Psychology Behind Supreme Court Case Essay Example | Topics and Well Written Essays - 500 words

Psychology Behind Supreme Court Case - Essay Example was in the business of vending drugs in the school premises. After conducting this search and accruing much incriminating and objectionable evidence in the purse of T.L.O., the vice principal contacted the appropriate authorities and T.L.O. was subsequently arrested by them. T.L.O. sought to suppress the evidence recovered by the school authorities at her trial, claiming that this violated her Fourth Amendment rights pertaining to unreasonable search. The school authorities did say that they had a reasonable reason to conduct this search. Hence T.L.O.’s motion was totally denied by the concerned court and this evidence recovered by the school authorities was declared admissible in the court of law. Following her conviction on the basis of the evidence recovered by school authorities from her purse, T.L.O. appealed against her in the New Jersey Supreme Court, citing the same reason that the search conducted by the school authorities violated her Fourth Amendment Rights (Slobogin 207). The New Jersey Supreme Court concluded that the search was indeed unreasonable and consequently reversed the conviction of T.L.O., setting her free. The state of New Jersey appealed against the reversal of T.L.O.’s conviction in the US Supreme Court. The US Su preme Court ruled in favor of the State of New Jersey, by a resounding margin of 6-3, declaring that the search conducted by the school authorities was valid and thereby the exclusionary principle did not apply to the evidence presented against T.L.O. While delving on the psychology behind this Supreme Case, it does need to be mentioned that the Supreme Court thoroughly considered the claims of all the stakeholders in this particular case. The honorable Court did say that the students in the high school do have the right of privacy against unreasonable search as enshrined in the Fourth Amendment. Yet, the court did acknowledge that when it comes to the constitutional rights of the children and

Preferred language style Essay Example for Free

Preferred language style Essay Hypoglycemia is a condition in which the glucose level present in the blood drops to a level below the normal range. It can develop both in type 1 diabetes mellitus and type II diabetes mellitus. Frequently, this is a very severe health issue in diabetics and has severe effects. The physician may be able to identify and treat diabetic ketoacidosis and diabetic non-ketotic coma early, but hypoglycemia turns out to be a serious problem as it is often not recognized in diabetes. In certain cases, hypoglycemia occurs suddenly, and by the time one recognizes that they are hypoglycemic; it may be too late to take control of the situation. If hypoglycemia is left untreated for a long time, especially in a diabetic, the chances of permanent brain damage are very high. Hypoglycemia is also associated with several cardiovascular disorders such as heart attacks, stroke, cardiac failure and arrhythmias, myocardial ischemia, etc. In elders, the risk of losing consciousness and developing seizures is especially high. Associated injuries that develop during the hypoglycemic-associated complications such fractures, injuries to the legs, etc, may be especially problematic to heal in diabetics. Hypoglycemia in elders is responsible for causing visual and coordination problems. In elders, hypoglycemic symptoms are often perceived as symptoms of ischemia, both by the relatives and the healthcare professionals. This difficulty in recognizing the symptoms worsens the outcome of the disorder. As age increases, the symptoms of hypoglycemia become less severe, and are often altered by the addition of certain atypical symptoms and the absence of the regular ones. In younger individuals, physical symptoms of hypoglycemia develop earlier than that compared to loss of cognitive functions. Hence, the individual may have sufficient time to treat the condition. Besides, if the glucose levels in the blood fall to a very low level, it cannot be restored to normal by administering glucose orally. Usually a close relative or the spouse can recognize the symptoms of hypoglycemia by noting that the patient looks at a distance or demonstrates several other symptoms such as repeated blinking, loss of speaking skills, deep breathing, aggressiveness, etc. It may be considered that individuals with greater control over their diabetes are also in good control of hypoglycemia. Hypoglycemia can occur during fasting and even after consumption of food (as a reactionary mechanism). Hypoglycemia can occur following several drug therapies such as along with steroids, beta-blockers, ethanol, insulin, disopyramide, etc. Hypoglycemia can evidently lead to neuroglycemia. Although, 50 mg/dl of blood is considered to be hypoglycemia, symptoms are produced at 40 mg/dl, and coma and seizures frequently occur at 20 mg/dl. As hypoglycemia can occur frequently and has a high rate of mortality as well as morbidity, the importance of identifying and treating it should be explained to the patient and his/her relatives. The individual should be warned of the symptoms that could develop during the mild (confusion, light-headedness, etc), moderate (headache, behavior alternations, etc) and serious (seizures, coma, unconsciousness) stages of hypoglycemia. The individual should also be told of the situations in which hypoglycemia can commonly develop such as excessive consumption of anti-diabetic medications, excessive use of insulin, reduced consumption of foods, additional exercises or physical activity, alcohol consumption, etc. The individual should be advsied of the hypoglycemic symptoms that can develop during sleep (such as sweating, nightmare, hunger, etc). Thus it can be seen that hypoglycemia is a frequent complication especially in diabetes. It should be adequately controlled utilizing some simple precautions. In case the individual develops hypoglycemia, immediate recognition and emergency treatment is essential in order to prevent the development of neuroglycemia and serious complications like permanent brain damage. References: Boyle, P. J. (2000). Hypoglycemia, In. Leahy, N. L. , Clark, N. G. , and Cefalu, W. T. (Ed. ), Medical Management of Diabetes Mellitus, New York: Marcel-Dekher. Mangione, R. A. (1996). Recognition and Management of Hypoglycemia, Retrieved 14 Janaury, 2007, from US Pharmcist Web site: http://care.diabetesjournals.org/cgi/content/full/28/12/2948

Elian Gonzalez Should Stay In The U.s. :: essays research papers

Dear Rosa Delauro,After reading many articles in the newspapers and magazines that all state, 6 year old Elian Gonzalez has been in the middle of an international tug-of-war since he was found on Thanksgiving Day. Clinging to an inner tube at sea for two days drifting after his family and him were trying to escape from Cuba for freedom. I have decided that it is the right thing for little Elian to stay in the United States. The phone rings: "Your 6-year old son has just been found in the ocean, shipwrecked, clinging to an inner tube. His mother drowned. He is now in Miami hospital." Do you respond? "I’ll be there as soon as I possibly can." or "Send him back to me. I demand it." Elian’s biological father Juan Gonzalez was asked again and again. Why he didn’t go to Miami to see his son. He didn’t answer the question all he demanded was that his son be returned to him, finally threatening the Miami relatives with whom Elian is staying with. Juan says his son is the subject of not only kidnapping but also child abuse. If your son was kidnapped and abused, and the U.S. attorney general publicly said you were able to come see him. Would you stay home? Well Juan Gonzalez is staying home. Why does he lack true affection for the his son? Is he one of those political simpletons so colored with Fidelism that he would rather let his abused son fail than give the slightest political advance to the U.S. to see him. Should Elian be trusted to such a man like his father? Juan lacks the abilities to provide even the basics for Elian. That is, food, security, justice, freedom and the right to be happy. I think that Elian’s father should not be trusted with his son because he can’t even come to the U.S. to see how his son is. If any man in there right mind were able to leave Cuba to come see their child they would drop ever thing for them. Elian shouldn’t be trusted with a man who demands his son be brought back to Cuba and can’t give him food, security, justice, freedom and the right to be happy. When Elian was asked if he wanted to be with his father he said "He cares for his father but he would like his father to be here with him.

Border-Fencing-a Needed Necessity Or a Wanted Necessity? Essay

Many people don’t believe that Border-Fencing is needed, while others do feel it is necessary that Border-Fencing be put in place. Border-Fencing is needed due to all the jobs being taken by illegal immigrants. Building the fence would help keep illegal immigrants out and would create jobs.The southern border of the United States is shared with Mexico and spans almost 2,000 miles. In 2011, at a debate over immigration, one Republican presidential candidate signed a pledge to build double fencing for the full length of the Mexico border. However, Rick Perry of Texas, where 1,200 miles of the 2,000 miles exists, was quoted as saying, â€Å"†¦building a border-length fence would take 10-15 years and $30 million, and wouldn’t be cost-effective.† Adversaries of the Border-Fencing dispute that constructing and keeping up a fence through even the most isolated or hostile terrain could cost billions of dollars and maybe not even affect illegal crossings. They also i nclude in their argument that they feel that law enforcement would tend to get comfortable in their patrolling. Thinking that the Border-Fencing would be enough to keep out illegal immigrants trying to cross over into the U.S.. Some drug runners and smugglers will find ways to get through the Border-Fencing, if they can’t go over they will try to go under. Illegal immigrants are a growing concern for much of the U.S. Many of these immigrants are receiving government benefits even without proper documentation or proof. They are being provided low-income housing, welfare, medical benefits, able to work without a green card or Social Security number as well as many other things americans get. All these things ar e costing taxpayers thousands of dollars each year, making it difficult for American citizens to find work, causing crime rate to go up in cities across America. Medical costs are increasing each year as a result of illegal immigration making medical benefits and coverage harder for a legitimate taxpayer to support. Our prisons and jails are becoming overcrowded as America’s population both illegal and legal continues to grow. Some illegal immigrants are able to stay if they are are caught because they meet the requirements for DREAM. Dreamers is a term given to unauthorized immigrants who qualify for Obama’s DREAM ACT-DEVELOPMENT, RELIEF, and EDUCATION for ALIEN MINORS. Dreamers are both Mexican and non-Mexican illegal immigrants and they are found in almost every state in  the U.S. According to the American Immigrant Council the largest Dreamers population is found mostly in California and Texas. Under the Dream Act, Dreamers between the ages of 15 and 30 who have lived on American soil for at least five years in a row, are enrolled in high school or have a diploma or GED, no felony convictions, or served in the military are immediately eligible for â€Å"deferred action†. Dreamers between the ages of five and 14 will be eligible at some point if â€Å"deferred action† is still available. Only in America, can illegal immigrants open and own their own businesses. With this occurring, Americans are finding jobs that used to be readily available for them are now only being offered to other illegal immigrants causing legitimate citizens to file for unemployment, and finding they are unable to financially take care of themselves and their families.

Pfizer Essay

Pfizer has new technology that helps to access the system easily. They have a smart card consisting of proximity device so that as a person walks near a computer, there is a signal emitted by smart card which verifies you. There is use of pin number so that no one can use another persons card and pin number is used in other parts of the company such as making charges at cafeteria and accessing the building physically. When Pfizer is deploying information system, they take their time to cooperate with people who do business in order to know the risks involved in storing and transferring information. They do not under protect information or overprotect it. Business can be impeded by overprotecting information which can make security be thrown out. They partner with information technology and business in order to protect business, offer quality products and services and make profit. (Betancourt, 2002 pp19-21). Describing policies and measures used by Pfizer to ensure confidentiality, availability and reliability of data and information Confidentiality of data is ensured through a system that employs cryptography such as public key and symmetric key in order to encrypt and decrypt information and data. There is an entity that reads sensitive information and data and the key represents a secret property. To ensure availability of data and information Pfizer has prescription coverage to ensure access to its medicines that are new and widely prescribed. Through number 866 706 2400, there are live operators to guide patients according to their needs and the programs for public assistance according to medical needs and income. The reported outcome of patient’s measures determines how treatment of a disease affects patients. To ensure there are results that are useful clinically data gathered must use reliable cognitive psychology, clinician and patient input. This is done by determining the purpose of patient reported outcome in order to demonstrate its reliability. (Nurss, 1998 pp11-12). How Pfizer organization protect loss of data In order to avoid loss of data, Pfizer protects privacy of information collected from external organizations through online opportunity process of submission which supplements privacy policy of Pfizer which can also apply to personal data and identifiable information. For Pfizer to ensure personal data is secure, it uses data customary that protects electronic and manual processing. Security technology in online opportunity ensures securities that avoid loss of data, misuse of data, unauthorized disclosure, destruction and alteration of data. Steps taken to ensure data remain accessible in event of catastrophic event such as fire and other natural disaster Actions are taken to lower exposure to risk arising from hazard to safeguard development efforts. Developing systems for early warning helps in reducing risks and having capabilities to respond to catastrophic events. Disaster recovery is used in recovering information in event of catastrophe. Disaster recovery planning is devoted to prepare for action to respond to catastrophic event. Assessment in disaster recovery is simulating catastrophic event and planning for disaster recovery in order to have recovery need that are specified. Plan for disaster recovery state duration the recovery should take and the state of data expected by the users and management need to be informed all the time of these specifications which are substantiate by recovery assessment. Things I think Pfizer could do to further enhance information security  There should be enough circulating space inside the organization so that staff can move around freely without use of lifts. Employees should avoid calling their colleagues using phones but instead use face to face communication about information concerning the organization and cellular office space should help to make communication easy. Government should take action to develop mechanisms for sharing information with private sector by engaging private sector actively in determining requirement of information and having a partnership that is based on trust. ( Parker, 1996 pp21-23).

Free Essays on Thou Art The Man

The short story ‘Though art the man’ by Edgar Allan Poe is an excellent example of true detective fiction in that it contains all four elements required to define the story as detective fiction. A crime is committed, a detective is involved in detecting necessary clues and an explanation is then given to piece together the mystery. Each of these four elements are skilfully woven together by Poe so that at the conclusion of the story, all elements are tied together and the reader is left wondering why he overlooked certain clues that were vital to the conclusion. The crime itself is not immediately evident to the reader. There is an element of suspense as the background to the crime is described. Poe commences his story by describing the characters and setting the scene, and in doing this he foreshadows the events to come, â€Å"This event†¦ occurred in the summer of 18†¦. Mr Barnabas Shuttleworthy had been missing for several days under circumstances which gave rise to suspicion of foul play.†(pg 269) This is a clever tool used by Poe to engage the reader and get him/her to read on in the hope of discovering the truth about the events to follow. Although the murder itself is not as macabre as some of Poe’s other pieces of fiction, the final scene in which the corpse pops out of the box is very descriptive and quite gruesome. The story is interesting in that it is written in first person and the reader never really knows the identity of the ‘detective’ who is also the narrator. This is an interesting tool used by Poe as many detective fiction authors use a sidekick to ‘bounce ideas off’ such as Watson to Sherlock Holmes but in this story the detective/narrator uses the readers as his sidekick to explain ideas and clues. As the detective remains anonymous the reader does not find out much about him but Poe has given the idea that he can be trusted and is reliable to detect the truth. â€Å"†¦I instituted a r... Free Essays on Thou Art The Man Free Essays on Thou Art The Man The short story ‘Though art the man’ by Edgar Allan Poe is an excellent example of true detective fiction in that it contains all four elements required to define the story as detective fiction. A crime is committed, a detective is involved in detecting necessary clues and an explanation is then given to piece together the mystery. Each of these four elements are skilfully woven together by Poe so that at the conclusion of the story, all elements are tied together and the reader is left wondering why he overlooked certain clues that were vital to the conclusion. The crime itself is not immediately evident to the reader. There is an element of suspense as the background to the crime is described. Poe commences his story by describing the characters and setting the scene, and in doing this he foreshadows the events to come, â€Å"This event†¦ occurred in the summer of 18†¦. Mr Barnabas Shuttleworthy had been missing for several days under circumstances which gave rise to suspicion of foul play.†(pg 269) This is a clever tool used by Poe to engage the reader and get him/her to read on in the hope of discovering the truth about the events to follow. Although the murder itself is not as macabre as some of Poe’s other pieces of fiction, the final scene in which the corpse pops out of the box is very descriptive and quite gruesome. The story is interesting in that it is written in first person and the reader never really knows the identity of the ‘detective’ who is also the narrator. This is an interesting tool used by Poe as many detective fiction authors use a sidekick to ‘bounce ideas off’ such as Watson to Sherlock Holmes but in this story the detective/narrator uses the readers as his sidekick to explain ideas and clues. As the detective remains anonymous the reader does not find out much about him but Poe has given the idea that he can be trusted and is reliable to detect the truth. â€Å"†¦I instituted a r...

Outsourcing (Australia) essays

Outsourcing (Australia) essays Kraut t a new idea. He sees the concept of outsourcing as an ever-changing process, and notes how we as individuals outsource the things we cannot do ourselves or are too busy to do...Just like companies... The work of Peters, Greer Outsourcing has fostered the concept of core activities staying within an organisation (Domberger 1998). According to the Australian Government Publishing Service (1996), outsourcing is when an organisation opts to have an activity or function performed for them by an external agency, which has overall responsibility for the activity. Directly related to core competency in outsourcing is the desire for increased efficiency. Similarly, Ivancevich (1998) defines outsourcing as the practice of hiring another firm to complete work that is important and must be done efficiently. Mike Johnson (1997) agrees, saying a manager should find the most practical, productive, cost-effective source to getting a job done, a product made, an idea developed. Outsourcing is becoming increasingly important in a constantly changing economy. The Australian Outsourcing Summit 2000 focused on this importance, and on the emergence of outsourcing as a powerful tool for transforming organisations and driving innovation (Corbett 2000). Managers, in searching for ways to streamline th...

Will Colleges Accept the Old SAT for Class of 2017 or 2018 30+ Schools Interviewed

Will Colleges Accept the Old SAT for Class of 2017 or 2018 30+ Schools Interviewed SAT / ACT Prep Online Guides and Tips Image via College Board. The SAT wasrevamped in March 2016 in an effort to make it more modern and accessible. If you’re a current high school student, you’ve probably heard about this change. If you’re a current senior(Class of 2017) or junior(Class of 2018) this raises some questions.What if you tookthe SAT before it changed last spring? Will colleges still accept scores from the "old" SAT? Or will they require you to take the new SAT?This has big implications for how you prep, when you take the tests, and possibly even whether you should switch to the ACT. In this exclusive, first of its kind breakdown, we personally spoke to admissions counselors from dozens of colleges to get some real answers on how they willhandle the transition. Overview: What's In This Guide To get accurate info that's most relevant to you as a student or parent, we posed as a parent and asked college admission officers directly how we should handle the SAT transition for two children: one a risingsenior(Class of 2017) and one a junior(Class of 2018). They did not know I was affiliated with PrepScholar. In most cases I talked to an admissions representative or someone higher up in the office. Also, since we couldn’t call every single school in the US, we will also include a guide to help you find out about the new SAT policy at any school you’re interested in. (Please share this info with us in the comments!) For the purposes of this article, "old SAT" refers to the 2400 version of the SAT that wasadministered up until January2016. The "new SAT" or "redesigned SAT" refers to the redesigned test thatwas first administered in March2016. We will cover some overall trends we noticed before diving into a school-by-school guide. Next, we will outline a guide to help you call admissions offices for schools you're interested in. Trends about Accepting the New SAT Every school we spoke to is accepting both the old and the new SAT for the Class of 2017 (current seniors). This is because the SAT is typically taken during junior year, and for the Class of 2017, the old SAT wasavailable for half of your junior year, and the new SAT for the second half. One caveat to this is that many colleges will not "superscore" between the new and old SAT, since they consider them to be different tests. This means that they won’t automatically look at your highest section scores like they normally do with two different SAT score reports. Keep this in mind if you think you will need to retake the SAT. As far as some colleges are concerned, comparing the old and new SAT is like comparing apples and oranges. In terms of the Class of 2018, colleges fall into two main camps. In the first camp, they will let the Class of 2018 submit scores from the current SAT. As of July 2016, this camp is about three-quarters of schools we interviewed. In the second camp, they haven’t made a decision yet for the Class of 2018 – though some are leaning one way or the other, based on our conversations. This camp has six schools. Finally, there are two schools who have decided not to accept the old SAT for the Class of 2018. Additionally, many colleges cautioned against taking the SAT too early, as they tend to see the highest scores from juniors and older. That means if you’re in the Class of 2018, it would likely make more sense to take the new SAT,unless you are confident your score from the old SAT is stellar. We will continue to monitor college admission websites as policies are updated. The New 2016 SAT: A School-by-School Guide We called the admissions offices at many popular schools to find out their policies – or what they know so far. We also checked to see if they have official policies up on their websites, and will include those where available. Since we couldn’t call every single school, we are also including a guide to getting this info on your own after our list. We contacted and are posting the policies (or what we know so far) from the schools below. We contacted all of the Ivy Leagues, top schools like Stanford and MIT, and other popular colleges and universities from around the country. Barnard College Brigham Young University Brown University Bryn Mawr College Cambridge University Columbia University Cornell University Dartmouth College Duke University Harvard University Johns Hopkins University Massachusetts Institute of Technology Mount Holyoke College New York University Northwestern University Oxford University Pennylsvania State University Princeton University Stanford University University of California Berkeley University of California Los Angeles University of Chicago University of Michigan University of Pennsylvania University of Virginia Vanderbilt University Washington University in St Louis Wellesley College Yale University We organized our list based on the redesigned SAT policy schools are adopting. Again, since every school we spoke to will continue to accept the current SAT for the Class of 2017, we are organizing this list based on the policy for the Class of 2018. We will first look at the schools that are not accepting the old SAT for the Class of 2018. Next, we'll list the schools that will officially be accepting the current SAT for the Class of 2018. Finally, we will go through the schools that have not yet decided on a policy. Class of 2018 Cannot Submit the Current SAT Duke University Duke has decided that, although members of the Class of 2017 may submit either the old or new SAT, members of the Class of 2018 (and younger) must submit the new SAT. Furthermore, if a student in the Class of 2017 submits an old and new SAT score, they will use concordance tables to determine the higher score. Northwestern University Can a student in the Class of 2017 submit scores from the current SAT? â€Å"We’ll definitely still accept his scores.† But will you superscore between the old and new SAT? â€Å"As far as how we’re going to be using the new test, we don’t have a policy yet.† (Northwestern has since posted a policy that clarifies they will not superscore between the old and new SAT.) So what about a student from the Class of 2018 – could they submit scores from the current SAT? I was told last year the policy had not been decided yet. Since then, Northwestern has posted their official policy and it looks like they are not accepting the old SAT for the Class of 2018: "beginning with those seeking to enroll in fall 2018, we will only accept the new SAT." So if you're in the Class of 2018 or later, you have to take the new SAT for Northwestern. Class of 2018 Can Submit the Old SAT Barnard College When I asked about the Class of 2017 last year, the Barnard representative said, â€Å"We will be accepting both tests still.† When I asked about the Class of 2018, I was told they hadn't determined their policy yet. I reached out to the admissions office again via email and learned some good news: the Class of 2018 can also submit the old SAT! "Yes, you may submit results from the old and/or the redesigned SAT. When evaluating applicants, we will consider only the highest testing results reported from one version of the test, not across both versions. In the redesigned version of the SAT, Barnard will not require the writing test. Results from two SAT Subject Tests will no longer be required." Note that Barnard is not superscoring across the old and new SAT, and that they no longer require two SAT subject tests. Brigham Young University BYU has a relatively relaxed, straightforward policy regarding the new SAT. The admissions representative told me, â€Å"We’ll take whatever [SAT score] is highest [for a current senior]. If he gets a better score on the new SAT we’ll accept that.† So not only can you submit either the old or new SAT if you’re in the Class of 2017, BYU will superscore between the two tests. What about for the Class of 2018? â€Å"We’ll still accept the old one [for a current junior]. If he takes it again, it will be whichever one is highest.† So for BYU, you can submit scores from either the old or new SAT up through the Class of 2018. Brown University Image via Wikipedia. When I asked about the SAT transition last year, I was told by an admissions representative, â€Å"We haven’t made a decision yet†¦We’ll be posting it on our website as soon as we’ve decided.† Luckily, Brown has now decided on a policy for the new SAT, and it's very flexible.According to their FAQ page, they "do not have a preference for either the current SAT or the redesigned SAT." So if you're in the Class of 2018, you can definitely submit the old SAT. Bryn Mawr and Mount Holyoke While looking at some of the Seven Sisters schools (some of the top women-only colleges in the US) we noticed that some of them don’t require standardized testing at all. This is still a fairly rare practice among schools in the US, but it’s interesting to note that for some schools, including Bryn Mawrand Mount Holyoke, sending standardized test scores is optional (exceptions include international and home-schooled students). Since scores are not required, you can send in any standardized scores you do have, including ones from the current SAT. Carnegie Mellon Image via Wikipedia. Carnegie Mellon also falls in the camp that is accepting either the old or the new SAT as long as they were available while the student was in high school. â€Å"If they’re offering both SATs it’s up to them which one to take,† an admissions representative told me. Even for a current junior? â€Å"Yes, as long as they have the choice we will accept either one.† As of October 2015, Carnegie Mellon's standardized testing requirements page doesn't list any information about the new SAT. However, they do note that "Carnegie Mellon would prefer that applicants take these required tests in their junior or senior year." This means that if you're in the Class of 2018 and tookthe oldSAT as a sophomore, Carnegie Mellon prefers (but doesn't require) that you re-take the SAT or ACT as a junior or senior. Columbia University Columbia has a posted policy about the new SAT: "Columbia will continue to accept scores for both versions of the SAT for applicants applying for admission for fall 2017 and fall 2018." That means if you're in the Class of 2018, you're free to take the current SAT. They will continue to accept either version of the SAT through Fall 2018 (which would include current freshmen). That said, they will not superscore between two versions of the test. So if you take both the old and new SAT, they won't automatically look at your highest section scores. Cornell University When I asked about the Class of 2017 and 2018 submitting the current SAT, I was told, â€Å"We would accept whatever test they take during the transition period. Whatever they end up taking we’ll use.† Translation: the Class of 2017 or 2018 can take either version of the SAT. However, the Cornell officer cautioned pretty strongly about taking the SAT too early, in reference to someone in the Class of 2018 fitting in the old SAT: â€Å"I would wait a little while before taking that standardized test because even though we’ll see the highest scores, we’ll have access to all those scores.† So even though Cornell would accept the current version of the SAT through the Class of 2018, make sure you don't take the SAT before you're ready. If you want to read more about how Cornell will compare scores between the old and new SAT, you can check out their new SAT FAQ. Dartmouth College Dartmouth has updated their FAQ page with info about the new SAT. They confirm that they will take the new or old SAT for the Class of 2017 and beyond: "If you are applying for admission to enroll at Dartmouth in the fall of 2017 or later, your results from either the current or the redesigned version of the SAT will be accepted, we do not have a preference." However, Dartmouth is not superscoring between the old and new SAT: "we will consider your highest â€Å"superscored† results from either the current or the redesigned SAT; we will not combine scores from both versions." Howard University If you want to go to Howard, you’re in luck, because they have a very straightforward policy about the new SAT. â€Å"We only consider the math and critical reading scores, so we will superscore between new and old [SAT scores], and consider any tests taken while in high school,† the admissions representative told me when I asked about students in the Class of 2017 and 2018 taking the oldSAT. The bottom line? Both the Class of 2017 and the Class of 2018 can take the old or new SAT and submit it to Howard. Johns Hopkins When asked if Johns Hopkins would accept an old SAT score from a student in the Class of 2017, the admissions representative replied, â€Å"Absolutely.† And when asked about if a student in the Class of 2018 could also submit the old SAT, the representative said, â€Å"He can take it.† So both the Class of 2017 and Class of 2018 can take either version of the SAT and submit it to Johns Hopkins. Their website now says that "For 2017 applicants, Johns Hopkins will accept both the new SAT and old SAT." We emailed the admissions office to clarify the Class of 2018 can still submit the old SAT as well and they replied, "if you take one old test and one new test, we will convert the old math and reading scores into a comparable new score." This presumably means the Class of 2018 is good to go, and furthermore, explains their policy if they get an old and new SAT score: to compare them using concordance tables. New York University Image via Wikipedia. NYU has a policy about the new SAT posted on their admissions website. As stated on their standardized testing page, â€Å"Either [the old SAT or the new SAT] are fine.† Furthermore, I spoke with an admissions representative who clarified this is true for students in both the Class of 2017 and Class of 2018. So feel free to submit either version of the SAT to NYU. Oxford University I was able to send the Oxford Admissions office an email about the redesigned SAT, and asked whether students graduating in 2017 and 2018 would be able to submit scores from the current SAT. â€Å"Yes, we will continue to accept any test taken before the changes are implemented," said the email. "In general we expect a candidate to have achieved their entry qualifications within three years of applying.† So Oxford will continue to accept scores from the current SAT, as long as a student applying took it within the last three years. Princeton University When I asked the Princeton officer about students in the Class of 2017 and the Class of 2018, they said, â€Å"We are accepting either of the two †¦ Your son who’s a sophomorecould still submit his old one though he would probably end up taking the new one due to timing†¦ We’ll accept the old one for as long as it’s valid, which I believe is for five years after the test date.† So Princeton will accept either the Old or New SAT for the Classes of 2017 and 2018 – maybe up to the class of 2020 if they follow the SAT’s five-year score expiration policy. Additionally, Princeton has posted a short answer about the new SAT on their FAQ page: "We will accept either version of the SAT, or the ACT with Writing. We do not have a preference for the â€Å"old† or â€Å"redesigned† SAT. The â€Å"old† SAT, or redesigned SAT with Essay and ACT with Writing are treated equally." So again, Princeton seems ready to accept the old SAT for as long as it's available. Stanford University Will Stanford continue to accept the current SAT for students in the Class of 2017 and Class of 2018? â€Å"We will be taking both tests,† the admissions representative told me. â€Å"We do have a preference for having them take it when they’re a little older, but we will be accepting both tests.† Stanford has now also confirmed on its Testing page that they will accept both the old and new SAT. They require applicants to take all three components of the test (Reading and Writing, Math, and Essay) and caution they will not superscore between the old and new SAT. So even if you’re in the Class of 2018 and take the old SAT, Stanford will accept it. However, heed their advice about taking the test only when you’re ready! University of California Berkeley â€Å"Yeah, we will be accepting both [the old and new SAT],† an admissions representative at Berkeley told me when I asked about students in the Class of 2017 and 2018. â€Å"At this point †¦ as long as you take it before they make that change, we will accept it.† The University of California website now also has a section clarifying that the old SAT is okay for the Class of 2018, but the Class of 2019 and younger must take the new SAT. University of California Los Angeles Image via Wikipedia. UCLA, as a fellow member of the UC system, has the same policy as UC Berkeley, but we did call just to make sure.Whenwe asked if UCLA willswitch over to redesigned SAT only by the time the Class of 2018 is applying, the admissions officer said,â€Å"Nope, we’ll still be accepting [the old SAT].† So, just like Berkeley, you can submit either version of the SAT to UCLA, even if you're in the Class of 2018. Also, UCLA is reminding applicants on their website that if they take the new SAT, to sign up for the essay, which will be optional on the new SAT. University of Chicago Will the University of Chicago accept scores from the current SAT for students in the Class of 2017 or 2018? The admissions representative said, â€Å"We will still accept either test.† The University of Chicago has now clarified on their website that they will accept either the old or new SAT as long as scores are valid. If you are in the Class of 2018 and took the old SAT, your score will still be valid by your senior year and you can use it to apply. However, Chicago will not superscore between the old and new SAT. University of Pennylvania Penn has now posted an official policy about the new SAT which is quite flexible: they will allow the Class of 2018 to submit the old or new SAT. "For students with the option to take either exam, Penn will accept scores from both the current SAT and the redesigned SAT." Additionally, they won't require the essay portion of the new SAT and they will not superscore between the old and new SAT. Vanderbilt University Will Vanderbilt be accepting old SAT scores from students in the Class of 2017 and the Class of 2018? â€Å"Yes, as long as the old SAT was available while the student was in high school, we will accept those scores†¦We will absolutely accept it, if he takes it now.† However, Vanderbilt did caution that they will not be superscoring. â€Å"If you take both the old and the new one, we won’t cross super-score those tests. If you take two old SATs, we will superscore those two, but if you take an old and a new SAT, we won’t superscore between those.† Vanderbilt has now posted this policy on their website. If you scroll down to "A Note Regarding the New SAT," you can see Vanderbilt will continue to accept the old SAT as long as it's available to students, but will not superscore between the old and new tests. Washington University in Saint Louis So how is Washington University in Saint Louis handling the SAT transition? â€Å"We are going to work with the old SAT as it phases out. [We will take it] until it is no longer possible to take the old SAT,† an admissions representative told me. So is this true for a student in the Class of 2018? â€Å"If that’s the score he wants to send and he likes it, then that’s fine.† So for Washington University, you can send either the old or new SAT even if you are in the Class of 2018. But will they superscore between the old and new SAT scores? â€Å"We actually don’t know how we’re going to handle [superscoring] yet because we haven’t seen the new test yet. We would hope to superscore but we have to wait until we know more.† So be aware that if you end up taking the old SAT and the new SAT, Washington University might not automatically look at the highest score from both sittings. As of July 2016, there isn't a policy posted regarding this on their application website, so we'll keep you posted. Wellesley College I had a long conversation with an admissions officer at Wellesley back in June. I was told then, â€Å"We clearly will be taking the old SAT [for the Class of 2017]. I don’t know about [the Class of 2018], as we have no official policy yet.† But now, Wellesley has posted an expanded section about the redesigned SAT on their FAQ page, which affirms that the Class of 2017 can submit either the current or redesigned SAT.The FAQdoessuggest that they are pushing for a transition to the new SAT, "Applicants to Wellesley for 2017 and beyond should take the new test, but can submit scores from the pre-2016 version." We emailed the admissions office at Wellesley and confirmed that someone in the Class of 2018 can still submit the oldSAT, even though the new SAT is preferred: "We would still consider those scores, however, since we often see scores improve dramatically between a student's sophomore year and her senior year, she may want to consider taking them again in the future." So while the Class of 2018 could submit the current SAT to Wellesley, remember you may get a better score on the new SAT (or the ACT!) if you take the test your junior year. Yale Yale has posted a policy for the SAT redesign. They will be accepting the current SAT for the Class of 2018 as well as the Class of 2017. This is in contrast to the original policy they had posted last year, which stated that the Class of 2018 could not submit the current SAT: Yale's first policy for the redesigned SAT. Yale's current policy for the redesigned SAT. So if you're in the Class of 2018, and you've taken or will take the current SAT, you will be able to submit it to Yale. No Clear Policy Yet for the Class of 2018 Cambridge University Cambridge's different colleges have various admissions policies and standards. We got in touch with a few to get a sense of how Cambridge as a whole will handle the transition. This is what we found out. "We accept the qualifications which the applicants have taken and assess them carefully and on an individual basis on academic merit alongside all others applying for the same subject," said an admissions coordinator at Christ's College. Translation? Any standardized test will be looked at, including the current SAT. "I have contacted our Admissions Tutors and the feedback is as follows: ‘Yes: old one is fine,'" said an admissions officer at Churchill College. "The University of Cambridge will probably consider both versions of SAT (a decision will be made later this summer). Please note that we do not accept SATs on their own and they need to be accompanied by Advanced Placement Test or the International Baccalaureate," said an Admissions Officer at Pembroke College. So while some of the colleges seem prepared to accept the current SAT, others are waiting for an official policy to be set. If you're curious about any of the other individual colleges at Cambridge, see a full list here with contact info. Harvard University When I talked to a Harvard representative about how they will handle the SAT transition, I was told, â€Å"For a year or so we will accept both [the old SAT and new SAT].† This means for students in the Class of 2017, who will be juniors when the SAT changes, they could submit either test. When I asked about the Class of 2018, I was told, â€Å"I can’t tell you at this point†¦Probably for up to two years we will accept the old SAT.† Basically, this is a maybe. Indeed, if you look on Harvard’s admission website, you can see the following policy: â€Å"We will accept both the current and the redesigned SAT scores for the foreseeable future. You should submit scores from tests taken in the past three years." Unfortunately the â€Å"foreseeable future† is not terribly specific. If you follow the three year rule, someone in the Class of 2018 could take the old SAT as a sophomore and still have a usable score by their senior year. So it appears that Harvard will accept the old SAT for the Class of 2018, which would put them in line with other Ivy League schools like Brown and Dartmouth. You may want to double check with the admissions office before you assume you can use an old SAT score. MIT So could a current sophomore submit a score form the old SAT? â€Å"We will still be accepting [the old SAT] for the Class of 2017.† What about the Class of 2018? â€Å"That is likely we will as well†¦.We’re still reaching a decision on everything at this point. But we will always accept previously-taken tests.† Translation? If you’re in the Class of 2017, you can submit either version of the SAT. If you’re in the Class of 2018, you can certainly submit a score from the current SAT, but MIT hasn’t decided yet if by that point they will require the redesigned SAT as well from applicants submitting the SAT. As of July 2016, MIT hasn't decided on an official policy. They say on their FAQ page that: "We have not announced our policy and/or requirements for the 2017 admission cycle...For students interested in applying to MIT in 2017, and registering for the new SAT - we will accept all test results regardless of format or our final requirements. We will also accept all test results from exams taken before the new SAT." Penn State Can the Class of 2017 and the Class of 2018 submit scores from the current SAT if they have them? â€Å"As long as we have at least one score†¦We haven’t set a policy but as long as there’s at least one test score that’s all we need,† the Penn State representative told me. What about superscoring between the old and new SAT? â€Å"If [they take] the old and new one, whatever one is better we will accept.† So, tentatively, Penn State not only appears to accept both the old and new SAT up through the Class of 2018, they will also superscore between the old and new. Again, keep an eye out for official policy to go up in the Penn State admissions website, but for now, you can plan to take either version of the SAT. As of July 2016, no additional information has been posted on their website regarding the new SAT. University of Michigan Will the University of Michigan be accepting the current SAT for a student in the Class of 2017? â€Å"We will still accept the old SAT if they take it.† So what about for a student in the class of 2018? â€Å"They haven’t made a final determination on that †¦ we’re probably going to decide this next year, which is when the new SAT will roll out.† The admissions representative did say, â€Å"We will still accept previous scores and take them into consideration.† So while Michigan will certainly look at scores from the old SAT from a student in the Class of 2018, the jury’s still out on whether they will accept that as the official standardized test score, or if they will require the new SAT by then. As of July 2016 their website has not been updated. University of Virginia UVA has decided on a new SATpolicy, for the Class of 2017 at least: they can choose between the old SAT, new SAT, or the ACT when submitting their standardized test scores. However, there is nothing listed about the Class of 2018, so you'll have to wait to find out whether they will accept the current SAT for your class. How to Call Admissions Offices You’re probably wondering about other colleges we didn’t reach out to for this guide. From local state schools to small liberal arts colleges, every school is going to have a policy for the redesigned SAT. So how do you find out for yourself? The first step is to check their website to see if they have posted a policy. Check first their standardized testing page for freshman applicants. If the policy isn't there, take a look at the FAQ section. If they’ve posted a policy for the redesigned SAT, it will likely appear on one of those two pages. Unfortunately, many schools haven’t posted their policies online yet. Many are waiting to learn more about the redesigned SAT before they do so. If that’s the case, you can use our guide here to help you call college admission departments and ask. Even if they don’t have an official policy yet, an admissions officer can give you their best guess, which can help clear things up for you. In many cases, a policy has been decided but just not posted yet, and this is the best way to find out. If you just read the words â€Å"call college admission departments† and started thinking about slinking away, sending an email, or waiting for the official policy – stop! I realize that a lot of high school students are nervous about talking on the phone, and especially nervous about talking to admissions officers. Keep in mind that answering questions is part of the job of an admissions officer. Furthermore, they are really nice and happy to talk to you! Also, in case you're wondering, they’re not secretly taking your name down and writing notes about you. First of all, you don’t have to give your name, but even if you did, they don’t care. Colleges don’t track phone calls (or visits, or emails) by name. Calling an office will not affect your future application one way or the other. Step-by-Step Calling Guide First of all, to get the phone number, search for "[Name of College/University] Admissions Contact Info." This will pull up the page with the contact information, including emails and phone numbers for the admissions office. Dial the number for the admissions office. Here’s what to say to get the info you need. In most cases you’ll get through to an admissions representative first, not a counselor. (The difference is that representatives handle communications and outreach while counselors or officers actually read applications.) Briefly introduce yourself. For example, say, â€Å"I’m a high school student graduating in 2017† or â€Å"I’m the parent of a high school student graduating in 2017." This will help the representative put you in context. Succinctly say why you’re calling, for examples say, â€Å"I have a question about the new 2016 SAT.† At that point the representative will talk to you if they believe they have the answer, or will transfer you to an admissions counselor. Questions to Ask Jury's still out on whether waiting for your crush to text back or gathering the courage to call a college admissions office is more excruciating. First ask, "Are you still accepting the oldSAT for my class, the Class of 2017?" (Or the Class of 2018, as the case may be.) If they say yes, you can reconfirm by asking, "If I tookthe oldSAT before spring 2016 and gota good score, can I apply to your school with this score?" Also, if they say yes, ask, "Will you superscore between the old and new SAT?" You'll want to find out if they will take your highest scores if they take both the old and new SAT. If they will not be superscoring, ask how they will compare your scores if you take both the old and new SAT. If they will not be accepting the oldSAT for your class, ask which standardized tests they will be accepting for your class. It might be they will only accept the redesigned SAT or the ACT. You could also consider asking about SAT versus ACT, and if they would suggest taking the ACT instead. (Most colleges will likely affirm they take both tests equally, and perhaps encourage you to take the ACT during the transition period since it may be simpler.) If you have any other questions about applying or that school's specific application process, be sure to ask. Remember to thank them for their time before signing off. Also, for any school that you call that's not on the current list, leave a comment below so other students will benefit! Closing Words It’s important to put your best foot forward with standardized tests, which is why we spent so much time doing this research. However, it’s also important to remember they’re not the only part of your college applications. Many admissions counselors were eager to remind me over the phone that they use holistic review processes, so your SAT score is not the be-all end-all of your application. While it’s tricky being in the Class of 2017 or 2018 and having to deal with the SAT transition, remember to keep your grades up, take challenging classes, and get involved in things you care about. Finally, keep in mind that you can always take the ACT instead! The vast majority of colleges accept it equally, and the ACT isn’t changing. If you’re stressed about dealing with the redesigned SAT, remember you don’t have to take it! You can take the ACT instead. What’s Next? Read in-depth about the new SAT to understand how it's changing. We have a summary of major changes, and detailed guides to changes on the Reading, Writing, and Math sections, as well as the Essay. So what should you do if you decide to take the new SAT? Check out our study guide for the new SAT. Thinking you should take the ACT instead? Get guides to ACT scoring and ACT timing, and also try a free ACT practice test. If the ACT seems manageable to you, consider taking it instead of the SAT to avoid the transition headache. Want advice for getting into top colleges? Read our exclusive guide about what college admissions officers are actually looking for. Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Interview with Zara Dane Article Example | Topics and Well Written Essays - 1500 words

Interview with Zara Dane - Article Example Certainly, the good times will help fuel the writer’s muse, but at the end of the day, the good times tend to swallow up the productive times whole. So, when a friend of mine mentioned that she had knew someone who was a friend of an obscure horror writer, and that she had met with her to discuss her craft, I was envious.And yet, I found myself in just such a situation recently, being given the singular pleasure of meeting with Zara Dane, American ex-pat thriller/horror author extraordinaire, now living in Manchester. I admit, I have certain prejudices. All week, I have been fantasising about what our meeting will hold. Her reputation as a fiction writer who specialises in the horror genre precedes her. Will we meet within the gates of a cemetery at midnight? Am I to expect similarly odd behavior? Will she be†¦a friendly person? The last question is answered after a brief conversation with her on the telephone. My suggestion to meet at a local eatery is turned down, and i nstead I am graciously invited to her home. I’m first met by a small, but beautiful historic two-story in Manchester. Those familiar with Dane’s work are aware of her entrancing way of interweaving beauty, sensuality, innocence and corruption into her tales of murder and mayhem, and her abode certainly gives a very similar impression. Its brick exterior is a warm, but fairly subdued pink, (a tribute to the home she left behind in New Orleans, US) the color of flushed cheeks. Feminine, but not cloyingly so.... This is my first time meeting Zara, and I am instantly captivated by her green eyes and mischievous smile. My first impression upon meeting her is that I have met one who is not really from this planet. Social, hospitable, intelligent, all of these things describe her, but there is somethingwhat is it I leave the outside with its shouting children, scorching asphalt and the smell of heavy, French cooking from nearby restaurants, and enter into a place of coolness, serenity and iced sweet-tea. We settle down on her dark green sofa in preparation for time spent doing a question and answer session, when the ice is very much broken by a loud racket coming from upstairs. Dane excuses herself and takes a moment to shout at her uproarious dog who has been sequestered to one of the upper rooms. A strange mix-the, calm, Victorian surroundings, that one would normally associate with a very buttoned-down, proper personality (and impeccably clean! So much for messy artists) that are the home to this vivacious, creative, almost eccentric, auburn-haired woman who is outfitted entirely in black, right down to her boots. Zara returns, friendly and flustered, and apologises profusely, then offers to refill my tea. I decline, then awkwardly plunge into my first question, considering all of the perversity and horror of your storiesdid you have a normal life growing up Zara laughs. "Oh, my, I guess you could say that. My dad is a lawyer, my mum is a professor. I grew up in a fairly well-to-do neighborhood and attended a horribly competitive private school. I got good grades, was on the swim team and things like that, but I was in a very, very unhealthy situation. I had very caring friends,

Finance Assignment Example | Topics and Well Written Essays - 500 words

Finance - Assignment Example d) A separate WACC should be calculated based on the project and the costs of the different components of capital and the percentage of each component of capital that is used. Therefore, different weights would be used based on the weights expected to be used for the relevant project Question 2 – Component Cost of Preferred stock a) Western can deduct interest on its debt while there are no similar deductions for dividends. This is so because interest is allowable as a deduction for tax purposes while dividends on common or preferred stocks are not allowable as deductions for tax purposes. b) Given the difference in bond ratings between the utility subsidiaries and the unregulated subsidiary the various units have different costs of preferred stock. The one with the higher bond rating would have the lower cost and the one with the lower bond rating the highest cost. The utility subsidiaries and the unregulated subsidiaries would have different levels of operating risks c) The value at close should be used or the average of the highest and the lowest bid..

Three stories of Franz Kafka, featuring the theme of isolation and Essay

Three stories of Franz Kafka, featuring the theme of isolation and social laws including Before The Law, excluding Metamorphisis - Essay Example Franz Kafka’s parable Before the Law is an enigmatic contemplation of a man and his relation to social laws and the isolation he faces throughout his existence. The story explains the life of a man who attempts to gain admittance to a pathway referred to as the Law. When the man confronts the doorkeeper about admittance, the doorkeeper responds that he cannot admit him now, but possibly at a later date he will be allowed to pass. The man looks inside of the path and the doorkeeper witnesses him doing so and says to him that he may attempt to enter despite his wishes but that there are many more doorkeepers ahead, the third of which the original doorkeeper believes is so hideous he can’t even look at. The man resigns himself to his current situation and pulls up a stool and sits on it in anticipation of being admitted into the pathway. As the years pass the man gives everything to the doorkeeper attempting to bribe him, but is consistently rebuffed in his attempts to be granted admittance to the pathway. Finally, as the man is about to die, he asks the doorkeeper why other people haven’t attempted to gain admittance to the pathway and the doorkeeper responds, â€Å"No one else could ever be admitted here, since this gate was made only for you. I am going to shut it (p. 3).† While the exact definition of what the Law constitutes in this story is vague, one can assume that it represents some form of society or level of existence that the man has been attempting to gain admittance to. In this regard, it represents the life the man wants but cannot attain because of restraining social laws. However hard the man tries to advance his life and existence, he is constantly faced with the inevitable conclusion that he is stuck in his current position. Ultimately, the story is a meditation on the absurdity of existence and the isolation it entails. Not only is the man unable to gain admittance into the doorway, but he must wait in isolation throughout his entire

English Composition Essay Example | Topics and Well Written Essays - 500 words - 3

English Composition - Essay Example Now I understand that gay marriages are to be considered an essential human rights issue. It could raise the social statues and economic stability of the sexual minority of gays and lesbians. The civil rights aspect of it stems from the question of equality for all individuals. Homosexuals have to be treated on an equal basis in the socio-cultural sphere, and be provided equal opportunities to participate in all possible areas of public domain. The narrow-minded arguments against it by religious sects and homophobes have to be addressed and disproved so as to defend the basic rights of homosexuals. One may need to redefine the parameters of family structure to accommodate gay marriages, but that will only strengthen the possibilities of tackling the issues of dissent in the general social structure. A few of the controversial issues related to gay marriages have to be addressed and analyzed to make this view clear. The real reasons behind the arguments against gay marriages go deeper to the levels of ignorance and lack of proper understanding among human beings. Many are misinformed regarding the nature of gay relationships and consider it as something entirely different from heterosexual relationships. Gay relationships are often perceived to be all about sex, but that is hardly the issue. The reality is that homosexuality is based on mutual attraction, love and affection, very much like in the case of heterosexuality. If the commonly held misconceptions regarding gay relationships can be eradicated, the prospect of gay marriages can be understood clearly. The false presumption that a marriage can take place only between a man and woman has to be uprooted. Nor does one have to fall for the argument that the basic purpose of marriage is procreation. The element of immorality attached to gay relationships is also

Field Assignment Example | Topics and Well Written Essays - 250 words

Field - Assignment Example His last attempt to close the deal was to tell me that if I signed their contract today, I could be in a new apartment tomorrow. I thanked him and said goodbye. The next salesperson I talked to was another on-site salesperson named Mark. This was at a retail clothing store with a lot of different departments. Compared to Dan, Mark seemed rushed and nervous. I asked him about finding some good chino pants, and he looked and saw that I was already carrying a jacket, and then told me, to my surprise, that I would have to leave the sports jacket with him, and then go upstairs to look at chinos. I told Mark that I was going to take my jacket with me, because I was going to buy it, and that I wanted to do this while looking at chinos. He appeared flustered at this. As he was getting more flustered, I told him that I could leave the sports jacket with him, but that I probably wouldn’t buy it. He seemed OK with this. Then, another salesperson stepped in, and told me where I could take the elevator to the chinos section. I said to Mark, â€Å"That’s all you needed to tell me, right there.† These were two very different experiences. Mark was not effective, and Dan was. Dan was not pushy, and Mark was. Dan did not act nervous or flustered. He was more interested in what I could do, and getting me to say â€Å"yes.† Mark was more interested in what I couldn’t do, and kept saying â€Å"no† to me. I responded very differently to these two salespeople. When I am in contact with a salesperson, I am looking for someone who is relaxed, calm, confident, and

Managing with Integrity Research Paper Example | Topics and Well Written Essays - 500 words

Managing with Integrity - Research Paper Example Steward mangers identify with high moral developments, unlike agents. Consequently, they not only disregard their personal interest, but also forego interest of their organizations to meet people’s needs. They therefore promote welfare of employees and the entire society (Martynov, 2009). This approach to decision making mirrors the concepts of a servant leader in variety of ways that include â€Å"motives and intentions,† â€Å"means and methods,† and â€Å"ends and outcomes† (SanFacon and Spears, 2008, p. 9). The servant leader for example has a self-motivated and automatic desire to serve others and this mirrors the steward-manager’s moral obligation to meet the society’s needs. The drive in a servant leader to develop potentials for rendering services is also similar to the steward-manager’s desire to meet his moral obligations to the society. Similarly, the steward manager’s disregard of organizational interest to focus on the society’s well being is similar to the servant leadership concept that organizations should benefit people instead of exploiting them. A steward manager and the concept of servant leadership also share similar objectives (SanFacon and Spears, 2008; Martynov, 2009). A steward manager would be successful in the global business world because of two factors, the ability to interact with and manage diversity through critical thinking and the moral drive to meet social expectations. While the moral manager is different from the agent manager, morality does not negate managerial skills. The steward manager is therefore able to interact with people in different cultural and ideological frameworks to achieve his or her desired objectives. The gained morality of the manager also facilitates interaction with other members of the society who will be able to identify and respond to the manager’s good social

Field Assignment Example | Topics and Well Written Essays - 250 words

Field - Assignment Example His last attempt to close the deal was to tell me that if I signed their contract today, I could be in a new apartment tomorrow. I thanked him and said goodbye. The next salesperson I talked to was another on-site salesperson named Mark. This was at a retail clothing store with a lot of different departments. Compared to Dan, Mark seemed rushed and nervous. I asked him about finding some good chino pants, and he looked and saw that I was already carrying a jacket, and then told me, to my surprise, that I would have to leave the sports jacket with him, and then go upstairs to look at chinos. I told Mark that I was going to take my jacket with me, because I was going to buy it, and that I wanted to do this while looking at chinos. He appeared flustered at this. As he was getting more flustered, I told him that I could leave the sports jacket with him, but that I probably wouldn’t buy it. He seemed OK with this. Then, another salesperson stepped in, and told me where I could take the elevator to the chinos section. I said to Mark, â€Å"That’s all you needed to tell me, right there.† These were two very different experiences. Mark was not effective, and Dan was. Dan was not pushy, and Mark was. Dan did not act nervous or flustered. He was more interested in what I could do, and getting me to say â€Å"yes.† Mark was more interested in what I couldn’t do, and kept saying â€Å"no† to me. I responded very differently to these two salespeople. When I am in contact with a salesperson, I am looking for someone who is relaxed, calm, confident, and

Modern Education Essay Example | Topics and Well Written Essays - 3000 words

Modern Education - Essay Example Such reservations against the concept of personal autonomy is rooted in the thought that the idea of personal autonomy is laced by the threats of masculinist implications (Friedman, Autonomy, gender, politics, 2003), thus making them feel uncomfortable with such a notion. Over the years and especially in the past decade, those who felt such apprehensions had to face the overwhelming circumstances that place a needed sense of value to the concept of personal autonomy in terms of its critical and constructive aspects (Benson, 2005). With this, feminists have come to adhere to the concept of personal autonomy although particular aspects of the idea have to be qualified to suit the â€Å"tastes† of different groups. While the acceptance of the notion of personal autonomy may remain debatable for certain groups, there is no doubt that the feminist movement, together with much of the members of modern civilization, considers education as among the greatest endowment for women in soc iety that provides them with a sense of equality with men. Along these lines, this paper will provide a discussion based on personal autonomy being a goal of education. Specifically, this discussion will be centered on a feminist view, emphasizing education in terms of a liberalist context. First, the concept of personal autonomy will be discussed, briefly outlining its history and highlighting the views of different theorists and, in particular, of contemporary liberals on the concept. The paper shall then proceed to discussing the concept of autonomy rooted on feminist views. Finally, the paper shall highlight how personal autonomy may be advanced by education, using a feminist context. 2.0 The Concept of Personal Autonomy â€Å"A person is autonomous to the degree, and it is very much a matter of degree, that what he thinks and does, at least in important areas of his life, are determined by himself.† Dearden, Autonomy and education, 1975, p. 343. The concept of personal a utonomy traces its roots to the ancient Greek philosophy of Plato and Aristotle. Both men proposed that the rational part of the soul is its most important part and the ideal for humanity is associated with self-sufficiency and being non-dependent on other people (Backus, 2003). Kant later developed the idea of moral autonomy as having authority over one’s actions and soon thereafter, the idea of autonomy in learning has become a part of a wide range of educational philosophies and has been identified recently in educational policy to be crucial to the development of learning (Honderich, 2005). Autonomy simply resided on morals in its early years, but then views about this began to change in the 21st century. For Dworkin ( 1988 ), the concept of autonomy includes one’s overall point of view towards how one lives one’s life. He points out that each individual, whether the most learned or the most carefree, conforms to his or her own personal view of what makes li fe valuable (Dworkin, 1988). Thus, Dworkin is actually saying that each person reveals how he or she conceives goodness or the good life through his or her behavior. For Raz (1988), the concept of personal autonomy is much more specific as he emphasizes that the individual is responsible for whatever happens to his or her life. As such, an individual with personal autonomy is identified not only by his actual choices in life but by the presence of choices themselves (Raz, 1988). Therefore, an individual can really just be

Lesson Plan Reading Essay Example for Free

Lesson Plan Reading Essay Reading skill can easily be developed in school pupils through simple, interesting, systematic and analytical instructional phonic practice. In order to prepare school children for reading, there is need to engage them in some activities that will stimulate their phonic awareness. According to Marilyn Jager Adams (2004), some of the activities are described below: Objective: To extend the awareness of initial phonemes in school children by asking them to compare, contrast and eventually identify the initial sounds of a variety of words. Materials required: Picture cards. Activity: A few picture should be spread in a circle and the children be told to find those pictures whose name starts with the initial sound on which they have just been working. Each child is to say the name and initial phoneme of each picture that is found. If the initial sound match, the child selects another pair, otherwise, another child takes a turn. Objective: To help children to separate the sound of words from their meaning. Activity: The children should be shown how a totally different word may result if the initial phoneme of a word is removed. This will enable the children to separate the sounds of words from their meaning. The children should be called to line up by saying their first name without the initial sound. The children have to figure out whose name has been called and what sound was missing. Objective: To introduce the children to the challenges of analyzing words into phonemes. Materials required: Blocks and two-phoneme word cards. Activity: A child should be told to pick up a card and name what it depicts. The teacher is expected to repeat the word slowly and with a clear pause between its two phonemes. All the students should then be told to repeat the word in the same manner. The teacher is expected to place blocks in two different colors underneath the picture as she enunciates the sound represented by each. This will show that the word bow consist of two separate sounds. The children should repeat the sounds while pointing to the respective blocks, pausing slightly between phonemes with each repetition. Objective: To introduce the children to the challenges of synthesizing words from phonemes. Materials required: Blocks and two-phoneme word card. Activity: The teacher should choose a picture and place it face down so that the children cannot see it. Then name the picture phoneme by phoneme, while placing the blocks beneath the picture. While the children points to their own blocks, they are expected to repeat the phoneme over and over again. This activity can later be used to teach the alphabetic principles by replacing the colored blocks with letter tokens. If this is to be done, however, it should be noted that, to convey the essential logic of the alphabetic principle, it is best that all words include one letter for each sound, left to right. With this in mind, words with silent letters should be avoided. The above activities, when practised, will develop reading skills in school children. Reference Marilyn, J.A., Barbara, F., Ingvan, L. and Terri, B. (2004). Phonemic Activities for the Preschool or Elementary Classroom.

Causes of the Cuban Missile Crisis

Causes of the Cuban Missile Crisis Cuban Missile Crises Introduction Considered to be one of the most serious conflicts between the U.S and the Soviet Union during the Cold War, the Cuban missile crises brought the World a clash of democracy V.S communism with a deadly nuclear outcome. Known to the World as the Cuban Missile crises, to the Russians as the Caribbean Crises and to the Cubans and the October Crises it lasted sixteen days in October. The main characters involved were U.S President John F. Kennedy, Russian Premier Nikita Khrushchev and Cuban President Fidel Castro. The sixteen days in October 1962 was the closest time that a full out nuclear war was about to take place Background America USSR Free election No elections or fixed elections Democratic Autocratic / Dictatorship Capitalist Communist ‘Survival of the fittest Everybody helps everybody Richest world power Poor economic base Personal freedom Society controlled by the NKVD (secret police) Freedom of the media Total censorship The Cuban missile crises origins began at the end of the World War 2. After the war about to end the United States and the USSR started to disagree on the main ideas of how a post war Europe should look like. The Americans main aim of the war was to spread democracy and to spread their companys economic opportunities into Europe. This was very different to what the USSR wanted, the USSR suffered a lot during the war, and they lost a lot of people and suffered a lot of economic and social problem directly resulting from the war, because of this the USSR main post war thoughts were to protect themselves from other wars that may happen and to spread communism across the globe.   These differences between the two countries were obviously great and were bound to cause tension and problems. Origins of Russian-American Tension Ideological: The United States and the Soviet Union represented two completely different forms of government. In the United States, the government is chosen by free elections. The people have the right to form political parties so that they can voice their political opinions. They also have the right of freedom of speech and freedom of the press. In the Soviet Union, the government is chosen by the Communist Party. The people do not have the right to form their own political parties; they do not enjoy the right freedom of speech and the freedom of the press. Since these two systems of government are completely different to one another, this is bound to cause friction between the United States and the Soviet Union. Economic: The United States wanted to encourage free trade throughout the world. The Soviet Union wanted to close off her itself from international trade. Russia was afraid that trade with the West would open up Russia to western influences which would have ruined the strength of the one-party communist regime. These differences led to much bad feeling between the United States and the Soviet Union. Power rivalry: After the Second World War, with the decline of Europe, power was shared between the Soviet Union and the United States. As one superpower wanted to dominate the other, conflicts were to be expected. Immediate Causes Leading to the Cold War Early conflict between the Soviet Union and the United States began at the peace-time conferences. Their conflict was intensified after President Truman declared the Truman Doctrine and launched the Marshall Plan in 1947. Extension of Russian influence in Europe: Even before the end of the war, the Soviet Union had gradually extended its influence in Europe. By the fall of 1944, the Red Army had liberated and controlled a large part of Eastern Europe. By 1945, at the Yalta Conference, the Soviet Union obtained the Curzon Line as its new boundary line with Poland and also the control of the eastern zone of Germany. As the war was ending in May 1945, the Soviet Union quickly consolidated its control of Eastern Europe. The Red Army began by influencing the post-war elections. They intimidated the voters and changed the voting lists as they desired. Although the non-communists could still manage to get some votes, most of the votes went to the communists. As a consequence the coalition governments formed immediately after the war were largely dominated by the communists. Two of the key ministries Defense and Military (Police) were always under communist control. Stalin was not satisfied with communist control of Eastern Europe. In the meantime, he encouraged the communists to take an active part in the immediate post-war elections in Western Europe. In late 1946, the French and Italian Communists were becoming the most powerful parties in France and Italy. The reactions of the United States: Despite the increasing Russian influence in eastern and central Europe, many politicians in the United States were optimistic about the chances of co-operation with the Soviet Union after the war and did not support strong resistance against the Russian expansion. But from May 1945 onwards, the situation was changed. The U.S. government preferred a policy of strong resistance against Russia. Poor relations between the United States and the Soviet Union: The growing problem and deteriorating relations between the Soviet Union and the United States were reflected in two minor incidents in the year. Land-Lease was abruptly terminated by the United States and the Russian request for American economic aid for the purposes of post-war reconstruction was ignored by the government of the United States. NATO vs. the Warsaw Pact April 4th 1949 NATO (North Atlantic Treaty Organization) was formed by the United States, Canada, Portugal, Italy, Norway, Denmark, Iceland, Netherlands, Luxembourg, France and the United Kingdom. NATO was set up to counter the military power of the USSR. In direct response to this, the USSR set up the Warsaw Pact consisting of Albania, Bulgaria, Czechoslovakia, Hungary, Poland, Romania, Germany, and the USSR. Dark Blue: Founding members of the North Atlantic Alliance (NATO) Light Blue: Countries that joined NATO after 1949 Dark Red: Founding members of the Warsaw Pact Light Red: Countries that joined the Warsaw Pact after 1955 Bay of Pigs The Bay of Pigs was an unsuccessful attempt by US-aided Cuban exiles to launch an attack on Cuba to overthrow Fidel Castro. The invading forces were defeated in just two days. 2506 Cuban exile invaders were killed and most of the rest captured (later traded for 58millions dollars in food and medicine aid) and approximately 4000 Cuban military men and civilians died. This deepened Cuban and American tensions, which was made worse by the Cuban Missile Crises, whose aftermath is still seen to present day. Cuban Missile Crises By 1960 the United States had a considerable nuclear advantage over the USSR, both in terms of nuclear arsenal and proximity to the USSR. The United States had 27,297 nuclear missiles compared to 3,332 for the USSR. In 1961 the United States, as a means of deterrence, placed long range ballistic nuclear missiles in Turkey, meaning that Moscow was 16 minutes away from a strike. This deeply angered the Soviet regime and they responded by placing Missiles in Cuba who had recently become an ally under President Fidel Castro. The fear that Cuba had the America might try to invade again led to negotiations between Khrushchev and Castro. In April 1962 Castro agreed to the supply surface to air missiles and surface to surface missiles to Cuba for defensive purposes. By May 1962 under Soviet control and supervision nuclear missiles were beginning to be installed in Cuba. These were transported by more than 60 Soviet ships. As named by the Soviet Union, operation Anadyr was kept tightly guarded. The USSR sent bomber plans, troops to aid in the construction and to provide expertise in the installation and use of the weapons. In all were planned to deploy 60,000 troops, three R-12 missile regiments and two R-14 missile regiments. Troops were transferred by 86 ships, Between June 17 and October 22 there were transferred 24 launching pads, 42 R-12 rockets, including six training ones, some 45 nuclear warheads, 42 Il-28 bombers, a fighter aircraft regiment (40 Mig-21 aircraft), two Anti-Air Defense divisions, three mechanized infantry regiments, and other military units some 47,000 troops in total. During this period after various leaks of information, the Soviets denied any missiles being placed in Cuba and told the Americans that they did not want to enter into any confrontation and raise tensions. American distrust of the Russians was soon confirmed. In late August an American reconnaissance plane photographed a number of installations on Cuban soil. Even with the proof President Kennedy was still convinced that these were built for defensive purposes on the part of the Cubans fearing an invasion of Cuba again by the Americans. After meeting the Soviet Ambassador, President Kennedy voiced his concerns over the installations and was constantly told not to worry, that there was no offensive missiles in Cuba and that the military buildup was insignificant. After more reconnaissance flights, using U2 manned planes, the United States was able to confirm the location and amount of nuclear missiles, this lead to confusion in the United States Government. After President Kennedy saw the photographs he brought together most of his key advisors to come up with a plan on how to deal with the threat. America intelligence stood by its convictions that the USSR would not install nuclear missiles in Cuba. The advisors quickly came up with a five different courses of action to be taken as a response to the threat. Do nothing Use diplomatic pressure to get the Soviet Union to remove the missiles An air attack on the missiles A full military invasion Naval blockade of Cuba After much careful discussions and the fear of Russian revenge if Cuba was attacked, the decisions was made to blockage the Cuban sea and stop all shipments coming into the area. The main aim was to check all ships coming into Cuba to see their cargo and examine any missiles or offensive weapons that were coming into the country. Most South American countries assisted in this blockade. At 7 p.m. October 22, President Kennedy delivered a televised radio address announcing the discovery of the missiles. Premier Khrushchev sent a message to President Kennedy saying that he considered the blockade and ‘pirate action against the ships as a provocative move that would eventually lead to war, he ordered the ships to ignore the American blockade. To this President Kennedy responded by saying that the United States was forced into this action after being repeatedly assured that there was no offensive missiles which provided to be a lie The next morning, Kennedy informed the executive committee that he believed only an invasion would remove the missiles from Cuba. However, he was persuaded to give the matter time and continue with both military and diplomatic pressure. He agreed and ordered the low-level flights over the island to be increased from two per day to once every two hours. He also ordered a crash program to institute a new civil government in Cuba if an invasion went ahead. At this point the crisis was apparently at a stalemate. The USSR had shown no indication that they would back down and had made several comments to the contrary. The U.S. had no reason to believe otherwise and was in the early stages of preparing for an invasion, along with a nuclear strike on the Soviet Union in case they responded militarily, which is what they assumed. As the crises continued secret negotiations were taking place constantly between the United States and the Soviet Union, the Soviets wanted the United States to remove its Jupiter missiles from its bases in Turkey as it claimed they pose as much of a threat as their missiles in Cuba. On the other hand the Americans wanted to Russians to remove all missiles and installation that they had placed in Cuba and America would guarantee that it will not invade or offer assistance to anyone who wanted to invade Cuba; it would lift the sea blockage and consider removing the missiles from Turkey. On October 27th 1962, a Lockheed U-2 reconnaissance plane that was flown by Major Rudolf Anderson left Florida to Cuba to take surveillance pictures of the military buildup, and at approximately 12pm, Major Andersons plane was shot down by Russian anti-aircraft missiles, he was instantly killed and was the only casualty from enemy fire during the conflict. This infuriated the Americans, who demanded that the Russians cease all their operations in Cuba and halt any fire; they viewed this as a start of war and took the gesture as an escalation in the violence. Although the commander, who fired, did so by himself, the Soviets were afraid that the Americans would view this as an escalation of war. All Soviet troops were quickly ordered to cease firing on American plane. After the Americans saw no change in the Soviet stance, and the Americans started to prepare for war, they came up with targets to be attacked by air, troops were readied, and plans were made for Cuba including a post-war government, the plans also involved a nuclear strike on Russia in case it got involved. America informed its NATO allies to be ready for an American response and to ready themselves in case the USSR responds in Europe. Ending the Crisis After much consideration between the Soviet Union and Kennedys cabinet, Kennedy agreed to remove all missiles set in Turkey on the border of the Soviet Union in exchange for Khrushchev removing all missiles in Cuba. Premier Khrushchev announced that they were dismantling the missiles in Cuba, while the Americans declared that they would not support or invade Cuba, however they did not mention removal of their Jupiter missiles from Turkey. Because the withdrawals from Turkey were not made public at the time, Khrushchev appeared to have lost the conflict and become weakened. The view was that Kennedy had won the contest between the superpowers and Khrushchev had been humiliated. References http://www.historylearningsite.co.uk/coldwar.htm http://www.learningcurve.gov.uk/coldwar/ http://en.wikipedia.org/wiki/Cold_War http://www.spartacus.schoolnet.co.uk/ColdWar.htm http://www.bbc.co.uk/history/worldwars/coldwar/ http://encarta.msn.com/encyclopedia_761569374/cold_war.html http://library.thinkquest.org/11046/days/ http://en.wikipedia.org/wiki/Cuban_Missile_Crisis http://www.johndclare.net/cold_war16.htm http://www.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/ http://www.loc.gov/exhibits/archives/colc.html http://www.globalsecurity.org/military/ops/cuba-62.htm

Karl Swindlehurst Melancholy of the German Hussars :: English Literature

Karl Swindlehurst Melancholy of the German Hussars I have currently been studying three short stories. The first of the three short story’s The Melancholy Hussar of the German Legion is one of seven stories from the â€Å"Wessex Tales† . The genre of this story is generally based around love and issues and consequences related to love, and also distresses the complications and coincidences within the love story. The story itself has three main characters in which a love triangle is formed. Phyllis, Humphrey and Mateus are the main characters in which Phyllis was engaged to Humphrey through an agreed marriage arranged by both Humphrey and her father. However that engagement breaks down when Humphrey goes to Bath on a trip which lasted longer than both Phyllis and her father had expected. In this time Phyllis had meet a man named Mateus. Mateus was a corporal in the German Hussars and both Mateus and Phyllis fall in love. The plot is based around the love of Phyllis and Mateus and also how the plan of Mateus going AWOL falling to pieces, and the build up to his death. Mateus and Humphrey are entirely different to each other in a sense of character looks, actions, and general attitude towards Phyllis. We first get a description of Humphrey around line 56, â€Å" Interests within the Court - was one Humphrey Gould a bachelor a personage neither young nor old; neither good-looking nor positively plain† The description is detailed yet vague, it leaves very much to be desired, â€Å" neither young nor old† it’s very bland, imprecise James Hardy is suggesting he is of middle age. In this short description we can devise a brief image of Humphrey. Around line 107 we are introduced with the interesting character of Mateus. â€Å" Her attention was arrested by a solitary figure walking along the path† the introduction that James Hardy has chosen is rather different to Humphrey maybe suggesting in an early stage in the story that he is more important. â€Å" It’s aspect was so striking, so handsome, and his eyes were so blue and sad, abstracted.† The description is of more beauty compared to Humphrey’s suggesting quite obviously Mateus is the better looking man. The acquaintance of Phyllis by both men were distinctively different. Humphrey approached Dr. Grove Phyllis father for her hand in marriage, Humphrey having come from a highly respected family Dr. Grove was overwhelmed, and saw this as an great opportunity for his family. Mateus’ s meeting with Phyllis differed to Humphreys. He was simply walking past and they both noticed each other, on the whole a more romantic meeting.

Where Are You Going, Where Have You Been

The dramatic irony of â€Å"Where Are You Going, Where Have You Been? † conveys the tone of warning about temptation. Connie’s situation is that she does not feel appreciated at home and uses her looks and actions to get attention and appreciation from boys even if it is short-term. She is self-conscious about her looks and is constantly worried about how other people perceive her. Friend’s fantasy is that Connie will willingly go with him and be his â€Å"lover† (605) even before he officially met her.The reality of the situation is that she does not want to go with this strange man, but is being forced into it because of her fear, which makes her weak and submissive. Connie is fifteen years old and obviously self-conscious because of the love that she never receives at home. Her whole life revolves around attention from boys since she does not feel loved at home. Her sister June appears to be the favorite in the family, as she receives all of the positiv e attention. Connie's mother doesn’t speak kindly to Connie or about Connie, and Connie doesn't think well of her mother either.Her father does whatever he can to please Connie but doesn’t seek for a good father-daughter relationship. They never talk about what is happening in their lives and act as if they are only acquaintances. Connie wants to appear older and wiser than she actually is and her head is always full of meaningless daydreams to help her cope. Her promiscuity leads to attraction from boys and older men where she becomes terrified and realizes that she is not as grown up as she thought.Connie comes face to face with the harshreality of being forced into adulthood at the age of fifteen because of the special attention of Arnold Friend. 2 Arnold Friend is a smooth talker and has a great influence on the actions of his victims. His word choice appeals to teenagers as does his clothing. He is a short and stocky guy who stuffs his boots to make him seem talle r and wears a leather jacket to look young and desirable to teenage girls. The fact that his feet do not touch the bottom of his boots alludes to the devil’s hoofs, significant in that he resembles the devil’s ability to deceive. Don’t hem in on me. Don’t hog. Don’t crush. Don’t bird dog. Don’t trail me† (608) are slang that he rattles off because he momentarily forgets what sayings are popular so he reconciles by making them up on his own. He has a moment when he breaks down in front of Connie and starts to lose his cool, calm, and collected personality showing his panic in possibly not being able to get his way. This shows that he is narrow-minded and does not settle for anything that he does not approve of.His main focus is on retrieving girls for rape and murder and always goes for the attention-seeking personalities to make it easier to reach this goal. Friend is living a fantasy, while Connie asserts the reality of the sit uation. When these worlds mix, it is obvious that Connie does not have control and Friend becomes dominant. Friend’s alternate world is made up of his desire to have â€Å"dates† and â€Å"lovers† (605) when in actuality, he forces women to show him affection by kidnapping them, raping them, and then killing them.Friend’s forceful words show how he is caught in this dream of what Connie is going to do with him and how perfectly it will all work out in the end when in all actuality, Connie has no intention of willingly going with him. He continuously harps on the fact that he is going to get his way because he insists that his dreams are true. Every time he talks about his fantasy, Connie has a bold statement declaring that she is willing to fight against his dream and 3 bring it back down to a reality as she tries to reason with him. Friend has the gift of persuasion where his greatest tools for manipulation are his words.He â€Å"promises† (607) t hat he will not harm Connie as long as she does not follow through with what he considers threatening. Connie separates her mind from her body because she suddenly loses control. She is used to being on top and empowered but Friend comes along and takes over. The dramatic irony, during the course of their conversation, implies that Connie was in control of the situation to begin with, but Friend managed to obtain ultimate control of the situation by having her succumb to his power. Modern culture promotes having fun and doing what feels good in the moment.Connie has poor communication with her family, shown by her rebellious behavior and lack of respect for her parents. She chooses to distance herself from her family which results in them not being there when she needs them the most. Parents are supposed to be protectors and leaders in their children’s lives and when these key aspects are not present, a window is opened for the victimization of youth. The consequences of such situations result in a predicament like Connie’s and becomes an immense concern for the effects that modern culture has on youth. Where Are You Going, Where Have You Been â€Å"Where are you going, Where have you been:† The Media’s effect on youth In this 1966 short story written by Joyce Carol Oates, fifteen-year-old Connie is a self-absorbed teenager who spends her time fantasizing about romance and searching for attention from men. While out with a suitor, a strange man promises her, â€Å"I'm gonna get you, baby† (2). Connie doesn't think much of the incident until one day while alone at home; the man comes to â€Å"get† her. The assailant, Arnold Friend, is kind at first then progressively becomes aggressive and violent towards her.Though at first she enjoys Arnold’s attention, once his demands become sexual and violent, her confidence diminishes. While Connie attempts to evade Arnold’s commands, she becomes powerless against the man and eventually follows him to â€Å"go for a ride† (3). While â€Å"Where are you going, Where have you been,† appears to simply be a tragic story about the abd uction and rape of a young girl, it is more importantly a statement of the time on the over-sexualization in the media.From the time period the story was written, the 1960’s, we know that society as a whole was exploding with counter-culture and rebellion. In response to the Vietnam War, for the first time in history, music rapidly became highly influential and that of a sexual nature. This first wave of over-sexualized media is what influenced Connie and millions of the time to exploit their sexuality. The youth of the time period are commonly thought of as being extremely responsive to the world around them.With music being more suggestive than in the past and young people being more expressive and experimental, Connie grew up in a drastically changing world complete with the need to be sexual and to really stand out in order to be noticed. Media became more widespread and important in the 60’s than it had ever been before. When the TV and radio weren’t focusi ng on the war efforts in Vietnam, they showed the youth’s protest, and push to â€Å"Make Love, Not War:† an iconic phrase that illustrates the push towards sexuality during that time.Connie, an adolescent of this explosive period, is a prime example of sexualization in the media having a detrimental effect on a person. It is her need to be desired that makes her appealing to Arnold Friend, and leads to her demise later in the story. Music is a major theme in the story: Connie constantly listens to music and associates music with pleasure in multiple instances. At one point, she even says she â€Å"listened to the music that made everything so good† (2). Upon Arnold’s arrival we see that he is listening to the same music as Connie, which serves as a way to connect them.Since music plays such a prevalent role in Connie’s life, we can conclude that music is the media that influences her to behave in a sexual manner. From the music that she listens to , Bobby King, we get the impression that she links her idea of romance (that derives from the music she listens to) to the confidence and maturity she pretends to have when it comes to boys. Music plays in every situation where she intends to be sexually desired; while out with boys, out with her friend searching for attention, while laying out in her backyard, and even at the beginning of her conversation with Arnold.Music and Connie’s sexuality are inextricable tied together–once Connie becomes frightened of Arnold and is no longer exploiting her sexuality, there is no further mention of music in the story. While it is understood that Arnold will most likely harm Connie, he also is whisking her away (or saving her) from a morally loose society–that very same society that made her the over-sexualized girl we see in the beginning of the story.Everything about Connie indicates that she has been socialized into how the media thinks a young girl should be–fr om her suggestive clothing to her desperate attempt to be sexually desirable to the male population. Despite what she leads on, Connie is actually sexually innocent. Her innocence is echoed by her child-like naivety of opening her front door to a complete stranger while alone, as well as the fear that consumes her while she could have been calling the police to prevent her murder.Arnold’s desire for the young Connie may be Oates’ way of portraying how perverse the media’s ploy to sexualize America’s youth is as well. The â€Å"Lolita Effect† is even a relatively recent concept. A â€Å"lolita† is a young girl who is viewed in a sexual manner, while the â€Å"lolita effect† is not only the corruption of a child by an adult, but exploiting an adult by a child that has been corrupted by society. Connie exploits her sexuality so well in the beginning of the story. It is her sexualization at such a young age that causes Arnold to find her attractive and is the real life tragedy that comes from the story.By the end of the story, as the title suggests, Connie undergoes a major change. She ties to be an adult, but when Arnold challenges her with sexual advances, we see the frightened child she is. Arnold is merely an agent to portray the evils that exist in the media. He illuminates the fact that our culture’s media gives young girls the unattainable idea that they must behave in a certain way in order to be attractive, and that a man finding them sexually attractive is of upmost importance even as a pre-teen.The sexualization of young girls causes adult men to be attracted to them, creating an even further over-sexualized society. A young girl’s sexuality is such a vital aspect of the maturation process: a process that is malfunctioning or happening far too soon because of the media. It is the evil in the media that causes Connie to fall victim to the media’s harmful portrayal of femininity. Media teaches us that being a typical young woman in today’s society is contingent on the amount of sexuality her appearance exudes.Connie so perfectly replicates how young girls in America that are being over-sexualized through music or television without even being aware of it. The tragic way that Connie is stripped of her childhood suggests that â€Å"where you are going,† is dependent on where you have been. In â€Å"Where are you going, Where have you been? † Oates’ does a terrific job of hyperbolizing the affects of the media’s influence while pointing out the very unexaggerated truth that over-sexualization in the media is detrimental to all aspects of society.