Genocide

The term genocide was not coined until 1943 when Raphael Lamkin used it to describe the Nazi reign in Europe (ROD notes). Genocide refers to the systematic destruction of a racial or cultural group. Two examples of this are the Holocaust and the Rape of Nanking. The Holocaust deals with the Nazi’s takeover of Europe during World War II, and the Rape of Nanking is the Japanese invasion of China in the late 1930’s. These events in history serve a painful reminder of the cruelest depths of human nature, but also of the possibilities that lie within every catastrophe. Bystanders always play a key role in any event, whether they have a positive or negative effect on the outcome of the situation at hand. Most, if not all, of the bystanders during the Rape of Nanking were western missionaries that happened to be in China at that time. Among them were doctors, a filmmaker, and even a Nazi. The filmmaker was a man named John Magee whose films have helped historians unlock some of the mysteries about that gruesome time. RabÐ ¹ was another bystander who happened to be a Nazi with connections to Adolf Hitler. He contacted Hitler and told him of the current atrocities in Nanking and asked for assistance in fighting the Japanese; assistance that was later denied. All of the Westerners decided to take action in this situation by setting up the International Safety Zone, which harbored 300,000 Chinese refugees, in the center of Nanking. This assistance helped the people of Nanking to a phenomenal degree. On the contrary, the bystanders during the Holocaust did very little to help the victims. The bystanders during the Holocaust were mainly the Germans who lived in the surrounding areas of the concentration camps. Most of these Germans had an idea of what was going on, yet they did nothing. They had an ignorant mindset; they did not want to know and they did not care. Due to this ignorance many war crimes and crimes against humanity were committed in both cases (Horvath). During the Rape of Nanking there were many war crimes and crimes against humanity that occurred. The Japanese soldiers gathered thousands of Chinese women and forced them to live in barracks while being raped on a daily basis. They raped women of all ages, from little girls whom they cut due to their pre-pubescent age to old women into their 80’s (A&E). This extensive raping is considered a crime against humanity. There were many war crimes committed by the Japanese soldiers during the Rape of Nanking. They used the prisoner’s of war for bayonet practice, and also held killing contests in which the Japanese officers vied to see who could kill the most people and get the highest body count. An interesting fact about the Japanese is that they were contemptuous of those who surrendered. They considered surrendering to be dishonorable and therefore felt as though it downgraded the surrendering Chinese soldiers to the level of animals. These Chinese soldiers were then shot on sight (A&E). Many more crimes were committed during these eight tragic weeks. The crimes that were committed during the Holocaust partially resemble the atrocities at Nanking. In the Holocaust people were also gathered and forced to live in barracks, but unlike Nanking they were killed for a reason. People were selected on the basis of race and religion; this is discrimination which is a crime against humanity. The largest group of those unfortunately selected, was the Jews. They were killed in masses and tortured through experimentation. Those who were barricaded in the death camps were deprived of food and proper hygiene which caused the spread of many diseases and eventually more deaths. The carnage that took place at both Nanking and during the Holocaust was due to the horrible crimes that were committed. One would hope that the offenders of these crimes would receive an equally harsh punishment (Horvath). At the conclusion of each event there was a war crime trial held. After Nanking the Tokyo War Crime Trial took place, but did not serve justice. Only eight men were killed during this process. There were seven â€Å"A class† criminals that were hung, and General Matsui was also killed. Some others spent a few years in jail and then were left to continue with their lives. In fact, the man actually responsible for the crimes committed at Nanking, Prince Yusuhiko Asaka, was never even prosecuted for his role. The Nuremburg trials were held at the summation of the Holocaust (A&E). Although justice can never be served to those who were killed and tortured in the Nazi camps and their families, the Nuremburg trials had a better outcome than that of the Tokyo trials. Many Nazi soldiers were sought out and sentenced to death for war crimes committed during the Holocaust. Unfortunately, many Nazi’s fled the country when the Americans invaded Germany and found harbor in African countries (Horvath). Both trials hardly reversed the injustices that were brought upon the victims of each incident. There are many long-term effects that have been brought upon by the Holocaust and the Rape of Nanking. One positive effect taken from these events is the heightened world-wide prevention of genocide. Many countries around the world have tried to intervene in such places as Bosnia, Cambodia, and Kosovo in order to deter those who are attempting to kill masses of innocent people (Horvath). In the minds of nearly all Japanese, the Rape of Nanking never occurred. Its story is neither told nor taught in schools, and those who have accused the Japanese government of concealing the truth have been threatened or killed. If you were to visit Japan and inquire upon many average citizens about this event, they would have no knowledge of the carnage or even the occurrence of Nanking. Although, there are those Japanese fanatics who worship the Japanese soldiers during Nanking as Gods and have set up shrines in honor of them (A&E). The atmosphere in Germany is a bit different, but has similar qualities as well. The overall German population today is very ashamed of the war criminals that represented their country. However, many current Nazi enthusiasts deny that the Holocaust ever happened. This declaration comes as a heart breaking hit to the survivors and their families (Horvath). These survivors must live the rest of their lives with the haunting and painful memories that remain vivid in their minds. At the chance that those memories subside, they are still left with the physical scars that remind them daily. The Rape of Nanking and the Holocaust are two events that have had a significant impact upon the world. There will always remain the memories of the wide-spread raping and murdering at Nanking. The mass executions and torture during the Holocaust will also linger forever in the minds of numerous survivors and their relations. Hopefully, both occasions will serve as a reminder to all people of the possibilities that can occur when you release your civil liberties. These agonizing events can never be expunged from history and no trial can ease the pangs of the victims of these crimes. Remember these victims, but more importantly learn through their experiences.

Outline and Evaluate Cross-Cultural Studies of Gender Role Essay

There have been various studies that have observed elements of gender roles in other countries, one such study was conducted by Williams and Best, the study explored gender stereotypes in 30 different nations involving 2800 university students as participants. They were given a 300 item adjective checklist and asked to decide whether an item was most associated with men or women. What they found out was that there was a broad consensus across countries with men being seen as more dominant and aggressive and women being seen as nurturing and defendant. This supports the common stereotype of both genders, that males are â€Å"dominant and aggressive† and that females are â€Å"nurturing and defendant†. The findings from this study do have strengths, due to the sample used. The studies sample firstly was large and also very diverse in terms of culture, religion and ethnicity (expected of universities) and because of this the population validity of the findings increases and makes the results more generalizable and representative of the wider population, this means the conclusion of gender roles being consistent throughout cultures is applicable to the general population. However there is a flaw within the study, you could say that although the sample was drawn from a large geographical pool, which should indicate representativeness, they were all students who share common attributes and viewpoints and so they may not being necessarily representative of the population of their country and all social groups within. Also the construction of the checklist did not include an equal category alongside the male and female category, so this means that the division between the male and female categories may be exaggerated, thus prompting the students to believe that there is a gap between men and women and thus making them draw upon their inner stereotypical views. Also there are methodological flaws, the checklist comes into account again as it is developed by Western psychologists, because of this the westernised perspective behaviours considered in one culture to be feminine may not be considered feminine in another, so therefore the findings may be of little use to those in other cultures. This study suggests that there are universal stereotypes about male-female characteristics therefore indicating that gender roles are influenced more y our biology and evolution rather than socially constructed. However its arguable that the findings lack validity and that empirical evidence of cross-cultural studies on gender roles is less useful than initially believed. Another study is one conducted by Margaret Mead, she studied social groups in Papua New Guinea. Initially, she argued that the â€Å"Arapesh† men and women were gentle, the â€Å"Mundugumor† men and women were violent and the â€Å"Tchambuli†exhibited gender role differences with women being more dominant and men dependable. She concluded that this date demonstrated cultural determinism and that gender differences are determined by social factors. However Mead later changed her view to one of culture relativism. When she re-analysed her data she realised that although both sexes of the Arapesh were non-aggressive and both sexes of the Mundugamor were aggressive, in all three societies the men were more aggressive than the women. This suggests that some behaviours are innate and universal, but the degree to which these behaviours are expressed is relative to the particular culture. The study was a natural experiment, so Mead was observing the groups in their usual enviroment, it could be argued that she was noting their true behaviour, however it could be argued that the natives were simply providing Mead with the information she wanted to hear and therefore the study may not be as valid as it seems. Also there are methodological issues with the research conducted by Mead, as she used ethnographic field research and the data would have been gathered through participant observation, interviews and questionnaires, all methods whereby the results are easily subject to observer bias. Mead would have had to speculate on what the data potentially meant and acknowledge that her own cultural biases will have affected the interpretation. Due to the fact results may not be objective and the fact that non-scientific methods were used to collect data (both key features of psychology as a science), the validity of the findings seems to decrease and due to this reduced validity we cannot accurately conclude that gender roles do vary depending on culture to the studies methodological flaws. However, there is further evidence to support the assumption that gender roles are not consistent worldwide, Antonia Young carried out a study on the unusual gender roles in Albania. She found a group called the Albania virgins who were born into families which lacked a male presence and thus adopted the male role, committed to being a virgin and dressed and acted as men. The society accepted them as male and they were admitted to all male clubs and social groups. This suggests that societies create gender roles based on the needs of their society/culture and therefore shows that genders do vary across cultures. In conclusion, cross cultural studies help us to establish whether nature or nurture has the greater influence over gender roles. Both Mead and Young’s studies imply that nurture and social influences have a greater influence on gender roles, however evidence from William and Best lies on the nature side of the debate by indicating that our biology is more dominant.

The Americans with Disabilities Act of 1990

The first impression that the average person might have when reading about the Americans with Disabilities Act of 1990 (ADA) is that it appears to be greatly beneficial to Americans with disabilities. Certainly, it was intended to be of assistance to these individuals; however, a question remains regarding the degree of assistance that it provided to the, or if it was beneficial at all. The intention of the ADA was to open access to all aspects of society, to people with all kinds of disabilities.It was intended to prevent discrimination against individuals with disabilities in the same way that previous civil rights laws protected people from discrimination based on race or biological sex. The ADA is divided into five sections, called â€Å"titles. † These titles each address certain topics including various regulations for businesses and organizations of almost any size or purpose, requirements for communications over the telephone, and other provisions in terms of providing physical access, as well as other forms of access to the disabled population.Overall, the ADA does provide the valuable protections to many Americans. It allows individuals with disabilities to have access to education, employment, housing who may not have previously had opportunities in these areas. However, the ADA is not without its issues. The language of the ADA at times goes beyond regulating easily defined and delimited impairments that have objectively determined bases to protecting individuals defined as â€Å"impaired† merely because they are affected by people’s perceptions of a condition or illness that they possess.The language of the ADA raises other issues as well, including the suggestions that the ADA is little more than an enforced quota system or that the measure â€Å"infantilizes† the individuals that it claims to protect. This paper will be used to summarize the ADA and describe its history, as well as some of its effects. Some of the indi viduals involved with ADA and its policymaking will be addressed. Finally, this paper will be used to discuss the assumptions and values inherent in the ADA and some recommendations for its change. The History of the Americans with Disabilities Act of 1990 The ADA is a civil rights bill.When it passed into law on July 26, 1990 the people who wrote it expected that it would protect individuals with disabilities in the same manner that the Civil Rights Act of 1964. The ADA is divided into five sections, known as â€Å"titles. † These titles define, suggest, or regulate a number of different issues, including: 1. Equal employment opportunities 2. Access to public services overseen by state and local governments 3. Access to both publicly- and privately-run businesses for people with disabilities whenever possible 4. The availability of telephone and other voice communication services to the hearing impaired 5.Definitions of the breadth, depth, and limits of ADA protections and o f limitations to state immunity, as well as describing technical assistance programs of importance to businesses (Eckert, 2003). Regardless of the size, all state and local governments fall under the provisions of the ADA. The provisions of the ADA also apply to all sizes of business, regardless of how many people are employed by those businesses. Certain exceptions are made, however, when compliance would cause undue hardship for the business that needs to make modifications. Before the 1960s, people with disabilities were often removed from the general population.Previous generations assumed that individuals with disabilities were â€Å"suffering† due sins either they or their ancestors had committed. Children with disabilities were sent to separate schools from other children, if they were educated at all. The first attempts to care for American citizens with disabilities did not come until the nineteenth century, when life was a little easier and people were able to turn to doing charitable acts. These acts sprung from the community having a â€Å"humanitarian religious background that stressed the responsibility of the successful to help the unfortunate† (Rubin & Roessler, 2001, p.6). The first efforts made benefited individuals who were deaf or blind; only later were attempts made to assist individuals who were mentally retarded or mentally ill (Rubin & Roessler, 2001, pp. 6-7). Regardless of these advances, new laws were passed in the second half of the nineteenth century that were based on the scientific theories of eugenics. These laws prohibited people with mental or emotional disabilities from marrying, among other things, to remove them from the gene pool (Rubin & Roessler, 2001, pp.15-18), eventually leading to individuals with disabilities being segregated, including segregation through special education and vocational education. Eventually, as expectations for social responsibility waned, the government took on the role of setting guidelines as to how people with disabilities were treated. Progress first came in terms of worker’s compensation laws and rehabilitation acts. The Depression slowed much of the progress being made in rehabilitation services, but eventually the improved economy resulted in the creation of a number of rehabilitation programs (Rubin & Roessler, 2001, pp.31-32). The period between 1954 and 1972 for that time to be called â€Å"The Golden Era of Rehabilitation† due to all of the legislation enacted during this time (Rubin & Roessler, 2001, p. 34). One of these pieces of legislation was the Vocational Rehabilitation Act of 1954, which authorized funding for vocational education and expanded services. In addition, amendments to the Social Security Act provided aid for individuals with disabilities (Rubin & Roessler, 2001, pp. 33-36).Despite these efforts, individuals with disabilities still faced discrimination. Even the Civil Rights Act, passed in 1964, did not protect peop le with disabilities from discrimination. However, the Civil Rights Act was the first among this kind of legislation to formulate actual penalties against those states that did no enforce the Act. These penalties included â€Å"termination of financial assistance if states and communities receiving federal funds refuse to comply with federal desegregation orders† (Rubin & Roessler, 2001, p. 42).The Civil Rights Act, however, did provide the foundation for other legislation, such as the Architectural Barriers Act, passed in 1968. In what was quite possibly the most important move for the disabled community, the Rehabilitation Act of 1973 removed many physical and intellectual barriers to individuals with disabilities. The Americans with Disabilities Act of 1990 was one of these acts of legislation. The ADA built upon previous acts by prohibiting discrimination against individuals with disabilities, as described in an earlier section.The sociopolitical model came into being at about the same time the ADA was passed. As the medical model fell out of favor, having a disability was no longer considered a stigma and the isolation of individuals with disabilities was slowly put aside. Instead of seeking to segregate the disabled or trying to â€Å"fix† them, the new model is attempting to integrate them and bring equality to the disabled population. Individuals with disabilities were brought into the educational system and into the workforce and were perceived as equals perhaps for the first time in history.Both the ADA and the legislation that reauthorized its provisions addressed many areas of discrimination against individuals with disabilities. As part of this focus on discriminatory practices, Title I of the ADA addressed pre-employment testing and screening. According to Power (2000) the ADA â€Å"mandated when employment testing should be done, and described how testing must relate to the essential functions of the job (p. xiii). Testing accommo dations under the ADA were divided into the categories of medium, time limits, and content (Power, 2000, p. xiii).These limits allowed more individuals with disabilities to have wider scope when taking pre-employment tests, permitting them to test in areas for which they may have previously been arbitrarily deemed unsuited. Positive and Negative Impacts of the ADA However, not all of the effects of this legislation were necessarily positive ones. The ADA undeniably fostered ill feelings in the American public, based on the public’s perception of the ADA being nothing more than legislation that enforced quotas or as legislation that encouraged abuse through its widely inclusive language.This last perception was reinforced by the popular culture in the media, such as its mocking treatment in segments of the popular cartoons The Simpsons and King of the Hill. These two programs featured episodes in which characters deliberately abused the ADA, forcing situations by which they fi t the apparently loose provisions of the act. In the mind of the public, Homer deliberately overeating to fit the definition of â€Å"morbid obesity† and the efforts of Hank Hill’s co-workers to force various personal issues into compliance with the ADA provisions showed how the ADA could reinforce or even reward malingering.The King of the Hill episode took a sly jab in this vein at the ADA by its conclusion, which showed the entire office being â€Å"protected† under the auspices of the ADA, with only the manager being held responsible for doing any work (Krieger, 2000, p. 20). The last scene of that particular King of the Hill episode may be of importance for several reasons. First, as already noted, it sends a subtle message to the American public, many of whom do not have informed opinions about the act, about the ADA.Second, as noted by Cary LaCheen, a parallel exists between the way that the media portrays the ADA and the manner upon which it is ruled in the courts (cited in Krieger, 2000, p. 25). Finally, this final scene might have played on fears that the American public had at the time of the â€Å"high levels of job instability and worker displacement† that characterized the then-current labor market and that potentially bred â€Å"insecurity, fear, and resentment toward employment protections extended to members of disadvantaged groups (Krieger, 2000, p.28). While these publicly-held sentiments are not caused by the ADA itself, they are a response to the frequently vague and over-broad language and interpretations of the language of the act itself. Schwochau and Blanck (2000) suggest that the ADA has actually had a negative effect on the employment of people with disabilities or, at the very least, that the ADA has not created improved working conditions for individuals with disabilities.The authors indicate that at the time that their article was written the figures produced in the surveys provided by the National Org anization on Disability actually reflected a decline in the number of such individuals who were employed (Schwochau & Blanck, 2000, p. 271). The same surveys indicated that educational barriers still remain, with individuals with disabilities still obtaining unequal education despite being largely integrated into the general education population.However, the surveys indicated that there had been some increase in employment for severely disabled individuals (Schwochau & Blanck, 2000, p. 271). Two interesting and potentially disturbing aspects exist in the ADA legislation. One such aspect is that it legislates people’s perceptions; that is, if the perceptions of others cause a person to be perceived as disabled, then that person is protected under the provisions of the ADA (Boyd, 2002, p. 2). Boyd (2002) lists HIV status, disfiguring facial scars, and morbid obesity as three such perceived disabilities (p. 2).Another difficult aspect is that the ADA, intended to prevent discrim ination, is discriminatory in and of itself. It does not recognize the rights of all individuals with disabilities; rather, it recognizes the rights of only those individuals whose disabilities meet the statutory definition of disability (Colker, date, p. 98). While the drafters of this act chose to use longstanding definitions of certain disabilities, adopting some definitions from Section 504 from the Rehabilitation Act, it is clear from the above paragraph that these definitions contain some gray areas.Because individuals who do not meet these defined limits are not covered by the ADA, people who lack disabilities are unable to bring reverse discrimination suits or otherwise â€Å"challenge favorable treatment of individuals with disabilities† (Colker, date, p. 98). This narrow concept of who is covered by the ADA also has the potential to create a type of affirmative action program for individuals with disabilities (Colker, date, p. 98). Previous incarnations of affirmati ve action programs have not been effective for those individuals they allegedly protected.Rather, there has been some argument that affirmative action programs that emphasize the â€Å"needs† rather than the â€Å"rights† of certain groups actually â€Å"infantilize† those individuals (Burke, 1997, p. 271). Who is Involved in the Debate? The debate on the ADA is widespread and covers many areas of society. On the one hand, the National Organization on Disability and other similar groups stand in advocacy of individuals with disabilities. Educators at all levels have also taken up the banner of accessibility and inclusion.Economists, on the other hand, appear to be arguing that the ADA is not as beneficial as it was once thought it could be. Regardless of these positions, however, the influence of the ADA continues to be debated. One source of current debate comes from the technology sector. Because the ADA grants equal access to individuals with disabilities, on e question that currently exists is whether or not this guarantee of access extends to commercial and private websites (National Council on Disability, 2003, par. 1). This debate extends from Title 3 of the ADA and the definition of the word â€Å"place† as used in that title.If individuals with disabilities are unable to access these site through electronic aids such as synthetic speech or Braille outputs, are the parties who run these sites liable to provide them access (National Council on Disability, 2003, par. 12). Although a great deal of the access issue can be resolved with a small amount of additional programming effort, how far is it necessary to go to be in compliance with the ADA–or does it extend at all to the Internet? Although the answer to this question has been ruled as â€Å"no† in the past, advocacy groups continue to argue that the provisions of the ADA cover more than just physical spaces.One perception of the ADA is that the law â€Å"forc es† equality by requiring employers to treat individuals with disabilities differently to permit them to function as other employees’ equals. However, as Schwochau and Blanck (2000) points out, companies are already in the position of purchasing equipment by which employees can perform their jobs in an equitable fashion. Purchasing a piece of equipment that enables an individual with a disability to do his or her job should be considered â€Å"no more than standard practice† (p. 312).However, the cost of the accommodations that required by the ADA may outweigh the benefits to the employer, â€Å"resulting in market inefficiencies and welfare losses† (Schwochau, Blanck, 2000, p. 308). The primary assumption of the ADA appears to be that a person with a disability is as capable as any other worker might be, given the chance. The National Organization on Disability (NOD) paints a rosy picture of this assumption, reminding employers that among other things: o Hiring individuals with disabilities eases concern over the labor supplyo Job performance ratings and retention rates for individuals with disabilities are equal to or higher than for other workers, while at the same time exhibiting lower absenteeism rates o Tax benefits are available to companies that hire individuals with disabilities (National Organization on Disability Website) However, these assumptions may not be as widespread in practice as they are in discussion. According to Maheady and Fleming (2005) it is common for nurse educators and facility administrators to â€Å"voice concerns and hold preconceived notions of success or failure before the student [with a disability] even steps on their floor† (p.52). These concerns and notions include the accommodations that will need to be made and the issue of patient safety (Maheady & Fleming, 2005, p. 52). Recommendations and Rationale for Change One potentially helpful change would be to change the language of the ADA, p articularly the language concerning the terms â€Å"reasonable accommodation† and â€Å"undue hardship,† as well as the language that defines disabilities. The language currently in use in these areas of the ADA is both vague and broad in its application.As shown by the exaggerated situations used to comedic effect by the television programs described above, the vague definitions of these terms are open to abuse. If it is reasonable for a person to provide assistance for a person with a hearing impairment to use the telephone, why would it be unreasonable to provide the addict depicted in the King of the Hill episode with lowered lights and a quiet environment? At what point does â€Å"undue hardship† begin if there is no financial cost to the business?When does the â€Å"reasonable accommodation† for one worker begin to impose on another if that imposition is not defined by physical space? In many cases, however, this episode demonstrates the opposite of how individuals with disabilities are treated. Rather than making an extra effort to comply with the reasonable accommodation aspect of the ADA, employers seek to avoid making changes in the workplace. However, individuals with disabilities would often stay in the workforce longer if they would get accommodation.Ultimately, changing the language of the ADA to reflect making these accommodations would save the government money in the long run, by removing people from the welfare rolls, which, ultimately, would serve the public good–and would serve business–by avoiding higher taxes. Another limitation of the ADA is its lack of precision in matters of Internet access. The ADA is legislation of the 1990s; new concerns now exist in terms of online communication that might be addressed by a modified ADA. Although computers were online to a certain extent when the ADA was compiled, the Internet has become far more pervasive since that time.Technology does exist that enables individuals with hearing or visual impairments to use the Internet; however, what is the obligation to the employer to provide this costly equipment to a single employee? Would a refusal to provide this equipment be covered by the â€Å"undue hardship† area of the ADA, or would it constitute discrimination. Without an update to the language of the ADA, situations created by current and future technology will remain unaddressed. Rather than rely on the input of a small selection of interest groups, it would seem wise to widen the scope of information gathering for these proposed modifications.Community seminars could be used to form local focus groups, which in turn could produce reports to be compiled into a block of regional or nationwide research. These seminars would have the beneficial side effects of informing the public and enabling them to feel empowered as they provide their input on something that has an effect on their working lives. At the same time, these focus gr oups could serve to change the opinion of the public about individuals with disabilities, as some people in the general public have the impression that members of the disabled population do not want to work.In addition to these focus groups, councils formed by those individuals who work with the disabled community and members of the business community might be established to discuss and define an alternative to the terms â€Å"undue hardship† and â€Å"reasonable accommodation. † These and other questions should be addressed to improve both public perception of the ADA and its application in the business world Finally, changes could also be made to the ADA in terms of defining disability. Public perception of a person with a disability is that of a person in a wheelchair.This stereotyped perception leads to wheelchair ramps being installed outside of public buildings, such as schools, or even outside of some privately owned business and retail stores. However, not all disabilities are visible. Some individuals have disabilities related to heart disease or immunodeficiency diseases. These individuals often have difficulty breathing or lack energy and lack the ability to climb stairs. Their only alternative in these situations is that of walking long distances through these ramps, which may actually aggravate the conditions that they possess.By creating a more inclusive list of disabilities and their definitions that is reflective of these hidden and unfamiliar conditions, more appropriate accommodations might become more available to a greater portion of the disabled community. Conclusion Throughout the history of the profession, social workers have been involved in seeking social equality and social justice for people caught in an unequal and often unfair system. Within this role, social workers have often actively participated in the political process.Therefore, social workers have an obligation to lobby local, state, and even federal legislatur es to pass laws that grant businesses money to make the specific accommodations required by people with disabilities. Some funding already exists; however, it does not meet the needs of either individuals with disabilities or of the businesses seeking to accommodate them. The ADA created a new realm of opportunity for individuals with disabilities. However, while well intentioned, some of the aspects of the ADA are problematic. Economic results do not reflect the predictions made by the supporters of the bill before it passed into law.In addition, some areas of the ADA are in need of modification to reflect today’s concerns. Although the ADA is a stride in the right direction for individuals with disabilities, the journey toward equal rights and access for these individuals remains a long one. In truth, the ADA should not be considered a finished product, neither now or in the future. As society changes and the use of technology grows, the ADA will need to be redesigned and r edefined to take these changes into consideration. The future of the United States is formed by the future of its people, no matter who they are or what their abilities might be.For that reason, the ADA as it exists now should be considered the starting point, not the ending point, for this piece of legislation. References Boyd, S. (2002). Americans with Disabilities Act: How this act affects you and your business. Heritage, 6(3). http://bus. cba. utulsa. edu/buslaw/Articles/Americans%20With%20Disabilities%20Act. pdf Burke, T. F. (1997). On the rights track: The Americans with disabilities act. Comparative Disadvantages? Social Regulations and the Global Economy, Pietro S. Nivlola, Ed. Washington, DC: Brookings Institution Press. 242-318. http://bus.cba. utulsa. edu/buslaw/Articles/Americans%20With%20Disabilities%20Act. pdf Colker, R. (2005). The disability pendulum: The first decade of the Americans with Disabilities Act. New York: New York University. Eckert, J. M. (2003). People with disabilities, employment, & the workplace: A ready-reference guide for Illinois Businesses. Chicago: Statewide Independent Living Council of Illinois. Krieger, L. (2000). Backlash against the Americans with Disabilities Act: Interdisciplinary perspectives and implications for social justice strategies. Boalt Working Papers in Public Law.Retrieved 13 May 2007 from http://repositories. cdlib. org/cgi/viewcontent. cgi? article=1089&context=boaltwp Maheady, D. C. , & Fleming, S. E. (2005, Summer). Nursing with the hand you are given. Minority Nurse. 50-54. National Council on Disability (2003). When the Americans with Disabilities Act goes online: Application of the ADA to the Internet and the Worldwide Web. http://www. ncd. gov/newsroom/publications/2003/adainternet. htm National Organization on Disability. (2001). The top 10 reasons to hire People with disabilities. http://www. nod. org/index. cfm?fuseaction=page. viewPage&pageID=1430&nodeID=1&FeatureID=253&redirected=1&CFID=1307 6268&CFTOKEN=7389169 Power, P. W. (2000). A guide to vocational assessment. Austin, TX: Pro-Ed. Rubin, S. E. , & Roessler, R. T. (2001). Foundations of the vocational rehabilitation process. Austin, TX: Pro-Ed. Schwochau, S. , & Blanck, P. D. (2000). The economics of the Americans with Disabilities Act, Part III: Does the ADA disable the disabled? Berkeley Journal of Employment and Labor Law, 21: 271-313. Retrieved 10 May 2007 from http://www. boalt. org/BJELL/21-1/21-1-271. pdf

Back to reality read this article, and write a report Essay

Back to reality read this article, and write a report - Essay Example Another phenomenon of globalization grew parallel that supported to source functions and products from anywhere in the world providing most suitable option to business and led countries to take over other countries’ economy (Malarvannan, 2010), for instance, Goldman Sachs prediction of China to take over US economy by 2020 while India will take over US economy by 2043 (Malarvannan, 2010). (Malarvannan, 2010) Between two extremes of sourcing to the extent where businesses with outsourcing had to bear high cost as compared to benefits or moving back to basic model of performing all support services by itself; it is high time for businesses to decide the balance. Hence, this repeated theme of giving out and taking business function back has put emphasis on the in depth and critical assessment of the factors that shall be considered significantly upon on making sourcing decision (Williams, 2012). The scope of this report has been determined around the same assessment. It draws att ention to potential problems and issues while making sourcing decision and developing supplier customer relationship. It will also try to suggest the balancing point between two extremes. SOURCING Sourcing in general term implies to practices and policies for identifying, evaluating and engaging suppliers of goods and services. There are large numbers of sourcing policies such as outsourcing, in-sourcing, strategic sourcing, global sourcing and so on and so forth. Pivotal point around which the entire sourcing mechanism revolves is mainly driven by the firms understanding of its core competency; much easier said than done (Prahalad and Hamel, 2006). Sourcing of supplier varies from industry to industry; within industry from firm to firm and even with firm for various functions. POTENTIAL PROBLEM Souring, mainly aimed to get operational efficiencies, is also being adapted to access skills and expertise that cannot be made part of the firm (Beaumont and Sohal, 2004). Firms, in order t o conduct sourcing, need to clearly state sourcing issues encompassing what, why, which process of decision making to conduct, how to implement the decision of outsourcing and finally how to implement the decision (Dibbern, Goles, Hirschheim, and Jayatilaka, 2004). Moreover these questions are affected by associated costs, and discrepancies in  defining the scope as well as requirement from outside supplier (Beaumont and Sohal, 2004). The other impediment to making an outsourcing decision is the resulting benefit to the firm. Sizeable literature is present discussing the impact of outsourcing on profitability. This factor must appear with more prominence with cost reduction being mentioned as the main motive behind this strategy employment (Gorg and Hanley, 2004). However, the results are not as predicted and empirical evidences showed that outsourcing does not always have positive impact on profitability. For instance, Kimura (2002) in Japanese context found no positive impact wh ile Gorzig and Stephan (2002 ) found that outsourcing is beneficial for material element while outsourcing of services has negative relation in manufacturing of German manufacturing concerns. Hence, profitability is not always extracted by outsourcing business functions and the results vary based on receiving impact from many factors (Gilley and Rasheed, 2000). Another potential

Reasearch Paper - Final Research Example | Topics and Well Written Essays - 1750 words

Reasearch - Final - Research Paper Example In this regard, only blood samples from patients who were diagnosed positive for both tuberculosis and Hepatitis B Virus were considered for this study. Samples were collected from a hospital to facilitate sample collection exercise. As for the Hepatitis B Virus, further analysis that involves specific portions of the genome sequencing was done to classify the virus because it is form this that characterization of the genome could be done. Conclusions were then drawn after the characterization procedure. Hepatitis B virus is a double stranded DNA virus which exhibits four serotypes (adr, adw, ayr, ayw) and is subdivided into 8 genotypes, A-H. The virus belongs to the species of Orthohepadnavirus in the family Hepadnaviridae. The virus is known to co-infect with either other viruses or other infectious diseases. The virus is contracted through several routes: unprotected penetrative sex, contact of body fluid with infected persons, and blood transfusion from infected persons. Research studies have documented that HBV is more infectious than even HIV and HCV, and this explains its overwhelming prevalence in the world. Given the genotypic variation of the virus, this study was intended to establish the prevalence of the individual HBV genotypes in tuberculosis endemic areas. Unlike in HIV, the epidemiological prevalence of HBV with reference to the genotypic variation is not known. As stated in the introduction above, the virus (HBV) does exist in association with other know infectious diseases and aggravates the condition of the patients – a situation referred to as co-infection. Surprisingly, the specific genotypes of the HBV in all the cases are not known. A study in Korea reported that those with chronic HBV infection have the tendency to develop Non-Hodgkin Lymphoma (Engels, Cho, and Jee, 2010). The findings of the study indicated that those with chronic HBV

Israel-Palestine Conflict and the Role of Egypt Essay

Israel-Palestine Conflict and the Role of Egypt - Essay Example The Israel-Palestinian conflict is one of the most important issues in the international politics and various efforts have been initiated by United Nations and various countries to resolve the issue and bring about a compromise between the two parties of the conflict but none of the efforts has been able to achieve success (Harms and Ferry). There are many other issues related to the conflict which include the economic failure of the Palestinian authority and the deplorable condition the Arabs in the region, the terrorist activities of the Islamic extremist, violation of international laws by both parties of the conflict and the human rights violations in the region. The conflict has gained extraordinary importance because of the fact that Jerusalem is the sacred city of the three major religious communities of the world; Christians, Jews and Muslims and due to the dismal security situation of the region, a large number of pilgrims are not allowed to visit their holy places. Both par ties of the conflict are not willing to show any type of flexibility in their stances and thus a deadlock persists despite repeated international interventions and efforts. The most feasible solution presented by the United Nations and the international community is the establishment of two states in the region, a Palestinian State for the Arabs and an Israeli state for the Jews; majority of people in the region agree on this solution, however they have failed to come up with an acceptable partition plan. The acts of violence committed by the Palestinian armed groups and the Israeli army have also complicated the whole peace promotion process. Important international actors in the conflict include United Nations, United States, Russia and the Arab League particularly Egypt. The history of the Israel-Palestine conflict can be traced back to the end of the 19th century when the first Zionist Congress was held in Switzerland with the establishment of the World Zionist Organization. The Jews of the world aspired to return to Zion (Jerusalem) as part of their religion, and that is why in the latter half of the 19th century the Jews started to organize themselves and started to strive for an independent Jewish homeland in the region of Palestine. The World Zionist Organization established a Jewish National Fund for encouraging the immigration of the Jews from various regions of the world to the Palestinian regions and large sums of money were spent on the purchase of land from the Ottoman rulers and later the from the British rulers. During that time, for the first time in history, Arab Nationalism also started to become popular among the Arabs of the world, particularly in this region. The Jews managed to buy large areas of land in the Palestinian regions and started to build the Jewish settlements and at the same time Jews from all over the world were encouraged to migrate to the Palestinian regions in the newly constructed settlements. During the beginning the mi nor conflicts stirred up because of the accidental killings by the Jews and Arabs in the regions, however the Arabs soon became aware of the Zionist ambitions of the Jews, particularly the peasants and farmers of the lands where the Jews have started to build settlements. These farmers, known as fellaheen felt dispossessed of their lands and started to protest before the Ottoman leaders about the increasing Jewish settlements

Do boys have a genetic lack of motivation in Modern Foreign Languages Essay

Do boys have a genetic lack of motivation in Modern Foreign Languages - Essay Example Learning new languages apart from the commonly used or national languages is paramount in enhancing communication with individuals with diverse native backgrounds. The languages that may include individuals second or third communication technique holds relevance in promoting mutual understanding with different personalities and steer trade. Institutions are currently focusing on employing individuals with diverse language background who hold the capacity of interacting proficiently with customers from diverse locations. This is critical since the world is becoming a global village where trade and various activities are jointly undertaken. This essay discusses the role of genetics in enhancing boys interest in learning modern foreign languages (MFLs). Influence of genetics in motivating boys in learning Modern Foreign Languages As noted by teachers in various settings, most male students are increasingly becoming less interested in learning modern languages. The student’s exhib it low motivational aspects and determination that hinders their success in learning new languages compared to female students. They assert that the low interest and motivation in learning modern languages are instigated genetically in most instances (Jones & Jones, 2001, P, 1). In particular, male students have attitudinal complications that affect their capacity in getting absolute acquaintance to foreign languages that demands determination, consistency and time input. According to various studies, boys low motivational and interest levels in learning MFLs is attributable to genetics, attitudinal and social issues. The study depicts that boys are created with inferior innate capacity that motivates further effort towards acquiring proficiency in various foreign languages (Jones & Jones, 2001, P, 1). Boys are associated with complex subjects that require less communication since they hold low social capacity compared to female students. Consequently, boys are known for their inabi lity to sit for a long period as female students. This deprives them the opportunity to acquire optimal support in the process of learning MFLs that require long hours of dedication and corporation with the teachers. Genetically, the brainpower of boys is suitable for tackling complex issues, for example, mathematics and sciences. They are also suitable for tackling sciences and providing solutions to complex matters of great significance (Jones & Jones, 2001, P, 1). They lack the capacity to involve in an intensive narration and learning new languages due to their impatience. They prefer engaging in structured and practical activities or subjects that require systematic approaches. This explains boys’ instrumental motivational orientation that associates them with rewards. Their focus on the reward system limits their motivational ability since languages does not present them with wide opportunities. Culture is an integrative motivational orientation aspect that influences b oys’ interest in learning modern languages. As noted, various communities adopt diverse cultural practices that define their lifestyle and decision-making. The practices also define the activities and duties that either gender is under expectation to perform. These practices have deep-rooted implications and most individuals believe in them. In most settings, boys are associated with complex undertakings and large output in terms of returns. They are regarded as individuals with great brain

Urban Education Policy Essay Example | Topics and Well Written Essays - 1250 words

Urban Education Policy - Essay Example It further recommended for equal funding between wealthiest and poor district schools so as to improve quality of education in the state irrespective of social and economic status. The court ordered provision of adequate education to children from these areas through implementation of certain reforms and standard education with parity support. Question 1: How would Anyon, Ravitch, and Tyack and Cuban analyze the limits and possibilities of Abbott at reducing the achievement gaps? Basically, Abbott aimed at reducing achievement gap that exists between children from wealthier districts and those from poorer or less privileged districts. Main argument of Abbott is provision of equal funding for the schools irrespective of economic or social status of the respective schools’ location. Abbott advocates for equal education provision. However, analysts such as Anyon, Ravitech, Cuban and Tyack found out certain limitations that might not effectively allow for effective implementation of the Abbott recommendations and narrowing of the achievement gap between less privileged or poor students and the wealthy or fortunate students in New Jersey State (Abbott and Burke, 1990, p 37). ... This can be achieved, but cannot adequately assist in closing the achievement gap to a greater extent. According to Anyon (2005, p 73), provision of equal funding and learning materials might not adequately close the existing achievement gap in the state. Furthermore, the author argues that this should be coupled with family support. According to Tyack and Cuban (1995, p 67), family support has a great impact in increasing chances of students achieving success in their education. Furthermore, Cuban and Tyack argue that the basic cause of achievement gap in education is the prevailing poverty levels in the urban areas. Therefore, educational policies ought to address the prevailing poverty levels in the urban areas to effectively close the achievement gap. This is because poverty greatly contributes to underdevelopment of students and minimizes their chances of achieving success in education. In urban setting, there are low-resourced and high-resourced learning institutions. This has led to differentials in cost of learning depending on the available resources in respective schools or learning institutions (Tyack and Cuban, 1995, p 92). Less privileged students may easily afford low-resourced institutions leading to the achievement gap. Furthermore, family income also assists in shaping behavior of individual student and attitude towards life and achievement. Privileged students’ perceptions are most likely to be positive leading to positive behavior in school too. This increases their achievement chances as opposed to those from less privileged families who have negative attitude leading to less chances of succeeding in studies. The author also argues that changes ought to be made in several areas for the

Reflection Essay Example | Topics and Well Written Essays - 500 words - 6

Reflection - Essay Example erg’s comments on sexuality and oppression are very insightful, it appears as though she can take any gesture, action, or viewpoint and show how it is literally or symbolically oppressing women. One of the most bizarre analyses that she proposes comes from the section of her chapter that touches on a man holding open the door for a women. She mentions that this is viewed positively and negatively by our culture, but that symbolically it holds completely negative meanings. Rothenberg compares this act to a slave performing for the master, and in turn, argues that it is mocking the woman’s position in society because the woman is always the one taking care of the man. Most men are not holding open a door for a lady to mock, abuse, or belittle her. This is an act out of respect that is meant to honor the presence of the woman and make sure that she knows that the man cares about her. A poll could be taken by every man in America and none of them would say that they have held open a door for a lady to intentionally oppress them or mock their existence. Rothenberg also makes reference that a woman, no matter how she dresses, behaves, or is sexually active or non-active sh e is perceived as wanting sex and, therefore, wanting to be raped. This is an absurd notion that anyone with a useful brain can understand that no person desires to be raped; and therefore, no person should believe that the woman would want to be raped regardless of any stereotypical behavior that she may or may not perform. While the author mentions many examples similar to rape and holding the door, she does provide a very strong analysis of multiple social factors all equally restricting women in her bird cage metaphor. If we look closely at just one wire on the cage, or an individual social factor, we cannot comprehend how it is being restrictive or oppressing the victim. On the other hand, if we take a few steps back and analyze all of the wires together, or all of the social factors

Information Technology and the Canadian Economy Essay

Information Technology and the Canadian Economy - Essay Example Entrepreneurship has not been fully covered with the current academic programs, as the discipline is usually taught as an integrated unit and not as an independent program like a degree. An entrepreneur is an initiator, while entrepreneurship accommodates any private or public organization, or individual, with the potential to respond to ever changing demands, utilizes new technologies and produces additional value from the assets at disposal, also entailing the need to motivate the continual phenomena of natural entrepreneurship. Entrepreneurs seek to utilize their ideas by introducing new means of meeting demands, or changing existing means of commodity delivery in order to add value. Primarily, an entrepreneur carries out varying activities including adopting innovative means of addressing socially related problems; seeking to challenge traditional manner of working; incorporating ideas, people, and resources so as to integrate change; spotting business opportunities and optimizing on resources which are under utilised and taking uncertainties and risks; as well as responding to an issue with clarity over the outcome right in mind. In economic development, the role of entrepreneurship entails more than just accumulating per capita income and output; it entails initiation and constitution of change in the business structure, the economy as well as society. The referred change is followed by growth of premise and increased income, which permits more wealth to be shared amongst various participants. Additionally, entrepreneurship has been acknowledged as a major tool to help bridge the gap between science and the business market although entrepreneurs faced challenges of lack of managerial skills necessary for running their businesses. Although entrepreneurs face a lot of difficulties, entrepreneurship holds the most effective means of commercializing innovations, forming new enterprises, as well as

Happiness Research Essay Example | Topics and Well Written Essays - 1000 words

Happiness Research - Essay Example Based on the appraisal-based theory of happiness, Myers and Diener maintain that one's personality traits, the characteristics of one's social milieu etc can determine one's happiness. Whereas a person's age, sex, race, and income etc cannot determine factors of happiness, "better clues come from knowing a person's traits, whether the person enjoys a supportive network of close relationships, whether the person's culture offers positive interpretations for most daily events, whether the person is engaged by work and leisure, and whether the person has a faith that entails social support, purpose, and hope." (Myers and Diener, 1995, p 17). In a reflective exploration of the arguments put forward by Myers and Diener, it becomes lucid that family support and family relations are two important factors that contribute to happiness or the subjective well-being of an individual. In their article, Myers and Diener offer crucial premises concerning the happiness or satisfaction with life and they suggest that personality traits, supportive network of close relationships, culture, work and leisure, social support, purpose, and hope etc can determine one's happiness. It is fundamental to investigate the premise by the authors that people who have strong family relations are happy and healthy. ... Thus, in their important study titled "Family Support, Family Income, and Happiness: A 10-Year Perspective", North, Holahan, Moos, and Cronkite examined the role of income and social support in predicting coexisting happiness and change in happiness and the conclusions of their study support the premise of Myers and Diener that people who have strong family relations are happy and healthy. "Income had a small, positive impact on happiness, which diminished as income increased. In contrast, family social support, measured by 3 subscales, Cohesion, Expressiveness, and Conflict, showed a substantial, positive association with concurrent happiness, even after controlling for income." (North, Holahan, Moos, and Cronkite, 2008, p. 475). Therefore, it is essential to realize that family social support has a great influence on the happiness of an individual, as against income, and financial stability. The family support and family relations are among the most fundamental elements determining the well being of an individual and the organization of family life can influence the individual's happiness. Based on literature review on the topic, Myers and Diener maintain that the impoverished social connections in the ever more individualistic modern societies hinder happiness and well being of individuals. "Individualistic societies offer personal control, harmony between the inner and outer person, and opportunity to express one's feelings and talents, though with the risks of a less embedded, more detached self." (Myers and Diener, 1995, pp 14-15). The social support system as well as family support and relations can greatly help one in realizing happiness. The value

Tata Motors - Innovation Strategy Essay Example for Free

Tata Motors Innovation Strategy Essay For decades, the automotive industry in India lagged behind those of the United States and Japan. However, after the nineties, things changed dramatically, fostered by different means including Indian trends, credit access to customers, highly trained professionals and comparably low labour cost. Improvements were especially due to the Indian Government’s enabling policies that eased regulations on foreign trade and restrictions on private companies, thereby attracting investment and growth in a country whose population is around 1 billion. India – nowadays home to more than 40 million vehicles has one of the lowest ratios of cars-to-people according UN Statistics (see table 1). In conjunction with this statistic, the twin factors of low car penetration and rising incomes are likely to trigger increased demand for automobiles in coming years in India (Indian Business News). Table 1. Number of motor vehicles per 1,000 people, by country Country | Motor vehicles per 1,000| United States| 765| Australia| 619| Canada| 563| Germany| 546| Japan| 543| United Kingdom| 426| India| 12| China| 10| Source: UN World Statistics Pocketbook and Statistical Yearbook, 2007 (cited in Farres et al. 2009) The low car penetration and high demand of the Indian new middle class is the focus of different global companies like General Motors, Honda Motor, Mitsubishi Motors, Fiat, Ford and Maruti Udyog (See table 2). Competition is expected to intensify further as Indian automotive manufacturers obtain greater access to debt and equity financing in the international capital markets or gain access to more advanced technology through alliances. Table 2.

Fashion in the Twenty First Century | History of Fashion

Fashion in the Twenty First Century | History of Fashion Fashion has launched full throttle, changing outrageously through different eras of time. Have you ever thought about how much fashion has changed over the course of time? Have you wondered why it has changed so dramatically? Or how fast it could change? Although the way we dress now is completely different, it all revolves around making fashion statements. Fashion in the twenty first century is made from all the changes in the nineteenth and twentieth centurys and has impacted the lives of many people in different ways. During the nineteenth century, the clothes that men and woman wore were not always what would have been preferred to be worn. Depending on the time of the day would depend on which outfit a lady would wear. For a casual morning look, worn only at home would be a dress made with a short neckline, long slick pattern and would cover the majority of any skin exposed. For an evening look, a long short sleeved dress with an open neckline and white gloves would be what was usually seen. Woman would have tailors hand design replicas of professionally designed clothing at an affordable price to fit the latest styles (19th; Fashion through the Ages from Overcoats to Petticoats 13). During the mid 1800s, all outfits worn by woman were consisted of different materials to complete a whole wardrobe. The ensemble that woman wore, composed of pantalettes, chemise, corset and a petticoat. Pantalettes were an article of clothing wore under everything else. Pantalettes were leg length under garments made from linen or silk, designed with tucks and flounces to give a layered look toward the feet. A chemise, pronounced as shimmy, was the main one piece under garment worn over the pantalettes. A corset would be worn over the chemise; it is an article of clothing worn on the upper half of a woman, used to add lift to the bust area and to add shape to the waist and hips. The higher the waistline the better, a high waistline would draw attention away from the natural shape of the waistline. Due to how tightly a corset would be worn, caused health problems for some woman. The corset is pulled together so tightly that it would squeeze the inner organs of a womans body together causing digestive problems and may cause issues with giving birth to a child; also it could even result in death. According to the weather outside and the season would determine whether or not a petticoat would be necessary to wear. Gloves and bonnets were always worn. Long beautiful hair with possible curls through it was often seen during the early 1800s (Fashion through the Ages from Overcoats to Petticoats 14; 1900s; 19th;Fashion through). Through the 1850s to the1890s, new inventions had progressed. Synthetic dyes were invented to create a new variety of colors along with hoops that had come into effect, giving the new style of dress wear a way to be different. Hoops were a new style for woman to try and had become very popular. The thin steel wired dress made it fun for woman to look up to part. Having a new style approaching, the bodies of woman became odd. Due to the harsh bodily trauma caused by the corset most women developed an S shape body structure. The stomach would be pressed back and the breast would be pushed forward. Soon after the strange body change in a woman the corset was banned and officially out of style. Woman became more involved with activities around this time as well. Not being able to do much in a dress, more comfortable clothes were designed for woman; this included blouses and wide trousers. Also worn around this time were womens suits, which were a tailored jacket, a skirt and a blouse you could tuck into the skirt (Fashion Change; Fashion through the Ages from Overcoats to Petticoats 15). From the nineteenth century to the twentieth century fashion changed drastically, going from hoops, which was a large ensemble to more slender apparel. During the early twentieth century, corsets had come back in to action with a softer feel on a woman, making the S shape more relaxing. In the 1920s, women were known as a flapper, overcoming a boyish look, due to the short haircuts; such as the bob, short skirts, and straight dresses. Woman insisted on working and being more involved with sports during this time. Designers started to try out new hemlines, making them long in the back but shorter in the front. Waistlines were exceptionally low at this time, while hemlines were just below the knee (Fashion through the Ages from Overcoats to Petticoats 16-19;Pidduck). Starting a new look during the 1930s to the 1960s was complicated. Due to WWII; shortage of fabric and materials made outfit choices simpler for woman to choose what to wear. A square shouldered jacket, pencil skirt, with an endearing blouse was an outfit seen everyday around this time. Fashion had took a turn by the 1960s, teenagers wanted to have a different style than their parents did. Designers Mary Quant and Barbara Hulanicki made geometric shaped clothes for young teens, which made it fun and interesting to get dressed every day. Miniskirts had expanded across the world for being known as Americas high fashion. Miniskirts were long skirts cut just above the knees or possibly cut shorter. Dresses were cut to be slimming against the body and bell bottoms were a big hit in the 60s. Men and woman both wore bell bottoms with plat form shoes, due to having that outrageous disco fever. According to Perry Clement, During the 1960s woman would burn their bras and go bra less to fight f or equal rights against men, this was also known as the free love era. During the 1980s, sweaters and leather dresses were worn very tightly to show off body features, also seen on women around this time were halter tops with a shirt that could be tied in a knot to show off stomach features with bell bottom jeans. Throughout the rest of the 1900s, fashion had taken a spin. All the colors became loud and ravishing along with the change of fabrics and new cuts. The pattern schemes were extreme changing from classy to sassy. Hair styles became more advanced changing from long curly hair, to having layered hair, shorter hair or possibly even having up-dos done took affect during the 1900s (Clement; Fashion through the Ages from Overcoats to Petticoats 20-23; Pidduck; Fashion through). Wear what is right for you, and put your own stamp on it. The way people dress these days can be influenced by how people dressed during the nineteenth and twentieth centurys. Every outfit has different materials and accessories combined together to make on look, such as jeans, a stunning blouse, tennis shoes or flats, and accessories. Older fashion has made a fashion statement impacting the lives of everyone now. The way people dress now would not be the way it is if it was not for the nineteenth and twentieth century. The way clothes are cut, the different techniques on colors used, and how people physically wear clothes are all related to how people wore clothes then, due to the success made from fashion over the years (Roppatte 76; ). During this time of the twenty first century, fashion has taken a few steps back. Designers are not only focusing on the next big thing but are also focusing on how to bring the past into the future. Miniskirts are still a major style worn now by teenagers with the added accessory of leggings; which are skin tight multicolored tights, worn underneath the skirt along with a daring blouse. Many women now, wear blue jeans and t-shirts for a more comfortable ensemble. For a night out on the town, V neck blouses with low rise jeans could possibly be worn or for a more elegant look, a long shear gown with matching gloves and high heels could also be seen. New millennium fashion is composed of the 60s, 70s and the 80s mixed together to make the 2000s a major fashion statement. If it was not for fashion designers dedication to making clothes throughout the past years, then many people would not be as involved with fashion as they are today (Roppatte 78). Fashion is a small word, with many different characteristics. Unlike the nineteenth century, we now wear whatever we want whenever we want. The twentieth century changed the output on women by giving them the right to fight for what they wanted to wear. Looking back on fashion in the nineteenth and twentieth centurys has impacted the lives of people every day. Fashion now from then has changed but yet it is still the same in many ways. Do not under estimate what goes out of style, what goes out will always come back.

Film Research: Maze Runner

Film Research: Maze Runner INTRODUCTION The movie we have picked is The Maze Runner. This type of movie is thriller and action. The movie is released in September 11, 2014. The movie is where a boy named Thomas who wakes up in an old lift when he have reached up the surface he found out that he has been sent to a grassy place called the ‘Glade’. He was in shocked because he can’t remember anything. He met some group of boys that who had lived there for some years. The head of the Glade is Alby. He showed Thomas around the Glade and explains everything to him. When showing the Glade, Thomas showed interest on the door that lead to the maze. Alby told Thomas not to enter the maze because once they enter they can’t find any way out because the maze will change every time when night comes. One time, Thomas ran into the maze to save Alby and MinHo. Even though he had broken the rules he has been promoted to a runner. Thomas and MinHo then run inside the maze to find a way out. In the end, they found a way out leading some of the Gladers to be able to escape from the Maze. The target of the audience for our research is the college students in Tunku Abdul Rahman University College. There are many faculties in the college like Faculty of Applied Sciences and Computing, Faculty of Accountancy, Finance Business, Faculty of Engineering and Built Environment. The audience we are researching is on the Faculty of Applied Sciences and Computing, Faculty of Accountancy Business, Faculty of Engineering and Built Environment. The student age in Tunku Abdul Rahman University College we have research on is 18 to 26. The number of students we have targeted on is 50 students. There are 25 boys and 25 girls who have completed our research. Mostly of the students has watched the Maze Runner. LITERATURE REVIEW Media effect have been be doing research in 1940, that is a year before the time of television. Researchers show the image of national multiple voting. While the interviewer need to investigate the opinion or behaviour of a group of people by asking them question and that are is it the press and radio will influence public option for the forthcoming vote. The two step flow theory is a process of impacting the people. It is talk about the mass media influence the people and it will continuous affect people such as opinion leader will influence opinion follower. The characteristic of opinion leader mostly are active in social , they like to communicate with other and easy-going. At the same time, opinion follower will collect their knowledge. So actually this is a cyclic process. The next theory is Agenda setting , it is a theory that to cause the public have knowledge and also must relate to the main point of the collective of newspaper and magazines. And it is not bring the real message to us but it achieve to make us know what it really bring the message that almost close to us. Spiral of silence is discuss the overall opinion that is not supportive when the public intend to know they are only a smallest part in the whole. They not dare to provide their feeling and though, they prefer to keep their mouth shut and media will make them unable to speak. If one point are given that mean other one will vanish. Social learning theory is to grip someone awareness, inspiration and the capacity to remember things. People gain knowledge from take notice from others that are close to them . They like to watch attentively other state of minds and manners. Because they want to look resemble like them. This theory can define that people can absorb the fresh things and can improve the quality of themselves just by see the manner of people. RESEARCH There are two types of method use to get answers for the research such as survey in quantitative method and interviews in qualitative methods. We have used quantitative method in our research. Quantitative method is where people pass out surveys form to the people to fill in and this method can help calculate the percentage on how many people have respond to the question given in the survey forms. This method can help people who are researching for answers easier. That is why we used quantitative research because students would mostly fill in survey forms. We have collected data from the students of Tunku Abdul Rahman University College and we distribute our survey form in the library of the college. FINDINGS Qa) Do the college students watch The Maze Runner? Based on the bar chart above, 25 boys and 25 girls had watched The Maze Runner. Qb) Where do the college students watch The Maze Runner? Based on the bar chart above, 22 boys watch The Maze Runner at cinema while 3 of the boys watch it through the Internet. Besides, 23 girls watch this movie at cinema and 2 girls watch it through online. Qc) Are the college students aware of the values of courageous in The Maze Runner movie? Based on the bar chart above, 22 boys aware of the values of courageous in The Maze Runner movie while 3 of the boys did not aware of the values in this movie. There are 24 girls aware of the values of courageous in this movie and 1 girl do not aware of this value. Qd) What scene in The Maze Runner movie would the college students consider as courageous? Based on the bar chart above, the scene â€Å"fight with the griever† 5 boys and 4 girls consider it as courageous while the scene â€Å"want to be a runner† both boys and girls are same that is 5 people choose it. Furthermore, the scene â€Å"run out from the glade to find a way to escape from the maze† 7 boys and 10 girls consider it as courageous. 8 boys and 6 girls consider the scene â€Å"sacrifice yourself to save people† as courageous. Qe) After watching The Maze Runner movie, have college students try to be more courageous in real life? Based on the pie chart above, 12 boys and 10 girls say that after watching The Maze runner movie, they try to be more courageous in real life while 9 boys and 13 girls think that they are maybe change to be more courageous in real life. Only 4 boys and 2 girls say they are no change to be more courageous after watched this movie. Qf) In what way, do college students think the movie has taught them to be more courageous? (This question can choose more than one) Based on the bar chart above, 12 boys and 11 girls choose to face the challenge bravely, 5 boys and 7 girls choose to face the challenge bravely to overcome the fear in us. Moreover, 6 boys and 5 girls choose to seek help from family members when they face problem and 8 boys and 11 girls will find a solution when they face problem. If they cannot handle problem, they will work together with friends both 8 boys and girls choose this. Qg) Do college students consider themselves to be more courageous after they watch The Maze Runner movie? Based on the bar chart above, 18 boys and 15 girls say they consider themselves to be more courageous after they watch this movie. 3 boys and 8 girls say they didn’t change to be more courageous after watch this movie. CONCLUSION As a conclusion, we had done our survey by questionnaire method and we have conclude our understanding by the survey. Our survey forms were distributed to other different faculty students to fill in. According to the survey that we made, most of the students have already watch the movie ‘The Maze Runner’. The majority of students watching the movie is at cinema than downloading from the internet. There are majority of students are aware and minority students does not aware of the values of courageous in The Maze Runner movie. Majority of students consider that run out from the glade to find a way to escape from the maze as courageous. Many students also consider sacrifice yourself to save people as courageous. Some students consider being a runner as courageous. And minority of them consider fighting with the griever as courageous. Furthermore, mostly boy students feel that they will try be more courageous in real life after watching The Maze Runner movie and mostly girl students feel that maybe they will try to be more courageous in real life. A little group of them feel that they will not try to be more courageous in real life. Majority of girl and boy students also feel that the movie had taught them to be more courageous, so when they face any challenge, they will face it bravely. Some girl students also feel that if they face any problem, they will find a solution to solve it. Minority of boy students feel that when they face challenge, they need to face it bravely to overcome the fear in them and minority of girl students feel that when they have a problem that they can’t solve, they will seek help from their family members. Moreover, majority of boy and girl students consider themselves to be more courageous after they watch The Maze Runner movie. But a little group of boy and girl students does not consider themselves to be more courageous after they watch The Maze Runner movie. In short, we conclude that most of the Tunku Abdul Rahman University College students thinks that The Maze Runner movie is courageous.

Why Suburbs are bad for United States Health :: essays research papers

A common definition of a suburb is a community in an outlying section of a city or, more commonly, a nearby, politically separate municipality with social and economic ties to the central city. In the 20th cent., particularly in the United States, population growth in urban areas has spilled increasingly outside the city limits and concentrated there, resulting in large metropolitan areas where the populations of the suburbs taken together exceed that of the central city. As growth of the suburbs continues, cost of labor for common suburban housing drops increasingly low. Houses are built with cheaper, less expensive materials and are built with the same model of construction time and time again. As this does no harm financially, the western world loses any uniqueness it once had. Meaning their is a very small amount of difference between Burnsville,Minnesota and Boone County,Kentucky. In modern suburbs things like cul-de-sacs and tangle towns are more common to be designed with. This makes it virtually impossible to include a mass transit system into the suburb. Thus, more driving, more gas use, and more emissions created in the atmosphere. A common response to this from a suburban residential is that the city is jam packed with congestion and pollution from stop and go traffic. Yet with cities, they are more dense, highly populated and many of the stop and go traffic is created by workers who live in the suburbs coming into the city at rush hour. One thing that works well in a typical city is mass transit. Things like buses, subways and train systems work well with block by square block areas, but not so with winding curving neighborhoods such as in suburbs. Another reason why mass transit does not play a major roll in the life of one who lives in a suburb is that suburban commuting consists of many different directions and destinations. Where as in the city typi cal people are commuting into the downtown. A central destination such as a downtown keeps things more conveniently close, and since so many people are making the trip to one single common place then gas can be saved by major carpooling, or in other words mass transit. An attraction to the suburbs for someone looking to raise a family is the suburbs generally contain less crime, less congestion and more isolation from a fast pace life.

Free Julius Caesar Essays: Expediency vs. Ideology :: Julius Caesar Essays

Expediency vs. Ideology in Julius Caesar Expediency is the concept of doing something fitting, practical, useful, and advisable. It is the suitable means to accomplish an end. Ideology is the body of beliefs or ideas of any person or group. These two words, if put together, clash. It is a battle between what is really best between what one thinks and what needs to be done. An excellent example of this clash is in Shakespeare’s Julius Caesar. Was the death of Caesar something that was done pragmatically or was it an action taken because of certain convictions, an ideology? Was Caesar’s death practical? Would it bring about positive change for Roman society? The main reason that the conspirators gave for their action was that if Caesar were crowned king, he would become a tyrant, an oppressor of the Roman people. It was done in the best interests of the Republic. Now that he was dead, Caesar could never be a tyrant and the Romans could live in freedom. His murder, therefore, was necessary. Brutus and Cassius took it upon themselves to be the operative forces to kill Caesar. These were expedient men who cared only for Rome. Or were they? The flip side to being practical and doing what is best for others is taking action because of what one thinks needs to be done and/or actually doing it for selfish reasons. Julius Caesar’s death also can be considered an ideological decision. In I, ii, ll. 35-180, Cassius brings forth the issue that he thought Brutus could be as good a ruler as Caesar. Why does Cassius bring this up? What does he get from saying this? One might say that these were encouraging words from one friend to another. However, these words serve as a catalyst for Brutus’ plan to murder Caesar. Among the conspirators, did they have any motives behind their participation in Caesar’s murder?

Use Of Representations And Fractional Knowledge Education Essay

This survey provides an scrutiny of fractional cognition demonstrated by 25 ( 7th and 9th class ) pupils from a suburban bunch of schools in a suburban community in Georgia. Students were given five fraction jobs necessitating them use representations for their replies. Analysis of single responses indicated that pupils at both class degrees lack a complete apprehension of fractional constructs such as portion to whole, fractional parts, and distances and relationships between measures. Research suggests that larning is more meaningful when pupils are given frequent chances to interact with different theoretical accounts and rethink the constructs ( Dienes, cited in Post & A ; Reys, 1979 ) . Harmonizing to Lesh, Landau, & A ; Hamilton ( 1983 ) , mathematics constructs can and should be represented other ways as good, utilizing real-world objects, spoken symbols, written words, and written symbols. They suggest that pupils who use a assortment of ways to stand for fractions develop more flexible impressions of fractions. Petit, Laird, & A ; Marsden ( 2010 ) province utilizing theoretical accounts and on a regular basis inquiring pupils to explicate their thought plays an of import function in direction. Asking pupils inquiries as they work through job resolution helps them construct upon their apprehension of fractions. Heller, Post, Behr, & A ; Lesh ( 1990 ) , found that about merely one fifth of 7th graders and one 4th of 8th graders have a functional apprehension of proportionality. Models should pervade direction leting pupils chances to job solve and develop apprehension of fractional constructs such as portion to whole, fractional parts, and distances and relationships between measures. Students demonstrate more trouble happening the fractional portion when the figure of parts in the whole is equal to the magnitude of the denominator instead than a multiple or factor of the magnitude of the whole ( Bezuk & A ; Bieck, 1993 ) . Three types of theoretical accounts pupils use to interact with, work out jobs, and generalise constructs related to fractions are country theoretical accounts, set theoretical accounts, and figure lines. Student-drawn country theoretical accounts can be effectual for doing comparings of parts of wholes or turn uping fractions on a figure line. Circle theoretical accounts can be used efficaciously to compare fractions if pupils consider the size of the whole and are accurate in their dividers into equal-sized parts. Uniting theoretical a ccounts with manipulatives can assist pupils concentrate on of import characteristics of the theoretical accounts and do comparings ( Petit, Laird, & A ; Marsden, 2010 ) . Georgia Performance Standards In the first class pupils are expected to split up to 100 objects into equal parts utilizing words, images, or diagrams ( G1M1N4 ) . Specifically halves and fourths as equal parts of a whole utilizing images and theoretical accounts ( G1M1N4C ) . In the 2nd class pupils are expected to understand and compare fractions ( G2M2N4 ) . Students will pattern, place, label, and compare fractions ( tierces, sixths, eighths, ten percents ) as a representation of equal parts of a whole or of a set ( G2M2N4 ) . In the fifth class are expected to compare fractions and warrant the comparing ( G5M5N4F ) . Harmonizing to the Georgia Department of Education, pupils begin to develop an apprehension of fractions in the 3rd class. Students are able to see fractions in general as being built out of unit fractions, and they use fractions along with ocular fraction theoretical accounts to stand for parts of a whole. Students are able to utilize fractions to stand for Numberss equal to, less than, and greater than one and work out jobs that involve comparing fractions by utilizing ocular fraction theoretical accounts and schemes. Students develop apprehension of fraction equality and operations with fractions in the 4th class. They extend old apprehensions about how fractions are built from unit fractions, composing fractions from unit fractions, break uping fractions into unit fractions, and utilizing the significance of fractions and the significance of generation to multiply a fraction by a whole figure. Students begin widening apprehension of fraction equality and ordination by utilizing ocular fraction theoretical accounts in the 5th class. In add-on, pupils are expected to compare fractions with different numerators and denominators, understand add-on and minus of fractions as connection and dividing parts mentioning to the same whole, apply and extend old apprehensions of generation to multiply a fraction by a whole figure, and understand denary notation for fractions, and compare denary fractions. Research Questions In this survey, the undermentioned inquiries were posed: How good make seventh and 9th class pupils perform on fraction jobs that require them to utilize representations? Are there any important differences by class degree? Do pupils at the 7th and 9th class degree demonstrate an apprehension of fractional cognition?MethodParticipants Students from a suburban bunch of schools in a suburban community South of tube Atlanta participated in this survey. In this bunch of schools, the pupils from three simple schools, feed into two in-between schools, both in-between schools feed into one high school. The population of the high school, similar to the population of the feeder schools has a pupil population that is about 1 % Asian-Pacific Islander, 3 % Hispanic, 50 % African American, and 46 % Caucasic. For the 2009-2010 school twelvemonth, both simple and in-between schools met equal annually advancement ( AYP ) . The high school did non run into AYP. This survey included pupils in the 7th and 9th class. Teachers were solicited who had a professional relationship with the research workers. The categories represented included regular mathematics for pupils in the 7th class and Mathematicss 1 for pupils in the 9th class. See Table 1 for pupil demographics. Of the two instructors that submitted responses, 14 7th class and eleven 9th grade appraisals were submitted. For the intents of this survey, responses from all 25 will be included in the commentary. Images of alone and questionable responses will be provided to back up and document the pupil work that depicts effectual direction and acquisition or whether pedagogues and other stakeholders need to focus/alter direction to advance pupil larning & A ; apprehension. The Instrument A computational fraction trial was developed and adapted from an EasyCBM, 6th class investigation and was administered to all participants. The trial assesses fractional cognition accomplishments and consisted of 5 points necessitating pupils to utilize representations for their replies. The appraisal was designed to place their ability to utilize representations, theoretical accounts, or incarnations of rational figure measures to reply a assortment of inquiries ( Petit, Laird, Marsden, 2010 ) . The appraisal focused on four key schemes or theoretical accounts pupils must be competent in utilizing when working with fractions or rational figure measures: models/picture based images, symbolic representations of fractions ( in fractional signifier ) , unwritten & A ; written communicating or fractional measures, and utilizing real-world objects in context ( Petit, Laird, Marsden, 2010 ) . The first inquiry asks a inquiry for pupils to find the greater of two fractional measures  œ use of theoretical accounts or any representation is non expected. The figure line represents the measure or spectrum of values between 0 and 1. The figure line is divided into four equal sections without the values of each section labeled. The 2nd inquiry seeks to find if pupils are able to use a figure line to turn out their response to the first inquiry. The 3rd inquiry gives pupils a opportunity to utilize country theoretical account to place three-fifths of a 5-by-5 grid. The 4th inquiry is a circle where pupils are expected to place five-sixths of the country in the circle. The 5th inquiry is a set of 36 stars, real-world objects, where pupils are expected to place one-quarter of the entire figure of stars. The 6th inquiry is two rectangular boxes that pupils are expected to utilize ( as in measuring ) to find which measure is greater two-fifths or three-eighths. Execution The appraisal was administered during category for pupils in both categories on the same twenty-four hours. Participants in the 7th class were given the appraisal as a warm-up activity. Participants in the 9th class were given the appraisal after finishing a trial. In both categories, pupils were allowed 20 proceedingss to finish the five inquiries. During the appraisal, pupils were read the waies if requested, separately. Hints, hints, suggestions, and solutions were non provided. Analysis The research inquiries were analyzed by hiting the trials as correct, wrong, or non attempted. Each point was separately reviewed and compared with the other participant ‘s responses every bit good. The responses were analyzed to find how pupils represent fractions and job solve. In add-on, analysis focused on pupil apprehension of fractional cognition. Question one needed pupils to find the greater of two fractions ( See Figure 1 ) . Consequences indicated 23 correct responses, one non response, and an wrong response. The pupil that did non react was in the 7th class. The pupil that provided the wrong response was in the 9th class. In inquiry two, pupils were asked to come close the location of two fractions on a figure line ( See Figure 2 ) . Four pupils were able to come close the location of the measures of and right, 16 were inaccurate, and five pupils provided no response for the inquiry. Surprising, there were four responses from pupils in both classs that resembled the theoretical account created in Figure 1. Figure 3 is an illustration of a right theoretical account of the two fractional or rational measures. Responses similar to that found in Figure 2 and 4 rise concerns in the analysis of pupils ‘ apprehension of comparing rational figure measures utilizing a figure line because of the assignment of values that differ from conventional regulations of numeracy. Problem two in Figure 1 and 2 demonstrates that the pupil is utilizing whole figure logical thinking and puting the fractions on the figure line harmonizing to the magnitude of the denominators ( Petit, Laird, & A ; Marsden, 2010 ) . Figure 1 Figure 2 number1a.gif number1c.gif The image in Figure A was found on the answer sheet of a 9th class pupil. The image in Figure B was found on the answer sheet of a 9th class pupil. Figure 3 Figure 4 number1b.gif number1d.gif The image in Figure A was found on the answer sheet of a 7th class pupil. The image in Figure A was found on the answer sheet of a 9th class pupil. For inquiry three, pupils were required to stand for portion of a whole utilizing a grid. Nineteen responses were right, two pupils did non react, and five pupil responses were inaccurate. Of the two pupils that did non react, one pupil was in the 7th class, another pupil was in the 9th class. Students in both classs provided an wrong representation of the part of the grid ( See Figure 3 ) . The inquiries that were correct all involve pupils shadowing in 15 of the 25 entire squares or boxes on the 5-by-5 grid. One of the right responses, Figure 5, shows how the pupil rationalizes the colouring of 15 boxes. Figure 5 Figure 6 The image in Figure 5 was found on the answer sheet of a 7th class pupil. The image in Figure 6 was found on the answer sheet of a 9th class pupil. Question four required pupils to stand for 5/6 utilizing a circle theoretical account. Two responses were right in stand foring 6 apparently congruous subdivisions of the circle ( See Figure 7 ) . All other pupils were non able to either pull the subdivisions of equal size or approximated the shaded, five-sixths, of the circle. One of the right responses was from a 7th grade pupil ; the other right response came from a 9th class pupil. Some of the more interesting responses or frequent mistakes noticed are provided in the tabular array below. Figure 7 shows that the 7th grader can come close the value of five-sixths, but is non able to demo the ground exact or approximative country confidently as seen in Figure 8. Figure 9 is really near to an accurate word picture of the country, nevertheless, the subdivisions of the circle are non tantamount – there are four eighths and two fourths shown. Figure 10 is from the same pupil who provided rational in Figure 6 ; nevertheless, the pupil makes the premise that the units of the circle as drawn similar to a grid are the same size. Figure 7 Figure 8 question5a.gif question5b.gif The image in Figure 7 was found on the answer sheet of a 7th class pupil. The image in Figure 8 was found on the answer sheet of a 9th class pupil. Figure 9 Figure 10 question5c.jpg question5d.gif The image in Figure 9 was found on the answer sheet of a 7th class pupil. The image in Figure 10 was found on the answer sheet of a 9th class pupil. Students were asked to place A? of the entire objects represented in inquiry 5. Twenty-three pupils provided the right response and two were wrong. Although there were different methods used by the pupils who identified the 4th of all 36 stars, every pupil identified nine as being the 4th utilizing real-world objects or touchable points. Of the two pupils that scored falsely on the job, one circled all of the objects and the other circled merely five. Question 6 measured whether pupils were able to right find if 2/5 is greater than 3/8 utilizing bars. There were five right responses and 14 wrong responses, showing pupils are unable to stand for the different rational figure measures as shaded parts of a set of equal sized subdivisions. Six responses were clean. Of the five responses that were right, three were from pupils in the 7th class, two were from 9th graders. Figure 11 shows that the pupil understood to partition the rectangles into parts determined by the denominator of both fractions, but were unable to make equal sized-partitions, an mistake identified by Petit, Laird, Marsden ( 2010 ) . Figure 12 seems to demo the same error, nevertheless, there is non a clear cut response as to which measure the pupil thinks is greater. Figure 13 represents a right response with an appropriate theoretical account of turn outing the pupils concluding and principle. Figure 11 Figure 12 question6a.gif question6e.gif The image in Figure 11 was found on the answer sheet of a 9th class pupil. The image in Figure 12 was found on the answer sheet of a 9th class pupil. Figure 13 Figure 14 question6c.gif question6d.gif The image in Figure 13 was found on the answer sheet of a 7th class pupil. The image in Figure 14 was found on the answer sheet of a 7th class pupil.DiscussionConsequences demonstrated that pupils have trouble stand foring fractions at the 7th and 9th class degree. Students demonstrated trouble with relative believing throughout many of the undertakings. While some pupils were able to successfully put the fractions on the figure line in consecutive order, they were non relative. This was besides apparent when pupils used the country theoretical accounts to find which fraction was greater and when they were asked to shadow a fractional portion of the circle theoretical account. Harmonizing to Petit, Laird, & A ; Marsden ( 2010 ) , inaccuracy of theoretical accounts can be the consequence of holding an uncomplete cognition about the importance of wholes being the same when compared to fractions. Consequences did non bespeak a distinguishable difference in fractional job work outing utilizing representations between 7th and 9th graders. Most 7th and 9th class pupils are able to utilize representations when work outing fractions. However, consequences indicate that some pupils demonstrate a deficiency of apprehension of fractional cognition. This is peculiarly concerning, given that pupils begin working on fractions in the first class and should get down to develop an apprehension of fractions in the 3rd class. Students who are unable to utilize fractions to stand for Numberss equal to, less than, and greater than one and work out jobs that involve comparing fractions by utilizing ocular fraction theoretical accounts and schemes lack a conceptual apprehension of fractions that will go on to impede their mathematical abilities as they are introduced to more complex math accomplishments.