Culture Clash in “Two Kinds” and “Dead Mans Path” Essay

The culture clash in Two kinds occurs between Amy Tan who has become â€Å"Americanized† and her mother who is still very much under Chinese influence. Amy’s mum believes strongly in â€Å"The American Dream† â€Å"My mother believed you could be anything you wanted to be in America† Shows the large amount of Aspiration and hope in her mother’s mind about the future for Amy. Her mother continues the idea that Amy could be a star in America when she says â€Å"You can be best anything† Not only does the statement reflect her ambitions for Amy and beliefs but also her broken English represents that she is still very much Chinese. Amy takes a rebellious stance when her hair cut goes wrong, and claims she likes it as it was not what her mother wanted â€Å"I liked the haircut; it made me look forward to my future fame† The phrase not only shows her rebellious side but also that she believes what her mother has said about being famous. Amy’s views are filled with a degree of irony in being what her parents wanted her to be â€Å"I was filled with a sense I would soon become perfect† The italics in the phrase represent the irony of it and also the certain amount of insecurity Amy feels. Amy’s mother is also ironic to a degree although she may not mean to be â€Å"Searching for stories about remarkable children† The irony continues as Amy is not remarkable, and her mother thinks she can be. The fact Amy is not remarkable is brought up when she is asked to recall what she remembers from a page in the bible. â€Å"Now Jehosophat had riches and honor in abundance. That’s all I remember ma'† The phrase shows that Amy’s memory is poor and she is not exceptional. Amy soon begins to dislike her mother methods of trying to turn her into a child prodigy, and the cultures start to clash as Amy’s mum still believes that she can be, but the Americanized Amy starts to dislike it. â€Å"I hated the tests, the raised hopes and failed expectations† This shows Amy’s dislike of her mother’s methods, and the feeling that she has failed again and again. Amy then begins her rebellion in her feeling that she wont be who she’s not. â€Å"I promised myself, I won’t be what I’m not† This shows Amy’s determination to succeed against her mothers will and not become a prodigy. The view that a Chinese girl could succeed in American is brought back to her mum three months later when she sees a little Chinese girl playing a piano on TV when Amy defends the girl her mother takes the traditional view that she isn’t trying and that’s why she’s failing â€Å"Not the best because you’re not trying† The phrase emphasis’s the mother’s feelings towards her daughter as in traditional Chinese culture it must be the child’s fault. The culture clash is emphasized when Amy refuses to rehearse properly for her performance and play’s badly as a result her mum is deeply ashamed as she has in Chinese terms at least â€Å"shamed the family’s name† her father shares a similar view He says: â€Å"That was something else† In ambiguous phrase, her mum has a look on her face which rattles Amy and brings home what she’s done â€Å"But my mother’s expression was what devastated me: a quiet blank look that said she had lost everything† The phrase is powerful as her mum had lost everything, and Amy was her last hope. Her mum continues her methods of Chinese belief a few days later when in an argument she shouts at Amy on the basis that daughters in China are obedient â€Å"Only one type of daughter can live in this house, obedient daughter!† This is one of the more important lines as it really shows the Chinese culture that children should be obedient and Amy is not. Amy’s American beliefs and nature are brought up when she says â€Å"For unlike my mother I did not believe I could be anything. I could only be me† This emphasizes the fact she is not a traditional Chinese daughter the way her mum wants her to be instead she has her own beliefs and lifestyle. The first line of Dead Man’s Path emphasizes a culture clash, as the headmasters name is Michael Obi. Michael being a western name. So he obviously has western influence. And his clash begins with his views â€Å"He was outspoken is his condemnation of the narrow views of these older and often less educated ones† Michael is critical of the older generation, which is probably a western influence but in most Nigerian towns the elders are to be respected showing a clash between his and African views. His ideas and views are summarized and appear to be the opposite of the village in which the school is situated when he says â€Å"Everything will be modern and delightful†¦..† The word modern is italicized to show that it is the opposite of the current village and the change Michael Obi wants to create. Michael also tried to disassociate himself with the locals, and make himself sound better. â€Å"We’ve got a chance to show these people how a school should be run† Shows not just disassociation in the phrase â€Å"these people† but arrogance, in believing he can show them how to run a school. Michael’s western influence is also shown in the plants which are planted around school â€Å"Beautiful hibiscus and allamanda hedges† Both the plants are traditionally western showing Michael wishes to westernize the school. Michael’s amazement at the actions of the locals also shows his intolerance for both local traditions and respect for the old â€Å"He was scandalized to see and old women hobble right across the compound† The phrase scandalized shows just how amazed he is that the event has occurred; it also shows his feelings about tradition, that it needs to be removed. To be replaced by his modern ways. Michael then shows his ignorance to their culture by separating the incident and the school and exclaiming â€Å"And what has that got to do with the school?† The phrase is both pompous and patronizing and shows his ignorance in thinking that the two should be divided and religion/culture should be kept away from schools. The priest when talking to Michael has a feeling of power and looks down on Michael. â€Å"Look here my son† The priest uses this opening phrase to create a feeling of inferiority to Michael he also bangs his stick on the ground to emphasize his point. Michael responds to the whole conversation in a very arrogant way, â€Å"Our duty is to teach your children to laugh at such ideas† Shows his intolerance towards the priests and villages beliefs, and shows how he plans to change traditional ways. The conversation later grinds to a halt with neither parting with their idea’s or culture â€Å"I have no more words to say† Shows the priest has been defeated by ignorance, and that the conflict between the cultures will not be resolved. Both stories have culture clashes neither ending with particularly happy endings, However I feel that in Dead Man’s Path the culture clash is more straight forward in that it is traditional against modern. However two kinds is slightly more complicated as at first Amy seems to be trying to be traditional and try hard where as Michael never wanted any sort of tradition right from the start. Both culture clashes involve arguments and verbal disagreements, and some degree of action. Amy ruining her piano piece in Two Kinds and the Michael blocking off the path in Dead Man’s Path. These are followed up by more action from the other culture; Amy’s mum continues to make Amy learn claiming she could still be a prodigy whilst the villagers tear the school apart. In Dead Man’s Path it is an antithesis however I feel that Two Kinds is less so and the ideas are more intertwining however I still feel there is a large culture clash. In both stories however it is clear to see that both traditional and modern views find it hard to live side by side.

“Lolita” by Vladymir Nabokov Essay

The relationship between Humbert Humbert and Lolita, is highly undefined. Many readers who have read Lolita find it to be based on â€Å"lust†, while others find Humbert to truly be in â€Å"love† with his Lolita. However, there is evidence that Humbert’s desire for Lolita is based on some obsessive-compulsive behavior which he cannot control, and therefore keeps returning for her. Humbert’s obsessions can be clearly recognized in his behaviors when looked upon in H. R. Beech’s Obsessional States and Andrew Brink’s Obsession and Culture: A Study of Sexual Obsession in Modern Fiction’s perception of what obsession is. Humbert’s obsessional tendencies are displayed in many passages through his descriptive word choices and his over bearing personality, such as when he describes Lolita after returning from camp to be, â€Å"†¦all rose and honey, ressed in her brightest gingham, with a pattern of little red apples,†¦with s cratches like tiny dotted lines of coagulated rubies, and the ribbed cuffs of her white socks were turned down.† Obsession can be a difficult subject because there is not a finite definition of what obsession really is. Who determines what obsession is? When does deep admiration pass and obsession begin? According to S. Jack Rachman â€Å"an obsession is an intrusive, repetitive thought, image, or impulse that is unacceptable or unwanted and gives rise to subjective resistance† (2). Furthermore, Andrew Brink states that â€Å"†¦the popular meaning of the term obsession, including the new verb ‘to obsess,’ which means to be persistently preoccupied about something, usually in an unsatisfactory relationship† (195). These similar definitions are important when looking at Humbert’s actions because his actions are perceived by these qualities. First, Brink argues that most people have an obsessional defense, and this defense is brought out of men due to their fear of women. More specifically, this defense mechanism is explained as the â€Å"internalization of bipolar impulses to both accept and reject the same attachment object†¦Ã¢â‚¬  (195). He further describes it as â€Å"†¦a defense in which the internalized mother is split into accepting and rejecting aspects by which the person gains quasi-independence from her by identifying with her.† (Nabokov, 112) This conception is demonstrated in Humbert’s relationship with Charolette Haze.  By Humbert describing Charlotte upon there first meeting with â€Å"the poor lady in her middle thirties, she had a shiny forehead, plucked eyebrows and quite simple†¦Ã¢â‚¬  (Nabokov, 37) Furthermore, Humbert states, â€Å"Had Charlotte been Valaria, I would have known how to handle the situation by merely twisting fat Valechka’s brittle wrist but anything of the sort in regard to Charlotte was unthinkable† (83) as a way of letting the reader understand his sense of fear, his lack of control, and his desperation to regain his feeling of control. In hopes of regaining his lost sense of control Humbert plots to kill Charlotte; with out her in his way Lolita would be his, and he would have full control over her. However, Humbert never went through with his scheme for the mere reason, â€Å"poets never kill† (Nabokov, 88) In accordance to Brink’s definition of obsession, Humbert seems to fall elusively into obsessional defense in the sense that obsessive men’s fear of women also manifests itself as control (196) Humbert’s tendency to be controlling throughout the novel leads the reader to believe he is obsessive. Throughout the novel Humbert remains in control most of the time, not only in control of the characters, but also in control of the readers. For example, Humbert tries to control the reader by making them believe his side of the story to be true: â€Å"Frigid gentlewomen of the jury!†¦I am going to tell you something very strange: it was she who seduced me† (Nabokov, 132). Humbert also tries to influence the therapists, stating, â€Å"I discovered there was an endless source of robust enjoyment in trifling with psychiatrists: cunningly leading them on; never letting them see that you know all the tricks of the trade; inventing for all them elaborate dreams,†¦teasing them with fake â€Å"primal scenes†Ã¢â‚¬ ¦Ã¢â‚¬  (34). Brink, commenting on this scene stated â€Å"the sadistic, controlling intent of this statement of knowing better than the therapist is typical of obsessional patients†¦Ã¢â‚¬  (102). Humbert has this need to feel he is in complete control. When the control is lost, a desire to retain his sense of dominance can overcome him. This is best presented to the reader as Humbert kills Quilty near the end of the novel. Although previously not taking the opportunity to kill Charlotte, Humbert has already lost his control over Lolita, his love, and therefore finds killing Quilty as a way of having some sort of control recuperated. Walking through Quilty’s house, previous to murdering him,  Humbert locked as many doors as he could, controlling where Quilty could retreat to. (Nabokov, 294) However, after the murder, while swerving back and forth along the road, Humbert is stopped by the police, and at that point gives up full control for insanity. (306-307) And therefore, upon los ing control it is discovered Humbert truly is obsessive. Humbert’s obsessiveness is also conveyed through the words he uses, and the descriptions he gives; his language conveys obsession. For instance, after Humbert’s first sexual encounter with Lolita he describes her as â€Å"brown, naked, frail Lo, her narrow white buttocks to me, her sulky face to a door mirror, stood arms a akimbo, feet (in new slippers with pussy-fur tops) wide apart†¦Ã¢â‚¬ (Nabokov, 137-138). By remembering such detail while in jail years after the incident it seems quite clear that Humbert had an obsessive nature. This is also conveyed when he describes Lolita as â€Å"naked, except for one sock and her charm bracelet, a velvet hair ribbon was still clutched in her hand; her honey-brown body, with the white negative image of a rudimentary swimsuit patterned against her tan† (125). Lolita is a very complicated novel to analyze due to the many interpretations made by different individuals. However, it is apparent that Humbert was suffering from some sort of obsessive disorder. It is apparent merely in what Humbert talks about and how he says it. There are few instances in the novel where Humbert is not speaking about Lolita or fascinating about having absolute domination over nymphets.

Battle of King’s Mountain

The Battle of King's Mountain Major Ferguson of the Loyalist Militia was tasked with raising and organizing Loyalist units from the backcountry of South Carolina to help prtotect the British General Cornwallis. Ferguson gathered a few Tory units and marched towards Gilbert Town, North Carolina, where he set up a base camp. He issued a command to the opposition forces to lay down their weapons. If they refused he stated he would, â€Å"lay waste to their country with fire and sword. † Patriot militia leaders John Sevier and Isaac Shelby sent word to William Campbell in Virginia to aid an attack on Major Ferguson.Many more more militiamen and local gunmen were rallied by the Patriot leaders. These some 1,400 men became what was known as the â€Å"Mountain Men†. Among these hundreds of men were two traitors who deserted the Patriots and ran off the Gilbert Town to alert Ferguson of the mass of militia converging on him. The Major called for a full retreat to Charlotte, and requested reinforcements for General Cornwallis. The message did not reach Cornwallis until a day after the battle. The Patriot militia recieved word of Ferguson's retreat and urged on to try to catch him.Instead of reaching Charlotte, Ferguson's force camped at King's Mountain where they set camp just west of the mountain's highest point. In a rush to reach the Loyalist regime the Patriots sent over 900 men on horseback throughout the night and the next morning until they reached King's Mountain. The Mountain Men surrounded the camp and attacked. The Patriots formed eight detachments to fully surround the Loyalist camp. British Major Ferguson's force only consisted of Loyalists, not British Red Coats, the majority of which were just rallied days before from South Carolina.The rebel force charged up the mountain screaming and firing their muskets from behind natural barricades. The Loyalists were unaware and were caught off gaurd; Ferguson rallied his troops and led charges down th e hill. Lesser armed, the Patriots retreated to the forest until charging up the hill once again. A pattern formed in the battle in which rebel forces charged up the hill causing a Loyalist charge down the hill. The steep slope of the mountain caused the Loyalists to overshoot and completely miss the charging Patriots, also it became hard to lock on to a target which was in no form and never was in one place.An hour of firing resulting in large losses to the Loyalist force. However, Ferguson felt confident and would not allow a surrender. He continued charging until he was shot off his horse dead before he hit the ground. Eventually the Patriots overwhelmed the leaderless Loyalists and gained a surrender. The Battle at King's Mountain was a decisive victoy for the Patriot army and quite a significant win. There was such an enormous amount of bloodshed mainly because of the Patriots' hunger for retaliation after Banastre Tarleton massacred many continental soldiers. The defeat of Maj or Ferguson helped win the future battle at Cowpens, SC.Ferguson's militia was supposed to help cover General Cornwallis's flank. King's Mountain helped flip thhe momentum in the American south in the favor of the Patriots. The â€Å"Mountain Men† were able to destroy the Loyalists using what is one of the early accounts of â€Å"guerilla warfare†. British led troops were so used to fighting direct battles against lined troops, but the evasive and morphing attack of the Patriots is what decided their fate. The Battle of King's Mountain will forever stand as one of the pivotal battles of America's fight for freedom and of American history.

Write a critically essay on Liberalists view of International

Write a critically on Liberalists view of International relations.Are these views of any relevance in modern day worldJustify your answer - Essay Example These theories can be divided into two. Positivist and the post positivist theories. The difference between these two theories lies in the fact that while positivist theories such as, realism, liberalism, and neo liberalism aim at explaining the simple question of why and how power is exercised in the international realm, the post positivist theories mainly focus on the question of what power really is, what it is, how it is reproduced and/or experienced. (Introduction to international relations, 2008) The liberalists are those in support of the liberal theory/school of thought in international relations. There are various types of liberalism; interdependence, institutional or even sociological and republican liberalism. (Jackson & Sorensen, 2007) The theory has its basis on the idealism theory of international relations. The theory came about soon after World War 1 and is associated with such people as Woodrow Wilson and Emmanuel Kant. The theory sought to explain he causes of World War One and how it could be avoided in future. According to Woodrow Wilson, war only served to destroy. Thus, if countries could avoid war the better for them. They would gain more from the international cooperation than they would from any war. (Introduction to international relations, 2008) Thus, the liberal school of thought operates on certain core assumptions. The first and most fundamental premise of the liberal school of thought is the argument that the relationship that states have with other actors, state and non state, in the international community to a great extent shapes their behavior by influencing their preferences. To the liberalists, how states behave in the international arena has more to do with their preferences rather than their capabilities. Consequently, depending on such internal factors in states such as culture, the economic system or even the type of government therein, the preferences are likely to be different from state to

HCM367-0801B-01 The Health Care Organization - Phase 1 Individual Essay

HCM367-0801B-01 The Health Care Organization - Phase 1 Individual Project - Essay Example We have managed to tackle the hurdle of offering better health care at affordable prices to our beneficiaries. Our associates and staff are working relentlessly on the guiding principles set by the Senior Leaders of VPP and VH. Over the period of time, we have been able to develop a strong network of physicians, business owners, health care suppliers and beneficiaries. Now, we need to think ahead and bring some transitions by bringing technological support and integration of VH and VPP for changing times. We need to redesign some of our business plans and health care delivery system without harming the core values of the organization. Health care industry is amongst world’s most advanced sectors, both, scientifically and technologically. Advancement in technologies provides long term benefits for our beneficiaries, associates and us. At the level of care delivery, the technological support can built better patient management plans - Evidence based medicine. It will also support us in promoting better health and decreasing mortality rates. With the help of technological support, we can venture into clinical venues by bringing changes in physician practice, ER Department and Other Departmental requirements and long term care. The technological support can help in sustaining the Revenue Cycle at better pace by Audits at regular terms, access to patients’ financial management and accounts receivable. (2). The success of VPP and VH is due to the outstanding business planning of the senior leaders and also the staff and associates. In this changing time, we need to develop ‘Participative Management’. In the words of John Schuyler, â€Å"A culture of trust where there is ready access to information needed to do one’s job; not necessarily all company information, but sufficient for employees to gauge company performance.† (3) The dynamic role of CEO and CFO will be to initiate and evaluate effectiveness of participative management. Other Senior

The ways in which work can have an influence on an individual's Essay

The ways in which work can have an influence on an individual's motivation - Essay Example This research will begin with the statement that employees are the most important part of an organizational structure since they shape the performance levels of an organization. In order to perform to their level best employees need to be properly motivated towards achieving the goals and vision of an organization. Employees are motivated by different factors at the workplace that may drive them to work more and push for their different motivation aspects at the workplace that is understandable through understanding the psychological factors that influence an employee. Motivation is psychological as it is an aspect of an employee that is not tangible and therefore cannot be quantified and as a result, it is important to come up with proper motivation structures at the workplace that may help the employees. The first psychological aspect of motivation at the workplace is intensity which is the amount of effort that an employee puts to push for their goals. Desire is also an aspect tha t is psychologically motivated since it is the amount of conviction and dedication that an employee has towards a specific goal. In addition, there is arousal that is usually the initial instinct or the trigger that is critical to individual performance and motivation at the workplace. Workplace motivators are important for the employee since they are able to focus on achieving their specific goals and as a result, they do not deviate from the set structures and behaviors that help them to achieve their goals.

Moral Statements Essay Example | Topics and Well Written Essays - 1000 words

Moral Statements - Essay Example To support this argument on proper grounds, we must understand that realism basically rests on the premise that concreteness of objects as they appear is separate in function from the way these same objects enter perception. Anti-realism or idealism may hold true assuming that moral realists make no adequate plausibility of accounts during the process of formulating truths and that commonsense intuitions are generally proposed to agree with moral realism. By experience, commonsense intuitions are partly concrete and partly abstract since it can only be admitted as useful by an individual who has encountered tangibility of a case or matter on a regular basis, yet, because there emerges quite a number of uncertainties over time, making such case or matter seem to acquire properties that bear new or different impressions, the real portion is rather evaluated by the realms of the unreal. This is to demonstrate that the loss or decrease of logical grounds in establishing the truth is brou ght about by changes in the literal truth as well as the nature of its presence after the apparent sight and sense of reality. Naturally, it is the reality that gives shape to truth and our experience of reality under frequent terms enables us to decide about the truth in its degree of completeness. To this point, it turns out that commonsense intuitions are able to cover and justify both positions of moral realists and moral anti-realists who each have the capacity to form and distinguish between views according to how reality is confronted by their principles of living. Commonsense on measuring truth in matter is primarily earned by constant engagement with the physical object which realism may eventually treat as valid. On intuiting with commonsense, however, part of looking at the object as real may be deducted from the cognitive process of placing more subjective effort on understanding its existence in truth so that this becomes reasonable. This is in the context of idealists who prefer to determine truth by a higher form of resolution in addition to the use of sense perceptions especially in the absence of sufficient pragmatic evidence. For this situation to yield an interesting consequence, feelings and sensations ought to accumulate in a fashion, which upon combination with a more profound philosophical thought or movement would proceed to lay foundations of truth bound to remain constant despite constraints of time and evolution. In the light of realism, experience occurs to be a sphere in which sensations and feelings are spontaneously taught to be learned so as to realize truth. Feelings and sensations, nevertheless, are an outcome of interactions or responses to stimuli that are exchanged within human population based on significant events that involve objective concerns either seen or felt. Rationalizing around this stage, it then makes ample sense to argue that emotional or sensational impact can possibly bring truth to solid creation. If by any chance this arrives instead at a complicated discourse of having to present the substance of ethical realism and of moral anti-realism in scrutinizing detail, the endeavor should necessitate relevant theories by Descartes and Hume whose respective concepts regarding rationalism and empiricism can be utilized to settle conflicts on proving which set of beliefs is greatly responsible for the

The History of Chicago House Essay Example | Topics and Well Written Essays - 1000 words

The History of Chicago House - Essay Example Chicago house takes disco’s usage of a noticeable bass drum on each beat and establishes a new pattern by blending in a thick electronic synthesizer base, electronic effects, electronic drums, pop and funk samples, and delay-enhanced vocals. Chicago House, after relishing noteworthy club-based and underground triumph in Chicago since 1980s onwards, surfaced into the pop market of the United Kingdom mainstream in the middle to late 1980s. Popularity swiftly ensued in other parts of Europe, and it turned into a global spectacle from the early to middle 1990s onwards. Chicago house evidenced to be a thriving genre, commercially, and beyond pop-based mainstream distinction flourished progressively popular. DJ International with Trax Records released most of the tracks that distinguished Chicago house sound, mostly on vinyl. Both record labels owned distribution channels outside Chicago ensuing to house popularity in other cities including London. House music is associated with thr ee styles of dancing namely: footwork, lofting and jacking. They comprise a range of skills with sub-styles that comprise of stomping, shuffling and skating. House dancing involves the body sensuality and setting oneself free. One key aspect of house dancing is a skill, which derived in Chicago, which encompasses the chest moving frontward then rearward into a flowing movement. A sped-up repetition of the movement totally the rhythm of a track is known as the jack. Artists and groups like Janet Jackson, Madonna, C+ C Music Factory and Bjork.... They comprise a range of skills with sub-styles that comprise of stomping, shuffling and skating. House dancing involves the body sensuality and setting oneself free. One key aspect of house dancing is a skill, which derived in Chicago, which encompasses the chest moving frontward then rearward into a flowing movement. A sped up repetition of the movement to tally the rhythm of a track is known as the jack. Artists and groups like Janet Jackson, Madonna, C+ C Music Factory and Bjork integrated the genre into their music. After relishing notable, thrive in the middle 1990s, Chicago house came to be even more popular in the second eruption of Progressive House (1999-2001). Chicago house is remains widespread besides it is sometimes integrated into other popular subgenres. Today House tunes remain popular in both mainstream pop display and within the clubs, while still maintaining a strong foothold on underground scenes globally (Hanson 66). Similarities and Differences in Chicago House and Disco Both Chicago and Disco music were influenced by funk, soul and Latin music. While house music has an up temple dance feeling with three commonly known dancing styles- the Jacking, Footwork and Lofting. Most disco music has a soaring sound. House music has a snare drum on taps 2 and 4 of each bar. Both house and disco have frequently reverberated vocals above a firm 4 and floor rhythm, a quaver (8th note) and disco has a semi-quaver (16th note) hit hat outline alongside the exposed hat at the off- rhythm, and a noticeable, accented bass line electric occasionally comprising of tones on the eighth degree. The Jazz Fender Bass is frequently connected to bop bass strings, since the device bear a very projecting vocal sound within a melodic blend. In many

Introducing medical anthropology, 2ND Edition(Merrill Singer & Hans Essay

Introducing medical anthropology, 2ND Edition(Merrill Singer & Hans Baer) Chapters 3 Only - Essay Example The field has evolved from simple and cultural treatment practices to the development of modern clinics and hospital to the campaigns on disease prevention (Singer and Hans, 127). In our daily lives, people confuse the meaning of disease and illness. Indeed a lot of ink and papers have been used to jot down the meaning of the two with the aim of distinguishing the two. A disease can be defined as a natural entity that can be identified through various bodily signs such as high temperatures and emotional discomfort among others amongst others. An illness, on the other hand, constitutes a cultural construction that can be identified only through interpretive activities and narratives of the signs (Singer and Hans, 93). The distinction between a disease and an illness is through the identification of the signs and symptoms. Diseases and illnesses affect the health of a person or a society in case of an outbreak of a disease. A society can be called healthy or sick not only because of a disease, but also because of their social behaviors. Thus, health is the complete physical, mental and social wellbeing in absence of a disease or infirmity that promotes life in highest satisfaction Anthropologist studies medicine holistically in terms of modern and cultural medicine used in all social environments. They study the theories of illness and their typologies in order to offer typologies of healing systems (Singer and Hans, 186). The environment and cultural belief affect the treatment of certain diseases. It is important to encourage patients with unique illness to narrate their experience to healers and medical practitioners to offer understanding of the diseases. Anthropology also acknowledges the importance of cultural treatment because diseases existed before the invention of medicine. The study of chronic diseases which might cause disability to a person in society also helps to understand why people stigmatize others in society. Anthropology also encourages

Global Promotion Event of a Toothpaste Essay Example | Topics and Well Written Essays - 1000 words

Global Promotion Event of a Toothpaste - Essay Example nature of this product therefore calls for certain convincing power that must be attained during promotion in order to ensure that the consumers are feeling safe and satisfied with the product. There are specific issues that surround dental health that must be tackled as well to enhance consumer trust, such as tooth decay (plague), bleeding gums and tooth sensitivity. The promotion of the product would require relevant specific guests and since it is set on a global stage, the presence of health and business expertise from different countries is indispensible. There are other tools provided by modern technology that must be adopted to guarantee success in the promotion. The information about Mediplus is intended to reach all the corners of the world, its presence and effectiveness must be felt around the globe before effecting sales. At the beginning of the event, the product should be introduced. Promoting a toothpatse entails promoting its active ingredients (Saxena 2006). Mediplus is a toothpaste brand that is rapidly gaining positive reputation for its effectiveness and healthy attributes. It has not been in the market and is currently in the market that only covers a single nation. The current market has tested it and has approved of its worth. It is a product manufactured under high health standards to guarantee its consumers of healthy teeth and gums. A part from its medical attributes, it is also manufactured to give its consumers a very elegant smile. It contains micro granules that whiten the teeth. Everyone needs a lovely smile. And this is what Mediplus provides without a doubt. For this reason, a Mediplus consumer is easily acceptable and socially presentable in a large scope of life. However, regardless of all the successes that Mediplus has gained in the local scenario, the company intends to pass this beautiful experience to the rest of the world: continent to continent. The presence of Mediplus to be felt in North and South America, Europe,

Political science Essay Example | Topics and Well Written Essays - 1000 words - 12

Political science - Essay Example This paper assesses the success and shortcomings of the Oslo process from the Israeli point of view. This will help to learn lessons, which can be adopted in future political processes between Israeli and Palestine. In order to assess the success and shortcomings of the Oslo process from the Israeli point of view, it is important to consider the national goals of Israel. According to Brom (92), the national goal of Israel is to have full Israel sovereignty over all parts of the historical land of Israel. Basing on this, it can be argued that the Oslo process failed, since it contradicted the main national goal of the Israelis. This process then, according to Israelis, was flawed. It was quite clear that in order for the Oslo process to ensure an agreement between the Israelis and Palestinians, the territory of the historical land of Israelis had to be divided between the Palestinians and Israelis. In addition, the national vision of Israelis to ensure the existence of Israel as a democratic nation state of the Jewish people. Therefore, Israel expected that any political process with Palestinians would be based on their principle of two states for two peoples (Brom 93). However, this vision is considered unrealistic, and today, Israel is far away from achieving this vision. Nonetheless, the Oslo process failed in ending the status quo. Today, Israel is still pushing towards the achievement of a bi-national state, as it still retains the West Bank, and continues to expand its settlement enterprise. The Oslo process did not ensure the security of Israel. During the process, Israel had to take security risks. For instance, when Palestinian labourers were allowed to work Israel, this was a security risk to Israel (Brom 95). It is also believed that the Oslo process encouraged the Palestinians to embrace violence and resist the occupation of Israeli through armed protests. Therefore, the Oslo process gave the

A Preview Of The Twentieth Century Essay Example for Free

A Preview Of The Twentieth Century Essay History tells us so much that the essence of humanity would be of a void nature without it. We can safely say that history is the collective experience of humanity itself. Thus, a distortion made upon history is irreverence to our collective experience. If one distorts history, he/she changes humanity’s life story. There is a need to preserve history as it happened. From history we learn lessons and avoid doing things that lead us to our own destruction. Take for example the two world wars that happened, if a third world war happens, then we, humanity, did not learn and care at all about our own history. History distortions commonly happen in the ideological and political arena. These distortions kill human lives. Conflicts that happen in the Europe and the Middle East as well as in America are caused by differences on the way people view religion and faith. Infamous of these are bombings caused by Muslim fundamentalists. Hence, history should be taught as it happened. History should be taught with clarity and vividness. People are intelligent enough to discern between the good and bad events that happened. Respect given for each other’s perspective and ideology should be encouraged to avoid conflicts. An integration of history arriving at the closest description of events as they happen should be done taking into consideration the differences in the religious and political beliefs of different races. Research should be done in order to correct the mistakes made on writing history. Yet, the most important of these is respect. If people cannot agree on a particular issue of history, then their only option is to respect its other’s views. There is no other alternative, they must respect each other. History is what we are. If we distort our perception of history, we change our very lives’ meaning.

A Critical Commentary Of Voltaires Candide English Literature Essay

A Critical Commentary Of Voltaires Candide English Literature Essay Voltaires work, Candide, uses powerful satirical narrative to represent slavery in the eighteenth century, the supposed Age of Reason, and Candides epiphany, represented throughout the course of the extract. The passage follows the travels of Candide and his fellows to Buenos-Aires, in search of his beloved Cunà ©gonde. After five days of travelling, he arrives, with Cacambo, outside the town of Surinam, where they encounter a mutilated slave. The theme of slavery is represented most effectively through the descriptions given by the characters, rather than the physical description of the scene provided by the narrator. A slave or nà ¨gre is found on the ground. His physical position, à ©tendu par terre, reflects his social class and the degradation of slaves. The slaves garment, un caleà §on de toile bleue, is hardly weather-proof or durable, highlighting the poverty endured by slaves and the ruthless attitude of their masters. Voltaire withholds the name of the slave, emphasising the disregard for human life implied within society. Nà ¨gre is used to represent the entire slave population. This pejorative term further highlights societys attitude. However, it is important to note that Candide first calls him mon ami, indicating his open nature, perhaps a reflection of Voltaires opinion of slavery. Whilst the masters of slaves are very disrespectful of their slaves, the nà ¨gre calls his keeper maà ®tre, showing a profound respect. To add to masters grandeur, the slave recalls his position in society, qualifying it with the adjective fameux. In this paragraph, the depiction of slavery is brutal, with the tragedies of the workplace and punishment discussed with a banal acceptance. The language used when the slave describes how la meule nous attrape le doigt, on nous coupe la main; quand nous voulons nous enfuir, on nous coupe la jambe gives a feeling of breathlessness and the futility of his attempt to escape. This description of suffering draws accurately on legislation concerning delinquent slaves set out in in the 1685 Code Noir  [2]  .The description also draws a parallel between the relationship between the slave and his master. Voltaires use of restrictive adverbials,  [3]  such as neà ¢Ã¢â€š ¬Ã‚ ¦que demonstrate the physical effects of cruelty on the slave. The language used by the slave is resigned, with a repetitive use of passive structures such as on nous. The slave then coldly states, cest à   ce prix que vous mangez du sucre en Europe. This simple statement highlights the corruption, not only in slavery, but in all levels of society. Leibnizs philosophy of Optimism is evident in the representation of slavery. The slaves resigned account shows an acceptance of life shared with those who follow the belief of Optimism. Leibniz claimed that both human and moral evils were part of a greater good  [4]  .This is further emphasised by the qualification of slavery by the mother of the slave as un honneur. The slave adds an optimistic cependant; this sudden element of bathos reinforces Pangloss meilleur des mondes outlook on life. This optimistic view, personified through Pangloss, contrasts greatly with Candides opinions after witnessing the situation. The absurdity of Optimism, with reference to the slave-trade, is shown when Cacambo asks, Quest-ce que quoptimisme? Cacambo has not used an article before optimism, emphasising how little he cares for it. With reference to the novel as a whole, Optimism is only mentioned directly within this passage. As soon as it is mentioned, it is denounced. Further to the slaves acc ount, he compares his situation with that of des chiens, des singes et des perroquets. The animals might possibly represent the different social classes within society. The passage emphasises how slavery was represented in monetary terms; the slave was sold by his mother for ten à ©cus patagons, the currency of Spain at the time. Moreover, throughout the slaves account of how he came to be in this position, it appears that slavery was represented differently in the West from the homelands of the slaves. The nà ¨gre recalls how his mother told him ils te feront vivre heureux, describing it as an honour to work for nos seigneurs, les blancs. It is interesting that the masters are classed as les Blancs. Voltaire divides society not only by social class, but also by race. It is clear that the people of Guinà ©e were disillusioned by the notion of slavery. The confusion is further emphasised by the religious theme central to the passage. The lexical field of religion emphasises the religious beliefs of the slaves, a central theme in their African culture. Evidently, the slave is religious, as he attends church tous les dimanches. However, Voltaire highlights, yet again, the corruption within society by making it clear to the reader that the slave had been converted. The Pasteur claims that they are tous enfants dAdam, blancs et noirs. This contradicts his earlier statement of the masters being les blancs. Like his clothes and culture, his religious identity has been stripped from him. Here, Voltaire is criticising the social system of the period. It is clear that the slaves are taught what they know not to be true, yet they accept it as it is the way of the world in which they live. Despite Voltaires thought-provoking depiction of slavery in the passage, it is interesting to look critically at Candides attitude to the situation. When he first encounters the slave on the road, he addresses him in a friendly manner, symbolising his naivety and lack of understanding. Voltaires portrayal of Candides naivety is referenced even in his name. Candide is taken from Latin and connotes whiteness, openness, naivety, innocence and, more negatively, inexperience and credulity.  [5]  The passive language of the slave throughout his description of his horrific ordeal is a direct juxtaposition with the raw emotion portrayed through Candides reaction. The flaws in Panglosss optimism are clearly highlighted, especially during Candides discourse. W.H Barber suggest that the characters help Voltaire in his purpose of parodying the episodic adventure novel [making it possible for the reader] to view characters and narrative as it were externally, and consequently critically to become aware of the caricature and exaggeration, the deliberate implausibilities, the bathetic contrasts  [6]  . Despite Candides denouncing of belief, he does little else to react to the situation. Candide merely begins to cry, leaving the slave where he found him. The reader criticises Candide for not helping to free the slave from his bind in society. Voltaire is provoking this response in the reader to make clear the effects of passivity. He also seems to regard the problem as so large and horrifying that [à ¢Ã¢â€š ¬Ã‚ ¦] one can only weep and go on ones way, or presumably, continue to eat sugar with a guilty conscience.  [7]   Throughout this passage, irony plays very little part. However, other narrative techniques are employed. Personal deixis is used when Candide is talking to the slave. He asks, que fais-tu là  , mon ami, dans là ©tat horrible oà ¹ je te vois?Here it is impossible for the reader to understand the situation and the horrible state that the slave is in without reading into the context of the question. The theme of culture can be thoroughly examined in this passage. Talking en hollandais, Candide emphasises his European background compared with the African culture of the slave. Division within society is clearly illustrated when the slave tells Candide that his mutilation is the price that he has paid to eat sugar en Europe. Voltaire demonstrates that the world is divided. Interestingly, the slave understands Candides Dutch, highlighting their cultural awareness, the importance of communication and the enforcement of other cultures upon slaves. The cultural toleration of the slaves is juxtaposed with the attitude of Western civilisation. African culture appears to be more family-oriented when compared with Candides upbringing. The slave refers to his mother, ma mere, showing his respect for the advice given to him by his family. Throughout this passage of Voltaires Candide, slavery is represented in a number of ways, most notably by the description provided by the slave himself. In addition, Candides attitude highlights the philosophy of Optimism that Voltaire aims to discuss throughout the entire book. It is said that the narrative of Candide is [..] a vehicle carefully designed to convey a philosophical discussion of topical concern both to the author and reader  [8]  . In conclusion, Voltaire has employed a palette of narrative techniques to enrich this passage of the book. Word Count= 1,490 Bibliography MHRA format Barber, W.H., Studies in French Literature 5, Voltaire: Candide (London: W.H. Barber, 1960) Cronk ,Professor Nicholas, Voltaire and the Voices of Enlightenment, read by Simon Russell Beale, (BBC Radio 3, 2010) Mason,Haydn, European Masters  : Voltaire (London  : Hutchinson, 1975) Williams,David, Voltaire:Candide (London: Grant and Cutler Ltd, 1997) Voltaire, Candide, Presentation by Jean Goldzink, (Paris, Editions Flammarion, 2007)

Eating Christmas in the Kalahari | Essay

Eating Christmas in the Kalahari | Essay Eating Christmas in the Kalahari Abstract Richard Borshay Lee was a social anthropologist that had lived with and studied the southern Tswana tribe. In â€Å"Eating Christmas in the Kalahari† Richard Borshay Lee introduces us to some very useful techniques in social science. What he decided to do was take part in an ox Christmas festivity. Mr. Lee felt he had to give a gift because the tribal community thought he was a miser, this was due to the fact the Mr. Lee had been there for quite some time and never shared his food. Being Christmas and both sides believing in this spiritual holiday, he felt obligated to share. Ultimately, his beliefs does not coincide with the !Kung people and we witness the power of socializing agents. Even though Mr. Lee had lived with and was engaged in every part of the !Kung people’s lives, he was still an outsider and alien to the society. It seems after Mr. Lee decided to attend the ox Christmas festival, he felt it would be a nice gesture to buy an ox to eat at the celebration. Among the !Kungs, the slaughtering of an ox is a custom. After choosing the ox to bring to the festival, the Bushmen started complaining and calling the ox old and skinny. To Mr. Lee, the ox looked big, fat and perfect for the Christmas celebration and the reaction of the !Kung Bushmen people leave him very insulted. His feelings and how he perceived the Bushmen’s reaction was likely founded on his own culture, where people are supposed to appreciate other people’s generosity no matter the outcome. But to the Bushmen, giving an ox was no more than what they usually do every day, and was nothing special. After consulting with cultural experts, Mr. Lee discovers the native’s viewpoint. In the !kung’s culture, things such as gifts and generosity are appreciated. However, it is not easily shown and always behind closed doors. Their cultural belief is that it will cause more harm to praise any individual even for a job well done. They believe by boosting someone’s ego it will eventually swell his pride to the point where he may kill someone. The !Kung’s survival is based on their awareness of the environment around them and how people act and think in the society. This I think would be a good thing as long as people were not taken for granted. Why did the !kung people’s insult bother Mr. Lee so extensively? I feel the anthropologist thought he had gone through so much to choose, and buy the ox for the !Kungs just to be ridiculed for his efforts. Lee finally received the message of what the !Kungs were trying to put out, and this was the concept that there is some motive behind every gift and somehow, someway the gift will be repaid. However, I must disagree with this concept and disagree with the !Kungs. This is supported by the fact, every day I see many charitable acts, and the people that are giving, have no intention of receiving praise or anything in return. There are many cultural rules about gift giving in our society. Gifts in our society are given in celebrations and special occasions. Usually in our society, the amount spent on the gift is based on the rareness or the size of the event taking place. Mr. Lee’s views brought on by his own cultural beliefs, left him feeling inadequate and insulted. But to the !Kungs, it was an everyday occurrence and reaction. To understand the !kungs is to understand and accept people of different cultures. This is dually noted in the above paragraphs. The !Kungs who live in the Kalahari were raised quite differently than someone who grew up in the society we live in today. In accepting gifts in our country, we always say thank you and how much we appreciate it. This praise gives us a feeling of arrogance knowing that the receiver really likes our gift. In different cultures there are different guidelines. The people of the !kung tribe think badly of individuals that show arrogance. To eliminate these characteristics in the children, they were raised to mock and make fun of others while doing things such as hunting and viable activities. And by telling Mr. Lee that his ox was skinny and old, they were ultimately doing him a tremendous favor according to their cultural beliefs. As in contrast to our beliefs that characteristics such as bulling and mocking is very wrong. However sometimes in our society we see arrogance as a negative quality but it is not always discouraged in the same manner. Agents of Socialization was a strong influence in the article that Mr. Lee wrote. The feeling of being insulted only came from his own inadequacies and the way he was taught in his society. His status while being among the tribe was less than in his own society and also contributed to his feelings. His cultural values were very different than that of the !Kung people, and in time he came to understand and accept their attitudes learned as a social group. He realized that even though it was a celebration known to people of his culture, it could also sustain a part of the !Kung tribe. This is a documentation of another instance of how different societies of people distinguish themselves from one another with certain customs and differences, and how they conduct themselves socially. References Scavetta, Charlene (February 22, 2009). Eating Christmas in the Kalahari, Richard Borshay Lee. . retrieved 9/23/2014, from Athropology 1001 Web Site: http://scavettacharlene.blogspot.com/2009/02/eating-christmas-in-kalahari-richard.html ThatPresence ( December 2005 ). Eating Christmas in the Kalahari . retrieved 9/23/2014, from StudyMode.com Web Site: http://www.studymode.com/essays/Eating-Christmas-In-The-Kalahari-74594.html Ontaneda, Ana (February 22, 2009). Eating Christmas in the Kalahari . retrieved 9/23/2014, from anthropology Web Site: http://unam0ur.blogspot.com/2009/02/ana-ontaneda-february-22-2009-ant-1001.html Research into Truancy: Causes and Effects Research into Truancy: Causes and Effects Introductory orientation Truancy is about learners who have not been attending school regularly as required by the school, parents and even the authorities. Truant behavior is a problem for the individual, the family, the school and society in general. Free and compulsory education is recognized as a basic entitlement under international standards, including the United Nations Universal Declaration of Human Rights (1948), the Convention of the Rights of the Child (1989) and the European Convention on Human Rights (1950). With the right to free education and the obligation corresponding to this right observed and enforced through a national emphasis on school attendance, The National Statistic Office (Malta) states that in the 2004/2005 scholastic year the figure for school absenteeism accounted for 7.7% of the total number of school days in the reference period or an overall absence rate of 9.2 absent days per pupil that for boys being 10.0 days per pupil and for girls 8.4 days per pupil. As a teacher this makes me fretful about students missing school as this can be associated with subsequent emotional and psychosocial problems in early adulthood and is a predictor of multiple problems (Fogelman and Hibbert, 1990). Truancy may have both short and long term effects on society. There is evidence that truancy is linked to delinquent behaviour and juvenile crime (Collins, 1998; Reid, 1999). According to Jones (1996), ‘Absenteeism is a sign of trouble that often leads to lower academic skills and grades, delinquency, and dropouts. Studies have shown that high school dropouts are twice as likely to be unemployed and on welfare, and overall, tend to be facing a more difficult life than their graduating counterparts. Jones (1996; p.128), All members who form part of any educational institution cannot allow these students to give up on themselves. We as a modern, fast developing society, we cannot afford to let them surrender. It is clearly far less expensive to educate them than pay for a lifetime of welfare and all of the deprivations that welfare represents. These are ominous issues, which imply that the number of students who skip school is rising and that school absenteeism is a new generations behaviour that is today a dramatic social phenomenon. This proposal drafts the intent to investigate and explore realities of how truancy manifests with Maltese youth and also explore the psychosocial world of truants in Maltese schools. Problem Analysis The Pre-Scientific Problem awareness As a supply teacher for these past five years, I have witnessed incidences of truancy in the period 2006 to 2009. One of the common truancy reducation measures used was to lock the school gates during lessons and breaks and open them after school hours (my personal exsperience). Despite the limited impact on truancy reducation, the approach of locking gates is still common and evident in some secondary schools. I found locked gates while visiting some of the schools. Gangsters, to control late coming and to stop learners from dodging classes, locked gates to prevent trespassing, sepecially. Exploring the problem Incidence and nature of truancy Malta Since 1946 education has been compulsory for all children between six to fourteen years and extended to the age of 16 by the Education Act (Malta) of 1971. Maltese law imposes a duty on parents to ensure that their children of compulsory school age receive appropriate education, whether through attendance at a state or independent school. If they fail to do so, without any reasonable excuse and if found guilty, they are liable to a fine not exceeding in previous currency one Maltese Lira (equivalent to â‚ ¬2.33) for each day during which the offence continues, unless the parent fails to give a good and sufficient explanation within three days from the date he or she receives a notice from the Director of Education (Malta Education Act 1988). From January 2001 up to December 2002 there were 8,903 arraignments before the local tribunals in connection with school absenteeism (Grech, 2002). This figure represents only the number of students who were absent from school without a valid reason on more than three occasions in the time frame of a month. It is a known fact that there are a number of students that systematically plan three days off from school each month, just for the sake that they use their monthly absence allowance and knowing that in this way their parents would not receive a citation. Surveys show that the overall absence rate between 25th September 2000 to 31st March 2001 stood at 10.5 days per pupil (NSO Malta, 2001). This figure reveals an increase of 5.2% over 1999/2000 scholastic year (NSO Malta, 2001). Thus it shows that during this period, 657,604 pupil days were lost to absenteeism and authorised absence due to sickness. Indeed, the Clark Report (2005) shows concern for the increase in unauthorised absenteeism with parental consent, particularly in state secondary schools which cater, in the main, for a student population coming from a working- class background. Family problems, psychological problems, illnesses, school phobia and bullying have, significantly, been indicated by the Clark focus group to be the topmost reasons contributing to school avoidance. Some Overseas Countries Most of the research conducted abroad seems to provide information regarding the nature and extent of truancy in secondary schools. Results of a study conducted at a school in London from 1985 to 1987 revealed that 70% of the sampled pupils admitted truanting during the three-year period (Stoll, 1990:22). In the study that involved nine secondary schools, 66% of the 765 fifth year pupils admitted truanting (ibid). Figures on truancy in 150 English secondary schools revealed that 31% of pupils in years 10 and 11 admitted that they played truant or skipped lessons (OKeefe Stoll, 1995:12). Gray and Jesson (1990:25) report about the major national survey results of truancy in English secondary schools. According to this study, 23% of all fifth year pupils were involved in truant behavior and they were less likely to stay on in full-time education. Furthermore, schools facing serious problems of truancy tend to be in the inner city rather than in other areas (ibid). on the other hand, Collins (1998:26) reports that absentee rates vary between schools in the London Education Authority. Munn and Johnstone (1992:4) found that out of a sample of 50 Scottish secondary schools, 18% of the pupils (11% in June and 7% in November) were classified as truants and were mostly form the senior years. These figures exclude truants within the school day, as â€Å"14 schools reported that they did not keep period attendance records† (ibid). Truancy has long been a subject for research in various parts of the USA. According to Nelson (1972:98), 64% of the 591 students surveyed identified themselves as class truants. Learners habitually play truant each day in Los Angeles, Pittsburg and Milwaukee (Black, 1996:33). Bos, Ruiters and Visscher (1992:393) found that the average rate of truancy in 36 schools in the four Dutch cities studied was 4.4% and that truancy increased with the level of the class in almost all schools. Some researchers further indicate that truancy does not necessarily mean missing the whole day of school but found that I could be in the form of missing a part of a day or particular lesson (Kilpartick, 1998:31; Reid, 1999:91). In a study conducted by Malan in South Africa (1972:144), 2,738 out of 69,908 pupils were identified by their teachers as truants. Masithela (Masithela, 1992:33) observed that learners tend to miss lessons during the first and second periods, as well as during the last give periods. The tendency of missing certain lessons towards the end of the school day shows that some form of â€Å"hidden truancy† is prevalent and that pupils can be marked present in the register but fail to attend all lessons (ibid:45). On the other hand, they may come late and be marked absent or be somewhere on the school premises not attending certain lessons or periods, but still be marked as being present on the class resisters. Factors associated with truancy Malta Truancy is about learners who have not been attending school regularly as required by the school, parents and even the authorities. Tyerman (1968) defines the term truant as the child who is absent from school purely on his or her own initiative. Gabb (1994) includes in his definition of truant, that a child who is absent with leave given by his or her parents, or who are actually kept at home by the parents. Hersov (cited in Gabb, 1994) goes still further, dividing from truants, ‘school phobics and ‘school refusers. King (2001) furthermore defines school refusal/school phobics as a difficulty to attend school due to emotional distress, especially anxiety and depression. Fenech (1991) (in an unpublished research) defines ‘absenteeism as ‘being away from lessons for any period of time and for reasons not considered as legitimate, with or without the parents knowledge (p.3). She goes on to include ‘physical presence without any attention being given to a lesson in progress [as well as] masked or selective truancy (ibid., p.3). Fenech (ad. lib.) refers to the latter as ‘skiving off specific lessons or disappearance after registration (p.3) remarking that a number of sources consider absenteeism and truancy synonymous. Sultana (1997), like Fenech (1991), defines absenteeism as ‘staying away from school for reasons not justified by the law (p. 355). However, she goes on to include other ‘less overt ways (ibid., p 355) such as what Willis (1977) calls participating in ‘informal mobility (ibid., p. 355). This includes not entering the class for lesson, intentionally staying in another class, leaving the class without permission, or staying in class without bothering to follow the lesson. Studies conducted abroad When seen from a psychological viewpoint, truancy may be symptomatic of learns who are insecure and have low academic achievement levels and low self-esteem. Lewis (1995:37) states that attendance difficulties my broadly result from a combination of â€Å"pull† and â€Å"push† factors. Pull factors are personal and social aspects that â€Å"pull† a learner out of school. The pull factors may be related to the psychological indices mentioned by Reid (2002:11), such as maladjustment, a lower general level of self-esteem and academic self concept, anxiety and lower career aspirations. Factors that â€Å"push† learners away from school include academic and classroom aspects such as inapproachability of the teaching staff, incomprehensible teaching style and inappropriate classroom management. Other factors relating to the school and the classroom include bullying, the curriculum, boring lessons (Reid, 1999:91), teachers humiliating remarks (Porteus, Clacherty, Mdiya, Pelo, Matsai, Qwabe and Donald 2000:11), poor record-keeping and school organization (Bimler Kirkland, 2001:90; Coldman, 1995:29). According to Pappas (1996:1), truancy is often symptomatic of family dysfunction, since the parents of truants tend to be permissive, undisciplined and unavailable. Some authors believe that truancy is associated with a poor socio-economic background, including poverty, poor housing and unemployment (Bell, Rosen and Dynlacht, 1994:204; Tyerman, 1958:222). Some researchers state that there is a link between truancy and delinquent behavior (Collins, 1998:38; Brown, 1998:298-299; Reid, 1999:25). Truancy differentiated from school phobia There is a need to distinguish between truancy and school phobia. The concept â€Å"school phobia† describes a learner who is unwilling to attend school and stays at home with the knowledge of parents (Wicks and Nelson, 2000:123). A learners problem often stats with a vague complaint or reluctance to attend school and progresses to total refusal to go to school. Blagg (1992:121) asserts that school phobia may be induced by fear-arousing aspects of school, such as fear of failure caused by anxiety about meeting the standards. Fear may also be related to worries about the health and welfare of parents (Blagg, 1992:123). In the other hand, a learner who plays truant misses the whole school day or lessons without the knowledge of parents or caregivers. Furthermore, a truant tends to be involved in various forms of anti social behavior (Blagg, 1992:121). Milner and Blyth (1999:18) acknowledge the difficulties involved in studying the prevalence and pattern of truancy and in comparing current and past school attendance or absence. The difficulties are partly compounded by the variations in the definition of truancy itself (Boyd, 1999:22; Gabb, 1997:2) and the multifaceted nature of truancy (Edward and Malcolm, 2001:1; Reid, 1999:17). The problems associated with studies on truancy should, however, not prevent further research from being conducted. Solutions should be found, or the cause at least eliminated, because truancy is regarded as a serious problem with socio-economic implications. A preliminary review of the literature reveals that truancy is a major problem form schools and society and a most powerful predictor of juvenile delinquent behavior (Van Petegem, 1994:272; Wiehe, 2000). Reid (2002:2) maintains that the amount of money spent on truancy reduction initiatives proves the extent of truancy. Statement of the problem Data on the extent and nature of truancy in schools are often based on information obtained from class registers. This information may be inadequate or almost incomplete and limits the understanding of the phenomenon, thus making it difficult to develop appropriate intervention strategies. More insight on how truancy manifests is needed to provide a base on which to suggest, plan and develop effective intervention strategies. Therefore, further research is needed to enable education officials, schools, parents and other professionals to manage learners with attendance difficulties more efficiently. This study serves to bridge the information gap regarding the nature of truancy and to provide a picture of the life world of truants in Secondary Schools. Aims of the Research The General Aim The aim would be to describe truancy in general as stated in the literature and to conduct an empirical study in order to determine how truancy behaviour manifests in secondary schools and what the life world of truants looks likes. The findings can then be used to inform and guide future practice. The Specific aim The aim of the study would be to gather information that will be used to guide the school (college) community namely the SMT, form teachers, subject teachers, guidance teachers and school councillors, youth workers in school and other stakeholders to help in the interventional approaches and procedures that can be used for reducing truancy. In order to realise the above aims, the following questions are set to direct the research: What is the extent and degree of truancy in terms of the frequency and number of learns involved? What are the patterns, type or nature of truancy? Where do truants go when not at school or in class? What measures are used to monitor and manage truancy? Research Method The study will comprise two methods, namely, a literature study and an empirical investigation. A study of the literature will derive information on studies about poor school attendance and procedures employed to mange or reduce truancy from books, research articles, journals and other resources. A quantitative research design will be used in the empirical investigation. This investigation aims to gather data by means of a questionnaire that will be given to learns in Form 1 and Form 2 in eight randomly selected schools, , incorporating two Junior Lyceums, two Area Secondary and two Church schools. A qualitative research design will be used with guidance teachers, counselors, youth workers, form teachers, Assistant Head of Schools and Heads of School currently working in schools. A focus group and interviews with Heads will help me to investigate what the School community is doing to combat truancy. Such data will be advantageous in that they are ‘the most adequate [tool] to capture how a person thinks of a particular domain (Goldsmiths Collage, n.d.). More over since a face to face rapport with the interviewee, it is induced to continue questioning the subject in order to confirm the hypothesis about his or her beliefs, seeking appraise any underlying meaning in the process. Demarcation of research Due to time constraints, the preset research is confined to then 8 randomly selected secondary schools in Malta. A list of all secondary schools was compiled to allow for the random selection of 8 schools, which will form part of this study. This sample was mainl cohosen on the basis of cost implicaitons and accessibility. Explanation of concepts In this section a number of concepts that are relevant to this research are defined. Truancy Reids (1999:1) asserts that the term ‘truancy is often misused and can be applied both generically and with a local meaning. In the different parts of Great Britain, truancy is known as ‘dodging, ‘skipping off, ‘mitching, ‘skiving, ‘bunking off and ‘going missing, respectively. Whitney (1994:49) defines truancy as ‘absence that has not been authorized by the school and where leave has not been given or approved. Another definition provided by Collins (1998:2), who states that truancy is about pupils who have been registed with a school but identified as not attending school when the law says they should. This definition includes absences from a particular lesson or lessons, known as ‘post-registation truancy (Gabbs, 1994:5; Stoll, 1990:23). Clark Report (2005) identify as truancy when a student is voluntarily absent or not attending school without their parents permission and often, awareness (Anglicare, Werribee Family Services 2000). Truancy is defined as unjustifiable or unexplained absence from school with attempts by the student to conceal the absenteeism. Usually the child avoids home when not at school and the parents are often unaware of the childs absence (Rollings, King, Tonge, Luk, Heyne, Ramsdell, Burdett Martin, 1999). The concept blanket truancy refers to absence from the whole school day, which is usually reflected on the class register, while post-registration truancy occurs when the learner is marked present but fails to turn up at a lesson or lessons (Stoll, 1990:23). In this research, the term ‘truancy is broadly defined as unauthorized absence from school. The definition is adopted with the assumption that absence with the knowledge and permission of the school and parents or guardians does not constitute truancy. Since the study seeks to explore the type of truancy as manifested at secondary schools, both concepts of truancy (blanket and post-registration) are relevant and will be investigated. A Truant A truant is a ‘child aged 6 17 years old who absents himself or herself form school without a legitimate reason and without permission of his or her parents or the school official (Schaefer and Millman, 1981: 335). For the purpose of this research, a truant refers to a learner who, after being registered at a school, absents himself or herself from school or lessons without a legitimate reson or permission from parents or the school official. The traditional or typical truant: Traditional truants tend to be isolated that come from an unsupportive home background, possibly with a tendency to be shy. It is likely that they will have a low self-concept, be introverted and be the citim of their social circumstances. The psychological truant: could be the school phobic (school refusal) case but more othen than this psychological truant miss school for psychological related factors such as illness, opsychomatric complaints, laziness, a fear of attending scholl for any reason (such as dislike of a teacher, a lesson, an impending confrontation or fear of bullying.) The Institutional truant: Institutional truants are more likely to indulge in ‘on the spur of the moment absences from lessons and to be selective about days or lessons to miss. Secondary School A school that admits or registers and educates learners in Form 1 Form 5 is known as a secondary school. Life World In this research, the term ‘life world refers to the psychological context this is made up of elements such as interpersonal aspects, the family, school and the broader community. According to this definition, the life world involves the personal and external world of the learner. The personal word refers to intrinsic factors. The external word is made up of the broader educational systems, the home environment and the community where the child spends his time when not at school. Relevant intervention strategies would be easier to suggest if the contextual issues related to the phenomenon under investigations are understood. Research Program The research comprises give chapters, as follows: CHAPTER 1 In this chapter, the background information in the seriousness and implication of truancy are discussed. The chapter also includes an analysis of the problem, the problem statement, aims of the study, description of the research method and definition of the concepts. CHAPTER 2 Chapter 2 entails a review of the literature on types of truancy and the causes of truancy or contributing factors in different countries, including in Malta. Different approaches that the various countries and schools use to manage truancy will also be discussed. CHAPTER 3 This chapter deals with research designs and methods. A discussion of the research problem, the aim of the empirical investigation, the research tool used in the study and the selection of the sample will be included. Details of the compilation and administration of questionnaires as well as an analysis of data will be presented. CHAPTER 4 In this chapter, the results of questionnaires will be presented. The results will be analyzed to find answers to the research questions. CHAPTER 5 The chapter entails a summary of the research finding, conclusions and recommendations. A summary of the results from the literature study and the limitation of the study will be included. Conclusion This chapter focuses on the background and analysis of the problem, as well as the aims of the study. An attempt will be made to explain the research method used, relevant concepts and planned programmes of the research. The next chapter will contain the review of the literature on the types of truancy, factors contributing to truancy behavior, the rate and extent of truancy and the strategies used to manage truancy. CHAPTER 2 TYPES OF TRUANCY, CAUSAL FACTORS AND APPROACHES USED IN THE MANAGEMENT AND REDUCTION OF TRUANCY Introduction According to Tyerman (1958:217), truancy has been a problem to all concerned with education since 1870s. Approximately 750 children were charged for truancy in England and Wales in 1954 (ibid: 220). This figure could have been an underestimation as it was based on learners who were referred to courts, and therefore represented mainly incorrigible truants (ibid). Furthermore, the figure gives a general picture of truanting children in one country only and without an indication whether it was absence from certain lessons or whole school day absence. Truancy is currently a problem in communities. In Clarks report concern was expressed about truancy among school children. Data presented in this report indicates that non-attendance exists, and has become an issue of increasing concern for schools, educational and student welfare organizations. Non-attendances viewed as being among one of the key problems facing some schools. There is increasing concern for the seemingly large number of ch ildren and young people, who are, for a range of reasons, missing out on the benefits of education and possibly on a better future (Dr. L. Galea, The Times 9th February, 2005). Non-attendance can be the beginning of countless problems for students who regularly miss out on school (Heyne, King, Tonge, Rollings, Pritchard Young,1999). The extent and nature of truancy are best understood in terms of whether it implies absence for the whole day or during a particular lesson. This chapter deals with how blanket and post-registration truancy manifest, the causal factors and various measures of reducing truancy in secondary schools. Blanket Truancy Perspectives in various countries England and Wales Normab (2001:49) states that 50,000 children play truant on a normal school day in England. The number of truants increases steadily with age and most truants are found at secondary school (ibid). This confirms past research findings about the existence of truancy in secondary school in some parts of England. Gray and Jesson (1990:25) gathered information on the incidence of truancy from the youth cohort survey of England and Wales. The result of their survey shows that 6% of final-year secondary school learners reported to have played truant for several days or weeks at a time. Malcolm, Wilson, Davidson and Kirk (2003:50) state as follows: ‘In 1999, the Audit Commission noted that at least 40,000 of the 400,000 learners absent from school are truanting. Scotland In a study done at 50 Scottish secondary schools, it was found that 30% to 33% of learners had been playing truant at least once in the survey week (Munn and Johnston, 1992:38). These schools were requested to provide both the overall attendance rate and the numbers of learners (ibid). Australia Haddon (1996:110), citing a comprehensive study conducted in Victorian secondary schools in Australia, states that 40% to 60% of learners of compulsory school age reported that they engaged in truancy. Cohen and Ryan (1998:12) state that about 10,000 learners in Tasmania play truant at least one day a week. The Netherlands The research done at 36 schools in four Dutch cities indicates that the average level of truancy at all schools was 4.4% (Bos, Ruiters and Visscher, 1992:393). The average percentage of allowed absence was 4.7%, therefore suggesting that learners in most schools are just as often absent with a valid reason as without one. United States of America It appears that truancy is a problem in American schools, although at varying levels. According to Black (1996:33), approximately 2,500 and 4,000 learners play truant on a daily basis in Pittsburg and Mulwaukee, repectively, while 300,000 of the 1.6 million students in Los Angeles are habitual truants. This shows that some learners stay absent without permission every day and that a day never goes by with a recording of 100% attendance. Truancy is so much of a concern that the Department of Education has prepared a manual that gives schools some guidelines on how to reduce it (United States Department of Education, 1996). Malta From January 2001 up to December 2002 there were 8,903 arraignments before local tribunals in connection with school absenteeism (Grech, 2002). This figure represents only the number of students who were absent from school without a valid reason on more than three occasions in the space of a month. It is a known fact that there are a number of pupils that systematically take three days off from school each month just for the sake that they use up their monthly absence allowance and knowing that in this way their parents would not receive a citation. Survey results issued by the National Statistics Office Malta on December 16, 2002 showed that overall absence rate from schools between September 25, 2000 and March 31, 20001, stood at 10.5 days per pupil. That included both absenteeism and authorized absence (such as those due to sickness). During this period, 657,604 pupil days were list to absenteeism, accounting for 8.9 per cent of the total pupil days. This reveals an increase of 5. 2 per cent over the 1999/2000 scholastic year. Absences in government schools stood at 19.12 days per pupil whereas that of government dependent (church schools) and independent private schools was 5.76 days per pupil. The rate of truancy in terms of gender Some of the overseas researchers state that there is no difference in the levels of truancy reported for males and females (Gray and Jesson, 1990:26; Haddon, 1996: 110; Smith, M., 1996:226; Stoll, 1994:36; Whitney, 1994: 59). Recent research on truancy in the seven local education authorities reports that the numbers of learners in secondary school admitting truancy was almost equal for boys and girls (Malcolm et al., 2003:31). Coldman (1995:68) also states that the variation that exists in truancy levels of males and females is slight. It is, therefore, apparent that some research are in agreement with regard to the truancy levels of male and females learners. Earlier research that was conducted in South Africa suggests that more males than females tend to play truant Coldman (1995:68) warns against making assumptions and generalisations about the existence of gender differnce in truancy levels. He argues that observed findings might result from the fact that some schools have more males than females, particularly when one is dealing with a large sample. What the above studies suggest about truancy levels of males and females is that the difference might be slight, if it does exist. Furthermore, observed diffrenences may be incfluenced by other variables, such as the enrolled number of male and female learners in a sample. Truancy rate according to the geographical location of the school Serious truancy is said to be more prevalent in inner-city secondary schools in England (Gray and Jesson, 1990:36; Stoll, 1990:23). Munn and Johnstone (1992:4) also found that the Scottish school with the highest percentage of unauthorized absence was all in the inner city. Coldman (1995:69) asserts that claims that truancy is a problem mainly experienced in inner city schools are disputable, since another survey showed that the truancy level is high even in the suburban, rural and industrial areas of England. It may therefore be purely speculation, without much supporting evidence, to suggest that inner-city school experience higher levels of truancy. Hard evidence needs to be gathered, where possible, in order to verify the claim that inner-city experience higher rates of truancy. According to some researchers, truancy levels also appear to differ from school to school, since they may be more prevalent in schools than in others (Blackm 1996:33; Bos et al., 1992:385; Gray and Jesson, 1990:26; OKeefe and Stoll, 1995:12). It is therefore apparent that the levels of truancy seem to vary from country to country, and in some cases, also in terms of geographical locations within a city or town. The literature indicates that blanket truancy is common in many secondary school and that, in some cases, learners play truant on a daily basis. The levels of blanket truancy can also vary according to regional locations within the same country. In the next section, the evidence regarding the level of post-registration truancy drawn from the literature will be discussed. Post-registration Truancy Very little information is given in the literature about national trends of post-registration truancy in countries where research on truancy was conducted. Most of the studies conducted in the United Kingdom, Australia, the United St

Analysis of First To Fight Essays -- Book Review, Military History

First To Fight begins with Krulak engaged in a conversation with a Gunnery Sergeant who was asked how the Marine Corps got the reputation of having one of the world’s greatest fighting formations. The GySgt replies â€Å"Well lieutenant they started telling everybody how great they were and pretty soon they started believing it†. The story goes on to talk about how there nearly wasn’t a Marine Corps. starts out with Marine Lieutenant General Holland M. Smith on the bridge of the command ship Mt. Olympus, off Iwo Jima on the morning of 23 February 1945 with Secretary of the Navy James Forrestal who said that the raising of our flag atop Mt. Suribachi means there will be an Marine Corps for the next five hundred years. Smith commented â€Å"When the war is over and money is short they will be after the Marines again†, and a dozen Iwo Jimas would make no difference. The resolute general was voicing the frustrations of the many generations of Marines before him who had learned through hard experience that fighting for the right to fight often presented greater challenges than fighting their country’s enemies. The Marines’ survival struggles during their first century and a half were mere skirmishes compared with what was to commence following the Second World War. Even as America was still trying to see through the smoke of Pearl Harbor, there were problems which were seen that were far more serious. A carefully designed plan which, if implemented, would destroy the Marine Corps as a fighting force. The scene was set according to Krulak by three events. In early October 1942 Krulak was a member of a team of four Marine officers assigned to the Army’s 25th Infantry Division at Schofield Barracks, Hawaii to conduct instruction for the divisi... ...states there are three powerful external factors that cloud the Marines’ horizon. The first being the oppressive influence of threat. That threat is rooted in the attitudes or aspirations of the Army, the Navy, or various chief executives. Its nature has varied-threat to the Corps’s repute, to its right to fight, to its very survival. Secondly, the recurrent military affliction called austerity. At worst, they linger in active service and are a hazard to all around them. The third is the dead hand of bureaucracy that lies over the entire military establishment. While the larger services may be able to handle the pressures of bureaucracy, the Marine Corps has neither the instinct nor the time for it. The Marines are an assemblage of warriors, nothing more. Paper massaging and computer competitions do not kill the enemy, which is what the Marines are supposed to do.

Dietary Supplements Essay -- Work Out Supplements

  Ã‚  Ã‚  Ã‚  Ã‚  There are many different work out supplements. Some of those work out supplements are Proteins/Amino Acids, Performance Supplements, Energy Boosting Products, and Vitamins.   Ã‚  Ã‚  Ã‚  Ã‚  The first work out supplement we are going to tell you about is Proteins/Amino Acids. One supplement that is made of Protein is called, "The Ultimate Whey Designer Protein." This designer protein is 68% better than egg white and or regular whey. It mixes easy and gives you up to 18 grams of protein per scoop. This supplement will run you the consumer about $26.99 each 2 lbs bottle. This should last you a good 4 weeks. Another protein supplement is Promax Protein. This contains 50 grams of predigested, bioactive protein per serving it also contains less than 1 gram of fat and is sugar free. "Promax contains pure pharmaceutical quality branched chain amino acids," according to the manufacturer. Promax is for maximum growth, plus vitamins and minerals. This would run you about $32.07. That is just a little more than the Ultimate Whey Designer Protein, but this one gives you more than just protein and 68% better than egg white and or regular whey. So you would be smar t in the purchase of the Promax Protein instead of the Ultimate Whey Designer Protein.   Ã‚  Ã‚  Ã‚  Ã‚  Now, we are going to talk about the amino acids that you can buy from a gym or a local supplement store. The "Anabolic Amino Balance" is a foundation of 23 pure crystalline 100% pharmaceutical grade free form amino acids. This is all uniquely balanced and scientifically formulated high in the amino acids found in muscle tissue. This is very high in nitrogen and branched chain amino acids. This is most utilized during intense training and those your muscles need for tissue maintenance and repair. 1 bottle of 250 capsules would run you about $19.85. The other amino acid supplement that we will tell you about is the "Amino Plus". This supplement contains predigested crystalline amino acids which were scientifically profiled for use during periods of intense physical energy demand. "Free and peptide bonded (di & tri Peptides) amino acids from pancreatic digest of pharmaceutical grade casein, silica, hydrogenated vegetable oil and lecithin." A bottle of 250 capsules wo uld cost about $12.93. We would recommend that you use the Anabolic Amino Balance if you are going to use or are using a amino acid capsule to help you with the tis... ... multi-nutrient, vitamin, mineral, amino acid formula, formula includes nature's most powerful energy building and life protecting nutrients." A bottle of 240 capsules would run around about $36.50. Now if you have that kind of money to spend on this kind of product, don't spend the money give it to us! The last vitamin is "Vita Tech Mega Dose Vitamin Pak." This is designed for the competitive bodybuilder and serious athlete seeking to maximize physical performance. Containing a broad spectrum of performance nutrients. Vita Tech provides vitamins, minerals, stress B complex, amino acids, antioxidants, fat burners, and digestive aids, Each packet contains a total of 13 tablets, soft gelatin caps, and capsules.   Ã‚  Ã‚  Ã‚  Ã‚  Overall, dietary supplements really work. You see there is one catch though. If you want to take them you can, but once you do you are hooked and if you don't work out it all turns into fat! Yet, when you do take dietary supplements you put your life into the manufacturers hands! Here is some advice from us, "Work out, but don't take anything to help you build muscle or anything else cause your life's at risk when you do." Bibliography www.dietarysupplements.com

Is it ethical to expel children carrying drugs or alcohol to school

Last year, over â€Å"1000 schoolchildren were suspended, excluded or expelled from New Zealand schools last year for drugs or alcohol-related offences, with the youngest aged 8† (Stuff, 2013). The Ministry of Education released figures showing that one In ten children who had action taken against them in relation to substances in the year 2012, was under 12 years of age (Stuff, 2013). The Education Amendment Act has come under scrutiny as It priorities the right to privacy of students.Effectively It means that schools would lose their authority to search and seize narcotics and conduct random drug tests. This, many educationalists argue, would worsen the problem. The ethical Issue that arises In this case amongst others Is whether schools should continue to retain their search and seizure powers or should the privacy of the students be given priority as per the Education Amendment Bill. Another key issue that is begging resolution is the dilemma of whether or not, children fo und in possession of drugs and alcohol, should be expelled or excluded.Is expulsion of a child found In possession of narcotics in the best Interests of society and the child In question? It is important to also mention that since most of the children procured the absences from a knowing or unknowing adult, should the adult be vicariously responsible for the child take responsibility and face the consequences Instead of letting the child take the fall? Is It not the responsibility of the parent to ensure that children stay away from vices until they are old enough to judge for themselves?Due 1 OFF expulsion and attempt to provide some insight into whether or not it is the best course of action to employ. Thomas Hobbes (1651) proposed the idea that â€Å"in order to flourish, we need a peaceful, cooperative social order† (Reaches & Reaches, 2010, p. 0). Hobbes goes on to say that if there were no institutions to enforce order, we would be free to do whatever we wanted. This wo uld eventually lead to a state of perpetual chaos. He has called this state of chaos â€Å"the state of nature† and it's opposite â€Å"civil state† (Reaches & Reaches, 2010).This means that in order to live harmoniously, we must abide by a set of rules that are accepted by everyone and applies to everyone equally. Hobbes was of the opinion that the four basic facts about human life were the reason for the existence of this social contract. He theorized firstly, that each of us requires the same basic things in order to survive, secondly, scarcity is omnipresent and we need to work hard to produce the things we need. Third on the list is the equality of human power (united we stand, divided we fall).Finally, there is limited altruism, which implies that we cannot assume that others will stand down when their interests conflict with ours. Since we do not learn the accepted rules of society on our own, we have schoolteachers and parents who amongst other things teach us how to behave in a socially acceptable manner. School helps us learn to build and maintain relationships. Most importantly attending school empowers us with knowledge to survive in the real world. Take school out of the equation and that leaves Just parents.Now consider the case of a young child who has gotten himself expelled for being curious about his parent's secret drug stash. Unable to attend school, he might not realize the difference between a Joke and a crime because he is unaware of right and wrong, socially acceptable and unacceptable. He may develop an insecurity employ as he probably feels helpless and is shunned by his parents. These factors might lead him to become a criminal or worse, a drug addict. It is quite obvious that criminals and drug addicts are anti-social elements that need to be removed from the setting.It is safe to say that not all criminals are school dropouts however, most addicted to drugs haven't been educated about the consequences of substance abu se and are helplessly addicted. The Social Contract Theory maintains that we need a social order in order to flourish. The only way to eliminate most of anti-social elements is to ensure that kids found in possession of drugs or alcohol remain in school to learn how to behave appropriately, and eventually grow up to become conscientious and responsible adults.The theory of Utilitarianism as stated by Reaches & Reaches (2010) encompasses three categories. Firstly, actions can be Judged to be right or wrong depending on the consequences it brings about. Secondly, in terms of examining consequences, all that matters is the amount of happiness or unhappiness the action in question creates; person is more important than the other. This means that actions should be Judged as right or wrong depending on the amount of happiness or unhappiness everyone experiences as a consequence.Thus a deduction can be made that Utilitarian are essentially consequentialness, as they determine the ethical v alue based on an answer to the question â€Å"what would happen as a result of doing it? † (Reaches & Reaches, 2010, p. 111). Utilitarianism is divided into two categories namely, Act and Rule Utilitarianism. Act Utilitarian believe that an action must be Judged by the consequences it causes (Reaches & Reaches, 2010, p. 22). Rule Utilitarian believe that an action must be Judged on the consequence of the action becoming the norm that everyone lived by (Reaches & Reaches, 2010, p. 18-119). Therefore it can be said that Utilitarianism Judges actions based on whether they yield the best consequences and happiness for everyone or not. Upon application of the Utilitarian approach to the issue of expulsion, the action of excluding children who are found in possession of narcotics or alcohol would produce two possible consequences. Firstly, because the child has been expelled, he ay lose interest in studying altogether. It is a proven fact that schools provide a protective environme nt that shields people from drug abuse (Bell, 2013).If they are unable to stay in that protected environment before entering the proverbial ‘real world' there is a chance that they may be negatively influenced and resort to a life of crime, drug abuse and other anti-social behavior. The second consequence of one child caught in possession of drugs being expelled could serve as an example to the other children. This might cause them to refrain from coming in contact with drugs earning punishment.Although the second consequence appears to be feasible, as many children would benefit from one child being expelled and being made an example of, it is not guaranteed that other children will not indulge in drugs and alcohol outside school. Also, going by Rule Utilitarianism, if expelling children became the norm, crime, unemployment and illiteracy rates would rise and this in turn would affect the entire nation negatively. Therefore, Act and Rule Utilitarian would agree that expelling children found in possession of narcotics would be very unethical, as it loud cause much more unhappiness than happiness.Also, since Utilitarian believe that everyone's happiness is equal, and that motives and intentions don't matter, causing unhappiness to one child and to the general population in the long run by expelling him from school is something they would advocate against. In conclusion, I have explored the idea of a Social Contract and the Utilitarian approach in terms of the case to determine whether or not expelling children found to be in possession of narcotics or alcohol is ethical. Taking into consideration theSocial Contract, and the possible consequences of Act and Rule based Utilitarianism I have deduced that expulsion or exclusion from school is not the best course of action. In order to suit everyone's interests, it is crucial that the kids remain in school where they have the opportunity to learn about narcotics and socially acceptable behavior in a controlled and protected environment. After all, they are children, unable to distinguish between right and wrong, and in this case, it is imperative that Children are the future of any country and it is our moral duty to ensure that all sections we take have their best interests at heart.