Essay on Public Policy Social

Essay on Public Policy Social Essay on Public Policy Social Essay on Public Policy SocialPublic policies are developed based on the issues that trouble the members of society to the point that there is a necessity to take an action. According to Larry N. Gerston (2010), â€Å"issues preceding those policies develop when individuals with similar problems are forced to cope, without solution, for an unacceptable period of time†(p. 22). Public policy problems can be solved by means of effective public policy making. Illegal immigration has become a public policy problem. The problem is becoming more and more acute because of indecisiveness on the part of policy-makers. Thesis statement: Illegal immigration has become a public policy problem, which requires the proper solutions by means of effective public policymaking process, supported by public and political awareness of the significance of the policy for economic, political and cultural development of the nation.Outline of the major points The scope and nature of the public policy pro blemThe scope of the public policy problem like immigration or illegal immigration is large and expanding. According to James Hollifield and colleagues, â€Å"Illegal immigration also drew attention as a prominent public policy problem†(p.102). The statistical data shows that in 2008, there were about 11.9 million of illegal immigrants in the United States (Illegal Immigration Facts Statistics, 2014). According to the research conducted by the center of Immigration Studies, if immigration continues to grow at current levels, the population of the United States will increase â€Å"from 301 million today to 468 million in 2060 a 167 million, or 56% increase† (Illegal Immigration Facts Statistics, 2014). The nature of the public policy problem in concluded in the fact that illegal immigrants have no rights in the United States, but at the same time, they have negative impact on the development of the U.S. economy. Illegal immigration leads to increased unemployment. As a result, current immigration policy is ineffective.How the problem came to public and political awarenessThe problem of illegal immigration came to public and political awareness because of considerable changes in social, political and economic life of the country. Public awareness of the problem like illegal immigration is supported by certain concerns over national security. Ideological pressures influence public interpretation of current immigration laws (Koven Gà ¶tzke, 2010). Americans who oppose immigration policy explain their negative attitude to policy implementation by the threat to unemployment, the threat to cultural identity, and national security. Political awareness of the problem is caused by the functioning of interest groups, such as human rights groups and business groups. As the United States in the nation of immigrants, political parties are aware of the significance of the issue in the political development of the nation (Koven Gà ¶tzke, 2010).The evoluti on of the related public policyThe evolution of the related public policy is connected with considerable changes in decision making of policy-makers. The problem of illegal immigration begins as an individual issue, although it is closely connected with â€Å"the evolution of personal topics into widely shared aggravation that makes such dilemmas suddenly political and, therefore, candidates for public policy activity† (Gerston, 2010, p. 22).Level of government and the actors involvedThe level of government involved in public policy making to address the public policy problem of illegal immigration include central and district levels of government. Both central and district levels of government have opportunities for involvement in decision making regarding immigration issues. The actors involved in policy making process concerning illegal immigration include civil society, business community, public and private institutions. These actors have access to the resources that may affect the policy making process.The intergovernmental structure and political concernsThe intergovernmental structure plays an important role in policy making process in the United States. Certain political concerns regarding immigration policy should be taken into consideration by policy makers. According to researchers, â€Å"concerns about integration into a cohesive national identity have been enhanced by fears about Islamic fundamentalism following September 11, 2001 attacks†(Koven Gà ¶tzke, 2010, p.178). As the effectiveness of immigration policy depends on ideologies of immigrants, certain political concerns may be connected with the concept of citizenship or human rights issues.Conflicting public opinion and impact on policy solutionsThere are conflicting public opinions regarding immigration policy. The majority of American citizens have positive views on immigrants. They consider that â€Å"immigrant benefit the U.S. economically and culturally†. However, there are many Americans who state that â€Å"they are a net burden on the state† (Albertson Gadarian, 2013, p. 288). It is known that recent immigration policies were aimed at preventing the spread of clandestine immigration in the United States, as well as guaranteed a â€Å"minimum level of rights to immigrants, even to those without a residence permit† (De Montis et al., 2012, p. 1227). Nevertheless, many Americans opposed these policies, explaining the significant role of diversifications in human society, which lead to conflicts between cultures.The approaches to policy formulation, adoption, and evaluationThe approaches to policy formulation, adoption, and evaluation play an important role in policy making process. Policy formulation process requires high level of political diplomacy and effective negotiation as this process takes place within a large political arena. Policy approaches to address immigration issues require public involvement. The rational appr oach is the most appropriate for finding solutions to immigration policy problems as it reflect real-world goals. It is necessity to define the problem, social values and policy goals in order to explore the major policy alternative solutions. Policy adoption process is based on the awareness of the significance of the issue. Policy evaluation should be focused on design, explanation and testing of various methods to address policy evaluation issues, including case study evaluation, needs analysis, realistic analysis and other methods.The suggested policy direction (continuation, change or termination) and future impactThe brief overview of immigration public policy problem shows that illegal immigration influences practically every area of public concern. As a result, the suggested policy direction should be based on change of current public policy decisions. It is necessary to make certain changes in order to accelerate the economic development of the nation. Generally speaking, t oday’s immigration law in the United States requires reformation. According to Briggs, it is necessary to make â€Å"labor-market-oriented changes to immigration policy†, which could form a solid foundation for such reformation (qtd. in Peach, 2010, p. 111). Although changes in immigration law cannot have significant impact on the causes of illegal immigration, they may contribute to finding the ways to improve economic development.Conclusion Thus, it is necessary to conclude that the public policy problem like illegal immigration is really serious. As public policy problem affect public policy implementation, it is necessary to find the proper solutions to the problem of illegal immigration. The public response to existing problems and the solutions to these problems should be based on positive public experience.

The 19 Steps to Becoming a College Professor

The 19 Steps to Becoming a College Professor SAT / ACT Prep Online Guides and Tips Do you love conducting research? Do you enjoy engaging with students? Can you envision yourself working in academia? Then you're probably interested in learning how to become a college professor. What are the basic requirements for becoming a college professor? What specific steps should you take in order to become one? In this guide, we start with an overview of professors, taking a close look at their salary potential and employment growth rate. We then go over the basic college professor requirements before giving you a step-by-step guide to how to become one. Feature Image: Georgia Southern/Flickr Becoming a College Professor: Salary and Job Outlook Before we dive into our discussion of salaries and employment growth rates, it's important to be aware of the incredible challenge of becoming a college professor. These days, it is unfortunately well known thatthe number of people qualified to be professors far outnumbers the availability of professor job openings, which means that the job market is extremely competitive. Even if you do all the steps below, the chances of your actually becoming a college professor are slim- regardless of whether you want toteach in the humanities or sciences. Now that we've gone over the current status of the professor job market, let's take a look at some hard figures for salary and employment growth rate. Salary Potential First, what is the salary potential for college professors? The answer to this question depends a lot on what type of professor you want to be and what school you end up working at. In general, though, here’s what you can expect to make as a professor.According to a recent study conducted by the American Association of University Professors (AAUP), the average salaries for college professors were as follows: Full professors: $102,402 Associate professors: $79,654 Assistant professors: $69,206 Part-time faculty members: $20,508 As you can see, there’s a pretty big range in professors’ salaries, with full professors typically making $20,000-$30,000 more a year than associate and assistant professors do. For adjunct professors (i.e., part-time teachers), pay is especially dismal.Many adjunct professors have to supplement their incomes with other jobs oreven public assistance, such as Medicaid,just to make ends meet. One study notes that adjuncts make less than minimum wagewhen taking into account non-classroom work, including holding office hours and grading papers. All in all, it's clear that while it's possible to make a three-figure salary as a college professor, this is rare, especially considering thatmore than 75% of college professors are adjuncts. Employment Rates Now, what about employment rates for professor jobs?According to the Bureau of Labor Statistics (BLS), the projected growth rate for postsecondary teachers in the years 2016-2026 is 15%- that’s 8% higher than the average rate of growth of 7%. That said, most of this employment growth will be in part-time (adjunct) positionsandnot full-time ones. This means thatmost professor job openings will be those with the lowest salaries and lowest job security. In addition, this job growth will vary a lot by field (i.e., what you teach). The chart below shows the median salaries andprojected growth rates for a variety of fields for college professors (arranged alphabetically). Type of Professor Median Salary (2016) Employment Growth Rate (2016-2026) Agricultural Sciences $91,580 8 Anthropology and Archaeology $81,350 10 Architecture $79,250 11 Area, Ethnic, and Cultural Studies $73,020 10 Art, Drama, and Music $68,650 12 Atmospheric, Earth, Marine, and Space Sciences $85,410 10 Biological Science $76,650 15 Business $77,490 18 Chemistry $76,750 10 Communications $65,640 10 Computer Science $77,570 8 Criminal Justice and Law Enforcement $59,590 12 Economics $95,770 11 Education $62,520 10 Engineering $97,530 15 English Language and Literature $63,730 10 Environmental Science $78,340 10 Foreign Language and Literature $63,500 12 Forestry and Conservation Science $85,880 8 Geography $76,810 8 Health Specialties $99,360 26 History $71,820 10 Law $111,210 12 Library Science $68,410 9 Mathematical Science $69,520 9 Nursing $69,130 24 Philosophy and Religion $68,360 12 Physics $84,570 10 Political Science $79,210 11 Psychology $73,140 15 Social Sciences $70,740 10 Social Work $64,030 10 Sociology $71,840 10 Source: BLS.gov As this chart indicates, depending on the field you want to teach in, your projected employment growth rate could range from 8% to as high as 26%. The fastest growing college professor field is health. Nursing has a growth rate of 24%, and health specialties has the highest growth rate at 26%. By contrast, the slowest growing fields (note that they’re still growing faster than average, though) include computer science, agricultural sciences, forestry and conservation science, and geography (all of which are at 8%). In terms of salaries, the highest goes to law professors, who make a median salary of $111,210 (this is the only field to have a salary in the six digits). On the opposite end, the lowest-earning field is criminal justice and law enforcement, whose professors make a median salary of $59,590- that’s about $50,000 less than what law professors make. University of Minnesota Duluth/Flickr College Professor Requirements and Basic Qualifications In order to become a college professor, you’ll need to have some basic qualifications. These can vary slightly among schools and fields, but, generally, you should expect to need the following qualifications before you can become a college professor. #1: Doctoral Degree in the Field You Want to Teach Most teaching positions at four-year colleges and universities expect applicants to have a doctoral degree in the field they wish to teach. For example, if you’re interested in teaching economics, you’d probably get a PhD in Economics. Or if you’re hoping to teach something like Japanese literature, you’d probably get a PhD in a relevant field, such as Japanese Studies, Japanese Literature, or Comparative Literature. Doctoral programs usually take five to seven years and require you to have a bachelor’s degree and a master’s degree. (Note that many doctoral programs allow you to obtain your master’s along the way as well.) But is it possible to teach college-level classes without a doctoral degree? The answer is yes- at some schools and in certain fields. As the BLS notes, some community colleges and technical schools allow people with just a master’s degree to teach classes. However,these positions can be quite competitive, so if you've only got a master’s degree and are up against applicants with doctorates, you'll likely have a lower chance of standing out and getting a job offer. In addition, certain fields let those with just master's degrees teach classes. These include creative writing programs, for which you'd only need a Master of Fine Arts in Creative Writing. #2: Teaching Experience Another huge plus for those looking to become professors is teaching experience. This means any experience with leading or instructing classes or students. Most professors gain teaching experience as graduate students. In many master’s and doctoral programs, students are encouraged (or even required) to either lead or assist with undergraduate-level classes. At some colleges, such as the University of Michigan, graduate students can get part-time teaching jobs as Graduate Student Instructors (GSIs).For this position, you'll usually teach undergraduate classes under the supervision of a full-time faculty member. Another college-level teaching job is theTeaching Assistant or Teacher’s Aide (TA).TAs assist the main professor (a full-time faculty member) with various tasks, such as grading papers, preparing materials and assignments, and even leading smaller discussion-based classes. #3: Professional Certification (Depending on Field) Depending on the field you want to teach, you might have to get certification in something in addition to getting a doctoral degree. Here's what the BLS saysabout this: "Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have- or they may benefit from having- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license." Generally speaking, you’ll only need certification or a license of some sort if you’re preparing to teach a more technical or vocational field, such as health, education, or accounting. Moreover, while you don’t usually need any teaching certification to be able to teach at the college level,you will need it if you want to teach at the secondary level(middle school or high school). #4: Publications and Prominent Academic Presence A high number of publications is vital to landing a job as a professor. Since full-time college-level teaching jobs are extremely competitive, it’s strongly encouraged (read: basically required) that prospective professors have as many academic publications as possible. This is particularly important if you’re hoping to secure a tenured position (which offers the best job security for professors). Indeed, the well-known saying "publish or perish" clearly applies to prospective professors as well as practicing professors. And it’s not simply that you’ll need a few scholarly articles under your belt- you'll also need to have big, well-received publications, such as books,especiallyif you want to be a competitive candidate for tenure-track teaching positions. Here’s what STEM professor Kirstie Ramsey has to sayabout the importance of publications and research when applying for tenured professor jobs: "Many colleges and universities are going through a transition from a time when research was not that important to a time when it is imperative. If you are at one of these institutions and you were under the impression that a certain amount of research would get you tenure, you should not be surprised if the amount of research you will need increases dramatically before you actually go up for tenure. At first I thought that a couple of peer-reviewed articles would be enough for tenure, especially since I do not teach at a research university and I am in a discipline where many people do not go into academe. However, during my first year on the tenure track at my current institution, I realized that only two articles would not allow me to jump through the tenure hoop." To sum up, it’s not just a doctorate and teaching experience that make a professor but also lots and lots of high-quality, groundbreaking research. How to Become a Professor: 19-Step Guide Now that we’ve gone over the basic college professor requirements, what specific steps should you take to become one? What do you need to do in high school? In college? In graduate school? Read on for our step-by-step guide on how to become a college professor. We’ve divided our 19 steps into four main parts: High School College Graduate School (Master’s) Graduate School (Doctorate) Part 1: High School It might sound strange to start your path to becoming a professor in high school, but doing so will make the entire process a lot smoother for you. Here are some of the most important preliminary steps you can take while still in high school: Step 1: Keep Up Your Grades Although all high school students should aim for strong GPAs, because you’re specifically going into the field of education, you’ll need to make sure you’re giving a little extra attention to your grades.Doing this proves that you’re serious not only about your future but also about education as a whole- the very field you’ll be entering! Furthermore, maintaining good grades is important for getting into a good college. Attending a good college could, in turn, help you get into a more prestigious graduate school and obtain a higher-paying teaching job. If you already have an idea of what subject you’d like to teach, try to take as many classes in your field as possible.For example, if you're a lover of English, you might want to take a few electives in subjects like journalism or creative writing.If you’re a science whiz, see whether you can take extra science classes (beyond the required ones) in topics like marine science, astronomy, or geology. As mentioned above, be sure you’re getting high marks in your classes, particularly in the ones most relevant to the field you want to teach. Step 2: Tutor in Your Spare Time One easy way of getting teaching experience as a high school student is to get involved in tutoring. Pick a subject you’re strong at- ideally, one you might want to teach in the future- and consider offering after-school or weekend tutoring services to your peers or students in lower grades. Tutoring will not only help you decide whether teaching is a viable career path for you but will also look great on your college applications as an extracurricular activity. Tutoring other students can help you determine whether you enjoy teaching. (NEC Corporation of America/Flickr) Step 3: Get a High SAT/ACT Score Since you’ll need to go to graduate school to become a professor, it’ll be helpful if you can get into a great college. To do this, you’ll want to have an impressive SAT/ACT score. Ideally, you’ll take your first SAT or ACT around the beginning of your junior year. This should give you enough time to take the test again in the spring and possibly a third time during the summer before or the fall of your senior year. The SAT/ACT score you’ll want to aim for depends heavily on which colleges you apply to.For more tips on how to set a goal score, check out our guides to what a great SAT/ACT score is. Step 4: Submit Impressive College Applications Though it’s great to attend a good college, where you go doesn’t actually matter too much- just as long as it offers an academic program in the (broad) field you’re thinking of teaching. To get into the college of your choice, however, you’ll still want to focus on putting together a great application, which will generally include the following: A high GPA and evidence of rigorous coursework Impressive SAT/ACT scores An effective personal statement/essay Strong letters of recommendation (if required) Be sure to give yourself plenty of time to work on your applications so you can submit the best possible versions of them before your schools’ deadlines. If you’re aiming for the Ivy League or another similarly selective institution, check out our expert guide on how to get into Harvard, written by a Harvard alum. Part 2: College Once you get into college, what can you do to help your chances of getting into a good grad school- and becoming a college professor? Here are the next steps to take. Step 5: Declare a Major in the Field You Want to Teach Perhaps the most critical step is to determine what exactly you want to teach in the future- and thenmajor in it (or a related field). For instance, if, after taking some classes in computer science, you decide that you really want to teach this subject, declare it as your major. If you’re still not sure what field you'll want to teach, you can always change your major later on or first declare your field of interest as a minor (and then change it to a major if you wish).If the field you want to teach is not offered as a major or minor at your college, try to take as many classes as possible in it. Although it’s not always required for graduate school applicants to have majored in the field they wish to study at the master’s or doctoral level, it’s a strong plus in that it shows you’ve had ample experience with the subject and will be able to perform at a high level right off the bat. Step 6: Observe Your Professors in Action Since you’re thinking of becoming a college professor, this is a great time to sit down and observe your professors to help you determine whether teaching at the postsecondary level is something you’re truly interested in pursuing. In your classes, evaluatehow your professors lecture and interact with students.What kinds of tools, worksheets, books, and/or technology do they use to effectively engage students? What kind of atmosphere do they create for the class? It’s also a good idea to look up your professors' experiences and backgrounds in their fields. What kinds of publications do they have to their name? Where did they get their master’s and/or doctoral degrees? Are they tenured or not? How long have they been teaching? If possible, I recommend meeting with a professor directly (ideally, one who's in the same field you want to teach) to discuss a career in academia. Most professors should be happy to meet with you during their office hours to talk about your career interests and offer advice. Doing all of this will give you an insider look at what the job of professor actually entails and help you decide whether it’s something you’re really passionate about. Step 7: Maintain Good Grades As you’ll need to attend graduate school after college, it’s important to maintain good grades as an undergraduate, especially in the field you wish to teach. This is necessary because most graduate programs require a minimum 3.0 undergraduate GPA for admission. Getting good grades also ensures that you’ll have a more competitive application for grad school, and indicates that you take your education seriously and are passionate about learning. Always aim high! Step 8: Get to Know Your Professors Aside from watching how your professors teach, it’s imperative to form strong relationships with them outside of class, particularly with those who teach the field you want to teach as well.Meet with professors during their office hours often. Consult them whenever you have questions about assignments, papers, projects, or your overall progress.Don’t be afraid to talk to them about your future goals. You essentially want to build a rapport with your professors; this is basically the same thing as networking.This way, you’ll not only get a clearer idea of what a professor does, but you’ll also guarantee yourself stronger, more cogent letters of recommendation for graduate school. Step 9: Gain Research and/or Publication Experience This isn’t an absolute necessity for undergraduates, but it can certainly be helpful for your future.If possible, try to gain research experience through your classes or extracurricular projects. For instance, you could volunteer to assist a professor with research after class or get a part-time job or internship as a research assistant. If neither option works, consider submitting a senior thesis that involves a heavy amount of research. Best case scenario, all of your research will amount to a publication (or two!) with your name on it. That being said, don’t fret too much about getting something published as an undergraduate. Most students don't publish anything in college yet many go on to graduate school, some of whom become college professors. Rather, just look at this as a time to get used to the idea of researching and writing about the results of your research. Step 10: Take the GRE and Apply to Grad School If you’re hoping to attend graduate school immediately after college, you’ll need to start working on your application by the fall of your senior year. One big part of your graduate school application will beGRE scores, which are required for many graduate programs.The GRE is an expensive test, so it’s best if you can get away with taking it just once (though there’s no harm in taking it twice). Although the GRE isn’t necessarily the most important feature of your grad school application, you want to make sure you’re dedicating enough time to it so that it’s clear you’re really ready for grad school. Other parts of your grad school application will likely include the following: Undergraduate transcripts Personal statement/statement of purpose Curriculum vitae (CV)/resume Letters of recommendation For more tips about the GRE and applying to grad school, check out our GRE blog. Part 3: Graduate School (Master’s) Once you’ve finished college, it’s time to start thinking about graduate school. I’m breaking this part into two sections: master’s and doctorate. Note that although some doctoral programs offer a master’s degree along the way, others don’t or prefer applicants to already have a master’s degree in the field. Step 11: Continue to Keep Up Your Grades Again, one of your highest priorities should be to keep up your grades so you can get into a great doctoral program once you finish your master’s program. Even more important, many graduate programs require students to get at least Bs in all their classes, or else they might get kicked out of the program! So definitely focus on your grades. Step 12: Become a TA One great way to utilize your graduate program (besides taking classes!) is to become a Teaching Assistant, or TA, for an undergraduate class. As a TA, you will not only receive a wage but will also gain lots of firsthand experience as a teacher at the postsecondary level. Many TAs lead small discussion sections or labs entirely on their own, giving you a convenient way to ease into college-level teaching. TAs’ duties typically involve some or all of the following: Grading papers and assignments Leading small discussion or lab sections of a class (instead of its large lecture section) Performing administrative tasks for the professor Holding office hours for students The only big negative with being a TA is the time commitment. Therefore, be sure you're ready and willing to dedicate yourself to this job without sacrificing your grades and academic pursuits. Becoming a TA can teach you a lot about ... teaching. (Center for Teaching Vanderbilt University/Flickr) Step 13: Research Over the Summer Master’s programs in the US typically last around two years, giving you at least one summer during your program. As a result,I strongly recommend using this summer to conduct some research for your master’s thesis. This way you can get a head start on your thesis and won't have to cram in all your research while also taking classes. What's more, using this time to research will give you a brief taste of what your summers might look like as a professor, as college professors are oftenexpected to perform research over their summer breaks. Many graduate programs offer summer fellowships to graduate students who are hoping to study or conduct research (in or outside the US). My advice?Apply for as many fellowships as possible so you can give yourself the best chance of getting enough money to support your academic plans. Step 14: Write a Master’s Thesis Even if your program doesn’t require a thesis, you’ll definitely want to write one so you can have proof that you're experienced with high-level research. This type of research could help your chances of getting into a doctoral program by emphasizing your commitment to the field you’re studying.It will also provide you with tools and experiences that are necessary for doing well in a doctoral program and eventually writing a dissertation. Step 15: Apply to Doctoral Programs OR Apply for Teaching Jobs This step has two options depending on which path you'd rather take. If you really want to teach at a four-year college or university, then you must continue on toward a doctorate. The application requirements for doctoral programs are similar to those for master’s programs. Read our guide for more information about grad school application requirements. On the other hand, if you’ve decided that you don’t want to get a doctorate and would be happy to teach classes at a community college or technical school, it’s time to apply for teaching jobs. To start your job hunt, meet with some of your current or past professors who teach the field you, too, will be teaching. Ask whether they know of any job openings at nearby community colleges or technical schools. You might also be able to use some of your professors as references for your job applications(just be sure to ask them before you write down their names!). If you can't meet with your professors or would rather look for jobs on your own, try browsing the career pages on college websites or looking up teaching jobs on the search engineHigherEdJobs. Part 4: Graduate School (Doctorate) The final part of the process (for becoming a college professor at a four-year institution) is to get your doctoral degree in the field you wish to teach. Here’s what you’ll need to do during your doctoral program to ensure you have the best chance of becoming a college professor once you graduate. Step 16: Build Strong Relationships With Professors This is the time to really focus on building strong relationships with professors- not just with those whose classes you've taken but also with those who visit the campus to give talks, hold seminars, attend conferences, etc. This will give you a wider network of people you know who work in academia, which will (hopefully) make it a little easier for you to later land a job as a professor. Make sure to maintain a particularly strong relationship with your doctoral advisor. After all, this is the professor with whom you'll work the most closely during your time as a doctoral student and candidate. Be open with your advisor: ask her for advice, meet with her often, and check that you’re making satisfactory progress toward both your doctorate and your career goals. Don't be afraid to go to your professor's office and have a chat! (Georgia Southern University, Armstrong Campus/Flickr) Step 17: Work On Getting Your Research Published This is also the time to start getting serious about publishing your research. Remember, it's a huge challenge to find a job as a full-time professor, especially if all you have is a PhD but no major publications. So be sure to focus on not only producing a great dissertation but also contributing to essays and other research projects. As an article in The Conversation notes, "By far the best predictor of long-term publication success is your early publication record- in other words, the number of papers you’ve published by the time you receive your PhD. It really is first in, best dressed: those students who start publishing sooner usually have more papers by the time they finish their PhD than do those who start publishing later." I suggest asking your advisor for advice on how to work on getting some of your research published if you’re not sure where to start. Step 18: Write a Groundbreaking Dissertation You'll spend most of your doctoral program working on your dissertation- the culmination of your research. In order to eventually stand out from other job applicants, it’s critical to come up with a highly unique dissertation.Doing this indicates that you’re driven to conduct innovative research and make new discoveries in your field of focus. You might also consider eventually expanding your dissertation to a full-length book. Step 19: Apply for Postdoc/Teaching Positions Once you’ve obtained your doctorate, it's time to start applying for college-level teaching jobs! One option you have is to apply forpostdoctoral (postdoc)positions. A postdoc is someone who has a doctorate and who temporarily engages in "mentored scholarship and/or scholarly training." Postdocs are employed on a short-term basis at a college or university to help them acquire more research and teaching experience. While you can theoretically skip the postdoc position and dive straight into applying for long-term teaching jobs, many professors have found that their postdoc work helped them build up their resumes/CVs before they went on to apply for full teaching positions at colleges. Inan article on The Muse, Assistant Professor Johanna Greeson at Penn writes the following about her postdoc experience: "Although I didn’t want to do a post-doc, it bought me some time and allowed me to further build my CV and professional identity. I went on the market a second time following the first year of my two-year post-doc and was then in an even stronger position than the first time." Once you’ve completed your postdoc position, you can start applying for full-time faculty jobs at colleges and universities. And what's great is thatyou’ll likely have a far stronger CV/resume than you had right out of your doctoral program. Conclusion: How to Become a College Professor Becoming a college professor takes years of hard work, but it’s certainly doable as long as you know what you'll need to do in order to prepare for the position and increase your chances of securing a job as a professor. Overall, it's extremely difficult to become a professor. Nowadays,there are many more qualified applicants than there are full-time, college-level teaching positions,making tenured positions in particular highly competitive. Although the employment growth rate for professors is a high 15%, this doesn't mean that it'll be easy to land a job as a professor.Additionally, salary levels for professors can vary a lot depending on the field they teach and the institution they work at; you could make as little as $20,000 a year (as a part-time, or adjunct, professor) or as much as $100,000 or higher (as a full professor). For those interested in becoming a professor, the basic college professor requirements are as follows: A doctoral degree in the field you want to teach Teaching experience Professional certification (depending on your field) Publications and prominent academic presence In terms of the steps needed for becoming a college professor, I will list those again briefly here. Feel free to click on any steps you'd like to reread: Part 1: High School Step 1: Keep Up Your Grades Step 2: Tutor in Your Spare Time Step 3: Get a High SAT/ACT Score Step 4: Submit Impressive College Applications Part 2: College Step 5: Declare a Major in the Field You Want to Teach Step 6: Observe Your Professors in Action Step 7: Maintain Good Grades Step 8: Get to Know Your Professors Step 9: Gain Research and/or Publication Experience Step 10: Take the GRE and Apply to Grad School Part 3: Graduate School (Master’s) Step 11: Continue to Keep Up Your Grades Step 12: Become a TA Step 13: Research Over the Summer Step 14: Write a Master’s Thesis Step 15: Apply to Doctoral Programs or Apply for Teaching Jobs Part 4: Graduate School (Doctorate) Step 16: Build Strong Relationships With Professors Step 17: Work On Getting Your Research Published Step 18: Write a Groundbreaking Dissertation Step 19: Apply for Postdoc/Teaching Positions Good luck with your future teaching career! What’s Next? Considering other career paths besides teaching? Then check out our in-depth guides to how to become a doctor and how to become a lawyer. No matter what job (or jobs!) you end up choosing, you'll likely need a bachelor's degree- ideally one from a great school.Get tips on how to submit a memorable college application, and learn how to get into Harvard and other Ivy League schoolswith our expert guide. 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:

Software engineering Module assessment 2 Assignment

Software engineering Module assessment 2 - Assignment Example SCRUM views the systems development process as a collection of actions that integrate known workable mechanisms and procedures with the best development team to develop systems. Since these actions are loose, controls to handle the process and underlying risks are used. SCRUM is a typical upgrade of the commonly utilised incremental object-oriented development cycle. Although waterfall methodology makes it compulsory the use of undefined processes, it has a huge drawback. Its linear nature gives it this large drawback. The process does not provide way of responding to unanticipated output from any of the transitional stages. This method is analogous to the peeling of onion layers that corresponds to users deciding whether to send prototype back to preceding phases or termination of the development process. Spiral methodology stages and stage processes are linear. Requirement analysis and design activities are conducted in requirements phase and design phase respectively with each of the stages comprising of linear, precisely and clearly communicated defined processes This is an improvement on the Spiral method. Each of the iteration comprises of all phases in standard Waterfall model. Each of these iterations covers a single set of parsed functionality. The overall project deliverable expected is subdivided into designated subsystems, each with clean interfaces. This method allows one to test the feasibility of a subsystem and its technology in the inceptive iterations. Later iterations improve the the project while increasing the speed of delivery. This method increases flexibility, has a better cost control and checks delivery of systems. Nevertheless, the Iterative method is also linear as underlying development processes are still defined and linear. Each of the development technologies improve on another with no significant change. Both the Spiral and Iterative methods implement a risk control techniques

Psychotherapy and Substance Abuse Essay Example | Topics and Well Written Essays - 4250 words

Psychotherapy and Substance Abuse - Essay Example Substance abuse, including tobacco use and nicotine addiction, is associated with a wide range of serious health and social problems. Recent epidemiological evidence demonstrates that 72 conditions requiring inpatient treatment are wholly or partially attributable to substance abuse. Consequently, the estimated annual cost for health care, law enforcement, motor vehicle crashes, crime, and lost productivity due to substance abuse is nearly 1 thousand dollars for every American citizen, including children (Austin, 2005). Such disturbing situation with substance abuse can not but appeal for immediate and effective actions from the government and local authorities. Although the problem of substance abuse is not new, the search for the most effective methods of coping with it is far from being over. Many different prevention and treatment options have been proposed up to date, but none of them can be addressed as the most universal or the most effective. Partially this is due to the fact that substance abuse is a condition with extremely complex and often controversial etiology; partially due to lack of serious scientific research exploring specific mechanisms of recovery. The increasing use of psychotherapeutic interventions in both prevention and treatment of substance abuse suggests that modern researchers and practitioners are taking efforts to finally close this gap. This paper will provide an overview of the most widely used psychotherapeutic interventions in treatment of substance abuse, and provide a detailed insight into the psychological foundations underlying one of the most popular therapies, namely the 12-step model. Main Discussion The official definition of substance abuse proposed by the American Psychiatric Association (APA) identifies several distinct symptoms/patterns associated with this condition. APA defines substance abuse as a "maladaptive pattern of substance use leading to clinically significant impairment or distress, as manifested by one (or more) of the following, occurring within a 12-month period: 1. Recurrent substance use resulting in a failure to fulfill major role obligations at work, school, or home (e.g., repeated absences or poor work performance related to substance use; substance-related absences, suspensions or expulsions from school; neglect of children or household); 2. Recurrent substance use in situations in which it is physically hazardous (e.g., driving an automobile or operating a machine when impaired by substance use); 3. Recurrent substance-related legal problems (e.g., arrests for substance-related disorderly conduct; 4. Continued substance use despite having persistent or recurrent social or interpersonal problems caused or exacerbated by the effects of the substance (e.g., arguments with spouse about consequences of intoxication, physical fights) (DSM-IV, 2000). Apparently, the core characteristic of substance abuse is continued use of alcohol, tobacco, non-medically prescribed medications, drug or chemicals, which commonly leads to recurring socially negative consequences. Substance abuse is believed to be the major predictor of more severe conditions, namely substance addiction or dependence (Onken & Blaine, 1990). However, one should distinguish between them: abuse and dependence differ from addiction that involves a compulsion to continue using the substance

Older Than America Essay Example for Free

Older Than America Essay 1. Film Information: The title of film we watched this week is Older than America. The lead actors and actresses are Adam Beach, Tantoo Cardinal, Bradley Cooper Georgina Lightning, Bradley Cooper, and Tantoo Cardinal. movie was released Oct 12, 2010 by the IFC Films studio. The length of the film is about one hundred minutes. The film genre is trying to expose the history with horror atmosphere. The director of the film is Georgina Lightning . 2. Brief summary: A womans haunting visions reveal a Catholic priests sinister plot to silence Rain’s mother from speaking the truth about the atrocities that took place at her Native American boarding school. The story along with her daughter, Rain haunted by visions that led to her own mothers forced institutionalization. The film mixes the true story of the USs forced boarding of Native American children, subjecting them to a wide variety of abuses. The film is not that easy to follow up because it started with some suspension and wired dreams at the beginning. As the story goes along, more and more clues reveal. It is hard to believe what the boarding school did to Native American kids based on my perception to boarding school. The film has enough twists and turns to keep my attentions while watching it. 3. Identify the main problem(s) or issue(s) addressed in the film: The problem is mainly addressed in boarding school. They remove children from the influence of their families and culture and assimilate them into the dominant Canadian culture. Father Bartoli paralyzed Rain’s mother in order to hide the truth about atrocities in boarding school. The Native American kids were beaten, whipped, raped and killed in the school. Later on, Father Bartoli also tried to convince Auntie Apple to keep Rain in captivity in order to stop memorizing the truth from the past. Rain was somehow rescued from tying up her hands by a spiritual guy who is her classmate in boarding school. She intellectually escaped from the room when the cleaner opened the door. Rain and Jonny decided to discover the truth in the mysterious cellar. After Father Bartoli knew Rain had escaped, he decided to go to cellar to kill her. Finally, Rain collected all the clues and memorized all the things happened in boarding school. Father Batoli was tangled up with all the lost soul who were abused and died under his hands. He got punished. 4. Main characters review: The main characters are Jonny, Rain, Luke, and Father Batoli. Director and co-writer Lightning also plays Rain, the lead role in Older Than America. Rain lives with her police officer boyfriend Johnny (Adam Beach) in snowy, rural Minnesota. Adom Beach plays her boyfriend. Luke (Bradley Cooper) is a government geologist investigating reports of a recent earthquake on his own time; Steve Klamath (Glen Gould) has returned home to run for mayor on an anti-development platform, opposing the incumbent, developer Paul Gunderson (Chris Mulkey). I think the actors are good in these roles especially Johnny because I can feel his love to Rain. They play believable roles, but I was confused about those spiritual figures. They are not quite believable, though. Those children in the board school make me sympathetic. There is no â€Å"Hollywood stereotypes†. 5. Portrayal of authority: Father Bartoli is a typical guy who has authority in religious figures. He is a priest minister who controls all the regulations in boarding school. Auntie Apple (Tantoo Cardinal), who raised Rain, leans heavily upon local Catholic priest Father Bartoli (Steve Yoakum). The two of them shake their heads disapprovingly when Rain and Johnny do not immediately agree to having a Catholic marriage ceremony. The boarding school is a nightmare to Native American children. Priests tried to remove their identity and assimilated them into American culture. I dislike Father Bartoli. He did not only a lot of bad things to the Native American children but also silenced Rain and her mother to erase the past crimes. 6. Discuss the role of gender in the film: The major players are not predominantly of one sex. Johnny has the subordinate role. I think Women and men are not drawn as variations of stereotypes. Rain plays a kindergarten teacher. She is portrayed as a perceptual and strong Native American woman. She cares about her mother very much. The matriarchal female roles are not recognized in the film. Jonny is her husband. He loves Rain very much, too. He cares about everything regarding Rain including family. He behaved anxious and crazy when Rain is disappeared. 7. Discuss the role of class and nation: I did not see any characters do anything for living. Jonny works in police office and Rain works in kindergarten. They seem pretty knowledgeable about their work, and they valued for what they do. There is no very obvious class hierarchy in the film. They are all kind of middle class people in modern society. The film did not spend a lot of attention to portray the poor. 8. Discuss the identity of the Native/tribal/ethnic groups portrayed in the film: I did not really often hear the Native American characters mention something about their identity, but I can feel the sense of strong ethnic tie between real physical characters and those spiritual characters. The souls are the things make this film so special to us. Those souls imply some sort of spiritual culture to Native American. Although they are already died, they still got together and help their companions or ethic group to get through the obstacles. They are likely to be seen in Native Americans’ perspective. The relationship between them is really subtle but meaningful. The live characters try to expose the truth hidden in the boarding school whereas the spiritual characters keep helping them get through the crises. They somehow interact with each other and make the whole story looks reasonable. It is pretty interesting and makes audience want to watch it. The movie really empathizes with the identity issues although the ethnic characters are not actually from the portrayed ethnic group because basically the film tells the repulsive atrocities and assimilation behind the boarding school back 1900s. It wants to remind Native American audiences to recognize the history and do not lose the cultural identity no matter what. 9. How are social and familial relationships portrayed: Throughout the film, Native Americans always have a strong family tie and hold together. In the film, I can feel Rain really loves his mother. She takes care of her a lot even she has got some mental issues. She is also really respecting her mother because she comes to her mother and tells her mother every decision she is going to make. In modern days, she still inherits a lot of traditional Native American woman’s traits. Those spiritual figures also give us a strong background of ethnic sense. They have a connection with Rain to keep reminding her past, and they help her to find the clues of the truth and get her through crisis. Jonny is a good and reliable boyfriend, too. He also really loves Rain. He is sharing of confidences with her and giving care to her when Rain faced up difficulties. I am able to relate to the familial roles and experiences in the film because film makes it really touch my heart. 10. Language: There are few scenes that other language other than English spoken in the film. It is used effectively. The boy spoke Native American language when the teacher forced them to declare to be Americans in the classroom. He did not want to lose his own culture identity. The use of another language bears a lot value to the film. It exposed the atrocities in boarding school. You would be beaten to death even if you say an Indian word. It set off the inhuman behaviors they did to every Native American child in boarding school. It is ironic that person who actually behaves a savage wants to civilize Native Americans, they called â€Å"savage†. 11. Personal likes and dislikes: This movie really is not a view of life in boarding schools, per se. I dont believe it was intended to be. It is a metaphor for the effects still felt today by nearly all Native Americans here in the U. S. The movie is a period place. All of the issues that the story touches base on are those that Natives all over Indian Country are dealing with today. It is not the direct reflection of one single reason why Natives today face the afflictions of poverty, alcoholism, abuse, unemployment, illiteracy, and loss of identity as a culture, but the culmination of many. Forced attendance into an institution specifically designed to strip away everything it means to be Indian just so happens to be the primary area of focus in this film. The sub-plots add depth to the characters as well as much needed comic relief. Even though this film is classified as a drama, it should be shown in every history class across the United States. 12. Research connection: The story of American Indian boarding schools needs to be told. In the past Indian children were taken from their parents, often forcibly, and put into highly- regimented schools designed to eradicate all signs of their savagery. Use of Indian languages in these schools was forbidden and harshly punished. This movie probably should have been a period place showing the experiences of an Indian child thrust into the soul-killing world of the boarding school. Perhaps it was feared this approach would limit the size of the audience. In any case we get a modern-day story, set in northern Minnesota, in which a boarding school is glimpsed only occasionally in brief flashbacks. Surrounding these flashbacks lie a plot cluttered with a bewildering number of elements: the arrogance of the Catholic Church, shock treatments, commercial development of sacred Indian lands, an election for mayor pitting a white man against a red man, gambling casinos, a love story, hallucinations and visions, family secrets leading to tensions.

Women in the STEM Fields Essay -- Career Women Essays

In early American history, society believed that women did not have a place in education and high-level learning. They were told not to bother their brains with such advanced thinking. Middle and upper class women learned to read and write, but their education ended there. A woman’s place was said to be in the home, cooking, sewing, and taking care of the children. In the case of upper class women, their â€Å"to-do† list was cut even shorter with the servants present to do the work. However, women desired a higher education. Elizabeth Blackwell is a prime example of women’s fight for a medical degree, one of the first STEM environments available to women. In order to kick-start her education she wrote to all of the doctors that she knew, requesting advice and help. However, most of the doctors replied that they thought it impossible, that a woman would not be able to endure the rigors of a medical education, and that they feared the competition that women doctors would bring. Elizabeth persisted, finally making her way to Philadelphia, a city famous for its study in medicine, to stay with Dr. Elder, one of the few supporters of her education. Once here she continued writing letters and actually found many friends who agreed to support her cause, but unfortunately universities were not included in this list of friends. Elizabeth then pursued an education at the University of Geneva in New York where the Medical Faculty and students agreed to accept her. Wh ile at first the university cared about the press coverage that Elizabeth’s spot would bring, she eventually established her rightful place as a student there. Although she encountered some resentment among the wives of doctors and other people living in the small town, Elizabeth ... ...cLeer, Anne. â€Å"Practical Perfection? The Nanny Negotiates Gender, Class, and Family Contradictions in 1960s Popular Culture.† NWSA Journal 14.2 (2002): 80-83. JSTOR. Web. 09 Feb. 2014. Pollack, Eileen. â€Å"Why Are There Still So Few Women in Science?† The New York Times. The New York Times, 05 Oct. 2013. Web. 05 Mar. 2014. Rosch, Amelia. â€Å"WISP Increases Female Participation in the Sciences.† The Dartmouth. The Dartmouth, 07 Nov. 2013. Web. 05 Mar. 2014. Rupp, Leila J. â€Å"Eleanor Flexner’s â€Å"Century of Struggle†: Women’s History and the Women’s Movement.† NWSA Journal 4.2 (1992): 157-69. JSTOR. Web. 09 Feb. 2014. â€Å"Scientists Not Immune from Gender Bias, Yale Study Shows.† Yale News. Yale University, 24 Sept. 2012. Web. 05 Mar. 2014. Smith, Michelle R. â€Å"Giving Female Scientists Their Due.† Philly.com. The Philadelphia Inquirer, 17 Oct. 2013. Web. 05 Mar. 2014.

Breaking the Disney Spell Essay

Jack Zipes, in his essay â€Å"Breaking the Disney Spell†, directly addresses the issue of what happens when a story is taken from its original oral form and written down. Zipes discusses in depth what Walt Disney has done to fairy tales and the consequences of Disney’s actions. Zipes addresses many issues, including those of context, society, and alteration of plot. He accuses Walt Disney of attacking â€Å"the literary tradition of the fairy tale† (344). While many scholars disagree with Zipes’ accusations, his essay makes very solid and well-presented points that he promptly backs with fact. Regardless of what the scholars say, Zipes was right: Oral tradition is important, and Disney’s representations of historical folktales damaged fairy tales as we know them. When Walt Disney began his cartoon and film career in 1927, he might have been unaware of how the American public would rush to purchase his â€Å"original† creations. His first cartoon, a re-creation of Lewis Carroll’s Alice’s Adventures in Wonderland that added a comedic spin, began his career in the cartoon industry and eventually spun his company into a billion dollar enterprise (Funding Universe). As Disney’s popularity grew, he continued to expand his film creations, but generally by copying or â€Å"re-creating† fairy tales or other historical literature. Many Americans believe that Walt Disney was the first person to create fairy tales, and Disney failed to recognize the original creators of the stories that made him so popular: the folk. Historically, fairy tales were told amongst people that historians and folklorists refer to as â€Å"the folk. † That is, the stories were shared orally, in what is commonly referred to as â€Å"sacred space† (Curry). Fairy tales were not intended to be read alone, in silence. Rather, they were created to be shared in a group of people, and, while fairy tales were saturated with meaning, that meaning could vary based on the storyteller. Fairy Tales were also often the holders of a warning or admonition that could be adjusted depending on the listener. One mother might have told her daughter one version of â€Å"Cinderella† in order to make a statement about her daughter’s life, whereas another mother might have told a completely different version of the same story. This, Zipes argues, is what made fairy tales unique and important. He comments, â€Å"A narrator or narrators told tales to bring members of a group or tribe closer together and to provide them with a sense of mission† (332). Fairy tales were told from an older generation to a younger generation. As mentioned previously, they were not shared in private, by oneself, alone with a book or videotape. Zipes comments, â€Å"This privatization violated the communal aspects of the folk tale† (335). The stories were a collective form of communication that occurred in a group setting, in a safe place, in a sacred space. Fairy tales, besides communicating moral and social messages, were a rite of passage. Martha C. Sims and Martine Stephens, both revered folklorists, make a statement about the importance of storytelling and teaching in their book Living Folklore. â€Å"Rites of passage mark notable dates or stages in a person’s life. Most rites of passage occur at times of change or transition: birth, puberty, entering adulthood or coming-of-age, marriage, and death, for example† (110). Fairy tales were used in rites of passage as a way to communicate with the younger generation about the changes that take place during puberty, adolescence, and marriage. Even in the written versions of Fairy Tales produced by the Brothers Grimm, Perrault, and other respected folklorists, scholars are able to grasp and to understand the importance of various elements that are present in the stories that show valuable truth about life adjustments and growing up. Many folklorists, however, consider Disney’s version of historical fairy tales to have stripped them of their meaning. Zipes is one of them. Zipes uses the example of Disney’s recreation of Puss in Boots to show that Disney altered the story to â€Å"use it as a self-figuration that would mark the genre for years to come† (343). Zipes argues that Disney changes the protagonist of the story from Puss to the â€Å"young king. † In the original version of the tale, the cat was the hero and the young boy he was friends with played a minor role in the tale. The boy in the original tale was not royalty at all: he was a commoner. Disney changed both the importance of the boy’s role in the story, as well as his social status. By adjusting the story, Zipes declares that Disney projected his own self into the story and presented it in a sort of auto-biographical fashion. Disney saw himself as the young king and projected that into the story. Disney did not see himself as simply an ordinary commoner: he was far above the peasant class, at least in his own mind. While many of Disney’s fans and viewers may argue that his recreation of fairy tales made little to no impact on the original meaning, Zipes believes otherwise. â€Å"Disney’s film is also an attack on the literary tradition of the fairy tale. He robs the literary tale of its voice and changes its form and meaning† (344). Disney not only adjusts the main elements of a story, but he also alters the point of view and the narrator, as we see in Puss in Boots. Instead of the story being told from Puss’ point of view, the â€Å"hero† of the story is the young boy. In Disney’s other fairy tale recreations, he often adds characters and makes them the hero or savior of the story. Often, instead of being told by a female point of view and being about women, as many fairy tales are historically represented, Disney projects a patriarchal view on the story and makes it obvious to his viewers that a woman’s life is meaningless without a man to guide her. Disney’s characters all understand the importance of waiting around for their prince to arrive and â€Å"save them† from the life that they so torturously endure. Instead of the bright, intelligent, and witty women that are evidenced in such tales as Italo Calvino’s The False Grandmother and Lasair Gheug, the King of Ireland’s Daughter, Disney’s heroines appear to be lacking not only spine, but brains as well. Many American children have grown up completely unaware that the concept of a prince saving a princess is a distinctly Disney idea. The classic fairy tales often involve feminine strength and an urging of women to be able to outsmart her predators. If a girl is not able to outsmart her attacker, she is simply killed. This is evidenced quite well in Perrault’s Little Red Riding Hood and the Brothers Grimm tale of Little Red Cap. A comparison of the two stories will bring to light the idea that if a young girl is smart enough, she can outwit any predator – even a hungry wolf. The girl in Little Red Cap is able to do just that, and escapes with her life. Contrarily, the heroine of Little Red Riding Hood is not quite clever enough, and she is â€Å"gobbled up† (Perrault 13). The concept of women needing a savior is quite obvious in the Disney version of Snow White. Zipes notes, â€Å"Snow White was his story that he had taken from the Grimm Brothers and changed completely to suit his tastes and beliefs. He cast a spell over this German tale and transformed it into something peculiarly American† (346). Maria Tatar also notes the impact of Disney’s version on the American public as she comments, â€Å"Walt Disney’s Snow White and the Seven Dwarfs has so eclipsed other versions of the story that it is easy to forget that hundreds of variants have been collected over the past century in Europe, Asia, Africa, and the Americas† (74). In the oldest versions of Snow White, the heroine of the story does not need to be â€Å"saved† by a prince. The Brothers Grimm depict Snow White coming back to life by her coffin being jarred, which dislodged the apple in her throat (Grimm 89). Similarly, in the Lasair Gheug version of this tale, it is the king’s new wife who saves Snow White by picking the ice out of her forehead and palms (94). Disney, however, shows Snow White as a weak female who must be rescued by her â€Å"prince Charming. † She is saved, not by accident or by a minor character, but â€Å"when the prince, who has searched far and wife for her, arrives and bestows a kiss on her lips. His kiss of love is the only antidote to the queen’s poison† (Zipes 348). Disney’s portrayal of princesses or young girls as weak and frail leads Zipes to believe that Disney â€Å"perpetuated a male myth† which is, subconsciously, a celebration of his own destiny and success (348). Disney, although his primary characters are nearly always female, depicts them as weak and needy. It is only the secondary male character and the antagonist female in Disney’s stories who appear to have spines. By keeping his primary female characters weak, Disney is sending the message that women are helpless without men. Zipes, in accordance with this idea, notices that not only are the primary females in Disney’s stories kept weak, but that the male â€Å"heroes† of his tales are overly masculine and are the saviors of the stories. â€Å"In this regard,† notes Zipes, â€Å"the prince can be interpreted as Disney†¦ Snow White cannot be fulfilled until he arrives to kiss her†¦ † (349). Zipes argues that Disney, in his creation of weak females and strong male heroes, is making a statement that he, Disney, is a hero. Disney’s re-telling of these fairy tales is not simply adding his own perspective to the issue at hand. Rather, Disney completely rewrites fairy tales to mean what he wants them to mean. Most historical fairy tales have a common theme and moral in them, regardless of the story teller. From Perrault to the Brothers Grimm, much retelling is similar, with only slight variances. Disney, however, with his addition of â€Å"him† to the story, alters the story not only by point of view, but also in it’s moral and its core message. Some folklorists argue that a recreation and revision of historical folklore is necessary to ensure that the current generations retain their interest in the past. Many might argue that Disney’s retelling of fairy tales has not harmed the historical value of the stories. Benjamin Filene makes this argument in his work Romancing the Folk. â€Å"†¦ the backward glance can be more than nostalgic — that memory can create American culture anew† (236). While Filene may truly believe that it is important to incite interest in folklore amongst the youth of the current generation, Zipes disagrees. His research leads him to believe that this alteration, whether for personal gain or simply for popularizing any type of folklore, permanently hinders the message that is inherently present in the original version. Disney, in his new representations of fairy tales, loses sight of the original messages and completely removed the moral and meaning from the stories. Zipes, in Breaking the Disney Spell, provides clear evidence that Disney has violated the sanctity of fairy tales by rewriting them for his own personal pleasure and gain. By projecting himself into the fairy tales, Disney not only removes the moral message of the story, but also replaces the matriarchal values with patriarchal ones. Disney molds women to meet his standards of how women should behave, rather than portraying the strong and clever females that are visible in the original tales. While fairy tales were altered when they became a written tradition rather than an oral one, most stories still maintained their original moral values. Disney, however, strips the stories even of that in lieu of something â€Å"better†: his own pleasure and fame. After Disney, fairy tales will never be the same. Now, society is stuck with his egotistical creations that are beneficial to no one but himself. Instead of the stories being meaningful and a rite of passage, they are reduced to simply a meaningless tale of Disney’s life and goals. Zipes was right: Disney has damaged fairy tales and they will never be quite the same

Cultural Competency Essay

Cultural competency is defined a set of personal and academic skills required for increasing understanding and appreciation of cultural differences. Actually, becoming culturally competent is a developmental process taking lots of time. Cultural competence helps to shape behavioral patents as well as it affects health care delivery. Culturally competent pharmaceutical providers should appreciate family ties and realize that family and behavioral values are determined by peculiarities of culture. Apparently, cultural competence relates to pharmacy, because it suggests pharmaceutical provider-customer relations meaning that health care providers should find individual approach to every patient requiring treatment. The goals of cultural competence are to increase cultural awareness, cultural knowledge, cultural skills and cultural encounters. Cultural differences should be appreciated and accepted and, therefore, it is necessary to seek out new world views of diseases and medicines. Cultural knowledge helps pharmacy to promote better understanding between cultural groups. Cultural competence promotes assessing patient without relying only on written facts. It means that there is a need to find another perspective, to reduce resistance and defensiveness and to acknowledge interactive mistakes. Pharmacy suggests meeting and working directly with people of different cultures and, thus, developing cultural competency helps to dispel stereotypes and to contradict academic knowledge. Pharmacy requires gathering cultural knowledge which is often neglected. Cultural competency welcomes cooperation and collaboration instead of insulting other culture’s perspectives. For example, physicians belong to cultural group possessing their own beliefs, customs, practices and rituals. This includes definitions of illness and health, systematic approaches, compliance, prevention through annual exams, the superiority of technology, etc. Therefore, cultural competency plays crucial role in medicine. Works Cited Spector, R. Cultural Diversity in Health and Illness. Stamford, CT: Appleton & Lange, 1996.

Becoming A Man essays

Becoming A Man essays A Day No Pigs Would Die is a story that Robert Peck wrote to show the reader his adolescent life, fate, and the journey from boyhood to manhood. Peck leads the reader through the intricate web of his youth, almost as though he were a stitching needle. The author makes sure not to miss a single stomach pumping detail, leaving the reader, well, not quite wanting more. As a young Shaker boy, Robert lived with his mother Lucy, father Haven, and his aunt carrie. The novel begins with a vivid scene in which he helps bring a calf into the world up on the ridge above their farm. The mother seemed to have been posessed by some force of the underworld, causing her, her calf, and Rob a great deal of pain. Robert learns at an early age the value of a simple life, hard work, and a strict moral code. While other boys his age spend their time playing, Robert helps his father on the farm and does his own daily chores, while raising a pig in hopes of supplementing the family income. The role fate plays in this story is Robert's future, and how he will make a living. He is destined to become a farmer just like his father, on the same land he grew up on. He knows that when his father dies, he will become the man of the house, and he will be in charge of his mother and his aunt. Robert would like very much to become famous, but he is resticted in that it is against his religion. Robert grows up feeling this constant sense of predestination, with his whole life planned out before his eyes only making him feel even more the urge to break free and live free. Robert's father becomes ill with a lung disease, and does all he can to help his son be ready to be the head of their household. Haven develops a cough, and eventually has to start sleeping out in the barn with the animals since it is warmer there, and he is worried about his wife becoming ill aswell. After a few years of preparation and rigorous teaching, Haven does not wake up one morning o...

Leyes que afectan a indocumentados en estado de Utah

Leyes que afectan a indocumentados en estado de Utah Las leyes migratorias que afectan a indocumentados en Utah son importantes porque aplican  a 1 de cada 20 trabajadores. Y es que en este viven ms de 100,000 migrantes en situacià ³n irregular. Su presencia es muy visible en sectores como la agricultura, donde son 1 de cada 5 trabajadores, en el construccià ³n, donde son 1 de cada 7 y en el sector de los servicios donde son 1 de cada 9.   Para estos migrantes es muy  importante conocer sus derechos en el estado de Utah y distinguir entre las leyes que aplican y aquà ©llas que no estn en vigor. 1. Situacià ³n actual de la dura ley HB495 La ley HB497 no aplica por decisià ³n de una Corte. Esta normativa del aà ±o 2011 que requerà ­a que la policà ­a comprobase el estatus migratorio de cualquier persona arrestada por un delito (felony) o por una falta de categorà ­a A, B o C. Asimismo tambià ©n exigà ­a que se verificase el estatus de cualquier persona que se considerase que podà ­a estar ilegalmente en los Estados Unidos.   Sin embargo sà ­ que es de aplicacià ³n el programa Comunidades Seguras, que ha sido reestablecido por orden ejecutiva del presidente Donald Trump. Si bien algunas ciudades en todo Estados Unidos han desafiado esa normativa convirtià ©ndose en lo que se conoce como ciudades santuario, en Utah no hay ninguna en la actualidad con esa calificacià ³n. En otras palabras, todas las ciudades en ese estado cumplen con Comunidades Seguras. 2. Cà ³mo aplica E-verify en Utah E-verify  es un programa para verificar que los trabajadores cumplen los requisitos migratorios para ser empleados. En Utah es  obligatorio su utilizacià ³n para: empleados pà ºblicosempresas privadas  que contratan con los organismos pà ºblicos y tambià ©n para las subcontratistasY todas las empresas privadas con ms de 15 empleados   3.  Programa huà ©sped Ley HB116 para migrantes indocumentados   En el aà ±o 2011 Utah aprobà ³ la Ley HB116 que creaba un programa de trabajador huà ©sped para migrantes indocumentados para permitirles trabajar legalmente dentro del estado, si se cumplà ­an una serie de condiciones: Comenzarà ­a  a aplicarse a partir de 2013, despuà ©s se retrasà ³ su inicio a 2017, pero lo cierto es que nunca ha entrado en vigor ni se cree que llegue a aplicarse.  Se beneficiarà ­an  los indocumentados que pudieran probar que residen y trabajan en Utah en el sector agrà ­cola y tambià ©n sus familiares inmediatos: cà ³nyuges e hijos solteros menores de 21 aà ±os.Se establecà ­a  el pago de una multa de hasta $2,500 por persona para optar al programaSe tendrà ­an menos derechos laborales que los disfrutados por ciudadanos americanos y residentes permanentes legales.Para favorecerse de esta medida, era  requisito imprescindible no tener rà ©cord criminalSe concederà ­an permisos de trabajo por un periodo de dos aà ±os.Crearà ­a un sistema paralelo para recaudar impuestos Pero esta ley nunca entrà ³ en vigor porque necesitaba un permiso del gobierno federal que jams fue concedido. Es muy probable que la propia asamblea legislativa de Utah que en 2011 aprobà ³ la ley vote para derogarla. Lo que sà ­ parece claro es que jams entrar en vigor. Tampoco han tenido aplicacià ³n las leyes HB466 que preveà ­a un acuerdo con el estado mexicano de Nuevo Leà ³n para emitir visas federales de trabajo ni la ley HB469 que permitirà ­a que ciudadanos americanos en el estado de Utah patrocinasen a personas extranjeras sin seguir los procedimientos establecidos en las leyes federales de inmigracià ³n. 5. Licencia de manejar para indocumentados En la actualidad, Utah es uno de los  estados de la Unià ³n Americana que emite licencias de manejar a indocumentados. En este estado se conoce como Driving Privilege Card, pero no puede ser utilizada como I.D. con foto para otros fines. 6. Beneficios para estudiantes universitarios indocumentados   Utah permite a los estudiantes indocumentados acceder a las universidades pà ºblicas de ese estado pagando  matrà ­cula in-state si cumplen una serie de requisitos, entre los que destacan: Haber estudiado por al menos 3 aà ±os en una high school de UtahHaberse graduado de High School o un equivalente, como por ejemplo el GEDHaber llenado una aplicacià ³n para regularizar la situacià ³n migratoria o estar dispuesto a hacerlo tan pronto como se califique para ello.Llenar el formulario HB144 Tuition Waiver Request Adems, en aplicacià ³n de la ley SB253, los estudiantes universitarios indocumentados pueden beneficiarse de becas privadas que son administradas por las universidades pà ºblicas. 7. Beneficios pà ºblicos Los migrantes indocumentados no pueden recibir beneficios pà ºblicos, excepto aquellos que se brindan en situacià ³n extrema, como por ejemplo asistencia mà ©dica en casos de riesgo para la vida o ayuda nutricional a mujeres embarazadas o infantes por aplicacià ³n del programa WIC. 8. Derechos de los migrantes indocumentados Se calcula que en los Estados Unidos pueden residir en la actualidad entre 10 y 11 millones de migrantes en situacià ³n irregular. A pesar de ello, tienen una serie de derechos como por ejemplo:   No permitir a la policà ­a o a la migra la entrada en sus viviendas, a menos que muestren una orden judicial (warrant).No incriminarse y por lo tanto se tiene derecho a no hablar y a no mostrar documentos. En este punto es fundamental no mostrar jams documentos falsos.no firmar ningà ºn documento sin consultar previamente con un abogado. Es importante no firmar una salida voluntaria sin entender bien en quà © consiste y cules son las consecuencias. Para los migrantes indocumentados interesados en conocer ms a fondo sus derechos se recomienda que lean detenidamentela lista preparada en espaà ±ol por el Immigration Legal Resource Center. Este es un artà ­culo informativo. No es asesorà ­a legal.

Business plan brief Research Paper Example | Topics and Well Written Essays - 500 words

Business plan brief - Research Paper Example In other circumstances, sun block is also incorporated in moisturizers. Hawaiian Tropics aims to provide a new sun block makeup line which incorporates the sun protection offered by typical sun block together with the physical enhancements of makeup. The new product is aimed to be a fusion of these two typically separate products. In so doing, the line will be addressing the need of women on the go as this requires lesser application time. The two-in-one product will allow women to retouch their makeup and put on sun block anytime they need them. After looking at the market, Hawaiian Tropics' decision is to target transitioners who are either A or C. In terms of age, these markets are seen to be often seeking for beauty products in order to enhance their physical appearance and have confidence in themselves. Being in the stage of transitioning from teens to adulthood, this age group desires to have products which will enable them gain confidence when dealing with other people and are more likely using both makeup and sun block. The choice of going after customers using makeup and sun block together or separately is justified by the fact that these are the most profitable market.