Effects Of Drugs On The Brain - 880 Words

Watkins Group topic: Effects of Drugs on the Brain ***** Last Group ***** In today’s session, group members received education on how alcohol and drug abuse affects the brain chemistry. Group members learned how different categories of substances and how they act in the mind and body. PO was on time and moderately participated in the group activity. PO engaged in the group discussion, and shared personal experience and insights related to the topic appropriately and honestly. PO completed the weekly treatment progress report, which indicated having attended 2 support meetings this past week. Documentation was provided. PO has a positive response to treatment, and gained a better understanding of the negative effects of substance use. PO successfully completed level of 2.1 IOP treatment as of today, and will begin level of 1.0 OP treatment on 03-11-2016. CCO was notified by email. Stamps Group topic: Effects of Drugs on the Brain In today’s session, group members received education on how alcohol and drug abuse affects the brain chemistry. Group members learned how different categories of substances and how they act in the mind and body. PO was on time and moderately participated in the group activity. PO engaged in the group discussion, and shared personal experience and insights related to the topic appropriately and honestly. PO completed the weekly treatment progress report, which indicated having attended 2 support meetings this past week.Show MoreRelatedDrugs And Its Effects On The Brain1586 Words   |  7 PagesLiterary Review: Drugs and Its Effects on the Brain Introduction Drugs have been around for a very long time. They are used for a variety of reasons. Some of these reasons include relaxation, socialization, curiosity, stress relief, or a form of escapism. However, most people don’t know the threats and danger that it can cause to the body. In this paper, we are going to examine the changes that happen inside the brain due to the effects of different drugs. We will look closely at how drugs such as hallucinogensRead MoreDrugs And Its Effects On The Brain884 Words   |  4 PagesMany psychiatric and psychoactive drugs that are available on the market, pharmaceutically or illegally, closely resemble neurotransmitters and are actually able to mimic it to the extent that it fools the receptors. Basically, these drugs hijack the neurotransmitters. Once these drugs are ingested, it enters into the brain, gets into the synapse and binds itself to the receptor. This then causes the inappropriate release of neurotransmitters and alter the breakdo wn and recycling of neurotransmittersRead MoreEffects Of Prescription Drugs On The Brain1529 Words   |  7 PagesThere are many types of major drugs in use today and on the top of the list is prescription drugs. According to Drug and Society vicodin is the most misused prescribed narcotic in the United States (Glen R. Hanson, March 5, 2014). They say in 2011 was one of the prescription and most often used by teenagers (Glen R. Hanson, March 5, 2014). Vicodin associated with hydrocodone and acetaminophen it is in a class of drugs called narcotic analgesics a schedule II drug. It is used to relieve pain. It isRead MoreDrug Abuse And Its Effects On The Brain1535 Words   |  7 Pageswhether you wanted to alter your brain forever for the worse or keep it the way it is, what would you choose? Pretty easy question right, most people would chose to keep their brain the same. That is not the case. Drugs are a colossal problem nowadays for teenagers and adults, Drugs can alter the brain p ermanently, and it can be almost impossible to recover from addiction, especially as a teen. Addiction is a chronic relapsing disease that is characterized by compulsive drug seeking and abuse and longRead MoreThe Effects Of Drugs And Alcohol On The Brain846 Words   |  4 Pagespuzzled on why or how others become addicted to drugs and alcohol. This has been an ongoing issue still current in today’s society. â€Å"It is often mistakenly assumed that drug abusers lack moral principles or willpower and that they could stop using drugs simply by choosing to change their behavior† (Understanding Drug). Same thing goes for the use of alcohol. It is up to the mind, whether or not to prevents the power such toxic substance if abuse, such as drugs and alcohol. The mind is the main focus inRead MoreDrug Addiction And Its Effects On The Brain Essay1753 Words   |  8 PagesFor some people, the use of alcohol and drugs can lead to a chronic disease or long-term illness that has serious medical and social consequences. Are you feeling down, left out, trying to fit in? Addiction begins so easily and takes over without any warning. It can begin with a bad day, consequences, peer pressure, or a teen trying to find a way to fit in. â€Å"An estimated 2.4 million Americans used prescription drugs non-medically for the first time within the past year, which averages to approximatelyRead MoreDrug Addiction And Its Effects On The Brain4200 Words   |  17 PagesWith President Reagan’s war on drugs, combined with the rise of crack cocaine in the early 1980s, minor drug offenders were filling the United States prison system at a rapid rate. From 1980 to 1990, the U.S. prison population doubled while, at the same time, the proportion of those imprisoned for nonviolent drug crimes grew from 7.5 percent to 24 percent; over a 300% increase (D Amico, 2013). In order to be proactive in rehabilitating an offender with a substance addiction, many aspects of theirRead MoreDrug Addiction And Its Effects On The Brain1123 Words   |  5 Pagesabout is drug addiction and its affects on the brain, or rather, the brains affect on drug addiction. So, by definition: An addiction is characterized by a psychological need for drugs that surpasses the user’s ability to control the use of drugs. So, what causes, for example, heroin addiction. This is a brainless question. Heroin causes heroin addiction, right? Here’s how we think it works, If you use heroin for roughly 20 days, by about day 21 your body would physically crave the drug becauseRead MoreThe Effects Of Drug Use On Brain And Its Functions1246 Words   |  5 PagesAbstract In the course of the text, there will be discussions regarding the correlation of drug use and/or abuse and how it affects the brain and its functions. Contributions through literature review will focus on the aspects of the anatomy and physiology of the brain as well as the pathology and psychological aspects of how drug use will affect it; primarily focusing on cocaine. â€Æ' Introduction The brain is a complex organ within the human body. It serves as the basis for all bodily functions,Read MoreNarcotics Impairing The Mind Of The User1520 Words   |  7 Pagesof narcotic and pharmaceutical drugs. Can the overuse of narcotic drugs impair a person for life? The human brain is the most complex part of the human body, it controls it completelyalmost all of it. Thoughts, movements and even thinking of movement comes from the brain. One of the most worst ways of ruining your precious brain is to over use narcotic drugs. The overuse of narcotic drugs can not only cause damage to the brain but, can also be fatal. Narcotic drugs range from many varieties, types

Argumentative Essay Gun Control - 1410 Words

English 101 Argumentative/Persuasive Essay 4/12/2013 Word Count 1,255 Readability 12.3 There are new proposed gun control laws in the aftermath of the massacre at Sandy Hook Elementary School in Newton, Connecticut that occurred on December 14th, 2012. This incident claimed the lives of twenty 1st graders and six adults and has set the government in motion to try to prevent future acts of violence by strengthening gun control laws in the United States (Smith). This has been a topic that has been an extremely emotional debate with people on both sides unwilling to compromise. Gun advocates and critics of the new proposed gun laws argue that these new laws infringe on our constitutional†¦show more content†¦There is also a focus on safety in schools and offering more help to the mentally ill. Also, the government is proposing tougher penalties for people who purchase guns with the intention of selling them to criminals (Remarks). The first of these new proposals is the requirement of universal background checks for anyone who wants to purchase a firearm. This will hopefully close some loopholes in the National Instant Criminal Background Check System and prevent criminals and people with a history of mental illness from obtaining firearms (Remarks). As the background check system stands now, people who buy guns from gun shows and other unlicensed sellers do not have to complete a background check (Stopping). For the Columbine massacre on April 20th, 1999, the killers purchased their guns at a gun show from an unlicensed seller, so no background check was performed. On April 16th, 2007 was the shooting at Virginia Tech and this shooter obtained a gun from a licensed gun dealer which he should have been prohibited from buying. He was able to purchase this weapon because his records were never reported to the FBI’s gun background check system. Again in Tucson on January 8th, 2001, a killer acted wit h guns he should have been prohibited from buying because his records also were not in the database. These considerable loopholes in our currentShow MoreRelatedGun Control : Argumentative Essay Essay1702 Words   |  7 Pages100 3 November, 2014 Gun Control: Argumentative Essay The gun control debate is a good example that justifies the common known mantra that history will always repeat itself. Gun control is a regulation put forward with an aim of managing the purchase and ownership of firearms with the main aim being to reduce the criminal and unsafe use of firearms. The gun control measures involve strategies such as registration of firearms aimed at restricting the ownership of guns by people proved to beRead MoreArgumentative Essay : Gun Control Essay1000 Words   |  4 Pages Argumentative Essay: Gun Control in America â€Å"The second amendment of The United States Bill of Rights is my concealed weapons permit, period.†- Ted Nugent. Saving lives one by one starts with limiting the purchase, sale, and use of guns in America. According to Alexander Lee, the political and social debate over the question of how much gun control is appropriate and it has been regularly discussed within the last decade. Shootings such as Sandy Hook, and Tucson shootings have raised the government’sRead MoreArgumentative Essay On Gun Control1153 Words   |  5 PagesIn an editorial published in the Vidette Online titled â€Å"We Need Gun Control Now More Than Ever,† the editorial board takes on the topic of the need for stricter gun control. The editorial board reports that if gun control isn’t more strictly enforced it will only create more mass shootings. They make the point that if there was stricter gun control many people would still be living, but their lives have been cut short because of mass shootings. The editorial board is correct when they go on to sayRead MoreArgumentative Gun Control Essay1422 Words   |  6 PagesArgumentative Gun Control Paper The issue of Gun Control has been on the minds of humans for hundreds of years. How do we protect ourselves and our loved ones? How do we keep such a dangerous weapon out of the hands of the wrong person? Inside the Second Amendment we are granted the right to Bear Arms. Having that amendment gives each person the ability to carry a weapon if they choose, so how can we control who should or shouldn’t carry? According to an article evaluated from KovandizicRead MoreArgumentative Essay On Gun Control1397 Words   |  6 Pagesto the United States Constitution protects the right of the people to bear arms and was adopted on December 15, 1791, as part of the first ten amendments located in the Bill of Rights. Since then there have been many attempts to create stricter gun control legislation and this leads to the argument whether or not this is an attack on the 2nd  Amendment? The Bill of Rights amendments adds to the Constitution specific guarantees of personal freedoms and  rights. The Second Amendment was originally basedRead MoreArgumentative Essay On Gun Control757 Words   |  4 PagesWhat is gun control? Who is affected by gun control? Why should someone care about gun control? Imagine going to a concert with your friends and family, you guys are laughing and having a good time when all of a sudden someone starts shooting up the place. Are you thinking to yourself if guns were banned this wouldnt have happened? Or are you wishing you had a gun to protect everyone from what is happening? Gun Control has been an issue since the beginning of time, there are some people who thinkRead MoreArgumentative Essay On Gun Control715 Words   |  3 Pagescourse you can expect an ongoing political conversation on how to prevent attacks like this. During the attack, Paddock used what is called a â€Å"bump stock,† on many of his guns, making his gunsâ €™ rapid fire, like an automatic gun, which is what made it so easy for him to open fire and attack so many. After the tragic event, a gun control organization looked into the device that helped aid Paddock in his attack and decided they would sue the makers for making it so accessible, and other reasons. WashingtonRead MoreArgumentative Essay On Gun Control1610 Words   |  7 PagesGun Control Although gun control laws are made to prevent violent outcomes, the influence which laws carry are the complete opposite to what one would think. Ever since the ratification of the Second Amendment, the debate on gun control has become a very heated topic. There is one side that believes that guns should be banned in order to stop any future tragedies from occurring. On the other hand, there is another side that believes guns are our cherished right to own and we should be allowed toRead MoreArgumentative Essay On Gun Control1006 Words   |  5 PagesGun control in the United States is a very controversial topic in today’s political society, leaving the nation divided into two sides with two strongly opinionated beliefs. This all started with the increase in the amount of mass shootings and an overall increase in gun violence. The two sides consist of the liberal point of view and the conservative point of view. The liberals believe that the availability of firearms to the pe ople in the country is a major issue, and that the U.S. government isRead MoreArgumentative Essay On Gun Control1032 Words   |  5 PagesGun control is a vital necessity to the welfare of our nation. Many people out there are supporting the â€Å"anti- gun control cause† with the excuse of â€Å"self-defense†. I believe that not everyone will handle a gun for self-defense. The possession of a gun is a sign of power. One of the bigger ambitions that one has is to have power and the easier it is to obtain a gun; the faster a criminal will gain power over an innocent person. When one is in possession of a gun, that person has complete control

The Chronic Condition of Hispanic High School Free Essays

string(69) " can be explained by Hofstede ‘s Model of Cultural Dimensions\." Introduction The release of the 2010 U.S. Census consequences last month revealed a altering face for the state. We will write a custom essay sample on The Chronic Condition of Hispanic High School or any similar topic only for you Order Now Driven by the 43 % growing of both Hispanics and Asians over the past decennary, cultural minorities will go the new population bulk in the following 30-40 old ages ( U.S. Census Bureau, 2011 ) . Unfortunately, what has non changed is the dismaying high school dropout rate for Hispanics. Since the 1970s, the Latino dropout rate has been systematically among the worst of all population groups, top outing every bit high as 35 % , to a recent depression of 18.3 % in 2008 ( National Center for Education Statistics [ NCES ] , 2010 ) . This rate is more than twice that of African Americans and about three-times higher than Whites and Asians. Although other cultural minority groups have made important advancement over the past three decennaries, Hispanics continue to stay at the really underside of the instruction ladder. The literature cites many grounds for the inordinate Latino dropout rates ( a ) hapless English accomplishments making linguistic communication barriers with instructors and school functionaries ; ( B ) economic factors ; many Latino households live in poorness and need pupils ‘ income ; ( degree Celsius ) fewer function theoretical accounts ensuing in minimum mentoring chances ; ( vitamin D ) challenges linking with instructors ( linguistic communication, civilization, etc. ) which makes pupils experience unwanted and causes them to lose involvement ; ( vitamin E ) big per centum of Spanish americans are migratory workers and hence, a more transeunt population ; and ( degree Fahrenheit ) parents deficiency of engagement in their kids ‘s educational development. Although the articles reviewed in this survey determined that many factors contributed to these hapless consequences, they do n’t concentrate on a individual, major cause for the inordinate dropout rates. Alternatively they conclude that all of these elements, or some combination of them, impact Latino pupils ‘ desire to go forth school early. The literature does propose nevertheless that a important, if non the most of import, ground for dropping out is the concluding factor listed above, the absence of Latino parents ‘ engagement in the pupils ‘ larning procedure. Unfortunately, there is non adequate research on why Latino parents are non every bit involved as other groups, so farther analysis is needed. Since this seems to be a less reviewed country, I have decided to look deeper into the issue and research possible grounds why Latino parents do non take part in their kids ‘s schooling. This is an of import subject because household is cardinal to th e Latino civilization. Children are near to their households and to the communities they live in, so more parent engagement can be a important measure in assisting with the keeping of these pupils. Additionally, I believe utilizing the model from Hofstede ‘s Model of Cultural Dimensions for measuring civilizations may assist explicate grounds why Spanish americans are non more involved in their kids ‘s educational activities. More specifically, it appears that the power distance value dimension of national civilization could be a factor that prevents Hispanics from concentrating on instruction to better their place in society. Power distance describes the extent to which less powerful members of a society ( like the household ) accept and expect that power in establishments and organisations is distributed unevenly. This behavior suggests that a civilization ‘s function of inequality is endorsed by both the followings and the leaders. A high evaluation on power distance means that big inequalities of power and wealth exist and are tolerated in the civilization, as in a category or caste system that discourages upward mobility. A bulk of the Hispanics who immig rate to the U.S. to seek work are from Mexico which has a really high evaluation in the power distance cultural dimension. In fact, Mexico is ranked in the top five of high power distance states in the universe ( Robbins A ; Judge, 2010 ) . Significance of Study This issue is important because U.S. demographics are altering dramatically in this state. Hispanics represent one of the fastest turning sections of the population. Harmonizing to the 2010 Census Brief, the Hispanic population was about 50.5 million, which was about 16 % of the overall U.S. population of 308 million ( U.S. Census Bureau, 2011 ) .The figure of Hispanics has grown about 43 % since 2000, and accounted for about 55 % of the entire state ‘s growing during that same ten-year period. This is more than five times the growing rate of the entire population of 9.7 % . If the current tendency continues, the population of the United States will lift to about 438 million in 2050, with Hispanics trebling in size and accounting for most of the state ‘s population growing. At that clip, the Latino population is estimated to be around 127 million or approximately 29 % of the entire U.S. population ( U.S. Census Bureau, 2009 ) . With schools shortly to be overburdened with this enormous growing of Latino pupils, the United States has no pick but to turn to the high school dropout crisis for two major grounds. First of wholly, the economic cost both existent and possible is reeling. Over their life-times, high school dropouts earn about $ 400,000 less, have higher unemployment rates, and poorer wellness than alumnuss. The dropouts from the Class of 2008 alone will be the state more than $ 319 billion in lost rewards and over $ 17 billion in Medicaid and expenditures for uninsured wellness attention over the class of their life-times ( AEE, February 2009 ) . The 2nd ground is the dropout crisis could impact the state ‘s position as a universe world power. With Hispanics and other cultural minority groups going the bulk of the U.S. population in the following two decennaries, the possible exists for an undereducated work force which may non be able to vie in a planetary economic system, particularly with the increased focal point on engineering. The intent of this exploratory survey is to place possible grounds for Latino parents ‘ deficiency of engagement in their kids ‘s acquisition procedure which contributes to excessive high school dropout rates and to besides find if it can be explained by Hofstede ‘s Model of Cultural Dimensions. You read "The Chronic Condition of Hispanic High School" in category "Essay examples" Reappraisal of the Literature There is no inquiry that pupils play the primary function when doing the determination to drop out of high school, but for the intents of this survey, the chief focal point was on outside influences to the job. Although the major purpose of this paper is to look at grounds for parents ‘ deficiency of engagement in their kids ‘s instruction, the literature exposed different subjects which were grouped into three dropout factors: ( a ) environmental, ( B ) school system, and ( degree Celsius ) parental engagement. These classs will be looked at shortly, but first it is necessary to find if the dropout rate is every bit high as advertised. Many statistics segregate U.S. born dropouts from foreign born, state of beginning or generational degree. Fry ( â€Å" High School Dropout Ratess, † 2003 ) states that calculating dropout rates for Hispanics is a convoluted procedure because every bit many as 33 % are foreign born, and their states of beginning have much lower rates of secondary school completion than the U.S. As a consequence, many are non academically prepared to come in U.S. high schools, so they struggle and finally drop out, or in some instances ne’er enroll. Furthermore, Fry points out that many of these immigrants have really limited spoken English abilities and most do non derive English eloquence until age 16. By that clip, they are so far behind they face hopeless odds of catching up and either voluntarily bead out, or stop up meeting age restrictions that force them out. In a follow-up survey by Fry ( â€Å" Hispanic Youth Droping out of U.S. Schools, † 2003 ) , he concluded that the sum Hispanic high school dropout rate of 21 % published in 2000, was overstated. This resulted from the chunking together of three subgroups of Latino young persons ( a ) the native Born, ( B ) foreign-born who attend U.S. schools, and ( degree Celsius ) foreign-born who emigrate chiefly for employment and do non inscribe in U.S. schools. When the first two classs are examined individually, the rate becomes 15 % . Although this is well smaller, it is still twice every bit high as the dropout rate for comparable non-Hispanic Whites. Almost all growing in the figure of U.S. teens over the following 20 old ages will be Latino, so it is imperative that this negative tendency is reversed. Despite how the dropout per centums are sliced and diced, the bottom line is if Latino young persons are populating in the United States, irrespective of class, they all need to be co unted towards the overall dropout rate so that the job can be addressed as a whole. The following measure is to look at the subjects that developed in the literature. Environmental Issues that Contribute to the Dropout Rate Reyes ‘ ( 1993 ) survey followed up on low and high hazard Hispanic high school pupils a twelvemonth after their expected graduation rate. She found that low-risk pupils completed school at a much higher rate than high hazard pupils. She so looked at one of the major grounds that lead to school failure for immature Hispanics ; specifically, their exposure to legion nerve-racking life events which places them at high hazard for dropping out. For illustration, their vicinities may see higher than mean offense rates, unemployment, drugs, packs, adolescent gestations, public assistance dependence, etc. As a consequence, these pupils sometimes have a more hard clip seting to a school environment. This could take to inordinate absenteeism, hooky, and an eventual transportation to dark school or a Graduate Equivalency Diploma plan. The nerve-racking life events besides influence household determinations to relocate which contributes further to the instability of pupil ‘s academi c public presentation. Whether traveling out of province or back to their state of beginning, parents relocate kids who are sing behavioural jobs at place or school and take them out of the nerve-racking environment, particularly if the kids get involved with packs or drugs. Unfortunately, it appears that parents ‘ engagement with their kids ‘s instruction, irrespective of environment, could hold been a finding factor as to whether that kid graduated or non. Perreira and Harris ( 2006 ) considered assimilation theories as a possible subscriber to high school dropout rates. The Straight-Line hypothesis predicts cultural differences will decrease over clip as immigrants are acculturated into society. Therefore, the first coevals will hold the highest dropout rates, the 2nd coevals will hold the following highest, and each subsequent coevals will hold less than the old. The Accommodation or Selective Assimilation hypothesis predicts the exact opposite educational flight as the straight-line attack. Harmonizing to this theory, as immigrant young person assimilate with their U.S. Born equals, they lose the protective qualities of cultural cultural norms instilled in them by their parents. As a consequence, this theory predicts that first-generation young person will hold the highest degrees of academic accomplishment and lower dropout rates, whereas second-or higher coevals young person will hold the lowest degrees of academic accomplishment and the highest dropout rates. Consequences of this survey revealed that first-generation Latino immigrants graduated from high school at higher rates than their parents, but these initial additions in educational attainment relation to their parents decreased in the 2nd coevals. By the 3rd and higher coevals, Latino young persons had higher dropout rates than their parents. This determination does non match with straight-line assimilation theory, but alternatively provides strong support for the selective and metameric assimilation hypothesis. Sterns and Glennie ( 2006 ) studied a group of 9th and 10th class dropouts in North Carolina and discovered that Latino pupils have the highest early dropout rate among all cultural groups. The deductions can hold negative effects for persons throughout their lives. On norm, high school dropouts are less likely to be employed than other grownups, have poorer mental and physical wellness, a greater likeliness of perpetrating condemnable Acts of the Apostless, and a higher likeliness of going dependant on public assistance and other authorities plans than people with higher educational attainment. Much of the Hispanics ‘ high dropout rate can be traced to disadvantages in socioeconomic position, household construction, and negative academic experiences. The writers determined the undermentioned grounds for dropping out: ( a ) academic jobs, ( B ) subject, ( degree Celsius ) employment, ( vitamin D ) household issues, ( vitamin E ) transitory life style, and ( degree Fahrenheit ) terra incognita. The job with this survey is â€Å" unknown † ground histories for 58 % of the overall sample. Until these grounds are known, bar plans can non be established to run into pupil demands. School System Related Issues that Contribute to the Dropout Rate Harmonizing to Martinez and DeGarmo ( 2004 ) , many school systems around the state are non prepared to turn to the demands of an progressively culturally pluralistic pupil population. As a consequence, Latinos are overrepresented in samples of households at hazard for hapless behavioural and mental wellness jobs, and their dropout rates are three times greater than white non-Latino pupils. Research associating socialization with school success for Latino childs has shown that factors such as recent in-migration and limited English proficiency increase the hazard of dropping out for Hispanic pupils. Latin american parents besides reported more barriers to engagement in their kids ‘s school than non-Latino parents. Additionally, Latino parents besides had more trouble assisting with prep and Latino childs reported less handiness of societal support than non-Latino childs. A important determination revealed that academic encouragement by parents and school staff members served as a cardinal protective factor in advancing school success for Latino young persons. In shutting, the writer suggested that instructors and decision makers need to be better equipped to cover with progressively diverse schoolrooms. For illustration, they need to increase their expertness in diverseness, derive entree to culturally inclusive course of study stuffs, and be willing to accommodate standard stuffs when such multicultural course of study is unavailable. More significantly, they need to develop intercession schemes to affect parents and heighten their abilities to advance success for their kids. A survey by Christle, Jolivette, and Nelson ( 2007 ) examined dropout rates in Kentucky high schools utilizing both quantitative and qualitative processs. The findings reflected that attending rates were negatively correlated with dropout rates in this survey. This determination supports the observation that pupils who feel a sense of belonging and connexion with the school are less likely to drop out. Additionally, the cultural background of the pupil organic structure was related to dropout rate in this survey ; the higher the dropout rates, the lower the per centum of white pupils. Furthermore, 46 % of Black and 39 % of Latino pupils attended schools where graduation is non the norm. Teachers are besides an of import beginning of societal capital for pupils. Teachers in low dropout schools showed involvement in the pupils, had sufficient support from decision makers, and made positive relationships a high precedence in the schoolroom. Finally, dropping out of high school is non an unprompted action, but instead a cumulative procedure. Unsuccessful school experiences, such as academic failure, class keeping, absenteeism, behaviour and subject jobs, and transportations from one school to another physique on one another to finally estrange the pupil from school. By placing differences between high schools with high dropout rates and low dropout rates, schools can implement policies and processs to prosecute pupils and ease their success. Rodriguez ( 2008 ) discovered that the Hispanic dropout rate in some big urban countries reached every bit high as 50 % . Looking for a solution, the Governor of Puerto Rico expressed involvement in utilizing a popular hip-hop instrumentalist to turn to the issue of school abandonment. However, he was extremely criticized because of the wordss of the music and the fact that the instrumentalist was a high school dropout himself. However, the of import point of the survey was that the Governor recognized the power and connexion between popular civilization and immature people. Unfortunately, the Numberss of Latino high school alumnuss are non maintaining up with the altering demographics. Therefore, it is clip for originative thoughts such as this one to happen solutions. But what precisely is doing this persistent job? A survey by Valenzuela ( as cited in Rodriguez, 2008 ) , shows there is a correlativity between certain hazard factors and graduation. For illustration, Latinos whose p arents do non complete high school and go to barrio-schools in southern California have a 50 % opportunity of gaining a high school sheepskin. Additionally, more and more school related incidents are being referred to the condemnable justness system and school-level disciplinary processs such as belated policies are lending to the dropout sums. Unfortunately, schools ‘ belated policies lock out pupils who truly necessitate to be in school and sends a message to them that the school does n’t desire them at that place. The writer believes utilizing advanced techniques such as hip-hop music to heighten acquisition could maintain marginalized pupils in school. Since traditional methods are non working, it is now clip to look for non-traditional attacks. Parental Involvement Issues that Contribute to the Dropout Rate Rumberger and Lim ( 2008 ) identified two factors that have a strong bearing on whether pupils graduate from high school ( a ) single features of pupils, and ( B ) institutional features of their households, schools, and communities. Within the former class, the writers found that pupil battle both academically and socially and educational outlooks are the most of import determiners for remaining in school. Conversely, high absenteeism and working more than 20 hours per hebdomad correlated to higher dropout rates. The latter class of institutional factors such as household and schools can besides be strong forecasters of graduating or dropping out. Populating with both parents and more household resources resulted in lower dropout rates. More significantly, rearing patterns such as holding high aspirations for their kids, supervising school advancement, and pass oning with the school are strong subscribers to higher graduation rates. This is the type of parental engagement needed to change by reversal the negative tendency of Hispanic dropouts. Stern ( 2004 ) discusses the consequences of the 2002 White House Commission on Educational Excellence for Hispanics appointed by President Bush to assist cut down the high school dropout rate. The committee ‘s study stated that Latino parents were non adequately involved with their kids ‘s instruction. Ironically nevertheless, the support was cut to plans that help Latino parents larn how to acquire connected to the acquisition procedure. The National Council of La Raza ( NCLR ) is disbelieving about the study which they felt offered no substantial recommendations. They besides dispute the averment that Latino parents do non take portion in their child ‘s instruction. However, what NCLR failed to see was the fact that parents may acquire involved, but this does non intend it is effectual battle. You can do a kid make his or her prep, but without the proper aid, that prep may non be right. One of the disposal ‘s enterprises was the â€Å" Yes I Can † ru n. Its web site promoted literacy consciousness for parents. Unfortunately, there were likely merely a little per centum of Latino parents who had entree to computing machines or had some degree of proficiency in utilizing them. Two other points were made in the article to assist better the low dropout rates ( a ) rise teacher outlooks of Hispanics, and ( B ) better instructor preparation. Although raising teacher outlooks and preparation may assist, they are non the job. Teachers can merely make so much in the schoolroom but it is up to the parents to take over one time the childs get place. Without effectual engagement by at least one parent, Latino pupils will go on to fight, lose involvement, and non recognize the importance of instruction until possibly it is excessively late. Nesman ( 2007 ) identified the undermentioned factors as subscribers to student dropout rates: ( a ) pupil attitudes and behaviours, ( B ) household features, ( degree Celsius ) societal environments, ( vitamin D ) school constructions and policies, and ( vitamin E ) employment/career chances. Findingss in this survey revealed that negative interactions with school functionaries and deficiency of support for advancement in school as cardinal to dropping out. Negative interactions includes limited sum of clip or attempt in working with Latino pupils compared to other pupils, looks of low outlooks, and prejudiced subject. Lack of caring among parents, described as limited support and communicating about school, was besides named as a major subscriber to pupils ‘ determinations to drop out. However, pupils were speedy to support households supplying grounds such as long working hours and household state of affairss such as divorce or separation due to migration. The survey besides suggested that a household ‘s deficiency of experience with instruction reduces the sum of support they can supply for kids. On the other manus, the actions of lovingness and supportive grownups were mentioned as intercessions that encouraged pupils to go on seting attempt into school. The writer besides pointed out features of plans that are successful with Latino populations. These include regard for cultural backgrounds, high-quality course of study and staff, tutoring and mentoring with successful and caring function theoretical accounts, household and community engagement, and native linguistic communication support along with English linguistic communication development. Harmonizing to a Pew Research Center study, the biggest ground for the spread between the value Hispanics topographic point on instruction and their aspirations to complete school appears to come from fiscal force per unit area to back up a household ( Lopez, 2009 ) . About 74 % of all 16- to 25-year-old study respondents who cut their instruction abruptly during high school say they did so because they had to back up their households. Other grounds include hapless English accomplishments, a disfavor of school, and a feeling that they do n’t necessitate more instruction for the callings they want. When asked why Latinos on norm do non make every bit good as other pupils in school, more respondents in the study incrimination hapless parenting and hapless English accomplishments than blasted hapless instructors. More than 61 % say a major ground is that parents of Latino pupils do non play an active function in assisting their kids win and about 58 % property it to limited Engli sh accomplishments of Latino pupils. These parents do non deliberately disregard their kids, but because most of them ne’er graduated themselves, they do n’t cognize how to assist their kids win. This is an country where parent engagement can do a difference. By promoting kids to remain in school alternatively of dropping out to work, Latino households can put in their hereafters instead than settle for short-run pay-offs. Unfortunately, it is a hard pick to do for households populating at or below the poorness degree. A Pew Hispanic Center study, â€Å" Latino Teens Staying in High School: A Challenge for All Generations † ( 2004 ) , stated the national Latino high school dropout rate of 21 % is more than twice the national norm at 10 % . A important ground attributed to the high dropout rate was less than favourable household fortunes and the communities in which they reside. Almost 10 % of Latino teens are non populating with a parent, more than twice the rate for white teens. Parents can frequently be an of import beginning of motive and information that promote high school completion. Merely 51 % of Latino kids have female parents who themselves have finished high school, in comparing to 93 % of white kids. Without a stable place environment and parents who can put a positive illustration or aid with school assignment, these marginalized pupils will go on to stay at a disadvantage compared to their equals. Chrispeels and Rivero ( 2001 ) did an exploratory survey on the consequence of immigrant parents ‘ sense of topographic point in their kids ‘s instruction after they attended a series of parental categories. These parents were given the chance to larn about the American educational system by go toing classs offered by the Parent Institute for Quality Education ( PIQE ) . The first determination from the survey was that parents indicated they had trouble assisting their kids with prep, particularly when the prep was in English. Delgado-Gaitan ( as cited in Chrispeels A ; Rivero, 2001 ) found in her survey of Latino households that â€Å" parents were intimidated by the linguistic communication barrier posed by an all-English prep course of study. This bullying is a distancing factor in the parent-child relationships, which is important to a supportive system for kids. † Even if parents had the desire to assist, it was non possible because they could non read or und erstand the assignment. Another ground given by parents for non assisting with prep was that many worked, had several other kids, and small clip to help with prep. These working parents were anticipating the after-school plans to help the kids with completion of their prep so that when they got place they did non hold to worry about it. The PIQE classs enabled parents to derive consciousness of the benefits of prep and how they could supervise what the kid is larning. Additionally, parents learned it is of import to learn kids to give precedence to schoolwork and that giving the clip could convey satisfaction and a sense of achievement. The concluding result was increased parental engagement in the kid ‘s instruction, both at place and school. In decision, the survey suggests that it is possible for parents to develop higher degrees of battle with their kids, schools, and instructors. As they learn what is required for success in school, parents can put more specific ends for their kids. Kaplan, Turner, and Badger ( 2007 ) explored grounds for Latino misss ‘ elevated hazard for dropping out of high school. They focused on the relationships between their female parents and friends, academic accomplishment, grade of socialization, household environment, self-esteem, depression and ability to get by with emphasis to find if they had an influence on their attitudes about school. The literature revealed that Hispanic male childs and misss are three times more likely to drop out of high school than white or African American teens. This may ensue from school patterns such as differential intervention, low outlooks, and the school ‘s hapless communicating with parents of Latino teens sing their kids ‘s advancement every bit good as household force per unit areas. Latino misss ‘ perceptual experience of lower instructor support and higher household emphasis resulted in lower self-pride, disfavor of school and higher depression. Furthermore, De Las Fuen tes and Vasquez ( as cited in Kaplan, Turner, A ; Badger, 2007 ) found that differential degrees of socialization appear to make parent-child struggle which has a peculiarly negative consequence on misss. Girls in peculiar are fearful of displeasing their parents as they try to absorb into American civilization. The consequences of the survey determined that a miss ‘s perceptual experience of mutualness with her female parent affected her attitude toward school. Girls who felt that their female parents were involved, understanding, and antiphonal to them were more likely to bask school and have higher overall classs. Not merely did the research confirm the importance of the mother-daughter relationship and its consequence on school accommodation, but it besides identified the demand to offer parental preparation to further this mutualness, and train instructors to be more cognizant of the effects of civilization. In decision, the literature explored many of the obstructions Latino pupils face in schools today. These barriers affect both their ability and desire to finish high school. There were three common subjects found among the barriers that contributed to the high dropout rates ( a ) environmental factors, ( B ) grounds built-in in the school system itself, and ( degree Celsius ) deficiency of parental engagement in instruction. The last component of parent engagement was looked at more closely to find grounds for deficiency of battle in kids ‘s acquisition procedure, and more significantly, to see if there is a possible connexion to Hofstede ‘s theoretical account of cultural dimensions. The undermentioned list summarizes some illustrations from the literature of Hispanics parents ‘ barriers to engagement in their kids ‘s instruction: trouble supervising pupils ‘ advancement and minimum communicating with the school ; rawness with educational systems ‘ policies and processs ; they do non cognize how to successfully step in since many are non graduates themselves ; unstable place environment and inability to supply positive educational function theoretical account ; trouble assisting kids with prep because of course of study and linguistic communication barriers ; small clip due to economic demand to work longer hours and other kids in the family ; outlooks that after-school plans will help kids with prep ; and different degree of socialization than their kids which can make a parent-child struggle. This list may assist explicate grounds for parents ‘ deficiency of engagement, but they do non reply the deep-seated causes for this type of behaviour. Could this be something immigrants brought with them from the old state and passed on from coevals to coevals? Possibly Hofstede ‘s power distance index from his Model of Cultural Dimensions can assist cast some visible radiation. As stated earlier, power distance measures the distribution of power and wealth between people in a state or civilization and seeks to show the extent to which ordinary citizens submit to authorization. Latin states, such as Mexico, with high power distance values rely on authorization figures to do determinations and clearly separate the functions of authorization figures from those governed. The line between ordinary citizens and those of higher societal position is seldom crossed, and fraternisation between the categories is frowned upon. Since most of the Latino immigrants were portion of the lower socioeconomic degrees in their native state, many may experience they can non alter their position in this state. As a consequence, it is possible they believe they are destined to stay in the same societal category and base on balls this attitude on to their childs. This type of self-fulfilling prognostication can be the major ground why Latino parents do non acquire involved in their kids ‘s educational development. Table 1 displays the grounds for parents ‘ deficiency of engagement and their position when viewed from a Hofstede power distance index lens. Table 1 Reasons for Non-Participation Viewed from Hofestede ‘s Power Distance Index Parents ‘ Reason for Lack of Participation Parents ‘ Point of View When Applying Hofstede ‘s Power Distance Index for Country with High Power Distance Value Trouble supervising pupils ‘ advancement and minimum communicating with school Not our topographic point to inquiry authorization, the disposal will guarantee pupils are having everything they need. Inexperience with educational systems ‘ policies and processs Rules and Torahs are made by the people in charge and they will guarantee schools do the right thing. Do non cognize how to successfully step in because many are non graduates themselves Parents do non prosecute or face, particularly with school functionaries. We understand and accept our function in society. Unstable place environment and inability to supply positive educational function theoretical account Family environment is unstable because of physical separation caused by work or in-migration. It is our fate in life to struggle-it is expected. Trouble assisting kids with prep because of course of study and linguistic communication barriers We can non understand the course of study or linguistic communication, but do non oppugn or inquire for aid. We assume the governments will step in if necessary. Small clip to assist pupils due to the economic demand to work longer hours. Besides many other kids in the family to look after It is more of import for households to take attention of life ‘s basic demands than to be concerned about unrealistic dreams of utilizing instruction to alter our societal position. Expectations that after-school plans will help kids with prep The authorities will take attention of educational demands and anything else they consider of import. They have their function and we have ours which is merely to work and take attention of our households. Parents have different degrees of socialization than their kids which can make a parent-child struggle Our childs are non following the proper ideals. They try to act like Americans, but they are non Americans. Their roots are Latino and they can non feign to be something else. The literature clarified many of the obstructions that Latino pupils have faced in U.S. schools, but there is non adequate accent and research on parental engagement in their kids ‘s educational promotion. This analysis revealed that the Hofstede theoretical account can be applied to this instance, but farther probe is still needed in this country. Possibly a more elaborate scrutiny comparing other facets of parents ‘ behaviour to GLOBE, Hall, or Kluckholn ‘s dimensions will assist impart support to this survey. The U.S. must acquire serious about turn toing the unacceptable Latino high school dropout rate job. During the following coevals, this nationality will go the largest minority group in the state. Without a solid educational foundation, Hispanics will stay in low-wage occupations and at the threshold of the poorness degree. The lone feasible solution to change by reversal this negative tendency is for parents to acquire involved in their kids ‘s instruction. Possibly they need to listen more, aid with prep, and emphasize the importance of instruction more frequently. As evidenced by the research, the actions of caring and back uping grownups encouraged pupils to set forth excess attempt in school. Unfortunately, many Latino parents do non cognize how to acquire involved so possibly it is clip for the authorities to step in. More support for plans such as the Parent Institute for Quality Education ( PIQE ) classs will assist parents derive an apprehension of the importance of in creased engagement in the kid ‘s instruction. By assisting parents develop higher degrees of battle with their kids, schools, and instructors, each wining coevals will larn what is required for success both in school and in life. How to cite The Chronic Condition of Hispanic High School, Essay examples

Introduction to Facilitate Workplace-Free-Samples for Students

Questions: 1. Explain how you would ensure debriefing is conducted in a safe Environment. 2. Describe the strategies you used to facilitate open discussion and allow the participants to explore their emotions. 4. Explain the risks involved to the participants during and after the critical incident. 6. Describe further issues Aboriginal and Torres Strait Islander people may face in critical incidents. 7. Explain further operational needs identified from the incident and describe suitable emergency procedures required for similar situations. Answers: 1.I will have been conducting the debriefing session with the two volunteers immediately after the incident so that the victims are prevented from going into further stress and anxiety. I will have an informal discussion with the two Chinese volunteers regarding the sequence of events. I will use open-ended questions towards both of them so that they are able to freely express their feelings. I would try to help them to identify the causes and the consequences of the event. I would try to understand the experience they had gone through and the causes that trigger the incident. I would try to assist them so that they could recover from the incident and can avoid triggering of any past memories where they faced similar type of racist behaviour. 2.I would try to make sure that the session was more of an interactive where I would try to make them feel comfortable so that they could open up to me. Open ended questions are best suited for this as it gives opportunity for the interviewee to respond as they like and share their experience in their own terms. An open information flow is welcomed. This will help them to open up to me and at the same time, they will be able to identify the causes and the consequences of the incident. 3.There are lot of risks involved with the incident, as when a person is exposed to such situations they tend to feel trauma of high intensity. The incident will cause a lot of physical and mental stress, which will in turn cause the participants to feel isolated. As a result of the incidents, they may isolate themselves in the guilt of committing such acts and may take wrong steps due to the excessive mental stress they are going through. This kind of incident not only affects the participants but also the whole group who tend to go through a similar level of stress. They also may stop communicating with other people and may remember some incident from the past, which could increase their level of trauma at that moment and affect their health. This may affect the overall morale of the participants and there are lot of people who will not feel safe in this changed environment. This incident may have long-term consequences, as it will cause problem for the proper working of the organi zation. 4.The problems of the Aboriginals and the Torres islanders are even greater than the other people living in Australia. They have been oppressed, discriminated and badly treated by the other people for so many years and so the effect of trauma is far greater for them. They are being discriminated in most of the places and the stress of racial discrimination is far greater than the normal stress level. Moreover, some of these aboriginals have problem related to addiction and gambling which elevates the level of stress for them. The statistics say that most of the Aboriginals do not drink and use drugs but most of them who are in the urban areas have been under the influence of chemically substances that are illegal. This unethical and illegal engagement of the Aboriginal has caused more problems as the level of trauma and the intensity of the incidents amplifies to a different margin for the people who are under the influence of chemically induced substances. 5.Demobilisation and defusing are the two processes, which can be used to minimize the effect of the incident on the participants as well as on group as a whole. The purpose of demobilization is to eliminate any critical incident occurring in the workplace and affecting the mental health of the staffs. The process of demobilization includes asking the staffs to share their experiences regarding the incident. This process also helps to identify the loopholes in the organizational procedures and rectify them to prevent further incidents. Defusing is another way of reducing the amount of stress from the individuals by making sure that they are being able to pose their concerns regarding the occurrence of the incident. The function of defusing is terminating the arousal and immediate response of the incident and initiating rest on the individual committing and experiencing the incident. These emergency procedures can be used when the effect of the incident is too severe on all of the par ticipants. Demobilization and defusing of the victims will have to be done immediately so that they are able to recover from the situation as soon as possible.

Poor Academic Achievement Associated With Mental Retardation free essay sample

Differentiation among categories of children having mild disabilities including mild mental retardation, learning disabilities as well as behavioral and emotional disorders has been problematic. Children operating around the fringe of what might be interpreted a disability group establish problems in measurement, assessment and admission for specialized education programs. A large number of children can be recognized as poor performers in schools. Basing this notion on an ordinary distribution one could possibly argue that fifty percent of kids function below standard academically. Greshman Macmillan and Bocian defined two major forms of reading underachievement complexities: specific reading retardation (SRR) and general reading backwardness (1996). SRR is described as reading under the predicted level from a childs aptitude whereas GRB is described as studying below the predicted level of childs sequential age. Children having SRR may also be thought to have specific learning disabilities. Children having SLDs comprise 5.2 percent of the overall school populace and 51. We will write a custom essay sample on Poor Academic Achievement Associated With Mental Retardation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1 percent of the school age populace with disabilities (Greshman, Macmillan and Bocian, 1996). Numerous children who suffer from these symptoms are also unable to differentiate or understand the nature of their ailment. Personal Perspective A friend, who is also a college student, is having problems with her grades.   She frequently feels that no matter how hard she studies, it doesn’t show when it’s time to take the test. As a result of this, her grades for the last two years have only been C’s, D’s and the occasional F.   She claims that she studies by reading the chapters and printing out professor’s lecture when it’s availed. In spite of this, she still feels like nothing is registering in terms improving academic performance. She claims to forget what has been taught most of the times and sometimes fails to remember what she just read. Then would have to repeat something’s just to get a clear understanding. She feels like no matter how hard she tries, she’ll never be as smart as some of her classmates. They seem to make better grades than her without much effort.   She wonders where she is going wrong and what she could possibly do to get better grades.   She said she feels dim-witted, when she receives her grades. She said she sometimes feels like she shouldn’t even study at all, why put forth the effort if it’s not going to make a difference.   She said she doesn’t know what else to do. Differences between LD and LA This ambiguity has created a heated contest has been   concerning the differences and similarities between children categorized as possessing learning disabilities or LD and those who display low achievement in academics (LA). The main notion of this contention revolves on the level to which learning disabilities can be separated from low achievement and the degree to which circulation of these groups, social behavior and academic performance overlap. Conspicously absent form this topic has been the Identification of the difference between SRR and GRB. It would look like numerous children who are thought to be low achievers would satisfy the GRBs criteria whereas kids considered academically disabled would satisfy the criteria for diagnosing SRR. A similar quandary exists in separating children suffering from mild mental retardation from those having learning disabilities. Learning disability is normally described on the ground of a serious discrepancy between achievement and ability.   In this view, an academic disability symbolizes unanticipated underachievement In comparison to ones ability level and the occurrence of such inconsistency justifies the incidence of a learning disability. Mild mental retardation represents unanticipated underperformance relative to individuals ability and underperformance is considered to be as a result of low aptitude. Purpose of the Research The purpose of this research was to differentiate groups of kids who are described as LA, MMR and LD on a range of social-behavior, school history predictors and cognitive achievement. These differences are significant because of incongruity in the discipline regarding the degree to which these symptoms overlap or can be consistently differentiated on predictors important to social functioning. These behaviors were differentiated by means of multivariate analysis and meta-analytic processes utilized by Kavale et al. (1994) to re-evaluate Ysselddyke et al.s information differentiating LA and LD groups.   This research differs from previous studies in the sense that it incorporated a group with MMR and used more comprehensive assessment of social-behavior performance, which has been proven in previous studies to contrast groups with mild disability (Greshman, Macmillan and Bocian 1996). Main Results This study adds to the knowledge presented from previous studies. There exists considerable difference in this study and previous ones that could be explained by variations on variables such as ethnic composition of trials, operational description of groups as well as physical location of these researches. LA, MMR and LD groups in this study functioned lowly in terms of academic performance. The group having learning disabilities scored poorly in comprehension compared to the LA group. All the groups scored better in mathematics but were considerably lower compared to the LA and LD groups reported in previous researches. The results are reliable with interpretation from other researches showing that children with learning disability scored more inadequately in academic performance compared to children with low achievement.

Not Selling Pull Your Book Off the Shelf

Not Selling Pull Your Book Off the Shelf One of the great advantages of indie publishing is being in control of your book. Recently a reader contacted me, asking my opinion about publishers. He was republishing a book done in 2011 that had not done well, blaming it on the vanity press. As someone ever interested in deterring folks away from those entities, I took a look at the book in an effort to assist. The cover was the best part. Beautiful. But it declined from there. The writing was chock full of grammar issues. The writing wasnt fluid. It was a memoir of sorts and wrought with the word I. The blurb was minimal and likewise full of errors. The author had no website, but worse, had not taken advantage of the Author Central page on Amazon, a freebie that every author ought to have fleshed out. As much as I abhor vanity presses and their predatory nature, I saw where they had done just what was asked of them. This was all on the author. My suggestion? Pull the book. Take it down. It hadnt sold well, so there was about used book sales keeping it active in the BN and Amazon databases.   I told him: 1) Pull the book 2) Cancel dealings with that press 3) Rewrite the book 4) Get feedback from a critique group 5) Get feedback from an editor 6) Redesign the cover 7) Acquire new blurbs 8) Acquire testimonials from those who did like it 9) Study indie publishing 10) Hire someone to format the print and digital book (although I adore Joel Friedlanders book templates)   11) Get his own ISBNs, especially if he intends to write more books 12) Use CreateSpace for print on Amazon 13) Use IngramSpark for print on non-Amazon sites 14) Use Amazon KDP for ebook on Amazon 15) Use Draft2Digital for ebook on non-Amazon sites Dont worry, this author wont recognize himself here. I get a few of these every week, asking how to proceed after a vanity press deal has flopped. Im adamant about protecting peoples privacy, but I received enough questions on this topic to warrant this weeks editorial. If you think this is you, dont let it bug you. Trust me, you have ample companionship in this dilemma. Your job now is to learn from your failures and spin it into success. Thats why we fail in the first place: to take us a step closer to doing it well.

Financial Management at Marks and Spencer Case Study

Financial Management at Marks and Spencer - Case Study Example Marks and Spencer have achieved great success in the last three years and now it is in the progress focusing on core business and aiming at becoming more customer oriented and flexible business offering a wide selection of quality goods. The financial performance of Marks and Spencer during 2008 was extremely pleasing for the stakeholders. The total revenue has been increased by 5.1 % with highly strong performance in its domestic trade. But the total revenue was increased by 10.1 % in 2007 with high performance in both its home and international business. It is reported that during 2008, 4.8% of space on the weighted average method has been added to the general merchandise. Both Gross Margin of 38.9% and Net Margin of 12.2% show better performance than its last year's financial state. During 2007 profitability has been increased to 11.2% from 9.6% and 7.4% of 2006 and 2005 profitability records respectively. It shows the success achieved by Marks and Spencer in its business operation both in domestic and international trade. Marks and Spencer's UK retail has been accounted to be '8,309.1m during 2008, but it was '7,975.5 m and '7,275 in 2007 and 2006 respectively. The international retail trade of M&S was '522.7 min 2006 and '610.6 in 2007, and the international trade in 2008 has been increased further and accounted to be '712.9m. Group operating profit has also been constantly increasing for the last few years. Group operating profit of its UK retail business has been accounted to be '972.9m in 2008 with a slight increase from the figure of '956.5 min 2007. Group operating profit of its international trade has been accounted to be '116.4m in 2008 with an increase of '28.9 m from 2007's figure of '87.5m. In short, both domestic and international trades of Marks and Spencer have been constantly increasing for the last few years and getting a rather outstanding loyalty brand name among the customers. Operating profit on property disposals was '27 million but it was 1.9 million during 2007. The report also shows that the general merchandise gross margin was up by 120 basis points to 52.6% which was caused by improved buying. Net finance costs before exceptional items were increased by 4.3% after pension finance income of '58.9 million, but it was 20.8 million in 2007. Net finance cost during 2007 has been reported to be decreased to18.3% reflecting a reduction in the average net debt. Earnings per share have been increased by 28.7% to 40.4p per share that reflected as a great advantage to attract more investors than before. Cash outflow has been reported to be '917.5 million in 2008 but cash inflow during 2007 was very strong as it generated a net cash flow of ' 231.1 million in 2007. In 2007, Cash inflow from continuing operating activities had been increased by '259 million. Cash inflow from continuing operation in 2008 has been decreased by '206.6 million that has reflected a higher working capital outflow. In 2007, there was a reduction in cash outflow on leasehold repayments as compared to 2006 and hence it resulted in an increase in the working capital which was accounted to be '114.1 million.  

Volumetric Analysis Lab Report Example | Topics and Well Written Essays - 1000 words

Volumetric Analysis - Lab Report Example The pink color of the dilute MnO4- solution indicates the end of the reaction. This is known as the "end point" or equivalence point of the titration. The given solution contains a mixture of both Fe +2 ions and Fe +3Assuming that each of the ions is present to at least 30% by mass. Therefore the two different Fe ions present, giving a total of 60% by mass of the mixture of Fe ions. The remaining 40 % of the solution is made up of an acid assuming any acid, say sulphuric acid in this case. Firstly set up ther apparatus as follows; without pouring any contents into either the burette or the volumetric flask. The mass of iron mixture in the solution is given to be between 1.1g and 1.3g. Given that the volume of the solution is 200cm the amount (moles) of Fe can be calculated by; n=mass/molar mass and then the concentration can be found out by rearranging the equation n=CV, to C =n/V Therefore, the mass of Fe taken to be 1.1g and the molar mass to be 56. The number of moles = 1.1/56 = 0.02 mol The No. of moles for the other masses e.g 1.2g and 1.3g can also be found, using the same equation. Then the concentration can be calculated; concentration = 0.02/200=1x10 1x10 / 1000 1x10-7 mold dm-3 Procedure: The concentration of the solution given is found to be 1x10-7 mold dm-3 Pour this solution into a volumetric flask. From the volumetric flask note down the volume of the solution you have. Using a graduated pipette, transfer 20cm3 of the solution into the conical flask Place conical flask on top of a white tile. Fill the burette in with potassium permanganate solution, making sure that the tap below on the burette is closed. Record the initial reading on the burette (read the...The pink color of the dilute MnO4- solution indicates the end of the reaction. This is known as the "end point" or equivalence point of the titration. 3. Heat each solution containing the iron sample almost to boiling. SnCl2 solution should be added drop wise taking care such that the yellow Fe(III) color just disappears. Then add only 2 drops excess of SnCl2 solution. The solution is cooled by placing the outside edge under running cold water until held,

Short Answers 1. ULTRA 2. Marshall Gregori Zhukov 3.General George C Essay

Short Answers 1. ULTRA 2. Marshall Gregori Zhukov 3.General George C. Marshall 4. Anzio 5. Operation Fortitude 6.Kursk 7.The Fal - Essay Example 2. Marshal Georgi Zhukov was the leading Red Army strategist behind Soviet victories at Moscow, Stalingrad and at Berlin. He was instrumental in developing defensive strategies that led to the Germans’ defeat. A leading member of the Stavka, Zhukov â€Å"more than any other one man was responsible for the formulation and implementation of Soviet strategy.†? His victory at Moscow and subsequent counter-offensive at Stalingrad devastated the Wehrmacht and turned the war in the Soviets’ favor after a string of near-catastrophic losses during the early weeks of Operation Barbarossa. After driving the Nazis out of Russia, Zhukov ultimately led the Red Army to victory in 1945 at Berlin, taking the city despite fierce resistance. (Name) 3 3. General George C. Marshall was in large part architect of the Allies’ victory in World War 2. As the grand organizer of the Allies’ war effort, he orchestrated the invasion of the European continent. He also managed th e massive U.S. war effort on two fronts, balancing the need for overwhelming manpower and materiel between Europe and the Pacific. Ultimately, Marshall was â€Å"responsible for the building, supplying, and, in part, the deploying of over eight million soldiers.†? After the war, the Marshall Plan became the blueprint for recovery in Europe and set the stage for subsequent prosperity in Western Europe. Marshall was awarded the Nobel Prize for Peace in 1953. 4. Anzio, the battle subsequent to Operation Shingle, was an attempt by the Allies to outflank the German army and free the road to Rome. Strategically, the Allies sought to liberate Italy but were facing stalemate north of Naples.4 Despite a successful landing, the Americans and British were pinned down by the Germans but managed to hold the beachhead, finally breaking through to Rome and liberating the city. The fighting at Anzio occupied German troops that could not be committed to the defense of Normandy on D-Day, with the Germans eventually committing approximately 80,000 additional troops to the defense of Italy. 5. Operation Fortitude was the name the Allies used for a campaign of deception prior to the Normandy landings. Aimed at keeping the Wehrmacht off balance and confused, it led the German high command to believe that the Allied landing would take place at Pas de Calais. Ultimately, the objective of Operation Fortitude was to keep (Name) 4 the Germans from concentrating their forces in Normandy. One of the war’s most successful deception campaigns, Operation Fortitude had the desired effect: â€Å"As a result, (the Germans) embarked on relatively few defensive preparations, mostly along the Pas de Calais on the Channel Coast north of the River Seine.†5 6. The Battle of Kursk technically marked the end of the German initiative in the eastern war. From a tactical standpoint, the Soviet victory at Kursk was a triumph of the Red Army’s use of â€Å"redundant† defen se, or defense in depth, which utilized a devastating and meticulous combination of artillery, tank units and other defensive weapons. This approach proved the undoing of the Wehrmacht’s famous Blitzkrieg approach to offensive warfare. Designed to overwhelm a foe in a single massive stroke, the German Blitzkrieg broke against a series of Russian defensive positions. â€Å"

The Problem of Evil

The Problem of Evil The Problem of Evil Does such problem contradict the existence of God? Why does our world contain so much evil? Why does it contain any evil at all? These questions and many others, particularly the presence of evil, reflects the most persistent argument raised against theism. The problem of evil is usually seen as the problem of how the existence of God can be reconciled with the existence of evil in the world. The problem simply stems from basic beliefs or assumptions pertaining to the attributes of God: God is perfectly good, omniscient, and omnipotent. From this, such a God should want to prevent evil, yet much evil exists. There have been many proposed solutions to problem of evil, one being the free will defense/argument. According to this argument, God must allow His creatures to do evil sometimes in order to promote free will. So even if God wants to prevent evil, he cannot because free will is important. The free will defense successfully solves the problem. Some critics believe that this argument fails due to the fact that God could give us f ree will and still stop people from doing evil. But if that were the case, people would not really have free will; they would know they could not freely do anything they wanted. In this paper I will further explain the problem of evil and examine the concept of the free will argument. Furthermore, I will present J. L. Mackies argument regarding the issue, while exploring Alvin Plantingas defense. Despite Plantingas success and acceptance, his free will defense still presents a conflict between reasoning and the characteristics of God. The problem of evil arises because the concept of God seems to entail that there should be no evil in the world. The existence of evil seems to indicate that God is not preventing this evil. If such notion were true, why would not God step in to intervene? Many philosophers, particularly J.L. Mackie, details the problem of evil as a simple case of logical inconsistency, which arises from the attributes of God all being true at the same time. The religious believers assume that God is omniscient, omnipotent, and omnibenevolent, yet evil exist. Simply stated or broken down, the problem of evil claims that the following prepositions cannot be held consistently together: 1. God is omnipotent (all powerful) 2. God is omniscient (all knowing) 3. God is omnibenevolent (all good) 4. Evil exists If God has these features, then it follows that God can and should want to prevent evil. As Mackie states, â€Å"Good is opposed to evil, in such a way that a good things always eliminates evil as far as it can, and that there are no limits to what an omnipotent thing can do. From these it follows that a good, omnipotent thing eliminates evil completely, and then the propositions that a good, omnipotent thing exists, and the evil exists, are incompatible (174).† For sake of clarity, I will define the terms â€Å"good† and â€Å"evil†, as they will be used throughout this paper. Good is interpreted as anything in harmony with Gods character, will, and goal, whereas evil is any state or condition that is contrary to His character, will, and goal. Speaking in terms of evil, I will further examine two types of evil, as one will be introduced later on in the paper. Moral evil is evil that results from an act, or failure to act, by man. For instance, murder is an evil brought about by man and therefore it is a moral evil. On the contrary, natural evil arises through no fault by man. He has no control over natural evil and is completely powerless to prevent its occurrences. Examples of natural evils are sufferings caused by diseases or natural phenomena such as earthquakes, hurricanes, tornadoes, and tsunamis. The problem of evil can be distinguished between two types of philosophical aspects or challenges to faith in God: the evidential challenge and the logical challenge. The evidential challenge (also known as the inductive argument) seeks to show that the existence of evil counts against the probability of the truth of theism (defined as the belief in at least one deity). Philosophy William L. Rowe illustrates this challenge as such: 1. There exist instances of intense suffering which an omnipotent, omniscient being could have prevented without thereby losing some greater good or permitting some evil equally bad or worse. 2. An omniscient, wholly good being would prevent the occurrence of any intense suffering it could, unless it could not do so without thereby losing some greater good or permitting some evil equally bad or worse. 3. Therefore, there does not exist an omnipotent, omniscient, wholly good being (Rowe, 201) In these statements, Rowe suggests the inductive, probabilistic view of the evil argument justifies atheism (defined as either a rejection of theism or a position that deities do not exist). Evidential arguments claim that there is no good reason for Gods permission of evil. On the other hand, there is the logical challenge to belief in God, which says that it is both impossible and irrational to believe in the existence of a good, powerful God with the existence of evil in the world. A sample logical challenge would in the following form: 1. A good God would destroy evil. 2. An all-powerful God would destroy evil. 3. Evil is not destroyed. 4. Therefore, there cannot possibly be such a good and powerful God. The logical challenge attempts to demonstrate that the assumed propositions lead to a logical contradiction and cannot therefore all be correct. In his argument from evil, David Hume inquires about the existence of God, stating that the assumed God would not possibly allow evil to exist. He asks, â€Å"Is He willing to prevent evil, but not able? Then He is impotent. Is He able, but not willing? Then He is malevolent. Is He both able and willing? Whence then is evil (150)?† Being that there is more evil than good in the world, it is difficult to see how one can reconcile the existence of evil with the existence of an all-powerful, omnibenevolent God. So it seems that either God does not exist, or His characteristics are very different from what we think. It seems that either choice contradicts the traditional belief in God. However, the conclusion that were wrong about God follows only if God has no good reason for allowing evil. Perhaps if one can explain Gods reason for allo wing evil, then the belief in God may still be rational. There are many possible replies and solutions to the problem of evil, but I will only limit focus to one particular argument. The free will defense illustrates that God allows evil for the sake of human free will. Moreover, evil occurs because God does not want to compromise this free will be preventing evil. Speaking in terms of free will, what does it mean to necessarily be free or possess free will? As used in this paper, free will is identical to freedom of choice, or the ability to do or not to do something. The concept implies that an omnipotent God does not assert its power to intervene in choice. Gods creation of beings with considerable free will is something like the greatest gift that can be given, or in another sense, the greater good. He could not eliminate evil and suffering without eliminating the greater good of having created beings with free will. The argument simply says that God is not responsible for the evil that takes place, but rather, beings are at fault; at some point in life, a being will be faced with a situation that requires moral choice and the ability to act freely, and they may possibly choose evil (Cain). The argument gives the impression that God knows that evil occurs, God does not want evil to occur, and God has the ability to prevent evil, but evil still exists because God wants us to have free will. In Evil and Omnipotence, Mackie argues that the traditional conceived God cannot possibly exist with so much evil and suffering in the world. Thus, the problem of evil leads to a contradiction in at least one, if not all, of the attributes of God (that being omnipotent, omniscient, and omnibenevolent). In his essay, Mackie examines what he calls â€Å"so-called† solutions to the problem: evil being a necessary counterpart to good, the universe being better off with some evil, evil acting as a means to good, and evil being the result of human free will. For objective purposes of consistency, I will only touch basis on Mackies response to evil being the direct result of freedom. For Mackie, the existence of evil is logically incompatible with the existence of a Christian God. He maintains the idea that God granted free will, but then asks, â€Å"If God has made men such that in their free choices they sometimes prefer what is good and sometimes what is evil, why could He not h ave made men such that they always freely choose the good (Mackie, 178)?† Being all powerful, God could have created a world with both free will and no signs of evil. In other words, God could have created a world where man had the ability to choose between two actions (good or bad), but from his omnipotence, He would always see it that man choose what was right. It is obvious that such a world was not created, so what does this say in terms of Gods power? According to Mackie, Gods inability to offer this possibility is a rational contradiction and limits not only his power, but his goodness as well. Plantinga, in his response against Mackie, suggests that atheologicans (specifically Mackie) are wrong to believe that evil and God are incompatible. He argues that God, even being omnipotent, could not create a world with free beings that never chose evil. Furthermore, it is possible that even an omnibenevolent God would want to create a world that contains evil, only if such would bring moral goodness. God uses evil as a vehicle for bringing about the greater good. In efforts to refute the logical problem of evil, Plantinga tries to show that Mackies argument is not contradictory. In order to do so, he finds a statement that could make the claim a reasonable one and makes an addition of a necessarily true proposition to Mackies. He says that â€Å"The heart of the Free Will Defense is the claim that it is possible that God could not have created a universe containing moral good (or as much moral good as this world contains) without creating one that also contained moral evil. And if so, then it is possible that God has a good reason for creating a world containing evil (Plantinga, 190-191).† It is not to be taken in any way that Plantinga declares his proposition is true, but rather logically sound. The free will defense, in my opinion, is a partial success. Plantingas argument is a valid justification for Gods permission of evil, but he seems to speak only in terms of one nature of evil. Yes, the evil that exists around us is a consequence of the abuse of our freedom. Not all natures of evil, however, can be explained in this way. There is much evil that is not inflicted by man. Natural evils (as described earlier in the paper) or disasters, for instance, cause great destruction, but there is nothing that man could have done to prevent them. So if the blame does not fall on man, who can we hold accountable for such occurrences? Would it be safe and logical to say that God, being the Creator of all things (nature in particular), is to blame? Of course for Plantinga he would rely on Augustines perspective to say that these particular evils are a result on moral evil, relating the incidents of Adam and Eve and the concept of original sin. This response would probably be the safe way out, but again it does not necessarily pose a solution to the problem of natural evils. Not everyone hold the same beliefs or interpretations of Adam, Eve, and the forbidding fruit scenario. And at this rate of thinking, his argument would only hold strong for the theist himself. On another note, I believe that it is reasonable to say that it is better that the world contain beings with significant freedom than that it contains only automata. Evil can be seen as an instrument of God to correct, purify, and instruct (as a parent punishes his/her child). God is justified in permitting evil and suffering in terms of promoting character development; it seems that His goal would be to bring man to a point spiritual well-being and maturity. It is deemed necessary that man go through struggles in order to gain strength, a means of soul promoting, or to be conscious of certain emotions. For instance, in order for a person to know â€Å"hot†, they must inevitably know â€Å"cold†. Without being aware of the one, chances are you would not know how to distinguish between the two. In this case, in order for a person to possess happiness or feel sorrow, they must have been faced with a situation that evokes such feelings or emotions. Ultimately, perhaps God allows evil and suffering so that in the end, man will be born again and accept Gods grace and live by His word. In addition to this thought, a world without evil may not be a feasible world for those who possess free will. Everyone would always freely choose to do good acts because God would constitute everyone to do so. But if no one can choose otherwise, then no ability to choose really exists. Therefore, free will does not exist. When it comes to the problem of evil and Gods existence, there are many questions and concerns that come to mind. Firstly, it is written in the Book of Genesis that God created man in His image. But what exactly is Gods nature? Earlier in the paper, it was established that God, particularly the Christian God, is all-knowing, all-powerful, and all good. I take this as saying that God acts as an accomplice to evil because He knows what will happen before the action is done, and yet he does nothing to get involved. He is all powerful because â€Å"through Christ all things are possible†, or at least all things logically possible. He is also all good meaning He cannot sin nor do evil. Taking this into deliberation, man (being created in His image) has the ability to do wrong and create evil. Thus, we are not â€Å"all-good†. So does this fact alone contradict Gods omnibenevolence? Secondly, God granted free will, but has no means of intervening or preventing the consequenc es; if this was false, then evil would not exist. Does this inability take away from His omnipotence? In a sense, I think of it as a limitation on his power because He created something that He has no control over or at least it seems that He does not. Thirdly, it is argued that God cannot actualize a world with free will and no presence of evil. If this is true, then what do you consider heaven? Heaven is supposed to be a â€Å"perfect† world. I am sure that there is free will and absolutely no evil and suffering. Why could not have God create the physical world (in which we live) as such? In conclusion, the problem of evil exists because man believes in an omnipotent, omniscient, and omnibenevolent creator. Many philosophers, such as Mackie, argue that if one abolishes God himself, or at least some of His attributes, then evil needs no explanation. In response, some philosophers offer justifications for God permitting evil. The most credible of these is the free will defense, which states that there are no contradictions in Gods attributes; He is capable of destroying evil, but not at the expense of taking away free will. In my paper, I have examined the problem of evil and the concept of the free will argument, using Mackie and Plantingas arguments on the subject. I have given reason to both accept and reject the notion that it can be logically established that the existence of both evil and God are not incompatible. Perhaps no one will really understand Gods reason for allowing some things to happen. More so, there is a possibility that such knowledge is beyond our means of reasoning at present. Bibliography Cain, James. Free Will and the Problem of Evil. Religious Studies: An International Journal for the Philosophy of Religion (2004): 437-456. Gale, Richard M. Freedom and the Free Will Defense. Social Theory and Practice: An International and Interdisciplinary Journal of Social Philosophy (1990): 397-42. Gillett, Grant. The Problem of Evil and the Problem of God. Journal of Applied Philosophy (2007): 435-438. Hume, David. The Argument from Evil. Pojman, Louis P. and Michael Rea. Philosophy of Religion: An Anthology. Belmont: Wadsworth, Cengage Learning, 2008. 147-152. Mackie, J. L. Evil and Omnipotence. Pojman, Louis P. and Michael Rea. Philosophy of Religion: An Anthology. Belmont: Wadsworth, Cengage Learning, 2008. 173-180. Plantinga, Alvin. The Free Will Defense. Pojman, Louis P. and Michael Rea. Philosophy of Religion: An Anthology. Belmont: Wadsworth, Cengage Learning, 2008. 181-199. Schellenberg, J. L. The Atheists Free Will Offence. Internal Journal for Philosophy of Religion (2004): 1-15.

1920s in The Great Gatsby Essay example -- essays research papers

Written during and regarding the 1920s, ‘The Great Gatsby’ by F. Scott Fitzgerald is both a representation of this distinctive social and historical context, and a construction of the composer’s experience of this era. Beliefs and practises of the present also play a crucial role in shaping the text, in particular changing the way in which literary techniques are interpreted. The present-day responder is powerfully influenced by their personal experiences, some of which essentially strengthen Fitzgerald’s themes, while others compete, establishing contemporary interpretations of the novel. Dubbed the ‘roaring 20s’, because of the massive rise in America’s economy, this social and historical context is widely remembered for its impressive parties and sensationalist attitude. However, Fitzgerald also conveys a more sinister side to this culture through numerous affairs, poverty and a rampage of organised crime. By exposing this moral downfall, Fitzgerald reveals to the responder his value of the American dream and his belief of its decline. As a writer, Fitzgerald was always very much concerned with the present times, consequently, his writing style and plot reflects his own experiences of this era. So similar were the lives of Fitzgerald’s characters to his own that he once commented, â€Å"sometimes I don't know whether Zelda (his wife) and I are real or whether we are characters in one of my novels†. In 1924, Fitzgerald was affected by Zelda’s brief affair with a young French pilot, provoking him to lock her in their house. A construction of this experience can be seen in the way Fitzgerald depicts the 1290s context. For example in ‘The Great Gatsby’, there are numerous affairs and at one point, Mr Wilson locks up his wife to pre... ...der an intense image of the pretence that he believed the upper-class felt during the 1920s. In literature, the rose is usually a symbol of beauty and love, however Fitzgerald makes the comment that in reality, the 1920s are not entirely the wonderful era they are portrayed to be. While the issue of materialism is still very relevant in a modern-day context, the force behind it is quite different. Materialism is less a result of society’s search for love and happiness in an unethical culture, rather, high wages and relatively inexpensive commodities mean that modern, upper-class society obliges to the world of consumerism simply because it can. Through his remarkable use of techniques and style, Fitzgerald has created a realistic construction of his experience of the 1920s which is also heavily shaped by the present-day responder’s own beliefs and practices.

Donne as a Metaphysical Poet Essay

Introduction During the past forty years there have been two major theories of language learning by children. But there are two major schools of thought known as, ‘Behaviorists’ and ‘Mentalists’. One school is of the view that language learning is entirely the product of experience and that our environment affects all of us. Others have suggested that everybody has an innate language learning mechanism. Let us discovery with the help of these two schools of thought that how do children acquire their mother tongue. How do they grow up linguistically and learn to handle the stylistics varieties of their mother tongue? How much of the linguistics system they are born with and how much do they discover from their exposure to language? a) The Behaviorist School B.F. Skinner and his followers are known as behaviorist. According to them language learning is process known as operant conditioning. Conditioned Behavior is behavior which is the result of repeated training. Operant means that it is voluntary behavior, it is result of learner’s own free will, and it is not forced by any outside person or thing. The learner demonstrates the new behavior first as a response to a system of reward or punishment, and finally as an automatic response. In order to prove their theory they conducted an experiment. EXPERIMENT They put a rat in a box containing a bar. If it presses a bar, it is rewarded with a pellet of food. Nothing forces it to press the bar. The first time it probably does so accidentally. When the rat finds that the food arrives, it presses the bar again. Eventually it finds that if it is hungry it can obtain food by pressing the bar. Then task is made more difficult. The rat only gets rewarded if it presses the bar while a light is flashing. At first rat is puzzled. Eventually it learns the trick. Then the task is made more difficult again. This time the rat only receives food if it presses the bar a certain number of times. After initial confusion it learns to do this also. And so on, and so on. Operant condition can be summarized thus STIMULUS RESPONSE REINFORCEMENT REPETITION In operant conditioned, reinforcement plays a vital role. There are two kinds of reinforcement: A) Positive Reinforcement Praise and rewards are positive reinforcement. Experiments have shown that positive reinforcement works much better in bringing about good learning. B) Negative Reinforcement Rebukes and punishments are negative reinforcement. The behaviorists also claim that we learn language by imitation and association. For example, a young child hears the word â€Å"water† with the actual thing. He then makes this sound himself, imitating what he has heard. His parents are pleased that he has learnt another word and so his response is reinforced. The thoughts of behaviorist school can well be understood according to following tree diagram. The Behaviorist School Language learning is Positive Imitation Operant conditioning and and Negative Association Reinforcement Noam Chomsky explicitly rejects the behaviorists’ position that language should be thought of as verbal behavior, arguing that it should be thought of as knowledge held by those who use language. Chomsky suggests that the learner of any language has an inbuilt learning capacity for language that enables each learner to construct a kind of personal theory or set of rules about the language based on very limited exposure to language. b) The Mentalist School Chomsky and his mentalist followers claim that a child learns his first language through cognitive learning. They claim that language is governed by rules, and is not a haphazard thing, as Skinner and his followers would claim. According to Chomsky, the child is born with a mental capacity for working out the underlying system to the jumble of sounds which he hears. He constructs his own grammar’ and imposes it on all the sounds reaching his brain. This mental grammar is part of his cognitive framework, and nothing he hears is stored in his brain until he has matched it against what he already knows and found a ‘correct’ place for it within this framework. Chomsky argues that language is so complex that it is almost incredible that it can be acquired by a child in so short a time. He says that a child is born with some innate mental capacity which helps the child to process all the language which he hears. This is called the Language Acquisition Device, and he saws it as comprising a special area of the brain whose only function was the processing of language. This function, he argues, is quite separate from any other mental capacity which the child has. When Chomsky talks about ‘rules’, he means the unconscious rules in a child’s mind these rules enables him to make grammatical sentences in his own language. Chomsky does not mean that a child can describes these rules explicitly. For example, a four or five year old child can produce a sentence like I have done my work; he can do that because he has a ‘mental grammar’ which enables him to form correct present perfect structures and also to use such structures in the right and appropriate situations. But he is unable to define the formation of present perfect tense. The thoughts of Mentalists can well be understood with the help of the following tree diagram. The Mentalists School Language learning Input Mental grammar Is an (own rules) Innate ability LAD Grammatical Output sentences Both the schools have said significant things, yet neither is perfect. The mentalists’ emphasis on the rule-learning is over enthusiastic, and the behaviorists’ rejection of meaning is entirely unjust. Language acquisition seems to be a process both of analogy and application, both nature and nurture. The differences between the empiricists approach and that of the rationalist can be summarized in the following manner: BEHAVIOURISTS APPROACH MENTALIST APPROACH Conclusion This comparative study makes one thing clear: nature and nurture, analogy and application, practice and exposure are important. Innate potentialities lay down the framework. Within this framework, there is wide variation depending on the environment. The kind of language that children ultimately grow into shaped by the culture-based responses of the family, if not in a way that can be called imitation, then at least in terms of things the child chooses to do with its language. But we should be wary of the idea that all children experience the same practices and follow the same development path as they grow into their language. Having been exposed to a small number of utterances, the child begins to extract the principles underlying the utterances and compose new utterances of his own. This is the way every child grammar to communicate in an intelligent manner. He makes mistakes and produces ungrammatical sentences. His elders correct him; he feeds the information into his mini-grammar, modifies some of the rules, and again produces new utterances. In a period of about four years, he is able to master and internalize all the essential rules of language. This is a proof that a child’s own rules of grammar are more important to him than mere imitation.