinando Gorges received land in northern New England. Mason eventually formed New Hampshire and Gorges land led to Maine. Massachusetts controlled both until New Hampshire was given a royal charter in 1679 and Maine was made its own state in 1820. Massachusetts Pilgrims wishing to flee persecution and find religious freedom traveled to America and formed the Plymouth Colony in 1620. Before landing, they established their own government, the basis of which was the Mayflower Compact. In 1628, Puritans formed the Massachusetts Bay Company and many Puritans continued to settle in the area around Boston. In 1691, Plymouth joined the Massachusetts Bay Colony. Rhode Island Roger Williams argued for freedom of religion and separation of church and state. He was banished from the Massachusetts Bay Colony and founded Providence. Anne Hutchinson was also banished from Massachusetts and she settled Portsmouth. Two additional settlements formed in the area and all four received a charter from England creating their own government eventually called Rhode Island. Connecticut A group of individuals led by Thomas Hooker left the Massachusetts Bay Colony due to dissatisfaction with harsh rules and settled in the Connecticut River Valley. In 1639, three settlements joined to form a unified government creating a document called the Fundamental Orders of Connecticut, the first written constitution in America. King Charles II officially united Connecticut as a single colony in 1662. The Middle Colonies The Middle Colonies of New York, New Jersey, Pennsylvania, and Delaware offered fertile farmland and natural harbors. Farmers grew grain and raised livestock. The Middle Colonies also practiced trade like New England, but typically they were trading raw materials for manufactured items. One important event that happened in the Middle Colonies during the colonial period was the Zenger Trial in 1735. John Peter Zenger was arrested for writing against the royal governor of New York. Zenger was defended by Andrew Hamilton and found not guilty helping to establish the idea of freedom of the press. New York The Dutch-owned a colony called New Netherland. In 1664, Charles II granted New Netherland to his brother James, Duke of York. He just had to take it from the Dutch. He arrived with a fleet. The Dutch surrendered without a fight. New Jersey The Duke of York granted some land to Sir George Carteret and Lord John Berkeley who named their colony New Jersey. They provided liberal grants of land and freedom of religion. The two parts of the colony were not united into a royal colony until 1702. Pennsylvania The Quakers were persecuted by the English and wished to have a colony in America. William Penn received a grant which the King called Pennsylvania. Penn wished to begin a â€Å"holy experiment.† The first settlement was Philadelphia. This colony quickly became one of the largest in the New World. Declaration of Independence was written and signed in Pennsylvania. The Continental Congress met in Philadelphia until it was captured by British General William Howe in 1777 and forced to move to York. Delaware When the Duke of York got New Netherland, he also received New Sweden which had been founded by Peter Minuit. He renamed this area, Delaware. This area became part of Pennsylvania until 1703 when it created its own legislature. The Southern Colonies The Southern Colonies of Maryland, Virginia, North Carolina, South Carolina, and Georgia grew their own food along with growing three major cash crops: tobacco, rice, and indigo. These were grown on plantations typically worked by slaves and indentured servants. England was the main customer of crops and goods exported by the Southern Colonies. Sprawling cotton and tobacco plantations kept people widely separated, preventing the growth of many urban areas. An important event that occurred in the Southern Colonies was Bacons Rebellion. Nathaniel Bacon led a group of Virginia colonists against Indians who were attacking frontier farms. The royal governor, Sir William Berkeley, had not moved against the Indians. Bacon was labeled a traitor by the governor and ordered arrested. Bacon attacked Jamestown and seized the government. He then became ill and died. Berkeley returned, hanged many of the rebels, and was eventually removed from office by King Charles II. Maryland Lord Baltimore received land from King Charles I to create a haven for Catholics. His son, the second Lord Baltimore, personally owned all the land and could use or sell it as he wished. In 1649, the Toleration Act was passed allowing all Christians to worship as they pleased. Virginia Jamestown was the first English settlement in America (1607). It had a hard time at first and didn’t flourish until the colonists received their own land and the tobacco industry began flourishing, the settlement took root. People continued to arrive and new settlements arose. In 1624, Virginia was made a royal colony. North Carolina and South Carolina Eight men received charters in 1663 from King Charles II to settle south of Virginia. The area was called Carolina. The main port was Charles Town (Charleston). In 1729, North and South Carolina became separate royal colonies. Georgia James Oglethorpe received a charter to create a colony between South Carolina and Florida. He founded Savannah in 1733. Georgia became a royal colony in 1752. Updated by Robert Longley

Reading discussion facilitation assignment Essay

Reading discussion facilitation assignment - Essay Example ies such as crime and violence due to lack of parental guidance. In addition, the Philippine media also inclined to infer that the absence of motherly care can be liken to abandonment (Parrenas et al. 44), which could give rise to the supposition that all children, deficient of familiar reinforcement, will become social burdens (44). In The Care Crisis in the Philippines: Children and Transnational Families in the New Global Economy, Parrenas et al. describes how the existing society view women migration. They contend that the modern day standpoint on the migration of women workers, that is, to create a significant emotional hardship to the children in transnational households and the postulated solution that is to call for the migration of the women workers to return to nuclear family do not sufficiently address the problem. Parrenas et al. argues that there are other factors that threaten the well-being of children i.e. domestic violence and male infidelity (53); and it should not exclusively be cast on the migration of women workers. The prevalent gender ideology that is commonly accepted in most civilizations retains the importance of the role of the mothers in the welfare of the children. And while many people believe that fathers too have the responsibility to provide care of their children, primary care is almost entirely linked to women. Therefore, this predating ideology on gender strains the recent development in the labour force, that is, more and more women are taking the roles of men as provider. Particularly, in the Philippines, â€Å"care is now the country’s primary export† (41); and since women are deemed to be the primary care provider, many Filipina workers are migrating every year to other countries to work as domestic helpers and nannies, sacrificing their children, in order to afford them with better opportunities in life. They care for other people’s children while leaving their own children to kinship care. Whether i t is a culturally-shaped societal stance on gender ideology, migration of women has been always criticized by the media because it jeopardizes the conventional structure of a nuclear family. Transnational household arrangements are often viewed by critics as focal point for the proliferation of juvenile delinquency and the increase of social liabilities for the government. However, in a survey conducted by Parrenas, it has been found out that not all children belonging to a transnational family develop the feeling of resentment more than indebtedness toward their mothers. Most of them, if not all of them, places more importance on the â€Å"outcome† of the sacrifice rather than the care that they are supposed to receive from their mothers. Seen this way, it can somehow be inferred that migration of women workers does not necessarily equate to emotional burden among children in transnational families; although, it does not also mean that they do not feel any negative feelings at all. Personally, there is an element of inevitability to feeling negatively towards the