Theory Of The General And Fundamental Nature Of Reality

Philosophy is the study of the general and fundamental nature of reality, existence, knowledge, values, reason, mind and language. The main purpose of the philosophy is to reflect events intellectually rather than reacting to them emotionally. It is a general approach to a task or opinion on an issue. There are plenty of philosophers who have tried to generalize the broad sense of the philosophy in their own distinctive way. They have solved the philosophical problems and told the world that the philosophical problems or the disputes are not caused by the lack of factual information but they are caused by the difference of the meaning, value or interpretation about the certain things. And they have shown and written many evidences to support their evidences. We have studied about many philosophers and their perception about different parts of a philosophy and we also studied about the issues. Out of the few issues that we studied, I found egoism theory to be more argumentative and it stocked on my mind. Basically egoism is a theory that talks about one self and tells that one’s self is, or should be, the motivation and the goal of one’s own action. I can agree and disagree the concept of this theory. It is true that people should be motivated by their own interests and desires. The feeling of self should enrich the mind of the people. Motivation to perform certain tasks comes from inside and people can only perform that tasks properly if they think that it is for themShow MoreRelatedEssay on Theory Of Knowledge1523 Words   |  7 PagesTheory Of Knowledge In today’s society, science is regarded as being the most trusted form of knowledge, leading to many claiming it to be the supreme form of knowledge. To investigate whether or not this is justified we must compare science to other forms/areas of knowledge and consider what they each contribute. The strongest argument science has to claim this title, is the objectivity and empirical nature of its method and in particular its verifying processes;Read MoreAlbert Einstein Speech Essay998 Words   |  4 Pagesare Theoretical Physicists. Joshua, Wow! Just what is a theoretical physicist? Max, Albert, do you want to tackle that one? Albert, Ok Max. If science is the queen of intellectual disciplines, Physics is the king of science. It is the fundamental investigation into how the world around us works. It includes chemistry, biology, mechanics, that is to say, the branch of applied mathematics dealing with motion and forces producing motion, and just about anything else you can think of. PhysicsRead MoreThe Pursuit of a Theory of Everything1489 Words   |  6 PagesA belief in the unifying principles that underlie all natural phenomena was first articulated by Aristotle, who proposed all matter stems from the four elements of nature: earth, air, fire, and water (Duft). The search for such principles has since evolved considerably, yet the firmly rooted interest in a fundamental unification persists. Unification is defined as attempts to explain several principles according to one definition or equation. This proc ess occurs in all areas of science, from biologyRead MoreThe Theory Of Monetary Models Of Exchange Rates818 Words   |  4 Pageswalk explained data better than any fundamentals-based model. I argue that the demonstrative reasoning used by these models fails to accommodate the true nature of exchange rates and prices. Further, I propose an analytical narrative framework would best capture the complex and interconnected nature of exchange rates. In this short paper, I explore the failure of price theory in monetary models of exchange rates. I then propose that the more modern asset-price theory of exchange rates is ripe for theRead MoreWhat is Philosophy?1500 Words   |  6 Pagescharacteristics of a â€Å"fundamental idea† - Fundamental ideas are usually general (Christianity more general than Protestantism, yet less general than religion). As a rule, fundamental ideas are not only general, they are also pervasive (depends on extent to which an idea is found in different co ntexts). Fundamental ideas are found in such diverse areas as religion and science. * Philosophical interest with their meaning, truth (basic concern with Philosophy – a belief about the nature or existence of somethingRead MoreLogic, Metaphysics, Epistemology, And The Value Theory1244 Words   |  5 PagesA1.) The four main divisions in Philosophy are: logic, metaphysics, epistemology, and the value theory. †¢ The division of logic is essentially the division in which all reasoning of our knowledges is deemed correct. Logic focuses on arguments within reasoning and accounts for which arguments will be successful and which arguments will fail. The special subject of logic is the breakdown of the the three Laws of Thought: the law of identity, the law of contradiction, and the law of the excludedRead MoreKantian Ethics And The Categorical Imperative Essay1581 Words   |  7 Pagesphilosopher discusses his most famous ethical theory, the â€Å"Categorical Imperative.† The â€Å"Categorical Imperative† is a proposed universal law in stating all humans are forbidden from certain actions regardless of consequences. Although this is the general definition of this ethical theory, the Categorical Imperative† exists in two above formulations, A strict interpretation of Categorical Imperative and a more liberal interpretation. This Kantian moral theory shapes almost all of Immanuel Kant’s workRead MoreSpeech : Parallel Universe Is Exist1127 Words   |  5 PagesTitle of Speech: Parallel Universe Specific Purpose: To persuade the audience that Parallel Universe is exist. Thesis Statement: I am here to persuade you that Parallel Universe is exist, it is possible because the scientist discovery and theory. Introduction I. Attention-getter/Opener: I am going to tell a little phenomenon about something we might have had, the Deja vu. People some time have the experience of familiar with someone, or some scene, However, those people were never had a chanceRead MoreMoral Theories Of Human Rights1433 Words   |  6 PagesWhat do you understand under the philosophy of human rights and the reality of moral theories ABSTRACT The idea of human rights came up as early as 539 BC when the armies of Cyrus the great who was the king of ancient Persia conquered the city of Babylon and he freed all the slaves and gave them the right to chose a religion of their choice. This reveals the history of human rights. However the history of human rights complements the philosophical aspect of the same. Both aspects champion the ideaRead MoreIntellectual Progress Of Mankind By Martin Luther King Jr.1610 Words   |  7 Pagesability to conceptualize. This helps humankind to progress in different aspects of life and make advancements on daily basis in relation to his life. Three main subject leads toward Intellectual Progress of mankind, philosophies, ideologies, and theories which this paper examines as related themes that often intersect in educational ideas (Gutek, 2004). Philosophy falls somewhere between the arts and sciences. On the one hand, it offers idiosyncratic worldviews that may be too disparate to compa re

The Princess fairytales Free Essays

â€Å"How have I become who I am today? † This is a question that adults ponder on a daily basis. There is a large amount of resources such as authoritative figures, books and experiences, which can influence your character. There is however, an important force that contributes to a human’s characteristics today- fairytales. We will write a custom essay sample on The Princess fairytales or any similar topic only for you Order Now Fairytales are fanciful tale of legendary deeds and creatures, usually intended for children. What is not known though is what effect a fairytale has on a person today. Bruno Bettelheim’s The Uses of Enchantment, reveals a revelation on the enormous value of fairytales. In order to support Bettelheim’s theories the fairytales The Princess and the Frog, The Little Mermaid, The Mouse Princess and The Seventh Father of the House have been analyzed. Theories similar to Bettelheim’s by psychologists Sigmund Freud, Renee Hall and Jack Zipes are used to describe the meanings and importance of these fairytales. Characters representation in these fairytales support psychologists’ theories such as those in Bruno Bettelheim’s The Uses of Enchantment that suggest that fairytales have an influence on children through the principles of reality versus pleasure principle, self discovery and approach to problems. Representation of characters in the fairytales Princess and the Frog, The Little Mermaid and The Mouse Princess, support psychologists Bruno Bettelheim and Sigmund Freud’s theories that suggest fairytales contribute to progress in a child through recognition of pleasure to the reality of life. Bruno Bettelheim develops the concept of the moral conscience first explored by Sigmund Freud. Sigmund Freud’s theories says, † The commands of the moral conscience come from the personal perception and appropriation of values which we discover in the stories or examples of persons we want to be like†. SG1) Freud means to say that our thoughts come from our perceptions of stories or persons that we wish to be like. Bettelheim builds on this theory, and further explains, † Identification with [characters] teaches that there are developments-possibilities of progress from the pleasure principle to the reality principle†. (UE43) Bettelheim means that fairytale s can help a child realize the difference between pleasure and reality, through the solutions characters find to their problems. For example, in the fairytale The Princess and the Frog, the main character Tiana is characterized as a girl who wishes upon an Evening Star. Tiana therefore finds pleasure in believing that her dreams can come true by wishing on the star. Reality is shown to Tiana by her father though, when he says, † †¦ that old star can only take you part of the way, you’ve got to help it along with some hard work of your own. † (PF8) From this fairytale, a child can learn that success takes work and dedication, and that one must not believe in success coming instantly. Another fairytale where the reality versus pleasure principle can be shown is The Little Mermaid. Like Tiana, the little mermaid is a character who seeks pleasure in dreams of transforming from mermaid to human. The mermaid’s reality though, shows in the excerpt that says, † A two-edged sword seemed to thrust itself through her delicate body; she fainted, and lay as though dead. † (LM61) Children can learn that in reality, a sacrifice, big or small, sometimes has to be made in order to achieve your goals in life. In the story The Mouse Princess, pleasure is shown by the Prince’s brothers when they choose beauty in order to find success. Reality is shown to the brothers though, when the authors says,† Indeed, there was little to choose between them for looks and arrogance. (MP206/207) The Prince’s brothers find that their wives were not adequate enough. A child gets the message from this fairytale that there are consequences when one does not search for quality in order to gain their desires in life. CONCLUSION The character’s representation in the fairytales Princess and the Frog, The Seventh Father of the House, and The Little Mermaid, support t he theories of psychologists Bruno Bettelheim and Megge Hill Fitz-Randolph which suggest that fairytales contribute to a child’s progression through the process of self- discovery. In The Uses of Enchantment, Bettelheim states, â€Å"Children are searching for the solutions†¦ â€Å"Who am I? How ought I to deal with life’s problems? â€Å"†¦ the fairytale has a consistent structure with a definite beginning and a plot that moves toward a satisfying solution which is reached at the end. † (UE47/57) Bettelheim explains that fairytales provide answers to important questions that children begin to question when their lives begin. The answers that they obtain help to shape the child’s process of thought, leading him to discover his capabilities. The structure provided in the fairytale in turn gives the child a guideline to follow. A child identifies with the structures and characters, which both help the child understand why the child feels and thinks the way he or she does. Psychologist Megge Hill Fitz-Randolph, in her article entitled, Fairytales as Guide to Self Understanding, she says, â€Å"Due largely due to the work of Carl Jung, Marion Woodman, Joseph Campbell and others fairy tales along with myths have become a satisfying and surprising way to get a larger view of oneself†¦ Becoming one’s authentic self or Individuation is always the endgame of the fairy tale’s journey. † (MR1) Randolph simply states that through reading and understanding fairytales, one can find themselves by the end of the story. The process of self discovery is shown in the fairytale The Princess and the Frog, when Tiana is faced with the problem of being magically turned into a frog. Tiana finds herself when the story states, â€Å"There was something special about her. She knew that my daddy taught me well. He always knew what was important. â€Å"(PF54) Throughout the story, Tiana finds that her strength is staying focused to the task that she had originally planned to succeed at, which was having her own restaurant. From this experience, a child learns that there may be extraordinary problems that one may encounter, but at the end of the trial, one will always learn something about himself. In the fairytale The Seventh Father of the House, the traveller discovers that he has the drive to follow through with his plans to find a place to stay. The traveller must ask seven men in order to find a place to stay. By the end of the process, the traveller finally asks,† Good Evening Father! Will you put me up for the night? † (7F14) By the end stage of this fairytale, the traveller has learnt that he indeed has the drive to follow through on plans, even though he had to go through many men in order to get to where he has ended. From this ordeal, a child learns that in order to find yourself, or what you are good at, you must never give up. The process of self discovery can finally be seen in the fairytale The Little Mermaid. The mermaid almost lost her life in an attempt to figure out what she truly wanted in her life. In a turn of events, the fairytale states, â€Å"The knife quivered in her hand-then she flung it far out in the waves; she looked at the prince, she threw herself from the ship into the sea, where she felt her body dissolving into foam. † (LM68) The mermaid thought she knew what she wanted, then realized that the suffering she had gone through was not worth her dream. A child can learn that one has to go through ordeals, big or small, and some may even suffer in the hopes of finally becoming the person he would like to be. CONCLUSION A character’s representation in the fairytales The Princess and the Frog, The Mouse Princess and The Seventh Father of the House support psychologists Bruno Bettelheim and Jack Zipes theories that suggest fairytales contribute to the development of a child through the concept of the correct approach to problem solving. In The Uses of Enchantment, Bettelheim states that, † †¦ too many parents want their children’s mind to function as their own do.. f he becomes more able to understand others, and eventually can relate to them in ways which are mutually satisfying and meaningful. â€Å"(UE1) This means that fairytales can help a child’s mind function in a manner that is understanding to them and give the child proper problem solving skills that would be essential to them for the future. Jack Zipes analysis of problem solving through fairytales can be found in his work entitled, Why Fairytales Stick, Zipes says, † fairy tales were designed to communicate ideas about natural instinct, social relations, normative behaviour, character types†¦ (JZ99). Zipes suggests that a fairytale was meant to serve the function of helping to solve problems, therefore shadowing the beliefs of Bettelheim. In the fairytale The Princess and the Frog, when Tiana turns into a frog, the reader is introduced to an unrealistic situation, but still a process where problem solving tactics are involved. Tiana was able to solve her problems by asking questions and making sure she received answers that would help her solve the dilemma. A child can learn the important skill of problem solving from Tiana by following in her footsteps and asking for help from the right person in order to solve a problem. In the fairytale The Seventh Father of the House, problems arise between the Prince and his brothers. The story says, â€Å"But the Countess and the Duke’s daughter glared haughtily at one another over their bridegrooms’ heads, all their past friendship forgotten in their present rivalry. † (MP215) The Prince was able to successfully find a bride through this hard work and perseverance. The Prince was able to solve his problem and gain positive aspects when he earned his father’s crown, and earning the resentment of his lazy brothers. This story teaches children that without the correct problem solving skills, the result of the task will be negative. Similarly to Tiana, the traveller in The Seventh Father of the House was able to analyze the situation that he was put in, and ask a multitude of questions to several people, and finally able to find a healthy solution to his task- finding a place to stay. â€Å"How have I become who I am today? † This is a question that adults ponder on a daily basis. There is a large amount of resources such as authoritative figures, books and experiences, which can influence your character. There is however, an important force that contributes to a human’s characteristics today- fairytales. Fairytales are fanciful tale of legendary deeds and creatures, usually intended for children. What is not known though is what effect a fairytale has on a person today. Bruno Bettelheim’s The Uses of Enchantment, reveals a revelation on the enormous value of fairytales. In order to support Bettelheim’s theories the fairytales The Princess and the Frog, The Little Mermaid, The Mouse Princess and The Seventh Father of the House have been analyzed. Theories similar to Bettelheim’s by psychologists Sigmund Freud, Renee Hall and Jack Zipes are used to describe the meanings and importance of these fairytales. Characters representation in these fairytales support psychologists’ theories such as those in Bruno Bettelheim’s The Uses of Enchantment that suggest that fairytales have an influence on children through the principles of reality versus pleasure principle, self discovery and approach to problems. Representation of characters in the fairytales Princess and the Frog, The Little Mermaid and The Mouse Princess, support psychologists Bruno Bettelheim and Sigmund Freud’s theories that suggest fairytales contribute to progress in a child through recognition of pleasure to the reality of life. Bruno Bettelheim develops the concept of the moral conscience first explored by Sigmund Freud. Sigmund Freud’s theories says, † The commands of the moral conscience come from the personal perception and appropriation of values which we discover in the stories or examples of persons we want to be like†. SG1) Freud means to say that our thoughts come from our perceptions of stories or persons that we wish to be like. Bettelheim builds on this theory, and further explains, † Identification with [characters] teaches that there are developments-possibilities of progress from the pleasure principle to the reality principle†. (UE43) Bettelheim means that fairytale s can help a child realize the difference between pleasure and reality, through the solutions characters find to their problems. For example, in the fairytale The Princess and the Frog, the main character Tiana is characterized as a girl who wishes upon an Evening Star. Tiana therefore finds pleasure in believing that her dreams can come true by wishing on the star. Reality is shown to Tiana by her father though, when he says, † †¦ that old star can only take you part of the way, you’ve got to help it along with some hard work of your own. † (PF8) From this fairytale, a child can learn that success takes work and dedication, and that one must not believe in success coming instantly. Another fairytale where the reality versus pleasure principle can be shown is The Little Mermaid. Like Tiana, the little mermaid is a character who seeks pleasure in dreams of transforming from mermaid to human. The mermaid’s reality though, shows in the excerpt that says, † A two-edged sword seemed to thrust itself through her delicate body; she fainted, and lay as though dead. † (LM61) Children can learn that in reality, a sacrifice, big or small, sometimes has to be made in order to achieve your goals in life. In the story The Mouse Princess, pleasure is shown by the Prince’s brothers when they choose beauty in order to find success. Reality is shown to the brothers though, when the authors says,† Indeed, there was little to choose between them for looks and arrogance. (MP206/207) The Prince’s brothers find that their wives were not adequate enough. A child gets the message from this fairytale that there are consequences when one does not search for quality in order to gain their desires in life. CONCLUSION The character’s representation in the fairytales Princess and the Frog, The Seventh Father of the House, and The Little Mermaid, support t he theories of psychologists Bruno Bettelheim and Megge Hill Fitz-Randolph which suggest that fairytales contribute to a child’s progression through the process of self- discovery. In The Uses of Enchantment, Bettelheim states, â€Å"Children are searching for the solutions†¦ â€Å"Who am I? How ought I to deal with life’s problems? â€Å"†¦ the fairytale has a consistent structure with a definite beginning and a plot that moves toward a satisfying solution which is reached at the end. † (UE47/57) Bettelheim explains that fairytales provide answers to important questions that children begin to question when their lives begin. The answers that they obtain help to shape the child’s process of thought, leading him to discover his capabilities. The structure provided in the fairytale in turn gives the child a guideline to follow. A child identifies with the structures and characters, which both help the child understand why the child feels and thinks the way he or she does. Psychologist Megge Hill Fitz-Randolph, in her article entitled, Fairytales as Guide to Self Understanding, she says, â€Å"Due largely due to the work of Carl Jung, Marion Woodman, Joseph Campbell and others fairy tales along with myths have become a satisfying and surprising way to get a larger view of oneself†¦ Becoming one’s authentic self or Individuation is always the endgame of the fairy tale’s journey. † (MR1) Randolph simply states that through reading and understanding fairytales, one can find themselves by the end of the story. The process of self discovery is shown in the fairytale The Princess and the Frog, when Tiana is faced with the problem of being magically turned into a frog. Tiana finds herself when the story states, â€Å"There was something special about her. She knew that my daddy taught me well. He always knew what was important. â€Å"(PF54) Throughout the story, Tiana finds that her strength is staying focused to the task that she had originally planned to succeed at, which was having her own restaurant. From this experience, a child learns that there may be extraordinary problems that one may encounter, but at the end of the trial, one will always learn something about himself. In the fairytale The Seventh Father of the House, the traveller discovers that he has the drive to follow through with his plans to find a place to stay. The traveller must ask seven men in order to find a place to stay. By the end of the process, the traveller finally asks,† Good Evening Father! Will you put me up for the night? † (7F14) By the end stage of this fairytale, the traveller has learnt that he indeed has the drive to follow through on plans, even though he had to go through many men in order to get to where he has ended. From this ordeal, a child learns that in order to find yourself, or what you are good at, you must never give up. The process of self discovery can finally be seen in the fairytale The Little Mermaid. The mermaid almost lost her life in an attempt to figure out what she truly wanted in her life. In a turn of events, the fairytale states, â€Å"The knife quivered in her hand-then she flung it far out in the waves; she looked at the prince, she threw herself from the ship into the sea, where she felt her body dissolving into foam. † (LM68) The mermaid thought she knew what she wanted, then realized that the suffering she had gone through was not worth her dream. A child can learn that one has to go through ordeals, big or small, and some may even suffer in the hopes of finally becoming the person he would like to be. CONCLUSION A character’s representation in the fairytales The Princess and the Frog, The Mouse Princess and The Seventh Father of the House support psychologists Bruno Bettelheim and Jack Zipes theories that suggest fairytales contribute to the development of a child through the concept of the correct approach to problem solving. In The Uses of Enchantment, Bettelheim states that, † †¦ too many parents want their children’s mind to function as their own do.. f he becomes more able to understand others, and eventually can relate to them in ways which are mutually satisfying and meaningful. â€Å"(UE1) This means that fairytales can help a child’s mind function in a manner that is understanding to them and give the child proper problem solving skills that would be essential to them for the future. Jack Zipes analysis of problem solving through fairytales can be found in his work entitled, Why Fairytales Stick, Zipes says, † fairy tales were designed to communicate ideas about natural instinct, social relations, normative behaviour, character types†¦ (JZ99). Zipes suggests that a fairytale was meant to serve the function of helping to solve problems, therefore shadowing the beliefs of Bettelheim. In the fairytale The Princess and the Frog, when Tiana turns into a frog, the reader is introduced to an unrealistic situation, but still a process where problem solving tactics are involved. Tiana was able to solve her problems by asking questions and making sure she received answers that would help her solve the dilemma. A child can learn the important skill of problem solving from Tiana by following in her footsteps and asking for help from the right person in order to solve a problem. In the fairytale The Seventh Father of the House, problems arise between the Prince and his brothers. The story says, â€Å"But the Countess and the Duke’s daughter glared haughtily at one another over their bridegrooms’ heads, all their past friendship forgotten in their present rivalry. † (MP215) The Prince was able to successfully find a bride through this hard work and perseverance. The Prince was able to solve his problem and gain positive aspects when he earned his father’s crown, and earning the resentment of his lazy brothers. This story teaches children that without the correct problem solving skills, the result of the task will be negative. Similarly to Tiana, the traveller in The Seventh Father of the House was able to analyze the situation that he was put in, and ask a multitude of questions to several people, and finally able to find a healthy solution to his task- finding a place to stay. How to cite The Princess fairytales, Papers

Dissension in Sri Lanka Due to English Language for Economic Status

Question: Discuss about theDissension in Sri Lanka Due to English Language for Economic Status. Answer: Abstract English in Sri Lanka has been used as a measure of class, social, cultural and economic status. This has affected the country both positively and negatively, thereby promoting unity and divisiveness in equal measure. Since English is a global language, it has enabled Sri Lanka to connect and relate with the outside world, especially in its participation and role in world cricket, which is one of the most popular games, introduced into the country by British Colonialists in established schools. It has also sparked conflict and violence due to the inequalities emerging from its use in Sri Lanka. In 1948, Sri Lanka became independent from the British colonial rule. The education system in Sri Lanka was realized when it was assimilated into the British Colonial Territory in the nineteenth century. Sri Lankas former colonizers, the Dutch had previously incorporated a Christian primary school system, to which the British introduced the English language as a form of communication. English colonial schools that were set up by the British thereafter experienced low attendance since most Sri Lankans could not communicate in English. Local government schools were then established and they taught in the local dialect, mainly Sinhala and this led to a larger turnout since a majority of Sri Lankans were comfortable and familiar with the local language (Jaufer, 2017).The British Colonial schools were later converted to prestigious schools for the elite while other government schools were attended by the common Sri Lankan.This has led to English being a preserve for a few and it ws used a s a sign of social, economic and cultural prosperity. One could identify with being middle or upper middle class by speaking nothing else but Standard British English. This makes other people who borrowed words from Sinhala or Tamil Languages, which were the other mediums of communication to be termed as inferior or identified one as being from the lower class in Sri Lanka. English tainted with words borrowed from Sinhala was termed as broken English. Broken English in Sri Lankan was associated with not being educated in an elite school, and this, in turn, affected the perception of a person (Gunesekere, 2010). The act of mixing Standard English with other languages was also known as code mixing (Senaratne, 1972.) Many Sri Lankans did not speak Standard English and used its counterpart instead due to lack of exposure, thereby ended up speaking in English that was tainted with words from the local language. Colonial schools provided elite Sri Lankans with a forum to identify with the British, thereby segregating them from the rest of the country folks, with English playing a major part in it. These Sri Lankans educated in Colonial Schools were viewed by others as being intelligent and cultured just because they spoke British English. This elite also ended up being rich and wealthy since it was easier for them to access opportunities provided to them by the colonial administration. In the case provided in the article, Sangakkara was more recognized than Jayasuriya despite them being of equal measure in terms of cricket playing on a national and global level. This was simply because Sangakkara used English identified with the elite society and Jayasuriya used English used by the lower quartile of the society, leading to the latter being frowned upon. English led to social and economic segregation of Tamils in Sri Lanka since most British English speaking individuals in the government were the Sinhala leading to conflict (The Root Causes of the Ethnic Conflict in Sri Lanka). English was recognized as the official language of working in many institutions in the country. English Education was also a preserve for those in higher levels of governance and this led to only them accessing and holding on to higher positions of might and prestige (Saunders, 2007). Standard English speaking being viewed as a preserve for the elite is not only limited to Sri Lanka but also other former British colonies in the world. This makes it a requirement in the most prestigious universities and it guarantees getting a well-paying job anywhere in the world. English provides a platform for global business to prosper (Corradi, 2017). Conclusion In general, English speaking in Sri Lanka plays a major role in how other people perceive you. This is not only in Sri Lanka but also in other parts of the world. It brought a large rift between the Majority Sinhala and Minority Tamil, promoting violence and discrimination in the economic sector and also in governance. This in turn, led to the unequal distribution of government resources and opportunities to the minority people. References Jaufer, A. (2017).The Evolution of Education In Sri Lanka. Retrieved 19 April 2018, from https://roar.media/english/life/sponsored/the-evolution-of-education-in-sri-lanka/ Gunesekera, M. (2010).The postcolonial identity of Sri Lankan English(pp. https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1545-7249.2007.tb00111.x). Colombo: Vijitha Yapa Publ. Senaratne, C. (1972).Sinhala-English code-mixing in Sri Lanka A sociolinguistic study(pp. Chapter 1 page 4). Colombo, Sri Lanka. Retrieved from https://www.lotpublications.nl/Documents/217_fulltext.pdf The Root Causes of the Ethnic Conflict in Sri Lanka(p. page 2). Retrieved from https://siteresources.worldbank.org/INTSRILANKA/Resources/App1.pdf Corradi, A. (2017).The Linguistic Colonialism of English.BROWN POLITICAL REVIEW. Retrieved 19 April 2018, from https://www.brownpoliticalreview.org/2017/04/linguistic-colonialism-english/ Saunders, B. (2007). (Post)Colonial Language: English, Sinhala, and Tamil in Sri Lanka. Retrieved from https://homes.chass.utoronto.ca/~cpercy/courses/eng6365-saunders.htm

Religious Social Education Coursework Christianity Essay Example

Religious Social Education Coursework Christianity Essay I visited Socketts Heath Baptist Church in Grays; it was originally Clarence Road Baptist Church in 1893. Then in 1933, the church was moved to its present location on Premier Avenue.The main parts of the interior of a church are:Pews: the pews in the church are used to seat the Christians who attend Church. Near the back of main assembly hall are some chairs just in case extra seating space is required. Before the 15th Century the sick and the old were the only people allowed to sit down on the Pews, whilst all the other people would have had to stand. In the 17th century pews were boxed in, and furnished with padded seats and hat pegs. The church I am studying has pews.The Cross-: Directly above the Communion Table is a cross. The symbol of a cross is symbolic of the cross that Jesus was nailed to.The Communion Table: The communion table is a major article within the church. Bread, wine and the Bible are the main objects, which are placed on the communion table. The communion table is placed at the front of the church so the entire congress can see it. The vicar also performs services there. However, at certain times of the year such as Christmas, the people walk down the aisle to the Alter where they receive the bread and wine from the Vicar. A table is used because in Luke chapter 22 verse 14 it states, when the time came, Jesus took His place at the table.Communion is often called The Breaking Of The Bread or The Lords Supper. The reason it is known as either these two because Jesus performed these actions before he died.In Luke chapter 22 verses 17-20 describe how Jesus first gave communion with his disciples, Then Jesus took some bread, gave thanks, broke it and gave it to the apostles saying This is my body, which I am giving for you do this to remember me. In the same way, after supper, Jesus took the cup and said, This cup is the new agreement that God makes with his people. This new agreement begins with my blood, which is poured out for youPulpit: B eginning in about the 9th century two desks called ambos were provided in Christian churches one for reading from the Gospels and the other for reading from the letters. The former, which became increasingly ornate, was the forerunner of the Pulpit. By the 13th century what could be called modern pulpits were being installed in Italian churches. The alter is traditionally at the east end of the Church. Often it is erected against a pillar and sometimes upon a short, freestanding base or slender column. Usually hexagonal or octagonal in form, it is serving as a decorative sounding board. English pulpits often gave two or three stories, with the lowest for a clerk, the middle one for a reading desk, and the third for the preaching of the sermon. There are also external, outdoor pulpits that are entered from within the church.Baptistery Pool: A Baptistery pool is only found inside Baptist churches only. It is believed that baptism was the door to the church. People are only baptised w hen they feel that they are ready to commit themselves to Christ. This is can be at any age, but sometimes the parents of a child will have their children baptised when they are young, the problem with this is that the child does not understand what is happening to them. At Grays Baptist Tabernacle there is a large baptistery pool, which is hidden. The Baptist pool is at the front of congregation so everyone can see the person being baptised. Jesus told his disciples in Matthew chapter 28 verse 19 So go and make followers of all the people in the world. Baptise them in the name of the Father and the Son and the Holy Spirit.Lectern: The Lectern is a reading desk to hold the Bible open. It is normally made out of wood or brass. Occasionally the Lectern is shaped like an eagle because this is a reminder to the people of Isaiah chapter 40 verse 31 in the Old Testament who said that those who hope in the Lord will soar like an eagle. In high-church services the priest gives the gospel re ading in each service from the middle of the congregation but the other readings are given from the Lectern. At Grays Baptist Tabernacle the Lectern is found at the front of the congregation in front of the Communion table.The Bible: The Bible is a collection of Holy Scriptures, which members of that faith accept as authoritative. The Bible is often referred to as the Canon of scriptures. At Grays Baptist Tabernacle the Bible is always left open on the lectern.Stain Glass Windows: Stain glass windows are often found in historical and modern churches. Stained glass windows originally told Biblical stories; nowadays they are mainly pictures of Jesus, May, Saints and any other important Christian figures.Section BAll these features in the church help with worship in one form or another. I need to find out how they assist belief to do that I will write about every item listed in section A, plus I will ask 3 people to answer a questionnaire that I have created.The Cross-: The cross is th e main symbol for Christianity. A cross, in some shape or form, is likely to be found in a vast majority of church. The crucifix is a cross, which carries the figure of a dying Jesus. This symbolises the sufferings of Jesus by which Christians believe they are forgiven. Towards the end of Holy Week, the crucifixes is empty to indicate the Christian belief that Jesus is no longer on the cross but risen from the dead. In the church, the cross is used for people to concentrate on the death of Jesus. At Grays Baptist Tabernacle the cross is empty all year round to show that Jesus is alive.Communion Table: The communion table is where the bread and wine are placed for Communion. The table is laid to remind the church of the Last Supper as Jesus commanded his disciples. In some Christian churches, Holy Communion, or the Eucharist is the most important act of worship in which they take part. Holy Communion means Holy Sharing and refers to the service in which Christians share bread and win e with each other, and with God. As they do so they also share spiritually in the death of Jesus on the cross. Matthew chapter 26 verses 26-28 these words form the basis of Holy Communion today.Chalice: The Chalice is used during communion. After the priest blesses it, he hands them the chalice containing the wine. He says, The blood of Christ. The person replies each time Amen. The bread and wine are no more than just symbols and they remain so throughout the service unlike the High Church or the Catholic point of view.Baptistery Pool: The baptistery pool is used for adult and infant baptism. Parents who bring their child for a baptism believe that this ceremony marks the spiritual rebirth of their child as others renounce evil and repent on its behalf. Adult baptisms are mainly the same as child baptisms except the person chooses that he/she agree to the ways and the beliefs of Christ.Lectern: the lectern gives a special and respectful place for the Bible in the church, which eve ry member is familiar with. The lectern is used during the readings of passages from the Bible. It is shaped so that the Bible will not drop when reading; it is likely to cause a distraction during the service if the Bible is dropped. The Bible can be opened at the appropriate page and left on the lectern before the meeting so there is no time loss in finding the verses.The Bible: The Bible is the Holy Scripture, which is written to help the congregation understand the word of God. The Bible is very valuable to Christians, since it carries instructions given by the Lord. The Bible contains Gods authority on all aspects of belief and behaviour. In 2 Timothy chapter 3 verses 16-17 say All Scripture is inspired by God and is useful for teachings the truth, rebuking error, correcting faults, and giving instructions for right living so that the person who serves God may be fully qualified and equipped to do every kind of good deed.Most church denominations believe that it is important to use quotes from the Bible when speaking to the people. Passages from the Bible are read in almost all Christian services as well as being used in sermons. Lay-people as well as the clergy can give these. During some services and sermons the priest takes one of the Bible passages which has been read earlier in the service and explains both its meaning and its teaching for Christian life today.Members of the congregation usually read the readings from the Old Testament. The reading from the Gospels, however, is usually read by the vicar to show its importance. The reason why the Gospels are treated differently is that they contain the only record of the birth, life, teaching, death and resurrection of Jesus. They are the foundation of the Christian faith. It is thought the other readings do not carry the authority or the importance, which is, attached to readings from the Gospel.Conclusion: In section B, I have tried to show how all the furnishings and fittings are used in Church lif e and how they relate to different Church festivals e.g. Christmas and Easter.Section 3In this part of my project I am going to be discussing whether I think that for a Christian, worship at home more important than worship at church?In todays world, when someone is speaking about church, most people think of it as a building. However church is not just a building but it is the congregation as well.In the New Testament, Acts 2 verse 41-47 it talks about the group of believers that became the new church. This shows that the most important part of the church is the people. In Greek Church means a gathering of people. Therefore, it does not really matter there you are or when you worship God. Some people believe that it is possible to worship God within your own home, in just the same way as you would in a Church, but the Bible says it is important to meet together. In the Old testament God told his people to remember the Sabbath and keep it Holy. In the New Testament, the church was t old not to give up the habit of meeting together. However, Paul says in 1 Corinthians 11 verse 17 that the meetings for worship actually do more harm than good. This is because some were being greedy and getting drunk.For a Christian, worship includes singing, prayer, preaching and Holy Communion. When you are taking communion, the priest or vicar blesses the bread and the wine and then gives it for you to consume. If you are worshiping at home you cannot do this but this does not stop you thinking about the Lord and Jesus. In spite of this some Christians do not believe you have to have a special person to bless the bread and the wine and therefore, they will take it at home with others.Additionally in a church you have more furnishings and features to help assist you worshipping God. For example, you might have an organ or other instruments to aid you whilst you are singing. I believe that it helps and encourages the congregation when there are a lot of people singing. It is also a good place for new songs to be easily introduced and so it keeps people interestedWhen people are worshipping in churches they are sometimes filled with the Holy Spirit or this is also known as the baptism of the Spirit. One of the gifts is to speak in a language known as tongues. Another is the power to heal the sick.Some people may prefer to worship in the comfort of their own home. This might be because they feel more comfortable. Today, most people have a television and so they can watch religious programmes designed to help them worship. If they were at Church they might also be embarrassed about singing and worshipping in front of everyone, but if they were at home alone they probably would not get so embarrassed. But in Psalm 149 it says sing to the Lord a new song, his praise in the assembly of the saints. Which says that you should praise God with other people and in Psalm 150 it says Praise God in his sanctuary which also means praise God in church.In a church, you usual ly get someone who preaches and tries to teach you about Christian life. At home, there is not a preacher and so you do not learn about as much about God and Christian way of loge as you do when you go to church. However, you could get books and tapes from the local Christian bookshop or over the Internet that would help you study the Bible.In conclusion, I think that you can worship in your own home but worshipping in a Church is more effective because you are around other Christians and you can talk to them about subjects, which help you worship God. I believe it is better to worship in church because you can talk about how you feel; an example of this is when someone feels upset and unhappy. They might have suffered a death in the family, enjoyed and perhaps receive prayer or help.

A Tale Of Two Cities Essays - Literature, English-language Films

A Tale Of Two Cities Essays - Literature, English-language Films A Tale Of Two Cities In the fictitious novel Tale of Two Cities, the author, Charles Dickens, lays out a brilliant plot. Charles Dickens was born in England on February 7, 1812 near the south coast. His family moved to London when he was ten years old and quickly went into debt. To help support himself, Charles went to work at a blacking warehouse when he was twelve. His father was soon imprisoned for debt and shortly thereafter the rest of the family split apart. Charles continued to work at the blacking warehouse even after his father inherited some money and got out of prison. When he was thirteen, Dickens went back to school for two years. He later learned shorthand and became a freelance court reporter. He started out as a journalist at the age of twenty and later wrote his first novel, The Pickwick Papers. He went on to write many other novels, including Tale of Two Cities in 1859. Tale of Two Cities takes place in France and England during the troubled times of the French Revolution. There are travels by the characters between the countries, but most of the action takes place in Paris, France. The wineshop in Paris is the hot spot for the French revolutionists, mostly because the wineshop owner, Ernest Defarge, and his wife, Madame Defarge, are key leaders and officials of the revolution. Action in the book is scattered out in many places; such as the Bastille, Tellson's Bank, the home of the Manettes, and largely, the streets of Paris. These places help to introduce many characters into the plot. One of the main characters, Madame Therese Defarge, is a major antagonist who seeks revenge, being a key revolutionist. She is very stubborn and unforgiving in her cunning scheme of revenge on the Evermonde family. Throughout the story, she knits shrouds for the intended victims of the revolution. Charles Darnay, one of whom Mrs. Defarge is seeking revenge, is constantly being put on the stand and wants no part of his own lineage. He is a languid protagonist and has a tendency to get arrested and must be bailed out several times during the story. Dr. Alexander Manette, a veteran prisoner of the Bastille and moderate protagonist, cannot escape the memory of being held and sometimes relapses to cobbling shoes. Dr. Manette is somewhat redundant as a character in the novel, but plays a very significant part in the plot. Dr. Manette's daughter, Lucie Manette, a positive protagonist, is loved by many and marries Charles Darnay . She is a quiet, emotional person and a subtle protagonist in the novel. One who never forgot his love for Lucie, the protagonist Sydney Carton changed predominately during the course of the novel. Sydney , a look-alike of Charles Darnay, was introduced as a frustrated, immature alcoholic, but in the end, made the ultimate sacrifice for a good friend. These and other characters help to weave an interesting and dramatic plot. Dr. Manette has just been released from the Bastille, and Lucie, eager to meet her father whom she thought was dead, goes with Mr. Jarvis Lorry to bring him back to England. Dr. Manette is in an insane state from his long prison stay and does nothing but cobble shoes, although he is finally persuaded to go to England. Several years later, Lucie, Dr. Manette, and Mr. Lorry are witnesses at the trial of Charles Darnay. Darnay, earning his living as a tutor, frequently travels between England and France and is accused of treason in his home country of France. He is saved from being prosecuted by Sydney Carton, who a witness confuses for Darnay, thus not making the case positive. Darnay ended up being acquitted for his presumed crime. Darnay and Carton both fall in love with Lucie and want to marry her. Carton, an alcoholic at the time, realizes that a relationship with Lucie is impossible, but he still tells her that he loves her and would do anything for her. Darnay and Lucie marry each other on the premises of the two promises between Dr. Manette and Darnay. Right after the marriage, while the newlyweds are on their honeymoon, Dr. Manette has a relapse and cobbles shoes for nine

DAECHER Surname Meaning and Family History

DAECHER Surname Meaning and Family History Occupational in origin, the Daecher surname most likely derived from the Old High German word decker, denoting one who covered roofs with tile, straw or slate. The meaning of the word expanded during the Middle Ages to encompass carpenters and other craftsman and was used to refer to one who built or laid the decks of vessels From the German Decher, meaning the quantity of ten; this may also have been a name given to the tenth child. Surname Origin: German Alternate Surname Spellings:  DEKER, DECKER, DECHER, DECKARD, DECHARD, DEKKER, DEKKES, DEKK, DECK, DECKERT, DEKKES, DECKARD, DEKK, DECK, DECKERT  Ã‚   Famous People with the DAECHER Surname Jessie James Decker -  American country pop singer-songwriter and reality T.V. personalityEric Decker - American National League Football wide receiverDesmond Dekker - Jamaican  singer-songwriter and musicianThomas Dekker -  English  dramatist and pamphlet writer Where is the DAECHER Surname Most Common? The Daecher surname, according to surname distribution information from Forebears, is primarily found in the United States- especially in the state of Pennsylvania, followed by California and New York. WorldNames PublicProfiler indicates the Daecher surname is most common, as might be expected, with people living in Germany, followed by those in the United States. Within Germany, the Daecher surname is found most frequently in Hessen, followed by Nordrhein-Westfalen and Thuringen. Within the United States, the majority of the individuals with the Daecher surname are living in Pennsylvania. Genealogy Resources for the Surname DAECHER Daecher Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Daecher family crest or coat of arms for the Daecher surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. DECKER DNA ProjectMore than 100 members have joined this project for the Decker surname (and variants such as Daecher) to  work together to find their common heritage through DNA testing and sharing of information. DECKER Family Genealogy ForumThis free message board is focused on descendants of Decker ancestors around the world. Search the forum for posts about your Decker ancestors, or join the forum and post your own queries.   FamilySearch - DAECHER GenealogyExplore over 1.3 million  results from digitized  historical records and lineage-linked family trees related to the Daecher surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. DECKER Surname Mailing ListFree mailing list for researchers of the Daecher surname and its variations includes subscription details and a searchable archives of past messages. GeneaNet - Daecher RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Daecher surname, with a concentration on records and families from France and other European countries. The Daecher Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Daecher surname from the website of Genealogy Today. Ancestry.com: Daecher SurnameExplore over 2.6 million digitized records and database entries, including census records, passenger lists, military records, land deeds, probates, wills and other records for the Daecher surname on the subscription-based website, Ancestry.com - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

Statistical genetics Term Paper Example | Topics and Well Written Essays - 1250 words

Statistical genetics - Term Paper Example Genetic association assists in finding out if a trait associates with a genetic variation. Statistical exploration of the responsible factors helps to accomplish the objectives. Ideally, genetic linkage is a characteristic of proximal location of genes on a chromosome to cause group inheritance. There is a less likelihood of separation of genes located together. Scientists use linkage maps to determine the position of genetic markers or genes relative to one another. Newton Morton developed a statistical test, LOD score useful in linkage analysis. LOD scores relate the likelihood of finding test data in case there is a linkage in the loci (Posthuma 175). Linkage analysis falls into two groups namely parametric and non-parametric. Parametric analysis adopts that models unfolding the maker and trait loci are well known without any error while the nonparametric analysis makes diminutive axioms regarding the trait model or simply put, it ponders all pedigree information. Linkage disequilibrium is used to describe DNA recombination. Generally, linkage concerns the physical segments of the genome that gives characteristics to a given trait. Various statistical methodologies have been useful in detecting genetic variation and analyzing genotype data. In the recent years, scientists have come up with high quantity genotyping technologies that are cost-effective and assist in understanding the genetic basis of phenotypes of interest. The presence of many SNPs has facilitated the success of statistical genetic studies. The first step in gene mapping used to be linkage analysis (Lin & Hongyu 103). SNPs that have close relationship as far as proximity is concerned can easily co-segregate as a result of linkage disequilibrium. Association mapping is based on theoretical allelic association, which has been more apparent in recent years. The two main approaches that scientists use to map genetic loci are association and linkage analyses. Factors that are

Persian and Mughal Miniatures Essay Example | Topics and Well Written Essays - 750 words

Persian and Mughal Miniatures - Essay Example As the essay declares the paintings were usually used in books. These are small in size. These paintings evolve from the practice of evaluating initial letter of the chapter with red paint. The materials usually used in these were perishable materials such as paper, cloth, parchment etc. This paper discusses that the are known for their realistic looks and intricate details. The picture planes are densely filled, high horizon line and there was a huge emphasis on the various patterns. Persian artist used bright colors prominently for their miniatures. Emphasis was on the Proper utilization of painting surface. Miniature artist start this painting with some theme in their mind. The artwork depicts the themes i.e. battles, court scenes and legendary stories. The two first and famous Persian artists Mir-Sayyid Ali and Abd-us-samad came to India along with Mugal Emperor Humanyun. The earliest work that comes under the category of Mughal painting is "The princess of the house of Timur". Pigments and materials used in the paintings. Wide uses of paper for the miniatures are found. After Humayun the Art and culture flourished in the regime of Akbar, Jahangir, and Shah Jahan. During Akbar’s period the miniatures were evolved into realistic and secular form from the un realistic and religious form. Akbar was very fond of these miniatures. He got it done for stories, legends, potrais etc.

Since vocabulary development Essay Example for Free

Since vocabulary development Essay Since vocabulary development is an active, ongoing process for children during these years, helping them increase the size of their vocabulary should be an integral, ongoing part of any school curriculum. As suggested by the research cited above, curricula for vocabulary development should concentrate on introducing new words into the classroom and using a variety of teaching methods to ensure that students can grasp the meaning of the words and remember them. Often, this does not mean that teachers need to drastically change their curriculum rather they just need to make sure that whatever their lesson is, it includes a focus on vocabulary. Ive incorporated ideas suggested from the research on vocabulary acquisition, and the teaching recommendations of Baumann Kameenui (1991), and come up with a list of strategies that is key for 3 5 year olds. 1. All curriculum areas should be structured with an eye towards introducing unfamiliar words within that subject area. Teachers should provide definitions or contextual clues to help children figure out the meaning of words, and they should use them often. Students should have the opportunity to use them in the context of the work they are doing. For example, if the teacher is doing a unit on animals and teaching the children the names of different animals, the children might have to pick an animal they like best and draw it. The children could then dictate stories to the teacher that could get written on the picture, or they could make a picture book with pictures of a number of different animals and then tell the teacher the names of all the animals. 2. The teacher should plan to read stories that contain unfamiliar words and then plan a number of activities that give the children the opportunity to use the words. This would include having a discussion of the unfamiliar words, having an analytic discussion of the story, providing opportunities for the students to use the words again by retelling the story in their own words, having students draw pictures that illustrate the word or the story, or having the students act out the story or do a puppet show. 3, The teacher should try to expose students to a variety of oral language, such as songs, poems, stories, non-fiction, etc.  4. A rich conversation/discussion life should be developed in the classroom so that children have the opportunity to hear unfamiliar words and use them in discussions. The children should be given plenty of opportunities to express themselves in general and to use new words. This can include telling stories, acting stories out, singing, reciting poems, playing games, etc. The children should be involved in analytical discussions and the teacher should have small group discussions with the children when possible. 5. The children should be taught strategies for using contextual or visual clues to try to figure out what a word means.  6. Since the home is just as important as school for vocabulary development in these early years (Snow, 1993), ways should be found to involve families in the learning process as much as possible. Studies have shown ( Segel, 1994; Toomey and Sloane 1994) that most parents are interested and willing to learn techniques to help their children learn. At the beginning of the school year, there should be a meeting and information sent to parents to explain the effort to increase the vocabulary of the children. Parents should be informed of the important role they can play and how they can participate throughout the year. The meetings should explain the rationale of this teaching strategy and show parents how to read with their children and highlight new vocabulary and engage them in analytical discussions. Depending on how much time the parents have, the children would bring home their work or a book every night ( or as often as agreed upon between parents and the teacher) and read with their parents or tell their parents a story that they drew or maybe sing a song that they learned, or parents and children could create a story together that the child could bring into school. Parents could be invited to school on a regular basis to see how the teacher works with the children, so that they have a better idea of how to do that at home. Parents could also be invited to read with their children in the classroom at the beginning or end of school for 15 minutes or so. The role of technology in instrucation Media is ideally suited to support this kind of instruction. Since, for the most part, children cannot read at this age, they must rely on the adults around them for the rich oral environment that will help build their vocabulary. This is not the same for older children, who can read independently and look up the definitions of words. The extent to which young children are involved in a rich oral environment, then, depends on the time the adults around them can spend with them, talking and reading to them. The introduction of media allows the child to spend significantly larger amounts of time hearing stories (which can be repeated over and over), hearing rare words, and creating their own stories, both in the classroom and at home. The role of the media, in this case, is to act as a supplement, not take the place of the adults. It is to extend and reinforce the teaching and analytic discussions in the classroom. Children cant have analytic discussions with computers, but they can use the computers and other media to hear stories and words again, and draw or dictate their own stories. The media is also a key element in introducing and maintaining active vocabulary acquistion in the home. The media can be a real help for parents. If the child can bring the media home, parents and children can, for example, watch something together and the parent can discuss it with the child. If the parent is busy, the child can still watch and get the benefits of the additional exposure without having to wait for a parent to be free. Additionally, if a parent does not have strong reading skills and/or is not a native English speaker, they may find it too hard to read to their children. They might find it a lot easier to listen to an audio tape or watch a video of a story with their child.

Essay on Narcissism and Metadrama in Richard II -- Richard II Richard

Narcissism and Metadrama in Richard II  Ã‚  Ã‚      Over the last thirty years, Shakespeare criticism has demonstrated a growing awareness of the self-reflexive or metadramatic elements in his works. Lionel Abel’s 1963 study, Metatheatre: A New View of Dramatic Form, provided perhaps the first significant analysis of the ways in which Shakespeare thematizes theatricality, in the broadest sense of the term, in his tragedies, comedies, and histories. In his discussion of Hamlet, he makes the observation—perhaps a bit commonplace and obvious to us thirty years later—that the famous â€Å"play within a play† is only the most blatant example of self-conscious technique found throughout the tragedy: once we begin to look closely, we notice that nearly â€Å"every important character acts at some moment like a playwright, employing a playwright’s consciousness of drama to impose a certain posture or attitude on another† (46). Elsewhere in his book, Abel argues implicitly that Shakespeare, though he often used metadramatic techniques more in the interest of developing character than creating â€Å"an event,† the way later playwrights do, nevertheless composed plays which â€Å"are theatre pieces about life seen as already theatricalized† (60). In making such statements, Abel laid the groundwork for a number of subsequent studies, from Thomas F. Van Laan’s Role-Playing in Shakespeare, which appeared in 1978, to Judd D. Hubert’s more recent Metatheatre: The Example of Shakespeare.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Critics following Abel’s lead have been especially interested in Shakespeare’s second tetralogy. James L. Calderwood, for instance, reads the Henriad as Shakespeare’s reflection not only on a period of British history during which political authority, political â€Å"truth,... ...l. Metatheatre. New York: Hill and Wang, 1963. Calderwood, James L. Metadrama in Shakespeare’s Henriad. Berkeley: U of California P, 1979. Dean, Leonard F. â€Å"Richard II: The State and the Image of the Theatre.† PMLA 67 (1952): 211-18. Eagleton, Terry. Literary Theory. Minneapolis: U of Minnesota P, 1983. Glasser, Marvin. â€Å"The Poet and the Royal Persona: Lyrical Structures in Shakespeare’s Second Tetralogy.† Modern Language Quarterly 50 (1989): 125-44. Hubert, Judd D. Metatheatre: The Example of Shakespeare. Lincoln: U of Nebraska P, 1991. Lacan, Jacques. Ecrits: A Selection. Trans. Alan Sheridan. New York: Norton, 1977. Shakespeare, William. Richard II. Shakespeare: The Complete Works. Ed. G. B. Harrison. San Diego: Harcourt Brace Jovanovich, 1948. 430-67. Van Laan, Thomas F. Role-Playing in Shakespeare. Buffalo: U of Toronto P, 1978.

Study Overseas Is Better Than Study Locally

Hello .. what are u doing .. how have u been ? Oversea study Nowadays more and more students are eager to study abroad, because they feel that studying abroad is better than studying local universities of our country. However, they have own reason to study locally or abroad. Both of universities, abroad or local have their own uniqueness. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university educa tion excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.

MGT test study guide

We want to understand what operations managers do. 4. MM is such a costly part of an organization What MM People Do: Planning, Staffing, Leading & Controlling Goods vs.. Services: Manufacturers produce tangible product, services often intangible, Operations activities often very similar, Distinction not always clear, few pure services.Productivity units Produced/lineups used, Measure of process improvement, represents output relative to Input, Only through productivity Increases can our standard of living improve. Multi-Factor Productivity: Output/Labor * Materials *Energy* Capital *Miscellaneous. Also known as total factor productivity, outputs & inputs often expressed in dollars, multiple resources units multi-factor productivity. Chapter 2: Global View Of Operations: Reduce costs, Improve supply chain, Provide better goods & services, understand markets, Learn to improve operations, Attract & retain global Allen.Tangible 0 Intangible reasons. Mission & Strategy: M: Where the organ ization is going, Organizational purpose for being, Provides boundaries & focus. S: How the organization will get there, functional areas have strategies; strategies exploit opportunities & strengths, neutralize threats & avoid weaknesses. Strategies for Competitive Advantage: Differentiation: Better or at least different, Cost Leadership: Cheaper, Response: Rapid Reposes.Competing in D: uniqueness can go beyond OTOH the physical characteristics & service attributes to encompass everything that impacts customers perception of value Competing In C: Provide the maximum values as perceived by customer, doesn't Imply low quality. Competing on R: Flexibility: Matching market changes in design innovation & volumes, reliability is meeting schedules, timeliness is quickness in design, production & delivery. Business vs.. Operations Strategy: Strategy Development: Product Design Is a business Issue, have to design the product well In order to sell It make money off of It.

Society And Its Effects On The Male

Society And Its Effects On The Male #268714 SOCIETY AND ITS EFFECT ON THE MALE Victorian novelists often create a world which mirrors their own with a society controlled by repression. Thomas Hardy and Charlotte and Emily Bronte take this oppressive society and have it affect the characters of their novels. The male characters in Emily Bronte's Wuthering Heights, Charlotte Bronte's Jane Eyre, and Thomas Hardy's Tess of the Durbervilles all represent characters striving to rebel against repression. These novelists show that in a community full of oppression and control, the male characters will do anything to better their appearance and acquire the women they love.All three novels present a controlling society in which male characters long to gain acceptance. Heathcliff, an orphaned child, was raised in the lowest level of society until being adopted by Mr. Earnshaw. A ravenous and disheveled youth, he cannot gain Catherine's love. "It would degrade me to marry Heathcliff now(81)."English: Thomas Hardy Locations, Tess o f the Durbe...

19th Century Welfare Provision History Essay

19th Century Welfare Provision History Essay In what ways was 19th century welfare provision shaped by the socially constructed distinction between the deserving and undeserving poor and with what consequences for these different groups in terms of the type of welfare assistance available to them?. The origins of the Welfare State in the United Kingdom go back to Elizabethan times. The introduction of the Poor Laws was the first legislative attempt to ensure that the poor had the means to live. This method continued until the Industrial Revolution, when provision for the poor changed. The Welfare State in its modern form began with the introduction of reforms between 1906 and 1914 by the Liberal Government. These reforms included the introduction of National Insurance, Old Age Pensions and Free School Meals. In the increasingly complex society that emerged in the 19th century industrialised Britain, there was , and has continued t be, a need to support people who are unable to cope without state social welfare provision and br ing order to social life. The Second World War then led to the development of welfare legislation designed to ensure that everybody in the United Kingdom had access to quality healthcare. This resulted in the introduction of the National Health Service and a range of health education and disease prevention measures being introduced in post war Britain. In the period between the fall of the Roman Empire and the enactment of the first Elizabethan Poor Law in 1601 philanthropy was characterized by various hierarchical relationships within the feudal structure.   Help for others was pre-eminently a matter of royal contributions, but was also greatly supplemented by personal charity on the part of the wealthy.   Religion and concerns about life after death drove many to charitable works.   Churches continually increased their position in society and began to take a prominent role in philanthropic endeavours. Over time the church’s role evolved, becoming one of the main instr uments of charitable actions.   A historical perspective is important in understanding british social policy development. Loking at the influence of 19th century social, economic and political change, particularly the A wide range of personal motivations contributed to philanthropic participation, as helping others was seen as emotionally and socially stimulating. While much was accomplished in this period, charity was often erratic and did not always fully meet the needs of the recipients. Robert Morris (1986) Philanthropy can be defined as the provision of financial, material, and ideal resources for cultural, social, and educational institutions.   During the course the 19th century these aims increasingly came to fruition through foundations, limited dividend companies, membership organizations, or by bequests and donations, and were generally facilitated by middle to upper class people. Thomas Adam (2001) Charity organization movements were one of the key characteristics of Victorian era philanthropists. With the emergence of nation states prior to and during this period, poverty and social welfare gradually became embodied in law. State advocated reform was often frenzied, highly bureaucratic, and humiliating to the poor who received aid.   However, as the duties of governments increased, aid societies and philanthropists also expanded their organizational efforts.

Oil Market Essay Example | Topics and Well Written Essays - 1250 words

Oil Market - Essay Example This application, in intermediaries’ purchasing patterns, may also play a role in determining the prices of crude oil from exploration companies (Organization of the Petroleum Exporting Countries 5). Oil supply Global supply of oil has been another significant factor in the oil market. A review of growth rate in the produced volume by different regions identifies volatility in supply volume with a significantly lower growth rate in the year 2013. Supply growth rate in America increased from the year 2011 to the year 2012 but the rate, while positive, reduced in the year 2013. Growth rate in Europe, in the past three years has however been negative with a reducing rate, an indication that oil productivity in the region is declining. Even though at lower rates than those reported in non OPEC European countries, countries in Pacific Asia have similarly reported negative percentage growth rates in the past three years. Other oil producing regions such as other parts of Asia, †Å"Latin America,† â€Å"Middle East,† â€Å"Africa,† and FSU have however registered minimal changes in produced volumes with more negative percentages and the trend in the non-OPEC countries indicating a general reduction in oil supply in the past two years (Organization of the Petroleum Exporting Countries 34). A slight increment in supply volume has however been forecasted among non-OPEC oil producing regions. Oil supply from OECD countries has however been increasing while supply volumes from developing counties has registered a reducing trend between the years 2010 and 2012 by assumed an increasing trend in the year 2013. Supply volumes from former Russian States and other non-OPEC regions have also reported increasing... This paper describes oil prices, oil supply, demand, determinants of oil price, personal opinion. According to the paper trend in global oil prices has remained volatile over the past six months. Data from OPEC identifies three measures for oil prices over the period and the measures, though not equivalent over the time shows a consistent trend to support the hypothesis that prices in the oil market are relatively volatile. Global supply of oil has been another significant factor in the oil market. A review of growth rate in the produced volume by different regions identifies volatility in supply volume with a significantly lower growth rate in the year 2013. Demand is another significant factor to the oil market. The global demand has a predictable trend that can be used to forecast future levels of demand. Price mechanism is also significant to understanding the oil market through factors that determine the prices and the factors’ interaction to dictate the prices over time. Region of utility is one of the factors to oil prices and the level of industrialization determines price volatility by regions with demand shock as the key moderator. Oil prices in developing countries responds quickly and faster to demand shock as compared to prices in developed countries and this knowledge can be instrumental to oil distributers. The oil market is a competitive market that is majorly regulated by demand and supply forces. Data also indicates massive utility in OECD countries, especially in America, and significance of developing countries in determining global prices. Consistency in the market’s data trend means that it can be used to guide investment decision and a potential market is identifiable in America that has high demand for oil. Analysis of the market in developing countries is also necessary for predicting prices towards investment decisions.

Software Usability (HW) Research Paper Example | Topics and Well Written Essays - 500 words

Software Usability (HW) - Research Paper Example Good usability results to a pleasant man-to-machine interaction while bad usability results to frustration. Evaluating the site usability is a subjective process involving corporate views and user perspectives. The end-users should have to have the last opinion about it. Below could be a set of criteria in assessing site usability: Navigability. First of all, there should be a speedy and easy navigation where a user won’t seem to notice he/she is in fact navigating. A good ride around the site keeps the user stuck for more and exploring for concerns becomes common sense. At the very least, the user becomes at ease about the organization of the site without necessarily knowing what it is (Lawrence & Tavakol, 2007). Frames, table of contents, â€Å"You are here!† flags are just some of the commonplace devices to easy navigation (Spool et al., 1999). Content Layout. Visuals are just of the essence. The site is made for the users not for the developers or designers who can read through intricate machine languages. However, this is not heavily about aesthetics, though – in fact, not at all. This is where the readable text style and size and appropriate color come into the picture of an acceptable page visibility allocated for a user (Peterson, 2005). User-preference. This may be the most important factor in e-commerce sites. Though it may not be useful to all websites, some people will still actually look for the â€Å"Search† button first thing upon getting into the site. Web experts seem to have come into unparalleled conclusions regarding website usability. One may always find loopholes in every argument another makes. Actually, usability is a simple thing people only likely notice when they don’t get it. To end debates like these, consumer research is key. Consumer psychology is a way to marketability. More so, nobody makes a good conclusion without a good research. It

Social Enterprise and Future Essay Example | Topics and Well Written Essays - 2000 words - 1

Social Enterprise and Future - Essay Example The success of a business idea is the ability to own it through the patent. The patenting of business ideas ensures that the idea is by the organization, and any of its use will lead to monetary value. The major challenge with patents is the process involved in obtaining the patents. The patents are to be used to protect intellectual property such as software. Changes in design and technology must be evaluated on the basis of success that they can bring to the society while the originators must be able to obtain a reward from the advancement. The commercialization process involves several steps that must be addressed in order to achieve success. These steps include; invention disclosure and assessment disclosure. Upon receiving the invention, the review offers insight on whether the protection of intellectual property is necessary. The major challenge has been the rights of the initiators who may be employees of the company.In order to succeed, the company must have a reward system t hat recognizes the role of the employees in innovation. It is vital for the employees to own the innovation which will, in turn, encourage creativity within the organization. Individuals should be allowed to apply for patents for their innovations because they own it and it should not be taken away from them. However, the current situation does not encourage individuals to apply for intellectual property ownership leading to the development of several issues including fear and loss of wealth generation opportunities.

Multiculturalism in Social Policy

Multiculturalism in Social Policy Introduction The 1948 British Nationality Act, granted favorable immigration rights to Citizens of Commonwealth countries (Giddens, 4th ed. 2001:264). This, along with offers of job opportunities due to a labour shortage in post-war Britain meant that the country experienced immigration on an unprecedented scale. In the beginning men came leaving their families behind. By the late 1960s and early seventies women and children were coming to join them. The newcomers settled in London, in the Midlands and the North and in the seaport towns of Liverpool and Cardiff. They were Hindus, Sikhs, Muslims and Buddhists as well as Christians estimates of the numbers in religious groups are problematic. This turned the UK into an ethnically and religiously diverse community. Braham, Rattansi and Skellington (1992) contend that between 1950 and 1955 the numbers of West Indian, Indian and Pakistani immigrants became a matter of considerable debate within the cabinet and various measures to control the influx to the UK were considered. This mixed community is still growing in spite of the fact that government immigration policy makes it increasingly difficult for many people to enter and settle in this country. This resulted in changes to the ‘British way of life’ and the UK became known as a multicultural community. However, more recently the term multiculturalism is becoming a contested concept both in sociological discourse and in recent policy making. Current Government policy initiatives, which are largely driven by past mistakes, is to have some idea of the makeup of different ethnic communities in order to establish whether these might provide some stability for incoming asylum seekers/refugees (Spencer, 2001). It is only in the last 10-15 years that the Government has collected data that relates specifically to diverse ethnic groups e.g. the 1991 and 2001 census datum. Present Government, faced with an influx of asylum seekers, is also confronted with the dilemma of fears for national identity that dates back to the mass immigration of the 1960s (Stalker, 2002). This paper will explain and discuss the concept of multiculturalism and the contested nature of the term as it relates to social policy and discourses. Multiculturalism†¦is a theory (albeit vague) about the foundations of a culture rather than a practice which subsumes cultural ideas (Harrison, 1984:1).[1] The Roots of Multiculturalism The 1914 and 1948 Nationality Acts did not impose any restrictions on immigration to Britain from those migrating from Commonwealth countries or those countries that had been a part of the British Empire. Immigration remained fairly low, however until after 1948. In 1953 the total number of immigrants to Britain was 2000 and by the end of the first half of 1962 the number had risen to 94,500 (Layton-Henry, 1992:13).Fifty years ago, when the UK first felt the effects of mass immigration there was a growing recognition that this would require legal, policy, and political changes. At the same time Government was largely concerned with incoming groups being assimilated or integrated into the host community. Thus, Massey (1991) has argued that in many ways the immediate post-war approach to immigration was very much one of laissez-faire. †¦.the assumption was that everyone was equal before the law, and therefore no special policies were necessary (Massey, 1991:9). It has since come to be recognised by both diverse ethnic groups, and by the Government that this operated as a form of cultural imperialism that was bound to fail because of its tendency to view any culture, other than that of the white middle classes, as an inferior cultural form which evoked racism and alienation among and between groups (Parker-Jenkins et al 2005). By the mid-50s it was recognised that the idea that immigrants would just be absorbed into, and subsumed by, the host culture was a mistake. Cashmore (1989) has argued that there was an increased racial tension and by the closing years of the 1950s immigrants were subjected to unprovoked racist attacks. This resulted in the notion that immigration and race relations were politically controversial issues and there was a growing campaign to introduce immigration controls. Skellington and Morris (1992) have argued that the term immigrant is often used to refer to people of a different colour, when in truth the vast majori ty of migration is found in white groups hailing from Europe, Canada and Ireland etc. In 1962 the Government introduced the Commonwealth Immigrants Act whereby members of the Commonwealth were denied entry to the UK unless they were able to fulfil certain criteria (Cashmore, 1989). If they fulfilled these criteria they were issued with vouchers that said they could enter if they had work to go to, if they were qualified in an area e.g. medicine that had a shortage in the UK and some vouchers were issued on the basis of the fact that the person had served in the armed forces during the war. Government tried to justify the Act and its requisite on the grounds that the increasing number of immigrants was contributing to the economic problems that Britain was facing at that time (Cashmore, 1989). The incoming Labour Government added further restrictions to the Act and in 1968 The Commonwealth Immigrants Act restricted entry to those who held British passports and they were subject to immigration controls unless they had a parent or grandparent who was a UK citizen or who had been born in the UK. Pilkington (1984) maintains that the act was discriminatory because it served to exclude coloured Kenyans unless they were given a voucher but allowed the entry of white Kenyans to Britain. Since that time there has been an increased tightening of immigration laws and procedures and an increasing sense of racial discrimination. Home Office figures for 1992 show that one out of every 63 Jamaicans and one out of every 82 Bangladeshis were refused entry compared one in 3000 Americans and one 4300 Swedes (Skellington, et al1996). The term multiculturalism is generally thought to have arisen in Britain in a speech by the then Home Secretary, Roy Jenkins in 1966. Multiculturalism is the notion that each culture has its own specific identifiable features and how the uniqueness of them relate to each other and to the host community (Parker-Jenkins et al, 2005).. There is however, a feeling that this form of multiculturalism is actually a threat to national identity while at the same time leading to a rich cultural exchange in terms of thought and lifestyle. While this term is current in the UK there are often instances where local politics can serve to exclude minority cultures while promoting the values of the dominant white culture.[2] Multiculturalism is also a term (and certainly as expressed by Roy Jenkins) which describes aspects of social policy. Multiculturalism in this sense is to be distinguished from the American view of the melting pot where differences are not subject to specific policy targeting but (in a laissez-faire manner) immigrant groups are more or less left to get on with things. Multiculturalism is used in a number of ways which can serve either to celebrate difference or to act as a cover for what, in any real terms, is another form of enforced assimilation. It also needs to be recognised that diverse ethnic groups now consist of large numbers of people who have been born in Britain (Modood et al, 1997). Multiculturalism and Policy Making Multiculturalism has sparked much debate during recent years. While it was largely ignored under Margaret Thatcher’s Government the success of New Labour has meant that the term has become a common currency in political debate and in policy making.[3] Policy making is important because it can determine the amount of representation (or lack of it) that diverse ethnicities receive in the press and on television, it also determines the content of education, forms of dress (particularly in schools but also with regards to policy on safety regulations e.g. the refusal of Sikhs to remove their turbans in order to wear a motor cycle helmet) and support for minority festivals and religious holidays. In the last two or three years however, the UK Government has focussed less on multicultural policy making and more on issues of inclusion and cohesion. In 1997 the ODPM was given responsibility for a social exclusion unit which aims to undertake research into a number of different areas. Social inclusion and cohesion are not just used in relation to diverse ethnic groups but are the basis for policy making in a number of other areas such as mental health, early years education and homelessness. Thus Government has a wealth of policy initiatives and this has led to a growth in the number of NGOs commissioning research on inclusion in a number of different areas. Issues of inclusion cover a host of areas and can range from the numbers of ethnic minorities using childcare facilities, to those undertaking further education of some kind to increase their employment prospects. Policy making aimed at reducing inequalities in both the labour and the housing market, and ongoing policy initiatives to combat racism are hampered by a dwindling job market and successive cuts in housing budgets. Braham et al (1992) argue that in order to be successful anti-racist strategies need to be multi-faceted and aimed at subjective, institutional, and structural racism. Past policies have been badly focussed and piecemeal because there is no clear consensus in Britain what equal opportunity and multiculturalism mean either in ideological or practical terms (Solomos and Back, 1996). Reports produced by the social exclusion unit may be aimed at reducing marginalization but often result in the labeling of minority groups, and specifically diverse minority ethnic groups, as a drain on the resources of society. Policies that target specific areas such as getting the population back into full employment tend to leave minority ethnic groups as particularly vulnerable to this type of labeling. According to a Policy Studies Institute (1982)[4] report found that in the majority of diverse ethnic communities rates of unemployment were twice as high among these groups as they were in the dominant host group. However, research undertaken by Modood et al (1997) reflects the fact that while there is a continuing disparity in terms of wages, exclusionary modes of hiring and higher unemployment rates, certain ethnic groups experience greater success in the labour market than do others. Iganski and Payne (1999) on the other hand maintain that while the occupational structure in Britain is experiencing rapid change the gains made by some ethnic groups should not be understood in terms of the end of disadvantage in the labour market. They also contend that these changes have occurred because the forces of industrial restructuring are greater than the forces of ethnic/racial discrimination and disadvantage. Housing policies also tend to discriminate against asylum seekers/refugees and other diverse ethnic groups. Struggles over access to such resources can result in what Weber (1976) has termed ‘group closure’. Access to housing resources varies between diverse ethnic groups, where some, particularly those of Indian origin, have rising levels of home ownership while other groups remain in sub-standard and hard to let accommodation (Ratcliffe, 1999). Clearly there are problems in the classification of diverse ethnic groups and in present policy making, which, instead of greater inclusion sometimes tends to further exclude such groups. Ballard’s (1990) research demonstrates that there needs to be a clear understanding and examination of cultural differences and structural forces before applying encompassing terms to diverse ethnic groupings. Conclusion There tends to be a general agreement among social theorists that existing classifications of the diverse groupings that go to make up the modern UK context are problematic and that this has implications for policy making. Not all sociologists find the term multiculturalism as a desirable one. For Solomos et al (1982) multiculturalism is part of a new racism that is based on the view that diverse ethnic groups are not compatible, thus Enoch Powell’s pronouncement that rivers of blood would flow because of the difficulty of mixing different cultural groups. Rattansi (1994) has argued that with the globalization process clear cut distinctions between groups may be undermined by the formation of new forms of ethnic identities. Solomos et al (1982) argue that minority groups need to struggle in order to gain power in society and to pursue a policy of anti-racism whereby the racism that exists in society and its institutions is exposed as there are some problems that cannot be reso lved through the pursuit of cultural tolerance. 2000 words Bibliography Spencer, S. 2001. UK Migration Policy 2001 London, Institute for Policy Research Stalker, P. (2002) â€Å"Migration Trends and Migration Policy in Europe† International Migration Vol 40 (5) pp 151-179 Banting, K. 2005 â€Å"The multicultural welfare state: international experience and North American narratives† Social Policy and Administration, vol.39, 2005, p.98-115 Braham, P. Rattansi, A. and Skellington, R. eds. 1982 Racism and Antiracism. London, Sage. Goldberg, D.T. 1993 Racist Culture. Oxford, Blackwell. Solomos, J and Back, L. 1996. Racism and Society. London, Macmillan Press. Giddens, A. 2001. (4th ed). Sociology. Cambridge, Polity Press. Layton-Henry, Z. 1992. The Politics of Immigration. Oxford, Blackwell Massey, I. 1991 More than Skin Deep London, Hodder and Stoughton Parker-Jenkins, M, Hartas, D. and Barrie, A. 2005. In Good Faith: Schools, Religion and Public Funding Hampshire, Ashgate Press. Cashmore, E. 1989 United Kingdom? London, Unwin-Hyman Skellington R. and Morris, P. 1992 Race in Britain Today London, Sage Pilkington, A. 1984 Race Relations in Britain Slough, OUP. Modood, T. and Berthood R. 1997 Ethnic Minorities in Britain Diversities and Disadvantage London, PSI ODPM. 2004 Tackling Social Exclusion: Taking Stock and Looking to the Future http://www.socialexclusionunit.gov.uk/downloaddoc.asp?id=13 page 17 Braham, P. Rattansi, A. and Skellington, R. eds. 1992 Racism and Antiracism.  London, Sage Ballard, R. 1990 â€Å"Marriage and Kinship† in Clarke, C. Peach, C. and Vertovec, S. eds. South Asians Overseas Cambridge, Cambridge University Press. Iganski, P. and Payne G. 1999 â€Å"Socio-economic restructuring and employment: the case of minority ethnic groups† British Journal of Sociology, 50 Weber, M. 1976 The Protestant Ethic and the Spirit of Capitalism London, Allen and Unwin (first published 1904-5). Ratcliffe, P. 1999 â€Å"Housing inequality and race: some critical reflections on the concept of ‘social exclusion† Ethnic and Racial Studies, 22 Solomos, J. Findlay, B. Jones, S and Gilroy, P. 1982 â€Å"The organic crisis of British capitalism and race: the experience of the 70s† in Centre for Contemporary Cultural Studies 1982 1 [1] http://www.nationmaster.com/encyclopedia/Multiculturalism#Descriptive_Multiculturalism [2] http://www.nationmaster.com/encyclopedia/Multiculturalism#Descriptive_Multiculturalism [3] http://www.nationmaster.com/encyclopedia/Multiculturalism#Descriptive_Multiculturalism [4] Cited in Giddens, 2001:267