The Fight Against Gender Inequality - 1135 Words

Over the past decades, despite people have advances on gender inequality, but the sexism still prevalent in all aspects of life and in most countries around the world. I am a woman. I was born and raised in Vietnam, where gender biased ideology is extremely prevalent throughout society. It is an ideology in which men are considered more important than women. In the spiritual life of Vietnamese, people must have a son to keep their family lineages continuously growing. This pressure is on people from generation to generations. The gender disparity gradually seeps into the minds of Vietnamese people. When I grow up, I learn and admire for the gender equality in most advanced countries in the world, especially the United States. However, after I have been living in the United States for over 5 years; I have realized that although a great deal of progress has been made in the fight against gender disparity, discrimination still occurs, not only between races, but also between men and wo men. According to the article Valley Boys by James Surowiecki, gender discrimination in hiring a staff, giving job position and working environment has occurred in high-tech companies in Silicon Valley, such as Google, Apple, Facebook, Twitter. First, these companies have a gender inequality when they hire a new employee. When I heard the name Silicon Valley, I think immediately about the high-tech. That is a place where the door is opened to anyone who is more talents and more intelligencesShow MoreRelatedWomen played a major role in the fight against inequality and discrimination against female gender1000 Words   |  4 PagesWomen played a major role in the fight against inequality and discrimination against female gender for generations. Throughout the 20th century and up to WWI, most women saw their primary roles as being housewives and mothers, and less than 30 percent of women worked outside the home. That was the context for Demi Hansen’s life but during WWII she became a Rosie the Riveter. Women had no self-representation other than from their husbands and fathers, until WWII when opportunity’s were previouslyRead MoreGender Inequality : A Social Problem1728 Words   |  7 Pagesand where its future lies. The best explanation on why gender inequality is, always has been, and will continue to be a social problem is from the functionalist perspective. Functionalist focus on how a society creates the social problem and then analyzes how and why the social issue has been maintained over the years. The objective reality is that gender inequality has and always will be a major issue in society. The scope of gender inequality has changed drastically over the years, but there is stillRead MoreWomen s Autonomy And Respect Of Women1329 Words   |  6 Pagesthe U.S. and most developed countries, women have gone far in fighting for their equal rights. Gender revolution in the U.S. spreads and has influenced women around the world to call upon equal rights for female. However, understanding that inequalities still remain in present days, female activists and scholars have examined how women and the society in which they live and work can do to eliminate gender bias. Sheryl Sandberg, one o f the few female senior web executives of Facebook, realizes thatRead MoreEssay Gender Inequality in the Filming Industry668 Words   |  3 Pages Gender diversity in the filming industry has been a long standing problem. It is common knowledge that in the movie industry, the male reigns supreme, whether it be leading character roles or the director. Take Star Trek: Into Darkness, for example. The director, J.J. Abrams, is male. Out of the ten leading speaking roles, only three are female, while the rest of the minor speaking roles are also predominantly male. Let’s take another movie, Pacific Rim, into consideration. The director, GuillermoRead MoreWomen Workers In Society Have Been And Still Are Deemed1636 Words   |  7 Pagesthe practices of gender inequality, most importantly thorough the existence of the gender wage gap. The gender wage gap is defined as â€Å"the gap between the median wages for men and women. The gap between men s and women’s wages exists in nearly every occupation, in all industries, in every state, across countries, at all education levels, and in the private, government, and nonprofit sectors† (Wagner, B, 2015). I believe as long as the gender wage gap exists, it allows inequalities between the sexesRead MoreThe Inequality Between Men And Women Based Solely On Gender1025 Words   |  5 Pagesthe inequality between men and women based solely on gender. This dilemma is one that occurs across every continent and has been the subject of many riots, protests, and discussions since the early centuries. Gender inequality can happen in any setting, time, and place. However, gender inequality is highly likely inside the workplace. Many employers discriminate against woman and sometimes then do not even know that what they are saying or doing is considered discrimination. Gender inequality in theRead MoreGender Inequality1640 Words   |  7 Pages Society today often only addresses one side of the gender inequality is sue: the grievances of women. Feminists have fought against the ingrained tradition of women as housewives with no rights and being looked down upon as the lesser sex. The women’s rights movement in the United States has worked tirelessly since 1848 to fight for rights and break down gender barriers. Misogyny and gender constructs, such as the ideal of beauty, hold women back in various aspects of their lives as discussed inRead MoreGender Differences And Gender Equality1171 Words   |  5 Pages Throughout history, gender differences and gender equality have been issues that have faced many social, and unjustifiable conflicts. Women most importantly pay the consequences for wanting equality and justice. Since the beginning of time, women were perceived to be the submissive role in a household, and in the workplace. Fighting for their equal rights women and men are unified to get the same results, to be treated the way they deserve, and to be able to think freely abou t what they standRead MoreEssay on Fighting for Equality and Freedom1229 Words   |  5 Pagescommunism and disparity. All throughout history and some may even argue that still today inequality and racism are prevalent and carry an enormous impact. During the course of WWII, there were many strides to end inequality at home and overseas. While some were fighting to keep our home soil free from foreign threats, others were serving to gain rights and fix all the domestic threats to their freedom. The inequality and racism overseas was a setback, either not allowing certain people to participateRead MoreDubliners By James Joyce s Dubliners1419 Words   |  6 Pagescharacters in Dublin and forbids them from accomplishing their desires and goals; rather than relentlessly trying to conquer the obstacles that stand in their way, they give up on achieving their goals in all. During this time period, many gender inequalities are occurring, and women are often brushed-aside by society and more often than not, are not given nearly any of the same opportunities as the men are given. The women in this society know that despite the degree of any effort put forward to

Life Without Gravity Free Essays

The minute I woke up this morning I knew something felt strange. It was as if I was seventy pounds lighter! I felt as though there was nothing holding me down. When I opened my eyes and started to move, I realized I was not even lying on my bed. We will write a custom essay sample on Life Without Gravity or any similar topic only for you Order Now It seemed like I was floating. Immediately, I thought about being in space, and if this wasn’t just a dream how fun it would be! I thought too soon and it actually turned out to be a really bad day. Getting up was a struggle. There was nothing holding me down to the floor so I tried to swim. It didn’t work. The worst part is, with such a small amounts of gravity in the world, nothing stayed where it was. The furniture started to float and moving was nearly impossible. I struggled to get to the bathroom by kicking myself from wall to wall. When I grabbed my toothbrush out of the air, I turned the faucet and the water didn’t go out straight! It just started coming out slowly and floated up. I had to catch it in my mouth in order for it to work. I spit the water out and then realized what a terrible idea that was. There was dirty water floating through the air and I didn’t know what to do. Despite my teeth brushing complications, I was still optimistic and excited to see how the day went. I was convinced that it would be just like one of the cartoons where it was loads of fun to live with less gravity. I managed to get myself dressed, out the door and into my car. The thing is, my car was levitating above the ground! It was very inconvenient. After the long difficult two mile moon leap to school, I went straight to Mr. Sutton’s Physics class to ask him if he had any idea what was going on. When I walked in however, I found my entire class there wondering the same thing. The only problem was, Mr. Sutton was nowhere to be found. We used the black phone connected to the wall to call down the office and see if they knew where our teacher was. I was on the phone for what seemed like 200 rings when finally somebody picked up. The man had a deep voice and he knew my name. He said, â€Å"Jody, I want you to listen to me very carefully. I have Mr. Sutton and there is no way that any of you can defeat me. However, if you want him back, you must go to the ISS room immediately. † I hung up the phone and quickly explained o my classmates what the man with the deep voice said. We knew we had to do something and we knew we had to do it fast. We floated down the stairs and made it to the ISS room to find Mr. Sutton tied to a pole and a man standing there firmly on the ground holding a remote control. A brave student named Bob said, â€Å"Who are you and what have you done?! Have you caused this strange gravitational mishap? † The man looked at us and laughed. He said in a mocking tone, â€Å"I am the evil Dr. Evil. I made a device to reduce gravity because as a young boy I never won anything. I wanted to win a race and I realized that if I reduced gravity for everybody other than myself, then I could win. I plan to join the Olympics and while all the other runners struggle to moon leap their way to the finish, I will have the full force of gravity helping me stay on the ground. I will win and nobody can do anything about it. † While the evil Dr. Evil was explaining all of this to us, I managed to float my way over to Mr. Sutton and he told me to use a rope to get the man. I took a rope off of the ground and pushed myself against a wall. I used sign language to my friend across the room and slipped her the other end of the rope. We both pushed off the wall at the same time and knocked Dr. Evil to the floor by tripping him. Everyone in our class managed to grab onto him and we took the remote control away. We clicked the big red button that said OFF and gravity returned to us. Everyone cheered and we called the police. Mr. Sutton was free and we had gravity. Our period 4 honors physics class was given the Nobel Peace Prize and Obama himself declared us the Heroes of the Millennium. We were awesome. How to cite Life Without Gravity, Essays

Agile MIS Infrastructure - Characteristics of Agile MIS Infrastructure

Question: Discuss the characteristics of Agile MIS infrastructure? Answer: Introduction Agile MIS Infrastructure is the process of sharing the data and resources among the users within an organization. A firm is fully dependent on this infrastructure to deliver the goods and services to the customers. It optimizes the operations of the business process so that it raises the productivity and also increases the profitability of the firm. Agile MIS infrastructure supports the change in the business process. Characteristics of Agile MIS infrastructure 1. Accessibility: At the time of operating a system, it defines the accessing ability of the user and also their performing ability. The application is being accessed by the user. Sometimes the application is being accessed only by the administrator, thus there is some restriction of accessing it by any other user except the administrator department. 2. Availability: If the system is being operative all the times then the availability of the products will be high, but when it is not operating then it will be unavailable to the user and the transaction process cannot takes place. 3. Maintainability: The system is being maintained properly. System maintenance means the system can be quickly accessed by the user so that the user can easily do the transaction process. The system is to be maintained as per the business change which means the change in the customers needs and their requirements. 4. Portability: The system will be portable when the software is to be operated on different types of devices (computers, laptops, mobiles etc). 5. Reliability: It ensures if a system is being operated correctly or not. If it is operating correctly then it gives accurate information to the user. The accurate information means that the task will have no error and will be accessed easily. 6. Scalability: It increases the growth rate to meet the needs of the user. It means the ability of the system is to raise the size of the product such that the customers are satisfied with the service. 7. Usability: It means to understand the users needs. The system is to be designed in such a way so that it can be efficiently used and the user can easily learn the process of using it. (Zhang; Carroll; Baltzan) Amazaon.com is the online process of selling goods and services to the buyer. It sells DVDs, CDs, video games, furniture, jewellery etc to the buyer to obtain some profit from the buyer. Agile MIS infrastructures characteristics are applicable to Amazon.com as business. The following points show how the characteristics are applicable to it: 1. Accessibility: Amazon.com has access the personal information of the customer only for receiving the order, delivering the order and also for the transaction process. They are not disclosing the customers information in any third party website and are keeping this information secure. Amazon.com enables the privacy and security of their business as per their business policy. The whole business process is to be handled by the administrative. 2. Availability: When the buyer places an order, it shows the delivery date of the product. When the product is available, they have to pay the price of the specific product. After entering the details of the bank, the transaction is being processed. But if the product is out of stock then it shows that the product is not available, and requests to place the order. They promise to deliver the product when it is available, so it occurs after a certain period of time. They inform the buyer by e-mail if the product is available or not. 3. Maintainability: At first, Amazon.com maintains their application properly. They update new products and their respective prices. There are many competitors of Amazon.com, so to compete with their competitors they reduce the price of the products to increase the productivity. They satisfy their customer by giving best services like delivering the products in time, fulfilling the customers expectations and needs, giving good quality products. They have to update their products day-by-day according to the buyers needs. 4. Portability: The user uses the computer, PC to place any order through online. They are also using the mobile phones for buying and transaction process by downloading the apps in the mobile. 5. Reliability: At the time of buying and consuming the goods, the customer should focus if the site is giving the accurate information about the product, because inaccurate information should place the wrong order. 6. Scalability: Amazon.com focuses on the customers feedback. It increases their productivity by improving the size of the products, quality of the goods. Thus, it raises the growth rate. 7. Usability: com implements an easy technique to use their business process so that it should be easy handled by the customers for buying (Baltzan). Conclusion Agile MIS Infrastructure provides the information which should be used to obtain the organizational goals. The characteristics of Agile MIS Infrastructure are applicable to Amazon.com. They are updating the changes on time and also providing the accurate information to the user. It also increases the growth rate and profit. References Baltzan,. Business Driven Information Systems. 1st ed. The McGraw-Hill Companies, 2015. Web. 16 June 2015. Carroll, John David. 'INFO 210 Ch. 5'. Quizlet.com. N.p., 2015. Web. 16 June 2015. Zhang, Jie. '141.Lesson5.Chapter 5 - MIS Infrastructures'. prezi.com. N.p., 2015. Web. 16 June 2015.

Shays Rebellion Essays - Rebellions In The United States

Shay's Rebellion Critical Analysis Shays Rebellion 1) Shays' Rebellion, the post-Revolutionary clash between New England farmers and merchants that tested the precarious institutions of the new republic, threatened to plunge the disunited states into a civil war. The rebellion arose in Massachusetts in 1786, spread to other states, and culminated in an abortive attack on a federal arsenal. It wound down in 1787 with the election of a more popular governor, an economic upswing, and the creation of the Constitution of the United States in Philadelphia. Shay's Rebellion was the first armed uprising of the new nation. It was caused by the absence of debt relief legislation in Massachusetts. When the Revolution ended, merchants and creditors lobbied for high taxes and against paper money. They were successful. These procreditor polices underminded farmers' finances. The legislation, including foreclosure laws, were extremely taxing to farmers and caused many to go into great debt. Many farmers were dragged to court where they faced high legal fees and threats of imprisonment because of their debt. In 1786, farmers in Massachusetts attended extralegal meetings where they protested against high taxes and aggressive eastern creditors. Bands of angry farmers joined together to close law courts with force and freed debtors and fellow protesters from jail. Resistance to the legislation climbed to a full-scale revolt. John Adams, president at the time, answered with the Riot Act, which outlawed illegal assemblies. The rebellion was suppresse d by military force. The rebellion prompted leaders with national perspective to redouble their efforts and create a stronger central government. 2) Economic crisis: high taxes, mounting debt A series of tax revolts by Massachusetts farmers against the Massachusetts legislature in 1786-1787. After the Revolutionary War, the Massachusetts legislature imposed high taxes to pay war debts. Rural farmers could not pay their taxes and faced forfeiture of their farms. Resentment of the taxes increased to the point that the farmers began to break up court sessions to prevent judges from ruling that specific farms should be sold to pay tax bills. These minor acts of rebellion turned violent in January 1787 when Daniel Shays, a farmer and Revolutionary War veteran, led 1200 people into Springfield to seize weapons from a national government arsenal. Massachusetts State military troops quickly put down the rebellion, but the event shocked the nation at the time. Shays' Rebellion hinted that law and order were seriously breaking down across the new United States to the extent that the national government, under the Articles of Confederation, could not even protect its own arsenal. Shays' Rebellion kindled the people's desire to form stronger national government which could enforce law, keep order, and solve the problems facing the developing United States. 3)Yes, I feel that the arguments presented in this essay were very strong and well supported. There was a lot of information and facts, however, in my opinion that created a problem. The article was almost too informative and gave way to a boring paper. I disliked the presentation of information because of the lack of interest that was displayed. The whole thing seemed to drag-on. Although, I did like the way the text was structured because on the introduction that provided me with clarity of what was to come as well as the easy reading level. Both of those aspects did make the assignment easier to accomplish. 4) This essay relates to what we have been learning about in school lately because it links together several events that occurred after the Revolution. It demonstrates the post-war effects and without a central government. It provided insight into how the Revolution did not provide the outcome that most Americans were expecting and in many ways they were facing the same issues as before except without the king. Debt was forming and people were once again rebelling because of taxes. The article also talked about important people and leaders such as Daniel Shay, George Washington, Samuel Adams, Thomas Jefferson, John Hancock, and James Bowdoin. All of this information we have previously discussed in class and taken notes on. 5) This piece of writing is important for us as high school students to learn about because it is extremely informative. Alden T. Vaughan provides incredible insight and knowledge about this specific period in

Socio

Socio Introduction This assignment is a discussion on the topic of giftedness and talent development. The discussion explores the topic by defining giftedness and how it’s related to talent. It archives this through looking at the socio- affective characteristics and personalogical development of the gifted child, and how they interact to assist or hinder the development of talents by the gifted children.Advertising We will write a custom essay sample on Socio- Affective Characteristics and Personalogical Development of the Gifted Child specifically for you for only $16.05 $11/page Learn More In the assignment therefore, the argument is that both socio- affective characteristics and personalogical development of the gifted child may have positive or negative effects on the gifted child, depending on how the parents, teachers and guardians respond to his or her needs. Those children, whose giftedness is properly nurtured, are able to develop the relevant ski lls and vice versa. The discussion is based on Francoys Gange’s model of giftedness as well as on various other readings. Discussion.  The Gifted Child Many scholars have for some time been grappling with the question of who really is a gifted child. Giftedness has usually been confused with talent, with some scholars like Joseph S. Renzulli, and Robert Sternberg using both giftedness and talent as synonyms (Rensuli, Smith, White, Callahan, Hartman, 1976). Some of the pioneers of the field of giftedness in education include Terman and Hollingworth. These two are believed to have been the first to notice the remarkable differences between the gifted individuals and the general population (Hollingworth, 1926). After the pioneer work by the above scholars in mid 1920s, other scholars like Tannenbaum Witty, Benbow and Stanely took the discussion on the topic a notch higher by establishing the differences between the gifted individuals and the general population in terms of apt itudes, temperament, family backgrounds and ability levels (Witty, 1930) and (Benbow Stanley, 1983). In recent years after the works of these scholars, psychologists developed some scales to measure and rate these characteristics in an attempt to quantify the most prominent behavioural indicators of giftedness.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More As recent as 2000, Francoys Gange developed what was referred to as Differentiated Model of Giftedness and Talent (DMGT) which is also referred to as the developmental theory. In the theory, Francoys Gange argues that giftedness is a pre-requisite of talent development and therefore a person may not become talented without being gifted in the first place. However, according to him, a person may just retain his or her giftedness without developing a talent but the reverse is not true (Gange, n.d). In DMGT, giftedness is simply defined a s a natural ability which is not necessarily innate, but has some genetic linkages. However, scholars are yet to unravel the mystery of the linkage of giftedness to genetics. Giftedness may also refer to an above average intellectual ability among the peers as well as a high cognitive ability than that of the peers. Talent on the other hand is defined as skills, competencies and expertise acquired through the process of learning. Talent may or may not emanate from giftedness; with talent emanating from giftedness being more versatile than the one emanating from normal learning. Talent may also refer to various forms of excellence like in technology, sports or arts. In the words of Francoys Gange giftedness and talent may be differentiated as follows; ‘GIFTEDNESS designates the possession and use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers’ (Gange, 2005. pp. 98-119). ‘TALENT designates the outstanding mastery of systematically developed abilities, called competencies(knowledge and skills), in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers who are or have been active in that field’ (Gange, 2005. pp. 98-119).Advertising We will write a custom essay sample on Socio- Affective Characteristics and Personalogical Development of the Gifted Child specifically for you for only $16.05 $11/page Learn More Francoys Gange goes ahead to conclude that as, I quote, ‘talent development corresponds to the progressive transformation of gifts into talents. According to the DMGT theory, talent development constitutes of five components namely gift, talent, talent development, intrapersonal and the environment catalysts designated as G, T, D,I and E respectively. The interaction of these five components may either assist or hinder the transfor mation of giftedness into talent(s). In the following section, I will discuss in brief these five components of talent development (Gange, 1998. pp.87–95). Components of Talent Development The gift (G) component This component constitutes of other six sub components namely the creative (GC), intellectual (GI), social (GS), perceptual (GP), motor control reflexes (GR) and muscular (GM) abilities. According to Francoys Gange, these natural abilities may be observed in children as they perform various tasks like understanding mathematical concepts, reading and learning a foreign language, speaking, composing a song or a poem, writing a story, social abilities in interactions as well as physical and perceptual abilities like dancing, doing crafts and sculpture work (Gange, 2003.pp.60-74). Francoys Gange argues that these gifts manifest themselves in young children mainly because at that age, systematic learning is usually absent. It therefore follows that the more the children ar e exposed to systematic learning, the more these gifts are transformed into various talents during adulthood (Van Tassel- Baska, 1983. pp.139-144). The Talents (T) Component The World-of-Work classification of occupations classifies talents into nine sub-components, six of which are based on John Hollands well-known Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) classification of personality, with the other three namely games, academic (K-12) subjects, and sports serving as complements of the other six in RIASEC. In DMGT, most of these talents are easily measured using various scales like exams, standardized achievements as well as various assessments in various occupations and fields of excellence. In the DMGT model, there is no room for elitism, which attributes talent development on learning, education and qualifications, but rather, a presence of giftedness and talents in many individuals in the general population (Sternberg, 2004. pp.79-95). Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Talent Development Process (D) Component This process is believed to begin as soon as an individual, either a child, an adult or an adolescent enters a systematic talent oriented development program mostly through the process of identification. This component is composed of other the sub- components namely progress (DP), activities (DA), and investment (DI). The main components of talent development activities include the curriculum offered in a specific format (DAF) and specific content (DAC). The learning environment or format may either be structured, for example in school or unstructured, also known as autodidactic learning. In the DMGT model, the development of a talent takes place in a gradual and progressive manner, moving from novice, advanced, proficient and expert (Colangelo Davis, 2003). During this process, which is mostly a longitudinal one, the teacher or coach is able to note the peak of the talentee during various activities or occasions like death of a loved on e, manifestation of love and excellent performance in various fields by the talentee which becomes outstanding and unique. Talentees may also be unique in the manner in which they spend their money, time and psychological energies, with most of them recording outstanding and unique approaches to these issues (Gange, 1999.pp.109-136). Intrapersonal (I) component This component is also referred to as the intrapersonal catalyst and constitutes of two other sub-components namely the physical and mental traits and the goal oriented process. The physical traits include things like race, ethnicity and chronic illness while the mental traits include things like personality and temperament. These traits, both physical and mental may positively or negatively impact on the individual’s ability to develop talents from natural giftedness (Heller Kurt, 2000.pp.67-79). The goal oriented process constitutes of three other sub-components namely motivation (IM), awareness (IW), and volition ( IV). Awareness of their personal strengths and weaknesses enables the talentees to adequately plan the development of goal identification activities. The talentees are also motivated by the achievement of some goals, which makes them specialize on such areas thus developing specific talents. Failure in some areas leads to less interest and lowered motivation in those fields, thus a low probability in developing talents in those areas (Gross, 2004). The Environmental (E) component This component is also referred to as environmental catalyst and constitutes of three other sub-components namely the individuals (EI), milieu (EM), and provisions (EP). EI sub-component constitutes the talentees’ social environment, and more so, the influence of the significant others like siblings, parents, teachers, public figures, mentors, and trainers as well as peers on the taletees. The actions of these significant others may influence the talent development by the gifted individuals either po sitively or negatively (Gange, 2003.pp.60-74). The EM constitutes of physical, social and economic environments in which the gifted individual find himself or herself in. Physical environment may include things like climate and the nature of the neighbourhood which may be either a rural or an urban setting. The social environment may involve things like the social and cultural environment of the general population in the place where the gifted child grows in while the economic aspect may include things like the financial status of the parents and family of the gifted child (Gange, 2003.pp.60-74). EP sub-component constitutes the talent development programs and services and is sub-divided into two sub-categories namely administration and enrichment , with enrichment referring to some specific talent development curriculum while administrative provision referring to the part time or full time grouping, grade skipping, early enrolment in schools as well as the advanced placement progra ms (Gange, 2003.pp.60-74). Chance Apart from these five components of the development process, psychologists have identified another component referred to as chance and the role it plays in the development process. According to Francoys Gange, chance ‘represents the degree of control that talentees have over environmental influences’. According to John William Atkinson, chance becomes relevant in the DMGT model in that we are not able to control the backgrounds in which we are born as well as our genetic make-up, yet, these two greatly influence the G and I components in the DMGT model. Chance therefore plays an important role in talent development because giftedness is influenced by genetic makeup, as well as the social, cultural, physical and economic backgrounds in which we find ourselves in (Gange, 2003.pp.60-74). After discussing the talent development process, I will now turn to the socio- affective characteristics and personalogical development of the gifted chil dren and how they influence their talent development. I would like to mention at the outset that giftedness is a natural ability, which may positively or negatively affect the gifted individual depending on the environment in which he or she grows in (Gange, 2003.pp.60-74). Many scholars in gifted education have argued that gifted children have special needs, which must be addressed so as to enable their natural abilities to be transformed into useful talents, as well as mitigate any negative effects of their giftedness. Many countries, led by the United States seem to have recognized the needs of the gifted children, and have thus established specialized schools and training for the gifted children with a view of nurturing their natural abilities so as to transform them into very useful talents. These countries also believe that there are many gifted children and if well nurtured, their natural abilities may be transformed into excellent talents which may put them well ahead of oth er countries in various fields like technology, commerce, sports and the fight against crime (Mills Jackson, 1990. pp. 410-422). Before discussing the characteristics, I would like to point out some of the issues which must be born in mind when discussing these characteristics. One of them is that it is not all gifted children who will portray these characteristics, meaning that some will exhibit specific characteristics but not others. It is also important to bear in mind that these characteristics are developmental, meaning that some children may show them as early as during childhood while others may show them during later stages of development. Also important to note is that some of these characteristics only appear when the gifted children are engaged in an aptitude or some areas of interest (McMillen, Eckert Little, n.d). The Characteristics of Gifted Children and How They Assist or Hinder Talent Development Preference of independent work Many gifted children prefer working alone in many activities, even those which require partnership with other children. This may be attributed to their ability to manage their issues properly without any assistance. It shows their exceptional ability to come up with appropriate solutions to problems or challenges as well as their ability to think abstractly, so as to come up with solutions to many challenges which may need group efforts to solve (Neither,Reis,Robinson Moon, 2002). This characteristic may affect the child in a positive manner in that if the child is assisted and guided by a mentor or instructor, he or she becomes motivated to come up with solutions to his or her personal problems, thus becoming an independent minded person. Such nurturance may also lead to enhanced creativity, which is a pre-requisite of innovation. When they are left to work in groups, this may inhibit their ability to think independently and come up with new and independent ideas. It may also inhibit their reasoning by the fear of a ppearing too exceptional among their peers (Silverman, 1993). If gifted children are not properly nurtured, they may develop antisocial behaviour, which may lead to their isolation by their peers. This is because their ability to develop and carry on with the unique behaviour of working alone may lower their self-esteem through perceiving themselves as abnormal instead of exceptional to others. There is therefore the need for care givers to motivate the gifted children to be more independent by informing them that they are not being deviant, but rather, are doing very constructive and important work for themselves and the society at large (Cox, Daniel Boston, 1985). Multiple interests Gifted children are unique in that they are able to have multiple interests at the same time unlike the other children who usually have their interests in a prioritized manner. This is attributed to their high cognitive abilities, which enables them to have the energy to pursue and concentrate in seve ral areas of interest at the same time. In situations where the gifted children are given the opportunity to explore various aspects of life, they are able to develop and master multiple talents. On the other hand, the lack of enabling environment for exploration may lead to frustration of the children, which may in turn lead to slowed development in their various aspects of life. Emotional intensity Usually, children are not supposed to have emotions like love, grieve or embarrassment. In contrast, gifted children portray emotional intensity at very early ages in life. They are able to have emotional feelings triggered by death or the absence of something which they adore. Their emotional sensitivity makes them suitable for theatre activities which is itself a talent. However, if other children realize that they are overly sensitive to various emotions, this may become a problem because the other children, out of ignorance would often disturb the gifted children by evoking such emo tions in them, which may hinder the development of the respective talents in them due to lack of the enabling environment to do so. Perfectionism Many gifted children are overly concerned about being perfect in everything instead of being excellent. They like to be perfect in academics, social life as well as in their decision making. They feel very angry when they make a mistake no matter how slight it might be. This tendency may be a resource especially because it makes the child work hard so as to be perfect. This may result in his or her excellence in various fields which in turn develops into various skills and talents. However, perfectionism may lead to anxiety and fear of failing to accomplish what they want in the way they want it. This may in turn lead to developmental challenges among the gifted children in that it leads to a feeling of guilt, which interferes with their maximum development. The gifted children therefore need to be nurtured and made to understand that whil e it is a virtue to work hard, it is good to understand that it is unrealistic for them to be perfect in everything they do, and therefore, the goal of being perfect should be replaced with the goal of achieving excellence. This can go to great lengths in transforming their hard work into useful talents in their areas of interests. Altruism and idealism Gifted children have strong passion in helping and working for others at early ages in life. They are very interested in helping their parents and friends as well as peers. They also like doing volunteer work in hospitals or in various humanitarian organizations or initiatives. This rather puzzling passion forms a basis for a career in various humanitarian fields like advocacy, charity work, philanthropy and diplomacy. However, if the goals of the parents and significant others are not compatible with those of the gifted child; they may not be collaborative and supportive to the child. Similarly, in social cultural environments which do not embrace altruism and idealism, the child may inhibit such a talent and may as well develop the opposite, thus becoming rebellious, cruel and in extreme cases, a sadist. Good sense of humour Many gifted children are able to play around with their social environment, using words, gestures or actions which transform a painful or tense situation to a friendly and humorous one, thus defusing any tension either within themselves or in others. This ability comes from their natural ability to understand various situations and their opposites, thus able to construct jokes, talks and actions which echo the painful or harmful situation, but in an opposite or less painful or harmful version. This ability, if well nurtured, especially in environment which encourages theatre and comic satires may help the gifted children excel in theatre work. However, if the socio cultural environment does not embrace humour, the child may not develop this particular talent. The other negative side of a good sense of humour is that it can sometimes lead to more developmental problems, especially if the child uses it to cover up his or her developmental challenges or weird personality traits. This is because the weird personality traits or developmental challenges are camouflaged, and continues to build up without being discovered as early as possible, so that the necessary steps are taken to deal with it. Strong attachments and commitments Many gifted children usually form more intense friendships and attachments to people who are order than them than with their peers. This may be attributed mainly to their natural ability to emulate others and excel in various fields or areas of interest. They are also overly committed to their work, more so during adulthood. This characteristic is useful for them, especially if they grow in environments which value mentorship of young children by their older counter parts. If assisted to attach themselves to people who are respectable and who hav e excelled in career or in some talents, the gifted children may develop good talents at their adulthood. However, in environments where there are few or no good role models to emulate, gifted children may end up emulating or attaching themselves to people with poor and undesirable characteristics, thus acquiring and perfecting bad behaviours, morals and values. The power of concentration Many gifted children display an exceptional ability to concentrate and an ability to deal with a specific problem for a long time than their peers. If they are given an ample time to concentrate without inference, they are able to excel in that specific field(s), be it science, mathematics or technology, which may form a strong foundation for their future career in those areas of interest. However, if disrupted or denied the time to learn how to concentrate at early age, this may hinder their later excellence in these areas of interests. Ability to generate original ideas The gifted child is able t o come up with original ideas, which are free from any external influence either alone or in partnership with others. The ideas may be in one field, like in technology or in multiple areas, like in technology, mathematics or social studies. This ability is useful in that it may lead to the specialization of the child in a single or multiple fields. However, there is the need for the parents, teachers and siblings to support the child psychologically so as to reinforce the ability to generate these ideas. If the gifted child grows in an environment where nobody seems to recognize his or her ability, this may compromise his or her abilities to excel in these areas of interests in future life. Conclusion In conclusion, this discussion has explored the topic of giftedness and talent. It has emerged that giftedness leads to the development of various talents. The talent development process has also been discussed whereby it has emerged that it is composed of five main components namely g iftedness, talent, talent development process, intrapersonal and environmental catalysts. Various characteristics of giftedness have also been discussed and how they interact with the socio cultural environment to either assist or hinder the development of talents by gifted children. What has emerged in all the characteristics is that giftedness is not a guarantee of talent development, but rather, it can lead to the acquisition of good or bad talents depending on the manner in which the gifted child is brought up and whether giftedness is nurtured so as to develop into the respective talent(s). If gifted children are left alone without guidance and nurturance, their natural abilities may be reduced to burdens to themselves or to the society, but if they are properly nurtured, such natural abilities may be tapped and transformed into useful skills and talents, which can help many countries in their development. It is for these reasons that many countries have established specialized schools and trainings for gifted children, so as to identify various natural abilities at the very early ages, and nurture them into useful talents through giving the gifted children the necessary motivation and setting the necessary learning environment for them to fully develop such talents. However, research is still going on in order to identify relationship between genetics and giftedness so as to adequately understand the needs of the gifted children in order to reap the maximum talents from them (Terman,1925). References Benbow , C.P Stanley J.(1983). Academic precocity. Baltimore, MD: John Hopkins University Press. Colangelo,N Davis, G.A.(2003).Handbook of gifted education (3rd Ed.). Baltimore, MD: Allyn and Bacon. Cox, J., Daniel, N., Boston, B.O. (1985).Education Able Leaners. Programs and learning practices. Austin: University of Texas Press. Gange, F. (1998). A proposal for subcategories within the gifted or talented populations. Gifted Child Quarterly, 42, pp.87â€⠀œ95. Gange, F. (1999). My Convictions about the Nature of Abilities, Gifts, and Talents. Journal for the Education of the Gifted, Vol. 22, No. 2, 1999, pp. 109-136. Gange, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo G. A. Davis(Eds.), Handbook of gifted education (3rd Ed.), pp. 60-74. Boston: Allyn and Bacon. Gange, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg and J. E. Davidson (Eds.), Conceptions of giftedness (2nd Ed.), pp. 98-119. New York: Cambridge University Press. Gange, F. (n.d). The differentiated model of giftedness and talent (DMGT). In J. S. Renzulli, E. J. Gubbins, K. Gross,M.U.M.(2004). Exceptionally gifted children (2nd Ed.) New York, NY: Routledge. Heller Kurt. (2000). (ed.): International Handbook of Giftedness and Talent (2nd Ed). Oxford: Elsevier Science Ltd, pp. 67-79. Hollingworth, l. (1926).Gifted Children. New York: World Press. McMillen, R. D., Eckert, Little. C. A. (n.d). (Eds.). Systems and models for developing programs for the gifted and talented (2nd Ed.). Mansfield Centre, CT: Creative Learning Press. Mills ,J.R Jackson, N.E.(1990).Predictive Significance of Early Giftedness. The Case of Precocious Reading.Journal of educational psychology, 83(2), pp.410-422. Neither,M.,Reis,S.M.,Robinson,N.M Moon,S.M.(2002).The social and emotional development of gifted children ;What do we know ?Waco, Washington D.C.: American Psychological Association. Rensuli, J.S., Smith, L.H., White, A.J., Callahan, C.M Hartman, R.K.(1976).Scales For The Rating of Behavioural Characteristics of superior students. Mansfield centre CT: Creative learning press. Silverman,L.K.(1993). Counselling the gifted and talented.Denver: Love publishing Sternberg, R. J.(2004) (ed.): Definitions and Conceptions of Giftedness. Thousand Oaks:Corwin Press,pp. 79-95. Terman L. (1925).Genetics Studies of Genius (Vol. 1).Stanford CA: Stanford University Press. Van Tassel- Baska, J. (1983). The 1982 Midwest talent search finalists. Gifted child quarterly 27(3) 139-144. Witty, P. (1930). A study of one hundred gifted children. Lawrence, KS: Bureau of school service and research.

German Influence in Mexican Music

German Influence in Mexican Music Could an instrumental German polka band piece, or what seems to be one, may in fact not be a German song at all but a Mexican one? Wait for the words...Yes it could! The music you hear is a Mexican polka style of music known as norteà ±o. Mexican Music Style Influenced by Germans Music from the northern part of Mexico, norteà ±o, meaning  northern, or  mà ºsica norteà ±a, northern music, was influenced by German settlers in Texas around 1830. It is no coincidence that some types of Mexican music have the German polka oom-pah-pah influence. Migration Phenomenon There was a large migration of Germans to southern Texas from the 1830s to the 1840s. According to the Texas State Historical Association, the largest ethnic group in Texas born in Europe or whose parents came from Europe hailed from Germany. By 1850, Germans made up more than 5 percent of the entire population of Texas. This part of Texas  became known as the German Belt. At that time, as it is now, the Rà ­o Grande marked a political and geographical divide more than a cultural one. The musical style and even the instruments of the German immigrants were adopted and became popular among those of Mexican heritage. One of the most influential musical instruments of the Germans musical style, the accordion, became especially popular and was frequently used in dance music such as waltzes and polkas. Modernization of Norteà ±o The popularity of norteà ±o  among Mexican-Americans spread in the 1950s and overlapped with popular American styles of rock and roll and swing. This overlapping of musical styles became known as tejano, literally the Spanish word for Texan, or more appropriately, Tex-Mex, a blending of the two cultures. A conjunto norteà ±o, or norteà ±o  ensemble, features the accordion along with the bajo sexto, which is a Mexican instrument similar to a 12-string guitar. Over time, norteà ±o  mixed with other music styles to form unique Mexican music styles, including  quebradita, which is a style that is heavy on the horns, banda, a  style  similar to the polka, and  ranchera, a traditional Mexican music genre. Influence on Mariachi  and Mainstream Music The norteà ±o  musical style influenced music from other regions of Mexico, such as what is probably the most widely-recognizable form of Mexican music, the mariachi music from the Guadalajara region. Norteà ±o or  tejano-style music is nearly always performed in Spanish, even by Mexican-Americans who speak primarily English. For example, native Texan and Spanish-English crossover artist Selena sang in Spanish before she could properly speak Spanish. For Selena, later known as the Queen of Tejano Music, the competition was less fierce in the Mexican music market compared to the American music market. She rode  the Mexican music market to fame and ranks as one of the most influential Latin musicians of all time. The norteà ±o or  tejano-style genre in the United States is often erroneously viewed as synonymous with Hispanic music, but it is just a type of Spanish-language music and represents only one genre of Mexican music. Mexican music is incredibly diverse and Spanish-language music is even more diverse, spanning many continents and representing different nationalities around the world.

Economy of Hong Kong Research Paper Example | Topics and Well Written Essays - 2750 words

Economy of Hong Kong - Research Paper Example Hong Kong has played a crucial role not only in Asia’s economic system but also linked to the western. British successfully prospered Hong Kong’s economy and several impacts has brought into through this development which could be said as a path to Hong Kong’s Modernization. The role of Opium War in Hong Kong’s economic development During the start of the 19th century, Hong Kong did not show any indication that it would later become a world trade center in Asia. The country was way beyond in terms of economic development. Unlike today, China was not interested into foreign trade so Hong Kong dwelled mostly on farming and fishing. This did not last until British ocean-going ships discovered Hong Kong as useful for â€Å"unloading and loading cargo to be barged up the Pearl River to Canton† (Liu). During that time, there was a trade imbalance between the western countries and china because china had more to offer than it needed in return. Because of the on-going trade imbalance, the British had to think of ways to prevent it. One of the solutions that they thought of is to illegally import opium to China. Opium was used for medicinal purposes in China toward the end of the 15th century (Tho’Mas). It was used to cure dysentery, cholera, and other diseases. However, it was in 1729 when the Chinese imperial government had found out of the detrimental effects of opium smoking. The opium sale had been banned since 1729 and its importation had been illegal until 1820 (Liu). The British saw this as an opportunity to offset the trade imbalance. According to Liu, the illegal opium trade thrived in Canton where they imported 40,000 chests of opium to China annually. The British and the US have made a good fortune in this illegal trade. "This illicit massive transfer of wealth from China, one of the world's richest and largest economies at the time, played a key role in financing the economic development of Europe and North America in the 1800s." (Liu) As the British continue the opium trade, the Qing dynasty ordered to stop the Opium trade by assigning troops in Canton and demanded that the British troops turn over their opium contraband. More than 20,000 chests of opium were surrendered by the British after six weeks (Liu). This happening encouraged British traders to occupy since