Mao Tse-Tung Essays - Republic Of China, Chinese Communists

Mao Tse-Tung Mao Tse-Tung was a revolutionary person in his era; his ideas and actions have changed the lives of billions of Chinese people. Mao's motifs were made to make the people of the People Republic of China live a life free from poverty and live in a more pleasant place. Mao used many methods to make this possible but some of them were cruel and inhumane, the consequences of his actions marked the Chinese for many generations and will continue. Mao was born December 26, 1893, into a peasant family in the village of Shaoshan, Hunan province. This harsh upbringing made him know the impact of living in poverty, he wanted the others in his country to be rid of this adversity. Although China is the country with the most population, most of the people lived in poverty and had no education. The country had no strong support from it's citizens, they had to work hard to survive and had no time or money for an education. Mao was lucky to receive an education and he wanted all the children to have on too. The main factor of this way of living was due to feudalism , and how it made the servant work for almost nothing and the landlords had the power over all the people. Mao wanted this to end so he introduced communism, a concept or system of society in which the major resources and means of production are owned by the government rather than by individuals. This provides for equal sharing of all work, according to ability, and all benefits, according to need, this was a major effect on the people of China. The consequence of this was that it gave the poor food and support but it caused the rich to become poor, this made many rich people rebel and in turn it caused a large amount of deaths and injuries. Mao tried to change the government of China during his time of study in Beijing but he was rejected instantly because it would harm a lot of the government officials in high positions. In 1920, Mao returned to his hometown, after his studies and his marriage with his professor's daughter in Beijing . He attempted to organize a democratic government for Hunan province but failed. This affected his future greatly, he now felt that the government was selfish and was hiding from the problems of the country. Mao then founded a (Chinese Communist Party) CCP branch in Hunan and organized workers' strikes throughout the province. At this time warlords controlled much of northern China. To defeat the warlords, the Kuomintang (KMT) party of Sun Yat-sen allied with the CCP in 1923 . Mao had no choice but to join the KMT and served on its Central Committee, although he maintained his CCP membership. Because of his peasant background, he was named director of both the CCP and KMT Peasant Commissi ons. In 1927 Mao wrote a paper titled Report on an Investigation of the Peasant Movement in Hunan, in which he declared that peasants would be the main forces in the revolution. He tells of the peasants rise, starting with the period of organization, the overthrowing of bad gentries and landlords. The violence and rage that was shown by the peasants evoked two distinctive reactions throughout the city. Some citizens were behind the peasants movement and shared the view point of Very good indeed, this ran contrary to the other statement declaring it an awful mess. People were wondering if it had gone too far in its brutality. Maos comments on this was that A Revolution is an uprising, an act of violence where one class overthrows another. It was necessary to overthrow all authority of the gentry, to knock them down and even trample them underfoot. A harsh, but true, view into revolution. Mao ends his report with the fourteen great deeds done by the peasants, this account angered many. The first one deals with the organization of the peasants that were stated above. The next couple tell of the hardships that were now against the landlords. The fourth talks of the overthrowing of feudal rule, The fifth with building up a peasant armed forces

thesis statement example - pros and cons of minimum wage uk The WritePass Journal

thesis statement example - pros and cons of minimum wage uk Introduction thesis statement example pros and cons of minimum wage uk ). The Low Pay Commission are continually identifying employers that are not paying their workers the minimum wage (937 cases in 2010/11). Additionally, data show that in April 2011, approximately 233,000 UK adults were paid less than the minimum wage (LPC, 2012). Not all individuals receiving less than the prescribed minimum wage (currently  £6.08 p/h for over 21s,  £4.98 for 18-21 year olds [HMRC, 2012]) are doing so against the minimum wage employment law. Exceptions include workers who have accommodation provided by their employer, apprentices and interns. One group particularly vulnerable to not receiving the national minimum wage is migrant workers. Research has shown that migrant workers have filled gaps in the UK labour market, however have also put downward pressure on wages at the bottom of the distribution, which have been prevented from falling further by the national minimum wage. The existence of a minimum wage to prevent wages falling further has positive implications for native workers, meaning they do not fall subject to lower wage rates. It also however, means that wages are unable to fall to a rate at which supply meets demand potentially leading to an increase in unemployment for those in unskilled jobs. The implication s of the minimum wage for unemployment are not constrained to the presence of migrant workers, and this will be discussed in more detail later on. As well as having an impact on the labour market, migrant workers have been shown to be examples of people in the country receiving less than the prescribed rate. Research by French and Mohrke (2006) found that some employers of migrant workers put various charges on their salaries, reducing wages below the minimum wage, and deducting accommodation fees that were in excess of the legal allowance. The exploitation of migrant workers was further highlighted by Moore and Watson (2009) who discovered that they were at risk from low wages, unclear payslips and unauthorised deductions from wages. It is therefore clear that the introduction of a national minimum wage in the UK has not provided everyone in the country with a wage above the prescribed rate, however the Government measures and implemented compliance enforcing techniques are further insuring that those entitled are receiving the minimum wage. There is considerable evidence to show a compression of the lower wage distribution and therefore improvement of wage inequality as a result of the introduction of a national minimum wage. Machin et al. (2003) investigated this effect in the care home industry, a low-wage heavy sector, finding that the minimum wage had a sizeable impact on wage dispersion. The inequality between those earning in the 10th percentile (the lowest paid workers) and the 50th percentile (mid pay-range) reduced from 21% to 9%. There was no change between wages in the 50th and 90th percentile (a 34% gap). This effect is replicated in the UK labour market, with Butcher, Dickens and Manning (2012) finding evidence that income inequality at the bottom of the wage distribution since the introduction of the minimum wage. These findings demonstrate a ‘greatness’ of the minimum wage in achieving the Government’s aim of protecting the lowest earners from low wages, and achieving a more equal wage distribution. Despite evidence of the desired effects on wage equality, the ‘greatness’ of the national minimum wage is something that has received debate since its introduction, with both scepticism and support for its effect on the UK labour market and economy. Economic theory would suggest that in certain economic conditions, such as a recession, a national minimum wage would inflict a negative impact on employment, with employers being unable to afford workers and these workers being unable to offer their services for a lower wage to escape unemployment. Additionally, there is some evidence to suggest that employers substitute their unskilled workers for increased use of technology (Bullock et al., 2001; Gilman, 2002) to maintain productivity. Despite this, investigations into the rate of unemployment have shown few effects of a wage floor on jobs (Petongolo Van Reenen, 2011). The LPC acknowledges the existence of a pay level that would ‘destroy’ large numbers of jobs and aims to ensure that the minimum wage does not rise to this level (Manning, 2012). The LPC does, however, highlight several issues that have arisen in the labour market as a result of the minimum wage, which may compensate for not cutting employment rates. These responses to increased labour costs include cutting overtime hours, decreasing annual leave entitlement and pensions, merging pay zones, and reducing working hours (LPC, 2011). Although keeping individuals employed, these compensatory measures may mean that workers are not actually receiving a gain from the introduction of a minimum wage. However, the LPC subsequently states that reduced hours have not affected weekly earnings. Another viewpoint is that the minimum wage actually encourages people into the workforce by providing increased incentive to work. For the voluntarily unemployed, it becomes more beneficial for them to enter into work instead of receiving unemployment benefits. This may explain why any effect of the minimum wage on employment levels in low-earners has been negligible (Manning, 2012). It is also important to consider the effects of having to pay a minimum wage on the employers. Some businesses have responded to the minimum wage by increasing their prices, or accepting a lower profit margin (LPC, 2011). This may have implications for demand for products, and lower profits will have implications for investment in technology, advancements and training, as well as business growth. Consequently, a slowing in business growth has implications for employment, living standards, and consumer confidence (Riley, 2006). Whilst employers may suffer with increased labour costs, the minimum wage has also been suggested to have an impact on the productivity of workers. Standard neo-classical models would suggest that when introducing a minimum wage, all workers producing an output (marginal product) below that of the wage rate would likely be dismissed, as the firm substitutes labour for capital. The productivity of the workforce would therefore rise, as the same level of output w ould be required from fewer labour inputs (Forth O’Mahoney, 2003). If this scenario holds true, it is evident again that unemployment would likely increase. Alternatively, as suggested by efficiency wage theory (Rebitzer Taylor, 1995), employees may increase their marginal product in response to increased motivation from higher wages. This may also occur as a result of further employer supervision of effort as employers seek to protect their increased investment. Additional hypotheses suggest that to avoid dismissal, workers seek to increase their skills and education and therefore the quality of their output (Cubitt Heap, 1999). This has positive implication for employment, as employers will not need to dismiss any workers and therefore output would rise equally with labour costs (Forth O’Mahoney, 2003). Opposing theories claim that rather than providing incentive to gain skills and remain in employment, the guarantee that all workers receive above a minimum amount will lead to lack of labour force skill development. It has been proposed that this occurs because young unskilled workers are enticed out of education and training and into the job market (Neumark Wascher, 2008) something that has been shown in other countries. The UK’s LPC are concerned that there not be an incentive for young people to leave training (Croucher White, 2011) and additionally have observed that the decision of young adults to stay in full-time education has been unaffected by wage rates (De Coulon et al., 2010). Whilst the improvement of pay inequality at the bottom end of the wage distribution cannot be disputed, raising the pay of low skilled workers may lead to the demand for companies to ensure the maintenance of pay differentials as higher-up workers insist on pay rises. In a case study, (Denvir Loukas, 2006) found that 56% of companies interviewed had changed their hourly pay rates for those earning above the minimum wage in order to maintain wage differentials. This puts further pressure on companies’ labour costs and pressure to maintain employment levels, prices and profits. Whilst the minimum wage is pulling the lower skilled workers out of poverty, it may seek to push the wages of those greater skilled and earning employees even higher, and thus furthering inequality at the between those earning in the middle and top percentiles. This is something noted by Manning (2011) who asserts that it is those earning in the middle part of the income distribution that are feeling the real squeeze in their incomes. Although the minimum wage serves to protect those at the lower end of the wage spectrum, those earning higher rates may also be pushed out of employment or forced to absorb the work of lower skilled workers as employers are forced to make redundancies. The introduction of a national minimum wage means that all workers meeting the criteria, regardless of location within the country, are entitled to receive the minimum rate or above. This has implications for those living in more expensive regions of the UK, where the minimum wage has greater ‘bite’, reaching further up the wage distributions in certain geographic regions than others (Stewart, 2002). This therefore means that the effect of the minimum wage and way that it works will differ in each geographical area. Some theorists argue for a regional variation in minimum wages (Smith, 2006), founded on the argument that employment and company efficiency in certain regions may be adversely affected by a minimum wage rate that is above the region’s productivity levels (Dolton et al., 2008). For example, whilst a higher minimum wage may be applicable in a highly competitive and productive capital city, this wage rate may not be sustained in a rural community with lo wer costs of living. It must also be appreciated however, that productivity, unemployment and employment rates have varied across regions from well before the inception of the minimum wage. Investigation by Dolton et al. (2008) elucidates the impact of regional variation on minimum wage effects, showing that areas where the minimum wage has a larger bite experienced larger declines in the 50th percentile- 5th percentile wage ratios than elsewhere. They additionally found that these areas were more susceptible to higher rates of unemployment in the first few years of the minimum wage introduction, which then reversed with these areas experiencing lower rates of unemployment in the years to follow. Additionally, the discrepancy between the minimum wage bite between geographical regions does not just have implications for the labour market as a whole, it also affects individual workers differently. Whilst the wage has been introduced to reduce poverty, increase living standards and inequality amongst the low skilled workers, it seems ironic that this may be a case more greatly than for others dependent on where they live. Consider the case of a set of twin brothers, who both work as toilet attendants. On the minimum wage, twin A, who lives in Northumbria has a purchasing power 10% greater than twin B, who lives in greater London, meaning that twin B has to work an eleven days to be able to purchase the same goods as twin A (Office for National Statistics, 2010). Disparity such as this has been recognised by the UK government, reflected in the introduction of the London Living Wage, whereby London address holder employees of Greater London Authority member companies (such as the NHS) benefit from an increased wage rate. Overall, the ‘greatness’ of the minimum wage can be seen in its assurance that no employees of working age will be subjected to low or unfair wage rates. The national minimum wage ensures that no members of the labour force need live in poverty, although the regional variations in such a statement have implications. The quality of life and fairness for individuals provided by the minimum wage is of great importance, and this is something that is emphasised by the UK government’s efforts to ensure compliance to the minimum wage jurisdiction. Despite benefit for many individuals, a national minimum wage presents many implications for countries’ labour markets and economies. The results of these implications can be controlled with an effective wage floor rate, and the issue of balance should be carefully considered and monitored by any regulatory body. References Bullock, A., Hughes, A., Wilkinson, F. (2001) The Impact of the National Minimum Wage on Small and Medium Sized Businesses in the Cleaning and Security Sectors, Cambridge: Centre for Business Research. Butcher, T., Dickens, R., Manning, A. (2012) â€Å"The Impact of the National Minimum Wage on the Wage Distribution†. Research Report for the Low Pay Commission. Croucher, R. Rizov, M. (2011) The Impact of the UK National Minimum Wage on Productivity by Low-paying Sectors and Firm-size Groups. Research Report for the Low Pay Commission. Cubitt, R. Heap, S. (1999) Minimum wage legislation, investment and human capital, Scottish Journal of Political Economy, 46, pp. 135-57. De Coulon, A., E. Meschi, E., Swaffield, J., Vignoles, A., Wadsworth, J. (2010) Minimum Wage and Staying-on Rates in Education for Teenagers. Research Report for the Low Pay Commission. Denvir, A. Loukas, G. (2006) The Impact of the National Minimum Wage: Pay Differentials and Workplace Change. Research Report for the Low Pay Commission. Department for Business, Innovation and Skills (2011) National Minimum Wage Annual Report for 2010/11. London: Crown Copyright. Department for Business, Innovation and Skills (2010) National Minimum Wage Compliance Strategy. London: Crown Copyright. Dickens, R., Manning, A (2004) Has the national minimum wage reduced UK wage inequality? Journal of the Royal Statistical Society A, 167, 613-626. diNardo, J., Fortin, N., Lemieux, T. (1996) Labour market institutions and the distribution of wages, 1973-1993: A semi-parametric approach. Economertrica, 64(5), pp. 1001-1045. Dolton, P., Rosazza-Bondibene, C. Wadsworth, J. (2008) The Geography of the National MW, Report for the Low Pay Commission. Gilman, M., Edwards, P., Ram, M. Arrowsmith, J. (2002) Pay determination in small firms in the UK: the case of the response to the National Minimum Wage, Industrial Relations Journal, 33(1), pp. 52- 67. HM Revenue and Customs (n.d) The National Minimum Wage [WWW] HM Revenue and Customs. Available from: hmrc.gov.uk/paye/payroll/day-to-day/nmw.htm [Accessed 01/08/2012]. Forth, J., O’Mahoney, M. (2003) The impact of the national minimum wage on labour productivity: An analysis using industry data. Research Report for the Low Pay Commission. French, S., Mohrke, J. (2006) â€Å"The Impact of ‘new arrivals’ upon the North Staffordshire labour market†. Research Report for the low Pay Commission. Lee, D. (1999) Wage inequality in the United States during the 1980s: Rising dispersion or falling minimum wage? Quarterly Journal of Economics, 114(3), pp. 977-1023. Low Pay Commission (2007) National Minimum Wage, Low Pay Commission Report. London: Crown Copyright. Low Pay Commission (2011) National Minimum Wage, Low Pay Commission Report. London: Crown Copyright. Low Pay Commission (2012) National Minimum Wage, Low Pay Commission Report. London: Crown Copyright. Machin, S., Manning, A., Rahman, L. (2003) Where Minimum Wage Bites Hard: The Introduction of the UK National Minimum Wage to a Low Wage Sector. Journal of the European Economic Association, 1(1), pp. 154-180. Manning, A. (2011) Wage inequality and job polarization show that it is time to be pursuing from the highest-earners to those with middle and lower incomes. [WWW] British Politics and Policy at LSE. Available from: http://eprints.lse.ac.uk/38319/ (Accessed: 01/08/2012). Moore, S., Watson, M (2009) UNISON Migrant Workers Participation Project Evaluation Report. London: UNISON Communications Unit. Neumark, D. W. Wascher, (2008). Minimum Wages. Cambridge: MIT Press. Office for National Statistics (2010) UK Relative Regional Consumer Price levels for Goods and Services for 2010. Office for National Statistics. Petrongolo, B., Van Reenen, J. (2011) The level of youth unemployment is at a record high. Policy makers should focus on strengthening and refining welfare-to-work and education-to-work programmes and forget about caps on immigration or reductions in the minimum wage which would do nothing to help. [WWW]   British Politics and Policy at LSE. Available from: http://eprints.lse.ac.uk/38022/. (Accessed: 01/08/2012). Rebitzer, J., Taylor, L. (1995). The consequences of minimum wage laws: Some new theoretical ideas. Journal of Public Economics, 56, pp. 245-255. Riley, J (2006) AS Macroeconomics/ International Economy [WWW] Tutor2u. Available from: http://tutor2u.net/economics/revision-notes/as-macro-economic-growth.html {Accessed: 01/08/2012}. Smith, D. (2006) Does Britain Have Regional Justice or Injustice in its Government Spending and Taxation?, Economic Research Council Digest, 37(1), pp. 9-26. Stewart M. (2002) Estimating the impact of the minimum wage using geographical wage variation, Oxford Bulletin of Economics Statistics, 64(5), pp. 583-606.

Temporary Assistance for Needy Families Program

Temporary Assistance for Needy Families Program Temporary Assistance for Needy Families (TANF) is federally funded - state-administered - financial assistance program for low-income families with dependent children and financial assistance for pregnant women during their last three months of pregnancy. TANF provides temporary financial assistance while also helping recipients find jobs that will allow them to support themselves.In 1996, TANF replaced old welfare programs, including the Aid to Families with Dependent Children (AFDC) program. Today, TANF provides yearly grants to all U.S. states, territories, and tribal governments. The funds are used to pay for benefits and services distributed by the states to assist needy families. Since replacing AFDC, the TANF program has served as one of the main sources of economic security and stability programs for low-income families with children. Through this government grant program, states, territories, the District of Columbia, and federally-recognized Indian tribes receive about $16.6 billion annually. The TANF recipient jurisdictions use these funds to provide direct income support to qualified low-income families with children. In addition, the funds allow the jurisdictions to assist recipient families with job placement and training, child care, and tax credits. Goals of TANF In order to get their annual TANF grants, the states must show that they are operating their TANF programs in a way that accomplishes the following goals: assisting needy families so that children can be cared for in their own homesreducing the dependency of needy parents by promoting job preparation, work, and marriagepreventing out-of-wedlock pregnanciesencouraging the formation and maintenance of two-parent families. While TANF jurisdictions must meet certain work participation and cost-sharing requirements, they have considerable flexibility with TANF funds to implement programs that best serve their distinct communities. Applying for TANF While the overall TANF program is administered by the federal Administration for Children and Families, each state is responsible for setting its own specific financial eligibility requirements, and accepting and considering applications for assistance. General Eligibility TANF is a cash assistance program for families with dependent children and for pregnant women in their last three months of pregnancy. To be eligible, you must be a U.S. citizen or eligible noncitizen and a resident of the state in which you are applying for assistance. Eligibility for TANF depends upon the applicants income, resources and the presence of a dependent child under age 18, or under age 20 if the child is a full-time student in high school or in a high school equivalency program. Specific eligibility requirements vary from state-to-state. Financial Eligibility TANF is for families whose incomes and resources are not enough to meet the basic needs of their children. Each state sets maximum income and resource (cash, bank accounts, etc.) limits above which families will not qualify for TANF. Work and  School Requirements With few exceptions, TANF recipients must work as soon as they are job-ready or no later than two years after beginning to get TANF assistance. Some people, such as the disabled and seniors, are given a participation waiver and do not have to work to qualify. Children and unmarried minor teen parents must meet school attendance requirements established by the state TANF program. To count toward a states work participation rate, single parents must participate in work activities for an average of 30 hours per week, or an average of 20 hours per week if they have a child under age six. Two-parent families must participate in work activities for an average of 35 hours a week or, if they receive Federal child care assistance, 55 hours a week. Failure to participate in work requirements can result in a reduction or termination of a familys benefits.States cannot penalize single parents with a child under six for failing to meet work requirements if they cannot find adequate child care. Qualifying Work  Activities Activities that count toward a states work participation rates include: unsubsidized or subsidized employmentwork experienceon-the-job trainingjob search and job readiness assistance - not to exceed 6 weeks in a 12-month period and no more than 4 consecutive weeks (but up to 12 weeks if a State meets certain conditions)community servicevocational educational training not to exceed 12 monthsjob skills training related to workeducation directly related to employmentsatisfactory secondary school attendanceproviding child care services to individuals who are participating in community service. TANF Benefit Time Limits The TANF program is intended to provide temporary financial assistance while the recipients seek employment that will allow them to fully support themselves and their families. As a result, families with an adult who has received federally-funded assistance for a total of five years (or less at state option) become ineligible for cash aid under the TANF program. States do have the option of extending federal benefits beyond 5 years and may also choose to provide extended assistance to families using state-only funds or other federal Social Services Block Grant funds available to the state. TANF Program Contact Information Mailing Address:Office of Family AssistanceAdministration for Children and Families370 LEnfant Promenade, SWWashington, DC 20447Phone: 202.401.9275FAX: 202.205.5887

Healthcare Law & Ethics class - online discussion Personal Statement

Healthcare Law & Ethics class - online discussion - Personal Statement Example Some businesses benefit from having owners that are active participants in the business that is their livelihood. The only potential opening for unethical behavior would be if this radiologist is interested in abusing her position or finding negative and underhanded means that could undermine the clinics integrity; or was in anyway, compromising patient care, which is not yet an issue. In fact, as stated prior, it is a possibility that the partnership could be beneficial to the clinic not a hindrance. However, again, the ethics of the situation has less to do with the proposed scenario and more to do with the individual that is in the scenario. Some have suggested that the sale of organs in the U.S. would increase the supply of viable organs for transplant. Others have said that only voluntary donation is ethical under the U.S. system of medicine. Should someone in India, for example, be permitted to sell a kidney for $40,000 when there is a willing buyer from the U.S. who is in need of a kidney? What are the issues here? It is proposed that the potential sale of human organs would increase the number of organs available to those who may need them. However, it is also just as likely that the allowance of such sales would lead down a much darker path. By allowing the individual sale of organs creates a market; supply and demand. Simply put, it is very likely that instead of having more potential organs for those who needed them, there would be less. People are going to be less civically moved to donate organs, when there is a possibility of an economical motivation. Why donate when you can make a profit? Secondly, a strong issue is that once a high dollar value is placed on human parts, then it is no longer about who needs the organ the most, due to condition and severity, but to whom can pay the most to receive it. This is where the

How have you used reflection (during work experience at a preschool) Assignment

How have you used reflection (during work experience at a preschool) to enhance your own practice and how has this impacted upon your own learning and potential development - Assignment Example For example, when I joined the preschool for teaching, I have used reflective thinking in my relationship with the existing staff members of the school. The new environment of the school challenged me because I meet people from different backgrounds and having different personalities. The reflective analysis enabled me to determine which members of the staff were outgoing while some were reserved. Additionally, the reflection allowed me identify the status of one’s relationship with other staff members; that is if it is conflicting or healthy. Getting along well with other employees is a necessary idea. Therefore, reflection helped me improve my teamwork capabilities and developed positive interpersonal relationship that promotes harmonious existence at preschool (McCabe, 2006) Similarly, I used the reflective skills in examining the how effective I was in making the children enjoy their stay at the school, which I did by evaluating how the children behaved when I interacted with them. I reviewed the instances I have interacted with them; whether they were excited or bored during our meeting with them. Additionally, I considered on how they could look forward to our second meeting; whether they could enthusiastically wait for the meeting or just be disgusted at the thought of a possible meeting with them. Performance in a preschool teaching depends significantly on an individual’s ability to capture the attention of the kids and make them develop a liking towards the person interacting with them. Therefore, reflective thinking enabled me to improve my effectiveness in making the young learners develop a love for me as well as gain the knowledge at school. In other words, through reflection one learns the imperative factor that cements one’s s kills in the field of dealing with children. Nevertheless, I have employed the reflective thinking when evaluating my methods of imparting knowledge to the young children.

Why Chinese Mothers Are Superior Essay Example for Free

Why Chinese Mothers Are Superior Essay â€Å"Why Chinese Mothers Are Superior†, is an article written by the 48-year-old lawyer and mother Amy Chua. The article is published in The Wall Street Journal on January 8th in 2011. In the article Amy Chua focuses on how the western parents up bring their children versus how the Chinese parents up bring their children. The receivers of the article are the western parents because she wants them to lean from the Chinese parents. Though the whole article Amy is subjective but because of her education she also seems reliable. By using the appeal form logos she refers to studies that compares the Chinese children and the western children ´s academic skills, where the result is that it ´s the Chinese children who are the wisest. The Chinese parents spend ten times more on academic activities with their children than the western parents. A fact which Amy does not mention in the article is that the Chinese children aren ´t free to spend much time with their friends and that can affect them negatively. Through the whole article Amy argues for that the way Chinese parents up bring their children is better than the western parents – therefor the title which also arouses much attention because the article was published in a newspaper which is only published in Western countries. The main statement is that the Chinese parents demand a lot more of their children when it comes to logical skills. For example Amy Chua says â€Å"Chinese parents demand perfect grades because they believe that their child can get them.[1]† followed by another statement â€Å"By contrast, I don’t think most Westerners have the same view of children being permanently indented to their parents.[2]† Indirectly Amy Chua says that the western parents are over-fond. Amy means that the western parents do not believe in thei r children. She emphasizes that the western parents should use more punishment and in general there should be more discipline. According the Chinese parents is the second best just not good enough. For example Amy Chua says â€Å"If a Chinese child gets a B – which would never happen[3]†¦Ã¢â‚¬  which shows that only straight as is good enough and everything under A would be a disaster. The Chinese parent’s reaction is a complete contrast to how the western people would react. The western parents would support their children even though they get very low grades. Seen from Amy Chua ´s perspective are the western children lazy and not good enough. It ´s like Amy thinks that she and the rest of the Chinese parents have found the perfect formula to up bring children. A very important value for the western parents is that their children also must spend time with their friends and have fun. Amy points out that nothing is fun until you ´re good at it. But if the child does not like to play the certain instrument and wants to join a football team or something likely that would neither be okay because it is the parents who decide what fun is for the child. If Amy Chua ´s children had been asked – Amy already had made the decision for them. The Chinese children does not have the same kind of freedom as any other child because their tiger mothers already have set straight lines for their life. The children are not allowed to take care of their own lives. The social qualities are being sat lowest on the list of values. The social qualities should in a modern society be more important than being good at playing the piano. In many ways it can seem right that logical skills are important now and in the future but if Amy and the rest of the Chinese parents do not accept their children ´s individuality something is completely wrong. It ´s kind of like that the Chinese children only keep improve their skills because they wants to make their parents happy which put a stop to their own happiness and goals in life. Amy Chua tries to understand the western way of upbringing but through the whole article she is pro the so-called â€Å"tiger mother technique†. Amy wants the western parents to learn something from the Chinese parents because then we could have a lot more genius people based on the result in Asia. Amy is so focused on good results and success that she forgets the social values and happiness – she overlooks her own mistakes. Her children have might never been to a birthday party after school or in the cinema with their friends – they have not experienced the social spirit which lead to loss of social values like friendship, love and free choices. There are a lot of ways and hundreds of different methods to up bring children and none of them are better than other because it ´s a very individual thing from family to family. Some people would perhaps find Amy Chua ´s formula interesting and some would say that it is a disaster. Medias, friends, family, magazines or whatever influences on how a certain mother and father decides to up bring their child/children and there will always be mistakes – for example: the western children are too lazy and Chinese children have lack of social skills – but that does not make one of them better than the other one.

Educating Rita Essay -- Educating Rita Humor Social Class Essays

Educating Rita Educating Rita is a humorous play giving out a very strong message, which is telling the reader to never give up in life and keep striving for what you are aiming for. In this play we have a 26 year old woman called Rita whom is a mature woman, seeking an education, as she didn't take the opportunity to learn when she was an amateur student, because of the environment she lived in and the fact she didn't want to learn due to her popularity and her working class culture. In reflection, Rita has come to realise how the law expectations surrounding her and her working class culture held her back from her real potential. She wants to change now and break this cycle. Frank, the other main character, is a teacher at the university where she has applied to do her course. He is around his 50's and is Rita's tutor. He is a lazy man, bored and frustrated by his life he too does not feel like he belongs anywhere. Frank does not like his job very much, he does not have any respect for himself at all. The play is staged in one room and only 2 people are taking the major role in the play. This is quite unusual for a play this long. Throughout the play, there are only two characters: this is known as a two-hander. Other characters are only mentioned in the play, but in the film have been cast as parts. It worked well for the film, but I think it lost the closeness which plays such an important part in the theatre. Some people would find this to be tedious, but I think it adds to the intensity and intimacy between the audience and the characters. Frank is a very important to Rita’s transformation. The relation ship between frank and Rita at the beginning of the play is not strong, Frank doesn't re... ...ing to take ten years off you†, it looked like rita was going to kiss Frank but she goes to him, ges out a scissor and starts cutting up his hair, this is one of the humerous parts. This would symbolise another chance for Frank and Rita, a new life for the both of them. I think this play is one of the best plays I have ever read. At te beginning, I had found out that this play only contained 2 characters, this made me think that this play would be not very interesting, but I was surprised. This had an excellent storyline which gave out strong messages which is basically ‘not to give up in life’, for example Rita had sacrificed a lot for her edcucation, this showed how dedicated she was. This play is presented in different styles, like sometimes this play can be humerous but most of the time it is serious. I think this way, keeps the reader interested.

Bullying and the Holocaust

Bullying and the Holocaust: Competition versus Cooperation When an animal is faced with starvation it often turns to cannibalism and may attack and kill a weaker animal of the same species. The German Nazis followed this system of competition versus cooperation. The Nazis felt they had no other choice to survive than to kill millions of Jews, Gypsies, and disabled people. After the Holocaust, researchers uncovered many Journals kept by those who were persecuted.Here is a short exert from a fourteen year old girl: â€Å"October 27, 1937: The other girls and I were moved for the sixth time today. This time they moved us to a factory closer to Auschwitz. I'm beginning to fear that I'm at the end and I might die soon. At some points I wish they would go ahead and kill me so I wouldn't have to endure this pain. Through all of this I still don't understand why the Nazis hate us. We never did anything to them. I often wish someone would speak up on our behalf and save us from this terrible life. Looking back on the Holocaust people wonder xactly why no one spoke up and fought for the persecuted for so long during the war. It was like they were all students in school who pretended not to notice when someone was getting bullied so they didn't have to get involved in it. Half of the mass slaughter of the Holocaust was due to bullying by peer pressure. People felt pressured by others to turn in Jews to Nazi officials. They wanted to save themselves and let the Jews be persecuted.As this happened more often no one even thought twice about it and had little regret that they probably Just sent omeone to their death. 2 As a part of the â€Å"Final Solution†, the Nazis did everything possible to exterminate the Jews. Through all of the hateful words, excruciating torture methods, and unreasonable forced labor, the Nazis believed that they threatened their way of life and the world would be better without them. World War II and the Holocaust officially ended on May 8, 1 945, but only about two-thirds of the Jewish population remained.

A World Without the Internet Essay

No internet is a good thing. The internet is the most important, integral and ingenious invention known to the modern world. As a population we have developed our understanding of it until we have finally become dependent on it. Imagine a life without the internet. Imagine this utopia†¦ I know what you’re thinking. How would I research for your history project? Apply for a job? And how am I meant to talk to my friends without my Facebook account? I believe that life without the internet would make the world today a lot fitter, more knowledgeable and a lot more sociable and I am here to tell you why I believe this. see more:without internet I believe that going back in time and using the old fashioned way of research like books and library’s would benefit us as humans greatly. We would all have a wider range of knowledge as well as eliminating one of the major sources of plagiarism. I believe that students would have a broader understanding of the world and its history due to sifting through many books to find the information that is needed instead of typing it into the internet and having the information awarded to you without having to look for it. This change would also mean the would be a lot less coping and pasting meaning people may retain information easier as a result of having to write things out for themselves. There would also be a massive change in the way we communicate if all mobile phones and the internet disappeared. This would result in everyone having better social because communities would have to talk to each other face to face rather than everyone hiding behind a computer screen. Linking into this I believe that our nation would all be fitter by the reason of having to visit friends instead of emailing or ringing and playing outside more instead of games on the internet. Following on from this, many identity theft crimes take place on the internet, meaning the internet can be very unsafe. Bank details wouldn’t be at risk as much if the internet wasn’t around for the reason of it would be a lot harder to get hold of them if they are protected properly. No illegal downloads would take place considering that the internet doesn’t exist; no cyber bulling either thanks to no social sites on the internet. In conclusion, we have to remember that the internet is a relatively new thing to our lives at the moment; many generations coped have without so why is it so hard for us to do? Though it helps us immensely with our everyday lives this change could be a great asset for our ever-growing community.

College Classes in High School Is AP or Community College Better

College Classes in High School Is AP or Community College Better SAT / ACT Prep Online Guides and Tips If your high school has AP classes, you probably know a bit about which ones are offered and what they’re like. AP classes are designed to be the equivalent of introductory-level college courses. However, you may also have the opportunity to take a real college class at your local community college as a high school student.Which option should you choose? Both community college classes and APs can be valuable additions to your transcript, but you might decide that one or the other is a better fit depending on your needs. I’ll go through the advantages of each and give you the information you need todecidebetween them. What Are AP Classes? The AP (Advanced Placement) program was designed by the College Board to give high school students an introduction tocollege-level material. AP classes are widely considered to be the most advanced types of classes you can take in high school. To earn AP credit, you have to take an exam at the end of the class that tests your knowledge of the curriculum.The exam is scored on a scale of 1 to 5, with 5 being the highest score.You may be able to get college creditif you score a 3, 4, or 5 on an AP exam, although policies differ between schools.AP classes are offered in 34 different subjects (although some high schools that participate in the program only offer a few of them), and over 2.3 million students take the exams each year. What Are Community College Classes? For the purposes of this article, community college classes are classes at nearby community collegesthat are open to high school students.Many high schools have programs that allow students to enroll in community college classes and continue their high school educations at the same time.You have to actually go to the community college to take these classes, and they may be held either during the regular school day or at night. In the following sections, I'll go over the advantages of AP and community college classes for high school students. It's like choosing from a box of gourmet truffles, except they're all filled with the creamy goodness of pure knowledge (imported from Belgium). Advantages of AP Classes Over Community College Classes Let's start with some of the benefitsof taking AP classes in high school. You Can Earn College Credits Without Leaving Your School AP classes are the best way to earn college credits without disrupting your schedule. It's difficult for students who are heavily involved in after-school activities and sports to fit community college classes into their schedules.You can also potentially knock out high school and college requirements simultaneously if you earn a high score on an AP exam in a core subject.Not every college will give you credit for your work in AP classes, but most will at least allow you to place out of introductory courses that could end up being redundant. You’ll Be in a Class With Other High-Achieving Students Who Care About the Subject Another positive aspect of AP classes is that usually most of the students want to be there.Being in a class with other people who are genuinely interested in learning can make a big difference in the experience (not that everyone who takes AP classes is a perfect student, but it’s more likely that they’ll be at least somewhat nerdy). Some students in community college classes could be taking the class as a major requirement.This might mean that they’re not as engaged, makingthe learning environment less intellectually stimulating. The Material Is More Predictable Since the AP program is standardized, you’ll be able to study for each exam and be confident that you've learned all the necessary information.There are tons of review books and practice tests to help you master the material and skills that are tested on AP exams.You’ll also know the format of the test beforehand, so you can get comfortable with it and avoid too much stress on exam day.In a community college class, the tests might be structured in a variety of different ways, and the outlines of what you need to study may be less cleardepending on the professor. They're Usually Cheaper Than Community College Classes Although it costs $92 to take each AP test, that's all you need to pay for the entire class. Even though community college classes are inexpensive compared to four-year college classes, they'll probably cost you more than an AP test, especially if you don't live in the same district as the community college. Some high schools help students pay for community college classes, but others will leave it up to you to take care of the costs.If money is a concern, AP classes may be a better choice for you. I mean, not really, but you get the idea. Advantages of Community College Classes Over AP Classes Now that you know the potential benefits of taking AP classes, lets take a look at what community college classes offer that might make them a more attractive option depending on your situation. You’ll Get to See What It’s Like to Be in a Real College Class Although AP classes are intended to be roughly equivalent to introductory college courses, they can only do so much to replicate the experience a college class.Taking community college classes will give you the opportunity to see first-hand how college courses and exams are structured.You’ll also see what the dynamic is like in the classroom and be able to hear the viewpoints of older students who might help you see the subject from different perspectives.In AP classes, the group of students tends to be more homogeneous, so points of view may be less diverse. You May Be Able to Get College Credit More Easily (and Be BetterPrepared to Place Out of Introductory Classes) Credits from community college classes usually transfer easily to your state school and other public schools. You may also be able to place out of introductory courses in college.This happens with AP credit as well, but since AP classes don’t quite replicate the college experience, sometimes students are unprepared for actual advanced college classes.It’s more likely that you’ll feel comfortable in a higher level class if you’ve taken a real college class already and mastered the introductory material in that context. You’ll Have More Course Options AP classes are relatively limited in their subject matter. The AP program covers all the core subjects, but you might find a community college class that aligns better with your interests than any APs that your school offers. Community college classes are a good way to expand your horizons before college and learn how to choose classes from a wide variety of subjects. A Bad Teacher Can't Sabotage Your Credit AP exams and curriculum are standardized, but methods of teaching for AP classes are not. Some teachers are lesseffective than others.This can be an issue because it affects students’ ability to do well on AP exams, and a low score on the exam diminishes the validity of the AP class on your course record.You may not be able to get any college credit for your efforts in the class if the colleges where you applyonly accept 4s or 5s for credit or if you don't end up passing the test. In community college classes, even if you earn mediocre grades in a poorly taught class, it's likely that you'll still be able to get some college credit. Come on guys. I know this is supposed to be AP Calculus, but help me out here. Do Colleges Prefer One Over the Other? Which Should You Take? Which type of college class for high schoolers will look better on your college applications, AP or community college? It depends on the types of colleges that interest you.AP exams are scored using a standardized system that almost every school recognizes and understands.In most cases, you can also use AP test scores to earn college credit or place out of introductory classes.High grades and scores in an AP class indicate to colleges that you are a driven student who is capable of working at a high level.A rigorous high school course load is very important to selective colleges, and AP courses may be considered stronger indicators of your academic abilities than community college classes. With community college classes, the difficulty of the class and your mastery of the material are harder for colleges to judge.Since you won’t take standardized tests, colleges must rely on their knowledge of the community college’s reputation and your grades in the class to make judgments.This could be fine if you’re applying to an in-state school or even an out-of-state public school, but more selective private colleges are less likely to accept credits from classes at community colleges that are unfamiliar to them.They may not consider the coursework to be equal to that of an AP course. If you’re applying to highly competitive private colleges, I would advise choosing AP courses over community college courses.Admissions offices at these colleges will recognize APs as markers of academic drive and the ability to handle a difficult course load.They might recognize community college classes as well, but because of the standardization and widespread respect for the AP program, AP classes will be seen as more concrete indicators of your abilities. While it's impressive that you wrote this paper with a comically large pen and still got an A+, we don't accept credits from Reelskool Community College. On the other hand, if you know that you’re going to your state school or another public school, community college classes may be a better option because the credits will transfer more easily. For this reason, they could also be a smart choice in the long run if you want to cut down on total tuition costs (even if they cost more in the short-term whencompared to AP classes). Your decisiondepends on what interests you as well. If your high school doesn’t offer a class that you want to take but your local community college does, you should take the community college class over a random AP. Read up on the courses offered by both your high school and your local community college, and see which classes interest you more. You can even try taking one of each type initially so you can make a more informed decision about what works best. What's Next? If you're still trying to figure out your schedule, check out our expert guide onwhich classes you should take in high school. As a high-achieving student, you may be interested in joining high school honors societies. Read this article to learn more about honors societies and classes and what they entail. If you're interested in selective colleges, it's important to challenge yourself in your courses. Check out this article for an overview of what a rigorous course loadlooks like in high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Runners Guide to Writing

A Runners Guide to Writing Writers, Even though it may cut into your writing time, picking up a running habit can help you become a more motivated, disciplined, and well-paid writer. Heres my advice for running and writing: 1. Just thinking about it doesnt get you anywhere. With both running and writing, you have to actually do the work, and not just think Boy, I should really do some work today. In both running and writing, its easier to keep up your pace and good habits when youve got plenty of momentum. If you need a little help getting started, Fitness Magazines Running 101  guide is a great place for beginning runners to get their bearings. 2. Consistent work is required to make progress. You are never going to beat any personal bests when it comes to running speed unless you run on a regular basis. Likewise, you arent going to finish that novel without putting in regular effort. If you go too long between sessions, itll almost feel like you have to start from scratch. 3. It doesnt have to be a solo pursuit. Some athletes prefer to run alone, but others prefer to run with a group. Likewise, while writing does require some degree of isolation, you can find the support you need to keep you motivated through social connections. Try doing a work-in-progress readings at your local bookstore, or workshopping your piece with a local writers group. 4. Youll hurt yourself if you go at it too hard. Run too long or too hard, and youll risk an injury. Carpal tunnel jokes aside, this applies to writers as well, who can burn themselves out when working under a tight deadline. Even marathon runners take a break the day after a race: If you can bang out 40 pages in one day, thats awesome, but give your brain (and your fingers) some time to recuperate afterwards. 5. Do it, rain or shine. Once you have a streak going, you wont want to break it. A little rain shouldnt stop you from running, and it will even make you feel happy on a dreary day. Likewise, forcing yourself to write a page or two on a day when you mental weather is a bit gloomy is a great way to feel like youre in control of your future as a writer. Once youve developed discipline, its almost like the work does itself. Ill always remember the day I went out on a casual jog, looked down at my phone, and saw Id run a 10k without even trying to. Likewise, with disciplined writing habits inspired Picked up a running habit? Write about your experiences for one of these fitness magazines: Runners World Submission Guidelines TrailRunner Magazine Submission Guidelines Canadian Running Submission Guidelines Womens Running Submission Guidelines Womens Adventure Submission Guidelines

Motivation and Motivation Strategies-PSY Essay Example | Topics and Well Written Essays - 500 words

Motivation and Motivation Strategies-PSY - Essay Example Using Maslow’s Hierarchy of needs it is the case that I am not attending school to attain many lower level motivators (Food, shelter etc) but I am attending school for a spectrum of middle of higher needs. I do seek respect, and friendship from my peers but I also attend school to attain a higher level of education which could lead to a well paying career. Moreover I am also seeking enlightenment and wisdom through my studies. What motivates you generally? (Consider arousal, incentive, and self-determination theories) When utilizing a self determination theory I believe that I have a real desire to better myself through studies. There are a number of externalities in my life, however the experience that I get from studies is entirely self directed insofar as I enroll in classes that I believe are stimulating. In regards to incentive theory I believe that self directed rewards motivate me the best. In some regards I am not always motivated by money yet I enjoy physical activity because I know that it is healthy for me and will ultimately make me stronger. From an arousal perspective I believe that this theory holds particularly true for me because many activities are not solely directed for the reduction of tension (Such as exercising) yet I often seek a balance between physical activity and achieving goals.