Jails and Prisons Essay Example | Topics and Well Written Essays - 750 words

Jails and Prisons - Essay Example (Champion, 151) The defendants who are kept in jails are individuals who have to serve a sentence for misdemeanor offenses, felons who have to do jail time as a condition of their probation and people who are awaiting trial and cannot make bail .(Bergman & Berman, 2008 ). Jails are also used to temporarily detain juveniles pending transfer to juvenile authorities. They are also used to retain mentally ill patients until they are sent to appropriate mental health institutions. .( Carlson and Garrett, 2007) Jails sometimes run community programs as alternatives to incarceration. Jails also hold offenders who are in contempt of court, are crime witnesses and are in protective custody. They also hold convicted felons who are going to be sent to state prisons.(Carlson and Garrett, 2007). Jails generally do not give emphasis to how inmates behave following release. There are exceptions e.g. alcoholic treatment programs and domestic violence programs that seek to reduce the likelihood of repeated domestic violence. However their prime focus is on safely managing people. (Goldstein, 2006). Prisons are long term confinement facilities housing felony offenders and parole violators serving sentences greater than one year. The federal and state government run such establishments and nowadays even private companies are allowed to take up the contracts for running prisons. (Caputo, 2004). Compared to jails, prisons are typically larger and range in custody level from minimum security to maximum security where the nation's most dangerous criminals are confined. (Caputo, 2004). Prisons are self sufficient and self contained. These self contained facilities have recreational yards, workout rooms, auditoriums for viewing feature films and small stores for the purchase of toiletries and other goods. (Champion, 2007) The functions of a prison according to Champion are to provide societal protection, punish offenders, rehabilitate offenders and reintegrate offenders by preparing them for reentry into society through vocational and educational training ,counseling and other institutional measures.(Champion , 2007) Provisions for death penalty are in place in state and federal prisons .Federal prisons may be minimum or maximum security. Maximum security prisons hold 52 percent of all state of all state prisoners .These are built to house dangerous criminals and to prevent them from harming security guards are one another. Minimum security prisons on the other hand have more freedom of movement, privileges and contact with the outside world . However it is the medium security prisons that hold 37 percent of all state prisoners. (Sellers, 1993) References: Bergman, P and Berman, S.( 2008). The Criminal Law Handbook: Know Your Rights, Survive the System. Berkeley, CA: NOLO Carlson. M. and Garrett, J. S. (2007) Prison and Jail Administration: Practice and Theory . Gaithersburg, MD: 2nd ed : Aspen Publishers. Caputo , G. (Oct 2004) Intermediate Sanctions in Corrections. USA: University Of North Texas Press

What Are You Made of, the Role of Faith in Social Identity Essay Example for Free

What Are You Made of, the Role of Faith in Social Identity Essay What are you made of? This is truly a difficult question to answer if one would really take the time to ponder it. How would you arrive at the conclusion of describing who you are and the things you believe in? What are the things that made you as an individual? Inevitably, there will be several social, spiritual, and political issues that one may have to battle with to arrive at a sound conclusion. Life is complex and that is a certain fact. The complexity life offers for various people with different political affiliations, religious views, and socioeconomic status may be one arena of conflict. How will these differences be reconciled by the government who must develop national consciousness among its citizens? How will the Philippines become united amidst of these cultural differences? It is also the same question for the people, are they willing to compromise their values and beliefs for the unity of the country? These are questions which have no certain answers. For years now, there have been efforts made by the government and educational institutions that are geared towards resolving this conflict. However, it will take time before the country would experience such desired changes. The Philippines is a largely diverse country. Not only is the country multicultural, it is also multilingual. This situation makes it all the more difficult for the educational system to cater to the different needs of each sector. On the national level, the Department of Education has issued memorandums pertaining to ‘generic’ programs addressing these issues. However, the lack of material resources and the lack of interest from stakeholders are the factors responsible for hampering envisioned improvements. While on the community level, there are also initiatives from the teachers themselves who make their own changes and adaptations depending on the needs of their students. By the age of four, most Filipino children go to school to study. They learn about their own identity and the roles as expected from their identity, their being Filipino and duties of citizenship, the community they live in, and certain cultural beliefs and values. All these form the foundation of their beliefs about their identity and the country at large. This ‘indoctrination’ goes on until college. From here we can see that the life of one student is virtually fashioned inside the school. Thus, the school can be said to be a ‘breeding ground’ where various social identities are shaped. And so the question now is, â€Å"How will schools mold Filipino identity? † and at the same time reconcile it with other social identities such as ethnicity and religion without marginalizing cultural or religious beliefs. This process of molding holds much importance for educators because I think that one of the most significant functions of Philippine education is to inculcate Filipino identity and nationalist consciousness. As a teacher, I believe that a person’s religion bears so much importance in how that person thinks and behaves in the social context. It serves as the guiding light or reference point as to which decisions regarding experiences are based. Seeing that the Philippines has several religions, it becomes one social divider in the nation. Believers of certain faith have their own teachings that should be strictly adhered to regarding the political system and cultural beliefs and practices that may sometimes coincide with the rules of the state. For instance, believers of Jehovah’s Witnesses do not pledge the Panatang Makabayan because they believe that they should only place their faith or for that matter, state their allegiance in the god that they serve. Moreover, I believe that religion really matters for the majority of the Filipinos. And this is the root of conflicts, discrimination, and prejudice between Christians and Non-Christians that are manifested in different areas such as the political and economic system. The values certain groups of communities hold are important for them that they desire the next generation to also believe to these values. In addition, cultural practices are also passed on from generation to generation. This process is evident in the articles discussed in class where indigenous peoples argue for a system of education in which traditional knowledge should be included and given more emphasis. More so, the lessons provided by the public education system are starkly different from indigenous knowledge systems and practices. This creates a conflict because the significant values and practices are not learned by the youth of the community. Hence, elders develop apprehension toward the public school system. Although they acknowledge the beneficial effects of having to go to school, what matters most for them is the sustainable development of values and traditional cultural beliefs and practices of their ancestral community. This case is also similar with Islamic education. There is a problem for Muslims in Mindanao pertaining to the choice of schools for their children. For Muslims, spiritual growth in their children’s religious faith is a more important factor in choosing a school. However, Islam is not a subject offered in the public school system. As a conclusion, I think that the belief and value system is the most important factor in the formation of social identities. An individual’s social identity is intimately tied to the religion he is a member of. This also becomes the primary basis for the further development of his social identity. Because of these conflicts, educational institutions have been classified into sectarian and non-sectarian to cater to the different needs of their clients. Parents who are Catholics want their children to study in a Catholic school to ensure that their children would grow up with values they believe in. Furthermore, members of Iglesia Ni Cristo also do the same as well as members of the Christian community. This system is also the same for nationalities. Chinese parents prefer to enroll their children into Chinese schools. Muslim parents prefer to enroll their children to Madrasah. Based on this observation, membership to certain groups or having to identify with a group’s belief and values system becomes one important factor in parents’ decision regarding their children’s education. Thus, educational institutions become an agent in the processes of indoctrination of certain beliefs and practices that may marginalize other religion and cultural practices. Inevitably, they also reproduce existing social structures that up to the present time is unfair for many. Another problem with the present curriculum is its exclusion of local knowledge systems that bears much significance with the country’s indigenous peoples or with a particular group. In my opinion, the curriculum had put too much emphasis on global literacy or keeping at par with international standards. There is nothing wrong with this proposition. The only problem is that local knowledge systems have been marginalized for a long time which should have been a part of the curriculum in the first place. One goal of Philippine education is to mold the ‘Filipino’ identity in its students. If this is the goal, then it also follows that local history and cultural beliefs and practices should be an important part of the curriculum beginning in the elementary. The present curriculum has the Makabayan subject (Sibika at Kultura and Heograpiya, Kasaysayan, Sibika) as one way of teaching students Philippine culture and history. In spite of this, I think some of indigenous knowledge systems and practices are important so it should be included in the national curriculum. The inclusion would make students understand and appreciate more their being ‘Filipino’ and would be exposed to various local histories and cultures. Hence, they would become appreciative of the diversity of Filipino cultures. I also think that the national curriculum is a ‘colonial make-up’ of foreign education. The current system of education here in the Philippines especially the private schools are more inclined to producing students who are equipped with the skills needed for globalization but are alien to their own country. Yes, academic and professional competence in the global village can be beneficial to the country in terms of economic advancement. However, the problem is that there is no balance between what Filipinos truly are as a race and what they need to know as part of a larger global community. As an observation, I think that students nowadays are not rooted in their own culture and history as Filipinos. Most often than not, the kind of students schools produce have a mentality of a foreigner. In school, they learn extensively of a lot of things such as world histories, architecture, literature, famous scientists, etc. Although they study Philippine history and literature, what they learn is, again, the ‘generics’ or the ‘mainstream’ which can be discriminating against indigenous peoples and Muslims history and culture. And this is both a danger and challenge for Philippine society. The government does not want to produce generation of students who are not rooted in the Filipino culture. So they have to adapt to the needs of the different sectors present in Philippine society. For the country, an individual’s rootedness in his own culture is much needed by the country because this is one way of instilling nationalist consciousness. This can be done gradually through shaping of a Filipino identity beginning in the elementary grades. Moreover, this ‘shaping process’ should be meaningfully linked to a person’s religious belief and value system. Because of this, I believe that the end result would be better. When education can establish a meaningful bridge between Filipino identity and a community’s religion, more and more Muslims and indigenous peoples would develop a sense of being a Filipino finally a part of the collective imagining of the nation. In my opinion, the reason for the Muslim’s apprehension toward the public school system and the nation as a whole is that they do not feel the sense of belongingness because the Philippine government has not been responding to their needs and rights to education. Since Islam is a vital part of their lives and unfortunately, the public school system does not offer this as a subject, they prefer to enroll their children in Madrasah that do not develop Muslims’ national consciousness of being a Filipino. Therefore, students who finish from these schools grow up to be Muslims and not Filipino. Likewise, I believe that the national curriculum is not a ‘generic’ or a ‘one-size-fits-all’ process of education. The Department of Education and teachers as well cannot just prescribe a general program of education to students who are socially differentiated with each other. If the Philippines want to envision the Filipino race as having a nationalist consciousness and wanting each and everyone to be part of the collective imagining of the nation, then it is better for the education sector to acknowledge different local languages, ethnic groups, indigenous knowledge system and practices, and religions. I believe that through this acknowledgement and inclusion, indigenous peoples and Muslims would gradually learn and love to be a part of this country. A person’s social identity is so much affected by the socio-cultural milieu. As a teacher, I should be aware of my students’ background so I could help them in strengthening the development of their identity as Filipino, as a member of a religious community, and as a member of a group. All these contribute to the formation of a person’s social identity and not one should be left out. Being to identify with a group and having a sense of belongingness all contribute to an individual’s over-all well-being and the nation’s well-being too.

Mahindra And Mahindra: SWOT and PESTEL Analysis

Mahindra And Mahindra: SWOT and PESTEL Analysis K. C. Mahindra is the person who established Mahindra and Mahindra when he visited United States of America as Chairman of the India Supply Mission. When he met Barney Roos who invented general purpose vehicle or Jeep who was the inspiration for K. C. Mahindra. K. C. Mahindra Brothers joined with Ghulam Mohammed. And Mahindra Mohammed was set up as franchise for assembling jeeps from Willys, USA on October 2nd, 1945. After Two years Mahindra Mohammed changed its name to Mahindra Mahindra. Mahindra Mahindra grown in size and stature and it also occupied a premier position in all key sectors of economy. Mahindra Mahindra group is engaged in an ambitious and prolonged penetration into the global arena. DIFFERENT VEHICLES IN MAHINDRA MAHINDRA: FIG a: Indias first Prime Minister.   FIG b: Mahindra Scorpio A passenger in the past FIG c: The electric car of Mahindra and FIG d: Mahindra tractor. its name is Mahindra REVA. FIG e: Mahindra Jeeps are used FIG f: Two wheeler model in Mahindra Mahindra for daily transport in Agra. and its name is Mahindra Flyte. The company encapsulated its ambition, spirit and inspiration from golden words of Pandit Jawaharlal Nehru: The woods are lovely, dark and deep,   But I have promises to keep,   And miles to go before I sleep,   And miles to go before I sleep. The golden words are translated into many more milestones to be set up before it rest. Today, It has evolved into a premium SUV(Sport Utility Vehicle) and MUV(Multi Utility Vehicle) with a large number of cars in the Indian car market. Today in the Indian car market we can see three types of Mahindra cars they are Mahindra Bolero, Mahindra Maxx, Mahindra Scorpio. In the present scenario Mahindra Mahindra total turnover is of about 6 billion dollars. Organization analysis: Mission/Vision Goals and Objectives Strategy followed Vision: Indians are second in the world in manufacturing automobiles. The founders of our nation and our company passionately believed by us. We will prove them right by believing in ourselves and by making MM Ltd. known worldwide for the quality of its product and services. And its new innovations. The important goal of Mahindra Mahindra is to provide highly technological innovative product and services . E-business Initiatives and by out sourcing of technology Products that redefined the market By 2015 Mahindra Mahindra wants to enter almost all continents in the world. Joint ventures, acquisition and merger with different players in other countries Foreign competition. Mission of Anand Mahindra: We dont have a group-wide mission statement. Our core purpose is what makes all of us want to get up and come to work in the morning. Mr. Mahindra awards: Rajiv Gandhi Award 2004 for outstanding contribution in business field. From President of French Republic as Knight of the Order of Merit. In the year 2005 from Auto Monitor as Person of the year. From American India Foundation 2005 Leadership Award for his, and the Mahindra Mahindra group for its commitment to CSR(Corporate Social Responsibility). CNBC Asia Business Leader Award for the year 2006. Business Man of the year 2007 from Business India. Business Leader of the year 2009 by Economic Times. Miles stones of Mahindra Mahindra: In 1948 Mahindra Mahindra LTD associated with UK for Steel trading business. In 1957 Mahindra Owen established- a joint venture with Rubery Owen Company LTD, UK. In 1969 the Company entered the world market which exports utility vehicles and spare parts. In 1975 Mahindra Engines developed an diesel engine for its vehicles. In 1982 the Mahindra brand tractors were launched. In 1986 Tech Mahindra (formerly known as Mahindra British Telecom) is established. In 1994 Mahindra group created 6 Strategic Business Units they are: Automotive or Automobiles, Trading, Farm Equipment, Infrastructure, Financial Services, Information Technology(earlier it is Telecom and Software) and Systech(earlier it is MSAT). In 1999 Mahindra group launched a 3-wheeler vehicle which is environmental friendly, a battery-operated. In the year 2007 Mahindra group focused on health and the environment. It launched Mahindra Hariyali, which aims to add 1 million trees to Indias green cover and it also launched Lifeline Express. In the year 2007 Tech Mahindra LTD launched Tech Mahindra Foundation on June 13th 2007. These are the some of the milestones of Mahindra Mahindra groups. FOUR Is of Mahindra Mahindra: The four Is: INNOVATIONS. INFRASTRUCTURE. INVESTIMENT. INSTITUTIONS. INNOVATIONS: Mahindra Mahindra is one of the top industries in India. The director of the Mahindra Mahindra, Anand Mahindra, put innovation is the core of its growth strategy. The radical innovation is successful in managing the balance between the structured processes and the creation of an environment. According to this MM group: Innovation should start with the insight about customer, which the Mahindra Mahindra group found by going to fields and observing the lives of farmers. And this group found that the tractors were used for personal use. The Mahindra Mahindra group encourages the experiments. The new inventions should add value to companys bottom line that is nothing but profit. The important point is that great products should have great design. Thus Mahindra Mahindra took this initiative and made the culture of innovation. INFRASTRUCTURE: The Mahindra Mahindra infrastructure is a JV between Mahindra Group and International Finance Corporation. It works close association with global companies to bring world class technologies and practices. It mainly focus on ownership, development and management of infrastructure projects. It is becoming the leading infrastructure developer in the country. INSTITUTIONS: The Mahindra Mahindra group is placed in all sectors like Telecommunications and it is named as Tech Mahindra. Software, Mahindra Mahindra came to software field after buying Satyam company and it is named as Mahindra Satyam Mahindra Mahindra also has its recognition in the Infrastructure and it is named as Mahindra Infrastructure Developers. In this it also have holiday resorts it named as Mahindra Holidays and Resort LTD (MHRIL) Mahindra Mahindra is one of the top industry in India for automobiles and it is the starting point of Mahindra Mahindra company. Mahindra Mahindra also involved in financial sector and its name is Mahindra Mahindra Financial Service LTD. Mahindra Mahindra Group also have Mahindra Special Services which was established in 2001 as a separate division in Mahindra Mahindra. Mahindra Mahindra also have Mahindra Defence Systems which oversees the requirement of Indias Defence and Security forces. INVESTIMENTS: Mahindra Mahindra group have shares in many companies. Presently Mahindra Mahindra Group want to acquire Ssangyong and expand its business in international market. But on other hand, its investors are quite suspicious regarding the investment. In the past Mahindra Mahindra Group made many Joint Ventures and acquisitions and it has forayed into different sectors of automobiles like light, medium and heavy commercial vehicles. It also ambitious to acquire two wheelers also. PESTEL ANALYSIS ON MAHINDRA MAHINDRA: Many factors in the environment that affect the organization are: Tax changes. Trade barriers. Government policy changes. New laws. Demographic change. These are the some of the macro changes. Thus to analyze these factors we categorize them using PESTEL analysis. The PESTEL analysis includes Political, Economical, Social, Technological, Ecological, Legal factors. Political Factors: This is a Government policy which includes what are the goods and services does a Government want, to what extent the government can subsidize firms and its priorities in political decisions and business support. The factors related to Mahindra Mahindra group: For Mahindra tractor industry the Government laid stress on mechanism of agriculture to boost food grain production. Change in Taxation policy. Regaining Agricultural dynamism is the key goal in eleventh Five year plan. Economical Factors: The Economical factors which includes taxation change, inflation, interest rates, economic growth and exchange rates. The factors related to Mahindra Mahindra group: Cost of tractors in India are more cheaper when compared to other countries. 95% of tractors are on credit based. For agriculture inputs Less interest rate charged by the banks. Social Factors: As the population increases the demand on goods get increased. Thus there will be demand for firm products and industry. As there is increase in awareness in farmers there is a need technology and thus there is a requirement of tractors and farmers can buy tractors on credit bases. To meet the farmers demand the mechanized operations are preferred to eliminate delay, also labor shortage. The other main important thing which Mahindra Mahindra do for its long-term sustainability is CSR(Corporate Social Responsibility). Mahindra Mahindra group spend Rs. 1.3 crore it is head donation in its annual report. Its activities include K. C. Mahindra Education Trust which provides education at various levels. There is another program for helping unprivileged girl child at the Mahindra foundation it is Nanhi. This are the main things which are done by Mahindra Mahindra group for its long-term sustainability. The Mahindra Mahindra also have its own foundation as Mahindra Foundation which was set up with a specific objective that to provide medical relief to poor people. The Mahindra foundation always very responsive to any major disasters whether it has been taken as tsunami or the Gujarat earthquake, it provided support either by financially or by sending vehicles, supplying manpower or material. Technological Factors: Increase in new Technology can create new products and process which can reduce the cost, improve the quality, lead to innovation and also reduce the life cycle of the product. This technology will benefit consumers as well as organizations. The factors related to Mahindra Mahindra group: Continuous technological innovation. Continuous improvement in technology will reduce use of Renewable energy development. Ecological Factors: It include weather and climate change. The major climate changes occurring due to Acid rain, Green-house effect, Global warming thus it is becoming significant for the firms. Thus because of this impact environmentally friendly products and processes have more demand and also creating business opportunities. The factors related to Mahindra Mahindra group: Global Warming. Mahindra group is trying to release electric cars to reduce the pollution and also reduce the usage of renewable goods. Legal Factors: Legal factors are related to legal environment. In recent years the developing countries changed the Legal factors which affected the firms in other countries due to globalization. The legal factors related to Mahindra Mahindra group: Agricultural policy Collaboration with government which shapes policy issues. SWOT ANALYSIS: SWOT (Strengths, Weakness, Opportunities, Threats) of Mahindra Mahindra group Strengths of Mahindra Mahindra group: Mahindra Mahindra is one of the top players in the world in terms of number of tractors sold. This itself shows that Mahindra Mahindra market share is the biggest strength of the company. It also have highest domestic share. The some other strengths of Mahindra Mahindra group: Product portfolio of Mahindra Mahindra got extended from 20hp to 30hp. There is government support for Mahindra Mahindra Group.A Availability of technically skilled people from JTC (Jiangling Tractor Company). For its next stage of expansion Mahindra Mahindra have a strategy. It not only focus on new products, it also have a programme of intensive management development to establish its leader for future. The major strength of Mahindra Mahindra is it have ability to introduce new products and process in to the market and also can generate sales for those new products. Weakness of Mahindra Mahindra group: The production is non-competitive because of high interest costs and overheads. Infrastructure of this group is Bottle neck. The companys passenger cars are based upon 3rd and 4th generation platform. In this group there is lack of efficiency for new plant layout. Another weakness of Mahindra Mahindra is multi franchise. In Mahindra Mahindra there is no effective dealership. The MM is mainly dependent on rural sector, the rural sector mainly depends on monsoon. Thus if there is bad monsoon for two consecutive years which leads to adverse impact on demand for tractors. Opportunities of Mahindra Mahindra group: Rural demand is increased. Income level is increasing. Ban for overloading of commercial vehicles. With the support of local partners there is an easy entry to Chinese market. The Mahindra Mahindra will be more competitive in Chinese market if they provided after sales service. To get more demand the Mahindra Mahindra group should export Chinese range tractors to India and Indian range tractors to China. Mahindra also entered in to software field after buying satyam and renamed it as Mahindra Satyam. Threats of Mahindra Mahindra group: Input cost got increased. Competition also increasing. The most important threat of Mahindra Mahindra is legal consideration. In China the Banking facilities are undeveloped. The MM also involved in different fields like holidays, telecom industry, financial services and resort etc. Which should have good subsidiaries from time to time if these are unmanageable this will divert the companys attention from its business which leads to destruction of shareholders value. Mahindra Mahindra will face more competition if the foreign players enter in to the tractor segment because these foreign players are technically more competitive when compared to MM. CONCULSION: Thus according to research on Mahindra Mahindra Group it shows that the company uses the Strategic Key points in the external environment for long-term sustainability and sustained success. It is the one which encourages the new ideas and also have plan to sale the new product in the market. This company is the one which try to develop new products for consumers. Mahindra Mahindra company is also socially responsible it give 1.3 crore only from its annual report for helping poor and unprivileged girls. Which shows that the company not only think about its profits but also feel the responsible about our country India. It is that which also do international trading with other countries. It also have a clear vision and goal which shows the dedication of the company. The mission itself says that it is not thinking about profits but it want develop ourselves. Mahindra and Mahindra tries to develop the new products which do not harm the environment and save the renewable reso urces example MAHINDRA REVA which is an electric car. According to research it shows that Mahindra Mahindra is one company which is respected and trusted by consumers and it is the top industry in INDIA.

Head Start Essay -- essays papers

Head Start Head Start and Early Head Start are comprehensive child development programs which serve children from birth to age five, pregnant woman and their extended families. They are child-focused programs that have the overall goal of increasing the school readiness of young children in low-income families. . These programs try to prepare young children intellectually, socially, emotionally and physically for their future educational and social endeavors. ( U.S. Department of Health and Human Services, 2002).. The programs prepare the parent(s) to be supportive in the endeavor. Head Start has the philosophy that parents are a child's first and most influential teacher. The Head Start program is beneficial to early learning. In 1964, the Federal Government asked a panel of child development experts to draw up a program to help communities meet the needs of disadvantaged preschool children. The panel became the blueprint for Project Head Start (U.S. Department of Health and Human Resources, 2002). Beginning as an eight-week summer program out of the Office of Economic Development, the Head Start program was well received by the education community. From the outset the program offered not only an education program, but also a health program for children. The program strongly encouraged parental involvement and offered the parents social service help if warranted. Right now the program is administered by the Administration for Children and Families. There are Head Start programs in all 50 states, the District of Columbia, Puerto Rico and the U.S. territories ( The Online Head Start Resource Center, 2002). In 1994, the Early Head Start Program was established, because it was determined that children from birth to t... ...n. (ERIC Document Re-Productive Service No. ED327313) 6. Schweinhart, L. (2002). Recent Evidence on Preschool Programs. (ERIC Digest No.____). Champaign, IL: ERIC Clearing house on Elementary and Early Childhood Education. (ERIC Document Reproductive Service No. ED458046) 7. Head Start Works, But Needs More Funding and Better Teachers, (2002). Retrieved on November 5, 2002 from NIEER (National Institute for Early Learning Response, http://nieer.org/media center/index.php?pressid=7 8. Merrow, J. (2002, September 25)., The Failureof Head Start. Educationweek. Retrieved on November 5, 2002, from http://wwwedweek.org/le/ewstory.cfm?slug=04merrow.h22 9. Lubeck, S. (1990). Four-Year-Olds and Public Schooling. (ERIC Digest No _____). Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproductive Service No. ED325204)

Anthropological Approaches to the Study of Language Systems

Anthropological Approaches* to *The* Study of Language S*ystems Language: The arbitrary vocal symbols human beings use to encode and communicate about their experience of the world and of one another. Linguistics: the scientific study of language Linguistic anthropologists study how language is formed and how it works, the history and development of language and the relationships between language and other aspects of culture Throughout time a change in language through modern technology All human beings have language it varies in terms of its nature and all language is equally sophisticated and complex All human beings have the capacity to learn language Children who are isolate and not socialized till the age of 6 cannot learn language (feral children) Communicative competence Linguistic Anthropology Focuses on the mechanics of language, including: Phonology (phonetics): the general study of the sounds used in speech by means of an internationally recognized system of symbols to represent the various phonetic sounds of speech. Syntax: the study of the manner in which minimum units of meaning (morphemes) are put together into phrases or sentences. Or, what English speakers call grammar. Historical Linguistics Studies the relationships of languages to one another and reconstructs how languages change over time. Includes an analysis of how the phonology of language changes over time (dialects, pidgins, creoles, and new languages). Includes an examinations of potential universals in linguistic principles of classification (are there universal classifications for colours? ) 12 different languages before European contact, why is that important? Because that means that there were people living in the North America for a very long time. It was so diverse! Specialized field that studies the relationship between language and culture. SapirWhorf Hypothesis: all human experience is to some extent, mediated through culture and language. Objects or forces n the physical environment become labelled in language only if they have cultural significance, and language systems themselves (vocabulary and syntax_ influence speakers perceptions of the world. How do Anthropologists study language? {text:list-item} {text:list-item} Proxemics: the study of the use of space in communication. Ex. Talking too close for comfort. Handshaking etiquette. Discourse Analysis:the analysis of a stretch of speech or other form of communication l onger than a sentence and united by a common theme. Often concerned with relations of power and inequality in language use and knowledge production. Ex. Global warming, refusing to use the word in communications. The way the language gets used in power relationships is important. Unique Design Features of Human Language *Openn*ess: the creative capacity of human language Displacement: the ability to talk about absent, abstract or nonexistent objects of subjects Arbitrariness: no universal link between particular linguistic sounds (sings) and particular linguistic meanings (signified). Duality of Patterning: arrangement of sounds(phonemes) is not random, but systematically patterned to create meaning bearing unites (morphemes). Prevarication: the ability for linguistic messages to be false or to violate convention. Lies, animals are not able to lie. Forms of Communicative Competence Linguistic Competence: human ability to learn correct assemblages of phonemes, morphemes and syntax (or grammar) Communicative Competence: human beings ability to learn culturally appropriate speech patterns. Much of communicative competence involves learning inter-textual codes. The concept of inter-textuality essentially states that meaning depends on our knowledge of linguistic and symbolic codes.

Facts About the Province of Prince Edward Island

Facts About the Province of Prince Edward Island The smallest province in Canada, Prince Edward Island is famous for red sand beaches, red soil, potatoes, and the irrepressible Anne of Green Gables. It also is known as the Birthplace of Confederation. The Confederation Bridge which joins Prince Edward Island to New Brunswick takes just ten minutes to cross, with no wait times. Location of Prince Edward Island Prince Edward Island is in the Gulf of St. Lawrence on the east coast of Canada Prince Edward Island is separated from New Brunswick and Nova Scotia by the Northumberland Strait See maps of Prince Edward Island Area of Prince Edward Island 5,686 sq. km (2,195 sq. miles) (Statistics Canada, 2011 Census) Population of Prince Edward Island 140,204 (Statistics Canada, 2011 Census) Capital City of Prince Edward Island Charlottetown, Prince Edward Island Date Prince Edward Island Entered Confederation July 1, 1873 Government of Prince Edward Island Liberal Last Prince Edward Island Provincial Election May 4, 2015 Premier of Prince Edward Island Premier Wade MacLauchlan Main Prince Edward Island Industries Agriculture, tourism, fishing and manufacturing See Also:Canadian Provinces and Territories - Key Facts

Thomas Jefferson and Alexander Hamilton

Thomas Jefferson and Alexander Hamilton Introduction The Democratic-Republicans and the federalists contributed tremendously to the US politics which was faced with a lot of opposition from both sides and the forces behind this were between Thomas Jefferson and Alexander Hamilton.Advertising We will write a custom critical writing sample on Thomas Jefferson and Alexander Hamilton specifically for you for only $16.05 $11/page Learn More They had remained as icons of the ancient politics and this was clearly manifested from their differences in opinions in every aspect on crucial matters, be it in the Constitutional affairs or in the matters of economy. Therefore, their differences contributed significantly in matters of rights versus federal authority, which resulted to them impacting hugely to the US politics. Differences between Thomas Jefferson and Alexander Hamilton According to Howard Pintozzi (2008, 78) the differences between the two was quite obvious in the respect that Alexander Hamilton was a federalists while Thomas Jefferson a Democratic-Republican who was considered to be a prophet of the enlightenment (Katz 1976, 342). Differences in their opinions and thinking could be seen where Federalist Alexander Hamilton preferred a strong central government, as opposed to that of the state retaining its authority which was favored by Thomas Jefferson. More of this was also seen where; Alexander Hamilton wanted the power to be in the hands of the well-educated and wealthy persons, other than being in the hands of the people. Thomas Jefferson on the other hand preferred the land owners and the elite ruling class to hold this kind of privilege. Economy was also a major concern for the two, which saw Thomas Jefferson promoting Agriculture as the future for the country, as opposed to that of shipping, manufacturing and commerce which was favored by Alexander Hamilton. All their opinions were based on major aspects of the country which needed to be transformed and this resulte d to them having followers, although their followers believed that none of them was addressing their issues. (Sandel 1997, 167) Still on their differences, Alexander Hamilton was known to interpret the Constitution loosely meaning that the powers would be given freely without being stated as opposed to strict adherence which was supported by Thomas Jefferson. The Impact Their differences resulted to them having different views on every aspect in the political arena. In that respect, the Democratic-Republican (Thomas Jefferson) favored the French, since he believed that the French Revolution was capable of producing a government that was similar to that of the American’s political alignment. The sentiments were not felt by the opposition side since they favored the neutrality in that domain.Advertising Looking for critical writing on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the Federalists (Alexander Hamilton) had a notion that the French Revolution was having a negative influence in their country’s politics. He believed in a central government where the power was held by a few people and he feared that the spread of other ideas might bring a rebellion of a mighty nature (Howard and Pintozzi 2008, 110). Jefferson on the other side ventured for another weapon that revolved around the pernicious ideas (Appleby 1982, 83). In the end, this resulted to the Congress passing a law during the year of John Adams administration giving rise to the naturalization Act. It demanded that a person must stay for fourteen years before citizenship could be issued. With that, the Alien Act was given the orders of arresting and detaining foreigners who did not meet the criteria. More concern was further driven towards the Sedition Act, which limited the freedom of speech and expression. Federalist therefore used the Alien and Sedition Act in order to silence the critics (Democratic-Republica ns). To Jefferson and others, this appeared to be abuse of power while on the other hand; it helped them since the immigrants who had been staying in the country were poor and hence drawn to their Democratic-Republicans. With such laws in place, the less fortunate could not vote in any elections. (Howard and Pintozzi 2008, 116) Later on, Thomas Jefferson and James Madison produced a note to the Sedition Act and Alien in the form of Virginia and Kentucky Resolutions, which stated that if a state believed that the federal law was to be unconstitutional then they were not at liberty to follow it. According to Martin (1999, 103) the Sedition Act was an example of a â€Å"hbel† statute, which was meant to overthrow the federalist (Howe 1967, 55). This later came to be the Doctrine of Nullification meaning that the state could nullify a national law if they believed in it having a negative impact on the Constitution. The debate of rights versus federal authority played a part and t his led to the Civil War which was heavily attributed by the differences in character between the federalist (Alexander Hamilton) and the Democratic-Republicans (Thomas Jefferson) (Mason 1952, 234). Conclusion As discussed above, Thomas Jefferson and Alexander Hamilton had differences in opinions which were manifested in every step of their political life. This led to the formation of the two groups, that is, the Democratic-Republicans and the federalists, which they served including other members who shared the same sentiments. They were the main drivers of politics in the early years and this resulted to a number of things being enacted, such as the Sedition Act among others. Reference List Appleby, Joyce. 1982. What Is Still American in the Political Philosophy of Thomas Jefferson? Omuhundro Institute of Early American History and CultureAdvertising We will write a custom critical writing sample on Thomas Jefferson and Alexander Hamilton specifically for you for only $1 6.05 $11/page Learn More Howard, Kindred and Pintozzi, Duke. 2008. American Book Company’s passing the North Carolina US History End-Of Course test Diagnostic Test. Woodstock: GA. Howe, John. 1967. Republican Thought and the Political Violence of the 1790s. NY: Johns Hopkins University Press. Katz, Stanley. 1976. Thomas Jefferson and the Right to property in Revolutionary America. Chicago: University of Chicago. Martin, James. 1999. When Repression Is Democratic and Constitutional: The Federalist Theory of Representation and the Sedition Act of 1798. HeinOnline’s Law Journal Library. Mexico. Mason, Thomas, Alpheus. 1952. The federalist- A Split Personality. American Historical Association. Vol 223 (2) Sandel, Michael. 1997. Keynote Address: Democracy’s Discontent: America in Search of a Public Philosophy. HeinOnline’s Law Journal Library.