Enviromental Science Speech or Presentation Example | Topics and Well Written Essays - 750 words

Enviromental Science - Speech or Presentation Example The 'decline and fall' of Easter Island and its alleged self-destruction has become the poster child of a new environmentalist historiography, a school of thought that goes hand-in-hand with predictions of environmental disaster. The researchers dispute that the claim that Easter Island's human inhabitants were responsible for their own demise. Jared Diamond shares an exceptional view point in Easter Island case. In his book1 he says that the people of Easter Island destroyed their forest, degraded the island's topsoil, wiped out their plants and drove their animals to extinction. Helping its readers conclude, that the collapse of the Easter Islands was a man-made end. However, comparing the similar situation to today's scenario, something similar is at our end. We may not know that we are suffering the heat due to the endurance in man, but when it gets killing, by then it would be too late. The self-inflicted environmental devastation in the Easter Island, caused its complex society collapsed, also descending into civil wars, cannibalism and self-destruction. Something much similar to today's 'commercial' wars with nothing but a global existence of man eating man.Diamond's theory of ecocide was an actual genocide terminated Rapa Nui's indigenous populace and its culture that became almost paradigmatic in environmental circles, a dark and gory secret hangs over the premise of Easter Island's self-destruction. Lipo thinks the story of Easter Island's civilization being responsible for its own demise might better reflect the psychological baggage of our own society than the archeological evidence. Now, let's look up at another example which is the on-going deforestation of the Amazon rain forest. Between May 2000 and August 2005, Brazil lost more than 132,000 square kilometers of forest-an area larger than Greece-and since 1970, over 600,000 square kilometers (232,000 square miles) of the Amazon rainforest has been destroyed.2 NASA satellite data are giving scientists insight into how large-scale deforestation in the Amazon Basin in South America is affecting regional climate. Researchers found during the Amazon dry season last August, there was a distinct pattern of higher rainfall and warmer temperatures over deforested regions. Some 14,754 sq km (9,170 square miles) of jungle was lost in 2003, according to the Brazilian government.3 The dramatic impact on the Amazon is reflected through the fires and the climate change. The Amazon is losing its green and the drought there is making it become dangerously and highly inflammable. Researchers and Scientist believe that if fires continue in the Amazon, 50 per cent of the Amazon could simply dissipate into smoke. It was also recorded that the humidity levels in the Amazon were recorded highest in 2005. We all want to develop. Develop from complexity to luxury. But it is not that all development needs to be non-eco friendly. In such immediate crisis where the world is crashing down to multi million pieces, it is sustainable development which comes most handy. Solar panels for household electricity, solar cookers to avoid over usage of LPG, filters for industrial chimneys and household, saving electricity, saving water, planting trees as much as possible, creating household dumps in your backyards to recycle organic waste, lesser usage of plastics etc are some ways to develop more constructively. No doubt it takes a lot of time and

International Trade and Finance Speech Research Paper

International Trade and Finance Speech - Research Paper Example macro economy. 1. What happens when there is a surplus of imports brought into the U.S.? Cite a specific example of a product with an import surplus, and the impact that has on the U.S. businesses and consumers involved. There are two common things that happened when there are surplus imports in the US economy namely: The domestic producers tend to experience low sales volume and lower incomes (Sherman & Hunt, 2008). This is because imported goods tend to be sold at lower price in the domestic market than locally manufactured goods (Sherman & Hunt, 2008). On the other hand, locals consumers tend to enjoy low prices charges as imported goods are sold at reduced prices relative to locally manufactured products (Sherman & Hunt, 2008). In above connection, when imports are higher than exports then an economy is said to be experiencing unfavorable balance of trade (Lasher, 2010). Examples of products that have a surplus import include: oil product, clothes and electronic items (Sherman & Hunt, 2008). It was reported that the US economy imported several barrels of petroleum oil and gases from countries like; China Iraq, Japan to name just but a few. This has made the prices of oil to escalate causing suffrage to the locals (Sherman & Hunt, 2008). ... For example in 2007, exports were 12% while imports were 16% this led to a decrease in GDP growth rate (Economy Watch, 2010). Therefore, International trade affects domestic markets into two major ways namely; it help to broaden domestic market as more business venture are being established (Economy Watch, 2010).Secondly, it has led to closure of local markets because they sell their products cheaply than domestic markets (Van & Lewer, 2007). University students like me have been adversely affected by international trade in the sense that there has been a lot of cultural and technological exchange with the foreign students. This has led to positive trade balance (Van & Lewer, 2007). 3Â · How do government choices in regards to tariffs and quotas affect international relations and trade? The application of tariffs and quotas involves placing trade restrictions to the foreign countries on the quantity of imports (Lake & Powell, 1999). Normally, tariffs’ and quotas are employed by countries in attempt to protect domestic industries, consumers and infant industries (Lake & Powell, 1999). This means that application of quotas and tariffs creates trade barriers between the countries, and therefore, preventing free and fair trade among countries (Lake & Powell, 1999). This may further affect international relationship by creating enemity as trading countries retaliate against each other by placing the same barriers in return (Lake & Powell, 1999). 4Â · what are foreign exchange rates? How are they determined? Exchange rates refer to the rate at which local currencies are exchanges with foreign countries (Rosenberg, 2003). The rates may determined by the market forces commonly known as; demand and supply market forces. Whereby, when there is

Effects of Viewpoints on Childcare Health Practice

Effects of Viewpoints on Childcare Health Practice Naela Mahboob How do ideas about childhood and families influence practice? When looking at ideas of childhood and families we bring in various views of how practitioners and professionals can help in supporting their needs in living a good and healthy lifestyle. The main aim is to ensure that development is being promoted and that every child is included within our society. The studies give information for human/childhood behaviour, attitudes, thought patterns, predictions, age range, gender and even cultural data; which in return allow programmes to be developed towards certain age group, gender, culture and ethnicity. The study of childhood behaviour and family is the baseline study from which theorists develop their theory. One of the main theoretical frameworks used to identify childhood and family behaviour is the social constructionism theory. Through social constructionism we are able to analyse our understanding of children and families in order to help, use and create an in depth knowledge in our work with children. It is stated that ‘Social constructionism provides us with a theoretical tool that can help us look at concepts like ‘childhood’ and how these concepts inform thinking, shapes our institutions and inform policy and practice’ (K218, Learning Guide 4, Section 4.3). It is a framework that helps us to understand ideas about childhood and families and in ways in which we can improve practices with them. With frameworks as such a more positive view is taken and the importance of families and children is taken at a high standard, tackling all issues and influe ncing practices deeply. Socially constructed views can have a huge effect on practice as it allows practitioners to be able to identify in depth any arising issues and to be able to find various methods and techniques to resolve them. In order to provide good practice it is necessary to ensure that the child’s needs are put first and are met to the highest ability. In order to put the children’s needs first, practitioners need to provide scaffolding for them ensuring they fully understand the child and are aware in detail of the support that is required. Many emotional strings are attached when working with children as they are vulnerable and unaware of life situations and these ideas give practitioners stronger connections in the way they work with them. It is stated, (K218, Learning Guide 4, Section 4.3) that ‘these social constructions of children are powerful – as many of us feel very strongly when we see images of children and young people in positions of vulnerabilityâ€℠¢. Working in an environment with children creates a raft of new ideas as day to day issues may arise, which in time help in overcoming barriers, developing a better working environment. As well as this due to the lack of resources within families, many of them struggle with stress and poor mental health. Therefore practitioners should prioritise children’s health and wealth being and also guide parents by working with them to access outside support and make use of resources that are accessible to them. The involvement of parents in their child’s education is vital as they have the responsibility to influence there learning by showing support at home and taking part in educational needs. Children with no support from families are vulnerable of becoming a part of the communities’ dangerous socialites. Clearly indicting, ‘A social constructionist argument here is that, the language we use actively constructs and produces the social world in which we live’(K218, Learning Guide 4, Section 4.3). The idea now of bringing agencies to support the home and child in achieving an education has increased. Further guidelines and procedures have been put in place to reach out to parents as well as to influence children in working towards leading a good life and successful future, ensuring now that the child becomes a vital member of society. With this in place, parents are trained to contribute fully, in creating a safe environment for their children, by attending works hops, open days and parent’s evenings. Working alongside families is a crucial aspect when dealing with and taking care of children. Parents, guardians and carers play a vital role in the wellbeing of their children and they must be included within every aspect and decision making any practitioners make, with regards to their children. Practitioners have a duty of providing ongoing support to families when needed in difficult situations. It is specified that, ‘it is important that practitioners are able to assess families where there are difficulties and respond appropriately’ (K218, Learning Guide 5, Section 5.5). Thus, good practice such as observing the interactions between children and parents and also observing they live and work in. must be portrayed by practitioners to influence children’s development, so that, parents are able to take good care of the upbringing of their children. This also helps pupils develop and exceed in their own educational attainments and future wellbeing. However, the main challenges for practitioners are working and dealing with parents who are difficult or unwilling to engage with services. In many situations parents disagree with the support them or their children are being given, leading to conflicting issues. There are many reasons as to why families refuse to participate with the services, which can cause several problems for practitioners in helping them maintain their lifestyles and resolving any issues they may be facing. It is identified (K218, Learning Guide 5, Section 5) ‘working with children, young people and families inevitably involves working with families who are experiencing difficulties, and practitioners need to develop the knowledge and skills to work with these families’. A number of families may feel that they know what is best for their children and therefore are not in need of any help. As well as this many have a lack of trust in the ‘systems’ put in place, which may be due to previ ously bad experiences. To influence practices these issues need to be taken into consideration by practitioners and the knowledge of these situations needs to be a key principle. Over the years, there have been many labels attached to the concepts of childhood and families. The most common label attached to children is disability. The idea of labelling influences practice vastly when working with children and families, as being labelled as disabled often leaves children feeling separated and being looked upon differently within the society, meaning parents needing extra support it taking care of their children. ‘Supporting families where there is an identified need means working with the family as a whole rather than focusing on the needs of one member as opposed to another, although practitioners still have an obligation to assess the needs of the child’ (K218, Learning Guide 5, Section 5.4). In certain circumstances a lot of responsibility comes on the practitioners as they have to work closely alongside the family and a lot of other professionals to ensure the children are developing both mentally and physically. Those with disabilities are in need of extra attention and the need to feel included in order for them to cope. The impact this has on the child’s life can be minimised and improved through resources and professional support from practitioner agencies. The surveillance of children, young people and families has a huge impact on influencing practice. There are many advantages of the use of surveillance, through surveillance we are able to monitor families and children and identify problems they may be facing. One of the main advantages is being able to observe in detail the development of children ensuring that they are protected from any harm. Garret, 2004 ‘links the increased surveillance of children not only to the belief that children need to be protected, but also to the belief that young people need to properly prepared for the world of work, so that they can function in the ‘flexible’ labour market’ (Arai, 2011) As well as this families health and wellbeing can also be closely monitored and with the information given, sufficient amount of support can be provided. With this idea there are also some implications which families go through. One of the main issues is the pressure practitioners, families a nd children face in being looked upon continuously. If a family has been assessed as being in need of monitoring they then have to go through a lot of procedures and regular visits being observed thoroughly. With the use of social constructivist frameworks and through intense studies, programmes are piloted and when deemed successful it is then used in all institutions, via insets/training. Piloted scheme are used quite often base from studies conducted from different childhood experiences and a variety of families situations. Recently, awareness has been raised with the major changes families and children face. ‘These changes in society, family structure, attitudes and practice mean that children and young people have diverse experiences of family life’ (K218, Learning Guide 5, Section 5.2). With this board pictures and feedback from surveys, it is tailor made and created into programmes from life cases studies. Without ideas/cases studies from those areas the programmes are not reliable and success isn’t certain. One of the key challenges is responding to diversity in parenting within practice and assessment. Diversity is sometimes a difficult concept for practitioners to deal with. It is stated ‘Practitioners need to think carefully about the assumptions they make about people to make sure they treat everyone with respect and work to promote equality in the treatment and opportunities offered to all children, young people and families’ (K218, Learning Guide 6, Section 6.1). To influence practice it is necessary that practitioners promote equality and diversity within the working environment. In the Leith example we saw how, due to the social and economic changes, a more diverse community had been created in which children and young people were growing up in. The media as we know plays a huge part in exposing information and opinions on children and young people. The way in which they are seen, often has a huge impact on the way they are treated and taken care of, when working with them. To be able to work effectively with them practitioners need to adapt a positive approach and can influence the decisions taken on their behalf and how the rest of the community see them. ‘Participation involves sharing images and headlines about children and young people as well as discussing discourses of childhood and youth’(K218, Learning Guide 4, Section 4.4). The media can help in reminding people that children deserve to be respected and are permitted to equal rights as well as raising an awareness of their needs. Through the media, we are able to visualise children in depth, showing a clear understanding and seeking out ways to tackle difficult issues in order to influence practice. To be able to work effectively with them practitioner s need to adapt a positive approach by allowing the opportunity for them to be able to speak up for themselves. Our ideas of childhood and families come across a variety of experiences brought forward throughout the centuries. Working alongside families and their children has now become a central focus in ensuring their needs are being fulfilled. Many codes of practice, frameworks and guidelines have been set out to ensure good practice is being influenced conducted across all institutions to send forth a uniformed approach to the people being serviced. The change in perspective and thought about childhood and families, when designing service plans, the need of the individual, educational programme, and policy and funding decisions. In the delivery of a quality service, practitioners have to put them self aside; their crucial thinking, the way of doing things in order to best understand the people they service. With regards to the cultural differences studied, the practitioners now develop an in depth understanding behind their actions. This eliminates stereotypes and al service providers to e mbrace the diversity of young people’s cultures. References Arai, L. (2011) ‘The Surveillance of children, young people and families’ in O’Dell L. and Leverett S. (eds) Working With Children and Young People, Basingstoke, Palgrave Macmillan/ Milton Keynes, The Open University. Kellett, J. and Apps, J. (2011) ‘Assessments of parenting and parenting support need’; in K218 Reading, Working with Children, Young People and Families, Milton Keynes, The Open University. The Open University (2011) K218 Working with Children, Young People and Families, Learning Guide 4 ‘Children, young people, childhood and youth’, The Open University, https://learn2.open.ac.uk/ mod/oucontent/view.php?id=573719 [Accessed 29 December 2014] The Open University (2011) K218 Working with Children, Young People and Families, Learning Guide 5 ‘Children, young people’s and families’ wellbeing’, The Open University, https://learn2.open.ac.uk/ mod/oucontent/view.php?id=604592 [Accessed 29 December 2014] The Open University (2011) K218 Working with Children, Young People and Families, Learning Guide 6 ‘Diversity, inequalities and rights’, The Open University, https://learn2.open.ac.uk/mod/ oucontent/view.php?id=580650 [Accessed 29 December 2014]

Essays --

In this paper I will be discussing the topic of if being a Leader is natural or if a Leader can be made. If leadership can be taught, there are several ideas that have to be done. First there would have to be leadership teachers, or people who have some sort of knowledge of leading and can teach this to others. Second, someone would need to want to learn and believe that leadership education can help them become a leader. In my opinion I believe a leader is born and is someone who just has the instincts to lead others or take charge of a situation. I believe that there are classes that can help people become more secure in interacting with others and working in certain situations that can help them manage, But when the going gets tough I think that someone that has just been taught certain traits will not be able to handle the heat. A Leader in my opinion just has the instincts to adapt to all situations and deal with it the best way possible. Some ideas that someone can become or be taught how to be a leader are that you just need the proper teachers or strategy, for example the U...

Discrimination and the Voting Rights Act of 1965 Essay

The South was racially biased for years after the Civil War. The Southern states would create legislation to enact â€Å"Jim Crow† laws upon the black community. Segregation was at its peak in the United States and the black community had been oppressed long enough. Conforming to the segregated South only caused hostility. The government that recognized blacks as members of society ignored them. In fact, the government that could protect the black community from the violence incurred by terrorist groups was often members of the groups themselves. Rebellion was the only and final option. In order for the Voting Rights Act of 1965 to be ratified by Congress, the black community needed to rebel against the â€Å"Jim Crow† laws of the South, the violence invoked by hate organizations, as well as (with assistance from white college students) the hypocrisies of the United States government. Jim Crow became a general term used in the South to refer to the segregation and discrimination laws that affected African-American life. The name originated from â€Å"an 1832 song called Jump Jim Crow by Thomas Rice† (Hillstrom 9). The song may have been named after a slave that Rice knew or from the expression â€Å"black as a crow†. The main purpose of Jim Crow laws was to segregate and disenfranchise the black community. During the Jim Crow era, â€Å"various states passed laws that banned blacks from hospitals, schools, parks, theaters, and restaurants† (Hillstrom 9). In all cases, the facilities marked colored  were noticeably inferior to the whites. Many cities and states would ratify their own specific Jim Crow laws. Some laws such as blacks having to cross the street when a white woman, on the same sidewalk, was walking toward them or â€Å"maintaining a separate building, on separate ground, for the admission, care, instruction, and support of all blind persons of colored or black race† (Bell 4) were absurd. In the summer of 1955, a 14-year-old boy was brutally beaten and killed for allegedly whistling at a white woman. The husband and brother-in-law of the woman were charged with murder but were acquitted of all charges after only sixty minutes of deliberation. In an interview months later, with protection from the Constitutional clause of double jeopardy, both brothers openly admitted, without remorse, to maiming and killing the boy. The quick deliberation and acquittal outraged the country and helped to energize the Civil Rights Movement. The Jim Crow laws were progressively getting worse for the black community. Lawmakers needed to be black, or abolitionists, in order for the laws to change. Rebellion by way of the ballot box was the answer. In The United States, the democratic process is supposed to allow voters a chance to correct social injustices. Citizens within the black community should have the ability to vote black candidates into office. Blacks could elect city council members, mayors, judges, and even state representatives. But in Mississippi the people in power, all of whom were white, denied blacks the opportunity to vote. The white community believed that if blacks achieved the right to vote, they would make up the majority. The black majority would force out the racist whites from power and change the social injustices. Mississippi Senator Eugene Bilbo stated, â€Å"If you let a few (blacks) register to vote this year, next year there will be twice as many, and the first thing you know, the whole thing will be out of hand† (Aretha 20). The black community needed to vote in order to achieve change. Without the right to vote, segregation and the disenfranchisement of African-Americans would cease to change. The southern-white lawmakers created a complicated system to keep African-Americans from voting. â€Å"White local and state officials systematically kept blacks from voting through formal methods, such as poll taxes and literacy tests† (Summer 1964). The literacy test prevented even educated African-Americans from achieving voter registration. The test required voters to â€Å"read and interpret a section of the state constitution to the â€Å"satisfactory† of the registrar† (Aretha 21). This allowed â€Å"white registrars to decide whether or not a person passed. Most blacks, even those with doctoral degrees, failed† (Cozzens 1). Fear was a constant tactic for the racist south. Black applicants â€Å"had to give, under oath, information about his or her address, employment, and family members. This information would then be given to the applicants employer, the KKK, and other organizations† (Let Freedom Ring 149). Having the bravery to rebel against society, by registering to vote, caused many blacks to fear retaliation from the KKK and their employer. In the post-Civil War era many white Southerners resented the changes imposed by the Union. In the years during Reconstruction, terrorist groups sprang up all over the south. The Ku Klux Klan (KKK) and the White Citizens Council, â€Å"the uptown Klan†, which was often made up of sheriffs, doctors, lawyers, and even mayors, quickly gain thousands of members across the south. The KKK had four explicit tactics in their war against blacks, â€Å"First was cross burning, second would be the burning and dynamiting of houses and buildings, third was flogging, and the Fourth was extermination† (Watson 143). In 1964, a single Mississippian county had â€Å"37 churches and 30 black homes and businesses were firebombed or burned, and the cases often went unsolved† (Summer 1964). Hate crimes were becoming increasingly common and extremely brutal throughout the South. The black community needed and sought change. After many years of brutality and hatred, many blacks believed they were inferior to whites. To combat the inferiority thought, Bob Moses created â€Å"Freedom Schools† and community centers open to the black community. â€Å"The community centers would offer facilities limited by the Jim Crow system: libraries, arts and crafts, daycare, and literacy classes† (Burner 124). Freedom Schools taught students African-American history and current events. Moses saw the Freedom Schools â€Å"as an opportunity to teach the â€Å"politics of Mississippi† and begin to build a core of educated leadership in the state† (Burner 124). Members of SNCC and CORE believed that rebellion was a necessity, and rebelling with nonviolent methods would allow the nation to see the atrocities inflicted in the south. In order to gain momentum, the black community needed assistance from the federal government and the national media. The Student Nonviolent Coordinating Committee (SNCC) came to the forefront for reform. In 1961, seven blacks and six whites tested the federal law, which called for the desegregation on interstate travel. Called the Freedom Riders, thirteen people â€Å"rode buses into the south, daring the federal government to enforce the law. The Freedom Riders were arrested in North Carolina, beaten by mobs in South Carolina, and saw their buses fire bombed in Alabama† (Watson 24). The thirteen men rode into the south with whites sitting in the back of the bus, the blacks in the front, and would use the same facilities at bus stations as stated by federal law. James Farmer, one of the thirteen riders and the director of CORE (Congress of Racial Equality) stated, â€Å"We felt we could count on the racists of the South to create a crisis so that the federal government would be compelled to enforce the law† (Cozzens 1). The rebellion of the thirteen brave men to ride into the south created the national media attention the activist desperately needed. The national media started to show the country how hypocritical the United States had become. Men of many races fought for their country in a time of war, but came home to a country that was at war within itself. In the early 1960’s, the black community rebelling for equal rights began to capture the attention of Americans across the country. 1964, a presidential election year, was a pivotal time to rebel for the African-American right to vote. For generations the south held a dominant Democratic Party. Rebelling against the injustices set by the â€Å"whites-only† Democratic Party could only be changed by use of the ballot box. Bob Moses, a member of SNCC, decided to send volunteers into Mississippi to register voters. The voter registration drive came to be known as â€Å"Freedom Summer†. Bob Moses outlined the goals of Freedom Summer as to increase black voter registration and to organize a legally constituted â€Å"Freedom Democratic Party† to compete with the whites-only Democratic Party. Moses instructed recruits, â€Å"Don’t come to Mississippi this summer to save the Mississippi Negro. Only come if you understand, really understand, that his freedom and yours are one† (Aretha 41). To achieve the attention of the national media, Moses and other members of SNCC decided to recruit white college students from the north. â€Å"Violence against Northern Whites would at least get Mississippi on the nightly news† (Rachall 173). Children of the dominant social class, rebelling against their parents and the accepted society of the south, in fact attracted national attention. Moses stated, â€Å"These students bring the rest of the country with them. They are from good schools and their parents are influential. The interest of the country is awakened and when that happens, the government responds† (Aretha 30). Rebelling against the hypocrisies of their nation, their parents, and even society, white college students came by the hundreds to volunteer for â€Å"Freedom Summer†. Volunteers went to Oxford, Ohio, currently the campus of Miami University, for a weeklong orientation. Volunteers were not going to be paid and would need to support themselves. They were told to bring money for living expenses, bail, and even medical bills if necessary. The volunteers had to be prepared for death. James Forman, of SNCC, told the volunteers, â€Å"I may be killed, you may be killed, the whole staff may be killed† (Cozzens 3). The students were told that if arrested, go to jail quietly. The authorities would have cause to react violently if volunteers were to resist. The national media and the south would exploit the aggression and discredit the actions of a nonaggressive rebellion. Rebellious college students used Hitler and Mussolini’s ideologies, fascism and the idea of a united master race, as a direct correlation to what was happening to blacks in the South. World War II was only twenty years prior and the Cold War was just beginning. Many Americans still held hostility towards Germany and the idea of racial class distinctions. The spread of communism and Nuclear War were constant backdrops to every evening newscast. If the United States could announce to the world their â€Å"Policy of Containment† then the world should hear about hypocrisy within the United States. The Blacks and volunteers used the memories of the war to prove how fascist ideas were being entertained. Rebelling and protesting would allow the world to see the deceitful ways America. In June 1964 rebellion against hate crimes, voter rights, and the segregation of blacks was underway. A Michigan State student said of their arrival in Mississippi, â€Å"The greyhound bus dropped us off on a residential street, we had no idea where we were. Almost immediately we found ourselves being circled by pickup trucks with rifles and big dogs in the back† (Aretha 47). Jane Adams, Southern Illinois University, stated, â€Å"Mississippi had geared up for war. They saw us as invaders coming in for a complete assault on their way of life. Everybody on both sides expected that there would be a bloodbath. We all expected we could die† (Aretha 47). Two white men and a black man rebelling against southern society were easy targets for police. Two white men, Michael Schwerner and Andrew Goodman, as well as a black volunteer James Chaney were last seen going to a bombed out church to offer their condolences to the congregation and to offer their assistance with the investigation. The men disappeared after being singled out by the racist authorities. The next day, staff called police when the three men failed to check in at their headquarters. The police, often members of the KKK, often used their authority to invoke fear into both black and white volunteers. KKK pamphlets declared, â€Å"We are now in the midst of the long, hot summer of agitation which was promised to the Innocent People of Mississippi by the savage blacks and their communist masters† (Watson 142). After the disappearance of Schwerner, Goodman, and Chaney, President Johnson and the FBI became involved. The story of the missing, as well as the peaceful rebellion, quickly gained national attention. Two of the men’s skin color became a key factor for the instant media. Rita Shwerner declared, â€Å"We all know that the search with hundreds of sailors is because my husband and Goodman are white. If only Chaney was involved, nothing would have been done† (Rachal 168). The media may have not paid much attention if only a black man went missing. The media told the story of the missing men on nationally televised nightly newscasts and public outcry immediately followed. Finally the south received assistance from the federal government. Lyndon Johnson sent hundreds of men from the military to search for the three men. As the search went on, the Mississippi Governor and a member of the White Citizens Council exclaimed, â€Å"Of course I don’t approve of murder, but those kids were asking for trouble† (Aretha 50). The shot and beaten bodies of the missing men were found after a month. It later surfaced that the local police arrested the three men for speeding. After dark, the police released the men to the KKK. Eighteen men were originally arrested but only a few were convicted and served light sentences. Finally in 2005, 41 years after the murders, Edgar Ray Killen was convicted of manslaughter and sentenced to three life sentences, without the possibility of parole, to be served in succession. After the deaths of Schwerner, Goodman, and Chaney was the perfect time for blacks to rebel louder. To achieve the voting rights for the segregated community, the rebellious blacks and whites created a stronger alliance than ever before. By coming together, the black community showed America that the rebellion would not end until equal rights and the ability to vote was achieved. The summer of 1964 became the high water mark for equal rights in America. â€Å"Freedom Summer† along with nonviolent protests across the south lead to the signing of Section 2 of the Voting Rights Act of 1965. The Voting Rights Act â€Å"prohibits voting practices or procedures that discriminate on the basis of race, color. Discrimination to voting applies nationwide to any voting standard, practice, or procedure that results in the denial of the right of any citizen to vote. Section 2 is permanent and has no expiration date† (Section 2). Rebellion was a necessity to end the disenfranchisement of the African-American community. Rebellion for the black community was not to conform to the racist south, but to consciously do the opposite. Without rebellion and bravery the south may have never changed. Volunteer Bruce Hartford professed, â€Å"We used to say: If you don’t like the history they’re teaching you in school, go out and make some of your own† (Aretha 35).

The Family Is an Ideological Construction That Perpetuates Patriarchy. Discuss.

The family is a repressive and ideological construction that perpetuates patriarchy. Discuss. Families could be described as one of the most basic forms of social organisation. Look almost anywhere in the world and you will find some form of family unit. This has happened arguably through reproduction, humans have drives and sexual needs which result in the creation of a new life, which to begin with, is completely helpless and dependant for a long period of time. The family is almost universal; the only exception to this would be communes. Functionalists agree that the family is a primary social organisation and that it does serve the purpose of integrating further generations into society with cultural values and norms. Functionalists believe that the family carry out the role of socialisation, which is the backbone of most societies. This leads to an efficient economy and social order. Functionalists say that the family satisfies the basic physical and emotional needs of humans. Murdock (1949) claimed that the family performs four basic functions in all societies; sexual, reproductive, educational, and economic. He believed that no other institution matches the efficiency of the nuclear family and therefore contributes to its universality. Talcott Parsons argued that primary socialisation of children and the stabilization of the adult personalities were common to the family in all societies, not just American. There are criticisms of the functionalists view on the family. Functionalism ignores alternative family structures, and ignores functional alternatives to the family. Further to this Marxist, Feminists, and Post Modern Sociologists do not accept that the family performs particular functions on its own in isolation of other institutions. Marxists say that the family is a major prop for the capitalist economy. They believe that women reproduce future generations of workers alongside providing unpaid domestic labour. Women are very much seen as servants to capitalism. Traditionally they stay at home and encourage children to study and enter employment. Further to this families are the central units of consumption in modern societies. We buy houses, cars, material possessions, and holidays. Zaretsky (1976) argues that in modern capitalist society the family creates the illusion that the private life of the family can be separated from other aspects of life like economy. He believed that the family cannot provide for the psychological and personal needs of individuals. It cushions the effects of capitalism on individuals while perpetuating the system. However this cannot compensate for the general alienation and lack of fulfilment produced by capitalism. Modern Marxist accounts of the family emphasise not only its structural features, but also its function in socialising children into the ideology of society. Marxists believe that this is simply a way of continuing the narrow standards of capitalism. Where functionalists like Murdock and Parsons see this socialisation process in the family as a healthy adjustment to the surrounding social relationships, the Marxist tends to see it as the manipulation of the child’s personality to ensure that it remains in line with the social and economic system. The family is both the institutional and psychological model for social organisation associated with an unequal distribution of wealth and power and the domination of one section of society by another. Marxism offers an explanation for the exploitation of women by men. This is that the family affords opportunities for men to compensate for their real lack of power in capitalist society by exercising domination over their households and their female partners. The role of the male in the family disguises the exploitative nature of the economic system as a whole. Marxists recognise the exploitation of women in marriage and family life but emphasises the relationship between capitalism and the family rather than the family’s effect on women. Feminism stresses the exploitation of women as a key feature of family life. Feminism has had the most influence on the study of the family since the 1960’s. They are highly critical of the family and emphasize the harmful effects of family life upon women. It is argued that through the production of labour power the family produces and rears cheap labour at minimal costs to capitalists, as well as acting as an emotional support, absorbing frustrations of working in the capitalist system, therefore reducing the revolutionary potential. Radical feminists describe the family as an economic system characterised by the domination and exploitation of women by men. It typically features a male head of household who has ultimate control of family resources and is the final decision-maker. Women assume by far the greater responsibility for household tasks as unpaid labourers, provide sexual services for the head of household and bear and rear his children. In addition, they assume the overwhelming share of tasks like caring for old and disabled family members. The contributions made by women to family life are thus far greater than those made by men. Even where the woman happens to be the ‘breadwinner’ she bears a disproportionate burden of housekeeping and is responsible for providing emotional support to the male head of the family. There is a good deal of common ground among feminists, though the ideology is characterised by disagreement, but most feminists agree that sexual inequality is not simply natural, it is also highly political. Female oppression operates in all walks of life, including conditioning in the family, the result of stereotyping. So the traditional divide between ‘public man' and ‘private woman' is unacceptable. Gender is a significant social aspect, like class, race or religion. It is caused by patriarchy, the dominance of men over women in a relationship of power. The dominance of men in the family symbolises male supremacy in all other institutions. Sex and gender should not be confused. Biologically, only women can be mothers, but they don’t have to accept the responsibilities of motherhood – nurturing, educating and raising children by devoting themselves to home and family. Sex refers to unavoidable biological differences; gender, on the other hand, is a cultural term and refers to the different roles that society gives to men and women. The overall goal of feminism is the overthrow of patriarchy and the ending of sexist oppression. Liberal feminists place the emphasis upon legal and political equality for women. They have pursued an equal rights agenda, and generally in a very pragmatic way. They want women to be able to compete on equal terms with men in every area of public life; there is no question of women being superior or entitled to favourable treatment. Hence the stress is on female emancipation, equal rights and opportunities. Socialist feminists argue that these equal rights mean little unless women also enjoy social equality. This means that they address issues such as the ownership of property, the differences in pay and mployment opportunities for men and women, and the distinction between wages labour and unwaged labour for women. So ‘difference' is linked to patriarchy, seeing it as a manifestation of oppression and subordination. Radical feminists believe ‘the personal is the political'. They are primarily concerned with equality in family and personal life. Equality must therefore operate with respect to childcare and other domestic responsibilities, as well as with respect to control of one's own body, and individual sexual expression and fulfilment. The stress is more on difference than on equality – the very idea of equality is misguided since it implies that women would then be ‘male identified' in that they define their goals in terms of what men are or what men have. Women should instead recognise and celebrate the distinctive features of the female sex; the stress is on women's liberation. Clearly, if feminists wish to make permanent long-term changes with respect to the position of women in this society they face the challenge of creating new values with respect to gender and passing these values on to their children. But it is not so clear what the values are that feminists would wish to pass on to their children. An easy answer would be to say general ideas of gender equality. But the deeper we probe, the more complex this issue becomes. What are the specific values that feminists wish to pass on to their children about the structure of the family? Are feminists willing to say that the enemy is patriarchy? And if so, what exactly does this mean, both as a theoretical and a practical matter? The word â€Å"family† covers such a broad spectrum of different things, and is victim to cultural relativity. I would say that the nuclear family was definitely an ideological construction. Ann Oakley (1982) said that the conventional family is nuclear families composed of legally married couples, voluntarily choosing the parent hood of one or more children. I think Oakley’s idea of the family is very ideological. Leach (1967) called this the â€Å"cereal packet† image of the family. Advertisers cling mercilessly to family imagery for selling all kinds of products. The constant use of women in adverts for cleaning products is a good example of repression. Adverts often show fathers coming home from work to a beautiful wife, immaculate home, well behaved children, and a hearty meal on the table. I think this view is archaic in many senses, but also rings very true in millions of households today. Some women aspire to this dream; we all know that life isn’t quite like the adverts, the problem being that we don’t find that out till afterwards! The family is to some extent a repressive and ideological construction, but as long as there is male dominance in other social institutions, this will continue. I would say that the family isn’t as repressive today as it once was. In most modern societies, women can have children and have a career, although this is still somewhat of a blurry area with negative stigma. Further to this there has been a sharp rise in the number of single parent families, which are predominantly headed by women. I do believe the family is ideological; it can’t always be as clear cut because people face different personal circumstances. Households will continue to be male dominated for hundreds of years to come, men are seen as more economically valuable than women, and this can be seen in salary differences. Until the world and media extinguish the onslaught of family propaganda through the media, our children, and perhaps even our children’s children will grow up with the notion of a patriarchal society. References 1. Sociology Themes & Perspectives (seventh edition) Haralambos & Holborn 2. www. sociology. org. uk 3. Psychology- The Science of mind and behaviour Richard Gross 4. www. wikipedia. co. uk 5. Class Notes 6. http://www. educationforum. co. uk/sociology_2/FamilyDiversitycauses. htm

Waste Management individual coursework The WritePass Journal

Waste Management individual coursework Brief overview Waste Management individual coursework , p. 71). The management of waste through proper disposal or recycling is important in protecting the environment. Engineering has a great role in ensuring sustainable use of natural resources and environmental protection. Mechanical engineers are actively engaged with how the society uses natural resources. It discovers, designs, maintains, improves and repairs machineries like cars, airplanes and industrial equipment which human beings depend on for their daily lives (Wang Koh 2010, p. 49). In the future, mechanical engineering will deliver solutions that will sustain and protect the existence of man on the planet. There are two major ways in which engineering can help in mitigating the problem of waste management which are preventing waste in engineering and management of waste. The next section will look at the two methods, their advantages, disadvantages and cases where they have been used successfully. Waste prevention (Designing out waste in mechanical engineering) Green manufacturing is an emerging concept in engineering that aims to achieve sustainable development in the manufacturing industry. Dornfeld (2010, p. 56) defines green manufacturing as the creation of manufactured products that use processes that conserve energy and natural resources, are non-polluting and are economically safe and sound for users. There is an increasing need for mechanical engineers and engineering in general to innovate new ways of creating products that minimise waste of resources. Rynn (2010, p. 87) asserts that for mechanical engineering to be able to design products that are friendly to the environment, issues of sustainability should be part of all the decision making processes in engineering. This covers all the steps from product design to its end life and after that the needed efforts in regaining its value rather than disposal. The main objective for green manufacturing is to produce products that can be remanufactured, recycled or reused. As such green manufacturing process reduces the environmental impact of a manufacturing process than it was in the past. Green manufacturing systems include measures to reduce the volume of hazardous waste produced, change the energy mix to include the use of more renewable resources and cut down the volume of coolant consumed in the manufacturing process. The other measure that reduces waste of resources is lean manufacturing which has been successfully used by Toyota in its manufacturing plants. The lean manufacturing system as used by Toyota managed to reduce seven types of wastes in the company’s manufacturing process. Toyota reduced overproduction, inventory, transportation, motion, over processing, defects and waiting times (International Conference on Mechanical Engineering and Green Manufacturing Li 2010, p. 77). Most of these wastes are related to the des ire to minimise the environmental impacts of the manufacturing process. For instance, a reduction in the waiting times saved company resources like lighting and air conditioning. Many machines used in the production process consume a lot of energy even when not processing any products. As such the idle time used for allowing the smooth flow of products wastes a lot of energy. The lean manufacturing processes, initiatives, strategies and techniques are advantageous in terms of reducing operational costs and also aim at boosting, restoring and significantly improving organisational competitiveness. Lean manufacturing reduces the manufacturing time by eliminating the wastes in the manufacturing process. A reduction in manufacturing time leads to a subsequent reduction in operational costs in the form of labour, energy and other utilities. In so doing, it helps organisations in retaining, maintaining and significantly increasing their revenues, widening their margins and generation of savings from lowering costs. Lean manufacturing helps companies in saving space which raises the levels of efficiency and savings. According to Davim (2013, p.64), lean manufacturing has a potential of increasing the productivity of a company by approximately 75% to 125%. This is because the elimination of wastes and any other unnecessary practices at the workplace assists the e mployees to work without distractions and in so doing maximise output. The elimination and reduction of waste in the production process helps the companies in increasing earnings and profits by reducing wasteful use of resources. In addition to this, the elimination of unnecessary tasks and job positions helps companies in reducing labour expenses and in return increase their earnings (Skrabec 2013, p. 33). Despite the aforementioned benefits that come with lean manufacturing, there are various barriers that prevent organisations from fully implementing it in their manufacturing processes. The capital cost requirements of emission control and waste management are extremely high with long payback period (Worrell Vesilind, 2012, p. 88). This makes it very difficult for most companies as this translates into higher product prices which would drive away potential customers. In other instances the capital input exceeds the direct economic gains thus frustrating the successful implementation of green manufacturing. The other barrier is that the manufacturing industry relies on certain technologies and processes that may cause undesirable effects but cannot be ignored like the volatile organic compound used in automotive manufacturing. Waste management (use of recycling and reuse) Waste management entails reducing the amount of waste that the manufacturing industry disposes on the environment (Kühnle 2010, p. 96). In reusing and recycling of waste products, the manufacturing industry reuses old or waste products to produce new products. Waste management reduces environmental pollution, energy usage, air pollution, water pollution and consumption of fresh raw materials by reducing the reliance on conventional waste disposal (Hesselbach Herrmann 2011, p. 54). The manufacturing firms should therefore aim at reducing waste at each and every phase of the production process. The first step is to identify the areas where waste is high in the manufacturing process and then find out what needs to be recycled using cost benefit analysis. Nikon has successfully managed to do this and is recycling its wastes to produce new products. Recycling of old products is important because it helps in environmental conservation. Reusing of resources relaxes the strain placed on natural resources which are increasingly getting depleted. The other advantage of recycling old products is that it reduces energy consumption (Shina 2008, p. 65). The manufacturing process uses large amounts of energy in processing the raw materials into finished products. Recycling helps the manufacturing companies in minimising energy consumption which is important for massive production like refining and mining. In addition to this, it also makes the production process effective in terms of cost which raises the margins for the manufacturers (Association for Manufacturing Excellence 2008, p. 162). Although product recycling is very beneficial to the manufacturers, there are some barriers that hamper the successful implementation of recycling old products in the manufacturing process. The first barrier is that the recycling process is not always cost effective because at times companies are forced to open up new factories thus raising their operational costs (Wang et al 2011, p. 22). A new factory by itself may even cause more pollution in terms of transportation, cleaning and storage. Other than operational challenges, the other major limitation of recycling is that the recycled products are not always as durable as the original products. Products made from trashed waste are cheap and less durable and may not generate sustainable revenue for organisations like other products. Key lessons learnt and how these can be used to improve the future Both lean manufacturing and waste reuse are important in reducing wastes that emanate from the manufacturing processes. Lean manufacturing should be used in eliminating wastages in the production process in order to ensure that organisations minimise operational costs. However, the findings reveal that both methods should be implemented in the manufacturing process in order to improve the waste management in mechanical engineering. Key conclusions and recommendations Waste management should be included in all the stages of the manufacturing process in order to ensure sustainability in engineering. Owing to the fact that the quality of recycled products is often lower than the other original products, it is recommendable to embrace lean manufacturing in order to ensure that wastages are eliminated in the production process. References Association for Manufacturing Excellence (U.S.) (2008). Green manufacturing: Case studies in lean and sustainability. New York: Productivity Press. Davim, J. P. (2013). Green manufacturing processes and systems. Heidelberg: Springer. Dornfeld, D. (2010). Green Manufacturing: Fundamentals and Applications. Berlin: Springer US. Hesselbach, J., Herrmann, C. (2011). Glocalized Solutions for Sustainability in Manufacturing: Proceedings of the 18th CIRP International Conference on Life Cycle Engineering, Technische Universität Braunschweig, Braunschweig, Germany, May 2nd 4th, 2011. Berlin, Heidelberg: Springer Berlin Heidelberg. International Conference on Mechanical Engineering and Green Manufacturing, Li, S. (2010). Mechanical engineering and green manufacturing: Selected, peer reviewed papers from the International Conference on Mechanical Engineering and Green Manufacturing (MEGM) 2010, November 19-22, 2010, in Xiangtan, China. Stafa-Zurich: TTP, Trans Tech Publications. Kühnle, H. (2010). Distributed manufacturing: Paradigm, concepts, solutions and examples. London: Springer. Rynn, J. (2010). Manufacturing green prosperity: The power to rebuild the American middle class. Santa Barbara, Calif: Praeger. Shina, S. G. (2008). Green electronics design and manufacturing: Implementing lead-free and RoHS-compliant global products. New York: McGraw-Hill. Skrabec, Q. R. (2013). The green vision of Henry Ford and George Washington Carver: Two collaborators in the cause of clean industry. New York: Productivity Press. Wang, L., Koh, S. C. L. (2010). Enterprise networks and logistics for agile manufacturing. London: Springer. Wang, L., Ng, A. H. C., Deb, K., SpringerLink (2011). Multi-objective evolutionary optimisation for product design and manufacturing. London: Springer. Worrell, W. A., Vesilind, P. A. (2012). Solid waste engineering. Australia: Cengage Learning.