Adolescent Aggression And Its Effects On The United States

In today s general public, adolescent wrongdoing is an expanding issue in the United States. At the point when talking on adolescent viciousness there are a wide range of sorts of brutality like gang violence, school savagery, dating brutality, youth brutality. The issue is clear, the arrangement not really. What would we be able to do to counteract as well as minimize the measure of adolescent brutality and wrongdoing? Every topic chose talks about what the particular violence in depth and how each topic goes with one another. Gang violence leads into school viciousness, which leads into dating brutality, which all wraps up under youth violence. Each of these points is additionally not the same as each other in light of the fact that, they all emphasis on an alternate kind of violence. Every kind of vicious act can take a human life from existence. Whether that life is taken by any weapon of decision or a human life taken by the legal framework meaning imprisonment. But how do the y outh feel about all these labels they are subjected to? The environment that they live in that subject them to participate in violence. Could the way they were raise play a role in their current actions? Maybe as younger children they were abused or saw someone they loved being abused. GANG VIOLENCE Gang brutality insights show that are down somewhat from earlier years, yet keep on increasing subsequently to the early piece of the era. As indicated by gangs, around 60,000 gang related capturesShow MoreRelatedMother Child And Father Child Relationships Essay1163 Words   |  5 PagesControl, and Aggression: Maternal and Paternal Relationships† written by Murray, Dwyer, Rubin, Knighton-Wisor and Booth-LaForce (2013) sought to understand the role of paternal and maternal parenting in predicting child developmental outcomes. 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Muslims and Science Free Essays

THEME OF ESSAY Please read the short book  Ã¢â‚¬ËœMuslims and Science’  by Pervaiz Hoodhbhoy. Provide your views on the central argument of this book. Building on your knowledge from Bronowski and Sagan, what were the vital characteristics that allowed Western civilization to outpace Muslim civilization in the development of science in the modern period? Muslims and Science By Zara Abbas(11020043) Perspective Ever since the advent of Islam in 7th Century, the Muslim civilization rapidly rose to the forefront of human achievement. We will write a custom essay sample on Muslims and Science or any similar topic only for you Order Now Remarkable progress was made not only in the fields of sciences and philosophy – i. e. mathematics, astrology, astronomy, optics, cartography, medicine, anthropology, logic and literature – but they also became the dominant military and economic power of the world by the 13th Century. These accomplishments were made possible by a number of underlying factors prevailing at that time in Muslim history. The significant ones being the territorial and commercial expansion of Muslim influence to a vast area where a treasure trove of Greek, Persian and Roman works in science, medicine and philosophy was made available to their intellectuals to build upon; Patronage and encouragement was given to Muslim scholars by the ruling elite of that time, several universities were built in the Muslim lands and a spirit of freedom for inquisitive research across the religious divide was created and encouraged. But then, owing to a raging and endless conflict between the forces of logic and reason and those of rigid religious fundamentalism, Muslim Science lost its appeal and eventually disappeared into near oblivion. Resultantly, the culture of patronage of those seeking knowledge and the pursuit of excellence in the fields of sciences and the arts also died. The Muslim World today, comprising 57 countries and 1. 57 billion people – which is roughly one fifth of the world population – has made no significant contribution to science or offered anything substantial towards technology[1] during the last 500 years. It remains in a state of intellectual stagnation while its inept and corrupt leaders rule without any vision or foresight. Budgetary allocations for sciences and general education in most Islamic countries are low resulting in their dependence on the West for survival in vital areas of human activity. Their collective wealth of human capital and vast preserve of natural resources are being wasted on non-development expenditures. The continuing cycle of regressive policy formulation has perpetuated poverty, conflict and instability in most Muslim countries. This deliberate neglect has not only created frustration and despondency amongst the Muslim youth but has also provided space to the orthodox religious forces to breed a deep rooted hatred for the ‘Christian West’ being a convenient scapegoat. In the context of Pakistan and its regional geo-political environment we find ourselves trapped in a serious internal conflict, socio-economic insecurity, political instability and institutional collapse which have retarded the pace of societal progress. This bleak scenario provides enough motivation to dejected members of the society to join extremist elements for their self actualization. When the sad decline of Muslims began after almost 5 centuries of world domination, the West started overtaking them in every field of human enterprise ranging from means of warfare, industry, economics, education, governance and culture. This ascendency of European nations is attributed to the collapse of feudal economy, relegation of the Church from socio-political dominance to mere religious preaching, emergence of capitalistic economy, development of a secular and rational approach towards scientific and social education[2] and lastly the productive cum commercial usefulness of science and technology for the human race. Unfortunately, the gap between both civilizations in the domain of scientific research and technological advancement has steadily widened during the last 400 years. It is therefore imperative upon the Islamic world to take drastic but pragmatic measures to stem the tide; otherwise we are headed towards an impending disaster. This is precisely the ‘Central Argument’ of Dr. Parvez Hoodbhoy’s Book ‘Muslims and Science – Religious Orthodoxy and the Struggle for Rationality†. Although a nuclear physicist by profession, Dr Hoodbhoy has shown remarkable insight into a subject of academic specialization and contemporary importance and has produced a timely and dispassionate analysis of the causes of decline of the Muslim world in the fields of sciences after remaining in the forefront for centuries. His persuasive and lucid style of argument, which at times seems rather offensive for typical Pakistani (i. e. Muslim) sensibilities, takes the reader through the entire spectrum of factors affecting the Muslim loss of world leadership and retreat from modernity. Simultaneously, he also highlights the special characteristics of the Western nations that propelled them towards human excellence and accomplishment not only in sciences but also in societal activity. Finally, he also suggests some functional and sensible measures to progressively take the Muslims onto the path of modernity and scientific enterprise in harmony with our Islamic ethos. Aim The aim of this essay is to enunciate my own reflections on the decline of Muslim society after leading the world for centuries as against the ascendency of Western powers through their superior human actualization with a view to proposing a realistic way forward for the Muslims in light of the notions expressed by Hoodbhoy, Bronowski and Sagan. What Ails The Muslim World Over the past five centuries people in Islamic societies have tried to come to terms with the reality of their relegation to being the world’s ‘followers’ after remaining its ‘leading light’ for an equally long period in the medieval ages. The crucial but relevant question of, ‘What went wrong? ’ agitates the minds of Muslim intellectuals and youth alike. But beyond seeking scapegoats the question remains unanswered. There seems to be no common agreement and honest acknowledgement of our own failings that led to our sad but steady decay, particularly so in the arena of scientific development. However, armed with my study of the subject ‘Science and Civilization’ I shall briefly put forward an objective view of the malaise afflicting the Muslims. 1. Historical Causes of Muslim Decline a. Orthodoxy versus Rationality. The long drawn clash (801 – 1406 AD) between the supporters of Pre destination/Revelation and other Orthodox/Conservative scholars of Sharia, Theology and Islamic jurisprudence (represented by Al Ghazali, Ahmad Bin Hanbal, Al Ashari, Ibn e Taymia, Al Maalik) and the Qadarites/Mutazlites (i. e. the proponents of Free Will, Ethics and Reason represented by Al Kindi, Al Razi, Ibn e Sina, Ibn e Rushd and Ibn e Khaldun)[3] eventually led to the victory of the forces of ossified religiosity and swept rational thought away from Islamic intellectualism. Thus the hitherto patronage, respect and support extended to the scholars by the nobility of the times were also withdrawn under pressure from the conservatives. Sadly, the separation between the fundamentalists and secular/rational Muslims became complete and exists till the present times. Thereafter, no one could dare combine reason with revelation in Islam. The edifice of Islamic science and intellectual glory was reduced to ruin and could not be rebuilt. b. Non Scientific Attitude. As a logical corollary of the aforementioned rigidity of thought amongst the Muslim Orthodoxy, the attitudinal notions required for the nurture and development of sciences did not evolve in the Muslim world after the defeat of rationality. The arrival of dogma and rigidity in Muslim intellectual thought led them to the rejection of ‘prediction’, ‘imagination’, ‘curiosity or the spirit of inquiry’ and ‘the will or urge to control one’s physical environment to human advantage’- essential ingredients of scientific knowledge – resulting in the death of creative activity. Likewise, Muslims of the ‘post golden age’ inherited a general lack of spirit and interest in ‘theoretical’ learning of various sciences owing to their insignificant material reward or utility. They would rather opt for acquisition of practical knowledge for ‘utilitarian’ ends instead of developing a general atmosphere of learning where ‘abstract thought’ and ‘spiritual values could be nurtured. [4] This general apathy towards academic learning steadily became a societal attitude amongst the Muslim generations which exists even today. c. Muslim Educational System. The traditional concept and orientation of education in Muslim societies aims at harmonizing all knowledge with Islamic thought whereby the student remains wedded to his/her Islamic ethos. This develops an attitude of ‘acquiring revealed knowledge’ being a Divine command rather than ‘discovering’ it through inquisitive and participative means. The traditional mode of education followed over centuries in the Muslim world led them to nurture the values of ‘rote learning’, ‘historical and conceptual continuity’,[5] ‘self righteousness’ and ‘rigidity’ in their psyche. Their consequent inability to respond and adjust to a constantly changing world denied them the chance to progress and achieve scientific excellence. d. Capitalism versus Islamic Law. The scientific and industrial revolution in Europe transformed a hitherto feudal society into a modern capitalistic culture. This was achieved through the creation of a bourgeois class capable of investments, innovations and structural changes to coordinate the new means of production and technical progress with the new complex economic challenges. This automatically led to the development of a comprehensive legal system for regulation and dispute resolution of the new socio economic realities. [6] As against this the Islamic jurisprudence, being derived from Quranic injunctions and Prophetic traditions, has a fixed set of rules and defining principles within which justice is to be provided and these laws cannot not be altered or modified to suit changing situations. Therefore, capitalist economy could not take root and develop in its classical sense in Muslim societies. . Economic Causes. When the colonization of Muslim lands in began in the 18th Century, Muslim civilization was urban based with the city dwellers depending on the continuous and assured supply of means of subsistence from the rural peasantry. Such supplies would continue even during conditions of famine or strife with state assistance. Therefore, Muslim economies of that time remained immune from Europe’s revolutionary advancement. Likewise, Muslim urban centers never developed municipal or corporate institutions meant for stimulation of economic growth through industry and trade. [7] As a result the Muslim economic order of that era could not compete with Europe’s phenomenal economic growth. f. Means of Warfare. The steady European advancement in the means of warfare (concepts and weaponry) along with the progress made in industry and technology after the 15th Century was also an important factor in causing European victories on the battlefield. By comparison the Muslims could not generate comparable military muscle/prowess. This incompatibility increased substantially by the 18th Century resulting in the occupation of Muslim territories in North Africa, Spain, Balkans, Russia, India and Iran culminating into the colonization of almost the entire Muslim world by the 19th Century. [8] g. Non Existence of a Power Structure. The power structure of a society determines its dominant attitudes towards scientific enquiry and acquisition of knowledge. In the absence of a central authority wielding politico-religious and military power as against the Church in medieval Europe, the Islamic world did not possess the means of exercising control over its territories/subjects and resolving disputes. This inherent weakness laid bare the possibility of insurrection by powerful religious factions/sects, seizing control of distant lands by usurpers or mobilization of the majority sect against minority viewpoint on liberal religious groups. 9] This was a serious organizational weakness that eventually proved detrimental to the political, economic and intellectual ascendency of the Islamic society. 2. Present State of Muslim Science/Education a. Scientific Progress. A recent study of the World Bank indicates that the quality of scientific as well as general education in the Muslim World is rapidly falling behind the rest of the World and needs urgent attention if it is to cope with the demands of the future. While some Islamic countries – like Pakistan, Saudi Arabia, UAE, Qatar, Malaysia, Iran and Nigeria – have drastically increased their respective resource allocations to boost general education and the Sciences, their traditional attitudes towards the education of women, non separation of religious thought from the secular nature of scientific education and discouraging a scientific culture based upon innovation, quantification and empirical verification remain uncompromising to this date. b. Science in the Productive Sector. Despite a universal recognition of the importance of industrial sector for a nation’s economic growth, value added production of contemporary Muslim economies is woefully low. Barring Malaysia, the nature of economy of key Muslim countries remains basically agro and mineral extraction. [10] Therefore their accumulated economic strength/capacity is comparatively lower than other developing economies. This indicates that the ‘science to production’ ratio is negligible with little indications of improvement. c. Scientific Output. The overall scientific output of Muslim countries, as indicated by the number of science research papers published together with the citations to them, indicates that we stand alarmingly low in comparison with others like India, Brazil, China and USA. Likewise, we find that 46 Muslim countries contributed 1. 17 % of the world’s science literature as against 1. 66% and 1. 48% respectively from India and Spain alone. Interestingly, 20 Arab countries contributed 0. 55% in comparison to 0. 89 % by Israel. Moreover, the scientific worth or quality of a fairly large number of these papers was not only below par but some were even plagiarized. A study by academics at the International Islamic University Malaysia showed that OIC countries have 8. 5 scientists, engineers, and technicians per 1000 population, compared with a world average of 40. 7, and 139. 3 for countries of the Organization for Economic Co-operation and Development. [11] It is also a known fact that the number of Muslim Nobel Laureates is still in single digit in comparison to hundreds from Israel alone. This state of affairs does not augur well for the future of Muslim science. d. Scientific Enterprises. Over the last decade or so Muslim Governments have been steadily increasing their S T budgets with a view to inducing greater scientific activity. The existing average spending of 57 Islamic countries on R D is 0. 3% of their GNP which remains far below the global average of 2. 4%. [12] Nonetheless, the there is a perceptible trend of higher spending in major Muslim countries. But bigger budgets alone would not arrest the deteriorating standards unless the capacity to spend these monies is also built simultaneously on developing a critical mass of scientists, engineers and technicians besides improving their quality and professionalism. Recent surveys also indicate that spending on higher education has increased significantly resulting in a sharp rise in the number of institutions, students and infrastructural improvements. But these centers of learning still lack the qualitative edge that could make them rank amongst the foremost 500 in the world which is not the case at the moment. e. Educational Paradox – Pakistan’s Context. Ever since Pakistan’s independence no government has ever given education any status in the list of its national priorities. The public sector expenditure on this vital sector has remained abysmally low (i. e. ranging between 2. 16% to 2. 42 % of GDP from 2003-08 but was reduced to a paltry 2% in 2010 budget)[13] which compares poorly with other South Asian countries. This has left Pakistan’s literacy rates as the lowest in the region (i. e. 57% – which is 69% males and 45% females). [14] The poor quality of the learning environment is evident from the fact that a large number of schools lack basic infrastructure — 37. per cent of the schools up to the elementary level don’t have boundary walls, 33. 9 per cent lack drinking water facility, 37 per cent don’t have latrines and 60 per cent are without electricity. [15] Owing to the criminal neglect of various successive governments in formulating coherent and sustainable education policies for the people by investing in this vital sector, we have not only ended up losing precious generations to the vicissitudes of time but h ave also denied them the opportunity to improve their lot through acquisition and development of skills. Apart from this, the general apathy and indifference shown towards education by our rulers has led to the creation of a stratified system of educational prejudice. In that the ‘rich and the elite’ go to the private ‘English medium’ schools while the ‘commoner class’ attends the government run ‘Urdu medium’ schools. This puts the common citizen at an unfair disadvantage against the well to do child when both aspire and compete for admission into professional institutions. Recommendations In the words from Dr. Hoodbhoy borrowed from one of his recent papers, ‘Progress will require behavioral changes. If Muslim societies are to develop technology instead of just using it, the ruthlessly competitive global marketplace will insist on not only high skill levels but also intense social work habits. Science can prosper among Muslims once again, but only with a willingness to accept certain basic philosophical and attitudinal changes—i. e. shrug off the dead hand of tradition, reject fatalism and absolute belief in authority, accept the legitimacy of temporal laws, value intellectual rigor and scientific honesty, and respect cultural and personal freedoms. The struggle to usher in science will have to go side-by-side with a much wider campaign to elbow out rigid orthodoxy and bring in modern thought, arts, philosophy, democracy, and pluralism’. Within this forthright observation lies an abstract framework of our future plan of action based on common sense and principles of logic and reason. However, we would need to tread this path with farsighted prudence and devise our strategic thinking in harmony with the obtaining socio political realities of the Islamic world. Such an approach warrants a judicious and systematic execution but profound application so that the reform process permeates into the Muslim soul without agitating its impassioned sensibilities. The new model of our education philosophy should recognize and affirm that science and religion are complementary and not contradictory to each other. Therefore, the revised concept of scientific education should clearly state that both disciplines are separate domains which do not overlap; and that there can never be a conflict between the two as long as their protagonists do not stoke public passions for self aggrandizement. The other areas where reform is proposed are listed below: †¢ Remodel the entire concept/ philosophy of general education at the primary /secondary levels with a view to developing the traits of inquisitiveness, empirical and deductive thought process and the ability to challenge/question precepts and assumptions. †¢ Basic education up to Matriculation (or equivalent standard) should be made compulsory for all citizens (both genders) in all Muslim countries. †¢ Budgetary allocation for education be brought at par with laid down UNESCO standards. Revitalize the tertiary and post graduate education system by improving the infrastructure and facilities, provision of high quality teaching staff and improving the quality/worth of scientific research. †¢ Current standards of vocational training for skill development of technicians should be refined, upgraded and rejuvenated to match the ongoing technological advancement. †¢ The syllabi of Deeni Madaris (religious s chools) should be suitably revamped and harmonized with the current trends in modern education. †¢ The existing disparity between the standards of education/syllabi of Public and private schools be minimized at priority. BIBLIOGRAPHY †¢ Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books , 1991) †¢ Bernard Lewis , â€Å"What Went Wrong? † (Perennial Harper Collins 2002) †¢ Jacob Bronowski, â€Å"The Ascent of Man† (1973) †¢ Carl Sagan, â€Å"Cosmos† (1980) †¢ Pervez Amirali Hoodbhoy, â€Å"Science and the Islamic World – The Quest for Rapprochement† , â€Å"Physics Today† August 2007 pg 49 lt; http://ptonline. aip. org/journals/doc/PHTOAD-ft/vol_60/iss_8/49_1. shtml? bypassSSO=1 gt; †¢ â€Å"Muslim World Education – Falling Behind†, ‘Khilafah. Com’ , 24 Feb 2008 lt; http://www. khilafah. com/index. hp/the-khilafah/education/2019-muslim-world-education-falling-behind gt; †¢ Dr. Ahmad shafaat, â€Å"a review of Pervez Hoodbhoy, Islam and Science: Religious Orthodoxy and Battle for Rationality† November 2002 lt; h ttp://www. islamicperspectives. com/ReviewPervezHoodbhoy. htm gt; †¢ Khawar Ghumman, â€Å"Only two percent of GDP Spent on Education†, Dawn. Com, (5 Jun 2010) , lt; http://www. dawn. com/wps/wcm/connect/dawn-content-library/dawn/the-newspaper/front-page/21-only-2pc-of-gdp-spent-on-education-560-sk-09 gt; ———————– [1] â€Å"Muslim World Education – Falling Behind†, ‘Khilafah. Com’ , 24 Feb 2008 lt; http://www. khilafah. om/index. php/the-khilafah/education/2019-muslim-world-education-falling-behind gt; [2] Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991) pg 2 161. [3]Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991),pg 115 – 141. [4]Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Ort hodoxy and the Struggle for Rationality† (Vanguard Books ,1991) pg 145 – 149. [5] Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991), pg 149 – 154. 6] Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991), pg 154 – 156. [7] Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991), pg 157 – 160. [8] Bernard Lewis , â€Å"What Went Wrong? † (Perennial Harper Collins 2002), pg 18 – 34. [9]Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books , 1991), pg 161. [10]Pervez Amirali Hoodbhoy, â€Å"Muslims Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books , 1991), p g 34 – 37. 11] Pervez Amirali Hoodbhoy(2007), â€Å"Science and the Islamic World – The Quest for Rapprochement† ,Physics today’ August 2007 pg 49 lt; http://ptonline. aip. org/journals/doc/PHTOAD-ft/vol_60/iss_8/49_1. shtml? bypassSSO=1 gt; [12] Pervez Amirali Hoodbhoy, â€Å"Science and the Islamic World – The Quest for Rapprochement† ,Physics Today’ August 2007 pg 49 lt; http://ptonline. aip. org/journals/doc/PHTOAD-ft/vol_60/iss_8/49_1. shtml? bypassSSO=1 gt; [13] Government of Pakistan – Ministries of Finance and Education – How to cite Muslims and Science, Papers

Manuel Felguerez Entre Dos Almas Essay Example For Students

Manuel Felguerez Entre Dos Almas Essay Abstract art is defined by suggestion of the natural or real versus the concrete, indexical perception of absolute depiction found in realism. In understanding these precepts the reader of this review will gain insight into how the writers assess the various viewpoints presented by opticality and perception from the artist, viewer, and critic in finding meaning in the work of an abstract painting. Opticality, how to view a work of art, can take the intellectual approach or take the form of a psychological game, sometimes perpetrated by the artist, as an optical illusion to be solved and other times to be used by writers through an intellectual approach in resolving the hidden meaning of the abstract painting. Manuel Felguerez is a Mexican artist who was born in Zacatecas, Mexico. He moved to Mexico City to study sculpture at the Academia de San Carlos and La Esmeralda School of Art. He began exhibiting in the early 1950s in Paris and Mexico City and continues to exhibit worldwide today. The work of Manuel Felguerez covers a vast space in the Mexican plastic reality. It is also one of the most powerful examples of the will to remain faithful to the authentic demands of art without closing the current moment, but also by opposing the truth of the artist when deemed necessary. Abstract painter and sculptor since his early works, he realizes his intimate and personal relationship with form. Felguerez always explored the endless possibilities of the means of expression themselves. Felguerez is a rational artist, analytical and self-appraising, geometric, organize, and order, logic, system of possibilities. In more ways than one, Felguerez might be easily taken for a professor. The formation of Felguerez style was influenced by the abstract expressionism which he was exposed to in his early training. His works contains geometric figures most of the time, such as circles, triangles, squares which he combines with his own language. Manuel Felguerez has had many influences but he does not follow any one specifically. We have seen the presence of Zadkine, his first teacher in his sculptures, and later the one from Moore. At some time of his painting, the violent seduction of Kooning has appeared, but all influences have been assimilated and transformed into constant exercise of his creative freedom. The painting Entre Dos Almas its an oil on canvas made by Manuel Felguerez on 1992, it is located in the San Antonio Museum of Art in the city of San Antonio, Texas. It is placed in the Latin-American artists section with a quote of Felguerez that says: Every plane contains potentially infinite volumes. Opt for one, and create a relief; color will also assume dimension. Then take the volume and develop it in space, demonstrate that the concept painting-relief-sculpture is obsolete, exhausted, that form-color is one within relative spaces. Entre dos almas is typical of many of Felguerezs paintings form the 1990s in which he explores composition in two dimensions. His paintings include lyrical explorations of curved organic forms juxtaposed with geometrical elements. The cool metallic gray background of his work is reminiscent of the high technology and computer elements which influenced Manuel Felguerezs work in the late 1970s. Felguerezs paintings are closely related to many of his sculptural reliefs. As we can see, nothing in this painting is recognizable; there are no fruits, landscapes or people. In some cases the painting is pleasant to the eye and sometimes it is not. The painting has a flat two-dimensional-space area. It has a lot of curved lines and it has a few straight lines; I touched the surface of the painting by myself and I could notice that the texture of the painting is thick and rough, as we can perceive that the painting has this kind of texture when we look at it. .uc5561b85593f2143a02131c8ddf2f2d7 , .uc5561b85593f2143a02131c8ddf2f2d7 .postImageUrl , .uc5561b85593f2143a02131c8ddf2f2d7 .centered-text-area { min-height: 80px; position: relative; } .uc5561b85593f2143a02131c8ddf2f2d7 , .uc5561b85593f2143a02131c8ddf2f2d7:hover , .uc5561b85593f2143a02131c8ddf2f2d7:visited , .uc5561b85593f2143a02131c8ddf2f2d7:active { border:0!important; } .uc5561b85593f2143a02131c8ddf2f2d7 .clearfix:after { content: ""; display: table; clear: both; } .uc5561b85593f2143a02131c8ddf2f2d7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc5561b85593f2143a02131c8ddf2f2d7:active , .uc5561b85593f2143a02131c8ddf2f2d7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc5561b85593f2143a02131c8ddf2f2d7 .centered-text-area { width: 100%; position: relative ; } .uc5561b85593f2143a02131c8ddf2f2d7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc5561b85593f2143a02131c8ddf2f2d7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc5561b85593f2143a02131c8ddf2f2d7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc5561b85593f2143a02131c8ddf2f2d7:hover .ctaButton { background-color: #34495E!important; } .uc5561b85593f2143a02131c8ddf2f2d7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc5561b85593f2143a02131c8ddf2f2d7 .uc5561b85593f2143a02131c8ddf2f2d7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc5561b85593f2143a02131c8ddf2f2d7:after { content: ""; display: block; clear: both; } READ: Art History Essay On ChiaroscuroThe purpose of the unity in a painting is to create a sense of harmony and wholeness, by using similar elements and the purpose of the variety is to use contrasting elements within the composition, which we can clearly see in this painting; the unity used here is that the objects have the same color while the variety is the use of different sizes and shapes. The principal colors Manuel Felguerez used in this painting are metallic grey, orange and white, the other ones are a mixture of these three. The balance of this painting is asymmetrical because it is abstract art so all the elements are placed unevenly. The painting has asymmetrical symmetry because one side of the painting has mostly metallic grey and orange and the other one has white and orange. That might be why he called this painting Entre dos almas. Felguerez might want to say with this painting that everyone has two sides, the good side and the bad side that are always fighting. Most of the time the good side of the people wins that is the reason why we can see the white color trying to overcome the blackness of the other side of the painting. But while doing this it is obvious that we as human beings have our failures and sometimes we do not do the right thing, which might be the purpose of the black part in the white side of the painting. But that is how I interpret this work of art, it does not have to mean that, everyone can see it in a different way, as we can read above Felguerez did this painting influenced by the technology at that time. His work is a confirmation that he does not ignore the demands imposed on the time, but on the contrary, he faces them directly. Bibliography: 1. Lanigan, Linda B. How to Get Meaning from Abstract Painting. How to Get Meaning from Abstract Painting: As Interpreted by the Artist, the Viewer, and the Writer (2012): n. web. 2012. 2. Peden, Margaret Sayers. Out of the Volcano: Portraits of Contemporary Mexican Artists. Washington, D.C.: Smithsonian Institution, 1991. Print. 3. Ponce, Juan. Nueve Pintores Mexicanos. [1. ed. Me?xico: Ediciones Era, 1968. Print. 4. Entre Dos Almas. San Antonio Museum of Art. 200 W Jones Ave, San Antonio, TX 78215. November 27th, 2014.

Post Traumatic Slave Syndrome

Table of Contents Introduction History of Slavery Social Constructs Discrimination Conclusion Bibliography Footnotes Introduction Post Traumatic Slave Syndrome (PTSS) is a traumatic disorder that African Americans have developed following the traumatic experiences of slavery and associated treatments by the whites. Ideally, PTSS is a theory that elucidates the nature and occurrence of certain behaviors among African Americans that relate to slavery.Advertising We will write a custom critical writing sample on Post Traumatic Slave Syndrome specifically for you for only $16.05 $11/page Learn More The social problems that Africans Americans and other Africans across the globe are facing are mainly because of PTSS.1 Since the whites used slavery and racism as a means of oppression, they conditioned the Africans that they are a minority ethnic group. Although Africans have emancipated themselves physically, social and psychological perceptions indicate th at the whites are a major ethnic group. Therefore, despite the fact that slavery has ended, Africans continue to suffer from PTSS, which emanates from traumatic experiences of slavery that their ancestors encountered. History of Slavery During the course of history, Africans Americans experienced slavery because the whites bought them during the slave trade. They predisposed them to torturous conditions of slavery. In the slavery, the whites made African-Americans and other Africans to understand that they are lesser beings who deserve inhumane treatment. Throughout slavery, the Africans endured traumatic experiences for many years that made them change their behaviors in a bid to adapt the conditions of slavery. Slave history of Africans is tremendously shocking since many of them died during enslavement while those who survived endured great ordeal that led them to develop trauma. Experiences of slavery were really traumatizing since millions of Africans died during enslavement as they endured torture, hard labor and harsh conditions of transportation.2 Therefore, slavery experiences were really traumatizing and did predispose slaves to trauma. Hence, the slavery conditions that slaves endured have significantly influenced the behaviors of Africans because of PTSS. In spite of the fact that slavery does not exist in modern society, Africans continue to suffer from PTSS. Trauma that slaves experienced during slavery conditioned Africans to change their behaviors to adapt traumatic experiences that threatened their lives. Change of behaviors is a survival mechanism that enabled slaves to endure slavery. It predisposed them to trauma.Advertising Looking for critical writing on african american? Let's see if we can help you! Get your first paper with 15% OFF Learn More Currently, Africans are suffering from PTSS as reflected in habits, attitudes and behaviors that relate to slavery. For instance, there is differential social, economic and political development between the whites and the blacks. Enduring psychological and emotional damage because of slavery continue to recur from one generation to another among African Americans.3 Hence, social, economic and political differences that exist between the whites and the blacks arise from PTSS. PTSS has significantly influenced the capacities of African Americans because it impairs them from developing themselves, families and communities.4 Thus, to empower the African Americans, one must focus on PTSS, which is a key factor that contributes to social challenges that hinder the African Americans. Social Constructs Social constructs have significantly contributed to the development of PTSS among Africans Americans. Since the whites treated Africans as lesser beings who did not have the capacity to reason, Africans Americans have perceived themselves to be so. In the aspects of social, economic, political and education, Africans Americans have performed so dismally compared to the w hites because they perceive themselves to be inferior. Hence, the inferiority complex that Africans Americans suffer now originates from experiences that slaves encountered. As slavery is a social issue that depicts discrimination in terms of color, the treatment of slaves by the whites gives an impression to African Americans that they are the minority group and less human. A few blacks own homes or businesses because they feel inferior to the whites.5 In this view, the quality of life that slaves lived was quite different from the one their masters lived. Likewise, the quality of life that the whites are living considerably contrasts with the one that the majority of Africans Americans are living. However, differences that exist emphasize the impact of PTSS on the lives of African Americans and other Africans across the world. Thus, the construct of inferiority imposed by the whites influence how Africans perceive themselves relative to the whites. Moreover, the whites hold that A fricans do not need any sleep: they must spend sleepless nights doing the work. Hence, the whites overworked the slaves without providing an opportunity for them to sleep because they do not need it. Because of such construct, the whites justified their inhuman acts of making the slaves to work day and night.Advertising We will write a custom critical writing sample on Post Traumatic Slave Syndrome specifically for you for only $16.05 $11/page Learn More Additionally, since the slaves provided free labor, currently the whites perceive Africans to be the source of cheap labor. Africans Americans are also willing to offer cheap labor as compared to their counterparts. Employment patterns indicate that there are jobs that fit Africans while there those that suit the whites. Differences in job orientations occur because PTSS is extending trends of labor that were in slavery. PTSS is evident in racism and discrimination that continues to pervade public insti tutions and political arena in the United States.6 Although slavery ended over 150 years ago, racism is the residual form of slavery that causes PTSS among African Americans. Hence, racism elicits PTSS and reminds Africans Americans of the slavery that their ancestors suffered. The whites also justified their inhuman actions against the Africans by perceiving them as having no feelings of pain and grief. Slave masters treated their slaves brutally because they did not have any feeling concerning their experiences. Given that the whites did not have any feelings towards the slaves, they treated them as though they did not feel pain or grief because of traumatic experiences. The death of a slave was like a death of a dog since none felt their pain or heard their cry. The whites assumed that Africans do not grief: they beat, overworked, tortured, sold and even killed them.7 Hence, slaves deserve inhuman treatment because they do not grief. Current perceptions still exist because crimin al justice system has biases when dealing with criminal issues that involve the whites and blacks. Discrimination Discrimination against African Americans continues to persist in the modern America because of unequal privileges. While African Americans have no privileges, the whites have privileges in that they can access social, political and economic privileges that are in the society. Since slavery, and by extension racism, depict the whites as privileged and the blacks as unprivileged, social, political and economic status of the whites has set precedent for the ethnic minorities to follow. The disparity that exists is that, although inequality of privileges is a national problem that needs immediate attention and solution, the whites do not perceive it as a significant problem for they are more privileged. The white privilege dominates the society in that Africans Americans perceive themselves as unprivileged. Hence, they are struggling to attain the privilege of the whites by abandoning their traditions and lifestyles. Currently, the whites are the pace setters in every facet of life such as social, political, cultural and economic because they have privileges.Advertising Looking for critical writing on african american? Let's see if we can help you! Get your first paper with 15% OFF Learn More A study conducted indicates that African Americans are susceptible to posttraumatic stress disorder because of racial discrimination.8 This means that PTSS is still predominant among African Americans despite the fact that slavery ended many decades ago. Hence, white privilege continues to subject African Americans to PTSS. Given that racism is a social construct that elevates social status of the white, degrading that of the blacks, the whites perceive racism as a normal social process of life attributed to the difference in ethnicities and races. Although there is significant decline in racial discrimination in the public, discriminating practices that have racial dimensions continue to operate in the society. Contemporary racism is very subtle because it does not depict discrimination explicitly. However, critical analysis shows that the great gap that exists between the whites and the black is mainly because of racism. Racial injustices perpetuate in the society because of chron ic and persistent effects of racism on victims and perpetrators.9 Hence, persistence of racism in the society continues to elicit PTSS among Africans Americans for they continually perceive the whites as masters and oppressors throughout the world. Slavery is a traumatic event that reminds the African Americans of the torture that their ancestors underwent. Likewise, racism is a form of slavery that seeks to perpetuate in the society. Hence, slavery and racism has resulted into classism, which is another form of discrimination that is quite evident in how the whites and the blacks live. Classism divides people into various classes in social, economic and political aspects of life. For instance, the whites belong to high social and economic classes while the blacks belong to low social and economic classes. The whites prefer living in residential houses of high class as compared to the blacks who live in residential houses of low class. Classification of the neighborhoods in terms of color is evident as the whites and the blacks live in separate residential estates that depict differences in social and economic classes. Classism is also evident in the nature of education, employment and social activities that the whites and the black have.10 Hence, the existence of classes based on racial dimensions is a factor that contributes to the development of PTSS among African Americans. Conclusion Slavery is a traumatic experience that predisposes slaves to trauma and the subsequent generations to PTSS. Africans endured trauma during slavery that has significantly changed their behavior and development in the modern society. Hence, African Americans and other Africans across the world are grappling with PTSS, as it has changed their attitudes, habits and behaviors. In essence, PTSS has conditioned the Africans that they must be inferior to the whites in all facets of life, be it social, economic, cultural or political. Therefore, the book, â€Å"Post Traumatic Stress Disorder† attributes social problems that Africans are experiencing in every part of the world to PTSS. Bibliography Carter, R., Helms, J. (2009). Racism and Race-Base Traumatic Stress: Toward New Legal and Clinical Standards. Law Enforcement Executive Forum, 9(5), 113-129. DeGloma, T. (2011). Defining Social Illness in A Diagnostic World: Trauma and the Cultural Logic of Posttraumatic Stress Disorder. Medical Sociology, 12(1), 59-81. Degruy-Leary, J. (2005). Post Traumatic Slave Syndrome: America’s Legacy of  Enduring Injury and Healing. New York: Uptone Press. Mims, S., Higginbottom, J., Reid, O. (2001). Behavioral Definition for Post Trauma and the African Experience: Post Traumatic Slavery Disorder. Anti-PTslaveryD Curriculum, 1(1), 1-90. Mitchell, R. (2004). Slave Syndrome is About Fixing Themselves. The Dragonian, 1(1), 1-2. Pole, N., Gone, J., Kulkarni, M. (2008). Posttraumatic Stress Disorder Among Ethnoracial Minorities in the United States. Clinical Psycho logy: Science and Practice, 15(1), 35-61. Footnotes 1 Degruy-Leary, J. (2005). Post Traumatic Slave Syndrome: America’s Legacy of  Enduring Injury and Healing. New York: Uptone Press, 11. 2 Mims, S., Higginbottom Reid, O. (2001). Behavioral Definition for Post Trauma and the African Experience: Post Traumatic Slavery Disorder. Anti-PTslaveryD Curriculum, 1, 12 3 Mitchell, R. (2004). Slave Syndrome is About Fixing Themselves. The Dragonian, 1. 4 Mims, S., Higginbottom Reid, O. (2001). 5 Mitchell, R. (2004). 1 6 DeGloma, T. (2011). Defining Social Illness in A Diagnostic World: Trauma and the Cultural Logic of Posttraumatic Stress Disorder. Medical Sociology, 12, 68. 7 Degruy-Leary, J. (2005). 15. 8 Pole, N., Gone, J., Kulkarni, M. (2008). Posttraumatic Stress Disorder Among Ethnoracial Minorities in the United States. Clinical Psychology: Science and Practice, 15(1), 37. 9 Carter, R., Helms, J. (2009). Racism and Race-Base Traumatic Stress: Toward New Legal and Clinical S tandards. Law Enforcement Executive Forum, 9(5), 113. 10 Carter, R., Helms, J. (2009). 114. This critical writing on Post Traumatic Slave Syndrome was written and submitted by user Jenn1ferSm1th to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

5 Ways to Make Your Diversity Workshop a Success

5 Ways to Make Your Diversity Workshop a Success Organizing diversity workshops is a challenging undertaking. Whether the event takes place among coworkers, classmates, or community members, the likelihood that tension will arise is high. The point of such a workshop is to help participants understand diversity’s significance and how to relate to each other more respectfully as a result. To achieve this, sensitive subject matter will be shared, and issues will be raised that not everyone sees eye-to-eye on. Fortunately, you can take several steps to prevent your diversity workshop from flopping. They include setting ground rules, fostering team-building and consulting diversity experts. Let’s begin with the most basic element of presenting a diversity workshop. Where will it be held? In-House or Off-Site? Where you hold your diversity workshop depends on how comprehensive it will be. Will the program last a couple of hours, all day or longer? The length depends on how much information needs to be given out. Is this the most recent in a series of diversity workshops you’ve held? Then, perhaps a shorter program is more appropriate. On the other hand, if you’re presenting the first diversity workshop at your organization, consider planning for the event to take place all day someplace off-site, such as a nearby hotel or lodge in the woods. Holding the workshop in another location will keep people’s minds off their daily routines and on the task at-hand- diversity. Taking a trip together also creates opportunities for your team to bond, an experience that will be of use when it’s time to open up and share during the workshop. If finances are an issue or a day-trip just isn’t feasible for your organization, try holding the workshop somewhere on site that’s comfortable, quiet and can accommodate the necessary number of participants. Is this a place where lunch can be served  and attendees can make quick trips to the bathroom? Lastly, if the workshop isn’t a school-wide or company-wide event, make sure to post signs letting those who aren’t participating know not to interrupt the sessions. Set Ground Rules Before you begin the workshop, establish ground rules to make the environment one in which everyone feels comfortable sharing. Ground rules don’t have to be complicated and should be limited to about five or six to make them easy to remember. Post the ground rules in a central location so that everyone can see them. To help workshop attendees feel invested in the sessions, include their input when creating ground rules. Below is a list of guidelines to consider during a diversity session. Personal information shared during the workshop remains confidential.No talking over others.Disagree respectfully rather than with put-downs or judgmental criticism.Don’t give feedback to others unless you are asked specifically to do so.Refrain from making generalizations or invoking stereotypes about groups. Use Ice Breakers to Build Bridges Discussing race, class, and gender isn’t easy. Many people don’t discuss these issues among family members, let alone with coworkers or classmates. Help your team ease into these subjects with an ice breaker. The activity can be simple. For example, when introducing themselves, everyone can share a foreign country they’ve traveled to or would like to and why. Content Is Crucial Not sure what material to cover during the workshop? Turn to a diversity consultant for advice. Tell the consultant about your organization, the major diversity issues it faces and what you hope to achieve from the workshop. A consultant can came to your organization and facilitate the workshop or coach you on how to lead a diversity session. If your organization’s budget is tight, more cost-effective measures include speaking with a consultant by telephone or taking webinars about diversity workshops. Make sure to do your research before hiring a consultant. Find out the consultant’s areas of expertise. Obtain references and get a client list, if possible. What kind of rapport do the two of you have? Does the consultant have a personality and background that will suit your organization? How to Wrap  Up End the workshop by allowing attendees to share what they’ve learned. They can do this verbally with the group and individually on paper. Have them complete an evaluation, so you can gauge what worked best about the workshop and what improvements need to be made. Tell the participants how you plan to instill what they’ve learned in the organization, be it a workplace, classroom or community center. Following through on the topics raised will influence attendees to invest in future workshops. In contrast, if the information presented is never touched on again, the sessions may be considered a waste of time. Given this, be sure to engage the ideas brought forth during the workshop as soon as possible.

Biography of Francisco de Miranda, Venezuelan Leader

Biography of Francisco de Miranda, Venezuelan Leader Sebastian Francisco de Miranda (March 28, 1750–July 14, 1816) was a Venezuelan patriot, general, and traveler considered the Precursor to Simon Bolivars Liberator. A dashing, romantic figure, Miranda led one of the most fascinating lives in history. A friend of Americans such as James Madison and Thomas Jefferson, he also served as a General in the French Revolution and was the lover of Catherine the Great of Russia. Although he did not live to see South America freed from Spanish rule, his contribution to the cause was considerable. Fast Facts: Francisco de Miranda Known For: Venezuelan patriot and world adventurer, revolutionary, dictator, and colleague of Simà ³n Bolà ­varBorn: March 28, 1750 in Caracas, VenezuelaParents: Sebastin de Mirando Ravelo and Francisca Antonia Rodrà ­guez de EspinosaDied: July 14,1816 in a Spanish prison outside CadizEducation: Academy of Santa Rosa, Royal and Pontifical University of CaracasSpouse: Sarah AndrewsChildren: Leandro, Francisco Early Life Francisco de Miranda (Sebastin Francisco de Miranda y Rodrà ­guez de Espinoza) was born on March 28, 1750, into the upper class of Caracas in present-day Venezuela. His father Sebastin de Mirando Ravelo was an immigrant to Caracas from the Canary Islands who set up several businesses, including a textile factory and a bakery. There he met and married Francisca Antonia Rodrà ­guez de Espinosa, who came from a wealthy Creole family. Francisco had everything he could ask for  and received a first-rate education, first from Jesuit priests and later at the Academy of Santa Rosa. In 1762, he enrolled in the Royal and Pontifical University of Caracas and did formal study in rhetoric, math, Latin, and Catholic catechism. During his youth, Francisco was in an uncomfortable position: because he was born in Venezuela, he was not accepted by the Spaniards and those children born in Spain. Creoles, however, were unkind to him because they envied the great wealth of his family. This snubbing from both sides left an impression on Francisco that would never fade. In the Spanish Military In 1772, Miranda joined the Spanish army and was commissioned as an officer. His rudeness and arrogance displeased many of his superiors and comrades, but he soon proved an able commander. He fought in Morocco, where he distinguished himself by leading a daring raid to spike enemy cannons. Later, he fought against the British in Florida and even helped send assistance to George Washington before the Battle of Yorktown. Although he proved himself time and again, he made powerful enemies, and in 1783 he narrowly escaped prison time over a trumped-up charge of selling black-market goods. He decided to go to London and petition the King of Spain from exile. Adventures in North America, Europe, and Asia He passed through the United States en route to London  and met many U.S. dignitaries, such as George Washington, Alexander Hamilton, and Thomas Paine. Revolutionary ideas began to take hold in his keen mind, and Spanish agents watched him closely in London. His petitions to the King of Spain went unanswered. He traveled around Europe, stopping in Prussia, Germany, Austria, and many other places before entering Russia. A handsome, charming man, he had torrid affairs everywhere he went, including with Catherine the Great  of Russia. Back in London in 1789, he began to try to get British support for an independence movement in South America. The French Revolution Miranda found a great deal of verbal support for his ideas, but nothing in the way of tangible aid. He crossed to France, seeking to confer with the leaders of the French Revolution about spreading the revolution to Spain. He was in Paris when the Prussians and Austrians invaded in 1792, and suddenly found himself being offered the rank of Marshal as well as a noble title to lead French forces against the invaders. He soon proved himself to be a brilliant general, defeating Austrian forces at the siege of Amberes. Although he was a superior general, he was nonetheless caught up in the paranoia and fear of The Terror of 1793-1794. He was arrested twice and twice avoided the guillotine through an impassioned defense of his actions. He was one of the very few men to come under suspicion and be exonerated. England, Marriage, and Big Plans In 1797 he left France, sneaking out while wearing a disguise, and returned to England, where his plans to liberate South America were once more met with enthusiasm but no concrete support. For all his successes, he had burned many bridges: he was wanted by the government of Spain, his life would be in danger in France, and he had alienated his continental and Russian friends by serving in the French Revolution. Help from Britain was often promised but never came through. He set himself up in style in  London  and hosted South American visitors, including young Bernardo OHiggins. While in London he met (and may have married) Sarah Andrews, the niece of portrait painter Stephen Hewson, who came from a rural Yorkshire family. They had two children, Leandro and Francisco. But he never forgot his plans of  liberation  and decided to try his luck in the United States. The 1806 Invasion He was warmly received by his friends in the United States. He met President Thomas Jefferson, who told him that the U.S. government would not support any invasion of Spanish America, but that private individuals were free to do so. Wealthy businessman Samuel Ogden agreed to finance an invasion. Three ships, the Leander,  Ambassador,  and Hindustan, were supplied, and 200 volunteers were taken from the streets of New York City for the venture. After some complications in the Caribbean and the addition of some British reinforcements, Miranda landed with some 500 men near Coro, Venezuela on August 1, 1806. They held the town of Coro for barely two weeks before word of the approach of a massive Spanish army caused them to abandon the town. Return to Venezuela Although  his 1806 invasion  had been a fiasco, events had taken on a life of their own in northern South America. Creole Patriots, led by  Simà ³n Bolà ­var  and other leaders like him, had declared provisional independence from Spain. Their actions were inspired by Napoleons invasion of Spain and detainment of the Spanish royal family. Miranda was invited to return and given a vote in the national assembly. In 1811, Miranda and Bolà ­var convinced their companions to formally declare independence outright, and the new nation even adopted the flag Miranda had used in his previous invasion. A combination of calamities doomed this government, known as the  First Venezuelan Republic. Arrest, Imprisonment, and Death By mid-1812, the young republic was staggering from royalist resistance and a devastating earthquake that had driven many over to the other side. In desperation, Republican leaders named Miranda Generalissimo, with absolute power over military decisions. This made him the first president of a breakaway Spanish republic in Latin America, although his rule did not last long. As the republic crumbled, Miranda made terms with Spanish commander Domingo Monteverde for an armistice. In the port of La Guaira, Miranda attempted to flee Venezuela before the arrival of royalist forces. Simon Bolivar and others, infuriated at Mirandas actions, arrested him and turned him over to the Spanish. Miranda was sent to a Spanish prison, where he remained until his death on July 14, 1816. Legacy Francisco de Miranda is a complicated historical figure. He was one of the greatest adventurers of all time, having escapades from Catherine the Greats bedroom to the American Revolution to escaping revolutionary France in a disguise. His life reads like a Hollywood movie script. Throughout his life, he was dedicated to the cause of South American independence and worked very hard to achieve that goal. Still, it is hard to determine how much he actually did to bring about the independence of his homeland. He left Venezuela at the age of 20 or so and traveled the world, but by the time he wanted to liberate his homeland 30 years later, his provincial countrymen had barely heard of him. His lone attempt at an invasion of liberation failed miserably. When he had the chance to lead his nation, he arranged a truce so repulsive to his fellow rebels that none other than Simon Bolivar himself handed him over to the Spanish. Mirandas contributions must be measured by another ruler. His extensive networking in Europe and the United States helped pave the way for South American independence. The leaders of these other nations, impressed as they all were by Miranda, occasionally supported South American independence movements- or at least did not oppose them. Spain would be on its own if it wanted to keep its colonies. Most telling, perhaps, is Mirandas place in the hearts of South Americans. He is named the Precursor of independence, while Simon Bolivar is the Liberator. Sort of like a John the Baptist to Bolivars Jesus, Miranda prepared the world for the delivery and liberation that was to come. South Americans today have great respect for Miranda: he has an elaborate tomb in the National Pantheon of Venezuela despite the fact that he was buried in a Spanish mass grave and his remains were never identified. Even Bolivar, the greatest hero of South American independence, is despised for turning Miranda over to the Spanish. Some consider it the most questionable moral action the Liberator undertook. Sources Harvey, Robert.  Liberators: Latin Americas Struggle for Independence  Woodstock: The Overlook Press, 2000.Racine, Karen. Francisco de Miranda: A Transatlantic Life in the Age of Revolution. Wilmington, Deleware: SR Books, 2003.

Should Middle School Students be Drug Tested Essay

Should Middle School Students be Drug Tested - Essay Example As the report highlights  the outcome of its adversity cannot be assessed at the initial stage of direct or indirect consumption of substance. But diagnosis at the earliest can minimize its catastrophic effects through awareness imparting process by which one can abstain from further abuse of drugs. Otherwise, it may generate several problems to the users, to their family and the community itself. Lack of mental stability and restlessness may lead into personality disintegration of the user and, therefore, they may fail to take right decision as per the demands of the life situations. One who frequently consumes drugs and substances like sedatives may lose control over his or her behavior and this may extend to become a social problem. Drug addiction among school children may badly reflect in their academic performance as well as their overall understanding, and may force them to be at a below average.According to the essay findings  the initial consumption and use of the drug ma y result in health problems like insomnia, excitement, gastrointestinal disturbance and psychomotor agitation and so on. Drug users and addicts usually deliver poor social responsibility, hesitate to cooperate with others, their intellectual levels may decrease day by day, they may feel inferiority complex, minimize sociability, and may express fear when facing others.  Drug testing among middle school students is not universally approved because school managements and parents usually give consent to do so but they may not bother about the misuse of medical examination without the readiness and willingness of the clients.

Rapid Response Team of Acute Conditions Essay Example | Topics and Well Written Essays - 3500 words

Rapid Response Team of Acute Conditions - Essay Example The purpose of this paper is to provide in-depth comparison between the rapid response team of acute pain in Riyadh Military hospital and national health services of United Kingdom. The comparison has been conducted on the basis of policies being implemented in both the countries in terms of health care provision. Furthermore, the paper will also discuss the implication of SBAR model to address the rapid response for acute pain cases. The policies as studied within the context of UK hospitals are in the form of protocol directed by National health services (NHS) UK. The paper has been structured by providing in depth introduction to the rapid response team for acute conditions in national health services (NHS) of Saudi Arabia and United UK. Secondly, financial system section has also been added to understand the amount of revenue that is used to provide rapid response in acute pain situations. It should be noted that it is highly significant to create understanding with the advantage s and disadvantages of programs being implemented in health provision sector. Health Policy for Rapid Response Team in Riyadh Military Hospital in Saudi Arabia: The policies for the rapid response team in Saudi Arabia have recently been addressed by the medical services. It has been suggested in the main protocol of the program that response team will be selected on the basis of certification. This is similar to the criteria of UK rapid response team (RRT). The only difference is that the implication has been noted absent at most cases. Many cases are still being noted in the context of hospitals in Saudi Arabia where patients die because of no address to the emergency calls (Essa 2012). It is expected from rapid response team to provide intervention in the lesser time frame. This is the basic policy that has been set for the rapid response team of Riyadh military hospital. As per the hospital’s policy maker, it is expected that the rapid response team will be able to impleme nt all needed medical models for intervention purpose within five minutes time. Consideration of five minutes treatment means that the model implication for assessment of the patient is done along with the recommendation. If in any case, more time is being consumed then it should not be considered as a failure of RRT (Piza and Adelstien 2011). The criteria for setting five minutes assessment is because the members should be capable of managing more cases of emergency. The difference between any RRT with the traditional treatment team is in terms of minutes of assessment. The purpose of a rapid response team is to extract out the right cause from the situation of acute pain. If in case, more time is being taken by the team then the main motive becomes unaccomplished (Adams and Failano 2011). Situation, Background, Assessment and Recommendation (SBAR): The rapid response team (RRT) at the Riyadh military hospital level recommends the usage of situation, background, assessment and reco mmendation (SBAR). The policies for the rapid response team (RRT) have made it evident that SBAR should be followed in order to diagnose students in the best possible manner (AMA 2012). The implication of SBAR in Riyadh military hospital is because it has proven a successful manner to communicate the patient’s condition by the rapid response team to primary care provider. SBAR was basically implemented at US navy hospitals as a major method of

Analysis the Song The Way We Were Essay Example for Free

Analysis the Song The Way We Were Essay There is a song—a love song that has touched several hundred thousand audiences’ hearts; it expresses the overflowing feelings of a woman who used to live in her intense true love. â€Å"The Way We Were,† by Alan Bergman, Marilyn Bergman, and Marvin Hamlisch illustrates the innermost emotions and regret of a middle-aged woman when she reflects on the youth which she had gone through. This song has a light beat and slow tempo forming delightful sensations for the listeners, but it also leaves audiences a profound message to think about. Sophisticated audiences may find themselves in the song. It brings out fervor, especially for people who have been living in love. Marilyn Bergman uses simple words, but it is very touching and emotive. Basically, it is a classical song which was played by symphony orchestras and performed by Barbra Streisand. By just looking at the lyrics, one would feel the sentimental soul and an introspective mind of a sensitive woman. In the first line of the song, she writes â€Å"Memories, light the corners of my mind. Misty watercolor memories of the way we were. These memories have been engraved in her heart; they are neither gloomy nor euphoric, but they are vivid images which she wants to repress in the most innermost sphere of her mind. It is not just something very hurtful; it is not blissful to think of either. Her feeling is a mixture of nostalgia, melancholy, and a little bit of regret that is rushing through her body. Former familiar scenes were depicted in her mind, but, somehow, t hey are both painted with watercolor and blurred, symbolizing a mystical ethereal world that solely exists in her imagination and belongs to her only. Near the middle of the song she wonders, â€Å"If we had the chance to do it all again. Tell me would we? Could we? † She already knows her former love would never come back again; the melody sounds like she is missing and regretting her loss of love. The term â€Å"Would we? Could we? † is deliberately sung slowly and softly as mumbling is also a way to convey her thoughts. Despite her haunting regret, she prefers keeping that regret to making up her love again because she knows wistful moments and romantic longings that she has right now wouldnt exist if her love remained today. It is such an uncanny feeling and an agonizing struggle between the logic and the sentiment of a human being. The last couple lines expose changes in her mood, â€Å"Memories may be beautiful and yet whats too painful to remember. We simply choose to forget, so its the laughter we will remember whenever we remember the way we were. † She used to live in love with both happiness and bitterness, but she had to learn how to forget unpleasant experiences to keep the most exquisite feelings inside herself. Does she â€Å"simply† choose to forget? It is not something easy to do. The way Barbra Streisand sings shows internal struggling when she decides to get rid of mental pains. The word â€Å"laughter† here is not simply something funny and delightful to laugh at; it is also a pang of remorse and regret about the love and the youth that are gone from her life. Marilyn Bergman used simple words to describe emotion of the woman in this song, so it is quite easy for listeners to apprehend the meaning; however, its melody and the way Barbra Streisand performs it, the most essential factor, helps the song convey the message to audiences . The intended stress in every single word of her lyrics is absolutely touching. For example, the word â€Å"smiles† in the second line was purposely lengthened to give a hint to the audiences so that they can comprehend the whole significance of the song. It is a beautiful song evoking diverse memories for listeners. Each listener will feel and interpret the song in different ways depending on their character and their personal experiences. However, one thing for sure is that these audiences will feel more appreciative of people around them so that they will not be regretful later on.

Human Nature in Frankenstein by Mary Shelley Essay -- Papers

Human Nature in Frankenstein by Mary Shelley In the novel "Frankenstein" by Mary Shelley, the relationship of external apperence and internal feelings are directly related. The creature is created and he is innocent, though he is seaverly deformed. His nature is to be good and kind, but society only views his external appereance which is grotesque. Human nature is to judge by external apperence. He is automatically ostracized and labeled as a monster because of his external apperence. He finnaly realized that no matter how elequintly he speaks and how kind he is, people will never be able to see past his external deformities. Children are fearful of him, Adults think he is dangerous, and his own creator abandons him in disgust. The creature is treated as a monster, therefore he begins to internalize societies view of him and act the like a monster. Man by nature, judges people and things by their appearance. If a person is pleasant looking then they will be given more of a chance to express their internal self. If they are ugly, or cosmetically deformed, they usually aren't given much of a chance to show who they really are. Grotesquely ugly people are sometimes thought of as monsters, and are ostracized. Many cosmetically inferior people are afraid to go out into society. Mankind seems to be fearful of the unfamiliar and unknown. People are afraid of what they do not understand. Deformaty is something that most people can not comprehend. How can I describe my emotions at this catastrophy, or how delineate the wretch whom with such infinite pains and care I had endevoured to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful! - Great god! His yellow skin scarcely... ...ves for my destruction. Shall I not hate them who abhor me? I will keep no terms with my enemies. I am miserable and they shall share my wretchedness." ( the creature, page 97) Here the creature tells Frankenstien that he is the fallen angel. This means that he believes that Frankenstien could have done a better job raising him. The creature indicated that he was born good and virtuous, but lonliness and misery due to the alenation he receives from mankind, have made him feel like a monster. Society sees him as a monster and makes him feel like one, so now he will begin to act like one. The creature then begines to tell Frankenstien the tale of what he has done and hoh he has managed to survive the past few years. Bibliography: Shelley, Mary. Frankenstein. Ed. J. Paul Hunter. Norton Critical Editions. New York: Norton, 2005. Print.

Nine Major Regulatory Bodies Essay

1. The Internal Revenue Service (IRS). The IRS was established in 1913. Its purpose is to administer and enforce the internal revenue laws. Its stated mission is to provide America’s taxpayers top quality service by helping them understand and meet their tax responsibilities and by applying the tax law with integrity and fairness to all. (Internal Revenue Service, 2008) 2. Securities and Exchange Commission (SEC). The Securities and Exchange Act of 1934 created the Securities and Exchange Commission (SEC) to regulate the securities market. â€Å"The mission of the U.S. Securities and Exchange Commission is to protect investors, maintain fair, orderly, and efficient markets, and facilitate capital formation†(U.S. Securities and Exchange Commission, 2008) 3. Financial Accounting Foundation (FAF). The Financial Accounting Foundation (FAF) is a private sector organization that formed in 1972 to create standards for financial accounting. Its mission is to â€Å"establish financial accounting and reporting standards through an independent and open process, resulting in financial reports that provide decision useful information† (Financial Accounting Foundation, 2008) 4. Financial Accounting Standards Board (FASB). The (FAF) formed the (FASB) in 1973 to set up standards for nongovernmental accounting and reporting. The mission of (FASB) is â€Å"to establish and improve standards of financial accounting and reporting for the guidance and education of the public, including issuers, auditors, and users of financial information (Financial Accounting Standards Board, 2008) 5. Governmental Accounting Standards Board (GASB). The Governmental Accounting Standards Board was organized in 1984 by FAF to generate GAAP for state and local governments. The mission of the GASB is to establish and improve standards of state and local government accounting and financial reporting that will result in useful information for users of financial reports and guide and educate the, including issuers, auditors, and users of those financial reports. (Governmental Accounting Standards Board, 2008) 6. Federal Accounting Standards Advisory Board. The (FASAB) was established in 1990 by the U.S. Secretary of the Treasury, the Director of the Office of Management and Budget, and the Comptroller General to produce GAAP for the federal government. The mission of the FASAB is to promulgate federal accounting standards after considering the financial and budgetary information, needs of citizens, congressional oversight groups, executive agencies, and the needs of other users of federal financial information. (Federal Accounting Standards Accounting Standards Advisory Board, 2008) 7. International Accounting Standards Board (IASB) Since its inception in 2001 the (IASB) has created global GAAP and standards. The mission of the (IASB) â€Å"is to develop, in the public interest a single set of high quality, understandable and international financial reporting standards (IFRS’s) for general purpose financial statements† (International Accounting Standards Board, 2008) 8. Public Company Accounting Oversight Board (PCAOB) The Sarbanes-Oxley Act of 2002 (SOX) established the Public Company Accounting Oversight Board to issue auditing standards for public auditing firms. The mission of the PCAOB is to oversee the auditors of public companies in order to protect the interests of investors and further the public interest in the preparation of informative, fair, and independent audit reports (Public Company Accounting Oversight Board, 2008) 9. American Institute of Certified Public Accountants (AICPA) The American Institute of Certified Public Accountants was born in 1887. The mission of the (AICP) â€Å"is to provide members with the resources, information, and leadership that enable them to provide valuable services in the highest professional manner to benefit the public as well as employers and clients† (American Institute of Certified Public Accountants, 2008) References American Institute of Certified Public Accountants. (2008). AICPA Mission. Retrieved November 20, 2008, from http://www.aicpa.org/About+the+AICPA/AICPA+Mission/ Federal Accounting Standards Advisory Board. (n.d.). Welcome to the Federal Accounting Standards Advisory Board. Retrieved November 20, 2008, from http://www.fasb.org/facts/ Financial Accounting Foundation. (n.d.). FAF Strategic Plan. Retrieved November 20, 2008, from http://www.fasb.org/faf/Strategic_Plan.shtml Financial Accounting Standards Board. (n.d.). Facts About FASB. Retrieved November 20, 2008, from http://www.fasb.org/facts/ Governmental Accounting Standards Board. (n.d.). Retrieved November 20, 2008, from http://www.gasb.org/. Internal Revenue Service. (n.d.). The Agency, its Mission and Statutory Authority. Retrieved November 20, 2008, from http://www.irs.gov/irs/article/0,,id=98141,00.html International Accounting Standards Board. (n.d.). About Us. Retrieved November 20, 2008, from http://www.iasb.org/About+Us/International+Accounting+Standards+Board+-+About+Us.htm Public Company Accounting Oversight Board. (2008). Our Mission. Retrieved November 20, 2008, from http://pcaobus.org/ U.S. Securities and Exchange Commission. (2008, November 7). The Investor’s Advocate: How the SEC Protects Investors, Maintains Market Integrity, and Facilitates Capital Formation. Retrieved November 20, 2008, from http://www.sec.gov/about/whatwedo.shtml

The Waste Land: a critical view

the Waste Land' In the autumn of 1921. And with the constructive suggestions of Ezra Pound about the structure of the poem ,the present draft of the poem , which was published in 1922, has become a classic. It is also, more Importantly, the symbol of a whole age, signifying a new kind of poetry and a poetic revolution In modern English Literature and culture. The poem Is a masterpiece of innovative poetic design and embodies an entirely new and original poetic technique.Elite's view that every generation should make a poem in its own image is to merely an aesthetically satisfying ‘raisin deter' for the composition of ‘The Waste Land', but [It] Is also a way of recognizing and placental deferent Interpretations of this great poem by succeeding generations who observe in its varying images their own predicament. F. R. Leaves has called it a poem -about the disillusionment of a generation', and ‘a vision of dissolution and spiritual drought . L. R.Richard has called Th e Waste Land'- ‘A music of Ideas' that – the Ideas like musician's phrases are arranged not that they may tell us something but that their effects on us may combine into a coherent whole of feeling and attitude. ‘ There are critics like Yamaha Lewis who finds ‘The Waste Land'- ‘a cross-word puzzle of synthetic literary chronology and ‘a spurious verbal algebra. ‘ It Is difficult to trace accurately the sources of The Waste Land' to specific writing or works of Literature apart from well known origins such as Jussive Weston – ‘From Ritual to Romance 1920 and James Freezer's ‘The Golden Bough' 1922.These two books have been identified by Eliot myself, along with a number of vegetation and fertility myths and rituals, especially those connected with ‘Taos, Adonis and Souris'. However, we do read the echoes of Ovoid's – ‘Metamorphoses', SST. Augustine ‘Confession', Dent's- ‘Inferno' and ‘P ropagator', Baudelaire ‘Paris La Forge's ‘City ,Hanger's opera- ‘Tristan and Soled', Chaucer and Spender's writing , Shakespearean- ‘Antonym and Cleopatra', and ‘The Tempest', Million's- ‘Paradise Lost', Kid's- ‘The Spanish tragedy, and Middleman's- Woman Beware Woman' etc. In The Waste Land'.More over, the works of Ezra Pond. F. H. Bradley, Joseph Conrad, James Joyce and Henry. James must have greatly Influenced Elite's creative process. And, though Eliot largely drew his material from the Began and Christian sources, the Impact of the Rig Veda , the Pinheads , and Buddhism upon him cannot be overlooked. The poem is concluded with the parable of ‘Brickyard's Punished'. Thus, The Waste Land' consists of Fragments, as Eliot himself endorses the view- ‘These Fragments I have shored against my ruins'- of potentialities in an otherwise prosaic, dull and despairing world.Eliot spoke tit the voice of a lonely prophet In a corrupt city, which reflects the post-war struggle for reorientation, immediate sense of ugliness, emptiness and aimlessness of man's spiritual state of post-war years is responsible for the genesis of The Waste Land'. The deep sense of futility, horror and boredom of post-war generation Is rendered In a most difficult structure of the poem. Despite the erudite commentaries, ‘The Waste Land' as a very complex poem gave the world a mild shock due to its extreme obscurity, a shock that had a curative effect to the war-crazy world. However, I OFF

Crime Scene Good and Bad Practices Essays

Crime Scene Good and Bad Practices Essays Crime Scene Good and Bad Practices Essay Crime Scene Good and Bad Practices Essay Module : Chemical / Physical Forensics Assignment : The Organisation and Management of a Crime Scene Student : Marc Seccombe 10696644 Part One Produce a report that describe for this crime scene, how you would, * Preserve and prevent contamination. * Search and record the crime scene including listing and storing the evidence. (1500 to 2000 words) Crime scene 27c Leek Road. The First Officer Attending (FOA) the scene will have carried out an initial assessment of the crime scene and following procedure will have called for assistance and dealt with ny emergencies and made a record of his assessment and actions , making note of the time his arrival time, were any points of entry open or closed, locked or unlocked, environmental factors and any witnesses and communicate his/her assessment to the designated Officer in Charge. (OIC) The FOA will initially be responsible for the preservation of the crime scene and will have created a cordon, possibly an outer and inner cordon, which a uni formed officer(s) should patrol and log personnel authorised to enter the crime scene area. Authorised personel nclude, the FOA , OIC, uniform police officers, Scenes of Crime Officers, Forensic Scientists, Pathologist, Police surgeon, Specialist photographer/videographer, Forensic Entomologists, Forensic anthropologists and bomb disposal experts and in the case of Arson, a fire investigation specialist. After handover from the FOA to the OIC, a Common Approach Path (CAP) can be laid down with the deployment of stepping plates from the cordon to the focal point of the crime scene. This should be laid in a manner that is unlikely to coincide with the perpetrator(s) or victims movements in or out of the scene. As the CAP is created, the course it takes should be photographed using wide and medium range shots and close up shots of the focal point before any potential evidence can be disturbed. As the CAP is created the course will be searched for physical evidence and evidence found should be photographed in situ before removal in accordance with standard procedure. All authorised personnel entering the crime scene should be attired appropriately in Personal Protective Equipment including face mask and overshoes to avoid contamination of the scene and potential evidence. It is of the utmost importance that the crime scene should be recorded fully by means of notes, sketch, photography and videography before being processed. These actions provide a permanent record of the crime scene in the way it was found and an aide memoire to the investigating officers, provide an account of the steps taken in the investigation and record delicate evidence before recovery in case it is destroyed in the recovery process. Photographs should give both a wide overview of the scene and close ups of any potential evidence or items of interest in situ. A sketch of the scene should be ontemporaneous and show a wider overview of the scene including dimensions, plotting the position of evidence found before removal and the locations from where and angle of photographs taken. Sketches can provide a useful overview providing a greater width and depth of field of view and show the important features without the distraction of unnecessary detail as within the photographic recor d (Jackson R, Jackson J 2011 ). Notes taken at the scene should include who reported the incident, time and date, location, nature of incident, the events that took place, the roles and locations of the eople concerned and any change that may have occurred to the scene between the event and the the arrival of the FOA. Accurate logs must be made of the identities of all people who have been at the scene and at what times they were there from the time of arrival of the FOA to the completion of processing the crime scene. Detailed accounts of the actions taken by the aforementioned personnel and the time line Of events of key times and dates should be noted. A log of all sketches and images taken at the scene , location and identity of the camera operator, direction of photographs the ime and date of photograph and any specialist equipment used; a record of all items recovered and removed from the scene and the identity of the person recovering it with the time and date with the exact location from where it was removed from. Also a thorough and complete description of the scene as it was found prior to the removal of items deemed to be of evidential worth. Having first processed the exterior for evidential clues such as point of entry or footprints or tool markings the Scene of Crime Officer can proceed to processing the inside ,in this ase a Zone search pattern should be deployed dividing the room into quadrants. Once each quadrant has been searched and evidence to be removed photographed, the evidence can be removed . (Pepper I, 2005) The principals of packaging evidence are to ensure appropriate storage of a piece of evidence and to ensure no contamination or loss occurs whilst collecting the sample or in storage and the continuity of the evidence from crime scene to lab to court. There are many different types of packaging available including polythene evidence bags with labels and tamper proof seals. Brown paper sacks are used for clothing or soil samples where use of polythene might cause the sample to decay . Boxes are used for sharp items such as glass or firearms , these boxes should be taped at the bottom and should contain a check strap to stop movement of a piece of evidence once placed inside. A variety of plastic tubes and containers are also utilised for collection of knives or tools . Digital items must be contained in antistatic bags. Very small items such as hair or paint chips can placed in folded paper envelopes then placed in polythene bags. Whatever packaging is used it must be sealed securely. When using polythene or paper sacks it is imperative that the open end be folded over twice ( Pepper I ,2005) to ensure that no particles can enter the bag or evidence fall out. It is best practice to take the container to the sample rather than the sample to the container. (Pepper ,I 2005) It is important to take control samples from the scene to distinguish between background and evidential samples and to compare against know samples. It is wise to double wrap items in a suitable second container. Jackson R Jackson J 2011) The packaging must be labeled with the name of the scene of crime officer who took the Sample, date it was recovered and the location and an identifier. Completion of CJA (Criminal Justice Act 1996) labels must be observed. (Pepper I, 2005) The CJA label is where the unique identifier mark will usually be the initials of the scene of crime officer who took the sample and a crime reference or job number. The l abel will also show all persons who have subsequently examined that piece of evidence in the chain of continuity of evidence. Evidence removed from a scene of crime must be stored in secure facilities with appropriate environmental controls to stop decay or breakdown and damage. Different samples have different storage requirements, example biological specimens will normally be kept refrigerated or frozen. A Crime Scene Investigation Report Form should always be completed at the time of examination. This should include a general overview of the scene ,the weather conditions at the time of examination, the type of person or property attacked, a description of the oint of entry, a description of how entry was gained , the objective of the crime , the time of the crime , how many people were involved, was a vehicle used, any modus operandi. This will assist in the preparation of a statement later by the scene of crimes officer. There are a number of databases available to list, track and manage evidence, one of the first was HOLMES (Home Office Major Enquiry System), FLINTS (Force Linked Intelligence Sytem),SO CRATES,GENIE,PRISM and The Locard integrated and automated evidence tracking System which allows users to input data directly from a crime scene . (Pepper I, 2005).

How Do I Apply to College With a Low GPA

How Do I Apply to College With a Low GPA SAT / ACT Prep Online Guides and Tips Are you worried that your college plans will be derailed by an underwhelming GPA? Don't be discouraged and don't give up on your dream of college! You can still go to a great school, even if you have a low GPA. Whether you are just startinghigh school or already at the application stage, read on to see the many things you can do to either raise your GPA,boost the rest of your application, explain your circumstances,or even find an alternate route to a degree. What Is Considered a Low GPA? Is Your GPA Actually Low? A low GPA may be a little bit like beauty - in the eye of the beholder. You might feel that your GPA is low because itfalls below the average at your target school. Or maybe your grades really aren't so hot. Generally speaking, highly selective colleges consider 3.5 to be on the low end. At most other schools, low GPA scores are in the 2.0 range. To find out whether your GPA could weight down the rest of your application, first research what the average acceptance GPA is at each of your target schools. To do this, try searching forâ€Å"[college name] admission GPA† or â€Å"[college name] average GPA.† Is your GPA only slightly below (.1 or .2 points less) the averages you found? Then excellent test scores and a solidapplication will go a long way to make up for it! Is your GPA much lower than the averages you found? The read on for our advice on what to do about it. Get that GPA up! Higher... higher... Can YouRaise Your GPA? If you're not happy with your GPA, the good news is that there's almost always time to raise it before you send off your college applications. Your strategy will depend on which grade you're currently in. Grades 9 and 10 If you're a freshman or sophomore, great news! You still have timeto getyour GPA up through dedicated studying. For example, imagine Haileyendsfreshman year with a GPA of 2.5 (a B-/C+ average). Ifshe then really puts her shoulder to the wheel and gets straight A-'s in 10th grade, her GPA would go up to 3.1. If she continues the hard work and earns more A-'s junior year, she'll be looking at a 3.3 GPA! With that in mind, ask yourself what is holding your GPA back: Are you struggling in a particular subject?Think about getting a tutor to help you catch up, or ask your teacher for extra help outsideof class. Are you so overwhelmed with extracurricular demands that you don't have enough time to study?If you aren't doing this outside interest at a very high level, think about pulling back a bit to give yourself room to do to schoolwork. Are you bored by your classes?This sounds counterintuitive, butthink about whether a harder level class will spur extra interest - and extra effort on your part. Grades and 12 If you are already in the second half of high school, you probably won't be able to significantly raise your GPA. For example, picture Sven, who ended his junior year with a cumulative GPA of 2.5. Because college applications are due in the middle of senior year, he only has one semester to bring up his grades. Even if he manages to get straight A's during that semester, his GPA will still only be 2.7 - not a huge improvement. But that doesn't mean that you shouldn't try to do your best anyway: Are you doing better and better? Even if your grades are low, if you can show collegesthat your GPA is on an upward trend, you will demonstrate that you have untapped potential. Are you taking difficult, honors-level classes? Ask your guidance counselor whether your school can provide colleges with a weighted GPA that will give colleges a sense of your challenging course load. Do you have the resources to take an extra year?Many private boarding schools offer a postgraduate year (basically a 5th year of high school). Classes that you take during this year factor into your GPA, giving you time to raise it. To find theseschools, search for "boarding schools with PG year." College applications put together the pieces to solve the puzzle of you. Can YouBoost Your Application in Other Ways? Did you know that although the GPA is very important, it is only one part of the many different things admissions officers take into account? Focusing on these other pieces of the application is a key strategy for offsetting alow GPA. Boost 1: Raise Your Test Scores If your GPA showshow you compare to the rest of your classmates, then SAT or ACT scores show how you rank compared to students across the whole country. It's no wonder they are another key component of your college application - and that having high test scores greatly improves your application! For example, imagineStella, who would love to go to the University of Georgia. Unfortunately, hernot-so-great work habits resulted in aGPA of 3.3, which is below UGA's average. Using our admissions calculator, we can see that If she alsogets 1290on her SAT's, she has only a 17% chance of getting into UGA. But, if she busts her derriere over 3-4 monthsto get a 1450, her chances of getting in go up to almost 50! Tosee how your chances to get into the University of Georgia would change if you GPA stayed the same but your SAT scores goes up, check out our UGA admissions calculator. To find our admissions tools for other schools, just Google "[name of school] admissions prepscholar" (for example, "UCLA admissions prepscholar"). Boost 2: Hype Your Non-Academic Skills and Talents It makes no sense to judge a fish by its ability to climb a tree - so admissions officers don't judge applicants only on their academics. If they did, they would miss applicants who have other amazing qualities. Do You Already Do Remarkable Extracurricular Things? Do you play sports at a very high level? Are you deeplyinvolved in theater, music, or the visual arts? Do you hold an unusually important leadership position in any clubs or organizations? Do you spend your free time building impressive things like robots, buildings, or vehicles? Are you an entrepreneur who has started a business or two? If you have skills and talents that don't show up on your transcript, make sure your application makes a big deal out of theseother accomplishments.Colleges will be impressed and can even infer that spending so much time on your other talents may have caused your grades to fall a bit. Can You Start Doing Remarkable Extracurricular Things? If you're a junior or have the summer before senior year, it's not too late to improve your extracurricular depth. Figure out what you're interested in and good at, and try to take it to the next level. Read our guide to getting into the top schools in the country for more examples of how to do this. Anotherway to show off your non-academic talents is to take a gap year between high school and college. However, this only makes sense if you have an opportunity for really meaningful travel, an internship, or a job that will make you a more appealing applicant. So, taking a year off to surf is probably not the best idea. But, taking a year off to teach English to kids in Ecuador or to participate in AmeriCorps could be just what your application - and your sense of personal achievement and maturity - needs. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Boost 3: Amaze With Your Essay The third key element of your college application is the essay. Imagine it: a space reserved just for your voice, where you get to define yourself and what is important to you! Just how important is the essay? Dean Fred Hargadon, who was the head of admissions at Princeton when I went there, could remember off the top of his head what each admitted student's essay was about! To set your application apart, consider writing about: How excited you are about studying X The talents, strengths, or challenges that aren't in your transcript If you need help getting started, check out our step-by-step guide to writing an outstanding college essay. Sometimes complicated situations have simple explanations. Can You Explain Your Low GPA? Sometimes your GPA is low because of circumstances outside your control. If this is the case you can use the rest of your application to explain and give context. Was There a Crisis in Your Home? When you or your family undergoes a period of personal, financial, or health-related upheaval, it's perfectly understandable that your grades could slip. For example, in 10th grade I became verydepressed when my parents got divorced, and my grades that year were B’s and C’s. Junior year, I brought my grades up, got excellent test scores, and wrote an essay explaining how hard it was to suddenly have to live alonefor weeks on end while my mom traveled for her job. My high school counselor also explained the situation, and I ended up going toPrinceton. Colleges are happy to take these kinds of events into consideration, so let them know the difficulty you overcame or are still facing: First, write an excellent essay explaining what happened Then, make sure your recommendation letter writersalso mention these extenuating circumstances Did You Attend a Failing or Underperforming School? Unfortunately, not all high schools can provide a great education. If you went to a school that did not have enough resources, look into programs that cater specifically to students whose circumstances have not allowed their potential to develop. Two examples are: TheNorthern Illinois University Deacon Davis CHANCE Program TheUniversity of Minnesota’s TRIO Program They will all get you there eventually. Is There Another Way to Get a College Degree? If boosting your GPA, raising your test scores, or highlighting your extracurriculars all seem out of reach, you can pursue alternative paths to get a college degree. Split Up Your College Experience One option is to transfer from a lower tier college to a higher tier one after one or two years.If you would rather not figure out the logistics of this yourself, consider starting with a community college. Some state universities now offer "2+2" Programs, affiliating themselves with community colleges so that students can earn an associate degree and then get guaranteed admission to the state university. The advantage of these programs is that you will have advisers keeping you on the right track for your major and course of study. One example isthe 2 Plus 2 Plan at the University of Iowa. To find others, search for "[your state university name] 2+2 program." Four-Year College Options There are many schools that will accept students with a very low GPA, and even some that will accept anyone who applies. For example, check out this list of the easiest colleges to get into. What's Next? Ready to raise your SAT or ACT scores? Start with PrepScholar’s best SAT advice and best ACT advice. Got high your SAT/ACT scores, but still struggling with a lagging GPA? Learn what to do about it here. Need to get a handle on the college application process? This infographic lays it all out for you. Excited to build a dynamic college application? Here is advice onhow to make yourself sound competitive anywhere. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: