Lifestyle Declaration in the Armed Services - 763 Words

In 1993 President Bill Clinton signed a law that set the policy of â€Å"don’t ask, don’t tell, don’t pursue, and don’t harass† when dealing with homosexuals serving in the Armed Services. The policy was a compromise to allow homosexuals to legally serve in the military as long as they did not declare their lifestyle or engage in conduct that was in violation of military good order and discipline. Supporters viewed the law as a step forward in achieving equal rights for homosexuals. Opponents remained concerned that the policy could jeopardize morale and unit effectiveness. â€Å"The Joint Chiefs, including the chairman, had all came out against the president on gays serving in the military† (Gates 440). Over time the military was able to adapt to the new policy and restore force readiness. In 2010 the â€Å"Don’t Ask, Don’t Tell† policy was repealed and homosexuals were given the opportunity to openly serve in the milita ry. The Joint Chiefs once again objected and questioned the timing of the change. Many believe the repeal was politically motivated and a bad idea that would add additional disruption to an already strained fighting force. Every new service member must go through Basic Training for up to 12 weeks depending on the branch of service. The purpose of Basic Training is to indoctrinate the new service member into the ways of military life. New service members are taught to work as a group and set aside their individual thoughts and ideas. Strict obedience to military standardsShow MoreRelatedWar : The War Of American Citizens, And For The Security Of The American Republic1679 Words   |  7 Pagesalliances, imperialism and most importantly pride were the reasons of the start of WWI. A pride for my country not much different than mine when I was eighteen, a pride called nationalism. This pride played a factor that eventually brought young American armed forces to Europe. With WWI completely underway, America was determined to be neutral in the conflict. President Woodrow Wilson addressed America driving home the stance in which she should be, â€Å"impartial in thought as well in action.† I ve alwaysRead MoreWhat Caused The Union Of Lose The Civil War?1139 Words   |  5 PagesCaused the Union to Lose the Civil War? By Amelia E. Hicks On April 10, 1865, General Ulysses S. Grant surrendered to General Robert E. 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However, since the 1950’s, when a wealth of natural oil was discovered in that region, these groups have been battling to preserve their health, culture, and peace in the face of a brutal globalization campaign led by oil companiesRead MoreIslam : A Religion Of Ethics, Obedience And Harmony1785 Words   |  8 Pagesis called Zakat, which is defined as â€Å"a certain percentage of one’s acquired property for the year that is paid to the needy.† Paying a charity tax with the purpose of benefiting t he poor in society is viewed as a responsibility for Muslims and a service to God. It is regarded as a type of worship and of self-purification. The fourth pillar is called the Sawm which means fasting during the month of Ramadan, and the fifth one known as Hajj is pilgrimage to Mecca, since the hajj is a set of ritualsRead MoreThe War On The United States Essay1759 Words   |  8 PagesDecember 7th 1941, the United States was blindsided by the Japanese in the worst attack on United States soil in history at the time. Without warning or even a declaration of war the Japanese attacked the Naval Station Pearl Harbor in Honolulu, Hawaii. The surprise attack destroyed and sunk two U.S. Navy battleships and severally damaged five others. The attacks also killed around 2,400 and injured around another 1,180. In return on December 8th, the next day, the United States declared war on JapanRead MoreFinancial Security, Education, Welfare, And The Freedom Essay2252 Words   |  10 Pagesdee ply in debt. This was partly due to the French alliance with the United States during the American Revolution from 1776-1781. The assistance France gave to the U.S. was a major part of the French government’s money problems, but the extravagant lifestyle of the royal family was also a contributing factor. In addition, the fall harvests of both 1787 and 1788 were very poor, and the winter of 1788-1789 was particularly harsh. To make matters worse, the population of France had increased by one-thirdRead MoreThe End Of French And Indian War1853 Words   |  8 Pagesin the colonies. The Stamp Act was a sinister conspiracy to enslave the colonials and deprive them of property and liberty. â€Æ' Essay #2 The revolutionary war in America during 1775 – 1783 was a revolution that the country had never seen before. This armed conflict between America and the Great Britain as well as its thirteen North American colonies, which called themselves as independent United States of America, led to early fighting on the North American continent. This conflict also escalated intoRead MoreThe End Of French And Indian War1854 Words   |  8 Pagesin the colonies. The Stamp Act was a sinister conspiracy to enslave the colonials and deprive them of property and liberty. â€Æ' Essay #2 The revolutionary war in America during 1775 – 1783 was a revolution that the country had never seen before. This armed conflict between America and the Great Britain as well as its thirteen North American colonies, which called themselves as independent United States of America, led to early fighting on the North American continent. This conflict also escalated intoRead MoreEssay about Early American Colonies2663 Words   |  11 PagesCharles II had to revoke the Charter that set up the colony as a result of non-compliance with navigation and trade laws. Strong religious views that coincided with a reverence for family and accountability for one’s own actions made for a strict lifestyle in the colony. The minister was considered to be the most important man within the community. To have spoken out or fallen asleep during a four hour sermon was thought to be unacceptable and a harsh punishment was handed out. Another example of

Essay on Descartes Mind and Body - 1129 Words

Descartes has a very distinct thought when thinking about the mind, and how it relates to the body, or more specifically then brain. He seems to want to explain that the mind in itself is independent from the body. A body is merely a physical entity that could be proven to be true scientifically and also can be proven through the senses. Such things are not possible with the meta-physical mind because it is independent of the body. Building on his previous premises, Descartes finally proves whether material things exist or not and determines whether his mind and body are separate from each other or not. In Meditation Six, Descartes lays the foundation for dualism which has become one of the most important arguments in philosophy.†¦show more content†¦In my eyes this does not cancel out that God is real, because it is possible that at first God created everything with good intentions, and left individuals to live and react to certain situations their own ways. He then b egins to address the problem of imagination. If he realizes that things are around him, that rules out the possibility that he is imagining such entities. He says that imagination is not essential to his existing, so he removes himself from these thoughts. After seeing this, he then attempts to see if the body truly does exist. He explains the beliefs he has about the outside world. He understands his body and such experiences it goes though, and through that he realizes that they must be present, and if they were not it would be impossible for him to feel them. He distinguishes the body from other things because the body must always be present, while other things could be merely different feelings. He here uses premises that he developed in Meditations three and four to help state that mind and body both exist, but separately. He says that his mind is different from his body, so therefore it must be separate from it. He then comes back to his Truth Rule from Meditation Fou r. â€Å"Every judgment that I make concerning matters that are â€Å"clear and distinct† to me is most assuredly true.† He says that god has made him think that his mind and body at distinctly separate, so they must be. He argues that his body and mind areShow MoreRelatedDescartes Mind and Body1480 Words   |  6 PagesDescartes’ Mind Body Dualism Rene Descartes’ main purpose is to attempt to prove that the mind that is the soul or the thinking thing is distinct and is separate from the body. This thinking thing was the core of himself, which doubts, believes, reasons, feels and thinks. Descartes considers the body to be an extended unthinking thing; therefore it is possible that one may exist without the other. This view is known as mind-body dualism. He believes that what he is thinking in his mind is what GodRead MoreDescartes’ Mind and Body Distinction817 Words   |  3 PagesDescartes’ Mind/Body Distinction This paper will attempt to explain Descartes’ first argument for the distinction that exists between mind and body. Dualism is a necessary aspect of Descartes’ metaphysics and epistemology. This distinction is important within the larger framework of Meditations on First Philosophy (1641) because after doubting everything (body, extension, senses, etc.), Descartes comes to the conclusion that because he doubts, he must be a thinking thing and therefore exist (p.43)Read MoreDescartes Proof That The Mind And The Body1568 Words   |  7 PagesDescartes’ proof that the Mind and the Body are distinct substances is as follows, First Descartes asserts that everything that can be clearly and distinctly understood is within the ability to be created by God as to correspond identically with the way that Descartes understand things in the world. It follows from this assertion that because Descartes is able to clearly and distinctly understand one thing apart from one anot her is enough to make them noticeably different in substance. DescartesRead MoreDescartes : Mind And Body Dualism735 Words   |  3 PagesDescartes was a Renaissance philosopher who affirmed the value of the deductive method (Chaplin Krawiec, 1983). This is an essential part of the scientific method where in the search for knowledge one passes from the general to the particular in a way that starting from premises of universal character particular statements are inferred. His philosophical method of questioning all propositions leads him to suggest that doubt is an act of thinking and he could not doubt that he thought, affirmingRead MoreDescartes And The Mind Body Dualism2479 Words   |  10 Pages â€Å"The mind-body dualism, in philosophy, is the fact that any theory that the mind and body are distinct kinds of substances or natures. This position implies that mind and body not only differ in meaning, but refer to different kinds of entities (Britannica).† The most basic form of dualism is substance dualism. Substance dualism is the idea that he mind and body are composed of two ontologically distinct substances. According to one who believes and studies dualism, the mind is comprised of aRead MoreDescartes on the Distinction Between Body and Mind1181 Words   |  5 PagesName Tutor Course Date Descartes Premise for Distinguishing Body and Mind In the Meditations on First Philosophy, Descartes discusses the nature of the body and mind. By drawing from three lines of thought, Descartes launches a powerful premise that the body is something distinct from the mind. He conceptualizes his argument by using the uncertainty of knowledge argument, appealing to God’s omnipotence, and describing the indivisibility of the body and mind. Therefore, the purpose of this paperRead MoreDescartes Meditations And The Separation Of Mind And Body1608 Words   |  7 PagesDescartes’ Meditations take us through what can be called into doubt and what he concludes is absolutely certain. Descartes argues that the mind and body are two distinct things, but he acknowledges that they are somehow connected. Although, Scholars have noted Descartes’ argument of the separation of mind and body, they have missed the importance of how he justifies the connection between the two, because God willed it so. At the start of his meditations Descartes is sifting through his priorRead MoreDescartes: Relationship Between Mind and Body922 Words   |  4 PagesDistinction between the Mind and Body†, one important thing Descartes explores is the relationship between the mind and body. Descartes believes the mind and body are separated and they are two difference substances. He believes this to be clearly and distinctly true which is a Cartesian quality for true knowledge. I, on the other hand, disagree that the mind and body are separate and that the mind can exist without the body. First, I will present Descartes position on mind/body dualism and his proofRead MoreDescartes Dualism And The Mind Body Theory1322 Words   |  6 PagesDescartes’ Dualism Rene Descartes dualism states that the mind and body are separate entities. The mind is a nonphysical, non-spatial substance; the mind and brain are separate existences, the brain is a part of the physical body and serves as a connection between the body and mind. Dualism is a hot topic of argument on whether the theory holds any validity or if it holds any truth. However, Cartesian dualism is a credible theory and has a lot of support to verify it. One major point in DescartesRead MoreSummary Of Descartes On The Mind-Body Distinction751 Words   |  4 PagesAssignment Descartes on the Mind-Body Distinction In the Sixth Mediation, Descartes advances a compact argument for the idea that the mind and the body are distinct (2006, AT 78). In this essay, I’m going to present what I take Descartes’ argument to be, and very briefly evaluate it afterwards. Descartes starts with the thought the we can understand, at least, something, and we can understand something in a specific manner: clearly and distinctly; we can’t be wrong, according to Descartes, about things

Night Creature Blue Moon Chapter 17 Free Essays

â€Å"Maybe we’d better keep all of this between us for the time being,† he murmured. â€Å"No problem.† Like I was going to tell Clyde about the wolf god or that Cadotte believed in werewolves. We will write a custom essay sample on Night Creature: Blue Moon Chapter 17 or any similar topic only for you Order Now Hell, I wasn’t going to tell Clyde anything about Cadotte at all, unless I had to. â€Å"What else do you know?† I asked. As long as he was sharing his delusion, I preferred he share it all. â€Å"The army is begun by the one who will become the wolf god.† â€Å"Begun, how?† â€Å"‘ They’re werewolves; how do you think?† I blinked. â€Å"So the wolf god is a werewolf, too?† â€Å"Yes. There’s a ceremony that involves the totem, the werewolf army, the one who will become the wolf god, and†¦ â€Å" â€Å"And what?† â€Å"That’s all I know. The information I have is incomplete. So I ordered a book.† â€Å"A book? There’s a book on this stuff?† â€Å"There’s a book on everything. Sadly, this one is out of print. But I found a copy.† â€Å"Let me guess – on the Internet.† â€Å"Of course. Cost me a bundle, but it should explain a few things. When it shows up.† I grunted, staring at the drawings, thinking of the wolf I’d seen last night. The behavior of Karen Larson. The weird things I’d imagined about the totem. If I were a believer, I just might believe. Then again†¦ â€Å"I talked to the CDC this morning. The doctor said there is a new strain of rabies.† â€Å"Did you think they’d deny it?† â€Å"But – â€Å" â€Å"You expected them to say, ‘ Oh, no, we don’t know what that is. Why don’t you panic?’Or maybe, ‘ Sounds like a werewolf to me. Have a good time.'† â€Å"You aren’t funny.† â€Å"And I thought I was.† He patted my knee. Skin against skin, my body reacted, even though the touch had been anything but sexual. â€Å"I’m sure the CDC is working on something. But I highly doubt it’s a vaccine against a new strain of super-rabies.† â€Å"You think they lied to me?† â€Å"Of course not. The government never lies to keep the panic at bay.† â€Å"You’re being sarcastic.† He merely raised an eyebrow and shuffled his papers into a single stack. Considering Cadotte was an Indian, an activist, and a professor, I couldn’t say I was surprised he had a low opinion of the federal government. But conspiracy theories had never been my forte. They appeared to be his. â€Å"Let me ask you this,† he continued. â€Å"Did the CDC give you any advice on dealing with these superwolves?† I thought back to my conversation with Dr. Hanover. There had been one thing. â€Å"Shit.† I lifted my gaze to his. â€Å"She told me to use silver bullets.† Cadotte started to laugh. He laughed so hard he choked. I pounded him on the back, none too gently. â€Å"Hey!† he protested. â€Å"Take it easy.† He picked up his wineglass and tossed back the remainder of the content. â€Å"Silver bullets?† He shook his head. â€Å"You thought that was a normal thing to recommend?† â€Å"She had a good reason.† â€Å"Wanna share it?† â€Å"The mutated virus reacts negatively to silver.† â€Å"I’ll just bet it does.† I shook my head. I couldn’t believe we were having this conversation. â€Å"I wish we had those bodies,† I murmured. â€Å"Mighty convenient that they disappeared, wouldn’t you say?† â€Å"I suppose you have a theory on that, too.† â€Å"Of course.† â€Å"Wanna share it?† I mocked. His lips twitched, and he cast me a glance that puzzled me. Most guys would have been sick of my mouth by now. Cadotte appeared to like it quite a bit. â€Å"They changed.† â€Å"You think Karen Larson and her principal are running through the woods howling at the moon?† â€Å"You got a better idea?† â€Å"Yeah, a million of ‘ em.† â€Å"Name one.† â€Å"Someone took them.† â€Å"Why?† I tried to come up with a good reason, but I couldn’t. I threw up my hands. â€Å"How should I know?† â€Å"You have to admit strange things are happening around here.† â€Å"That doesn’t mean we’ve got werewolves. Honestly, Cadotte, have you lost your mind?† He studied me for a moment. â€Å"Why are you so dead set against this?† â€Å"Because I haven’t lost mine?† â€Å"You should keep your mind open. Isn’t that what they tell you in cop school?† â€Å"They tell us to observe only facts. Study what we can document. What we see, hear, touch is what’s real. A theory means nothing. A legend even less.† He sighed. â€Å"Jessie, I worry over you.† â€Å"I can take care of myself.† â€Å"Against human bad guys. But if you won’t believe in the inhuman ones, you could get really hurt.† He moved closer and ran his hand up my thigh. â€Å"You could get dead.† I shook my head. I couldn’t believe we were even discussing whether werewolves were real and running around in my forest. I couldn’t believe he’d supped his fingers beneath the hem of my shorts and was stroking the soft skin where my thigh met my hip. â€Å"You really believe in werewolves?† I managed. He leaned close and his breath brushed my hair. â€Å"There’s more to this world than what we can see, hear, and touch.† â€Å"Like what?† â€Å"There are things out there for which there’s no explanation.† â€Å"I’ve never heard or seen them.† â€Å"You haven’t listened; you haven’t looked.† True. Maybe I would. His finger slipped beneath the elastic leg of my panties. Later. I’d look later. His nails scraped me, his thumb rode me hard as he slid a finger inside. His mouth swallowed my cries of completion and I tasted red wine on his tongue. His moan made my lips vibrate. He continued to stroke me, slower, gentler, then more quickly. More quickly still until I was ready to explode again. What was it about this man that made all my usual inhibitions vanish the instant he touched me? â€Å"My turn,† he whispered, taking his hand out of my pants and unzipping his own. I should have been limp, sated, half-asleep; instead the thought of having him inside me at last revved me up so high I couldn’t sit still. I reached for him, clasped him, tugged him forward and back. He put his hand over mine and showed me what he liked. He was hard, smooth, and hot. I wanted him more than I’d wanted anything for a long, long time. He seemed to feel the same, since he practically tore the button off my shorts. Neither one of us heard the knock on the door. Hell, they could have been knocking for half an hour and I wouldn’t have heard them. Then someone shouted my name and started to pound. The door rattled and shook. Together we cursed and tugged our clothes back where they belonged. I hurried to the door. â€Å"This had better be good,† I said as I opened it. Edward Mandenauer stood in the hall. Some of my neighbors had come out to see what the fuss was about. They stared at him as if he were crazy. Of course they rarely saw an emaciated old man with a rifle in each hand and a bandolier full of bullets slung over each shoulder in our neck of the woods. He resembled Rambo, sixty years after his last war. â€Å"He’s with me,† I told my neighbors, and shooed them back inside. When they disappeared, albeit slowly – we didn’t get much excitement in our neck of the woods, either – I turned to Mandenauer. â€Å"What are you doing here?† â€Å"We must hunt, Jessie.† He tossed me a rifle. I had no choice but to catch the weapon or eat it. â€Å"It’s nine o’ clock. I thought we were supposed to meet at eleven.† â€Å"We meet now.† I heard Cadotte get to his feet behind me. His movement drew Mandenauer’s gaze. The old man’s eyes narrowed, and he gave Cadotte the once-over, then turned to me and did the same. My cheeks heated. It was like being caught in the backseat of a car by your grandfather. But he wasn’t my grandfather. I was over twenty-one and I was off duty, for crying out loud. â€Å"I’m busy.† â€Å"Someone has been bitten. We must go.† He turned and started down the hall. â€Å"Wait!† I called. This changed everything. Mandenauer paused. â€Å"We must get to the scene. Quickly.† I glanced down. I couldn’t go running through the woods in shorts and a shirt with no sleeves. I’d not only be scratched to pieces; I’d be eaten alive by bugs. Distractions like that destroyed a person’s concentration. Without my concentration, I could get killed – and Mandenauer along with me. â€Å"Two minutes,† I said, and ran for the bedroom. I took three, but tough. I had to get my rifle out of the safe. I put the company issue inside, grabbed a box of bullets, and ran. Cadotte and Mandenauer were staring at each other like two dogs who’d found the same bone. What was the matter with them? â€Å"I’ve got to go,† I told Cadotte. â€Å"Sorry.† And I was sorry. My life had been rolling along quite nicely when Mandenauer showed up. Cadotte nodded. â€Å"I know. I’ll just clean up and let myself out.† I hesitated. I didn’t want to leave him alone in my apartment, but his nicely stacked papers were now scattered all over my table – we must have knocked them over while we were otherwise occupied. His shoes were off. Damn, his jeans weren’t buttoned. I could see a slice of smooth, dark skin across his belly. My mouth still tasted of him. I had to get out of here. â€Å"Thanks. I – â€Å" â€Å"I’ll call you,† he said. Mandenauer snorted. I gave him a dirty look and he shrugged. â€Å"Your phones are not working. The sheriff tried to call, as did that foulmouthed harpy who says she is your friend.† Hell. I had turned off the phones. I wasn’t going to have much of an ass left when Clyde got done chewing on it. How to cite Night Creature: Blue Moon Chapter 17, Essay examples

Contraception and Abortion Movements

Question: Discuss about the Contraception and Abortion Movements. Answer: Introduction The report introduces the argument concerning the choices of abortion and morality behind it by analysis of Judith Thomsons article on defense of abortion. The paper presents the main assumptions and views of Thomson regarding abortion with use of the violinist analogy to determine the choice of abortion during pregnancy. The objection to Thomsons view is raised based on the utilitarian view that the decision to end fetus life is not based on the pain of the mother but also on the pleasures and emotional bonding of the fetus with parents and family members after birth. On that ground, a gap in Thomsons approach has been raised with support from different arguments. An attempt has been made to provide Thomsons a defense to refute the argument. There is great argument regarding whether abortion should be allowed or not and if fetus has the right to live or not. Some may regard it as living being since conception while some argue that it cannot be called living person until it reaches a certain period of development. Judith Jarvis Thomson refutes the statement that the fetus is not a living being from the moment of conception. She supports this fact because fetus begins to develop facial features, arms and legs by 6 weeks and vital organs begin to develop in the tenth week of pregnancy (Judith Jarvis Thomson: A Defense of Abortion, 2017). Thomson thinks the right to life is more vital than right to decide what happens in the body of pregnant women. I object to her view based on contrasting idea regarding the right to life based on pregnancy occurring due to rape. Some feel the fetus have less the right to live due to pregnancy occurring due to rape. Hence on assessing Thomsons defense of abortion, it is found that she feels that even if the fetus has the right to life, they do not have the right to use pregnant womens bodies. In this aspect, she was found to support abortion on the ground of health of pregnant women. Thomson said that women can choose abortion to save her life based on certain limits to the right of self-defense (Judith Jarvis Thomson: A Defense of Abortion. (2017). Therefore, her main view is that all abortion cannot be said to be unjust killing and fetuss right to life does not means loss of the pregnant womens right to control her own body. I would like to object to Thomsons view on grounds of utilitarian theory. The utilitarian theory states that best action is the ones that maximizes utility and well-being for maximum number of individuals. On that basis, the consequences of any act can be just based on right and wrong standards (Witt, 2016). According to utilitarian approach, I believe ethical action can be decided based on their results and the extent to which a person acts to maximize utility. Firstly, Thomson explained his argument with an example of the violinist and kidney donor. She stated a situation where a violinist with kidney ailment is attached to another persons circulatory system to use his kidney for blood extraction. Here the donor is forced to be plugged with the violinist along with the condition that it is just for nine months and then he will be unplugged from the patient. Thomson questions whether a person faced with similar situation should accede to this situation (Judith Jarvis Thomson: A Defe nse of Abortion, 2017). However, it cannot be denied that the relationship between a fetus and pregnant women is not the same as that of violinist and kidney donor. Thomson has focused on the pain and suffering of pregnant women due to fetus, however she has overlooked the emotional bonding and attachment of the fetus with the mother and her extended family members. For Thomson, the suffering of a pregnant woman is more on avoiding abortion; however the other aspect is that continuing pregnancy may bring new experience of happiness due to motherhood. The parents and impact on extended family also need to be considered during abortion as this may changes the possibilities of pleasure over pain for a fetus after birth (Allan, 2015). Thomsons defense of abortion relied on biological complexities in pregnant women, however in order to decide on the ethical rationale for going for abortion, both biological and conceptual complexities needs to be considered. Thomsons view of abortion has certain gaps. In the violinist illustration, the woman denies a life giving treatment. However in the case of abortion, a humans beings life is taken away actively through poisoning and the emotional bonding is missing in the violinist illustration (Judith Jarvis Thomson: A Defense of Abortion. (2017). In case of violinist, the relation is that of stranger-stranger relationship which can never be compared with mother-child relationship (Theofanidis, Fountouki, Pediaditaki, 2013). The violinist analogy of Thomson suggests that a woman has no responsibility for the health of the violinist and she must protect her own body first. However, in reality the fetus is not a stranger for pregnant women and a mother has emotional attachment t o the baby. Therefore, blood relationships are not based on choice but moral obligation (Unstringing the Violinist | Stand to Reason, 2017).Hence, overall impact not just on the mothers body but also on her pleasures post-pregnancy should be considered before deciding on abortion. Objection or second reply In response to the objection raised for Thomsons view on abortion, Thomson can refute the view by stating that she used the violinist analogy to explain the situation of a pregnant women considering women and what conflicts might arise in her mind at that time. Thomson supported the mothers right of body use because she felt that a mother may decide best what is good for her and her baby. If she is not able to give a good life to her baby post birth, then her decision to go for abortion is ethical as well as beneficial in the long run too. Therefore, under certain complex circumstances during pregnancy, the mothers right to body is also crucial apart from the fetuss right to life. Therefore, every choice is dependent on the level of extension of moral obligations of a person (Porter, 2013). Conclusion The report brought into focus the argument raised by Judith Thomson in her article A Defense of Abortion and discussed her view point regarding abortion. Thomson believes the fetus has the right to life but also regards the pregnant womens right to her body as an integral choice during pregnancy. If a pregnant woman feels that pregnancy may harm her body, she may decide to go for abortion. Her argument was based on the scenario of a violinist and a kidney donor. However, the argument raised against Thomsons abortion view, based on utilitarian theory opposed that the violinist-kidney donor relation cannot be compared with mother-child relationship and the benefits and losses of abortion should be decided based on the overall impact not just on pregnant women but also her extended family members. Reference Allan, L. (2015). Contraception and Abortion: A Utilitarian View.URL= https://www. RationalRealm. com/philosophy/ethics/contraception-abortion-utilitari an-view. html. Judith Jarvis Thomson: A Defense of Abortion. (2017).Spot.colorado.edu. Retrieved 4 January 2017, from https://spot.colorado.edu/~heathwoo/Phil160,Fall02/thomson.htm Piontelli, A. (2014).Development of normal fetal movements. Springer. Porter, L. (2013). Abortion, infanticide and moral context.Journal of medical ethics,39(5), 350-352. Theofanidis, D., Fountouki, A., Pediaditaki, O. (2013). To abort or not? A Greek dilemmacase study.Nurse education today,33(6), 644-647. Unstringing the Violinist | Stand to Reason. (2017).Str.org. Retrieved 4 January 2017, from https://www.str.org/articles/unstringing-the-violinist#.WGyzntJ97IU Witt, U. (2016). The transformations of utility theory: a behavioral perspective.Journal of Bioeconomics,18(3), 211-228.

New Deal Relief Projects Essays - New Deal Agencies,

New Deal Relief Projects After the major crisis of the banking situation had slightly blown over, President F.D.R. faced a new and much more prominent problem; and that was to provide relief and other charities for the unemployed and now many homeless families, along with struggling businesses and facilities. He quickly designed many new programs that would surely help these families that were in desperate need of it. The Public Works Administration (PWA) was designed to provide the public with certain necessities, without providing the politicians with the opportunity of corruption, Roosevelt watched over these proceedings carefully. The plans that were implemented at this time included huge public buildings, dams, irrigation and other flood- control projects. Another relief plan that helped businesses in particular was the National recovery Administration, (NRA) along with the National Industrial Recovery Act, (NIRA). These were designed to help businesses by eliminating unfair competition through a series of codes and newly established laws. The laws against combinations of large businesses were suspended as long as workers were guaranteed specific minimum wages, maximum hours, and the right to bargain as an organization. A very successful relief operation that was specifically designed for young men was the Civilian Conservation Corps, (CCC). This organization provided work for and unemployed and unmarried men. They received food and shelter and were paid about $30 a month for their services, and $25 of that monthly sum was intended on providing for their families. Over 250,000 men joined this group, living together in army-type camps. They performed outdoor work such as digging ditches, fighting fires, also restoration and construction of homes. They benefited from the workout, and their families

ColumbusCh1 Module 1 Psychology Chart Essay

ColumbusCh1 Module 1 Psychology Chart Essay ColumbusCh1 Module 1 Psychology Chart Essay Name: Katelynn Columbus Date: 2/1/13 Directions: Using the information found on pages 9-15 in your textbook; fill in the following charts. Academic Psychologists work in colleges and universities conducting BASIC RESEARCH. Examples of Academic Psychologists What they study. Questions they might ask. Where they work. Neuropsychologists The brain How does the brain scan of someone experiencing an epileptic seizure. Universities. Teaching classes. Social psychologists Behaviors and feelings and beliefs. Under what circumstances do young adults feel compelled to light up a cigarette, when they know it’s unhealthy? Businesses, consulting firms, government agencies, universities. Developmental psychologists The growth or development that takes place from the womb to tomb. How does attending day care affect readiness for kindergarten? Senior centers, hospitals, day care. Cognitive psychologists Processes in an effort to add to psychology’s reservoir knowledge. How do old memories interfere with new memories? Educational settings industrial settings. Experimental psychologists Doing research and can be specialists in cognition. Relating to biological, developmental or cognitive. Government agencies. Psychologists who solve problems are more interested in APPLIED RESEARCH-solving specific, practical problems. Examples of Problem Solving Psychologists What they study. Questions they might ask. Where they work. Forensic psychologists Apply both law and psychology to legal issues. Is it in a Childs best interest to testify in a custody case? Health agencies. Sports psychologists Explore the psychological issues revolving around the improvement of athletic performances. What kind of visual imaging should an athlete do before competing to increase the chances of success? Professional sports teams. Private practice’s Educational psychologists How humans learn and often look for ways to improve the learning process. How do we help fifth-grade students who are reading at a third grade level catch up with heir peers? University settings. Human-factors psychologists How people and machines interact at home and in the workplace. How should computer keyboards e positioned to keep hands and fingers from getting tired after prolonged use? Government and military

Environmental issues for business Essay Example | Topics and Well Written Essays - 750 words

Environmental issues for business - Essay Example These impacts may interfere with the requirements that govern business activities and the response of the organizations to them is considered to be very important. This thus shows that there is a vital relationship between the activities of a business and the environmental impact. International businesses make the issue even worse as these requirements vary from one country to another. This should be considered critically when making plans for the running of the business. Pollution is one factor that affects the relationship between a business and the environment. The way the business disposes its waste products may bring about social costs as it may be forced to invent better ways that may turn out to increase operational costs. It is known to be against some government policies in some countries and good citizenship in others to dispose hazardous waste products in the water systems or even in the air especially for developing countries. This may go as far as restricting the running of some industries if not well taken care of. Solutions therefore for such problems should be considered right from the start of the business. Plans may vary and the cost may depend on the choice of plans. It may require new facilities to take care of the waste and may be an increment in working hours. However, business activities may be boosted if the waste product can be sold to other industries that use them as raw materials. Another favorable solution is the recycling of the waste products. This however may increase cost as the recycling equipment may be required. It may also not favor all organizations as some of their waste products may not be in a position to be recycled. Some wastes cannot be reused. It is the responsibility of the business organizations therefore to take note of them all and evaluate the possible solution for their case. This makes the environmental issues more important as far as planning for business

Portfolio Part 3 Company Research Essay Example | Topics and Well Written Essays - 1250 words

Portfolio Part 3 Company Research - Essay Example It is the consumer banking division of multinational City group. The main location of this bank is at New York in United States. It has almost 983 North American branches which are concentrated in major metropolitan areas in US and these areas are New York, Chicago, San Francisco, Washington D.C., Boston, Philadelphia, Los Angeles etc. Again the bank has spread its business activities in more than 36 countries. City bank has occupied 3, 777 branch locations across the globe. It is the largest bank in United States by total assets and this bank is followed by Bank of America and JPMorgan Chase. More than 2, 00, 000 employees are involved in this organization. The offered products of this company are investment banking, corporate banking, wealth management, credit cards, consumer banking, financial analysis, private equity etc. Again the bank also offers mortgage and loan facilities to its customers. Major competitors of this organization in US are JPMorgan Chase and Bank of America. Generally middle and high income groups are the target customers of City Bank. Again the bank has plenty institutional clients and major percentage of revenue is earned from this segment. The bank has two major segments for conducting its operational work. These segments are global consumer banking and institutional clients group. Global consumer banking segment generally provides retail banking services to more than 100 million people in 40 countries of the world. 50 % of total revenue of this organization is generated from this retail banking segment and deposit of this segment consists 40 % of total deposits (Citigroup, 2013). As per the statistical report, this can be said that the organization is going to achieve 5.6 % growth rate in the upcoming year. Again this can be said that as it is the largest bank in US so it has gained the maximum market share i.e. 35 % of total market

The Muslims lives in recent Anglophone fiction since 1973 Essay

The Muslims lives in recent Anglophone fiction since 1973 - Essay Example Therefore, novels have a great advantage over didactic models of disseminating information. Unlike textbooks that tend to teach by preaching, novels teach the reader by showing. Georg Lukacs, a philosopher and literary critic argued that novels can depict history more fully than "factual reporting" because in novels, Historical necessity is no otherworldly fate divorced fiom man; it is the complex interaction of concrete historical circumstances in their process of transformation, in their interaction with concrete human beings, who have grown up in these circumstances, have been variously influenced by them, and who act in an individual way according to their personal passions. (qtd. in Zuckert 687) Thus, a novel has the capacity to discuss its topic in the context of human experience not in an abstract and detached form. Moreover, it can transcend artificial boundaries that divide people of different backgrounds and civilizations by addressing every aspect of the humanity of the character. This interacts with the humanity of the reader on many levels, thereby magnifying the similarities and diminishing the differences between the reader and the character. A novel can allow an individual from a vastly different cultural background to deeply understand the cultural reality of the characters. ... Like Plato's divided line, which attempts to direct us towards true knowledge and the discovery of reality, novelists take us out of the cave and put us on the path to knowledge by stimulating our imagination, hoping that at the end of the novel, the reader will reach the highest level of the divided line. Roger Spegele, author of "Fiction and Political Theory" argued that there is no difference between political novels and political theory (114-127). Thus, one can say that novelists resemble political thinkers. They choose a distinctive medium to study social and political phenomena. Edward Said, a Palestinian-American literary theorist, said: The one place in which there's been some interesting and innovative work done in Arab intellectual life is in literary production generally, that never finds its way into studies of the Middle East. You're dealing with the raw material of Politics.. . You can deal with a novelist as a kind of witness to something. (Middle East Report 33) Here, Said hints that Arab intellectual life has been less than innovative except in literary production where it is relatively free from external influences. As such, it is uncontaminated raw material that can be utilized to study politics. In keeping with Said's notion that literary production provides the raw material of politics, this study will use novels written by Arabs and Moslems to examine orientalism, colonialism, the search for home and the quest for identity. More specifically, eight Arab and Moslem novels and three Occidental ones will be used to examine Edward Said's thesis on orientalism and the validity of his statement about literature and politics. They will also be used to reveal the historical impact of colonialism

The Jamaican Early Childhood Curriculum Education Essay

The Jamaican Early Childhood Curriculum Education Essay The Jamaican Early Childhood Curriculum was recently crafted. The curriculum is built on the principle that children learn best when content from various disciplines along with skills from the developmental domains are integrated in line with the childrens holistic view and experience of the world. These principles are learning through play, sequenced learning, individual learning, the practitioners multiple roles, inclusion of all learners, integrated curriculum and the domains of development, the learning environment, assessment in early childhood, involving parents and community (Davies, 2008). While the curriculum address various objectives that need to be met in fostering Early Childhood learning and outlines the requisite instructions, there are challenges to the implementation of the curriculum. Broadly speaking, these factors are usually internal and external. These factors reduce the effectiveness of the curriculum and weaken the chance of effective learning at the Early Childhood Level. The factors occur as challenges when there is a mismatch between the situation that the curriculum was designed to target and the reality. This difference causes the actual learning outcome to deviate from the intended learning outcome. The curriculum is normally assume that the student is operating at a particular level, the students parent and environmental background offer a certain level of support, and the teacher operates at a certain level. The real problem occurs when the curriculum does not cater for the majority case of students. Internal factors usually include teachers, students, school infrastructure and resources. Teachers are the driving force of implementing the curriculum effectively. A teachers creativity, capabilities and qualification enables him/her to transfer the content of the curriculum in a meaningful way that will connect with the diversity of learners. According to Jalongo and Isenberg (2012) a teachers knowledge of the children and the content of the curriculum will enable him/her the ability to provide for the childrens strengths and weakness, their interest and to develop the knowledge, skills, values, and dispositions they will need to become productive members of the society. Hence the teachers role in developing the curriculum is to shape what children should learn and how they should learn it. In doing so the teachers methodology is essential in brining the curriculum alive. Jalongo and Isenberg (2012) posit that the teacher strategies and plan for learning is the thread that weaves t he curriculum. This they say is what of teaching and the how of teaching. Its therefore, imperative that teachers plan for the students learning so as to cater for the diverse learning styles in their classroom. The methodologies that the teacher employs should fit the students ability to gain knowledge and develop the necessary skills. Teachers should therefore choose content that are developmentally appropriate to achieve required learning outcome. On the other hand a teacher should also be competent and acquire keen insights on the capabilities that children posses in order to cater for holistic development. If this is not achieved then the implementation of the curriculum would have fails to cater for the children needs and development. The key ingredient for any curriculum is always the learner (Jalongo and Isenberg, 2012). They posit that a curriculum should focus on what a child know and can do and what a child should know and can do. Hence the content of the curriculum should take into account the needs, interest, age and stage of development and the social and cultural context if the child. The child as the learner possesses the ultimate success of the curriculum. This takes into account the abilities, skills, background knowledge and exposure /experience that the child acquire before entering the learning environment. According to Puckett and Diffily (2004) being aware of the differences in childrens development, strengths and challenges will allow curriculum planners and teachers to plan effectively in order to meet each childs developmental needs. Jalongo and Isenberg (2012) stated that a curriculum should consider the following, Child development and learning, Child needs, abilities and interest and Social and cultural context in which children live. The considerations of these will enable the teachers to perform effectively within the teaching and learning environment. The school infrastructures and resources play a vital role in the delivery of the schools curriculum. External factors usually include parents, home and community. This is another driving force in the implementation of the curriculum. The importance of parental involvement is key in the success of academic achievement. This sets the foundation of the learning attitude that children carry to the learning environment. Support from parents increases the academic achievement in later years. Burke (2010) concurred children whose parents are actively involved in their education at an early age aids the nurturing of a childs education and overall development and is one of the core indicators of later achievement. It is through this involvement that children understand and appreciate the importance of a solid education. The involvement of parents can break or build the implementation of any curriculum. Parents are unaware of the powerful effect that have on what and how the content of a curriculum is designed and implemented. I strongly believe that parents are the first line of support for all children. They are the primary source of socialization and set the foundation for formal learning to take place. The home is the initial environment for optimal nurturing and it ideally creates a sense of belonging. Acknowledging that meaningful parental involvement is need its not a one-size fits all. We have to take into consideration the socio economic status of these parents as well as their educational background. The background of these parents especially in urban environs allows for limitation on the input they can offer to the implementation of the curriculum. Hence, few or no involvement occurs and the inability to hold teachers accountable for poor curriculum implementation is poor. Burke (2010) states that when parents are involved in the educational process of their children and, as such, they will be able to include or add additional information and insight from their own personal experiences to teache rs in order to support their childs learning and development. The community is seen as the secondary source of socialization.

Apocalypse Now vs Heart of Darkness Essay -- essays research papers

Francis Ford Coppola’s Apocalypse Now lacks the impact of its inspiration, Joseph Conrad’s Heart of Darkness. While the basic elements of imperialism and human nature remain intact, the characters of the film bare little resemblance to their literary counterparts. The film serves as a re-interpretation of Conrad’s novella, updated from 19th-century British imperialism in the Congo to a critique of 20th-century U.S. imperialism in Southeast Asia. Coppola’s changes in setting and plot structure, however, force the film to sacrifice the character development so crucial in the literary work. This detracts from the overall effectiveness of the film. The most important difference between novella and film is the development of their main characters, Marlow and Willard, respectively. In Heart of Darkness, the reader is introduced to Marlow through his various philosophical ruminations about imperialism, morality, and human nature. He learns of the mysterious Kurtz through first-hand accounts of his accomplishments and his bizarre behaviour. As Marlow spends more and more time in the jungle, his pre-occupation with Kurtz becomes an important refuge from the brutality of the Belgians for whom he works. Although critical of the Belgian bureaucracy, it is unclear whether his displeasure stems from their immoral practices or their incompetence and inefficiency. Conrad never reveals Marlow’s true feelings, forcing the reader to confront the issues of racism and human nature themselves. Willard, on the other hand, is a psychological mess from the beginning of the film. The opening scenes depict him confessing his own mental imbalances as a result of prolonged service in the Vietnam War. While Conrad’s Marlow borders on complacency, Coppola’s Willard behaves erratically and without reason. His fascination with Kurtz is also less profound than in Heart of Darkness. According to literary scholar and cinema aficionado Mark A. Rivera, â€Å"In Conrad, Marlow is in awe of Kurtz, comes to identify with him in some dark recess of his own psyche; Willard, on the other hand, is more impressed with Kurtz's credentials than moved by his force of mind and will.† Despite the fact that the film is told through Willard’s eyes, his skewed perception does not affect the film’s clear moral intentions. Copp... ...e horror!'") and Kurtz's memory for the rest of his life. By turning himself into an enigma, Kurtz has done the ultimate: he has ensured his own immortality.† Kurtz’s status as an enigma serves to propagate an endless number of interpretations. Could his words be a declaration of the horrific dark side of man that lives within us all? Could they be a reaction to his first glimpse of the afterlife? Could they be a regretful look back on a life of sin? Kurtz’s last words leave the reader to draw his or her own conclusions about their meaning. Conrad does not tell us what to think, he makes us think. That is the sign of great art. Those very same words, however, when spoken by Marlon Brando in Apocalypse Now, hold far less meaning. The fact that Willard makes the decision to kill Kurtz convinces the audience of Kurtz’s insanity, and his words can be most literally interpreted as a reaction to his own murder. These words, meant to hold the most impact of all dialogue in either work, serve as an accurate metaphor for the works as a whole. Conrad’s Heart of Darkness forces its reader into meaningful introspection, while Apocalypse Now fails to capture the depth of Conrad’s vision.

Computer Input and Output

Other data is originally recorded in a form that is acceptable to the computer L] Magnetic ink character recognition (MICE) C] Optical character recognition (OCCUR) This approach is called SOURCE DATA AUTOMATION third basic way to enter data into the computer is to key it into an online key driven device. CIA fourth option permits data input in audible form, using a voice recognition unit. Input Options Source data Key to tape Machine Computer readable data OCCUR docs MICE Keyboard Terminals MICE, OCCUR units Card, tape, disk Units Chain Nell Voice Recognition CPU Output offers similar options.Information or data can be recorded on a permanent medium, such as paper, microfilm, or punched cards, or the information can be displayed on a television like screen or resented audibly. OUTPUT options Chain Nell print information Termini al Display Plot Computer Output Microfilm Microfilm Microfilm Im printer Card punch Unit Punch Cards Viewer Channels and Control Snits The control unit conta ins the logic circuitry and storage needed for the control of multiple 1/0 devices. The channel contains the logic circuitry and storage needed to monitor several 1/0 device control units and provide pathways to and from the CPU.Role of Channels and Control Control Units High Speed Control unit Low Speed Jinni 1/0 Devices Channels and Control Units The transfer of data between the 1/0 unit, he control unit, and the channel is serial, or one byte at a time. When this operation is performed, the CPU can process other data in primary storage. The CHIP halts processing just long enough to enter the data from the channel. The interruption of the program in process is very brief because all of the bytes from the channel are transmitted to primary storage at once-?in parallel. The transfer of data from primary storage to an 1/0 unit works in the reverse sequence.Smaller computers have only one channel; larger systems have many. Importance of the channels: 0 Easy to overlook, but without th em CPU reference would be drastically reduced. C] The channel hardware and the operating system permit the multiprogramming that maximizes computer productivity. Without channels, there COUld be no time sharing or distributed processing, and batch processing would extremely slow and costly. SKYDIVER INPUT DEVICES Offline Skydiver Devices The most common input device was the keypunch machine. CLC The first key-to-tape and key-to-disk units used conventional magnetic tape reels and hard disks.Offline skydiver Machines Keypunch disk Punch Cards co Zion magnetic Tape Cassette Hard disk Floppy disk Reader Magnet ICC tape Cassette et ICC disk Floppy disk Magnetic tape cassette Contains 285 Ft. Of polyester. Data can be recorded at the density of 800 bytes per inch. Capacity: approximately 2000 punched cards. Floppy Disk Sizes: 5 1/4 inches and 8 inches in diameter. Capacity: 2000-8000 punched cards. KEYED MEDIA INPUT UNITS Card-reading and punching 0 Card reading speeds of 2000 per minute are not uncommon, but punching speeds are in the range of 100-250 per minute.C] Punched cards are used as turned around documents. Punched cards are also used to track materials as they flow through a plant or a distribution network. Floppy disk, Cassette, and Cartridge readers CLC Cassette, and Cartridge readers tapes are produced as a by-product of another operation Online skydiver devices TWO basic types of keyboard terminal: Displays output on a CRT C] Prints output on continuous paper form. Online skydiver devices CRT terminal- also called an ALPHANUMERIC DISPLAY TERMINAL and a VIDEO DISPLAY TERMINAL, is all – electronic, noiseless, and economical.C] Can display information very rapidly, filling the screen with characters much faster than the characters can be printed on the paper. Special features: CLC Color C] Reverse video 0 Blinking CLC Cursor L] Scrolling C] Paging C] Protected format Hard copy terminal – also known as TELEPROMPTER TERMINAL, is a terminal wi th paper output TWO basic categories of hardcopy terminal: C] Impact -? causes a print â€Å"hammer† to strike the paper to form the character Monomaniac – causes characters to be printed by means of some chemical or heat process, or by spraying the characters on the paper from an ink jet.

25 Confused Homonym Pairs

25 Confused Homonym Pairs 25 Confused Homonym Pairs 25 Confused Homonym Pairs By Mark Nichol Dozens of homonyms, words that sound like other words but are spelled differently, are sometimes confused for their near doppelgngers. This post lists and defines twenty-five frequently confused word pairs, in which the first word is usually used mistakenly in place of the second one. (Definitions for words are simplified and not comprehensive.) 1. add: increase ad: abbreviation for advertisement 2. aid: help aide: one who helps 3. block: area bounded by streets, or an obstacle or a solid object bloc: group with ideas or ideology in common 4. cannon: piece of artillery canon: collection of works, or regulation, or standards or rules or a collection of them 5. canvas: durable, heavy protective material canvass: debate, examine, or go out in search of responses 6. chomp: bite down champ: bite down (same meaning, but idiom is â€Å"champ at the bit†) 7. compliment: praise complement: complete or enhance 8. conscious: aware conscience: adherence to or regard for fairness or moral strength 9. council: deliberative or legislative body counsel: legal adviser 10. discrete: separate discreet: modest, prudent, unobtrusive 11. fair: event for entertainment, exhibition, and trade fare: specific type of food 12. phase: carry out or introduce a stage, or adjust for synchronicity faze: disturb 13. flare: signal fire or light, or a reflecting or bright, unsteady light or a sudden outburst, an outward spreading or something that spreads flair: style, or talent or tendency 14. forward: ahead of foreword: brief introductory section of a book 15. hardy: audacious, brave, durable hearty: healthy, vigorous, enthusiastic, or unrestrained, or full of appetite 16. isle: truncated form of island aisle: passage between groups of seats 17. ordinance: law or rule ordnance: ammunition and explosives 18. premier: best, or a political leader premiere: first performance or showing of a form of entertainment 19. principal: leader of a school, or a leading person in an organization principle: code, idea, or law 20. roll: list or other document, or material held as or in a roll role: function, or character or part played 21. tact: diplomacy or discretion tack: approach or course 22. team: group organized to achieve a goal or to compete teem: be filled to overflowing or present in large quantities 23. tenant: renter tenet: something generally held to be true 24. troop: unit of military personnel troupe: group of performers 25. wreck: destroy wreak: cause, inflict Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:20 Types and Forms of HumorDoes "Mr" Take a Period?5 Examples of Insufficient Hyphenation

List College (Jewish Theological Seminary) Admissions

List College (Jewish Theological Seminary) Admissions List College Admissions Overview: With an acceptance rate of 52%, List College (a part of the Jewish Theological Seminary of America) is a somewhat selective school. Students interested in List can apply using the Common Application, which can be submitted online. Other required materials include a personal essay, scores from the SAT or ACT, letters of recommendation, and high school transcripts. For complete application instructions and important deadlines, be sure to visit the schools website. Students are encouraged to visit the campus; contact the admissions office for more information about getting a tour and seeing if List College would be a good fit. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): List College Acceptance Rate: 57%Test Scores 25th / 75th PercentileSAT Critical Reading: 650 / 725SAT Math: 640 / 690SAT Writing: - / -What these SAT numbers meanACT Composite: 28  / 32ACT English: 29  / 33ACT Math: 30 / 33ACT Writing: - / -What these ACT numbers mean List College Description: The Albert A. List College of Jewish Studies (List College) is the undergraduate school of the Jewish Theological Seminary of America located in New York City. It is closely affiliated with  Columbia University, and almost all List College students are enrolled in a dual-degree program with either Columbia or  Barnard College. The college has a 4 to 1 student faculty ratio and offers 11 bachelor of arts degree programs within the field of Jewish studies, such as ancient Judaism, Jewish history and Jewish gender and women’s studies, with the option to construct an individual interdisciplinary major. Most students choose to pursue a second bachelor of arts or a bachelor of science degree at Columbia or Barnard. Outside of academics, students are active on and off campus, participating in a variety of social, leadership and service activities at List as well as over 500 student clubs and organizations offered by Columbia and Barnard. Enrollment (2016): Total Enrollment: 371 (157 undergraduates)Gender Breakdown: 47% Male / 53% Female100% Full-time Costs (2016  - 17): Tuition and Fees: $52,660Books: $500 (why so much?)Room and Board: $14,460Other Expenses: $4,500Total Cost: $72,120 List College Financial Aid (2015  - 16): Percentage of New Students Receiving Aid: 54%Percentage of New Students Receiving Types of AidGrants: 51%Loans: 28%Average Amount of AidGrants: $26,471Loans: $6,523 Graduation and Retention Rates: First Year Student Retention (full-time students): 97%Transfer-out Rate: 16%4-Year Graduation Rate: 66%6-Year Graduation Rate: 79% Data Source: National Center for Educational Statistics If You Like List College, You May Also Like These Schools: American Jewish University: Profile  New York University: Profile | GPA-SAT-ACT GraphBrandeis University: Profile | GPA-SAT-ACT GraphBarnard College: Profile | GPA-SAT-ACT GraphBinghamton University: Profile | GPA-SAT-ACT GraphUniversity of Michigan - Ann Arbor: Profile | GPA-SAT-ACT GraphJohns Hopkins University: Profile | GPA-SAT-ACT GraphOberlin College: Profile | GPA-SAT-ACT GraphCornell University: Profile | GPA-SAT-ACT Graph List and the Common Application List College uses the  Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples

Part A-Contract law Part B- Case study (letter)

Part A-Contract law Part B- (letter) - Case Study Example As a result, they did not expect the consumer to take them seriously. A misrepresentation, on the other hand, refers to a false statement of fact that a party makes to another party to influence them into entering a contract, even though the statement is not part of the contract. In effect, this makes the contract voidable and the innocent party could repudiate the contract, as well as claim damages (James, 2014: p22). Where a person making the statement knew the real facts and it can be proved, they could not have held their views reasonably as a result, their opinions are taken as statement of fact. In order for a contract to be valid, both parties must make it freely and there should be mutual assent. However, it is possible that pressure to enter into the contract or coercion could affect mutual assent. Undue influence and duress are situations that impact on mutual assent, rendering contracts voidable or void. Duress refers to the exertion of wrongful pressure on a party to coerce them into making a contract that they would not ordinarily enter. It involves threatening to use force or using force intentionally to induce the party to assent to the contract (Carter, 2013: p32). Whether the coercion is mental or physical, it must be to an extent to which the other party does not have freedom of choice or free will, leaving them no reasonable alternative than to assent to the contract. On the other hand, undue influence refers to taking advantage of the other party during the formation of contracts. In this case, the two parties have a relationship, for example, one is superior to the other. Unlike duress that involves the use of direct threats; undue influence involves the use of excessive pressure by a dominant party for the subordinate to assent to the contract, although persuasion alone does not constitute undue influence (Carter, 2013: p33). As a result, the

Political Parties and the Electoral Process Essay

Political Parties and the Electoral Process - Essay Example Apparently, the two major political parties receive massive support due to the ideologies (Levendusky, 2009). Consequentially, the two leading parties in the US are the democrats and the republicans. They have been dominating the political scene of the United States for years and have since amassed massive support in regard to their presidential candidates. The two parties hold contrasting views of different ideologies which receive prevalent attention. Therefore, the two parties either choose to take a liberal view of ideologies or settle on the conservative view of ideologies. The liberal view states that abortion is a legal action that is taken by women as citizens of the United States. They state that women are human beings who have the right to make decision in regard to their lives. Therefore, they have legal choice of using abortion to control their lives as it is open to all the citizens. On the other hand, the conservative view states that immorality is not acceptable (Ashbe e, 2004). As a matter of fact, they state that abortion is immoral and should be banned. In this particular view, the politicians think that abortion is an infringement of the right to life since the unborn child is a form of life. The second point of contrast is the issue of gun control (Levendusky, 2009). Gun control is a prevalent issue in the United States since many people would wish to own guns for security reasons. Since the government issues licenses for individuals owning guns, there is need to have restrictions and control on the issuance. On one side, the liberal view of ideologies states that there should be high restrictions of gun control. As such, there should be a number of laws that should restrict the ownership of guns. Inclusion of stringent laws would reduce the bizarre incidences that occur due to gun ownership. On the other hand, the conservative politicians insinuate that there should be less restriction on the gun control issue. The third issue that draws att ention in the two leading parties is the issue of taxes (Levendusky, 2009). Taxes affect all the citizens of the country and should be considered with utter keenness. On one side, the liberals think that taxes should be high and progressive. Higher taxes will give the country more revenue which will be used for development. On the other hand, the conservatives state that taxes should be lower and progress at a lower rate. This will not affect the citizens as the taxes will not have dire effect on their income. Lastly, the two political parties differ on the issue of gay marriage. For example, the liberals state that gay marriage should be legalized. On the other hand, conservative politics state that gay marriages are illegal. Key reasons why third parties have never been successful at the presidential level Though there are third parties in the United States, they do not seem to give an impressive performance in the presidential elections. This has been attributed by a number of re asons. First, the two leading parties have been clinching the presidential office. As such, the parties have had the advantage of holding the office and pushing their candidates to get a better place in the upcoming elections. On the other hand, the third parties have not had such an advantage. Secondly, the ideologies of the two leading parties are steadfast. The two leading parties take a stand in the prevalent issues in the country and expound on the strategies they will use in solving the situation. This

Case Study analysis Example | Topics and Well Written Essays - 750 words

Analysis - Case Study Example It is an evident fact that communication is very important in a relationship. In such situations, in most cases, it has been observed that men communicate to achieve problem solution. This is similar in the case of western women but again the percentage is relatively low. Women are more likely to avoid the problem solving function of the communication between both the partners. In the chosen case of the marital couple, it becomes easy to understand that female partner is trying to discuss the issue with aggression (Broughton, 2008). The case also notes that both the partners are trying to set scores with each other which indicates the condition of conflict. It should be noted that if conflict resolution is not undertaken then it can lead up to complicated crisis between the couple. This is the situation where the Sum Zero concept is introduced which means that one of both the parties have to lose it to find out a resolution. This gives a lead to other situation where one party can ex pect a balance of score in any forthcoming conflict (Pappalardo, 1995). It should also be noted that the case under review is a conversation between a marriage couples who has egalitarian manner of relationship in which both the partners are empowered but the economic responsibilities of man makes him dominant in the relationship. The female oriented families (matriarchal couple) are those where a woman’s right must be completely considered as supreme. But in the case, it is to be noted that the male’s job is much important than the woman because of his limited scope of job (Hitch & Youatt, 2001). The conversation between the couple has been noted to be of less abusive language. There is no indication of abusive words used at regular interval showing that the couple is not from a very low socio-economic status. But it would be better to mention that the female partner needs to calm her tone so that the discussion between the couple can be taken easily so that they can find out the solution (Broughton, 2008). Recommendations: It is being suggested that women playing an emotional part in a relationship needs to evaluate communication function. At times, it is better to listen to the other partner when you do not seem to find out the relationship. In the evaluated case, it can be observed that male partner suggested her to have a new workplace to work because teaching is a very diverse field of interest. This notes that at least the male partner suggested a solution to the problem rather than just beating about the bush. Another situation analysis clause would be to let the other partner win. This does not make one lose it forever. A marital relationship is for life where one win can transform into another loss. This loss is not about property or possession but rather an argument or conflict. This practice is suggested to be solved through zero sum strategy. The use of power needs to be exercised when the family type is completely understood. Consid ering the fact that the couple is an egalitarian marriage bonded, it is suggested to the male partner to exercise his power for the need of elaborating decision making process to the female partner. And also, the woman partner needs to understand the imperativeness of the job of the man because he is the sole and base responsible end of the relationship in terms of

Child Beauty Pageants Essay Example for Free

Child Beauty Pageants Essay Sparkling tiaras, beautiful gowns, glamorous hair and make-up; One would believe that this would be every little girl’s dream. Unfortunately this dream often turns into a horrible nightmare. The popularity of child beauty pageants seems to be rising every year causing more and more controversy. There are many different views and concerns that people seem to have on these types of pageants. Many of them do not agree with children being forced to fulfill their parents dream by taking place in a beauty pageant. The history of beauty pageants became part of the American society around the 1920’s. They originated as a marketing tool in 1921 by an Atlantic City hotel owner who was trying to attract tourist. Since then, pageants have become a major event in the lives of Americans. The online article written by Kareen Nussbaum exclaims that it wasn’t until the 1960’s when child beauty pageants really began. Back then, child pageants consist of modeling sportswear, evening attire, dance, and talent. The judging was based on the individual’s looks, talent, poise, perfection, and level of confidence. Pageants were conducted at political, educational, and entertainment venues. Many were scholarships were being offered through pageants, and beneficial programs were being facilitated. The pageantry world helped introduced a face to the faceless troubles of racism, handicaps, and illnesses. Since that time, a lot in the pageant industry has changed. Nowadays, they are anything buy conservative. Beauty pageants, like the ones on the show Toddlers and Tiaras, are not about natural looks but are based on such superficial things such as who has the most make up and best tan. Parents have a major role in most child beauty pageants. There are very few children who participate in pageantry without their parents. They are the ones who provide the money and connection into the pageant world. Several families who start their child in beauty pageants have generations of competitors that include grandmas, mothers, kids, and grandkids. Many believe that the mothers of children that are involved in beauty pageants live vicariously through their children. Too often, pageant moms have only one thing on their mind and that is for their child to win! Having their own mother/parent as their role model, the child will most likely have that same kind of attitude causing many problems throughout their life. There are many other reasons why child beauty pageants are unnecessary in today’s society. As children, they are most likely forced into the beauty pageants. Being too young to say no, the parents take control. Beauty pageants also sexualize young girls too early. They are exposed and become familiar with â€Å"womanly† items such as padded bras, high heels, and make-up. Instead of acting like their own age, the little girls believe to think they are older than they really are. High heels aren’t made for small feet. They needlessly push the child’s weight forward causing lower back pain and hindering proper development of their feet. Sometimes younger girls are forced to wear heels outside of pageants, because their feet have grown in a way that makes wearing other shoes uncomfortable. Hairspray is the most common widely used product in child pageants. Unfortunately, too much hairspray can actually stunt growth. The Psychology Corner claims that it contains certain chemicals that act as hormone disruptors that could be harmful to the body, and is linked to stunted growth and even lung cancer! If child beauty pageants weren’t allowed, these kinds of troubles wouldn’t be so prevalent. Cognitive and emotional problems are probably the most dangerous problems that beauty pageants can cause. They are capable to leading to many different kinds of disorders that could ruin a child’s life. A 2007 report by the American Psychological Association found that the hypersexualization of young girls is strongly associated with eating disorders, low self-esteem, and depression. Psychologists and psychiatrists largely agree that pageants reinforce negative female body image issues that result in eating disorders such as anorexia and bulimia. Beauty competitions emphasize the barbie doll image of what a beauty queen should look like. The problem with having that image is that there is no way for a person to be able to look like that. Even 25 years ago, top models and beauty queens weighed only 8% less than the average woman, now they weigh 23% less according to the Oprah Winfrey Network. Although Zinzi Williams states that many of the beauty pageants take part in community service, delivering a social message and help in bringing up funds for charity, numerous of them are exaggerated and mess with a young child’s mind. For about fifty years, beauty pageants have been teaching children to behave as young adults rather than acting their own age. Rather than focusing primarily on the idea of competition, pageants for younger children should be created to concentrate on the child’s talent, intelligence, poise, and confidence. While there can be some positive aspects of children beauty pageants, the physical and mental health of the participants will only continue to exacerbate. Works Cited 5 Facts about Beauty Pageants. Oprah Winfrey Network. Harpo Productions, 2012. Web. 2 Dec. 2012. Nussbaum, Kareen. Children and Beauty Pagaents. Beauty Pagaents. N.p., n.d. Web. 2 Dec. 2012. Toddlers and children beauty pageants – Risk factors for severe psychological turmoils. Psychology Corner. Psychology Corner, n.d. Web. 2 Dec. 2012. Williams, Zinzi. Beauty Pageants and its Effects on Children. Purduecal. N.p., 6 Dec. 2010. Web. 3 Dec. 2012.

Vocal Sounds That Mean the Same in Every Language

Vocal Sounds That Mean the Same in Every Language Are there vocal sounds that mean the same whatever your language? Discuss, with examples. The presence of vocal sounds, sounds which are produced via the human vocal tract, which convey the same meaning whatever your language will as a result be sounds that are universally recognised, both in terms of the sound being identified and with regard to the message the sound carries. Considering the lack of cultural exposure between certain language groups (Saul, 2014), vocal sounds with cross-linguistic meanings point towards evolutionary adaptations which by their very nature are inherently universal. The following essay shall show that there are vocal sounds that mean the same whatever your language, it shall do this both by discussing studies that provide evidence for vocal sounds with cross-linguistic meaning, as well as explaining these vocal sounds in an evolutionary context; thereby affirming them as sounds which carry universal meanings no matter what the recipients native language is. Evidence of laughter in our evolutionary relatives such as chimps, (Falk, 2004) and even more distant mammalian relatives such as dogs and rats (Panksepp, 2007) clearly points towards its status as an evolutionary adaption; one which would be universal and therefore be considered a vocal sound which means the same whatever ones language. Further studies indicate that laughter in both humans and non-human primates involve similar neural structures, such as parts of the limbic system (Meyer, Baumann, Wildgruber, Alter, 2007; Scott, Lavan, Chen, Mcgettigan, 2014) and mechanisms involved in endorphin activation linked to positive affective states (Scott et al., 2014). Its status as a universal evolutionary inherited trait is further confirmed by its presence in congenitally blind and deaf infants (Meyer, 2007) who are quite clearly born without the ability to hear or otherwise perceive laughter and therefore who have not learnt to laugh via socialisation. Clearly laughters presence in non-human primates involving similar cortical structures and neural mechanisms, in addition to it being observed in the congenitally blind and deaf, pointing towards its presence as a biological evolutionary adaption; one which would quite clearly be universal and therefore is an example of a vocal sound which conveys meaning whatever ones language is. The context laughter takes place in further points to it being an evolutionary adaption; laughter is in itself innately social, we are around 30 times more likely to laugh in a social situation than when alone (Scott et al., 2014), this is mirrored in non-human primates where it frequently takes place in social situations appearing to facilitate bonding and social cohesion (Ross, Owren, Zimmermann, 2009). Whilst non-human primate laughter typically occurs during physical contact (Provine, 1996), it is contextually comparable with human laughter due to this occurrence in social situations. It is this comparison both in terms of context and the underlying neural mechanisms which point towards a universal evolutionary adaption, one that continues to facilitate social bonding. Therefore similarities between human and non-human primate laughter point towards a level of biological inheritance, one which considered in an evolutionary context must be shared by all despite differences in ter ms of language use, meaning that laughter can clearly be seen as a vocal sound which means the same whatever ones language. However, laughter is not the only affective stimuli shown to carry meaning cross-linguistically. It is widely established that cross-cultural recognition of emotions exists (Sauter, Eisner, Ekman, Scott, 2010), although this point is firmly embedded in the literature (Ekman, 1992) it fails to provide evidence for vocalisations that carry cross-linguistic meaning considering the environmental and visual contexts in which they are typically conveyed (Elfenbein Ambady, 2002). Elfenbein and Ambady (2002) performed a meta-analysis on the universality of emotional recognition on 97 studies on 42 different regions, finding that whilst there was an in-group advantage for members of the same nation, region and/or language, emotions were universally recognized at above chance levels. Although their meta-analysis looked at studies using a range of channels to convey emotions, this above chance level remained when considering studies that focussed on vocal stimuli alone (Elfenbein Ambady, 200 2). Elfenbein and Ambadys meta-analysis (2002) provides evidence that there are vocalisations that mean the same whatever your language, by statistically analysing a variety of studies and showing patterns of correlation between them the argument carries greater weight than considering one or two studies in isolation. Furthermore, it suggests that certain emotions are universally recognised and most likely that this is due to biological mechanisms (when one considers the lack of cultural exposure some groups have had with one another). Of course the presence of universal cognitive mechanisms which decode aspects of emotional vocalisations also mean that there are vocal sounds which mean the same whatever your language, as the emotions have been recognised from purely vocal stimuli and the meta-analysis supports the notion that this recognition is universal and therefore not dependent upon specific languages. However removing multiple channels of communication such as facial expression and body language isnt sufficient when one considers the linguistic context in which emotional vocalisations are usually realised (Pell et al., 2009); even to non-speakers a foreign language may convey linguistic features that somehow alter the meaning of vocal cues. In order to circumvented these potentially confounding effects speakers must express emotions through pseudo-utterances which mimic the morphosyntactic and phonotactic properties of the language presented (Scherer, Banse, Wallbott, 2001). It therefore seems sensible to suggest that the recognition of emotions cross-culturally through the presentation of pseudo-utterances, presented independently from other potential cues (such as facial expression and body language) will provide substantial evidence for there being vocal sounds that mean the same whatever your language; after-all all other confounding factors will have been removed other than the vocal sound itself. A number of studies using pseudo-utterances presented with purely vocal stimuli suggest that emotions can be recognised across languages by non-native speakers (Pell Skorup, 2008; Pell et al,. 2009a; Pell, Paulmann, Dara, Alasseri, Kotz, 2009b; Sauter et al., 2010). Although studies report a small in-group advantage when participants listen to pseudo-utterances based upon their native language (Pell et al., 2009b), similar results between non-native listeners suggests the presence of cross-linguistic vocal sounds with identical meanings, (Pell Skorup, 2008; Sauter et al., 2010). This argument is further strengthened when considering studies involving participants from groups with little to no cultural exposure to each other, such as Sauters (2010) study with the Himba people of northern Namibia. Here the correct identification of emotions from purely vocal pseudo-utterances lends weight to the argument of cognitive mechanisms derived from universal evolutionary adaptations, capabl e of decoding meaning from vocal utterances. Clearly with no cultural exposure (which may have enabled the learning of emotional expression in another culture) and with the correct identification away from other potential cues (such as a linguistic framework and body-language), it seems highly probable that the identification of emotions cross-culturally is in part due to universal evolutionary adaptations, which in turn enable the existence of vocal sounds that mean the same whatever your language. Cross-cultural data clearly provides evidence for vocal emotional expressions which exhibit core acoustic perceptual features that promote accurate recognition across languages (Pell Skorup, 2008). The use of pseudo-utterances removes linguistic structure and language itself as confounding variables, meaning that emotions successfully conveyed and recognised must be done so through associated changes in prosody, such as changes in timing, pitch, volume and the rate of speech (Frick, 1985; Scherer, 1986). Furthermore, it appears that the expression of these discrete emotions corresponds with distinct modulation patterns (Pell, 2001), for example vocal expressions of sadness tend to be conveyed with a lower pitch and at a slower speaking rate in comparison to other emotional vocalisations (Pell et al., 2009b). It should also be noted that as well as being the most distinct from other emotional vocalisations (in terms of its prosodic elements), sadness is also frequently cited as being one of the most accurately identified from vocal stimuli (Pell et al., 2009a, 2009b). This increase in recognition along with its high distinctiveness in terms of modulation patterns provides further evidence for accurate recognition as being due to prosodic elements, clearly the correlation lends support to the aforementioned theory that emotional vocalisations are recognised due to the recognition of distinct prosodic patterns. This line of thought is further supported when one considers that emotions with less distinct prosodic patterns have been associated with lower rates of recognition; for example surprise and joy have been shown to possess similar prosodic elements (Pell et al., 2009b) and in turn have been reported at low accuracy rates, with surprise frequently being incorrectly categorised as joy (Pell et al., 2009a, 2009b). The presence of distinct prosodic elements in the vocalisation of emotions further explains our premise that there are distinct vocal sounds which m ean the same whatever your language; this point is further supported by the correlation between the distinctiveness of a vocal expressions prosodic elements and higher levels of accurate recognition. Prosody has also been studied outside of emotional vocalisation, pointing to further universal cross-linguistic meanings such as dominance and submission, confidence and the signalling of a statement or question to the listener. Ohala (1984, 1996) claims that we associate fundamental frequency (f0) with sexual dimorphism, size and as a result dominance; with males lower and larger larynxs leading to a lower f0 and more confident vocalisations (Hurford, 2014, p.77-80). Similarities can be drawn from avian and other mammalian vocalisations with regards to f0, with low f0 vocalisations frequently made by individuals with greater dominance (Morton, 1977). In turn Ohalas (1984, 1996) claim is supported by a variety of evidence which shows low f0 voices to be interpreted as more masculine (Culver, as cited in Gussenhoven 2002; Junger et al., 2013) as well as being associated with dominant attributes such as confidence and leadership (Klofstad, Anderson, Peters, 2012). Whilst these studies predominantly focus on vocalisations from a Western language base (such as English and Dutch), the comparison across species as well as the universal presence of larger, lower based larynxs in human males (Hurford, 2014, p.77-80) suggests a universal evolutionary adaption, in which differences in the larynxs size and location have evolved due to the selective advantage they provide as a result of the meanings low f0 vocalisations confer with regards to dominance, size and aggression. Studies comparing these affective interpretations across a broader range of languages would add further to Ohalas conclusion (1984, 1996); however, it seems improbable that other language bases would offer different interpretations when considering the effect of low f0 vocalisations in our evolutionary ancestors, in addition to explanations concerning universal sexual differences of larynx size and location. The affective interpretations of f0 have been taken further from signals of dominance to signalling the distinctions between questions and statements (Ohala, 1984; Gussenhoven 2002). This seems a logical step when considering the nature of questions being relatively uncertain in meaning, whilst it seems probable that statements will need to confer more certainty in order to convey a more authoritative status. This is confirmed by cross-linguistic studies showing that higher f0 towards the end of vocalisations are frequently perceived as questions (Hadding-Koch Studdert-Kennedy, 1964; Gussenhoven Chen, 2000). Ohala (1994) claims that this pattern is too wide spread to be explained by a common linguistic source, suggesting its existence due to universal evolutionary adaptations. Gussenhoven and Chens (2000) study should be highlighted for its use of three languages (Hungarian, Dutch and Chinese) quite distinct from each other both in terms of structure and due to their status as belo nging to distinct separate language families; the fact that this interpretation of f0 is present in these three languages which have evolved separately removes the suggestion that its presence is tied to linguistic structure rather than universal evolutionary instilled cognitive mechanisms. Therefore cross-linguistic evidence suggests that a rise in f0 towards the end of a vocalisation signals a question whatever ones language, again providing evidence for cross-linguistic meaning in vocal sounds. To conclude, cross-linguistic studies support the claim that there are vocal sounds which mean the same whatever your language. Studies using pseudo-utterances remove the possibility of confounding variables such as linguistic structure or visual stimuli, showing that vocal sounds can carry information on affective states understood by the recipient whether or not they share a common language. Further cross-linguistic studies highlight the effect of prosody on meaning both in the deliverance of emotional vocal sounds as well as in a broader context; sounds which yet again have been shown to carry meaning across languages. Comparative research provides additional evidence for vocal sounds that carry meaning across languages, such as laughter in addition to displays of confidence and dominance. However, it remains important to consider these vocal sounds in an evolutionary context; vocal sounds with universal meanings must be understood as being due to biologically inherited adaptation s when one considers the lack of exposure many language groups have had with one another. References Ekman,P. (1992). Are there basic emotions? Psychological Review, 99(3), 550-553. doi:10.1037/0033-295X.99.3.550 Elfenbein,H.A., Ambady,N. (2002). On the universality and cultural specificity of emotion recognition: A meta-analysis. Psychological Bulletin, 128(2), 203-235. doi:10.1037//0033-2909.128.2.203 Falk,D. (2004). Prelinguistic evolution in early hominins: Whence motherese? Behavioral and Brain Sciences, 27, 491–541. doi:10.1017/S0140525X04000111 Frick,R.W. (1985). Communicating emotion: The role of prosodic features. Psychological Bulletin, 97(3), 412-429. doi:10.1037/0033-2909.97.3.412 Gussenhoven,C., Chen,A. (2000). Universal and language-specific effects in the perception of question intonation. Proceedings of the 6th International Conference on Spoken Language Processing, 91-94. Gussenhoven, C. (2002). Intonation and interpretation: phonetics and phonology. In Proceedings of Speech Prosody 2002, , Aix-en-Provence, France (pp. 47-57 Hadding-Koch,K., Studdert-Kennedy,M. (1964). An experimental study of some intonation contours. Phonetica, 11, 175-185. doi:10.1159/000258338 Hurford,J.R. (2014). The origins of language: A slim guide. UK: OUP Oxford. Junger,J., Pauly,K., Brà ¶hr,S., Birkholz,P., Neuschaefer-Rube,C., Kohler,C., . . . Ute,H. (2013). Sex matters: Neural correlates of voice gender perception. NeuroImage, 79, .275-287. doi:10.1016/j.neuroimage.2013.04.105 Klofstad,C., Anderson,R., Peters,S. (2012). Sounds like a winner: voice pitch influences perception of leadership capacity in both men and women. Proceedings of the Royal Society B: Biological Sciences, 279(1738), 2698-704. doi:10.1098/rspb.2012.0311 Meyer,M., Baumann,S., Wildgruber,D., Alter,K. (2007). How the brain laughs. Behavioural Brain Research, 182(2), 245–260. doi:10.1016/j.bbr.2007.04.023 Morton,E.S. (1977). On the Occurrence and Significance of Motivation-Structural Rules in Some Bird and Mammal Sounds. American Naturalist, 01/1977(111), 855-869. doi:10.1086/283219 Panksepp,J. (2007). Neuroevolutionary sources of laughter and social joy: Modeling primal human laughter in laboratory rats. Behavioural Brain Research, 182, 231–244. doi:10.1016/j.bbr.2007.02.015 Ohala,J.J. (1984). An ethological perspective on common cross-language utilization of F0 of voice. Phonetica, 41, 1 16. doi:10.1159/000261706 Ohala,J.J. (1996). Ethological theory and the expression of emotion in the voice. Wilmington: University of Delaware, 3, 1812-1815. doi:10.1109/ICSLP.1996.607982 Pell,M.D. (2001). Influence of emotion and focus location on prosody in matched statements and questions. Journal of The Acoustical Society of America, 109(4), 1668–1680. doi:10.1121/1.1352088 Pell,M.D., Monetta,L., Paulmann,S., Kotz,S.A. (2009). Recognizing emotions in a foreign language. Journal of Nonverbal Behavior, 33(2), 107-120. doi:10.1007/s10919-008-0065-7 Pell,M.D., Paulmann,S., Dara,C., Alasseri,A., Kotz,S.A. (2009). Factors in the recognition of vocally expressed emotions: A comparison of four languages. Journal of Phonetics, 37(4), 417-435. doi:10.1016/j.wocn.2009.07.005 Pell,M.D., Skorup,V. (2008). Implicit processing of emotional prosody in a foreign versus native language. Speech Communication, 50(6), 519-530. doi:10.1016/j.specom.2008.03.006 Provine,R.R. (1996). Laughter. Laughter. American Scientist, 84, 38-47. Retrieved from http://cogweb.ucla.edu/Abstracts/Provine_96.html Provine,R.R., Fischer,K.R. (1989). Laughing, Smiling, and Talking: Relation to Sleeping and Social Context in Humans. Ethology, 83(4), 295–305. doi:10.1111/j.1439-0310.1989.tb00536.x Ross,M.D., Owren,M.J., Zimmermann,E. (2009). Reconstructing the Evolution of Laughter in Great Apes and Humans. Current Biology, 3(2), 191–194. doi:10.1016/j.cub.2009.05.028 Saul,H. (2014, July 31). Amazonian Indian tribe filmed making contact with Brazil village in rare video footage Americas World The Independent. Retrieved from http://www.independent.co.uk/news/world/americas/video-shows-amazonian-indian-tribe-making-contact-with-brazil-village-9640077.html Sauter,D.A., Eisner,F., Ekman,P., Scott,S.K. (2010). Cross-cultural recognition of basic emotions through nonverbal emotional vocalizations. Proceedings of The National Academy of Sciences, 107, 2408-2412. doi:10.1073/pnas.0908239106 Scherer,K.R. (1986). Vocal affect expression: A review and a model for future research. Psychological Bulletin, 99(2), 143-165. doi:10.1037//0033-2909.99.2.143 Scherer,K.R., Banse,R., Wallbott,H.G. (2001). Emotion inferences from vocal expression correlate across languages and cultures. Journal of Cross-cultural Psychology, 32(1), 76-92. doi:10.1177/0022022101032001009 Scott,S.K., Lavan,N., Chen,S., Mcgettigan,C. (2014). The social life of laughter. Trends in Cognitive Sciences, 18(12), 618-620. doi:10.1016/j.tics.2014.09.002