Ethical Consumer Behavior Assignment Example | Topics and Well Written Essays - 1750 words

Ethical Consumer Behavior - Assignment Example Consumer behavior is one of the most important subjects that are studied in the marketing and management fields. This concept is defined as the study of the groups, individuals and organizations regarding the methods and process that they utilize for the selection, securing and disposing of the services, products, ideas, or experiences. This subject mainly refers to a detailed assessment of the satisfaction of consumer needs and the influence that the applied processes have on the society and consumers. The concept of consumer behavior combines various elements from the sociology, psychology, economics and social anthropology. It strives upon understanding the entire process of the decision -making of buyers, both individually and in groups (Blackwell, Miniard, and Engel, 2006). It studies characteristics of individual consumers such as demographics and behavioral variables in an attempt to understand peoples wants. It also tries to assess influences on the consumer from groups such as family, friends, reference groups, and society in general. The concept of ethical consumerism has gained a lot of significance in the shopping segments of United Kingdoms and the United States. Ethical consumerism is defined as the concept in which the consumer depicts such activism which is practiced through the concept of positive buying and favoring of ethical products. According to this concept, the consumers are empowered to make ethical decisions, the consumption choices that are ethically informed and are provided with reliable and authentic information on corporate behavior. In order to assist the consumers with ethical buying behaviors, various standards and tables have been developed by the organizations. These include Fair-trade, Organic Foods, Made in the USA and various other standards which formulate a certain benchmark to be followed (Bird, Kate, and David, 1997).

Monopoly and perfect competition Essay Example for Free

Monopoly and perfect competition Essay Firm under perfect competition and the firm under monopoly are similar as the aim of both the seller is to maximize profit and to minimize loss. The equilibrium position followed by both the monopoly and perfect competition is MR = MC. Despite their similarities, these two forms of market organization differ from each other in respect of price-cost-output. There are many points of difference which are noted below. (1)Perfect competition is the market in which there is a large number of buyers and sellers. The goods sold in this market are identical. A single price prevails in the market. On the other hand monopoly is a type of imperfect market. The number of sellers is one but the number of buyers is many. A monopolist is a price-maker. In fact monopoly is the opposite of perfect competition. Firm under perfect competition and the firm under monopoly are similar as the aim of both the seller is to maximize profit and to minimize loss. The equilibrium position followed by both the monopoly and perfect competition is MR = MC. Despite their similarities, these two forms of market organization differ from each other in respect of price-cost-output. There are many points of difference which are noted below. (2) Under perfect competition there are a large number of buyers and sellers in the market competing with each other. The price fixed by the industry is accepted by all the firms operating in the market. As against this under monopoly, there is only one single seller but a large number of buyers. The distinction between, firm and industry disappears under this type of market situation. (3) The average revenue curves under competition and monopoly take different shapes. The average revenue (price) curve under perfect competition is a horizontal straight line parallel to OX-axis. The industry demand curve or revenue curve slopes downward from left to right. But under monopoly the firm is itself the industry. There is only one demand curve common both to the monopoly firm and monopoly firm and monopoly industry. The average revenue curve under monopoly slopes downward and its corresponding marginal revenue curve lie below the average revenue curve. Under perfect competition MR Curve is the same as AR Curve. (4) Under perfect competition price equals marginal cost at the equilibrium output, but under monopoly equilibrium price is greater than marginal cost. Under perfect competition marginal revenue is the same as average revenue at all levels of output. Thus at the equilibrium position under perfect competition marginal cost not only equals marginal revenue but also average revenue. On the other hand under monopoly both the AR and MR curve slope downward and MR curve lies below AR curve. Thus average revenue is greater than marginal revenue at all levels of output. Hence at the equilibrium output of the monopolist price stands higher than marginal cost. Under competition price MR=MC. In monopoly equilibrium, price MC. (5) A competitive firm makes only normal profit in the long run. As against this a monopolist can make super normal profits even in the long run. In perfectly competitive market there is freedom pf entry and exit. Attracted by the supernormal profit earned by the existing firms the new competitive firms enter the market to compete away the supernormal profit. Output rises and profit becomes minimum. Thus in the long run a competitive firm earns only normal profit. But under monopoly the firm continues earning supernormal profits even in the long run since there are strong barriers to the entry of new firms in the monopolistic industry. (6) Under monopoly price is higher and output smaller than under perfect competition. Price output equilibrium is graphically shown in the diagram given below. AR = MR curve is the demand curve under perfect competition which is horizontal straight line. The downward sloping AR and MR curve are the average revenue and marginal revenue curves under monopoly. At equilibrium point E (MR = MC) a competitive firm produces OM output at OP market price. At point F a monopoly firm attains equilibrium producing OM, output at OP, price. OP competitive price is less than OP, (OP OP,) and OM competitive output is greater than OM, output (OM OM,). (7) A monopolist can discriminate prices for his product, a firm working under perfect competition cannot. The monopolist will be increasing his total profit by price discrimination if he find? Elastic ties of demand are different in different markets. As against his a competitive firm cannot change different prices from different buyers since he faces a perfectly elastic demand at the going market price. If he increases a slights rise in price he will lose the sellers and makes loss. Thus a competitive firm cannot discriminate prices which a monopolist can do. The arguments against monopolies. A Incentives 1 There is a separation of service and payment. Because monopolies are funded through taxation, they cannot go bankrupt they can always get more funding from the public coffers. Therefore, monopolies have little incentive to be efficient. 2 Monopoly by definition means no competition. So, unsatisfied customers have nowhere else to take their business. Monopolies can treat their customers like scum and not lose any business. Again, they have little incentive for efficiency. 3 The actual incentives of monopolies are completely backwards compared with market incentives. On the market, efficient use of resources is rewarded with profits and inefficiency is punished with losses. But monopolies that do good business have their budgets reduced; and those who are inefficient are rewarded with an increased budget. Therefore, monopolies have strong incentives to be inefficient and strong disincentives to be efficient. B Calculation. 1 Because service is separated from payment, monopolies have no profit and loss mechanism. Thus, they have no way to rationally allocate resources. 2 Markets, on the other hand, do operate on the profit and loss system, and can rationally allocate resources. C Morality 1 Monopolies must be enforced through initiatory violence. D Inconsistency 1 What justification is there for group X to have a monopoly? Why not group Y? 2 What is the logical conclusion? Do we monopolize everything, or nothing? What justification is there for some monopoly and some competition?

Lateralization of Function in Cerebral Hemispheres :: Biology Essays Research Papers

Lateralization of Function in Cerebral Hemispheres One of the major goals of neuroscience is to be able to understand the relationships between the structures of the nervous system and a persons outward behavior. Often times it is difficult or unethical to directly study the nervous system during a behavior and indirect methods must be used instead. One example of such an indirect method is using a subjects preferred hand to predict which of the two Cerebral Hemispheres is dominant. The are some difficulties with his method of studying lateraliztion of function but if it can be better understood it could have many practical and theoretical implications for the study of neuroscience. The Cerebral Hemispheres are very similar in appearance, but they differ significantly in their structure. One of the best known differences between the two structures is motor control; the right hemisphere controls the left half of the body and the left hemisphere controls the right half of the body. These motor control differences were discovered mainly through the examination of paralysis caused by stokes or other damage to a specific hemisphere. In 1861 the theory of lateralization of function was expanded with the discovery by Paul Broca of structure in the right hemisphere that controlled speech, this structure is now known as Broca's area Like many other advances in neuroscience this discovery was made possible by an unfortunate stroke victim, who in this case lost his ability to speak. After his death Broca examined his brain and discovered damage in the right hemisphere at this now famous location. This finding was followed soon after by the discovery of an area, also in the right hemisphere, responsible for understanding of written word. This area become know as Wernicke's area named after the man who discovered it by "studying patients with select comprehension deficits" (1) and comparing these deficits with damages to the brain. These two discoveries created a watershed of experimentation as other scientists attempted to discover more functional differences between the hemispheres. This body of research has created a very stereotyped understanding of the two hemispheres. The left hemisphere is known as the language hemisphere. It is also believed to control general cognitive functions. Some researchers have gone so far as to ascribe consciousness to the left hemisphere. The right hemisphere is assigned nonverbal process such as special relations and the detection of complicated auditory tones . Lateralization of Function in Cerebral Hemispheres :: Biology Essays Research Papers Lateralization of Function in Cerebral Hemispheres One of the major goals of neuroscience is to be able to understand the relationships between the structures of the nervous system and a persons outward behavior. Often times it is difficult or unethical to directly study the nervous system during a behavior and indirect methods must be used instead. One example of such an indirect method is using a subjects preferred hand to predict which of the two Cerebral Hemispheres is dominant. The are some difficulties with his method of studying lateraliztion of function but if it can be better understood it could have many practical and theoretical implications for the study of neuroscience. The Cerebral Hemispheres are very similar in appearance, but they differ significantly in their structure. One of the best known differences between the two structures is motor control; the right hemisphere controls the left half of the body and the left hemisphere controls the right half of the body. These motor control differences were discovered mainly through the examination of paralysis caused by stokes or other damage to a specific hemisphere. In 1861 the theory of lateralization of function was expanded with the discovery by Paul Broca of structure in the right hemisphere that controlled speech, this structure is now known as Broca's area Like many other advances in neuroscience this discovery was made possible by an unfortunate stroke victim, who in this case lost his ability to speak. After his death Broca examined his brain and discovered damage in the right hemisphere at this now famous location. This finding was followed soon after by the discovery of an area, also in the right hemisphere, responsible for understanding of written word. This area become know as Wernicke's area named after the man who discovered it by "studying patients with select comprehension deficits" (1) and comparing these deficits with damages to the brain. These two discoveries created a watershed of experimentation as other scientists attempted to discover more functional differences between the hemispheres. This body of research has created a very stereotyped understanding of the two hemispheres. The left hemisphere is known as the language hemisphere. It is also believed to control general cognitive functions. Some researchers have gone so far as to ascribe consciousness to the left hemisphere. The right hemisphere is assigned nonverbal process such as special relations and the detection of complicated auditory tones .

Disagreement Between Me and My Teacher

It is commonly known that disagreement is something that cannot be pushed away. It is something that is usual to everybody’s life. Without disagreement people will not know and measure how important one person to others or how things work or does not work. Just like what happen between me and my teacher when I was in my high school, it was a long time ago but still the lessons I learned from it comes with me in my daily life inside my classroom. Students and teachers disagreed on what is actually being evaluated when a teacher gives a student a grade (Goulden and Griffin, 1997).Students are emotionally invested in their grades and can have different emotional reactions to their receipt. For example, a student may feel pride, disappointment, desperation, helplessness, humiliation, relief, hatred, resignation, etc. Depending on what attributions are made, students may be more probable to experience a specific emotion. For example, when a grade is negative, an internal, firm and controllable cause may illicit feelings of guilt, whereas an internal, firm and uncontrollable (for instance, lack of ability) could cause feelings of shame.On the other hand, an external, uncontrollable cause may illicit feelings of disappointment, an unstable cause feelings of uncertainty and external, controllable causes feeling of anger. It was the time when my teacher gave me a bad grade. It was just simple essay writing. My teacher told us to compose an essay with a particular topic. I happily do the paper but unfortunately my teacher did not like what I composed and give me a bad grade. Grades are important to me as a student. For me grades are seen as anything from an evaluation of my personal character to an expectation of my future success.I felt angry at that time. I thought that I was not good enough to be her student; I felt that I have done my part, my best but still my best is not enough. It felt so degrading. A negative grade that is expected is not a joyful occasion for me, but a negative grade that is unexpected is a more disturbing situation. Students usually have an idea of what a fair grade is for the work that they have done. If my expectation of a fair grade is not met, I get very confused and angry. When she is giving me my grade, at that time I had the belief that I was being evaluated on my learning in the classroom.For me as a student that grade in a piece of paper is a representation of me, of what I have learned in the school. I can not help my self but to confront my teacher for giving me such a bad grade. What was her basis of my grade? What did I do wrong? At first I was not being able to speak I do not know where to begin until she spoke and asked me â€Å"What is it about? I told her that the grade she has given me seems to be unfair. She asked me to sit down and explained to me something. She said that she as a teacher agreed significantly that grades usually do not correspond with how much a student has learned.Grades may o r may not be an accurate reflection of student learning. She explained to me that even I got a bad grade it does not mean that I am less intelligent than my classmates it just that I have not explained or elaborated more with my essays. That at the moment when I was doing my paper I may not be prepared or concentrating well enough. There can be so many reasons. She said that I have all the time to show and prove my intelligence to my fellow students. Grades are interpreted by me as something different than teachers intend them to be.From that moment I have realized that I must not feel less a person because of a bad grade. It will not be a representation of my whole personality as a person. It may be a part of me that needs to be developed. I just have to think of it as a step to my achievement. Knowing a thing that you are not good at is a step for learning. Start feeding your mind with information concerning the matter. Try to be knowledgeable with it. In due time without knowing it, you will gain knowledge that is more than what you aspire for.Students also have responsibilities with regard to their learning, which increase as they advance through their growth. Students who are enthusiastic to make the effort required and who are able to apply themselves will soon discover that there is a direct relationship between accomplishment and hard work, and will be motivated to work as a result. There will be few students, on the other hand, who will find it more complicated to take responsibility for their learning for the reason of the special challenges they face, which may include lack of support and other difficulties in the home or environment in which they are growing up.For these students, the attention, patience, and encouragement of teachers can be extremely important factors for success. However, regardless of their circumstances, learning to take responsibility for one's progress and learning is an important part of education for all students. I have re alized that when a conflict exists between a student and a teacher, it takes a various form, and depends on various issues, than a romantic or workplace conflict.When a teacher gives a grade, s/he may be thinking that the grade communicates an evaluation of a certain product of work; on the other hand, a student may feel that the grade represents a judgment of him/herself as a person. Conflicts between teachers and students regarding grade are likely for the reason that the teacher and student come from such different perspectives. I don't think grades ever tell the whole story about a student. I think every student is more than their grades. Students have a social life. Students have time-demanding after-school activities and maybe even a home life that stresses students out from time to time.

Foreshadowing in a Man for All Seasons

In the play A Man for All Seasons, foreshadowing is used to hint at the death of Thomas More. Foreshadowing is a warning or indication of a future event. The foreshadowing shows through quotes from various characters throughout the play and even from Thomas More. King Henry wishes to divorce his current wife Catherine to be with another woman, but divorce is against the Catholic Church. In this case, King Henry needs all the support he can get to override the law of the church. He even goes as far as to start his own church and be the head of it.Thomas More cannot support King Henry’s divorce though because Thomas is devoted to the Catholic Church and its laws. He is a man who stands by his beliefs. This causes trouble with King Henry and all the men who support him. In the end, Thomas’s friends betray him and he dies. Many quotes from Thomas’s steward, Thomas More, and King Henry foreshadow Thomas More’s death in A Man for All Seasons. Thomas More’ s oath to God is how he identifies himself and it is very important to him.While Thomas is a very honest and pure man, his steward makes a comment saying, â€Å" My master Thomas More would give anything to anyone. Some say that’s good and some say that’s bad, but I say he can’t help it – and that’s bad. Because some day someone’s going to ask him for something that he wants to keep; and he’ll be out of practice † (Bolt 1. 17). The steward says this right after Rich takes the silver cup Thomas gives to him. The silver cup is a bribe a woman gives to Thomas, but Thomas does not accept bribes. The steward shows how kind Thomas is by not accepting the bribe and giving the bribe away.This quote foreshadows Thomas’s death, because the steward is predicting how King Henry will ask Thomas to support his divorce. The steward notes how Thomas would do just about anything for anyone, but Thomas will not be able to support the divo rce because Thomas cannot give away his oath to God. This causes King Henry to build up resentment towards Thomas which leads to Thomas’s death. Thomas believes his decision to not support the divorce will not cause any real trouble with him and King Henry, but Thomas is very wrong.Although Thomas does not yet know he will die, he foreshadows his own death by saying, â€Å"Set your mind at rest- this is not the stuff of which martyrs are made† (Bolt 1. 60). This quote is very significant because it shows Thomas’s ignorance and how much he underestimates the cruelty of his fellow friends and men in general. Thomas’s wife, who possesses much common sense, is very concerned, and she realizes before Thomas that King Henry will not simply let Thomas get away with his decision. Thomas is happy with his decision though, because he has stayed true to himself and to God.Thomas knows the only person he will judge is himself if he goes against his beliefs. Although King Henry is not pleased, Thomas believes he will not be bothered by the issue of the divorce again, but it does not go away as he hoped it would. Once Thomas realizes he has caused real trouble by his decision, he believes his silence will prove his innocence. This shows that Thomas stays ignorant throughout the play until he realizes how far King Henry is willing to go to prove his authority when Thomas is placed in prison under false charges.Even though Thomas thinks his decision will not cause any chaotic problems, King Henry hints that it will, even before Thomas comes to this conclusion. Henry tries to be polite at first and discuss the issue of the divorce with Thomas in person. When King Henry realizes Thomas is going to stand by his decision, King Henry says, â€Å" No opposition, I say! No opposition! Your conscience is your own affair; but you are my Chancellor! There, you have my word – I’ll leave you out of it. But I don’t take it kindly, Thomas à ¢â‚¬  (Bolt 1. 56).Although King Henry tells Thomas that he will leave him out of the divorce issue, King Henry foreshadows Thomas’s death by also saying he does not take Thomas’s decision lightly. Thomas does not catch this though, so he feels that he and the King have come to a truce. Even though King Henry understands Thomas’s devotion to the Catholic Church, he will not let Thomas go without a fight. Once King Henry gets his divorce and starts his own church, England severs its connection with Rome. This causes Thomas to resign as Lord Chancellor. Thomas’s action only adds fuel to King Henry’s fire.Thomas believes by staying silent on where he stands with his beliefs, he will not be punished for anything. In the end, King Henry decapitates Thomas for not choosing his side. Thomas’s death is foreseen many times throughout the play. The steward predicts that because of Thomas’s kind nature, he will one day be asked for something he will not want to give up. This prediction is proven true as King Henry asks Thomas to support a divorce that goes against Thomas’s beliefs. Thomas foreshadows his own death by underestimating the impact his decision will have on his community.Thomas believes that his decision to not support the divorce will irritate King Henry and his followers, but ultimately they will get over his choice. King Henry proves Thomas wrong as he throws Thomas in prison for made-up charges and later on decapitates him. Lastly, King Henry hints at his plans for Thomas’s death when he mentions how he does not take Thomas’s decision kindly. Readers see just how unkindly King Henry takes Thomas’s choice when he orders someone to kill Thomas. Foreshadowing is a key tool used in A Man for All Seasons in order to help readers predict Thomas More’s unfair death.

Rules of Capitalization in Spanish

Rules of Capitalization in Spanish Spanish uses far fewer capital letters than does English. With only two exceptions - Spanish capitalizes Sol and Luna when they refer to the Earths sun and moon, respectively - whenever Spanish capitalizes a word, the corresponding word in English is capitalized. But the opposite is far from true; there are numerous instances where English capitalizes that Spanish does not. What Spanish does capitalize are proper names for people, places, holidays, newspapers, and magazines; abbreviations of personal titles such as Dr. (Dr.), Sr. (Mr.), Sra. (Mrs.), and Srta. (Miss); and the first word in the titles of books, plays, movies, and similar works. Here are the most common cases where English capitalizes that Spanish does not: Calendar Names of the days of the week and months of the year use lower-case letters. Hoy es martes. (Today is Tuesday.) Mà ©xico celebra su independencia el 16 de septiembre. (Mexico celebrates its independence on September 16.) Composition Titles In formal written Spanish, titles of movies, books, plays, and similar works capitalize only the first word and proper nouns. La guerra de las galaxias (Star Wars), Harry Potter y la piedra filosofal (Harry Potter and the Sorcerers Stone) Note: In informal written Spanish, and on book covers and movie posters, it is not unusual to see such composition titles capitalized as in English. Personal Titles Introductory titles are not capitalized, although common abbreviations of them (such as Sr. for seà ±or, Dr. for doctor, D. for don and Srta. for seà ±orita) are.  ¿Conoces a la seà ±ora Wilson? (Do you know Mrs. Wilson?)  ¿Conoces a la Sra. Wilson? (Do you know Mrs. Wilson?) La reina Victoria fue mi abuela. (Queen Victoria was my grandmother.) Religions Names of religions and their adherents arent capitalized. Mi madre es catà ³lica. (My mother is Catholic.) Estudio el cristianismo. (Im studying Christianity.) Ordinal Numbers When an ordinal number is used after a name, it isnt capitalized. Luis catorce (Luis the Fourteenth), Carlos octavo (Charles the Eighth.) If Roman numerals are used, they are capitalized. Place Names Although the given name of rivers, lakes, mountains and other geographic features are capitalized, the geographical identity is not. No vimos el rà ­o Amazonas. (We didnt see the Amazon River.) Vivimos cerca de la montaà ±a Rainier. (We live near Mount Rainier.) Nationality Although names of countries and cities are capitalized, words derived from them are not. Soy inglà ©s. (Im English.) Prefiero los cocos puertorriqueà ±os. (I prefer the Puerto Rican coconuts.) Languages Names of languages arent capitalized. Hablo inglà ©s. (I speak English.) Quiero estudiar alemn. (I want to study German.) Sample Sentences on Spanish Capitalization Habà ­ negociaciones de paz entre el gobierno del presidente Juan Manuel Santos y las Fuerzas Armadas Revolucionarias de Colombia. (There were peace negotiations between the government of Presidente Juan Manual Santos and the Armed Revolutionary Forces of Colombia. The presidents title isnt capitalized, but the formal name of FARC is because it is considered a proper noun.) Los musulmanes catalanes son ms que una comunidad. (Catalonian Muslims are more than a community. References to the geographic origin or religious affiliations of people are not capitalized.) El rà ­o Danubio atraviesa varios paà ­ses de Europa antes de desembocar en el Mar negro. (The Danube River crosses several European countries before emptying into the Black Sea. Only the given names of the river and sea are capitalized.) El rey Lear es una tragedia de Shakespeare. King Lear is a Shakespeare tragedy. (Rey is not capitalized, even though it is part of the play title as well as a personal title.) Herodes murià ³ el aà ±o 4 a. de C. (Herod died in 4 B.C. Only the letter standing for the name of a person is capitalized in this abbreviation. The abbreviation stands for antes de Cristo.) El doctor Romero es un conocido veterinario de Buenos Aires. El Dr. Romero es un conocide veterinario de Buenos Aires. (Dr. Romero is a well-known Buenos Aires veterinarian. His title is capitalized when abbreviated but not otherwise.) Herodes murià ³ el aà ±o 4 a. de C. (Herod died in 4 B.C. Only the letter standing for the name of a person is capitalized in this abbreviation. The abbreviation stands for antes de Cristo.) Las Naciones Unidas es una organizacià ³n internacional formada por 192 paà ­ses independientes. (The United Nations is an international organization formed by 192 independent countries. Names of organizations are capitalized as in English.) El budismo es una religià ³n oriental que tiene muchos creyentes occidentales. (Buddhism is an Eastern religion that has many Western believers. Names of religions are not capitalized, even when named after a person. Neither are geographical words such as oriental unless they refer to a specific entity, such as in Europa Oriental for Eastern Europe.)

Past Continuous Worksheets for ESL Students

Past Continuous Worksheets for ESL Students The past continuous and continuous forms, in general, are used with action verbs such as talk, drive, play, etc. The  continuous form  is not used with stative verbs such as be, seem, taste, etc. Some  stative verbs  can be used as  action verbs  so there are some exceptions. For example, smell - It smelled good. (stative verb) / He was smelling the roses when she walked by the window  (action verb.)​ Positive Form Subject to be (was, were) present participle (ing form of verb) objects: Jane was typing the letter when he walked into the room.Theyre were discussing the problem at 11. Past Continuous Negative Form Subject to be (was, were) not verb objects Jack wasnt watching TV. He was cooking dinner.We werent wasting time! We were working hard. Past Continuous Question Form (Question Word) to be (was, were) subject present participle (ing form of verb)? What were you doing at seven oclock?Was Jennifer paying attention during the meeting? Past Continuous Usage The past continuous is used to talk about what was happening at a  specific  moment in the past. Alex was knitting a sweater at 10:30 yesterday morning.My friends were waiting for me at nine oclock. The past continuous is also  often used together with the past simple to express what was happening when something important occurred. They were working on the project when she burst into the room.I was thinking about him when the telephone rang. Guess who it was?! Important Time Expressions These time expressions are commonly used with the past continuous to express a  past action  occurring at a specific moment in the past. At/At that Moment At and at that moment refer to a specific point of time in the past. These two expressions are often used with the past continuous. It is more common to use the past simple to speak in general, but if you want to express what was happening at a precise moment of time in the past, use the past continuous. She was having breakfast at 6.45 this morning.We were working on his request at 10 pm.Alan wasnt meeting with Tom at 9. He was meeting with Dennis. When/As When is used with the past simple to express an important event that occurred in the past. The past continuous is used to express what was happening at that moment. They were getting ready when he came home.Alice wasnt thinking when she said that.What were you doing when he asked the question? While While is used with the past continuous to express something that was happening at the same moment in time that something else was occurring. During During is used with a noun or a noun phrase to express an event during which something was happening. I was typing while he was dictating.She wasnt paying attention during the meeting.Jackson was working while she was having a good time. Past Continuous Worksheet 1 Conjugate the verb in parentheses in the past continuous tense. In the case of questions, use the indicated subject as well. What _____ (you do) when he arrived?She _____ (watch) TV at two oclock.They _____ (not sleep) at five oclock.Peter _____ (work) when I telephoned.Tim _____ (study) German while they were studying French.I _____ (not pay attention) during the presentation._____ (Brian talk) during the lesson?We _____ (not cook) when he walked in the door.Jason _____ (play) the piano at three oclock yesterday afternoon.When _____ (Howard give) the presentation exactly?Andrea _____ (not expect) you to arrive so early!What _____ (you think) when you said that?!_____ (she do) the housework when you telephoned?Carlos _____ (drink) tea when I walked into the room.They _____ (meet) with Smith and Co at exactly 2.35 pm.My cousin _____ (not have) a good time when I arrived.They _____ (discuss) the issue when she telephoned._____ (they work) in the garden when you arrived?She _____ (sleep) so he entered the room softly.They _____ (not take) notes during the presentation, but paying attention to every word. Past Continuous Worksheet 2 Choose the correct time expression used with the past continuous tense. What were you doing (while/during) the meeting?Tim was finishing the report (in/at) five oclock.They were discussing the problem (when/at) I walked into the room.Jackson wasnt listening (while/during) he was explaining the situation.Was Alice paying attention (while/during) the presentation?They were having a quiet breakfast (this/at) morning when he arrived.What were they doing (when/in) that happened?Sheila was playing the piano (while/during) he was working on the computer.I was working at the computer (at/on) seven oclock this morning.Alex wasnt playing golf (this/at) morning. He was working.What were they doing (in/at) four oclock?She was working quietly (when/for) he opened the door.Peter wasnt doing the housework (that/yesterday) morning. He was working in the garden.Where were they sleeping (at/when) he got home last night?Jason was thinking about the problem (when/at) he asked for an answer.Our teacher was explaining math (from/when) he burst into the room with the news. Dilbert was working at the computer (on/at) four oclock this morning!Were they listening (as/at) he asked the question?She wasnt working (when/in) he came into the office.They werent thinking about that (at/when) they made the decision. Answers Worksheet 1 were you doingwas watchingwerent sleepingwas workingwas studyingwasnt paying attentionwas Brian talkingwerent cookingwas playingwas Howard givingwasnt expectingwere you thinkingWas she doingwas drinkingwere meetingwasnt havingwere discussingWere they workingwas sleepingwerent taking Answers Worksheet 2 duringatwhenwhileduringthiswhenwhileatthisatwhenyesterdaywhenwhenwhenataswhenwhen

Slideshow English

Slideshow English Slideshow English Slideshow English By Maeve Maddox Although I know they are a time-suck, slideshows with intriguing titles or photos often lure me in. The most recent to attract my attention was about â€Å"freaky coincidences.† Because the format was the kind that requires two clicks for each slide–one for the photo and one for the caption–I was ready to stop after the second slide, but the first sentence of the second caption prompted me to continue: A man saved the same baby’s life twice on accident. Always on the lookout for material, I felt I had found a possible source of nonstandard English, so I kept going. I was not disappointed. If the slideshow was created by a non-native English speaker for personal amusement, the numerous errors are understandable. If the captions are the work of a professional writer whose native language is English, they reflect a serious lack of revision. The show’s 14 slides yield 16 examples of nonstandard usage and punctuation. I won’t comment on punctuation. 1. A man saved the same baby’s life twice on accident. Although often heard, â€Å"on accident† is unidiomatic. The standard expression is â€Å"by accident†: â€Å"A man saved the same baby’s life twice by accident.† 2. In 1930, a baby fell out of a window and Joseph Figlock broke the land. The writer is thinking of the baby’s landing. â€Å"Broke the landing† would do the job, but â€Å"broke the baby’s fall† would be better. 3. In 1858, a man was shot dead while playing poker as an act of vengeance. Correcting this sentence requires rearranging phrases and changing as to in. The man was not â€Å"playing poker as an act of vengeance.† He was â€Å"shot as an act of vengeance.† Why the man was shot is not as important as the fact that he was shot: â€Å"In 1858, a man playing poker was shot dead in an act of vengeance.† Changing as to in subordinates the reason for the shooting to the act of shooting. Context for the next item: The man who was shot left $600 on the table. Another man appropriated the $600 and continued playing, increasing the amount to $2,200. 4. When the cops heard word of this [the fact that the dead man’s winnings had been used by a subsequent gambler] they demanded the $600 was given to the next of kin to the deceased. This sentence requires editing in segments. i. When the cops heard word of this The idiom is â€Å"to have word of something.† For example, â€Å"I just had word that our team lost by one point.† Two ways to edit the original sentence: â€Å"When the cops heard of this, they demanded† â€Å"When the cops learned of this, they demanded† ii. they demanded the $600 A that is needed to introduce the noun clause that follows demanded: â€Å"they demanded that the $600.† Without the that, the reader is led to believe that the police were demanding the $600 for themselves. iii. demanded [that] the $600 was given to the next of kin The noun clause requires a verb in the passive subjunctive: â€Å"The police demanded that the $600 be given to the next of kin.† iv. given to the next of kin to the deceased The expression â€Å"next of kin† means, â€Å"nearest relation,† usually of a deceased person. For that reason, the prepositional phrase modifying kin is overkill. If another phrase were needed to explain the relationship with kin, the preposition would be of, not to: â€Å"the next of kin of the deceased.† 5. In 2002, two identical twin brothers were killed on the same road, from two different accidents i. two identical twin brothers The word twin conveys the meaning of two. ii. killedfrom two different accidents People are killed in accidents. They die of injuries. They suffer from diseases. And, again, the two is unnecessary. We already know that there were two people involved in separate accidents. 6. Later, Ziegland went to go chop down the tree that the bullet was inside. It’s enough to say, â€Å"went to chop down the tree.† The idea of â€Å"going† is contained in the verb went. 7. Coincidentally, their father was in the same hospital from recovering from a surgery. This sentence is meant to convey the idea that the father just happened to be in the same hospital his two sons were brought to following their accidents. The phrase â€Å"from recovering† seems to mean, â€Å"because he was recovering.† The indefinite article is not needed before the word surgery, at least not in American English. Edited: â€Å"Coincidentally, their father was in the same hospital, recovering from surgery.† An American speaker would use an article with the word operation: â€Å"recovering from an operation.† 8. Robert E Lee himself showed up at the cottage to request its use as a formal place of surrender. The contraction it’s stands for two words: it is. The context calls for the possessive adjective its. Edited: â€Å"Robert E Lee himself showed up at the cottage to request its use as a formal place of surrender.† 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 Writing Basics category, check our popular posts, or choose a related post below:Math or Maths?40 Synonyms for â€Å"Lie†10 Terms for the Common People

Anabolic Steroids Essay Example | Topics and Well Written Essays - 1250 words

Anabolic Steroids - Essay Example While some athletes like Michael Johnson, a sprinter who won a couple of gold medals at the 1996 Atlanta Olympics, love pressure and enjoy it, others like Martina Novratilova, a Wimbledon champion find it difficult to handle pressure (The Creative Athelete, n.d.). Pressure arises because of the desire to win, to meet the expectations of the spectators and sponsors and also to remain in sports. It is because of the pressure to perform that some sportsmen resort to other methods of building their strength and endurance, mainly drugs. The most commonly used drugs in sports are erthropoietin and anabolic steroids. Drug associations all over the world have banned these drugs and intake of these drugs in any form amounts to cheating. These drugs can be detected easily by various modern tests. This article gives a crisp purview about anabolic steroids. Young athletes who aspire to become great heroes must know about the disadvantages of these drugs so that they dont take the easier route to success. Anabolic steroids are a class of synthetic steroid hormones that are related to testosterone. When administered into the body, they cause many physiological effects which are mainly anabolic in nature. The effects include increased synthesis of protein and increased appetite. Increased protein synthesis results in increased muscle mass and strength and increased bone growth. Anabolic steroids also have virilising androgenic properties and thus can cause increase in masculine features like growth of vocal cords and body hair. It is for these reasons that these drugs are popularly known as anabolic-androgenic steroids or AAS. Due to the muscle building properties of these drugs, there is a tendency for sportsmen and body builders to take them. Worldwide, most of the sports bodies have banned the usage of these drugs and intake of these hormones is considered illegal and called doping. Medically, anabolic steroids have an important role in the treatment of osteoporosis,

Public health Essay Example | Topics and Well Written Essays - 250 words - 16

Public health - Essay Example In addition, baby boomers are busy people who are determined to improving their lives and those of people who matters to them. Therefore, becoming internet scurvy people is a survival strategy that they use to enhance their success. Unlike people from the previous generations, baby boomers are less likely to take or believe the words of authority figures and, hence they are obliged to find information though their own ways. â€Å"Monitoring patient satisfaction is important because it allows administrators, practitioners, and organizations as a whole to have an idea of what the consumers (patients) feel about the level and quality of care that is being administered.†Ã‚   Successful health care marketing strategies are established on long-term relationship with the society. It is evident that people from different generations have varied expectation from the health providers. This requires health practitioners, administrators, and organizations to have a constant monitoring system that allows them to identify the needs of the society. In addition, regular monitoring of the health system allows health providers to achieve a personalized approach in the health care system. Success in the health care sector will only be achieved when healthcare providers achieve a significant level of personalization in healthcare and service

Diplomacy in the international system Essay Example | Topics and Well Written Essays - 3500 words

Diplomacy in the international system - Essay Example ubmitted at the outset that within the current framework, the globalisation of world politics and the complex nature of international relations in the contemporary environment has meant that increasingly the dynamic of international relations is intrinsically dependent on where the balance of political power lies within the international framework (Siracusa, 2010). As a result, the role of diplomats in contemporary international relations is very wide and can often take a multifaceted role depending on the priority of state objectives (Siracusa, 2010). Indeed, Randin comments that: â€Å"one aspect of the existing literature on co-operation in the international relations context is that most of it stems from a view of international relations that often fails to take into account security challenges other than those posed by states to states† (2006, p13). Accordingly, on this basis it is argued as a central proposition in this paper that the role of diplomats is fundamental not only as a method of facilitating co-operation between states; they also serve as important tools in implementing state objectives. In turn, the extent of diplomatic influence will be intrinsically dependent on where the balance of power lies within the international framework as evidenced by the post September 11 system of international relations (Baylis & Smith, 2005). As such, in reviewing the contemporary relevance and role of diplomats, this paper will review international relations theory and highlight the gap between theory and reality due to the multifaceted and wider roles falling within the ambit of diplomacy duties within the contemporary socio-political framework of international relations (Baylis & Smith, 2005). With regard to the theoretical models, a central theory in international relations is realism, which developed in the aftermath of the Second World War as reflected by the United Nations Charter, which focuses on mutuality of obligations in preventing a repeat of the

Strategy and Transformation Essay Example | Topics and Well Written Essays - 3500 words

Strategy and Transformation - Essay Example The company has been listed on the New York Stock Exchange, listed on the Dow Jones Industrial Average on April 8, 2004 and appears on the S&P 500 Component. Pfizer revenue for the year ending 2011 amounted to $67.425 billion, while the operating income was $8.739 billion in the same fiscal year. During the same year, the company’s net income amounted to $10.009 billion while the total assets and equity amounted to $188.002 and $82.190 billion respectively. The company employs a great number of employees who totaled to 103,700 by the year 2011. Pfizer Company also has a number of subsidiaries, which include, Agouron Pharmaceuticals,  G. D. Searle & Company, Greenstone,  Parke-Davis, Pharmacia,  Upjohn, Warner Lambert,  and Wyeth. However, this giant firm has faced a number of challenges in the last few years. In the year 2009, the company pleaded guilty of health care fraud that was the largest fraud case ever to be heard in the US. It also received the largest crimina l penalty ever levied because of illegal marketing of four of its drugs, which included Bextra,  Geodon, Zyvox, and  Lyrica. The company was called a repeat offender since it was its fourth such settlement with the US department of Justice in the last decade. That year, the company agreed to purchase Wyeth, a large pharmaceutical company, for $US$ 68billion. Cash, shares, and loans financed this deal. The completion of this purchase was finalized in October 15, 2009. These challenges have forced the company to think of strategic decisions that will enable the company achieve its vision, mission, objectives, short-term, and long-term goals. Strategic Uncertainties Facing Pfizer Pfizer Company faces a number of uncertainties, which are also facing various pharmaceutical firms. The modern pharmaceutical market place is characterized by change and uncertainty. Pfizer is facing a tough road ahead in its future markets with some of its major products facing patent rights expiration. A dditionally, its new drugs are not replacing the ageing products. The approval by NMEs is declining and the development and commercialization cost continues to increase at a high rate. There is an increasing pressure in the pharmaceutical industry due to the increasing competitive pressure and cutthroat rate of spending. This rate of spending cannot continue at infinitum. Pharmaceutical will linger on being the most cost effective health care intervention initiative and the market for its products will always continue to exist and expand as people and animals increases. Emerging trends in the pharmaceutical industry will persist and others will need to be transformed in order to cope with the modern changes. Some of the strategic uncertainties that the Pfizer are the changing landscape of the pharmaceutical industry. This is happening because the contemporary state of pharmaceutical industry is not good. A recent research has indicated that the current US prescription drug sales ind icate growth of only 4% whereas the wholesale grew by only 3.8%. This is low increase compared to the previous years since 1961. It shows a slow growth rate that means, with the increase in the number of pharmaceutical firm, the market will increase more division and therefore, minimal sales. Pfizer has shown these trends by making changes, which will respond to the unfolding pressure in the industry. Pfizer has been forced by this circumstance by resting off workers in order to focus on the therapeutic areas and respond

Computres Essay Example | Topics and Well Written Essays - 1250 words

Computres - Essay Example Weaving looms for executing mechanical calculations. First generation computers (1940-1956) were extremely large, unreliable and costly. They used vacuum tubes; the size of light bulbs, which generated a lot of heat. This made heat regulation and climate control difficult. The second generation computers (1956-1963) used transistors that were smaller than vacuum tubes. They were more reliable and consumed less heat (Cosper, 2013; Morley& Parker, 2009,) Third generation computers (1964-1971) referred to as the IBM 370 series, which came in different sizes. They were mostly used for scientific and business purposes. The third generation computers used integrated circuit technology and microchips were used as memory. Fourth generation computers (1971-present) saw the rise of personal computers (PC). Apple introduced apple I (1976) and II (1977) marshalling the wide use of computers at home. Software industry started growing, with apple and Microsoft being the main companies. 1990s saw a rise in multimedia culture with the discovery of World Wide Web that created interest in computers. Professions embraced software to improve products and services. In the early 2000s, computers began to become integrated with TV. Literature review Why is computer innovation good for society? The innovation of the digital edge has reshaped the way society operates on a daily basis. It is worth noting that computers have technology has unfolded a change of time. Implications of computer use on society are so diverse. Computers have helped in the creation of information. Computer innovation has made it easy and quick to create information. In order for society to grow, information is an essential factor in the advancement of political, social, economic, environmental and health asseveration. Computers have made it possible for society to generate information that is useful in economic decisions. For instance, business software development makes it easy for professionals to carry out t heir duties precisely and in a sustainable manner. On a higher note, computer innovation has also helped in transmission of information. Timely and up to date information is possible through computing. Initially, information was transmitted through signals like fire, using word of mouth and letters. In some instances, information never reached the intended recipients. However, computer innovations along with other internet technological advancements have made it effortless for people to communicate in a fraction of a second. People are able to communicate with friends and relatives who are worlds apart through emails and video chatting. Other social media platform communication like Facebook and Twitter has improved the way populace network (Wright, 2012). Computers have also played a chief role in entertainment provision through computer games and animations. Other features like e-learning provide an opportunity for learners to access education at the comfort of their homes. This s aves on cost as a person does not essentially have to be physically in attendance to the learning institution. Bank holders can access information on their financial status at any time through internet banking. Computer innovation has resulted in job creation for millions of people around the globe. New careers have resulted from computer innovations such as information technology experts and software developers. Every

Strategy and Transformation Essay Example | Topics and Well Written Essays - 3500 words

Strategy and Transformation - Essay Example The company has been listed on the New York Stock Exchange, listed on the Dow Jones Industrial Average on April 8, 2004 and appears on the S&P 500 Component. Pfizer revenue for the year ending 2011 amounted to $67.425 billion, while the operating income was $8.739 billion in the same fiscal year. During the same year, the company’s net income amounted to $10.009 billion while the total assets and equity amounted to $188.002 and $82.190 billion respectively. The company employs a great number of employees who totaled to 103,700 by the year 2011. Pfizer Company also has a number of subsidiaries, which include, Agouron Pharmaceuticals,  G. D. Searle & Company, Greenstone,  Parke-Davis, Pharmacia,  Upjohn, Warner Lambert,  and Wyeth. However, this giant firm has faced a number of challenges in the last few years. In the year 2009, the company pleaded guilty of health care fraud that was the largest fraud case ever to be heard in the US. It also received the largest crimina l penalty ever levied because of illegal marketing of four of its drugs, which included Bextra,  Geodon, Zyvox, and  Lyrica. The company was called a repeat offender since it was its fourth such settlement with the US department of Justice in the last decade. That year, the company agreed to purchase Wyeth, a large pharmaceutical company, for $US$ 68billion. Cash, shares, and loans financed this deal. The completion of this purchase was finalized in October 15, 2009. These challenges have forced the company to think of strategic decisions that will enable the company achieve its vision, mission, objectives, short-term, and long-term goals. Strategic Uncertainties Facing Pfizer Pfizer Company faces a number of uncertainties, which are also facing various pharmaceutical firms. The modern pharmaceutical market place is characterized by change and uncertainty. Pfizer is facing a tough road ahead in its future markets with some of its major products facing patent rights expiration. A dditionally, its new drugs are not replacing the ageing products. The approval by NMEs is declining and the development and commercialization cost continues to increase at a high rate. There is an increasing pressure in the pharmaceutical industry due to the increasing competitive pressure and cutthroat rate of spending. This rate of spending cannot continue at infinitum. Pharmaceutical will linger on being the most cost effective health care intervention initiative and the market for its products will always continue to exist and expand as people and animals increases. Emerging trends in the pharmaceutical industry will persist and others will need to be transformed in order to cope with the modern changes. Some of the strategic uncertainties that the Pfizer are the changing landscape of the pharmaceutical industry. This is happening because the contemporary state of pharmaceutical industry is not good. A recent research has indicated that the current US prescription drug sales ind icate growth of only 4% whereas the wholesale grew by only 3.8%. This is low increase compared to the previous years since 1961. It shows a slow growth rate that means, with the increase in the number of pharmaceutical firm, the market will increase more division and therefore, minimal sales. Pfizer has shown these trends by making changes, which will respond to the unfolding pressure in the industry. Pfizer has been forced by this circumstance by resting off workers in order to focus on the therapeutic areas and respond

Indwelling Catheter Removal Protocols Research Paper

Indwelling Catheter Removal Protocols - Research Paper Example Evidently, with these types of statistics, UTI infections occur at a much higher rate than perhaps they need to, meaning that the prevention of UTI infections in indwelling catheter payments may be easier than previously thought in some cases. Purpose Statement The purpose of this paper is to explore the nursing implications of catheter removal protocols on in-patient units and how this may lead to a decrease in the total number of UTI infections in hospitals across the country. Nursing Implications Robinson et al (2007) suggest that because of the high number of patients with an indwelling catheter who leave with a fully-developed UTI or at least one symptom of a UTI at discharge, the proper use of indwelling catheters should be a priority for clinical staff who wish to reduce the associated rates of morbidity. It was found that the duration of catheter insertion was also a major risk factor in the development of a UTI, and as such this should be a target for reducing the associated morbidity. Schnieder (2012) found that indwelling catheter usage is also problematic more specifically in hip fracture patients, and considerably increases the associated costs with their hospital stay, as well as the distress for the patient. In these patients especially, morbidity and mortality is extremely high and therefore further complications should be prevented. Overall, this suggests that indwelling catheter usage is problematic on both a general and specific scale and therefore has huge implications for the practice of nursing. One of the suggestions for targeting this type of indwelling catheter usage by much of the research is to implement specific protocol which relates to the use and removal of the catheter. It was suggested by Robinson et al (2007) that three groups of patients do not appear to benefit from indwelling catheter usage; ‘those who cannot communicate their wish to void†¦those who are incontinent†¦those who are hemodynamically stable†¦those who have urinary retention that can be managed by other means’ (p159). Evidently, the best way to reduce the number of UTIs associated with this type of catheter is to avoid giving them to those for whom it is unnecessary, which means that nurses should perhaps be made aware of the alternatives and the reasons why catheter usage may not be suitable for some patients. Schnieder (2012) also highlights the importance of educating nurses in the use and timely removal of indwelling catheters in the prevention of UTIs. This study suggests that using a variety of teaching methods and examinations may be the most appropriate for ensuring that the knowledge is properly received and used in a clinical context. Overall, the results from this suggest ‘positive results’ (p17) which again highlights the importance of nurses in the use and removal of these catheter types. Nurses themselves understand the need for a ‘validated continence assessment tool’ (Din gwall & McLafferty, 2006, p35) for the evaluation and implementation of indwelling catheters and their removal. This means that the clinical staff already has an understanding of the problems associated with indwelling cathete

Health Education and Technology Essay Example for Free

Health Education and Technology Essay According to Bastable, â€Å"Technology has had such an impact on workforce training that it has given birth to a new industry and a new set of buzz words that define an Information Age approach to staff education. † (2007, p. 548) Thus, the inclusion of technology early on, as in its integration to education, has been deemed necessary. However, due to the evolution of technology, curriculum design and implementation in the field of health education will undergo a series of changes and modifications. These various changes will be determined based on the outcomes of technological evolution, the perceived potential of technology to change the landscape of health education in the future, and the educational theories, principles, approaches, etc. developed by respected members of the academic institution through research studies. According to Iwasiw, Goldenberg, and Andusyszyn, â€Å"Curricuralists should gather data about technology and informatics for health care and education, as well as expected developments† (2008, p. 13) Based on pertinent information gathered by academicians, the focal point and foundations of curriculum design are expected to change. Apart from the traditional contents of the curriculum, the scope of curriculum design should be broadened in order to include the â€Å"e-health paradigm of heath care† (Iwasiw, Goldenberg, Andrusyszyn, 2008, p. 113), literacy in information technology, health education across disciplines, and health education in the changing world. In addition, due to the impact and contributions of technology to the field of health, allowing the course nursing informatics to become compulsory will help in opening up opportunities for the improvement of curriculum design through the undeviating inclusion of technology and informatics. When we think about it, making nursing informatics compulsory makes the course an important learning area or aspect of health education. Consequently, much needed attention will be diverted to the improvement of the course by making course objectives, contents, instructional processes, and so on, up-to-date. Thus, the quality of health education, due to its appropriateness with current technology, will also improve. Just as curriculum design changes due to the evolution of technology, the implementation of the curriculum during instruction is also expected to change. As Bradshaw and Lowenstein (2006) have discussed, the delivery of the curriculum as influenced not only by traditional concepts in education but also by technology â€Å"require organized and planned educational experiences that are guided to promote lifelong learning as well as individually motivational and experiential learning activities that involve a variety of experiential teaching methods† (p. 272). Due to the inclusion of technology in the curriculum, the process of instruction will become more complex such that the assessment of the students and the selection of instructional tools, methods, and approaches are not merely based on student interests, learning capacities, learning content, etc. but also on the kinds of technology that fits the curriculum content. (Bradshaw Lowenstein, 2006) In terms of the instruction, the instructional process is facilitated by the use of technology. However, when it comes to learning content, the integration of technological concepts become necessary. In addition, the scope of learning content also varies from time to time since available technological tools and devices intended to facilitate heath education and health care processes change over time. For these reasons, diversity and variation should be accepted and acknowledged by academic institutions since the curriculum design and the implementation of the curriculum shall change along with the evolution of technology along the way.

The Violence Against Women Criminology Essay

The Violence Against Women Criminology Essay Gillespies, Richards, Givens and Smith sought out to uncover if the media, with its strong presence in influencing ones perception on certain social concerns, enclose stories of femicide within the context of domestic violence because minimal research has been carried out to examine femicide within the framework of violence against women. These four theorize their research in a deductive fashion; they understood the way that the news media worked and that this same media can choose to structure domestic violence in a way that could provide evidence to show the important ramifications on manipulating societys perception on domestic violence, as well as, solutions and public responsibility. From 226 cases, they match up to 113 newspaper articles that defined murder as domestic violence contrasted with the other 113 cases that had no exposure defining the femicide as domestic violence through applied research. This study was intended to expand our awareness concerning the medias depiction of femicide and the medias strong grip on the conception of violence against women as a social dilemma. The level at which the researchers collected data was on the micro level. Women were the case in this research study; they were the victims of violence. Also the news reports on women as victims in domestic violence cases were measured. The population of interest was media frames from North Carolina spanning a six year period assessing 113 cases that classified the femicide as domestic violence to 113 cases that did not. This sampling is not seen to be representative of the population. The researchers only contrasted media frames in North Carolina, no other states. The rate or likelihood of domestic violence differs upon the region, victims age, income and if it is reported. Based on that this research study has only been conducted from inside the walls of North Carolina, it cannot be fully representative of the population and the other 49 states. The researchers used purposive sampling and simple random while conducting their study. The purposive sampling is the 113 cases that fit the specific criteria of those cases of femicide from North Carolina spanning a six-year period that contained at least one news article defining the femicide as domestic violence. The other 113 cases that were contrasted were selected at random. The sampling ensured diversity. The state was chose purposively and the cases were chosen randomly. The design of this experiment comes from secondary analysis, the concern was for the behavior arising among specific group of people, and this behavior is domestic violence against women. The participants stayed the same but the setting change. The study purposely examines the use of frames in media reporting of femicide stories. the media routinely utilize neighbors who may not know the victim and/or perpetrator particularly well, rather than close friends or family members, as sources in instances of domestic violence. The new research question by Gillespies, Richards, Givens and Smith was based on prior research of the representation of femicide in the news and its use of frames used in media coverage making the data quantitative. There are five media frames specifically associated with domestic violence, which include (1) focusing on the behavior of the victim, including blaming the victim or excusing the perpetrator; (2) normalizing the event as commonplace; (3) suggesting the incident was an isolated event; (4) indicating the victim and/or perpetrator are somehow different from the norm; and (5) asserting that domestic violence perpetrators are disordered and should be easily identifiable. The researchers examined the validity of these existing by examining the components of additional media frames-the sources used, language and word choice, and the context of the incident-in a sample of North Carolina newspaper stories. This research study used the time dimension of trend logical study for articles that present the femicide as domestic violence and those that do not. The researchers used reports, within a six year time span, from newspapers to carry out their study 2002-2007. The basic sign of this study meets the three criteria for establishing causality. The negative correlations of the study are four things; the more the media chooses to do these four things the more the issue will be swept under the rug. Most news sources underutilize those with an educated opinion and informed background in the problem of domestic violence, and then journalists habitually shun victim advocates and academics for trepidation of bias. Journalists word choice or speech also manipulates the framing of domestic violence; Word assortment in both the title/headline and all through an article can potentially sway the general publics understanding of an incident and the partakers involved. As is often the case with intimate violent behavior, the relationship amid victim and offender is highly multifaceted and turbulent. The number one issue connected with intimate partner homicide is previous accounts of domestic violence. Sorry to say, all too often information pertaining to a couples history is either gone astray or downgraded to the end of an article. For temporal order the change media has to structure domestic violence in a way that will provide evidence to show the important corollary of societys perception on domestic violence, and solutions to fix this problem also to note that this is not personal but the publics responsibility because in many cases the media fail to notice the occasion to use their power to portray femicide as an issue worthy of public outrage and intensified policy development. Gillespies, Richards, Givens and Smith eliminated other rival hypothesis the findings may be influenced by the social climate and level of activism in the state from which the data were derived. The North Carolina Coalition Against Domestic Violence (NCCADV) may create higher levels of awareness in North Carolina than domestic violence groups in other states by reaching out to local media outlets and law enforcement agencies. The interpretations presented here cannot be wholly free from potential researcher bias. However, to minimize that potential one specific threat to internal validity was selection bias because the study relied heavily on previous research to guide coding and ensuing interpretations of the results. The concepts in the study were femicide, frame analysis and mass media. The index used 7 composed frames were identified while only 4had been identified in previous research. : (1) A commonplace frame, (2) an isolated incident frame, (3) a frame that blames the criminal justice system, and (4) a victim blaming frame. (5) a frame blaming perpetrator loss of control or moral breakdown, and (6) a frame that minimized the femicide by focusing on a crisis in the lives of the victim/perpetrator(7) a domestic violence as a broader social problem frame. The results of the study are externally valid if there is more awarnees to domestic violence and it is brought to the light then e that research in this area will continue to encourage meaningful partnerships between researchers, advocates, and the media and that best case practices for reporting on violence against women will be developed and disseminated on a national level. A specific threat to external validity is sample selectivity. First, it is essential to think about that the findings may be subjective by the social climate and level of activism in the state from which the data were derived. The North Carolina Coalition Against Domestic Violence (NCCADV) may create higher levels of awareness in North Carolina than domestic violence groups in other states by reaching out to local media outlets and law enforcement agencies. It is reasonable to suggest that the prevalence of DV defined articles framing the femicide within the context of a broader social problem (about 25% within DV defined articles and about 12% of the overall sample) may be influenced by the partnership that has developed between the NCCADV, law enforcement, and the media. Therefore, the findings reported here may not be generalizable to other states.

Graduation Speech: We Are First Nations Peoples :: Graduation Speech, Commencement Address

I am honored to stand and speak to you this evening. I am very proud to be a part of the first graduating class for the Gaylord Heritage school. We thank the staff at the Heritage school, the Gaylord Tribes, our families and our community. I thought about what I would say for a long time and than I remembered what my grandparents taught me about life. My grandparents and family talked to me about education. My dad told me a story about an elder who was very proud of his new toolbox filled with tools. Every day his children would ask to use the tools in his box and he said: "No, not today, I am saving these for a special occasion." As his children grew older they continued to ask for the tools but again he said: "these tools were being saved for the right occasion." Finally the children gave up asking for the tools. One day many years later, the grandfather thought that it was time to open the box of tools and use them. As he opened the box, with children and now grandchildren looking on, he saw that the tools were rusty. He picked up the wrench but it crumbled in his hands. This story symbolizes to me a lesson: of how if we don't share our knowledge -our tools - and pass that knowledge on, then we have all lost the gift in our hearts. And the tools will rust and crumble in our own hands, never to see the light of day again. So let's share all of our tools and pass them on to the next generation so they can work on our house when we get old, and maybe even pay the rent. There are prophecies from many different tribes that speak of the seventh generation. This prophecy states "from the time of the coming of the non-natives, the seventh generation will be the ones that will see the big changes that are coming. This is the seventh generation coming up, and these are the people we must teach so that they do things right this time, so they will keep in mind what they will leave for the next seven generations that will follow them. This is how we are taught to live on this earth: we should look to how our decision and actions will affect the seventh generation to come. Graduation Speech: We Are First Nations Peoples :: Graduation Speech, Commencement Address I am honored to stand and speak to you this evening. I am very proud to be a part of the first graduating class for the Gaylord Heritage school. We thank the staff at the Heritage school, the Gaylord Tribes, our families and our community. I thought about what I would say for a long time and than I remembered what my grandparents taught me about life. My grandparents and family talked to me about education. My dad told me a story about an elder who was very proud of his new toolbox filled with tools. Every day his children would ask to use the tools in his box and he said: "No, not today, I am saving these for a special occasion." As his children grew older they continued to ask for the tools but again he said: "these tools were being saved for the right occasion." Finally the children gave up asking for the tools. One day many years later, the grandfather thought that it was time to open the box of tools and use them. As he opened the box, with children and now grandchildren looking on, he saw that the tools were rusty. He picked up the wrench but it crumbled in his hands. This story symbolizes to me a lesson: of how if we don't share our knowledge -our tools - and pass that knowledge on, then we have all lost the gift in our hearts. And the tools will rust and crumble in our own hands, never to see the light of day again. So let's share all of our tools and pass them on to the next generation so they can work on our house when we get old, and maybe even pay the rent. There are prophecies from many different tribes that speak of the seventh generation. This prophecy states "from the time of the coming of the non-natives, the seventh generation will be the ones that will see the big changes that are coming. This is the seventh generation coming up, and these are the people we must teach so that they do things right this time, so they will keep in mind what they will leave for the next seven generations that will follow them. This is how we are taught to live on this earth: we should look to how our decision and actions will affect the seventh generation to come.

The Return: Shadow Souls Chapter 9

Even as Elena opened her mouth to speak, she could feel herself lifted as if in a hurricane. For a moment she clung to the boy who was being torn from her grasp, then she just had time to shout, â€Å"I'll be back,† and to hear his reply, before she was pulled into the ordinary world of baths and manipulation and motel rooms. â€Å"I'll keep our secret!† That was what the little boy had cried to her at the last moment. And what could that mean but that he would keep their rendezvous from the real (or â€Å"ordinairy†) Damon? A moment later Elena was standing in a dingy motel room, and Damon was clutching her upper arms. As he released her, Elena could taste salt. Tears were flowing freely down her cheeks. It didn't seem to make any difference to her attacker. Damon seemed to be at the mercy of raw desperation. He was shaking like a little boy the first time he kissed his first love. That's what's driving the control away, Elena thought fuzzily. As for herself, she felt as if she might faint. No! She had to stay conscious. Elena pushed and twisted, hurting herself deliberately against the apparently unbreakable grip that held her. It held. The possessor? Shinichi again, sneaking into Damon's mind and making him do things – ? Elena fought harder, pushed herself until she actually could have screamed with pain. She whimpered once – The hold broke. Somehow Elena knew that Shinichi wasn't involved in this. The true soul of Damon was a little boy held in chains for God-knew-how-many centuries, who had never known warmth and closeness but who still had a tearful appreciation for them. The child who was chained to the rock surrounding was one of Damon's deepest secrets. And now Elena was trembling so hard she wasn't sure she could stand up, and she was wondering about the child. Was he cold? Was he crying like Elena? How could she tell? She and Damon were left staring at each other, both breathing hard. Damon's sleek hair was mussed, making him look rakish as a buccaneer. His face, always so pale and self-composed, was flushed with blood. His eyes dropped to watch Elena automatically massaging her wrists. She could feel pins and needles now: she was getting back some circulation. Once he'd looked away, he couldn't seem to look her in the eye again. Eye contact. All right. Elena recognized a weapon, groping for a chair and finding the bed unexpectedly close behind her. She didn't have many weapons right now; and she needed to use all of them. She sat, giving in to the weakness in her body, but she kept her eyes on Damon's face. His mouth was swollen. And that was†¦unfair. Damon's pout was a part of his most basic artillery. He had always had the most beautiful mouth she'd ever seen on anyone, man or woman. The mouth, the hair, the half-drooping lids, the heavy lashes, the delicacy of his jawline†¦unfair, even to someone like Elena, who'd long ago gotten past interest in a person because of some accident of beauty. But she'd never seen that mouth swollen, the perfect hair disordered, the eyelashes trembling because he was looking everywhere except at her and trying not to show it. â€Å"Was that†¦ what you've been thinking about while you've been refusing to talk to me?† she asked, and her voice was almost steady. Damon's sudden stillness was perfection like all his other perfections. No breathing, of course. He stared at a spot in the beige carpet that by rights ought to have broken into flames. Then, finally, he lifted those huge dark eyes to hers. It was so hard to tell anything about Damon's eyes because the iris was almost the same color as the pupil, but Elena had a feeling that at this moment they were dilated so far as to be all pupil. How could eyes as dark as midnight trap and hold light? She seemed to see in them a universe of stars. Damon said, softly, â€Å"Run.† Elena felt her legs tense. â€Å"Shinichi?† â€Å"No. You should run now.† Elena felt her thigh muscles relax slightly and was grateful not to have to try to prove that she could run – or even crawl – at this exact instant. But her fists clenched. â€Å"You mean this is just you being a bastard?† she said. â€Å"Have you decided to hate me again? Did you enjoy – ?† Damon whirled again, stillness into motion faster than her eyes could track it. He hit the frame of the window, once, pulling the punch almost completely at the last instant. There was a crash and then a thousand little echoes as the glass showered like diamonds against the darkness outside. â€Å"That might†¦bring some people to help you.† Damon wasn't trying to make the words seem more than an afterthought. Now that he was turned away from her, he didn't seem to care about keeping up appearances. Fine tremors ran through his body. â€Å"This late, in this storm, this far away from the office – I doubt it.† Elena's body was catching up with the adrenaline spurt that had allowed her to fight her way out of Damon's grip. She was tingling all over and she had to work to keep it from turning into outright shaking. And they were back to square one, with Damon staring into the night and her staring at his back. Or, at least, that was where he wanted them to be. â€Å"You could have just asked,† she said. She didn't know if this was possible for a vampire to understand. She still hadn't taught Stefan. He went without things that he wanted because he didn't understand about asking. In all innocence and with all good intentions, Stefan left things until she, Elena, was forced to ask him. Damon, she thought, didn't usually have that problem. He took whatever he wanted as casually as if picking items off of a grocery store shelf. And right now he was laughing silently, which meant that he was truly stricken. â€Å"I'll take that as an apology,† Elena said softly. Now Damon was laughing out loud, and Elena felt a chill. Here she was, trying to help him, and – â€Å"Do you think,† he broke into her thoughts, â€Å"that that was all I wanted?† Elena felt herself freeze again as she mulled this over. Damon could easily have taken her blood while he held her immobile. But – of course – that wasn't all he wanted from her. Her aura†¦she knew what it did to vampires. Damon had been protecting her all along from other vampires who might see it. The difference, Elena's native honesty told her, was that she didn't give a damn about any of the others. But Damon was different. When he kissed her she could feel the difference inside her. Something she had never felt before†¦until Stefan. Oh, God – was this really her, Elena Gilbert, betraying Stefan by the simple act of not running away from this situation? Damon was being a better person than she was; he was telling her to take the temptation of her aura away from him. So that she could start the torture anew tomorrow. Elena had been in many circumstances where she'd judged that it was best for her to leave before things got too hot. The problem here was that there was nowhere that she could go to without turning up the heat – putting herself in greater danger. And, incidentally, losing her chance to find Stefan. Should she have gone with Matt? But Damon had said they couldn't get into this Dark Dimension place, not two humans by themselves. He'd said they needed him with them. And Elena still had some doubts as to whether Damon would take the trouble to even drive to Arizona, much less search for Stefan, if she wasn't with him every step of the way. Besides, how could Matt have protected her on the dangerous road she and Damon were following? Elena knew that Matt would die for her – and that's just what he would do, too, if they came up against vampires or werewolves. Die. Leaving Elena facing her enemies alone. Oh, yes, Elena knew what Damon did each night when she slept in the car. He put some kind of dark spells around her, signing them with his name, sealing them with his seal, and they kept random creatures of the night away from the car until morning. But their greatest enemies, the kitsune twins, Shinichi and Misao, they had brought with them. Elena thought about all this before raising her head to look Damon in the eyes. Eyes which, at that moment, reminded her of those of a ragged child chained to a rock. â€Å"You're not going to leave, are you?† he whispered. Elena shook her head. â€Å"You're really not afraid of me?† â€Å"Oh, I'm afraid.† Again Elena felt that inward shiver. But she was flying somewhere now, she had set the course, and there was no way that she could stop. Especially not when he looked at her like that. It reminded her of the fierce joy, the almost reluctant pride he always showed when they took down an enemy together. â€Å"I won't become your Princess of Darkness,† she told him. â€Å"And you know that I could never give up Stefan.† A ghost of his old mocking smile touched his lips. â€Å"There's plenty of time to convince you to my way of thinking on those matters.† No need, Elena thought. She knew that Stefan would understand. But even now, when it seemed the whole world was whirling around her, something rose up in Elena to challenge Damon. â€Å"You say it's not Shinichi. I believe you. But is all this because – of what Caroline said?† She could hear the sudden hardness in her own voice. â€Å"Caroline?† Damon blinked as if thrown off his stride. â€Å"She said that before I met Stefan I was just a – † Elena found it impossible to get the last word out. â€Å"That I was†¦promiscuous.† Damon's jaw hardened and his cheeks flushed quickly – as if he'd been struck from an unexpected direction. â€Å"That girl,† he muttered. â€Å"She's already fixed her destiny and if it were anyone else I might be inclined to take some pity. But she goes†¦beyond†¦she's†¦beyond†¦any propriety†¦Ã¢â‚¬  As he spoke his words slowed, and a look of bewilderment clouded his face. He was gazing at Elena and she knew he could see the tears standing in her eyes, because he reached up to brush them away with his fingers. As he did, however, he stopped dead in midmotion, and, his face suddenly bemused, he brought one of his hands up to his lips, tasting her tears. Whatever they tasted like to him, he didn't seem to believe it. He brought the other hand up to his lips as well. Elena was openly staring at him now; he should have been put out of countenance – but he wasn't. Instead a kaleidoscope of expressions passed over his face, too quickly for her human eyes to catch them all. But she did see astonishment, disbelief, bitterness, more astonishment, and then finally a kind of joyful shock and a look almost as if there were tears in his own eyes. And then Damon laughed. It was a quick, self-mocking laugh, but it was genuine, euphoric, even. â€Å"Damon,† Elena said, still blinking back tears – it had all happened that fast – â€Å"what is wrong with you?† â€Å"Nothing's wrong, everything's right,† he said, while raising a scholarly finger. â€Å"You should never try to fool a vampire, Elena. Vampires have many senses humans don't – and some we don't even know we have until we need them. It's taken me long enough to realize what I know about you. Because, of course, everyone was telling me one thing, and my own mind was telling me something else. But I've figured it out, at last. I know what you really are, Elena.† For half a minute Elena sat in shocked silence. â€Å"If you do, then I might as well tell you right now that no one will believe you.† â€Å"Maybe not,† Damon said, â€Å"especially if they're human. But vampires are programmed to recognize the aura of a maiden. And you are unicorn-bait, Elena. I don't know or care how you got your reputation. I was fooled by it myself for a long time, but I've finally found the truth.† Suddenly he was bending over her so that she could see nothing but him, his fine hair brushing her forehead, his lips close to hers, his dark eyes, fathomless, capturing her gaze. â€Å"Elena,† he whispered. â€Å"This is your secret. I don't know how you've managed it, but†¦you're a virgin.† He leaned in toward her, his lips just brushing hers, sharing his deliberate breaths with hers. They stayed like that for a long, long time, Damon seeming enthralled to be able to give Elena something from his own body: the oxygen that both she and he needed, but acquired in different ways. For many humans, the stillness of their bodies, the silence, and the sustained eye contact, for neither of them had shut their eyes, might have been too much. It might have felt as if they had plunged themselves into their partner's personalities too far, that they were losing definition and becoming an ethereal part of each other before one kiss had even been completed. But Elena was floating on air: on the breath that Damon gave her – and in the literal sense. If Damon's strong, long, slender hands had not held her shoulders, she would have escaped his grip entirely. Elena knew that there was another way that he could keep her down. He could Influence her to let gravity have its way with her. But so far, she had felt not the slightest touch of attempted Influence. It was as if he still wanted to give her the honor of choice. He would not seduce her by any of his many accustomed methods, the tricks of domination learned over half a millennium of nights. Only the breathing, which was coming more and more quickly, as Elena felt her senses begin to swim and her heart began to pound. Was she truly sure that Stefan wouldn't mind this? But Stefan had given her the greatest honor possible by trusting in her love and her judgment. And she was beginning to feel Damon's true self, his overwhelming need for her; his vulnerability because that need was becoming like an obsession to him. Without attempting to Influence her, he was still spreading great soft dark wings all around her so that there was nowhere to run, nowhere to escape. Elena felt herself begin to swoon with the intensity of the passion they had wrought between them. As a final gesture, not of repudiation, but of invitation, she arched her head back, exposing to him her bare throat, and let him feel her longing. And as if great, crystal bells were ringing in the distance, she felt his jubilation at her voluntary surrender to the velvet darkness that was overtaking her. She never felt the teeth that broke her skin and claimed her blood. Before that happened she was seeing stars. And then the universe was swallowed up in Damon's dark eyes.

Three General Orders Essay

When you are on guard you are responsible for everything that occurs within the limits of your post while you are on duty. You are also responsible for all equipment and property located within the limits of your post. The exact limits of your post are defined by the special orders. The special orders should also include every place a guard must go to perform your duties. You will investigate every unusual or suspicious occurrence on or near your post provided that you do not have to leave your point of duty to do so. If necessary, you or the NCO who is on guard with you will contact the chain of command for instructions.While on guard you will remain at your place of duty and continue to perform all duties required until you are relieved by proper authority. If a guard requires relief because of sickness or for any other reason, you to notify your chain of command and wait until you are replaced by another guard or you have permission from the proper authorities to leave your point of duty. If you are not relieved when your time of duty is up, you do not abandon your post. You or the NCO on duty will contact your chain of command for instructions and stay at your point of duty until you are properly relieved.While on guard you will read over your special orders prior to you starting your duty. You will obey, execute, and enforce all special orders pertaining to your post. The commander of the guard is responsible for insuring that all guards understand their special instructions prior to being posted. In addition to your special orders, a guard is responsible to obey and carry out any orders or instructions from the commanding officer, field officer of the day, and officers and noncommissioned officers of the guard.No other persons are authorized to give a guard orders or instructions. Any special instructions for a guard should be issued through the guard's chain of command. When on guard you will pass instructions to your relief when appropriate. The informa tion is also given to the commander of the relief. You will perform your duties in a military manner and serve as an example to others. A guard reports all violations of special orders to the commander of the relief. You may have to apprehend the offender, if necessary. A guard reports all emergencies that occur on or near post.The guard will take whatever action is prescribed in your special orders or guard instructions. Anytime the guard is in doubt as to what action to take, or it is not covered in the special orders, you will call the commander of the relief for instructions or assistance. Sleeping on guard duty is not tolerated by any means. If you fall asleep on guard duty a lot of things can happen. Your post can be over run, the equipment that you are meant to guard could be stolen, or the building you’re guarding could get broken into.You could face a UMCJ action for falling asleep because you’re in violation of FM 22-6 which covers guard duty. You are looked upon to perform your duty at all times and if you fall asleep you fail to do your part and cover all things that are covered in you special orders. Any violations that may occur at your post you can become a part of because you fell asleep while the violations happen. Falling asleep on guard duty prevents you from reacting in a timing manner to an emergency. Over all falling asleep hinders you from doing your job on guard.

Gender Stereotypes Essay

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