A raisin in the sun coursework Essay

In this essay I am going to analyse how Lorraine Hansberry presents the transformation of Walter in the play ‘A raisin in the sun’. The pages I’m going to concentrate on are pages 1787 and 1788. A raisin in the sun portrays a few weeks in the life of the Youngers, an African-American family living on the South Side of Chicago in the 1950s. When the play opens, the Youngers are about to receive an insurance check for $10,000. This money comes from the deceased Mr. Younger’s life insurance policy. Each of the adult members of the family has an idea as to what he or she would like to do with this money. The matriarch of the family, Mama, wants to buy a house to fulfil a dream she shared with her husband. Mama’s son, Walter Lee, would rather use the money to invest in a liquor store with his friends. He believes that the investment will solve the family’s financial problems forever. Walter’s wife, Ruth, agrees with Mama, however, and hopes that she and Walter can provide more space and opportunity for their son, Travis. Finally, Beneatha, Walter’s sister and Mama’s daughter, wants to use the money for her medical school tuition. She also wishes that her family members were not so interested in joining the white world. Beneatha instead tries to find her identity by looking back to the past and to Africa. Later on in the play, the Youngers fight over their competing dreams. Ruth finds out that she is pregnant and starts to worry about the financial problems that may happen if she keeps it. Mama puts $3,500 down payment on a house and gives $6,500 to Walter from which he has to give Beneatha some for her medical school tuition. Walter on the other hand doesn’t give Beneatha her share of her money, instead gives it to Willy his friend who runs away with it. The house is in Clybourne Park, an entirely white neighbourhood. When the Youngers’ future neighbours find out that the Youngers are moving in, they send Mr Lindner, from the Clybourne Park Improvement Association, to offer the Youngers money in return for staying away. The Youngers refuse the deal. In the meantime, Beneatha rejects her suitor, George Murchison, whom she believes to be shallow and an assimulationist. Subsequently, she receives a marriage proposal from her Nigerian boyfriend, Joseph Assegai, who wants Beneatha to get a medical degree and move to Africa with him. The Youngers eventually move out of the apartment, fulfilling the family’s long-held dream. Their future seems uncertain and slightly dangerous, but they are optimistic and determined to live a better life. They believe that they can succeed if they stick together as a family and resolve to defer their dreams no longer. Various stage directions are used to show Walter’s feelings for example, when Ruth informs Walter that Mr Lindner is here ‘a long minute passes and Walter slowly gets up’ from his room. This shows that Walter is not eager to meet Mr Lindner so he takes his time. When Walter ‘slowly and awkwardly’ walks out of his room ‘passing the back of his sleeve across his mouth from time to time’ makes him seem as if he is a small chid who is sloppy and awkward. This is how he behaves throughout the play and shows the childish side of him. When Walter ‘looks down at his boys eyes’ he realises that Travis is the 6th generation in his family to live in America and should look to set an example for future generations. While Walter talks to Mr Lindner ‘he looks around and shifts from one foot to the other’ and makes short pauses in his speech showing that he is unsure and frightened about speaking out aloud in front of his family. He tries to get the point across that they are ‘very plain people’. Walter again looks away from Mr Lindner and ‘down at his shoes’ and then back up at him. This shows that he can’t maintain eye contact with Mr Lindner. This makes Walter feel shy because he is speaking to someone who is higher classed and who he feels is superior to him. He again tries to get the point across that they are plain people by telling Mr Lindner their current situation such as how he has been ‘a chauffer’ most of his life and how Ruth is a domestic worker in people’s kitchens. All this confuses Mr Lindner as he doesn’t know what Walter is trying to get across instead he listens to him and see what he has got to say. Walter now starts to tell Mr Lindner how his father ‘almost beat a man to death once because this man called him a bad name or something’. Walter asks Mr Lindner if he knows what he is talking about, he replies ‘no, I’m afraid I don’t’ this makes Walter feel as if he is the only one that understands what it feels like so he gains confidence in himself and straightens up. Walter tries to get another point across by saying that he came from people who had a lot of pride and now they don’t have the same pride. Walter tries to make out that they are still very proud and how his sister is going to be a doctor. Walter contradicts himself as in the beginning when he was arguing with Beneatha he mentioned that being a doctor is more of a males’ role and she wouldn’t be able to become one. Walter now starts to cry while facing Mr Lindner ‘eye to eye’ this makes Walter feel bad about what he has done with the money. Walter now decided to tell Mr Lindner that they are moving into the house because his father had ‘earned it’. This shows that Walter has recognised his responsibility and best interest for his family at heart. Walter’s character has evolved from a young child into manhood making him a hero of the family. Walter now has all the confidence to look Mr Lindner ‘absolutely in the eyes’ and tell him ‘we don’t want your money’. Walter finishes with a very definite statement. Doing this makes Mr Lindner feel as he is an obstruction and so should leave. The family are all excited about the wise decision Walter has made. The audience feel that in the beginning of the play Walter is selfish and money hungry because he doesn’t listen to any member of his family and only thinks about trying to get rich quickly. In the end Walter had realised what a fool he had been after losing the money his mother had trusted him with. Now he should listen to his families needs and do what he thinks is right. By making the wise decision of moving into the house he makes the audience feel as if he has become a true man and a hero to his family. Walter is virtually a new person now which people like more than what he was before. The character of Mr. Lindner makes the theme of racial discrimination prominent in the plot as an issue that the Youngers cannot avoid. The governing body of the Youngers’ new neighbourhood, the Clybourne Park Improvement Association, sends Mr. Lindner to persuade them not to move into the all-white neighbourhood. Mr. Lindner and the people he represents can only see the colour of the Younger family’s skin, and his offer to bribe the Youngers to keep them from moving threatens to tear apart the Younger family and the values for which it stands. Ultimately, the Youngers respond to this discrimination with defiance and strength. The play powerfully demonstrates that the way to deal with discrimination is to stand up to it and reassert one’s dignity in the face of it rather than allow it to pass unchecked. In my opinion I think Walter is like any other American- African in that time. He believes that money is the only thing he needs to solve all his problems but little does he know that he needs to listen to his family and not just himself. I also think that all the male roles such as Willy and his friends are bad influences on Walter as they persuaded him to give them his money which they ran off with. However the female roles such as mama and Ruth were a good influence as they all stuck together even when Walter was against them and helped Walter to see what he is throwing away. Lorraine Hansberry is trying to say that Black people in the 1950s experienced a life of discrimination in one way or another. They got here today by having defiance and strength in themselves. Even though they were not treated as equals by some white people, however they made a stand which gave them dignity and the power to be treated as equals. Though black people try to fit into a white neighbourhood they should still remember their roots and how they got here.

Physiological Education Essay

Harvard President Lawrence Summers caused quite a stir in January 2005 when he proposed that women are lagging behind in science and mathematics because of â€Å"innate differences between the sexes† (Angier and Chang, 2005). Angier and Chang at the New York Times agree. They write that research has found that there are a lot of discrepancies–the architecture of their brains, in quantitative test scores, attitudes toward math and science–between men and women (Angier and Chang, 2005). The New York Times report found that boys have outscored girls in the math part of the SATs by as much as 35 points, while verbal scores are very similar. On the other hand, the report notes that there are more boys with attention-deficit disorder, learning disabilities, and autism (Angier and Chang, 2005). Boys, on the other hand, fare rather poorly with reading and writing. NAEP writing tests results in 2003 showed that boys scored 24 points lower than girls. The trend can be seen as early as the fourth grade all the way through college (Connell and Gunzelmann, 2004). Kate Melville explains that girls mainly use a system that is involves more memorization and association of words, while boys rely on a system the deals with the rules of language. Melville, citing a study by Michael Ullman, adds that both boys and girls are using different neurocognitive brain processes in learning language, and information processing (Melville, 2006). Jasna Jovanovic and Candice Dreves sums it up in saying that over the years, the notion is that boys have superior spatial abilities, which helps them in math. While girls are better at language and writing (1995). Do girls learn differently from boys? This paper will provide proof that they indeed do, and will try to delve into why and how they learn differently. Lastly it looks into recommendations for addressing such learning disparities between the genders. Preferences in Learning Styles Erica Wehrwein and her fellow researchers identify the learning style preferences of students to include visual, auditory, read-write, and kinesthetic. They also found that a little more than half of the females preferred a single mode of presenting information, as opposed to only 12. 5% of males (Wehrwein, et. al. , 2007). More than a third of the females favored the kinesthetic mode, followed by the read-write mode at16. 7% (Wehrwein, et. al. , 2007). On the other hand, boys preferred auditory, read-write and kinesthetic evenly (Wehrwein, et. al. , 2007). The researchers conclude that there is a significance difference in learning style preferences between boys and girls. Brain-based Differences Nikhil Swaminathan at the Scientific American says that a growing body of studies over since the 1960s have documented that girls have superior language skills. Swaminathan cites a journal report from the Neuropsychologia that says that girls completing a linguistic-related task showed greater activity in the areas of the brain that are responsible for language encoding, and abstract deciphering of information. The boys showed more activities in the visual and auditory areas, depending on how the words were presented (Swaminathan, 2008). Swaminathan concludes that in a classroom, it implies that boys have to be taught visually and orally (through texts and lecture) to gain a full understanding of the lesson, while girls can pick up the concepts by using one of either (Swaminathan, 2008). The study monitored the brain activities of 62 kids (31 of each) from 9 to 15 years old (Swaminathan, 2008). CBS News correspondent Elizabeth Kaledin cites a study conducted by University of California at Irvine psychologist Richard Haire, which shows that at the very least, men’s and women’s brains work differently (Kaledin, 2005). Kaledin also cites Dr. Jay Geidd’s studies showing that boys and girls have different brain development, with girls’ brains maturing faster than boy’s, except in the area involved in mechanical skills (Kaledin, 2005). Dr. Leonard Sax offers a much more empirical example, saying that at 12, the geometry area in a girl’s brain is equal to that of an 8 year old boy, while the language area of a boy’s brain is three or four years behind that of a girl’s brain. Dr. Sax concludes that boys and girls see, hear and respond differently (Kaledin, 2005). The Environment’s Role In an interview Parent News, Jasna Jovanovic stresses that there are no genetically-based differences between girls and boys. Jovanovic, however, says that girls will benefit more from teaching methods that include performance-based assessments, hands-on, active approaches, and cooperative learning. Jovanovic also reiterated that the difference might lie in the child’s environment. Jovanovic laments that societal expectations and stereotypes tell girls that they are not good in math or science, so they shouldn’t be very interested in it (Understanding Gender†¦ , undated). Jovanovic participated in a single-sex education in grades K-12 roundtable discussion sponsored by the American Association of University Women Educational Foundation. Jovanovic’s view is shared by Barnard President Judith Shapiro who adding that while nature may form part of the loss of interest among girls in science, there is also the nurture part (Kaledin, 2005). Donna Milgram, expounding on the gender differences in math, science, engineering and technology, says that the reason why many girls are floundering in these areas is that they have less experience in the hands-on application of learning principles than boys. Milgram says that the studies show that gender differences, most likely, stems out of nurture, not nature (Milgram, undated). Milgram adds that another important area of concern is that of perception and confidence. Females are most likely to succeed in science, engineering, technology and math if they feel confident that they could master it (Milgram, undated). Recommendations Jovanovic and Dreves recommends that child care providers and teachers give every child the chance to learn math and science. Staff should be trained on the equal treatment of boys and girls in the classroom, as well as be given the necessary resources and materials to give the children hands-on experiences in both subjects (Jovanovic and Dreves, 1995). Jovanovic, in the Parents News interview, also suggests a smaller class size, a core curriculum approach, more personal relationships between teahcers, students and administrators, more higher-order thinking-related activities (Understanding Gender†¦ , undated). Teachers, as well as students, need to be aware of learning style preferences. That way, they can tailor-fit their instruction, activities and tasks to optimize learning. Dr. Leonard Sax says that it’s very important to understand and pay more attention to the learning differences between girls and boys, and even in the differences in the way they develop. Dr. Sax points out that if we continue to ignore these differences, chances are at age 13, we’d have girls who think they can’t do math and boys who think that poetry is a waste of time (Kaledin, 2005). * * * The body of evidence, the growing of research, the viewpoints held by various authorities may differ, at the very least, and contrasting and confusing at the most. What’s clear, however, is the fact that girls and boys differ in they ways that they learn something. It may be attributed to physiological factors, or it may stem from the child’s environment. The debate, however, is important not because we need to determine whether boys are more intelligent than girls. That is way beside the point. Our role as educators is to make sure that our students learn, in a manner that’s easy for them. While suggestions have been brought to extremes like a single-sex classroom setting, the bulk of the responsibility rests on our shoulders. We need to understand these differences, be it physiological, or environmental. We need to understand our students. We need to understand their learning patterns. Having understood their strengths, and the innate differences, we can tap it to make it easier for them to learn. We need to find out the proper and optimal mix of instruction, of lectures, of the use of materials and resources. We need to be creative, innovative in the classrooms and outside it, in order to capture our students and interests in they way they were wired to appreciate it. Lastly, and perhaps, most importantly, we need to create a supportive classroom environment where boys and girls can be themselves, and make both understand that each of them are there to learn in his or her own style and pace. It’s the only way we can safeguard their self-confidence and esteem. References Angier, Natalie and Chang, Kenneth. (2005). Gray Matter and Sexes: A Gray Area Scientifically. New York Times. Retrieved on 15 April 2008. Connell, Diane and Gunzelmann, Betsy. (2004). The New Gender Gap. The Instructor, March 2004. Retrieved on 15 April 2008. Kaledin, Elizabeth. (2005). Intellectual Gender Gap? CBS News. Retrieved on 15 April 2008. Jovanovic, J. and Dreves C. (1995). Math, science, and girls: Can we close the gender gap? University of Illinois at Urbana-Champaign. Retrieved on 15 April 2008. Melville, Kate. (2006). Big Gender Differences In Language Learning. Georgetown University Medical Center. Retrieved on 15 April 2008. Milgram, Donna. Gender Differences in Learning Style Specific to Science, Technology, Engineering and Math. Retrieved on 15 April 2008. Swaminathan, Nikhil. (2008). Girl Talk: Are Women Really Better at Language? Scientific American. Retrieved on 15 April 2008. Understanding Gender Differences that May Occur in Classroom Settings. Adoption. Com. Retrieved on 15 April 2008. Wehrwein, Erica, Lujan Heidi and DiCarlo, Stephen. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiological Education. Retrieved on 15 April 2008.

Noun Phrase Premodification by Participles

University of Banja Luka Banja Luka Faculty of Philology January 2013 English Language and Literature Seminar paper Topic: Noun phrase premodification by participles Student: Mentor: Jelena Galic Dejan Milinovic Table of contents 1. Introduction 2. Participles in premodification 2. 1. ed participle 2. 2. –ing participle 2. 3. The difference 3. Possible translations into Serbian 4. Conclusion 5. References 1. Introduction This paper will briefly explain participles on the morphological level and give examples for both of them (-ed and -ing participles). Then it will show how and when they can be used in different semantic and grammatical structures. During the explanation of their use in a sentence, it will also mention the differences between them, by what they are different and also the exceptions when they can be almost synonymous.Of course, the translation of these structures, which are not common in most Slavic languages including Serbian, will also have to be explained. Sometimes it can be a word for word translation, but in most cases an additional effort is needed to translate the given structures. One of the aims of this paper is to introduce the morphosyntax learners to the possibility of using participles in noun phrase premodification. This is a rarely used syntactic possibility by non-native English speakers. Also, one of the aims is to show them how participles can be correctly interpreted and translated into Serbian.And last but not least, we have to learn about noun phrase in general and especially about its constituents because it is the most complex and important phrase in the English language. 2. Participles in premodification Participles in general are words formed out of verbs and functioning almost exactly like adjectives. There are two types of participles that we are concerned with: the present participle (which ends with –ing and is used to create the present progressive tense and the past progressive tense) and the past participle (which ends with –ed and is used to create passive).Of course, there are irregular verbs (such as go – gone, do – done, etc. ) which do not conform to these suffix rules, but the rules of using use are the same. 2. 1. –ed participle The past participle or –ed participle is often used in premodification and postmodification. It can be active and passive, but passive is far more used. For example: The passenger who has departed ? The departed passenger This first sentence cannot be transformed into the second one. Of course, there are exceptions. Some of them are: The vanished treasure A retired teacher Increased pricesHowever, if we insert an adverb, we can make a grammatically acceptable phrase: The recently-departed passenger A newly-born baby The latter example is also an example of statal passive or the passive of state (as opposed to the actional passive) which cannot stand without a modifying adverb unless it denotes a permanent fea ture of the noun, for example: A born musician A married man We also have participles that cannot be used with every noun. For example, we cannot say: He was a surprised person However, the following sentence is perfectly acceptable: He had a very surprised expressionIn the first case, we cannot attribute â€Å"shocked† permanently to a person since it is hardly permanent, but with nouns such as â€Å"expression† or â€Å"look† we certainly can. An important thing to remember is that not all premodifiers ending with –ed are participles. Some are denominal words, i. e. they originate from nouns and not verbs at all, for example: A wooded hillside A flowered yard But some of these cannot stand alone and need a modifier: A green-haired monster A one-legged puppet On the other hand, we also have borderline examples: A trained dog / A well-trained dogHere we can ask ourselves if the former phrase is semantically correct, since there is no concrete answer in li nguistics. 2. 2. –ing participle Similar to –ed participle, the –ing participle can also be used in premodification and postmodification. However, -ing participle tends not to show permanence as opposed to –ed participle. When it comes to –ing participle, we also have difference concerning the use of definite and indefinite articles. While the indefinite article is usually connected to permanency, the definite article is connected to temporariness. Thus we may find this sentence a little bit awkward and the one after just ine: The approaching train is from Liverpool He was frightened by an approaching train. We can also use the definite article for some kind of generalization: The beginning student should not be encouraged that much. The participle here, although we have the definite article before it, shows us that this statement applies to every student who is a beginner in that particular field, not that it is about a certain student. The defini te article can be intensified using the –ing participle after it, for example: A proposal offending many members = the offending proposal This intensifies both the noun and the adjective/participle. . 3. The difference Now, if we want to differentiate –ed and –ing participles, we can easily do that through these examples: I am very bored in class ? I am very boring in class The former sentence means that I find the class boring and the latter one means that I am boring, i. e. that I make people in class bored. In other words, -ed denotes a condition or a feeling and -ing denotes action or a characteristic of a person or thing. The best way to show the difference is to use both participles/adjectives in the same sentence: I am annoyed by how annoying that person is. She was confused by the confusing instruction.Of course, it is unlikely that we will hear these kinds of sentences since these adjectives seem redundant in the same sentence, but they are good example s for this matter. Also, there are cases where participles in premodification show that the characteristic given to the noun is permanent or attached only to the time of speaking: We caught the falling tiles. The fallen tiles remained intact. In this case, the –ing participle shows simultaneity of the verb and the feature. However, in the second sentence it shows that the action has already finished when the noun gained the feature.When it comes to differences, it is very important to remember that not all participle-like words are actually participles. At the beginning of this chapter it is stated that participles function almost exactly as adjectives. That is true but only to a certain extent. According to Laczko, there is no unique set of rules for analyzing participle-like premodifiers in a noun phrase: there has to be one for true –ing and –ed participles and the other one for participles converted into adjectives. 3. Possible translations into Serbian Tran slating is one of the skills that are pretty hard to master.Not everyone is a born translator. However, some things follow a pattern while being translated. Premodification in noun phrase is one of those things. Since Serbian does not have a strict word order and Serbian noun phrases differ from the English ones, we mostly have to seek for another way of translating sentences. To make it easier, as it is already mentioned, sample sentences will be used. There are phrases structured as the following ones: The vanished treasure = Blago koje je nestalo/Nestalo blago Increased prices = Cijene koje su u porastuA retired teacher = Penziosani ucitelj/Ucitelj koji se penzionisao As we can see, in almost every case we can translate –ed participle with a relative clause in Serbian that starts with â€Å"koji/koje/koja†. Then, we have phrases we can translate word for word: A born musician = Rodeni muzicar A married man = Ozenjeni covjek There is a similarity between English and Serbian in the following two sentences: He was a surprised person = Bio je iznenadena osoba He had a very surprised expression = Imao je veoma iznenaden izraz lica In both of these languages, there is something off with the first sentence, whereas the second one sounds natural.However, there are many phrases where our only option is descriptive translation. A green-haired monster = Cudoviste sa zelenom kosom A one-legged puppet = Lutak s jednom nogom The translation of –ing premodified noun phrases is somewhat similar to the translation of the –ed premodified noun phrases. But there are cases where a sentence in Serbian sounds natural although its English equivalent sounds wrong. The approaching train is from Liverpool = Voz koji se pribizava je iz Liverpula However, we also have phrases that are three words long in English and one in Serbian:The beginning student should not be encouraged that much. = Pocetnik ne treba toliko da se ohrabruje All this shows that a lot o f factors influence the translation. We have to pay attention to words as well to semantics, syntax, etc. Nothing is to be neglected. Conclusion Through the examples that are presented in this paper, the basics of the use of participles in noun phrase premodification should be explained. Although the area of participles themselves, that is, of their use, was tapped into, it is essential to know the basic difference between the present and the past participle.Without knowing that, there is no way to correctly construct a noun phrase. The other thing emphasized here is the translation of the premodifiers. It is essential to know how to draw parallels between two languages for all English as Second Language learners. Also, it is important for us to practice transferring our â€Å"sense for language† from our mother tongue to English. References 1. Quirk and S. Greenbaum. A University Grammar of English. London: Longman, 1973 2. Quirk, Greenbaum and Others. A Comprehensive Gramma r of the English Language. London: Longman, 1985 3. Tibor Laczko.Another look at participles and adjectives in the English DP. Hong Kong: CSLI Publications, 2001 ——————————————– [ 2 ]. Quirk, Greenbaum and Others. A Comprehensive Grammar of the English Language (London: Longman, 1985) [ 3 ]. ibid [ 4 ]. ibid [ 5 ]. Quirk and S. Greenbaum. A University Grammar of English. (London: Longman, 1973) [ 6 ]. Quirk, Greenbaum and Others. A Comprehensive Grammar of the English Language (London: Longman, 1985) [ 7 ]. Tibor Laczko. Another look at participles and adjectives in the English DP. (Hong Kong: CSLI Publications, 2001)

The relationship researches establish with those they study Essay

The relationship researches establish with those they study. (Questioning the Us vs. Them divide) - Essay Example For a time, an intellectual compromise seemed an unreachable destination. Until the World Health Organization offered an operational elucidation, which for decades now, holds the title for acceptability and universality. WHO states that gender pertains to the socially created roles, behaviors, activities and characteristics that a particular group of people deems appropriate for the male and the female (WHO). Gender systems, on the other hand, are binary and hierarchic classifications and distinctions based on empiric (biological) or social considerations: male or female; man or woman. This set of categorization, which determines how society looks at and deals with a person, is a matter of great importance. But â€Å"even though there are actual differences between the two human beings, these do not signify that one sex is better than the other† (Lippa 2). From Mars, from Venus The school of Gender Fundamentalism posits that men and women are absolutely and intrinsically diffe rent in so many ways more than the physical. That an attempt to ask which genitalia is better than the other is way too nonsensical. ... According to him, both sexes have communication patterns that are situated in opposite poles. In times of stress, women cope by narrating their stories with others, while men just shy away and retreat before any resolution is achieved. In terms of intimate relationships, men desire to be trusted, appreciated and needed; while women long to be cherished, cared for and affirmed (Gray 15-16). But a close examination of Dr. Gray’s bestselling book tells readers that aside from the unmistakable differences in behavior, outlook and character, men and women still have fundamental similarities with each other. This point-of-view is supported by a book written by communication connoisseur Deborah Cameron in 2007, as a seeming rejoinder to Gray’s nonfiction masterpiece. She points out that the theories of Darwin hold water in the case of social roles and relationships between the sexes. In her dissertation, she also cites that the linguistic variations between the male and the fe male ‘discourse patterns’ are rooted from childhood when the socialization process begins. â€Å"The need to create and to express personal meaning and identity are significant players in the characterizations of men and women. Both desire to be understood. Both need to be accepted. The difference only lies in how society views their actuation† (Cameron 55). Another insightful discussion on this matter shall be undertaken in the succeeding portion of this paper. History versus Herstory Since the dawn of civilization, societies are governed by leaders who are identified with the ‘male’. Anthropologists and even the members of the laity know that societies are inclined to be patriarchal, if not chauvinistic in favor

Please feel free to add appropriate title, I couldn't think of Assignment

The Use of Social Media and the Internet to Provide Transparency in Services - Assignment Example Thus, firms are required to maintain transparency in providing information through online portals like social media. Facebook, Twitter, and other social sites are gaining popularity among global stakeholders. Such portals are used in accessing company data, financial figures and communicating with the management (Weinberg, 2009). Contemporary businesses are facing various challenges like the financial crisis and changing customer demands. Major firms are raising funds from equity market of different countries so firms are required to select the social media channels in terms of sharing their key information (DeJong, 2014). Stakeholders are seeking for virtual access financial and administrative content before investing in any organization. Information needs are increasing in the service sectors. In such segment, customers are requiring information on various factors like service features, value-added features, and pricing of service seasons. Such information will be helping customers in making the purchase decisions (Gordon & Armstrong, 2011). From the above graph, it has been observed that the peoples of 18-24 years age are using the social media majorly. However, peoples from all age groups are using social media. They are seeking for information on the service quality or price range. In the financial service segment, peoples are concerned about the risk of investment. Financial crisis reduced the potential for return and customers are seeking for actual and unbiased reviews on various investment funds. In case of hospitality and restaurant service customers are seeking for information regarding the physical evidence, service quality and charges (Gunawong, 2014). Social media is the best source of obtaining non-manipulated information regarding customer experience. Before the social media era peoples were able to access only company websites or empirical journal articles (Purdy, 2011). However, online or internet is having certain risk involved like the hacking.

Business case Study Example | Topics and Well Written Essays - 250 words

Business - Case Study Example rough their broad range of investment schemes, Common Angels have a major task force in new business funding offering financing assistance to over 50,000 ventures. One drawback in their operations, Common Angels cannot be counted for an additional funding, even after making an initial investment more quickly and on more favorable terms. Hence, they stand a chance to lose clients who would approach them for a subsequent funding need. This has continued to be a account to the investors. Over the time, venture capital are considered better and friendlier as opposed to the common angels. This is seen in the way venture capital raises their capital as compared to the common angels. Due to the stiff competition amongst the two major financiers, Common Angels have evolved significantly from their early roots of just being an â€Å"angel investment club† and became a successful software company entrepreneurs. The only stronghold that differentiate the Common Angels is that they have a fund that is managed professionally. This ensures that there’s a dedicated staff that deals with the individual investors and this is carried out down the

Health and Long Term Policies and Programs in the Asian Cultures Essay

Health and Long Term Policies and Programs in the Asian Cultures - Essay Example China was worried then that it may have too many children to feed but after twenty-five years, it is now worried that an aging population may have too few workers to provide care services. Health care costs for both China and Japan can be expected to rise exponentially as fewer workers are present within the system to provide for a growing population of older citizens (Kaneda, 2006). Further, the problem of AIDS will certainly be an issue perhaps to the level of some sub-Saharan African nations which have found AIDS to be a growing menace. Human trafficking and the sex trade certainly adds to the problem and while the issue may not be that critical in Japan, it certainly is on the horizon for China and some other lesser developed countries in the Asian region such as Thailand and Burma. The government policies of creating awareness, educating the masses and providing positive social support could certainly help improve the matter (ASIP, 2008). On the other hand, the problem of an aging population may be a more critical one for China due to the devastating economic consequences it can have for the country as it seeks to become the economic superpower of the world. While the government has started to allocate more funds for the care of the elderly, a lot remains to be done and as reported by Kaneda (2006), â€Å"The rate of increase in health care costs has already exceeded the growth of the national economy and individual earnings (Kaneda, 2006, Pg. 1)†. In such a situation, the coming demographic shift for China would only worsen the situation as a whole generation of Chinese reach the age of retirement. It has to be understood that the trend of an aging population is inevitable for many countries and may even become accelerated where mortality rates as well as fertility are declining. However, the governments of Asia are focusing on policies which are geared

Nursing Leadership Guide Essay Example | Topics and Well Written Essays - 2500 words

Nursing Leadership Guide - Essay Example Past experiences in the nursing arena has helped individuals learn and develop theories that are applicable to day to day practices in the health care. Nursing is a very dynamic field and new challenges emerge. These challenges require high level of preparedness. According to (Daly & Speed, 2004) a recurring theme of leadership in nursing that it is something that can be learned and applied to leadership challenges as they appear. Thus leaders in nursing should have passion, commitment and flexibility. Incompetence in leadership affects all professions. Nursing is not excluded. There are so many reported cases that can be related to leadership from nurses. The fact that the profession deals with society directly is a clear indication that there is need for high level of leadership. (Williams & Media, 2015) A case is reported in a medical journal concerning a supervising nurse from a local medical centre who found herself in trouble after giving her juniors freedom to plan their own working schedule. (Nurses) The writer of the articles explains how the nurse did not posses any authority in controlling the rest of the workmates. As a supervisor, he was expected to create weekly work schedules, compile daily reports on performance of the nurses among other responsibilities. The article’s main concern was one particular event in the hospital that shocked everyone. One morning, as everyone was reporting to work, the supervising staff was shocked to realize that she was the only nurse present at work. She got concerned and decided to call the rest of the nurses. On calling the nurses, they all claimed that they thought it was their day off. An urgent meeting was called that afternoon to discuss the issue. At the meeting, the management questioned the supervising nurse concerning what really happened that night. According to her, the previous day, she asked her juniors how they would wish to take their day off starting from the following day. Each

Uberrimae Fides in Marine Insurance Essay Example | Topics and Well Written Essays - 1500 words

Uberrimae Fides in Marine Insurance - Essay Example This has left the concerned authorities to critically analyze the nature, history, application and scope of Uberrima Fides in Marine Insurance. In broader terms Uberrima Fides is used to disclose all the material that is to be traded through marines. For instance, as per this law both the parties i.e. issuer and receiver has to mention all the peculiar details to the insurer in order to certify that the traded material does not violate any of the marine insurance laws. Furthermore, there is full duty to the facts and figures of the disclosed material because majority of the information about enclosed material is kept hidden by the two parties. However, under this law they are obliged to mention each and every detail of the materials enclosed3. A lot of goods including machines, plants, household or commercial products are transported either by land, sea or air4. This merchandize incurs some transportation cost commonly known as fright charges and the law which covers all the indemnit y or destruction of cargo is the Marine Insurance. The Marine Insurance companies either operating privately or in association with the government agencies have to make certain that the goods they are transporting are not violating the rules and regulations of the marine transportation through any means5. For this purpose they make use of Uberrima Fides in order to seek details of the disclosed material from the applicants of marine insurance. Though it seems very simple to mention details about the disclosed material from the insurer’s point of view, yet it is a very complex and highly law governing procedure which needs to be done under the obligations set by Uberrimae Fides6. The duty of Uberrima Fides in Marine Insurance The Duty of Uberrimae Fides in Marine Insurance was created hundreds of years back by the British Marine Forces in order to keep check and ascertain the insurance of transported material through marines. As per the Marine Law, vestigial insurance is used so as to define Uberrimae Fides7. Since insuring the risk of damage and destruction during the cargo transportation is a crucial matter and involves high level of complexities therefore historically Uberrima Fides were used to insure that highest standards of Good Faith are maintained between both the parties. Moreover, on the economic grounds Uberrimae Fides provides protection to the insurers through which they are no longer in danger due to insuring some poor or damageable material8. For instance, when centuries ago British Marines were used to allow transportation of goods through sea there was no law to certify the risks of damage and the associated agencies were forced to rely upon the information provided by the issuer of goods. Hence, if during the sail some damages occurred then insurer had to compensate those damages. Therefore it was found necessary to make laws in order to obtain peculiar information related to the goods to be transported9. Nature of Uberrima Fides The n ature of Uberrimae fides is of pre contractual duty. It is an obligatory procedure by which both the parties have to make certain that the good they are issuing or receiving through marine transportation will not incur unnecessary damages and compensations to the marine insurance companies10. Uberrimae Fides is functioned somewhat in the same way as the misrepresentation is operated in fraudulent

International Business Essay Example | Topics and Well Written Essays - 3000 words - 18

International Business - Essay Example Although many scholars have worked to identify what the phenomenon of globalization is, they all have very conflicting views on what it actually is. The simplest way to describe the word has been done by Laurence e. Rothenberg who describes it as the acceleration and intensification of interaction and integration among the people, companies, and governments of different nations. This process has effects on human well-being (including health and personal safety), on the environment, on culture (including ideas, religion, and political systems), and on economic development and prosperity of societies across the world. Next it is important to identify how this came into being. The sudden rise in globalization can be attributed to the advances in communication technology. People all over the world want to remain connected with everyone, regardless of location and time. This means that now there scope of knowledge and information has broadened beyond their own city/country. People are now aware of the latest trends and happenings and this creates a simple need of wanting those same things in their own country. This has been identified by various corporate entities that look to expand their operations into other countries and tap into this prepared customer base. There are many advantages to globalization, some of them are: The integration of rich and poor nations is not a zero-sum game where the gains of one come at the expense of the other. Driven by the rapid democratization of information, technology, and finance, globalization is turning out to be a remarkably progressive, liberating force Globalization helps break the regressive taboos responsible for discriminating against people on the basis of gender, race, or religious beliefs. It is an antidote to the intolerant fundamentalism that oppresses millions of the world’s poorest Globalization causes the poor citizens having more

Lab report Essay Example | Topics and Well Written Essays - 500 words - 4

Lab report - Essay Example The results shows the values for Lethal Concentration 50 and Lethal Dose 50. From the table of Lethal Concentration 50, Ammonium nitrate is the most lethal most dangerous of the four compounds. This is because the compound has the lowest value and this means that it becomes lethal at lower concentration that the other compounds. the conclusion is valid because of measures that consider data on a uniform scale. All measures are with respects to rat and inhalation and this provides equal base for measuring effectiveness of the compounds. Sodium chloride is the next dangerous compound as it becomes lethal, to cause 50 percent deaths, at 42 ppm. Larger concentrations, more than 1000 ppm are however required for carbon tetra chloride and hydrofluoric acid and this means that the two compounds are less dangerous with respect to the test animal. The observation can therefore be inferred to other animals to the conclusion that, with respect to Lethal Concentration, Ammonium nitrate is the mo st dangerous of the compounds followed by sodium chloride. Data on lethal dose 50 however identifies the least value with sodium chloride, 3 mg/kg, and this means that the compound is the most dangerous of the four. Hydrofluoric acid follows this with a value of 25 mg/kg. carbon tetrachloride and Ammonium Nitrate however have very high values that indicates lower toxixity. The conclusion is further reliable, based on the data, because measures are taken on the same scale, in relation to a single animal species, and in relation to similar delivery mode. A difference is however noted in the trend of toxicity of the four compounds. while values for Lethal Cconcentration 50 identifies Ammonium nitrate as the most dangerous followed by sodium chloride, values of Lethal Dose 50 identifies sodium chloride as the most dangerous followed by hydrofluoric acit. A possible explanation to the

A Filmic Analysis of Hamlet Essay Example for Free

A Filmic Analysis of Hamlet Essay Shakespeare’s Hamlet inspired many film directors to adapt the play onto the big screen. In Kenneth Branagh’s version, he takes on the challenge of both directing the film and portraying Hamlet. In Marco Zeferelli’s edition, celebrated actor Mel Gibson stars as Hamlet. The directors use different aspects of cinematography and mise-en-scene to depict distinctive interpretations of the famous â€Å"To be or not to be† soliloquy. Branagh interprets the scene as a contemplation of Hamlet’s decision whether to kill himself or Claudius, whereas Zeferelli construes the scene as a deliberation of life, death, and the afterlife. Branagh uses props, varied camera angles, and thoughtful acting to describe the â€Å"To be or not to be† soliloquy as a brooding decision haunting Hamlet of action versus inaction. Branagh begins the soliloquy facing a two-way mirror, with Polonius and Claudius hidden behind it. The audience sees Hamlet staring directly at himself, while also facing the concealed men behind the mirror. This personifies the idea that Hamlet is hesitant about taking action against his own life or taking the life of Claudius: â€Å"Whether ‘tis nobler in the mind to suffer / The slings and arrows of outrageous fortune, / Or to take arms against a sea of troubles / And, by opposing end them† (3. 1. 65-68). The camera angle consists of a medium close-up on the intense concentration of Branagh’s face, expressing the critical contemplation of his life and Claudius’s. Later in the soliloquy, Hamlet uncovers a bodkin, pointing the weapon towards the two-way mirror in a manifestation of action versus inaction. The lighting of the scene highlights Branagh’s face and disposition with explicit detail, leaving no question to the viewer about his intent on either killing himself or Claudius. However, Branagh neglects to analyze Hamlet’s actual contemplation of death itself. Zeferelli focuses on Hamlet’s reflection of death as an experience and also the ambiguity of the afterlife. Mel Gibson recites the â€Å"To be or not to be† soliloquy in a royal tomb where his father is buried. The morbid setting suggests a theme of death. The low-key lighting emphasizes an ominous quality associated with Hamlet’s musing of the afterlife. Gibson meticulously edges through the graves, using composed speech to reflect upon his life and the life of his father: â€Å"For in that sleep of death what dreams may come, / When we have shuffled off this mortal coil, / Must give us pause. There’s the respect / That makes calamity of so long life† (3. 1. 74-77). Hamlet believes that the hardships of life become resolute through death. The turmoil of human affairs perishes along with an individual’s life. Gibson’s acting and disposition suggest that he thinks death is more appealing than life. His ponderings are not a question of action and revenge but a question of the actual prospects of death and what comes after death. The setting in a tomb highlights this as well as Gibson keenly looking up towards heaven during the soliloquy. Although the two directors interpret the â€Å"To be or not to be† soliloquy differently, similarities exist between the two scenes. The acting of Branagh and Gibson both reflect deep contemplation; Branagh being more concerted and Gibson being more reflective. Both actors use Shakespeare’s words very thoughtfully and precisely, and keep their voices in a soft but convincing monotone. The camera angles of the scenes are also similar with the shot situated intently on the actors’ faces, either focused in a fixed position on Branagh to represent great credence or zooming in slowly on Gibson’s face to represent a more reflective quality. Both directors do an exceptional job conveying the message that their cinematographic and acting choices suggest. The â€Å"To be or not to be† soliloquy is interpreted in many different ways, but Branagh and Zeferelli artfully choose one aspect of the scene to focus on.

Total Quality Management (TQM) at McDonalds

Total Quality Management (TQM) at McDonalds Executive Summary The purpose of this assignment to elaborate about Total Quality Management based on how it implements and how it impacts on an organization. For this assignment I have selected McDonalds as my main research to analysis on their TQM . Total Quality Management allows an organization to enhance their high quality, products and economical product environment and also customer satisfaction. In this assignment, I have analysed in all the operational strategies and studied on their ways for achieving their goals by providing their customer the best service with best quality. There is some information that I have found from the internet and analysed the strategies which has implemented based on my knowledge and by my observation on the working environment of McDonalds. INTRODUCTION. McDonalds Corporation is the worlds most leading food service organization. McDonalds was introduced by two brothers named Dick n Mac McDonalds in the year of 1940s in California. Raymond Albert Kroc, a salesman, saw a great opportunity in this market and advised Dick and Mac to expand their operation and open new restaurants. McDonalds was emerged from Ray Kroc who was in the year of 1955 became one of the exclusive franchising for the whole United States of the American. Every food franchise company would have their own motto, as for McDonalds; their motto is to focus on services, quality, value and cleanliness. In the year of 1977, the first McDonalds outlet was opened in Ireland, Dublins Grafton Street. McDonalds became popular in Ireland and the second restaurant was followed on OConnell Street. There are about 74 McDonalds restaurant around the world and opened five new outlets called Mccafes in Dublin as to provide more variety for their services and employed over 4,000 people in their organization. McDonalds in Ireland has achieved one of the 50th best companies to work for in Ireland. McDonalds has a community programs that focused on local environment that is related to current issues and as well as for family issues. McDonalds has sponsorship of fundraising for childrens charities, environmental activities and for education. McDonalds is the first restaurant that offers their customers with nutritional ingredient with information and these offered nutritional leaflets. This organization plays their role as promoting well balanced diet and active lifestyle for children. The Ronald McDonald House charity that was founded in the year of 1977 and this program offers scholarships; social welfare program and healthcare for children. McDonalds has four principles such as, Service, Cleanliness, Quality and lastly Value. This combination has achieved 100 percent of customers satisfaction. This business is operated based on strict specifications for every products, raw materials and the responsible for implementing the systems to make sure the highest quality on the food throughout the restaurants in Ireland. McDonalds in Malaysia was first born in December 1980 when McDonalds Corporation, USA introduced the GOLDEN ARCHES RESTAURANTS SDN BHD the license to operate McDonalds restaurants in our country. Our first outlet of McDonalds was opened at Jalan Bukit Bintang, Kuala Lumpur on 29 April 1982. There are about 185 restaurants that are located in Malaysia and its currently expanding at about 10-15 restaurants in every year. McDonalds has formed many job opportunities for Malaysians. McDonalds Malaysia has employs more than 8,000 local people and gave opportunities for school leaves who are meanwhile waiting for their SPM results or even for college students who wants to work as for their side income. McDonalds has about 120 staff to support at its headquarters to manage the day-to-day operations for the McDonalds business. McDonalds have two main regional office in Penang and Johor Bahru in Malaysia. 2.1 ) McDonalds Mission McDonalds has a mission that is to be in their customers top favourite position and the way they provide their food is to inspired their customers who are delight with each customer with quality, cleanliness, value and services. McDonalds would invite their customers to be part of this winning team and gives every customer an opportunity to grow with the family and striving to give the smiles on their faces of billions of people around the world. Total Quality Management There are important implications for the way people are managed in their business. Every restaurant has responsibility for quality; power and responsibility need to be given for their employees who are doing the work in the organisation. Total quality management in McDonalds requires continuous product improvement and the quality customer service where the needs and wants of the customers are constantly met together. Therefore, to ensure the employees in McDonalds that everyone is responsible for quality in their restaurants. The entire organization of McDonalds has excels in every part of services and products that is crucial for their customers. It can be described to total quality management as the constant quality improvement for the process. McDonalds also practice the strategy of total quality management and tries to improve its affectivity and efficiency level by working in different areas such as constant improvement, quality of goods and training, customer satisfaction, and services. 3.1 Product Quality The skills of a service or product to meet customers needs are phrase as quality. McDonalds works a lot in the quality development of its goods by improving The Ingredients and nutrients of the food stuff. Some current nutrients quality improvement information is as under: For people who are concerned about food allergies, McDonalds have combined all the allergen information into the ingredient statement for every menu item so that customers can have one current foundation of the information. The nutrition information is derived to perform the testing in accredited laboratories, published resources, or from the information that is provided from McDonalds suppliers. The nutrition information is based on standard product formulations and serving sizes. All nutrition information is found on average values for ingredients from McDonalds suppliers throughout the world. Variation in serving sizes, preparation techniques, product testing and sources of supply, as well as regional and seasonal differences may involve the nutrition values for each product. 3.2 Training In the next step of Total Management Quality, McDonalds puts full concentration on its human resources. This objective of training their human resources in McDonalds is to build a balance in the whole working of employees. Therefore they also try to create a link between the quality of a product and the skills of the employees. In McDonalds almost every employee are given training. For an example: a cashier is trained to handle cash, floor manager is practised against his degree in hotel management. And all the other staff is trained accordingly to their job description in McDonalds. 3.3 Continuous Improvement The total quality management strategies in McDonalds are product quality improvement, employee training and development that as be places on the way of continuous improvement in all its functions in the organization. The continuous improvements have fulfilled the needs of the customers according to their desires, wants or requirements and also build its products further competitive as before. This continuous improvement also contains some other factors like benchmarking a quality standard, employee empowerment and sustain just in time inventory system. 3.4 Customer Satisfaction McDonalds pays more attention on the satisfaction level of their customers. To improve the quality standards, the employees are well trained and continuously learning desire of McDonalds results to increase the level of satisfaction of their customers towards their products. When the quality is improved and the workers are serving the customers is well trained and the overall service environment is improved then there is no room left for customer to fell dis-satisfaction towards the company 3.5 Human Resources in McDonalds. Being in part of the pure services and good production divisions, as for McDonalds applied a very good strategy for their human resources. There are such divisions in McDonalds as such as Training would provide best opportunities for their own employees who actually need to be provided due to their lack of working skills in the department. This would help them to achieve its goals efficiently. Separate departments for different functions based for McDonalds it has different departments as for different parts for the marketing department that is consist with the marketing experts as they has perform marketing analysis and the financing department are consist to the finance experts who would arrange and manage the finance. Competency in McDonalds trains their employees in every department as to enhance the ability and to improve the employees skills and also to provide the employees to ensure that they would serve the right product to the right customer on the right time. This would en able the management to compete with the market. Proper utilization of resources: in McDonalds there are experts in different department and they would use the opportunities and the available recourses. McDonalds also provide good services to the customers more efficiently. As the last is, employees job satisfaction, McDonalds provide training for their employees to improve their skills in McDonalds and the results would enhanced their employees to performance even more better. It would make them even more interested to work in a well manner and this would give good reputation for McDonalds. McDonalds Focus on the Competition The weakness point of a business depends on the system and people involved within the organization. It begins by hiring the people who can dedicate in the businesss objectives and can a do better job in the organization. In McDonalds, the crew can make the business achieved for success and at the same time downfall can be happen. Investing in the value chain is a simply idea but in the end it still works. Happy employees make customers happy, and it can create happy shareholders. McDonalds value is significant to implement a good atmosphere that can invite the customers. The automation of the process can discard the corruption and manipulation inside the company. In McDonalds the automation process of the sale are introduced to make it more proficient and straightforward than the manually operation system. The training and re-training can leave a legacy for the future employees in McDonalds. The on-the-job training in the management of the McDonalds is an open the door for opportunity and they can acquire the trainees to be part of the company. The leadership in McDonalds are involvement in the business is the most prominent strategy. But if the management failed to manage the business, the problems might break the connection of the business towards the people and its customers. The strength can start in an intensive research study where they can explore for the new extraordinary service they can offer to the customers as well on their shareholders. The strength also lies on the managements ability to analyze where they can find the solution in their problems. Improvement of some process and systems can make the problems be solved. And with further understanding, all the issues that involves inside the business whether it concerned with the people or the system. 5 ) The gaps in McDonalds. The first gap would be between what customers want and what McDonalds thinks about their customers wants in their restaurant. This gap is the results of a misunderstanding or a misrepresentation of the customers desires, wants, or even their needs. An organization that does a small or customer satisfaction research is likely to experience in this gap. The second gap would be between what McDonalds thinks about their customers want and the quality specifications that McDonalds management develops to provide the service for their customers. Basically, this gap is the result of managements incapability to translate customers needs and wants into the delivery systems within their firm. The third gap would be between the service quality specification and the services are present in every company. If both gaps 1 and 2 have been closed, then gap 3 is due to the inability of management and employees to do what should be done. Poorly trained or poorly motivated workers can cause this gap. Management needs to make sure that employees have the skills and the proper tools to perform their jobs. The forth gap would be between what McDonalds provides and what the customers are informed towards the providers. This gap is called communication gap. It may add in the misleading or deceiving advertising campaigns shows potential more than the firm can distribute or do what it takes to get the business in McDonalds. McDonalds need to make sensible customer expectations through exact communication about what firms can provide them. Firth gap would be between the services that customers get and the services they want from McDonalds. This gap can be negative or positive and for an example, if a customer expects to wait only 2 minutes for its order, the customers evaluation of service quality will be high. However, a 10 minutes wait would be resulted as the lower evaluation from the customer perspective. Recommendations The successes of McDonald recommendation depend on the ability of the entire organisation to comprehend. These recommendations are not inflexible to handle because it will start from the initiatives of the organization or the whole team. Reliability in McDonalds is the capability to execute the service exactly, dependably, and constantly. Reliability a way to show the service that is right the first time. This section has been established to be the one most significant to consumers .Responsiveness is the talent to be provided quick service. Examples of receptiveness include calling the customer back immediately, serving the lunch fast to customers who are in the rush for something, or delivering customers food to their homes or office. A declaration can be practiced when the knowledge and consideration of the employees in McDonalds and their capability to convey trust. The expert employees who treat their customers with respect and make customers feel that they can trust the organisation represent the assurance to their customers. Their empathy is the act of concern towards their customers and an individual concentration to customers. McDonalds employee identifies their customers, recognizes them by addressing their name, and knows their customers exact requirements and provides empathy to their customers. 7 ) Analysis and Conclusion. McDonalds are an organization that realized on the significance of customer-centred philosophies and they emphasise on how to turn the quality management approaches to help managing their businesses. An effective approach has been analysed and the differences between customer want, need and expectations and their perceptions has been highlighted with the full support with an example. These important gaps is the serious quality that associated with external customer services and this could be extend to secure other major gaps and consequently, it could be urbanized in order to be functional for internal customers as for the employees and the service providers. McDonalds has maintained their products quality accordingly to the international standard and also maintains a very good environment in every premise of theirs. McDonalds has a very good learning environment for their employees to development and provides customer satisfaction as daily life goes on for them.

Matson Evaluation of Social Skills with Youngsters-II

Matson Evaluation of Social Skills with Youngsters-II The Matson Evaluation of Social Skills with Youngsters-II (MESSY-II) and Its Adaptation for Iranian Children and Adolescents with Intellectual Disability Bakhtiyar Karami, Mojtaba Gashool, Shoaib Ghasemi, Hamid Alizadeh Abstract The aim of the present study was to evaluate the psychometric properties and factor structure of the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II)in a community population in Iran. The Iranian version of the MESSY-II was administered by interviewing care staff of all children and adolescents (n = 355) with administratively defined intellectual disabilities (IDs) living in Tehran,Esfahan, Karaj Kordistan. Confirmatory factor analysis supported the unidimensionality of the subscales as well as the proposed two factor structure of the original MESSY-II. The present study demonstrates that the three subscales are highly similar constructs across different language and cultural settings, and that the MESSY-II is applicable in research on populations with varying mental functioning, diagnoses, ages, and living arrangements. Keywords: Social skills, Assessment, MESSY, Rating scale, Factor structure Introduction The development of social skills is an important process in young childhood and adolescence. Deficits present in childhood that are left undetected and/or untreated can lead to increased problems into adulthood (Greene et al., 1999). In addition, impairments in social skills may be related to larger problems such as developmental disability, attention deficit/ hyperactivity disorder (ADHD), depression, anxiety, antisocial behavior, and other mental health problems (Davis et al., 2011; Lugnegard, Hallenback, Gillberg, 2011; Mahan Matson, 2011; Matson Wilkins, 2009; Worley Matson, 2011). Social skills deficits may occur as a result of these disorders or as part of the disorders themselves. As a result, identification of social weaknesses is essential for providing treatment and improving prognosis and quality of life. Identifying social strengths is also important for treatment and can guide clinicians to use assets that the child already possesses to help improve the areas of defi cit. The assessment and training of social and adaptive skills is important for a number of reasons. First, social and adaptive skills deficits can compromise successful transition from institutional to community living (Jacobson Schwartz, 1991; Doll, 1953). Second, deficits in these areas may contribute to the etiology of psychiatric disorders and behavioral problems (Borthwick-Duffy Eyman, 1990; Matson Sevin, 1994). Finally, social and adaptive deficits often persist in living areas where the philosophy of care consists of passive learning rather than active treatment (Matson Hammer, 1996). The MESSY (Matson, 1988) was developed in 1983 for assessing the social skill deficits of children aged 4 to 18. The original normative sample at the time was based on 744 typically developing children in Northern Illinois (Matson, Rotatori, Helsel, 1983). The initial items included in the measure were based on a review of standardized measures, including items that addressed social behaviors. Two independent raters then selected the items believed to fit the definition of social skills. These 92 items were then administered to 422 children (self-report form) and 322 teachers (teacher-report form) twice, at a 2-week interval. Test-retest reliability was conducted and items with Pearson’s correlations greater than .50 and .55 for the self- and teacher-report versions, respectively, were retained. The results yielded 62 items for the self-report form and 64 items for the teacher-report form. Original tests of reliability and validity indicated strong internal consistency and test-retest reliability andadequat convergent validity (Matson et al., 1983). The MESSY has been translated into nine other languages and researched internationally: Spanish (Mendez, Hildalgo, Ingles, 2002), Chinese (Chou, 1997), Japanese (Matson Ollendick, 1988), Dutch (Prins, 1997), Hindi (Sharma, Sigafoos, Carroll, 2000), Hebrew (Pearlman-Avnion Eviator, 2002), French (Vertà ©, Roeyers, Buysse, 2003), Turkish (Bacanli ErdoÄÅ ¸an, 2003), and Slovakian (Vasil’o (Bacanli BaumÄÅ ¸artner, 2004). In addition, the MESSY has been researched with various populations, including children with hearing and visual impairments (Matson, Heinze, Helsel, Kapperman, Rotatori, 1986; Matson, Macklin, Helsel, 1985; Raymond Matson, 1989) , intellectual disabilities (Matson Barrett, 1982), anxiety disorders (Strauss, Lease, Kazdin, Dulcan, Last, 1989), depression (Helsel Matson, 1984), bipolar disorder (Goldstein, Miklowitz, Mullen, 2006), and autism spectrum disorders (Matson, Stabinsky-Compton, Sevin, 1991).2222 However, there is still no agreement about which factorial structure best explains the data because the results of former studies showed a different number of factors and different arrangements of items. Thus, the objectives of the present study are to examine the psychometric properties of the MESSY for the first time in an Iranian sample and to compare the results to foregoing studies with the MESSY in other socio-cultural contexts. 1. Method 1.1. Participants Thirty hundred and fifty five 355 (223 male, 132 female) participants were recruited from undergraduate psychology courses. Their ages ranged from 3 to 26 years, with a mean age of 11.34 years (SD = 3.87). According to clinical practice in Iran, the participants were classified into having a mild (40.8%), moderate (47.0%), severe (11.3%), or profound (0.8%) level of mental retardation. The most frequent diagnoses were Down’s syndrome (53.8%), autism (20.8%), mentally retarded (16.9%), and 8.5% of the individuals were reported to have other disorders. 1.2. Measures Matson Evaluation of Social Skills with Youngsters-II (MESSY-II; Matson et al., 2010). The MESSY-II is a social skills measure for a broad range of children, ages 2–16, based on observations of both appropriate and inappropriate social behaviors. This measure is a renormed version of the original MESSY, which was designed to assess social skills in children ages 4–18 (Matson, Rotatori, et al., 1983). The original scale had two different forms: a self-report form and parent/teacher report form consisting of 62 and 64 items, respectively. At present, the MESSY-II only has one form, which is a parent/caregiver report form. During the renorming process it was decided that social skills would best be examined through parent/caregiver report as opposed to self- report due to difficulties with poor insight in the populations frequently administered the MESSY. Also, since the measure’s  utility has largely been clinic and community focused, there is a decreased need fo r a teacher report form. The MESSY-II has 64 items identical to the original MESSY parent/teacher report form, which are each rated on a Likert-type rating scale from 1 (‘‘not  at all’’) to 5 (‘‘very much’’). Recent studies indicate that the scale has strong psychometric properties including internal consistency, and convergent and divergent validity (Matson et al., 2010). Although the original MESSY parent/teacher report form yielded a two factor structure (i.e., Inappropriate Assertiveness/Impulsiveness scale and Appropriate Social Skills scale), the factor structure of the MESSY-II has yet to be established. 1.3. Procedures The participants for this investigation were recruited throughout the children adolescents who enrolled in exceptional children schools. We first select 4 state – Tehran, Esfahan, Alborz Kordistan randomly and then separate a list of exceptional children schools in this 4 state. After permission from authorities (Misinstry of Education in each city), the head teachers were contacted in order to coordinate the data collection processes. Then, after training the head teacher about MESSY-II in an agreed date teachers were asked to complete a paper and pencile version of the final draft of the Iranian version of MESSY-II for each student while one of us (AMo) was present in the agreed school for any possible help or inquiries. Data collected in about 1 month. 1.4. Data Analysis In order to determine the factor structure of the MESSY-II, an exploratory factor analysis with Principle axis factoring was used on the 64 items of the MESSY-II. Given the likelihood of correlations among the underlying constructs of the factors, an oblique promax rotation was used (brown, 2006). The optimal factor structure was determined via examination of the scree plot, and comprehensibility of factors (zwick velicer, 1986). Items with factor loadings greater than .30 were retained for each factor (kline, 2000). Internal consistency of the factors was examined using Cronbach’s alpha (Cronbach, 1951) and the 0.70 criterion for adequate reliability (Nunnally Bernstein, 1994). 2. Results Exploratory factor analysis yielded a two-factor solution for the MESSY-II. The total variance accounted for by the two- factor model was 41.43%. Inappropriate Assertiveness/Impulsiveness factor accounted for 29.37% of the variance. Appropriate Social Skills factor accounted for 12.6% percent of the variance. The correlation between two factors was moderate r= .410. Two items (i.e., item 20: Is afraid to speak to people; and item 46: Feels lonely) did not meet the criteria of .30, and were removed from the measure. Table 1 lists the factors and corresponding items. Next, internal consistency was examined for the two factors of the MESSY-II using Chrobach’s alpha. Inappropriate Assertiveness/Impulsiveness had an internal consistency of .950 (M=70.58; SD=24.87), and Appropriate Social Skills had an internal consistency of .952 (M=75.64; SD=24.91). corrected Item-total correlations were considered for each of the retained factors to determine if the removal of additional items was warranted due to coefficients below 0.30 (Field, 2005). Item total correlations of Inappropriate Assertiveness/Impulsiveness subscale ranged from 0.42 (item 15) to 0.70 (item 9, 17, and 52). item total correlations of Appropriate Social Skills subscale ranged from 0.37 (item 19) to 0.77 (item 41).since no item on any of the scales had a correlation of less than .30 and, therefore, all items were retained following the two items that had been removed during the exploratory factor analysis. 3. Discussion Impairments in social skills are a defining aspect of developmental disabilities, and deficits in these skills can affect the ability of children, adolescents, and adults to progress in other areas across the spectrum of development. Furthermore, social deficits are major risk factors for challenging behaviors (Farmer Aman, 2009; Tenneij, Didden, Stolker, Koot, 2009), and similarly, they can compound problems of psychopathology (Brim, Townsend, DeQuinzio, Poulson, 2009; Matson, Dempsey, Rivet, 2009; Niklasson, Rasmussen, O ´ skarsdo ´ ttir, Gillberg, 2009; Rose, Bramham, Young, Paliokostas, Xenitidis, 2009). For these and other reasons, the development of measures of social skills is very important (Matson Boisjoli, 2009a, 2009b; Matson Dempsey, 2009; van den Hazel, Didden, Korzilius, 2009). The purpose of this paper then, was to determine the factor solution of a measure used to assess social skills, the MESSY-II in Iranian population (Matson et al., 2010). The original MESSY was initially developed nearly three decades ago, but recently renormed (see Matson et al., 2010). Exploratory factor analysis of the MESSY-II yielded a three factor solution. Two of the factors were consistent with inappropriate social skills while the other consisted of items relating to appropriate and adaptive social skills. The data were collected as part of an epidemiological research program including all children adolescents with administratively defined ID living in 4 state – Tehran, Esfahan, Alborz Kordistan. Overall, the results showed that the internal consistency of the Iranian MESSY-II is in line with previous research on the MESSY-II and that the proposed two-factor model had an acceptable fit. This study showed satisfactory cultural adaptation, reliability, content validity and factor structure for the Iranian version of MESSY-II. However, considering the study limitations, the findings should not be generalized. In general this instrument will be a valuable teacher/parent reported measure for the evaluation of social skills (Inappropriate Assertiveness/Impulsiveness Appropriate Social Skills) among children adolescents with mental retardation in Iran and other Persian-speaking countries. Table 1: Factor structure of the MESSY-II Item no. Factor 1: Inappropriate Assertiveness/Impulsiveness Factor 2: Appropriate Social Skills 1 Makes others laugh .484 2 Threatens people or acts like a bully .770 3 Becomes angry easily .688 4 Is bossy (tells people what to do instead of asking) .541 5 Gripes or complains often .638 6 Speaks (breaks in) when someone else is speaking .702 7 Takes or uses things that are not his/hers without permission without permission .535 8 Brags about self .576 9 Slaps or hits when angry .753 11 Gives other children dirty looks .677 12 Feels angry or jealous when someone else does well .615 13 Picks out other Children’s faults/mistakes .561 15 Breaks promises .464 16 Lies to get what he/she wants .537 17 Lies to get what he/she wants .734 21 Hurts others’ feelings on purpose .587 22 Is a sore loser .601 23 Makes fun of others .616 24 Blames others for own problems .619 29 Is stubborn .703 32 Thinks people are picking on him/her when they are not .517 35 Makes sounds that bother others .548 36 Brags too much when he/she wins .526 38 Speaks too loudly .532 43 Always thinks something bad is going to happen .427 48 Gets upset when he/she has to wait for things .450 52 Gets in fights a lot .736 53 Is jealous of other people .467 57 Stays with others too long (wears out welcome) .529 58 Explains things more than necessary .376 60 Hurts others to get what he/she wants .746 62 Thinks that winning is everything .483 63 Hurts others’ feelings when teasing them .759 64 Wants to get even with someone who hurts him/her .717 10 Helps a friend who is hurt .672 14 Always wants to be first .585 18 Walks up and initiates conversation; .470 9 Slaps or hits when angry .340 25 Sticks up for friends .608 26 Looks at people when they are speaking .759 27 Thinks he/she knows it all .316 .493a 28 Smiles at people he/she knows .586 30 Acts as if he/she better than others .675 31 Shows feelings .659 33 Thinks good things are going to happen .474 34 Works well on a team .834 37 Takes care of others’ property as if it were his/her own .767 39 Calls people by their names .607 40 Asks if he/she can be of help .811 41 Feels good if he/she helps others .839 42 Defends self .598 44 Tries to be better than everyone else .741 45 Asks questions when talking with others .671 47 Feels sorry when he/she hurts others .589 49 Likes to be the leader .381 .468 a 50 Joins in games with other children .767 51 Plays by the rules of a game .812 54 Does nice things for others who are nice to him/her -.362 .712 a 55 Tries to get others to do what he/she wants .354 .368 a 56 Asks others how they are, what they have been doing, etc. .579 59 Is friendly to new people he/she meets .713 61 Talks a lot about problems or worries .312 .433 a References Kline, P. (2000) an easy guide to factor analysis. Routledge,: London. Nunnally J. C. Bernstein I. (1994) Psychometric Theory. McGr59aw-Hill, NewYork, NY. Zwick, W. R., Velicer, W. F. (1986). Comparison of Five Rules for Determining the Number of Components to Retain. Psychological Bulletin, 99(4): 432-442. Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press. Field, A. (2005). Discovering statistics using SPSS. London: Sage Publications Inc Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. Davis, T. E., III, Hess, J. A., Moree, B. N., Fodstad, J. C., Dempsey, T., Jenkins, W. S., et al. (2011). Anxiety symptoms across the lifespan in people diagnosed with autism disorder. Research in Autism Spectrum Disorders, 5, 112–118. Lugnegard, T., Hallerback, M. U., Gillberg, C. (2011). Psychiatric comorbidity in young adults with a clinical diagnosis of Asperger’s syndrome. Research in Developmental Disabilities, 32, 1910–1917. Greene, R. W., Biederman, J., Farone, S. U., Wilens, T. E., Mick, E., Blier, H. K. (1999). Further validation of social impairment as predictor of substance use disorders. Findings from a sample of siblings of boys with and without ADHD. Journal of Clinical Child Psychology, 28, 349–354. Mahan, S., Matson, J. L. (2011). Children and adolescents with autism spectrum disorders copared to typically developing controls on the Behavioral Assessment system for children, Second Edition (BASC-2). Research in Autism Spectrum Disorders, 5, 230–236. Matson, J. L., Wilkins, J. (2009). Psychometric testing methods for children’s social skills. Research in Developmental Disabilities, 30, 249–274. Worley, J. A., Matson, J. L. (2011). Psychiatric symptoms in children diagnosed with an autism spectrum disorder: An examination of gender differences. Research in Autism Spectrum Disorders, 3, 1086–1091.

Im Not Alone :: Personal Narrative Writing

I'm Not Alone The path to solitude at Charlie's Corner Bar. Along the way, I pass the party store where I'll find the beer and cigarettes I've been instructed to purchase. It can wait. As I approach the bar, blaring neon beer slogans light up the darkened windows. A couple leaves the bar, and through the open door seeps the sound of laughter meant to impress. As I walk into the bar I see the laughter stems from the mass of hairy chests, tight dresses and bleached hair surrounding the jukebox in the corner. I make my way to a seat at the end of the bar and raise my hand slightly to get Charlie's attention. "What'll it be tonight?" I lay my money down, "Ah, the usual Charlie" -- double Vodka on the rocks (harder to trace on the breath). Taking a sip, I briefly scan for an interesting life among a room scattered with rhinestone diamond earrings, quaffed brunette curls over Mayboline eyes, and fermented grain vapors pushed past lipstick and chapstick. I have an almost psychotic habit of staring at strangers and wondering if they could be anything like me. Occasionally, I spot what I think could be a kindred spirit and find some comfort in the fact I'm not alone. I skim over the tight dresses in the corner, "Nothing like me," and catch sight of an interesting specimen, partially hidden by shadows, sitting adjacent to the pool table in the back of the room -- "Huh, he's new." There's an obviously intoxicated man playing pool, and while aiming for a phantom ball on the table, a swift and drunken move of his cue stick causes his beer, sitting on the table behind him, to fall in to the lap of the stranger. The debouchered fool attempts an apology as the man slowly rises from his seat. "Looks like the beginnings of a brawl," I tell Charlie, pointing towards the table. "Huh, brawl. I always wanted to say that at a bar, but I never actually wanted to witness one." The stranger blots himself dry with the towel Charlie has brought to him, and he turns to the drunk in an effort to accept the apology. Other than minor frustration, the man seems unaffected by the act. I wonder if his dry-cleaning bill will be received with the same response. His composure intrigues me. Most of the men I've known would have pounded the drunk for his carelessness, but the expensive suit he adorns is my first clue that this guy is definitely not like most men I've known.

Emily Bronte and Wuthering Heights Essay -- Wuthering Heights Essays

Emily Bronte and Wuthering Heights        Ã‚  Ã‚  Ã‚   Emily Bronte wrote only one novel in her life. Wuthering Heights written under her pen name, Ellis Bell, was published in 1847. Although, Wuthering Heights is said to be the most imaginative and poetic of all the Bronte's novels, Emily's book was not as popular as her older sister, Charlotte's, new release, Jane Eyre ("Bronte Sisters" 408). In looking at Bronte's writings, the major influences were her family, her isolation growing up, and her school experiences.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Charlotte, Emily, Anne, and their brother Branwell lived with their father, the Reverend Patrick Bronte, in a parsonage high above the village at Haworth in Yorkshire, England ("Bronte Sisters" 408). The parsonage was amongst the largest houses in Haworth, though in comparison with the homes of clergymen in more affluent areas of Britain, it would have been considered small (www.bronte.org.uk). Patrick Bronte entered the church because it was the one career that offered to lift him out of his poor and Irish background. He was born in a cottage at Emdale, County Down, on the 17th of March in 1777. As a teacher in a boy's school at Glascar, as a tutor in a private family, and as teacher in the parish school at Drumballyroney, he made the grade and got a scholarship to St. John's College, Cambridge, in October 1802 (Scott-Kilvert 105). Years later, with the crisis provoked by the Luddite riots (1811-1812)- in which the role of the clergy in industrial districts became one of an active peacekeeping force- Patrick was among the first, and the few, to carry pistols in defense of his parishioners' property. Over the remaining fifty years of his life, he primed his pistols daily, di... ...ters. 1982 ed. "Bronte." Collier's Encyclopedia. 1996 ed. Bronte, Emily. Wuthering Heights. United States of America; Barnes & Noble Inc., 2009. "The Brontes." http://www.bronte.org.uk/brontes/victorian.asp. 23 Jan 2014. "Bronte Sisters." The New Book of Knowledge. 2012 ed. "An Emily Bronte Chronology." http://lang.nagoy-u.ac.jp/~matsuoka/Bronte-Emily-chro.html. 23 Jan 2014. "Emily Bronte." The McGraw-Hill Encyclopedia of World Biography. 2003 ed. "Emily Jane Bronte." http://www.geocities.com/CollegePark/1380/emily.html. 23 Jan 2014. Gà ©rin, Winifred. â€Å"The Brontà «s.† British Writers, Vol. V. Ed. Ian Scott-Kilvert. New York: Charles Scribner’s Sons, 1982. Print. "History of Emily's Life." http://www.geocities.com/SoHo/Lofts/4396/history.html. 23 Jan 2014. "Wuthering Heights." Cyclopedia of Literary Characters. 2008 ed.

Illusions and Reality in The Great Gatsby Essay -- The Great Gatsby F.

     Ã‚   According to Cynthia Wu, no matter how many critical opinions there are on The Great Gatsby, the book basically deals with Gatsby's dream and his illusions (39). We find out from the novel that Jay Gatsby is not even a real person but someone that James Gatz invented. Wu also tells us that Gatsby has illusions that deal with romance, love, beauty, and ideals (39). Wu also points out that Gatsby's illusions can be divided into four related categories: he came from a rich upper class family, a never ending love between him and Daisy, money as the answer to every problem, and reversible time. Through Nick's narrations we can really see who this Jay Gatsby is and the reality to his illusions, and from this we can make our own decision on who we think Jay Gatsby really is. The first memory upon which the narrator meditates on is the story behind Jay Gatsby's true identity:   James Gatz-that was really , or at least legally, his name. He had changed it at the age of seventeen and at specific moment that witnessed the beginning of his career-when he saw Dan Cody's yacht drop anchor over the most insidious flat on Lake Superior. It was James Gatz who had been loafing along the beach that afternoon in a torn green jersey and a pair of canvas pants, but it was already Jay Gatsby who borrowed a rowboat, pulled out to the Tuolomee, and informed Cody that a wind might catch him and break him up in half an hour. (qtd. in Dillon 53) I agree with Nick when he tells us that Jay probably had the name ready for a long time. Jay couldn't accept himself for who he really was and couldn't accept his history for what it really was. Then it stands to reason that Nick is correct on page 104 when he states: Jay's imagination never accepted h... ...cording to Dillon, even though Gatsby had so much missing he did have one greatness and that one greatness was his illusions (61).    Works Cited Dillon, Andrew. "The Great Gatsby: The Vitality of Illusion." The Arizona Quarterly 44 Spr. 1988: 49-61. Fitzgerald, F. Scott. The Great Gatsby. New York: Macmillan Publishing Company, 1992. Irwin, John T. "Compensating Visions: The Great Gatsby." Southwest Review 77 Autumn 1992: 536-545. Mitchell, Giles. "Gatsby Is a Pathological Narcissist." Readings On The Great Gatsby. Ed. Bruno Leone, et al. San Diego, CA: Greenhaven Press, 1998. 61-67. Pauly, Thomas H. "Gatsby Is a Sinister Gangster." Readings On The Great Gatsby. Ed. Bruno Leone, et al. San Diego, CA: Greenhaven Press, 1998. 41-51. Wu, Cynthia The Great Gatsby: Illusion and Reality for Jay Gatsby and Nick Carraway. 17 (1984): 39-68   

Capitalism Is Not the Best Route of Happiness Essay

For example, US. In the US, the shares of earnings and wealth of the households in the top 1 percent of the corresponding distributions are 15 percent and 30 percent, respectively. As a result of implementing Capitalism, there is a big range of wealth between the rich and poor people. The rich will become richer, the poor will become poorer. As such a negative situation occurs, the crime rate in such country will be higher. When a country is implementing capitalism, the government have no right to intervene in the free market. When such a situation happened, who are going to help those who are poor? The free market will be monopolized by those rich people. For the poor, they have no modal, no resources, no power, and no ability to compete in such an unfair market. How are they going to compete? Even if they owned the ability, the qualification, but they have no the fundamental term to fight with rich people that is money. In a free market, when you are rich, you will only become richer as u have a lots of money and resources to invest into. For the poor, they are not the one who demands how much salary from employer, but they are the one who are looking for how much the employer willing to pay them. As a result, they are forced to accept low wages in order to survive. The paid they get, not worth the effort they pay out. Normally, the wages they get, only enough to support their basic cost of living. As a result, They have no extra modal to help them to grow and to expand their ability. The low wages also influence buying power. As a result, poverty rate will be higher. Some critique argues that the allocation of resources in capitalism is inefficient. For example, in 1995, around 200 million of Indians faced the problem of hunger. In the same year, India economy had exported around $ 625 million of wheat and $ 1. 3 million of rice. In this case, Indian economy is able to export food worth around $ 650 million, but its citizen faced the problem of hunger. Why not the economy allocates those foods to its citizen? It’s because of in capitalism, the property and resources is totally owned by private parties. They have the right to use the resources to maximize their profit. It’s their right and freedom to overlook the problem around them that may stop them to achieve higher profit. There is also an unfair working condition in workplace. Those labors have to work for 14 hours per day. Why are these labors forced to accept such unfair working condition? Without this job opportunity, they are unable to live their life. The owner of resources in capitalism does not work, and exploit its worker. In such situation, it’s exploiting human right. We are all human, have the equal right to live in this world and share the resources together.

From Relative Isolation to Global Involvement Essay

At the measure of the Spanish the Statesn War the coupled States went from proportional isolation to change magnitude global function because of 1. The spirit of the American people captured by the stem of the bourn and, 2. The belief it was the profession of America to brinytain peace of either nations. The consequences of this increased global liaison on American Society was 3. The clashing views of the imperialist and anti-imperialist triggeries.America first took a stair to warfareds greater domain of a function involvement collectable to 1. The effects of the border on the American spirit. In 1893 Fredrick Jackson Turner delivered the idea of The Significance of the Frontier in American History, to a gathering of historians. According to Turner, the limit was the line of most rapid Americanization.1 The idea of the frontier as explained by Turner looks at the constant apparent motion westward by the Europeans who came to America. It speaks of the time from the fi rst arrival until the time when thither is no longer a frontier line, and how the nation developed as the movement westward continued. Little by little he transforms the wilderness, but the gist is non the old Europe, not plain the development of Germanic germs, any to a greater extent than the first phenomenon was a case of retrogression to the Germanic mark.The fact is, that here is a unsanded product that is American. At first, the frontier was the Atlantic coast. It was the frontier of Europe in a very(prenominal) real sense. wretched westward, the frontier became more and more American.2 As the Americans ventured westward each new move past a frontier was developed on trials of the one earlier it. Whereas most of the time expansion would be met by other(a) people whom direct conquered that land, this was not the case for America, which provided it with a unusual opportunity. It was thus brought back to the primitive correspond as each frontier was march on upon, g iving rise to new forms of disposal and institutions. The movement of the frontier until in that location no longer was a line was the main cause of Americanization as America promptly c everyplaceed and developed its own ideals asunder from that of its mother nation. Americans quickly fell in love with the ideas that they had set in come forth and started to form imperialistic ideals that it should begin to expand its commercial sidelines elsewhere into the world.As American enjoyed continued expansion and development it was then led to greater world involvement due to 2. The belief that it was the duty of the American people to maintain peace in the world. As time progresses from the days of capital of the united Statess presidency to the time of Theodore Roosevelts presidency we everyplacetake an important dismissal in the foreign policy of the linked States. In Washingtons good-by Address he warned of the involvement in foreign personal matters stating, a enthusia stic attachment of one nation for other produces a variety of evils. Sympathy for the preferred nation, facilitating the illusion of an imaginary green interest in cases where no real coarse interest exists, and infusing into one the enmities of the other, betrays the former into a participation in the quarrels and wars of the latter without sufficient inducement or justification.3 This was the common thought of the time and it was once once more exemplified in the Monroe Doctrine during President Monroes annual message to the Congress in 1823. In the wars of the European powers in matters relating to themselves we piddle never taken any part, nor does it stock with our policy to do so.4 These thoughts of remain neutral from partaking in foreign affairs remain forefront for the most part up until 1905 when Theodore Roosevelt made a Corollary to the Monroe Doctrine. At this point in time we see the shift in American intellection that it is there duty as a nation to throw in on world affairs in a amicable panache as to promote the upbeat of all told. It also goes on to speak of how if other countries are not acting in a moral counselling that it would be the responsibility of the American people to intervene in the fashion of an international police. continuing wrongdoing, or an impotence which results in a general loosening of the ties of educate auberge, may in America, as elsewhere, ultimately lease intervention by some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may military posture the United States, however reluctantly, in glaring cases of such wrongdoing or impotence, to the function of an international police power.5 These cardinal important historic documents show the unfirm foreign policy of America as a nation leading up to and shortly following the Spanish-American war.The consequence of this increased world involvement on the American societywas 3. The rising deb ate over imperialistic ideals and anti-imperialistic ideals. A major bend point in the ideals of Americans was the conquest of the Philippines. It was regrettably that McKinley was forced into war through exaggerated newspaper articles that caused ofttimes uproar in the American society and provided a final push towards the United States entering war with Spain. Following the war President McKinley was quoted as saying When I next realized that the Philippines had dropped into our laps I proclaim I did not know what to do with them And one night late it came to me this way1)That we could not give them back to Spain- that would be cowardly and dishonorable 2) that we could not unfreeze them over to France and Germany-our commercial rivals in the Orient-that would be bad business and discreditable 3) that we not leave them to themselves-they are unfit for self-government-and they would soon have anarchy and misrule over there worse than Spains wars and 4) that there was nothing l eft for us to do but to take them all, and to educate the Filipinos, and hear and civilize and rescuerianize them, and by idols grace do the very best we could by them, as our fellow-men for whom Christ also died.6This caused much debate in the American society and magical spell many agreed that it was the duty of the United States to do as McKinley said, others argued that this imperialistic way of acting was not at all in line with the foundations the country was make on. This was the start of the Anti-Imperialist League. The Anti-Imperialist League argued that imperialism is hostile to self-sufficiency and tends toward militarism, an evil from which it has been our glory to be free.7 They believed that the imperialistic ideal was directly attack the ideas that were the backbone of the nation for such a long time that it was a offensive to believe in them and practice them. Although there was much debate over these topics, America continued onward with its expansion in the years to come.