Psy270 Week6

Checkpoint Mind Over Matter Week 6 What is the difference between mental illness and insanity? (Hint: What is the important second prong of the McNaughten rule? )  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The McNaughten rule cannot be used to defend the actions of a person who drinks alcohol and then murders someone. Why not?  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Identify each of the following: o  Ã‚  Ã‚   Rational and guilty o  Ã‚  Ã‚   Guilty but insane o  Ã‚  Ã‚   Not guilty by reason of insanity  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If you were deciding this case, how would you rule? Briefly explain your decision.The difference between mental illness and insanity is mental illness doesn’t diminish the legal sense of a individuals capacity to know right and wrong. In terms of insanity, however it does indicate that an individual would not possess the capacity to know the differences between right and wrong. Mental defects such as diseases, retardation, or when hallucinations are experienced in some cases. The rule for McNaughten is simple knowing the difference between right and wrong and was the capacity affected to the point of not understanding a crime when committed. To use insanity in defense of a crime this rule had to be present in order to use.Mcnaughten’s rule can’t be used to defend intoxicated individuals because it is no longer used in some cases the rule was shortened and now it is knowing the difference between right and wrong. Since an individual is in a diminished state even if they know right from wrong even without mental disease individuals can use it in alcohol related incidents. Rational and guilty: When an individual is fully aware of the right and wrong of their actions this is the term used. Guilty but insane. Due to mental defect or disease and individual is not able to gain control over themselves even though they know the actions are wrong this is the term used.Guilty by reason of insanity. Such in the cases of Clark he had experienced a temporary state of impairment due to schizophrenia that resulted or impaired his capacity to determine right and wrong he thought the cop was an alien. Resulting in insanity temporarily this is the term used. My decision without all the facts and going on what I know from the reading Clark at some point knew what he was doing but at the time may have not and deserves a chance to make his way into a mental clinic for help now if he recovers and is determined sane he then should still serve out his sentence due to his knowing of his having a gun and firing it.If he can be effectively treated in prison then he should be given a half sentence due to impartial insanity. The fact the the police stated he lured the cop out and then ran was an indication of his guilt though regardless of mental illness he may have not been impaired after all. He should be sentenced to an institution where he could be effectively treated for his schizophrenia.

Case Study Maths And Society Education Essay

AbstractionMathematicss consists of many words such as ‘whole ‘ , ‘differentiate ‘ , ‘limit ‘ and many more. It has been observed that mathematical nomenclature has a contextual significance for pupils in mundane life. This causes issues with the reading of Mathematical footings in the context of the topic and accordingly hinders the apprehension of definitions and constructs. This assignment analyses the issues with the linguistic communication used in the instruction and acquisition of Mathematicss and suggests attacks to relieve these issues. It besides explores how the issue of linguistic communication competence can favor certain pupils compared to others based on their societal background.IntroductionLanguage used in Mathematics causes deductions in the instruction and acquisition of the topic. From reflecting on my experience, I have personally found the vocabulary used in both Mathematics and mundane life difficult to grok in a Mathematical context and besides observed issues that other equals were holding with understanding the nomenclature. Additionally, I have observed in school that linguistic communication is an issue but did n't gain the extent that it could impede the acquisition of Mathematics, even for those that are able to entree written and verbal instructions. Whilst instruction, I have farther observed how linguistic communication used in Mathematics causes issues for even those that can talk English, as there are many words used in relation to the topic which are besides mundane words, that causes confusion in understanding in a Mathematics context. This assignment explores the issues of linguistic communication in the instruction and acquisition of Mathematicss and how these can favor some societal groups over others. It besides suggests how these issues can be attempted to be resolved. In my sentiment this issue is a major influence in the apprehension of Mathematics which determines overall sequence in the topic ; hence I want to research this country in more item.Literature ReviewThis reappraisal explores and discusses the issues raised by the usage of linguistic communication in the instruction and acquisition of Mathematics, and focuses particularly upon the jobs encountered by scholars, and the stairss which practicians may take t o relieve them. As Durkin points out, much of kids ‘s Mathematical instruction ‘takes place in linguistic communication ‘ ( Durkin, 1991, pg.4 ) , and even mental or intuitive dialogue of mathematical jobs by the person is necessarily embedded in mathematical semiologies. It is argued here that the troubles raised by linguistic communication in Mathematicss are multi-dimensional and can forestall scholars from understanding what is said to them, or what is given to them in the signifier of written instructions by the instructor. These troubles can impede scholars ‘ attempts in working independently, by forestalling them from accessing written instructional or text books. Since scholars are largely assessed through end product orientated signifiers of appraisal, those with linguistic communication troubles are at a disadvantage, particularly if they can non grok the inquiries. These troubles can hinder their public presentation and sabotage their assurance in trial state of affairss. Consequently, this can hold immense deductions, both for the person by harming their self-pride and the establishment, as it means that the school concerned will hold poorer overall consequences, damaging their league-table place. Additionally, nomenclature used in the course of study is invariably being altered, so practicians have to accommodate their pattern and proctor scholars ‘ demands to guarantee that pupils understand the new footings and methods.Literacy and Numeracy StandardsOn assorted degrees, underperformance in literacy can even hold an enervating consequence on rather able mathematicians at cardinal points in their educational calling. As Clarkson indicates, the inability to read texts at the velocity required in trial scenarios provides a cardinal illustration of this ( Clarkson, 1991, pg.240 ) . Students that find it difficult to construe the inquiry or take clip to work out what is required, may cognize how to calculate the reply to the job but are restricted from replying all inquiries and completing the paper due to clip restraint. Alternatively, they may cognize a mathematical construct but can non reply the inquiry because it is phrased otherwise. For illustration, a pupil may be able to reply ‘multiply 4 and 6 ‘ but non ‘what is the merchandise of 4 and 6 ‘ as they may non cognize that ‘multiply ‘ and ‘product ‘ mean the same thing. Clearly, the added force per unit area of ‘exam emphasis ‘ does non assist, even though scholars are normally given sufficient pattern before the existent event under timed conditions. The of import point here is that no sum of readying on similar jobs can take the barriers inherent in a particular or unfamiliar job. It is axiomatic that written or spoken mathematical jobs will normally show the most complex challenges for those whose literacy and numeracy accomplishments are ill aligned, or have developed unevenly. Ho wever, the troubles experienced by such scholars are non confined merely to these countries. In primary and secondary instruction, many jobs which are written about wholly in numerical signifier necessitate some signifier of presentation in non-mathematical linguistic communication, in order for the reply to be right construed. Even where no text is present within the inquiry, the scholar may still visualize either the job or reply in prose signifier. It has to be conceded nevertheless, that it is in inquiries that are wholly written or verbalised that the scholar may be unable to entree the job, hence will be incapable of using the needed operations. However, in order to assist scholars run into these challenges, practicians themselves must understand the acquisition processes which each person undergoes. It is likely that the most of import component within this is the careful monitoring and appraisal of the scholar ‘s advancement on a frequent, possibly a day-to-day or hebdomadal footing. Practitioners should be attentive of those pupils who are non lending to inqui ry and reply Sessionss, or are by and large loath to offer replies to jobs put on the board. These cases need to be addressed quickly, before the scholar falls into a regular form of behavior which is difficult to extinguish. As De Corte and Verschaffel have argued, there are five phases to be in turn implemented when work outing written jobs. First, a complex ‘text processing ‘ activity occurs, affecting the analysis of the job. Second, the topic considers the appropriate operations in order to happen the ‘unknown component ‘ in the representation, which is performed in the 3rd phase. The formulated reply is so located in the original representation, whilst in the fifth and last phase, the brooding scholar ‘verifies ‘ their solution by reexamining its feasibleness ( De Corte, E. , and Verschaffel, 1991, pg.118 ) . The overall success of this procedure is dependent upon two mutualist factors, viz. that, †¢ ‘Word jobs that are solvable utilizing the same arithmetic operation, can be described in footings of different webs of constructs and relationships†¦ ‘ †¢ Constructing an appropriate internal representation of such a conceptual web is a important facet of expertness in word job work outing. ( De Corte and Verschaffel, 1991, pg.119 ) The persons ‘ execution of these phases besides depends on whether the inquiry was constructed around a ‘change ‘ , ‘comparison ‘ , or ‘combination ‘ job. Change jobs involve altering the value of a measure due to an event or state of affairs, combination jobs relate to measures that are considered either individually or together and comparing jobs are the comparings or differences between sums ( De Corte and Verschaffel, 1991, pg.119 ) . The of import point here is that the scholar negotiates the job intellectually, and the more complex it is, or the more phases it involves, the more hard it is for pupils to make so successfully. In other words, no affair what written or calculator operations are required, the scholar will first effort to set the assorted elements of the job together into some sort of logical sequence in order to visualize the eventual end product, i.e. the reply. As an illustration of this, reckoner based oppugning allows t he usage of digital reckoners in job resolution and in scrutiny contexts relieves the scholar of set abouting the needed operations. However, ab initio they must evidently find what those operations should be. There are plentifulness of cases where the scholar ‘s consideration of the job has proved inaccurate and has been misunderstood, taking to incorrect replies, even obtained on a reckoner as the incorrect operations were carried out. The overall point is that scholars think about jobs by visualizing footings like ‘add ‘ , ‘divide ‘ etc, in order to assist them make up one's mind on the right account. In semiotic footings, the direction is the mark, which in-turn symbolises the ‘signifier ‘ or significance. If the scholar ‘s lingual capablenesss are non sufficiently developed, even the absence of text can non truly assist them and they will happen it hard to even construe symbols.Spoken and Heard MathematicsSimilar sorts of jobs can go to the apprehension of spoken Mathematics inquiries or instructions, and, as Orton and Frobisher indicate, some schoolroom patterns may worsen this. They specifically suggest that scholars who have trouble in construing expressed constructs are often offered more pattern at written versions of them, efficaciously maneuvering them off into an epistemic tangent, which causes them to take the incorrect way in footings of the methods required. This is unbeneficial to scholars as more written illustrations can non needfully assist to work out the jobs built-in in aural or verbal Mathematics comprehension. There are different sorts of jobs involved, which need to be addressed in specific ways. As Orton and Frobisher explain, the act of jointing our ideas non merely offers a greater opportunity of pass oning our understanding to others, but ‘allows us to better understand what we are stating. ‘ ( Orton and Frobisher, 2002, pg.59 ) . The corollary to this is that scholar â⠂¬Ëœs require ample chance to talk about Mathematicss in a structured environment, something which an accent on pencil and paper methods, and end product orientated appraisal can deny them and can impact the acquisition of the topic. There are many benefits for talking about Mathematicss in the schoolroom, specifically so that pupils can pass on their ideas and thoughts which would give practicians an penetration into the thought procedures of pupils, accordingly assisting them to understand their pupils. Harmonizing to the research of Zack and Graves, positive results have been demonstrated where the pattern is encouraged ( Zack, V. and Graves, B. , 2001, pg.229 ) . In other words, the more scholars are allowed to talk about Mathematicss, the more chance they have to rectify their ain mistakes and reflect on their thought. The other dimension which needs to be considered here is that of the societal context. Learners have to develop the assurance to prosecute in schoolroom duologues with their equals and the instructor. Arguably, those pupils who experience the greatest troubles in spoken and heard Mathematicss will be the most reserved about making this. Consequently, it will be apparent for practicians themsel ves to quickly go cognizant of those scholars who are least likely to volunteer replies and become involved in job resolution activities and treatments. It is so their duty to back up the person in visualizing engagement as a mark, and invent the appropriate scheme. However, this job is evidently exacerbated when the implicit in issues are embedded in literacy instead numeracy comprehension. As primary practicians will be peculiarly cognizant, the literacy and numeracy course of study run parallel to each other, instead than meeting in a structural manner ; they have their ain developmental phases, and these do non take history of cross-curricular demands. In other words, a scholar who is holding troubles with mathematical text will non needfully happen any straight relevant support in their literacy work. This implies that the practician must maintain up-to-date in the context of numeracy instruction, whilst guaranting that the scholar is besides on path with their staged mathemati cal development.Staged Development in Literacy and NumeracyMeanings and values are non merely acquired through the course of study or in the schoolroom, and each person will hold a pre-formed aggregation of perceptual experiences, nevertheless, non all may be accurate. The sum of exposure and comprehension of Mathematical linguistic communication varies highly between scholars, depending upon their cultural, societal and household background, which causes differences in larning behavior. Despite these fluctuations, as Clarkson indicates, scholars need to be secure in the option uses which frequently surround indistinguishable operations ( Clarkson, 1991, pg.241 ) . This job may hold cultural beginnings for some groups of scholars, or as Orton and Frobisher point out, may stem from the fact that much Mathematical nomenclature has alternate significances in mundane linguistic communication, examples include ; ‘chord ‘ , ‘relation ‘ and ‘segment ‘ ( Orton and Frobisher, 2002, pg.55 ) . It is of import that the instructor understands whether the scholar has jobs with literacy or numeracy, or both. However, it can be hard for the practician to state whether mathematical or literacy jobs are forestalling scholars from come oning. As Clarkson points out, ‘reading and comprehension are two distinguishable abilities which must be mastered. ‘ ( Clarkson, 1991, pg.241 ) . There is surely no simple correlativity between ability in literacy or standard written/spoken English and accomplishment in Mathematics.Language CompetenceLanguage competence is an issue for pupils who speak English as a foreign linguistic communication, doing them to underperform in Mathematics. In order to read text books and understand verbal instructions, pupils must work within the linguistic communication of direction. Educational advancement is enhanced depending on whether a pupil ‘s first linguistic communication is that of their direction or non and this clearly affects those from lower societal backgrounds. Mathematicss has many words peculiar to the topic, for illustration, ‘integral, differentiate, matrix, volume and mass ‘ . This can be confounding for non-native English pupils, as they have to larn new significances in the context of Mathematics ( Zevenbergen, 2001, pg.15-16 ) . The same word can be interpreted in different ways by non-native pupils, doing misinterpretations which affects acquisition. For illustration, the word ‘times ‘ is by and large related to the clip on a clock, non to generation and the words ‘hole ‘ and ‘whole ‘ sound the same but have different significances, intending a whole figure in Mathematics ( Gates, 2002, pg. 44 ) . Practitioners may happen this deficiency of linguistic communication background can do a Mathematics category hard to learn. Conversely, accomplished immature mathematicians with hapless English accomplishments can entree the cosmopolitan linguistic communications of figure and operations with comparative easiness so the inquiry to be asked is ; what sort of Mathematicss jobs are at issue? Harmonizing to Pimm, logograph, pictograms, punctuation symbols and alphabetic symbols can ease extended, but non entire mathematical communicating ( Pimm, 1987, pg.180 ) . As Orton and Frobisher indicate, it is up to the practician to find the extent to which mathematical jobs need to be graduated for single scholars and it can non be assumed that their experiences and demands will be indistinguishable ( Orton and Frobisher, 2002, pg.54 ) . For illustration, understanding that the difference between two Numberss is something produced when one is subtracted from another may be hard to understand fo r scholars who have non encountered that manner of job before.Puting by abilityIn Mathematics, scene is used to group pupils harmonizing to their ability and pupils take tests depending on what set they are in, which determines the maximal class they can accomplish. This seems unjust for lower setted pupils, whose full potency may non hold been realised and who certainly deserve the opportunity to accomplish a higher class. Students with linguistic communication issues may work more easy or misconstrue inquiries and hence, be setted in a lower-level group, which is clearly unjust. Therefore, those kids with the linguistic communication competence and extra external aid are in favor of larning Mathematics more successfully. However, even these pupils struggle with certain nomenclature. Harmonizing to Watson, it is a affair of ‘social justness ‘ to learn Mathematicss to all kids as their accomplishment in the topic is judged throughout their life and participates in finding future chances. Grades achieved in Mathematics affect hereafter surveies and calling waies ; for illustration, to come in university, normally a lower limit of GCSE class C is required, and this demand varies depending on the class ( Watson, 2006 ) . Therefore, as a consequence of scene, ‘those in lower sets are less likely to be entered for higher grades ‘ ( Day, Sammons and Stobart, 2007, pg. 165 ) , accordingly harming their hereafter survey and occupation chances. Besides, some kids have an advanced appreciation of Mathematicss due to an advantaged background, parents ‘ aid or private tuition so puting is unjust as it is biased towards early developing kids or those who have been given excess aid outside of the schoolroom. In schools, the scene system is supposed to be strictly based on ability degree. However, in world, streaming could be decided upon for other grounds. For illustration, two countries of bias encountered can be societal category and cultural dimensions ( Capel and Leask, 2005, pg. 155 ) . Bartlett, Burton and Peim point out that frequently ‘lower category pupils were deemed to hold a lower rational ability than in-between category equals strictly due to unrelated societal issues such as speech pattern or parents ‘ occupations. ‘ ( Bartlett, Burton and Peim, 2002, pg. 182 ) Sukhnandan and Lee ( 1998 ) remark on the fact that lower-ability sets consist of high figure from low social-class backgrounds, cultural minorities, male childs and kids born in the summer, who are at a younger age for their school twelvemonth. Sukhnandan and Lee believe that puting in this manner causes ‘social divisions ‘ . ( hypertext transfer protocol: //www.tes.co.uk/article.aspx? storycode=81217 ) . Therefore, it appears that linguistic communication competence is being used as a major factor in finding which set pupils are placed in and accordingly impacts accomplishment in Mathematics.DecisionIn decision, it may be argued that there is an ongoing demand to re-assess how scholars internalise the mathematical constructs conveyed in linguistic communication. Practitioners have acknowledged that semiologies, or the relationship between linguistic communication, symbolism and idea, impacts the manner in which learners interpret information. For illustration, as Pimm indicates, sing the construct of negative Numberss, ‘involves a metaphoric widening of the impression of figure itself†¦among mathematicians, the freshness becomes lost with clip, and with it the metaphoric content of the original penetration of utile extension. It becomes a platitude comment – the actual significance. ‘ ( Pimm, 1987, pg.107 ) . Although Mathematics tends to prosecute rationalist or absolute results, it involves much that is abstract ; measures, frequences, chances etc, are all events or values that occur independently of the demand to visualize them, or calculate and enter them. The demand to make so is normally derived from the demand to understand or command events which have happened in the yesteryear, are go oning now, or predict what will go on in the hereafter. As discussed, persons must fit their ain internal apprehension of a peculiar job with its catching value, either in linguistic communication, text, or Numberss, nevertheless, foremost they must do the appropriate nexus. As Lee indicates, there are distinguishable societal and communicative advantages when scholars are allowed to joint their apprehension of these constructs ( Lee, 2006, pg.4 ) . Furthermore, as Morgan observes, the disempowerment of persons who lack the necessary control over linguistic communication continues to do concern and registers the demand for farther research ( Morgan , 1998, pg.5 ) . One of the chief issues arguably lays in pulling the differentiation between lingual and conceptual troubles, and infering the relationship between the two. As De Corte and Verschaffel have argued, scholar ‘s mistakes in word jobs are frequently ‘remarkably systematic ‘ , ensuing from ‘misconceptions of the problem†¦due to an deficient command of the semantic strategies underlying the jobs. ‘ ( De Corte and Verschaffel, 1991, pg.129 ) . Therefore, farther research into the beginnings of such jobs and the agencies of turn toing them is required. As many practicians will cognize from experience, the worst scenario is ‘global ‘ failure of apprehension, where the scholar can non even articulate why they do non understand. In other words, they can non get down to work out the job because they have non understood the inquiry. In these instances, the instructor needs to pass clip with the person concerned, which is non ever easy or executable in a schoolroom scenario. It is of import to observe that ; the earlier jobs are diagnosed, and the appropriate support put in topographic point, the better it is. Unfortunately, there is no cosmopolitan solution which can be applied here ; it is merely good appraisal pattern, effectual planning and the sensitive framing of jobs which can bit by bit interrupt down the jobs involved. Having explored this country in-depth, linguistic communication competence does pose deductions in understanding Mathematicss, accordingly favoring certain societal groups. In my sentiment, practicians should on a regular basis supervise scholars to find whether the person is come oning or requires extra demands. Language competence is non a significant adequate ground for curtailing how high a pupil can accomplish and by utilizing this as a factor in scene is clearly unjust. Sets should be formed and amended on a regular basis, based upon pupil advancement and mathematical ability to guarantee there is no prejudice on societal background. More single support should be made available through an enlargement of the appropriate budgets, so that the necessary action is non compressed into normal lesson timetabling and pupils can have the maximal support possible of their demands, to heighten their sequence in Mathematics.

An Essay On Metacognition

Humans are naturally curious beings. This curiosity occasionally generates interest into why we think a certain way. What compels us to value one thing over another? Why are some of us naturally better at a certain subject than others? All of these questions are topics that metacognitive research has strived to answer. Metacognition is the awareness and understanding of one’s own thought processes, or, in other words, what we think about thinking. Metacognition has been a topic that has not generated much study until the 1970s, but at that point most of the research was geared towards the memory aspects of metacognition instead of applied use (Sieck 2013). Over the last forty years, there has been a significant increase in the amount of studies conducted on metacognition, but that number is nowhere near the amount that it should be. There are so many ways in which increased study on metacognition can improve our day-to-day lives, as John Flavell said, the ideas brewing in the area of metacognition could someday be used to teach â€Å"children (and adults) to make wise and thoughtful life decisions as well as to comprehend and learn better in formal educational settings† (Sieck 2013). To this end is why it is crucial for the Department of Neuroscience to allocate more funds towards increased research on metacognition, specifically towards how metacognition can assist depressed people in getting rid of unwanted thoughts. The practical applications of metacognitive research are still being discovered. In a study conducted by German scientist Markus Paulus, he and his team discovered that older subjects were more prone to display significant developmental effects in recalling information, compared to a younger age group (Paulus 2014). Paulus shows us how as people grow older, their rate of learning grows as well. Human curiosity is a part of this too, while children can display signs of wondering about oneself, these signs are far more prominent in older people. It has long been thought that the education of our youth should be one of humanity’s foremost priorities, and methods to improve said education should be at the forefront of our minds. What hope do we as a species have if our youth do not surpass us in many ways? This thinking is what caused researcher Bennett Schwartz to conduct a study to discover the implications of metacognition for student learning. Schwartz decided to focus his research on how metacognition can â€Å"influence decisions about studying and how we might use [metacognition] to improve our learning efficiency† (Schwartz 2012). Schwartz discovered that the preconceptions students have towards whether or not something deserves to be studied are usually overconfident, and in many cases â€Å"fail to reflect variables† that could improve efficiency. His findings on how metacognition can affect the education of the youth, mainly the efficiency with which to study, will help said youth become more we ll-organized and disciplined in the future. We do not yet know the full extent to how metacognition affects our moods, but with further study this knowledge can be easily attained. The Anxiety and Depression Association of America found that one in eight children are affected with some form of anxiety. They also found that Generalized Anxiety Disorder (GAD) affects 6.8 million American adults (Anxiety and Depression†¦). If the Department of Neuroscience would allocate more funds towards research on metacognition, we could study more the application of using metacognition to change the way we think. This would further allow us to better treat all the people with some form of depression or anxiety, maybe even going so far as to completely eradicating the disorder from human life. Without further research, we will never know the extent to which metacognition can help people. There is much that is yet to be known about metacognition, because, we still do not understand much about the science behind our thinking. The age-old argument of nurture vs. nature continues to go on, and increased research towards metacognition would go a long way towards possibly settling that argument for good. As you can see, allocating the grant money towards amplified metacognition research would be one of the best choices the Department of Neuroscience could do as improved knowledge of metacognition would allow there to be no limit to what humans could do. Once we learn how we learn, we will be able to learn even more efficiently. References Sieck W. 2013 Feb 13. Metacognition is Knowing Your Mind [Internet]. Global Cognition; [2013 Feb 13, cited 2014 Sep 18]. Available from: http://www.globalcognition.org/head-smart/metacognition-is-knowing-your-mind/ Paulus M, Tsalas N, Proust J, Sodian B. 2014. Metacognitive monitoring of oneself and others: Developmental changes during childhood and adolescence. Journal of Experimental Child Psychology [Internet] [2014 Jun 1, cited 2014 Sep 5] 122:153-165. Available from: http://www.sciencedirect.com/science/article/pii/S0022096513002749 Schwartz B, Efklides A. 2012. Metamemory and memory efficiency: Implications for student learning. Journal of Applied Research in Memory and Cognition [Internet]. [2012 Sep 6, cited 2014 Sep 6] 1(3):145-151. Available from: http://www.sciencedirect.com/science/article/pii/S2211368112000617 Anxiety and Depression Association of America [Internet]. Silver Spring(MD):Anxiety and Depression Association of America; [cited 2014 Sep 28] . Available from: http://www.adaa.org/about-adaa/press-room/facts-statistics

Messiah Handel's Messiah Term Paper Example | Topics and Well Written Essays - 250 words

Messiah Handel's Messiah - Term Paper Example Community, school, collegiate and church choirs are still performing parts of this Oratorio today as an expression of a great celebration, especially during the season of advent. Oratorios are considered sacred operas, so performing parts of them in contemporary times would indicate that liturgical celebrations acknowledge the rich traditions of the baroque era as performed in churches on special events. In listening from the examples from the listening guide on Handel’s Messiah, one is able to identify specific ways and examples where the music supports and describes (text paints) the words through the pitch, intonation, spacing used by the soloist and accompanied by the violin, harpsichord and the cello. The distinct movements of the vocal and the intensity or loudness was prominent to express the words being sung. High quality exudes from the distinctive overtones heard from the violins and other musical instruments of the

International Ductile Iron Pipes Co. Ltd (INDIPCO) Essay

International Ductile Iron Pipes Co. Ltd (INDIPCO) - Essay Example Ltd (INDIPCO) is an associate member of FAL Group of Companies. The group specializes in the manufacture of large ductile iron pipes with diameters ranging from 100mm to 2200mm. The company is located within the Royal Commission of Yanbua and Jubail in Jubail industrial city, covering an area of about 155,000m2. The company has an estimated production of about 200,000 tons of pipes annually. The company has its main customers within the Kingdom, in Europe and the MENA region. All INDIPCO processes are highly developed with the most current state of the art technologies, with its main equipment mainly sourced from Germany, China, USA and other leading technological states. All the equipment is installed and tested for a period of time under the supervision of experts from the above counties, to ensure the machine performs optimally with little hiccups in its systems. Generally, any experts involved in the maintenance and installation processes are highly conversant with ductile iron p ipes plants, to ensure quality and high standards are maintained within the company. The pipes manufactured and exported by INDIPCO are mainly used for water, firefighting, sewerage, effluents slurries, industrial water, and other fluids, meaning the company has a wide variety of pipes that target different clients in different segments. 1.2 Current main Projects The company undertakes massive water transmission projects portraying its expertise and skills in pipe manufacture and water and fluid transmission. An example of such an large scale projects still ongoing are a water transmission system covering an approximately 74,000 linear meters of pipes from Hali, Qanona, AL-Laitha and Yebh dams to AL Shoiba, which covers the phase one of the project. Another project is installation of suction lines for reservoirs in AL Madina covering a length of 134.2 km (INDIPCO, 2012). The company has therefore carved its reputation from handling mega projects in fluid transmission and manufacture of different grades of pipes to transmit different fluids both corrosive and non-corrosive. 2.0 Plant operation Process Fig. 1Pipe Manufacturing process The chart above summarizes the entire plant operation process in iron ductile pipe manufacturing to storage of finished pipes. 2.1 Mold Preparation and Maintenance. Mold making requires machines for mold welding, gridding and peening, and a lathe machine. Molds are used over and over till they wear out and fail to produce the required dimensional accuracy. After each, shift, the mold has to be replaced and maintained. The internal surface of the mold has to be ground using a sand wheel to remove any rust. The mold is then dotted with peening head to increase its crack resistance, and to improve its adhesion properties. All cracks on the internal surface of a mold have to be removed through turning, after which the turned area is welded and excess metal turned again to maintain the required dimensional controls. Grinding and peening ensure the mold finally has a smooth surface and is free from any cracks that may impair its usability. 2.2 Molten iron Preparation Molten iron, scrap steel, alloy and any rejected pipes are melted at this stage. The melting equipment is a two and three

How have women progressed over the past forty years in The Bahamas Essay

How have women progressed over the past forty years in The Bahamas - Essay Example This paper focuses on how women in the Bahamas acquired the rights to vote, progression of women in leadership especially in politics, education, and legal affairs, as well as issues of poverty and level of income among women. One of the significant progressions of women in the Bahamas is the acquisition of the right to vote. Recently, the Bahamas celebrated the 51st centenary of the Women’s Suffrage Movement. In the past, women and other individuals who did not own property were no allowed to vote in the Bahamas. This movement took place in the 1950’s and it was aimed at fighting for the rights of women to vote like the male population (Hannas-Ewers 70). According to Komolafe, women all over the world were involved in a lot of struggles that saw the world start advocating for the rights of women and issues of equality. It is important to posit that the Bahamas was colonized by the United Kingdom with the earliest English settlers occupying their land as early as the se venteenth century. They gained their independence on July 10, 1973. During the colonial era, only men owning assets were allowed to vote. The reason behind this was the notion that men owning assets laid more significance on the having an efficient leadership (A4). To understand the progression of women in the Bahamas over the last forty years in terms equality in voting, it is important to elucidate the fact that the advancement of shared and collective situations as well as the initiative of impartiality started as early as the nineteenth century. This period saw a lot of women advancing in education and hence many women were involved in development and transformation agendas. This laid the foundation of the Women’s Suffrage Movement. During the periods of the struggle, both women and men were opposed and demanded a rectification of cultural, opinionated, and financial disparities. In 1960, steps and strategies were put into place that would allow women to vote. Consequentl y, women in the Bahamas participated in their initial voting exercise in 1962. The Bahamian constitution is heralded as a preeminent document but some parts form the basis for the discrimination against women. This is supported by West who posits that â€Å"The Women’s Suffrage Movement founded by Mary Ingraham, Georgina Symonette, and Eugenia Lockhart in the early to mid 1950’s aimed to attain the vote for women. With the help of Dr. Doris Johnson, the first Bahamian woman to obtain a doctorate, who mobilized the organization, women succeeded in obtaining the vote in 1961. They voted for the first time in 1962† (22). The United Nations implemented plans of actions that necessitated all nations to bring to an end disparity against women in 1979. This plan of action is known as the International Bill of Rights for Women. This was approved and endorsed by the Bahamas government in 1993. This move significantly ended prejudice and unfairness against women (West 22) . However, according to the constitution, women are given equivalent liberties and privileges based on whether their children are citizens of the Bahamas or whether they are citizens in another country. Currently, women in the Bahamas have made a lot of progression in politics. West points out that â€Å"Dr. Doris Johnson was the first woman to be a cabinet minister (1968) and the first to

Total Quality Management Essay Example | Topics and Well Written Essays - 3500 words - 2

Total Quality Management - Essay Example TQM was wielded into a coherent operating philosophy in Japan in the 1950s in its search for better methods to stimulate product quality. Its wisdom and usefulness caught the interest of W. Edward Deming and Joseph Juran who in the 1960s weaved into the Japanese concept their own ideas of quality generation. The TQM strategy was thus enriched by Deming’s statistical process control and Juran’s teamwork and plan-do-check-action concepts. In 1962, all three quality circles combined as TQM was registered with the Japanese Union of Scientists and Engineers as a workable concept of organizational process. By the 1980s, when Japan was rising as a global economic power, TQM was picked up by US and European companies.It was institutionalized in 1988 with the establishment of the European Foundation of Quality Management and has since become the basis for the granting of such quality achievement awards as the International Standards Organization. To implement TQM successfully, a n organization must bring its eight key elements into play.These are ethics, integrity and trust, which serve as the TQM basic foundation; training, teamwork and leadership which act as the building blocks; recognition as the roof; and communication as the binding mortar. Based on the strong foundation of ethics, integrity and trust, the building blocks of training, teamwork and leadership are set in place to reach the roof of recognition. Communication then binds all the elements together to work for the accomplishment of the TQM objectives. In so doing, there are three things to consider: the cost of quality, the counsel of quality gurus, and customer satisfaction. I. Cost of Quality The cost of quality is the extra time, effort and money spent by a company for preventing poor-quality products or services from reaching the consumers. In the words of Crosby, P. (1979), it is the price to pay for non-conformance. The cost of poor quality (Juran, J.,1988). As such, the cost of quality is distinguished from the company's expense on raw material, production and labor in that it involves, for the most part, activities on reworks, returns and customer complaints. There are four known types of quality cost: 1. External failure cost - this is associated with defects found after the customer receives the product, the cost incurred in processing customer complaints, returns, recalls and warranty claims. 2. Internal failure cost - the cost of quality associated with defects found before the customer receives the product, which is spent mostly on scrap, rework, re-inspection, re-testing, material review and material downgrade

Maximizing the learning experience for adult learners (Principles for Essay

Maximizing the learning experience for adult learners (Principles for adult learning) - Essay Example Adult learners have unique attributes that affect the ways in which they learn. On reaching adulthood, an individual achieves autonomy and can exhibit self –direction. This aspect influences how they learn because they need to express their autonomy in the learning process. Therefore, an effective adult educator must have strategies of ensuring an involvement of the learners. For learners to express their autonomy in the learning process, it will be crucial for the educator to present them with an opportunity to contribute in the development of study objectives. Moreover, other avenues of engagement in the learning process such as group work and individual presentations will foster autonomy in the learners (Sharma, 2006:45). It is critical for adult educators to have facilitation skills as they will prove effective in providing the individuals with proper guidelines contrary to teaching. Autonomous adults will only need guidelines because they can endeavor in personal studies and research in order to advance knowledge. Moreover, autonomy will require adult learners to establish personal that conform to the objectives of the learning process. The learning experience must provide an avenue for the learners to find self-fulfillment through a successful pursuit of personal goals. Both patients and nurses require having a set of personal goals that can meet an individual’s personal learning needs. Therefore, an educator must exhibit competency in demonstrating the procedure of personal goal setting (Sharma, 2006:45). It is critical for an educator to emphasize the need for the learners to understand the significance of personal goals. In doing this, the educator must highlight the harmony between the class learning objectives and personal goals. Adult learners approach the learning experience with a unique perspective. They anticipate for an opportunity to cooperate in their experiences into the learning

The United Nations Research Paper Example | Topics and Well Written Essays - 1750 words

The United Nations - Research Paper Example Thereafter, the delegates contemplated over the primary proposals presented by the United States, United Kingdom, China, and Soviet Union. Fifty countries signed the charter on 26 June 1945; subsequently, it was also signed by Poland raising the number of original Member States to 51. The five permanent members, namely, the United States, United Kingdom, China, Soviet Union, and France and a large majority of other signatories endorsed the Charter, giving official birth to the United Nations on 24 October 1945. The name ‘United Nations’ was first conceived by President Franklin D. Roosevelt during the Second World War to signify the union of twenty-six nations who had assented to mutually combat against the Axis Power (Hanhimaki 13). Thereafter, the first Declaration of the United Nations was drafted on 1st January 1942. The first meeting of the Security Council, a sub-agency of the United Nations dates back to January 1946 in Methodist Central Hall Westminster, London. Initially, the organizational headquarters were based in Sperry Gyroscope Corporation in New York from 1946 until 1952. Thereafter, it was transferred to the United Nations Headquarter building in Manhattan that was specifically constructed for this purpose. Primarily, six chief languages namely English, Chinese, French, Spanish, Arabic, and Russian are used for drafting documents and conducting meetings. Originally, the United Nations was composed of six primary bodies; however, after Palau became independent, the Trusteeship Council was terminated in 1994. The other organs comprise of the Security Council, Secretariat, Economic and Social Council, General Assembly, and the International Court of Justice. Except for the International Court of Justice in Hague, the other four bodies are located in the United Nations Headquarters, New York. This fundamental deliberative assembly constitutes of all member nations who elect presidents

The World is becoming flatter Assignment Example | Topics and Well Written Essays - 250 words

The World is becoming flatter - Assignment Example I believe that we are better informed in today’s information society because we have a lot of communication and learning tools that have been introduced to us through the use of information technology. Schools and colleges are implementing the use of ICT tools so that students can get equipped with the most modern technological tools which help them enhance their learning process. Matthews and Schrum (2003, p.125) have found that children, who incorporate the use of IT in their education or those who take help from the internet for research purposes, get higher GPAs than those who are not familiar with IT or who get distracted when they are online. Internet is being widely used in research and development purposes and the new softwares and applications that are coming in the market with each passing day tend to make us better informed about the world and ourselves. One example is that people can learn about diseases through the internet and ways to cope with them too. This hel ps them make decisions about their health. All of these facts prove that the world is becoming flatter, because every opportunity and facility is being offered to us right at our

Is capital punishemtn a deterrent Essay Example for Free

Is capital punishemtn a deterrent Essay Running Head: Abstract Indeed statistics will show that capital punishment is not an effective deterrent to crime; effective comparisons show that there is no significant correlation between lowered crime rates and the deterrent effect in states which implement the death penalty even with the incorporation of socio-economic elements as evidenced in comparing Virginia against West Virginia. In fact, the opposite is true that the crime rate tends to be lower in states without the death penalty. The majority support capital punishment although the prevailing attitude which is shared by the government as well, is to implement it more cautiously with regards to certain issues and sectors as legal, ethical and moral challenges have been raised against it and the criminal justice system as a whole. Is capital punishment an effective deterrent as compared between states for and against with similar socio-economic backgrounds? Hypothesis: Capital punishment is not an effective deterrent to crime; this hypothesis will be proven through current studies on the issue as well as criminal justice statistics which will show that there is no significant correlation between lowered crime rates and the deterrent effect in states which implement the death penalty. In fact, the opposite is true that the crime rate tends to be lower in states without the death penalty. I. Brief history of death penalty in United States and Supreme Court decisions The death penalty traces its roots in ancient history, making its first appearance in the Codes of Hammurabi in ancient Babylon where 25 kinds of crime warranted the ultimate punishment of death. From the ancient Hittites to the Draconian Code of Athens, the punishment was more severe as all crimes merited the death penalty. During the time of Jesus Christ, the Roman law of the Law Tablets prevailed and routinely invoked such methods as crucifixion, impalement and even being burned to death as penalties (DPIC, 2008). America traces its use of the death penalty to the British settlers with the first known recorded execution in the colonies carried out for a man accused of being a spy for Spain. The death penalty reached a point where it was even meted out to certainly less serious offenses although each colony was left to its own discretion as to how to implement it. Eventually, the Age of Enlightenment created a movement which felt that the death penalty was totally wrong on a whole lot of levels. The abolitionist movement which arose from this period strongly voiced its opinion that there was no way to justify the taking of a person’s life regardless of what he may have done against society. But even as there were formal attempts towards the reformation of the penalty in terms of actually changing the specific death penalty mandates of some states, it wasn’t until the mid-19th century that more successful strides in this regard was made; the first calls were for the imposition of the death penalty on truly serious crimes; later, states in this context began to review the crimes which they felt really warranted the death penalty; changing the manner of executions from being very public to more private confines within newly built correctional penitentiaries (DPIC, 2008). Eventually, an American state finally mustered its constituency to abolish the death penalty with Michigan taking this distinct honor in 1846 followed later by several more states. But even as some states still held onto capital punishment, general reforms on the issue began to shape not only the concept of death penalty, but of the entire criminal justice system as well. There followed greater distinction and sensitivity as to what crimes necessitated the death penalty. The establishment of statutes for one made the justice system more objective and fair; instead of an automatic imposition of the death penalty on capital crimes regardless of the facts surrounding the case, discretionary statutes allowed for an examination of the facts before sentencing was made. But it was only in the latter part of the 20th century that much of the spirited discussion on the death penalty took a more significant turn when the United States Supreme Court took a major role in threshing out some of the thornier points of contention in the debate. Some of its major decisions include; 1. Ruling out the unconstitutionality of the death penalty specifically under the Eighth Amendment; in 1958 in the case of Trop v. Dulles (356 U. S. 86), it was argued that the death penalty at this point in time (1958) was indeed cruel and unusual punishment and as such, that it can no longer be considered as something in keeping with America’s â€Å"standards of decency† and should therefore be abolished (DPIC, 2008). 2. That the death penalty can be imposed only when a jury recommends it was rendered unconstitutional by the Supreme Court in two cases where the prosecutor and the jury had important roles to play in the meting out of the death penalty in capital crimes; in U. S. v. Jackson (390 U. S. 570), the Court upheld that the practice was unconstitutional because it encouraged defendants to waive their right to a jury trial to ensure they would not receive a death sentence (DPIC, 2008). In Witherspoon v. Illinois (391 U. S. 510) the Supreme Court held that a person’s mere hesitancy or reservation towards the death penalty is not enough reason to have him or her disqualified from being part of the jury in a death penalty case; disqualification could only be possible if it can be proven that more substantial display of attitudes can actually affect the outcome of the case. Later similar cases such as in Crampton v. Ohio and McGautha v. California tackled the issue of whether the jury as both the power to not only impose the death penalty as they see fit, but that they could also determine in a single deliberation, the verdict as well as the resulting sentence; in this regard, the Supreme Court in favor of the jury having the ultimate discretion (DPIC, 2008). But in the landmark case Furman v. Georgia (408 U. S. 238)), the Supreme Court again was compelled to decide on these same issues, the result of which was the voiding of 40 death penalty statutes (DPIC, 2008). This had a double edged outcome; even as the death penalty had been deemed unjust (and reinforcing statutes voided in this regard), it still allowed states who still wanted the death penalty to keep it reinstated by simply re-writing their death-penalty statutes. In later years, the debate has shifted equally on both sides. As the United States has opted to keep the death penalty in a global circle of adherents which keep on shrinking, it has however imposed limitations with regards to controversial areas. Special areas of concern with regards to the imposition of death penalty include issues in cases of mental illness and retardation; the factor of race with a disproportionate number of blacks on death row; the constitutionality of executing juvenile offenders. Another important issue is wrongful convictions. As addressed in the case Herrera v. Collins (506 U. S. 390 (1993)) the Supreme Court has mulled over the possibility that people on death row who profess their innocence could actually be innocent (DPIC, 2008). An important outcome of the case was that new evidence for possible innocence could be weighed and a new trial possibly considered. Numerous inmates on death row have been released because of this and their innocence subsequently affirmed through new scientific evidence and technology. II. Stating the problem Does capital punishment deter crime? The pivotal question would seem to be, does capital punishment really deter crime? If public opinion were to be taken as a simplistic barometer to answering this question, it would show that capital punishment as deterrence is perceptual, not factual. The Gallup Poll news service has recorded surveys beginning from 1936 up to the present day which show that public perception is reactionary- people tend to favor it more when confronted with violent and sensational crimes and then falling to record lows when there aren’t any (cited in Gallup Poll, 2004). The fact that the United States is showing declining numbers in death sentences being meted out, from 300 in 1998 down to roughly half of that (143) in 2003 (DPIC, 2008) doesn’t reveal anything except the fact that there are numerous challenges against the criminal justice system which makes for the handing out of death sentences far more difficult than it used to be. Pro-abolitionists are pointing out however that the single most convincing evidence against the death penalty may be the fact that crime statistics and trends show that of the dozen states that have chosen not to enact the death penalty have not had higher homicide rates than states that still impose the death penalty (Bonner, 2000). Highly revealing is the fact that the 10 of the 12 states without capital punishment have homicide rates far below the national average while contrastingly, more than half the states who still impose death have rates above the national average (Bonner, 2000). A state-by-state analysis found that during the last 20 years, the homicide rate in states with the death penalty has been 48 percent to 101 percent higher than in states without the death penalty (Bonner, 2000). Other interesting factual points include the fact that â€Å"homicide rates have risen and fallen along roughly symmetrical paths in the states with and without the death penalty† which means simply that the death penalty as a deterrent doesn’t really work (Bonner, 2000). Critics who are pro-death penalty point out however that there may be other factors which contribute to lower or higher crime rates which are not solely the effect of having or not having the death penalty. They point out other factors contributory to homicide rates such as the state’s demographics, unemployment and police or state defense and security profile. But the analysis found that the demographic profile of states with the death penalty is not far different from that of states without it. The poverty rate in states with the death penalty, as a whole, was 13. 4 percent in 1990, compared with 11. 4 percent in states without the death penalty (Bonner, 2000). III. Virginias death penalty vs. West Virginias life imprisonment A significant point of comparison to make would be between Virginia which still upholds the death penalty as against West Virginia which chooses to mete out life imprisonment. In Virginia, there have been so far 94 executions as of 2005 since the 1976 reinstatement of the death penalty; to be â€Å"eligible† for the death penalty in this state, one must have committed a capital crime under specific circumstances which can include among other things; robbery or attempted robbery; rape or attempted rape or sodomy, or attempted sodomy, the killing of a law enforcement officer; a multiple homicide; murder for hire; murder while incarcerated, etc (VADP, 2005). Virginia Crime Demographic Vs. West Virginia Crime Demographic In the year 2000 Virginia had an estimated population of 7,078,515 which ranked the state 12th in population; this is compared with West Virginia which had an estimated population of 1,808,344 putting it at a ranking of 37th over-all. In that same year, Virginia’s total crime index was 3,028. 1 reported incidents per 100,000 people, ranking it 41st overall. In comparison, West Virginia had a total Crime Index of 2,602. 8 reported incidents per 100,000 people ranking it at 47th highest over-all (DC, 2007). In terms of violent crime, Virginia had a reported incident rate of 281. 7 per 100,000 people ranking it 37th overall; in comparison, West Virginia had a reported incident rate of 316. 5 per 100,000 people ranking it 34th highest occurrence for Violent Crime among the states (DC, 2007). For crimes against Property, the state had a reported incident rate of 2,746. 4 per 100,000 people, which ranked as the state 41st highest. In comparison, West Virginia reported incident rate of 2,286. 3 per 100,000 people, which ranked it 47th highest (DC, 2007) Also in the year 2000 Virginia had 5. 7 Murders per 100,000 people, ranking the state as having the 20th highest rate for Murder; its 22. 8 reported Forced Rapes per 100,000 people, ranked it 45th highest; for Robbery, per 100,000 people, its rate at 88. 9 ranked the state as having the 28th highest for Robbery. In comparison West Virginia’s figures are the following; at 2. 5 Murders per 100,000 people, it ranks 38th highest rate for Murder; for 18. 3 reported Forced Rapes per 100,000 people, its ranking stands at 49th highest; for Robbery, per 100,000 people, its rate at 41. 4 ranks it as having the 41st highest for Robbery (DC, 2007) For about 164. 3 Aggravated Assaults for every 100,000 people, Virginia ranks at the 40th highest position for this crime among the states; every 100,000 people had about 429. 9 Burglaries, which ranks it at the 46th highest standing among the states. In comparison, West Virginia had 254. 2 Aggravated Assaults for every 100,000 people, which indexed the state as having the 24th highest position for this crime among the states; for every 100,000 people there were 546. 9 Burglaries, which ranks it as having the 36th highest standing among the states (DC, 2007). In larceny, Virginia had theft reported 2,064. 8 times per hundred thousand people which ranks it as the 38th highest among the states; broken down Vehicle Theft occurred 251. 6 times per 100,000 people, which makes it good for 38th highest for vehicle theft overall. For West Virginia, Larceny Theft were reported 1,556. 1 times per hundred thousand people which ranks it 50th highest among the states; broken down, Vehicle Theft occurred 183. 3 times per 100,000 people, which ranks the state as having the 43rd highest for vehicle theft overall (DC, 2007). In terms of economy and socio-economic indicators, it is significant to note that the expectation of poverty indicators as suggestive of influencing higher crime rates does not hold true in this comparative analysis of crime demographics between Virginia and West Virginia. Economically, Virginia dwarfs West Virginia in economic size and strength; According to the 2004 U. S. Bureau of Economic Analysis report, Virginia’s gross state product was $326. 6 billion. The per capita personal income was $35,477 in 2004. In 2006 and 2007, Forbes Magazine voted Virginia as having the [ best climate for business] in the United States citing economic growth, business costs/incentives and quality of life (Wikipedia, 2007) In comparison, West Virginia’s has been described as â€Å"very fragile and that according to the U. S. Census Bureau is the third lowest in per capita income ahead of only Arkansas and Mississippi and ranking last in median household income† (Wikipedia, 2007). While it is simplistic to assume that other factors don’t come into play such as the dynamics of crime with changing median incomes, it is hard to ignore the consistency by which the state of West Virginia has bested Virginia in the incidence of various crimes, both capital or lesse in nature across the same population samples. This gives some credence to the argument that even as it cannot be entirely proven that the death penalty does not outrightly deter crime, its use doesn’t give any clear or dramatic evidence that it as as effective as other means of deterents. The fact as proven by the comparison between two states with entirely different socio-economic profiles and crime demographics tends to affirm that those states who don’t use it, do have lower crime rates as a whole. IV. Ethical and moral issues race factor/exonerations/ juvenile/mental health issues The ethical and moral discussions over capital punishment have strong universal resonance; almost since its inception, the the United Nations General Assembly for its part has adopted a Universal Declaration of Human Rights which inevitably promoted a right of life. It was one of the first institutions to recognize and point out attention to the implications of applying the death penalty to juveniles, pregnant women, and the elderly. The international community followed in its footsteps with progressive endeavors in drafting treaties which included the issue of capital punishment and the right to life; it has to be noted though that these treaties to some extent allowed death as punishment, but only in certain extreme circumstances. Despite this exception, many nations throughout Western Europe stopped using capital punishment, even if they did not, technically, abolish it. As a result, this de facto abolition became the norm in Western Europe by the 1980s. (cited in Schabas, 1997). While still holding on to its belief in capital punishment, the United States however has moved towards limitations which it has effectively applied to the ethical and moral questions of the death penalty being applied to juveniles, women, blacks and even the mentally challenged. Some limitations though such as the one evidenced from the 1977 Coker v. Georgia case still stirs up debate as to how the court can stretch the boundaries of limitations. In this case, the U. S. Supreme Court established that the death penalty was an unconstitutional punishment for the rape of an adult woman simply because the victim wasn’t killed. In Ford v. Wainwright, the Supreme Court ruled that extreme care should be taken in capital punishment cases where it can be established that the defendant might be certified to be either mentally ill or mentally retarded; as a result, the Supreme Court in this case, banned the execution of insane persons pending establishment of mental incompetence. Notable was Penry v. Lynaugh in 1989 where the Court upheld that executing persons with mental retardation was not a violation of the Eighth Amendment; but it later reversed itself when in Atkins v. Virginia in 2002, the Court pointed out that national and collective consensus against the meting out of the death penalty on the mentally challenged did indeed qualify it as being cruel and unusual punishment under the Eight Amendment (DPIC, 2008). Race has become a controversial issue due to the fact that as Amnesty International reports: Even though blacks and whites are murder victims in nearly equal numbers of crimes, 80% of people executed since the death penalty was reinstated have been executed for murders involving white victims. More than 20% of black defendants who have been executed were convicted by all-white juries (Cited in Amnesty Report). In Virginia, a study by Civil Liberties Union has branded the state’s administration of capital punishment as â€Å"unequal, unfair and irreversible† and citing that â€Å"race is a controlling factor in the way the death penalty is administered in Virginia† (cited in ACLU, 2003). It is in this context that the Supreme Court in Batson v. Kentucky (1986) provides for scrutiny against a prosecutor who might be biased through striking out jury members of a similar case in a disproportionate manner. In the 1987 case of McCleskey v. Kemp (481 U. S. 279), statistical analysis was used as evidence to point out racial discrimination in Georgia state’s administration of the death penalty. The Supreme Court however ruled it out saying; â€Å"that racial disparities would not be recognized as a constitutional violation of equal protection of the law unless intentional racial discrimination against the defendant could be shown (DPIC, 2008). With regards to the application of the death penalty on juveniles, three significant cases allowed the Supreme Court to rule that the execution of offenders aged fifteen and younger at the time of their crimes was unconstitutional. However, juvenile offenders under the age of 16 who have committed capital offenses can be executed if the state that has jurisdiction over their case does not have a minimum age in its death penalty statute; furthermore, the Supreme Court also held that under the Eighth Amendment, there was no effective prohibition for the imposition of capital punishment for offenders aged 16 or 17. V. Conclusion: Death penalty not a deterrent according to statistics, however majority support capital punishment. Indeed statistics will show that capital punishment is not an effective deterrent to crime; effective comparisons show that there is no significant correlation between lowered crime rates and the deterrent effect in states which implement the death penalty even with the incorporation of socio-economic elements as evidenced in comparing Virginia against West Virginia. In fact, the opposite is true that the crime rate tends to be lower in states without the death penalty. The majority support capital punishment although the prevailing attitude which is shared by the government as well, is to implement it more cautiously with regards to certain issues and sectors as legal, ethical and moral challenges have been raised against it and the criminal justice system as a whole. References ACLU (2003) New ACLU Report Finds Virginia Death Penalty System Riddled with Flaws, Recommends Sweeping Changes.Retrieved January 10, 2008 from http://www. deathpenaltyinfo. org/ Amnesty Report (2003) United States of America: Death by discrimination the continuing role of race in capital cases. Retrieved January 10, 2008 from http://www. deathpenaltyinfo. org/ Bonner, R. (2000) States Without Death Penalty Have Lower Homicide Rates. Retrieved January 10, 2008 from http://www. sfgate. com/ DPIC (2008) Death Penalty Information Center. Retrieved January 10, 2008 from http://www. deathpenaltyinfo. org/. Disaster Center (2007) Virginia Law Enforcement Agency Uniform Crime Reports 1980 to 2005. Retrieved January 10, 2008 from http://www. disastercenter. com/crime/vacrime. htm Disaster Center (2007) West Virginia Law Enforcement Agency Uniform Crime Reports 1980 to 2005. Retrieved January 10, 2008 from http://www. disastercenter. com/crime/wvcrime. htm Gallup Poll Service (2004) Public Support Figures for Capital Punishment. Retrieved January 9, 2008 from http://www. deathpenaltyinfo. org/. Schabas (1997) The Abolition of the Death Penalty in International Law, Cambridge University Press. Retrieved January 10, 2008 from http://www. deathpenaltyinfo. org/ VADP(2005) Virginia Death Penalty Information. Retrieved January 9, 2008 from http://www. vadp. org/info. htm Virginia Economy (2008) Wikipedia. org. Retrieved January 9, 2008 from http://en. wikipedia. org/wiki/Economy_of_Virginia West Virginia Economy (2008) Wikipedia. org. Retrieved January 10, 2008 from http://en. wikipedia. org/wiki/West_virginia.

Language Acquisition and Learning Essay Example for Free

Language Acquisition and Learning Essay There are several theories as to how people acquire and learn the intricacies of language not only to communicate but also to communicate their ideas across an audience. As a matter of fact, most of these theories if not all of them contends with each other. The two famous contending ideas are that of the Behaviorist Theory purported by B. F. Skinner which argues that language learning is a matter of â€Å"imitation, practice, reinforcement, and habit formation (Author, Year)† and the Innatist Theory posited by Noam Chomsky which presents the notion of a Universal Grammar found in every human being’s mind that made them cognitively capable in learning a language (Author, Year). While both of these theories account for the similarities and differences in first language and second language learning, it is Stephen Krashen who first made a basic distinction that first language is acquired while second language is learned (Author, Year). According to Krashen, to acquire a language is to understand the language just like that of a child acquiring his/her first language without any conscious attention to the language form. On one hand, learning a language is to focus on the form and rules of a particular language. Aside from these basic differences there are also other factors that affect both first language acquisition and second language learning such as the cognitive and environmental aspects. In the cognitive aspect, Chomsky said that humans in terms of language learning have The Critical Period Hypothesis, a genetic program that contains the kinds of knowledge and skill necessary for the learning of a language in a specific period of every human’s life. This further suggests that most of human’s first language endeavor happens in this period which makes it easier to learn as opposed to second language learning that will happen beyond CPH. It is argued that beyond these critical periods, it is already difficult if not impossible to acquire those language learning skills as supported by the case study of a 12-year old boy Victor who grew up in the wilderness of France without any contact with any human language but the sound of the animals and the woods (Author, Year). It is believed that second language can no loner access the innate acquisition they have when they learn their first language which lead them to rely on their other cognitive skills. The second cognitive aspect is the knowledge of a prior language. Second language whether children or adults have already acquired a first language on their own that works both as an advantage and a disadvantage. It is an advantage because of the fact that they have a prior language on how languages work. It is a disadvantage in a sense that this prior knowledge would affect and influence the learner’s knowledge of the second language that would inevitable lead them to make incorrect guesses on how the second language works. Second language learners already have cognitive maturity and metalinguistic awareness that a first language learner does not have which allows them to solve problems and engage themselves in language discussions. Moreover, there are also attitudinal and cultural differences involve in between first language acquisition and second language learning. First is the willingness to use and experiment the new language. For instance, children learning their first language would try to express themselves in different ways sometimes in erroneous ways even when their proficiency in the language is limited. However, adult second language learners would find it stressful to not able to express themselves which inhibits them to endeavor with the language. Lastly, there is an environmental differences involved in language learning acquisition and learning. For instance, first language learners are exposed in an informal environment where parents respond to their children’s language in a natural way such as a correction based on meaning as opposed to a correction based grammar accuracy. Correction is often made through reaction as opposed to a second language learning setting where every wrong utterance is corrected. In this way, second language learners are deprived of the experiencing language in a real communication set- up which is hazardous in their learning.

Brief History Of Hrm Business Essay

Brief History Of Hrm Business Essay Introduction Literature Review In this present world of globalisation, most, if not all the organisations are facing the ever changing challenges of keeping sustainable profitability to be able to survive, particularly in this current economic downturn situation. In all the organisations, one of the major challenges is the need to manage its resources Human resources which are considered as its most valuable assets- . This is where the Human Resource Management (HRM) has its place. Brief History of HRM Before HRM, Personnel Management (PM) saw its debut in the year 1970 and comprised of the activities like recruitment, selection, work conditions, welfare of employees and training and development and employee exit (retrenchment, retiring schemes) Henderson, (2008). It was the only process used by the large organisations in managing its people resources. PM is called the traditional method also called the personnel administration and it plays such role as intermediary between the employer and the employees. Since 1980, HRM evolved from PM and is believed to be new versions of PM by some while others consider that it is a new wine in an old wineskin. However HRM has added functions compared with the PM and is defined as the strategic, integrated and coherent approach to the employment, development and well-being of the people working in organisations. Moreover, HRM is a management that deals with recruiting, selecting, training and developing human resources within an organization. When properly managed, the HRM can contribute a lot in achieving the organizations strategic objectives. Many managers and management theorists believe that HRM is a vital element in the survival and success of the 21st century organisations. Peter Drucker, (1993) refers to the idea that peoples skills, knowledge and creativity are the key resource for economic and organisational success which he called the knowledge-based economy (Henderson, 2008). Definition of Human Resource Management: The HRM is defined as a strategic, integrated and coherent approach to the employment, development and well-being of the people working in organisations (Armstrong and Baron, 2009). The differences between Personnel management and Human Resource Management is that, PM considers people as economic persons who work for money or salary whereas HRM views people as having economic, social and psychological needs. A brief comparison between HRM and PM is given in the following table. Table 1 Functions of HRM The functions of the HRM are split into two parts namely; the Managerial functions and the Operative functions. The emphasis is on the strategic part of the management of people within the organisation. Treating people as assets instead of cost. Adopting the Unitarist approach rather than the pluralist approach (Employee and employer have same interests). Encourage the line managers to apply the HR functions toward their subordinates. The HR manager therefore, faces multiple challenges among which is to ensure, on one hand, that the right employee is recruited and employed for the right job, at the right time and on the other hand, to have a sustainable competitive advantage to ensure that the organisation achieves its strategic aims. Therefore, the HR manager has to set up within the HRM scope, a performance management system that will ensure that the organisation and its employees as well as the individual have the skills to perform and be motivated to contribute in the success of the company. The Performance Management System (PMS) The word Performance basically means the accomplishment, execution, carrying out, working of anything ordered and undertaken (output/outcomes). It is also about the action of doing the work as well as the results achieved (Oxford Online dictionary, 2012). History: There is no full evidence on when formal performance management started but it is said that it began with the emperors of the Wei Dynasty (AD 221 265) where there was an imperial rater who evaluated the performance of the official family. Then it was recorded centuries later a system was established by Ignatius Loyola and the rating of the members of the Jesuit Society was formally done. The Milestones on Performance management are briefly given as follows: First monitoring system evolved from the work of F. Taylor before World War I. Rating of military officers was done in the year 1920s. Merit rating came to the USA UK between 1950s and 1960s. Management by Objective during the 1970s Result oriented system was issued in 1970s as well. The term performance management was first coined in 1970s by Beer and Ruh. However, the process was not accepted until during the latter half of 1980s. (Beer and Ruh, 1976). (Armstrong and Baron, 2005). Definition: According to Armstrong and Baron (1998), Performance Management is both a strategic and an integrated approach to delivering successful results in organizations by improving the performance and developing the capabilities of teams and individuals. PMS can also be defined as the process of taking systematic action to improve organisation, team and individuals performance expectations to be defined and creates the basis for development of organisations and individuals capability (Armstrong and Baron, 2010). The purpose of a PMS is to: Communicate an organisations vision of its objectives to all employees. Set performance targets in departmental and individual levels. Conduct performance appraisal sessions once or twice a year to review the progress of the employees in relation to the targets set. Identify gaps in the training, development as well as establish any reward wherever needed. In this case, the organisation can benefit from the improved skills and competency of its employees because they would have become aware of what is expected from them while moving toward a sustainable profitability. The overall performance of the organisation will then improve and will manage to reach its strategic objectives and gain in competitive advantage. Performance Appraisal (PA) Definition: A performance appraisal or performance review is a review and discussion of an employees performance of assigned duties and responsibilities. PA is sometimes used to refer to PM which is different as PA is only part of the PMS and is used to rate the employee within an organisation. The appraisal is carried out once or twice a year which differs from organisation to organisation. It is based on an evaluation done by the manager with the employee and the results obtained on the employees job performance; not on the employees personality. The appraisal process is a system that an organisation uses to define and measure the skills level of each employee by the manager or supervisor. The result is then reviewed by both the subordinate and the manager to determine whether there is any need to improve on the skills by providing training or to decide whether the employee could be promoted to a higher level if his/her performance is above what was defined initially. The aim is to help the employees improve and in so doing, contribute in the improvement of the organisations performance to meet its strategic objectives. Some History on PA There was quite a lot of research being carried out in the past decades and the main purpose of the research is to minimise the rating errors. In the years 1950 to 1960, have seen the need to use the graphic rating skills which is related to a trait-based evaluation method and other discussions on changing the number of scale points (Peters McCormick, 1966). Other researchers started discussions on behavioural rating during the years 1950s (Flanagan, 1949, 1954). Then the Behaviourally Anchored Rating Scales (BARS) and the Behaviourally Observation Scale (BOS) were developed at a later stage. Many alternative models were proposed and tested until discussions were held on the need to move away from the focus on rating scale to consider the rater particularly, as argued by Landy and Farr (1980). Three broad factors were identified which pertain to the performance rating namely; Job performance of the ratees. Raters biases on the performance. And finally, the measurement error. (Wherry and Bartlett, 1982). (Budworth and Mann, 2011). Other issues with performance appraisal The other issues that could be found may be attributed to one of the following reasons: Appraisal is not done according to a standard or behaviour or even a benchmark. Unreliable human judgement Issue of validity and bias from the appraisers. The difficulty in knowing the contribution of the employee because the appraiser does not know the appraisee well enough (Kinnie and Lowe, 1990:47) for the latter is constantly changing department (Howell and Cameron 1996: 28). External factors like resources, processes, technology, corporate and HR strategy, working environment, external business context and management influencing directly on the employees performance. In order for an organisation to implement a PA system that is suitable for both the management and the employees, it is crucial to use a system which has some of the following features: A system on which all the managers who will be using the system are well trained on and accustomed with. The system which follows the S.M.A.R.T objectives Specific, Measurable, Achievable Relevant and Time bound clear, unambiguous, understandable and challenging to both the managers and the employees. This will prevent frustration, demotivation which may impact on the individuals performance. The PA method used should be transparent, that is, the manager should inform on the contents of the appraisal types to be used before carrying out the appraisal itself. Also, both parties could sign the document after having completed the appraisal if they agree. In the case where an appraiser deliberately alters the rating, this is considered as unfair and the PA system should cater for such injustice (Budford and Mann, 2011). When the PA is completed, the management has to provide feedback to the employees informing them on their respective performance level and whether they have reached the objective set in the previous PA sessions. If any employee is under performing, management should identify the gap and provide for any enhancement program to help the employee to improve. Therefore, the PA which is a continuous process will proceed on and the individual and also the team will benefit from a continuous performance improvement into the future. The organisation will also improve in its performance and will be able to better compete and excel in the business arena. Analysis and Discussion Armstrong and Baron (2005) argued that performance appraisal systems should be seen as being transparent and equitable, providing reporting consistency and regular feedback on performance. The two organisations that were selected are the CIM Global Business and AW Wong Trading Co Ltd. The former is a company which is considered as a large corporate with 320 employees and the latter company is employs 22 people. The company profiles of both companies may be viewed in the Appendix. The Performance Appraisal System at AW Wong Group

Discrimination Against Those with AIDS :: Discrimination AIDS

Employees are being discriminated against for their infectious illness known as A.I.D.S. They are labeled incapable of performing the tasks they pursued before they were recognized as being infected. The confidentiality of an employee is a private matter and very personal. There aremany different kinds of prejudice but not one as deadly as A.I.D.S Discrimination. The emotional trauma and future ofemployment play a giant role in the inflicted. Health policies through job-related fields must learn to recognize that like other illnesses, A.I.D.S does not forbid an employee of performing his or her duties. It is the most altering form of discrimination because of the fact that every time a person finds out they are positive, the opinions of those who surround them are likely to change. The working class is the most susceptible to this form of discrimination. The every day environment of an employee with A.I.D.S is also the work grounds for someone who isn'tinfected with A.I.D.S. A.I.D.S Discrimination in a job-related atmosphere is due to lack of education and sensitivity. The infection of HIV does not reduce an employee'sefficiency from satisfactory to intolerable. An employee should not be denied employment or promotion if they are not flawed by HIV. Some employees are not stripped of their capacities to perform even though they are infected with HIV(Lewy 2). Why should the employee health benefits be altered because of the nature of the disease. The majority of employee policies offered cover catastrophic illness with only ten percent covering A.I.D.S. One particular policy states that people do not become infected through usual behavior in a working environment. This illustrates that A.I.D.S patients are protected under disability law and are entitled to the same medical benefits (Karr A1). Policies must be issued to protect the inflicted. A Department of Health and Human Services review board has ruled "discrimination against someone who's HIV-positive is illegal" (Kolasa 63). Where does it say that unless the infected is under employment? The main thing to understand is that it doesn't. Eileen Kolasa reminds us of a law of direct meaning "HIV is a handicap protected under federal law" (66). The American justice system is what decides the fate of the infected. The challenge of bringing an A.I.D.S discrimination case in court has become very common in the United States. Such actions have been victorious and have helped pass revised Disability Acts which applies to all diseases (Annas 592). Even though the infected are defended under law, it still violates a person's human rights of personal health secrecy. This discrimination has not received attention as aform of human-rights violation. The government and court systems have helped essentially, but discrimination also affects medical care.

Free College Admissions Essays: I Have Always Enjoyed Mathematics :: College Admissions Essays

I Have Always Enjoyed Mathematics    I have always thoroughly enjoyed Mathematics, and perhaps naturally, I am looking towards a degree course in finance. However, I have other interests beside Mathematics. I believe a Business and Management degree course would be more satisfying because of its diverse elements. When recently I became Deputy Head Girl, my interest in management was awakened. I now have important responsibilities. I have become much more aware of time-management, working as part of a team, setting targets, and representing both the Headmaster and the pupils. Being part of the Sixth Form Council, the school's prefectorial forum, has made me more confident in expressing my opinions, and developing my listening skills.    Working as a clerical assistant in an architectural firm in London for my work experience was very rewarding: I improved my computer skills and my ability to tackle new situations. I have also worked for the British Council in Cairo teaching English.    I am thoroughly enjoying the International Baccalaureate, and one particular recent project stands out, the Science project. As secretary of our group, I had to make sure that everyone was working, and organise meetings, prepare a formal presentation, which was recorded on video. This project showed how a team worked under pressure, and that working together was essential.    I enjoy sport and started playing squash when I first came to Gigglesworth and earlier this year I was appointed captain, once again useful experience for dealing with people who are not always willing. Not only do I work with my peers, but I also lead them: I can see how individual efforts affect the entire team. Directing fund raising events for Amnesty International further refined my organisation skills. Recruiting new members to the group tested my promotional abilities as well.    I completed Silver level in the Duke of Edinburgh Award scheme in 1999. I have nearly completed the Gold, which has been very demanding but great fun.

Journal Reading :: essays research papers

Introduction: Journaling is a powerful thing; there are many different uses for a Journal, everything from personal thoughts to keeping an expedition written down for later resource. Many people don’t use Journals which is unfortunate, my focus in this paper is to show the different areas of Journaling and to possibly make it a part of your life. Thesis: My thesis statement is to show the importance of journaling in leadership and other positions.   Ã‚  Ã‚  Ã‚  Ã‚  Getting started, it doesn’t take much to get started, all you need is a pen or pencil, preferably a pencil incase you need to change something, but a wise teacher once told me that his mom asked him a very interesting question, â€Å" What do you use on crossword puzzles, a pen or a pencil,† she then later stated â€Å" I always do mine in pen,† now the reason behind her always doing it in pen is so you know you did it write the first time, and you feel confident in that. The next thing you would or should need is something to write on, this can be anything from a purchased store journal to napkin from a restaurant, although having a booklet of napkins may seem absurd, it doesn’t matter as long as it’s something to take your thoughts down on. The other thing that you should have is a positive attitude, trust me it is helpful in all aspects of life, a great man once said, â€Å" The greatest discovery of my generation is that hum an being can alter their lives by altering their attitude of mind by William James.† (Pg.88 John Maxwell The 21 Indispensable Qualities of a leader). That’s about all it should take to start a effective journal, so stay focused as we will be going through the Purpose of Journaling. The first area I would like to delve into is the thinking aspect of Journaling. I don’t know about you, but I like to think, it makes me feel like I’m the smartest man in the world. I took this class called Practicum Seminar Leadership and for the class we had to go on a solo trip for about 3 days, by ourselves, and I thought a lot while I was out there and I wish I had, had a journal to keep all my thoughts down in, because some of them were lost, but I came out of there with a deep understanding of what it means to be positive.

The Effects of Cyber Bullying

Cyberbullying is defined as deliberately attempting to upset someone; cyberbullying can happen via a number numerous ways. With all different forms of social media, whether it be Twitter, Facebook, or even, Instagram, cyberbullying can occur. Bullying effects our communities. Kids that are bullied appear likely to experience anxiety, depression, loneliness, unhappiness, and sleep deprivation. Yet, while the victim might appear passive, it stands imperative that the parent may not. When a parent takes part in his or her child’s social media, it makes it harder for his or her child to be made fun of because their parents watch over them.A parent can stand as the ultimate counselor a child needs when getting bullied. Real life bullying stops when that final bell rings, but cyberbullying continues outside of the classroom. People will bully someone because they want to lower another person’s self-esteem. But bullying can do more than that! Bully victims appear two to nine t imes more likely to consider suicide. Victims go through this depression where they cannot feel anything except worthlessness. Actions of cyberbullying does not only happen on the social media, it happens through texting as well.More than likely, another student harasses and bashes another student just for their own self amusement. The person never stops to consider the thoughts of his or her victims. Cyberbullying causes depression, school phobia, social anxiety, not wanting to leave the house, and, even thoughts of suicide. Most often cyberbullying may appear as a touchy subject that students must learn how to properly handle and get the help they need. Kids going though this harassment can feel at their lowest then have the harassment to pile on to it.When it comes to cyberbullying, they often are motivated by anger, revenge, or frustration. Sometimes they do it for entertainment or because they appear bored and have too much time on their hands. Many do it for laughs, or to get a reaction, but some do it by accident, that person sends a message to the wrong recipient, or he or she do not think before he or she acts. Power-hungry people do it to torment others and social popularity. Revenge of the nerd may start out as defending themself from traditional bullying only to find that he or she enjoys being the tough guy.Mean girls do it to help bolster, or remind people, of their own social standing. Some think they are justifying the wrong and standing up for others. In general, cyberbullies have their own motives on why they are involved in cyberbullying. Some of their intentions have been identified as anonymity, power, attention, retaliation, boredom, jealousy, and the pleasure of inflicting pain. Numerous people who participate in cyber bullying do it to make themselves feel better. Bullies tend to have much insecurity, but they hide them through insulting others. There are many ways to overcome cyberbullying.He, or she, may just want to click â€Å"dele te† on every hateful email, text, or IM. However, this may not appear as the right motive because there may come a time when this bully needs to get reported, and he or she will need all the evidence right there in front of him or her. To prevent bullying one must save and print each and every mean thing they send. The day will come, when he or she will need this evidence. If the person receives a â€Å"bully† message, never get more involved than needed. Replying to that hurtful comment will only worsen the problem. When all else fails, get others involved.Let Parents or teachers know about the situation. Most likely, they can track the IP address, and get the exact location of the attacker. A cyberbully stands as nothing when they do not behind their internet mask. Talking to them about it upfront, might even scare them away. If this person seems not to be intimidated, or issues more violent or humiliating threats, contact an adult to intervene. Bullying of any kind a ppears illegal in most states. After letting a parent into the situation, allow them to contact the bully's parents. Cyberbullying can happen to anyone and anyone can overcome it as well.

Wiz Khalifa Bibliography

Kylee Jade Whitaker. ( Mr. Knights delivery arts Second hour hero Khalifa Most of you probably know him from his variants sour and yellow-bellied or no eternal rest. Here is a look into the sustenance of Cameron Jibril Thomaz or better kn hold as his stage prognosticate thaumaturge Khalifa. Khalifa was natural on September 8, 1987 in Mi non, northwesterly Dakota, to a mother and a yield serving in the military. His p arnts divorced when he was well-nigh three years old.His parents military service caused him to rifle regularly Khalifa everywhere the next thirteen years, he would move between Pittsburgh and South Carolina, Georgia, Oklahoma, Germany, Japan, and England as his parents were reassigned to varied posts. In October of 1990, maven was separated from his mother, who go forth him in the hands of her sister bit she served in Operation Desert Storm. During his travels, Wiz was forced to mature quicker than his peers did. He was constantly faced with freshly surroundings, new schools, and new sets of friends, and he found it laborious to shape attached to anyone outside his family roots.This roving life gave Wiz an opportunity, though, to broaden his mentality and offered him many experiences from which to draw inspiration. He began to apprehend the world differently than more or less kids, and he would write his thoughts d consume every day. These thoughts would become the foundation for his future recordings. He cease up settling in Pittsburgh where he went to Taylor Allderdice High School. His stage divulge is taken from khalifa, an Arabic word meaning refilling, and wisdom, which was shortened to Wiz when Khalifa was fifteen. Khalifa stated to spinner. om that the name also came from being called young Wiz cause I was good at everything I did, and my granddad is Muslim, so he gave me that name he felt like thats what I was doing with my music. He got his stage name tattooed on his 17th birthday. He says Camp Lo, The noto rious B. I. G. and Bone Thugs-n-Harmony are some of his influences. Khalifa released his premiere mix tape, Prince of the City Welcome to Pistolvania, in 2005. The mix tape led to his world-class full-length album entitled visualize and Prove in 2006. Khalifa was declared an artist to watch that year in trilled Stone magazine.This year, XXLmag. com ran a feature on Wiz stating that his buzz has officially started to develop the streets. After rave reviews from his first entranceway single Youngin On His Grind, Wiz premiered his discover up Say Yeah on AllHipHop. com. According to yahoo. com, He was just eightsome years old when he stubborn he cute to become a rapper, and has been on his current career mode since he was just 15. He describes his music, as well as the music of Pittsburgh, as being a worldwide serious. This is due in part to his own travels and the fact Pittsburgh is made up of a diverse set of state and and so tastes.The same could be said of his own mus ical tastes, as he likes to a greater extent than just rap music. The popular song Black and Yellow was written about the Pittsburgh Steelers and is now the anthem for the Super coil bound football team. Black and yellow are the Steelers simulations. Music isnt the scarce thing the breakthrough MC is not just working to build upon. He also is working on cover charge his whole body in tattoos. He turned down a fortune to open up for Drake on offer before he was signed by a record label. Wiz doesnt like subway and his favorite color is green. He has some quotes and some of my favorites are 3 things I want in a relationship Eyes that substance abuse cry, lips than wont lie, and recognize that wont die. Girls fall in love with what they hear. Boys fall in love with what they see. Thats why girls wear make-up and boys lie. Some passel make your life better by walking into it. But some people make your life better by simply walking out. Taylor gang or die. Hated by many wanted by plenty disliked by some confronted by none. Sometimes we risky too much time thought about those who dont conjecture about us for a second. I love everything you hate about yourself. wherefore do we ignore those who revere us, adore those who ignore us, love the ones who hurt us and hurt the ones who love us? Dont encounter the most beautiful person in the world. Date the person that makes your world the most beautiful Wiz Khalifa ? Works Cited http//www. spinner. com/2010/03/12/wiz-khalifa-interview-sxsw-2010/ http//www. xxlmag. com/old-freshmen-2010/2010/03/wiz-khalifa-most-charismatic/ http//allhiphop. com/2011/12/12/the-2011-playback-allhiphop-coms-top-50-hottest-songs-of-2011-50-to-26/ http//voices. yahoo. com/fun-facts-wiz-khalifa-7759700. html