Dwecks Growth Mindset to Close the Achievement Gap

Dweck's Growth Mindset to Close the Achievement Gap Teachers often use words of praise to motivate their students. But saying â€Å"Great job!† or â€Å"You must be smart at this!† may not have the positive effect that teachers hope to communicate. Research shows that there are forms of praise that may reinforce a student’s belief that he or she is either â€Å"smart† or â€Å"dumb†. That belief in a fixed or static intelligence may prevent a student from trying or persisting at a task. A student may either think â€Å"If I am already smart, I don’t need to work hard,† or â€Å"If I am dumb, I won’t be able to learn.† So, how can teachers intentionally change the ways students think about their own intelligence? Teachers can encourage students, even low-performing, high-needs students, to engage and achieve by helping them to develop a growth mindset. Carol Dwecks Growth Mindset Research The concept of a growth mindset was first suggested by Carol Dweck, a  Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her book, Mindset: The New Psychology of Success  (2007) is based on her research with students that suggests that teachers can help develop what is called a growth mindset in order to improve student academic performance. In multiple studies, Dweck noticed the difference in a students performance when they believed that their intelligence was static versus students who believed that their intelligence could be developed. If students believed in a static intelligence, they exhibited such a strong desire to look smart that they tried to avoid challenges. They would give up easily, and they ignored helpful criticism. These students also tended not to expend efforts on tasks they saw as fruitless. Finally, these students felt threatened by the success of other students. In contrast, students who felt that intelligence can be developed exhibited a desire to embrace challenges and to demonstrate persistence. These students accepted helpful criticism and learned from advice. They also were inspired by the success of others. Praising Students Dwecks research saw teachers as agents of change in having students move from fixed to growth mindsets. She advocated that teachers work intentionally to move students from a belief that they are â€Å"smart† or â€Å"dumb† to being motivated instead to â€Å"work hard† and â€Å"show effort. As simple as it sounds, the way teachers praise students can be critical in helping students make this transition.   Before Dweck, for example, standard phrases of praise that teachers might use with their students would sound like, I told you that you were smart, or You are such a good student! With Dwecks research, teachers who want students to develop a growth mindset should praise student efforts using a variety of different phrases or questions. These are suggested phrases or questions that can allow students to feel accomplished at any point in a task or assignment: You kept working and concentratedHow did you do that?You studied and your improvement shows this!What do you plan to do next?Are you pleased with what you did? Teachers can contact parents to provide them information to support a students growth mindset. This communication (report cards, notes home, e-mail, etc.) can give parents a better understanding of the attitudes that students should have  as they develop a growth mindset. This information can alert a parent to a students curiosity, optimism, persistence, or social intelligence as it relates to academic performance. For example, teachers can update parents using statements such as: Student completed what she began Student tried very hard despite some initial failure Student stayed motivated, even when things didn’t go wellStudent approached new tasks with excitement and energyStudent asked questions that showed he or she had a desire to learn  Student adapted to changing social situations Growth Mindsets and the Achievement Gap Improving academic performance of high needs students is a common goal for schools and districts. The U.S. Department of Education defines high needs students as those who are at risk of educational failure or otherwise in need of special assistance and support. The criteria for high needs (any one or combination of the following) include students who: Are living in povertyAttend high-minority schools (as defined in the Race to the Top application)Are far below grade levelHave left school before receiving a regular high school diplomaAre at risk of not graduating with a diploma on timeAre homelessAre in foster careHave been incarceratedHave disabilitiesAre English learners High-needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students. Standardized tests used by states and districts can measure  the differences in the performance between a high needs subgroup within a school and the statewide average performance or a states highest achieving subgroups, especially in the subject areas of reading/language arts and mathematics. The standardized assessments required by each state are used to evaluate school and district performance. Any difference in the average score between student groups, such as regular education students and high needs students, measured by standardized assessments is used to identify what is called the achievement gap in a school or district. Comparing the data on student performance for regular education and subgroups allows schools and districts a way to determine if they are meeting the needs of all students. In meeting these needs, a targeted strategy of helping students to develop a growth mindset  may minimize the achievement gap. Growth Mindset in Secondary Schools Starting to develop a students growth mindset early in a students academic career, during pre-school, kindergarten, and the elementary school grades ​can have long-lasting effects. But using the growth mindset approach within the structure of secondary schools (grades 7-12) may be more complicated. Many secondary schools are structured in ways that may isolate students into different academic levels. For already high performing students, many middle and high schools may offer  pre-advanced placement, honors, and advanced placement (AP) courses. There may be international  baccalaureate (IB) courses or other early college credit experiences. These offerings may inadvertently contribute to what Dweck discovered in her research, that students have already adopted a fixed mindset - the belief that they are either â€Å"smart† and able to take high-level coursework or they are â€Å"dumb† and there is no way to change their academic path. There are also some secondary schools that may engage in tracking, a practice that intentionally separates students by academic ability. In tracking students may be separated in all subjects or in a few classes using classifications such as above average, normal, or below average. High needs students may fall disproportionately in the lower ability classes. To counter the effects of tracking, teachers can try employing growth mindset strategies to motivate all students, including high needs students, to take on challenges and persist in what may seem difficult tasks. Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.   Manipulating Ideas on Intelligence Teachers who encourage students to take academic risks may find themselves listening to students more as students express their frustrations and their successes in meeting academic challenges. Questions such as Tell me about it or Show me more and Let’s see what you did can be used to encourage students to see efforts as a path to achievement and also give them a sense of control.   Developing a growth mindset can happen at any grade level, as Dweck’s research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.

Archaea Domain - Extreme Microscopic Organisms

Archaea Domain - Extreme Microscopic Organisms What Are Archaea? Archaea are a group of microscopic organisms that were discovered in the early 1970s. Like bacteria, they are single-celled prokaryotes. Archaeans were originally thought to be bacteria until DNA analysis showed that they are different organisms. In fact, they are so different that the discovery prompted scientists to come up with a new system for classifying life.  There is still much about archaeans that is not known. What we do know is that many are extreme organisms that live and thrive under some of the most extreme conditions, such as extremely hot, acidic, or alkaline environments. Key Takeaways Originally thought to be bacteria, Archaea are a separate group of microscopic organisms discovered in the 1970s. Archaeans are single-celled prokaryotes.Archaeans are extreme organisms. They can survive and even thrive under some of the most difficult conditions on planet Earth like very hot, extremely acidic, or very alkaline environments.Similar to bacteria, Archaeans have a number of different shapes. Cocci (round), bacilli (rod-shaped), and irregular are some examples.Archaeans possess the typical prokaryotic cell anatomy that includes plasmid DNA, a cell wall, a cell membrane, a cytoplasmic area, and ribosomes. Some archaeans can also have flagella. Archaea Cells Archaeans are extremely small microbes that must be viewed under an electron microscope to identify their characteristics. Like bacteria, they come in a variety of shapes including cocci (round), bacilli (rod-shaped), and irregular shapes. Archaeans have a typical prokaryotic cell anatomy:  plasmid DNA, cell wall, cell membrane, cytoplasm, and ribosomes. Some archaeans also have long, whip-like protrusions called flagella, which aid in movement. Archaea Domain Organisms are now classified into three domains and six kingdoms. The domains include Eukaryota, Eubacteria, and Archaea. Under the archaea domain, there are three main divisions or phyla. They are: Crenarchaeota, Euryarchaeota, and Korarchaeota. Crenarchaeota Crenarchaeota consist mostly of hyperthermophiles and thermoacidophiles. Hyperthermophilic microorganisms live in extremely hot or cold environments. Thermoacidophiles are microscopic organisms that live in extremely hot and acidic environments. Their habitats have a pH between 5 and 1. You would find these organisms in hydrothermal vents and hot springs. Crenarchaeota Species Examples of Crenarchaeotans include: Sulfolobus acidocaldarius - found near volcanic environments in hot, acidic springs containing sulfur.Pyrolobus fumarii - live in temperatures between 90 and 113 degrees Celsius. Euryarchaeota Euryarchaeota organisms consist mostly of extreme halophiles and methanogens. Extreme halophilic organisms live in salty habitats. They need salty environments to survive. You would find these organisms in salt lakes or areas where sea water has evaporated.Methanogens require oxygen free (anaerobic) conditions in order to survive. They produce methane gas as a byproduct of metabolism. You would find these organisms in environments such as swamps, wetlands, ice lakes, the guts of animals (cow, deer, humans), and in sewage. Euryarchaeota Species Examples of Euryarchaeotans include: Halobacterium - include several species of halophilic organisms that are found in salt lakes and high saline ocean environments.Methanococcus - Methanococcus jannaschii was the first genetically sequenced Archaean. This methanogen lives near hydrothermal vents.Methanococcoides burtonii - these psychrophilic (cold-loving) methanogens were discovered in Antarctica and can survive extremely cold temperatures. Korarchaeota Korarchaeota organisms are thought to be very primitive life forms. Little is currently known about the major characteristics of these organisms. We do know that they are thermophilic and have been found in hot springs and obsidian pools. Archaea Phylogeny Archaea are interesting organisms in that they have genes that are similar to both bacteria and eukaryotes.  Phylogenetically speaking, archaea and bacteria are thought to have developed separately from a common ancestor.  Eukaryotes are believed to have branched off from archaeans millions of years later. This suggests that archaeans are more closely related to eukayotes than bacteria. Interesting Archaeans Facts While Archaeans are very similar to bacteria, they are also much different. Unlike some types of bacteria, archaeans can not perform photosynthesis. Similarly, they cannot produce spores. Archaeans are extremophiles. They can live in places where most other life forms cannot. They can be found in extremely high temperature environments as well as extremely low temperature environments. Archaeans are a natural part of human microbiota. At present, pathogenic archaeans have not been identified. Scientists assume that they do not exist.

In the instructions Essay Example | Topics and Well Written Essays - 500 words

In the instructions - Essay Example This practice was sustained and the Babylonians in 1750 BC invented a method where the trader would borrow assets to financially support his cargo of merchandises (Tramposh 1991). He gave the lender an extra amount of cash and in trade for this extra amount, the lender authorized the invalidation of the loan should the cargo be damaged, embezzled, or lost. According to Tramposh (1991), this practice was documented roughly 1750 BC in the Code of Hammurabi. Prior to the early 20th century, worker’s compensation remained absent in the United States. At the moment, most individuals provided labor or services. However, for people who did not, in the initial period of the industrial revolution, when a laborer was harmed in the workplace, the issue had to be pursued through the web of legal courts. Injured laborers usually fail in these cases (Lencsis 1998). Most businesses or organizations were much better prepared or knowledgeable than their injured workers in manipulating the courts. Because of this it became apparent that workers should have some level of security from the trouble of injuries or damages on the job. In Indiana, the current worker’s compensation system is obligatory, implying that companies are obliged to give worker’s compensation insurance for their workers. Complete healthcare benefits are given to workers eligible for worker’s compensation benefits (Schoening 2003). Compensations are given for temporary total disability (TTD) and permanent total disability (PTD) in a sum decided by a fraction of the employee’s earnings. Compensation may be accessible for permanent disfigurement which incapacitates the potential worth of prospects of the worker. Occupational and physical treatment compensations are accessible. Death benefits are allocated to a worker’s living spouse or children, founded on a fraction of the worker’s salaries

A Paper in Support of the Progressive Creationism Theory Research

A in Support of the Progressive Creationism Theory - Research Paper Example This particular theory is neither purely scientific or atheistic such as the atheistic evolution theory, nor purely biblical like the theistic evolution or 24-hour day theory. It aims to mediate these two frames of thought by explaining creation in a way that addresses the concerns of both though patterns. According to Dale Tooley in his paper, â€Å"Progressive Creation: An Overview†, the progressive creationism theory is increasingly becoming accepted as a viable and arguable theory for the creation and origin of the world. In contrast to young earth creation theories, it maintains that the 6 days of creation written in the bible do not necessarily refer to 24-hour days, but instead refer to â€Å"ages†. This gives way to hard scientific evidence regarding the earth's age. Some may discard this theory due to some wordings in the bible that refer to actual days, however, we must keep in mind that we cannot compare God's day with our own. As Christians recognize that Go d's knowledge is infinite and encompasses and eclipses our own, we cannot compare his understanding to ours. This is supported by the bible in the book of Mathew, 24:36. â€Å"No one knows about that day or hour, not even the angels in heaven, nor the sun, but only the father.† This particular area of the theory also allows for intraevolution, or evolution and development within a species, but does not recognize interevolution, or evolution into other species. This gives us an explanation or rationalization for the 6 day-ages of creation. Some other theories will discount this theory saying that the bible states that death is a result of sin, and therefore, would mean that there was no death for ages until Adam committed the first sin. This can be answered in a very simple statement. Man is a very unique creation. We are not just a higher form of animal but instead were created in God's image. We were given higher thinking, rationalization, and a sense of right and wrong. The refore, the weight or burden of sin only applies to us. Since animals do not have a moral compass, and are not accountable to God, we are the only creatures that are affected by sin. Therefore, death came to us as a result of our sin and disobedience, not because of anyone else. Also discussing humans as unique creatures, we must touch on the subject of evolution. We were presented with a theory concerning man's evolution from primates. Most, if not all Christians will not accept this,and for good reason. It is not about not wanting to be associated with monkeys, nor about denial of evolution, but about how the creation of man was described in the bible. If we look at it, creation of other creatures was described rather normally. There were not a lot of details that were given regarding how other creatures were created, but this is not the case with man. The bible gave details on how man was made. This indicates that our creation is unique, purposeful and special. The bible also des cribes that we were made in God's image and that life was breathed into us by God himself. This highlights just how special we are. The theory does recognize that within ages, animals can evolve and adapt, with the guidance of God. A good example of this is the abundance of different kinds of birds. Some swim, others walk, others fly. But never the less, all of them are still birds. This is not the same as the evolution of man from primates. We are not

Coca-cola Image Maker Essay Example for Free

Coca-cola Image Maker Essay Coca-cola is the worlds most famous beverage and most likely the most recognized brand name. It can be purchased in more than 200 countries in wide range of restaurants, vending machines and stores. The manufacturer, Coca-cola Company has been the dominant head in advertising and marketing for more than hundred years with a whopping global sales of $20 billion in the year 2001. This carbonated drink is simply referred as coke.   Originally intended as a ‘patent medicine’ when it was invented in the late 19th century by pharmacist John S. Pemberton as a ‘coca wine’, Coca-Cola has dominated the worldwide soft drink market for decades now. The Coca-Cola logo, like the product itself, is rated among the most recognized logos and brands in the world. The first Coca-Cola logo was created by John Pembertons partner and bookkeeper, Frank Mason Robinson, in 1885. Thinking that the two Cs would look well in advertising, it was Robinson who came up with the name and chose the logo’s distinctive cursive script. The typeface used, known as Spencerian script, was developed in the mid 19th century and was the dominant form of formal handwriting in the United States during that period. The red and white colored scheme in the Coca-Cola logo was kept simple and distinctive to lure young minds. Even the Coca-Cola bottle symbolized the ‘youthful exuberance of America’. Since then, various designs of the Coca-Cola bottle had been released over the decades. But the ever popular version is the famous 1915’s curved-vessel bottle called the â€Å"contour bottle†, better known to many as the â€Å"hobble skirt† bottle. Though mistakenly designed as cacao pod, the bottle like Coca-Cola logo has been highly popular and is often regarded as the best design ever (â€Å"Coca-cola† 1). The coca-cola trademark was patented through the U.S. patent office in 1888.   Asa G. Candler, a businessman and a druggist in Atlanta who purchased the rights and formed it to a corporation The Coca-cola Company. The introduction of the new beverage into market was through free distribution of coupons for sample taste of Coca-cola. Along with the free glass of the soda were clocks, calendars, apothecary scales, posters and wall murals with coke logos which were utilized as promotional materials and the aggressive endorsement succeeded.   After a decade, businessman from Mississippi named Joseph Biedenharn was the first to put coca-cola in bottles. A group of investors bought the Coca-Cola company for $25 million in the early 1900’s. The son of one of the investors, Robert Woodruff made a great leap in building the logo. Under his leadership, Coca-Cola went from a mostly American drink to the most consumed soft drink in the world. Several successful marketing campaigns to build the logo involved sports: Coca-Cola was introduced to The Netherlands during the 1928 Olympics in Amsterdam, and the logo was featured on dog-racing sleds in Canada and on walls of bullfighting arenas in Spain. Woodruff was also responsible for introducing the six-pack. When Woodruff heard that some women in the United States would not purchase Coca-Cola six-packs because they did not have a bottle opener, he sent women door-to-door handing out and installing wall-mounted openers (â€Å"Coca-cola Company† 1). Christmas is highly associated with a remarkable personality in white and red clothing with a grandfatherly look, Santa Claus. Coke impressively built a global image using Santa Claus invading our refrigerator, eating cookies and drinking a can of coke. The creator, Haddon Sundblom started placing illustrations of the coca-cola logo with the legendary Santa Claus during the Christmas of 1930s. The people thought that coca-cola was just for warm weathers so; they came up with another promotion that would remind the consumers that the soda â€Å"Knows no season† and is an excellent choice every month. The said slogan along with the sensation of Santa Claus with a beverage was truly a symbol for winter. The Coca-cola Santa appeared regularly in a magazine entitled The Saturday Evening Post in addition to National Geographic, The New Yorker, Ladies Home Journal and others. For 30 years, Coca-Cola advertising showed Santa delivering (and playing!) with toys, pausing to read a letter and enjoy a Coke, playing with children who stayed up to greet him and raiding the refrigerators at a number of homes. The original oil paintings Sundblom created were adapted for Coca-Cola advertising in magazines, store displays, billboards, posters, calendars and even plush dolls. Many of those items today are popular collectibles (â€Å"Coke Lore† 1).   The advertising success of Coca-Cola Santa Claus celebrated its 76th year last 2007. The era of television advertising for Coca-cola fired up during the period of 1950’s. The DArcy Agency of St. Louis sponsored the initial television ad of coca-cola and produced along with a television special presenting Edgar Bergen and Charlie McCarthy. The beverage company and the agency owned by William DArcy strived to implement a marketing approach to meet consumer awareness. The application of television advertising was just a trial medium since television stations were not accessible to most cities. The brilliant D’Arcy merged Coca-cola image into ads to performers in radio programs and television programs such as Walt Disney and The Adventures of Kit Carson. The sponsorship programs were a failure. It did not gain much awareness from the consumers (â€Å"Highlights† 1). The agency closed and the account of Coca-cola was handled by McCann. The Sign of Good Taste and Be really refreshed campaigns roared its way to success. Animation, live-action and stop motion were the advertising formats utilized in both campaigns which presented Connie Francis, Anita Bryant, the Brothers Four and McGuire Sisters as performers. The triumph of television advertising spread for a decade and also incorporated the biggest artists in radio commercials such as Jay and the Americans, the Supremes, the Moody Blues, Jan and Dean, Roy Orbison, and Ray Charles. Presently, coke places sponsorship on famous television programs and contests, such as American Idol, where a giant red cup with Cokes logo on it was placed on the tables of the Paula Abdul, Randy and Simon Cowell. From television advertisements Coke walked its victory in advertising to films. The company tried building Coke’s image in the movies. The comedy movie The Gods must be crazy included a bottle of coke as its main props. Other popular films showcasing coke products were the award-winning science fiction movie E.T. directed by Steven Spielberg showing a refrigerator with coke and also The Paper, Silent Movie, The Mexican, Mean Girls, Maid in Manhattan and a hundred more. Coca Cola advertising has chronicled times and events for more than a century. Favorite Coca Cola images have appeared on thousands of products over the years. Coca-cola continues to its image-making through the creation of collectibles. Products with the Coca Cola logo have become favorite antiques and collectibles for nostalgia collectors. Advertising features rare and collectible original Coca Cola memorabilia from many decades pre-1940s 1950s 1960s 1970s 1980s 1990s. Classic memorabilia pieces run the gambit from original signs to rare pins; signed artwork to retro trays of the past. Coke memorabilia is very collectible and very hard to find. Antique collectibles are all original licensed and manufactured for The Coca-Cola Companies and now it can not only be purchased in stores but also in websites as well (â€Å"Coca Cola† 1). In the 1990s, Coke made a dramatic change in its Christmas approach from Santa Claus to polar bears. The image-making of Coke in changing the traditional jolly figure of Santa Claus to cute and lovable polar bears was a big achievement. The animated production required the application of advanced computers and graphic programs. Rhythm and Hues together with creator Ken Stewart introduced polar bears as the new symbol of Coke during Christmas season. The Northern Lights commercial was a worldwide hit. The popularity of polar bears continued to be featured in six commercials including the animated animals in the 1994 Olympics. Consumers of top beverage products were highly aware of the so-called â€Å"Cola Wars†. Pepsi the biggest competitor of Coca-cola, started the battle in early 70’s making its way in the Soviet Union. It also annexed with Taco Bell, Pizza Hut and Kentucky Fried Chicken. As a comeback, Coke broadcasted the return of Coke classic and merged with the movie E.T. releasing the propaganda â€Å"Mac and Me†, it was sponsored by the leading fast food chain, McDonalds. Then Coca-cola tried invading North Korea and England. Coca-cola pursued to build its image to politics. Coke created an image as American patriotic drink however the Coca-cola company pushed its image to Germany particularly the Nazis during the war. The term coca-colonization was defined as cultural imperialism of Americans through using Coke as its symbol. In France, wine is considered the ultimate drink, and the country tried to ban the sales of coke for believing that this soft drink tried to alter their wine being the national beverage. Coca-cola continued its image-making by placing itself in the middle of the Cold war. Presently this beverage giant was also a loyal advocate of Israel while Pepsi, its competitor is a steadfast follower of Arab League boycott of Israel. As a result, Coca-cola received an honor from Israel government last 1997 and was bestowed a property to be used as a manufacturing plant, though reports said that it was a stolen Palestinian land. The collaboration with Israel was quite a success since Coca-cola was able to increase its investment through purchasing 51 percent of share in the Tavor winery in Israel, furthering its ambition to have a holding in every sector of the beverages business (â€Å"Boycott† 1). Presently, Coke is into mobile advertising. This beverage giant is one of the pioneers in utilizing mobile media in France. The company invested in creating a mobile Internet website and also launched the Coke+iTunes operation. It is a contest available through the use of text messaging and using the website. It also continues to build its image through online advertising. The company created the website there.com. It is an entertainment interactive site where users can choose an avatar that can go to movie theaters, visit Coca-cola diner, shop and dance. Coke studios and mycoke.com are some of the website that coke uses to build its image. Coca-Cola† is the most universally recognized word on earth after â€Å"OK,† and has come to symbolize the American way of life arguably more than any other product.   The Coca-Cola Company throughout its history has invested millions of dollars to perpetuate the drink’s image as a symbol of all things good, decent, and honest about America—a symbol of tradition, freedom, and democracy.   Coke is seen as more than a drink by its loyal fans. It brings on the nostalgia of better times, simpler times linking America to the rest of the world and looming as large as a symbol of the United States as the Statue of Liberty. People may disagree about the reality of â€Å"coca-colonization† (the term given to describe American cultural imperialism) but what seems to be clear is that Coca-Cola is at the very least seen by many, and has been portrayed by the Company, as an American representative abroad, a symbol of all that is America. Coca-Cola has profited from its image, and was only able to create this image in the first place by entering politics; thus, to claim neutral, a political status to avoid responsibility. Some might believe that such social and ethical responsibility is unrealistic for a company in the business of making money for its shareholders. Yet Coca-Cola has always portrayed itself as so much more than a company just out to make money—surely it owes some respect to this image, the image that enabled it to capture the public’s hearts and minds in the first place (Hutt, 1). Works Cited â€Å"Boycott Israel Campaign.† Inminds. 19 July 2002. Innovative minds. 5 May 2008 http://www.inminds.co.uk/boycott-coca-cola.html. â€Å"Coca-cola Company.† Reference for business. 2007. Advarneg Inc. 10 May 2008 http://www.referenceforbusiness.com/businesses/A-F/Coca-Cola-Company.html. â€Å"Coca-cola Logo.† Logoblog. 2008. Logo blog.org. 10 May 2008 http://www.logoblog.org/about_us.php. â€Å"Coca Cola Memorabilia.† 2collectcola. 1 January 2006. Always collectors corner. 5 May 2008 http://www.2collectcola.com/page/ACC/CTGY/M. â€Å"Coke in the movies.† The Coca-cola Company. 31 December 2006. The Coca-cola Company Press center. 6 May 2008 http://www.thecoca-colacompany.com/heritage/cokelore_inthemovies.html. â€Å"Coke Lore.† The Coca-cola Company. 31 December 2006. The Coca-cola Company Press center. 6 May 2008 http://www.thecoca-colacompany.com/heritage/cokelore_santa.html. â€Å"Highlights in the history of Coca-cola Television advertising.†   American Memory. 29 November 2000. The library of Congress. 6 May 2008 http://memory.loc.gov/ammem/ccmphtml/colahist.html#darcy. Hutt, Peter. â€Å"The Image and Politics of Coca-Cola: From the Early Years to the Present.† Leda law. 16 April 2001. Harvard law school. 6 May 2008 http://leda.law.harvard.edu/leda/data/398/AlOthman.html. Pendergrast, Mark. For God, Country Coca-Cola: The Definitive History of the World’s Most Popular Soft Drink 8. Orion Business Books, 2000.

Chesapeake Bay Labors in Colonial America :: essays research papers

Looking at the early English colonies in the Chesapeake Bay region, it’s clear that the English had not learned any lessons from their experiences at Roanoke. Poor planning, a bad location, unrealistic expectations, flawed leadership, unsuccessful relations with the local Indians, and no hope of finding the mineral wealth the Spanish found in Mexico, all contributed to failure. The first colonists in the Chesapeake region were not only ignorant, lazy and unambitious, but their attempts were hampered before they had begun. However, a solution to these problems was found in a single plant: tobacco. Nevertheless, this cash crop ultimately created numerous problems for the colonists. The ignorance and indolent acts of the Chesapeake colonists to unsuccessfully restore the colony by themselves led to the demise of the colony as a whole especially regarding the planting of agricultural goods for food. With an eye toward finding precious metals, the Virginia Company, a joint stock company sent jewelers, goldsmiths, aristocrats, and the like, but not a single farmer. As the company had expected, the settlers spent their time searching for gold, and hoped to obtain all of their food by trading with the nearby Powhatan tribes. This made their settlement neither profitable nor socially stable, since individual colonists felt little attachment to their community but instead sought individual wealth. A lack of social bonds in the community was further exacerbated by the fact that all the initial colonists, and most of the later arrivals, were male. Without wives or children to protect, the colonists had little incentive to protect their settlement or work towards its long-term growth. The noblemen who made the journey to the Americas often came with their respective titles, but no wealth, because of the British custom of primogeniture. These second born sons intended to create their wealth through exploitation of the Native American population and the many indentured servants who came to work for them. However in the early colonial years, these nobles became great burdens on the society, due to their refusal and laziness to participate in the cultivation of the land. Instead of farming to produce food, these nobles came with the intention of feeding themselves by conquering nearby tribes and looting the precious stones, as the Spanish had previously done. â€Å"†¦the colonists were not growing enough to feed themselves and were still begging, bullying, and buying corn from the Indians whose land they scorched so deliberately†(Morgan 50).

Living the American Dream: Of Mice and Men Essay

What is the American Dream? There are a myriad of aspects to it, but one general idea: the ideal life. It is making a lot of money, being respected, and triumphing difficult situations. In the book Of Mice and Men, written by John Steinbeck, Lennie and George’s dream is to live on a ranch of their own. But through these difficult times will their hard work pay off? In his novel, Of Mice and Men, John Steinbeck highlights Lennie, Crooks and Carlyss wife to demonstrate that many pursue the American Dream, but only a few succeed. Through out the novel Lennie had many little dreams. Their perfect world is one of independence. Workers like Lennie and George have no family, no home, and very little control over their lives; they only have what they carry. This gives them motivation to work and make money to go towards their dream. â€Å"‘Well,’ said George, ‘we’ll have a big vegetable patch and a rabbit hutch and chickens. And when it rains in the winter, we’ll just say the hell with goin’ to work, and we’ll build up a fire in the stove and set around it an’ listen to the rain comin’ down on the roof†¦'†(Steinbeck 14). Lennie has a dream before he even reaches the new ranch, he wants to tend the rabbits â€Å"an’ live of the fatta the lan’† (Steinbeck 14). He wants to be able to do what he loves to do. Will Lennie complete his dream? In the novel Of Mice and Men, Crooks similar to Lennie has many dreams. Crooks is very separated from the other men because of his race; they don’t converse or spend time with one and other. He feels very alone, he once said,† ‘Cause I’m black. They play cards in there, but I can’t play because I’m black. They say I stink. Well, I tell you, all of y ou stink to me.†(Steinbeck 68). Crooks dream is to be accepted and equal with the other men on the ranch. Just because he is only one of the black men in town he believes he should be treated the same way, he should be playing cards and going out with them. Crooks also wants to join Lennie and Candy in their dream at the new ranch, â€Å"†¦If you†¦guys would want a hand to work for nothing-just his keep, why I’d come and lend a hand†¦Ã¢â‚¬  (Steinbeck 76). Crooks wanted to join them so he wouldn’t be alone. Will he ever be accepted and accomplish his dream? Curley’s wife has a dream that although different in detail from the other’s dreams, is still very similar in its general desires. Curley’s wife is very unsatisfied by Curly; she consistently hangs around the barn, trying to engage in other workers conversations. She wants companionship; she is so helpless she will talk to the men on the ranch that doesn’t like her. She also has a dream like the other me n on the ranch; she wanted to be an actress in Hollywood. She imagines how great it would be to stay in nice hotels, own lots of beautiful clothes, and have people want to take her photograph (Steinbeck 89). Both attention and financial security would have been hers. Like the men she desires friendship, and also material comforts, though the specifics of her dream differ from theirs. Will she ever achieve her dream? Many pursue the American Dream, but only a few succeed. In this novel, Of Mice and Men, John Steinbeck created many dreams for Lennie, Crooks, and Curley’s wife but none of them succeed. Lennie died he was shot by George, crooks bfjdlsfs, and Lennie killed Curley’s wife. Thought out the story these characters saw hope and they tried to catch it but they were not successful. Everyone dreams of the American Dream. Works Cited: Steinbeck, John. Of Mice and Men. New York: Penguin Group, 1937

Family on Government and vice versa Essay

As far as the government’s functions go, it is the unit of the family that is able to gain the most benefits. I view the family as the most basic and the most unprotected aspect of society. It is the government’s ability to provide regulations, guidelines, and protection that the family is able to continue its development. It might be raised at this point that the individual should be considered the most unprotected unit of society. However, I persist in believing that it is the family. The individual can still become a member of larger societal units. In fact, the individual can even go so far as to become a member of government. It is because of this fact that the collection of individuals called the family is the most in need of the services offered by the government that presides over it. However, there are forms of government wherein it is the family that comprises it. In oligarchies and monarchies, for example, the royal family comprises the governmental unit. It is in these cases that the interaction is reduced to one of family with family, of ruling class family with non-ruling class family, of bourgeois family with lower class family. This can also be likened to the type of interaction described to exist between the family and the society to which it belongs. In other ways, the family is also able to affect the government. Because the family forms the entirety of society and because it is able to mirror the mechanisms of society, it is also able to mirror and spread the mechanisms of government. The family is in charge of the education of the younger generation with regards to the powers of the government, the need to follow the impositions of the government, and also the specific laws and regulations set forth by the constitution. The task of propagating the ethics and morals of a good citizen that obeys the government lie on the shoulders of the members of the family. The concepts of restriction of behavior, meting punishments for unacceptable actions, and of obeying authority figures are also first understood by the child in the confines of the family. (Hegel, 2001) Society on Government and vice versa The government is said to be the regulating institution of society. It represents the majority of the population and provides frameworks as well as maintains peace and order. However, as I have stipulated, I believe that the inherent state in nature is peace and not war. Why then would a government be needed to maintain peace and order between its constituents and even with other governments? The state of war is not inherent in nature. However, it is also very much present in observable society. Why is this so? I believe that war stems from the inability of society to meet the needs of its members. This is in accordance with the propositions of Habermas (1998). Because of the society’s inability to completely meet the needs of its members, there is unrest and turmoil. War and violent conflict arise from these feelings of dissatisfaction. It is only through a strong power of the will that dissatisfaction is allowed to exist in an individual’s consciousness. I believe that the ineffective structuring of society creates feelings of unrest and dissatisfaction. When those with more are given more and those with less are asked for more, society is placed at an imbalance. This imbalance is unnatural. It is not the natural order of things. There is disequilibrium in society and as a result, there are individuals who are abused and unsatisfied. Again, this is also in accordance with the views of Marx and Engel (1978) regarding ruling class and non-ruling class. There is no chance for equilibrium or stability to be attained because as Marx and Engel (1978) stated, the ruling class practices hegemony. They use their ideologies to maintain power over the lower class. It is only with active revolt from the lower class that the structure of society can be changed. Thus war becomes an option to those whose dissatisfaction has become so great that they can no longer live with it. Without the government, these feelings of dissatisfaction would reign across the world. There would, indeed, be numerous states of war across the globe. Peace would be hard to find and individuals would find it impossible to achieve their true personal goals in life. A government is needed in order to regulate the interaction of the ruling class and the non-ruling class. Without the government, society would be in a constant flux of change and revolt. It is the institution of the government that allows society to remain its peace and as such to progress. However, it may well be the case that the government is simply a tool of the ruling class to maintain power, a means to their option of hegemony. This is exactly why even though there are governments in place today, wars still occur. There is still a disequilibrium in the social structure. Also, the government is not representative of the majority. This is a fact stressed by Kant (1983) to be of the utmost importance in considering government models and systems utilized in a given state. There is, therefore, a type of government that will best serve the purposes of society and the individual. Although there are numerous forms of government, not all are adaptive to society and its members. The mode of government is a point of greater consideration than the type of sovereignty afforded. (Kant, 1983) Society, however, plays a greater role in government. It is more than just a place wherein the functions of government can be practiced. In fact, it is my belief that society and government act in much the same way that the President and the House of Congress act in a Republic government. That is that society and government act as checks and balances of each other. Although it is true that there is no clear definition of legal power that society has on a particular government – in the way that government has on society – it is also true that the dominant form of politics in a state are defined by society. Because most governments rely on society’s good will towards it, society is able to check and balance the processes of the government. In modes of government involving votation, society dictates the candidates to be deemed more capable and reliable to place in position. This is done through the ideologies espoused by society. Thus two different political parties can be chosen from but the thrust of the resulting government will be based on the value systems established by society on its members. For modes of government, on the other, hand that do not include an electoral system, society is able to operate as a larger checks and balances system. Because monarchies and oligarchies and other similar forms of government give the ruler the right to decree laws and statutes by himself, society plays a crucial role. Social agreement or social rejection may be the only difference between a ruler’s decree of implementing the death penalty, for example, as a punishment to a severe crime. Thus we see that society plays a large role in defining government actions even in these individualistic or familial forms of governance. On this point, however, the revision and reconsideration of laws in systems with electoral systems and with more formal methods of passing laws is also highly dependent on society’s moral and ethical stand. The three-strike law for example, wherein criminals convicted of a crime three times receive a heavier sentence or a longer imprisonment period, was not revised because the constituents of the State of California did not agree to the provision that only severe crimes would be subject to this law.

Dorm Life Essays - Dormitory, Free Essays, Term Papers

Dorm Life Essays - Dormitory, Free Essays, Term Papers Dorm Life Dorm Life Dorm life at Bowling Green State University is like most other colleges. Students that live in the dorms are known to become very close, often walking to classes together, playing sports, and staying up late for all night study sessions. The students that live in the dorms are in some sense, a society. Every person has a responsibility. Sometimes, if any one person does not complete what they are responsible for, the whole society has to pay. There can be many problems in a dorm. Students playing music too loud in their rooms after quiet hours, and not respecting others are examples of problems that only affect one or two people. Problems like leaving the hall a mess and leaving trash in the bathroom are problems that affect the whole dorm. By leaving trash in the hallway or in the bathrooms, the student runs the risk of being fined from the custodial services for having to take out the room trash. These fines are extremely harsh. At one point, a floor would be fined $11 for a custodial worker to have to pick up a pizza box. Other problems include plates, silverware, and trays from the dining hall winding up in the hallway, leaving the bathroom a mess, and vomiting. The whole floor is charged with this fine if the actual culprit isnt found. Durham 2 Dorm policy is to fine the students on the floor that the incident occurred on. These fines can become quite excessive, sometimes exceeding $500 per semester. A student cannot receive his or her final grades for the year unless these fines are paid in whole. This brings up the question, Is it right for all the students on the floor to be fined if only one or a few of the residents went against the rules? Should a few bad apples ruin the whole bunch? I think not. I feel that someone should address the problem by holding monthly, if not weekly meetings to inform the students that they need to take their trash out instead of placing it in the bathroom. Students need to be told that trays and all other silverware and plates need to be returned to the dining hall. Repetition is the key. If the solution is pounded and pounded into the students heads, then they will begin to obey. A hall director could also keep the students thinking by reminding them how much the floor owes, and what their share is. Constant reminders will deter the students from breaking the rules. Another, the idea of Terri Capellman, graduate hall director of Compton Hall in the Kreischer Quad at BGSU, is to install cameras to catch the violators in the act. The sight of a camera watching the hallway would be enough to prevent trash being left in the hallway, potential acts of vandalism and theft. Either of these two potential solutions would work, but have we confronted the real question? Who should pay for all the damage that occurs in the residence halls? If there is an emergency after the hour of 12 a.m. to 8 a.m. on a Thursday, Friday, Saturday, or Sunday night, then an Emergency Maintenance custodian has to come and Durham 3 fix the problem. This person is of course paid for their overtime. An emergency maintenance custodian can be called in at any time of the night. If an emergency maintenance custodian is needed, then they are paid for 4 hours of regular time, no matter how long they stay there. The starting wage for a full time custodian is $9.93/hour. (Payroll Office Statistic) This means that the custodian was paid at least $39.72 to come in and clean up something that could have taken ten minutes to clean up such as broken glass. The students on the violating floor are charged for this salary. The custodians may say that the wages they are given for coming in at unacceptable hours of the night are legit. They seem extreme to me. I think that the custodians should of course be paid extra for coming in at such late hours, but maybe not as much as is said. A reasonable wage for an emergency maintenance custodian is

How to Write a Diamante Poem

How to Write a Diamante Poem A diamante poem is a poem made of seven lines of words that are arranged in a special diamond-like form. The word diamante is pronounced DEE - UH - MAHN - TAY; it is an Italian word meaning â€Å"diamond.† This type of poem does not contain rhyming words. There are two basic types of diamante poems: an antonym diamante and a synonym diamante.   Antonym Diamante Poem The first step to writing an antonym diamante poem is to think of two nouns that have opposite meanings. Because a diamante poem is diamond-like in form, it must begin and end with single words that form the top and bottom. In the antonym form, those words will have the opposite meaning. Your job as a writer is to transition from the first noun to the opposite noun in your descriptive words. Synonym Diamante Poem The synonym diamante takes the same form as the antonym diamante, but the first and last words should have the same or similar meaning. Diamante Poems Follow a Specific Formula Line one: NounLine two: Two adjectives that describe the noun in line oneLine three: Three verbs that end with â€Å"ing† and describe the noun in line oneLine four: Four nouns- the first two must relate to the noun in line one and the second two will relate to the noun in line sevenLine five: Three verbs that end with â€Å"ing and describe the noun in line sevenLine six: Two adjectives that describe the noun in line sevenLine seven: Noun that is opposite in meaning to line one (antonym diamante) or the same in meaning (synonym diamante) as the noun in line one The first line of this poem will contain a noun (person, place, or thing) that represents the main topic of your poem. As an example, we will use the noun â€Å"smile.† Two words that describe a smile are happy and warm. Those words will form the second line in this example.   Three verbs that end with â€Å"-ing† and describe a smile are: welcoming, inspiring, and soothing. The center line of the diamante poem is the â€Å"transition† line. It will contain two words (the first two) that relate to the noun in line one and two words (the second two) that relate to the noun that you will write in line seven. Again, the noun in line seven will be the opposite of the noun in line one.   Line five will be similar to line three: it will contain three verbs ending in â€Å"-ing† that describe the noun you will put at the end of your poem. In this example, the final noun is â€Å"frown,† because it is the opposite of â€Å"smile.† The words in our example poem are disturbing, deterring, depressing. Line six is similar to line two, and it will contain two adjectives that describe â€Å"frown.† In this example, our words are sad and unwelcome. Line seven contains the word that represents the opposite of our subject. In this example, the opposite word is â€Å"frown.† For Inspiration: Antonym Pairs   Mountain and valleyQuestion and answerCurve and lineCourage and cowardiceHero and cowardHunger and thirstKing and queenPeace and warSun and moonBlack and whiteFire and waterFriend and foe For Inspiration: Synonym Pairs Heat and warmthNoise and soundSnake and serpentFear and frightEmployer and bossHappiness and joyGloom and despairSorrow and sadnessBlanket and coverletStory and taleLaugh and giggleCoat and jacketClock and timepieceTest and exam

'The stoning of Soraya m.' movie review Example | Topics and Well Written Essays - 500 words

'The stoning of Soraya m.' - Movie Review Example The stoning of Soraya tells a true story about victims of stoning in modern Iran. The story is deeply moving, and if one watches this film, he will never forget Soraya. The main protagonist is a journalist who gets lost in the small village when his car stalls. He is approached by a woman called Zahra who narrates with great sorrow the stoning of her niece, Soraya, the previous day. In the movie, a lot of positive changes can be seen as regarding the general Hollywood theme of damsel in distress, who gets rescued. The end of the movie is bittersweet. In the end, Soraya still gets stoned and dies a bloody death. However, women are strongly portrayed as being very strong in this film. This is demonstrated by the zeal with which Soraya’s aunt, Zahra, fights the local authorities and other opposing forces to ensure that the story of her nieces stoning is told to the rest of the world. She is also very daring and this is illustrated when she slaps the village chief. The good thing about this kind of portrayal is that it changes people’s perception about Muslim women. While most films always portray them as weak and voiceless, this film shows their strength and endurance. Soraya shows great courage even in the face of great injustice. She does not scream out that she is innocent because she knows it is a futile thing to do. Instead, she calmly addresses the crowd and then takes what comes with dignity. Her aunt also shows great strength because of the things she endures to ensure her niece gets justice. Not only does she have to face death threats several times, she hides the original tape of the happenings and ensures the journalist gets it in the end. This movie portrays a society in which the men use religion to peddle lies and to oppress women. In most instances, people have termed Islam as a bad religion because of such practices. Not so with the stoning of soraya. This movie

Research Proposal related to crime and prisoners issues

Related to crime and prisoners issues - Research Proposal Example The high demand for prison space has led to a relatively high population, despite the fact that the nation aims to construct new prison beds. This study will focus on prison overcrowding in the United States of America. Inmates’ data over the years will be studied carefully, as this is a concern due to the increased number as days pass by. Moreover, the cost of an inmate will be analyzed, as well as a choice to add new facilities. One particular prison will be selected, whereby the inmates and guards will be the research population. This paper will discuss critically how funding is a vital role in overcrowding and its impact on the prison system. Prison overcrowding impacts all criminal justice agencies. According to statistics, one of the largest prisons in the country is overcrowded and every one out of 99.1 adults is currently in prison. The generation-long growth of inmates’ population is not because of growing crime rates, but of changes in sentencing policy. The s kyrocketed population of American prisons severely strains the criminal justice system logistically and financially. Prison overcrowding has more than a few negative effects upon inmates. Studies have revealed that prison overcrowding leads to competition for limited resources, higher illness rates, increased recidivism, higher suicide rates, and aggression. In addition, the overcrowded conditions are degrading and dehumanizing for the inmates, this is incongruous to the contemporary correctional reforms, which insist on maximizing the opportunities to inmates. There are several ways to reduce prison overcrowding, more comprehensive alternative is house arrest and community service, which are alternatives to incarceration, and new prison buildings. In the year 1980, the number of inmates was roughly 500,000. In the year 2006, the number of inmates was 2,245,189. Currently, this