Henri Bergson Essays - Henri Bergson, Cognition,

Henri Bergson Henri Bergson was a modern philosopher who merged empiricism with a bit of rationalism to become part of a new empiricism that held room for intuition and movement with a flux through time. He essentially refused science's claim to explain the universe in mechanical conditions; instead he considered life an unending creation, a matter of change and time unlike something static. In Henri Bergson's (originally?) dualistic realm there existed the distinctive modes of consciousness or knowing: analysis and intuition. Intuition consists of an internal grasping of an object, consequently capturing its very essence or heart. Analysis is basically an external or relative way to understand something, because of this it can be considered relatively superficial. One of Bergson's working illustrations of these variances is that of time. Within his works, Bergson addresses the issues of knowing through the discussion of mathematical versus real time. Through these explorations Bergson provides tenable grounds for belief in the intuitive knowing of the self, and proffers substantial justification for that of other selves. First, the characteristics to both modes of knowing are important. Analysis or intellect reduces objects to elements that are already comprehended. Thus, analysis is expression through a function of something other than itself. This means externally moving around an object in order to perceive it. Other characteristics of analysis include transition or the development of symbols and concepts. Intellect gives an incomplete representation because of its relativity or stretch into infinity. As a method of positive science it employs mathematical time which "freezes" an object or renders it immobile. Secondly, In Bergson's own words intuition is described as a: "...kind of intellectual sympathy by which we place ourselves internal to an object in order to coincide with what is unique to it and consequently inexpressible." (Bergson, 7). Due to the direct connection to an object intuition is a simple act, an absolute. This entrance into an object or internalization then has the unrivaled ability to grasp the uniqueness of an object. Because intuition does not spatialize objects it possesses the capacity to exploit multiple images. Instead of using mathematical time intuition exists in real time grasping the duration of an object, or the reality of constant flux and mobility. Next, Bergson maintains that because people are enduring beings with unpreventable cumulative direction, that there can't be any two exact moments within one being. Furthermore, 1 even if two people uninhibitedly share a precise moment, because of their indisputably different past, the moment would not result in the same experience between the two. ...there are no two identical moments in the life of the same conscious being. Take the simplest sensation, suppose it constant, absorb in it the entire personality: the consciousness which will accompany this sensation cannot remain identical with itself for two consecutive moments, because the second moment always contains, over and above the first, the memory that has bequeathed it (Bergson, 26). Finally, human experience does not perceive life as a simply uniform progression along a line extended in space but rather a continuous flow. Through his explanation of mathematical and real time Bergson made the separation between time as it is experienced and the mechanical clock time of scientific (empirical) thought. When a physicist views and observes objects in sequence or succession, time is presented to consciousness as duration or an endlessly flowing process. Instead of separate operations of instinct and intellect Bergson contended the "real time" is experienced as duration and apprehended by intuition. Mathematical time moves from moment to moment, but through the scientific process of analysis it is reversible or suspendible. In this manner, one can stop, reverse or take an object completely out of duration. However because experience is cumulative the living self is enduring. The issue of duration logically leads into self knowledge. The linear time of life conveys the past into the present, in effect giving it consciousness. It is the power of the memory that actually makes you a lasting self and forms consciousness. Bergson uses the power of intuition to uncover the conscious self: ...when I replace myself in duration by an effort of intuition, I immediately perceive how it is unity, multiplicity, and many other things besides...we do penetrate into it, however, and that can only be by an effort of intuition. In this sense, an inner, absolute knowledge of duration of the self by the self is possible (Bergson, 31). Thus, according to Bergson intuitive knowing of other people would seem to be impossible, while intuitive knowing of the self is ostensible.

Free Essays on PLO

P.L.O’s Claim to Statehood There are four conditions for â€Å"Traditional Statehood.† The first, a permant population, second a defined territory, third a government that has control over its population, and finally a capacity to enter into foreign relations. Question 2D asks, did the P.L.O. satisfy these conditions? In 1919 Palestine was provisionally recognized as an Independent state by the League of Nations, as well as the 1922 Mandate by Great Britain. In 1947, UN general resolution 181 [II], called for the partition of Palestine and Israel. The Israeli government gave the Palestinian people the area known as Palestine, but still as a part of Israel. So did they have a defined territory? Yes, but Israel still made claim to them, as any country would when loosing territory. And for there permant population, yes. This was the reason for the UN mandated partition and the Israeli government giving them the territory. In 1974 the P.L.O. was invited to participate in the UN general assembly debate on the Palestine question. UN general assembly adopted Res. 43/177 in Dec. 1988, whereby it recognized the new state of Palestine by according observer- state- status. As of 1990, 114 states had recognized the newly proclaimed State of Palestine, some 20 states more than the 93 that recog! nized Israel. So, did they have the capacity to enter into foreign relations, deffanantly. And for the permant government, yes and no. The P.L.O. made claim to the rule of the people and so did Israel. So that is the only questionable part of the requirements for statehood. So, did Palestine have a legitimate claim to statehood, yes. They were provisionally granted statehood by the League of Nations, and met all of the requirements.... Free Essays on PLO Free Essays on PLO P.L.O’s Claim to Statehood There are four conditions for â€Å"Traditional Statehood.† The first, a permant population, second a defined territory, third a government that has control over its population, and finally a capacity to enter into foreign relations. Question 2D asks, did the P.L.O. satisfy these conditions? In 1919 Palestine was provisionally recognized as an Independent state by the League of Nations, as well as the 1922 Mandate by Great Britain. In 1947, UN general resolution 181 [II], called for the partition of Palestine and Israel. The Israeli government gave the Palestinian people the area known as Palestine, but still as a part of Israel. So did they have a defined territory? Yes, but Israel still made claim to them, as any country would when loosing territory. And for there permant population, yes. This was the reason for the UN mandated partition and the Israeli government giving them the territory. In 1974 the P.L.O. was invited to participate in the UN general assembly debate on the Palestine question. UN general assembly adopted Res. 43/177 in Dec. 1988, whereby it recognized the new state of Palestine by according observer- state- status. As of 1990, 114 states had recognized the newly proclaimed State of Palestine, some 20 states more than the 93 that recog! nized Israel. So, did they have the capacity to enter into foreign relations, deffanantly. And for the permant government, yes and no. The P.L.O. made claim to the rule of the people and so did Israel. So that is the only questionable part of the requirements for statehood. So, did Palestine have a legitimate claim to statehood, yes. They were provisionally granted statehood by the League of Nations, and met all of the requirements....

Business Cycles and Concepts Research Paper Example | Topics and Well Written Essays - 750 words

Business Cycles and Concepts - Research Paper Example Hence, the rate of unemployment can be referred to as the number of people who are actively looking for work divided by the workforce. Changes in the rate of unemployment mostly depend on the inflows made up of unemployed persons who are beginning to look for jobs, of employed persons who lose their work and look for new ones and of people who stop looking for employment. Related terms are the labor force, the rate of participation as well as the rate of employment. The labor force is referred to as the number of persons employed plus the number of people unemployed, although looking for jobs. The non-labor force entails those who are not currently searching for jobs, people who are institutionalized like in psychiatric wards or prisons, children, stay-at home spouses, and those serving in the military. The rate of participation on the other hand is the number of people currently in the labor force divided by the population of working age group that are not institutionalized. Hence t he rate of employment referred to as the number of persons currently employed divided by the working age population (Timmons, 2008). The rate of unemployment is South Africa has increased in the third quarter of 2012 to 25.50 percent from 24.90 percent in the 2012 second quarter. The rate of unemployment in South Africa is reported by the Statistics South Africa. ... The graph of the trend of rate of unemployment in South Africa According to studies, the reason for high rates of unemployment is more of internal than external. This is what Hart, chief economist at Investment Solutions, said in Johannesburg while speaking at a Johannesburg Chamber of Commerce and Industry breakfast. Hart compared the rate of unemployment in South Africa to that of Brazil. Both the countries began decreasing in 2002, then the global financial crisis in 2008. Many jobs were created between 2008 and 2002. Although the rate of unemployment in Brazil decreased, the same could not be said for South Africa. Hart asserted that the rates of unemployment means that the country needs to look at it as a priority of the nation. This is because job creation appeared to be one of the lowest policy priorities. He continued to say that the countries who have the same unemployment levels with South Africa are Spain and Greece who at that time were in deep crisis. Small businesses ma de difference in these countries including Brazil. Therefore South African policies need to be changed and more than three million small businesses need to be created to cater for the ever increasing rates of unemployment (Timmons, 2008). References Timmons, J. (2008). Causes and Effects of Unemployment Rates. London:

Illogical Terror (or invent another topic if you like) Essay

Illogical Terror (or invent another topic if you like) - Essay Example He possesses a strange power of seeing future events in his vision. He views blood coming out of an elevator of Overlook Hotel, the place where his father wants to go become the caretaker. The strange force is also present in the telepathic powers of the hotel chef. He offers Danny ice cream through this power. This seems illogical yet vaguely corresponds to people’s perceptions of demonic possessions and haunted places. Logically, it should not terrorize the audiences but it does. Val Lewton uses similar ideas. In his movies, a strange force either haunts a place (building, castle etc.) or it resides in people. In his film Cat People (1942) this strange power lies in a woman, Irena Dubrovna. She can turn into a beast (an overgrown black panther) when sexually aroused. Val Lewton’s The Haunting (1980) also incorporates a similar uncanny force. In the Female Spectator, Lesbian Specter: The Haunting, Patricia White states â€Å"It is the uncanny house that the heroine is forced to inhabit - and to explore†¦ The woman provokes the uncanny; her experience of it remains a shadowy area.† She is shown to have psychic powers. Exactly what happens to her at the house or what she does to the ‘creatures’ living in the house is a mystery. This uncanny force is the theme of The Shining. Towards the end of the movie, the audiences are shown a photograph of Jack from 1921. The story unwinds in such a way that it gives an impression that probably Jack Torrance was a ghost from the beginning. His decision to take his wife, Wendy, and son to the hotel triggered the ‘force’. The Haunting shows a similar context. The team that visits the haunted house triggers paranormal events. The Leopard Man (1943) is fascinating in the sense that this uncanny force is not real. It gives the illusion that the forces there. For instance, all the way through the movie the audiences keep guessing that probably the man

Leadership Challenges in Organization Assignment

Leadership Challenges in Organization - Assignment Example As leadership challenges become more complex, leaders should also develop approaches to track the market requirements and evaluate the workers capacity to satisfy the market needs (Gill, 2011). Leaders’ awareness about the market needs and organizations’ capacity is of the essence because it will assist them to influence their teams in order to utilize the organizations’ capacity to satisfy the market requirements. Leaders in the 21st century have to take an active role in the overall organization activities and to act as ceremonial figures they used to be in the early time. Effective leadership is essential in all aspects of the organization and must establish a strong relationship between the workers, the organization and the market (Morse et. al., 2007). The organization leadership in the 21st century requires establishment of focused workforce, effective and well-coordinated market activities as well as ability to build personal leadership capacity to meet th e changing market needs. In the 21st century, leaders must help and encourage workers and the stakeholders to determine their interests and potential for growth. Leaders cannot force workers or stakeholders to pursue things that are outside their interests (Palestini, 2009). In the present time, workers and stakeholders in the organization have personal interests which they expect to be satisfied as they pursue organizations goals. They want to grow alongside the organization and they will be encouraged to engage in activities that have no likelihood to promote personal growth. Employees and the stakeholders at the present time have personal ambitions if they are not satisfied the success of the organization is put at stake (Gill, 2011).

Application of Systems Theory in Social Work

Application of Systems Theory in Social Work Systems in Practice Introduction The United Kingdom Children Act 1989 (HMSO, 1989) sets forth all childcare law as such relates to children that are being accommodated by a Local Authority. At the core of the Children Act are the beliefs that children are served best when they are in their own homes (Devon County Council, 2007a). Additionally, the core beliefs of the Act are that the child’s welfare is of the utmost importance, that the child’s parents should stay involved in any and all legal proceedings concerning them, and that such a course of action be avoided if possible (Devon County Council, 2007a). It, the Act, also holds that child welfare is to be promoted, and that children should stay within their families unless unavoidable (Devon County Council, 2007a). Lastly the needs of the child taking into account factors such as race, religion, culture as well as language represent critical facets. In those instances when a child comes under the care of a local authority, it is the responsibility o f the local authority to see to the needs of children in these instances (Devon County Council, 2007b). The foregoing represents important background considerations with regard to the foster care, and the principles underlying such. These basics represent the foundations of any fostering care, placement, and related applications. This examination shall review a case study on social work placement to delve into the manner in which the application of theory, and ideas as they relate to group work on social work practice. Hammond (2003, p. xi) indicates that the â€Å"concept of systems is a theoretical framework in the physical sciences, the life sciences, and the social sciences†. The systems theory is generally acknowledged to have begun with four people, â€Å"Bertalanffy, Boulding, Gerard, and Rapoport, who met in 1954 at the Stanford Center for Advanced Study in the Behavioral Sciences† (Hammond, 2003, p. xiii). They founded the Society for General Systems Research, which has since become the International Society for the Systems Sciences (International Society for the Systems Sciences , 2007). The systems theory is â€Å" the transdisciplinary study of the abstract organization of phenomena†, in a context that is â€Å"independent of their substance, type, or spatial or temporal scale of existence† (Principia Cybernetica Web, 2007). The systems theory â€Å"investigates both the principles common to all complex entities† as well as â€Å"models which can be u sed to describe them† (Principia Cybernetica Web, 2007). In the context of social work, the systems theory, in its broadest sense, represents the interdisciplinary study concerning human life, along with social organization as represented by systems (Principia Cybernetica Web, 2007). The complexity, yet simiplicity of what the systems theory is, is represented by the following explanantion by Hammond (2003. p. 32) â€Å"Although developments in engineering and management fields are highlighted in the technocratic approach to systems, the emergence of organismic conceptions in biology, psychology, and sociology during the early twentieth century was more important for the evolution of general systems thought†. She continues â€Å" Of course, biological concepts were interpreted in varying ways within different currents of systems thought, and were often appropriated to reinforce and legitimize managerial applications of systems concepts† (Hammond, 2003, p. 32). Ludwig von Beralanffy (1968, p. xxiii), provides his description of systems theory as â€Å"The humanistic concern of general system theory as I understand it makes a difference to mechanistically oriented system theorists speaking solely in terms of mathematics, feedback and technology, and so giving rise to the fear that system theory is indeed the ultimate step towards mechanization and devaluation of man and towards technocratic society†. The concept, while rather complex, does have a sense of simpliticity in that systems theory â€Å"really refers to â€Å"a way of thinking about† or â€Å"an approach to studying† complex systems† (Hammond, 2003. p. 104). Harris (2002, p. 2) advises that von Beralanffy’s approach was â€Å"a more organismic approach to the study of complex systems, objecting to the narrow reductionism of classical science†. The systems theory, in terms of humans and the social sciences, as expressed by Harris (2002, p. 10) has â€Å"something to offer in the articulation and implementation of a more sustaining and sustainable vision of humanitys future.† In terms of social work, Harris (2002, p. 4) states, â€Å"Within this framework, the welfare state has provided the primary vehicle for the mediation of social work†. Harris (2002, p. 4) continues, â€Å"The institutional and organisational processes of the welfare state have been the source of social work’s legal and moral authority and have constituted the material conditions for its practice.† Pinderhughes (1997, p. 20) tells us that â€Å"Training practitioners for competence with diverse populations is high on the list of corrective initiatives to address †¦ inadequacies† in social work practice†. Harris (2002, p. 4) indicates that social policy is influenced by social workers who â€Å"implement legislation on behalf of the state†, thus exercising considerable influence in their roles as professionals. Importantly, Harris (2002, p. 4) points out â€Å"The law sets out the rights, duties and responsibilities of social workers, on t he one hand, and of service users, on the other, in those socially problematic areas which have been accorded official recognition. The law not only defines the ends of social work, but constitutes the source of social workers’ authority for the means by which they intervene in service users’ lives in the pursuit of statutory duties†. Johnson (1972, p. 77) interprets the preceding by stating that social work is not mediated by its context, rather, it is a mediated professions whereby the state decides the clientele as well as what should be provided on their behalf. Harris (1999, pp. 915-937) tells us that social work represents the â€Å"operational embodiment of the welfare state’s intervention in individual citizens’ lives†. In understanding the context of social work in the United Kingdom, Briggs (1961, p. 228) defines the welfare state a â€Å"state in which organised power is deliberately used†¦to modify the play of market forces†¦first, by guaranteeing individuals and families a minimum income irrespective of the market value of their work or their property; second, by narrowing the extent of insecurity by enabling individuals and families to meet certain ‘ social contingencies’, for example, sickness, old age and unemployment which lead otherwise to individual and family crises; and third, by ensuring that all citizens without distinction of status or class are offered the best standard available in relation to a certain agreed range of social services†. The preceding is important in und erstanding the forces behind social work and how such impacts upon its application, usage and context on lives, as well as the conscious and unconscious view that the public has. In helping to shape this picture further, Marshall’s (1963, p. 74) helps to color the palette further in explaining that the social element means â€Å"the whole range from the right to a modicum of economic welfare and security to the right to share to the full in the social heritage and to live the life of a civilised being according to the standards prevailing in the society† He continues that â€Å"The institutions most closely connected with it are the educational system and the social services† (Marshall, 1963, p. 74) In fact, social work plays an important part in linking the state to its populace as it represents the physical human link between government and what it does for the people that can be seen, felt and touched. Or in other words, used! State functions such as roads, infrastructure, sustainable communities, parks, airports, laws, police, and all of the others services that the state provides are there in a physical sense, such as roads, etc, or there for instances of danger, such as the police and armed forces. Social work is a helping, touchy arm of the state that reaches us in the same manner as health services. Wootton (1959, p. 298-299) offers a description in stating that â€Å"The social worker who does for the run of ordinary people what confidential secretaries and assistants do for the favoured few is putting a genuine professional skill at the disposal of those who may properly be called her clients and she is as essential to the functioning of a welfare state as is lubrication to the running of an engine. Without her the machinery would seize up†. Marshall (1975, p. 205) illustrates the preceding by referring to social workers as the mechanics that apply â€Å"their expertise to the lubrication of the welfare state engine were professionals using their expertise in the delivery of social services†. The government, along with social work identify the segment of the population that requires assistance and thus through budgeting and policy, allocates the resources to meet those needs (Alaszewski and Manthorpe, 1990, p. 237). Interestingly, as the areas of accepted social work practice have come to be seen as the norm, and injustice was made less tolerable, historically, new services were thus clamoured for to feel other needs thus explaining the growing nature of the state and social care (Harris, 2002, p. 13) Gertrude Wilson is generally acknowledged as being a key individual in the development of group work (Smith, 2004). Her first book â€Å"Case Work and Group Work† put forth the integrated approach to social work practice which is based in the theory that personal problems stem from both internal and external sources, and thus must be investigated and examined in tandem (Smith, 2004). Her definition of group work states that 1) it is developmental, in that it provides â€Å"for normal social growth, 2) is â€Å"protective or corrective, representing that it can â€Å"be offered to people without groups†, 3) and that it is â€Å"instrumental† in terms of â€Å"achieving socially desirable ends† (Smith, 2004). The last facet entails the understanding of each member’s personalities, the influence of the social worker in terms of their interaction on the group, and the process of participation (Smith, 2004). A key facet of this process represents the c apability to â€Å"assist participants in dealing with conflict and in accepting ‘outsiders’† (McDermott, 2002, p. 14). She points to the preceding as essential in making the group work relationship become reciprocal (McDermott, 2002, p. 14). It is reciprocity that represents a key element in the process as it sets the foundation for give and take as well as fosters trust, cohesion within the group and this can thus be transferred to the outside world (McDermott, 2002, p. 14). Trecker (1948, p. 7) advises, â€Å"social group work represents â€Å"one method on the profession of social work†. He indicates that â€Å"social case work and community organization work† represent the other methods†. Trecker (1948, p. 7) believes that a definition of social group work is easier to describe than define. He sees it as a method that is comprised of â€Å"an orderly, systematic, planned way of working with people in groups† (Trecker, 1948 pp. 7-8). Trecker goes on to add that the â€Å"method is a conscious procedure, a designed means of achieving a goal† (1948, pp. 8). Additionally, he adds that it is â€Å"a method is a way of doing something, but underneath the doing we always discover an integrated arrangement of knowledge, understanding and principles.† (Trecker, 1948 pp. 8). Important to the understanding of group work in the context of social work placement is the family. Hartman and Laird (1983, p. 4) help to provide perspective in stating, â€Å"Human beings can be understood and helped only in the context of the intimate and powerful human systems of which they are a part, of which the family is one of the most important†. Smith (1995, p. 7) elaborates in stating, â€Å"there is no single, correct definition of family†¦. Rather, there are multiple definitions derived from particular theoretical perspectives.† She adds, â€Å"No one theory could satisfactorily represent the truth, but the many ways we look at families can help us to better understand them† (Smith, 1995, p. 7). Lastly, we shall take a look at Hartman and Laird (1983, p. 30), who tell us: â€Å"A family becomes a family when two or more individuals have decided they are a family, that in the intimate, here-and-now environment in which they gather, there is a sharing of emotional needs for closeness, of living space which is deemed â€Å"home,† and of those roles and tasks necessary for meeting the biological, social and psychological requirements of the individuals involved.† The preceding has been included to aid in rounding out the important external as well as internal elements that are factors in a case study concerning social work placement. A Study One of the most important, delicate, and critical functions carried on by social work is the placement of children in foster homes. As can be imagined, it represents an important as well as confidential process for the child as well as the placement team engaged in the process. Owing to that confidentiality, direct case files are not available, only synopsis of placement studies entailing the methodologies employed. Placement stories entail descriptions of external variables as indicated by basic placement overviews, but not the substance. The Bracknell Forest Borough Council (2005) provided an equitable resource in that it provides an outline of the procedures, and practice guidelines concerning foster placement arrangements made under private fostering regulations. Under the new regulations governing the placement of children, local authorities must be satisfied concerning the suitable nature of any proposed arrangement (Bracknell Forest Borough Council, 2005). If the foregoing is not the case, then said local authority must exercise its powers ether prohibit and or impose requirements prior to the child being fostered, along with any and all needed safeguards. In understanding the nuances of social work placement, certain descriptions and definitions of a few terms will aid in the understanding of the process. A privately fostered child represents any child under the age of 16 years of age, 18 if disabled, that is â€Å"cared for and accommodated for 28 consecutive days† or longer by someone other that the child’s parent, relative or someone provided with parental responsibility as provided by the parent for said instance (Bracknell Forest Borough Council, 2005). The carers responsibility entails an individual â€Å"who does not have parental responsibility for a particular child†, however does have care of the child (Bracknell Forest Borough Council, 2005). The definition indicates that the carer â€Å"may do what is reasonable† in terms of any, and all circumstances to safeguard, and or promote the welfare of that child (Bracknell Forest Borough Council, 2005). In terms of the duties of the local authority, wh ich represents an extremely important facet in the placement of a child, said local authority has a number of important duties to fulfill. These entail factors such as 1) publise advise and information, 2) ensure compliance with regulations, 3) carry out proper checks and visits, 4) ensure children under care is safeguarded in accordance to regulations, 5) ensure timely officer visits, 6) ensure visited children are seen alone and interviewed, 7) investigate al complaints, 8) inform parents or other authorized individuals of the child’s welfare, 9) ensure authority satisfaction with foster placement, 10) monitor compliance, 11) take appropriate action(s), 12) annual evaluations sent to Director of Children’s Services on placements and outcomes (Bracknell Forest Borough Council, 2005). The family placement social worker has the following responsibilities. First, they conduct the initial suitability evaluation of the proposed foster carers as well as all other household members (Bracknell Forest Borough Council, 2005). Next, the social work conducts an evaluation of the accommodations, and neighbourhood environment, and forms a close liaison with the social worker of the child concerning placement suitability and the potential of the placement in meeting the needs of the child as well as the likelihood of furthering the child’s welfare (Bracknell Forest Borough Council, 2005). With the preceding handled, the social worker then makes recommendations concerning the suitability of a meeting with all parties (Bracknell Forest Borough Council, 2005). If the foregoing steps have all concluded positively, the social worker’s ongoing responsibilities thus entail providing support, as well as assistance to the carer and others as appropriate and or necessary (B racknell Forest Borough Council, 2005). The preceding board steps represent the outline of the procedures in child placement. In a actual case, the steps as well as details are more defined. In an actual placement, the fieldwork staff conducts contacts with the parent, if such is the case, and the proposed foster carers (Bracknell Forest Borough Council, 2005). After all the relevant steps under the preceding have been seen to, the assessment is forwarded to the placement social worker, provided the foregoing has met requirements, and the placement process begins. The summary placement outline above brought into the equation the concept of social work from its broader perspective as brought forth by Harris (2002, p. 4) where he indicates that social policy is influenced by social workers who â€Å"implement legislation on behalf of the state†, thus exercising considerable influence in their roles as professionals†. The statement continues with â€Å"The law sets out the rights, duties and responsibilities of social workers, on the one hand, and of service users, on the other, in those socially problematic areas which have been accorded official recognition† (Harris, 2002, p.4). The preceding refers to the rules, procedures and requirements that must be adhered to by the placement agency, social workers and all other involved in the process. The aspect of group work is evident throughout the entire process, even before it begins. The local authority, placement agency, field workers, placement social worker, and child social worker all are engaged under the same regulated procedural network, even if no cases, and or placements are being handled. The regulations call for consistent, and constant monitoring of outstanding placement, thus requiring and causing the varied teams, and individuals to maintain contact. That ongoing working relationship represents the group work theory in practice and application. Trecker (1948, p. 7) described group work as â€Å"an orderly, systematic, planned way of working with people in groups†. To the preceding Trecker (1948, p. 8) added the â€Å"method is a conscious procedure, a designed means of achieving a goal†. McDermoot (2002, p. 3) adds to the foregoing in stating â€Å"Social workers, psychologists, community workers, youth workers and other service providers in the human services field spend much of their time working with groups—as staff members, as colleagues—using groups as intervention strategies†. The initial contact stage starts this collative group work process in the placement environment. The family placement social worker meets with the field social worker and discusses the proposed placement, obtaining a copy of the reports (Bracknell Forest Borough Council, 2005). The trust and competence issues are strong in that each step in the process relies heavily on the steps that preceded it. As a result, the systems theory represents the underpinning that binds the entire process. It also represents the underlying framework that constitutes how the rules, regulations and processes were devised and set up, as well as their ongoing modification as information, expertise and experience warrants. To review, the systems theory â€Å"investigates both the principles common to all complex entities† as well as â€Å" models which can be used to describe them† (Principia Cybernetica Web, 2007). Ludwig von Beralanffy explains that an important element of the systems theory â€Å"really refers to â€Å"a way of thinking about† (Hammond, 2003. p. 104). The systems theory’s interdisciplinary study concerning human life, along with social organization as represented by systems (Principia Cybernetica Web, 2007) represents the underpinning via which the described rules, procedures, regulations, follow up, monitoring, interview, research, and evaluation processes take place. The intial contacts as well as checks conducted by the placement social worker include interdepartmental checks on the proposed carer as well as information gleaned in the initial and follow up meetings and interviews (Bracknell Forest Borough Council, 2005). All of these steps as well as the ones that follow are elements of the systems theory, foundations of social work and group theory. If one steps back from the process and reviews the overall steps again, the relevance of the systems theory begins to take shape. It, the systems theory is â€Å" the transdisciplinary study of the abstract organization of phenomena†, in a context that is â€Å"independent of their substance, type, or spatial or temporal scale of existence† (Principia Cybernetica Web, 2007). The steps in the active procedure do take place in a temporal time frame. However, the functioning of the system of rules, regulations and procedures is always active, functioning and waiting to be utilized whether there is something engaging it or not. In this context, the foregoing precepts underpinning the systems theory gains clarity. McDermott (2002, p. 14) aids in bringing the group work concept into the preceding placement situation in her discussion of reciprocity. She states that it is reciprocity that represents a key element in the process as it sets the foundation for give and take as well as fosters trust, and cohesion within the group and this can thus be transferred to the outside world (McDermott, 2002, p. 14). The foregoing aptly describes the internal working mechanism of the group which at the investigation stage centers upon the placement social worker, and later pulls in the child’s social worker to complete the process. This continues with the evaluation of suitability concerning the carers as well as other family and household members. Through the utilization of the systems theory, all contingencies are evaluated and considered as a part of the whole, and extended whole. In reviewing the process in terms of the lessons learned, and potential for different application(s) in the future, is a prospect of evolution. Regardless of how correctly the system seems from the review of the procedural steps, there is always room for improvement as a result of the human factor, group work, systems theory and social work contexts. The potential for human error looms as the biggest failing point in that the entire procedural methodology is based, dependent and reliant upon human input, decisions, evaluation and observations. The central component in the process the placement social worker who makes the final determination based upon the salient inputs from all other quarters. And while it is true that the field work social worker as well as the child social worker could potential taint the input and results, it is the placement social worker that sorts and arrives at the determination. Thus, as the potential weak segment within the process, a phased step review whe reby a second placement social worker, or supervisor briefed at every turn, periodically steps in at any stage in the live process and makes observations, suggestions, and or calls for additional information to shore up the potential for error, and or critical factors needing closer attention, and or review. In addition, computer modeling of the effectiveness of the group members as an evaluation projection, would serve to alert the supervisory personnel to the potential for weak points in one of the tam member profile as a signal for either an additional check, and or review. Conclusion The seemingly distant facets of systems theory, group work, and social work as a cohesive aspect of placement requires the long view in order to see the fit of these elements up close. At the heart of these theoretical and practical applications is a child, which is and remains the focus of these aspects. Thus, with the well being and welfare of a vulnerable human being at stake, the processes, systems, regulations, rules and procedures can never be too precise, careful or correct, as the cost of error is incalculable. McDermott (2002, p. 1) says, â€Å"You have to have done a bit (of group work) yourself to understand the process.† In terms of the context of this examination, McDermoot (2002, p. 3) advises that â€Å"Social workers, psychologists, community workers, youth workers and other service providers in the human services field spend much of their time working with groups—as staff members, as colleagues—using groups as intervention strategies†. She adds, â€Å"group work is about building bonds between people which depend on the establishment of trusting relationships† (McDermott, 2002, p. 14). She further elaborates, â€Å"It is also about helping to forge connections between people who may be different or unlike one another. This latter activity—finding common ground across differences—is the more difficult, and it is here that group workers and participants require knowledge and skills† (McDermott, 2002, p. 14). The foregoing summarizes the interlinked aspects of the process that call for increased cohesion as well as improvement through modification, interpersonal relationships and skills, as well as understanding that the potential for error always exists, and can hide itself anywhere in the process. With that consideration uppermost in the minds of the participants, the occurrence is less likely to happen. Bibliography Alaszewski, A. and Manthorpe, J. (1990) Literature review: the New Right and the professions. Vol. 20. British Journal of Social Work Bracknell Forest Borough Council (2005) Private Fostering: Policy, Procedures Practice Guidance. Retrieved on 13 May 2007 from http://www.bracknell-forest.gov.uk/ Briggs, A. (1961) The welfare state in historical perspective. Vol. 2. No. 2. European Journal of Sociology Devon County Council (2007a) The Children Act 1989. Retrieved on 12 May 2007 from http://www.devon.gov.uk/index/cyps/fostering/foster_carer-2/foster-care-handbook/fos-law-relat-to-child/fos-law-relat-to-child2.htm Devon County Council (2007b) The Local Authority Fostering Service. Retrieved on 12 May 2007 from http://www.devon.gov.uk/index/cyps/fostering/foster_carer-2/foster-care-handbook/fostering-service.htm Hammond, D. (2003) The Science of Synthesis: Exploring the Social Implications of General Systems Theory. University Press of Colorado, Boulder, Co., United States Harris, J. (1999) State social work and social citizenship. Vol. 5. British Journal of Social Work, Harris, J. (2002) The Social Work Business. Routledge, Boulder, Co., United States Hartman, A., Laird, J. (1983) Family-Centered Social Work Practice. Free Press, New York, United States HMSO (1989) Children Act 1989. Retrieved on 12 May 2007 from http://www.opsi.gov.uk/acts/acts1989/Ukpga_19890041_en_1.htm International Society for the Systems Sciences (2007) Home Page. Retrieved on 13 May 2007 from http://www.isss.org/ Johnson, T.J. (1972) Professions and Power. London: Macmillan. Ludwig von Bertalanffy, (1952) General System Theory: Foundations, Development, Applications. George Braziller, New York, United States Marshall, T.H. (1963) Citizenship and social class. Heinemann, London, United Kingdom Marshall, T.H. (1975) Social Policy in the Twentieth Century. Hutchinson, London, United Kingdom McDermott, F. (2002) Inside Group Work: A Guide to Reflective Practice. Allen Unwin, Crows Nest, New South Wales Principia Cybernetica Web (2007) What is Systems Theory? Retrieved on 12 May 2007 from http://pespmc1.vub.ac.be/SYSTHEOR.html Pinderhughes, E. (1997) Developing diversity competence in child welfare and permanency planning. In G. R. Anderson, A. S. Ryan, and B. R. Leashore. The Challenge of Permanency Planning in a Multicultural Society. Haworth, New York, United States Smith, S. (1995) Family theory and multicultural family studies. In Goldsby, B., Smith, S. Families in Multicultural Perspective. Guilford Press, New York, United States Smith, M. (2004) Gertrude Wilson and social group work. Retrieved on 12 May 2007 from http://www.infed.org/thinkers/wilson.htm Trecker, H. (1948) Social Group Work: Principles and Practices. Woman’s Press, New York, United States Wootton, B. (1959) Social Science and Social Pathology. Allen Unwin, London, United Kingdom

Faulkner Changed My Life :: Personal Narrative Essay Example

Thanks to Faulkner, to the very thought of him, between thirteen and fourteen I began to feel unassailable I spite of everything. I wasn't, of course, but I felt that way, enough to get on with my writing and to mop up like high-calorie gravy such praise from teachers as came my way. Â   If you fix one eye on Faulkner and the other on Melville, and you remember some of what Keats said about negative capability, you can just about manage to commit the delectable autonomy known as writing for its own sake - for the glory, the rebirth, the illusion of doing what nobody has ever done before. There's nothing more unassailable than that, even as things fall apart around you and you see the fruit-flies ascending to power without composing so much as a paragraph. Vary the image a bit, amassing the bestiary of the foul, and you can add Zola's toad of disgust, which he said you have the swallow every morning before getting on with the work. Swallow it, note the hegemony of the fruitflies, and indeed the demise of yet another nobel unicorn gone to roost in Paris or now plying trade on Wall Street, and you then become clear enough to write for the next few hours as if the world were waiting for your sun to rise and would do nothing serious without you. That's the feeling, the pu mped-up, inspired elation that lofts you---me-from essay to essay. Â   My admission includes the fact that, apart from admiring his expertise at caricatural opera, I never took much interest in Yoknapatawpha, the fantastic name apart only slightly below Brobdingnag. They might have been pinball salesmen in Ethiopia for all I cared. What bowled me over was WR's noise, that humming and thrumming you heard in the distance even as you opened just about any novel of his except the first two. It was a deliberate obfuscation of meaning yet done with meanings, using meaning to obliterate some other meaning, and the message, if such, was something choral and echoic with in its intimate hinterland just about everything else of his you'd read. He wasn't creative-writing, he was doing solo recitative, singing to himself all the while, wso that while you have Gavin Stevens in focus, one work of gab to eight hundred of deviant penumbral gesture, some of the

Equal Employment Opportunity Commission – Church and State Violation

Equal Employment Opportunity Commission. Church and state violation If the criteria of Matthew and Thomas’ â€Å"Christian-only† hiring policy was spread across to all religions, then they could probably get away with it as long as the employment contracts with employees state such. If this were for a school and they had more than 15 employees, then they would have to have posters posted under Title VII of the Civil Rights Act of 1964 informing employees of their rights with the utilization of the language approved by the EEOC. Under the Great Commission Perspective this policy would be advisable. Being raised Baptist, currently non-denominational,some of my old Baptist fundamentalist views came into play. Being raised Baptist, I was taught that it is our rights as Christians to setup outreach ministries, missionaries, and bring as many souls to the kingdom as possible by ministering to people we meet on a day to day basis, even if this means going door to door. This goes hand in hand with several passages from the Bible. In re-reading Genesis 12: 1-3, the Great Commission Perspective, Gen. 8: 14-15 and Matthew 28: 18-20, we see the promise of God for our lives as well as the duties expected of us as Christians. â€Å"And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth. Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you always, even unto the end of the world. Amen. † (Matthew 28: 18-20, KJV). In verse 19, Jesus charges us to teach all nations and baptize them in the name of the trinity. Verse 20 is our assurance, His promise that he is with us always, until the end of the world as we know it. â€Å"And thy seed shall be as the dust of the earth, and thou shalt spread abroad to the west, and to the east, and to the north, and to the south: and in thee and in thy seed shall all the families of the earth be blessed. â€Å"And, behold, I am with thee, and will keep thee in all places whither thou goest, and will bring thee again into this land; for I will not leave thee, until I have done that which I have spoken to thee of. (Genesis 28:14-15, KJV). In verse 14 we shall travel all ends of the earth saving souls for Christ and as a result of our faithfulness to God’s word, our children and generations to come will be blessed. Verse 15 is God’s promise that he is with us until the end and will keep us, protect us, and will not forsake us. Other scripture that comes to mind that gives the same instruction based on the Great Commission Perspective is,  "And he said unto them, Go ye into all the world, and preach the gospel to every creature. † (Mark 16:15, KJV). We can also look at the book of Luke for the same instructions, â€Å"And that repentance and remission of sins should be preached in his name among all nations, beginning at Jerusalem. † (Luke 24:47, KJV). Like Paul, some of us are meant to be apostles, setting up churches for the greater good of the kingdom and overseeing them to ensure that kingdom work is being carried out. Even though Thomas and Matthew have a good idea in regards to their hiring policy of Christians only, in my opinion it would only be foreseeable in a perfect world and in my own utopia. With so many laws that protect others religious beliefs, it makes it hard to turn a profit with such a policy in place, especially if they are looking for federal assistance in regards to utilizing tax payer dollars. My answers would change drastically if Thomas and Matthew were opening a Christian school rather than a manufacturing company. The conditions and laws change in matthew and thomas’ favor greatly. Being a school means that they have the freedom to carry out these hiring policies. Under the Civil Rights Act of 1964, Title VII allows churches and religious organizations to discriminate on the basis of religion (Bagley & Savage p. 68). Under the RFRA, Religious Freedom Restoration Act 1993, federal grant programs can exempt Christian relief organizations from prohibitions against hiring only those of its own faith, (p. 136). During the Bush Administration, more funds were appropriated for expansion of religious hiring rights, including issuance of an executive order t hat set the policy for federal administration agencies, (Esbeck, Carlson-Thies, Sider). Christian schools need a Christian only hiring policy in my opinion because it protects the morals, values and ethics of the Bible and how each professor uses it in accordance with everyday learning. You have people who study the word and know the word, but don’t live by the word, including some Christians, but when it comes to instructing others on how to live according to the Bible (Basic Instructions Before Leaving Earth), then a hiring policy that discriminates against religious preference makes sense. These principles are maintained by the federal government when it comes to hiring for Head Start programs and for the Workforce Investment Act References Carl H. Esbeck Stanley W. Carlson-Thies Ronald J. Sider http://www. religionandsocialpolicy. org/docs/religiousstaffing. pdf

The Best Way to Study SSAT Vocabulary

The Best Way to Study SSAT Vocabulary SAT / ACT Prep Online Guides and Tips If you’re taking the SSAT, you’ll need to have a good vocabulary in order to do well on the test. It can be difficult to find good SSAT vocab resources, but we’re here to help!In this guide, we explain the three main ways vocab is tested on the SSAT (with sample questions), go over the top resources to help you find SSAT vocab words, and give you advice on the best way to study those vocab words. How Important Is Vocabulary for the SSAT? Vocabulary is a key part of the SSAT and one of the main areas it tests.There are three levels of the SSAT depending on the grade you’re in. (Students take the test based on their current grade, not the grade they’ll be entering next year.) Elementary for students in grades 3 and 4 Middle for students in grades 5 through 7 Upper for students in grades 8 through 11 Each version of the SSAT includes questions on vocabulary. The SSAT has three main sections: verbal, quantitative, and reading comprehension. Vocabulary questions will primarily appear in the verbal section of the test, with some more indirect vocab questions in the reading comprehension section. There are three types of vocab questions on the SSAT. We explain each of them below and include a practice question so you can get a better idea of the types of vocab questions to expect on the test. Synonyms Synonym questions test vocab by giving a word and asking you to choose its synonym from five options. The questions feature words from various subjects including science, technology, and social studies. Here’s a sample synonym question from an Elementary-level SSAT. DISTURB amuse support bother complete Declare The correct answer is C. Analogies For analogy questions, you’ll need to make comparisons between two words or phrases. The relationship might be that of synonyms, antonyms, homonyms, or part to whole, to give a few examples. The words may also fall into similar categories or share certain characteristics. Here’s a sample Middle-level analogy question. Translucent is to opaque as light is to (A) sun(B) dull(C) lamp(D) candle(E) darkness The correct answer is E. Reading Comprehension Questions You also need a strong vocabulary to do well on certain reading comprehension questions. These questions won’t directly ask you about vocab, but you’ll need to know the definitions of the words they mention in order to understand the question and answer it correctly. Directions: Read the passage carefully and then answer the questions about it. For eachquestion, decide on the basis of the passage which one of the choices best answers thequestion. We had a consuming desire to see a pony rider, but somehow or other all that passed us streaked by in the night, and so we heard only a whiz and a hail, and the swift phantom was gone. But now the driver exclaims: "Here he comes!" Every neck is stretched and every eye strained. Away across the endless dead level of the prairie a black speck appears.Soon it becomes a horse and rider, rising and falling, sweeping nearer and nearer, and the flutter of hoofs comes faintly to the ear. Another instant a whoop and hurrah from our upper deck, a wave of the rider's hand, but no reply, and man and horse burst past our excited faces and go winging away like a belated fragment of a storm! At the driver’s call, the people became more eager puzzled hysterical frightened disappointed The correct answer is A. In this question, you aren’t directly asked for the definition of the word, but you’d need to know what all five of the answer choices mean in order to get the question right. Where Can You Find SSAT Vocabulary Practice? Even though vocabulary is an important part of the SSAT, the makers of the test don’t produce any official vocab lists you can study from. However, there are still plenty of resources you can use to study SSAT vocab. In this section we discuss both official and unofficial sources. Official Sources Even though there aren't many official SSAT vocab resources, the vocab materials they do provide can be helpful to use. You can purchase official study materials on the SSAT website, and you’ll also be given the option of buying these materials when you register for the test. Official SSAT vocab practice materials include sample questions for each of the three question types we discussed above, as well as videos you can watch that explain the different question types and how to answer them. For Middle and Upper-Level SSAT students, you can purchase the official prep book for $37 or an online version of the official prep book along with the online videos for $69.95.The Elementary-Level SSAT prep materials can be downloaded for free but don’t include any videos. These resources don’t include word lists, but you can use the practice questions to get a better idea of the types of words the SSAT will test you on and what the vocab questions are like. Unofficial Prep Books There are also plenty of helpful unofficial sources to help you study for SSAT vocab. Here are some of the top SSAT prep books. Ivy Global Ivy Global sells three vocab books, each containing over 100 words useful to know for the Middle and Upper-Level SSAT.While high-quality, these books aren’t cheap. Each book costs about $27, which is quite a bit for what is basically a vocab list with definitions. Kaplan Kaplan’s SSAT prep book costs about $15, and it contains a vocab list for each of the three SSAT levels. If you’re trying to save money, you can often find older versions of the prep book that cost less, and they’ll still have the same SSAT words in their vocab lists. Princeton Review Similar to Kaplan, Princeton Review’s Cracking the SSAT and ISEE is also about $15 and contains vocab lists for the different SSAT levels. Unofficial Online Lists There are also lots of websites and online lists with SSAT vocab resources. These can be a great resource and many of them, including the three below, are free, but make sure the resource seems high quality or you could end up wasting time studying unhelpful words. Use other resources first so you can get a sense of what kinds of vocab words you should be studying before you use these resources. Ivy Global In addition to their prep books, Ivy Global also offers a free SSAT vocabulary PDF of 75 words for Middle and Upper-SSAT students. This is a great free resource that you should definitely make use of if you’ll be taking the Middle or Upper SSAT. Varsity Tutors Varsity Tutors has flashcards to help students study verbal questions for each of the three SSAT levels. These are mostly sample questions, not vocab word lists, but they can still be a useful resource. Quizlet Quizlet has a set of nearly 500 SSAT vocab flashcards. These can be a useful resource, but remember that they’re user created so they may not be as accurate as other resources, and the words aren’t organized based on SSAT level. How to Make and Use SSAT Vocabulary Flashcards Once you have your SSAT vocabulary list, you can start studying with them. You can make physical flashcards with note cards (our recommendation) or use a website like Quizlet to create a deck online.We recommend using the waterfall method to study your flashcards. If you’re not sure what the waterfall method is, we break it down for you below. Once you have your SSAT words, go through the complete flashcard deck. For each card whose definition you know easily, you’ll put it in a â€Å"Know It† pile. If you don’t know the definition of a particular SSAT vocab word, put it in a â€Å"Struggled† pile. After you’ve gone through each of the cards once, pick up your â€Å"Struggled† pile. You’ll now go through this pile again. For words where you know the definition, place them in a second â€Å"Know It† pile next to (but not combined with) the first â€Å"Know It† pile. For words you don’t know, make a new â€Å"Struggled† pile. Repeat this process, placing new â€Å"Know It† piles in a row from left to right. This creates your waterfall. Repeat this process until the â€Å"Struggled† pile has only a few words left. Now, you’ll move back up the waterfall. Starting with the most recent â€Å"Struggled† pile, go through the flashcards until you know all the words in the pile. Then, add the most recent (the rightmost) â€Å"Know It† pile. Go through those words. If you miss any, go through the entire pile again until you get all of them right. Go through those words.If you miss any words, go through the entire pile you currently have again until you get all of the words right.It may take awhile to get through the entire pile, but this method will guarantee that you learn those SSAT words! Continue this process until you get all the way back up the waterfall. This is the best method to study vocab flashcards because you’ll spend the majority of your time reviewing the words you struggle the most with, as opposed to just studying the entire stack over and over. Summary: SSAT Vocabulary Practice Vocabulary is an important part of the SSAT, and you’ll see several types of vocab questions in the Verbal and Reading sections of the exam.It can be difficult to find a high-quality SSAT vocabulary list though, but we’ve compiled several resources you can use, including official study materials, unofficial prep books, and websites. Flashcards are the best way to study SSAT vocabulary words, and we recommend using the waterfall method when studying to memorize the words more quickly. What's Next? Want to learn more about what's covered on the Elementary, Middle, and Upper-level tests?Then be sure to readour complete guide to the SSAT. Looking for free materials to use for SSAT practice?We've gathered links tothe best free SSAT practice tests here. How do you register for the SSAT?Learn all the info you need to know in our step-by-step guide to SSAT registration. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Indian Music essays

Indian Music essays 1) Music is the organisation of sounds with some degree of rhythm, melody, and harmony. 2) Popular Music is music produced for and sold to a broad audience. Indian popular music, which is most strongly influenced by Indian folk music is shaped by social, economic, and technological forces. Popular music is closely linked to the social identity of its performers and audiences. 3) Indian Popular Music has one of the worlds most extensive popular music industries. Most Indian popular music is associated with the commercial film industry, centred on Mumbai, in which song-and-dance scenes are inserted into plots. 4) Film songs are heard all over India, in city streets and even in remote villages, and have also become one of the country's major cultural exports. It is a remarkably eclectic genre, borrowing freely from other Indian musics and popular music's from around the world, including some Western harmonic procedures. 5) Both Indian cinema and its film music are widely popular elsewhere in the developing world, from Africa and the Middle East to Eastern Europe and other parts of Asia. 6) While it is difficult to generalize about such a vast and diverse entity, certain observations can be made about Indian popular music. Like classical Indian music and Indian folk music, it is overwhelmingly monophonic: melodies are sung or played solo, rather than in harmony with another singer. 7) The Indian music industry got off to an early start with the production of local recordings in 1901. By the 1950s the film industry had grown phenomenally, and soon became the largest in the world, producing some 700-feature films annually. Music directors like Naushad and S. D. Burman composed scores for hundreds of films, while top singers like Lata Mangeshkar, Asha Bhosle, Mohammed Rafi, and Kishore Kumar have each recorded several thousand film songs. Most were sentimental love songs designed to fit the romantic and often escapis ...

Slavery Assignment Example | Topics and Well Written Essays - 1500 words

Slavery - Assignment Example Senator Calhoun justifies the Southern states’ democratic right to own slaves. Senator Calhoun affirms Slavery benefits both the slave owners and the slaves (Niven 49). Slavery benefits both the White slave owners and the African American slaves. In terms of physical, intellectual and moral standards, the Senator states that those living in Africa have not reached any success compared to the African American slaves who were brought to the United States. Senator Calhoun equates the Southern White slave owners as equal in status with the Northern White American. The North American Whites freed their African American Slaves. On the other hand, the South American White Owners decided to hold on to their personal properties, the African American slaves. The Senator goes further by stating that the White Slave owners treat their Southern Slaves far better than societies in other countries treat their paid employees. Consequently, Senator Calhoun boasts that the Southern American States’ White owners treat their African American Slaves better than other societies treat their employees. As a resident of one of the Southern States, Senator Calhoun proudly states that the Southern White Americans treat their slaves far better than the White people from other communities treat their African American employees. Everyone is entitled to one’s opinion. Senator Calhoun is entitled to his preference for the institution of slavery. Senator Calhoun believes that removing the slaves from the Southern slave owners would bring hardship to the White slave owners. With the slaves, the White slave owners of the South will be forced to work in the farms and other labor activities. The senator is creating a false impression that God had destined the African American people to be the slaves of the White Americans. In the same manner, Senator Calhoun insists that it is a god given right for the White Americans to use the forced African

Critical Review Essay Example | Topics and Well Written Essays - 750 words - 4

Critical Review - Essay Example The main aim of this research is to investigate hCGÃŽ ² triggered signaling pathways and the linkage between hCGÃŽ ² expression and cell motility in the cancerous cells. The study aims to understand more on hCGÃŽ ². This aids the formulation of a study that may help in understanding molecular therapy in treating prostate cancer. Various methods are used in the treatment of cancer patients although they have not been successful in reducing the level of mortality rate among cancer patients (Chiu et al., 2012). Molecular therapy is a new method that takes a different approach to treat cancer since the carcinoma regenerates and as a result attacking the tumors is therefore only for the short-term making it impossible to stop the problem (Armstrong and George, 2008). The human chorionic gonadotropin ÃŽ ² (hCGÃŽ ²) induced migration and invasion in human prostate cancer cells is one of the methods although the molecular mechanisms are unclear. hCGÃŽ ² is therefore studied as the main trigger and its effects to the ERK 1/2 and MMPs studied to understand its effect on these regulators in order to come up with a conclusive argument as to whether the molecular therapy method is feasible in treating prostate cancer. The transfection method that involved establishing a stable cell line overexpressing hCGÃŽ ² in DU145 cells revealed that; the cells without integration were of hCGÃŽ ². The genes were dead and floating in the medium and the single colonies which stably express hCGÃŽ ² were collected (Babykutty et al., 2012). The method was used in dividing the cells and collecting cultured cells that could be used in other procedures as the process took place for two weeks. Typically, the dead cells from the experiment were not found (Leahy et al., 2012). The real time PCR separating the total RNA ensured that the culture cells remaining in the experiment