JPMorgan Chase Co. Essay Sample free essay sample

JPMorgan Chase amp ; Co. is the taking fiscal services house in the universe with operations in over 50 states. It was founded and based in the United States where its corporate central office is located in New York City. It has six nucleus concerns: Investing Banking. Retail Financial Services. Card Services. Commercial Banking. Treasury A ; Securities Services. and Asset Management ( JPMorgan Chase amp ; Co. ) . This bank came to be JPMorgan Chase amp ; Co. in 2000. when the Chase Manhattan Bank. originally founded in 1799. merged with J. P. Morgan A ; Co. . originally founded in 1871. It besides had many predecessors such as Chemical Bank. Bank One. and Manufacturers Hanover Trust Co. ( JPMorgan Chase amp ; Co. ) . Over the old ages. JPMorgan Chase amp ; Co. played major functions in certain minutess and events. For illustration. this bank was involved in the First World War where it helped the British and the Gallic by set uping a $ 500 million Anglo-French loan which was. We will write a custom essay sample on JPMorgan Chase Co. Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page at the clip. the largest foreign loan in Wall Street history ( JPMorgan Chase amp ; Co. ) . It besides supported the European Allies by going their buying agent. Furthermore. many of its predecessors helped revolutionise banking throughout the old ages. For case. they introduced automated Teller machines ( ATM ) . helped in the formation of electronic banking webs. and helped open up the earliest signifiers of on-line place banking services ( JPMorgan Chase amp ; Co. ) . Furthermore. there were cardinal amalgamations and acquisitions that shaped the company. Some acquisitions include Bank One ( 2004 ) . Washington Mutual ( 2008 ) . and Bear Stearns amp ; Co. Inc. ( 2008 ) . Although JPMorgan Chase amp ; Co. succeeded in going a planetary leader in many countries of concern. it late suffered a steep ruin due to derivative trading. Derivative Debacle Overview In May 2012. Jamie Dimon. CEO of JPMorgan Chase amp ; Co. . announced a trading loss of $ 2 billion on man-made recognition places ( Shorter. Murphy. A ; Miller. 2012 ) . The unit chiefly responsible for this loss was the Chief Investment Office ( CIO ) . This London-based unit oversees the company’s investing exposure and is hence to a great extent involved with hazard direction such as covering with involvement and foreign exchange rate hazard. It besides manages certain types of recognition hazards that result from day-to-day operations of different lines of concern ( Shorter. Murphy. A ; Miller. 2012 ) There were several people who were straight involved with the derivative fiasco. Jamie Dimon played a cardinal function since he was responsible for reconstituting the CIO in a manner to make a larger accent on doing net incomes by covering with much riskier fiscal derived functions. Within the CIO. there was Ina Drew who was hired by Jamie Dimon to be the caput of the CI O. She was pressured by the CEO to exchange places from being a equivocator to a speculator for the company in order to seek net income. Therefore. Drew had created the trading schemes for the unit to transport out ( Fitzpatrick A ; Zuckerman. 2012 ) . While pull offing the CIO. Drew hired Achilles Macris as a trading supervisor in the London office. Working aboard Macris was Javier Martin-Artajo. who was the pull offing manager. Both were responsible for transporting out Drew’s schemes and oversaw the trades ( Fitzpatrick A ; Zuckerman. 2012 ) . Reporting to Mr. Martin-Artajo was Bruno Iksil. a cardinal bargainer in the CIO. He is known as the â€Å"London Whale† since he would take on big and hazardous places when trading. As a effect of the derivative fiasco. all four persons of the CIO left the house shortly after the loss was reported ( Fitzpatrick A ; Zuckerman. 2012 ) Probes of the trading loss are still being performed today by establishments such as the U. S. Securities Exchange Commission ( SEC ) and the Federal Bureau of Investigation ( FBI ) ( Henry A ; Viswanatha. 2012 ) . Since of May 2012. the trading loss has escalated to at least $ 5. 8 billion ( Seligson. 2012 ) . Some analysts believe that this l oss can increase to upwards of $ 9 billion ( Seligson. 2012 ) . â€Å"Final losingss will depend on assorted terra incognitas. such as the proportion of the suspect trades that have non been liquidated or unwound. future motions of the indexes. the velocity at which the bank tries to wind off those trades. and the size of the subsequent losingss from the staying places. † ( Shorter. Murphy. A ; Miller. 2012 ) . Events Leading Up to the Debacle The determination devising that led to JPMorgan’s major derivative loss can be traced back several old ages to the fiscal crisis of 2008. JPMorgan. being one of the largest Bankss in the universe. issued one million millions of dollars in corporate debt. Due to JPMorgan’s planetary presence. a important part of this debt was issued to European corporations. After the 2008 subprime-mortgage fiscal crisis blew over. the planetary economic system was left in a hapless province. Global markets were weakening and had experienced important year-over-year diminutions. In order for JPMorgan to protect against the default of its huge sum of European loans. a fudging scheme was needed. One of the ways JPMorgan protected itself from the hazard of corporations defaulting on their loans was through the usage of Credit Default Swaps. JPMorgan’s European Chief Investment Office. led by Ina Drew. purchased one million millions of dollars worth of Credit Default Swaps backed by a basket of corporate bonds ( Seligson. 2012 ) . In theory this fudging scheme has the potency of protecting bondholders from prolonging the ruinous losingss associated with non-payment. Unfortunately for JPMorgan. the abuse of these derived functions combined with an inauspicious motion in their value can besides take to drastic losingss. Credit Default Swaps and their Use In its purest signifier. a recognition default barter can be seen as a sort of insurance policy issued by Bankss and taken out by investors in order to protect against the failure of their investing ( Clark. n. d. ) . CDSs may be used for both fudging and theorizing intents. From a fudging point of view. ( as JPMorgan entered into anterior to the fiasco ) the purchaser of the barter owns the implicit in plus ( such as a bond ) in which the barter value is based upon. The purchaser so pays the marketer a semi-annual fee which is called the spread in return for coverage against a recognition event. Defaulting on a payment or declaring bankruptcy are two common types of recognition events. If a recognition event were to happen. the marketer is so required to pay the purchaser the face value of the plus in exchange for the plus itself ( or the difference can merely be settled in hard currency ) . Therefore from a fudging point of view. we see that a bondholder may buy a CDS in order to v ouch that they receive their quoted voucher payments and face value or a hard currency colony from the barter if these payments were to all of a sudden be halted. From a theorizing point of view. a purchaser would come in a Cadmium if they believe a recognition event will happen while a marketer would make so if they felt the antonym. In this scenario. the purchaser does non have the plus being covered by the barter and the derived function is being used strictly for prognostic intents. Recognition default barters were developed in the early 90’s by Bankers Trust ( presently owned by Deutsche Bank ) and JPMorgan. They were created for Bankss to utilize in order protect themselves against exposure to the default hazard of big corporate loans they made to their clients. This was a really of import invention because it now allowed Bankss to distribute big hazards amongst other Bankss in order to forestall ruinous losingss. Timess have changed and although they are still used by some as a agency of fudging. Cadmiums are overpoweringly used for bad intents because recognition derived functions â€Å"often allow speculators to acquire the benefit of high purchase for really small initial outlay† ( Koszeg. 2012 ) . This phenomenon is one of the chief grounds CDS use ( as measured by gross fanciful sum ) has increased by about 150 times between 1998 and 2011 ( ISDA CDS Marketplace. 2011 ) . Like most derived functions. recognition default barters have a great sum of hazard associated with them. One issue that separates these ‘exotic’ derived functions from the typical hereafters contract is that they have really minimum ordinance such as the fact that recognition default barters are non required to be purchased or settled through a clearinghouse. This deficiency of ordinance is the ground for the great sum of â€Å"counterparty risk† . in other words. the hazard that the â€Å"counterparty will non populate up to its contractual obligations† ( Investopedia. n. d. ) . Two investors may come in into a CDS understanding. nevertheless. there is ever a opportunity that either the purchaser will discontinue the spread payments or that the marketer may non supply the insurance in the event of a trigger. One ground for this is due to the fact that the CDS â€Å"remain extremely concentrated in the custodies of a little group of dealers† and if one of the traders exits the market ( ex. Lehman Brothers ) . a big figure of the outstanding CDS may immediately be worthless due the absence of a clearinghouse ( European Central Bank. 2009 ) . Another hazard that is rather alone to recognition default barters relative to other derived functions is the â€Å"jump-to-default risk† due to the â€Å"possibility of a recognition quality deteriorating all of a sudden. existent market value can increase ( or lessening ) comparatively rapidly† . ( Deutsche Bank Research. 2009 ) In other words. a CDS marketer may travel from a steady watercourse of dispersed income to holding a million or even billion dollar duty in a really short sum of clip. Although these are merely two of the many hazards involved with recognition default barters. it is clear that a combination of hapless jud gement and inauspicious market motion can do even a company the size of JPMorgan to prolong disabling losingss. Why did JPMorgan Lose Nearly $ 6 Billion? Everything starts about six old ages ago. when â€Å"JPMorgan CEO Jamie Dimon changed the authorization of the CIO map to seek profit† . which means they are willing to take more hazard than usual ( Seligson. 2012 ) . And high-risk-taking bargainer like Bruno Iksil and Achilles Macris were hired. As an international bank. JPMorgan made a batch of loans to European corporations and they forecast that the planetary economic system is get downing to deteriorated. Due to this. the bank became disquieted about its loan exposure and a solution to this hazard is to fudge by purchasing recognition default barters. During the planetary recession. a batch companies had defaulted or went bankruptcy and JPMorgan’s hedge portfolio generated about $ 2 billion in additions from 2007 to 2010 by having par value from CDS’s marketer ( Shorter. Murphy. A ; Miller. 2012 ) . Leading up to 2011. CIO had bought a CDS on an index called the IG 9 maturing in December 2012. This Cadmium included up to 121 assorted companies on the index ( Fitzpatrick A ; Zuckerman. 2012 ) . But by early 2011. European corporate recognition recovered back from planetary recession and became healthier. The sudden betterment in European market reduced the value of having CDS since default hazard was reduced. As a consequence. JPMorgan quickly lost over $ 1 billion on the hedge side of the trade ( Seligson. 2012 ) . To countervail this loss. the Chief Investment Office decided to alter its place and get down selling CDS contracts on a similar index maturing in December 2017 ( Fitzpatrick A ; Zuckerman. 2012 ) . As they forecast that planetary economic system is making good after the recession. Mr. Iksil and his group decided to go more bullish on corporate recognition and Mr. Iksil began selling even more Cadmiums on the same contract ( Fitzpatrick A ; Zuckerman. 2012 ) . This was an aggressive stake and risk-taking. JPMorgan was no longer fudging ; they became speculator because of their power in the derivative market and its monolithic CDS’s sell. It became so immense in the spring of this twelvemonth that made some hedge financess and others to take opposing places Merely after they sell recognition default protection. the European economic system did non go on to turn as they forecast but alternatively got back into another deep fiscal crisis. The bank starts to lose even more money . By the first hebdomad of May. JPMorgan announced it could lose up to $ 2 billion. The losingss keep on increasing and the company found it difficult to go out the trades because its places were so large. Some experts predict the losingss could exceed $ 9 billion ( Seligson. 2012 ) . We observe three majors’ issues within CIO that lead to this immense loss. The first 1 is the monolithic sell of CDS. Second 1. Mr. Macris has stopped utilizing the risk-control caps. which had required bargainers to go out places when their losingss exceeded $ 20 1000000s ( Shorter. Murphy. A ; Miller. 2012 ) . And eventually. CIO’s switching they Value at Rick theoretical account to a more optimistic one during the first one-fourth of 2012 in order to conceal consciousness of the degree of hazard that they was taking on. They changed from a theoretical account demoing the unit at hazard of losing every bit much as $ 129 million a twenty-four hours to $ 67 million ( Shorter. Murphy. A ; Miller. 2012 ) . It made a large different since it’s about twice. What Did we Learn from this Debacle? To sum up. the study started with a brief company overview. followed by an isolation of the crisis’ causes. Not all of JPMorgan’s system was at mistake for their derived functions crisis. Surely. non every section. Nor every employee. It is hence of import to nail responsible persons and sections for this crisis non to reiterate itself. The study so developed to discourse recognition default barters and their usage. Which in bend leaded to reply why the derived functions crisis occurred. Finally. the last portion of this study examines critical lessons for JPMorgan and the fiscal industry as a whole. The Chief investing office should turn to a figure of challenges for JPMorgan non to see large losingss occur once more. First of which. the CIO direction has to put clear aims and reexamine them on a consistent footing. Directors have to be more involved in the day-to-day trades that take topographic point. Directors have to repeatedly study JPMorgan places and verify that aims are being met. That is a important undertaking for bargainers to follow specific instructions and put to death them accurately. Another challenge for direction is to â€Å"hire to right adult male for the job† . CIO bargainers proved to be underqualified for their occupations. In fact. â€Å"An internal reappraisal found that some of the CIO bargainers appear to hold intentionally ignored the monolithic size of their trades — and the trouble in neutralizing them — when valuing their places. The consequence was non describing the full diminutions in the value of positions† ( Horowitz. 2012 ) . This transition. taken from an article written by David Henry and Jed Horowitz from Reuters. besides demonstrates that CIO bargainers need to describe equal information to upper direction. Traveling on to the Risk direction commission. The smaller hazard commissions and the caput hazard commission should run into more to decide issues. Why bother raising such an issue? Well here is how the system works at JP Morgan: you have on one manus the Head hazard commission which is located in JPMorgan’s central offices in New York. and on the other manus you have the smaller hazard commissions which are distributed around a figure of subdivisions. T o calculate out a manner where hazard commissions distributed across the universe study with no problem to the caput hazard commission is non easy. Members of the hazard direction commission should be hired based on their experience in the derived functions field. Harmonizing to a recent study. when Iksil. besides known as the London Whale. searched for blessing for his bad schemes. directors â€Å"were happy to subscribe off on the trades† ( Martin. 2012 ) . In fact. three managers that oversee hazard at JPMorgan were â€Å"a museum caput who sat on American International Group Inc. ’s administration commission in 2008. the grandson of a billionaire and the main executive officer of a company that makes flight controls and work boots. † ( Abelson. 2012 ) . harmonizing to an article from Bloomberg. The lone member with believable Wall Street experience was James Crown who was out of the industry for 25 old ages. JPMorgan made hapless judgement when utilizing Credit Default Swaps. Traders bought CDS when the market was making good and sold them when the market was making severely. In other words. it was roll uping losingss from both activities. JPMorgan brought it on itself. The CEO. Jamie Dimon. said: the trades traveling through the Chief Investment Office were â€Å"flawed. complex. ill reviewed. ill executed and ill monitored. † ( Ehrenberg. 2012 ) . JPMorgan sought a bad scheme because when purchasing the CDS. JP Morgan really did non have the plus. Last but non least. JPMorgan has to reinstate risk-caps for bargainers non to travel â€Å"wild† on trades. JPMorgan is one of the biggest Bankss in the universe. For some bargainers to really merchandise in such inexpert manners is non characteristic of JPMorgan or for direction to poorly reappraisal and supervise its schemes. Plants Cited Abelson. D. K. ( 2012. May 25 ) . JPMorgan Gave Risk Oversight to Museum Head With AIG Role. Retrieved from Bloomberg: hypertext transfer protocol: //www. bloomberg. com/news/2012-05-25/jpmorgan-gave-risk-oversight-to-museum-head-who-sat-on-aig-board. hypertext markup language Clark. J. ( n. d. ) . What are Credit Default Swaps? Retrieved November 26. 2012. from How Stuff Works: hypertext transfer protocol: //money. howstuffworks. com/credit-default-swap2. htm Deutsche Bank Research. ( 2009. December 31 ) . Credit Default Swaps – Heading to a More Stable System. Retrieved November 25. 2012. from Deutsche Bank Research: hypertext transfer protocol: //www. dbresearch. com/PROD/DBR_INTERNET_EN-PROD/PROD0000000000252032. pdf Ehrenberg. R. ( 2012. May 11 ) . Jamie Dimon Failed Crisis Management 101. Retrieved from CNN Money: hypertext transfer protocol: //finance. luck. cnn. com/2012/05/11/jamie-dimon-jpmorgan/ . European Central Bank. ( 2009. August ) . Credit Default Swaps and Co unterparty Risk. Retrieved November 25. 2012. from European Central Bank – Eurosystem: hypertext transfer protocol: //www. ecb. int/pub/pdf/other/creditdefaultswapsandcounterpartyrisk2009en. pdf Fitzpatrick. D. . A ; Zuckerman. G. ( 2012. May 14 ) . Three to Exit J. P. Morgan. Retrieved November 24. 2012. from The Wall Street Journal: hypertext transfer protocol: //online. wsj. com/article/SB10001424052702304192704577402500885560924. hypertext markup language Henry. D. . A ; Viswanatha. A. ( 2012. July 13 ) . U. S. Investigates Whether JPMorgan Traders Hid Losses. Retrieved November 24. 2012. from Reuters: hypertext transfer protocol: //www. reuters. com/article/2012/07/13/us-jpmorgan-earnings-idUSBRE86C0G420120713 Horowitz. D. H. ( 2012. Jul 13 ) . JPMorgan bargainers may hold hidden derived functions losingss. Retrieved from Reuters: hypertext transfer protocol: //in. reuters. com/article/2012/07/13/jpmorgan-loss-restatement-idINDEE86C07R20120713 Investopedia. ( n. d. ) . Counterparty Risk. Retrieved November 25.

buy custom AstraZeneca essay

buy custom AstraZeneca essay AstraZeneca is the second largest biopharmaceutical company in Europe. The production and manufacture of its popular heartburn drug Nexium subjected the company to many law suits filed by plaintiffs. Consumer coalitions protested that the drug worked the same as Prilose. The company had previously been manufacturing Prilose but its patent had expired hence the company introduced Nexium a more expensive alternative. Mr. Berman, the plaintiffs' lawyer said that there was no problem in introducing a new drug to the market. However, the bulk of the problem lay with the companys deceptive style of advertising. The Amerian Federation of Labor Congress of Industrial Organizations, the California Alliance for Retired Americans and the Congress of California Seniors filed the class action law suit. AstraZeneca had apparently violated the Unfair Competition Law and False Advertising Law. The plaintiffs recognized a breach in the law and went ahead to gather evidence to make their case possible. Under the fore mentioned law, anyone (or a company) that takes advantage of advertising through the posting of misleading information and falsifying information about a product as a profit gaining means through misleading people into using products would be liable to law. In the same regard, the law forbids publishing of false materials and statements that make a companys products chosen by consumers over other companies. To win the case, the plaintiffs had to show that AstraZeneca charted the entire plan of fooling patients into believing that they were buying a better yet more expensive druug. The plaintiff had to prove that the new drug was no different from cheaper generic over the counter drugs including Prilose. The plaintiff also sought to show that patients who had the drug prescribed by doctors were not happy with their health. The F.D.A imposes heavy penalties for any deceptive and false claims by drug companies. The court can destitute and/or disgorge all illegal and unlawful profits earned through the sale of the drug. The company can also be ordered to pay interests on the profits as well as cover the legal costs of the organizations filing the lawsuit. The suits had been in Massachusetts January 25, 2005, California on October 18, 2004, and a nationwide case on May 27, 2005, in Delaware. On October 1, 2007 in Massachusetts the plaintiffs filed the motion for class certification while inCalifornia, On September 21, 2005, Judge Chaney declined to dismiss the plaintiffs' case and on October 1, 2007, the plaintiffs filed their motion for class certification. Regarding the nationwide case, on December 18, 2007, the plaintiffs filed a petition for certiorari, requesting the United States Supreme Court to give a ruling. Buy custom AstraZeneca essay

The History of Domestication for Broomcorn Millet

The History of Domestication for Broomcorn Millet Broomcorn or broomcorn millet (Panicum miliaceum), also known as proso millet, panic millet, and wild millet, is today primarily considered a weed suitable for bird seed. But it contains more protein than most other grains, is high in minerals and easily digested, and has a pleasant nutty taste. Millet can be ground up into flour for bread or used as a grain in recipes as a replacement for buckwheat, quinoa or rice. Broomcorn History Broomcorn was a seed grain used by hunter-gatherers in China at least as long ago as 10,000 years. It was first domesticated in China, probably in the Yellow River valley, about 8000 BP, and spread outward from there into Asia, Europe, and Africa. Although the ancestral form of the plant has not been identified, a weedy form native to the region called P. m. subspecies ruderale) is still found throughout Eurasia. Broomcorn domestication is believed to have taken place about 8000 BP. Stable isotope studies of human remains at sites such as Jiahu, Banpo, Xinglongwa, Dadiwan, and Xiaojingshan suggest that while millet agriculture was present ca 8000 BP, it did not become a dominant crop until about a thousand years later, during the Middle Neolithic (Yangshao). Evidence for Broomcorn Broomcorn remains which suggest a highly developed millet-based agriculture have been found at several sites associated with Middle Neolithic (7500-5000 BP) cultures including the Peiligang culture in Henan province, the Dadiwan culture of Gansu province and the Xinle culture in Liaoning province. The Cishan site, in particular, had more than 80 storage pits filled with millet husk ashes, totaling an estimated 50 tons of millet. Stone tools associated with millet agriculture include tongue-shaped stone shovels, chisel-edged sickles and stone grinders. A stone millstone and grinder was recovered from the early Neolithic Nanzhuangtou site dated to 9000 BP. By 5000 BC, broomcorn millet was flourishing west of the Black Sea, where there are at least 20 published sites with archaeological evidence for the crop, such as the Gomolava site in the Balkans. The earliest evidence in central Eurasia is from the site of Begash in Kazakhstan, where direct-dated millet seeds date to ca 2200 cal BC. Recent Archaeology Studies of Broomcorn Recent studies comparing the differences of grains a broomcorn millet from archaeological sites often vary a great deal, making them difficult to identify in some contexts. Motuzaite-Matuzeviciute and colleagues reported in 2012 that millet seeds are smaller in response to environmental factors, but relative size also can reflect immaturity of the grain. depending on charring temperature, immature grains can be preserved, and such size variation should not rule out identification as broomcorn. Broomcorn millet seeds were recently found at the central Eurasian site of Begash, Kazakhstan, and Spengler et al. (2014) argue that this represents evidence for the transmission of broomcorn outside of China and into the broader world. See also Lightfoot, Liu and Jones for an interesting article on the isotopic evidence for millet across Eurasia. Sources and Further Information Bettinger RL, Barton L, and Morgan C. 2010. The origins of food production in north China: A different kind of agricultural revolution. Evolutionary Anthropology: Issues, News, and Reviews 19(1):9-21.Bumgarner, Marlene Anne. 1997. Millet. Pp. 179-192 in The New Book of Whole Grains. Macmillan, New York.Frachetti MD, Spengler RN, Fritz GJ, and Maryashev AN. 2010. Earliest direct evidence for broomcorn millet and wheat in the central Eurasian steppe region. Antiquity 84(326):993–1010.Hu, Yaowu, et al. 2008 Stable isotope analysis of humans from Xiaojingshan site: implications for understanding the origin of millet agriculture in China. Journal of Archaeological Science 35(11):2960-2965.Jacob J, Disnar J-R, Arnaud F, Chapron E, Debret M, Lallier-Vergà ¨s E, Desmet M, and Revel-Rolland M. 2008. Millet cultivation history in the French Alps as evidenced by a sedimentary molecule. Journal of Archaeological Science 35(3):814-820.Jones, Martin K. and Xinli Liu 2009 Origins of Agricul ture in East Asia. Science 324:730-731. Lightfoot E, Liu X, and Jones MK. 2013. Why move starchy cereals? A review of the isotopic evidence for prehistoric millet consumption across Eurasia. World Archaeology 45(4):574-623. doi: 10.1080/00438243.2013.852070Lu, Tracey L.-D. 2007 Mid-Holocene climate and cultural dynamics in eastern Central China. Pp. 297-329 in Climate Change and Cultural Dynamics: A Global Perspective on Mid-Holocene Transitions, edited by D. G. Anderson, K.A. Maasch and D.H. Sandweiss. Elsevier: London.Motuzaite-Matuzeviciute G, Hunt H, and Jones M. 2012. Experimental approaches to understanding variation in grain size in Panicum miliaceum (broomcorn millet) and its relevance for interpreting archaeobotanical assemblages. Vegetation History and Archaeobotany 21(1):69-77.Pearsall, Deborah M.2008 Plant domestication. Pp. 1822-1842 In Encyclopedia of Archaeology. Edited by D. M. Pearsall. Elsevier, Inc., London.Song J, Zhao Z, and Fuller DQ. 2013. The archaeobotanical significance of immature millet grains: an experimental case study of Chinese millet crop processing. Vegetation History and Archaeobotany 22(2):141-152. Spengler III RN, Frachetti M, Doumani P, Rouse L, Cerasetti B, Bullion E, and Maryashev A. 2014. Early agriculture and crop transmission among Bronze Age mobile pastoralists of Central Eurasia. Proceedings of the Royal Society B: Biological Sciences 281(1783). doi: 10.1098/rspb.2013.3382USDA. Panicum millaceum (broomcorn millet) Accessed 05/08/2009.Yan, Wenming. 2004. The Cradle of Eastern Civilization. pp 49-75 In Yang, Xiaoneng. 2004. Chinese Archaeology in the Twentieth Century: New Perspectives on Chinas Past (vol 1). Yale University Press, New Haven Foxtail millet (Setaria italica L.) is an important grain crop in the world today, thought to have been domesticated from the wild species green foxtail (S. viridis) at least 11,000 calendar years ago (cal BP) in northern China. Grown world-wide, foxtail millet is cultivated as a dietary staple in arid and semiarid regions of China and India. Nearly 1,000 diverse foxtail millet varieties exist in the world today, including both traditional landraces and modern cultivars. Unfortunately, its smaller size, relative to rice and broomcorn millet, may have led to a lower chance of preservation in the archaeological record, and it wasnt until modern flotation methods were used in excavations that foxtail seeds were regularly recovered. Data for the origin sites is still limited, and ongoing research is studying the points of origin as well as foxtails fairly rapid spread. Domestication of Foxtail Scholars agree that incipient, low-level millet agriculture began about 8,700 cal BP in the upland foothill sandy deserts along the upper Yellow Rivera recent identification of millet starch grains has pushed the likely date back to 11,000 cal BP (see Yang et al. 2012). The theory is that specialized hunter-gatherers experiencing increasing climatic instability began tending plants to provide a stable food source. Why Foxtail? Foxtail millet has a short growing season and an innate ability to tolerate cold and arid climates. These characteristics lend themselves to adaptation in different and difficult environments, and in Neolithic contexts, foxtail is often found as a package with paddy rice. Researchers argue that by the 6000 cal BP, foxtail was been planted either alongside rice during the summer seasons, or planted in the fall as a late season supplement after the rice harvests were collected. Either way, foxtail would have acted as a hedge for the riskier but more nutritious rice crops. Flotation-supported studies (such as Lee et al) have shown that the arid- and cool-adapted foxtail was dominant in the Yellow River valley beginning about 8,000 years ago (Peiligang culture) and remained dominant throughout the Neolithic into the early Shang Dynasty (Erligang, 1600-1435 BC), roughly 4,000 years. Agricultural systems based entirely on millet were present in the foothills of western Sichuan province and the Tibetan Plateau by 3500 BC, and evidence from central Thailand suggests that the millet moved in first before rice: the terrain in these places is quite steep, and the terraced paddies seen there today are much more recent. Archaeological Evidence Early sites with evidence for foxtail millet include Nanzhuangtou (starch grains, 11,500 cal BP), Donghulin (starch grains, 11.0-9,500 cal BP), Cishan (8,700 cal BP), Xinglonggou (8,000-7,500 cal BP), in Inner Mongolia; Yeuzhuang in the lower Yellow River (7870 cal BP), and Chengtoushan in the Yangtze River (ca. 6000 cal BP). The best data concerning foxtail millet comes from Dadiwan, where over the next 1,000 years (a very brief gestation stage for agriculture), foxtail millet, broomcorn millet and rice developed into intensive agriculture. Called the Laoguantai food production system, this hunter-gatherer adaptation required the reduction of mobility, and the fragmenting into small groups adapted to plant use, storage and tending. Eventually, at the start of the Banpo period (6800-5700 cal BP), millet agriculture developed into an intensive pattern with settled, larger populations. Millet spread into the southwestern China highlands as a package with rice, both plants having the characteristics of versatility and capacity for intensification. Sources Bettinger R, Barton L, and Morgan C. 2010. The origins of food production in north China: A different kind of agricultural revolution. Evolutionary Anthropology: Issues, News, and Reviews 19(1):9-21.d’Alpoim Guedes J. 2011. Millets, Rice, Social Complexity, and the Spread of Agriculture to the Chengdu Plain and Southwest China. Rice 4(3):104-113.d’Alpoim Guedes J, Jiang M, He K, Wu X, and Jiang Z. 2013. Site of Baodun yields earliest evidence for the spread of rice and foxtail millet agriculture to south-west China. Antiquity 87(337):758-771.Jia G, Huang X, Zhi H, Zhao Y, Zhao Q, Li W, Chai Y, Yang L, Liu K, Lu H et al. 2013. A haplotype map of genomic variations and genome-wide association studies of agronomic traits in foxtail millet (Setaria italica). Nature Genetics 45(8):957-961.Jones MK, and Liu X. 2009. Origins of Agriculture in East Asia. Science 324:730-731.Lee G-A, Crawford GW, Liu L, and Chen X. 2007. Plants and people from the Early Neolithic to Shang period s in North China. Proceedings of the National Academy of Sciences 104(3):1087-1092. Nasu H, Gu H-B, Momohara A, and Yasuda Y. 2012. Land-use change for rice and foxtail millet cultivation in the Chengtoushan site, central China, reconstructed from weed seed assemblages. Archaeological and Anthropological Sciences 4(1):1-14.Song J, Zhao Z, and Fuller DQ. 2013. The archaeobotanical significance of immature millet grains: an experimental case study of Chinese millet crop processing. Vegetation History and Archaeobotany 22(2):141-152.Wang C, Jia G, Zhi H, Niu Z, Chai Y, Li W, Wang Y, Li H, Lu P, Zhao B et al.   2012. Genetic Diversity and Population Structure of Chinese Foxtail Millet [Setaria italica (L.) Beauv.] Landraces. G3: Genes|Genomes|Genetics 2(7):769-777.Yang X, Wan Z, Perry L, Lu H, Wang Q, Zhao C, Li J, Xie F, Yu J, Cui T et al. 2012. Early millet use in northern China. Proceedings of the National Academy of Sciences 109(10):3726-3730.Zhang G, Liu X, Quan Z, Cheng S, Xu X, Pan S, Xie M, Zeng P, Yue Z, Wang W et al. 2012. Genome sequence of foxtail millet ( Setaria italica) provides insights into grass evolution and biofuel potential. Nature Biotechnology 30(6):549-554. Zhao Z. 2011. New Archaeobotanic Data for the Study of the Origins of Agriculture in China. Current Anthropology 52(S4):S295-S306.

Tyrannical Manner of Governance and the French Revolution Essay

Tyrannical Manner of Governance and the French Revolution - Essay Example The Declaration of the Rights of Man and Citizens provides that everyone is entitled to their opinion. They should not find any disturbance, provided they maintain public order. In addition, Robespierre made comparisons of terror to other principles of the society. Such principles included justice and promptness in the achievement of democracy. According to him, there was an urgency in the application of democracy and the use of terror could lead to the production of the virtues of democracy. The declaration provides the prohibition of injurious actions to the society and that only the law stipulates the requirements of the actions of the society. In my opinion, I disagree with Robespierre that the terror was necessary. This is because he provoked and assumed the strong beliefs and feelings of the people, in relation to their rights. It was wrong for the Robespierre to make terror a government policy for the achievement of political goals. In today’s world, governments are putting efforts to ensure the elimination of terror. I consider the status of the French revolution as a terrorist act, where the government is the mastermind of the terror attack. Robespierre himself was a lawyer and his job entailed the protection of the constitution. He knew that it was a criminal offense to take action to a criminal through mob violence. Therefore, the use of terror was due to fear on his part in the achievement of the governments’ goals. The majority will always have their way in the society. The people of France had become indifferent to the revolution. This is because it involved military conscription and the use of thre ats to the people, in a bid to change their lifestyle. The use of terror was an unfortunate event to the people who were hostile to the revolution. It is in order for the relevant authorities to take wrongdoers to court, where they receive judgment.

How Investment in Management Consultancy Can Represent Value for an Essay

How Investment in Management Consultancy Can Represent Value for an Organization - Essay Example The researcher states that an organization may choose to employ management consultant’s services for several reasons and they include consultants specialized expertise access and gaining advice from external sources. The exposure of consultancy firms, as well as their close relationship with several organizations, has resulted in such firms to be well vast with the best possible practices in the industry. However, the application of these consultancy practices from a given organization and transferring them to another can be limited by the particular nature of the situation in question. Consultants are also charged with the responsibility of offering management change assistance in different organizations, coaching skills development, strategy development, technology implementation or operational services improvements. In most cases, management consultants often introduce their own frameworks or property methodologies to assist them in identifying issues and serve as recommend ation basis for more efficient and effective means of conducting their work tasks. Several approaches can be applied by different consultants and can be regarded as being as existing somewhere within a continuum having a prescriptive strategy on one side as well as a facilitative strategy at the other side. When it comes to expert approach, the consultant assumes the expert’s role and offers expert assistance or advice to their clients. In this approach, the consultant is more and collaborates more with the client compared to the case of facilitative approach. In the facilitative approach, the consultant has less focus on the technical or specific expert knowledge leaving most of the consultation process to itself. The facilitative approach is in some cases referred to as the consulting process following its focus on the consultation process In the recent past, most consulting firms have assumed a matrix structure in which a single axis is used to describe a function of the b usiness or the consulting type like operations, strategy, executive leadership, technology, sales and talent management. The second axis focuses on an industry like gas, oil, retail and automotive. These matrix forms together with consultants taking part in either of the matrix cells like a consultant can focus fully on retail industry operation while another consultant focuses on the improvement of the process in the same industry. The main aim of the consultancy is to introduce value in an organization through understanding the intervention choices in relation to the most appreciated intervention style. In an effort to achieve the desired value within an organization, consultants may occupy several positions within a continuum from those led by experts, those that are centered on clients and to both nondirective and directives. Heated debates have come up in relation to continuum position ranges between those that refer to themselves as coaches, mentors, advisors, counselors, cons ultants, and facilitators. Despite the debates, each of the above-mentioned roles needs a specific set of skills, knowledge, and behavior making them related disciplines. Consultants who introduce the desired value to an organization are the consultants who stand out as being the most effective and are considered as to be having the ability to carry out different roles within the required time and are able to move from a client to the other without mixing up their responsibilities.

Learning Disabilities Why Self esteem Essay Example for Free

Learning Disabilities Why Self esteem Essay As a child goes through teenage life, he or she is exposed to many different challenges, stressors, and prospects. An imperative factor in handling these challenges is a positive self-concept and high self-esteem. Through teenage life, schools should be preparing students to become a comfy part of the general population, quickly bending to their environs (Saghatoleslami, 2010). A population of students that necessitate closer attention are Learners who have been diagnosed with a learning disability. Learners with learning disabilities are likely to represent 2% to 10% of the student population (Reese, Bird, Tripp, 2007). Learners with learning disabilities tussle with self-concept and self-esteem, which in tum can lead to amendment difficulties, substance abuse, depression, and suicide ideation. It is, therefore, essential to monitor the self-worth of students and help mend and advance their self-concept and self-esteem. When bearing in mind students with learning disabilities, it is important to weigh their self-concept and self-esteem in a different way, understanding different social factors that come into play (Moller Pohlmann, 2009). There are many facets to self-concept and self-esteem, and coping with a learning disability has an influence on a students quality of life. For both students with LD and students who have not been diagnosed with LD, active parental involvement can directly influence a students self-concept and self-esteem (Saghatoleslami, 2010). The Individuals with Disabilities Education Act, Public Law, splits 12 types of categorizations of learning disabilities, in which children may be fit for special education and interrelated services. These types are; (a) autism, (b)deafness, (c)deaf-blindness, (d)hearing impairment, (e) mental retardation, (f) multiple disabilities, (g) orthopedic impairment, (h) severe emotional disturbance, (i) visual impairment, (j) speech or language impairment, (k) traumatic brain injury, (l) and specific learning disability (Moller Pohlmann, 2009). Autism is an age-linked disability significantly affecting verbal and non-verbal communication and social relations, typically evident before age three. Deafness is an earshot impairment that is so austere that the child is lessened in processing linguistic info, with or without augmentation; deaf-blindness is a synchronized visual and hearing impairments. Hearing impairment is of the audible range, whether perpetual or mutable. Mental hindrance rel ates to suggestively below usual general cerebral functioning, which prevail concurrently with shortfalls in adaptive performance. Multiple disabilities: the exhibition of 2 or more disabilities such as mental retardation-blindness, an amalgamation that involves special accommodation for ultimate learning (Moller Pohlmann, 2009). Additionally, there are corporal impairments; orthopedic impairment is physical disabilities, which include congenital impairments, caused by illness, and impairments from further causes (Berdine, 2010). Grave emotional disorder is a disability where a child of typical intellect, has strain over time and to a patent degree, building pleasing interpersonal relationships; (a) retorts inappropriately psychologically or emotionally under ordinary circumstances; (b) exhibits a pervasive mood of unhappiness; (c) or has a propensity to develop physical signs or fears. Detailed learning disability is a malady in one or more of the basic psychosomatic processes convoluted in understanding or in expending language, written or spoken, which may patent itself in an imperfect knack to speak, read spell, think, write, or do mathematical calculations; dialogue or language impairment: a communication (Moller Pohlmann, 2009). Disorder such as stuttering, impaired articulation, a type of linguistic i mpairment, or the voice impairment can be considered a detailed learning disability. Traumatic brain injury is an assimilated injury to the brain caused by a marginal physical force, resulting in partial or total functional disability or psychosocial impairment or possibly both (Berdine, 2010). Visual impairment is a pictorial struggle (including blindness) that, even with correction, unfavorably affects a child educational performance. Learning disabilities can disturb students in diverse manners. As studies designate, self-concept and self-esteem are two vital elements during a students foundational years. Throughout this time, students begin to express and realize who they will turn into as grownups. The self-concept that is established during this time canines over into maturity (Elbaum Vaughn, 2010). For this purpose, it is vital to consider the adverse effects of LD, especially during a teenager life. Dyson points out that children who have proficient denial, disgrace, and disappointment have outlooks of low self-worth and defenselessness (2008). Both students with LD and students without LD exhibit varying levels of self-concept and self-esteem. These self-concepts adapt and grow as a student develops from childhood, through adolescence, and into adulthood. Students with LD reported that they felt worse about their general intellectual ability than students without LD (Moller Pohlmann, 2009). This can result in negative self-concept and low self-esteem. By implementing evidence-based interventions, students with LD can develop a positive self-concept and improve their self-esteem. One such response includes positive parental involvement. When parents are involved in the lives of their children in a positive way, the self-concept and self-esteem of their child improves. A challenge of active parental involvement pertains to the difficulties of communicating with a child who has LD (Dyson, 2008). Utilizing parental programs to overcome such adversities positively affects the parent/child relationship. Through this active inte raction, adolescents with LD improved academically and emotionally. A lot of children with LD get these emotions more often than students with no LD. This can have a philosophical effect on their educational self-concept as well as their general self-esteem. The importance of this topic is substantial, as the American Psychiatric Association (2007) establish that between 3% and 8% of the learners’ population, especially children are affected by LD. Utilizing the Self-Perception Profile for teenagers, Moller and (2009) established that high school learners with LD conveyed they felt worse about their general mental ability than did students not diagnosed with LD. Furthermore, using the Piers-Harris Childrens Self-Concept Scale, it has been shown that students with LD scored significantly lower on the subscale of Intellectual and School Status. This is significant because these students were in separate classes with other students in special education (SPED), including students with emotional disturbances or cognitive impairments. When students are deliberately taken out of the general classroom, it becomes apparent to them that they are different from typically developing students. By separating students, it can have an adverse effect on their self-concept. This can have an adverse consequence on their self-esteem and academic achievement (Ochoa Emler, 2007). The response to this unruly is not as easy as moving towards an inclusive system where students with LD learn with typically developing students. In a study shepherded by Barrera, it was revealed that the self-concepts of students with learning disabilities attending comprehensive schools were inferior to those of their classmates devoid of learning disabilities (2009). The discoveries are all too shared, since a meta-analysis prepared by Barrera established the same incongruity (2009). Due to these common judgments, many schools have relocated away from an integrative class. In other situations, the self-concepts of students with learning disabilities may be improved through adapting instruction to the wants of each student (Elbaum Vaughn, 2010). Constructing the best erudition environment for each student wishes to be a precedence within the overall school system. Once students with LD associated themselves with others with LD, they conveyed that they felt improved about their recital than children with LD, who likened themselves to their aristocracies without LD (Ochoa Emler, 2007). This largesse contradictory information. When unraveling students with LD from archetypal students, it can have an undesirable consequence on their self-concept and self-esteem. On the affirmative side, nevertheless, when students with LD are studying with other students with LD, they may incline to compare themselves to their partners with LD. This outcome in a more optimistic self-concept and advanced self-esteem in students with LD. Every school is exclusive in its tactic to students with LD, and it is significant to consider these educations when determining whether or not students with LD should be encompassed in the general classroom or placed in a distinct studying setting. Age is an imperative factor in appreciating what the best intervention is for a stu dent with LD. While academic interventions were most consistently effective for elementary students, counseling interventions were the most reliably effective for middle and high school students (Elbaum Vaughn, 2010). These results have an effect on the academic self-concept for the student and do not necessarily hold true for other dimensions of self-concept. Elbaum and Vaughn also pointed out that, overall, counseling and mediated interventions were the only interventions that had a significant effect on general self-concept (2010). These findings complement previous statements regarding the importance of creating an intervention strategy that is malleable, as well as unique to each student who passes through the intervention plan (Reese, Bird, Tripp, 2007). To create a single intervention strategy, it may be useful for a school to use the interpersonal competence profile. By using the ICS-T and the ICS-S and comparing the two, a unique strategy can be created for each student that best serves his or her learning style. This tool can be useful to determine if an inclusive or separated intervention strategy would best help each student with LD. The insight provided by Berdine; because self-knowledge emerges from, and is sustained by, our experiences with others, negative self-views have interpersonal as well as personal components (2010). This means that for people to enjoy improvements in their â€Å"self-views†, changes must occur not only in the way they think about themselves, but also in the environments that sustain their own self-views (Berdine, 2010). The value of this quote is substantial. Not only is this positive self-concept paramount for students with LD, it is also significant for everyone. Our experiences in life and our perception of who we are define what we eventually become. In Positive Teacher and Parental Involvement, it is important for teachers and parents to affect the self-concept and self-esteem of students with LD by remaining positive and encouraging them to succeed. This is evident, as it was exhibited that there was an incongruity between self-assessments of students with LD and their ed ucators verdicts. They discovered that students alleged themselves to be more proficient than their teachers rule on them. Furthermore, Moller and Pohlmann (2009) indicated that teachers were commonly unaware of students perceptions of abilities. For better communication between teachers and students, it may be beneficial for tutors to devote time to students to converse their perceived strongholds and weaknesses. When parents were positively involved in the lives of their children, the self-concept of their children was affected in a positive way (Ochoa Emler, 2007). The students paternities can also petition or appeal to the learning institution, or to the director of distinctive education and complain of their child being gaged. They may sense that the child is not developing as he, or she ought to be, or identify or detect certain glitches in how the child does. If the school believes that the child, undeniably have a disability, then the school must perform a valuation. If conservatory staff do not sustain that the learner has a disability, they may well decline to consider the child, but should apprise the parents in lettering as to their whys and wherefores for rebuffing. If parents believe intensely that their child does, certainly, have a disability that needs special edification, they may entreaty a due process earshot, where they will have the chance to spectate why they believe their juvenile should be appraised. To be assessed, there are numerous of probable assessments that are acknowledged in the IDEA, that is, Individuals with Disa bilities Education Act (Elbaum Vaughn, 2010). When parents interacted and maintained, a positive attitude with their children, a more positive self-concept was developed and self-esteem was raised (Berdine, 2010). Conversely, when the interaction between parent and child was minimal, or family communication was poor, negative self-concept and low self-esteem resulted. Dyson (2008) found that children with LD themselves can contribute to a lack of communication between child and parent. In line, child and parental cognitive-behavioral factors reciprocally amplify one another over time. For parents of high school students with LD, communication was often directly related to the nature of the learning disability (Berdine, 2010). When a parent and child were unable to communicate wholly due to the childs disability, it adversely affected the relationship. This alone is reason enough for parents of children with LD to explore various options for the betterment of communication with their children. When this lack of communication comp ounds over time, stress can be built up for the child as well as the parent. If the guardian of a child with LD exhibits stress surrounding their childs disability, that child tends to have problems with social competence as well as display more behavior problems (Dyson,2008). This presents a direct correlation between parental stress regarding a childs disability and the self-concept and behavior of that child. When parents show a positive environment for their child with LD, it helps to reinforce a sense of positive self-concept and high self-esteem. Children with LD have a strong academic self-concept and high self-esteem when they receive positive feedback from teachers and parents (Dyson, 2008). When children have a healthy self-concept, they are less likely to have a low self-esteem (Reese, Bird, Tripp, 2007). To determine if a child is adequate for classification in one of these regions of exceptionality, an individualized appraisal or valuation, of the child must be carried out. This is accomplished through IDEA. The IDEA stipulates a number of requirements regarding estimates of children alleged of having a disability. While a more comprehensive description of these requirements is presented in the Persons with Disabilities Education Act, these rations are briefly summarized as follows: In advance a child is evaluated for the first time, the school district must acquaint parents in writing (Berdine, 2010). Parent’s commitment gives written consent for the school system to carry out this first evaluation also identified as a pre-placement appraisal. Evaluations must be accompanied by a multidisciplinary team such as speech and dialectal pathologist, occupational or physical therapist, medical specialists, and school psychologist. They must include at least one teacher or sentinel who is knowledgeable about the area of the childs alleged disability. The assessment must carefully investigate all areas related to the childs suspected impairment (Dyson, 2008). Indeed not a sole technique may be used as the sole norm for determining a childs eligibility for special services or for deciding his or her suitable educational placement. Moderately, the evaluation method must utilize a variety of valid evaluation instruments and observational data. All testing must be done independently. Trials and other evaluation materials must be delivered in the childs primary language or manner of communication, unless it is evidently non-realistic genuine to implement. All tests and other evaluation resources must be authenticated for the particular drive for which they are used. This tells that a test may not be used to evaluate a student in an exact area unless the test has been premeditated and validated through examination as measuring that definite area. Valuations must be conducted in a fair way. This means that the trials and evaluation resources and procedures that are the castoff may not be ethnically or culturally prejudiced against the child (Mon tgomery, 2011). The assessment team must guarantee that any test used is administered correctly by a person fitted to do so, that the test is being used for the objectives for which it was meant, and that the childs disability does not conflict with the childs ability to take any test measuring specific abilities, the childs visual impairment changes his or her ability to read and rightly answer the questions on an test. Suitable, comprehensively, and accurately assessing a child with an alleged disability clearly presents a substantial challenge to the assessment team (Dyson, 2008). Valuation in educational locales serves five main purposes: (a) screening and proof of identity: (b) to screen children and recognize those who may be experiencing delays or learning problems; (c) eligibility and diagnosis: to govern whether a child has a disability and is entitled to special education amenities, and to analyze the specific nature of the students glitches or disability;(d) IEP growth and placement: to p rovide comprehensive evidence so that an Individualized Education Program (IEP) can be enhanced and proper decisions may be implemented of the childs educational placement; (e) instructional scheduling: to develop and plan instruction apt to the childs individual needs; and evaluation: to assess student development. (Berdine, 2010). One program that was used to influence parental/child interaction positively was Systematic Training for Effective Parenting (STEP). (Barrera, 2009) Used STEP to deliver parents with training on how to answer more positively to their children. The outcomes displayed that parents had a very strong influence on their childrens self-concept. Additionally, Barrere suggested that classroom interventions to augment self-concept might be enhanced by involving parents in a synergistically designed parent program (2009). As previously mentioned, students with LD are more likely to struggle with social competence (Dyson, 2008). Having active parental involvement in the life of a student with LD helps facilitate improvement in this realm, thus positively influencing a students self-concept (Dyson, 2008). Intervention strategies for students with LD within the school setting resulted in underwhelming outcomes at times. To better the chances of success, schools may see benefits by involving paren ts in their intervention strategies. When parents interacted with their children frequently, positive outcomes generally occurred. As Reese, Bird, and Tripp (2007) found parent-child conversations regarding positive past events contained the highest amount of emotional talk regarding the child. Additionally, during conflict discussions, a moderate amount of positive talk was found. This positive talk can have a profound effect on the self-concept of a child. The link between conversations regarding past positive events and childrens self-esteem was substantial (Brown Hooper, 2009). In Critical Analysis, there were three main research questions addressed in this studies: (1) what is the dissimilarity stuck between self-esteem and self-concept? As the constructs of self-concept and self-esteem share similarities, it is important to delineate the two constructs in order to depict their differences clearly. Self-concept is defined as peoples overall composite or collective view of themselves through multidimensional sets of domain-specific perceptions. These judgments are based on self-knowledge and evaluation of value or worth of ones competences formed through involvements with and understandings of the environment. A persons self-concept not only comes from internal individual perceptions, but can also be influenced by different experiences and external information from others. Peoples self-concept addresses a more factual side of their life, such as knowing what they enjoy or what they tend to think about themselves. Self-esteem, as defined by Ochoa and Emler, is the sense an individual has about himself or herself that affects the way he/she views himself or herself (2007). These opinions include self-observations, perceived feelings of him/herself, and self-knowledge. How the individual feels is addressed within self-esteem, whereas self-concept addresses what the person thinks or sees about himself or herself. Self-concept is a construct that stays relatively constant over time, while self-esteem can vary throughout a persons lifetime (Berdine, 2010). (2) How do students with learning disabilities and scholars who have not been established with a learning disability compared in regards to self-concept and self-esteem? Present study endorses that there is an alteration in the levels of self-concept and self-esteem between students who have been detected as having learning disabilities and students who have not been analyzed as having a learning disability. Barrera, (2009) established that high school students with LD reported that they felt worse about their general Intellectual ability than did students who have not been diagnosed with LD. Students with Learning disabilities who were in separate classes with other students in SPED, such as students with emotional disturbances or cognitive impairments, were found to have a lower self-concept on the Intellectual and School Status subscale. This finding suggests that the separation of the individual with a learning disability from the general education classroom can have an adverse e ffect on the students self-concept. Comparatively, Brown and Hooper (2009) showed that students with learning disabilities attending inclusive schools had a lower self-concept than classmates without a learning disability. Whether students are included in the general education classroom or separated and placed with other students with disabilities, their self-concept was consistently lower than that of students without disabilities (Montgomery, 2011). It is important to note the research that the self-concepts of students with disabilities can be heightened through tailoring instruction to the needs of the individual student. According to Saghatoleslami when students with LD compared themselves to other peers with LD, they felt better about their performance than did children with LD, who associated themselves with their peers without LD (Saghatoleslami, 2010). These findings suggested that pairing students within the general classroom on the basis of instructional level and individual needs positively influenced the self-concept and self-esteem of pupils with learning disabilities. (3) Does the level of active parental and teacher involvement have an effect on a students self-concept and self-esteem? According to the existing research, active parental and teacher involvement has a positive impact on students self-concept and self-esteem. Dyson (2008) found that children with LD have a positive academic self-concept and high self-esteem when they receive positive feedback from teachers and parents. The environment the parent provides, as well as the dialog between the guardian and the youth, are both factors that play a role in the students development of self-concept and self-esteem. For instance, Dyson (2008) found that if a parent of a child with LD exhibits stress surrounding their learners disability, that child tended to have problems with social competence as well as display more behavior problems. When parents presented a positive environment for their child with LD, it helped to reinforce a positive self-concept and a sense of high self-esteem. Addition ally, communication was often related to the nature of the learning disability, especially when the parent and the child were not able to communicate due to the childs disability. This, in turn, adversely affected the relationship between a parent and child (Ochoa Emler, 2007). It was supported that with positive interaction and a parents positive attitude toward their children, a more positive self-concept was developed and self-esteem was raised from the child (Montgomery, 2011). The emphasis is a positive interaction and support from the parent to positively influence self-concept and self-esteem. Along with a positive stress, there is also a weight on alliance between the home and school to upkeep consistency between the two settings. Saghatoleslami (2010) found that active parental involvement in a wellness-based prevention program in schools was helpful in building positive self-concepts in children and college students. Additionally, Montgomery, (2011) suggested that classroom interventions used to increase self-concept might be enhanced by involving parents. The involvement of parents or other supportive figures, bettered the chances of success across settings, as there were collaboration and communication occurring between parents and teachers. A limitation of the analysis is the broadness of the subjects. While there is an assortment of LD types, there was no sub-typing of LD in this study. Furthermore, self-concept and self-esteem were measured on a broad scale, with minor sub-typing of self-concept. Socioeconomic status, ethnicity, gender, and physical attractiveness were not taken into consideration when measuring a students self-concept or self-esteem(Dyson, 2008). Finally, this studies are not applicable across cultures. The vast majority of research reviewed was conducted in the United States. Based on the analysis, it is clear that the most complex measure of self-concept and self-esteem is necessary. In future research, obtaining more data regarding self-concept and self-esteem will make additional subtypes available, both for these two domains, as well as subtypes of LD (Reese, Bird, Tripp, 2007). Further implementations need to be aimed at supporting students with LD. The focus of future support for students with LD should be not only academic, but have emotional and psychological support as well. Many interventions are aimed at improving the grades of students with LD. In addition to this, specific attention should be placed on the betterment of their self-concept, as well as the improvement of their self-esteem. Both teachers and paternities should be included in future studies to promote positive self-concepts and increase self-esteem. Through in future studies, effective evidence-based solutions will be found. References American Psychiatric Association. (2007). Diagnostic and statistics: manual of Mental Disorders. Washington, DC: Author. Barrera, M. (2009). Roles of definitional and assessment representations in the identification of new or second language learners of English for special education. Journal of Learning Disabilities. Berdine, W. H., (2010). Assessment in Special Education (5th Ed.) Boston: Little Brown. Brown, F J. Hooper, S. (2009). Journal of Intellectual Disabilities. 13 (3), 195-201 DOI: `10.1177/1744629509346173 Dyson, L.L. (2008). Children with Learning Disabilities within the Family Context: An assessment with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research Practice, 18, 1-9. Elbaum Vaughn, (2010), Parent- teacher- and self-rated motivational styles in ADHD. Journal of Learning Disabilities. Moller, Pohlmann, B. (2009). Achievement and self-concept of students with Learning Disabilities. Social Psychology of Education, 12(1), 113-122. Montgomery, M. (2011). Self-concept and children with learning disabilities. Journal of Learning Disabilities, 27(4), 254-262. Ochoa, G.M., Emler, N.P, (2007). Adjustment problems in the family and school contexts. Attitude towards authority and violent behavior in school in adolescence. Adolescence, 32, 779-794. Reese, E., Bird, A., Tripp, G. (2007). Childrens self-esteem and moral self: Links to parent-child conversations regarding emotion. Social Development, 16, 460-478. Saghatoleslami, M. (2010). Adjustment to college: College students with learning disabilities. Dissertation Abstracts International, 66, 2315. Source document

Gender and the Internet Essays -- Technology Computers Web Essays

Gender and the Internet The internet can be a very good source of information, but it can also altar information enough to make it unreal. Feminist sites are no exception to this. Many sites in fact use virtual rendering to altar images in addition to text. There are various topics dealing with feminism and issues involving females, some are well approached and others are not. Women do not tend to have the same type of relationship with their automobiles as men do. In Virginia Scharff’s article, â€Å"Femininity and the Electric car†, this relationship between women and cars is explained in depth. Two websites that show how women look at automobiles are, www.womanmotorist.com and www.cybergrrl.com/fun/womenandcars/. www.womanmotorist.com differs in many ways from Scharff’s article, but is a very good website. This site does not directly say that women drive only certain types of cars. Instead it talks about things such as women and professional racing and even has a section on performance cars. In Scharff’s article it mentions that â€Å"It can be roundly stated without fear of contradiction that the times a woman wants to run an electric 30 miles an hour, are few and far between†¦.It is an unnecessarily fast speed for pleasure driving†¦.If the car you select has a maximum speed of 25 miles on the level, it goes quite fast enough.†(Scharff pg 81) On the website the views are different and show how much things have changed from the article. When addressing the female market, automakers are beginning to admit that "women" are not a single, homogeneous market. Until just a few years ago, all women were categorized as "mothers." Now they are seen as generation X-ers, college students, sports car intenders, 8-5ers, baby boom... ....plasticsurgery4u.com/ http://www.ienhance.com/gallery/default.asp http://www.malepregnancy.com http://www.ivf.com Bad Websites: www.cybergrrl.com/fun/womenandcars www.plastic-surgery.net http://www.advancedfertility.com/ivf.htm http://www.ivf.org http://www.ifi.uio.no/~thomas/po/cryobortion.html Morgan, Kathy Pauly. â€Å"Women and the Knife† Sex/Machine. Indiana University Press, 1998 Overall, Christine. â€Å"New Reproductive Technology: Some Implications for the Abortion Issue.† Sex/Machine. Indiana University Press, 1998 Scharff, Virginia. â€Å"Femininity and the Electric Car† Sex/Machine. Indiana University Press, 1998 Stone, Allucquere Rosanne. â€Å"In Novel Conditions† Sex/Machine. Indiana University Press, 1998 Terisi, Dick and McAuliffe, Kathleen. â€Å"Male Pregnancy† Sex/Machine. Indiana University Press, 1998

Police Influence on Society Essay

Police Influence on Society CJA/344 Historically, this nation of the United States has proven many times over its dominance over those who are different to those in power. The United States has proven time and again that it can and will discriminate against others it considers less than equal. This is proven and demonstrated to all U. S citizens and those who are not, in our history books throughout school. Every year affording student’s new information of how the United States demonstrates its power over those that are different. From the demise of many Native American tribes; the internment of Japanese Americans after Pearl Harbor; the discrimination and segregation of African Americans; to the constant current discrimination to those people of different origins, whose language and customs differ from that of the status quo. The United States; although, has demonstrated preference to what is referred to as â€Å"White privilege† has consistently demonstrated countless efforts and successes against preju dice and discrimination that have led this country to focus continually on equality and justice for all. The dominant group is the group in power and so by definition is the group that establishes control. In order for a nation, such as the United States, to establish a dominance that will encourage all people to follow suit, the key lies in establishing a common ground. Control in itself is a trait that no one wants as a descriptor, but as a way to describe a united front it is more than acceptable. Having control over a population through laws and regulations that the people themselves agree to is control through the general consent. Laws and regulations meant to establish order and protection to its people also establish control within the government that governs over the people. Policing is a primary way for the government to serve and protect its people as well as its own interests. Policing serves many purposes but the primary purpose is to protect. But, who do the police protect? The wealthy have an economic position that frees them from the need to commit crimes such as theft, while the poor live in economic despair that tempts them to commit these crimes, or so it is believed. In reality, no one is exempt of crime; anyone is capable of committing crimes and need is not always the deciding factor. Those fortunate of economic wealth also enjoy the privilege of a high social status, and those of high social status do not need nor do they commit crimes. A myth, of course, but still believed by many. On the other hand, the less fortunate suffer discrimination based on their poor economic status among other factors. â€Å"Minorities experience unequal treatment and have less power over their lives than members of a dominant group† (Robert McNamara, 2009). To understand how discrimination has changed throughout the years, it is important to understand the gradual but never ending influx of people from different countries into American soil. The concept of discrimination is fairly odd considering all people within the United States with the exception of Native Americans are all immigrants to this great nation and yet generation after generation people continually do to new cultures that which was once experienced by them and is possibly still experienced by their race or ethnic group. People that have lived within the United States eventually gain a sense of â€Å"national identity† and â€Å"identify with being part of the larger society† (Robert McNamara, 2009). With so many different people coming in to the country they not only bring everything which is good about their culture but also that which is negative and affects the U.S as a whole. Discrimination is not based solely on a different culture; race, etc. but rather the negative aspects endured by the American public by a few anti-social individuals that bring disgrace upon a certain group. The events occurring on September 11th were not the actions of all Arabs or Muslims, but rather of a few and because of them all that resemble those who attacked have become the target of discrimination. Because of the actions of certain individuals, the groups that they belong to or are associated with tend to be at the receiving end of discrimination to the point that law enforcement finds it necessary to profile in order to perform their duties (Bass, 2001). Policing in the United States reflects discriminatory actions much like many other countries. The race or ethnic background in American history, when it refers to discrimination is not relative because discrimination is not limited to certain groups. Discrimination is an act that affects those that are different from the dominant population. Law enforcement discriminates not because someone is from a different race or because a race or ethnic group commits a certain amount or types of crime. Discrimination in its purest form is simply â€Å"White America† unwilling to accept difference and those with â€Å"national identity† forgetting their own history. References Bass, S. (2001). Policing space, policing race: Social control imperatives and police discretionary decisions. Social Justice, 28(1), 156-176. Retrieved from http://search.proquest.com/docview/231906243?accountid=458 Chan, J. (2011). Racial Profiling and Police Subculture. Canadian Journal Of Criminology & Criminal Justice, 53(1), 75-78. MacNamara, R. H., & Burns, R. (2009). Multiculturalism in the criminal justice system. New York, NY: McGraw-Hill. The Criminology and Criminal Justice Collective of Northern Arizona University. (2009). Investigating difference: Human and cultural relations in criminal justice (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Night Essay by Elie Wiesel Essay

Night/Worms from Our Skin: Literary Analysis Essay – Dehumanization Hunger. Terror. Despair. Flames. Death. These are just a few things men and women saw during the time at Auschwitz, Gleiwitz, and Buchenwald. Separated from their family members, these people felt many hardships. In this essay, I will evaluate how men and women that were dehumanized had the will to survive despite starvation, physical labor and fear of separation. Night is essentially Elie Wiesel’s memoir about his experiences in the Holocaust while Worms from Our Skin tells about Mam’s excruciating experiences on Khmer Rouge. Both Wiesel and Mam faced starvation during dies of desperation. â€Å"Bread, soup – these were my whole life. I was a body. Perhaps less than that even: a starved stomach. The stomach alone was aware of the passage of time.† (Wiesel 50). Wiesel only really has a strong sense of starvation throughout the book. How is it possible for one to turn on his own father, to murder him like he never knew him before? In the book Night, Wiesel states that of a son killing his father so he could eat a piece of bread which his father had saved. Every time that Elie thinks he and the prisoners have suffered as much pain as they can bear and have behaved as cruelly as possible to one another, the Nazis lead them to behave even more basely and without human respect. People eat the snow off the people’s backs as stated by Elie in the book. People were so desperate for food that they didn’t know what else to eat. In Mam’s perspective, Chamroeun a mother of three chil dren couldn’t feed them. In the end, all three children died because of starvation. Separation of families was a strong and leading cause of unforgiveness during the Holocaust and Khmer Rouge. Mam stated that little children were taking out of homes so that the Khmer Rouge could indoctrinate them. Stein, the niece of Eliezer’s mother finds Eliezer and his father at Auschwitz and is desperate to hear news of his family. Eliezer lies and tells him his family is doing fine, which keeps him alive for awhile. Stein is very shocked of the separation of his family and he only keeps living for his family. In the selection after they arrive in Gleiwitz, Elie and his father was almost separated but Elie causing confusion allows him and his father not to get separated and move on not going to the crematorium. â€Å"I was putting one foot in front of the other, like a machine. I was dragging this emancipated body that was still such a weight. If only I could have shed it! Though I tried to put it out of my mind, I couldn’t help thinking that there were two of us: my body and I. And I hated that body.† (Wiesel 85). Elie stated this because of the physical labor he had to go through. Groups had to run through the heavy snow for twenty kilometers with no rest and if you could not run they shot you to your death. Also Elie had to lift heavy stones of slab in order to survive. As quoted by the gate at Auschwitz â€Å"Work will make you free†. (Wiesel 40). In Worms from Our Skin, Mam had to work fifteen hours a day in order to survive and also had to walk several kilometers in order to reach the fields they worked. Elie Wiesel exemplied dehumanization of the many Jewish prisoners in Night. He showed the readers a personal view of the Nazi’s treatment to the prisoners. They lost their possessions, family, morality and their identity. They also had to face starvation, labor and separation. In Mam’s perspective, she had to face the consequences of losing her father and facing excruciating physical labor. Succinctly, Hitler, Khmer Rouge and the Nazis dehumanized and inhumanely tortured the Jews and innocent people.

How to Tie a Saree Essays

How to Tie a Saree Essays How to Tie a Saree Paper How to Tie a Saree Paper How to Tie a Saree BY Rav422 Demonstration Speech General Purpose: To inform Specific Purpose: To inform my audience on how to wear a saree. Central Idea Statement: A saree can seem overwhelming to drape and wear right; however, with the right instructions, it is quite easy to attain an elegant look. Audience Statement: Women Indian or non-lndians who wish to wear a saree Introduction l. A saree is a traditional piece of clothing in India. II. Many people find it quite hard to wear it the right way, people including myself. Ill. A saree is a long piece of cloth, usually around 4. 3 yards, which makes it all the harder to handle and put on correctly. V. For people wearing the saree for the first time, it can be very confusing as to how to wrap the saree around the body the right way. V. A saree can seem overwhelming to tie and wear right; however, with the right instructions, it is quite easy to attain an elegant look. Body l. The saree has three parts that include a blouse, an underskirt called the petticoat, and the saree itself. II. The first step is putting on the petticoat and blouse. A. The length of the petticoat, to be worn underneath the saree, should be from the waist down to your ankle. A. l . It should have a drawstring so that it can be fastened around the waist. B. The blouse that you will wear with the saree should be close-fitted and its length should end Just below the bust. 8. 1 . It can be with or without sleeves. B 2 There are various types ot blouse necklines you can choose trom prior to getting it stitched. Ill. The second step is to put on and drape the saree itself. A. Take one end of the saree and neatly tuck it into the petticoat around the waist from right to left. A. l . Make sure that the lower end of the saree is touching the floor slightly. B. Resume from the place where the saree tucking has Just ended and now start making pleats in the saree from there. 8. 1 . Make about five to six pleats in the saree, each of them with a width of five inches should be enough. 8. 2. Make sure that the pleats you have made are neat and of equal length. 8. Hold them all together so that they fall straight and even. 8. 4. Then tuck the pleats into the petticoat slightly left of the navel. 8. 5. Also make sure that the pleats are turned in the left direction. 8. 6. Pleating the saree is the most difficult aspect for those learning how to drape the saree. C. The portion of the saree left after the pleating is called the pallu. C. I . Now gather the pallu and place it over the left shoulder. C. 2. The upper border of the saree should slant across the bust from under the right arm to over the left houlder. C. 3. The pallu should touch your fingertips as it falls evenly behind you. C. 4. You can prevent it from slipping off by fixing it at the shoulder to the blouse with a small safety pin. Conclusion l. At first, learning how to drape a saree can seem intimidating and difficult. II. It may seem like a lot of confusing wrapping going on when draping the saree, but once you get the right instructions and an idea of how it works, it becomes more manageable. Ill. With some practice, you can easily attain an elegant look when wearing a saree.

Writing An Effective Fiction Query

Writing An Effective Fiction Query Writing An Effective Fiction Query Writing An Effective Fiction Query By Maeve Maddox Id rather write a 60,000 word novel than a one-page query letter, but I know that a query letter is my chief tool for winning the attention of a literary agent. Here are some things to consider when pitching your novel in a query letter. Keep It Brief One page is best. Two pages are acceptable unless the agents guidelines ask for one page. Then it had better be one page. Using 8-point type to fit more on a page is not an option. Use at a minimum 10-point type in a standard font such as Times or Times Roman. Bookman is good, but keep in mind that 10-point Bookman is larger than 10-point Times. NOTE: Many editors and agents prefer manuscripts to be typed in 12-point Courier. Thats what I said, COURIER, the font that looks like old-fashioned typewriter type. Keep it Professional Some agents accept email submissions, but they will not accept attachments. That means everything you send must be dumped into an email. Unless the agent specifies email submissions only, I prefer to send my query packet the old-fashioned way so I can control the formatting and presentation. Letterhead: With a computer you can make your own letterhead, but if you send a lot of queries, you might want to treat yourself to a professional print job on quality paper. Even if you make your own letterhead, use quality paper for the query you send, and not the cheap copy paper you use for drafts. Content: In a query letter you have about five paragraphs with which to pitch your project. The agent doesnt want to know how much your mother likes your book, or how many cats you have. The agent wants to know: 1. What the genre of your novel is, its title, its word length, and the gist of the story. 2. Why you are competent to have written it. Observe my choice of tense here (to have written): if your project is a novel, dont query an agent until the novel is as complete and as error-free as you can make it and has been critiqued by at least three competent fellow writers from your writers group. You dont belong to a writers group? Why not? 3. Your writing background and experience. If you dont have any published writing to mention, then include some other indication of your professionalism: writing conferences attended, writing courses taken. If you have absolutely zilch, remain silent on the subject. Your writing will have to speak for you. 3. How they can contact you if they are interested. Believe it or not, some people send queries and even entire manuscripts to agents without including a return address. Keep it on a Rational Plane Avoid being either arrogant or subservient. Dont announce that your novel is the next DaVinci Code or that you write better than Toni Morrison. On the other hand, dont whine about how little youve had published, or how deeply, earnestly, eternally grateful youll be for the agents consideration. After you have provided a brief synopsis of your project (paragraphs 1 and 2), an indication of your novels genre and length (paragraph 3), some information about yourself and your writing credentials (paragraph 4), close the letter with a final paragraph in which you thank the agent, offer to send your completed manuscript, and sign off. If you are sending queries to several agents, you may wish to tell the agent that your query is a simultaneous submission. NOTE: Before writing your query, while writing your query, and after having written your query, study the agents submission guidelines. Make triple-sure that your query conforms to them, and that you have spelled the agents name correctly. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)Precedent vs. Precedence90 Verbs Starting with â€Å"Ex-†

Describe a SPECIFIC room Essay Example | Topics and Well Written Essays - 500 words

Describe a SPECIFIC room - Essay Example There is multimedia equipment also present in the room and is put at the top, close to the ceiling, because it is a very expensive item and can get damaged. There are about 6 rows and each row has six chairs. Thus the class can accommodate more than 30 students. The desks are also movable but are vey heavy to actually be moved around. There is a computer lying in one corner on which multimedia slides are run. The door is on the right top corner of the room and is big enough to let 3 people pass at a time. The windows are full length both on the right and the left. The right ones overlook the garden, while the left ones open in the hallway. Lighting is considered an important component of good classroom design and attention has been paid to this. There is adequate artificial lighting that complements natural light coming from big windows. The classroom is roomy, adequately illuminated and clean. Interestingly there is only one door for such a big classroom. This must be because of the architecture and also because a back door can make it easier for students to sneak out. There is rostrum where teachers make their lectures but no teacher stands still behind the rostrum. They keep moving around and pacing the room to make the class more interested in the subject.