Maggie and Dee & sisters Essay

Everyday Use is about these two colliding characters: Maggie and Dee are sisters. In the story, Maggie seems to be the powerless and passive character. She had scars from being burnt and this experience brought her to directed inward. She valued the things that are less superficial and more meaningful. She has stayed with her mother and there she learned making quilts. Dee is more the outgoing type. She cares a lot about her style. She’s into physical appearance and boys are one of her interest. Thesis Statement: The central conflict this part of the story is the triumph over legacy – who will be recognized as the successor? This very powerful story revolves around the quilt. As Dee tries to win the quilt, she also seeks her long-lost heritage after a long time of absence. (Walker 278). (66) â€Å"’Maggie can’t appreciate these quilts! † She’d probably be backward enough to put them to everyday use. †Ã¢â‚¬â„¢ Dee always tries to prove herself in the way of her power to persuade and aggression (Walker 278): (68) â€Å"But they’re priceless,† she was saying now furiously for she had a temper. Maggie would put them on the bed and in five years they’d be in rags. Less than that! †Ã¢â‚¬â„¢ But Maggie is a strong person with inner strength and she knows that the legacy has been passed on to her (Walker 279). (74) ‘â€Å"She can have them Mama, â€Å"she said like somebody used to never winning anything reserved for her. â€Å"I can ‘member Grandma Dee without the quilts. † Maggie said. ’† The mother knew that her daughter Maggie has been the one who deserves the heritage. Although Maggie seems weak and she will talk in peace (Walker 279). (75) ‘â€Å"She stood there with her scared hands hidden in the folds of her skirt. She looked at her sister with something like fear. But she wasn’t mad at her. This was Maggie’s portion. This was the way she knew God to work. †Ã¢â‚¬â„¢ Towards the end of the story, Dee knows that her mother fought for Maggie and has won the battle. She denies herself from humility that she lost (Walker 279). (81) ‘â€Å"You ought to try to make something of yourself, too, Maggie. It’s really a new day for us. But from the way you and Mama still live, you’ll never know it. † Dee will always hide the loss. She will not be someone who will stand up for defeat and that is in a way being a coward (Walker 279). (82)â€Å"She put on her glasses and hid everything above the tip of her nose and her chin. † Conclusion: Everyday Use explores the long years a mother’s will to raise her children, see them grow and realize their identity. Maggie spent her every day with her mother and her mother experienced her presence for the longest years. Meanwhile Dee has spent her life away from her family. The one who has learned the craft of quilting which signifies her unconditional love for her family is Maggie and finally her mother realizes that and in all sense she deserves that honor of their heritage. Citation: Walker, Alice. â€Å"Everyday Use. † In Love and Trouble: Stories of Black Women. Harvest Books (1974): 272-279.

Erickson’s stage of development

Discussion In this third module, we are discussing the human socialization process and how it influences our psychosocial development. After you have read the reading assignment and lecture for the module, please respond to all parts of the discussion by Saturday, December 7, 2013: 1. Identify and describe Erikson's stages of development as each applies to your own personality formation. How did success at one stage prepare you for meeting the next challenge? What do you anticipate for stages you have not yet reached? 2.As you progressed through each stage, how did the agents of socialization change as to their level of influence? For any stages you have not yet reached, which agent(s) do you predict will be the most influential? 3. Look in the Argosy University online library and the Internet for information on â€Å"feral children. † Explain why feral children are used as examples of young people for whom the socialization process has been stopped. Stage 1: Infancy†the challenge of trust (versus mistrust). Between birth and about eighteen months, infants face the first of life's challenges: to gain a sense of trust that heir world is a safe place.Family members play a key role in how any infant meets this challenge. I believe I was very well nurtured at this stage of my life. I have a very loving and caring family. I felt very comfortable with the ones who showed me the love I needed to blossom. Even at this early age I was ready for stage two. Stage 2: Toddlerhood†the challenge of autonomy (versus doubt and shame). The next challenge, up to age three, is to learn skills to cope with the world in a confident way. Failure to gain self-control leads children to doubt their abilities. My family never howed any doubts as to my abilities on any situation.Stage 3: Preschool†the challenge of initiative (versus guilt). Four- and five-year-olds must learn to engage their surroundings†including people outside the family†or experienc e guilt at having failed to meet the expectations of parents and others. At this stage of my life I did struggle at first. I was not sure how to interact with different people. My family always assured me that being myself would benefit me in the long run. I remember feeling guilty after making a project for my mother. I did not believe it turned out as ell as the others, which made me feel a little inferior to the rest.Again, my mother and family assured me all was well. Stage 4: Preadolescence†the challenge of industriousness (versus inferiority). Between ages six and thirteen, children enter school, make friends, and strike out on their own more and more. They either feel proud of their accomplishments or fear that they do not measure up. I guess at this stage of life I felt proud and yet fearful I did not measure up. Even though I was always proud I still felt like I had to be a chameleon and blend in with a variety of ifferent people. Stage 5: Adolescence†the challe nge of gaining identity (versus confusion).During the teen years, young people struggle to establish their own identity. In part, teens identify with others, but they also want to be unique. Almost all teens experience some confusion as they struggle to establish an identity. Through my teen years I was all over the place with my identity, I was a Jock, stoner, the losing end. I quit school because I loved to party with the stoners and whatever other crowd was partying. Stage 6: Young adulthood†the challenge of intimacy (versus isolation). The challenge for young adults is to form and keep intimate relationships with others.Making close friends (and especially, falling in love) involves balancing the need to bond with the need to have a separate identity. I struggled with this part of my life. You never know who your true friends are. Girlfriends came and went. I lived to party and didn't care about serious relationships. I became a father at 21 with my first of four. That did not slow me down at this stage either; I battled addiction and was not very reliable at all. The one who suffered the most was my daughter. So I was not really prepared to move on in ife. Stage 7: Middle adulthood†the challenge of making a difference (versus self- absorption).The challenge of middle age is to contribute to the lives of others in the family, at work, and in the larger world. Failing at this, people become self-centered, caught up in their own limited concerns. In this stage I started to see the light but still back peddled at times. I got married to the love of my life, had two beautiful girls with her. Things went well for a while but the old mike reared his ugly head causing mistrust and a lot of heartache and anguish in the house. I could not hold a Job. Partying became my life again. I sought help and rekindled the flame with the wife and then BAM, right back to the old ways.I had a son during a brief break up with the wife. This caused more strain and str ess. The story could go on and on. I finally got myself right, but it was too late. The people who loved me still loved me but would not trust me again. I am still doing very well at this point, going to school, working etc. Stage 8: Old age†the challenge of integrity (versus despair). Near the end of their lives, people hope to look back on what they have accomplished with a sense of integrity and satisfaction. For those who have been self-absorbed, old age brings only a sense of despair over missed opportunities.My anticipation at this point for this stage is too Just continue doing what I am doing and complete everything I start. Will I be a success? Who knows, only time will tell. A feral child is a human child who has lived isolated from human contact from a very young age, and has no (or little) experience of human care, loving or social behavior, and, crucially, of human language. Some feral children have been confined in isolation by other people, usually their own par ents. In some cases, this child bandonment was due to the parents rejecting a child's severe intellectual or physical impairment.Feral children may have experienced severe child abuse or trauma before being abandoned or running away. Depictions of Feral Children Myths, legends, and fictional stories have depicted feral children reared by wild animals such as wolves and bears. Legendary and fictional feral children are often depicted as growing up with relatively normal human intelligence and skills and an innate sense of culture or civilization, coupled with a healthy dose of survival instincts. Their integration into human society is also made to seem relatively easy.These mythical children are often depicted as having superior strength, intelligence, upbringing they represent humanity in a pure and uncorrupted state, similar to the noble savage. Feral Children in Reality In reality, feral children lack the basic social skills that are normally learned in the process of enculturati on. For example, they may be unable to learn to use a toilet, have trouble learning to walk upright, and display a complete lack of interest in the human activity around them. They often seem mentally impaired and have almost insurmountable trouble learning human language.The impaired ability to learn anguage after having been isolated for so many years is often attributed to the existence of a critical period for language learning at an early age, and is taken as evidence in favor of the critical period hypothesis. It is theorized that if language is not developed, at least to a degree, during this critical period, a child can never reach his or her full language potential. The fact that feral children lack these abilities pinpoints the role of socialization in human development. https:// www. boundless. com/sociology/understanding-socialization/the-role-of-socialization/ feral-children/

Design of Compact Dual-Band Microstrip Patch Antenna

Design of Compact Dual-Band Microstrip Patch Antenna for GPSK-PCS Operation Ho-yong Kim', Yong-nn Lee, Chung-ho Won, Hong-min Lcc Department of Electronics [email  protected] Univerrily hi-Dong, Yeongtong-Cu, Suwon-Si, Kyonggi-do, Korea email: [email  protected] com lnlraduetion In recent years, with the advance o f technology, the demand for an antenna operating a1 mutibands i s increasing rapidly. Such as GPS and K-PCS, The multi-hand antennas with one feeding pon use the multiple resonance technolagy[l] such antennal are difficult lo provide a good polarization efficiency for GPS signal reception. So the integrated GPSIK-PCS dual-band antenna using two feeding pan has been proposed in this paper. Referenced dual-band antenna using two feeding pon has matched poiariration of integrated system. [2] but it has large size. Proposed antenna uses miniafurizalion technique that is to insect ilits. This technique is to increase elecVlcal surface length by slits. [3-5] Operating frequency o f proposed Bntenna is greatly lowered by slit^. Meander line patch and square ring patch with four diu o f proposed antenna are about 70% and 50% ofreferenced antenna size. The proposed antenna composed of a low-profile cylindrical monopole with a top-loaded meander line patch for K-PCS Operation, and a comer-truncated square-ring microstrip patch antenna with four-slits for GPS ooeration. Pmposed Antenna Design The geometry and design parameter of the proposed antenna for compact GPSIK-PCS operation i s presented in Figure I. The proposed antenna has the common ground plane, but i s fed by separate feeding pon. The antenns for GPS-hand i s realized by using a corner-truncated square-ring microstrip patch with four slits. The outer side length and inner ride length are40mm(L,)and IZmm(&) ~ ~ p % t i d printed on a rubrtrale o f thickness 1. 6mm(h) and y, relative peminiviry (e, :4. 4). The middle ofthe substrate is removed for inner rectangular d i t area ( b x b ) of patch. Feed position for right-hand circularly polarized (RHCP) wave operation is placed along x-axis. and the distance of the probe feed away fram the patch center i s denoted as 6 . 6 m m ( / ) . The four-rlitr at the comers are of equal length I3. 5mm(S)and width Imm(w). Fig 2(a) shows simulated reNm loss of the proposed anlenna for GPS receiving antenna with various d i t lengths(S). It i s noted that the reSonant frequency rapidly lowered with increasingdesign parameter(S). In f h i ~ way, the excited surface current paths are lengthened in the propo~ed designs, and the operating frequency is greatly lowered. 0-7803-8302-8/04/$20. 00 IEEE 3529 02004 Also, the shorted meander line patch antenna with low-profile cylindrical monopole top is loaded at the center of square ring patch for K-PCS operation. For brbadband characteristic, cylindrical monopole has a large diameter of 6. 2mm(d,) and l e n ~ h 10. 7mm(h2). The eander line patch has a ride lengh Z l m m ( p ) and is connected to the common ground by two same shorting posh, which have a diameter of 2. 2mm(d2). By varying ofthe shorting ports diameter(d2), good impedance matching can easily be obtained. Figure 2(b) shows simulated retum loss for the p r a p ~ ~ e d K-PCS antenna with various slit lengthr(m,) of meander line patch. Meander line patch size can be reduced by increasing inserted slit length. Becaus e of the antenna for K-PCS operation interfere the axial mtio of GPS receiving antenna, the miniatufimion of GPS antenna is limited. According to the experiment, the patch size of GPS antenna for circular polarized operation must he over about twice the size of KPCS antenna with meander line suunurc. In the proposed designs, the bandwidth of3-dB axial mtio is about 13 MHz, which is much larger than that required for GPS operation at 1575 MHz. The measured axial ratio ofthe antenna for GPS operation i s presented in Figure 3. Figure 4 shows measured re† 101 of proposed antenna. The impedance bandwidths (. lOdB retum larr) are about lZOMH~(1744MHr-1864MH~)far K-PCS band and 60MHr (IS46MHr-1606MHz) for GPS-band. The isolation between the two feeding pons of the PCS and GPS elemenls is less than -17dB. Measured radiation panems of the proposed antenna at l8OOMHz and ISROMHz are presented in Figure 5 and 6, respectively. The K-PCS antenna radiation panem at IROOMHz shows a monopole radiation panem, 10 this fype of antenna is suitable for applications on a vehicular communication system. For the GPS anfenna at ISROMHz, good broadside band radiation panem is obtained. Far K-PCS operation the measured pea* antenna gains is about 2. 4dBi and t h c gain variations are within O. JdBi, for GPS operation the measured peak antenna gains is about 7. dBi and the vanations of gain does not exist. Conclusion Proposed antenna has a integrated slmcturc of microitrip patch antenna with two feeds for dual-band oprmtion(GPSiK-PCS). A low-profile cylindrical monopole with a shorted meander line patch i s loaded for K-PCS operation, which rhowr a linearly polarized monopole patkm with broadband characterirlic. Th e radiating clement for GPS operation is a novel square-ring microstip path with truncated comers with four slits, which provide circularly polarized braadrids radiation panemr. size reduction of proposed antenna is achieved by using slits. Meander line patch and square ring patch with four . lib of proposed antenna are about 70% and SO% of referenced antenna sire. As the proposed antenna has a compact size for dual band operation, it will be suitable for practical vehicular mobile communication antenna applications. R&E†Ce [I] R. Kronberger, H. Lindenmcier, L. Reiter, J. Hapf, † Multi hand planar Invencd-F C r a Antenna for Mobile Phone andGPS,†2714p-Z717p,AP confer. 1999 3530 [2] I. Y. Wu and K. L. Wong, â€Å"Two inlegraled stacked shorted patchantennas for DCSiGPS operations,† Micra wave Opt. Techno1 . Len. , Vol. 30. July, 2001. I31 S. Reed, L. Desclar, C. Terref, and S. Toutain, â€Å"Patch Antenna Size Reduction By Means Oflnductive Slots,† Micro wave Opt. Teehnol. Len. ,Vol29. Apri, 2001. 1 [41 J. Y. Wu and K. L. Wong, â€Å"Single-feed Square-ring Microstip Antenna wilh lruncated comers for Compact ~ircularpolarization Operation,† Electronics lea. , Vol. 34, May,1998. [ 5 ] W. S. Chen, C. K. Wu, and K. L. wong. I' Novel Compact Circularly polarized Square Microstrip Antennq† IEEE Trans. ,Antennas Propagat. , Vol. 49, March, 2001, L, = 40mm, L, = 12mm, S = 13. 5mm, t = 5. 74mm. IY = I n † f = 6. 6†³. p = Zlmnr, m, =ZOmm, ml =3. mm, d) = 6. 2mm, d* = 2. 2†³. d, =9. 3mm h, = 1. 6mm. h2 =10. 7mm Fib. 1. Geomelly and dimiiiimi ofthe pmpanrd a n t m i l for CPSIK-PCS operation. (a) The variation against parameter S (b) The variation againsl parmnster m, Fig. 2. Simulated return loss wilh v~riour ImgthsiS) nnd vsriour slit lengthsim,). slit 3531 I E 4 , d B ! -2 1. 560 1. 565 1. 570 1. 575 1. 580 .† -15 FrequanollGHz , I . 1. 5 2. 0 ~r4†³enwffi~ 2. 5 Fig. 3. The measured arid ratio. Fig 1 Measured r t b m loss of antenna. . (a) x-2 plane @) x-Y plane Fig 6. Measured radiation panem for GPS operation; f=1580MHz 3532

Affirmative action plan Assignment Example | Topics and Well Written Essays - 3000 words

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Writer's choice - Essay Example However, there are other additional measures that can be used in determining the wellbeing. The majority of the areas picked are made of steel (review 350); consequently the heavier the post is, the more it will cost to buy. This shows that steel being heavy is preferred for the placement in the post of cantilever. This expresses that the lightest material of the three empty segments picked above will be the most practical to decide for the for the cantilever post. The rectangular and square blank areas measure the same in this way. This makes them obtain either one will have the same cost, however as the empty rectangular area has a higher component of wellbeing then that will be the most prudent methodology. As I would like to think, this task was done effectively. Most of the sensitive issures were put into consideration. As we decided the best measurements to get the best and most practical component of security for the cantilever post, the three best picked empty segment all have a variable of wellbeing. Over 1.5 which expresses that the undertaking was sufficient. As all the area selected are equipped for supporting the sign, we found that the most prudent empty segment post is discovered to be the "RHS(250 x 150 x 9)". This is as it has a high variable of wellbeing and light

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International Urben Policy Essay Example | Topics and Well Written Essays - 2000 words

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Democracies around the World Coursework Example | Topics and Well Written Essays - 500 words

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Athens Olympic stadium Case Study Example | Topics and Well Written Essays - 1250 words

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Management Research Proposal Example | Topics and Well Written Essays - 2000 words

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Reaction of keynes and friesman Assignment Example | Topics and Well Written Essays - 250 words

Reaction of keynes and friesman - Assignment Example I think this solution is only short term as Keynes seldom considers the measures and approaches other developed countries would take to curb the effect of inflation in the United States on their markets and economies (Conerly 2012). Keynes’ position relies on jobs, interest rates, and liquidity. When an economic turmoil exacerbates, creating jobs and lowering interest rates cannot prevent a full-blown depression. Lowering interest rates to attract foreign investment can only go as low as 0%, which was the case in the United States in mid-2009 (Conerly 2012). From there, the Keynesian approach proves ineffective. On the other hand, Friedman’s position entails stabilizing the purchasing power of the private sector and collective households across the country. I agree with Friedman that the private sector plays a bigger role in stabilizing an economy than government policy during an economic crisis. In addition, the government is often unreliable when the interests of businesses are not in line with those of the government (Conerly

Francisco Goya’s Third of May Essay Example for Free

Francisco Goya’s Third of May Essay Francisco Goya’s ‘The third of May’ was an 1814 painting of Francisco de Goya depicting the execution of the Spanish citizenry resulting from the fighting in the Puerto del Sol area of Madrid. Don Gray in his article Art Essays, Art Criticism Poems pointed out that, the subject of the painting is the dreadfulness of the execution in which Goya has grouped his picture in four different sets namely, those about to be shot, those already dead, the firing squad, and those about to be shot. The painting was done in the context of the aftermath of the popular uprising in Madrid with its background against the French invasion and the monarchic crises it provoked between Charles IV and his son Ferdinand. The title â€Å"The Third of May† simply refers to the fateful days of 2 and 3 of May 1808, which was a Spanish uprising against French invaders. As the riots cleared up, French executioner rounded up the ringleaders for execution but as it may be inevitable, many civilians were said to be included in the infamous firing squad of more than eighty peasants on the predawn of the third of may in 1808 at Principe Pio hill, in Madrid. Historical Issues that may have Influenced the Context of the Work Francisco de Goya was one of the greatest Spanish painters along with El Greco and Diego velasques. Goya’s Third of May depicts the brutal picture where the Spaniards who fought against French-led were executed on the Principe Pio, a remote hill just outside of Madrid. Mary Connell describes the uprising that took place on the second of May. The Spaniards were armed with scissors, spoons, knives, and a few firearms . By mid afternoon the revolt was over but the French were determined to set an example so that the Spanish would not again attempt such a revolt. French soldiers executed eighty-three peasants during the pre-dawn of third of May. This disgusted Goya, feeling that the French liberal reform he had been so pleased at first, had accomplished nothing lasting, as many people had died and suffered as a consequence of the war. Thus, according to Connell, Goya’s work was not meant to be beautiful, but is supposed to be horrifying to frighten the viewer. Connell emphasized that Goya’s purpose within the painting was not to blame the French but to point out the faceless and mechanical forces of war blindly killing people. The painting also depicts how war is horrible and the impact of violence on humanity, which demonstrates that war is always wrong and generate all kinds of evils. Thus, Connell aptly stated that Goya was hoping to persuade people to resort to war in no way at all . The impact of the brutality of the war had made great influence on the â€Å"Third of May† as the painting clearly conveys the horror of war through violence and death. There are some other interpretation of the characters of the painting such as the man in white whose both arms stretched out, said to be resembling Christ sacrificing his life on the cross, the man on the white seemed to be bravely welcoming death by sacrificing himself which seem to portrayed good and evil, with the French troops representing the evil and the dark side of the war. Social Issues that may have influenced the Work Among the social issues that confronted Goya prior to his magnificent work, The Third of May was his loyalty to the French during the occupation. James Voorhies of the Department of European Paintings, The metropolitan Museum of Art, noted that when Goya was questioned about his loyalty to the occupiers, he demonstrated his loyalty to Spain by commemorating Spain’s uprising against the French rule in two paintings: The Second of May and The Third of May. Thus, the social pressure on Goya was that his allegiance to Spain was under question. His desire to prove his allegiance to the Spanish monarchy has led him to commemorate the fateful days two days of May 1808. Regarding the commemoration of that particular incident, Christopher John Murray pointed out that, Goya’s paintings were designed as part of the celebrations of the return of Ferdinand VII to Madrid. As mentioned earlier, the Third of May was painted by Goya to prove his allegiance to the Spanish Monarch in view of social pressures questioning his loyalty to Spain. Murray however, goes deeper than this issue of loyalty. He stated that although the painting has become an iconic image of repression, popular martyrdom, and the horrors of civil strife, in which, Goya intended the message to remind the people of the horrors and violence that war brings, but in modern times, Goya’s work has been viewed being not officially commissioned, but he proposed it as a project, as he was in precarious financial situation, and he wanted to gain favor with the regime of Fernando VII to escape being prosecuted for having collaborated with the Napoleonic occupation. To sum up the social issues that may have influenced the making of the ‘The Third of May,’ are, first, is the issue of collaboration with Napoleonic occupation in which Goya has to prove his allegiance to the Spanish Monarch. The influence of this is seen in Goya’s depiction of good and evil. The good is represented by the martyr and those who are about to face their death through firing squad, while the bad is portrayed by the French soldiers. By this Goya is trying to prove that he is willing to highlight the evils of the Napoleonic occupation. The second is that he intended to paint day two and day three of May, which was for the commemoration of the horrors of war, but it was also intended to please the newly restored king to gain favor in order to avoid possible prosecution due to his collaboration with the Napoleonic rule. Thus, according to Murray, although the paintings in effect are historical paintings commemorating recent events, they are devoid of the element of heroism. Murray contends that there is no evidence that Goya had witnessed the incident, thus it is clear that the third of May is â€Å"a highly imagined and constructed painting. Regardless of the issues surrounding the painting of the â€Å"The Third of May’ Goya has successfully portrayed what he wanted to put on canvas. The Third of May is a powerful reminiscent that war is violent and a waste of life on both sides. The painting is very attractive because of Goya’s brilliant use of colors to emphasize what he wanted the view to read in the painting. What are the Critical issues that may have influenced the context of Goya’s work? There were perhaps a few critical issues that influenced the context of Goya’s work, The Third of May. Among these issues were his deteriorating health and his allegiance to Spain in question. Kimberly Court cited in her article entitled â€Å"Goya’s Black Paintings Harsh, but Honest† that the resulting atrocities on the Iberian Peninsula from 1808 to 1814 forever staining Goya’s insight of Humanity . The uprising that followed after the coronation of King Joseph Bonaparte has persisted through guerilla warfare and continued its war against the Napoleonic armies killing more than three hundred French citizens and capturing French ship. Court pointed out that, the guerrilla warfare was the inspiration behind Goya’s Los Desastres de la Guera or The Disasters of War in English. Goya was afflicted with serious illness, which according to James G. Hollandsworth the popular explanation of Goya’s illness is that he was suffering from syphilis. Hollandswoth asserts that after this illness in 1789, Goya’s paintings reflected a harsh, cynical view of the world. However, despite of his illness, Polyxeni Potter noted that Goya was an artist opposite and contradiction and his paintings incites horror and gladness, sadness and other images that made potter to comment that Goya’s imagination harnessed the supernatural into a disturbing display of the insensible and unreasonable. Goya’s allegiance to Spain was questioned in connection to his collaboration with the French. Since this was already discussed above, it is deemed it unnecessary to discuss it further. Conclusion Francisco de Goya’s contribution to arts is now an institution, which benefits sincere students of the arts. Goya was indeed a gifted person whose works can affect a viewer’s mood. His paintings were a powerful reminiscent of the heroism and nationalism of the Spanish people during the Napoleonic era in Spain. Although his motives in some of his paintings were for personal interest, such as that of The Third of May, it was evident that the painting had left a lasting impression on the effect of war to lives and properties, a lesson that must never be forgotten but to be implanted in the minds of every individual. Francisco de Goya may long been gone, but his contribution in the world of arts will continue to live on especially his use of lights and dark colors. Goya’s talent is not only a gift of his own; it is gift for the entire artist, a gift for the entire aspiring artist, and finally, a gift for everyone loves arts. Goya’s â€Å"The Third of May†, reminds us not only of the horrors and of violence of wars but also of courage, heroism, sacrifice. Bibliography Connell, Mary. The Atrocities of War http://www. jmu. edu/evision/archive/volume1/essays/connell. html Court, Kimberly. Goya’s Black Paintings, harsh, but Honest http://www. wsu. edu/~kimander/goyasblackpaintings. htm Gray, Don. Art Essay, Art Criticism Poems http://www. jessieevans. com/essays/essay087. html Hollandsworth, James. The Pschological Disorfers: Ashizophtenia. New York: Springer 1990. Murray, Christopher John. Encyclopedia of the Romantic Era, 1760-1850, Vol. 2. New York: Fitztoy Dearborn, 2004. Potter, Polyzeni. Emerging Infectious disease http://www. cdc. gov/ncidod/EID/vol9no11/about_cover. htm Voorhies, James. Francisco de Goya 1746-1828 and the Spanish Enlightenment. Metro Politan Museum of Art 2000-2008. http://www. metmuseum. org/toah/hd/goya/hd_goya. htm

Rules And Behavior In Class And Halls English Language Essay

Rules And Behavior In Class And Halls English Language Essay Rationale: I chose this theme because it is an essential part of the school year. How you teach students to act in the beginning of the year will carry out throughout the rest of the school year. I have never had the opportunity to be in a classroom for the first couple weeks of school, so I would like to create a literature unit that focuses on this valuable unit that students need to learn. Summary: In this unit, I go through procedures that the students should know how to go through with ease. The classroom and school rules start off the unit, so that all students know what to do in the class in order to be respectful to the teacher and others. I then move into common procedures such as going to the bathroom, getting on a school bus, doing fire drills and intruder drills. I thought all of these procedures are very important to go over in the first few weeks of school. Often these drills are done during these weeks as a test to make sure the students will be safe in case of an emergency. Materials: Parish, Herman, Amelia Bedilias First Day of School, Greenwillow Books Carlstrom, Nancy, Its Your First Day of School, Annie Claire, Abrams Books for Young Readers Bloch, Serge, Butterflies in My Stomach and Other School Hazards, Sterling Thomas, Pat, Do I have to go to School, Barrons Educational Series Meiners, Cheri, Know and Follow the Rules, Free Spirit Publishing Shannon, David, David Goes to School, Blue Sky Press Kraus, Arthur, Leo the Late Bloomer, HarperCollins Modesitt, Jeanne, Sometimes I Feel Like a Mouse, Scholastic Inc. Jacobs, Paul, Fire Drill, Henry Holt and Co. Feldman, Heather, My School Bus: A Book About School Bus Safety, PowerKids Press I will also need the use of a bus for a day. Goals/Objectives/Assessments of the Unit: Goal: I want the students to be able to recite the rules of the school. Objective: Students will recite the rules of the school. Assessment: I will listen and observe students as the recite the school rules before the pledge everyday. Goal: I want the students to respect other classes when walking through the halls of the school. Objective: Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Assessment: I will observe students as they walk in the hall. Goal: I want the students to follow the classroom rules. Objective: Students will create and follow the classroom rules. Students will then sign our contract when they fully understand the rules and consequences to the rules if they are not followed. Assessment: I will observe students on a daily basis to make sure the rules that they created are being followed not in the classroom, but school wide. Goal: I want the students to be able know the proper route to get out of the building in case of a fire drill. Objective: Students will recite and quickly escape the building according to the proper route designed by the school. Assessment: I will monitor and practice with the students to make sure they are using the right procedures. Goal: I want the students to know the proper behaviors to use on a bus. Objective: Students will perform the correct rules as said by the bus driver. Assessment: While the teacher is going over the rules I will go through and monitor to make sure students are listening and practicing the rules. Goal: I want the students to know what to do in case an intruder is in the building. Objective: Students will perform the procedures in case an intruder is in the room. Assessment: I will monitor students to make sure they are following the rules during this time. Essential Knowledge/Skills/Dispositions Outcomes: Upon completion of this unit, students will be able to recite the school rules, recite the classroom rules, and respects others while they are in the hall. This will allow for a well behaved class when the teacher is there or in case the teacher will not be able to be there for a day. Relationship to Standards: Students will meet the first and fourth standard of the NYS ELA standards. Standard 1.1 they will read, write, listen, and speak for information and understanding. They will meet this standard by writing the classroom rules and reciting these rules every morning. They will also recite the school rules every morning before the pledge. Standard 4.1 they will also read, write, listen, and speak for social interaction. Students will meet this standard by cooperating with their peers to create a set of rules for the classroom. They will have to listen to their peers for ideas. They will then write these rules with the help of the teacher. They will then all read the rules on a daily basis. Lesson Plans Lesson Plan 1 Date/Times: September 1st; 8:45-9:45 Grade Level: 1st grade Theme: First day of school rules; Standard 1.1,4.1 Title for the Days Lesson: First day of school Goals/Objectives: Goal: I want the students to follow the classroom rules. I want students to make connections between their first day of school and Amelia Bedilias first day of school. Objective: Students will create and follow the classroom rules. Students will then sign our contract when they fully understand the rules and consequences to the rules if they are not followed. Students will list how their day and Amelias day were similar and different. Materials: Amelia Bedelias First Day of School, clay Introduction to the Lesson: Today in class, we are going to be reading a book about Amelia Bedilias first day of school. Then we are going to create our own set of classroom rules. Language Arts Activities: I will read the book Amelia Bedilias First Day of School by Herman Parish. I will have the students reflect on items going on in the story as I read it. Amelia gets lost and confused in this story a lot. Did you get lost or confused this morning? I will write down the similarities and differences about Amelias and the classs experiences with the first day of school. After doing this we will follow up the book by using clay just like in the story to create images of the students favorite animals. We will then display these so that parents will be able to see these after school. Now we will move back to the reading rug and create a list of classroom rules. The students will be the creators of these rules, I will be there as a guide to help students write down the rules. After forming the rules, I will ask students to recite the rules together. Students will be asked to review the rules and will be asked to sign the document, only when they are ready to, to make sure they have full understanding of the rules. Review and Summary: Just like in real life we may get lost in the school, but there is always an adult willing to help you. You just need to ask them for help. We also created a list of rules. In our daily lives we have rules to follow. Can you tell me some of the rules that you have to follow at home? Assessment: I will turn the rules paper over. I will ask students to raise their hands and tell me the rules we had just created. Lesson Plan 2 Date: September 2nd Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Review of Classroom Rules and Introduction of School Rules Goal: I want the students to be able to recite the rules of the school. Objective: Students will recite the rules of the school. Students will problem-solve to create rules for making students feel comfortable. Materials: Its your first day of school, Annie Claire and Sometimes I Feel Like a Mouse Introduction: Today we are going to learn the school rules. We will also read a story about a little girl who was nervous to come to school because she didnt know what to expect. We will learn how our school rules will help the girl to realize she will be okay in school. Language Art Activities: I will begin by bringing out a poster of the school rules. These may include rules about respecting others. Once I have read over the rules I will have the students read the rules along with me twice. I will then read the book Its your first day of school, Annie Claire by Margaret Wise Brown. As I read through this story, I will ask students to predict what she will worry about next. After reading the story we will go over the book and relate it to the school rules. So what happens if Anne Claire colors worse than you, what would you do? What if Anne Claire snores during nap time? Would you say anything? Do you see why it is good to have rules to follow? Why is it good to have these rules? We will then create another chart that represents what our class worries were about school. Think back to when you were going into pre-k or kindergarten. What were you worried about? After the first couple of days were you worried anymore? We will put the school rules in a spot where everyone can see them. The location will be decided by the students. Lets practice one more time. I will then end the class with Sometimes I Feel Like a Mouse. Review and Summary: How was what we learned today important for us in life at home? Could you use these school rules at home as well? How would you make sure that others feel welcome in the school? Assessment: I will observe the students while reciting the school rules to make sure they are participating in this daily reading. Lesson Plan 3 Date: September 3rd Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Bathroom Procedures Goal: I want the students to follow the classroom rules. Objective: Students will act out using bathroom manners after using the bathroom. Materials: Leo the Late Bloomer Introduction: Today we are going to go over the proper bathroom procedures. Language Arts Activities: Using the bathroom is something everyone will have to do during school. If you have to go to the bathroom you do not need to raise your hand, you may just go to the bathroom in the classroom. There is an occupied and unoccupied sign on the door. Can anyone tell me what these words mean? So if the bathroom is occupied should we get up and leave a lesson to wait in line or just wait until the person ahead of us is done? What should you do directly after using the bathroom? Thats right! Wash your hands. How long do you wash your hands for? You should put soap on one hand and turn on the faucet with the other hand, and then you should count to ten in your head. Make sure to wash the fronts and backs of your hands. Then you need to dry your hands off. I will visually show students with picture cards at this time. Now we will all practice washing our hands in groups of five. The classroom aid will assist with washing the students hands, while I read the book Leo the Late Bloomer by Arthur Kraus. This story emphasizes how being different is not weird its just different. I think this will be a good eye opener for students and this will help to make sure our classroom is a respectful one. Review: Do you wash your hands at home after you go to the bathroom? You should do this at home as well to make sure that germs are not spread around the house. Assessment: I will have the classroom aide monitor the students during this lesson to make sure they are being thorough and washing their hands properly. Lesson Plan 4 Date: September 4th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Rules in the Hallway Goal: I want the students to respect other classes when walking through the halls of the school. I want students to recite the meaning of common phrases. Objective: Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Students will recite the common meanings of many common used phrases. Materials: Butterflies in my stomach and other school hazards Introduction: Today is our first day of specials. Today we will learn how to walk in the hallways so that we are respecting other classes while they are learning. Language Arts Activities: I will read Butterflies in my stomach and other school hazards by Serge Bloch. This is a short book that reviews the feelings of the first day of school. We will review page by page the sayings that were recited and I will make sure students understand each of these phrases. Do you know what this really means? If the students do not respond I will explain the sayings to the like put your best foot forward. After reviewing this, we will talk about the rules in the hallway. Can you give some ways to be respectful in the hallway? I will write these ideas on the board. Then we will practice these in the classroom. I will ask students to line up, now how did we say we should line up? Single file thats right. We will go through each rule before moving. I will then have students walk around the room the way that they had decided. Is there anything we forgot to put on here? If there is I will add this step to the board and we will practice again. Directly after reading, we will leave to go to a gym. Review: Do you think you will hear confusing sayings like this outside of the school? Why do you think that? Can you use any of the sayings we learned to talk to your parents at certain times? Give me an example. I will also review the hallway rules by having students list what they should do in the hallways. Assessment: I will monitor students on a daily basis to make sure that they are following our hallway rules. Lesson Plan 5 Date: September 5th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 4.1 Title for Todays Lesson: Review of Classroom Rules and Making Consequences to broken rules Goal: I want the students to follow the classroom rules and make consequences for actions if they rules are broken. Objective: Students will create and follow the classroom rules. Students will create a list of consequences for not following the classroom rules. Materials: Know and Follow Rules Cheri J. Meiners Introduction: Today we are going to review the school rules. Then we go over some consequences that can be made in case someone breaks a rule. Language Arts Activities: I will call on students to read the rules individually. I will do this until everyone has had a chance to read at least one rule. We will then think of some consequences to rules ranging from low to high. I will have some in mind so that this does not get out of control too much. Some consequences I have thought of are losing free time and getting warnings. If you get three warnings a letter will sent home to your parents. Are there any other consequences that you think should be added? I will then read the book Know and Follow Rules Cheri J. Meiners. This book lists four general rules. During and after reading the book I will ask students why we have rules, these are listed in the book so things are fair, we are safe, so we can learn, and get along. I will then ask students if the four rules provided in the book are in our general classroom rules. If one is missing we will add it to our list. Review: Why do we have rules? Can these same reasons be used at home as well? How were our rules similar to the rules in the story? Assessment: I will observe students behaviors in class to make sure they are following the classroom rules. Lesson Plan 6 Date: September 8th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom, School and Hallway Rules; Standard 1.1 Title for Todays Lesson: Review of All Rules Goal: I want the students to be able to recite the rules of the school. I want the students to respect other classes when walking through the halls of the school. I want the students to follow the classroom rules. Objective: Students will recite the rules of the school. Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Students will create and follow the classroom rules. Materials: David Goes to School by David Shannon Introduction: Today we are going to read a story that reviews all the rules we have learned this week. Language Arts Activities: Read the story David Goes to School by David Shannon. As I go through the book students will raise their hands and tell me what rules are being broken by David. What consequences would David have in our classroom? What consequence did David face in his classroom? Do you think that consequence fit? Do you think David learned his lesson? Review: I will ask students to list the rules without looking at them. How can you use these rules at home? Assessment: I will monitor the students during the school year to make sure students are following along with the rules. Lesson Plan 7 Date: September 9th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Fire Drill Procedures Goal: I want the students to be able know the proper route to get out of the building in case of a fire drill. Objective: Students will recite and quickly escape the building according to the proper route designed by the school. Materials: Fire Drill by Paul DuBois Jacobs, bell Introduction: Today we will be reviewing the procedure for fire drills in school. Language Arts Activities: I will read the text Fire Drill to the class. What are some important rules you learned? Students: Stop what you are doing, Out the Door, Stay in Line, Stay in pairs, Stay quiet. Why is it important to immediately stop what you are doing? Why is important to go out the door, stay in line, stay in pairs, stay quiet? Once you are outside how should you act? Students: Stay in pairs, Dont Talk, Dont run, Stay with your class. We are going to practice this drill. First we need to look at our escape route. This is posted right next to the door. Where do we go first according to this chart? Where do we end up? Close to the school or far away? Lets bring our book with us to make sure we are doing this right. I will bring a bell with me to act as a fire bell. I will flip through the pages as students perform the drill. After coming back to the class I will have the students do an activity on safe fire procedures. They will then plan their own escape route for their house. We will repeat this during the day to make sure the students understand what is going on and how to get out of the building safely. Review: Which door do we use to get out of? If that door is blocked what do we do? What could you do at home with your family to make sure you all end up in the same place safely? Assessment: I will monitor the students during the practice runs to make sure they are following the rules and procedures. Lesson Plan 8 Date: September 10th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: School Bus Rules Goal: I want the students to know the proper behaviors to use on a bus. Objective: Students will perform the correct rules as said by the bus driver. Materials: My School Bus: A Book About School Bus Safety by Heather Feldman, bus Introduction: Today we are going to learn about school bus safety when we go on field trips and ride them to school. Language Arts Activities: I will first read My School Bus: A Book about School Bus Safety. As I read the story, I will ask questions about the children in the book and what they are doing right. We will then go outside to get into the bus and practice rules. We will review the rules as we go along. For example, how to you get on the bus? How many people should be in a seat? We will then go back to the classroom and complete a worksheet where you have to circle hazards on the bus. Review: What are some of the rules used while we are on a bus? Assessment: I will assess students by observing them on the bus. Lesson Plan 9 Date: September 11th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Rules in case of an intruder Goal: I want the students to know what to do in case an intruder is in the building. Objective: Students will perform the procedures in case an intruder is in the room. Materials: David Goes to School Introduction: Today we are going to learn what to do in case there is an intruder in the building. Language Arts Activities: First we will go over the word intruder. What do you think this means? I will make a semantic web up on the board in order to include all possible definitions. Next, I will tell the students what code name is announced when an intruder is in the building; his name will be Mr. Purple. I will then show students what to do when an intruder announcement is called. We will line up sitting on the floor in front of the cubbies. This way no one can see us. I will lock the door and shut the door and the lights off. It is very important to stay seated and quiet in the room. Okay lets practice, I will start to re-read David Goes to School and a classroom aid will say Dr. Purple is in the building. Students will then move to the designated area and I will lock and shut the door and turn off the lights. After performing the drill and we have waited five minutes I will call the drill off. Students will then be asked to move back to the reading rug. I will ask them what went well. What could we do next time to make sure this happened quicker and quieter? Review: What does the word intruder mean? Can an intruder come in to your house? What do we do when Dr. Purple is in the building is announced over the speaker system.? Assessment: I will monitor students to make sure they are following the rules during this time. Lesson Plan 10 Date: September 12th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Review of Rules and Procedures Goal: I want the students to be able to recite the rules as best as they can. Objective: Students will recite the bus, intruder and fire drill rules. Materials: Do I have to go to school? Introduction: Today we are going to review the bus, intruder and fire drill rules. Language Arts Activities: I will have drawn a bus, person and fire on the board and I will list the rules inside each of these forms. We have learned about some pretty important rules in the last couple of days. Who can tell me some bus rules? I will list these in the bus. Are we missing any? Now what are our intruder rules? Now what are our fire drill rules? I will then ask students if any of the rules in each of these categories is the same. I will circle similar rules in each form with a different colored marker. How does this help us to have similar rules in each set of rules? I will then read, Do I have to go to school? by Pat Thomas. This will review the reasons of coming to school and give the students a feeling of wanting to be at school. Review: I will cover up the board. Who remembers one rule that is similar in all three procedures? How can we use these same rules in our own life at home? Assessment: I will observe the students work on the board to make sure they encompassed all of the rules on the board.

Cybersecurity: Advantages and Disadvantages

Cybersecurity: Advantages and Disadvantages Cybersecurity: Friend or Foe? From 2005 to 2020, the digital universe will grow by a factor of 300, from 130 exabytes to 40,000 exabytes, or 40 trillion gigabytes.[1]The Internet is growing at an outrageous rate, and with it so must security. Cyber Security is â€Å"measures taken to protect a computer or computer system (as on the Internet) against unauthorized access or attack†(Webster). This word was first used around the year 1994. While the internet and cyber security are symbiotic, what happens if one grows faster than another? Will that set fire to the internet and topple it, or make it stronger? In recent years, cybersecurity has become a hot topic in many countries. In the U.S., cyber security is now a major issue and one that many people do not comprehend. Actually cyber security helps our everyday lives and keeps us safe from cyber attacks. These cyber attacks could steal important information like credit card numbers or addresses even age and any other information stored on a site with no cyber security measures. The US government and the private sector are utilizing numerous strategies to keep up with the rapid pace of increasingly sophisticated cyber security threats. However, U.S. citizens are beginning to question if the government’s and private sector’s attempts to effectively combat cyber security is now undermining civil liberties and exceeding limits of government secrecy. In the past, present and future, cyber security has been both an ally and enemy of the U.S. government and U.S. citizens. First we begin by rewinding to the past to see how Cyber Security has changed the Internet. The Internet originated in 1962, hatched from the brain of Paul Baran of RAND, who developed the idea of distributed, packet-switching networks. This was the first idea of its kind and would revolutionise the world in years to come. With the help of Paul Baran and DARPA an agency of the United States Department of Defense; In 1969 the Advanced Research Projects Agency Network aka (ARPANET) goes online and is the worlds first fully operational distributing, packet switching-network. Shortly after the rise of ARPANET, Bob Kahn and Vint Cerf both noticed the usefulness of the internet and began to draw out and develop the basic ideas of the Internet. Finally In 1974, the company BBN launched the first public packet-switched network called Telenet (X. Cringely). The civilian Internet was born in the mid-1990’s as an off shoot of ARPANet’s military network. The Internet is bringing a revolution across with it bringing global supply of endless vital information that brings new reformed conventions and destroys old world definitions. Much time goes by and we finally see the full rise of the World Wide Web. In 1992 the number of hosts, which means computers or servers supplying information, breaks 1,000,000. By its third year the World Wide Web has a growth rate of 341,634% in service traffic. And the Internet was baptized in 1996 by holding the â€Å"first World Exposition† ever shown on the Web. It has now become so embedded in our everyday lives that it has radically altered the way individuals and societies interact (Kaufman). From this point on we see the birth of a new force that will bloom into a beautiful flower in later generations, yet the question remains whether this flower be a sweet smelling rose or poisonous Lilie. With the advent of the Internet came the need to protect information from being taken; this came in the form of Cyber Security. In the beginning Cyber Security did not matter a great deal because there was no real confidential data being handled on the web. It was still a relatively new concept. Thus there was not much security other than the CIA or NSA would occasionally use the web to track down criminals individually by surveillance (McCracken). When the Internet began to intertwine with our daily lives, cyber security problems began to occur. Large amounts of confidential information began to be stored on the Internet, and hackers began to penetrate through simple defenses to steal this critical information. In response, the NSA and CIA implemented multiple layers of Cyber Security to their servers. Following numerous cyber attacks, private sector companies also began to tackle this issue by hiring Information Technology experts capable of protecting their information from hacker s. As companies everywhere were in need of Cyber Security to keep others’ vital information safe, they began their search for people with the skill set they needed. This new type of job pays a lot because of the high demand for this technical knowledge (Lawrence). At this point cyber security basically is only showing its friendly face. The industry was adequately protecting critical information without encroaching on peoples privacy. Lastly, the need to protect information became a global issue with countries committing warfare via digital frontiers and borders rather than physical ones. Cyber Security began to create divisions among countries such as China, Russia, U.S as these three countries became leaders in hacking, stealing information and digital espionage. A great example of this is in 2001 of the FB â€Å"hack which raised concern all over the world of for security reasons. This hack happened when the FBI went on a sting operation to retrieve small part of information without being noticed from two Russian intelligence based computers. However layers are afraid that this act may bounce back to them as they have committed a cross-border hack many people believe that they have done this with poor judgement (Lemos). They obtained this information from these servers without the assistance of Russia. This could mean that the U.S. can widen its borders on where it can search and capture criminals. However thi s also bring the law up of Whatever we do to them, they can do to us, said Yarbrough, a former Department of Justice cyber crime prosecutor†(Lemos). Clearly this inter-country cybersecurity warfare marked the beginning of the negative results of cyber security and paved the way for increasingly complex issues in the present. Now we currently face a critical situation in which Cyber Security is becoming more of a foe than an ally. It has gotten out of control and is now forcing citizens to question whether the government and private sector are respecting their very civil liberties. With the advent of the cloud both the government and private sector store huge amounts of information outside of their physical offices, making it even more risky for cyber attacks. The enemies are able to attack just as easily from within the organization as from without. A well known example of internal hacking was Wikileaks, in which a U.S. soldier J. Kirk Wiebe downloaded confidential embassy communications from around the world and shared them with the press. Another U.S. government leak was perpetrated by Edward Snowden a famous whistleblower from within the NSA. He downloaded thousands of classified files, attacking from within the NSA , to show the world what he considered to be an overreaching of the U.S. government in citizens and other countries privacy (Riley). While the government and the private sector may be winning the battle of effectively keeping citizens and their data safe, they are sacrificing civil liberties and privacy that has been the hallmark of our country since its founding over two hundred years ago. Now Cyber Security threats are not only pertinent to government based servers but as to the private sector as well. Companies such as Target and Sony have been widely affected by these attacks. Target recently lost large amounts of market share due to the cyber security attack they suffered in which numerous amounts of confidential customer information was stolen. People are shying away from Target due to the general fear of having their information stolen. Sony has been attacked numerous times but has now learned from the past and is creating new security and encryption platforms to ensure customers it is safe. Every time a company is attacked, a beneficial outcome rises from the overall flaws that are exposed, allowing organizations to improve their Cyber Security. An example of this is a recent bug called Heartbleed. HeartBleed is a bug that breaks through OpenSSL to find passwords and other confidential information. It attacked what were previously considered impenetrable platfor ms including Yahoo, Instagram, and even Google. Weeks later all breaches were sealed and lessons were learned. Currently, the competition from both the government and private sector for the same scarce Cybersecurity professionals is resulting in a war for resources and talent, making it even more difficult for the friendlier side of cyber security to prevail. Now the government targets these cyberwarriors when they are still students and lures them in before they can go to a private company. How? They begin to pay scholarships, tuition, books, and a salary. â€Å"Unlike many government programs, Cyber Corps has seen its budget triple to $45 million a year in the past three fiscal years,† says Victor Piotrowski, lead program director for Cyber Corps at the National Science Foundation† . â€Å"Almost four in 10 IT security positions went unfilled in 2013, according to a survey of more than 500 organizations by the Ponemon Institute, which studies privacy, data protection, and information-security policy† (Lawrence). Frequently, government employees are lured away by substant ially higher salaries in the private sector. An increasingly important challenge for the government in retaining skilled cyber warriors is that many employees choose to leave government employment because because they say they do not want to spy on U.S citizens behind their backs (Lawrence). With these many challenges, cyber security currently appears to represent more of a foe than an ally. [1] New challenges will surface in the future in cyber security. Just as less than 70 years ago, the world had no idea that internet was about to revolution the way we look at the world and interact, it is difficult to speculate on the direction of cyber security. However it is possible to hypothesize on the near future and what is to come. Cyber security has already begun to be a problem for mobile telephony, and it is likely to increase exponentially. Mobile phones are an enticing target as they display important information such as location, credit card accounts, secret work files and photos. More and more hackers are begging to target this growing platform. Between April and December 2012, the types of threats detected on the Google Android platform increased by more than 30 times from 11,000 to 350,000, and are expected to reach one million in 2003. (Center for European Policy Studies, CEPS)*insert end connecting some what to thesis and future*[2] What began as small cyber battles between countries has now given rise to a full scale â€Å"Digital World War†. Now a days we see countries aggressively hack each other. The U.S. is deeply worried about China, as it has attacked its intelligence agencies multiple times. The U.S. government has prohibited â€Å"Chinese hardware in US institutions such as NASA, the Department of Justice and the Department of Commerce, unless a thorough assessment of â€Å"cyber-espionage or sabotage† (CEPS) risk by specialised federal officials has been carried out.† Furthermore, the U.S. government recently accused 5 high ranking chinese officials of cyber espionage. This unprecedented accusation has led to increased tension between the two governments with both accusing each other of espionage. Is this the end of the internet and where will we go from here? The Internet just keeps expanding and expanding and so does cyber security and its accompanying abuse of privacy and civil liberties. The NSA could eventually cause the downfall of the internet because they have fatally altered the perfect balance of self-expression, internet cyber security, and governance. In a recent speech that Snowden gave with techies, he stated that â€Å" the NSA is setting fire to the internet, and that you are the firemen† (McCracken). An additional issue that is just as important to the future of the internet and cyber security is the recent FCC decision regarding â€Å"fastlane†, which allows internet service providers to charge a premium for faster service for websites. A likely scenario is that large corporations with large budgets will have greater access to sharing files than small corporations or nonprofits. Some experts fear that this intrusion on free and equal access to s haring information over the internet sets a dangerous precedent that could allow organizations a great power in manipulating what information is available to world wide web users. This U.S. government policy could be the greatest enemy to the civilian internet and civil liberties than any cyber security initiative. While the internet and cyber security have existed for a relatively short period of time in human history, it has radically changed the way governments, corporations and individuals interact. In its inception, cyber security played a friendly role in protecting the limited information available on the world wide web. Currently, a darker side of cyber security, developed in the name of protecting U.S. citizens, has radically changed the U.S. government’s approach to cyber protection. U.S. citizens and other governments have been shocked to learn that their phone calls and their data is all open to scrutiny by the U.S. government. People and organizations, such as Snowden and Wikileaks, have begun to fight back to reestablish the balance of civil liberties and cyber security. The future of this critical issue is yet to be written, but it is clear that cyber security hackers will become increasingly sophisticated, requiring additional intervention to ensure citizen safety. Indust rialization of new viruses and digital weapons could truly change the balance of power between countries and threaten our way of life as we know. In the past, mercantilism allowed countries with the most land to maintain the greatest power, yet now this reality has taken a paradigm shift. The country with the most readily available digital warriors and resources will triumph in this new world order. Cyber security was developed to help protect law abiding citizens, but the balance has begun to dangerously tip. Many Americans believe that the civil rights, upon which our country was founded, are now severely threatened in the name of digital protection. Cyber security issues will most likely bring about a retrenching of how we share information. The global openness of the world wide web as we now know it will likely become a thing of the past as organizations react to the cyber security enemy and build dedicated communications platforms that deny access to the world. What the world h ad built as an open platform is now destroying itself from the inside out. Citations: Kaufman, Micha. The Internet Revolution is the New Industrial Revolution. Forbes. Forbes Magazine, 5 Oct. 2012. Web. 30 Apr. 2014. Klimas , Liz . Connecting the Dots: A Timeline of the NSA. The Blaze 3 June 2013, Technology ed.: n. pag. Print. Lawrence , Dune . The U.S Government Wants 6,000 New Cyberwarriors by 2016.Bloomberg Businessweek Technology 15 Apr. 2014, Technology ed.: n. pag. Print. McCracken, Harry . SXSW: Edward Snowden Has No Regrets About NSA Leaks. TIME 10 Mar. 2014: n. pag. Print. Riley , Michael. Snowdens Access to NSAs Deepest Secrets Disputed. Bloomberg Businessweek Technology 18 July 2013, Politics Policy ed.: n. pag. Print. X. Cringely , Robert . A History of the Computer. PBS. PBS, 1 Jan. 1996. Web. 30 Apr. 2014. [1] http://idcdocserv.com/1414 [1]better closing present and tying it to the thesis and main idea of paraagraph [2]j

Persian Gulf War Essay -- essays research papers

The Persian Gulf War all started because of one country’s greed for oil. Iraq accused Kuwait of pumping oil and not sharing the benfits, and Kuwait was pumping more oil than allowed under quotas set by the Organization of Petroleum Exporting Countries, it decreased the price of oil, Iraq's main export. Iraq's complaints against Kuwait grew more and more harsh, but they were mostly about money. When Iraqi forces began to assemble near the Kuwaiti border in the summer of 1990, several Arab states tried to intervene the dispute. Kuwait didn’t want to look weak so they didn’t ask for any help from the United States or other non-Arab powers for support. Arab mediators convinced Iraq and Kuwait to negotiate their differences in Saudi Arabia, on August 1, 1990, but that meeting resulted only in charges and countercharges. A second meeting was planned to take place in Baghdad, the Iraqi capital, but Iraq invaded Kuwait the next day, leading some people to think that Ira qi president Saddam Hussein had planned the invasion all along.   Ã‚  Ã‚  Ã‚  Ã‚  The Iraqi attack began shortly after midnight on August 2. About 150,000 Iraqi troops, many of them veterans of the Iran-Iraq War, easily overwhelmed the unprepared and inexperienced Kuwaiti forces, which numbered about 20,000. By dawn Iraq had assumed control of Kuwait City, the capital, and was soon in complete control of the country. The United Nation Security Council and the Arab League immediately condemned the Iraqi invasion. Four days later, the Security Council forced an economic restriction on Iraq that forbidden nearly all trades with Iraq. Any armed attempt to roll back the Iraqi invasion depended on Saudi Arabia, which shares a border with Iraq and Kuwait. Saudi Arabia didn’t have the power to fight Iraq alone .So Saudi rulers did eventually open the country to foreign forces, in mainly because they were worried by Iraq's aggressive negotiations also U.S. intelligence reports claimed that Iraqi forces were well positioned for a strike against Sa udi Arabia. Beginning a week after the Iraqi take over of Kuwait and continuing for several months, a large international force called the â€Å"international coalition† gathered in Saudi Arabia. The United States sent more than 400,000 troops, and more than 200,000 additional troops came from Saudi Arabia, the United Kingdom, France, Kuwait, Egypt, Syria, Sene... ...ps. The UN continued to maintain most of the economic restriction on Iraq after the war, and several coalition countries enforced other sanctions. The sanctions allowed Iraq to sell limited amounts of oil for food and medicine if it also designated some of the revenue to pay for damages caused by the war. Until December 1996, Iraq rejected this deal as an violation on its power. Hussein also complicated matters by mobilizing forces on the Kuwaiti border in late 1994 and by interfering with the work of UN inspectors. This interference almost led to new military conflict in 1998, but a UN binding agreement allowing the inspectors to resume work averted the immediate crisis. Reports that Iraq was continuing to block inspections prompted the United States and Britain to launch a four-day series of air strikes on Iraqi military and industrial targets in December. In response, Iraq stated that it would no longer comply with UN inspection teams, called for an end to the sanctions, and t hreatened to fire on aircraft patrolling the no-fly zones. Through early 1999, Iraq continued to challenge the patrols, and British and U.S. planes struck Iraqi missile launch sites and other targets.

Computers: Productive Tools In Our Lives :: essays research papers

Computers: Productive Tools In Our Lives Have you ever seen a computer in a store and said, "Whoa! What a chick!"? I am sure you would have, if you were familiar with the new 16xCD-ROM and extra wide SCSI-2 9.0 GB hard drive it features, or if you knew about the dual 225 MHz Pentium pro MMX chips blazing up its performance. To tell you all about computers, it takes a total computer nut like me. After working with computers almost all my life, I can tell you that a computer is an electrical device, without which a guy like me probably cannot survive. If you have no idea of what I am beeping about, read on. Experts, I report no error in reading further. Computers are very productive tools in our everyday lives. To maximize the utility of a computer, what you need to do is get going with the program. To do that, the minimum system requirements are a C.P.U. or the central processing unit, a keyboard, a monitor, a mouse, and if you want, a printer and a CD - ROM drive. The C.P.U. is that part of a computer that faithfully does what his master tells him to do, with the help of input devices like a keyboard or a mouse. After all this so called sophisticated, next generation equipment, you need some sort of software. Software is a set of instructions to the C.P.U. from a source such as a floppy disk, a hard drive or a CD - ROM drive, in zillions of 1's and 0's. Each of these tiny little instructions makes up a bit. Then they assemble to form a byte. Bytes make up a program, which you run to use the computer's various applications. Now that you know more about computers than Einstein did, let me tell you something more about them, so that you will beat the President in the field of computing. In your computer, you require a good amount of RAM, which is there to randomly accesses memory. That is required to speed up your computer, so that it gives you more error messages in less time. The faster the error messages it gives, the faster you call technical help at 1-800-NeedHelp. The service is open 24 hours a day, but to get through, you will have to wait, at least, until the next Halley's comet passes by. The only thing now required, for you to become the master of this part of the world, is to have a very BOLD determination to become a computer geek.

Ethnic Disadvantage Has Not Disappeared from the Labour Market

LUBS3001 Gender and Equality at Work in Comparative Perspective Ethnic disadvantage has not disappeared from the labour market despite legislation. What theoretical explanations have been put forward to explain why people from ethnic and racial minorities experience discrimination? Which do you consider to be the most helpful in explaining disadvantage in the labour market? Ethnic and racial discrimination in the workplace is a controversial topic, which has been researched and assessed thoroughly over the past years.Although the terms ‘ethnicity’ and ‘race’ are often talked about in union, they have different meanings and stem from different social contexts. Race is an ideology with a particular concept in mind, and can be understood in various social and historical contexts, for example when slavery was prevalent and race was an important factor for distinguishing groups in society. Race can also refer to particular physical features someone may have, for example someone’s skin colour.Ethnicity on the other hand, relates more to groups of people who share significant, common beliefs that are part of their embedded culture, and usually passed down through their heritage. Race and ethnicity are key issues in the workplace because evidence shows that when analysing different measures of achievement in the workplace, such as unemployment rates, earnings and progression into higher levels of work, ethnic minorities are disadvantaged (Cabinet Office), and although the magnitude of these disadvantages are generally decreasing over time, it is still an un-resolved issue affecting millions of people every year.Although many theoretical explanations have been proposed regarding this ‘glass ceiling’ theory (The economist, 2009) in the workplace, it is important to recognise that many of these theories are linked, and therefore there is no one prevailing answer to resolve the issue.During this essay I will discuss the Undercl ass theories, with reference to Murray (1989) and Wilson, (1987) theories of discrimination and racism focusing on Macpherson’s concept of institutional racism (1999), and theories of ethnic diversity in relation to human and social capital, concluding with which theories I deem to be the most explanatory in reference to this topic.Evidence of ethnic disadvantage in the labour market is plentiful, with statistics covering multiple areas of the subject. In the TUC report of Youth, Unemployment and Ethnicity (2012) it shows that the unemployment rate for White people (male and females) is 20%, for Indian, Pakistani and Bangladeshi the figure increases to 29%, and for Black/African Caribbean the figure is more than twice than that for Whites, at 45%.However, when analysing this research it is important to recognise that these employment rates may be particularly high due to the economic recession around this time affecting the labour market, but the variation in figures amongst the groups is still apparent. Similarly, this research cannot be fully analysed as different ethnic groups have been grouped together, and between these ethnicities there are substantial variations with regards to employment.An example of this arises from statistics from the Labour Force Survey (1999), which show that the unemployment rate for Indians is closer to that of Whites than it is to Bangladeshis. In the Cabinet Office report of Ethnic minorities in the Labour market (2003), information states that ‘while ethnic minorities are disadvantaged on average, the labour market successes of the Indians and Chinese show that the old picture of White success and ethnic minority under-performance is now out of date’.Although this is extremely positive progress for Indians and Chinese, there is still much more to be done to further bridge the gap between other ethnic groups in the labour market. Statistics from the Labour Force Survey (1999) show White people had an unempl oyment rate of just 6%, Indians 8%, Pakistanis 16%, Black Africans 17%, and Bangladeshis 24%. It is evident that Bangladeshis have the highest rate of unemployment out of these ethnic groups, and one reason for this could be due to an English language barrier.If Bangladeshi parents are not fluent in English, then not only will it be considerably harder for them to find a job, but also this disadvantage will be passed down to their children when they attend school, therefore this particular weakness is transmitted over generations, and may be one explanation for the on-going trend of high unemployment levels. Statistics also show that different ethnic groups are more susceptible to be employed in particular areas of work.Rex and Tomlinson (1979) found that in Birmingham, ‘immigrants and employed predominantly in less attractive industries and in less rewarding jobs’, (Pilkington, 2003, p61) and evidence for this can be found in the National report by Green, Owen and Wils on (2005). Research from this report shows that in the UK on average, around 8% of all jobs are filled by ethnic minority employees, yet there are various different structural positions in the labour market.Ethnic minorities are under-represented in occupations such as managers and administration, with only 12. 7% occupying these types of jobs, compared to 15. 5% for Whites. Furthermore, ethnic minorities are over-represented in occupations such as sales, at a figure of 10. 5%, compared to 7. 4% for whites. As previously mentioned, one of the main reasons employees from ethnic minorities may work in lower skilled jobs could be due to insufficient language skills.In the National report it states that in London, where 28. 8% of the population are from ethnic minorities (Ethnic minorities, Information Centre Guide 2003), there are opportunities for people to learn English via English for Speakers of Other Languages (ESOL) provisions, however local studies in the area show this opportun ity needs to be made even more accessible and on a wider scale for a positive impact to be made (Africa Educational Trust 2002).The Underclass thesis was first developed in the United States and later gained awareness in Britain due to an American journalist, Auletta in 1982. Auletta claimed that the underclass had ‘four distinct categories’, these comprising of the ‘passive poor’, ‘hostile street criminals’, ‘hustlers’ and ‘the traumatised drunks†¦and released mental patients’ (Pilkington, 2003, p52). Morris (1994) stated ‘Auletta’s categorisation of them as dependent and deviant carries an implicit moral judgment’.Although there are various definitions of the underclass, the majority of them share similar characteristics, these being unemployed by choice, dependent on welfare benefits, social exclusion, and links to crime and delinquency. It could be seen that by labelling such a diverse grou p as ‘the underclass’, whilst assuming they all possess these negative qualities would ultimately be extremely de-motivating, and may even result in a self-fulfilling prophecy (David Straker 2002-2012) If so, this may result in members of the underclass feeling hard work is not expected of them, resulting in little or o effort to strive for employment and integrate with society. The concept of the underclass is linked to social divisions based on gender and class, as well as race, making it a widespread topic with significance to various groups in society. Therefore, the explanations put forward for this thesis are fundamentally opposing. Conservative writers of the underclass place specific emphasis on cultural factors, such as the surrounding environment a person has grown up in, resulting in deviant values and behaviour.On the other hand, liberal writers maintain that structural factors such as the way our society functions, result in an underclass forming due to ins ufficient opportunities and on-going racism. Two of the most influential accounts of the underclass that have been provided derive from Charles Murray (1984) and Wilson (1987). Murray believed a Black underclass developed in the late 1960s due to the ‘culture of the ghetto’. He claimed this shared culture amongst the Black community created lack of education and stunted employment opportunities. Evidence of this theory can be seen in the U. S.National Canter for Health Statistics (1970s), whereby statistics report more than 50% of black babies were conceived out of wedlock, an increase of more than 33% in the 1950s (The Atlantic, 1986). Murray states that these changes took place during economic expansion; therefore the reasoning for these statistics is the existence and availability of welfare benefits. Murray believed that whilst state benefits were available, there was no incentive for women to go to work, meaning when they had children these values of state dependen cy would be passed on and it would become the norm to be unemployed.One example of a state benefit for women was Aid to Families with Dependent Children (Social Welfare History, 1988) which provided single mothers with financial security, acting as a disincentive for both mothers and fathers, as it took away the pressure of having to provide for the family. Murray said ‘because poor, uneducated single teenaged mothers are in a bad position to raise children’ poverty and deviant values are transferred from parents to children, with the end result being a general lack of motivation and contribution to the labour force (Murray 1984).There has been considerable amount of criticism for Murray’s theory and it was generally rejected by most sociologists. One critic of the theory is Devine (1997) who argued ‘the value of AFDC benefits declined in the 1970s while the number of single parents were growing’. This would suggest there is a further underlying issu e, other than welfare benefits, for the explanation of growth of unemployed single parent mothers.Morris (1994) also disputed that ‘young employed are one group in American society who have no claim to state support as of right’. Again, this would suggest that dependency on state benefits is not the main cause for unemployment amongst young people. Wilson criticised Murray’s theory by saying it ignored racial discrimination and did not account for deindustrialising, whereby there was a change from a goods-producing economy to a service-producing economy meaning people who did not possess the required skills were out of work.Wilson went on to provide a structural theory of the underclass, this being the major liberal response to Murray’s explanation. Although Wilson also acknowledged an urban underclass and agreed that their ‘behaviour contrasts sharply with that of mainstream America’ (Wilson 1987), he argued that it was because of the unfair structures of society and existing inequalities that caused lack of education and unemployment. Wilson also acknowledged that unemployment was linked to discrimination and stemmed as a result of economic changes.Racial discrimination in the rural South encouraged migration to inner cities in the North, however the situation was not aided as service work replaced the manufacturing industry, requiring skills that the majority of Black and Hispanic citizens had not acquired. Townsend (1991) agrees with Wilson’s structural theory, and concluded from his major study, Poverty in the UK (1979) that the underclass emerged due to government policies in the areas of trade unions, industry and taxation. Therefore it was due to the way that society was structured and designed which caused an underclass of unemployed, low-paid or prematurely retired workers.Although sociologists deemed Wilson’s theory as more credible that Murray’s, there is still substantial criticism on th e matter. Fainstein (1992) argues that Wilson fails to recognise ‘the continuing significance of race’ which, for Black people, causes ‘segmentation into low wage employment’ (Pilkington, 2003, p55). Furthermore, Miles (1982) criticises both theories by stating that migrants have not developed a whole underclass they are just simply a ‘fraction’ of society (Sociology Central 2010).It would appear than in general the underclass theory is not the most valid explanation for inequality in the labour force as there is a lack of empirical evidence with regard to the cultural theory, and both the cultural and structural theories generalise all members of ethnic groups together, when in fact statistics vary hugely amongst individuals within these groups. Another major theory used to explain the position of ethnic minorities in the workforce is ‘institutional racism’, also referring to direct and indirect discrimination.Institutional discri mination is defined by Macpherson (1999) as ‘the collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin’ (Pilkington, 2003, p85). Macpherson launched a police investigation into the murder of a Black teenager by five White youths, and through this inquiry concluded that all major British organisations are characterised by some form of institutional racism (Parliament UK, 2009).For Macpherson, this concept did not mean that all policies of institutions were intentionally racist; rather it arises through ‘social and cultural processes’ (Parekh 2000). The fact that institutional racism is said to stem from the occupational culture of the organisation is a major concern, as the culture of a company is usually embedded within the employees who share similar values and beliefs, and they tend to remain consistent over time.Although the Macpherson report has created new aw areness regarding institutional racism (Solomas 1999), and remains to be a valid explanation for ethnic minority disadvantage in the labour market, it has also been critiqued for various reasons. One of the main critiques is that the concept is too ambiguous, with Pilkington (2001) referring to it as a ‘blunderbuss concept’. This is because the concept does not specifically refer to the different components within institutional racism.The term ‘institutional racism’ is rather broad, as it may contain elements of individual discriminatory behaviour and also direct intentional discrimination. Regardless of anti-discrimination legislation, for example The Race Relations Act (1965) intentional discrimination can still be found in some areas of the present labour force. Evidence of this type of discrimination can be seen through discrimination testing, whereby testers from different ethnic backgrounds both apply for the same job at the same time, using identical application forms.A study performed by Modood et al (1997) found one in five ethnic minority employees felt they had experienced racial discrimination, in the form of being refused a job due to racial or religious reasons, yet only one in twenty white employees felt they had every experienced any form of discrimination. This evidence may suggest that employees who have been faced with discrimination could be discouraged from future job opportunities.Ethnic minority groups may also be faced with indirect discrimination, whereby an organisation unintentionally discriminates against certain groups, for example an up-market clothing store may only employ people who fit certain appearance criteria. Combined, these various forms of discrimination in the labour force would be extremely detrimental to ethnic minority groups and appear to be one of the major contributors to patterns of employment amongst ethnic groups.Ethnic diversity and patterns of discrimination amongst ethnic minority g roups can also, to an extent, be explained by patterns of inequality. Social capital can be seen as an important aspect of society, which may provide some explanation for the diversity amongst ethnic groups. Putnam (1995) defines social capital as ‘features of social life –networks, norms, and trust that enable participants to act together more effectively to pursue shared objectives’. Social policy is linked to all members of a community and the social networks, and social norms or values within our society.The fact that social policy is composed of shared customs within a society, would suggest that members of minority ethnic groups may not be part of this concept, as they are likely to have different values as their cultures and backgrounds will vary. This could result in ethnic minority groups feeling segregated from the local community, especially if they have not lived there for very long, and therefore have not yet integrated with neighbours or fellow citi zens.The terms ‘social capital’ and more specifically, ‘bonding social capital’, are significant when discussing the labour force as they refer to networking with people and communicating through shared objectives. Nowadays, with high levels of competitiveness in the work force, it is extremely advantageous to have general networking links into different areas of the labour market, and often the phrase ‘It’s not what you know, but who you know’ is used. Employers will often create a workforce of people that they can trust, or at least someone who has come with a trust-worthy reference, perhaps suggested by a colleague.Therefore, if ethnic minority members do not share this same sense of social capital and appear to have few or no network connections, it will be harder for them to succeed in the labour force and ultimately could it have a significant effect on their employment status. This theory of social capital can also be linked to wh y less ethnic minority graduates are taken on by large firms after university, than Whites. Statistics provided by the Higher Education Statistics Agency from 2007-08 showed 66% of Whites found full-time or part-time employment within one year of graduation compared to 56. % for minority ethnic groups. Although the figure is not alarmingly higher, one reason for the difference could be due to social capital and networking advantages. Work experience completed throughout university years can often be acquired using contacts, and the majority of employees will consider the quality and amount of work experience endured before employing a graduate. Although this essay is primarily focused on ethnicity, it is also important to consider religion as a contributory factor for patterns of inequality in the labour force.Religion can often be a trigger for discriminatory behaviour, for example since the 9/11 terrorist attacks the term ‘Islamophobia’ was used more widely, this refe rring to fear of Muslims. Many types of religion are expressed using distinctive types of clothing, such as a turban, making it apparent to others what religion someone may be, which could lead to discrimination. Lindley (2002) compared employment and earnings across ethnic groups within five religious groups, and compared these results with that of Whites.Evidence was provided to show Muslims were substantially disadvantaged compared to other ethnic minorities, however other factors such as individual attitudes and levels of motivation may have also contributed to these statistics. Religion can also be linked to the previously mentioned topic of social capital, as members of a particular faith may choose to socialise only with people who share their same beliefs and values, which would affectively limit opportunities of bridging social capital in mainstream society.To conclude, with the aid of various legislation and trade unions, the positioning of ethnic minorities in the labour market has advanced over the past forty years. However, regardless of this improvement, discrimination in the workforce and ethnic penalties are still prominent. From examining theoretical explanations for the disadvantage of ethnic minorities in the labour force, it would seem that the answer lies within a number of different causes.Although some of the theories seem more plausible explanations than others, for example theories that recognise racial disadvantage along with the concept of ethnic diversity are more accepted than that of the underclass thesis, it is still important to acknowledge all of the theories, as individually they all provide possible explanations. There is not one possible reason for ethnic and racial disadvantage, more than it is due to a combination of factors such as discrimination in the workplace, economic restructuring overtime, and race, religion and ethnicity.Further aspects are also relevant to consider, such as historic patterns of migration and also class and gender. 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