The Mohs Hardness of Coins

The Mohs Hardness of Coins The Mohs scale of mineral hardness consists of ten different minerals, but some other common objects can also be used: these include the fingernail (hardness 2.5), a steel knife or window glass (5.5), a steel file (6.5), and a penny. The penny has always been assigned a hardness of around 3. But we have conducted tests and found this is not true. The penny has changed in composition over the years since 1909 when the first Lincoln cent was issued. Its composition was specified as 95 percent copper and 5 percent tin plus zinc, an alloy classified as bronze. Except for the wartime year of 1943, pennies were bronze from 1909 until 1962. Pennies for the following 20 years were copper and zinc, technically brass rather than bronze. And in 1982 the proportions were reversed so that pennies today are 97.5 percent zinc surrounded by a thin, thin copper shell. Our test penny was from 1927, the original bronze formula. When we tested it with a new penny, neither scratched the other, so its clear that the hardness of pennies has not changed. Our penny would not scratch calcite unless we really bore down on it, but calcite (the standard for hardness 3) scratched the penny. In the interest of science, we tested a quarter, a dime and a nickel against the penny and against calcite. The quarter and dime were slightly softer than the penny and the nickel was slightly harder, but all were scratched by calcite. We did not experiment with silver coins, however, on a wild hunch, we tested an Indian head penny from 1908 and found that it scratched all the other objects and was not scratched in turn. So with that exception, all American coins do not scratch clear calcite without a lot of effort, whereas calcite scratches them fairly easily. This gives them a hardness less than 3, that is, 2.5, while an Indian head penny has a hardness greater than 3, that is, 3.5. The Indian head penny had the same nominal composition as the Lincoln penny, with zinc and tin combined making up 5 percent, but we suspect that the older penny had a little more tin. Maybe one penny isnt a fair test. Is there any reason to carry a penny around when the fingernail also is hardness 2.5? I think there are two: One, you may have soft nails; and two, you may prefer to scratch a penny rather than your nails. But the practical geologist should carry a nickel instead because in an emergency it can feed a parking meter.

Biography of Elizabeth of York, Queen of England

Biography of Elizabeth of York, Queen of England Elizabeth of York (February 11, 1466–February 11, 1503) was a key figure in Tudor history and in the Wars of the Roses. She was the daughter of Edward IV and Elizabeth Woodville; Queen of England and Queen Consort of Henry VII; and the mother of Henry VIII, Mary  Tudor, and Margaret Tudor, the only woman in history to have been daughter, sister, niece, wife, and mother to English kings. Fast Facts: Elizabeth of York Known For: Queen of England, mother of Henry VIIIBorn: February 11, 1466 in London, EnglandParents: Edward IV and Elizabeth WoodvilleDied:  February 11, 1503 in London, EnglandEducation: Trained in the palace as a future QueenSpouse: Henry VII  (m. January 18, 1486)Children: Arthur, Prince of Wales (September 20, 1486–April 2, 1502); Margaret Tudor (November 28, 1489–October 18, 1541) who married King James IV of Scotland); Henry VIII, King of England (June 18, 1491–January 28, 1547); Elizabeth (July 2, 1492–September 14, 1495); Mary Tudor (March 18, 1496–June 25, 1533) married King Louis XII of France; Edmund, Duke of Somerset (February 21, 1499–June 19, 1500); and Katherine (February 2, 1503) Early Life Elizabeth of York, known alternatively as Elizabeth Plantagenet, was born on February 11, 1466, at Westminster Palace in London, England. She was the eldest of the nine children of Edward IV, king of England (ruled 1461–1483) and his wife Elizabeth Woodville (sometimes spelled Wydeville). Her parents marriage had created trouble, and her father was briefly deposed in 1470. By 1471, likely challengers to her fathers throne had been defeated and killed. Elizabeths early years were spent in comparative calm, despite the disagreements and battles going on around her. She likely began her formal education in the palace by age 5 or 6, and learned history and alchemy from her father and his library. She and her sisters were taught by ladies-in-waiting, and by observing Elizabeth Woodville in action, the skills and accomplishments considered appropriate for future queens. That included reading and writing in English, mathematics, and household management, as well as needlework, horsemanship, music, and dancing. She spoke some French, but not fluently. In 1469, at the age of 3, Elizabeth was betrothed to George Neville, but it was called off when his father supported Edward VIIs rival, the Earl of Warwick. In August 29, 1475, Elizabeth was 11 and, as part of the Treaty of Picquigny, she became betrothed to Louis XIs son, the Dauphin Charles, who at the time was 5 years old. Louis reneged on the treaty in 1482.   Death of Edward IV In 1483, with the sudden death of her father Edward IV, Elizabeth of York was at the center of the storm, as the eldest child of King Edward IV. Her younger brother was declared Edward V, but because he was 13, his fathers brother Richard Plantagenet was named regent protector. Before Edward V could be crowned, Richard imprisoned him and his younger brother Richard in the Tower of London. Richard Plantagenet took the English crown as Richard III, and had the marriage of Elizabeth of Yorks parents declared invalid, claiming Edward IV had been betrothed before the marriage had occurred. Though Elizabeth of York was by that declaration made illegitimate, Richard III was rumored to have had plans to marry her. Elizabeths mother, Elizabeth Woodville, and Margaret Beaufort, mother of Henry Tudor, a Lancastrian claiming to be heir to the throne, planned another future for Elizabeth of York: marriage to Henry Tudor when he overthrew Richard III. The two princes, the only surviving male heirs of Edward IV, disappeared. Some have assumed that Elizabeth Woodville must have known, or at least guessed, that her sons, the Princes in the Tower, were already dead because she put her efforts into her daughters marriage to Henry Tudor. Henry Tudor Richard III was killed on the battlefield in 1485, and Henry Tudor (Henry VII) succeeded him, declared himself King of England by right of conquest. He delayed some months in marrying the Yorkist heiress, Elizabeth of York, until after his own coronation. They were married in January 1486, gave birth to their first child, Arthur, in September, and she was crowned Queen of England in November 25, 1487. Their marriage established the Tudor dynasty of the British crown. Her marriage to Henry VII brought together the House of Lancaster which Henry VII represented (though he grounded his claim to the crown of England in conquest, not birth), and the House of York, which Elizabeth represented. The symbolism of a Lancastrian king marrying a Yorkist queen brought together the red rose of Lancaster and the white rose of York, ending the Wars of the Roses. Henry adopted the Tudor Rose as his symbol, colored both red and white. Children Elizabeth of York apparently lived peacefully in her marriage. She and Henry had seven children, four surviving to adulthood- a fairly decent percentage for the time. Three of the four became kings or queens in their own right: Margaret Tudor (November 28, 1489–October 18, 1541) who married King James IV of Scotland); Henry VIII, King of England (June 18, 1491–January 28, 1547); Elizabeth (July 2, 1492–September 14, 1495); Mary Tudor (March 18, 1496–June 25, 1533) married King Louis XII of France; Edmund, Duke of Somerset (February 21, 1499–June 19, 1500); and Katherine (February 2, 1503). Their oldest son, Arthur, Prince of Wales (September 20, 1486–April 2, 1502) married Catherine of Aragon, a third cousin of both Henry VII and Elizabeth of York, in 1501. Catherine and Arthur became ill with sweating sickness soon after, and Arthur died in 1502. Death and Legacy Its been surmised that Elizabeth became pregnant again to try to have another male heir for the throne after Arthurs death, in case the surviving son, Henry died. Bearing heirs was, after all, one of the most crucial responsibilities of a queen consort, especially to the hopeful founder of a new dynasty, the Tudors. If so, it was a mistake. Elizabeth of York died in the Tower of London on February 11, 1503, at the age 37, of complications of the birth of her seventh child, a girl named Katherine, who died at birth on February 2. Only three of Elizabeths children survived at her death: Margaret, Henry, and Mary. Elizabeth of York is buried at the Henry VII Lady Chapel, Westminster Abbey. The relationship of Henry VII and Elizabeth of York is not well-documented, but there are several surviving documents which suggest a tender and loving relationship. Henry was said to have withdrawn in sorrow at her death; he never remarried, though it might have been advantageous diplomatically to do so; and he spent lavishly for her funeral, though he was usually quite tight with money. Fictional Representations Elizabeth of York is a character in Shakespeares Richard III. She has little to say there; she is merely a pawn to be married to either Richard III or Henry VII. Because she is the last Yorkist heir (assuming her brothers, the Princes in the Tower, have been killed), her childrens claim to the crown of England will be more secure. Elizabeth of York is also one of the major characters in the 2013 series  The White Queen  and is the key character in 2017 series The White Princess. Elizabeth of Yorks picture is the usual depiction of a queen in card decks. Sources License, Amy. Elizabeth of York: The Forgotten Tudor Queen. Gloucestershire, Amberley Publishing, 2013.Naylor Okerlund, Arlene. Elizabeth of York. New York: St. Martins Press, 2009.Weir, Alison. Elizabeth of York: A Tudor Queen and Her World. New York: Ballantine Books, 2013.

Black & Deker-Eastern Hemisphere and the ADP Initiative Case Study

Black & Deker-Eastern Hemisphere and the ADP Initiative - Case Study Example In October 1995, Bill Lancaster was appointed as the President of Black & Decker Eastern Hemisphere. Within a few months of working there he was faced with a critical decision of selecting a new system of functioning within the organization. On one hand manager HR Anita Lin proposed a new performance appraisal and management development system and on the other hand should he introduce Appraisal Development Plan (ADP) throughout the eastern hemisphere. Before being position as the President of Black & Decker Eastern Hemisphere , Lancaster had seen the level of success ADP brought to the U.S and was quite impressed by its performance in terms of management development. But will the ADP be suitable choice for the Asian organization culture or not? The main problem existed over the question of 360Â ° feedback element. Lancaster was bothered that whether the employees will be comfortable working in an environment where your performance gets feedback from your managers, coworkers, subordi nates & peers. Another concern that Lancaster had about the Eastern Hemisphere headquarter was that Black & Decker had either spent or committed to spend $80 million for the setup of Singapore headquarters and new factories in India, China and Singapore itself. But the main problem laid in that in the early 90’s Black & Decker ranked 5th in Asia and had a very weak share. From the case its evident that this also bothered Lancaster that even after investing so much what if the position did not improve much or didn’t improve at all. Lancaster also found out that there was no specific system in place and various managers operated in styles which they were comfortable with; some preferred empowerment of there subordinates, while others believed in the traditional authoritarian styles. The Gap between the bosses and their subordinates in this part of the globe has always existed. People were very reluctant and cautious while talking about people higher than their ranks beca use of the fear of developing negative opinion and grudges in the minds of the people they commented on. 1b. will ADP address those weaknesses? how? After getting promoted as the President of Eastern Hemisphere Lancaster started off to analyze the weaknesses in the system there by talking with the employees throughout the organization. Firstly interviewing MAC of Eastern Hemisphere which was composed of the directly reporting members to the Headquarters of Black & Decker. Next he also gave time listening to the people other than officers and leaders of the organization. A traditional MBO(management by objective) - type system was being used which had been replaced in the US some time back. Although half of the fortune 500 companies had MBO system but they were not completely happy with it and when ADP system came they quickly shifted to it. ADP will resolve the weaknesses in the following manner: By implementing the ADP system in the Eastern Hemisphere the Boss-Subordinate gap can b e bridged and the employees can feel relaxed while working increasing the much needed productivity to step up the ranks. ADP system would make managers interact with their subordinates more often hence making them keep a track of individual employee performance and can guide them in one way or other. A calm and peaceful working environment will be formed as everyone will take care of their attitude and behavior with each other while at work as they know they’ll be evaluated on this basis apart from their work performance. It

Psychology 43 questions Essay Example | Topics and Well Written Essays - 500 words

Psychology 43 questions - Essay Example Paul lives in Cordelia Street, which was a working class neighborhood with haggard-looking businessmen rushing off to their work and though it was a decent place to live Paul seemed to loathe his neighborhood immensely. As for his school, Paul had the same sentiments and despised everyone; he was filled with a certain superiority complex that caused him to belittle everyone around him. The only place he ever loved was Carnegie Hall and did his duty as an usher wonderfully. In this very place Paul discovered his undying passion for the theatre and arts, and being around these things had a soporific impact and he completely forgot about all his worries in life. And in Carnegie hall he completely changed as a person and it turned out to be an escape for Paul from the troubles of his real life. 2. What is the significance of the fact that his father and other men in his neighborhood worked for the "iron kings"? Whom does his father want Paul to emulate? Is such a role model suitable for Paul, given his character?   The legend of the ‘Iron kings’ was about a group of Cash boys and soon stumbled upon great fortune and the fact that Paul’s father had worked for him symbolized that one day Paul too, like these Cash boys would have a life of great wealth and luxury. He was always busy dreaming about a life full of luxury.

The Conflict Between the Arguments for Determinism and Free

The Conflict Between the Arguments for Determinism and Freedom Essay 1. Discuss the conflict between the arguments for determinism and freedom. Everyone in this world has asked this very old question: Are we humans really free in our willing and choosing, or are we predetermined to be and to do what antecedent â€Å"programmingâ€Å" dictates? We feel great for the things we go correct but we feel guilty and blame ourselves for bad decisions. How can we be sure the existence of freedom exists and not that its just a plain illusion. We also find ourselves in a dilemma we have to sides we have the feeling of being free and on the other side we have a feeling of being etermined to accomplish something. In reality we come to the real human dilemma we are both determined and free; and somehow work around the contradictions until we achieve a viable understanding on how both can be true. We as humans operate on the assumption that human beings can be morally and legally responsible -if our assumption of freedom is false, then life as we live it is a cruel joke founded upon a tragic illusion. We are not what we think we are; life is not what we think it is; the rules of the game are not what we thought. Skinner’s way of thinking, â€Å"freedom is a myth, and a dangerous yth because we have invested the myth and its symbol (â€Å"freedom†) with something close to sacred qualities. Freedom is an emotion that is a conditioned response, conditioned (cause) response. If we can’t explain human choice by cause and effect, then there is no answer. There is no other way to explain human choice. No explanation for what freedom means . By selecting specific causes and (stimuli), desire effects (responses) will result. Sartre is convinced that there is no determinism of any kind . Nothing tells me what to do, I decide; I myself decide, I cannot blame God, or others or y past environment , I am now what I make myself to be, I have to accept the consequences of my own freedom, take the responsibility for my decisions, and face the consequences thereof. Environment influences my freedom. Confuse my freedom with uperconditioning. Sartre claimed that man is condemned to be free. A person is the center of freedom. We exist in a world without guidelines. Nothing = no meaning. We live in two realities objective which is real and the subjective not real. Its choose what I want to be and become- so human meaning is nothing. Meaningful things in life would be: ultural norms, what u was brought out to be, and social norms. But to live means to dream a million dreams and forge ahead to catch the fullness of our being. There is nothing to help us, because the moment we became conscious of what we are, then we became responsible for everything we are and do. Freewill: the human consciousness is not subject to the same casual principles that the scientists assumes to operate in the rest of the physical world. A human is free, absolutely and unconditionally free; â€Å"there is no determinism-man is free, man is freedom†. Sartre: human life is inescapably tragic. Live life without myth: means for an explanation for life, getting through life with the human condition and living with that. This can have self cons to make yourself feel better. Sartre wants us to be accountable for our doings, what we do is our responsibility, we assume the consequences for our doings. He doesn’t want us to loose our freedom. Self deception becomes the center of consciousness that becomes and ties with the egocentric predicament. We have to be authentic in our minds choice becomes ours, our actions our own, and the consequences ours. We see how freedom becomes more of a choice, eterminism as the definition defines it: the assumption or doctrine that every event in the universe has a prior cause and that all effects are at least theoretically predictable in all the causes are known; becomes conflicting with freedom, because freedom as I mentioned is more of a choice, because every choice we make comes with a consequence. Its not predictable as determinisms explains. 3. Discuss Toynbee’s â€Å"organismic interpretation† of history. How is it different from that of Marx and Hegel ?  Arnold Toynbee’s Study of History was a research program where he discovered he meaning of history and of the western civilization. In his study he discovered patterns. Consistent, clear patterns of birth, growth, maturity, decline, disintegration, and death for each and every civilization in the world. To him the patterns were unmistakable, and he tried to study the movements of civilizations without prior doctrinal commitment. He believed that the patterns he was were real, not subjective. He gave labels to the stages of development; a â€Å"primitive society†, â€Å" creative minority†, and the â€Å"dominant minority†. Toynbee’s philosophy of history runs something like this: individuals experience a state f peace and contentment, then disillusionment and suffering, after that comes salvaging of values, then again a period of contentment and peace and the cycle repeats itself again. What Toynbee was saying in general was that people don’t get down to the business of assessing life’s values until their loss compels them to do so. In other words individuals learn by suffering, and only by suffering. But they learn and thereby alter the pattern of their civilization. Friedrich Hegel’s and Karl Marx way of thinking is way different that Toynbee’s history view. Friedrich Hegel stated that the thought process moves in a three beat rhythm that he called the â€Å"dialectic†. It begins with an idea, thesis, then proceeds to develop into its opposite, the anti-thesis; after that the mind sees the relatedness of the thesis and the antithesis and weaves them together into a synthesis. This synthesis, in turn, become another thesis, and so the dialectic repeats itself. The dialectic effects comprehension of the connections of the content of thought. Hegel was quite sure that that was the way Gods mind works. He said that God is pure thought or in his own words the Absolute Mind. He is no love or compassion, just pure thought. The Absolute Mind of God manifests reason through the human mind and therefore in human history. He mentioned that whenever people think and act more rationally, they are actualizing God’s will, and this progressive manifestation of logic is the theological purpose underlying human history. Human kind is a crucial part of the program, that man was becoming more reasonable. All of this would end in a state that Hegel described as â€Å"pure thought thinking about pure thought† or in other worlds Absolute mind contemplating itself. Karl Marx as one of Hegel’s students but as other students found the whole Absolute Mind thing was just dispassionate. He believed in Hegel’s â€Å"dialectic† and he believed it was real. But Marx saw it more as a â€Å"materialistic dialectic† an in his vision is was a dialectic of social struggle determined by man’s economic needs. Class struggle creates the three-beat rhythm. Marx interpretation is contrast to Hegel’s theistic dialectic. All Marxists know that history has purpose; it follows â€Å"inexorable law† toward a goal-the classless society where equality, justice, and plenty will prevail. Each individual is a part of history’s drama.

Being A Good Father :: essays research papers

Being A Good Father   Ã‚  Ã‚  Ã‚  Ã‚  Although the essay â€Å"My Father’s Son† and the poem â€Å"my father’s son† written by the same author, Mel Donalson and have similar titles, they have different ways to express the son’s feeling of his father’s character, merit and devotion to his family. Both essay and poem’s main ideas center around affection and father’s commitment to his family. However, the poem only describes the cold weather and the father’s image in his regular life style without expression of the author’s deep feeling. It is understandable that the poem mainly expresses the author’s naà ¯ve character during his childhood. On the other hand, the essay is more detail in describing the author’s different feelings from his journey from boyhood to manhood. Unlike the poem, Donalson focuses on his life’s experience and development with his changeable attitude to father: from ungratefulness and contemp t to thankfulness and respect. Although both the poem and essay are different in form and narrator, they share the same elements and visual images to support the author’s message of respect between a father and son.   Ã‚  Ã‚  Ã‚  Ã‚  The author, Donalson, uses visual images in both the poem and essay to describe the respectable father whom the author had. He uses the word â€Å"gladiator† to describe his father. â€Å"Gladiator† literally means man trained to fight with weapons at public shows in an arena; however, it symbolizes his father’s courage and tolerance of hard-working environment. In the poem, the poet portrays his father as â€Å"dark and beautiful† and uses the phrases â€Å"broadness of his back,† and â€Å"a large dry hand† to describe his father. â€Å"Dark and beautiful† tells the reader that the author knows his father’s humble origin in the South but he still appreciates his father’s appearance. â€Å"Broadness of his back† shows his father is a strong and powerful man. All those merits of his father give reason that his father is a respectable man. In the essay, similar descriptions used to describe his f ather like â€Å"dark shadow moving against the white background,† â€Å"dark face hidden beneath a knit cap,† and â€Å"his giant steps.† Donalson emphasizes his father is a big and powerful man. His endurance and responsibility to his family really please the author. His father never did anything special besides â€Å"piling the Christmas gifts† and â€Å"covering the car insurance† to his son but he can still manage to endear himself to his family.   Ã‚  Ã‚  Ã‚  Ã‚  In contrast to the poem, Donalson uses limited omniscient narrator in his essay to reveal to the reader his deep feelings of respect to his father.

Personal goals and accomplishments Essay

Today the accomplishment of ideas and goals encourages people to do extremely well. The achievement of a degree in Bachelor of Science in Information Technology is a very important aspect in satisfying my goals. This accomplishment should permit me to become an individual with expertise that will equip me to overcome obstacles that I am seeing day after day. As a computer and network specialist, I am seeking a more stable yet structured job in the Information Technology field. This is because one must have quality knowledge in order to find such a job. A specialist should be like a leader, in which they always need to display good character, and I need to be professional at all times. I also need to be reliable and accountable in our work. I believe this can be obtained through guidance at The University of Phoenix. There are computer certifications and conferences available to me; which I plan to utilize. These conferences and certifications will help me with new equipment and techniques to apply the knowledge to my profession. At this point in my life, I feel that I have a strong aspiration to improve certain areas in my profession. In order for me to accomplish these goals, I need to keep a positive mind in achieving them. Every day I interact with the director, manager, office staff, and the whole local government through phone, e-mail, and direct contact. On a daily basis I receive several trouble calls which need to be resolved and researched in a timely manner. Therefore, my systematic thinking skills need to be exact; since I have to communicate and demonstrate my knowledge to several people. There are times that I am asked to teach what I have learned to our department, and interested users in other departments. My teaching structure  needs to be clear and understandable. This is through using words that people can comprehend, instead of using complicated computer jargon. Though I have realized it takes practice to teach, but I am certain that I will become a better teacher and a better computer and network specialist through the University of Phoenix. Obtaining a Bachelor’s degree in Information Technology will help me to become more marketable. There are plenty of job opportunities that will be available to me with this degree. I also will not be restricted in what I do. As a specialist, I will be able to break away from where I am and go into a pc repair business of my own. This is because I will be able to apply the knowledge that I have learned, along with the experience that I have. In the technical field, professional opportunities can be gained or lost through skills and job performance. Through my interaction with co-workers, I will learn how to develop my presentation skills to encourage learning. This is because it will give me additional skills that could allow me to demonstrate my skills more professionally. While it is important to focus on learning a trade, it is equally important to have people skills. With a degree in Information Technology I will have the necessary tools to effectively demonstrate skills. As a student of University of Phoenix, I can pursue my goal of earning my degree and furthering my education as a professional technologist. An additional goal I hope to accomplish, while pursing my degree, is to master management skills. This is because in most organizations it is necessary to establish good management skills. This could reduce the possibility of a hostile work environment. It can be difficult at times to organize projects and trouble calls, because I would like to know how I should prioritize each assignment that has a deadline. Then there are those aggravating e-mails and how to respond to them. Therefore, my days become overwhelming at times. If I do not pay attention this could affect my working relationship, along with my private relationships. This includes church, home, and civic clubs. I stay so busy with so many things that I may  forget what is going on, and I will let somebody down. So I am hopping that I will learn how to manage time while at University of Phoenix, and to become better organized in time management.

Parenting in Diverse Cultures Essay

Culture may influence child activities and behaviors through the organization of the physical and social settings of every day life. Social as well as cultural norms, values, and conventions can direct and control the child’s behavior through the progression of social evaluation. Throughout childhood and preadolescence, due to children’s particular need for peer assimilation and closeness, peer evaluation and social recognition in the peer group can play a critical role in the mediation of cultural influences on individual functioning. Moreover, in the development of socialization, culturally shaped parental belief systems and parenting practices can mediate and restrained children’s acquisition of cultural messages. Finally, formal training in educational institutions such as the school constitutes another significant channel for the transmission of human knowledge and cultural values from adults to children in modern societies. Culturally diverse children can have an expectation concerning confidentiality as do American-born children. Also, this concept in fact runs counter to therapeutic attempts to enlist the parents as partners in their children’s treatment. Discretion with culturally diverse adolescents can be particularly challenging. Often, culturally diverse families experience conflict while children reach adolescence and instigate to identify mainly with the values of their American peer culture. On the contrary to the elongated American adolescence phase devoted to ongoing education and the development of peer relationships, culturally diverse parents can have experienced their own abbreviated adolescence cut short by the need to find employment, by early marriage, and/or by parenting. They do not recognize the push for independence among American adolescents. Culturally diverse adolescents can want to pursue the activities of American youth despite knowing their parents would condemn. Researchers are interested in parental ideologies concerning childrearing as they may provide useful information concerning the explanation of different parenting behaviors across cultures. Moreover, it is a practical assumption that parental cognitions, ideas, and beliefs serve a mediating function in development of cultural influences on parental attitudes and behaviors toward the child (Goodnow, 1995). Indeed, it has been found that parents in diverse cultures have different expectations and goals regarding parenting and that socialization goal are linked with parental judgment and valuation of normal and abnormal child behaviors (Hess, Kashiwagi, Azuma, Price, & Dixon, 1980). In traditional Chinese cultures, for instance, â€Å"filial piety† is a Confucian doctrine dictating that children vow obedience and reverence to parents. Chinese parents, in turn, are accountable for â€Å"governing† (i. e. , teaching, disciplining) their children, and are held responsible for their children’s failures. While individualistic values are underlined in Western cultures, with children being mingled to be independent and self-assertive (Hess et al. , 1980), Chinese children are socialized to be moderate, well-mannered, reciprocally dependent, and concerned with the collective. Cross-cultural differences in parenting ideology can be illustrated also in different values concerning child independence in collectivistic and individualistic cultures. A sense of autonomy is measured crucial to adaptive development in many Western cultures (Maccoby & Martin, 1983), but might not bear such implication to the adaptive development of children raised in other cultures. Indeed, there is little emphasis on socializing children to be independent in Japanese culture (Rothbaum, Pott, Azuma, Miyake, & Weisz, 2000). While American mothers are more likely than Japanese mothers to persuade their children personal autonomy and forcefulness such as defending one’s rights, Japanese mothers are more likely to socialize their children to be polite and deferential to authority figures (Hess et al. , 1980). Weisz, Rothbaum, and Blackburn (1984) argued that diverse emphases on self-sufficiency might account for such cross-cultural differences as Japanese children showing more self-control and sympathy to others and American children being more self-expressive. Parental belief systems consist of a wide range of thoughts, perceptions, values, and expectations regarding normative developmental processes, socialization goals, and parenting strategies (Goodnow, 1995). Cultural disparities in parental beliefs and values are a major source of involvement to cross-cultural differences in parental attitudes, actions, and behaviors in parenting. Nevertheless, it must be noted that the links between parental beliefs and behaviors characteristically range from weak to modest in the Western literature (Sigel, McGillicuddy-DeLisi, & Goodnow, 1992). It is largely indefinite how belief systems might be linked with parenting practices at the cross-cultural level, as these two constructs have not been obviously differentiated in several cross-cultural studies. Parents of diverse culture have the same hopes as well as dreams for their children and families that the general population does. Most desire their children to get a good education and become prolific members of society. In the more traditional families, these desires comprise learning about tribal values, beliefs, and customs. These families want successful children in a manner reliable with cooperative, noncompetitive tribal, community, and family values as well as aspirations (Burgess, 1980). Parents in diverse culture often take an dynamic role in socializing their children concerning the consequences of their ethnicity in the larger society (Harrison et al. , 1990). Oppression provides the framework of teaching about the assaults of typical culture. Parents teach their children to watch for subtle clues about whether they are welcome in a given situation (Cross, 1995). As children mature, they are more well-informed about differences in race, and they come to recognize themselves with a particular tribe; though, they appear to prefer toys, activities, and friendships from the prevailing culture. Parents (Dawson, 1988) emphasize the significance of self-esteem in their children: â€Å"If my children are proud, if my children have an individuality, if my children know who they are and if they are proud to be who they are, they’ll be able to meet anything in life† (p. 48). Positive self-esteem provides self-assurance, energy, and optimism to master life’s tasks. This positive sense of self and confidence is significant for parents as well as children. Parents who feel capable in their parenting are more able to involve themselves in their children’s lives outside the home. Parental involvement is significant to the future educational development of their children (Dawson, 1988). In diverse culture families believe that their children should have the opportunity to grow into adulthood with the considerate that they are worthwhile individuals who are equal to all other Americans. American children should believe that they are respected for their culture, as they value the worth of others. They should believe that they are valued in American society and that they can attain in any way they choose according to their individual talents (Noley, 1992). In diverse culture, children view themselves more pessimistically than do their dominant culture counterparts, let say self-concept of Native American children is negatively linked with chronological age and years of schooling. Soares and Soares (1969) found that in spite of living in poverty, disadvantaged children in elementary school did not essentially suffer from lower self-esteem and a lower sense of self-worth. These findings suggest that just being poor is not the leading factor in the low self-esteem of Native American students. Though, researchers have long been interested in family influences on child social and cognitive functioning. The general consent is that family, as a main socialization agent, plays a significant role in the development of individuals’ adaptive and maladaptive functioning. This belief has been sustained by the results of numerous empirical studies concerning the associations amongst parenting practices, family organization and family socio-ecological conditions, and child adaptive and maladaptive functioning in diverse settings, although different opinions still exist (Harris, 1995). Among family variables, parenting beliefs and practices compose a central theme in the cross-cultural study of upbringing. Several explanations for cross-cultural variations in parenting have been suggested. First, an anthropological viewpoint proposes that differential vulnerability to threats to the survival of children accounts for the changeability in parenting practices (LeVine, 1974). on the other hand, it has been suggested that parental needs to engender the values and attitudes essential for becoming a competent adult, able to achieve expected roles in his or her respective culture, may be related to diverse parenting practices across cultures (Hoffman, 1987). It has also been argued that cross-cultural differences in parenting attitudes and behaviors can reflect variability in beliefs pertaining to children’s distinctiveness and to the world in general (Super & Harkness, 1986). Reference: Burgess, B. J. (1980). Parenting in the Native-American community. In M. D. Fantini & R. Cardenas, Parenting in a multicultural society (pp. 63–73). New York: Longman. Cross, T. L. (1995). The worldview of American Indian families. In H. I. McCubbin, E. A Thompson, A. I. Thompson, & J. E. Fromer (Eds. ), Ethnic minority families: Native and immigrant American families (Vol. 1, pp. 143–58). Boston: Sage Dawson, J. (1988). â€Å"If my children are proud†: Native education and the problem of selfesteem. Canadian Journal of Native Education, 15 (1), 43–50. Goodnow, J. J. (1995). Parents’ knowledge and expectations. In M. H. Bornstein (Ed. ), Handbook of parenting, Vol. 3, Status and social conditions of parenting (pp. 305-332). Mahwah, NJ: Erlbaum. Harrison, A. O. , Wilson, M. N. , Pine, C. J. , Chan, S. Q. , & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347–62. Hess, R. D. , Azuma, H. , Kashiwagi, K. , Holloway, S. D. , & Wenegrat, A. (1987). Cultural variations in socialization for school achievement: Contrasts between Japan and the United States. Journal of Applied Developmental Psychology,8, 421-440. Hess, R. D. , Kashiwagi, K. , Azuma, H. , Price, G. G. , & Dixon, W. P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology,15, 259-271. Hoffman, L. W. (1987). The value of children to parents and parenting patterns. Social Behavior,2, 123-141. LeVine, R. A. (1974). Parental goals: A cross-cultural view. Teachers College Record,76 (2), 226-239. Luftig, R. L. (1983). Effects of schooling on the self-concept of Native American students. The School Counselor, 30 (4), 251–60. Maccoby, E. E. , & Martin, C. N. (1983). Socialization in the context of family: Parentchild interaction. In E. M. Hetherington (Ed. ), Handbook of child psychology, Vol. 4, Socialization, personality, and social development (pp. 1-102). New York: Wiley. Noley, G. (1992). Educational reform and American Indian cultures. Tempe, AZ: Division of Educational Leadership and Policy Studies, Arizona State University. (ERIC Document Reproduction Service No. ED 362 341) Rothbaum, F. , Pott, M. , Azuma, H. , Miyake, K. , & Weisz, J. (2000). The development of close relationships in Japan and the United States: Paths of symbiotic harmony and generative tension. Child Development,71, 1121-1142. Sigel, I. E. , McGillicuddy-DeLisi, A. V. , & Goodnow, J. J. (1992). Parental belief systems: The psychological consequences for children. Hillsdale, NJ: Erlbaum. Soares, A. T. , & Soares, L. M. (1969). Self-perceptions of culturally disadvantaged children. American Educational Research Journal, 6 (1), 31–45. Super, C. M. , & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development,9, 545-569. Weisz, J. R. , Chaiyasit, W. , Weiss, B. , Eastman, K. L. , & Jackson, E. W. (1995). A multimethod study of problem behavior among Thai and American children in school: Teacher reports versus direct observations. Child Development,66, 402-415. Weisz, J. R. , Rothbaum, F. , & Blackburn, T. C. (1984). Standing out and standing in. American Psychologist,39, 955-969. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , & Walter, B. R. (1987). Over- and undercontrolled referral problems among Thai and American children and adolescents: The wat and wai of cultural differences. Journal of Consulting and Clinical Psychology,55, 719-726. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , Weiss, B. , Walter, B. R. , & Anderson, W. W. (1988). Thai and American perspectives on over- and undercontrolled child behavior problems: Exploring the threshold model among parents, teachers, and psychologists. Journal of Consulting and Clinical Psychology,56, 601-609.

Argumentative Essay on Dog Fighting

Argumentative Essay on Dog Fighting Argumentative Essay on Dog Fighting Dog fighting is a sadistic practice that should be banned because of the many inhumane events that this practice entails. This practice entails breeding dogs specifically to make them fight. Such dogs are usually enclosed in small pits very early in their lives and, as they grow, are made to fight with other dogs to satisfy their owner’s gambling appetites. One of the main reasons why dog fighting should be illegal is because of the high level of suffering that these fights put the dog through. Given that the average dog fight lasts anywhere between one and two hours, the dogs that are participating in dog fights often suffer severe injuries that sometimes result in fatalities. Unlike other animals that naturally flee when they sense they cannot win a fight, the dogs that participate in dog fights are trained not to run away but to continue fighting regardless of the amount of injuries they sustain. It is only when the gambling appetites of their owners have been satisfied that the dogs are allowed to stop fighting. One of the most commonly used dogs in dog fights are pit bulls, which have powerful jaws and given that they rarely let go once they bite, the victim dog could end up suffering severe injuries, broken bones, and may even die just so their owner can have a chance of winning a bet. Some of the common injuries experienced by dogs that engage in dog fights include extreme blood loss, dehydration, extreme exhaustion, and even infections in the wounds they sustain. To make things even worse for these dogs, those that lose fights one too many times are often sacrificed for being weak and the same fate follows those dogs that are deemed old or those that do not fight as viciously as their owners expect them to. The injuries suffered by dogs that engage in fights have raised concerns in many authorities and in many places; this form of sadist sport has been classified as an illegal sport. Some individuals have even faced felony charges in courts of law. However, this seems not to have stopped some individuals from continuing to breed dogs so they can reap benefits from dog fighting. Interestingly enough, illegalizing this sport seems to have turned into a fortune for those who own dogs that engage in these fights because of the massive profits they get from those who are willing to pay large amounts of money so they can watch the illegal fights. It appears the authorities still need to do much more to deter people from willingly participating in dog fights. The minor penalties and convictions given to those found to have participated in dog fighting is not doing much to discourage this sport. The profits the dog fighters receive from the fights make the punishment, according to them; seem li ke a drop in the ocean. Perhaps it is time more severe penalties were enforced. Some tips on writing an argumentative essay: Make sure your thesis statement is clearly defined. Use transition words between paragraphs and make sure that your paragraphs are logically connected. Use facts and statistical data to support your arguments. Visit to buy argumentative essay on  Dog Fighting which will be written from scratch by highly qualified writers. You can get a free quote now!

How to Write a Press Release

How to Write a Press Release How to Write a Press Release If your business has news to share, you can do so via a press release. But what exactly goes into a good press release? And how can you write one? Check out our tips below to find out. 1. Pick an Eye-Catching Headline Press releases are designed to get your business in the news, so treat them like a news story. And one thing that every good news story has is an eye-catching headline. Ideally, this will let the people you contact know exactly what your press release is about and why it is important. Try to keep your headline punchy, too. If you need more space to give extra detail, you can add a subheading after the main one. 2. Think About Your Goals The content of your press release will depend on what you want to achieve. Are you promoting an event? Letting customers or clients know about a change in your business? Think about: How your news affects your business and those involved What you want readers to take away from your press release How you want people to act upon this information If you can focus on these details, your press releases will be more effective. Make sure, too, to mention all the key players involved (e.g., staff, stakeholders, clients, and customers). 3. Make It Quotable Journalists love it when you make their lives easier. So if you want to get coverage from your press release, try to include the following: Soundbites from key players such as the company owner or CEO Statistics related to your news (e.g., number of sales, revenue increases) Any images you want used alongside your news Journalists can then use these when writing up the press release as news. 4. Pick the Perfect Time The timing of your press release is almost as important as its content. But the best time for a press release will depend on what you are writing about: When it is about something that has just happened, release it as soon as possible afterwards. If possible, write a draft version in advance. If it is about an upcoming event, send it 3-5 days before you need coverage. You may also want to include an embargo date for publication. In addition, it is usually best to send press releases first thing in the morning (e.g., 9am) when journalists will be checking their emails. On a similar note, the best days to send press releases are usually Tuesday, Wednesday, and Thursday (never send one on Friday before the weekend). Summary: How to Write a Press Release When writing press releases, keep the following tips in mind: Write an eye-catching headline to grab the reader’s attention Think about your goals and tailor its content accordingly Provide statistics and quotes from key players for journalists to use Think about the best date and time to send out your press release And don’t forget to get your business documents proofread! Click here to see our example press release.

Cinematographic Representation of Violence and Abuse of Women Essay - 1

Cinematographic Representation of Violence and Abuse of Women - Essay Example Norindr main concept that he examines deeply is modernity and he stresses that it has been an ongoing manifestation of the omnipotent cultural force, an incomplete project in the West. As a result, Norindr examines the active participants in the transformation to be the ‘modern subjects’ of the emerging modern societies who are negotiating imaginative ways; their place in the postcolonial spaces in some cities such as Saigon. In his film vision, he identifies Tran Anh Hung Film which, although it had been shot from a Vietnamese ‘aura’, the movie is a selection of Vietnam that had lost its traditional innocence. Prostitution, capitalism, and torture are what the filmmaker wants to debunk as being the clichà ©s about Vietnam, similar to what has been conveyed in Vietnam Hollywood war movies. The film shows people living in hopes, ambitions, and frustrations engraved in a culture of crime, prostitution, and uncannily no respect for humanity. In his thesis, Nor indr believes that the violence, capitalism, and misrepresentation of women in Tran Anh Hung Film is a manifestation of emerging modernity that has taken the shape of Western colonialism such as the crime business which is evident in the film. Paul Narkunas is also critical about the life of frustration that has been experienced by the Vietnamese due to the influence of the West. Narkunas is very descriptive about the 1986 market liberalization in Vietnam and directly begins his analysis by describing Tran Anh Hung Film. Narkunas examines the economic transition of an eighteen-year-old cyclo, and the camerawork emphasizes on the diagramming of flow of money and bodies.  

Understand the Organisational Purposes of Businesses Essay

Understand the Organisational Purposes of Businesses - Essay Example Understand the Organisational Purposes of Businesses There are three common types of organizational structures, including traditional, divisional, and matrix. However, other kinds of structures also exist, including pre-bureaucratic, bureaucratic, team, and network structures (Thomas and Coe, 2003:124). The commonality between all the different organizational structures is that they aim to improve the organizational efficiency, as well as provide a clear framework of operation and reporting. Nonetheless, they differ in a number of factors. The traditional (functional) structure divides the organization into groups or departments according to their purposes. For instance, an organization with a functional structure may have a production department, a sales department, and a marketing department. This type of structure suits small businesses because each department can rely on the knowledge and talent of its employees. Nonetheless, the main drawback of the structure is the limited communication and coordination between departments by the organizational boundaries. On the other hand, divisional structures are common in larger firms that operate separate smaller organizations under the main umbrella group or in a large geographical area, covering different types of market segments and products.For instance, a manufacturing company may have a compressor division, a small engine division, and a parts division in different geographic locations. Each division specializes in a particular type of need. The main advantage of this type of organizational structure is the rapid and effective resolution of needs. Similar to the functional structure, this form of structure also limits communication as employees work in different divisions. Additionally, this type of structure is expensive because of its scope and size (Salaman, 2002:167). Lastly, the matrix type is a hybrid of the functional and divisional structures. Often adapted in multinational companies, the structure enables an organization to enjoy the benefits of both th e divisional and functional structures simultaneously. In most cases, this creates power struggles as most organizational areas are under dual management: a divisional and a functional manager, both working at the same level and occupying the same management territory. The other common organizational structure is product-based structure, common in companies with multiple product lines. Essentially, each part of eth structure focuses on an individual unit within the company (Walker et al., 2003:124). This structure allows flexibility in the organization, but suffers from lack of achieving company-wide goals and objectives. Structure Advantages Disadvantages Functional (Traditional) a. Division of labour b. Development of team spirit and cooperation c. Mass production a. Emphasis on specialization b. Leads to conflicts c. Weak disciplinary controls Product-Based a. Simple b. Unified control c. Better discipline a. Lacks specialization b. Overburdening of management c. Favouritism Divi sional a. Dispersal of power b. Increased efficiency c. Delegation of duties a. Delayed decision b. Lack of accountability c. Minority tyranny Matrix a. Greater efficiency b. Coordination c. Non-autocracy a. Conflicts between functional and divisional managers b. Authority dependent on management c. Poor administration Decades of research show a link between organizational performance and organizational culture. Despite the lack of