Hurricanes Overview, Growth, and Development

Named for Huracan, the Carib god of evil, the hurricane is an amazing yet destructive natural phenomenon that occurs about 40 to 50 times worldwide each year. Hurricane season takes place in the Atlantic, Caribbean, Gulf of Mexico, and Central Pacific from June 1 to November 30 while in the Eastern Pacific the season is from May 15 to November 30. Hurricane Formation The birth of a hurricane starts as a low-pressure zone and builds into a tropical wave of low pressure. In addition to a disturbance in the tropical ocean water, the storms that become hurricanes also require warm ocean waters (above 80 °F or 27 °C down to 150 feet or 50 meters below sea level) and light upper-level winds.   Growth and Development of Tropical Storms and Hurricanes Once average winds reach 39 mph or 63 km/hr then the cyclonic system becomes a tropical storm and receives a name while tropical depressions are numbered (i.e. Tropical Depression 4 became Tropical Storm Chantal in the 2001 season.) Tropical storm names are preselected and issued alphabetically for each storm. There are approximately 80-100 tropical storms annually and about half of these storms become full-fledged hurricanes. It is at 74 mph or 119 km/hr that a tropical storm becomes a hurricane. Hurricanes can be from 60 to almost 1000 miles wide. They vary widely in intensity; their strength is measured on the Saffir-Simpson scale from a weak category 1 storm to a catastrophic category 5 storms. There were only two category 5 hurricanes with winds over 156 mph and a pressure of less than 920 mb (the worlds lowest pressures ever recorded were caused by hurricanes) that struck the United States in the 20th century. The two were a 1935 hurricane that struck the Florida Keys and Hurricane Camille in 1969. Only 14 category 4 storms hit the U.S. and these included the nations deadliest hurricane - the 1900 Galveston, Texas hurricane and Hurricane Andrew which hit Florida and Louisiana in 1992. Hurricane damage results from three primary causes: Storm Surge. Approximately 90% of all hurricane deaths can be attributed to the storm surge, the dome of water created by the low-pressure center of a hurricane. This storm surge quickly floods low-lying coastal areas with anywhere from 3 feet (one meter) for a category one storm to over 19 feet (6 meters) of storm surge for a category five storm. Hundreds of thousands of deaths in countries such as Bangladesh have been caused by the storm surge of cyclones.Wind Damage. The strong, at least 74 mph or 119 km/hr, winds of a hurricane can cause widespread destruction far inland of coastal areas, destroying homes, buildings, and infrastructure.Freshwater Flooding. Hurricanes are huge tropical storms and dump many inches of rain over a widespread area in a short period of time. This water can engorge rivers and streams, causing hurricane-induced flooding. Unfortunately, polls find that about half of Americans living in coastal areas are unprepared for a hurricane disaster. Anyone living along the Atlantic Coast, the Gulf Coast and the Caribbean should be prepared for hurricanes during hurricane season. Fortunately, hurricanes ultimately diminish, reverting to tropical storm strength and then into a tropical depression when they move over cooler ocean water, move over land, or reach a position where the upper-level winds are too strong and are thus unfavorable.

The Strange Case Of Dr. Jekyll And Mr. Hyde - 1945 Words

There is a battle of two wolves inside us all. One is evil. It is anger, jealousy, greed, resentment, lies, inferiority, and ego. The other is good. It is joy, peace, love, hope, humility, kindness, empathy, and truth. Which wolf wins? The one you feed. - Old Cherokee Proverb. This quote explains that within us all, there is the battle good and evil. It explains the duality of the human condition, and that we all have the potential to be very good, but also extremely evil, a concept that Robert Louis Stevenson dabbles in throughout the course of The Strange Case of Dr. Jekyll and Mr. Hyde. This concept, also illustrates the theme of Dr. Jekyll and Mr. Hyde perfectly, as the theme is good vs evil, or more specifically the dual nature of humans, and how good and evil exists within ourselves. That good vs evil can be an internal struggle, as well as a physical battle. Some argue that the theme of Jekyll and Hyde could be Friendship, Lies and Deceit, or Sacrifice, however it is evident t hat the theme is good versus evil for several reasons. First and foremost, although some may argue that the theme of The Strange Case of Dr. Jekyll and Mr. Hyde is friendship because there are new friendships forged throughout the book and strong friendships between several characters throughout the novel, the theme is good vs evil because of several quotes, and for several reasons. One example is a direct quote from the novel, With every day, and from both sides of my intelligence, the moralShow MoreRelatedThe Strange Case Of Dr. Jekyll And Mr. Hyde1675 Words   |  7 PagesThe Strange Case of Dr. Jekyll and Mr. Hyde Essay Robert Louis Stevenson’s novella, â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde,† is a type of Gothic literature. In the beginning of the story when Stevenson is describing the lawyer, one â€Å"Mr. Utterson,† the mood is a bit dull. At first glance the reader may think that this story would be a bit boring and drab. Stevenson’s story is far from being another dull piece of British English literature. The setting and mood of this novella are more complexRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1440 Words   |  6 Pagescomplexity of human nature in his books, especially in The Strange Case of Dr. Jekyll and Mr. Hyde, and Kidnapped. The former is about a lawyer named Mr. Utterson seeking out the truth of Dr. Jekyll’s very strange will. He finds out that Jekyll was transforming himself into Mr. Hyde so that he could have the freedom to do whatever he wanted no matter how evil. By the time Utterson finds all this out and findsJekyll, he is too late and Jekyll has already killed himself. The latter is about David BalfourRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1196 Words   |  5 Pageswhich do let control you? The good or evil? This was a question that Dr. Jekyll from the book, The Strange Case of Dr. Jekyll and Mr. Hyde, could not answer. The Strange Case of Dr. Jekyll and Mr. Hyde is a book about a man who cannot control the two sides of himself, causing him to do terrible things and not even be aware of it. The theme of this book is good versus evil. Dr. Jekyll is fighting his evil side, known as Mr. Hyde, throughout the book. Some people believe that the book’s theme hasRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde Essay975 Words   |  4 PagesStevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde is a novella that follows the basic outline established by Mary Shelley in Frankenstein. However, Stevenson’s monster is not created from body parts but comes from the dark side of the human personality. In both novels, a man conducts a secret experiment that gets out of control. The result of these experiments is the release of a double, or doppelganger, which causes damage to their creator. While most people think that The Strange Case of Dr. JekyllRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde938 Words   |  4 PagesVictorian Hopes and Fears Involving Science as Found in Dr. Jekyll and Mr. Hyde During the Victorian Era there was a great race to use science to alleviate the suffering of the ill, specifically for those patients who were suffering from ailments of the mind. While some of the methods used to diagnose and treat such afflictions would be considered barbaric in nature by today’s standards, they were considered cutting edge medical science during the time of the Victorian Era. It was also consideredRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1505 Words   |  7 PagesDuring the latter portion of the nineteenth century, Robert Louis Stevenson published his novella, The Strange Case of Dr Jekyll and Mr Hyde. The fin de sià ¨cle saw the rise of different thoughts and ideas surrounding science and society. These concepts and interpretations sparked the discourse surrounding the theory of degeneration; which was the concern that civilization would fall to a lower state of being. This chapter will be reading multiplex personality as a manifestation of th is broader culturalRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde964 Words   |  4 PagesThe Strange case of Dr. Jekyll and Mr. Hyde, written by Robert Louis Stevenson was published in 1886. The story is published during the Victorian era, the Victorian era was an age of repression, there was no violence, no sexual appetite, and there was no great expression or emotion. In the story, Dr. Jekyll creates a potion that turns him into Mr. Hyde, Mr. Hyde is the complete opposite of what people are in the Victorian era. At first, Dr. Jekyll is in control of Mr. Hyde, but towards the end MrRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1739 Words   |  7 Pagesnovel â€Å"The Strange Case of Dr. Jekyll and Mr Hyde† by Robert Louis Stevenson, the novel â€Å"Frankenstein† by Mary Shelley, the short story â€Å"The Monkey’s Paw† by W.W Jacobs and the short story â€Å"Yellow Wallpaper† by Charlotte Perkins Gilman. These four texts convey this theme through the use of gothic conventions such as death, madness and darkness. In the novels The Strange Case of Dr. Jekyll and Mr Hyde by Robert Louis Stevenson and Frankenstein by Mary Shelley, Frankenstein and Dr. Jekyll are wronglyRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1290 Words   |  6 PagesThe novella The Strange Case of Dr. Jekyll Mr. Hyde took place throughout the time period of prosperity, when Queen Victoria came to the throne in 1837, due to the expansion of the British Empire and the industrial revolution. Because of this, Great Britain had become primarily the world s most powerful superpower. In spite of Queen Victoria becoming a powerful leader, the social morality changed from rationalism to romanticism, which in turn transformed the society of art, literature, politicsRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1012 Words   |  5 PagesRobert Louis Stevenson’s â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde† is a classic Victorian tale of good and evil. The novel tells the story of Dr. Henry Jekyll, a respected scientist who so desperately needs to separate his morality from his self-indulgence. Aware of the evil side of his own being, he seeks to be free of it through scientific experiments resulting into the â€Å"bestial† Mr. Hyde. It’s a simple tale about the good and evil that exist in all of us. Through his brilliance, Stevenson

Psych Profile of Kennedy Free Essays

During one of the most tumultuous times in United States history, our president John F. Kennedy exhibited his decision making style and leadership qualities such as vision, delegation, focus, and ambition. His term was short lived, lasting only two years and ten months, but in that time he made a great impact on the United States and even the world. We will write a custom essay sample on Psych Profile of Kennedy or any similar topic only for you Order Now He was so important because he was a great leader in a time when the United States was in dire need of one. John F. Kennedy’s leadership qualities and decision making style reflected in the ways he responded to such events as The Cuban Missile Crisis and The Bay of Pigs Invasion. John F. Kennedy was a strong president; he showed vision, decision making style, and delegation through his enactment of policies and the decisions he made while he was president. These three aspects of his character provide a framework for how he handled situations. â€Å"’Vision’ mobilizes external support for the leader’s overarching goals, and charts out a national direction. ‘Decision making style’ focuses on the ‘internal’, process-oriented aspects of leadership. The Delegation factor assesses what competence and perspectives that will bring input into the decision-making which will carry out the vision. Kennedy was concerned with the national security of the country and did everything he could to ensure the safety of its people. One of the decisions carried out by John F. Kennedy was the Bay of Pigs Invasion. The Bay of Pigs Invasion was an invasion of the Bay of Pigs in Cuba by special CIA trained Cuban exiles in an attempt to o verthrow Fidel Castro. The decision was ultimately made by John F. Kennedy and it failed in just a couple of days. Many men had died and others were taken as prisoners of war. Kennedy would eventually have to negotiate for the release of well over 1,000 survivors. The invasion failed for a number of reasons. Kennedy’s Presidential advisory committee made six false assumptions regarding the Bay of Pigs Invasion: no one will know that the United States was responsible for the invasion of Cuba, the Cuban air force does not pose a threat, the Cuban exiles have high morale and are willing to carry out the mission without any support, Castro’s army is weak, the invasion will spark a revolution among people in Cuba, and if the brigade doesn’t succeed then they can retreat to the Escambray Mountains. Kennedy admitted later that he had his doubts about the mission but kept them to himself. â€Å"†How could I have been so stupid?   President John F. Kennedy asked that after the Bay of Pigs fiasco. He called it a â€Å"colossal mistake. †Ã‚  It left him feeling depressed, guilty, bitter, and in tears. One historian later called the Bay of Pigs, â€Å"one of those rare events in history — a perfect failure. â€Å"† So why then, did Kennedy not voic e his concerns? There was an underlying force that was apparent while Kennedy was discussing the invasion with his advisors, it is known as Groupthink. Irving L. Janis wrote a book explaining group think and failures that occurred in history as a result of it, The Bay of Pigs invasion being one of them. Janis describes Groupthink as â€Å"An excessive form of concurrence speaking among members of high prestige, tightly-knit policy making groups. It is excessive to the extent that the group members have come to value the group (and their being part of it) higher than anything else. This causes them to strive for a quick and painless unanimity on the issues that the group has to confront. To preserve the clubby atmosphere, group members suppress personal doubts, silence dissenters, and go along with the general consensus of the group. † This theory of groupthink has affected many groups in history negatively. Had groupthink not been present then the Bay of Pigs Invasion may not have even happened. All it would’ve taken was for the closed mouth president to speak up and voice his opinion about how it could go wrong. Mongar argues that it appeared as though â€Å"Kennedy experienced difficulty separating the administrative and political functions of the presidency, which would have been understandable in view of the fact that the Bay of Pigs was his first important political decision. † As far as the Bay of Pigs is concerned, Kennedy started out as a simple decision maker or foreign policy leader. He would since become a more complex decision maker, using carefulness and strategy to implement policies and decisions. Kennedy later revised his group decision-making process to encourage more dissent and debate. This change would later help to avert a potential nuclear disaster. Even though the Bay of Pigs Invasion turned out to be a complete failure, Kennedy demonstrated that he was ambitious. He was a new president and wanted to start off strong, so given the opportunity to attempt to overthrow Fidel Castro, he took it. This showed in his actions following the invasion as well, for he had to negotiate for the lives of over a thousand survivors or POW’s that were captured during the failed invasion. The psych or individual attributes of any given leader are important in the decision making process. Some situations even encourage leaders to fuse their own attributes with the problems they’re dealing with. The Cuban Missile Crisis can be attributed as being one of those occasions. The Cold War Rivalry had been extremely high between America and the Soviet Union for years. The Cuban Missile Crisis was an event that had the entire world standing in fear and attention. In October of 1962, aerial photos showed Soviet nuclear missile sites that were armed in Cuba. If the program were to continue, their nuclear warheads would be able to reach most of the United States. John F. Kennedy’s first inclination was to launch an air strike to take out the missiles; but upon further speculation and debate with his advisors he concluded that it would be a poor idea, thinking back to the debacle of the Bay of Pigs Invasion. He instead decided to use soft power through negotiations and blockades. Soft power is the use of alternatives to military conflict such as treaties, negotiations, and policies. Kennedy was offended by what he believed were false assurances from Khrushchev that the Soviet Union was only introducing defensive weapons to Cuba as a means to defend the country from a potential attack from America. Kennedy said that the missiles would have to be removed because he did not want it to have a negative effect on the â€Å"global political balance. He took the action of making a quarantine or blockade around Cuba, which was considered an act of war but he did not think that the Soviet Union would launch an attack from a mere blockade. What this meant was that every ship entering or leaving Cuba was to be inspected by the U. S. Navy, mainly for offensive weapons of any kind. The failure that Kennedy faced from the Bay of Pigs Invasion was not something that he was willing to face a second time , especially since in this case it could mean the fate of the world. He was diligent and focused in his plan with the Cuban Missile Crisis. â€Å"†¦Kennedy’s succorance need and his obsession for competence: demonstrable expertise. In general, the implementation groups brought together in crisis situations were superior to any the White House has ever known. The indirect effects were largely cognitive, involving the manner in which his operational regulators structured and expectations of his advisers: Kennedy’s pessimism about he probability of failure sharpened their sense of professional craftsmanship and dedication to sound judgment; his sense of caution produced a reluctance to act prematurely which usually gave them more time to work; his natural skepticism encouraged them to thoroughly question every conclusion and item of information encountered. † This shows that through Kennedy’s personality traits, he was able to influence the people around him and thus making everything run smoothly. He had a sense of cauti on and thoroughness that enabled him and his advisors to handle the situation without any hiccups. How to cite Psych Profile of Kennedy, Papers

You and you free essay sample

Rapping Rapping (or emceeing, Mincing, spitting bars, or rhyming) Is spoken or chanted rhyming lyrics. The components of rapping include content, flow (rhythm and rhyme), and delivery. Rapping is distinct from spoken word poetry in that it is performed in time to a beat. Rapping is often associated with and a primary ingredient of hip hop music, but the origins of the phenomenon can be said to predate hip hop culture by centuries. It can also be found in alternative rock such as that of Cake and the Red Hot Chill Peppers.Rapping Is also used In Kuwait music, a genre that originated In Johannesburg, South Africa and Is composed of hip hop elements. Since the early 21st century, it has been possible to hear rap in every major language of the world. Rapping can be delivered over a beat or without accompaniment. Stylistically, rap occupies a gray area between speech, prose, poetry, and singing. We will write a custom essay sample on You and you or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The word (meaning originally to hit) as used to describe quick speech or repartee predates the musical form. The word had been used In BritishEnglish since the 1 6th century, and specifically meaning to say since the 1 8th. It was part of the African American dialect of English In the sass meaning to converse, and very soon after that in its present usage as a term denoting the musical style. Today, the terms rap and rapping are so closely associated with hip hop music that many use the terms interchangeably. History More than a century before rap exploded onto the American music scene, West African musicians were telling stories rhythmically, with Just the beat of a drum for accompaniment.Meanwhile, folk artists from the Caribbean Islands were also telling stories in rhyme. Indeed, these singing poets from Africa and the Caribbean lay the foundation for modern-day American rap music. Rapping essentially Involves the speaking or chanting of rhyming lyrics, often set to a beat. The rhyming created by rappers Is considered by many to be one of the most sophisticated styles of poetry. Whats more, these rhymes often address provocative subjects such as sex, violence and socio-political issues. Rapping first gained popularity in the U. S. N the 1 sass as a kind of street art, especially among African American teenagers. But It wasnt until 1979, when the Sugarplum Gang released their breakaway hit, Rappers Delight, that record producers took notice of this emerging musical genre. Once they did, numerous rap acts, including Run;DMS and N. W. A. , surfaced, and raps audience began to swell. It wasnt just African American male rappers getting in on the act, either: By the 1 sass, white AP bands such as the Beastie Boys and female rap bands such as Salt-n-Peep were reaching the top of the charts. Impel lyrics to a new-school-style, which was louder and included more complex lyrics.

My Analysis Of The Short Story The Chrysanthemums Essays

My Analysis Of The Short Story The Chrysanthemums My Analysis of the Short Story: The Chrysanthemums The short story The Chrysanthemums gives insight into the life of its author. John Steinbeck was born on February 27, 1902, in Salinas, California. The locale of the story is of key resemblance to the Salinas in which Steinbeck was born and bread. Salinas was a typical American small town, [differing] only in location and a few distinctive features (McCarthy 3). The protagonist of this story, Elisa Allen, also resembles Steinbecks first wife. Steinbeck probably based the character of Elisa Allen on his own first wife, Carol Henning Steinbeck. Like Elisa, Carol was a woman of considerable talent and energy who wore masculine clothes and was strong, large-boned and handsome rather than pretty (Hughes 23). Similar to the time frame in which Steinbeck lived, the theme of the story comes across as being male dominant and the rustic setting allows us to visualize this. The Chrysanthemums is a good depiction of most marriages in the early 1900s, the husband is the chief breadwinner and the wife is considered nothing more than a housewife. The simple story outlines are enriched by irony and imagery which contrast the rich land and the sterile marriage, the fertile plants and Elisas inner emptiness (McCarthy 26). The story begins by introducing the setting: The high grey-flannel fog of winter closed off the Salinas Valley from the sky and the rest of the world (Steinbeck 115). This vivid illustration unconsciously gives the reader a look into the dominating theme. However, it is not until the climax of the story that the reader begins to notice Elisas true pain and need for her own self-identity. The main protagonist in The Chrysanthemums, Elisa Allen, is a mid-aged housewife who also has a passion for growing chrysanthemums. [Elisas] passionate involvement with the process of planting becomes an expression of all the suppressed romance in her life (L ewis 393). She is a strong, childless woman of thirty-five that has subliminated her maternal instincts by producing remarkable flowers (French, John 83). Nevertheless, the plants and flowers cannot compensate for the lack of understanding and affection from her husband (McCarthy 27). In the story, Elisa plays the role of a simple-minded lady who allows her husbands thoughts and actions to dominate her. Elisas marriage neither fills her time nor fulfills her desires (Hughes 24). However, Beach concludes that Elisa without a doubt has a soul and is much less simple than she seems (Beach 32). Henry Allen plays the role of a typical male, [he is] well-meaning and basically decent. However, his concentration on his own role as provider, organizer, and decision maker has blinded him to the fact that [his wife] needs something more in her life than a neat house and a good garden (Lewis 394, 394). [The tinker] is described as big, bearded, and graying, a man who has been around, who knows something about life and people (Lewis 392). When the tinker begins a discussion with Elisa and discovers her vulnerability, he then uses this as a part of his scheme to manipulate her emotionally. [The tinker] is accomplished at gauging a persons emotional needs, and he has developed a facility for the kind of conversation that verges on the suggestive (Lewis 392). There are several differences found between these two men. In contrast to [Elisas] husband, [the tinker] is a kind of adventurer who lives spontaneously, a man of the road not bound by standard measures of time and place (Lewis 39 2). Hughes also makes a comparison between Henry and the tinker: compared to Henry Allen, the tinker is, indeed, an exciting and romantic figure (Hughes 25). The conversation between the tinker and Elisa sets the rising action and the eventual climax of the story. During their conversation, the tinker repeatedly asks Elisa for something to mend, each time being turned away. No, she said shortly. I tell you I have nothing like that for you to do (Steinbeck 119). However, the tinker finally discovers Elisas soft spot and deliberately takes advantage of her. The tinker begins discussing Elisas chrysanthemums and how beautiful they are, this makes Elisa feel like she is valued (Lewis 393).

Contemporary issues in Forest Schools The WritePass Journal

Contemporary issues in Forest Schools   CONCLUSION Contemporary issues in Forest Schools IntroductionChild well-beingObesityBehavioural problems and poor social skillsForest School in the local area.  CONCLUSIONRelated Introduction This report explains the philosophy behind ‘Forest Schools’ and why it has been introduced in England and its relevance to the Early Years National Curriculum.  Ã‚   It will outline the History and benefits of ‘Forest Schools’ in the Early Years; how it can address current crises in the U.K.; and explains the problems encountered in delivering the initiative.   Ã‚  It looks into the implementation of ‘Forest Schools’ locally, taking into consideration the necessity to change attitudes and the complications with logistics of putting this approach in place. ‘Forest School’ approach has not been a Government led initiative, although they do appreciate its benefits.  Ã‚   The Department of Health (DOH) and Department for Children, Schools and Families (DCFS) have realised ‘Forest Schools’ are a positive step towards the health and education of young children (Alexander and Hargreaves, 2007). The UK Parliament House of Commons Select Committee on Education and Skills, agreed with the principle of outside classroom education saying, â€Å"we are convinced that out of classroom education enriches the curriculum and can improve educational attainment† (U.K. Parliament, 2004;   part 7, para. 1). The Early Years Curriculum has seen many alterations in the last ten years to accommodate the changing requirements for educational settings.  Ã‚   The British educational culture is formal, lessons are planned and children assessed routinely.  Ã‚   As   the need for children to attend educational settings at an earlier age and pedagogy changes to keep in line with new research, the curriculum changes accordingly. The UK Government believes parents should return to work as soon as possible after Maternity Leave to help to eradicate child poverty and childrens’ learning would benefit from early intervention too.  Ã‚  Ã‚   Ball (2010 p, 49) states Surestart emerged as an early intervention to â€Å"†¦give children†¦ a good start†¦. in their learning and development†¦ and combined with Child Tax Credits, is intended to enable more mothers to return to the workforce.† To allow mothers to return to work, Government felt it their responsibility to provide adequate provision for affordable, flexible childcare in Childcare Act 2006 and so the DCSF was set up in June, 2007.  Ã‚   Its role was to promote educational excellence, raise standards in education, reduce child poverty, re-engage disaffected children and to ensure integrated services.  Ã‚   The Early Years Foundation Stage (EYFS) became statutory in September, 2008, it is central to the development and welfare of children   and also acknowledged the importance of outdoor learning (DfES, 2007).  Ã‚   This policy combined the ‘Curriculum for Guidance for the Foundation Stage’ (QCA/DfEE, 2000), ‘Birth to Three Matters Framework’ (DfES, 2002) and also ‘National Standards for Under Eight’s Day Care and Childminding’ (Sure Start, 2003). There has been much discussion questioning the approach to educating the under 7’s (Yelland, 2005).  Ã‚  Ã‚   The Cambridge Primary Review made 75 recommendations. (www.guardian.co.uk/education accessed 21.2.2011)  Ã‚   In comparison in other countries children do not start formal education as early as in the U.K.  Ã‚   In Primary Review interim report, 2008, it indicates that these countries reap social and emotional benefits, without any delays in education. Over time children have become disconnected from nature according to   Richard Louv (2005). He identified this as ‘nature deficit disorder’.  Ã‚   An article in the Spring 2011 National Trust magazine states, â€Å"there is growing empirical evidence to show that exposure to nature brings substantial mental health benefits†. Policy makers, education services, health care providers, residential developers and organisations such as Natural England, British Mental Health Charity and the National Trust are beginning to realise there needs to be a deep cultural change to connect children back with nature. In the 19th Century outdoor life was a normal part of a child’s life and this was where they learnt their skills for life and, therefore, they did not need the educational system for guidance.  Ã‚   However, industrialisation meant that families moved to urban areas to find work which resulted in children being separated from the countryside and fresh air. (Knight,2009)  Ã‚   Thence, mainly the middle and upper classes used the countryside and educationalists and health professionals began to notice the effects caused by the lack of outdoor space. The MacMillan sisters founded outdoor nurseries to counteract this insisting quality time to play and fresh air were needed for healthy bodies and minds (Pugh and Duffey,2010).  Ã‚   Susan Isaacs started a nursery for privileged children, based around the outdoor environment.  Ã‚  Ã‚  Ã‚  Ã‚   Badon Powell initiated the Scout Movement to improve the welfare of boys in our society and he encouraged them to engage with the environment.  Ã‚   The Outward Bound Movement was introduced by Kurt Hahan in response to the moral decline of young people.  Ã‚   These educationalists initiatives were in response to crises in society caused by industrialisation.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Practitioners are always looking for new ways of helping children learn.  Ã‚   Rudolph Steiner schools’ endorse outdoor play for learning (Pound,2009).  Ã‚  Ã‚   Froebel realised the importance of play and Stalozzi the importance of physical education (Pound, 2009).Over time society seems to have lost sight of the importance of regular outdoor opportunities, e.g. playing fields have been sold to boost funding.  Ã‚   Recently there is talk of the Forestry Commission selling forests to private enterprises and charities – Article in the Daily Mail, 2011, â€Å"Outcry stalls  £100m forest sell off†.  Ã‚   The government identified the need to be active outdoors but their actions do not confirm.  Ã‚   Increase in reports of crime in society means parents no longer feel it is safe to let children play, outdoors, unsupervised.   There are many reasons for the lack of outside play but children need fresh air and exercise for their wellbeing. Research endorses outside play as being essential to children’s learning and well-being. (Bilton, 2008)  Ã‚  Ã‚   One response to learning in the outdoors, is ‘Forest School’, an idea derived from a culture of education in an outdoor environment in Scandinavia (Knight, 2009). Williams-Siegfredsen (20 05, p.26) acknowledged   â€Å"for Foundation Stage children Forest School exactly addresses their developmental needs, fostering skills that then help them to succeed in our conventional learning environments†. Practitioners from the Early Years department of Bridgwater College visited a nursery in Denmark in 1990.  Ã‚   Children were playing outside in all weathers, being in woodland, close to nature.  Ã‚   They learnt about the environment, how to look after it and how to respect each other.  Ã‚   Their physical skills were developed as they ran and balanced, they had open fires and whittled with knives.  Ã‚   It was noted that when the children attended formal schooling, after Forest School, at the age of 7, they arrived with high self-esteem and strong social skills and were confident and competent learners, attributes that would boost their academic learning. (Knight, 2009)  Ã‚   The Bridgwater practitioners brought the idea back to England and developed it in their college nursery. The Forestry Commission paid The New Economics Foundation (NEF) to research the benefits of ‘Forest Schools’ (See Appendix 1)  Ã‚   They found children who attended ‘Forest Schools’ took pride in their surroundings, had improved confidence, could work well in a team and had more motivation to learn and so in 2002 The Forestry Commission saw the relevance of ‘Forest Schools’ and supported it by piloting ‘Forest Schools’ in England, replicating the research.  Ã‚   In 2003, Green Light Trust (GLT) launched ‘Forest Schools’ across England and ran Open College Network (O.C.N) courses to train practitioners. Knight (2009) recognised that not only could ‘forest school’ approach help with educational attainment but could also help tackle other current social crises in the UK, such as child well-being, obesity, child behavioural problems and poor social skills. Child well-being One in three children are living in poverty in the United Kingdom (UK) this rate is the highest in the industrialised world.  Ã‚  Ã‚   Child poverty creates problems in education, employment, mental and physical health and social interaction.  Ã‚   Tony Blair set targets to end child poverty, in the UK, by 2020. The Government introduced ‘Every Child Matters (ECM)’ (DfES, 2003) to protect all children and improve their well being it was intended to â€Å"personalise learning to meet the full diversity of learners needs† (Chemisnais, 2008). The child’s wellbeing in ECM (2003) is defined as: being healthy, staying safe, enjoying and achieve, making a positive contribution to society achieving economic wellbeing. Since 2003 ECM has underpinned all government initiatives. ECM (2003) was designed to bring together all relevant agencies and share information to protect the wellbeing of all children by â€Å"encouraging a holistic approach to children and young people, with the possibility of support for parents and carers through universal services such as schools, health and social services and child care† (Ball, 2010, p.190). However in 2007 UNICEF reported that England was 21st out of 21 industrialised countries in a survey on child well being. Child wellbeing cannot eradicate child poverty but motivates children to want to better their life.  Ã‚   ‘Forest Schools’ has been identified as a philosophy which will â€Å"encourage and inspire individuals of any age through positive experiences and participation in engaging and motivating achievable tasks and activities in a woodland environment, helping to develop personal, social and emotional skills:   independence, self discovery, confidence, communication skills, raised self-esteem† (www.foresteducation.org).  Ã‚  Ã‚  Ã‚  Ã‚   The government promoted outdoor learning in its ‘Learning outside the classroom’ manifesto (DfES, 2006).  Ã‚   It aimed to identify weaknesses and strengths in educational settings so as to share practice and overcome barriers to learning in the outdoors, but it did not prescribe how to go about it. The report did not recognise that not all educational settings have the facilities needed for out door learning, e.g. inner city schools find it harder to access a woodland environment and logistics could prove costly.  Ã‚   The Forest school approach was not mentioned in this report and is not known about by many practitioners it seems – â€Å"only a handful of British schools have fully embraced the Danish model† (The Independent www.independent.co.uk. Feb. 2010).  Ã‚   It has proved challenging for the researcher to access information as to how many settings practise the Forest School ethos in the U.K. Obesity Obesity in children has been identified as a National priority.  Ã‚  Ã‚   The World Health Organisation (WHO) predicts there will be 700 million obese adults in the world by 2015 (www.news.bbc.co.uk.) Childhood obesity is constantly in the news for example an article in www.news.bbc.co.uk/health stated ‘childhood obesity soars in UK† It is a modern problem, data on obesity was not available fifty years ago. (see appendix 1) The DOH quoted â€Å"one in four children is obese† (DOH, 2006).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Early interventions are being sought as part of an anti-obesity campaign to counteract this costly problem.  Ã‚   The Government recognised the need to reduce obesity in its report â€Å"Healthy weight, healthy lives† in January, 2008.  Ã‚   The DOH and the DCSF,   have also endorsed the need to increase levels of exercise in children.  Ã‚   Many causes of obesity have been recognised.  Ã‚   The two obvious causes being eating too much and lack of exercise.   Another reason for obesity is â€Å"sedentary behaviour/low energy activities† suggests Knight (2009, p.32), e.g. using motorised transport, sitting in a classroom, listening to music, using the computer.  Ã‚   The issues of TV viewing and use of computers contributing to the lack of exercise is discussed by Sue Palmer in ‘Toxic Childhood’ (2006).  Ã‚   Slage says that lack of exercise is more the cause than the food intake, agreeing with BUPA, (2007), who say â€Å"it’s habits in eating and exercise† and these trends need to be reversed.  Ã‚   Children are not getting outside playing time so government suggests it is down to schools to give the children time for outside play and the opportunity to make decisions.  Ã‚   DCSF increased the amount of Physical Education (P.E.) in schools in 2007.  Ã‚   However, P.E. is often sacrificed due to curriculum constraints and lack of time, suggesting exercise has a low pri ority in society. The BMA report ‘Preventing childhood obesity’ considered competitive sports are not for all children.  Ã‚   ‘Forest Schools’ offers a good alternative.  Ã‚   Children appreciate walking in the countryside and ‘Forest Schools’ encourages children to form good habits they can take into later life.  Ã‚   Knight (2009) says, it is easier to change habits whilst they are young.  Ã‚   The DOH says that habits and attitudes to exercise are formed whilst they are children and stay with them when they become adults.  Ã‚  Ã‚   Not only do the children form good habits, but children take the idea home to their parents, therefore, it could be considered as part of an anti-obesity campaign for the whole population (O’Brien and Murray, 2006, p.44) However Forest School developed from a Scandinavian lifestyle and culture, one which is family orientated, with a love of the outdoors and being active, in a country which has a natural abundance of woodland unlike the UK.  Ã‚   Not only does the environment impact on the implementation of ‘Forest Schools’ in the U.K, but the traditional cultures of countries affect it too, e.g. attitudes towards maternal employment, views of the child, source of funding and control over provision (See Appendix 4).  Ã‚  Ã‚   Forest School sessions run for short periods of time, (normally 10 sessions, half a day each week) it is unrealistic to think that the Forest school experiences will remain with them into later life.  Ã‚   Adults are needed to supervise and take their children out walking in the countryside, on a regular basis, to instil these habits but parents do not always have the time or the inclination, even if the child is keen to continue, therefore, making it an unlike ly solution to solving obesity. Behavioural problems and poor social skills ‘Forest Schools’ not only act as an early intervention to obesity but are recognised as a means to tackling behavioural problems.  Ã‚   BUPA, 2007, realised obesity not only caused chronic illness but also affects children’s emotional wellbeing, causing depression, low self-esteem dissatisfaction and dislike of their appearance. Consideration to social and emotional issues needs considering.  Ã‚   Children used to play on building sites, this was not allowed but in the past adults turned a blind eye to it, whereas this would now be considered, ‘bad behaviour’. Has society changed its perception of ‘bad behaviour’?  Ã‚   Children seek adventure and because of all the boundaries and restrictions their behaviour is identified as anti-social.  Ã‚  Ã‚  Ã‚   As children have lost their outside play spaces, e.g. closure of school playing fields, they have also begun to lose their independence and freedom, which means children are losing their ability to be decisive and take risks.  Ã‚   Outside places where children can play are (parks or forests) are often not open to unaccompanied children and are bound by so many restrictions, e.g. the necessity to lay soft surfacing.  Ã‚  Ã‚   As the UK has become a ‘risk averse’, litigious society, playgrounds have been made so safe that the excitement has been taken out of them.  Ã‚  Ã‚   The Play Safety Forum (www.hortweek.com Jan. 2009) now encourages parks to be a little more adventurous and slowly loosening their approaches to safety, to encourage risk taking opportunities, e.g. parks now have skate boarding ramps. However outdoors is perceived as more risky than indoors but in taking away the chance for children to learn about danger, we are taking away children’s rights (UNCRC, 1989).  Ã‚   Children need to learn how to take safe risks and how to assess dangers and respond accordingly.  Ã‚   ‘Forest Schools’ offer them the opportunity to take risks in an area that is as safe as possible and in so doing it might change the perception of what ‘anti-social behaviour’ is. The Early Years Foundation Stage curriculum (DfES, 2007) describes how government initiatives have impacted on children’s poor social skills.  Ã‚   As parents return to work whilst the child is still very young, the child does not get devoted, uninterrupted attention and the relevant positive feedback from one consistent person needed to develop self awareness.  Ã‚  Ã‚  Ã‚   Continuity of care isn’t always possible in childcare settings due to changes in staff, making children’s boundaries inconsistent which are needed to learn right from wrong and for developing self confidence and self-esteem.  Ã‚   As a child builds in confidence their self-image improves and they respect themselves and then they can respect other people’s diversities and cultures. (Knight,2009) ‘Forest Schools’ as an early intervention helps children prepare for the stress of modern day living.  Ã‚   ‘Forest Schools’ can help children to boost their confidence, self-esteem, self-control and improve their attitude whilst building relationships to encourage a sense of community.  Ã‚   But Forest School mainly happens within the school community.   However, Sue Palmer (2006) links the way children are raised by their parents, to their behavioural problems and says that it leads to lack of motivation and social skills.  Ã‚   Children spend more time at home with their parents than in school.  Ã‚   QCA 2000 identifies the role of a parent partnership and suggests that settings â€Å"extend relevant learning and play activities, so that they continue at home† (Devereux and Miller,2004).  Ã‚   It is unrealistic to think that the short time spent in a Forest School experience can replace children’s day to day life experience.  Ã ‚   Brofenbrenner (1979) suggests that the mesosystem (government initiative), macrosystem (educational setting) and microsystem (family), combined, can impact on a child’s experiences. Forest School in the local area. As previously mentioned, there appears to be little information regarding â€Å"Forest Schools† within the local area.  Ã‚   Nursery settings appear to be the main users of this approach.  Ã‚   Funding is more available for nurseries or schools where the need is seen as greater.  Ã‚   Grants are offered by the Forest Education Initiative, One Planet Living, Green Watch and Big Lottery, in the local area. Individual settings are responsible for incorporating ‘Forest Schools’ approach into their outdoor routines as appropriate.  Ã‚   Some use local outdoor centres, others have land-owners permission, some use woodlands on school grounds, whilst others share their grounds.  Ã‚   Provision is patchy but is spreading quickly with little written evidence to support it.  Ã‚   The responsibility of the NEF is to research social issues and support proposals for change, developing ways of researching to measure outcomes (Murray, 2004).  Ã‚   They have gathered short-term evidence but need to further research the long term.   Murray and O’Brien (2005, p.79) acknowledge the lack of research on the long-term effects of ‘Forest Schools’ on young children.  Ã‚   It is difficult to identify behavioural or educational achievement as being due to outdoor education.  Ã‚   (Swarbrick, Eastwood and Tutton, 2004) report that in one of the longest running ‘Forest Schools’ projects, in Somerset, children going into the primary phase of schooling are going in with increased confidence.  Ã‚   The NEF have provided a self-appraisal tool kit, consisting of a project story board, reporting templates and the evaluation poster workshop, for local settings to gather evidence on the eight outcomes of ‘Forest Schools’ (See Appendix 3).  Ã‚   Effective Early learning programme (EEL, 2003) suggests assessing children’s involvement as an excellent measure of the quality of the experience and their mate rial could be used to evaluate the quality of children’s involvement and adult interaction with children on Forest School visits (Swarbrick, Eastwood and Tutton, 2004).   Evidence is needed to persuade head teachers, staff and parents to support the concept and ethos.  Ã‚   FEI has set up a group to maintain the ethos of the ‘Forest Schools’ approach in the U.K., as it is likely the original idea will be lost due to the lack of understanding.  Ã‚   It has been deemed important to keep checking that settings are adhering to its unique ethos.  Ã‚   Knight (2009) developed a description of   a   true ‘Forest Schools’ ethos and the researcher   has compared the local rural co-educational pre-preparatory independent school to her criteria, below: On hearing about ‘Forest Schools’ the setting decided that a member of staff would go on an Open College Network (OCN) level 1 course to access more information about this philosophy and to find out how the school could make the most of its existing facilities.  Ã‚   The member of staff has now taken the OCN level 2 course and the information acquired has been circulated throughout the pre-preparatory department and put into practise with every child fortnightly in place of a PE lesson. The setting tries to keep the ethos of ‘Forest Schools’ but does not meet all of Knight’s (2009) criteria. To protect the ethos of ‘Forest Schools’ it is important to discuss the problems in collaboration with practitioners and parents in the local community.  Ã‚   Some schools find it difficult to fund the logistics, for example, wheelchair access and transporting the children to the Forest School can be expensive, therefore they bring the idea into the school grounds and try to create a natural area within it.  Ã‚   O’Brien (2004) would consider this as unsuitable as it does not provide the greenery to allow opportunities of creating ‘secret places’, which he regards as important for a child’s development.  Ã‚   The setting needs to be different to get the atmosphere and encourage creativity.  Ã‚   In the report ‘A school becomes a Forest School’ an inner city urban Primary School has converted ‘a nearby patch of abandoned woodland into their very own natural setting’.  Ã‚   This was assisted by a Park Ranger wh o believes that ‘any school is never far away from a natural setting, whether it is a local park or an abandoned allotment’ (www.tes.co.uk June, 2010). Head teachers need to know that the investment is worth it (staffing, outlay for clothing, equipment, transport), but it is difficult to prove the success that ‘Forest Schools’ claim.  Ã‚   ‘Observations’ are time consuming and removes an adult from participating with the children.  Ã‚   If sessions are recorded then it is difficult to transcribe due to background noise and tricky to record information about individual children. Head teachers and staff are conscious of the need to achieve targets.  Ã‚   Adults generally agree with the concept that ‘Forest Schools’ improve confidence and self-esteem but feel the need for academic justification for taking a day out of the classroom to go into the woodland.  Ã‚   The question might be asked, do children learn a lot in ‘Forest Schools’?   Hovelynck Peeters, (2003) argue that outdoor education needs to be examined for educational value as well as pleasure.   The Curriculum for Excellence advocates that ‘real life’ learning has always proved successful in different ways for different children (DfEE, 1997 cited in Ball, 2008, p.90).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During a Forest School session there is no need to have separate PHSE lessons as this is incorporated with academic skills such as numeracy and literacy, which is initiated through the children’s interests.   Ofsted report ‘Learning outside the classr oom’ (DfES, 2006) found that outside education ‘when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupil’s personal, social and emotional development’. However, according to Knight, a true Forest school should be ‘play-based, and, as far as possible, child-initiated and child-led’ as that is when children learn the skills needed to socially interact (Knight, 2009).   The Early Years Foundation stage agrees children need to initiate and lead play (DfES, 2007) and is supported by Bruce, who also adds that the children need a varying degree of intervention and support from adults, as â€Å"sensitive co-ordinators† Bruce (1997, p.48). Practitioners realise children get a deeper understanding of the world when they use all their senses to explore, but it takes courage to let the children lead the learning and to change their perception that children can be outdoors all day and still learn, e.g. mark making equipment is not only for indoor use and outdoor space is not just for letting off steam.  Ã‚  Ã‚   ‘Forest School’ approach has been perceived as more beneficial for students who struggle in the classroom but Maslow (1949) would argue that the skills acquired are beneficial for self-actualisation, which benefits all students. Sue Palmer (2008) identifies that all real play involves an element of risk and the more ‘real play’ is allowed the better they become at managing the risks, agreeing with Lindon (1999, p.11).  Ã‚   Staff and parents are inevitably concerned about the risk involvement when letting children loose in a woodland environment.  Ã‚  Ã‚   Parents are reassured and many settings have twilight meetings for practitioners and parents to meet and access the woods to identify the risks.  Ã‚   The teachers explain to the children how to avoid accidents and practise being safe.  Ã‚  Ã‚   Lindon (1999, p.10) takes the view that â€Å"a well intentioned focus on keeping children as safe as possible has shifted towards looking for anything and everything that can go wrong†.  Ã‚   Practitioners and parents need to be educated about the need for risk taking.  Ã‚   New policies are called for to allow for more risk and all practitioners need to be involved.  Ã‚   It is challenging for practitioners to learn to trust the children to test their boundaries, rather than to intrude.  Ã‚   However, we live in a culture of ‘safety first’, where children aren’t encouraged to play outside due to the fear of abduction, blame or legal action.  Ã‚   In other countries such as Scandinavia, Forest School type activities are a normal part of early education and they worry less about litigation.  Ã‚   In reality self-preservation is instinctive in children and they tend to stay quite close to an adult in an unknown environment until they have built their confidence.  Ã‚   An article â€Å"I climbed right up to here† (www.forestschool.com March 2011) says that the word ‘risk’ would be better named ‘challenge’ and c hildren should be allowed to work through the challenges.  Ã‚   Practitioners can make more informed decisions regarding risk taking as they observe the children they work with.  Ã‚   Blair recommends that schools use generic risk assessment forms in â€Å"It’s safe to go outdoors† (TES, 2005).  Ã‚   If the children are not allowed to take risks because of Health Safety regulations they may express themselves in challenging behaviour.  Ã‚   Mortlock (2000, p.22) believes ideal learning should be adventurous but hazards manageable. True ‘Forest Schools’ have a saying, â€Å"there is no such things as bad weather, only bad clothing† (Knight, 2009).  Ã‚   Parents are inevitably concerned about their children’s wellbeing and the risk of becoming ill if allowed to be outside in all weathers.  Ã‚   Waterproof clothing is usually provided for only one group of children at a time and one size has to fit all.  Ã‚   The clothing is ideal for wet weather but in summer the children often wear short sleeves and short socks, leading to small scratches and grazes.  Ã‚   If the clothing is not stored on the site, it is impractical to think young children will carry the clothes to the site, to allow for England’s unpredictable weather.  Ã‚   It can also become colder as children walk deeper into the woods, therefore it proves difficult to decide which clothing is suitable for the weather.  Ã‚   Adults also need to be suitably attired depending on the weather.  Ã‚   Realistically ‘Forest School’ experience does not appeal to all practitioners. Training the staff can also be costly and once the training has been paid for staff may move onto another school, leaving the setting without an O.C.N. Level 3 trained member of staff, required for a Forest School.  Ã‚   The model needs to be sustainable once the funding has gone, it must not rely on one enthusiastic, well trained, member of staff.   CONCLUSION O’Brien and Murray (2006) called ‘Forest Schools’ a marvellous opportunity for children to learn.  Ã‚   This report has looked at the advantages and disadvantages, both nationally and locally and found that the approach works well in Denmark but is difficult to adapt to our National culture and climate.  Ã‚   Swarbrick, Eastwood and Tutton (2004) recommend â€Å"a secure justification for Forest School would need to include some measurement of progress and attainment in order to place the project firmly in the arena of measuring quality in ways that would justify investment on a national scale†. Locally an up-to-date data base of schools and settings engaged in Forest Schools would be necessary.  Ã‚   Government is promoting outside learning to improve attainment of which ‘Forest School’ approach has been identified as a possible initiativebut it would seem that the main target is in improving childrens’ attainment rather than improving the learning experiences and well-being of each child.

History of economics summary of obama's speech Essay

History of economics summary of obama's speech - Essay Example The country maintained its figure by beating at the moon, but here has come up new challenges with varying difficulties to test ‘whether this nation would endure’ (remember Lincoln’s Gettysburg Address). As Craighill reports in Washington Post, 84 percent of speech-watchers responded positively to Obama’s speech. With regard to investment policy, Obama said that he would propose a new investment budget which aims at innovations in clean energy technologies and heavy reliance on nuclear power in order to meet the challenge of exceeding dependency on fossil fuel (McGreal). The most potential aspect of Indian as well as Chinese model of investment he finds is their genuine concern in education especially in math and science. â€Å"Over the next ten years, nearly half of all new jobs will require education that goes beyond a high school degree† he reminded. He also reminds the Republicans who are skeptical about huge investments that â€Å"cutting the d eficit by gutting our investment in education and innovation is like lightening an overloaded airplane by removing its engine†. Obama intended to ensure the Republican support as he said they were at the moment to determine ‘if government’s growth is left unchecked and unchallenged’.

Is Jazz Black Music Research Paper Example | Topics and Well Written Essays - 1250 words

Is Jazz Black Music - Research Paper Example It is obvious that jazz music has black origins just as obvious as classical music has European origins. European music is no longer simply European because it can be composed and played by anyone. But can this be said about jazz? This question is important because even though jazz has black origins, jazz music also has a special relationship to black people in a way European music does not have a special relationship to white people. Now that is a strange expression I have just made. But I believe in trying to answer it I will come up with reasons explaining why jazz was once a definitive black music, and why I write 'was once' in italics. One feature that jazz shares with classical music is that it is universal. This statement means nothing unless one rephrases to include something of its origin. Jazz was created by black people and it gradually or immediately became universal. 'Gradually' is used to demonstrate how it eventually was heard by others in the world and was immediately accepted as a special kind of rich music. 'Immediately' is italicized to say that it is an infectious, shoe-stamping kind of music. Of course not all of it is shoe-stamping. This is just to make a point. But jazz ballads or slow-tunes would also fall in this 'immediately-felt' felt category. The point is that some down-trodden people who were black skinned emerged their rhythm and their ability to make rich music into a white setting of harmony and rhythm. What they poured into that setting or form overtook it and produced something that was immediately appreciated by the world. That statement is itself a mouthful. But any book on jazz history would say the same. This is that jazz was created by black people who poured their feelings and their kinds of expression, which were originally and importantly African, into western music forms. That is a simple statement which put forwards in a simple way the theme of this essay identifying jazz as black music. A year or so ago, looking at a television show, there was a jazz music program on. It was rather strange because it was a Japanese jazz quartet playing music. This event cannot be compared to European classical music because today it is regularly accepted that some of the best classical string players are Japanese or of other non-white or non-European origin. A Japanese musician playing saxophone like Charlie Parker or Dexter Young would still be an anomaly as far as history goes. But this is for people who recognize history like those who can’t get over the fact that the South loss the Civil War and it was a good thing that they did. The important point that is trying to be made here is jazz as a social construction is black music in the way that the United States of America is a social construction. In fact America as a social construction has all the elements of jazz in it and, of course, even more. Where America differs or departs from jazz as a social construction is the reason why jazz is black mus ic and why it seems strange at this stage at this stage of American history to have a Japanese band play jazz. This should not be seen as a racist statement because it has already been admitted that jazz is a universal music. This means anyone so skilled can play jazz. In fact probably the skill level demanded of the music also compares it in a favorable way to European classical music. ‘European’ is used as a description only to point to the history of classical music. Today there are good

Ottoman and Japanese Political Systems (c.1820-1920) Essay

Ottoman and Japanese Political Systems (c.1820-1920) - Essay Example to the conquest of Varna and capture of Constantinople that made the Ottoman Empire as the oldest surviving empire of Europe within a century (Rahme 31). The old Ottoman Empire however declined and became as the Turkey that we know today after it allied with Germany in the First World War. Prior to its dissolution attempts were made to improve its state in reconstituting its own political system but the reforms instituted were just too late to save the old Ottoman Empire. The Ottoman Empire decline begun with the series of war beginning with the invasion of Egypt and Syria by Napoleon Bonaparte in 1798 to 1801. The intervention of the French, Russian and British due to the advances and occupation of Muhammad Ali Pasha’s army in Anatolia and Syria also precipitated its decline as it has grown weaker due to the war. The call for independence of the Greeks that eventually led to its independence as a self-governing nation also diminished its territory. European leaders however were concerned how will the Ottoman collapse will pose to the general peace. Such they made an attempt to maintain the Ottoman State so as not to cause instability in their region. They agreed to maintain its integrity by â€Å"reversing the potentially devastating results of war at the negotiating table and, in 1856, admitting the Ottoman state into the â€Å"Concert of Europe† (Quataert 56). Thus the European consensus then was to keep Ottoman state intact despite its weak stature as an attempt to maintain it as a viable state. Internally, an attempt was made by Selim III and Mahmud II instituted drastic reform known as the Tanzimat or reform or reorganization as an effort to reinvigorate and reconstitute their own political systems. One of the main reason of the decline of Ottoman was its harsh and inept rule coupled with a bankrupt coffers and Tanzimat was implemented to address it. Hat-i Shariff launched the firstTanzimat in 1839 where all persons banished or condemned to death

Primary Theoretical Frameworks For Discussing Intimate Partner Violence Criminology Essay

Primary Theoretical Frameworks For Discussing Intimate Partner Violence Criminology Essay Select (highlight) this text and then begin typing your abstract, which should be limited to one paragraph of not more than 120 words Discuss the primary theoretical frameworks-feminist, psychological (including biological hypotheses), or sociological-for understanding intimate partner violence and how each perspective might influence the development of intervention with perpetrators, or counseling with victims? Use examples from the readings to demonstrate the relationship between theory and practice. AND TYPE HEADING] Intimate partner violence is a multi-causal, multifaceted phenomenon and no single theoretical approach has proven sufficient in adequately explaining it. Fortunately, the field of intimate partner violence research has evolved to a point where now the interactive nature of the various relevant factors may be considered. Studies have identified possible determinants of intimate partner violence. Several of these possible causes are salient across diverse cultural and social contexts. Still theories to give reasons for intimate partner violence remain relatively limited. This regrettable lack of a theoretical perspective could possibly limit efforts to better understand intimate partner violence and to develop an effective and sustainable intervention with the perpetrators. This lack of perspective is particularly disconcerting at the level of primary prevention. This writer will examine the principal theoretical frameworks that constitute intimate partner violence. Feminist theories of violence against women tend to place much emphasis on the societal structures of gender-based inequality. The feminist framework argues that as the predominant social class, men have differential access to material and symbolic resources. Women, conversely are devalued as secondary and inferior (Bograd, 1988). As a consequence, womens experiences are often defined as inferior as a result of male domination, a trait that femininist argue influences all aspects of life. The violence, rather than being an individual psychological problem, is instead an expression of male domination of females. Violence against women, in the feminist view, includes a variety of control tactics meant to control women. Much feminist research is based on the premise that gender inequality is the source of violence against women, and that the social institutions of marriage and family are special contexts that may promote, maintain, and even support mens use of physical force against women.   Researchers in this tradition tend to rely heavily on qualitative interviews for data; and most of them have reached the conclusion that violent men are more likely to adhere to an ideology of familial patriarchy (Dobash and Dobash 1979). Gender analysis tackles the belief system that convinces male perpetrators that they have a right to control women in intimate relationships. Failure to address this belief system means that men may simply switch from physical to emotional abuse, and women and children will continue to live in fear. The contributions of psychology to violence in the intimate relationship have received much attention. The majority of research on the topic of intimate partner violence centers on personality disorders and early experiences that will increase the risk of future violent behavior (Buzawa, 2003). Although psychologists have long investigated the factors that predispose one to violence, an individual personality trait has not been found that influences someone to domestic partner violence. perpetrators do not share a set of personality characteristics or a psychiatric diagnosis that distinguishes them from people who are not abusive (Buzawa, 2003). There are some perpetrators who suffer from psychiatric problems, such as depression, post-traumatic stress disorder, or psychopathology. Yet, most do not have psychiatric illnesses, and caution is advised in attributing mental illness as a root cause of domestic violence.   On the contrary, there exists a complicated combination of factors that predispose an individual to violent behavior (Buzawa, 2003). The psychological framework extends these factors onto the influence of children growing up within a combination of these external forces.   Usually, men who batter are seeking a sense of power and control over their partners or their own lives, or because they are tremendously dependent on the woman and are threatened by any moves on her part towards independence. Some men batter because thats the only way they know how to be close to or relate to a partner. Some men grew up in violent households, where they watched their mothers abused by their fathers and where they themselves were abused. Some men become violent under the influence of drugs or alcohol, although the substances themselves do not cause the violence. Many psychological approaches view violence as a learned behavior that can be unlearned as apposed to a consequence of individual pathology, stress, or alcohol abuse. In order to institute an effective intervention, individuals must be able to confront their anger without resulting to violent interactions. According to Buzawa Buzawa (2003), a major conflict is that batterers have yet to develop alternative strategies to control their anger. They contend that batterers generally are less capable or adapt to at argumentative self expression (p.34). One compelling premise is that violence in men is not only natural, but an essential trait that was developed through an evolutionary process. As argued by Dobash Dobash (1998), Men have a greater propensity for violence than women. They further maintain that violence is embedded in male physicality, culture and experience (Dobash, 1998). To further extend this argument, Buzawa Buzawa (2003) contend that, It has been empirically established that although both genders commit acts of domestic violence, men commit far more serious violence than do women(p.39). Research on the historical and biochemical links to aggression has considered other pathways, one of which is evolutionary. Daly Wilson (1998) maintain that, violent capabilities and inclinations arose in our male ancestors in response to the demands of male on male competition (Dabash,p.200). Further, Newborn Stanko (1994) maintain that young men learn to do violence and within some cultural expressions it plays an important role in their social place and personal identity (p.165). The question arises, if there is in fact an inherent basis for violence, can there also be a biochemical basis for violence toward women? Domestic violence was found to be all-pervasive among all women but varying in volume and frequency across class, age and education level. As stated by Jewkes, (2002), Womens susceptibility to intimate partner violence has been shown to be greatest in societies where the use of violence in many situations is a socially accepted norm (p.359). Thus family violence will take place more often in violent societies.   With this in mind, it is not uncommon to see more cases of domestic violence reported in communities plagued with violence such as underprivileged inner cities. As stated by Buzawa Buzawa (2003), although domestic violence is present in all social strata and ethnic groups, it is disproportionately concentrated in population subgroups that are stressed with poverty (p.40). Some subcultures develop norms that permit the use of physical violence to a greater degree than the dominant culture. For instance, if a particular community has a significantly high violent crime rate, than it is to be expected that violence will in some way manifest in the home. Often, people in these economically depraved communities develop peer relationships that promote male dominance in the community as well as the use of violence to support a culture of violence against women. Ultimately, domestic violence is a complicated interplay of social, genetic, and environmental factors. Male violence against women in intimate relationships is a social problem condoned and supported by the customs and traditions of a particular society.

Graduation Speech -- Graduation Speech, Commencement Address

Fellow graduates, honored guests, faculty, administration: Minna-san, Konbanwa Dobri Vecher Buenos Noches Bon Soir Good evening. We, of Cedar Community College, are many nations. We are men and women, husbands and wives, parents. We are young and not-so-young. Behind the face of every graduate, and just as distinct, is a different story, a different reason, and a different use for the education for which we have assembled this evening to recognize. We serve to enrich the campus community, as we are not just a cross-section of this nation, but of the world. Displayed in the Brier Hall cafeteria are 50 national flags to signify our cultural heritage here at Cedar. Yet regardless of our diverse origins, we come here bound by a common thread: to acknowledge to ourselves and to others that we met and overcame the challenges needed to achieve this milestone. This great gift of education we entitle ourselves better prepares us for challenges yet ahead. There isn't one among us who hasn't made sacrifices, or know of someone who made them on our behalf, so we could be here thi...