An associative relationship between drug abuse and child abuse Essay

An associative relationship between drug abuse and child abuse - Essay Example Hindrances to data collection may include time to contact enough persons in order to get a proper sample. It may also include the reluctance or fear of the subjects to provide accurate data about a private and embarrassing matter. It might also be difficult for some to accurately remember the details of the situations involved. If sample size falls too low, critics might consider the data unreliable (Hopkins, 1997). Hypothesis Two: The same participants as for the previous hypothesis would be used for this part of the study. The items on the questionnaire used would also include probes about the different circumstances under which these persons were most likely to use drugs and how much drug use was associated with these times. They would also be asked whether they considered their actions toward the children to be dependent on the amount of drugs they used. Each questionnaire would also include the option to accept an interview. Those interviewed would be probed about the circumstances surrounding the most intense of the abusive episodes in order to shed light on the amount of drug abuse involved in the situation. It might, however, be a challenge to get persons to agree to an interview. Those interviewed would be probed about the circumstances surrounding the most intense of the abusive episodes in order to shed light on the amount of drug abuse involved in the situation. It might, however, be a challenge to get persons to agree to an interview. Obtaining clearance to enter the rehabilitation centre would prove problematic, and interviews that take place over the phone might be criticized as having lost the element of immediacy and the access to body language that would increase the depth of the findings.

The Feelings of Betty Friedmans on Womens Rights in The Feminine Essay

The Feelings of Betty Friedmans on Womens Rights in The Feminine Mystique - Essay Example However, looking at her own experience, she felt there was something wrong with the situation that urged her to look deeper and to conclude that something was amiss somewhere. This book ignited the consciousness of women on their rights to their own happiness. The interrelationship between social factors. The Feminine Mystique published in the United States in 1963 became controversial because of its contents that were contradictory to the women’s femininity at that time. In this book, Betty Friedman argued that women suffered unhappiness on a problem that she said had no name. On this, Friedman presented several factors that she thought were the causes of this unhappiness. Her theory was that â€Å"women have been encouraged to confine themselves to the narrow roles of housewife and mother, forsaking education and career aspirations in the process.† The interrelationship between political factors. In the later years after the war, Betty Friedman observed women going back to domesticity in spite of the rights won thru the â€Å"feminist struggle†. She took note of this as coming from political campaign she called â€Å"counter-revolution† against women after the World War II. To prove her theory that the pre-conceived idea of a â€Å"Happy Housewife† was not true, she made a research that confirmed her assertions to be right. She wanted to correct the adage that â€Å"the woman’s place is in the home†. Many people countered her contentions, and sexual counter-revolution took place. For example, in the work of Reed, she cited â€Å"Penis Envy† became the popular â€Å"psychological catch-all†, and was â€Å"the answer to women’s resentment against their inferior status.† The interrelationship between historical factors and her work. The conflict of reality on the lives of women after the World War II and the propaganda of the Happy Housewife program of the government led Friedman to think of the â€Å"mystique† in relation to her own life.

Assignment On The Fundamental Rights

Assignment On The Fundamental Rights All democratic constitutions provide for the guarantee of certain rights, which are inviolable and beyond the reach of the state. Rights arise from very social nature of man and which are the external conditions necessary for the greatest possible development of the capacities of the personality. Fundamental Rights are sacro sanct and the supporting pillars of democracy as a form of government and as a way of life. . Democracy and inviolable fundamental rights go together. In this assignment I would like to elaborate the Fundamental Rights under the Constitution of India. Constitutionalism is an achievement of the modern world. The following are the salient features of Indian Constitution. The longest written constitution in the world The idea of popular sovereignty Supremacy of the constitution Provision for Fundamental Rights Provision for Directive Principles of State Policy Provides Parliamentary system of Government Provision for secularism Encouraging Socialistic pattern of society Sovereign Democratic Republic Provision for Emergency Provides single citizenship Provision for single integrated judiciary Federalism The constitution of India has a wonderful preamble. The preamble is an introduction to a Constitution. It proclaims the source, objectives and date of adoption of the constitution. The preamble of the Indian constitution reads as follows: WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; And to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. Demand for Fundamental Rights in India During the 19th century a demand for civil rights in India took deep root. The Indians were subjects and not citizens under British rule. Before 1947 India did not have national liberty, and the individual, therefore, could never imagine to have individual freedom with the complete set of guaranteed fundamental rights. As early in 1895, under the inspiration of Bal Gangadar Thilak, a swaraj bill was prepared and this thought in terms of a constitution guaranteeing fundamental rights. In 1928, the Nehru Report spoke of the need to have fundamental rights in the future constitution of India. In 1933, the Karachi session of the Indian National Congress adopted a resolution in favor of fundamental rights. But the British government did not accept the demand of the Indians to incorporate a list of fundamental rights in the constitutions introduced in India. Fundamental Rights: A Preface The Fundamental Rights, embodied in Part III of the Constitution, guarantee civil rights to all Indians, and prevent the State from encroaching on individual liberty while simultaneously placing upon it an obligation to protect the citizens rights from encroachment by society. Seven fundamental rights were originally provided by the Constitution right to equality, right to freedom, right against exploitation, right to freedom of religion, cultural and educational rights, right to property and right to constitutional remedies. However, the right to property was removed from Part III of the Constitution by the 44th Amendment in 1978. The purpose of the Fundamental Rights is to preserve individual liberty and democratic principles based on equality of all members of society. They act as limitations on the powers of the legislature and executive, under Article 13, and in case of any violation of these rights the Supreme Court of India and the High Courts of States have the power to declare such legislative or executive action as unconstitutional and void. These rights are largely enforceable against the State, which as per the wide definition provided in Article 12, includes not only the legislative and executive wings of the federal and state governments, but also local administrative authorities and other agencies and institutions which discharge public functions or are of a governmental character. However, there are certain rights such as those in Articles 15, 17, 18, 23, 24 that are also available against private individuals. Further, certain Fundamental Rights including those under Articles 14, 20, 21, 25 apply to persons of any nationality upon Indian soil, while others such as those under Articles 15, 16, 19, 30 are applicable only to citizens of India. The Fundamental Rights are not absolute and are subject to reasonable restrictions as necessary for the protection of public interest. The Fundamental Rights can be enhanced, removed or otherwise altered through a constitutional amendment passed by a two-thirds majority of each House of Parliament. The imposition of a state of emergency may lead to a temporary suspension any of the Fundamental Rights, excluding Articles 20 and 21, by order of the President. The President may, by order, suspend the right to constitutional remedies as well, thereby barring citizens from approaching the Supreme Court for the enforcement of any of the Fundamental Rights, except Articles 20 and 21, during the period of the emergency. Parliament may also restrict the application of the Fundamental Rights to members of the Indian Armed Forces and the police, in order to ensure proper discharge of their duties and the maintenance of discipline, by a law made under Article 33. Classification of Fundamental Rights The Constitution of India in part III provides for six categories of fundamental rights. They are; Right to Equality The Right to Equality is one of the chief guarantees of the Constitution. It is embodied in Articles 14-16, which collectively encompass the general principles of equality before law and non-discrimination, and Articles 17-18 which collectively further the philosophy of social equality. Article 14 guarantees equality before law as well as equal protection of the law to all persons within the territory of India. This includes the equal subjection of all persons to the authority of law, as well as equal treatment of persons in similar circumstances The latter permits the State to classify persons for legitimate purposes, provided there is a reasonable basis for the same, meaning that the classification is required to be non-arbitrary, based on a method of intelligible differentiation among those sought to be classified, as well as have a rational relation to the object sought to be achieved by the classification. Article 15 prohibits discrimination on the grounds only of religion, race, caste, sex, place of birth, or any of them. This right can be enforced against the State as well as private individuals, with regard to free access to places of public entertainment or places of public resort maintained partly or wholly out of State funds. However, the State is not precluded from making special provisions for women and children or any socially and educationally backward classes of citizens, including the Scheduled Castes and Scheduled Tribes. This exception has been provided since the classes of people mentioned therein are considered deprived and in need of special protection. Article 16 guarantees equality of opportunity in matters of public employment and prevents the State from discriminating against anyone in matters of employment on the grounds only of religion, race, caste, sex, descent, place of birth, place of residence or any of them. It creates exceptions for the implementation of m easures of affirmative action for the benefit of any backward class of citizens in order to ensure adequate representation in public service, as well as reservation of an office of any religious institution for a person professing that particular religion. The practice of untouchability has been declared an offence punishable by law under Article 17, and the Protection of Civil Rights Act, 1955 has been enacted by the Parliament to further this objective. Article 18 prohibits the State from conferring any titles other than military or academic distinctions, and the citizens of India cannot accept titles from a foreign state. Right to Freedom The Right to Freedom is covered in Articles 19-22, with the view of guaranteeing individual rights that were considered vital by the framers of the Constitution, and these Articles also include certain restrictions that may be imposed by the State on individual liberty under specified conditions. Article 19 guarantees six freedoms in the nature of civil rights, which are available only to citizens of India. These include the freedom of speech and expression, freedom of assembly, freedom of association without arms, freedom of movement throughout the territory of India, freedom to reside and settle in any part of the country of India and the freedom to practice any profession. All these freedoms are subject to reasonable restrictions that may impose on them by the State, listed under Article 19 itself. The grounds for imposing these restrictions vary according to the freedom sought to be restricted, and include national security, public order, decency and morality, contempt of court, incitement to offences, and defamation. The State is also empowered, in the interests of the general public to nationalize any trade, industry or service to the exclusion of the citizens. The freedoms guaranteed by Article 19 are further sought to be protected by Articles 20-22. Article 20 provides protection against arbitrary and excessive punishment to any person who commits an offence. Article 21 prevents the encroachment of life or personal liberty by the State except in accordance with the procedure established by law. The Supreme Court also ruled that life under Article 21 meant more than a mere animal existence; it would include the right to live with human dignity and all other aspects which made life meaningful, complete and worth living. Subsequent judicial interpretation has broadened the scope of Article 21 to include within it a number of rights including those to livelihood, clean environment, good health, speedy trial and humanitarian treatment while imprisoned. The right to education at elementary level has been made one of the Fundamental Rights under Article 21A by the 86th Constitutional amendment of 2002. Article 22 provides specific rights to arre sted and detained persons, in particular the rights to be informed of the grounds of arrest, consult a lawyer of ones own choice, be produced before a magistrate within 24 hours of the arrest, and the freedom not to be detained beyond that period without an order of the magistrate. Right against Exploitation The Right against Exploitation, contained in Articles 23-24, lays down certain provisions to prevent exploitation of the weaker sections of the society by individuals or the State. Article 23 prohibits human trafficking, making it an offence punishable by law, and also prohibits forced labor or any act of compelling a person to work without wages where he was legally entitled not to work or to receive remuneration for it. Article 24 prohibits the employment of children below the age of 14 to work in any factory or mine or in any other hazardous employment. This has been provided to protect the health of future citizens, and also on the ground of humanity. Right to Freedom of Religion The Right to Freedom of Religion, covered in Articles 25-28, provides religious freedom to all citizens and ensures a secular state in India. According to the Constitution, there is no official State religion, and the State is required to treat all religions impartially and neutrally. Article 25 guarantees all persons the freedom of conscience and the right to preach practice and propagate any religion of their choice. This right is, however, subject to public order, morality and health, and the power of the State to take measures for social welfare and reform. The right to propagate, however, does not include the right to convert another individual, since it would amount to an infringement of the others right to freedom of conscience. Article 26 guarantees all religious denominations and sects, subject to public order, morality and health, to manage their own affairs in matters of religion, set up institutions of their own for charitable or religious purposes, and own, acquire and m anage property in accordance with law. These provisions do not derogate from the States power to acquire property belonging to a religious denomination. The State is also empowered to regulate any economic, political or other secular activity associated with religious practice. Article 27 guarantees that no person can be compelled to pay taxes for the promotion of any particular religion or religious institution. Article 28 prohibits religious instruction in a wholly State-funded educational institution, and educational institutions receiving aid from the State cannot compel any of their members to receive religious instruction or attend religious worship without their (or their guardians) consent. Cultural and Educational Rights The Cultural and Educational rights, given in Articles 29 and 30, are measures to protect the rights of cultural, linguistic and religious minorities, by enabling them to conserve their heritage and protecting them against discrimination. Article 29 grants any section of citizens having a distinct language, script culture of its own, the right to conserve and develop the same, and thus safeguards the rights of minorities by preventing the State from imposing any external culture on them. It also prohibits discrimination against any citizen for admission into any educational institutions maintained or aided by the State, on the grounds only of religion, race, caste, language or any of them. However, this is subject to reservation of a reasonable number of seats by the State for socially and educationally backward classes, as well as reservation of up to 50Â  percent of seats in any educational institution run by a minority community for citizens belonging to that community. Article 30 confers upon all religious and linguistic minorities the right to set up and administer educational institutions of their choice in order to preserve and develop their own culture, and prohibits the State, while granting aid, from discriminating against any institution on the basis of the fact that it is administered by a religious or cultural minority. The right under Article 30 can be availed of even if the educational institution established does not confine itself to the teaching of the religion or language of the minority concerned, or a majority of students in that institution do not belong to such minority. This right is subject to the power of the State to impose reasonable regulations regarding educational standards, conditions of service of employees, fee structure, and the utilization of any aid granted by it. Right to Constitutional Remedies The Right to Constitutional Remedies empowers citizens to approach the Supreme Court of India seek enforcement, or protection against infringement, of their Fundamental Rights. Article 32 provides a guaranteed remedy, in the form of a Fundamental Right itself, for enforcement of all the other Fundamental Rights, and the Supreme Court is designated as the protector of these rights by the Constitution. The Supreme Court has been empowered to issue writs, namely habeas corpus, mandamus, prohibition, certiorari and quo-warranto for the enforcement of the Fundamental Rights The Supreme Court has the jurisdiction to enforce the Fundamental Rights even against private bodies, and in case of any violation, award compensation as well to the affected individual. Exercise of jurisdiction by the Supreme Court can also be on the basis of a Public Interest Litigation. This right cannot be suspended, except under the provisions of Article 359 when a state of emergency is declared. Directive Principles of State Policy The constitution of India envisages a welfare state for the country in which liberty, equality and fraternity will prevail. Part IV, from article 36 to 51 of the constitution [16 Articles] deals with Directive Principles of State Policy. They are more or less elaboration of principles and ideals contained in the preamble of the constitution. They are the core of our commitment to the silent social revolution. They fix certain social and economic goals to be attained through a non violent social revolution. Classification The Directive Principles of State Policy is directed towards the establishment a welfare state in India. These positive guidelines can be broadly divided into three. Socialistic Principles The principles grouped in this category are socialistic both in their direction and content. Article 38 of the constitution directs the state to secure a social order for the promotion of the people. Article 39 of the constitution briefly lays down the basic philosophy of democratic socialism. It directs the state to secure, Adequate means of livelihood both for men and women Fair distribution of resources, that is, ownership and control of material resources of the community are so distributed as best to subserve the common good. The wealth of the nation should not be concentrated in the hands of a few Equal pay for equal work for both men and women The children are given opportunities and facilities to develop in a healthy manner and that childhood and youth are protected against exploitation and against moral and material abandonment Article 41 provides for right to work, to education and to public assistance. Article 42 directs the state to make provision for securing just and humane conditions of work and for maternity relief. Article 43 directs the state to provide a living wage and conditions of work etc. Gandhian Principles Certain principles of state policy seek to organize the new order in accordance with some Gandhian principles, Article 40 says the state shall take steps to organize village panchayaths and endow them with such powers and authority as may be necessary to enable them to function as units of self government. Article 43 directed the state to promote cottage industries in an individual and cooperative basis in rural areas. According to the Article 46, the state shall promote with special care educational and economic interests of the weaker sections of the people, and in particular, of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of exploitation. Article 47 directs that the state shall regard raising the level of nutrition Liberal Policies Directive principles under this category direct the state to secure for all citizens a uniform civil code to the people belonging to different religions. Article 45 directs that the state shall endeavor to provide and compulsory education. Article 49 provides that it is the obligation of the state to protect monuments or place or object of artistic or historic interest, from spoliation, disfigurement, destruction, removal, disposal or export .Article 50 directs the state to take steps to separate the judiciary from the Executive in the public services of the state. Article 51 stands for the promotion of international peace and security. Fundamental Duties The following are the Fundamental Duties prescribed by the Constitution of the nation under PART [IV-A] to its every citizen: (a) To abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem. (b) To cherish and follow the noble ideals which inspired our national struggle for freedom. (c) To uphold and protect the sovereignty, unity and integrity of India. (d) To defend the country and render national service when called upon to do so. (e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women. (f) To value and preserve the rich heritage of our composite culture. (g) To protect and improve the natural environment including forests, lakes, rivers and wild life, and to have compassion for living creatures. (h) To develop the scientific temper, humanism and the spirit of inquiry and reform. (i) To safeguard public property and to abjure violence. (j) To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement. Conclusion The Fundamental Rights embodied in the Indian constitution acts as a guarantee that all Indian citizens can and will lead their lives in peace as long as they live in Indian democracy. These civil liberties take precedence over any other law of the land. They include individual rights common to most liberal democracies, such as equality before the law, freedom of speech and expression, freedom of association and peaceful assembly, freedom of religion, and the right to constitutional remedies for the protection of civil rights such as habeas corpus. The directive principles are aiming at the welfare state. The fundamental duties are for the establishment of a just nation which is socially committed. So all of these are essential for the survival of a transparent democracy. Modern Social Work is highly based on the rights of individuals. So knowledge of rights and duties become quite significant in the social work as a profession and as an area of study.

A New View on Writing :: Essays Papers

A New View on Writing As long as I can remember, I have always been opposed to writing. All through my school career, I have written mediocre papers just to get by. Every time I would hear a teacher say that we had a writing assignment in the near future, I would immediately plan the short cut, the easy way out. My senior year began as no exception. During my senior year at Schuylkill Haven High School my English teacher was a colorful, middle-aged woman named Ann Barton. She was without contest the most personable teacher I have ever had the pleasure of learning under. She actually cared how her student’s lives were going and would give sound experienced advice. She loved to teach and that passion was obvious to everyone who knew her. As my senior year progressed, Mrs. Barton and I became very close. She had noticed that as the year waned, I seemed to be more and more wary of graduation. Always able to sniff out the truth, of course she was right on. Everyday that passed I lamented every aspect of my life to come: college, family, careers, everything. Then the final week of school arrived, and even for Mrs. Barton an unexpected thing happened. My fellow seniors and I were sitting in her room before class discussing how we were going to manage yet another English class when Mrs. Barton walked in with her usual intense and disturbed look. She said in her heavy Scottish accent, â€Å"I’m done with class. I’m tired of this bloody school†. â€Å"It’s your decision. What do you want to do?† We looked one to the other for a moment, but no one had any idea what we should do. Then finally she said, â€Å"If no one decides than I will.† Immediately the plan became the appreciation of the beautiful day. We were all going out to compose an outdoor journal. Everyone sighed and slowly trudged toward the door. As I headed in the same direction Mrs. Barton stopped me and explained how she would love to read my views on graduation and my future, and that this would be a perfect opportunity to release my burdens by writing of the tensions I had been facing.

Japanese Culture

Normally, a people’s culture as the total way of life is as a result of the historical, socio-cultural developments of that community. The case is not any different from that of the Japanese culture. This development is clearly exemplified by the fact that virtually all of Japan’s culture such as the Shinto shrines, the beliefs and practices surrounding the shrine and the construction works are based on the myths and legends that were associated with leaders such as Sugawara no Michizane. Similarly, some of the architecture and practices were based on the beliefs concerning the pantheon of gods that characterized the Japanese culture.According to the Japanese culture, mythology and folklore, the Sugawara no Michizane is the proper name for the Tenjin, the indigenous spiritual force that is also known as the personification and the embodiment of the ideal Japanese scholar, politician and poet. As another name for Sugawara no Michizane, Tenjin stands for both sky and deit y, with the same denotation of ‘the god of thunder. ’ The history and culture of the ancient Japanese have it that Sugawara no Michizane rose through the ranks in the government during the late epoch of the 9th century.Nevertheless, at the beginning of 10th century, Sugawara no Michizane succumbed to the plot of a rival group which had traces in the Fujiwara family. This resulted in his demotion and subsequent deposition to Kyushu. This development would later herald his lonesome death which paved way for drought, plague and widespread deaths among the populace in Daigo Empire. The princes of the empire would also fall herein. It is interesting to note that after this development, there were endless spates of lightning rainstorms and heavy deluge.The gravity of the matter is that the locals interpreted these developments as phenomenal and supernatural attestations of the spirits being displeased and irked by the exiling of Sugawara no Michizane. This led to the building and construction of the Shinto shrine located in Kyoto. This shrine was later called the Kitano Tenmangu. In this regard, the office and post of Sugawara no Michizane was thus restored posthumously, while any mentioning of his exiling was totally expunged from the records (Samovar, et al 2009) .As if all the above is not enough, Sugawara became deified as the Kami or the Tenjin-sama of scholarship and learning. It is against this backdrop that most of the Shinto shrines in Japan are dedicated to Sugawara no Michizane. Another important way in which the beliefs, superstitions and practices related to the gods affected the Japanese culture is found in the culture of burial and funeral rites. Particularly, the act is known to have been rejuvenated during the fourteenth generation of Haji family. At this time, Nomi no Sukune as the descendant of the god Amenohohi was the supreme leader.As of the ancient days, during the rein of Emperor Suinin, the funeral arrangements and burial arrang ements were primitive to the core, to an extent that the deceased would be buried alongside his kinsfolk. The burial of Empress Hibasuhime alongside the clay images of 300 potters at the behest of Nomi no Sukune in lieu of living retainers and relatives on the account of the need to have a just government was the first breakaway from the somewhat devious culture. This paved way to the assimilation of the culture of burying people with clay models, as opposed to the living.With time, the culture of burying the dead with the aforementioned accompaniments soon became faced out. Similarly, it is the family of the Sugawara no Michizane that the Confucian movement as a religious way of life. At the same time, Confucian scholars arose from this group to supply the Japanese culture with the culture and spirit of intellectualism. The Haji, together with the middle rank of the Sugawara formed the society’s middle rank, mainly serving the ancient Japanese culture as courtiers.Conversely , that the ancient Japanese culture has its genesis of the belief in the gods is well underscored by the fact that the Japanese culture has been believed to have emanated from the gods. In a closely related wavelength, it remains a fact that Furuhito gave the petition of concerning the Japanese family and history. It is against this backdrop that the Japanese family and culture is known to have been divided into three stages. The stages start with the legendary point or stages; the period of loyalty; and the period of the decline of the Yamato’s family status.All the offshoots of the family are said to have descended from the god Amenohohi. Amenohohi on the other hands is said to have come about as a result of the gods, Amaterasu and Susanoo coming together in a procreating contest (Lebra and Lebra 2006) . The legend has it that Amaterasu took off to the cave, for which Susanoo followed in hot pursuit after her. At this point, Amaterasu is said to have swallowed Susanooâ€⠄¢s sword, giving rise to three girls who were known to be the children of Susanoo.Afterwards, Susanoo swallowed Amaterasu’s jewelry, with the spitting out of five boys. These five boys are known to be the sons of the Amaterasu. Among the five sons is Amenohohi. The fact that this above account is seen to be ubiquitous to among the Japanese is well underscored by its appearance in Nihonshoki and Kojiki letters; albeit the letters exhibiting variations in details. The Kojiki source has the Amenohohi as the ancestor of the Izumo magistrate and the Haji family among five other local magistrates.Despite the scantiness of evidence that would authenticate the accuracy and originality of the Haji account. It is suggested that the Haji sources originated from the Izumo who served in the Yamato courts and also as supervisors of funeral arrangements and pottery making during the ancient times. Investigation into the political and social institutions of the Yamato courts before the 645 AD Taika Reforms yield better and more productive information on the Haji family (Varley, 2000) .Both historical and archaeological evidence point out that the affairs of the Yamato courts and Japan’s primordial social and economic structures are known to have dated as early as the pre-historic era. This standpoint is clearly underscored by the historians’ agreement and approach of dividing the tomb period together with all its markings of religious leadership from the middle tomb period as characterized by heavier military paraphernalia and symbols.Given the above developments, it is easier to see that the Japanese culture was totally fixed upon concepts that bordered on: common lineage and history, to which it was believed that all the concerned clans emanated from the gods [Amaterasu and Susanoo]; common culture and common traditions and religious beliefs. References Lebra, T. S. and Lebra, W. (2006). Japanese Culture and Behavior: Selected Readings. New York: Prent ice Hall. Samovar, L, et al. (2009). Communication between Cultures. New York: SAGE. Varley, H. P. (2000). Japanese Culture. New York: McGraw Hill.

Description of the Organization Essay

The headquarters of the United States Air Force is located at Robins Air Force Base in Warner, Robins, Georgia. It has more than 300 flying and support units charged with monitoring and overseeing activities of the said organization. There are about thirty-six wings that comprise the Air Force. Each has a special mission or assigned activity with the cooperation of other flying units. Reserve units assist the Wings assigned to them and is categorized into 5 classifications namely: 1) Individual Mobilization Augmentee (IMA), 2) Ready, 3) Standby, 4) Inactive Ready Reserve, and 5) the Retired Reserve. The members of the specified reserve and wing units have specific qualifications, duly approved by law or decree of the President of the United States. The Recruitment Process The US Air Force employs a so-called recruiter. Its duty is to contact as much as possible eligible civilians to join the Air Force. Before one can become a recruiter, he/she must undergo specified air force training and some educational lectures on the organization. Recruitment is also tackled in the air force class, with senior military officers as the roster of faculty. The recruiter can also be a non-commissioned officer trained in the following: 1) US Military History, 2) Fundamentals of Management, 3) Principles of War, and 4) Basic Health Care (. http://www. afreserve. com/contact. asp). This is done so that the recruiter can answer the broadest and numerous questions of the potential recruited. Understanding the organization is a requisite for a person to become a recruiter. Nonetheless, being a recruiter necessitates the capability of speaking to a wide array of individuals from different economic and cultural/ethnic background. The US Air Force Civilian Employment provides recruitment and staffing services to almost all air bases in the country. Most recruiters are assigned to this agency. Websites are also posted in order for civilians, who have no contacts to certified recruiters, to have an opportunity to view the programs of the US Air Force. The pattern of recruitment however differs for US Air Force civilian employees and its military personnel (http://www. airforce. com/training/enlisted/index. php). In order to become a civilian employee of the said organization, one must undergo these steps: 1) a required reading of the job kit of the organization, 2) a submission of a resume, indicating educational attainment and other facts about the applicant, 3) the US Air Force Civilian Employment Center will search jobs applicable to the person, and 4) a formal approval of the base head. The recruitment of civilian employees is always connected to the proximity of the air force base to the residential areas of the would-be employees. The recruiters usually go to these residences (close to the field) and ask people if they are willing to join the US Air Force as civilian employees. Of course qualifications must be stated and the priority goes to the unemployed. A questionnaire is presented to the civilians willing to join the US Air Force as civilian employees. The questionnaire contains socio-demographic questions addressed to the civilian. A question and answer forum is the next step in the recruitment process. The applicant is required to ask questions from the recruiter about fundamental facts about the organization, its history, the jobs that can be taken, and other vital information. The recruiter is restricted from answering questions that requires enumerating problems in the organization. This is done to encourage the civilian to join the US Air Force. For civilians who want to become military personnel of the US Air Force, the same procedure is applied although this time the recruitment pattern becomes more complex. A special form of questionnaire is presented to the applicant; socio-demographic questions and a background check on the US Air Force are the main items in this type of questionnaire. The applicant is then asked by the recruiter on a scale of 1-10 how willing will he/she join the US Air Force. The recruiter here is not a civilian employee but rather a non-commissioned officer of the Air Force. After the applicant answered, the recruiter will ask the reasons behind the answer. The recruiter would then present to him/her the list of jobs available (in a particular base) for a military personnel. The reply of the applicant will be received after a couple of days. The applicant then will wait for the recommendation. The applicant must undergo several health tests before the final training begins. Key Issues in the Recruitment Process There are two major issues facing the recruitment process. First is the fact that many civilian employees of the organization are recruited based on the proximity of their residences to an air force field. Socially speaking, this trend may create an ethnic or social division in the Air Force itself. If most of the Air Force civilian personnel in Washington are of American Indian origin, this may affect the reputation of the air force base concerned. In order to avoid this instance, the US Air Force Employment Services posted websites that are accessible to many people. A number of recruiters are presented, and the center hires people regardless of ethnicity and religion. This consideration is also posted to a number of websites created by the US Air Force. Second, the fluctuating number of recruited personnel is due in part to the nature of the salary and benefits of the organization. Recommendations There should be two sets of questionnaires given to civilians who want to become military personnel of the organization. The first questionnaire is identical to the questionnaire given to the would-be civilian employee. This is done so as to identify the commonality of reactions of the two types of personnel; whether distinction in class affects the efficiency of the organization {it is possible that the civilian employees may feel inferior from that of the military personnel}. With regard to salaries, it must be increased to the level that will match the country’s inflation and exchange rates.

Death, the Result of Occurrence and Actions Essay Example

Death, the Result of Occurrence and Actions Essay Example Death, the Result of Occurrence and Actions Paper Death, the Result of Occurrence and Actions Paper Life is made up of chances to make choices, decisions of what you wish to do; the accumulated result of those choices is what you call your life (Goodness). As humans grow and experience life, they come upon different situations and opportunities that can drastically change and Impact their lives. Ultimately, It Is up to them to make the right decision that will either benefit or harm their future. However, people often fall to remember that they are living In reality and tend to make wrong decisions that do not have the desired result. Numerous pieces of literature depict how individuals fail to make the correct decisions that can often result in troublesome situations. F. Scott Fitzgerald novel, The Great Gatsby is a great example of how certain actions can lead to tricky situations further complicating life. The three deaths that occur In The Great Gatsby are a result of the decisions and actions that the volts make because they fall to see reality. A few people would claim that Myrtle and George Wilson died as a result of not living in reality due to the Jealousy, misery and misunderstandings that the couple had to endure. Myrtle and Georges irrational behavior and unwise decisions ultimately led them to their death. Even though Jealousy and misery were emotions that Influenced their decisions throughout their lives, It was their lack of attention and Inability to focus on reality that had, sooner or later, led them to their death. This also relates to another character in the novel, Jay Gatsby, who lets his emotions cloud his Judgment and fail to realize that it will only cause trouble and destruction in the end. When not living In reality, irrational and hasty decisions are made which can lead people to e caught In dreadful situations. Such decisions are made when Individuals only look at their own perspective of a situation, rather than being aware of their surroundings. This is continuously demonstrated in The Great Gatsby and occurs as a result of Myrtles death. It is clearly explicit in the novel, that Myrtle Wilson did not have any type of affection towards her husband. She constantly complained about George saying, The only crazy I was when I married him. I knew right away I made a mistake, (Fitzgerald 39). This mistake of marriage that Myrtle commits does not settle her satisfaction standards. This only amplifies her unreasonable behavior, ultimately leading to her death. Myrtle believed that she deserved a high-class man who was wealthy and powerful as opposed to the lower-class George. It was not a surprise that Myrtle would seek other methods to be with a high-class man. Myrtle was too caught up in her dream of being with the rich Tom Buchanan, that she was oblivious to the fact that he only used her for his pleasure. When Myrtle sees Tom with another woman In his car, she Is Instantly filled with Jealousy and anger. I Jordan Baker, whom she took to be his wife (131). The only thing Myrtle seems to comprehend is the woman in the car. She instantly believes that woman is Toms wife, when in reality it could be any woman in his car, that isnt his wife. This event builds up the tension and misery that Myrtle is experiencing when she is not taking reality into question. Myrtle then makes the irrational decision to stop Toms car, she ran out there an the one coming from Nor knock right into her going thirty or forty miles an hour (147). This incident demonstrates that Myrtle makes a hasty decision to pursue the life she once vision for herself. However, her wrong actions leave her to be ripped open, blood pouring out of her wounds, as road kill (151). The death of a loved one can drastically change a persons life forever. It is important for people to understand that they should not let emotions control their life. However, sometimes it becomes too difficult for a person to handle their out of control emotions, that they make the wrong decisions. In The Great Gatsby by F. Scott Fitzgerald, it is evident that George Wilson, lets his emotions have control over his mind, leading him to make poor decisions as a result of Myrtles death. Myrtles death causes George to go into depression and behave as though he was sent to an asylum for schizophrenia. Then I saw Wilson standing on the raised threshold of his office, swaying back and forth and holding to the doorposts with both hands (146). This illustrates the distraught emotions taking a physical toll on George. Before the car accident, George was suspicious of Myrtle having a relationship with another man. l just got wised up to something funny the last two days, remarked Wilson. That is why I want to get away (130). George goes into a crazy frenzy when he comes to the inclusion that the person, who killed his wife, was the same person who she was having an affair with. Mires morbid, George, said his friend. This has been a strain to you and you dont know what youre saying (166). George starts to think irrationally, and sets out to find the owner of the yellow car, otherwise known as the death car and redeem revenge by killing Jay Gatsby (144). The reality that George fails to understand is that Jay Gatsby might be the owner of the vehicle but that does not entirely mean he is the driver that killed Myrtle. In the novel, it is clear that Georges misery in the loss of his love leads him to his death, it was after we started with Gatsby toward the house that the gardener saw Willows body a little way off in the grass, and the holocaust was complete (170). George committed suicide because he could not live from the pain of Myrtles death. In reality it is possible to live without ones spouse, all it takes is time. If George allowed himself time to help move forward in life, he would have been able to live his life as per usual. The consequences of making irrational decisions of not living realistically caused George o commit suicide from the pain of Myrtles death. Doing something generous for someone may be seen as thoughtful and kind, but it can also include harming oneself in the process. In the novel, The Great Gatsby, Jay Gatsby consistently puts Daisy Buchanan life before his. Gatsby is in love with Daisy since he first met her, and ever since then he has made it his mission to become the man she desires. Since a huge portion of Gatsby life was dedicated to Daisy, he remains Gatsby was so deeply in love with Daisy that he had an imaginary world in his mind that only consisted of them both. What Gatsby failed to understand is that Daisy was not patient and moved on from the past they had together, which Gatsby is still holding on to. As a result of his deep emotions for Daisy, Gatsby was determined to have the same connection they had in the past. Im going to fix everything Just the way it was before, he said, nodding determinedly. Shell see, (117). Jay Gatsby was so concentrated on Daisy that he forgot reality, causing him to make hasty decisions that evidently result in his death. He couldnt possibly leave Daisy until he knew what she was going to do. He was clutching at some last hope and I couldnt bare to shake him free (155). When a car hits Myrtle Wilson in the groin, the person that was driving the vehicle was Daisy. Was Daisy Driving? Gatsby replies with, miss, he said after a moment, but of course Ill say I was (151). This is example of how Gatsby protects Daisy and puts her life first. What Gatsby does not realize is that by protecting Daisy he puts himself in danger. When George realizes that Gatsby was the cause of Myrtles death, he becomes determined to seek revenge by killing him. If Gatsby had realized what was going on reality, he could have still been alive. Instead of taking the blame for Myrtles death, he could have explained to George what exactly happened during the accident, which would have been the more reasonable option. Gatsby based his actions on what he thought was occurring for him, which ultimately lead to his death. In conclusion, it is undoubtedly clear that the three deaths of Myrtle, George, and Gatsby in The Great Gatsby, were an outcome of their actions that were taken while being oblivious to reality. If these three characters were aware of their surroundings ether than being inattentive to the reality, their lives could have been spared. A decision that a person makes could possibly affect their future positively or negatively. This is why everyone should be aware of how they make decisions and take actions upon choices that occur on a daily basis. In reality people will have to overcome different situations that require them to make decisions, based on how things occur for them and take the necessary actions. Nevertheless as humans experience life it is a part of human nature for people to make decisions that benefit themselves in the future.