Prosecuting Ralph with Constructive Manslaughter †Law Essay

Prosecuting Ralph with Constructive Manslaughter – Law Essay Free Online Research Papers Prosecuting Ralph with Constructive Manslaughter Law Essay A submitted case concerns mostly omissions, duty to care and causation. According to facts Jo would face a charge of gross-negligence manslaughter; Gilbert could be charged with misconduct; while an indictment against Ralph would be manslaughter based on unlawful act. To establish Jo’s liability Actus Reus would be formed by an omission and Mens Rea by gross-negligence . To establish Gilbert’s misconduct by omission a duty to act and a breach of the duty must be proved. To prosecute Ralph with constructive manslaughter a commission of a dangerous unlawful act must be established . In his case it’s disputable if Actus Reus would be formed by commission or by omission, while Mens Rea is formed by intention. All three causes of action would refer to omissions. In order to prove omission the existence of a duty to act and a breach of that duty must be proved. In Jo’s case according to Mens Rea element of a crime a breach of duty must amount to gross-negligence . Proving legal causation would be a crucial factor to establish liability. Of those elements an existence of a duty to act and legal causation would be most difficult to be established. To convict Gilbert the Prosecution would have the most trouble in establishing a duty to care. In Ralph’s case a distinction made in the Bland case could be applied; it would be crucial if unlawful act was formed by commission (to kill), or by omission (to let die) to perform his duty to care. Focusing on Jo’s liability first, the main question is whether Jo had the duty to care for Claire. According to a similar situation in Pittwood case, contractual responsibility might be applicable. Jo’s line of defense could argue that as a volunteer she might not have had a contractual duty to act. However she could be found guilty on the basis of another principle arising from Pittwood’s case: no contract itself, but rather the fact that a contract is evidence of an assumption responsibility creating an expectation in the mind of others that a person will act and cause the public to rely upon his/her performing these tasks. Furthermore Jo could be found liable of omission on basis of the R v Miller case ratio where the Defendant has created a dangerous situation and does not try to prevent or reduce it, either because he/she has not given any thought to the possibility that there might be any risk or because, having recognize that there was some risk involved, he has decided not to try to prevent or reduce it†. Following this objective test, leaving gates open without any kind of supervisory could be regarded as an act causing a dangerous situation. Thus Jo would be found responsible for breach of duty to care and for omission. However to establish Jo’s liability for manslaughter both factual and legal causation must be proven. This will be considered after Gilbert’s and Ralph’s cases have been analysed. Gilbert could be guilty of omission only if he had the duty to care for Claire. However a lack of general duty to care is one of the principles of English law. According to law on omissions, Gilbert would share responsibility for Claire’s death if only one exemption applied to him. Gilbert does not have a contractual or statutorial duty to act; his conduct did not cause the dangerous situation. Regarding a fact that Gilbert was Claire’s neighbour the only exemption that might apply is presumption of responsibility where there is a special relationship. The little girl could be found guilty of murder in the first degree. She failed to alert the barrier chick that she was trying to eat the oncoming train. Now the train is dead. Research Papers on Prosecuting Ralph with Constructive Manslaughter - Law EssayUnreasonable Searches and SeizuresThe Fifth HorsemanCapital PunishmentArguments for Physician-Assisted Suicide (PAS)19 Century Society: A Deeply Divided EraLifes What IfsComparison: Letter from Birmingham and CritoOpen Architechture a white paperIncorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever Product

MLA Referencing †Citing a Journal Article

MLA Referencing – Citing a Journal Article MLA Referencing – Citing a Journal Article In the liberal arts and humanities subjects, MLA referencing is commonly used for citing sources in college papers and academic publications. This includes citing articles from both print and electronic journals, which is what we’re looking at in this blog post. In-Text Citations The rules for citing an article in the main text of your paper are the same regardless of whether you’re referencing a print or online journal. With MLA referencing, this means giving the author’s name and page numbers for the passage cited in parentheses: Neo-formalism is one of â€Å"the more notable methodological approaches to literary studies† (Markovits 591). If the author’s name already appears in the text, only the page numbers for the passage cited need to be given in parentheses after the quotation: Markovits describes neo-formalism as one of â€Å"the more notable methodological approaches to literary studies† (591). Citing Multiple Works by the Same Author Some other parenthetical referencing formats use a year of publication to distinguish between texts when multiple sources by the same author are cited in a paper. Since MLA uses a citation format with no year of publication, however, a different approach is required. With a journal article, this means giving a shortened version of the article name in addition to the author’s surname and relevant page numbers. If both the author’s name and a shortened title appear in a citation, they should be separated with a comma. For two articles by Stefanie Markovits, for instance, this might appear as follows: According to Markovits, â€Å"programmatically formalist reading needn’t bracket cultural and historical concerns (â€Å"Form Things† 591). Consequently, we can draw upon neo-formalism while still considering the significance of Jane Austen’s â€Å"fallen bodies† (Markovits, â€Å"Jane Austen and the Happy Fall† 779). Austen having a happy sit down. Page (Print Journal) With MLA, all sources cited in a paper should be listed with full publication information on a â€Å"† page at the end of your document. With a print journal article, this means providing the following details (accurate for the eighth edition of the MLA Handbook): Author surname, first name(s). Title of Article.  Title of Journal, volume, issue, year, complete page range. In practice, this would look something like the following: Markovits, Stefanie. â€Å"Form Things: Looking at Genre through Victorian Diamonds.† Victorian Studies, vol. 52, no. 4, 2010, pp. 591-619. Page (Online Journal) For articles that are also available online, you should also provide a DOI or URL and a date of access in the â€Å"† list. For instance: Markovits, Stefanie. â€Å"Jane Austen and the Happy Fall.† Studies in English Literature, 1500-1900, vol. 47, no. 4, 2007, pp. 779-97, www.jstor.org/stable/4625140. Accessed 5 Oct. 2016. If citing a scholarly journal article which is only available electronically, it isn’t necessary to provide page numbers (a DOI/URL and date of access are still required).

Bullying in school Research Paper Example | Topics and Well Written Essays - 3000 words

Bullying in school - Research Paper Example The data so gathered has been analyzed to arrive at appropriate findings, based on which the researcher has endorsed the conclusions. In addition, the researcher has also offered certain recommendations that will offer better solutions for the management of the problem. Bullying in Schools in the US Section 1: Introduction Background: Humans have an inherent tendency for indulging in violent or non-violent acts to harass or otherwise disturb others and it reflects on children studying in schools also. The statutory definition of harassment or school bullying perceives it as a pattern of premeditated behavior that occurs in school premises, school buses for at the functions sponsored by schools and include but are not limited to â€Å"written, electronic, verbal or physical acts† that may cause â€Å"reasonable fear or harm† to the person or belonging of another student or impede with his or her academic pursuit or other activities (Bullying Definition 1). Evidence sugge sts that the issues arising out of bully-victim-bystander behavior as a dominant public health problem that hampers the ability of children to â€Å"develop in healthy ways† besides compromising their learning potential (Cohen & Freiberg 1). The phenomenon of school violence as a consequence of bullying has a long history in the US and statistics point to the fact that in 2010 alone, reported cases of about â€Å"828,000 nonfatal victimizations† occurred in schools that teach children between 12 – 18 years of age (Understanding School Violence 1). The concern heightens in the light of overwhelming evidence, which shows that â€Å"7%† of teachers in such schools have reported threats of injury or physical attack from students while in 2009 alone â€Å"20% students† reported the presence of gangs in schools (1). Apart from physical violence, other forms of bullying also occur in the school settings. These include verbal abuse, discriminatory behavior , threatening through electronic media including social networks etc which entail psychological anguish for the victims. These factors point to the prevalence of a grim situation in schools across the nation where children are not safe or free from risks of physical and mental harm. Problem Statement: Though deaths relating to school violence or bullying are found to be rare, there is no denial of the fact that this problem causes â€Å"nonfatal injuries† to many students besides entailing grave mental traumas to others (1). In addition, it can lead to a wide range of negative results for the victims and bystanders as well as the perpetrators, including substance abuse and suicide or mental problems such as â€Å"depression, anxiety† or fear psychosis (1). The situation prevalent in schools across the United States during the present day intimidates students and they feel â€Å"unsafe in schools† (Cohen & Freiberg 4). In order for students to attain the objectiv es of learning, it is imperative that they are provided with a safe and conducive environment where they can positively indulge in the learning process and enhance their creative skills. When the element of safety is absent, it can distract the students from the learning process and they will be remaining focused on the inherent risks that they are

Infosys Essay Example | Topics and Well Written Essays - 2750 words

Infosys - Essay Example Infosys is facing a lot of global marketing issues especially in the past decade or so. The issues are related to business model as well as strategy. Infosys is globally perceived as an IT Technology company which provides low cost advantage to its clients due to global labour arbitrage. A lot of IT companies in developing countries have been using this model to earn handsome revenues (NASSCOM, 2007). Infosys has been consciously trying to come out of this image and move up the value chain (IBEF). This was evident because of its focus on end to end solutions in the late 1990s. During this phase, Infosys developed some highly successful industry solutions such as Finacle (Finacle, 2011) and SAP retail (SAP Retail, 2011) products and marketed them well. However, a major challenge has been to go one step further and provide high end consulting services. Infosys has developed the capabilities required to do so by hiring fresh and qualified talent over the past years but marketing the same has been a challenge. The major reason for this is the presence of well reputed competitors in the market who were early movers in this domain. Infosys has always believed in maintaining long term relationship with its clients. This has resulted in client loyalty and satisfaction. However, 80% of Infosys’s revenues come from existing clients. No doubt, retaining old customers is very important but it is equally important to acquire new clients for continuous progress and to increase bargaining power while negotiating contracts. Infosys has shifted its focus towards business domain excellence. While it is of no harm, most of the clients over the world believe in best of breed approach where they outsource their operations in parts to most suitable vendors and also avoid hundred percent sharing of data with a single vendor. Therefore, business domain excellence may not prove to be a very fruitful idea. For further analysis of the global marketing issues, it would be justified to consider the various aspects of Business and Business marketing and the issues Infosys is facing in each of them (Boon, Kurtz): I. Product In B usiness to Business marketing, as in the case of Infosys, the products are highly technical in nature (Boon, Kurtz). Their form is not fixed and may vary from supplier to supplier. Especially in Business to Business Services marketing, this holds true. Infosys has primarily been providing outsourcing services at low rates. But over the years it has developed end to end products which are high performers in the market. Infosys is also known for its services. It has always exceeded client expectations on the 3 evaluation parameters i.e. Quality, Timeliness and Reliability. However, Infosys has struggled in marketing its high end services over the years. It wants to address this issue in its dealing with PFS. II. Promotion In Business to Bu

Organizational Learning Essay Example for Free

Organizational Learning Essay 1. 0 Introduction The title of this journal is Organizational Learning Practices in the Project Management Environment. The author is Timothy G. Kotnour from University of Central Florida, Orlando, Florida, USA. This journal focuses on understanding how project managers continuously improve their project quality and performance by building knowledge through learning. Beside that, for the project organization to learn, organizational members must create, share and apply knowledge. The organizations members will create new knowledge for learning experiences. Learning-by-doing occurs when a problem solver associates plans and actions to accomplish positive results and avoid negative results (Anzai, 1987). While, the plan-duty-study-act (PDSA) cycle, is used to represent the learning process in a project environment. There have two learning cycle in this journal which is Inter-project learning cycle and Intra-project learning cycle. Inter-project learning is the combining and sharing of lessons learned across projects to apply and develop new knowledge. Tools to support inter-project learning include information technology tools and employee groups aimed at sharing knowledge across the organization provides a detailed example of an online system for recognizing, documenting, validating and making available lessons learned for an organization. While, intra-project learning is the creation and sharing of knowledge within a project. Intra-project learning focuses on tasks within a single project and supports the delivery of a successful project by identifying problems and solving them during the project. Learning take place when a project team members discuss approaches for completing a task or overcoming problems. The intra-learning occurs throughout routine reporting cycle such as weekly or monthly status and review meetings, project deliverables or major occurrences in the project. 2. 0 Research Methodology Framework The research methodology involves a lessons learned oriented survey was completely by 43 project managers who were attending a chapter meeting of the Project Management Institute. The survey used to lesson learned terminology because it is more familiar to project managers than organization learning. The survey contained four question sets. The first set asked project manager their background in project management. The second set focused on how project managers produce lessons learned which is including when, what about, how know, what to produce a lesson learned about and what is included in a lesson learned. While, the third set asked respondent to describe, using five-point Likert scale ( 5 = strongly agree, 4 = agree, 3 = not sure, 2 = disagree, 1 = strongly disagree ), which is the degree to which they practice project management learning practices. Next the fourth set asked respondent to describe using a five-point Likert scale the degree to which their organization is achieving the learning outcomes. Factor analysis was performed on the third and fourth data sets. There are five general steps to factor analysis which is assessing applicability of the factor analysis process, determining the number of factors through factor extraction, grouping the variables into factors according to factor loading, producing weighted factor scores and lastly each factors reliability was computed using Cronbach’s alpha 3. 0 Framework, Independent Variable (IV) and Dependent Variable (DV) The learning framework offer an implications for a project manager to use in focusing the learning activities of a project team which is first, the opportunity for learning is an inherent part of the project management process. The project management process parallels the learning process. The steps in the process provide the foundation for learning. In a discussion with a project manager, most of the them viewed producing lessons learned as a valuable and important exercises. However, they felt that they did not have time to complete a formal lesson learned and viewed the learning as a separate activity. This situation showed that, there has a weak relationship between IV and DV. Second, the use of lessons learned can be conducted throughout a project life-cycle, not just at the end of the project. Using the intra-learning cycle, lesson learned can be produced for each cycle in a project to carry on learning to the next cycle and to the next project. And the lastly is the learning process can break down at any stage of the intra- or inter-learning PDSA cycle. For example, the break down can happened in the learning process if there have not using the project management process and tools in a systematic fashion on the model of intra- and inter-project learning. Other than that, the learning process also can fail in the â€Å"plan† step by not reviewing past plans and lessons learned to apply to the current project. In the â€Å"do† step, learning can break down as a result of the project team not following the plan or collecting data on the performance and changes to the plans. While learning also can fail in the â€Å"study† step by not analysing project performance with project tools and not competing lesson learned. Finally, in the act â€Å"step†, learning process can fail because there have no sharing with or incorporating lessons learned into the next project. 4. 0 Result of the Journal The results of survey analysis in this journal are divided into two areas. First, hypothesis testing is completed and second descriptive analysis is completed on how project managers produce lesson learned. Table III contains the result of regression analysis for hypothesis testing. [pic] 4. 1 Project Performance As shown in Table III, project management performance is positively associated with project knowledge. Having knowledge about what could be wrong, ways to ensure success and ways to avoid problems supports the organization in delivering better products and services and managing projects better regarding plan a project and meet cost, schedule and performance requirements. 4. 2 Project Management. As shown in Table III, intra- and inter-project learning practices are directly associated with project knowledge. Producing lesson learned is hypothesized to support the intra- and inter-project learning activities by providing a mechanism to reflect on the project and sharing the knowledge across the project. 4. 3 Learning Practices. Based on Table III, producing a lesson learned is related to inter-project learning. The important factor to increase inter-project learning is not just to produce a lessons learned but to conduct multiple activities for producing lesson learned. 4. 4 Learning Support According on Table III, learning support is needed for each of the learning activities such as inter, intra and lesson learned. Collecting data about the set of steps on a project supports intra-project learning by providing the data and information to compare against the plan and identify mistakes. Being willing to openly and honestly address the mistakes helps drive the learning for intra-project learning and produce lessons learned which can be shared across the organization through inter-project learning. 5. 0 Suggestion/Recommendation There have some recommendation for organizational practices in the project management environment. Project organizations are faced with continuously improving the quality and performance of their products and services to compete in the competitive environment. To learning such an integrated in the project management environments from project experiences to improve knowledge and performance, there must have provide a learning framework which defines the learning processes in a project management environmental. Beside that, analysing the survey result of practicing project manager’s perception on learning outcomes and practices. Other than that, by integrating and sharing the experiences and learning across project, the organizational will have a greater knowledge. While, project team members must need support for learning to enable them to learn from experiences. Next, for developed organizational practices in the project management environment, the factor analysis and reliability results for the project management learning practices should be provided. This included how project manager share knowledge from one project to next, how project managers create knowledge during a project and the action project managers take to support the learning process. There also recommend to provides the factor analysis and reliability results for the learning outcomes. There have 2 factors for learning outcome which is the increased knowledge by sharing lessons learned across projects and how to learning process helps the organization improve in managing a project and delivering products and services. 6. 0 Conclusions As a conclusion, project organization should focus on building knowledge because increased knowledge is associated with increased project performance. To support knowledge building the organization must focus on the learning both and between projects. However, the learning process needs to support by using management tools to plan and monitor results. There also needs to be supported with an environment which allows team members to admit mistakes and openly discuss solutions to problems. All of this needs to be completed to lead to project management success. 7. 0 References Kotnour, T. G. , Orr, C., Spaulding, J. and Guidi, J. (1997), Determining the benefit of knowledge management activities, 1997 International Conference on Systems, Man and Cybernetics, October 12-15, pp. 94-9. Anzai, Y. (1987), Doing, understanding, and learning in problem solving, in Klahr, D. , Langley, P. and Neches, R (Eds), Production System Models of Learning and Development, MIT Press, Cambridge, MA, pp. 55-98. Argyris, C. and Schon, D. A. (1978), Organizational Learning: A Theory of Action Perspective,Addison-Wesley, Reading, MA. Abdullah, H. S. Research Method Guide. Gido, C. Effective Project Management, 5th Edition.

A Comparison of Violence in Living Jim Crow, Incident, and Blood burnin

Violence in Living Jim Crow, Incident, and Blood burning moon      Ã‚   Violence seems to be quite a common topic in black American literature of the first decades of the 20th century. One major reason for this is probably that it was important for black authors not to be quiet about the injustices being done to them. The violence described in the texts is not only of the physical kind, but also psychological: the constant harassment and terrorising. The ever-present violence had such an effect on the black that they just could not fight back to stop the injustices.    Richard Wright describes in his autobiography 'The Ethics of Living Jim Crow: An Autobiographical Sketch' the atmosphere at his first job, where his fellow workers would not teach him anything, just because he was black: "This is a white man's work around here, and you better watch yourself" (291). From that moment on, he never really felt at ease going to work. This kind of feeling of unease is also found in Countee Cullen's 'Incident.' It shows clearly how children are not really aware of the differences adults believe to exist between different races until being told that there is a difference. The poem seems to be a product of personal experiences as a child, when another child pokes out his tongue and calls the speaker of the poem "nigger" during a stay in Baltimore, and it pictures the human tendency to look no further than the colour of the skin. This is probably an event that stayed in the child's mind all his life, hence the final lines of the poem: "I saw the whole of Balti more / From May until December; / Of all the things that happened there / That's all that I remember" (384).    In his autobiography Wright also describes the childhood fi... ... habits free rein. Reading Black Voices really made me think of how I act and think when it comes to racial issues and even though I know that all human beings are equal, this kind of reminder is necessary - for all of us.    Bibliography: From the anthology Black voices: Jean Toomer: 'Blood burning moon' Richard Wright: 'The Ethics of Living Jim Crow: An Autobiographical Sketch' Dudley Randall: 'The Idiot' Countee Cullen: 'Incident' Internet resources: Countee Cullen. The Academy of American Poets. March 2001 <http://www.poets.org/poets/poets.cfm?prmID=56> Jean Toomer. Heath Online Instructor's Guide. March 2001 <http://www.georgetown.edu/bassr/heath/syllabuild/iguide/toomer.html> 1 "Gutta cavat lapidem non vi sed saepe cadendo": Latin for "The drop carves the stone, not by force but by constant dripping."   

Academic english

The sociological imagination first coined by c. Wright mills in 1959 what is the sociological imagination? The vivid awareness of the relationship between personal experience and the wider society. -Seeing â€Å"strange in the familiar† is detaching yourself from individualistic interpretations of human behavior and accepting the initially â€Å"strange† notion that human behaviors are a product of social forces. The ability to see things socially and how things interact and influence each other that is the sociological imagination. How can we differentiate between personal troubles and social issues? Example: unemployment/ if your unemployed, that's a trouble in your life (personal). But, if it was during the great recession, you were in the same boat as everybody else in society. Therefore your personal trouble is connected to a broader public issue. What is problem with the common sense explanations of ills?They fail to consider the wider picture of the issue yet the y Just focus on pre- conceived Judgments for example in relation to aboriginal people a common sense explanation would be that they are all petrol sniffing no hoppers though this is not the case what has been failed to be realized here is that due to colonization indigenous people lost a lot of there rights and are still trying to recover from all they have lost in life. -Examples of social issues that might be better explained through investigating social forces and influences rather than individual failings Unemployed- its not necessarily that you're lazy or don't want to work.There are social forces at play that make it more likely some groups over others will be unemployed. Seeing the general in the particular show that age, gender, class, race, sexuality they all impact behaviors and life chances. Although we are individuals, social forces touch our lives in significant ways, even if we don't see those forces. Sociology: is the study of society, whose goals are to establish, ex plain and predict patterned regularities of human behavior. The sociological imagination asks us to see the strange in the familiar and general in particular, linking our behaviors to broader social forces.Personal trouble re linked to broader public issues, and our goal in sociology is to uncover those links using the sociological data and not rely on common sense explanations Topic: social class and stratification -What is social stratification? Social stratification refers to a system of social inequality -Which societies experience social stratification? All societies have social stratification to some degree -Some societies have simpler stratification where they stratify along one dimension (such as age) while others are more complex and consist of many different factors reading stratification (such as age, race, gender, etc†¦ -3 types of stratification systems Estate systems Caste systems Class systems -definition of class in sociology the term class does not refer to one 's style or sophistication, rather social class is the social structural position groups hold relative to the economic, social, political and cultural resources of society. -class can not be directly observed but can be â€Å"seen† by observing the various displays others project such as brand of clothing, type of car, the places one shops. -these objects become symbols of an individuals lass status.Types of class systems: -Upper class: owns major share of corporate and personal wealth -Upper middle class: those with high incomes and high social prestige -Middle class: -Lower class: workers in skilled trades and low-income bureaucratic workers -Lower class: the displaced and poor. -The social class that you are in gives you different access to Jobs, income, education, power, and social status. Age, race, gender as well as class shape people's experiences within society. -These differences allow different opportunities for success.

Gender Stereotypes Essay

Simply put, gender stereotypes are generalizations about the roles of each gender. Gender roles are generally neither positive nor negative; they are simply inaccurate generalizations of the male and female attributes. Since each person has individual desires, thoughts, and feelings, regardless of their gender, these stereotypes are incredibly simplistic and do not at all describe the attributes of every person of each gender. While most people realize that stereotypes are untrue, many still make assumptions based on gender. There are many stereotypes we may all be guilty of, such as assuming that all women want to marry and have children, or that all men love sports. The following is a list of some of the most common gender stereotypes as they pertain to either men or women. Remember that these are stereotypes because they claim to apply to all men or women. Female Gender Stereotypes Gender stereotypes begin the second a baby’s gender is found out. As soon as we find out it’s a girl, we immediately begin decorating a pink nursery filled with soft dà ©cor and butterflies and flowers. We assume that our daughter will be very â€Å"girly† and fill her closet with frilly dresses and her toy box with tea sets and dolls. What this is essentially doing, even though many parents don’t realize it, is setting our child up to be the â€Å"perfect lady,† and teaching her how to be the stereotypical woman. We are teaching her that girls are supposed to wear dresses, serve food, and take care of babies; the biggest and most common stereotype put on women. Have you ever watched a little girl playing house? Even as young as five or six, she is well aware that she is supposed to stay home with the baby while the husband goes to work, and she has dinner ready when he gets home. Here is another stereotype; women stay at home while men go to work. While there are a million gender stereotypes about females, these are definitely the biggest, and the most debated by feminists of today. Some other stereotypes include: Women are supposed to have â€Å"clean jobs† such as secretaries, teachers, and  librarians Women are nurses, not doctors Women are not as strong as men Women are supposed to make less money than men The best women are stay at home moms Women don’t need to go to college Women don’t play sports Women are not politicians Women are quieter than men and not meant to speak out Women are supposed to be submissive and do as they are told Women are supposed to cook and do housework Women are responsible for raising children Women do not have technical skills and are not good at â€Å"hands on† projects such as car repairs Women are meant to be the damsel in distress; never the hero Women are supposed to look pretty and be looked at Women love to sing and dance Women do not play video games Women are flirts Women are never in charge Male Gender Stereotypes Stereotyping is no different when it’s found out that a boy is on the way. The nursery is decked out in blue, his closet is filled with tiny jeans, polo shirts, and boots, and the theme is usually something like jungle animals or dinosaurs; something tough. Boys’ toys consist of trucks, dinosaurs, action figures, and video games. From the beginning boys are taught to be tough, to be protective, and to defend themselves. Boys are taught that daddy’s go to work and mommy’s stay at home; from their point of view, boys have fun and girls do all the work. Are you surprised to hear that most parents admit that they do not teach their sons how to do chores such as washing dishes or folding laundry? Instead, they teach them to take out the trash and mow the lawn; from the get-go boys are made to think that certain household chores are â€Å"women’s work.† This is a major stereotype, but the majority of American households  today would prove this to be true. Men are supposed to do the dirty jobs and anything that requires muscle, they are also supposed to go to work and provide for the family. Little boys see this and the stereotype continues. Other gender stereotypes that inaccurately try to describe all men are: All men enjoy working on cars Men are not nurses, they are doctors Men do â€Å"dirty jobs† such as construction and mechanics; they are not secretaries, teachers, or cosmetologists Men do not do housework and they are not responsible for taking care of children Men play video games Men play sports Men enjoy outdoor activities such as camping, fishing, and hiking Men are in charge; they are always at the top As husbands, men tell their wives what to do Men are lazy and/or messy Men are good at math It is always men who work in science, engineering, and other technical fields Men do not cook, sew, or do crafts Can you see how many of these actually are true of many men or women that you know? They may even be true for you personally, but they do not apply to every single man or woman alive. That is what makes them stereotypes; the fact that these things are considered, â€Å"the norm† and expected of every male or female. Each person is an individual and it is perfectly normal for a woman to run her own business while a man stays home with the kids. On the other hand it is also perfectly acceptable for a man to be a nurse or hate sports, or enjoy cooking. Men and women are individuals; they are more than just male or female. Our gender is only part of who we are; it does not define us as people.

Ethnoarchaeology - Cultural Anthropology Archaeology

Ethnoarchaeology - Cultural Anthropology Archaeology Ethnoarchaeology is a research technique that involves using information from living cultures- in the form of ethnology, ethnography, ethnohistory, and experimental archaeology- to understand patterns found at an archaeological site. An ethnoarchaeologist acquires evidence about ongoing activities in any society  and uses those studies to draw analogies from modern behavior to explain and better understand patterns seen in archaeological sites. Key Takeaways: Ethnoarchaeology Ethnoarchaeology is a research technique in archaeology that uses present-day ethnographic information to inform remains of sites.  Applied first in the late 19th century and at its height in the 1980s and 1990s, the practice has decreased in the 21st century.The problem is what its always been: the application of oranges (living cultures) to apples (ancient past).  Benefits include the amassing of huge quantities of information about production techniques and methodologies. American archaeologist Susan Kent defined ethnoarchaeologys purpose as to formulate and test archaeologically oriented and/or derived methods, hypotheses, models and theories with ethnographic data. But it is archaeologist Lewis Binford who wrote most clearly: ethnoarchaeology is a Rosetta stone: a way of translating the static material found on an archaeological site into the vibrant life of a group of people who in fact left them there. Practical Ethnoarchaeology Ethnoarchaeology is typically conducted by using the cultural anthropological methods of participant observation, but it also finds behavioral data in ethnohistorical and ethnographic reports as well as oral history. The basic requirement is to draw on strong evidence of any kind for describing artifacts and their interactions with people in activities. Ethnoarchaeological data can be found in published or unpublished written accounts (archives, field notes, etc.); photographs; oral history; public or private collections of artifacts; and of course, from observations deliberately made for archaeological purposes on a living society. American archaeologist Patty Jo Watson argued that ethnoarchaeology should also include experimental archaeology. In experimental archaeology, the archaeologist creates the situation to be observed rather than taking it where he or she finds it: observations are still made of archaeological relevant variables within a living context. Edging Towards a Richer Archaeology The possibilities of ethnoarchaeology brought in a flood of ideas about what archaeologists could say about the behaviors represented in the archaeological record: and a corresponding earthquake of reality about the ability of archaeologists to recognize all or even any of the social behaviors that went on in an ancient culture. Those behaviors must be reflected in the material culture (I made this pot this way because my mother made it this way; I traveled fifty miles to get this plant because thats where weve always gone). But that underlying reality may only be identifiable from the pollen and potsherds if the techniques allow their capture, and careful interpretations appropriately fit the situation. Archaeologist Nicholas David described the sticky issue pretty clearly: ethnoarchaeology is an attempt to cross the divide between the ideational order (the unobservable ideas, values, norms, and representation of the human mind) and the phenomenal order (artifacts, things affected by human action and differentiated by matter, form, and context). Processual and Post-Processual Debates The ethnoarchaeological study reinvented the study of archaeology, as the science edged into the post-World War II scientific age. Instead of simply finding better and better ways to measure and source and examine artifacts (a.k.a. processual archaeology), archaeologists felt they could now make hypotheses about the kinds of behaviors those artifacts represented (post-processual archaeology). That debate polarized the profession for much of the 1970s and 1980s: and while the debates have ended, it became clear that the match is not perfect. For one thing, archaeology as a study is diachronic- a single archaeological site always includes evidence of all the cultural events and behaviors that might have taken place at that location for hundreds or thousands of years, not to mention the natural things that happened to it over that time. In contrast, ethnography is synchronic- what is being studied is what happens during the course of the research. And theres always this underlying uncertainty: can the patterns of behavior that are seen in modern (or historical) cultures really be generalized to ancient archaeological cultures, and how much? History of Ethnoarchaeology Ethnographic data was used by some late 19th century/early 20th century archaeologists to understand archaeological sites (Edgar Lee Hewett leaps to mind), but the modern study has its roots in the post-war boom of the 1950s and 60s. Beginning in the 1970s, a huge burgeoning of literature explored the potentialities of the practice (the processual/post-processual debate driving much of that). There is some evidence, based on the decrease in the number of university classes and programs, that ethnoarchaeology, although an accepted, and perhaps standard practice for most archaeological studies in the late 20th century, is fading in importance in the 21st. Modern Critiques Since its first practices, ethnoarchaeology has often come under criticism for several issues, primarily for its underpinning assumptions about how far the practices of a living society can reflect the ancient past. More recently, scholars as archaeologists Olivier Gosselain and Jerimy Cunningham have argued that western scholars are blinded by assumptions about living cultures. In particular, Gosselain argues that ethnoarchaeology doesnt apply to prehistory because it isnt practiced as ethnologyin other words, to properly apply cultural templates derived from living people you cant simply pick up technical data. But Gosselain also argues that doing a full ethnological study would not be useful expenditure of time, since equating present-day societies are never going to be sufficiently applicable to the past. He also adds that although ethnoarchaeology may no longer be a reasonable way to conduct research, the main benefits of the study has been to amass a huge amount of data on production techniques and methodologies, which can be used as a reference collection for scholarship. Selected Sources Cunningham, Jerimy J., and Kevin M. McGeough. The Perils of Ethnographic Analogy. Parallel Logics in Ethnoarchaeology and Victorian Bible Customs Books. Archaeological Dialogues 25.2 (2018): 161–89. Print.Gonzlez-Urquijo, J., S. Beyries, and J. J. Ibà ±ez. Ethnoarchaeology and Functional Analysis. Use-Wear and Residue Analysis in Archaeology. Eds. Marreiros, Joo Manuel, Juan F. Gibaja Bao and Nuno Ferreira Bicho. Manuals in Archaeological Method, Theory and Technique: Springer International Publishing, 2015. 27–40. Print.Gosselain, Olivier P. To Hell with Ethnoarchaeology! Archaeological Dialogues 23.2 (2016): 215–28. Print.Kamp, Kathryn, and John Whittaker. Editorial Reflections: Teaching Science with Ethnoarchaeology and Experimental Archaeology. Ethnoarchaeology 6.2 (2014): 79–80. Print.Parker, Bradley J. Bread Ovens, Social Networks and Gendered Space: An Ethnoarchaeological Study of Tandir Ovens in Southeastern Anatolia. American Antiquity 76.4 (2011 ): 603–27. Print.Politis, Gustavo. Reflections on Contemporary Ethnoarchaeology. Pyrenae 46 (2015). Print. Schiffer, Michael Brian. Contributions of Ethnoarchaeology. The Archaeology of Science. Vol. 9. Manuals in Archaeological Method, Theory and Technique: Springer International Publishing, 2013. 53–63. Print.

Collective Nouns in Spanish

Collective Nouns in Spanish See in this selection how a singular noun can refer to a group of more than one person. Excerpt from news article: El Papa Francisco dejà ³ claro que su primer objetivo era estar con el pueblo. Y asà ­ fue. El vehà ­culo que llevaba al Santo Padre y a [presidenta brasileà ±a Dilma] Rousseff desde el aeropuerto hasta la ciudad avanzà ³ arropado por una multitud de gente que se acercaba a tratar de ver de cerca al  «Papa de los pobres », sin vallas de seguridad que los separase. (The bracketed description of Rousseff was added to the original for clarity here.) Source: ABC.es, a Madrid-based news site. Retrieved July 23, 2013. Suggested translation: Pope Francis made clear that his first goal was to be with the people. And so it was. The vehicle that transported the Holy Father and [Brazilian President Dilma] Rousseff from the airport toward the city proceeded while enveloped by a crowd of people who got near in order to see the pope of the poor from nearby without security barriers to separate them. Key grammatical issue: This selection shows how collective nouns - pueblo, multitud and gente - are singular in form even though they sometimes are translated as plurals. Although both pueblo and gente are translated here as people, note how in Spanish they are singular words. Pueblo is used with the singular definite article el, and the singular verbs se acercaba (from the reflexive verb acercarse) and separase (a subjunctive form of separar) go with multitud de gente. We do the same thing in English - the most common translations for multitud, crowd and multitude, are singular even though they refer to multiple people. If pueblo and gente seem confusing, its only because they arent translated here as singular terms (although in a different context pueblo could refer to a small town). Other notes on vocabulary and grammar: Personal titles in Spanish - such as doctora in la doctora Snchez (Dr. Snchez) and seà ±or in el seà ±or Robles (Mr. Robles) - are not capitalized, and it would have been acceptable here to write el papa Francisco instead of el Papa Francisco. However, it is not unusual to capitalize the titles of certain people, Catholic popes among them, out of respect. When talking about people using their titles, the definite article (such as el in el Papa Francisco or la in la doctora Snchez) is used. If you were speaking to these people using their titles, however, you would not use the article. Dejar claro is an idiom meaning to make clear. Dejar en claro means the same thing and is more frequently used. Primer is the  apocopated form of primero. Llevar is a common verb typically meaning to carry.Note the double use of the personal a after llevaba. It is used here both before Santo Padre (al  is the combined form meaning a plus el) and before Rousseff. The personal a is also used befor e the phrase in angular quotes. The preposition desde often suggests motion from a place, in this case the airport. Motion toward is indicated by hacia.While was used in the translation for clarity. There is no equivalent word used here in the original Spanish. Arropado is the past participle of arropar, which typically means to wrap. However, it would be usual in English to say that someone was wrapped by a crowd. But the image the verb conveys is one of being closely surrounded, and enveloped seemed to work fine, although other phrases might have been used as well. Acercar usually means to bring nearer. In the reflexive form, as here, it usually means to approach or to get nearer. Tratar is a common verb often meaning to try. Angular quotation marks are used in the same way as standard double quotation marks. They are more common in publications from Spain than those from Latin America. Note how the comma after pobres is placed outside the quote marks rather than inside as it would be in American English. Valla is a word for fence. The term vallas de seguridad usually refers to small, metallic, portable fencelike structures that are used to control crowds and keep people in orderly lines.

Comparitive Paper on Ways of Knowing and The Serpent and the Rainbow Essay

Comparitive Paper on Ways of Knowing and The Serpent and the Rainbow - Essay Example Even though outwardly appearing to follow the Christian identity accorded to them by the Euro-Canadian people, they have kept their traditions alive. Jean-Guy Goulet in her book presents her understanding of the social life in the form of a certain practices that are still alive and relevant today to the identity of the Dene Tha’ of Chateh. The concept of unseen reality holds a significant place in the way the Dene Tha view their knowledge. They interact with the dead through ‘dreams’ or ‘visions’. The soul is believed to travel outside the body of the dreamer to visit ‘the other land’. This journey is treated the same way as when a Dene Tha’ travels and meets what would be ‘a real person’ to us and ‘a person living in this land’ to them. â€Å"The Dene Tha differentiate between ndahdigeh, "our land," and echuhdigeh, "the other land," and their respective inhabitants, but they do not do so in the way Euro-North Americans may oppose the natural and the supernatural, the field of science on the one hand and the field of mysticism, magic, and religion on the other. The other land, also referred to as yake, "heaven," is experienced firsthand in dreams or in visions when the soul journeys away from the body. It is in the other land that one meets relatives who have passed away as well as Christian figures such as Mary and Jesus. Dene Tha Elders easily follow an account of a trip to a nearby town with a story of a journey to the other land. To the nearby town in our land they traveled by car. To the other land they traveled with their souls. In both cases they visit actual places and meet real, living people.† (Goulet, 1998) They treat the knowledge gained through these experiences the same way they would treat knowledge gained through encounters with living people. It is treated as experiential learning, a primary source, a direct evidence of truth. This is evident

Earthquackes Essay Example | Topics and Well Written Essays - 2500 words

Earthquackes - Essay Example According to Stein and Wysession (217), earthquakes can also occur due to the elastic rebound theory, which says that in various situations energy is accumulated in rock that is being acted upon by tectonic forces to a degree that the energy rises above the bonding forces holding the rocks causing to break, suddenly returning to its original shape, and the crust moves violently as a result of the quickly released force. However, not all earthquakes are linked to with preexisting faults rather some are linked to intensely buried fold structures, volcanic environments among others in which the molten rock is forcefully pushing out of the crust. The cracking of a rock known as faulting leads to the discharge of energy when stored stress is rapidly transformed to movement and produces vibrations called seismic waves. These seismic waves then move outwards in all directions at a speed of nearly 14 kilometers per second, distorting the rocks they pass through, but the rock returns to its o riginal shape afterwards. The speed of seismic waves is dependent on the plasticity of the media they travel through such as rocks which portray elastic properties. In the event of external forces acting on the rock, they are forced to alter their shapes and since rocks just like other elastic materials, they have an elastic limit after which application of any additional force deforms the shape of the rock. Seismic Waves During earthquakes, the discharge of stress as energy leads to the creation of three different types of waves. The first one, primary waves or P-Waves is the fastest moving waves with the ability to pass through both liquid and solid rock, expanding and compressing the rocks as they move and are the first to be detected by seismographs (Qazi 78). The second type of waves created is the secondary waves or S-waves which unlike P-waves cannot pass through liquids. As these waves move, they are able to cut across the rocks they pass through at positions that are perpen dicular to the direction they are moving towards. Due to their large size in comparison to primary waves, S-waves are considered the most dangerous type of waves and they produce both vertical and horizontal motion as they travel. The seismic activity are terms used to describe the rate of occurrence, cause and magnitude of earthquakes an area experiences over a certain length of time, the instrument used to measure earthquakes is known as a seismometer while a device that not only measures but also records the magnitude is called a seismograph. Seismologists have come up with two scales of measurement to measure the quantitative magnitude of earthquakes one is the Richter scale, named after the American seismologist Charles Francis Richter. This scale is used to measure the movement of the land surface one hundred kilometers from the epicenter, the point on the Earth’s surface directly above the source of the earthquake, also known as the focus and can be as deep as seven hu ndred kilometers. However, quakes are not known to occur past this level since rocks are no not very firm at these higher pressures and temperatures. Smaller tremors are frequently experienced but these tremors usually cause little or no damage. The Richter scale is a logarithmic scale with a