Education and Skills Bill Essay

The Education and Skills Bill presents another obligation on youngsters in England to partake in instruction or preparing until the age of 18. The Bill follows the green paper Raising Expectations: remaining in instruction and preparing, which portrayed the apparent advantages to people, the economy and society of youngsters remaining in instruction or preparing for more. Obligation regarding bolster benefits at present completed by the Connections administration will be moved to neighborhood instruction specialists (LEAs). The Bill makes changes identifying with grown-up aptitudes. The Bill likewise accommodates the exchange of the administrative system for free schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are different arrangements corresponding to understudy conduct, outer capabilities, assessment of instructor preparing, and Schools Forums. Additionally a system power is accommodated the National Assembly for Wales to administer corresponding to the assessment of pre-16 instruction and preparing. The regional degree of the Bill changes as per the extent of the various arrangements. The Bill contains arrangements that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Ongoing Library Research Papers include: 07/72 07/73 The ‘Governance of Britain’ Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Bargain: revisions to the ‘Treaty on European Union’ 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords †advancements since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: alterations to the Treaty setting up the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are accessible as PDF records: †¢ to individuals from the overall population on the Parliamentary site, URL: http://www. parliament. uk †¢ inside Parliament to clients of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are accumulated to support Members of Parliament and their own staff. Creators are accessible to talk about the substance of these papers with Members and their staff however can't inform individuals concerning the overall population. We invite remarks on our papers; these ought to be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or messaged to PAPERS@parliament. uk ISSN 1368-8456 Summary The Education and Skills Bill was introduced in the House of Commons on 28 November 2007. Simultaneously Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were additionally distributed. The Bill, as introduced, is in five sections. A portion of the arrangements are connected to the Government’s strategies for transforming 14 to 19 instruction and improving the learning and aptitudes of youngsters and grown-ups. Different pieces of the Bill are on isolated issues especially identifying with the guideline and investigation of free schools and universities. Section 1 presents another obligation on youngsters in England to take an interest in instruction or preparing until the age of 18, and makes a legal system to help and authorize it with new obligations on neighborhood training specialists (LEAs ), instructive suppliers and managers. The raising of the cooperation age will be presented in two phases: to 17 by 2013 and to 18 by 2015. Arrangement is made for LEAs to uphold the interest obligation, if fundamental. They may give participation notification to youngsters who will not partake. New participation boards will be made to hear requests and to screen the implementation procedure. LEAs may likewise issue child rearing agreements or child rearing requests to guardians of youngsters who are neglecting to satisfy the obligation to take part. The recommendations follow the green paper Raising Expectations: remaining in instruction and preparing (March 2007), which depicted the apparent advantages to people and society of youngsters remaining in training and preparing for more. While there has been wide acknowledgment of the rule that youngsters will profit by taking an interest until they are 18, concern has been communicated about making it necessary. Section 2 makes arrangement for the exchange to LEAs of the data, guidance and bolster administrations for youngsters presently gave by the Connections administration. This follows recommendations in the Youth Matters green paper (July 2005). The financing for the Connections administration will be moved to LEAs in April 2008. It is expected that LEAs will keep on keeping up the Connections database to assist them with giving the correct help administrations to youngsters and advance the new obligation on youngsters to take an interest in instruction or preparing. Section 2 likewise puts an obligation on LEAs to orchestrate the evaluation of the instruction and preparing needs of an individual with an announcement of uncommon instructive needs (SEN) during their last year of tutoring. This assesses the adjustment in the Bill to raise the investment age. Different arrangements in Part 2 include: a prerequisite for auxiliary schools to introduce vocations data in a fair-minded path and to give professions exhortation that is to the greatest advantage of the youngster; an unequivocal obligation on the Learning and Skills Council (LSC) to give appropriate offices to apprenticeships for 16 to multi year olds, and to make sensible arrangement for apprenticeships for those matured 19 and more than; a necessity for LEAs to have respect to travel times in setting up their vehicle strategies for understudies of 6th structure age going to instructive foundations; and a prerequisite for LEAs to co-work with accomplices who are answerable for 14 to 19 instruction and preparing. Section 3 contains arrangements comparable to grown-up abilities. The issue of keeping up an adequately gifted workforce to meet the economy’s needs despite developing worldwide rivalry has gotten expanding noticeable, especially since the distribution of the Leitch Review of Skills in 2006. In its reaction to the survey, the Government set out a scope of objectives identifying with workforce abilities for 2020 and sketched out how it proposed to accomplish them. This Bill places obligations on the LSC to give a free privilege to preparing for all grown-ups in England matured more than 19 up to their first full Level 2 capability, with a comparable qualification up to Level 3 for those matured 19-25. Arrangement is likewise made to empower the sharing of information between important offices and the regressed organizations so as to aid the powerful appraisal and arrangement of instruction and preparing for those matured 19 and over. Section 4 makes a more extensive meaning of a free instructive foundation in England, which incorporates certain low maintenance instructive arrangement, to which the administrative system for autonomous schools in England will apply. That system, as of now contained in the Education Act 2002, is repeated in Chapter 1 of Part 4. The administrative system for ‘independent instructive institutions’ is changed with the goal that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the enrollment authority. The capacity of endorsing non-kept up unique schools is additionally moved from the Secretary of State to the Chief Inspector. 6th structure students in nonmaintained extraordinary schools are given an option to quit strict love. (Understudies in standard kept up schools as of now have this privilege under the Education and Inspections Act 2006. ) The Bill additionally looks to correct area 347 of the Education Act 1996 to expel in England the class of endorsed free school for the arrangement of a youngster with an announcement of SEN, and to evacuate the prerequisite for LEAs in England to look for agree to put students with articulations of SEN in non-affirmed autonomous schools. Different changes in Part 4 incorporate the presentation of another administration standard for free instructive establishments, and changes identifying with expenses for enlistment and investigation. Section 5 remembers incidental arrangements for connection to understudy conduct, the Qualifications and Curriculum Authority (QCA) and the endorsement of outside capabilities, the review of instructor preparing, and the constitution of Schools Forums. Likewise Part 5 makes a structure power for the National A ssembly for Wales to administer according to the assessment of pre-16 instruction and preparing. The Bill stretches out to England and Wales. Huge numbers of the arrangements apply to England as it were. Various new or extended forces are given on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five provisions that identify with sharing data stretch out to Scotland and trigger the Sewel Convention. Two provisos identifying with the dispatch of the QCA reach out to Northern Ireland. This exploration paper plots the key arrangements of the Bill, and gives foundation on them. It isn't planned to be an extensive record of the provisions. A nitty gritty statement by proviso account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the support age, Connections administration, uncommon instructive needs, post-16 vehicle, guideline and examination of free schools, understudy conduct and participation and Schools Forums Pau

Prescription Drugs Term Paper Example | Topics and Well Written Essays - 750 words

Doctor prescribed Drugs - Term Paper Example What is powering the ascent in doctor prescribed medications costs? Various elements are represented the ascent in physician recommended drugs costs, for example, 1. Ascend sought after: Much of the expansion in physician recommended drugs costs is credited to the rising interest, utilization and usage of doctor prescribed medications. Maturing populace, ascent of way of life and constant maladies, for example, diabetes, hypertension and sadness and strength ailments, for example, Alzheimer’s and so on have prompted high utilization of physician endorsed tranquilizes in U.S. Subsequently, prompting higher government spending on clinical medications. 2. Increment in medicate advancement costs: The normal expenses to build up another medication treatment expanded by over 60% from 2000 to 2005 thus prompting higher physician recommended tranquilize costs for inventive prescriptions (PhRMA, 2011). 3. Direct to Consumer Marketing and Advertising especially for more extravagant medi cations by pharmaceutical organizations has likewise determined the interest, deals and in general spending levels. 4. Cost Inflation: Retail doctor prescribed medications costs have expanded around 3.6% every year during 2000 and 2009, higher than the avg. swelling pace of 2.5% (Kaiser Foundation, 2010). It is assessed that physician endorsed sedate spending development would experience a more slow pace until 2017 when high use would quicken the interest for professionally prescribed medications (Keehan, et al., 2008). The unremitting ascent popular because of maturing populace and ascent of creative medications will resume to upsurge the doctor prescribed medication consumptions for present and future years. Medication advancement costs for creative medications will keep on rising, notwithstanding, because of various patent expiries and higher infiltration of generics prescriptions will adjust the general increment in such expenses. The costs of develop medications would fall late r on because of conventional passages and value audits by bureaucratic and state governments while costs of new creative drugs

Seeples Spotlight Kier Joy COLUMBIA UNIVERSITY - SIPA Admissions Blog

Seeples Spotlight Kier Joy COLUMBIA UNIVERSITY - SIPA Admissions Blog Everyone, we have a new work study joining us for the remainder of this fall semester. Please welcome Kier Joy! He is a first-year student at SIPA, studying economic and political development and international conflict resolution. He was raised a military brat, having lived all over the U.S. and in the UK. He graduated from the University of Georgia in 2017 with a dual bachelor degree in International Affairs and Political Science. During undergrad, Kier worked as the director of a state-level legislative research fellowship, applying his passion for policy and progressiveness to legislative issues. Also in undergrad, he studied abroad at the University College London and spent a summer in Washington D.C. as a Rangel Scholar. Kier is also a 2017 Charles B. Rangel International Affairs Fellowship recipient under the United States Department of State. Upon graduating from SIPA, Kier will join the Foreign Service as a Political Foreign Service Officer. What were you doing before you came to SIPA? Before SIPA, I was in undergrad at the University of Georgia. Though I was studying rigorously, I made sure to also gain as much professional experience as possible. After studying abroad in London the summer before my junior year, I was accepted into a state-level legislative research fellowship. In this position, I met with dozens of NGOs in Northeast Georgia to learn how to create, study, and advocate for progressive policy changes in the Georgia State Legislature. Through this opportunity, I worked as legislative aide under a state representative. After being in the fellowship for a year, I was promoted to director and had the chance to lead my own team in policy research. In November of my senior year, I was selected as a 2017 Charles B. Rangel International Affairs Fellow. As part of the Rangel Fellowship, I worked on Capitol Hill as a foreign policy fellow for the U.S. House of Representatives Committee on Foreign Affairs, Western Hemisphere Subcommittee. From there, I came to SIPA. What attracted you to SIPA and Columbia University? Two things really attracted me to SIPA and Columbia University: the large international student body and professor faculty. First, I wanted to attend a diverse grad school, not only in domestic populations but also international. As I am to join the Foreign Service after graduating, I wanted to be in a place where I was confronted by many different perspectives on global and regional issues to mimic the experiences I’ll have around the world as a diplomat. Second, Columbia University has some of the most renowned professors and practitioners in international affairs. To be able to learn from their research and experiences is such an invaluable honor that I couldn’t afford to miss out on. SIPA features lots of events for students to attend. Is there any interesting presentation that you have attended that you could comment upon? I attended a discussion on white nationalism in the past, present, and future. The discussion was lead by professors from schools all over campus â€" from SIPA to the School of Journalism to the Department of Sociology. It was incredibly interesting to hear from these scholars on where they believe this current uptick in white nationalism is coming from and where it is headed. Also, I’m glad that Columbia has opportunities to discuss current events with faculty. What advice do you have for current applicants? I think nailing a great statement of interest is incredibly important for the application. Given the concise nature of the essay, an applicant must be able to explain three things in very little words: their passion, their interest in Columbia, and why they believe a graduate degree from Columbia can aid them in their career. This can be very difficult. So I recommend starting the statement of interest very early. I started mine 4 months before the application deadline and had many professors and professionals review it. Then I also conducted a lot of research on SIPA, the MIA program, and the faculty so I could express what specifically in SIPA could aid me in my career. But overall, give yourself time to work on the statement. It’s incredibly important. Did you have a lot of quantitative experience when you applied to SIPA? Why or why not? How did you perform in those classes? I had taken 5 quantitative classes in undergrad before SIPA: political economy, microeconomics, macroeconomics, research design and quantitative analysis, and algebra. The only requirements for my undergrad degrees were algebra and macroeconomics. But through a summer program with the State Department, I took political economy. When I was looking into grad schools though and saw that they wanted a higher level of quantitative experience, I made sure to take microeconomics and research design and quantitative analysis. I performed well in all of the classes, though it did take quite a lot of work since I’m not math-minded whatsoever. What advice would you give a first-year student? Many of the core courses have recitation sessions you must attend. A recitation session is an additional “class” you must attend to discuss the topic of the week in the lecture core course. This can add an additional 2 hours per recitation course to your weekly school schedule. Because of this, it’s imperative that you can manage your time well. I suggest getting a planner and filling it out at the beginning of the semester of all the class times, tests, homework, and recitations. This has helped me to visualize how much time I have available to work (and play) outside of class.

The Ethics of Sport Hunting Essay - 2288 Words

Aldo Leopold pioneered â€Å"land ethics† in the first half of the 20th century. Inspired by Leopold, his fellow professor at the University of Wisconsin, Van Rensselaer Potter, coined the term â€Å"bioethics† in the second half of the 20th century (1970). Both terms have a powerful social and personal component. Both terms connote an integration of values and the environment. So, too, do â€Å"hunt ethics,† an integration of values and an action based upon biology and the ‘land.’ The hunter has affection and awe for all of nature’s creations, perhaps more so than any other human observer, for the hunter must read the most subtle signs of his quarry, its habitat and its behavior, to be successful. If successful, respect and regret are dominant†¦show more content†¦Written by Felix Salten in 1924 and animated by Walt Disney in 1942, it featured a â€Å"depraved male† murdering â€Å"doe-eyed innocence.† In fact, the trope projected nothing more than a sentimental and romantic anthropomorphism, crying out against man’s very nature and his products of a scientific materialism, one of which is the gun. Bambi was a falsification of man and his place in the rest of nature, never forgetting that man himself is part of nature. Yet it was a very lucrative perversion for Disney and a damming defamation of the honest hunter. In fact, such a hunter has a love affair with nature and his quarry. Such a hunter reawakens, even recreates his biological center - all five senses fully and sublimely engaged. Yet, one must acknowledge that the trophy, the score, and the adulation by fellow hunters and fellow travelers represent for many trophy hunters the primary, even the only reason to hunt; hence â€Å"to collect.† It must be asked, Can this residue, the trophy, satisfy a sport hunter’s innermost needs? The answer is, yes, of course, providing the trophy is a byproduct and not the prime reason for the hunt. Trophy quality should connote a challenging hunt where we stay in the field longer and hunt harder for a larger old male in his last year or two of life. In the end, however, every animal we killShow MoreRelatedThe Natural Environment And The Human Race1531 Words   |  7 Pagesconcern is the act of hunting. Hunting has been a staple in the evolution of the human race. The harvesting of animals has provided humans with many valuable resources necessary to survive. Alice Walker, Aldo Leopold, and many other professionals have studied, researched, and written about their views and findings on this matter. Once all of the information has been examined and digested, one can come to a conclusion that is held by hunters and conservationists alike. Hunting is in fact a human intrusionRead M oreThe Between Humans And Animals1461 Words   |  6 Pageslarge threat on the native wildlife in natural ecosystems (Why Sport Hunting Is Cruel and Unnecessary, n.d.). Overall, this â€Å"exotic† pastime is opposed by the majority in the United States, resulting in the derivation of anti-hunting organizations and even the â€Å"No Hunting† signs often posted in even our own backyards. The opinions are subject to change depending on the motives of the individual hunter and the different uses of the sport. The relationship between humans and animals has greatly evolvedRead MorePeople Have Hunted Throughout Human History1503 Words   |  7 PagesPeople have hunted throughout human history. Why do we hunt? To know what hunting is you must understand it. Hunting requires skill, accuracy and patience. Hunting is seeking, tracking, stalking, or calling a wild animal with the intention, or aim, of killing it. People often ask hunters why they hunt. Most say they hunt for three reasons: Food, to help balance wildlife, and to enjoy the challenge. People who lived thousands of years ago left clues about their lives. Some of these clues were picturesRead MoreHunting : The Truth About Hunting Essay1372 Words   |  6 PagesI m hunting wabbits: The truth about hunting? Many people think of the bahamas, or a five star hotel when a vacation is mentioned, however that is not true for all. For those who enjoy the outdoors and nature, a nice hunting trip speak more to them. Hunting has been seen in our culture for centuries as a way of reconnecting with nature, and in todays world with the lack of predators it is used to keep nature in balance, as well as keeping in touch with our ancestral traditions. Hunting is a partRead MoreThe Big Hunting Game By Ernest Hemingway And Theodore Roosevelt1372 Words   |  6 PagesThe Big Hunting Game Since ancient times, humans for the necessity of food, hunted wild animals, as they did not know how to organize a farm. They lived as nomads following the movement of their prey. Then the man began to breed animals, and this allowed him to have a fixed residence and hunting was no longer necessary, though not as much. Now, the hunt is no longer practiced for food, but for fun and sport, called Big Hunting. Captured and killed for trophies sport in Africa, the hunting of animalsRead MoreEssay on the most dangerous game826 Words   |  4 Pagesabout the morality of hunting: Humans are the cleverest creatures on earth, but does it give them a license to kill the other animals and even human beings weaker than themselves? I give below a short summary of the story to set the scene and then I will explore the ethics involved in hunting as a sport. quot;The Most Dangerous Gamequot; presents the story of a hunter, General Zaroff, who finds hunting human beings as the most dangerous and fascinating sport. He likes hunting humans because humanRead MoreWhy Hunting Should Be For Providing Food And Resources As Needed949 Words   |  4 Pagespersonal ways to look at hunting, such as a way to provide life or even a sport. There are also different tactics in hunting, such as high fence, low fence, endangered, poaching and etc. Ethically I believe the means of hunting should purposely be for providing food and resources as needed. More than 38 million Americans hunt and fish, as stated by nhfday.org. These statistics were in 2012 and records have concluded that the numbers have increased since then making hunting a higher demand. I believeRead MoreThe Most Dangerous Game821 Words   |  4 Pagesabout the morality of hunting: Humans are the cleverest creatures on earth, but does it give them a license to kill the other animals and even human beings weaker than themselves? I give below a short summary of the story to set the scene and then I will explore the ethics involved in hunting as a sport. The Most Dangerous Game presents the story of a hunter, General Zaroff, who finds hunting human beings as the most dangerous and fascinating sport. He likes hunting humans because humanRead MoreIt would seem relatively orthodox and banal to suggest that killing for fun is the type of action1000 Words   |  4 Pageskillers justify their irrational slaughtering and debauchery through erroneous arguments that are wholly vacuous. Nonetheless, killing anything for whatever joy or competition that could be rendered from doing so is savage. Overall, Recreational hunting should be abated or completely annulled or any form of interdiction should be put on it for its absurd and ignoble breach of moral principle, where it penetrates the lives of innocent animals for fun. One of and possibly the most cogent argumentsRead MoreTrophy Hunting : A Common Controversial Issue Among People1596 Words   |  7 Pages Hunting is a common controversial issue among people. Determining when killing an animal is necessary and ethical has mixed viewpoints. One type of hunting that generally creates feelings of animosity among people is trophy hunting. There are very few ethical theories and ideas that support trophy hunting. Trophy hunting is a form of hunting in which the hunter kills an animal with the main goal of taking a part or parts of that animal for a trophy. The majority of trophy hunting occurs in Africa

Essay Jane Austen - 2480 Words

Jane Austen 6. How does Mansfield Park interrogate the relationship of power and gender? Mansfield Park by Jane Austen is a classic realist text, which is almost exclusively focused on a small strip of society, namely the upper-middle class of rural England; the class to which she herself belonged. Throughout her novel, Austen portrays the disadvantaged position of woman, presenting the issues of gender stereotyping and marriage choice as the main problems they have to confront. â€Å"Gender came to be seen as a construct of society, designed to facilitate the smooth-running of society to the advantage of men†1, proving that men gained power throughout the socially constructed subordination of woman. Taking a†¦show more content†¦Fanny’s weak position is shown through the punctuation and structure of her sentences, as she often begins to protest, but then breaks off at a dash, unable to continue. This contrasts with the clarity of Sir Thomas’s speech, in which he conveys a tone of certainty and finality, whilst speaking with ease. He is confident, and sure of his thoughts; so sure in fact, that he tries to impose them on Fanny, and will use any kind of pressure or cruelty to force her to comply with his decision that she should marry. Sir Thomas trying to persuade Fanny to marry emphasises the fact that Austen’s novels operate around the framework of love, marriage and money. Many of the characters believe that there is no future development open to women of their class but marriage and the upbringing of children, making Fanny seem extremely unusual when she turns down Henry’s offer. This relates to the Marxist view that â€Å"dominant visible forms taken by modes of physical and social reproduction through history have been family and kinship structures†2, which utilises the gender positions of male power and female subservience. Austen uses words such as â€Å"career†, to reminds us that marriage was a woman’s livelihood, her â€Å"career† in the sense that it was her life’s work, and that she would grab any marriage that had good financial prospects. In the society and culture that Austen depicts, the male is regarded as the norm, as the central position from which the female isShow MoreRelatedThe Jane Austen789 Words   |  3 Pages Jane Austen was born in Hampshire, England on December 16, 1775. Her father was Reverend George Austen and her mother was Cassandra Leigh Austen. Jane was the youngest daughter of a large, close family. She had six brothers and one sister. She was especially close to her sister and brother, Cassandra and Henry. When Jane was eight, she and her sister were sent to Oxford and then Southampton. Because of an outbreak of typhus, a bacterial disease spread by lice or fleas, Jane nearly died. After thisRead MoreJane Austen And Jane Eyre1967 Words   |  8 Pagesand the Prejudice – Jane Austen Jane Eyre – Charlotte Bronte How is social class explored in both texts through the use of stylistic devices and how do the different perspectives help appeal to the audience? Introduction: Jane Austen and Charlotte Bronte explore social class in a number of different ways throughout their novels Pride and the Prejudice and Jane Eyre. They do this through the use of stylistic devices, which in turn appeals to their different audiences. Both Jane and Charlotte areRead More jane austen Essay1047 Words   |  5 Pages Jane Austen lived from 1775 until 1817, a span of four decades that saw significant changes in English social, political, and economic life. At the time her birth, England was embroiled in a bitter struggle with its American colonies, the loss of which, several years later, proved to be a tremendous blow to English political and military prestige. Under the rule of George III, Englands political climate became increasingly unstable with constant struggles between the King and Whig politicians.Read MorePersuasion by Jane Austen1472 Words   |  6 PagesJane Austen, considered one of the most famous Romantic writers during her time, was praised for her abilit y and skill to write a good characterization. Persuasion, one of the most famous novels by Austen, is a good example of writing in which depicts her use of characterization and use of ironic styles in social relationships between classes in a society. In Persuasion, Austen uses attractive plots, different types of conflicts, rich characterization, and unique style to portray the emotions andRead MoreDecorum, By Jane Austen900 Words   |  4 Pagesalso by voicing her opinion. Jane Austen presents a very clear violation in decorum which shows that even in the most respectable occasions, going against decorum is indeed permissible. In the novel, decorum is violated through physical appearance. In the early chapters of the book, the eldest sister of the Bennet family, Jane, had fallen sick and was left to stay at the estate of the Bingley family. Mrs. Bennet had perfectly plotted this scenario in hopes of Jane receiving more quality time withRead MoreFeminism, By Jane Austen1314 Words   |  6 PagesIn the novel, Emma, Austen presents a view of feminism that, at this point in time is quite outstanding for her to do. Men were the dominant gender and in England women remained submissive to the men at all times. Women had specific roles in the household and in society. When the girls are young, they are expected to obey their fathers until they are grown and passed off to a husband so they are financially supported at all times during their life. Emma is a story about the everyday life of EmmaRead MorePersuasion, By Jane Austen826 Words   |  4 PagesAshley Lopez Novel: Persuasion (1818) Author: Jane Austen (1775-1817) Central Characters: Anne Elliot, the sensible daughter of Sir Walter Elliot. She is the middle daughter and is often disregarded. Sir Walter Elliot, father of Elizabeth, Anne, and Mary ( Elliot Musgrove). He is your typical upper class superior and is very vain. He drives the family into debt. Captain Frederick Wentworth, the young gentlemen who Anne loves. Their love creates this story. Other Characters: Elizabeth Elliot, theRead MoreJane Austen Persuasion1664 Words   |  7 PagesMatthew Elmasri Sam Arkin Humanities Core 1A Monday December 7, 2009 Obliging Compliance and Private Rapture Jane Austen weaves the theme of travel throughout her novel, Persuasion, to solidify the value she places on sincerity of character in relation to social decorum. However, travel in this context is more broadly defined as any change or movement from one place to another. Changes of setting, social standing, or time, for instance, are all examples of travel that result in the reinforcementRead MorePersuasion, By Jane Austen1550 Words   |  7 Pages Kathleen Hayes October 2nd, 2014 Paper #1 Prompt #9 In Jane Austen’s Persuasion, it may appear to some readers that Austen writes from a conservative perspective that reinforces women’s submissive and inferior roles in society. Many of the female characters seem to perpetuate traditional and oppressive gender roles, and a central plot line for most of the female characters involves finding a man to marry as a means of attaining ultimate happiness. However, while there are many examples of Austen’sRead MoreEmma, By Jane Austen1327 Words   |  6 PagesIn Jane Austen’s â€Å"Emma,† conversations reveal the social concerns and the character of its participants. Each contributor has a unique and therefore biased perspective that informs how they appear in a conversation. The eponymous protagonist, Emma is oft seen making judgments whether in dialogue or through free indirect discourse, such that her own shortcomings and biases are elucidated. Emma willing enters into a disagreement with her step-brothe r, Mr. Knightley, on the elusive Frank Churchill.

Lyric Analysis Free Essays

Kayla Keeney English 131 Ms. Jones 20 Feb. 2013 â€Å"Not Ready To Make Nice† Rhetorical Analysis â€Å"Not Ready To Make Nice,† a song released in 2006 by the Dixie Chicks is a controversial song written after Natalie Maines commented that she was â€Å"ashamed the president of the United States is from Texas† (Tyrangie), in between songs at a concert in Britain in 2003. We will write a custom essay sample on Lyric Analysis or any similar topic only for you Order Now The comment resulted in The Dixie Chicks being dropped from playlists at many radio stations across the south (Tyrangie). This song is about how Maines is not willing to forgive all of the negative remarks and actions made towards the band, some which include death threats. One rhetorical tool used by the Dixie Chicks is pathos. The first verse, â€Å"Forgive sounds good/ Forget I’m not sure I could/ They say time heals everything/but I’m still waiting,†opens the song showing forgiveness, anger and sadness (Dixie Chicks). They are letting it be known that they would like to forgive all of the people that have hurt Natalie, and the rest of the band, due to her comment, but some of the actions taken towards them were so extreme that they are not sure that they could ever forget them. The next verse includes the lines â€Å"I’m through with doubt/There’s nothing left for me to figure out/ I’ve paid a price and I’ll keep paying† (Dixie Chicks). When this, and the lines â€Å"It turned my whole world around and I kind of like it† are sung, Maines is making it clear that she does not have any regret about her comment towards President Bush and she is done doubting herself because of it. She is letting it be known that she may have had to pay a price of the Dixie Chicks music no longer being on the radio, but she is no longer going to doubt herself or regret her comment because she is entitled to freedom of speech. This brings a bitter sweet emotion into play, because she realizes many other people probably feel the same way; she just voiced her opinion publicly and is not ashamed of it. Pathos is used in that verse when she is talking about the price they will keep paying. Music is their career and it got taken away by one band member’s comment. That verse brings heartbreak to not only the song, but the band members who are so passionate about their music and career choice, along with the listeners that loved the Dixie Chicks music. Joy and peace is brought into the song when â€Å"I made my bed and I sleep like a baby. With no regrets†¦ † is said. Natalie is saying she is content with what she said and all the trouble she got herself and her band into. She has no regrets. â€Å"It’s a sad, sad story when a mother will teach her daughter that she ought to hate a perfect stranger, and how in the world can the words that I said send somebody so over the edge that they’d write me a letter sayin’ that I better shut up and sing or my life will be over† (Dixie Chicks), brings a confused emotion. In the song when this verse is sung, it sounds like Natalie is going on a rant about how sad our world is today, and an angry tone of voice is used to really show her anger about the situation. She sounds scared, sad, and mad all at the same time. She is confused at society. All of the pathos used already throughout the song, bittersweet, heart break, joy, peace, and confused, is revisited again in the chorus, which states â€Å"I’m not ready to make nice/ I’m not ready to back down/ I’m still mad as hell and I don’t have time to go round and round and round/ It’s too late to make it right/ I probably wouldn’t if I could/ ‘cause I’m mad as hell can’t bring myself to do what it is you think I should† (Dixie Chicks). Ethos is also a rhetorical tool the Dixie Chicks used throughout the song. The Dixie Chicks have credibility writing and singing this song, because it goes a long with a life event of theirs. If another singer or band would have published â€Å"Not Ready To Make Nice,† it would not have had as much meaning or emotion, and it would not have been expressed as it was by Maines, unless they had a similar experience. After Maines was asked if she was sorry about her London comments, she said no and responded with â€Å"Sorry about what? Sorry about what? Sorry about not wanting to go to war? And not wanting people to die? â€Å"(Schorn) Many people felt the same way as Natalie Maines did, but did not voice their opinion in such a way as she did. She has every right to do so though. It is common for people to not like the idea of going to war. Americans have the right of freedom of speech, in other words, â€Å"the right to express any opinions without censorship or restraint. † Natalie Maines should be able to voice her opinion as she pleases, due to the first amendment, which brings logos into play. Maines Logos in â€Å"Not Ready To Make Nice† includes the comment itself, that was made and freedom of speech. Since the first amendment exists the Dixie Chicks should not have been punished like they were. Knowledge about the comment, and some background about the Dixie Chicks lives afterwards, is needed to make sense of the song and the meaning behind it. After finding out about the death threats made towards the band, and the banning of their songs on the radio, there is more of an understanding as to why there is so much pathos throughout. It is logical to think that the Dixie Chicks wrote this song as feedback towards country music listeners and southerners, to voice how they feel about the actions done towards them; it is their way of expressing their feelings publically a couple of years later. Through pathos, ethos, and logos, the Dixie Chicks are able to speak out publically to let the world know how Maines’ comment has affected them. Though Maines states she does not regret what she said, she makes it clear that her life has changed forever, along with the Emily and Martie’s, the other band members. This song is a way for Maines to stand behind her comment and to stand up to President Bush. Behind the words is passion. The Dixie Chicks are passionate about the meaning they are trying to get across to listeners. They want listeners to feel what this song means to them and they want us to feel their emotions that they have poured into writing this song. â€Å"Not Ready To Make Nice† is a way for them to show courage, by telling the world they are at peace with what was said back in 2003. Works Cited Chicks, Dixie. â€Å"Not Ready To Make Nice. † Cowboy Lyrics. cowboylyrics. com. Web. 19 Mar 2013. http://www. cowboylyrics. com/lyrics/dixie-chicks/not-ready-to-make-nice-16996. html. â€Å"freedom of speech. † Dictionary. com Unabridged. Random House, Inc. 19 Mar. 2013. Dictionary. com http://dictionary. reference. com/browse/freedom of speech. Schorn, Daniel . â€Å"Dixie Chicks: Not Ready to Make Nice. † http://www. cbsnews. com/8301-18560_162-1611424. html. CBS, 11 February 2009. How to cite Lyric Analysis, Papers

Socio-culture Essay Example

Socio-culture Essay In a world where evolution of change is a social norm, we must stay informed of new developments that will affect our attitudes about how we should live our lives. With the proliferation of new developments of how to live better from books, newspapers, magazines, and news stations, people must discern what developments are useful to their situation. Socio-culture factors influence our decisions and behaviors. It is also a factor of how healthy we live our lives which ultimately can determine how long we will live.Our demographic structure is an important factor on how long we will live. Demographics such as age, gender, income, and education, effects how we live, what we do, the resources available to us, and what motivates us. â€Å"Life expectancy changes as one gets older. By the time a child reaches their first year, their chances of living longer increase. By the time of late adulthood, ones chances of survival to a very old age are quite good.† (Rosenberg)Younger people are more apt to live a carefree lifestyle because their life expectancy rate is the highest among all age groups. Although they may be well informed on health issues the 18-24 year old age group has the highest rate of individuals without health insurance. They frequent more fast food restaurants, engage in irresponsible behaviors, reckless driving, recreational drugs, sports activities which all affect their short and long term health.By the time we become middle-aged adults we begin to become more health conscious and our lifestyles change accordingly. Exercise, healthy eating habits, including low-fat, non-fat, and no cholesterol products become a major concern. Although middle-aged people desire to live healthier lifestyles, they tend to be overwhelmed by distractions of everyday life like careers and family, which affects their behaviors. Time becomes an issue and exercise becomes a distant second to these distractions. Healthy eating is substituted by convenience of fast food restaurants.The way we live our lives in our youth affects our health in our older years. Exercise, healthy eating, drugs, smoking, and other behaviors all affect how healthy our lives will be in our nest years. Elderly individuals are concerned with maintaining healthy lifestyle which has been affected by their living habits in the years prior.Education plays a big role in life expectancy. It determines our income, our place of residence, and the market which we shop. This also â€Å"Life expectancy is higher in high-income countries than in all but a few low- and middle-income countries.†(Rosenberg)â€Å"In our research, my colleagues and I found that an Asian way of eating (predominantly fruits, vegetables, whole grains, legumes and soy products) and living (moderate exercise, stress management and strong communities) may stop and even reverse the progression of coronary heart disease as well as prostate cancer.†(Ornish) Increases our health conscious habits raise a s we become more educated on the long term effects of unhealthy eating. Educated people tend to be more aware of the trends as they read more, they are exposed to healthy living behaviors through resources they have available to them, and they also tend to have more money which affords. They tend to research and seek out new trends in healthy living. They are also taught about health, and healthy living lifestyles in college courses.â€Å"Race and ethnicity continue to be salient predictors of well-being in American society. On average, non-Hispanic whites and Asians experience advantages in health, education, and economic status relative to blacks, Hispanics, and American Indians.† (Economic) Although race shows a correlation between healthy living and life expectancy, due to an increase in education and healthy lifestyles, the gap of non-Hispanic Whites, Blacks, and Hispanics life expectancy is continuing to close.There is definitely a direct correlation between health and life expectancy. Our lifestyles determine whether we will have heart disease, cancer, how long we will live in a healthy mental state. These determinants of age, income, race, geographic location, and education are directly related to healthy lifestyles. They also show a correlation between one another. Income determines where we will live, while education determines how much income we will possess. Age can also represent our income and education level.â€Å"Socio-culture forces are influences in a society and its culture that result in changes in attitudes, beliefs, norms, customs, and lifestyles.† (Pride) These forces can correlate negatively or positively to a person’s healthy living and thus how long they will live in this world. As the world continues an upward trend of awareness of healthy living necessities, life expectancy rates continue to rise. In the United States women have a life expectancy of 80 years of age while men have a life expectancy of 74 years of age. This trend continues to increase as we learn and continue changes in our lifestyles.