Changing Rights and Freedoms of Aboriginal People Free Essays

Since the European invasion in 1788, Aboriginals have been treated poorly by the Australian government and have struggled to retain their rights and freedoms. Conflict emerged as the British colony expanded and Aboriginal land was taken from them. Due to conflict between the Aborigines and the British settlers, they were treated poorly and were refused rights and freedom. We will write a custom essay sample on Changing Rights and Freedoms of Aboriginal People or any similar topic only for you Order Now They were at risk under unfair industrial relations processes where they were not awarded equal pay, poor access to housing and reasonable living conditions, and on-going discrimination in Australian society. Overtime, aborigines contested leading to the change unequal government policies allowing them to obtain land rights, the reconciliation after issue with the stolen generation and the 1967 referendum which resulted with the inclusion of aborigines in the Australian constitution. There were many changes in the government policies overtime from initially being paternalistic to reconciliation. â€Å"Protection† was the first policy introduced relating to Indigenous people. It started due to the reduction in the Aboriginal population, and a growing consciousness of the general mistreatment of Aboriginal people. While this policy of protection commenced from 1869 to 1937, many civil rights of the aborigines were negated by the government. The Government were in control of the movement of Aboriginal people, leisure and sporting activities, work, earnings and possessions of Aboriginal people and marriages and family life. Continuing difficulties and criticisms of the treatment of Aboriginal people lead to the policy of â€Å"Assimilation† being introduced. In 1937 the commonwealth Government held a national conference on Aboriginal affairs. According to this new policy of ‘assimilation’, Aboriginal people would lose their identity but have their ‘status’ raised. The Assimilation Policy meant that the Aboriginal people were forced to stop the practices of their culture and adopt the culture and lifestyle of the white Australians, or the ‘majority’. Discrimination continued against the aboriginals and racism continued to spread, resulting in the eventual end of this policy in 1965. After the failure of the assimilation policy, the Commonwealth Government announced its policy of â€Å"Integration† in 1965 and then did little towards it. The policy meant that Indigenous Australians would be able to voice and openly celebrate their cultural differences. Aboriginal people are supposed to have more control over their life and society. The introduction of the policy self-determination was followed not long after. This was a policy of facilitating Indigenous people’s involvement in decision making for and management of their community. With this policy many aboriginal organisations developed to assist Aboriginal people to acquire land, to engage in business enterprises and to obtain finance for housing and other personal needs. On 2 September 1991, the federal Parliament unanimously passed the Council for â€Å"Reconciliation† Act. The Act established the 25-member Council for Aboriginal Reconciliation. The Council lobbied for recognition of customary law, self-government for Indigenous Australians, compensation for past injustices, a settlement of native title issues and recognition within the Constitution of Indigenous people’s rights. Reconciliation awaits the achievement of justice with regard to Indigenous land rights and to equity with other Australians in health, living conditions, education and employment. It was the final step towards improving equality within Australian society. The Indigenous Australian children known as the â€Å"Stolen Generations† were the result from a policy introduced in 1901. It was a dark time in Australian history where aboriginals were denied their rights and freedoms. This policy allowed children of Indigenous Australian and European descent to be removed from their families by the Australian Federal and State government agencies and church missions, under acts of their respective parliaments. This act was seen as an act of protection of Indigenous Australian children. These children were known as the stolen generations. The forced removal of Indigenous Australian children from their families was an official government policy designed to ‘assimilate’ or ‘breed out’ Indigenous people. It was estimated that 100,000 Indigenous Australian children were taken from their families and raised in homes or adopted by white families, up until the 1960s. Many of these children suffered abuse in their adoptive or foster homes and was not allowed to complain. Not only that the abduction was traumatic for the children, but also for the families, they were too, physically, psychologically and emotionally harmed. And by the late 1980’s, many of these children from the stolen generation lost their links with family and land, lost their understanding of kinship and missed out on being educated in the language, culture and traditions of their people. Many cultural and spiritual ties were crippled not only for the individuals, but families and even the whole communities. Change of rights and freedoms of Indigenous Australians was said to be the influence of the 1967 referendum. It was a vote that approved two amendments to the Australian constitution relating to Indigenous Australians. The 1967 Referendum proposed to include Aboriginal people in the census and to allow the Commonwealth government to make laws to improve rights and freedoms for Aboriginal people. On 27 May 1967, 90. 77% of Australian voters recorded the largest ever ‘Yes’ vote in a referendum to alter the Australian constitution. This referendum finally enabled Aboriginal people to be counted in the national census and to be subject to Commonwealth laws, rather than just state laws. On 10 August 1967 the act changing the Constitution became law in Australia. The Aboriginals worked hard and protested to achieve this, but many were disappointed prior to the 1967 referendum, not much changed for them and did not reduce the inequality. The referendum did not carry out their commitments in improving health, housing, employment and education for the Indigenous people. Though it was not as effective as it was thought to be, it was a large contribution in their fight for equal rights and freedom and the beginning of reconciliation. The change of equal rights and freedom for Aboriginals was a long and hard process. Indigenous Australians were treated poorly since 1788 settlement with unfair industrial relations processes where they were not awarded equal pay, poor access to housing and reasonable living conditions, and on-going discrimination in Australian society. It has taken many decades for any real change around land rights, discriminatory practices, financial assistance and preservation of cultural heritage to occur. Though many changes in rights and freedoms of aboriginals have been made, there are still many issues unsolved and will be a long time before they do. But so far, compared to a few decades before, Aboriginals have accomplished and gained many rights and freedoms since the British Settlement in 1788. How to cite Changing Rights and Freedoms of Aboriginal People, Papers

Changing Rights and Freedoms of Aboriginal People Free Essays

Since the European invasion in 1788, Aboriginals have been treated poorly by the Australian government and have struggled to retain their rights and freedoms. Conflict emerged as the British colony expanded and Aboriginal land was taken from them. Due to conflict between the Aborigines and the British settlers, they were treated poorly and were refused rights and freedom. We will write a custom essay sample on Changing Rights and Freedoms of Aboriginal People or any similar topic only for you Order Now They were at risk under unfair industrial relations processes where they were not awarded equal pay, poor access to housing and reasonable living conditions, and on-going discrimination in Australian society. Overtime, aborigines contested leading to the change unequal government policies allowing them to obtain land rights, the reconciliation after issue with the stolen generation and the 1967 referendum which resulted with the inclusion of aborigines in the Australian constitution. There were many changes in the government policies overtime from initially being paternalistic to reconciliation. â€Å"Protection† was the first policy introduced relating to Indigenous people. It started due to the reduction in the Aboriginal population, and a growing consciousness of the general mistreatment of Aboriginal people. While this policy of protection commenced from 1869 to 1937, many civil rights of the aborigines were negated by the government. The Government were in control of the movement of Aboriginal people, leisure and sporting activities, work, earnings and possessions of Aboriginal people and marriages and family life. Continuing difficulties and criticisms of the treatment of Aboriginal people lead to the policy of â€Å"Assimilation† being introduced. In 1937 the commonwealth Government held a national conference on Aboriginal affairs. According to this new policy of ‘assimilation’, Aboriginal people would lose their identity but have their ‘status’ raised. The Assimilation Policy meant that the Aboriginal people were forced to stop the practices of their culture and adopt the culture and lifestyle of the white Australians, or the ‘majority’. Discrimination continued against the aboriginals and racism continued to spread, resulting in the eventual end of this policy in 1965. After the failure of the assimilation policy, the Commonwealth Government announced its policy of â€Å"Integration† in 1965 and then did little towards it. The policy meant that Indigenous Australians would be able to voice and openly celebrate their cultural differences. Aboriginal people are supposed to have more control over their life and society. The introduction of the policy self-determination was followed not long after. This was a policy of facilitating Indigenous people’s involvement in decision making for and management of their community. With this policy many aboriginal organisations developed to assist Aboriginal people to acquire land, to engage in business enterprises and to obtain finance for housing and other personal needs. On 2 September 1991, the federal Parliament unanimously passed the Council for â€Å"Reconciliation† Act. The Act established the 25-member Council for Aboriginal Reconciliation. The Council lobbied for recognition of customary law, self-government for Indigenous Australians, compensation for past injustices, a settlement of native title issues and recognition within the Constitution of Indigenous people’s rights. Reconciliation awaits the achievement of justice with regard to Indigenous land rights and to equity with other Australians in health, living conditions, education and employment. It was the final step towards improving equality within Australian society. The Indigenous Australian children known as the â€Å"Stolen Generations† were the result from a policy introduced in 1901. It was a dark time in Australian history where aboriginals were denied their rights and freedoms. This policy allowed children of Indigenous Australian and European descent to be removed from their families by the Australian Federal and State government agencies and church missions, under acts of their respective parliaments. This act was seen as an act of protection of Indigenous Australian children. These children were known as the stolen generations. The forced removal of Indigenous Australian children from their families was an official government policy designed to ‘assimilate’ or ‘breed out’ Indigenous people. It was estimated that 100,000 Indigenous Australian children were taken from their families and raised in homes or adopted by white families, up until the 1960s. Many of these children suffered abuse in their adoptive or foster homes and was not allowed to complain. Not only that the abduction was traumatic for the children, but also for the families, they were too, physically, psychologically and emotionally harmed. And by the late 1980’s, many of these children from the stolen generation lost their links with family and land, lost their understanding of kinship and missed out on being educated in the language, culture and traditions of their people. Many cultural and spiritual ties were crippled not only for the individuals, but families and even the whole communities. Change of rights and freedoms of Indigenous Australians was said to be the influence of the 1967 referendum. It was a vote that approved two amendments to the Australian constitution relating to Indigenous Australians. The 1967 Referendum proposed to include Aboriginal people in the census and to allow the Commonwealth government to make laws to improve rights and freedoms for Aboriginal people. On 27 May 1967, 90. 77% of Australian voters recorded the largest ever ‘Yes’ vote in a referendum to alter the Australian constitution. This referendum finally enabled Aboriginal people to be counted in the national census and to be subject to Commonwealth laws, rather than just state laws. On 10 August 1967 the act changing the Constitution became law in Australia. The Aboriginals worked hard and protested to achieve this, but many were disappointed prior to the 1967 referendum, not much changed for them and did not reduce the inequality. The referendum did not carry out their commitments in improving health, housing, employment and education for the Indigenous people. Though it was not as effective as it was thought to be, it was a large contribution in their fight for equal rights and freedom and the beginning of reconciliation. The change of equal rights and freedom for Aboriginals was a long and hard process. Indigenous Australians were treated poorly since 1788 settlement with unfair industrial relations processes where they were not awarded equal pay, poor access to housing and reasonable living conditions, and on-going discrimination in Australian society. It has taken many decades for any real change around land rights, discriminatory practices, financial assistance and preservation of cultural heritage to occur. Though many changes in rights and freedoms of aboriginals have been made, there are still many issues unsolved and will be a long time before they do. But so far, compared to a few decades before, Aboriginals have accomplished and gained many rights and freedoms since the British Settlement in 1788. How to cite Changing Rights and Freedoms of Aboriginal People, Papers

Social Systems Essays - Structural Functionalism,

Social Systems WHAT ARE THE MOST IMPORTANT FEATURES OF THE CONCEPT OF A SOCIAL SYSTEM? A social system as a concept in sociological theory is one of great importance and indeed necessary. As a theoretical concept and component of theoretical explanation, it highlights the intricate nature of the society we live in. (Craib 1992) Talcott Parsons, a dominant functionalist theorist, focused much of his work on the concept of a social system. (Water 1994) Such a concept is indeed synonymous with his work. Whilst there is no universal sociological definition of the concept, Parsons defined a social system as: a plurality of individual actors interacting with each other in a situation which has at least a physical or environmental aspect, actors who are motivated in terms of the tendency to the optimization of gratification and whose relation to their situations, including each other, is defined and mediated in terms of a system of culturally structured symbols. (cited in Wallace & Wolf 1999) In order to fully grasp the features of Parsons' social system it is necessary to examine such a concept in the context of his all-embracing system theory, or more in particular his theory of action. However, theoretical vices become apparent, thus it is imperative to briefly address the concept from an alternative perspective, such as Dahrendorf's theory, in order to highlight varying features of the concept of a social system, but also the interpretative nature such a concept entails. Therefore this essay primarily will deal only with those highlights or 'features'. From a functionalist perspective, society is viewed as a system insofar as it is made up of parts, which mesh together. The basic unit of analysis is society, and its various parts are understood primarily in terms of their relationship to the whole. (Craib 1992) The early functionalists often drew an analogy between society and organisms, such as the human body. Such an analogy involves the understanding of any organ of the body and its relationship to other bodily organs, and in particular its contribution to the maintenance of the body organism as a whole. (Haralambos & van Krieken & Smith & Holborn 1996 p, 673)) In the same way, an understanding of any part of society requires an analysis of its relationship to other parts, and most importantly, of its contribution to the maintenance of society. (Haralambos et al 1996 p, 673) As can be deduced from the above definition, Parsons takes a similar approach to the concept of a social system. Sociological perspectives are well known for their penetrating breadth, but also for their high level of abstractness, which may often have led to more confusion than clarification in discussing their relevance. ( Deflem 1998)This is in fact a foundational feature of the concept of a social system, as well as most theoretical concepts, whereby the intricateness and complexity of the concept immediately becomes apparent. The abstractness therefore accentuates the inability to grasp its features at face value without delving further in to Parsons' system theory. (Craib 1992) Parsons posits that the most empirically significant sociological theory must be concerned with complex systems, that is systems composed of many subsystems. The primary empirical type reference is to society, which is highly complex. (Craib 1992) He understands a modern social system to be a distinct entity, different from but interdependent with three other action systems or subsystems. Those of the culture system, personality system and the behavioural organism system. (Waters 1994) Each system contributes specialised functions to any other subsystem as well as to the entire social system. Parsons' functional references diverge from the structural components in a dynamic direction and serve the purpose of integrating, mediating between the system's structure and that imposed by environing systems. (Collins 1988) Parsons attributes the functions of adaptation (A) to the behavioural organism, goal attainment (G) to the personality system; integration (I) to the social system; and latency (L) to the cultural system. (Collins 1988) The structural elements of social system are treated as constants over certain ranges of variation. These four types of independently variable components include role (A), collectivity (G), norms (I) and value (L). (Waters 1994) These roughly cover the social structure from individual to social system and form the fundamental integrating principle in society.

What Is Emory Pre-College Program Should You Apply

What Is Emory Pre-College Program Should You Apply SAT / ACT Prep Online Guides and Tips In this guide, I'll be discussing the Emory Pre-College Program, a summer program for high school students located at Emory University. The program allows students to take college-level classes (either for credit or non-credit) while living on campus at Emory or commuting. There are several subprograms under the Emory Pre-College Program (EPCP) umbrella, and while you can read all about it on the programwebsite, someinformation can be difficult to track down. For this reason, I’ve gathered all the necessary program information (details about the program, application information, cost, and more) and put it into this easy-to-read guide. I’ve created a Table of Contents so you can findeachsection if you’re only interested in a specific topic; however, I recommend reading the entire guide. Please note thatthis information is up to date for the Summer 2016 program, but program details may change for following years. What Is the Emory Pre-College Program? What Do You Do in the Program? Why Should You Attend? How To Apply and Application Requirements How Much Does It Cost? Tips on How to Get In Featured Image: Christopher Octa/Flickr What Is the Emory Pre-College Program? What Do You Do in the Program? The Emory Pre-College Program is a program for high school juniors and seniors that offers a preview of college life. Each year around 300 participants take classes and live on Emory’s campus in the dorms (you can also choose to commute) throughout the summer. There are threecourse options for program participants. You can choose to take two-week non-credit courses, six-week credit courses (only offered to commuters), or a three-week institute. What Are the Similarities and Differences Between These Program Options? For students in all threeprograms, you are only allowed to take one class per two, three, or six-week term. However, if you have the time and money, you can enroll in anadditionalterm and take an additionalcourse/institute at that time. For the two-week non-credit courses and three-week institutes, students have the option to commute or live on campus.Studentshave class 9-11:30am Monday-Friday. After class, students have lunchthenhave free time or optional activities (such as volunteer opportunities or Atlanta area excursions) from 1-4pm. In the late afternoon (4-5:30), students participate in college prep courses (known as College 101) that teach students about topics such as the college application process, financial aid, and picking a college major. After College 101, there is dinner, followed by free time or optional activities such as movie screenings or group outings to a Braves game. Curfew is at 11 pm on weekdays and midnight on weekends. On Saturdays, students in the two-week non-credit course program participate in afull day of pre-planned activities in the Atlanta area. On Sundays, students have free time with optional activities available. For the six-week credit courses, all students must commute, but they're invited to participate in all the optional social activities mentioned above (Atlanta outings, screenings, etc.).Students' schedules vary by the class they choose to take.Students will be enrolledalongside Emory undergraduates andare subject to the same academic requirements as Emory undergraduates. Thesix-week credit course will count towards your futurecollege academic record, which includes yourcollege GPAand college transcript.Your Emory transcript will needto be submitted when you apply to college. Who’s Eligible for the Program? The basic application requirements for all applicants are: Be rising high school juniors orseniors who will be at least 15 years old by the program orientation date.(If you’ve already graduated from high school, you’re ineligible.) If you’re applying to participate in a lab science course, you must be at least 16 years old by the program orientation date. Have a minimum of a 3.0 GPA. If you’re an international student, you’re only eligible for the non-credit courses or institutes, and you also must meet the following qualifications: If English isn’t your first language, you must submit a TOEFL score and score close to 100 on the internet-based test. Other recognized English language qualification test scores, such as the Cambridge exams, may also be submitted. Have a valid passport. Have health insurance. What Are the Program Dates for Summer 2016? The programs dates for Summer 2016 vary by subprogram (two-week non-credit courses, six-week credit courses (only offered to commuters), or a three-week institute). Some subprograms such as the two-week non-credit courses and six-week credit courses are offered multiple times during Summer 2016. However, the different sessions have different course offerings, so look into the courses offered during each session before choosing your session date. (NOTE: the course offerings for 2016 haven't been posted yet.) Session A (two-week non-credit course): June 20 - July 1, 2016 Session B (two-week non-credit course): July 5 - July 15, 2016 Session C (two-week non-credit course): July 18 - July 29, 2016 Three-week non-credit institutes: July 5 - July 22, 2016 Session 1 (six-week credit course): May 16 - June 24, 2016 Session 2 (six-week credit course): June 27 - August 5, 2016 Why Should You Attend the Emory Pre-College Program? I’ve broken down the pros and cons of Emory's pre-college programbelow. Pros of the EPCP Test out Emory to see if it’s the right college for you. Take college courses: figure out what you might be interested in majoring in (you’d be surprised, you could find out you hate Art and want to study Biology or vice versa). Also, if you attend the 6-week program, you can get college credit. If residential, experiment with living away from your parents for the first time and gain some independence. Receive help with the college application process from Emory experts. Have a prestigious program on your resume for your college applications. If you have a positive experience with your Emory professor, you can get a letter of recommendation for your college application. These pros are useful no matter where you end up going to college, so the Pre-College program can be beneficial even if you aren't interested in or certain you want to attend Emory. Cons of the EPCP Expensive,although there is some financial aid available (I discuss the cost and financial aid below). While many program participants do go on to attend Emory, there is no guarantee of admissions and no guarantee that participating will better your chances of admission. I’d highly recommend doing the Emory Pre-College Program if you can afford it and it works withyour summer schedule. I participated in a similar program at UCLA, and the program allowed me to figure out whether I was interested in attending UCLA (which I found out I wasn’t) and what kind of coursework I wanted to pursue. How To Apply and Application Requirements You apply directly to your program of choice, either the two-week non-credit courses, six-week credit courses, or three-week institute.If you’re interested in more than one program, you can apply to multiple prorgams but will need to submit a separate application for each. Applications are accepted on a rolling basis beginning in January, butstudents hoping to receivefinancial aid (which I’ll discuss more in-depth below) should apply before the preferred financial aid deadline: April 1.While the final application deadline for Summer 2016 has not yet been decided, the Pre-College program suggests you apply early as housingis limited for the program. This suggestion seems to indicatethe earlier you apply, the more likely you'll be accepted. Program administrators will review your application and notify you via email of acceptance into the program.I spoke to someone at Emory'sPre-College office who said they look to accept students into the Pre-College programwho would be qualified to attend Emory University.Not everyone who applies will be accepted. I'll give tips on how to get acceptedbelow. The application requirements for all applicants (US International for all programs) are: $70 non-refundable application fee (paid by credit card when you apply online). Completedonline application questionnaire (asks for demographic, parent/guardian, and educational information). Submission ofan official high school transcript (which must include your grades from 9th grade through the fall of your current school year). If you’ve attended more than one high school, you will need to submit transcripts from both schools. An SAT or ACT score report sent to Emory, if available. If you haven’t yet taken the ACT or SAT, you can submit your PSAT score or PLAN report. One recommendation from a teacher or counselor (through the online portal). You’ll need to submit the teacher/counselor's name, email, and phone number for them to complete the recommendation. Additional international applicant requirements: Submission ofan official secondary school transcript with certified English translations. In your recommendation, your teacher or counselor must state your English language proficiency level. Submission ofa writing sample. TOEFL score report from ETS (Educational Testing Service). A Skype interview may also be required. How Much Doesthe Emory Pre-College Program Cost? The exact cost of EPCP varies by program and whether you’ve decided to live on campus or commute.NOTE: Commuter costs cover the cost of all programs and off-campus events. Residential fees additionally cover room, board, and three daily meals. I’ve provided the breakdowns below: Two-Week Non-credit Course Commuter $2,694 Residential $3,851 Institute (noncredit, three weeks) Commuter: $3,941 Residential: $5,851 Six-Week Credit Course (Commuter only) Three Credit Course $4,389 Four Credit Course $5,817 Remember, on top of these fees, there is a $70, non-refundable, application fee. There is also a required $350 deposit thatis non-refundable and must be paid upon acceptance into the program to secure enrollment. Is There Financial Aid? How Do You Apply? Yes, there is financial aid available, but it is only available to US Citizens or Permanent Residents and will not cover the full cost of the program. Awards range from $500 to $1000, depending on financial need and academic merit. How do you apply for financial aid?You must first complete your Emory Pre-College application and submit the $70 application fee (there is no application fee waiver available).In addition, to be considered for financial aid, you need to submit the following before April 1st, 2016: The two-pagePre-College Program Financial Aid Application (NOTE: the link is to the summer 2015 financial aid application; the summer 2016 financial aid application will not be available until January 2016) Your parents' 2015 tax returns Submit these materials either with the rest of your application or mail or fax themseparately to the Emory Pre-College Program. Fax: 404-727-6724 Address: Emory University Pre-College ProgramCandler Library, Suite 200Mailstop: 1580-002-2AA550 Asbury CircleAtlanta, GA 30322 Who Qualifies for Financial Aid? According to the Pre-College Program website, â€Å"Awards will be primarily based on demonstrated financial need and academic merit will be a secondary consideration.†Both your financial aid application (including household income, household size, and cost of attendance to your specific subprogram) and your academic history (including transcript, test scores, and teacher/guidance counselor recommendation) will be considered whendeciding if you get financial aid and how much aid you receive. Tips on How to Get In As I mentioned above, not everyone who applies to the program will be accepted. While the Emory Pre-College office doesn't publish their acceptance rate, I spoke to the Emory Pre-College office, and they said they look to accept students into the Pre-College programwho would be qualified to attend Emory University. Therefore, if you’re dying to get into the EPCP, you should try to get your GPA and scores close to (or better yet above) the GPA and score of Emory’s freshmen admits.The 25th/75th percentile average unweighted GPA for Emory’s admitted freshmen is typically 3.70 – 3.97. The 25th/75th percentile SAT score was 2020–2260, and the 25th/75th ACT score was 30-34. If you don’t meet these qualifications, don’t freak out. You’re applying for the Pre-College Program, not to Emory College, so you’ll still have a chance of admission to the Pre-College Program with lower test scores and a lower GPA. However, to have the best chance of acceptance, you’ll want to improve your test scores and GPA. While you may not have a lot of time before applying, there are ways to raise your GPA fast.If you haven’t taken the SAT or ACT yet or already took the one of the testsbut scored low, we have guides to help you raise your low ACT score or SAT score. Since there is no essay or personal statement to show who you are and your desire to do the program, your transcript, scores, and letter of recommendation need to show what a stellar student you are. For your recommendation, make sure you get the best letter you can. Check out 4 amazing example letters and 3 bad examples. What’s Next? Learn about the college application process: How To Do College Research Right: Step-By-Step Guide Complete Strategies: Common App Essay Prompts (2015-16) How to Pay for College: A Complete Guide Want to improve your SAT score by 240 points 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. 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How Can an English Literature Course Help Me to Write a Worthy Paper

How Can an English Literature Course Help Me to Write a Worthy Paper How Can an English Literature Course Help Me to Write a Worthy Paper? WhÃ'â€"lÐ µ wrÃ'â€"tÃ'â€"ng Ã' Ã ¾mÐ µÃ'• nÐ °turÐ °llÃ'Æ' to some Ã'€Ð µÃ ¾Ã'€lÐ µ, others have tÐ ¾ mÐ °kÐ µ Ã' Ã ¾nÃ'•Ã' Ã'â€"Ð ¾uÃ'• Ð °nd concentrated Ð µffÐ ¾rts to craft a worthy paper. It doesn’t concern Ð ¾nlÃ'Æ' thÐ µ wÐ ¾rdÃ'•, but Ð °lÃ'•Ð ¾ the fÐ ¾rmÐ °ttÃ'â€"ng, spelling Ð °nd grÐ °mmÐ °tÃ'â€"Ã' Ã °l Ð µrrÐ ¾rÃ'• thÐ °t Ð ¾ftÐ µn overfill the students Ð µÃ'•Ã'•Ð °Ã'Æ'. There is a numbÐ µr of rÐ µÃ °Ã'•Ð ¾nÃ'• fÐ ¾r thÃ'â€"Ã'•, hÐ ¾wÐ µvÐ µr they Ã' Ã °n be Ã' Ã ¾rrÐ µÃ' tÐ µd effortlessly wÃ'â€"thin a short period Ð ¾f time. In the case of containing a lot of mistakes, the Ð µÃ'•Ã'•Ð °Ã'Æ' could nÐ ¾t receive a good mark. It Ã'â€"Ã'• important tÐ ¾ make Ã'•urÐ µ that Ð °nÃ'Æ'thÃ'â€"ng frÐ ¾m a paper title to a full blown rÐ µÃ'•Ð µÃ °rÃ' h Ã'€Ð °Ã'€Ð µr Ã'â€"Ã'• Ã' Ã ¾rrÐ µÃ' t and rÐ µÃ °dÃ'• wÐ µll. English Literature Helps Students who have taken a course in English literature face these issues less or do not suffer from these problems at all. Why? Because they have been exposed to so many literary works that you can be assured, they can tell you even more on how to write a perfect paper. The Power of Reading Now taking an English Literature course provides you with a number of benefits. It is known that people, who read a lot, train their memory so that they can keep everything in mind. Moreover, their vocabulary is much more spread than a common student’s one is. They may even do not now all the rules on how to write properly, but they do this automatically. Such a course certainly helps them write more creatively and be more aware of the common errors and how to avoid them. Once you have read many books written by great writers, on different styles and on different issues, your mind is more open to new ideas, how to describe emotions, how to use the right word at the right time. What is most important, it teaches you how to be a lot more engaging with what you are writing about. Logical sequences and well-constructed sentences help to maintain the interest of the reader. As a result, your chances of submitting a worthy paper are far greater. Here are some common errors that can occur in the submitted term papers: Spelling Using spell check is not 100% reliable. Sometimes the context of the sentence can confuse the logic of a computer program. Be aware. Improper Person AlmÐ ¾Ã'•t every Ã'•tudÐ µnt hÐ °Ã'• a problem wÃ'â€"th writing Ã'â€"n the wrÐ ¾ng Ã'€Ð µrÃ'•Ã'€Ð µÃ' tÃ'â€"vÐ µÃ'• at Ã'•Ð ¾mÐ µ Ã'€Ð ¾Ã'â€"nt or another. It Ã'â€"Ã'• a Ã' Ã ¾mmÐ ¾n Ã'€rÐ ¾blÐ µm, and Ã' Ã °n bÐ µ addressed with a lÃ'â€"ttlÐ µ bit of undÐ µrÃ'•tÐ °ndÃ'â€"ng. ThÐ µ two most Ã' Ã ¾mmÐ ¾n Ã'€Ð µrÃ'•Ã'€Ð µÃ' tÃ'â€"vÐ µÃ'• for wrÃ'â€"tÃ'â€"ng are thÐ µ first Ð °nd third Ã'€Ð µrÃ'•Ð ¾n. Fragments and Run-On Sentences Students commonly fÃ'â€"nd themselves Ð µÃ'â€"thÐ µr wÃ'â€"th a lÐ ¾ng wÃ'â€"ndÐ µd Ã'•Ð µntÐ µnÃ' Ã µ Ð ¾r ones thÐ °t are nÐ ¾t Ã' Ã ¾mÃ'€lÐ µtÐ µ ideas. ThÃ'â€"Ã'• Ã'â€"Ã'• a vÐ µrÃ'Æ' Ã' Ã ¾mmÐ ¾n Ã'€rÐ ¾blÐ µm Ð °mÐ ¾ng professional wrÃ'â€"tÐ µrÃ'•. GÐ µnÐ µrÐ °llÃ'Æ', individuals would Ð µÃ'â€"thÐ µr have trÐ ¾ublÐ µs wÃ'â€"th Ð ¾nÐ µ or the Ð ¾thÐ µr, but Ã'â€"n Ã'•Ð ¾mÐ µ cases bÐ ¾th Ã'â€"Ã'•Ã'•uÐ µÃ'• Ð °rÐ µ a problem. Not Proofreading PrÐ ¾Ã ¾frÐ µÃ °dÃ'â€"ng Ã'â€"Ã'• nÐ ¾t Ð °ll that fun Ð °nd no Ð ¾nÐ µ lÃ'â€"kÐ µÃ'• doing Ã'â€"t, but Ã'â€"t Ã'â€"Ã'• really important for a wÐ µll wrÃ'â€"ttÐ µn paper. AÃ'• wÐ µ Ã'€Ð ¾Ã'â€"ntÐ µd out earlier, Ã'•Ã'€Ð µll check does nÐ ¾t Ã' Ã °tÃ' h Ð µvÐ µrÃ'Æ' tÃ'Æ'Ã'€Ð µ Ð ¾f Ð µrrÐ ¾r that Ã' Ã °n bÐ µ fÐ ¾und in typical wrÃ'â€"tÃ'â€"ng. It takes only a fÐ µw mÃ'â€"nutÐ µÃ'• to rÐ µÃ °d Ð ¾vÐ µr to make sure thÐ °t thÐ µÃ'Æ' Ð °rÐ µ complete thÐ ¾ughtÃ'•, have thÐ µ Ã' Ã ¾rrÐ µÃ' t wÐ ¾rdÃ'• and mÐ °kÐ µ Ã'•Ð µnÃ'•Ð µ.

Orgnaizational Behavior Essay Example | Topics and Well Written Essays - 2500 words

Orgnaizational Behavior - Essay Example In general leadership refers to the use of non-coercive influence techniques. It is important to distinguish a leader from a dictator. Whereas dictators get others to do what they want by using physical coercion or by threats of physical force, leaders do not (Greenberg and Baron, 2003: pp 471). From the definition it is clear that leadership involves the exercise of influence for the purpose of attaining group or organisational goals. In other words, leaders focus on changing those actions or attitudes of their subordinates that are related to specific goals. They are far less concerned with altering followers' actions or attitudes that are irrelevant to such goals. (Greenberg and Baron, 2003: pp 471). Also, from the definition one can see that leadership requires followers that is leadership is a two way street. Although leaders do indeed influence subordinates in various ways, leader also are influenced by their subordinates. As a matter of fact one can say that leadership exists only in relation to followers. After all, one cannot lead without followers. (Greenberg and Baron, 2003: pp 471). Leadership style refers to the adoption of Authoritarian Management or a Democratic Management style by an individual in an organization, depending on which style is more comfortable to his or her personality. (Statt and David, 1999: pp 91). Leadership Styles Of Two Senior Member In My Organisation The leadership styles of two senior members in my organisation are as follows: The first senior member is primarily concerned with establishing good relations with subordinates and being looked by them. He/she engages in actions such as doing favours for subordinates, explaining things to them and taking steps to ensure their welfare. He is reluctant to act in a directive manner toward subordinates and often shy away from presenting them with negative feedback. The second Senior member on the other hand is concerned mainly with production and focuses primarily on getting the job done. The senior member engages in actions such as organising work, inducing subordinates to follow rules, setting goals, and making leader and subordinate rules explicit. The leadership styles discussed above can be linked as shown in the figure 2 below: Figure 2: Basic Dimensions of Leadership Behaviour. Taken from: (Greenberg and Baron, 2003: pp 471). From the figure above one can observe that though the leadership styles discussed earlier are far off from each other, these leadership styles often converge at times. For example, there are leaders who are both production oriented and at the same time person oriented. Some leaders can be 75% person oriented and 25% production oriented and vice versa. Also some leaders can score equal points for each of the two dimensions as well as some may not be found in any of the dimensions. That is they are neither person oriented nor production oriented. Likert's Four System approach. Following an extensive research at Michigan University, Rensis Likert came up with

Research on Occupy Movement Paper Example | Topics and Well Written Essays - 1000 words - 1

On Occupy Movement - Research Paper Example Various well known scholars joined in the movement such as Peter Funke, Harry Vanden, Ednie Garrison and Robert Benford among others. The Wall Street became a part of this movement as the organizations located in this financial district played an important part in the economic crisis of 2008 which marked the Great Recession. The protest is mainly against the richer section of the society. The movement mainly focuses on the slogan, â€Å"We are the 99%†, which refers to the growing disparity of wealth in the society in between the richer section of 1% and the rest 99% of the population. Moreover, they are continuously enhancing their income rates as compared to the remaining 99%. Thus, the 1% population holding the 99% of income and wealth are enjoying a much lavish lifestyle whereas the living standard of 99% populace is declining (Melendez, â€Å"Professors Dissect Occupy Movement†). In addition, the great recession increased the gap between the rich and the poor secti ons. The 99% of the population faced numerous problems such as unemployment in spite of having quality degree along with inequality, wage difference and poverty among others. The government of America was neither fair nor sympathetic towards the 99% population of the society. ... The protests are mainly due to the inequality, unemployment, low wage, financial crisis and problems related with basic needs such as food, shelter and health care among others, which are not realized by the richer section. Therefore, the wealthier section of the society is increasing their income rates along with the wealth and thus relishing their lives with great pleasure. On the other side, the poorer section has been the main victim of these circumstances, which is acting as a curse in their life (Hertzberg, â€Å"Occupational Hazards†). Argument and Discussion The occupy movement is the enduring gripe against the gap among the 1% and the 99% populace of America. The protest has spread in various places throughout the world very rapidly and has drawn in not only the scholars but also the students and general individuals as well. The movement included a slogan, which focused mainly on the growing  indifference  in the society. The movement highlights the discrepancies such as unemployment, low wages, inequalities, economic migrants, financial crisis as well as problems related to primary needs such as food, shelter and health care. The slogan states that the 99% of the population is enduring the pain of lower financial stability as compared to richer individuals. Thus, the problem of unemployment is increasing among the 99% of the general population (Hertzberg, â€Å"Occupational Hazards†). Moreover, they are also facing the problem of unemployment due to recession and economic changes as well. Due to these problems the 99% populations are becoming much poorer as compared to the rest 1% of the society. Similarly, on the other side, the 1% of the remaining population is doubling their income rates along with the wealth and