Native American Controversy Essays - 837 Words

Native American Controversy â€Å"People ask me why I don’t just let this go. It’s all in the past, they say. I tell them that there is no past tense in the Cheyenne language. The past is not gone. As I stand here before you, all of my ancestors stand with me.† ...Suzan Shown Harjo This controversy of using Native American mascots has been origins that are engrained deeply into Indian and Non-Indian relations. Today, there are many sports that use Indian names (The Atlantic Braves, Golden State Warriors, Chicago Blackhawks, and University of Illinois Fighting Illini) that are the center of this argument. According to The Free Dictionary a†¦show more content†¦In considering this issue, several important questions need to be considered: Why do these Native American Mascots continue to exist? Is ethnic power stronger than that of athletic tradition? State Education Commissioner Richard Mills quotes that â€Å"Schools are a public institution and should embrace tolerance and reject stereotypes when choosing mascots.† He along with many others believes that the symbolization is a racist and shows obvious disrespect for the Native Americans. Friends of mine who are of some Native American descent believe that it is and they will not take any part in supporting this â€Å"crooked symbolism†. I am not a sports team mascot. With all due respect to the teams who want to honor me by having a Native American mascot, it’s outdated. It’s the wrong way. Then, others find it not a poor portrayal of their culture as long as certain words aren’t used. â€Å"I am a member of the Northern Ute Tribe located in Ft. Duchesne, Utah. I am a Cheerleading Coach for our local high school. I do not consider using American Indian mascot’s offensive unless terms like squaw are used. We have a high school here in our area that uses the Ute mascot, the only thing I find tacky is the cheerleading uniforms that they have used the past few years, the regalia worn by natives all have some sort of special meaning and to try to mimic that in a costume is inappropriate.† This was quoted by Marcy Arrowchis. This specificShow MoreRelatedControversies On Native American Names1898 Words   |  8 Pages10, 2014 Controversies on Native American Names For many years several schools, sports, companies, things, and mascots have their names named after Native Americans. The Native Americans have been fighting to take their names back after so many years. They feel that it is an offensive expression to use their names on things and want the names to be changed to something else. Then you have the opposing side that say the name is a form of positive respect towards the Native Americans. This becomesRead MoreEssay on Native American Mascots Are Racist594 Words   |  3 PagesDoes the symbol chosen have any impact on whether a team wins or loses? Unlikely. But the choice of a Native American mascot continues to ignite debate and controversy among athletes, fans and alumni, as well as those people who might otherwise be disinterested in sports. Utilizing an Indian mascot is nothing more than a veiled attempt at hate speech. The dispute over whether Native American mascots should be used as a team symbol dates back to the 1970’s (Price 2). People differ on the basicRead More The Debate Regarding the Use of Native American Mascots Essay1353 Words   |  6 Pagesthe choice of a Native American mascot continues to ignite debate and controversy among athletes, fans and alumni, as well as those people who might otherwise be disinterested in sports. Why all the controversy? The dispute over whether Native American mascots should be used as a team symbol dates back to the 1970’s (Price 2). There are those who are passionately against Native American mascots. These advocators insist that Native American mascots are degrading to the native population and theRead MoreTelevision And Radio Stations Should Be Banned From Repeatedly Saying The Name Of The Washington Redskins1360 Words   |  6 Pagessports teams should use Native American imagery and names as their mascots. Teams in every sport, at every level of competition, have a mascot. It is the mascot that represents the competitive spirit and team identity, motivating players and fans alike. But the choice of a Native American mascot and tribal names continues to ignite debate and controversy among athletes, fans and alumni, as well as those people who might otherwise be disinterested in sports. The controversy over ethnic mascots andRead MoreEssay on Ethics of Native American Mascots1103 Words   |  5 Pages3 December 2011 Ethics of Native American Mascots Ethics of Native American mascots is a controversial topic and should not be argued against because they are used ethically, complementary, and respectfully. The Native American Mascot controversy is a topic that has presented itself in recent years all across the country. Though there have been some issues, complaints, and moral questions brought up about the Native American mascot dilemma by a minority group of people, there is no legitimate argumentRead MoreThe California Racial Mascots Act1520 Words   |  7 Pagesteams have a storied history of satirizing or playing off stereotypes when choosing team mascots. The use of the term Redskins, and other offensive Native American imagery, has been justified through its intention to honor tradition and Native Americans. The controversy surrounding the use of Native American mascots began in the 1960s with the Native American Civil Rights Movement (Dimisa). With the nationwide debate over whether the term is offensive or just satire, t he state of California made a historicRead MoreMascots : An Honor Or An Insult?1352 Words   |  6 PagesMascots: An honor or an insult? The idea of using Native American names and images in sports has been a topic of public controversy in the United States since the 1960’s. Sports mascots that continue to promote racial, cultural, or bias slurs should be changed so that racial discrimination can be stopped and everyone can be treated equally/fairly. In today’s society, there is no room for racism or stereotypes especially in sports; an activity that is supposed to bring people together to supportRead MoreShould Sports Teams Be Named After An Ethnicity?915 Words   |  4 PagesShould Sports teams be named after an ethnicity? The controversy over the naming of sports teams after ethnic groups has been boiling since the mid-twentieth century. Sports teams in America, ranging from Pee-wee leagues, high schools, and colleges to Professional sports, have used any enumeration of nick names and mascots by which to represent their team with pride and sometimes even comedy. However, the lines of political correctness have been greatly and maybe even intentionally blurred in termsRead MoreSports Mascots Essays639 Words   |  3 Pagesï » ¿Should Controversial Sports Mascots Be Replaced? The controversy over sports mascots is nothing new in today’s society. From the early 1960’s it has created an immense campaign against stereotypical sport mascot names. In articles, Indian Mascots—You’re Out, and So Sioux Me each author demonstrates how many people including Native Americans perceive certain mascots to be offensive. The authors’ first goals are to raise attention to this topic by creating pathos in their writing. Although Mark HymanRead MoreThe Media Bias And Stereotypes1782 Words   |  8 Pagesstereotypes equally target us, maybe women more. In this paper, I will reflect on three past groups such as Native Americans, Women, and Asian Americans/Pacific Rim, I will discuss on how they influenced my change in thinking and opinion. When we began this class our first group was Native Americans, I recall writing in my analysis that the first thing I thought was the stereotypical Native American. Which was typically a male or female in a headdress, wearing a costume usually made of animal skin, and

James Madison Free Essays

At a time when only 12% of the American people possess a positive attitude towards the current job that our representatives in Congress are doing, it would behoove those who believe that government is completely out of touch with the needs of its people and that nothing good ever came out of government. In American history, there are hundreds of examples to the contrary. Out of these many examples comes one of the most underrated of them all: James Madison. We will write a custom essay sample on James Madison or any similar topic only for you Order Now Secretary of State under Thomas Jefferson, instrumental in the passage of the Louisiana Purchase, the renewal of the charter for the national bank,   a two term President and intrigue part of the founding of the country, James Madison is one of the most important figures in American history. James Madison became involved in the formation of a new nation; the United States of America at an early age. At only the age of 24, Madison served in the Virginia state legislature from 1776, until 1779.[1] It was then that Madison became a protà ©gà © for Thomas Jefferson and the two would work very close together until Jefferson’s death fifty years later. The two shared similar beliefs on government. Madison was instrumental, along with the help of Jefferson, in drafting the Declaration of Religious Freedom which disestablished the Church of England and broke up any claims towards power that the church attempted to have in state matters. One of these was Patrick Henry’s push for an involuntary tithe to be paid to the congregation of one’s own choice. Madison and Jefferson believed this to be a violation of the separation of church and state; an idea that is not found in the Constitution but because of the efforts of Madison and Jefferson, many believe to this day is actually in the founding of this country. It was and is a belief that many Americans hold very dear to their hearts. While in the State legislature, Madison became a strong advocate of a strong central government; a government which was impossible to flourish under the Articles of Confederation which favored the rights’ of states and as a result, left an impotent federal government. This sentiment was shared by a large majority of his countrymen at this time who although many were advocates of states’ rights themselves, knew that the Articles of Confederation could no longer correctly govern the country. A Constitution was written in 1787 and ratified by all thirteen states in the immediately following years.[2] Although seen as a foregone conclusion by the casual contemporary observer, our current government’s formation was not written in stone. Although a shy man in private, Madison pushed exceedingly hard for the views and beliefs that he felt in his heart, was in the best interest of the country. Madison was a loud and strong advocate for a three branch government as we have today as well as a strong federal government who, if needed, could overrule the actions of the states if it was deemed to be a mistake and contrary to the good of the country as a whole. Madison made his opinions known in one of his most famous writings, who with Thomas Jefferson advocated their beliefs about where the government should be headed. In doing so, not only was Madison instrumental in forming a new political party with Jefferson: The Republicans, who would later be known as the Democrat Republicans, but his writings would cement him as one of the most important of the Founding Fathers. Madison stated: â€Å"In the first place, it is to be remarked that, however small the republic may be, the representatives must be raised to a certain number, in order to guard against the cabals of a few; and that, however large it may be, they must be limited to a certain number, in order to guard against the confusion of a multitude. Hence, the number of representatives in the two cases not being in proportion to that of the two constituents, and being proportionally greater in the small republic, it follows that, if the proportion of fit characters be not less in the large than in the small republic, the former will present a greater option, and consequently a greater probability of a fit choice.†[3] Madison was stating how a large country and its many different interests and factions could till represent the people and their needs to a greater degree and support republican values better   than a small country that was dominated by special interests. It would not be until the 20th century that Americans finally got around to recognizing the wisdom of Madison and adapted to a greater degree than ever before, this sentiment within the American government. Madison would fight hard for the ratification of the new Constitution but was not in favor of a Bill of Rights as he believed that it was not necessary and included roles that, he felt, were not in the best interest of the federal government. Nevertheless, it was Madison who was the author of the Bill of Rights and as a result, forever cemented his legacy in American History. Madison originally advocated the need for twelve amendments but it was later agreed on ten. Despite his initial reluctance towards a Bill of Rights, Madison was tireless in advocating the need for the passage of the amendments once he partook in the task of forming a Bill of Rights. Such a career would have been more than enough for one man and had Madison’s career ended there, he would still have been talked about to this day. However, when Thomas Jefferson was elected the third president in 1800 and served from 1801 until 1809, he took Madison with him and made him the Secretary of State. As a result, Madison was instrumental in constructing one of the most lopsided international agreements in world history. The 1803 Louisiana Purchase, who’s 830,000 square miles of land which stretched from the Mississippi River to the Rocky Mountains and which cost $15 million, Madison was also instrumental in that coming to pass.[4] In doing so, America doubled the size of its land overnight. Never in human history had so much land been acquired in so little time. Jefferson had only expected to purchase the city of New Orleans but when Napoleon offered all of Louisiana, Madison jumped on the opportunity and despite the scoffing of the price tag by many members of Congress, made sure to broker the deal. The implications for the country were huge and every day, from then until the end of time, America has and will continue to benefit from the Louisiana Purchase. After Thomas Jefferson walked away from the Presidency in 1809, Madison won the Presidency and would spend two terms in the White House. During his presidency, Madison would deal with two events which would come to define his presidency. The first was the renewal of the national bank’s charter which was scheduled to expire after twenty years in 1811. Since Madison fought the passage of the first national bank, he again was in opposition to it again in 1811 and fought its renewal in 1811.[5] This would help to affect Madison’s second mistake; the allowance of another war with Britain. The absence of a national bank made it increasingly difficult to finance a war. Throughout Jefferson’s presidency, America’s Armed Forces, especially the Navy, was dismantled to such a size, that it became a non entity and was not considered a force in the opinion of any of the world’s leaders. When it was recognized that Madison’s impotence during the months leading up to the war and its consequences could not now be avoided, Madison did all that he could to incite as much public support as possible. Also, in all of American history, no president has lost his bid for reelection during a war; neither did Madison who won reelection. The War of 1812 ended in another American victory and the signing of the treaty of Ghent in 1815; officially put an end to the war. Upon learning his lesson, Madison pushed for the formation of a national bank, although one that was stronger than the previous one. With the help of such nationalist opinion from men such as John Calhoun and Daniel Webster, a second national bank was formed in 1816.[6] In the last years of the Madison presidency, James Madison continued to push for a strong central government and against state’s rights. In his last act before leaving office, Madison vetoed a bill for internal improvements because it was formed on the grounds of state’s rights. In his veto, Madison commented: â€Å"Having considered the bill†¦ I am constrained by the insuperable difficulty I feel in reconciling this bill with the Constitution of the United States. The powers vested in Congress are specified and it does not appear that the power proposed to be exercised by the bill is among the enumerated powers.†[7]   Madison denied that such legislation was supported by the General Welfare Clause in the Construction when he responded: â€Å"Such a view of the Constitution would have the effect of giving to Congress a general power of legislation instead of the defined and limited one hitherto understood to belong to them.†[8] This would highlight a continued debate which rages today: What is the role of the federal government in the daily lives of its people? The answer continues to change and will most likely change again with the result of the next presidential election. Madison would retire to Montpelier, his home in Virginia. Madison was sixty five then and would spend the rest of his life, incited by his anxiousness regarding his legacy, began to change the details in his various writings and other forms of evidence which he later began to feel, portrayed a contrary message to the one which he hoped would be judged by history. Madison died on June 28, 1836, anxious about his ability to justify his actions to both himself and to historians.[9] Historians in general have been kind to Madison. Madison was there when the country needed him the most and as a result, contemporary Americans are still enjoying the fruits of his labor and wisdom. WORKS CITED Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner PBS Productions 1997 Commanger, Henry Steele Documents of American History New York: Century Publications 1947 Ellis, Joseph   Founding Brothers: The Revolutionary Generation New York: Alfred Knopf Publishers 2000 Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 Wills, Gary   James Madison: The American President Series New York: Times Books 2002 [1] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [2] Ellis, Joseph   Founding Brothers: The Revolutionary Generation New York: Alfred Knopf Publishers 2000 pg. 156 [3] Commanger, Henry Steele Documents of American History New York: Century Publications 1947 section ii. Pg 55 [4] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [5] Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner PBS Productions 1997 [6] Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner PBS Productions 1997 [7] Commanger, Henry Steele Documents of American History New York: Century Publications 1947 section iii. Pg 57 [8] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [9] Wills, Gary   James Madison: The American President Series New York: Times Books 2002 pg. 277    How to cite James Madison, Essay examples

Confucianism And Raise The Red Essay Example For Students

Confucianism And Raise The Red Essay What has happened to Confucianism. For a long time, Confucian was accepted as the idea that a healthy society depended on a solid traditional family. Confucius himself, for example, called for people to put principle above selfish desires. People supported hierarchy. The rulers moral example would inspire the people to live good lives. But one begins to detect a new theme emerging in society especially amongst the Chinese reformers: the theme of individualism oppose to familialism. Today, would the Confucian family be more and more aware of abuse to women and children? The rituals and traditions can be seen as both positive and negative. The ways in which women suffered affirm that some rituals were abusive. There are multiple signs indeed that something has gone badly wrong with the Chinese family traditions that led to family instability. To begin with, one of the major problems that hindered the Chinese family is customs and rituals. On the other hand, some of these family traditions allowed the family to flourish as a group. In the movie Raise the Red Lantern, many types of customs and rituals were shown. For example, according to the masters tradition, lanterns are lit outside the house of which the master chooses to join for the night. Each night the wives wait to be honored with his presence, bowing in resignation when they arent chosen, often scheming to be noticed next time. The women soon begin to compete for the lanterns. They are jealous of one another and double cross one another. This brings out a darker side of the women capable of anything in order that their needs are met. This example shows a negative aspect. It is a humiliation of the neglected mistresses. The positive aspect may be the power of the wife who gets chosen. Her needs are being met and she gets to pick the meal for the night. There are documents that show actual life in the Confucian family in late traditional times in China before the advent of modern Western ways. In the last sixteen century by one of the elders of the Miu lineage made a set of practical instructions. These help people run their household. The main purpose of these rules is to protect individual family members and help united the family. One very important rule of the Confucian family is that under no circumstances should birthdays become pretext for heavy drinking (Document 2 p. 69). In Raise the Red Lantern, the fourth mistress, Songlian, decided to drink very heavily to celebrate her birthday. This action by her went against the Confucian rule of not drinking to celebrate ones birthday. There is one exception to the rule is the birthday of those who are beyond their sixty-first year, which should be celebrated by their sons and grandsons drinking to their health (Document 2 p. 69). Songlian drinking had a negative effect on herself and the third sister. While she was drinking heavily she mentions an affair between the third sister and the family doctor. If Songlian had not been drinking she would not have betrayed the third sister. I will agree that under in influence of alcohol, unintentionally, bad things will happen. Raise the Red Lantern shows how the wives were pampered. One way they were pampered they were given personal servants. One could look at this as a positive aspect. Rather than cook and clean themselves they had maids who did things for them. I noticed in the movie the maids were constantly wiping down the furniture. As written in the Family Instructions, the inner and outer room, halls, doorways, and furniture should be swept and dusted every morning at dawn (Doc. .u585fa4514149f3a862fd462713a79b3a , .u585fa4514149f3a862fd462713a79b3a .postImageUrl , .u585fa4514149f3a862fd462713a79b3a .centered-text-area { min-height: 80px; position: relative; } .u585fa4514149f3a862fd462713a79b3a , .u585fa4514149f3a862fd462713a79b3a:hover , .u585fa4514149f3a862fd462713a79b3a:visited , .u585fa4514149f3a862fd462713a79b3a:active { border:0!important; } .u585fa4514149f3a862fd462713a79b3a .clearfix:after { content: ""; display: table; clear: both; } .u585fa4514149f3a862fd462713a79b3a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u585fa4514149f3a862fd462713a79b3a:active , .u585fa4514149f3a862fd462713a79b3a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u585fa4514149f3a862fd462713a79b3a .centered-text-area { width: 100%; position: relative ; } .u585fa4514149f3a862fd462713a79b3a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u585fa4514149f3a862fd462713a79b3a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u585fa4514149f3a862fd462713a79b3a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u585fa4514149f3a862fd462713a79b3a:hover .ctaButton { background-color: #34495E!important; } .u585fa4514149f3a862fd462713a79b3a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u585fa4514149f3a862fd462713a79b3a .u585fa4514149f3a862fd462713a79b3a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u585fa4514149f3a862fd462713a79b3a:after { content: ""; display: block; clear: both; } READ: Federalism Essay 2 p. 71). Once again we see another family ritual being followed. The negative effect is they became too dependent on all the pampering they received. This special treatment was given to them so they would remain dependent women. If any Confucian rules were broken, strict punishment would be imposed. Document two mentions, family members who deliberately violate family regulations should be taken to the family temple, have their offenses reported to the ancestors, and be severely punished.(Doc. 2 p 71) In Raising the Red Lantern .

Multicultural-Biography Essay Example

Multicultural-Biography Essay Multicultural-Biography September 18,2013 Intro I am a Black, African-American male that has always been very precocious to the world. I was born in Detroit, Mi. located in the United States of America in a middle to upper middle class family in the year in 1983 which would make me 30 this November 16th. I can only speak English at the moment but Im learning Spanish. I dont really have a religious belief, Im more of a spiritual person but Ill talk more about that later. Race-Black Being of the Black skin tone has been a very unique experience I most say, compared to other skin tones of the world. I say this because many ethnic groups have my same skin tone and even darker but they all have different worldviews. As a black male that grew up in a large black populated city I can definitely attest to having a true Black race culture running deep in my character. There is a person on the other side of the world that looks exactly like me but lives by different creed, might not have any respect for me because of the country I come form and the way I may carry myself. The fact that if you put the to of us in the same room together many would pass us as brothers when really we never even seen each other before in our lives. We will write a custom essay sample on Multicultural-Biography specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Multicultural-Biography specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Multicultural-Biography specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The term black may always be very interestingly broad. Ethnicity- African American Africans became Americans is one that shows man-kind its worst. Many would say they prefer not to be referred as Africans since they know nothing of their ancestries from over 400 years ago. This truth about people of color not claiming there heritage is very unsettling to me because where you come from can help in determining your future, whether its 5 years ago or 5 hundred years ago. Its is very important for us not to let the past be erased because us remember who we are at times when we may forget in this crazy life we live. Our history was erased in the purpose so that we were nothing before we were called slaves even though there monuments in Africa and over parts of the globe that show proof that we were once a very special people. Yet in movies and even reenactments of the times of black kings and queens the actors are always white or fake Egyptian looking mulattoes. But there could be a change coming since more studies are showing that the first man was black when they found the oldest human bones in Africa. Hopefully change is coming but it may be noticeable until the generation that my great grandchildren live in. Exceptionality- Precocity I set precocious as number 3 because without this early adapted nature I am almost certain I might be here today. As a normal child experiencing what life throws at him, I noticed that I had a extra sense for detecting BS (if you will) in a situation or maybe Just with a particular person. Not to go to deep into this particular subject, this gift has guided me through good and bad time, in fact its when I ignore it is when uncontrollable things happen. I believe the greatest teacher is life itself, one just has to live long enough so they can show up and get taught something new. No one person is responsible for modeling the great mind on earth, that mind has to realized there something to learn around ever corner. Nobody can teach game the game is all around us to be seen by a watchful eye. Geography- Region: Detroit, Michigan Mid-West United States of America Location: Urban. Environment: Hood Growing up in Detroit is something I wouldnt for nothing in the world. Aside from the being the murder capital so many years, the experiences that I have learned growing up there cannot be compared to any other place on earth I feel. The biggest actor is that it is one of the only mostly black populate and mostly black run city in the America (not saying its done right) that was once thriving very well. Im not saying that I would have wanted to grow up in a big house in the suburbs but being raise with all types of strains of black people was very educating. At the moment my old neighborhood is at its worst. We never had a burned house on my block that didnt get fixed well 3-4 years ago it happened and that when you know your neighborhood is going down. I always saw illegal activity but it was mostly done in a certain manner ere if you didnt have an eye for it you would never notice. But with ever summer that passed the people got crazier; I noticed this when I turned 13. As soon as the as spring day would hit somebody would do something 10 times wilder, reckless, and deadlier then the last summer. Its like they were in competition with each other, but it really was Just a sign that things were getting worst. In the mist of all this was me pretty street smart because of it. Sex- Male Being a male growing up in Detroit, many would say I wasnt suppose to make it to see my twenty as many of my school never did, but I stand here blessed about to see 0 years of age. I am nothing but grateful for that because I personally know tooo many that could make it through 9th grade let alone through the twenties alive and not scorn too much by lifes trials and tribulations. I would never trade being the dominant of the sexes but as I am a wise man I know women rule the world. Detroit is a black city so thats the point of view I am most similar with, being that I have traveled a bit in my time I have much understanding of the views other males of different races and ethnicities. Class- Middle/Upper middle class I place myself in the middle to upper middle class because both my parents had uccessful business as I was growing up. My mother had a day care in our basement for 25years (until I was 15 years old), which had around 12 kids Monday- Friday. My Dad was an engineer for the board of education plus he did real estate amongst other things. I never experience lights going out or any bills not being paid in out house hold. We did go on trips in the summer but that was not the case for the rest of my surroundings. Some of my friends from back then still have never sit foot out side Detroit and dont plan on it even though the cities doing nothing but getting worst. Growing in this type of setting did make me grateful in most ways but at times it made me feel Just as poor as the other kids simply because they were my friend or that is who I saw every day, there problems were mine at times because of that. Funny thing is that this class is growing more and more in America. It makes me wonder whats to come of it, especially with a black president. Age-Young Adult To be a young adult it feels good and even better to be in college about to get a degree to make the family feel they did good and the bloodline shall thrive on. Sometimes its easy to forget how precious life is and how it can be taken away. At his time in my life I feel IVe so much and understand even more but there some much more the world has to offer me. At 30 1 understand the mistakes the late teens and twenty something year old people make and I can laugh to myself and say I did that one time or sometime because I believe I have always been a little ahead of my time I say I would have never did nothing like that. I guess being a young adult all I can do is feel blessed and know there is a reason for my existence. What that is Guess I have to keep on living to find out. Language- English At the moment I speak English but I have been in multiple French class in lementary school that I have forgotten and I am currently in a Spanish 2 class even though I dont remember what I learned in Spanish-I two to three semester ago. I know learning it will help me when I move to California next summer but I can never impacted me negatively in anyway but I know moving to California where Latinos dominant, Spanish will be more then need if I want to be able to do business with everybody. And thats exactly what I want. Religion- Other As a child I sometime went to Baptist and Methodist churches but I dont remember Joining. In fact when I became of age the only time I went to church was hen mu grandmother wanted me to go and there is no saying NO to grandma. I am a full believer in God but all the story that he never wrote himself is were my eyebrow raises. In my family and community I have seen some of the most upheld people of the church do some non-church like things but this is were I am suppose to get guidance from. The very first naw was put together because of a holy war hundreds of years ago. I am Just not sold. I believe life is what you make it, as long as you mind your business and do good to others everything will be alright. This doesnt ean sit around and say you waiting on God to send you a blessing. Life is a blessing enough in its own. I feel the spirit people talk about but in a different way. Its always kind and never Judging and it pushes and pulls us to where we need to be at any given moment in our lives. When I geta chance to tell a kid 12-18 years old something I keep it direct and raw. Just as it was passed to me through the years. Sugar coating truth of life is the worst thing we can to do when passing on our knowledge because life is not sugar coated like in the movies. This is the perception most people have in one way or another and t is hurt them a little bit more as time goes on. I tell kids that there is nothing greater then you because there is only one you and never will be another. Always (always) listen to yourself, our mentor can guide us but the choice are all ours to make. Just be happy to be alive and able no matter where you are and always do your best. Not the best someone else says is good but the best you know you can be because only you know where and what you have taken yourself through in life. The best lessons are lived never taught. Most of all, Love yourself. Keep your heart in order.

Punishment in Schools Essay Sample

Punishment in Schools Essay Sample Punishment in Schools Essay Example Punishment in Schools Essay Example In the today’s society, people are associating corporal punishment at schools with a physical abuse. However, the distinction between these two ones is significantly narrow. Corporal punishment can leave a lasting impression; and it could be described as a borderline child abuse, dependent upon an object or a method of administering corporal punishment. Punishment administrators at schools including teachers may opt to use a paddle, a hand, a switch or any other object that has the capacity to inflict physical pain. This is done without any consideration of potential risks that hitting or inflicting physical pain to a child might have in the present or future. Though, in the past, corporal punishment was deemed to be an effective method of punishment; the extent and mode of application may have the varied outcomes. Therefore, this paper will argue that corporal punishment is morally wrong and should be not be used as a form of punishment at all schools. Why Punishment in Schools Should not be Permitted There are two factors that must be taken into account when administering discipline at schools including how to distinguish between abuse and corporal punishment (Arum 145); intention and intensity. Intensity describes the degree within which corporal punishment has the capacity to cause physical injuries; while it refers to the degree within which an educator is willing and capable of using corporal punishment as a discipline enforcement tool. Intensity of corporal punishment often refers to the severity of injuries that have occurred from corporal punishment such as spanking. For instance, spanking a child until they welt, or have bruises, is inherently child abuse and not punishment. According to the article â€Å"Teach, Don’t Hit!†, â€Å"parents resort to corporal punishment for different reasons;† some consider this as being â€Å"appropriate to children’s education; because it relieves tension or because they lack sufficient resources to tackle a situation or do not have strategies for achieving what they want† (UNICEF). In my opinion, such arguments are unfounded. They appear more of an individual issue but not a factor that should influence the policy of education and discipline at schools. In the modern society, people are scared to discipline their children in public when it comes to using corporal punishment since it may be perceived as child abuse and a reason for the intervention of child’s services and authorities (Regolli, Hewitt, and Delisi 263). Consequently, corporal punishment is more prevalent at home than at schools or public places as compared to several decades ago. Parents often use a threat of corporal punishment to deter the wrongdoing on the part of their children. The assumption here is that parents are afraid to use corporal punishment in public for fear of either being reported to social services or perceived as abusive parents. Although there are various repercussions and potential instances of abuse from the use of corporal punishment at schools, the administration of punishment must be regulated to deter incidents of abuse or a physical and psychological injury to students (Niolon). However, the proponents of corporal punishment argue that without such punitive measures being taken children or students would become arrogant and disrespectful of their teachers. As such, they would be uncontrollable; hence, the development of negative attitudes and behavior. In various modern societies, the application of corporal punishment may result in severe repercussions to a school and a responsible educator since they would be perceived as condoning child abuse at schools. Meanwhile in other societies, corporal punishment is allowed at schools since it is believed to the epitome of instilling discipline in unruly, uncontrollable and errant students (Pate and Gould 151). In the past, most parents did not wait until their children got home to administer any type punishment. If children misbehaved or erred in a public place, they were warned once. If the behavior did not change, then corporal punishment was administered forthwith. In the current society, if someone were to see that, he/she would probably call the police to report a parent’s action as child abuse (Regolli, Hewitt, and Delisi 263). A significant number of schools have banned corporal punishment; therefore, teachers experience the hard times disciplining children (Niolon). While I argue corporal punishment is not an effective form of punishment at schools as a punishment itself, other forms of punishment should be used in cases where students are errant. As such, strict and consistent punishment should be administered to errant students and children. There are various news media that constantly uncover the extent of violence at schools. However, the cause of such violence at schools cannot be addressed through a violent response towards students. Errant behavior could be a factor of varied reasons including mental health issues, social awkwardness and interactions with parents, peers or friends (Regoli, Hewitt, and Delisi 265). Proponents of corporal punishment argue that there is a significant increase in disciplinary and disrespect at schools, in modern societies than several years ago. This is because students know their rights and may use such knowledge to deter corporal punishment. Furthermore, a significant number of parents do not condone physical punishment on their children and any incidence of corporal punishment may result in a legal tussle between a parent and a school (Bitensky 80). Teachers have to tread carefully when dealing with disrespectful children. They are not allowed to raise their voices as this is considered a verbal abuse; they cannot spank since this is considered a physical abuse, which could cause the teacher and school to be sued. â€Å"Emerging research suggests corporal punishment in schools may harm a child’s cognitive ability† (Nauert). As the child is growing up, your only job is to learn and enjoy life. â€Å"If children are exposed to corporal punishment in a learning environment, they may have long-term detrimental effects on childrens verbal intelligence and their executive-functioning ability† (Nauert). In the study of 63 first graders and kindergarten children, the researchers, Victoria Talwar and Kang Lee, have observed one school that was using corporal punishment while the other employed a different strategy of issuing verbal reprimands and time outs on errant children (Nauert). The researchers found that there were no changes in the overall performance depicted by the kindergarten children at both schools. However, first grade children illustrated different results. According to the researchers, the corporal punishment does not have an impact on the determination of behavior or learning ability in children. Furthermore, they have determined that, in a short term, corporal punishment may not have any visible negative outcomes. However, when it remains as a sole disciplinary action over a long period, it may not have any impact on the development of the child’s ability to inhibit bad behavior, learn or develop skills for solving problems (Nauert). Therefore, the teacherâ⠂¬â„¢s use of reasonable corporal punishment in a lenient manner will not affect the student; however, the constant use of corporal punishment may have mental repercussions that may linger in the child’s later life as an adult. Children depict different reactions in towards overcoming corporal punishment. If corporal punishment is carried out at home, and it affects the child’s behavior at school, then it can interfere with the learning ability. In the event that children are unable to learn their learning and cognitive skills will lag behind with respect to other students and could lead to one of two things, bullying or becoming an outcast; these can also occur if the kid is subjected to corporal punishment in the home environment (Pate and Gould 76). There are other options for punishing children other than corporal punishment. The most common of which is time out. This form of punishment teaches the child that his or her action has some consequences without a physical action like a spanking. For any non-physical punishment to work one has to be consistent, firm and authoritative, and the rules set must be clear, concise and fit the action for which the child is being punished (Carter). Additionally, when administering time out punishment, teachers and parents should make an eye contact with children. I submit that there are various side effects to corporal punishment; some are very severe, and others are temporary. The worst of the side effects is the occurrence of suicidal thoughts, aggression, and a child-parent relationship (Alvy). The aggression can lead to many things later on in life like being that bully at school or bullying their siblings. The use of corporal punishment against aggression is like fighting fire with fire. Spanking a child for bullying another is essentially doing the same thing by using that form of punishment (Arum 146). I believe children live what they learn; and, at this stage in their life, they are soaking up everything around them trying to find themselves. When the child is hit for doing a wrong thing, that cycle continues, because, the child now thinks it is ok to hit another if he or she feels that person is not doing right. There are few side effects that linger on into adulthood. If a parent tends to go overboard on the spanking that could transfer to the child’s mental stability; and they could become abusive towards their own family. According to various studies, â€Å"33% of all individuals, who were abused or neglected in childhood, will abuse their own children in some manner (Worell 222). Also, parents, who tend to be abusive, use their past as a guide to child rearing or an excuse for abusing their children. Corporal punishment also has an impact on the today’s society â€Å"corporal punishment increases the use of violence in the society and legitimizes it in the eyes of succeeding generations† (UNICEF). This means that when kids see a parent or an adult hit or strike someone in anger, they think it is ok to do the same. If this problem is not fixed, or the parent does not teach that child right from wrong, it could lead to that kid being abusive towards others. There are also parenting classes open to the general public which can teach many other techniques to punishing your child (Alvy). Colleges, schools and hospitals have parenting classes that are available to the general public; furthermore, parenting classes can be taken online. These classes are proven to be effective; and now courts are ordering abusive parents to take these classes so they can learn how to be more effective without using corporal punishment. Discipline is important for the safety and physical well-being of the child as well as for his or her social, emotional, and cognitive development (Bitensky 12). However, discipline and punishment are not synonymous. Some parents and teachers rarely resort to punishment. Some punitive parents and teachers are poor disciplinarians. Discipline is administered with the aim of providing a child with outside control until he or she can develop the inner or self-control to function as a mature adult. Corporal punishment can impact students academically; as such, a harsh physical punishment does not improve the students’ academic or behavioral performance at school (Regolli, Hewitt and Delisi 224). Recent studies have shown that in the states where there is a high prevalence of corporal punishment; schools perform worse than those in the states where corporal punishment is prohibited. Spanking and other physical punishments for kids are linked with antisocial behavior in adults, incl uding the increased aggression (Pate and Gould 71). Many children who have subjected to harsh disciplinary practices have problems with anger, fear, and depression. Corporal punishment may cause a real injury or it can result to child abuse. Related to child abuse, the problem is that parents and teachers may apply corporal punishment solely because they are irritated or frustrated, not because corporal punishment is appropriate. In many occasions, a teacher may feel the need to hit someone and vent his or her frustration on an innocent child. I would not want my child to be punished for the simple reason that the teacher might be frustrated one day, especially if I had no control over how physically punished they had been. If corporal punishment were to be used, there should be some guidelines administering them. The use of a more logical consequence constantly is among the critical guidelines of behavior management. Corporal punishment should not be administered in the high state of arousal resulting from frustration, anger, or some other emotions that could lend a spirit of retaliation towards students (Regolli, Hewitt, and Delisi 188). Corporal punishment should not be used when a more appropriate technique is available. Ideally, this would out rule the use of this punishment completely; however, there are many times where it has to be used. When administering corporal punishment, the person that is taking the action should punish the behavior and not the person. At all times, corporal punishment should be applied in front of witnesses. If it has been used too often, it is considered that something else should be tried. Even though I do not agree with the corporal punishment practice, there should always be some guidelines when it is put in practice. Corporal punishment has the capacity to lower the child’s self-esteem; it also teaches children to be victims (Alvy). Additionally, it may lead a child to feeling lonely, stimulate anger and possibly cause students to run away from home. Exposure to violent behavior in childhood can have deep-seated and lasting effects on the attitudes towards violence (Bitensky 174). It is believed the more the child is subjected to violence in childhood, the greater his approval of violence in the adult life is. Appropriate guidelines administering the restrictions and safeguards of this technique of punishment, it is sometimes admissible. Although there are some positive aspects of this practice, the research has shown that it is not better than any other form of punishment. Corporal punishment can affect a child physiologically. There are many cases of a serious injury to a student. Still being legal in the United States, corporal punishment should not always be used (Niolon); instead an alternative measure should be taken. I cannot deny that there are some advantages, but the times have changed. The modern generation has come up with some ways to administer behavioral problems more efficiently. Corporal punishment should not be used in classrooms today. Corporal punishment has lasting effects on children either positively or negatively. The results of corporal punishment not only affect children; it has an adverse effect on parents and the society as well. The immediate aims of such punishments are to deter the errant behavior and encourage the child to behave more appropriately. However, corporal punishment is not the answer; there are other alternative ways. Now that we are starting to realize there are more ways to punish a child than to use corporal punishment, we must do what is reasonable and be better educated on the ways to discipline. We have to learn how to be firm and authoritative; give positive reinforcements, and finally watch what we say and do because children live what they have learned and emulate what is in their immediate surroundings.

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Alien and Sedition Acts Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Alien and Sedition Acts - Research Paper Example The paper highlights that the term federalist is used to refer â€Å"to those individuals who favored the ratification of the US Constitution† (Vile 268). The newly formed Federalist party was led by Alexander Hamilton and was formed around the idea of supporting a strong national government such as would be competent to exercise its powers under the necessary and proper clauses established a national bank. The Democratic - Republican Party was largely founded by Thomas Jefferson and James Madison. This party was founded by the Virginia and Kentucky resolutions, which were against the Alien and Sedition Acts. The Democratic-Republicans had worries about the attempts to stifle the dissenting voices in the United States. Jefferson responded to these concerns by allowing the Alien and Sedition Acts to expire without renewal and issued the pardon to those who had been arrested during the time (Sabato and Ernst 301). This move not only solidified the ability for an opposition political party to be established in the United States without fear of prosecution, but Jefferson refused to grant the newly formed Federalist interest to the national charter of the Bank of the United State and opened another branch in New Orleans. He also cut the spending of the national debt and eliminated the internal revenue taxes; this move strengthened his standing among his opponents. This made the newly formed Federalist have a disorganized party. In conclusion, there have been philosophical differences between the newly formed Federalist and the Democratic - Republican Party.

Government Research Paper Example | Topics and Well Written Essays - 750 words

Government - Research Paper Example Trying Jones in the states court will also attract a maximum sentence unless he pleads guilty whereas the federal court has comparative leniency of federal rules regarding wiretaps and informants which give Jones the possibility of a minimal sentence compared to the former. The fact that he helped with the collecting of evidence to build cases against Smith and Thompson should influence the severity of his sentence in a federal court. Therefore it is my recommendation that once again a federal court is more beneficial because Jones’ actions of helping collect evidence will sway the judges or jury in a federal court. This will go a long way in helping future informants co-operate because they see that there snitching on the others is beneficial to them (Winnfred, 2011). Since no previous records have been found on Smith, the recommendation is to file the case in the Sedgwick County District Court. Smith should be charged with possession and trafficking as a first offender. The prosecutor should consider cutting a deal with Smith which will see the reduction of his sentence in exchange for him informing on his suppliers. ... The federal courts also need to issue a warrant to search all of Thompson’s premises. Secondly the federal courts offer greater harsher penalties for drug related offences that help deter people from future trafficking. According to 1993 statistics from the Department of Justice, the average federal sentence for selling powder cocaine was 79 months; the average for trafficking in crack cocaine was 141 months. Since Thompson seems to be a big time dealer he faces a harsher sentencing. Thompson should also be offered a deal just like Smith by the prosecutor where he faces a less harsh sentence if he is to inform on his suppliers (Harris 2007). The federal courts also offer an avenue for liaising with other courts in other states and other countries unlike the state courts in the event that Thompson’s suppliers are from different states or countries. Since Jones’ testimony is key to prosecuting Thompson, the prosecutor should make it clear to the judge that in no wa y should Jones’ previous convictions influence the decision made by the court in the trial against Thompson. He should still be viewed as a credible witness despite his selfish reasons in informing on Thompson. Looking at the federal law in the United States, there is no full reception statute provided on the level of federal law that spearheaded common law and therefore giving power to federal courts to fabricate precedents that were deemed legal. Federal courts culminate from the federal constitution together with the federal Judicial Acts. On the other hand, people have come to accept the fact that the earlier inhabitants of the United States, by their action of bestowing â€Å"judicial authority† into the highest court of the land

Media & University of Hawaii West O’ahu Essay Example for Free

Media University of Hawaii West O’ahu Essay A critique is not only a personal response, it is considered as a formalized, critical assessment of a text or other media (University of Hawaii West O’ahu, n. d. ). Writing a systematic evaluation of a writing sample is painstaking and it goes beyond saying that the text is satisfactory, out of the ordinary, or unacceptable. The Hunter College Reading Writing Center (n. d. ) listed the steps required to critique a piece of writing which includes describing the writer’s objective, analyzing how the sections of the writings were joined together, interpreting the importance of every section and assessing the value of the work. In writing a critique, it is important to consider the following elements – content, organization, style and correctness (Birk, 2000) as this determines if the essay, article or any literary work is informative, authentic, interesting, appropriate for the target reader, has a clear purpose, sufficient in scope, and free from grammatical error. In the content, one determines the suitability of the theme and how it was developed by the writer. The following questions can also serve as a guide, â€Å"Is the topic appropriate and interesting? †, â€Å"Is the writing intended for a specific reader? †, â€Å"Does it offer sufficient examples, evidence and anecdotes to substantiate the author’s view or argument? † In the organization, the objective of the essay, location of the topic sentence, flow of ideas and the transition of the paragraphs are usually examined (Colorado State University, 2009). For the overall style, it is necessary to look into the appropriateness of the tone, writer’s creativity, sentence structure and the length of each sentence as this contribute to the overall clarity of the essay. Correctness refers to adherence to the rules of grammar, punctuation, and the form of the essay. Writing samples must be completely free from grammatical errors. It is not enough to consider the elements in critiquing a writing sample. It is useful to follow the guidelines and include an introduction, a summary of the author’s main point, evaluation of the author’s success in achieving his or her purpose, response to the author’s view, and a conclusion where strengths and weaknesses of the text are assessed (Birk, 2009). References Birk, B. M. (2000). Essay critique guidelines. Retrieved March 11, 2009 from http://www. goshen. edu/english/critique. html Colorado State University (2009). Organization of an essay. Retrieved March 11, 2009 from http://writing. colostate. edu/guides/processes/peerreview/organization. cfm Hunter College Reading Writing Center (n. d. ). Writing the critique. Retrieved March 11, 2009 from http://rwc. hunter. cuny. edu/reading-writing/on-line/critique. html University of Hawaii West O’ahu (n. d. ). Writing a critique. Retrieved March 11, 2009 from http://homepages. uhwo. hawaii. edu/~writing/critique. htm

White collar crime :: essays research papers

Welcome to the age of white collar crime. A time when the words thieves and businessmen go hand in hand. White collar criminals don’t get their hands dirty in their work. They use their heads to get what they want instead of using a little muscle. These criminals are just as dangerous as the rapists and murderers. In these times, even the most seemingly respectable people are suspected of white collar crimes. President Clinton and the first lady Hillary Clinton have been tangled up in the Whitewater and Travelgate business ventures. Although the two have not been formally charged with any wrongdoing, there is a committee currently investigating their dealings and charges are not out of the question for either of them. In Michael Isikoff’s and Mark Hosenball’s Newsweek article â€Å"Cracks in the Wall,† they describe the Clintons’ dealings with Whitewater and the possible consequences of them: â€Å"The Senate Whitewater committee is considering asking for perjury charges against Susan Thomas and Maggie Williams, Mrs. Clintons’ chief of staff, in connection with her testimony about the removal of documents from Vince Foster’s office† (Isikoff 29). This case goes to show that there presently a growing problem with our country, and it is called white collar crime. White collar crimes are very numerous in kind. New ones are always being invented by someone with a good scam. Embezzlement, tax evasion, and fraud are some of the more popular kinds. A person who has the power of controlling money in a business is most likely commit embezzlement. A shortened definition of embezzlement is â€Å"to steal money that is entrusted to Phillips 2 one.† This is one of the fastest rising crimes in the nation. According to the Federal Bureau of Investigation, embezzlement rose thirty eight percent from 1984 to 1993 (U.S. Dept. of Justice 239). Forgery is another growing form of white collar crime. This is defined as the act of imitating or counterfeiting documents or signatures for the purpose of deceiving someone. Forgery also shows the same growth trends as embezzlement. From 1984 to 1993 forgery and counterfeiting increased twenty-one percent (U.S. Dept. of Justice 240). Bogus ads, job scams, and telephone scams are all examples of fraud. Basically these scams ask you to send money for something that is non-existent. An example of a telephone scam would be if someone called to ask for donations for a phony organization or charity. White collar crime :: essays research papers Welcome to the age of white collar crime. A time when the words thieves and businessmen go hand in hand. White collar criminals don’t get their hands dirty in their work. They use their heads to get what they want instead of using a little muscle. These criminals are just as dangerous as the rapists and murderers. In these times, even the most seemingly respectable people are suspected of white collar crimes. President Clinton and the first lady Hillary Clinton have been tangled up in the Whitewater and Travelgate business ventures. Although the two have not been formally charged with any wrongdoing, there is a committee currently investigating their dealings and charges are not out of the question for either of them. In Michael Isikoff’s and Mark Hosenball’s Newsweek article â€Å"Cracks in the Wall,† they describe the Clintons’ dealings with Whitewater and the possible consequences of them: â€Å"The Senate Whitewater committee is considering asking for perjury charges against Susan Thomas and Maggie Williams, Mrs. Clintons’ chief of staff, in connection with her testimony about the removal of documents from Vince Foster’s office† (Isikoff 29). This case goes to show that there presently a growing problem with our country, and it is called white collar crime. White collar crimes are very numerous in kind. New ones are always being invented by someone with a good scam. Embezzlement, tax evasion, and fraud are some of the more popular kinds. A person who has the power of controlling money in a business is most likely commit embezzlement. A shortened definition of embezzlement is â€Å"to steal money that is entrusted to Phillips 2 one.† This is one of the fastest rising crimes in the nation. According to the Federal Bureau of Investigation, embezzlement rose thirty eight percent from 1984 to 1993 (U.S. Dept. of Justice 239). Forgery is another growing form of white collar crime. This is defined as the act of imitating or counterfeiting documents or signatures for the purpose of deceiving someone. Forgery also shows the same growth trends as embezzlement. From 1984 to 1993 forgery and counterfeiting increased twenty-one percent (U.S. Dept. of Justice 240). Bogus ads, job scams, and telephone scams are all examples of fraud. Basically these scams ask you to send money for something that is non-existent. An example of a telephone scam would be if someone called to ask for donations for a phony organization or charity.

Othello’s Tragic Flaws Essay

William Shakespeare creates dynamic and complex characters in his tragic play, Othello. Othello, Iago, Desdemona, and Emilia each display a tragic flaw. Shakespeare’s subtle descriptions of the characters allow for varying interpretations of each character. The tragic flaws can truly alter perspectives as the story transitions. A tragic flaw can begin as a positive character trait, yet spiral into the downfall of the respective character. Shakespeare thoroughly expresses the importance of tragic flaws in the play Othello. Shakespeare provides the title character with the tragic flaw of inherent trust in others, particularly in Iago. Iago’s ambition, Desdemona’s love for Othello, and Emilia’s loyalty in Iago and Desdemona are also tragic flaws. These tragic flaws are imperative to the play, and without them there would be a lack of plot, conflict, and climax. Othello’s tragic flaw of inherent trust haunts him throughout the play. Othello is easily pe rsuaded and this leads him to put his trust in the wrong people. He unfortunately gets ensnared into Iago’s devious plan. Othello treats Iago as a trust-worthy friend who he has known for a long period of time. When Iago realizes that Othello believes the story about Cassio’s relationship with Desdemona, Iago decides to take the scheme further. Iago places horrid images in Othello’s mind that turn Othello into a rash man. Othello’s tragic flaw ultimately leads to his destruction. Othello’s personality vastly transforms due to the madness. Othello ironically mistrusts his loyal wife Desdemona and good friend Cassio. When Othello places Desdemona on her deathbed, he states, â€Å"Be thus when thou are dead, and I will kill thee/And love thee after† (V.ii.20-21). At this moment in the play, Othello’s actions are ironic. Originally, Othello worried that Desdemona would stab him in the back, but he is the one who betrays his beloved wife. Othello is brought to this action because Iago places extreme jealousy within him. Emilia enters Othello’s room and discovers that she has walked into another murder. Othello still has a degree of trust in â€Å"honest† Iago, but Emilia informs Othello of her husband’s lies. Othello may subconsciously realize the mistakes he has made, but he does not want to believe Emilia and face the truth. In response to Emilia, Othello states, â€Å"I say thy husband. Dost understand the word? My friend, thy husband; honest, honest, Iago† (V.ii.188-189). Although Iago’s plan is obvious to the audience, Othello refuses to believe it. Iago’s actions have already destroyed Othello’s marriage, but Iago continues until Othello ruins his entire life. Iago is a dishonest and devious character, but his main tragic flaw is his undying ambition to take down Othello and Cassio. In the play, Iago manipulates several characters and tends to extend his actions too far. Iago constantly manipulates his wife Emilia and treats her as his pet. He continuously disrespects her and uses her to advance his plans. However, Emilia has a growing sense of suspicion towards her evil husband as the play carries on. When Iago is planning to overthrow Cassio with the handkerchief, he states, â€Å"A good wench! Give it to me† (III.iii.359). Emilia finds this very suspicious. She wonders why this handkerchief is so vital to Iago as it belonged to Desdemona. At this moment, Emilia realizes something is brewing and notices that this is the time to act upon her disrespectful husband. Emilia knows how devious Iago can be, and how important it would be to earn a stronger position. She knows Iago will do anything to get his hands on the lieutenancy by ta king it from Cassio. For instance, Iago is jealous of Othello’s power and is determined to steal his throne as well as his wife. When Iago learns that Othello is very trusting, he becomes very eager to take advantage of this overthrow Othello at a rapid pace. However, instead of being patient, Iago includes Cassio, Emilia, and Roderigo in his agenda to gain power. Involving several people in his plan backfires and interferes with his plan because all his actions eventually catch up to him. For example, Emilia becomes very suspicious of her husband’s desperation to possess the handkerchief. Emilia dislikes the way her husband treats her and becomes very anxious to catch him doing something devious. By the end of the play Emilia says, â€Å"You told a lie, an odious, damned lie! Upon my soul, a lie, a wicked lie† (V.ii.216-217). Emilia finally confronts her two-faced husband. Due to Iago’s extreme desire for power, his reckless actions eventually catch up t o him. His wife turns on him and tells people about his recent actions. Iago is finally held responsible for his actions and taken away for a long period of torture. Throughout the story, Desdemona relies heavily on Othello and his love for her. She believes that she and Othello have an everlasting relationship. Unfortunately, she is clueless about Othello’s trust in Iago. She does not know that he is feeding Othello appalling lies about her and Michael Cassio. Although Othello is the love of Desdemona’s life, his tragic flaw causes him to become extremely jealous. In the beginning of the play, Othello and Desdemona openly display their love for each other for others to see. Iago knows that in order to disrupt their passionate love, he is going to have to convince one of them that the other is cheating on them. Iago chooses to convince Othello of Desdemona’s â€Å"affair† with Cassio, and Othello does not hesitate to trust Iago’s statements and immediately believe that Desdemona is cheating on him. Othello knows that she betrayed her own father, Brabantio, and therefore conceives that Desdemona could potentially to the same to him. Othello starts acting as a demon is inside of him, but Desdemona does not understand the reason. As Othello’s jealousy starts to build up, Desdemona states, â€Å"Why ten tomorrow night, (or) Tuesday morn, on Tuesday noon or night’ on Wednesday morn† (III.iii.68-69). Othello shows obvious anger about Cassio to Desdemona. Instead of attempting to fix the situation, Desdemona hopes this side of Othello will pass. This is the key factor in the start of Othello’s envy towards Cassio due to Iago’s fatal lies. Desdemona continues to believe that nothing stands a chance of interfering with her and Othello’s relationship. Meanwhile, Othello fails to look at Desdemona the same way believing that she has been seeing Cassio behind his back. As the play progresses, Othello’s jealousy is getting increasingly worse and Desdemona does not act in response to Othello’s harsh behavior. As Desdemona lays hopelessly in her dea thbed, she does not panic, however, she acts as if Othello is not going to kill her. As Othello smothers Desdemona, she eventually states to Emilia, â€Å"Nobody. I myself. Farewell. Commend me to my kind lord. O, farewell† (V.152-153). Desdemona expresses her undying love for Othello by explaining to Emilia that she took her own life away. She cannot believe that Othello would kill her because her love blinds her. Therefore, love is Desdemona’s tragic flaw. Emilia contains the tragic flaw of loyalty. She exhibits this loyalty particularly to her husband and to Desdemona. Although Emilia receives disrespect from her husband, she perpetually shows Iago loyalty throughout most of the play. When Emilia picks up the handkerchief that Desdemona drops, she hesitates to give it to Iago. However, she does give it to Iago because there is some loyalty that exists in her towards her husband. As Iago demands the handkerchief from Emilia, she questioningly states, â€Å"What will you do with ‘t, that you have been so earnest to have me filch it?† (III.iii.360-362). Emilia knows her husband is up to something and it is up to her to stop it. Although for most of the story Emilia is loyal to Iago, she also has loyalty to Desdemona. Emilia discovers that Iago uses the handkerchief to frame Cassio and destroy the relationship between Othello and Desdemona. When Emilia walks into the murder of Desdemona, she knows she has missed her opportunity to catch her husband in the act framing Desdemona. Her minimal amount of remaining respect for her husband is eliminated at this moment, a nd she tells everyone that it is Iago that has stolen the handkerchief in order to blame Desdemona. Emilia’s secret strength is evident. Emilia states, â€Å"O thou dull Moor, that handkerchief tho speak’st of I found by fortune, and did give my husband—For often, with a solemn earnestness (More than indeed belonged to such a trifle), He begged of me to steal’t† (V.ii.267-272). Emilia explains to Othello that he has fallen into Iago’s trap. Emilia tells everyone in the room that Iago asked for the handkerchief, and shows her loyalty to Dedemona by proving her innocence. When Emilia displays her loyalty towards Desdemona this way, it angers Iago thoroughly and ruptures his plan completely. In response to Emilia’s actions, Iago takes out his rapier and stabs her. She dies on the same bed as Desdemona. The two innocent female lives are lost in the same spot. Overall, the tragic flaw of loyalty that Emilia expresses is her downfall. Tragic flaws are a critical component of Shakespeare’s Othello. Each character displays a tragic flaw as the play unravels. The play would have no action without these tragic character flaws. Shakespeare provides these flaws to the characters to create dimension and suspense. Othello, Iago, Desdemona, and Emilia would be unrealistic, boring, and static characters without these flaws. The tragic flaw leads a character to downfall, and it is an integral part of a tragedy.

Coca-Cola Market Opportunity

The Coca-Cola Company has long been a worldwide business. The first soda fountain sales to Canada and Mexico were recorded in 1897 with the first international bottler established in Panama in 1906. Coca-Cola entered China in 1927 and the 100th country, Sierra Leone, in 1957. Today, the Coca-Cola Company is the largest beverage company with the most extensive distribution system in the world. In the first two decades of the twentieth century, the international growth of Coca-Cola had been rather haphazard. It began in 1900, when Charles Howard Candler, eldest son of Asa Candler, took a jug of syrup with him on vacation to England. A modest order for five gallons of syrup was mailed back to Atlanta. The same year, Coca-Cola travelled to Cuba and Puerto Rico, and it wasn't long before the international distribution of syrup began. Through the early 1900s, bottling operations were built in Cuba, Panama, Canada, Puerto Rico, the Philippines, and Guam (western Pacific island). In 1920, a bottling company began operating in France as the first bottler of Coca-Cola on the European continent. In 1926, Robert W. Woodruff, chief executive officer and chairman of the board, committed the company to organized international expansion by establishing the Foreign Department, which in 1930 became a subsidiary known as the Coca-Cola Export Corporation. By that time, the number of countries with bottling operations had almost quadrupled, and the company had initiated a partnership with the Olympic Games that transcended cultural boundaries. Coca-Cola and the Olympic Games began their association in the summer of 1928, when an American freighter arrived in Amsterdam carrying the United States Olympic team and 1,000 cases of Coca-Cola. Forty thousand spectators filled the stadium to witness two firsts: the first lighting of the Olympic flame and the first sale of Coke at an Olympiad. Dressed in caps and coats bearing the Coca-Cola trademark, vendors satisfied the fans' thirst, while outside the stadium, refreshment stands, cafes, restaurants, and small shops called ‘winkles' served Coke in bottles and from soda fountains. The company began a major push to establish bottling operations outside the USA. Plants were opened in France, Guatemala, Honduras, Mexico, Belgium, Italy, and South Africa. By the time the Second World War began, Coca-Cola was being bottled in forty-four countries, including those on both sides of the conflict. Far from devastating the business, the war simply presented a new set of challenges and opportunities for the entire Coca-Cola system. The entry of the United States into the war brought an order from Robert Woodruff in 1941 ‘to see that every man in uniform gets a bottle of Coca-Cola for 5 cents, wherever he is and whatever it costs the Company. This effort to supply the armed forces with Coke was being launched when an urgent cablegram arrived from General Dwight Eisenhower's Allied Headquarters in North Africa. Dated 29 June 1943, it requested shipment of materials and equipment for ten bottling plants. Prefaced by the directive that the shipments were not to replace other military cargo, the cablegram also requested shipment of 3 million filled bottles of Coca-Cola, along with supplies for producing the same quantity twice monthly. Within six months, a company engineer had flown to Algiers and opened the first plant, the forerunner of sixty four bottling plants shipped abroad during the Second World War. The plants were set up as close as possible to combat areas in Europe and the Pacific. More than 5 billion bottles of Coke were consumed by military service personnel during the war, in addition to countless servings through dispensers and mobile, self-contained units in battle areas. But the presence of Coca-Cola did more than just lift the morale of the troops. In many areas, it gave local people their first taste of Coca-Cola. When peace returned, the Coca-Cola system was poised for unprecedented worldwide growth. From the mid-1940s until 1960, the number of countries with bottling operations nearly doubled. As the world emerged from a time of conflict, Coca-Cola emerged as a worldwide symbol of friendship and refreshment. The Coca-Cola Company is now operating in more than 200 countries and producing nearly 400 brands; the Coca-Cola system has successfully applied a simple formula on a global scale: provide a moment of refreshment for a very small amount of money-a billion times a day. The Coca-Cola Company and its network of bottlers comprise the most sophisticated and pervasive production and distribution system in the world. From Boston to Beijing, from Montreal to Moscow, Coca-Cola, more than any other consumer product, has brought pleasure to thirsty consumers around the globe. 1. Trace the Internationalisation / Globalisation model of coco cola. 2. What were the Triggers & Motives for coco cola to global? 3. Why do you think coco cola was so successful despite the fact that ‘food & drinks’ preferences are highly local like in case of tea/ coffee?

Technology Addiction Presentation Essays

Technology Addiction Presentation Essays Technology Addiction Presentation Essay Technology Addiction Presentation Essay It is to the point where this pungency is so strong that without having our cell phones on us at all times, we feel anxious and disconnected. Students have actually admitted to feeling depressed, anxious and craving their devices. In a study interviewing individuals between 17-23, 1 in 5 said that they experienced feelings Of withdrawal. Technology addiction is being compared to drug addiction since there are many similar symptoms for both addictions. We, the Backbone generation, are actually suffering from information withdrawal syndrome. The same way alcoholics experience withdrawal when they stop drinking. I also read on The Telegraph, that some children as young as four year old require psychological treatment because of their addiction to smartness and pads. According to helped. Org, Internet and computer addiction can cause individuals to Isolate themselves from friends and family. Spending so much time online can cause your social life to suffer and can cause you to neglect the real people in your life. Global post explains that internet addiction has proven to weaken verbal and written skills. Technology addiction distorts human social interactions for anyone who cant put their phone down while engaging in a conversation. If you try to have a conversation with someone who has a smartened in hand, chances are the eye contact will be zero and the listening abilities will be nonexistent. In particular, Face-to-face verbal skills in teens is also affected by technology overuse. Since teens are socializing more online, they are getting less practice speaking to people face-to-face. Not only does this have a negative affect on ones interactions skills in a social setting it is also a potential long- term effect that can impact these teens when they are applying and getting interviewed for universities and future jobs. Other long-term effects of technology addiction include psychological problems such as insomnia, irritability and depression. As well, watching too much TV has been associated with an increase in diabetes and obesity. FOR MY GAME: According to Psychologically, video games can activate the brains pleasure circuits and can cause rapid release of dopamine just as cigarettes do. This is definitely an explanation for why technology is so addictive. Also, we can develop a dopamine release for many types of addictive behaviors like checking your email. Even if you dont actually spend extended periods of mime on your email, you probably think about checking it pretty often. Another reason technology has become an addiction is because we did not have portable computers in the past, and not only portable computers but ones that fit in your pocket and could be carried around wherever you go like we have today. We are now given more opportunities to interact with information at all hours of the day. The temptation that comes with having all that information at hand, just sitting in your pocket often gets in the way. I am sure many of you have sat at a restaurant on your phone completely owned out of whats happening around you.

Academic Performance of College Students Essay Example for Free

Academic Performance of College Students Essay Academic performance (42) , College Students (39) , college level (10) , for college students (8) , top college (7) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? The lack of adequate background and/or preparation, among other things, causes many students to withdraw from college or to graduate with low grades, which often makes it difficult for them to obtain suitable jobs. This paper examines the academic performance and efforts to seek assistance for academic and related problems of undergraduate students at North Carolina A&T State University. To that effect, the grade reports of business and economics majors and responses to a survey of students enrolled in business and economics courses were qualitatively analyzed. The results of the analyses indicated that many students experienced academic deficiency and did not seek assistance when faced with problems. The results also revealed that many of the students who sought assistance rated the services they received as ineffective and indicated their preference for school-level advisement services. The development of a school-specific academic monitoring and advisement center would alleviate these problems. Such a center, with a comprehensive and extended advisement and counseling program, will be more effective than university-wide services in improving student academic performance and marketability upon graduation. ********** Teaching, research and service are usually used as a yardstick to measure faculty contributions to higher education institutions. Major universities have long stressed the importance of research activities relative to teaching. Over the last two decades, many of smaller teaching institutions, including the Historically Black Colleges and Universities (HBCUs) where research activities were recognized only to the extent that they would keep educators and the knowledge they transmit to students current, have been under pressure to acquire external funds for scholarships, faculty development, and meeting accreditation standards (Fielding 1985). As these institutions, particularly the HBCUs, placed more emphasis on faculty research productivity, they are faced with the challenge of striking a balance between teaching and research activities. Nevertheless, most colleges and universities recognize that teaching is the ultimate goal of their institutions (Wiley 1993). The main factors considered for improving teaching effectiveness among other things, include teaching approaches and techniques and faculty availability for student assistance and advisement. However, students in higher education institutions must be motivated and committed to make reasonable efforts toward handling various activities, such as reading, written assignments, class discussion, presentation and examinations, effectively. Accordingly, the students’ commitment to attain a good education, their study habits and cooperation, their motivation and efforts to seek assistance, when needed, are equally critical for learning. Thus, since the provision and consumption of education service occur simultaneously, the students’ active participation in the process is a necessary condition to transform teaching to effective learning (Norales and Addus 2003). This paper assesses the academic performance and efforts of undergraduate students to seek assistance for academic and related problems at North Carolina A&T State. The paper (1) examines the academic performance and deficiencies of the students in terms of their overall grade point averages; (2) identifies the relative magnitude of student academic and related problems from freshman to senior classifications; (3) presents student evaluation of the effectiveness of advisement and counseling services available to students; and (4) recommends the development of a school-specific academic monitoring and advisement center to improve student academic performance and marketability upon graduation. Methods and Instrumentation The 1998 grade point averages (GPAs) of undergraduate business and economics majors were used to determine the levels of student academic performance and deficiencies, with the application of chi-square statistic test to the relevant data. The student grade reports (the most recent data available) were obtained from the North Carolina A&T State University’s School of Business and Economics. In addition, data from students were collected through a student survey of 2002. The sample for the student advisement and counseling effectiveness questionnaire consisted of students enrolled in business and economics courses at North Carolina A&T State University. The questionnaire items were designed to elicit responses from students to determine the magnitude of student academic and related problems, efforts to seek assistance to solve their problems, evaluation of effectiveness assistance they received, and preference for the location of advising and monitoring services within the University. The results of this study can be used as a source of data that can provide information on the curriculum effectiveness at North Carolina A&T State and other universities. Such data can assist educators in curriculum planning and development so that they can better meet the needs of students. Student Academic Performance and Survey Results The results of this study are based on the examination of the School of Business and Economics student GPAs and the student advisement and counseling survey of students enrolled in business and economics courses at North Carolina A&T State University. The results are centered around (1) the student academic performance levels and deficiencies; (2) the magnitude of student academic and related problems; (3) the students efforts to seek assistance to solve problems; (4) the student evaluation of effectiveness assistance received; and (5) the student preference for the location of advising and monitoring services. The following are the findings of the study based on student grade point averages and student advisement and counseling services questionnaire responses. Student Academic performance. The school of Business and Economics at North Carolina A&T State University consists of accounting, business administration, business education and economics and transportation/logistics departments. The distributions of grade point average of students enrolled in the School during the 1998 fall semester are presented in Table 1. For the data in the Table, the chi-square test statistic is significant. This indicates that grade distributions by classification are statistically different. Generally, the number of students with low grade point averages decreased from freshman to senior classifications. In other words, more freshmen maintained lower grades relative to seniors, and more seniors maintained higher grade point averages than freshmen. More specifically, the data indicates that, in the School of Business and Economics, 55% of freshman, 14% of sophomore, 16% of junior, and 6% of senior students maintained below 2. 00 grade point averages. The decline in the proportion of students with lower grades from the freshman to senior levels is an indication of either grade improvements, transfer from one program to another or withdrawal and/or suspension/dismissal from the university. In their senior year, 41% of students maintained a GPA of below 2. 50, 23% below 2. 25, and 6% below 2. 00. For all classifications, 53% of students maintained a GPA of below 2. 50, 39% below 2. 25, and 26% below 2. 00. The School of Business and Economics cannot afford to ignore 23% students who may graduate with a GPA of lower than 2. 25 and 41% below 2. 50, only to find it difficult to find professional jobs of their choice in their respective fields. Apparently, students need to be monitored, encouraged and assisted to play an active role in their pursuit to achieve their education and career objectives. Student Survey Results Of some 206 students who responded to the survey, 52% were female and 48% were male students. By classification, 10% were freshmen, 30% sophomore, 37% junior and 23% senior students. In terms of general fields of study, 68% majored in business and economics and 32% in other areas, including arts and sciences, education and engineering (Table 2). These figures suggest that the survey represents a balanced coverage on gender, student classification, and various fields of study. Magnitude of Student Academic and Related Problems: Of 154 who sought assistance, 52% were female and 48% were male students. By classification, 9% were freshmen, 30% sophomore, 37% junior and 25% were senior students (Table 3). The data in the Table is indicative of the fact that the number of problems faced by students generally declined from freshman to senior year of their study. Of 52 students who did not seek assistance, 52% were female and 48% were male students. By classification, 17% were freshmen, 30% junior, 37% sophomore and 19% senior students. A total of 56% who did not seek help were junior and senior students. The reasons indicated for not seeking assistance are that 19% did not have any problems, 17% did not have time to seek assistance, 19% did not know the availability of assistance, 14% did not believe such assistance would be useful, and 15% indicated a combination of the above factors (Table 4). Student Efforts to Seek Assistance: Out of 206 students who sought assistance, 60% consulted with their academic advisors and 30% with course instructors or respective departments. Only 4% indicated to have sought assistance with the University Center for Success (Table 5). Student Evaluation of Assistance Effectiveness: Of 154 students who sought help, 72% indicated that the assistance they were offered was effective resulting in grade improvements, enhanced self-confidence, remaining in major for the better, and changing major for the better. However, 28% indicated that the assistance they received was not effective at all (Table 6). Student Preference for Advising and Monitoring Services: Of 206 survey respondents, 147 (71%) indicated their preference for student monitoring and counseling services at school/college level (as opposed to counseling at the university level); and 92% indicated that they would seek assistance more often if such services were available at school/college level (Table 7). The Case for Academic Monitoring and Advising Center The findings of this study reveal that relatively low grades and high failure rates were maintained by upper level undergraduate students with the possibility of marketability problems. The findings further show that 28% of survey respondents said the assistance services they received were not effective. Another 28% of the respondents, of which 56% were juniors and seniors, did not seek help to resolve their academic and related problems. In addition, 71% of respondents indicated their preference for a school-level assistance services, and the overwhelming majority (92%) said they would seek help more often if such services were available at the school level. It follows that a school-specific academic monitoring and advisement center (AMAC), with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The need for the AMAC is underscored by other studies. The main problems affecting student academic performance include inadequate background, working long hours, lack of time to study and seek advice, lack of time management skills, bad study habits and skills, and lack of self-confidence. Many students are also faced with various impediments in their pursuit of higher education and career objectives, including financial problems, family responsibilities, and social and extracurricular activities. Some of these activities do not only take away from the time needed for sleeping, attending class and studying, but they also cause considerable stress resulting in negative effects on academic performance as measured in terms of GPA (Womble 2001). The results of a survey of 239 university students enrolled in business and economics courses at North Carolina A&T State University indicated that most students did not have sufficient time to read the textbook and study, and that their absence from class was work related. The majority (56 %) of the students stated that they could not take lecture notes while listening, and 29 % said they could not understand the lecture (Norales and Addus 2003). Kelly et al (2001) classified college students into short sleepers (individuals who slept six or fewer hours a day), average sleepers (individuals with seven or hours of sleep a day), and long sleepers (individuals sleeping nine or more hours a day). They found that the individuals who represented long sleepers reported higher GPAs than the first two groups. Many students are admitted to a university as a result of their performance in examinations that do not demand the same preparation levels required to succeed in higher education. Thus, one of the main factors affecting the academic performance of college and university students is the lack of adequate preparation skills (Beswick and Ramsden 1987). Entwistle et al (1989) studied the academic performance of electrical engineering students and found that low course grades were associated with inadequate study skills, and that many students had not established adequate independent study strategies required to succeed in higher education. Eikeland & Manger (1992) looked into factors affecting student achievement, especially those factors related to high failure and dropout rates. The findings showed that organized study habits had a positive impact on self confidence during the students’ first semester, but such study habits did not have a direct effect on grades until as late as their fourth semester in college. In a survey of close to 350,000 students attending four-year public and private colleges, over 70 items related to the students’ educational experiences on the survey instrument were grouped into 12 factors. (1) The survey results indicated that out of these factors, public college/university students rated academic advising as the most important aspect of their educational experiences. Private college/university students rated academic advising second to only instructional effectiveness in importance. When students were asked to rate five items (2) comprised academic advising, both public and private college/university students rated the academic advisor’s approachability and the academic advisor’s knowledge about major requirements as strengths–meaning most important and most satisfying (Noel-Levitz 2003). In general, the success or failure in higher education are not explained by the student attributes or faculty teaching efficiency in isolation, but by the complex interactions between students and the learning environments they experience (Entwistle 1990). Thus, students are in need of comprehensive advisement, counseling and support services including time management, stress management, efficient study style, habits and skills, reading, writing, and lecture note taking skills, and other support services. These must help students enhance their capacity to master the relevant subject, self confidence, verbal and written communication, academic performance, and to be competitive and productive members of the community. Academic Monitoring and Advising Center The findings of this study, along with the discussion of relevant literature, suggest that a school-specific AMAC, with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The primary purpose of the AMAC is to enhance student academic performance and produce marketable graduates by providing extended assistance and guidance to students in academic activities and related areas. At North Carolina A&T State University there are university-wide student support services, including the Center for Student Success (which is focused on student retention) and school-level academic assistant services. In addition, there are programs which are designed to mentor students with high academic standing, in collaboration with potential employers, to prepare them for the real world work environment upon graduation. However, many students who for various reasons fail to perform to their potential levels deserve to be uplifted through a similar program provided by the AMAC. Compared with university-wide academic counseling services available for students, the AMAC will be more effective for needy students can be given individual and unique attention suited to their specific needs by their respective schools. In addition to regular advisement provided by academic advisors, the AMAC will provide counseling services for students who fail to reach a minimum GPA of 2. 50 during each semester. To start with, such students will be able to discuss issues regarding specific courses and their course loads with an advisor from the AMAC, and receive advice on how to successfully manage their time and handle their course loads. Also, the AMAC if necessary, can suggest changes in course, course loads and schedule to help the students balance their time between school and work. As mentioned above, one of the biggest problems that many students have is lack of time and time management skills. If this problem is solved early, students will be able to maintain a more marketable GPA. The AMAC will continuously monitor students and evaluate their grades throughout each semester to insure that these students continue to do well in the school, and graduate within a reasonable period of time. Students who need assistance must be identified at the appropriate time and be given intensive advice and counseling. It will maintain a data base for all students in the School of Business and Economics with an overall GPA of 2. 50 or less. The data can be collected from student applications, academic records, and surveys (Seidman, 1996). The AMAC will coordinate its activities with university programs designed to provide remedial services to students with deficient backgrounds. It will refer students to other departments and and University support services for problems outside its responsibilities. Such intensive intervention will likely help not only improve academic performance, but also retain students and enable them to graduate with decent grades. Student participation in the AMAC’s program shall enhance their capabilities to improve their academic standing through sound advice and counseling which will positively influence their attitude toward learning and grades, time management skills and study habits. The AMAC will further facilitate development of university policies and programs designed to overcome academic deficiencies and encourage students to stay in school and achieve their academic and career objectives. Conclusions Academic advising is a very important aspect of students’ educational experiences in higher education. In order to enhance teaching and learning effectiveness, higher education institutions must listen to their students unique needs and priorities by assessing assistance services available to students. The results of such assessments can be used to develop targeted action plans for serving specific student population. The results of the analyses of data obtained from the School of Business and Economics grade reports and a survey of students enrolled in business and economics courses at North Carolina A&T State University, along with other relevant literature, imply that many college students need a school-specific academic monitoring and advisement services at an early stage of their college career. It is apparent that it becomes difficult, if not impossible, for junior and senior students to make meaningful grade improvements due to the short span of time available to them during their last years of study before graduation. This may pose a serious marketability problem for some of the graduates of these programs with low grades. In the real world of ever increasing globalization and more competitive job market environments, college students need to acquire higher skills and GPAs. The proposed AMAC is certainly a first step to guide needy students in this direction. References Beswick, D. and Ramsden, P, (1987). How to Promote Learning with Understanding. Working Paper 87:1. Melbourne: Center for the Study of Higher Education, University of Melbourne. Eikeland, O. J. and Manger, T. (1992). Why Students Fail During Their First University Semesters. International Review of Education 38(5), 489-503. Entwistle, N. J. (1990). How Students Learn and Why They Fail. Paper Presented at Conference on Talent and Teaching, University of Bergen. Entwistle, N. J. , Hoursell, D. , Macaulay, C. , Situnayake, G. and Tait, H. (1989). Success and Failure in Electrical Engineering Courses in Scotland. Summary of a Report to the SED. Edinburgh: Department of Education and Center for Teaching, Learning and Assessment. University of Edinburgh. Fielding, G. J. (1985). Transportation Education, Part Two. Report of Joint Conference, Eno Foundation Board of Directors and Board of Consultants. Transportation Quarterly, 39(2), 207-233. Kelly, W. E. , Kelly, K. E. and Clanton, R. C. (others) (2001). â€Å"The Relationship between Sleep length and Grade-Point-Average among College Students,† College Student Journal. Noel-Levitz Research (2003). â€Å"Academic Advising Highly Important to Students,† www. noellevitz. com. Norales, Francisca O. and Addus, Abdussalam A. (2003). â€Å"University Students’ Learning Efforts,† Texas Business and Technology Educators Association Journal, Vol. VII, No. 1. Seidman, A. (1996). Retention revisited: R = E, ID + E & In, Iv. Journal of College Student Retention. 71(4), 18-20. Wiley, III, Ed (1993). Re-Emphasizing Teaching. Black Issues in Higher Education. Womble, Laura P (2001). â€Å"The Impact of Stress Factors on College Students’ Academic Performance,† Working Paper, University of North Carolina, Charlotte, N. C. ABDUSSALAM A. ADDUS Associate Professor DAVID CHEN Associate Professor ANWAR S. KHAN Professor Emeritus Department of Economics and Transportation/Logistics North Carolina A&T State University Notes. (1) the factors are: academic advising, campus climate, campus Life, campus Support Services, concern for the Individual, instructional Effectiveness, recruitment and financial aid effectiveness, registration effectiveness, responsiveness to diverse population, safety and security, service excellence, and student centeredness. (2) the items are: the academic advisor’s approachability, the academic advisor’s knowledge about major requirements, the academic advisor’s concern about the student’s success as an individual, the academic advisor’s assistance to set goals and work toward, and the clearness and reasonableness of major requirements. Table 1 Grade Distribution of Students in the School of Business and Economics by Classification, Fall 1998 Grade Range Classification Freshman Sophomore Junior No. % No. % No. % 3. 50-4. 00 20 6 46 19 20 10 3. 00-3. 49 26 7 44 18 32 16 2. 50-2. 99 45 13 62 25 45 23 2. 25-2. 49 33 9 33 13 33 17 2. 00-2. 24 37 10 28 11 34 18 Below 2. 00 200 55 35 14 31 16 Total 361 100 248 100 195 100 Chi-square: 278. 38 * Grade Range Classification Senior All No. % No. % 3. 50-4. 00 18 7 104 10 3. 00-3. 49 42 17 144 13 2. 50-2. 99 90 35 242 24 2. 25-2. 49 47 18 146 14 2. 00-2. 24 44 17 143 13 Below 2. 00 14 6 280 26 Total 255 100 1059 100 Chi-square: 278. 38 * Note: * Statistically significant at 5 percent probability level. Source: School of Business and Economics, NC A&T State University. Table 2 Profile of Survey Respondents Item Frequency Percent Gender (n = 206): Male 99 48. 1 Female 107 51. 9 Classification (n = 206): Freshman 21 10. 2 Sophomore 61 29. 6 Junior 77 37. 4 Senior 47 22. 8 Major Area Unit (n = 206): Business and Economics 140 68. 0 Other Areas * 66 32. 0 * Include Arts and Science, Education, and Engineering. Table 3 Distribution of Number Problems for Students who Sought. Assistance * (n = 154) Classification Number of Problems and Gender One Two Three Four Five Six Total Plus Classification: Freshman 4 1 3 2 1 2 13 Sophomore 16 4 7 9 8 2 46 Junior 14 14 12 6 4 7 57 Senior 6 7 14 7 3 1 38 Total 40 26 36 24 16 12 154 Gender: Male 19 15 15 11 8 6 74 Female 21 13 19 13 8 6 80 Total 40 26 36 24 16 12 154 * Problems include adding/dropping courses, choosing major, changing major, improving grades, time management, internship opportunities, personal problems which affect academic performance. Table 4 Distribution of students who did not Seek Assistance (n = 52)  frequency Percent of Total Classification: Freshman 9 17. 3 Sophomore 14 29. 9 Junior 19 36. 5 Senior 10 19. 3 Total 52 100. 0 Gender: Male 25 48. 1 Female 27 51. 9 Total 52 100. 0 Reason for not Seeking: Did not have problems 10 19. 2 Did not have time 9 17. 3 Did not know availability of assistance 10 19. 2 Did not believe it is useful 7 13. 5 Combination of last three 8 15. 4 Other reasons 8 15. 4 Total 52 100. 0 Table 5 Student Efforts to Seek Assistance for Academic Problems (n = 154) Assistance sought from Frequency Percent Academic Advisor 89 59. 7 Department/Course instructor 44 29. 5. University Center for Success 6 4. 0 SOBE resource Lab 3 2. 0 University Counseling Service 3 2. 0 Career Counseling 2 1. 4 Financial Aid 2 1. 4 Table 6 Student evaluation of Effectiveness of Assistance Sought (n = 149) Item frequency Percent Grade improved 13 8. 7 Enhanced self-confidence 4 2. 7 Remained in major 15 10. 1 Changed major for better 16 10. 7 Two or more of above 60 40. 3 No effect 41 27. 5 Table 7 Student Preference for Counseling/Monitoring Services Location (n = 206) Item Frequency Percent Prefer student Counseling at school level Yes 147 71. 3 No 44 21. 4 Indifferent 15 7. 3. Would seek assistance more often if Available at school/college level) Yes 92 44. 7 No 15 7. 3 Not sure 45 21. 8 Indifferent 54 26. 2 Gale Copyright: Copyright 2007 Gale, Cengage Learning. All rights reserved. Economic Scene Colleges Are Failing in Graduation Rates Top of Form Bottom of Form †¢ Share By DAVID LEONHARDT Published: September 8, 2009 If you were going to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you’d probably have to start with the Wall Street firms and regulatory agencies that brought us the financial crisis. From there, you might move on to Wall Street’s fellow bailout recipients in Detroit, the once-Big Three. Multimedia [pic] From the Most Selective Colleges, More Graduates Related The College Dropout Boom Economix: Which Colleges Are Doing Their Job? Reader Responses: Failing Colleges Readers’ Comments Share your thoughts and read responses to readers’ comments from David Leonhardt on the Economix blog. †¢ Read All Comments (113)  » But I would suggest that the list should also include a less obvious nominee: public universities. At its top levels, the American system of higher education may be the best in the world. Yet in terms of its core mission — turning teenagers into educated college graduates — much of the system is simply failing. Only 33 percent of the freshmen who enter the University of Massachusetts, Boston, graduate within six years. Less than 41 percent graduate from the University of Montana, and 44 percent from the University of New Mexico. The economist Mark Schneider refers to colleges with such dropout rates as â€Å"failure factories,† and they are the norm. The United States does a good job enrolling teenagers in college, but only half of students who enroll end up with a bachelor’s degree. Among rich countries, only Italy is worse. That’s a big reason inequality has soared, and productivity growth has slowed. Economic growth in this decade was on pace to be slower than in any decade since World War II — even before the financial crisis started. So identifying the causes of the college dropout crisis matters enormously, and a new book tries to do precisely that. It is called â€Å"Crossing the Finish Line,† and its findings are based on the records of about 200,000 students at 68 colleges. The authors were able to get their hands on that data because two of them are pillars of the education establishment: William Bowen (an economist and former Princeton president) and Michael McPherson (an economist and former Macalester College president). For all the book’s alarming statistics, its message is ultimately uplifting — or at least invigorating. Yes, inadequate precollege education is a problem. But high schools still produce many students who have the skills to complete college and yet fail to do so. Turning them into college graduates should be a lot less difficult than fixing all of American education. â€Å"We could be doing a lot better with college completion just by working on our colleges,† as Robert Shireman, an Education Department official who has read an early version of the book, says. Congress and the Obama administration are now putting together an education bill that tries to deal with the problem. It would cancel about $9 billion in annual government subsidies for banks that lend to college students and use much of the money to increase financial aid. A small portion of the money would be set aside for promising pilot programs aimed at lifting the number of college graduates. All in all, the bill would help. But it won’t solve the system’s biggest problems — the focus on enrollment rather than completion, the fact that colleges are not held to account for their failures. â€Å"Crossing the Finish Line† makes it clear that we can do better. †¢ The first problem that Mr. Bowen, Mr. McPherson and the book’s third author, Matthew Chingos, a doctoral candidate, diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that’s closer to home or, given the torturous financial aid process, less expensive. About half of low-income students with a high school grade-point average of at least 3. 5 and an SAT score of at least 1,200 do not attend the best college they could have. Many don’t even apply. Some apply but don’t enroll. â€Å"I was really astonished by the degree to which presumptively well-qualified students from poor families under-matched,† Mr. Bowen told me. They could have been admitted to Michigan’s Ann Arbor campus (graduation rate: 88 percent, according to College Results Online) or Michigan State (74 percent), but they went, say, to Eastern Michigan (39 percent) or Western Michigan (54 percent). If they graduate, it would be hard to get upset about their choice. But large numbers do not. You can see that in the chart with this column. In effect, well-off students — many of whom will graduate no matter where they go — attend the colleges that do the best job of producing graduates. These are the places where many students live on campus (which raises graduation rates) and graduation is the norm. Meanwhile, lower-income students — even when they are better qualified — often go to colleges that excel in producing dropouts. â€Å"It’s really a waste,† Mr. Bowen says, â€Å"and a big problem for the country. † As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen somewhat since the 1970s. What can be done? Money is clearly part of the answer. Tellingly, net tuition has no impact on the graduation rates of high-income students. Yet it does affect low-income students. All else equal, they are less likely to make it through a more expensive state college than a less expensive one, the book shows. Conservatives are wrong to suggest affordability doesn’t matter. But they are right that more money isn’t the whole answer. Higher education today also suffers from a deep cultural problem. Failure has become acceptable. Students see no need to graduate in four years. Doing so, as one told the book’s authors, is â€Å"like leaving the party at 10:30 p. m. † Graduation delayed often becomes graduation denied. Administrators then make excuses for their graduation rates. And policy makers hand out money based on how many students a college enrolls rather than on what it does with those students. There is a real parallel here to health care. Academic Performance of College Students. (2016, Oct 22).