Native American Artwork And Literature

Native American Artwork And Literature The combination and significance of literature and artwork are an extreme importance in the Native American culture. These two topics are rarely discussed in the Native American civilization. The modern day culture of the Native Americans is hardly ever passing down the traditions of their ancestors and even from their mothers and fathers. Many other topics such as lifestyles, spirituality, and wars are important also, but are not practiced in the household. Native Americans seldom teach their children about the artwork and the literature that goes with the tales based upon literature and artwork. The majority of the myths and artwork are told from the elders in the family or in the community. The most used subject back when the Native Americans were free was oral literature, and it is still used today. ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ Traditional Native American literature was expressed only oral ly, so it could be difficult for a person outside of a particular Indian culture to gain access to a tribe's literature.Some of the ancient oral literature of Native American cultures has been put into print after enjoying a long life among people. Petroglyphs, stories or events related through pictures carved into rock, have been found throughout North America. These drawn, carved, or written pieces are only a sample of the different forms of oral literature that have been passed down from generation to generation. In the Native American culture, elders told stories, myths, and legends. Ceremonies and songs were performed among the people orally. Oral literature served religious, entertainment, and educational purposes, often at the same time. The young people of the tribe were educated in this way. They learned the religion, moral values, history, artistic values, humor, and music of their tribe. Even now many Native American storytellers and poets record their stories and experie nces to still...

100 Mostly Small But Expressive Interjections

100 Mostly Small But Expressive Interjections 100 Mostly Small But Expressive Interjections 100 Mostly Small But Expressive Interjections By Mark Nichol They often seem disreputable, like sullen idlers loitering in a public thoroughfare, but they actually do a lot of hard work and are usually persnickety about the tasks to which they are put. They are interjections one class of them, anyway: those lacking etymological origins but packed with meaning. But how do you know how to distinguish similar ones or spell them, for that matter? Here’s an incomplete inventory of interjections (not including variations of actual words such as yeah for yes or onomatopoeic echoes of externally produced sounds like boom): Ack communicates disgust or dismissal. Ah can denote positive emotions like relief or delight (generally, pronounced with a long a). Aha signals triumph or surprise, or perhaps derision. Ahem is employed to gain attention. Argh, often drawn out with additional h’s, is all about frustration. Aw can be dismissive or indicative of disappointment, or, when drawn out, expressive of sympathy or adoration. Aye denotes agreement. Bah is dismissive. Blah communicates boredom or disappointment. Blech (or bleah or bleh) implies nausea. Boo is an exclamation to provoke fright. Boo-hoo is imitative of crying and is derisive. Boo-ya (with several spelling variants) is a cry of triumph. Bwah-hah-hah (variously spelled, including mwah-hah-hah) facetiously mimics the stereotypical archvillain’s triumphant laugh. D’oh is the spelling for the muttering accompanying Homer Simpson’s trademark head-slapping self-abuse. Duh derides someone who seems dense. Eek indicates an unpleasant surprise. Eh, with a question mark, is a request for repetition or confirmation of what was just said; without, it is dismissive. Er (sometimes erm) plays for time. Ew denotes disgust, intensified by the addition of one or more e’s and/or w’s. Feh (and its cousin meh) is an indication of feeling underwhelmed or disappointed. Gak is an expression of disgust or distaste. Ha expresses joy or surprise, or perhaps triumph. Ha-ha (with possible redoubling) communicates laughter or derision. Hamana-hamana, variously spelled, and duplicated as needed, implies speechless embarrassment. Hardy-har-har, or har-har repeated as needed, communicates mock amusement. Hee-hee is a mischievous laugh, while its variants heh and heh-heh (and so on) can have a more derisive connotation. Hey can express surprise or exultation, or can be used to request repetition or call for attention. Hist signals the desire for silence. Hm, extended as needed, suggests curiosity, confusion, consternation, or skepticism. Hmph (also hrmph or humph) indicates displeasure or indignation. Ho-ho is expressive of mirth, or (along with its variant oh-ho) can indicate triumph of discovery. Ho-hum signals indifference or boredom. Hubba-hubba is the vocal equivalent of a leer. Huh (or hunh) is a sign of disbelief, confusion, or surprise, or, with a question mark, is a request for repetition. Hup, from the sound-off a military cadence chant, signals beginning an exerting task. Hurrah (also hoorah, hooray, and hurray, and even huzzah) is an exclamation of triumph or happiness. Ick signals disgust. Lah-de-dah denotes nonchalance or dismissal, or derision about pretension. Mm-hmm, variously spelled, is an affirmative or corroborating response. Mmm, extended as needed, conveys palatable or palpable pleasure. Mwah is suggestive of a kiss, often implying unctuous or exaggerated affection. Neener-neener, often uttered in a series of three repetitions, is a taunt. Now (often repeated â€Å"Now, now†) is uttered as an admonition. Oh is among the most versatile of interjections. Use it to indicate comprehension or acknowledgment (or, with a question mark, a request for verification), to preface direct address (â€Å"Oh, sir!†), as a sign of approximation or example (â€Å"Oh, about three days†), or to express emotion or serves as a response to a pain or pleasure. (Ooh is a variant useful for the last two purposes.) Oh-oh (or alternatives in which oh is followed by various words) is a warning response to something that will have negative repercussions. Olà ©, with an accent mark over the e, is borrowed from Spanish and is a vocal flourish to celebrate a deft or adroit maneuver. Ooh, with o’s repeated as needed, conveys interest or admiration, or, alternatively, disdain. Ooh-la-la is a response to an attempt to impress or gently mocks pretension or finery. Oops (and the jocular diminutive variation oopsie or oopsy and the variant whoops) calls attention to an error or fault. Ouch (or ow, extended as needed) signals pain or is a response to a harsh word or action. Oy, part of Yiddish expressions such as oy gevalt (equivalent to â€Å"Uh-oh†), is a lament of frustration, concern, or self-pity. Pff, extended as needed, expresses disappointment, disdain, or annoyance. Pfft, or phfft, communicates abrupt ending or departure or is a sardonic dismissal akin to pff. Phew, or pew, communicates disgust, fatigue, or relief. (Phooey, also spelled pfui, is a signal for disgust, too, and can denote dismissal as well. PU and P.U. are also variants.) Poof is imitative of a sudden disappearance, as if by magic. Pooh is a contemptuous exclamation. Pshaw denotes disbelief, disapproval, or irritation or, alternatively, communicates facetious self-consciousness. Psst calls for quiet. Rah, perhaps repeated, signals triumph. Shh (extended as necessary) is an imperative for silence. Sis boom bah is an outdated encouraging cry, most likely to be used mockingly now. Tchah communicates annoyance. Tsk-tsk and its even snootier variant tut-tut are condemnations or scoldings; the related sound tch is the teeth-and-tongue click of disapproval. Ugh is an exclamation of disgust. Uh is an expression of skepticism or a delaying tactic. Uh-huh indicates affirmation or agreement. Uh-oh signals concern or dismay. Uh-uh is the sound of negation or refusal. Um is a placeholder for a pause but also denotes skepticism. Va-va-voom is an old-fashioned exclamation denoting admiration of physical attractiveness. Whee is an exclamation of excitement or delight. Whew is a variant of phew but can also express amazement. Whoa is a call to halt or an exclamation of surprise or relief. Whoop-de-doo and its many variants convey mocking reaction to something meant to impress. Woo and woo-hoo (and variations like yahoo, yee-haw, and yippee) indicate excitement. (Woot, also spelled w00t among an online in-crowd, is a probably ephemeral variant.) Wow expresses surprise. Yay is a congratulatory exclamation. (Not to be confused with yeah, a variant of yes.) Yikes is an expression of fear or concern, often used facetiously. Yo-ho-ho is the traditional pirates’ refrain. Yoo-hoo attracts attention. Yow, or yowza, is an exclamation of surprise or conveys being impressed. Yuck (also spelled yech or yecch) signals disgust. (Not to be confused with yuk, a laugh.) Yum, or yummy, is a response to the taste of something delicious and, by extension, the sight of an attractive person. Zoinks is an expression of surprise or amazement popularized by the cartoon character Shaggy, of Scooby Doo fame. Zowie, often in combination following wowie, a variant of wow, expresses admiration or astonishment. 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 Vocabulary category, check our popular posts, or choose a related post below:Definitely use "the" or "a"15 Great Word GamesWhat the heck are "learnings"?

What does the 3rd space mean to you as a health professional Assignment

What does the 3rd space mean to you as a health professional - Assignment Example et al., 2010). In the context of this assignment, the third space was the forum where the aboriginals and the non-aboriginals gathered to talk and interact with one another away from their homes and places of work. There is a general agreement that social capital or what others would call cultural capital is not the only way to deal with the social exclusion menace. Aboriginals in Australia struggled for many years to be able to get the second and third space. It was actually hell to get the third space (Fenwick, 1998). They were at the periphery of service delivery in Australia for many years. They had health issues to deal with, and it was hard because they didn’t have the third space (Fenwick, 2001). A health professional finds the third space very important because it provides a forum in which they got to know about the health of the aboriginals, unlike the past where they would have health problems and nobody would care about it. The aboriginal health was in the past the hardest thing to understand because they lived in seclusion and felt unneeded because of their identity. It would be easier for health professionals to find ways to help the aboriginals with their health problems if informal settings are created in which the aboriginals and the non-aboriginals can sit together and talk, and just interact on a number of things touching on their lives (Eckermann et al. 2010).. There were certain social determinants of an aboriginal’s health and all of them touched on the social exclusion they suffered in the hands of the non-aboriginals, supposedly because they are viewed as an inferior race to the non-aboriginals. This made it hard to understand the health issues of the aboriginals. Third space creates an environment in which these two groups of people can interact. Through such interaction, it is no doubt that the health professionals will find it easy to understand the health of the aboriginals, and

Critically discuss the process of planning Health schools program Assignment

Critically discuss the process of planning Health schools program which is examining ways of addressing the growing problem of c - Assignment Example In the United States, childhood obesity is now the most widespread chronic disorder in children. In 2003, the health Survey of England has also reported that the obesity among 2-10 years old was recorded as 27.7% and 13.7% respectively. Genetic characteristics may increase the tendency of the child to have excess body weight but it is applicable only in few of the cases (Farooqi, 2005). According to the 1999-2000 National Health and Nutrition Examination Survey from last three decades, the genetic characteristics of the humans have not changed. However, in the same period the prevalence of obesity has tripled among children. The other factor that causes the imbalance is behaviour. It can be caused by the excess intake of energy in the form of junk food and sugar-sweetened drinks. In addition to this, if the children are not participating in physical activities during schools, this may play a major part in consuming high calories. Other than this, children spend more time in front of television, computers, and cellular telephones (Zametktn, Zoon, Klein, and Munson, 2004). It requires little activity and may lower the children’s metabolic rate. Moreover, they tend to make unhealthy food choices because of excessive exposure of food advertisement. Schools alone cannot solve the obesity epidemic, but it is unlikely to achieve it without strong school-based programs and policies. This is because around 90 % of children are enrolled in the schools and if they develop the habit of good appetite from the beginning, only then they would be able to continue it for the rest of their life. Schools are the basic primary institutions for every field possible; hence, we can say that they can play a vital role in controlling the obesity epidemic (National Association of State Boards of Education, 2004). Initial statement of the issue In the past 30 years, the percentage of obesity has more than doubled in the children and its ratio has tripled among adolescents. Among c hildren between 6 -11 years, the frequency of obesity in 1980 was 6.5% (National Center for Health Statistics, 1999) whereas, in 1998 it has reached to 19.6%. Among adolescents, 12-19 years of age, obesity has increased from 5.0% to 18.1% in the respective years (National Centre for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health, 2010). In the pre-school children among the age group of 2-5 years, the obesity rate has increased from 5% –10.4% between the years of 1976-1980. In years from 2007- 2008, for 6 -11 years old children the rate has increased from 6.5% -19.6% (Division of Nutrition, Physical Activity and Obesity, National Centre for Chronic Disease Prevention and Health Promotion, 2010). It is expected that the ratio of obesity in children will continue to increase if certain concrete steps are not taken against it. Therefore, on the government as well as private level, certain steps must be taken in order to move towards heal thy society. Quantify the issue In recent years, obesity has turned out to be a serious health concern for children. There are several factors involved in this process. It is seen that obesity can influence the academic development of the children. In a study, it was found that at the kindergartner’s level, overweight children were found to score significantly less in maths and in reading as compare to their non-overweight class fellows

Iran Informative Speech Outline Essay Example for Free

Iran Informative Speech Outline Essay I.Iran is the center of the world of international news right now with its oil sanctions, threats from Israel, threats of shutting down the Straight of Hormuz but above all else, its expanses in nuclear power. a.Iran’s nuclear program and nuclear weapons have grown exponentially since 2003 threatening Middle-Eastern countries and America. Iran has had a nuclear program since the 1950’s when the U.S. helped launch it as part of the Atoms For Peace program. But since then, the program has grown with out regulation from the I. A.E.A. b.The fact that Iran’s unstable government has nuclear capabilities threatens not only neighboring countries like Israel but also the entire world and this situation needs to be handled as quickly as possible. c.In my speech, I will inform you on Iran’s nuclear program, why it is of the upmost importance, and what we as a nation should do in response. II.Because of Iran’s aggressive nuclear behaviors recently the U.N. has taken notice and has retaliated. a.Harsh economic sanctions were placed on the Iranian people recently. 1.The sanctions are an attempt by the US and European powers to hurt Iran’s economy so that they have no choice but to halt all nuclear developments. 2.Although the economic sanctions have hit hard and have â€Å"settled [the economy] into a slow, downward glide, hemorrhaging jobs and hard currency but appearing to be in no immediate danger of collapse, western diplomats and analysts say,† (Joby Warrick, 19 March, 2013), the sanctions haven’t triggered any protests or any slowing of nuclear development despite Iranian people’s suffering. b.Not only has the Iranian economy suffered but it is also on the verge of war with Israel. 1.They have been in what’s called a shadow war for 5 years where they exchanged terroristic type attacks. 2.Israel has blamed Iran for car and suicide bombings that targeted Israeli diplomats and killed Israeli tourists. Iran’s president has accused Israel and the U.S. of colluding to kill nuclear scientists. c.It’s clear that these issues will quickly escalate and have a negative outcome. III.If action isn’t taken soon, the U.S. will suffer. a.Iran and Israel’s war is inevitable. 1.â€Å"War with Iran seems to be turning away from a mere possibility and more towards inevitability†¦[and] Secretary of Defense Leon Panetta recently stated that he believes Israel will attack Iran,† (Joseph Sarkisian, March, 2012). 2.And because the U.S. has given Israel billions and has helped expand their military, if Israel attacks Iran in the near future, America has no choice but to attack as well. b.In response to the sanctions, the Iranian government has threatened to shut down the Strait of Hormuz. 1.The Strait of Hormuz is extremely important geographically because it is considered one of the world’s foremost chokepoints. In 2011, nearly 17 million barrels of oil, or almost 20% of the world’s traded oil flowed on ships through the Strait of Hormuz daily. 2.If the Strait of Hormuz closes, our oil supply from the Middle East will be cut off and the overall price of gas will increase to over $8 and will force the U.S. to spend billions of dollars on new drilling sites in North America. c.These looming threats of war and oil restrictions need to be dealt with.

An Open Minded Woman Rooted in Indian Tradition :: Interview Essays

An Open Minded Woman Rooted in Indian Tradition "I don't mind if my parents try to find a boy for me. Arranged marriages are still a common thing in my family. I don't know what my parents will say if I have a boyfriend here and he is from another country. I am sure that they will not adamantly reject it, but they maybe disappointed." What a surprise for me that in the year 2000, there are some people who still undergo arranged marriages. I am thinking that it must be awkward for me to do it, but it is not for Preeti. Preeti Kela, a freshman student at State College, was born and raised in the crowded city of Calcutta. Her long, black, and wavy hair, her caramel skin color, her black eyes, and her facial features make it obvious to others that she is Indian. Her family came from Rajashtan, one of the states in India. It is true that for her family, arranged marriages are not something new. Her older sister went through one last summer. Moreover, Preeti does not mind this tradition as long as her parents give her enough time to get to know the man and feel comfortable with him, and she can decide on her own whether or not to marry him. Although she seems quiet and shy, Preeti is not a close-minded woman and she always expresses her opinion. She is open to new ideas and different cultures. She went to a British Catholic school from the very beginning of her education. She had to learn everything using English. It shows that Preeti opens to new things since her childhood. If she agrees with the tradition of arranged marriage, it does not necessarily mean she just does whatever it says. She told me that once she argued with her mom about the way they pray. Her mom, who is a conservative Hindu, required her to pray in front the idols, read the mantra, and does meditation in the big temple or her family shrine. Preeti likes to pray in her room by herself. For her, it is not necessary to pray in a specific place and read the mantra every time she prays, and it does not need to be in front of the idols.

Dramatic Impetus in a View from the Bridge

Dramatic impetus is defined as an impelling movement or force within a play. In A View from the Bridge it is dependant on conflicts between opposing sets of values in areas such as relationships, gender, age and the community. The main character we are opposed to is Eddie as his set of values towards the end of the play contradict values of society, his family and even his own. He represents the older generation and the male stereotype of the 1950’s and also demonstrates justice being put to serve by the driving human emotions. His love is unevenly spread across the family causing conflict and destruction to his marriage, his family and even his life. There are five different relationships in the play, which are all affected by one conflicting emotion, causing the most important dramatic impetus. All the characters share a love as a family, at the start, as they all would take a risk for one another in any circumstance. The Italian brothers, Rodolpho and Marco, share a brotherly love so strong that they would lay down their own lives for the other brother. Rodolpho and Catherine develop a young romantic love, one set off at the very first sight and carries on throughout the play. Beatrice and Eddie are of course married but we are told mid way through Act 1 that their love has lost its passion. Beatrice questions Eddie when she asks â€Å"When am I going to be a wife again, Eddie? † in which he replies with â€Å"I ain’t been feeling good. They bother me since they came. † This conversation is unnatural for a married couple as the act of sex is supposed to be a common activity in the marriage life and especially desirable for men. All these relationships create a tension, set off by the one relationship based upon Eddie’s emotions and pride. Eddies love for Catherine – although not admitted by him but clearly shown to the other characters and the audience – enforces the dramatic impetus. Catherine and Eddie’s love at the start is clearly affectionate like a father and his daughter however in this case; Eddie is Catherine’s uncle. Catherine says, â€Å"I’ll get you a beer, all right? to Eddie at the start of the play, which evidently shows her affection to him as a father figure. However, this love develops into an incestuous love on Eddie’s behalf which conflicts with every relationship and the value of love. This love opposes Eddie’s love for his wife, Catherine’s love for Rodolpho and the love between Rodolpho and Marco. When it comes to love in the play, dramatic impetus is dependant on the deep passion that creates jealousy and causes pain bot h to the person who loves, the person who is loved and those around them. The way in which the law takes part in a crime can never satisfy the victim’s idea of justice as our decisions are based upon the emotions that we feel and therefore it is not true justice; it is not objective. However, where should our value be put when it comes to the betrayal of family and the betrayal of the law? Where can justice satisfy either values? At the start of the play, Eddie is seen as an honourable man for taking in two relatives as illegal immigrants and providing them with a roof over their heads and work on the pier, he even warns Beatrice and Catherine to not say a word, for the mere protection of the family. His warning is carried in a story about Vinny Bolzano whose family had hidden an uncle in the house. Vinny had â€Å"snitched† to the Immigration and suffered the consequences. â€Å"BEATRICE: Oh, it was terrible. He had five brothers and the old father. And they grabbed him in the kitchen and pulled him down the stairs – three flights his head was bouncin’ like a coconut. And they spit on him in the street, is own father and his brothers. The whole neighbourhood was cryin’. † The irony in this, is that Eddie becomes the betrayer, the â€Å"snitch†, in the second act when he walks into a telephone booth and rings up the Immigration Buereau. His action goes against his own values of trust, family and honour because they have been dictated by his feelings for Catherine and against Rodolpho. The little trust that Marco had for Eddie is now gone and there is nothing more the two would want more than justice and revenge progressing into an outbreak of conflict as they fail to look for a higher principle of justice separate from their own feelings found in the law. Although Eddie values the honour in his name, Marco values the trust bonds of family, which provides the dramatic impetus of Eddie’s tragic death. Values of sexuality and gender in the play are very conflicting even when the accusations are false. Men tend to value power, strength and honour in their name and not receiving the praise for these attributes can be very demeaning and conflicting to ones self. For example, Eddie is a very honourable man at the start of the play but his honour gradually decreases due to his own emotions and when that honour in his name is taken away by Marco there is an external conflict between the two in the last scene. Both Eddie and Marco are masculine characters and their similar values are conflicting in both a competitive way and in a form of loyalty, especially in the last act where Marco defends his family’s honour. Women also have values that conflict with their own. Catherine and Beatrice have a minor conflict in that they both fight for Eddie’s attention; for male affirmation as the daughter and as the wife. They both value Eddie’s opinion at the start and so they work to satisfy his needs but when another male comes onto the scene, this changes causing the conflict between males for the woman’s attention. This is clear in the play when Rodolpho steps onto the scene and captures Catherine’s attention, dragging it slowly away from Eddie. Due to his pride and jealousy, Eddie makes accusations that Rodolpho is homosexual which was not valued in 1950’s society. Eddie tries to give evidence that Rodolpho just â€Å"ain’t right† and explains to Alfieri, â€Å"I know a tenor, Mr Alfieri. This ain’t no tenor. I mean if you came in the house and you didn’t know who was singin’, you wouldn’t be lookin’ for him you be lookin’ for her. These accusations not only create dramatic impetus but also provide a shock value when in act 2, Eddie â€Å"pins [Rodolpho’s] arms, laughing, and suddenly kisses him. † This reveals to the audience Eddie’s true thoughts and feelings in a very dramatic way. It is obvious that Eddie does not value homosexuality as he represents the masculine but his accusations to this opposin g value creates a conflict and furthermore provides dramatic impetus. Amongst different age groups come different sets of values and attitudes towards traditional manners. Rodolpho and Catherine represent the youth and when Rodolpho and Catherine decide to marry without Eddie’s permission, this is scene as disrespectful. It is generally polite and traditional in past generations to ask the parents for a daughters hand in marriage so when this tradition is broken then conflict breaks out. Eddie also does not value materialism like Rodolpho does as the consumerist generation which takes part in the conflict between Eddie and Rodolpho. It is said that wisdom comes with age and so do wrinkles, which is why the idea of beauty in older women is valued. Beatrice represents the older generation in the play and it is clear that she feels jealous of Catherine’s young beauty. â€Å"BEATRICE: You think I’m jealous of you, honey? CATHERINE: No! It’s the first I thought of it. BEATRICE: Well you should of thought of it before†¦Ã¢â‚¬  Although these values between youth and adult are not major factors of conflict, they contribute to the dramatic impetus and create a momentum towards the final outburst of built up tension between the characters. Arthur Miller creates dramatic impetus in A View from the Bridge through conflicting character values. The different types of love shared are all conflicted with the one emotion that brings about a roll of events and an outburst of tension. Justice is values only by the state of ones emotions and therefore can differ depending on the situation but will always intend to provide revenge on the criminal or victim. Gender and sexuality creates conflict through accusations as the 1950’s did not value homosexuality. The values between different generations provide dramatic impetus in the play.

Influential and Sociological Aspects of Gangs Essay

Abstract The purpose of this research is to identify the sociological aspects and means in which individuals may use in order to affiliate themselves within a gang and their practices. The following research uses statistics and information given by police departments and the Department of Justice. I have searched for reasoning behind an individual’s decision to join a gang from a sociological perspective. It begins by defining a gang and what leads young individuals to a lifestyle and choice of joining these gangs. Sociological approaches are made in order to accompany these people’s decisions and to make sense of their judgment. Taking this information and research into consideration may direct future research on the aspects and decisions of social citizens in which influence them to join and be a part of a street gang. What is a Gang? In both, everyday life and the sociological world, the term â€Å"gang† is defined in many different ways; however, every altered definition is fairly similar or related to one another. According to the Merriam-Webster Dictionary (2011), a gang is defined as â€Å"a group of persons working to unlawful or antisocial ends; especially: a band of antisocial adolescents.† The U.S. Department of Justice’s survey analysts Egley and Major (2004), though, define a gang as a group of three or more individuals who involve themselves in criminal activity and identify one another with a shared and mutual name, sign, or symbol. On a governmental point of view, several states have passed their own gang-related legislation; this is including each state’s different definition of a street gang. The presence of these street gangs brings several anti-gang activities into play for every community, for example, curfews and home raids. According to Robert Walker (2011), writer for Gangs Or Us, gang members are those who conform to one or more of the visible gang traits. These traits include a shared group name, common symbols, tattoos, or graffiti, style of dress, geographic location or association in a group form on a consistent basis. It is easy to see that gangs and their members highly appreciate their symbols and strongly practice symbolic interactionism. Members of the National Alliance of Gang Investigators Associations (NAIGIA) believe that there is no untouched region by gangs in the United States. They also consider gangs to have a high effect on society at many levels; this increases citizens fear for safety, violence, and eventually increased cost to the economy ( NAIGIA 2005). Sociological Approaches There are up-to-date, contemporary explanations for the behaviors humans choose to act upon in which could be clarified as either a result of the individual’s choice or their overall response to environmental, or any other, forces. According to Michael K. Carlie (2002), there are those who believe in free will and those who could be categorized as determinists. Individuals who believe in free will are certain that people choose to behave the way they do; they are hedonistic, meaning they choose how to behave in order to establish pleasure over pain, and these individuals believe people are rational and may choose from a variety of choices in which how to behave. On the other hand, determinists believe the complete opposite. They feel as if human behavior is determined by forces outside of the individual’s control. Determinists believe that biological make-up, psychological states, and socio-cultural situations determine how the person will behave (Carlie 2002). Along with these two approaches comes differential association. This assumes that criminal behavior and its techniques are a part of the learning process. The individual’s perception of law and crime determines how that person will behave in society (Walsh & Hemmens, 2008). This theory unmistakably explains the outcome of gang violence due to an individual’s exposure of existing gangs and their actions within their society. Components of Cultural Deviance Another theory that many like to refer to would be social disorganization. This philosophy concentrates more on the circumstances in the inner city that affect crimes. They include, but are not limited to, the destruction of homes and neighborhoods, lack of social control, and the presence of gangs or groups who violate the law (Siegel 2010). Other than this theory, there is such thing as the strain theory. This suggests that crime is brought upon communities and individuals by the overwhelming strain that people are feeling when they aspire to reach their personal ambitions but have no way to grasp them. According to Featherstone and Deflem (2003), strain theorists believe that money and power are spread throughout economic classes unequally. They feel as if this frustration and strain built by individuals who are not able to achieve their goals is what influences a person’s choice to commit a crime. Believing this, strain theorists feel that the youth are certain that the only way to obtain what they desire is to join gangs, because they see other gang members in the community prosper with money. However, it is due to a life of crime and unfortunately, the youth feel as if joining the gang will benefit them in the same way. A combination of the social disorganization and strain theories brings a new concept, which is considered as the cultural deviance theory. These theorists believe that criminal behavior is the result of social isolation in urban environments as well as the strain they gain from their neighborhoods or environments, too (Siegel 2010). A follower of this cultural deviance theory would consider the combination of being raised in a deteriorated neighborhood and the strain of knowing no other option out for reasoning towards an individual’s choice in joining gangs as true (Siegel 2010). The theorists believe that it would take both negative factors to push a person far enough to a point where they feel the need to take part in a gang’s violent behavior. American Youth Wanting to Join Gangs First and foremost, each individual case varies; however, many similar reasons are tied into a young adult’s decision and need to join a street gang. The so-called common denominator of why youth memberships of gangs increase is the alienation and profound identity loss in which they are looking to regain through the presence of an accommodating peer group (Barnhart 2008). A Pittsburgh Youth Study indicated that 20 percent of the African American youth enter a gang by the time they have reached the age of 15. It also illustrates that gang entry begins as early as the age of 9 (Lahey, Gordon, Loeber, Stouthamer-Loeber & Farrington 1999). The reasons for such rapid rates of entry may include the individual’s feeling of gaining security, protection, and a sense of belonging. Many may agree, when stated, that these could be seen as the main apparatuses of a young person’s decision to join. It is known that the lack of family, community, or youth support systems is respectable reasoning behind their decisions as well. According to the OJJDP Bulletin (2003), the fact that the youth who are living in a lower class are raised in decrepit, run-down neighborhoods is a key aspect in which why these people choose to participate in the violence and danger associated with gang involvement. Other factors that play a role in a young individual’s decision to join a gang include the need for a surrogate, or substitute, family. These young people join gangs to receive love, attention, and approval in which they feel are lacking at their actual homes. Also, according to the Edmonton Police Service (2011), American youth turns to gang affiliation because of low self-worth and low self-esteem that they gain due to unemployment or academic failure. It is also noted that many street gang members wish to carry on a family tradition of gang involvement established by family members, such as parents, siblings and cousins, in which they portray as role models (Edmonton Police Service 2011). Unfortunately, misconstrued members of society believe that many positive opportunities come out of being coincided with street gangs. These thrill seeking individuals, which share a similar characteristic of defiant behavior, wish to financially gain profits from illegal, life-threatening activities (Gang Awareness Guide, no year, pg. 3). Tracy E. Barnhart (2008) mentions that these misunderstood participants of social order join because they are tired of being picked on and are seeking power and respect among peers. Symbolic Interactionism Within Gangs According to Dictionary.com (2011), symbolic interactionism is the â€Å"theory that human interaction and communication is facilitated by words, gestures, and other symbols that have acquired conventionalized meanings† (1). This is something that gang members all over the nation practice on a daily basis. One component of a gang’s symbolic interactionism would be hand signs. According to the San Antonio Police Department’s Youth Crime Service Unit (2011), the use of hand signs is one of the most popular forms of communication for street gangs across the United States. They also continue to state that each gang uses an identifying sign which shows what major gang they are in affiliation to. This method of language is not only an identifying factor but also a process in which a gang member may show disrespect to rival gangs (6). Along with speech, similar phrases, and hand signs being indicators of gang association, it is also noted that graffiti, colors worn, and tattoos are indicators of gang affiliation, too (Gang Awareness Guide, page 3). Such symbolism is an individual’s self-definition more complete due to visually communicating within his or her gang members and rival gangs. Symbolic interactionism among gangs is somewhat easy to identify and has become a part of the average gang member’s life. Methods of Research The above research was based from secondary data analysis and reviews from government published documents. By stating that secondary data analysis was done, this illustrates that primary sources were used, gathered, and translated by myself. In order to sustain as much credibility as possible, I have used official government and police department issues, such as bulletins and informational guides published by them. Along with these documents, the works of gang-related articles were used as well. The criteria for using these two methods of secondary data analysis and documents should be plain to see. They were the two methods of gathering information that I saw would be most necessary, or essential. Along with choosing the topic of gang affiliation and aspects of gangs, I have instantly decided that these two methods must be used due to the fact that case studies and other methods would include me, the author, putting myself in dangerous circumstances among passionate, violent individuals and geographical areas in which they reside. However, every credible article and document has been cited accordingly throughout my works, research, and literature review. Results This research has somewhat opened my eyes to the world of sociology among other things. The information established from several different sources all have the same idea and impression on gang affiliation. Their main focuses were similar due to the fact that almost all of them took sociological approaches to answering the question of why individuals join street gangs. For example, both the Edmonton Police Service and Tracy Barnhart agree that these individuals are struggling with their identities, have grown up in gang-related environments, and wish to join a street gang in order to establish a monetary gain. Also, a couple of the sources were police bulletins, and they all showed common signs of a gangster and what signs to look for to identify them. This information was used in order for me to understand the symbolic interactionism that most members share. For instance, the 2005 Threat Assessment and the Gang Awareness Guide both explain that gangs utilize symbolic interactionism to an extreme; they both commonly state that graffiti and tattoos are a major factor in gang symbolism. Unfortunately, I had some sources that contradicted one another when it came to the social theories for explaining a child’s mentality towards gang membership. For example, NCJRS believed in the social disorganization theory. This explained that the community played the major role in an individual’s action of joining a gang. On the other hand, author Mike Carlie believed that there were two different theories that answered this phenomenon. His theories were free will versus determinism. Unlike NCJRS, he believed that people may either choose to behave the way they do or biological and psychological make-up of an individual decides for them. Although there were slight differences, none of the sources disagreed with the idea of individuals joining gangs for acceptance, power, raised social rank, ect. By discovering similarities within most of these sources, I have decided that each source has a likeness and resemblance with the others. Several of them share the idea that cultural deviance has been highly effective in the growing matter of gang memberships. They also agree that these misunderstood and misguided individuals are influenced by the idea of having to gain social power throughout society. My findings have given me much insight and knowledge of influential and sociological aspects of street gangs. Conclusion To conclude this research that was constructed, I would like to state that every resource shared the common idea that our young adults join gangs for acceptance among other things. I agree with what I have taken in from these sources. My understanding from all of them was that if these struggling, gang infested communities worked together to make their children feel accepted within positive groups and programs then the percentage of gang memberships would decline. There is a large scale of those individuals looking for acceptance and a way to raise their social status. I believe this should be accomplished by other means, such as afterschool programs and community sports, rather than partaking in a life of crime and violence. Nonetheless, every source was valuable to my research and they showed that, although there is a problem with gang activities, the communities do not have to struggle with the rapid increase. Most of the sources stated that if these young adults received more attention and love, not only from their primary group but the entire community as well, then their mentality and reasoning for joining street gangs would deteriorate; these individuals would have an equal opportunity to strive towards their personal goals of money and raised statuses. Limitations There were both strong and weak points, or findings, that came along with the research of sociological aspects of gangs. A very durable and strong factor that I feel aided my examination and exploration of the subject was the fact that authorized police bulletins and statements were used. However, along with these great sources I found myself feeling somewhat limited due to the fact that I could not personally speak with a gang member to see how their thought process worked on the subject of joining a gang from a sociological view. I also found myself having a slight issue with finding credible, primary articles to go along with the bulletins and guides in which I have discovered and put to use. Recommendations for Future Research In order to further research, or make the above research better, I believe that other sources and methods of obtaining these sources should be used. I would have liked to construct a case study or have been able to find a completed case study that was already accomplished from a reliable source. I seem to find an interest in this subject matter and may consider researching this topic more in depth for the future. Along with finding a credible case study, I have also thought about using visual sources, such as the History Channel’s Gangland, in order to find a better understanding on the subject. Although it was not done in this particular research, I believe I may use my own advice in the recommendations for my future research. References Barnhart, T. E. (2008, April 7). â€Å"Why do youth join prison gangs?†. PoliceOne. Retrieved November 22, 2011, from http://www.policeone.com/corrections/articles/1681985-Why-do-youth-join-prison-gangs/ Bureau of Justice Assistance. (2005). 2005 National Gang Threat Assessment. National Alliance of Gang Investigators Associations. Retrieved November 22, 2011, from http://www.bja.gov/what/2005_threat_assesment.pdf Carlie, M. Chapter 21: End Note. Into The Abyss: A Personal Journey into the World of Street Gangs. Missouri State University, 2002. Updated: 5 July 2011. Retrieved November 22, 2011, from http://people.missouristate.edu/michaelcarlie/SOLUTIONS/THEORIES/theories.htm Dictionary.com. (2011). Definition of: Symbolic Interactionism. Retrieved November 22, 2011, from http://dictionary.reference.com/browse/symbolic+interactionism Edmonton Police Service. (2011). Traits of Gang Members. Gangs. Retrieved November 21, 2011, from http://www.edmontonpolice.ca/CommunityPolicing/ OrganizedCrime/Gangs/TraitsofGangMembers.aspx Egley, Jr, A., & Major, A. K. OJJP Fact Sheet. Highlights of the 2002 National Youth Gang Survey. Office of Juvenile Justice and Delinquency Prevention: J. Robert Flores, Administrator, 2004. Retrieved November 22, 2011, from www.ncjrs.gov/pdffiles1/ojjdp/fs200401.pdf Featherstone, Richard, and Mathieu Deflem. 2003. â€Å"Anomie and Strain: Context and Consequences of Merton’s Two Theories.† Sociological Inquiry 73(4):471-489, 2003. Retrieved November 22, 2011, from

How to Use ACT Scores Advice to Admissions and Employers

How to Use ACT Scores Advice to Admissions and Employers SAT / ACT Prep Online Guides and Tips Are you a college admissions officer or employer wondering how to use ACT scores to select the best applicants?Standardized test scores are often used to predict a person’s intelligence and probability of future success; however, many inferences that arebased on ACT scores are often inaccurate. Keep readingto learn what information ACT scores can tell you, what information they can’t tell you, and how to use them to your best advantage. Who Uses ACT Scores? Standardized test scores are required for many applications, and I’ll discuss three of the most common groups who use thembelow. Colleges Collegeadmissions officers are the most common users of ACT scores, and many schools require applicants to submitstandardized test scores as part of their application.ACT scores can be useful to colleges because they give admissions officers a standard way toestimate an applicant's intelligence. Other ways of measuring a student’s academic abilities, such as GPA and class rank, can vary widely between schools . A student who gets an â€Å"A† in herhigh school’s chemistry class may only have gotten a "B" or a â€Å"C† if shehad done just as well at a different school due to factors such asclass curves, how hard the teacher grades, and grade inflation. Colleges and universities have students applying from a huge number of high schools around the world, and using ACT scores as part of their application gives thema more efficient way to evaluate applicants. Employers Employers do not use ACT scores to the same extent as colleges, but they are still used, particularly in the fields of consulting, software engineering, and investment banking. Like colleges and universities,these companies want a fast way to estimate an applicant’s intelligence and probability of success. ACT scores can be particularlyuseful for large companies who receive a lot of applications, as well as companies hiring recent graduates who don’t have a lot of work experience. Scholarship Committees Many scholarships require students to submit standardized test scores as part of their application.Like colleges and employers, scholarship committees use ACT scores as a way to measureintelligence and predict future success. Many scholarships are used to help pay for college, and these committees often want to award scholarshipsto students who are most likely to put them to good use and do well in college.ACT scores can help predict who these students will be. How Shouldn't You Use ACT Scores? There is some information that ACT scores can’t always correctly estimate. Four inaccurate ways of using ACT scores are listed below, along with an explanation for each as to why it doesn’t give completely accurate information. Bad Use#1:As a Complete Indicator of Intelligence TheACT is often used to estimatehowintelligent a particular person is, however; there are three problems with using scores this way. The first problem is that the ACT only tests a narrow set of skills and knowledge.The ACT can help estimate how good someone is at reading comprehension, scientific reasoning, and solving certain math problems, but in no way can a multiple-choice test with an optional essay measureevery type of intelligence. There are certain forms of intelligence that the ACT simply cannot test for. ACT scores can'tmeasure a test taker'screativity, interpersonal skills, ability to learn a new language, and more. TheACT favors students with the types of intelligence they can testwhile putting students with types of intelligence that are more difficult to measureat a disadvantage. The second problemthat ACT scores can't definitively measure intelligence is becausestudying beforehandcan significantly raise a test taker'sscore. At PrepScholar,we know that a student can significantly improve his or her ACT score if they study enough.If one student gets a 34 on the ACT without studying and another raises his grade from a 31 to a 34 after 50 hours of studying, is one smarter than the other?Some may say the first student is smarter, but the decision to prepare for an important test like the ACT is also a measure of intelligence, so the answer is not really clear.Instead of measuring just intelligence, the ACT measures both intelligence and motivation. The third problemis that factors that are unrelated to intelligence often have a strong impact onhow well a student performs on the ACT. Multiple studies have shown that there is a significant gap between the ACT scores of rich and poor students.Students from wealthier families are often found to score higher on the ACT than students who come from poorer backgrounds. Students who come from wealthier backgrounds likely have schools and parents with more resources for test prep, and they often receive more pressure to do well on the ACT.Therefore, using the ACT as a measure of intelligence can discriminate against students from poorer backgrounds, who are also more likely to be minorities. Bad Use#2:To Find a "Genius" A person who scores perfectly on the ACTmight be assumed to be a genius, good at everything, and guaranteed to succeed at whatever they do. However, the truth is thata person who gets a perfect score on the ACT may in fact be very intelligent, but they may also have put a lot of time into preparing, gotten lucky that day, or a combination ofthose scenarios. Whatever the reason, the ACT tests only a specific set of skills, and a person who gets a perfect score on the ACT won’t automatically be amazing at everything else.As mentioned above, the ACT only tests certain types of intelligence, which also means that a person widely considered to be intelligent may not get a perfect score or even do very well on the ACT at all. It also shouldn’t be assumed that people with perfect ACT scores are more intelligent than those who didn’t receive perfect scores, which introduces ournext point. Don't expect ACT scores to automatically find you a genius. Bad Use#3: To Compare People With Similar Scores The ACT should also not be used to compare the intelligence of people who received similar scores, about 3 points or less in difference.A person with a composite score of 32 and a person with a score of 31 likely had only a small difference between the number of questions they answered correctly. The person who received the 32 shouldn’t be assumed to be smarter than the person who received the 31. Their differences in score could simply be due to normal variation in ACT results. If they both took the ACT again, it’s completely possible thatthe person who got the 31 gets the higher score this time. A person's ACT scores can vary from one test to another,and people can get questions right or wrong by mistake, which doesn’t necessarily reflect their intelligence.When two (or more) people have similar ACT scores, it’s not possible to determine who is more intelligent simply by looking at the slightly higher score. Bad Use#4:To Determine Specific Areas of Expertise The ACT also should notbe used to judge a person'sskill level or knowledge of a specific subject. For example, someone who got a perfect score on the essay may not know how to write a research paper, and someone who does well on the science section may not know anything about microbiology. If the results you're given include subscores,they may provide more details on how well the applicant did in certain subjects, but this information should still not be used to make assumptions about specificskill setsand knowledge areas. How Should You Use ACT Scores? So how can ACT scores be used correctly and accurately? Three ways are listed below. In general, all involve using test scores to make generalinferences that can be further supported by additional evidence. Good Use#1: To Estimate IQ ACT scoresare definitelynot a perfect way to measure a person's intelligence, but there is a relationship between someone's IQ and the score they get on the ACT.While IQ only tests a certain type of problem-solving, (specifically the ability to solve problems based on the information you are given), it is still often used as a measure of intelligence. Meredith C. Gray and Douglas K. Detterman, two researchers at Case Western Reserve University, conducted rigorous studies to understand the relationship between standardized test scores and intelligence. From their research, they have found that, even though the correlation between IQ and SAT is stronger, there is still a relationship between IQ and ACT score.That means if someone scores well on the ACT, then it is more likely, although not guaranteed, that they have a high IQ as well. A lot of colleges and employerswant to admit or hirepeople with a certain levelof intelligence in order to ensure they can handle the work. While there are types of intelligence that neither the ACT nor IQ exams test for, using ACT scores can be a good way to estimate IQ and intelligence if you have many applicants you don’t know much about. Other information, such as GPA and letters of recommendation, should be used to support assumptions based onACT scores.A student with a high ACT score, excellent GPA, and a history of high impactin her extracurriculars has done well in high school and seems likely to continue that success.However, a student with a low ACT score should not necessarily be discounted, especially if they are strong in other areas, such as a good GPA and strongletters of recommendation. Theymay have had a bad test day, get nervous during standardized tests, or excel in other areas not tested by the ACT. ACT scores can'tcorrectly estimatehow smart every person who takes the exam is, so when reviewing applications, all of a student’s application materials should be taken into account. Personal statements and letters of recommendation, in particular, can often provide moreinformation aboutan applicant’s strengths and personality. Good Use #2: As an Indicator of Broad Strengths and Weaknesses As we mentioned earlier, you can'tuse ACT scores to determine if someone is knowledgeable in a very specific subject area, such as poetry or microbiology.However, it is sometimes possible to make inferences aboutwhat broad subject areas the test-taker is stronger and weaker in. The ACT has four sections: English, Math, Reading, and Science, along with an optional essay.If a person has large differences in scores between these sections, it may be possible to determine which areas they are most skilled and comfortable in.For example, someone with a perfect score of 36 for the Mathsection, but a 27 in Reading, may be stronger in the math and sciences. This is certainly not always true, but it can help support an inference if there is other evidence, such as a transcript showing lots of math and science classes and a personal statement describing a passion for biology. Employers can use this information if they arelooking to hire someonewith a particular set of skills.For example, a newspaperwould likely want their journaliststo have strong writingskills but not care as much about mathskills.Colleges can use this information in the sameway. If a student is applying for a school’s accountingprogram, admissions officers may be more interested in their Math score than their Reading and Essay scores. You may be able to use ACT scores to find a person's general strengthsand weaknesses. Good Use #3: To Help Make Efficient Admissions Decisions Sometimes colleges, employers, and scholarship committeesneed a way to quickly make acceptance or rejection decisions, especially if they havea lot of applicants.ACT scores providea quick way to estimatea person’s academic ability,and thus can be very useful. Most colleges and universities publishthe range of ACT scores for their entering class. Half of the class scored within this 25th-75th percentile range.Comparing a student’s ACT scores to the school’s score range can help admissions officers easily identify students far below or above that range and make those admissions decisions easier. For example, if a school’s 25th-75th percentile range is 23 to 28, a student who scored a 21 on the ACT will likely not be offered admission, while a student with a 32 appears to have an excellent chance of being accepted.However, how a student comparesto a school’s ACT score range shouldn't be the only factor admission is based on. A student with a lower-than-average ACT score may a strong GPA andextracurriculars and be an asset to the school while a student with an excellent ACT score may not have much else to recommend her.ACT scores can help make an initial admission decision easier, but the final decision should take other factors into account. Can ACT Scores Be Used to Predict Future Success? Most people use ACT scoresto attempt to select people they thinkwill do well at their school or company and beyond.The line of thinking is that people who score well on the ACT are intelligent and/or hard working,and they will continue to use those skills in the future. Is this true? The short answer is, â€Å"sometimes.† A high school student who scores well on the ACT will usually have at least some intelligence and motivation, but that does not always mean they will do well in college. The student could have spent a lot of time studying for the ACT but then felt like she could coast once he got to college, she may struggle to complete long assignments, she may not adapt well to living on herown, she may not work well in groups, or one of many more potential scenarios. Different sections of the ACT have been found to be more accurate in predicting success in college. A student’s English and Math ACT scores have a more significant correlation to success in college than the Reading and Science sections. A student’s scores on the Reading and Science sections of the ACT were found to have basically no connection to success in college.One study found that high school GPA is a better indicator of whether a student will succeed in college than ACT scores, which makes sense because a GPA takes into account the grades from four years ofhigh school, as opposed to the scores of one exam. The relationship between a person's ACT scores and their career success is even weaker. There is a correlation between people with ACTscores and people who end up working in more competitive fields, but ACT scores alone don’t always predict success.There are numerous factors required to be successful in most careers that the ACT can’t test for, such as interpersonal skills and work ethic, not to mention the specific skills needed to do certain jobs well. Conclusion ACT scores should never be used as the onlyindicator of a person'sintelligence or chanceof future success because they don’t measure a wide enough variety of skills or types of intelligence, and they can be influenced by too many outside factors. However, studies have shown a correlation between ACT score and IQ, and a person who does well on the ACT is often either intelligent, hard-working, or a combination of the two, which can make them more successful students and employees.Additionally, the ACT Math and English sections are most accurate at predicting future success, so they should be given more weight over the Science and Reading sections. The use them in the most accurate and effective way, ACT scores should be used as one part of an application that, along with other materials such as GPA, letters of recommendation, personal statements, and extracurriculars, can help identifyan applicant's particular strengths and estimate their chance of future success. What's Next? Looking for more information on the ACT? We have a guide that gives a complete explanation of the examas well as information for students and schools. Are you using ACT scores to try and estimate IQ?Learn whether the ACT or SAT predicts IQ more accurately. What does the ACT measure? Read this guide to learn whether the ACT accurately measures IQ, wealth, and other factors. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. 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High Temperature Thermoplastics

High Temperature Thermoplastics When we talk about polymers, the most common distinctions we come across are Thermosets and Thermoplastics. Thermosets have the property of being able to be shaped only once while thermoplastics can be reheated and remolded to several attempts. Thermoplastics further can be divided into commodity thermoplastics, engineering thermoplastics (ETP) and high-performance thermoplastics (HPTP). High-performance thermoplastics, also known as high-temperature thermoplastics, have melting points between 6500 and 7250 F which is up to 100% more than standard engineering thermoplastics. High-temperature thermoplastics are known to retain their physical properties at higher temperatures and exhibit thermal stability even in the longer run. These thermoplastics, therefore, have higher heat deflection temperatures, glass transition temperatures, and continuous use temperature. Because of its extraordinary properties, high-temperature thermoplastics can be used for a diverse set of industries such as electrical, medical devices, automotive, aerospace, telecommunications, environmental monitoring, and many other specialized applications. Advantages of High-Temperature Thermoplastics Enhanced Mechanical PropertiesHigh-temperature thermoplastics show a high level of toughness, strength, stiffness, resistance to fatigue and ductility. Resistance to DamagesHT thermoplastics show increased resistance to chemicals, solvents, radiation and heat, and do not disintegrate or lose its form upon exposure. RecyclableSince high-temperature thermoplastics have the ability to be remolded several times, they can be easily recycled and still display the same dimensional integrity and strength as before. Types of High-Performance Thermoplastics Polyamideimides (PAIs)High-performance polyamides (HPPAs)Polyimides (PIs)PolyketonesPolysulfone derivatives-aPolycyclohexane dimethyl-terephthalates (PCTs)FluoropolymersPolyetherimides (PEIs)Polybenzimidazoles (PBIs)Polybutylene terephthalates (PBTs)Polyphenylene sulfidesSyndiotactic polystyrene Noteworthy High-Temperature Thermoplastics Polyetheretherketone (PEEK)PEEK is a crystalline polymer that has good thermal stability because of its high melting point (300 C). It is inert to common organic and inorganic liquids and thus has high chemical resistance. In order to enhance mechanical and thermal properties, PEEK is created with fiberglass or carbon reinforcements. It has high strength and good fiber adhesion, so does not wear and tear easily. PEEK also enjoys the advantage of being non-flammable, good dielectric properties, and exceptionally resistant to gamma radiation but at a higher cost. Polyphenylene Sulfide (PPS)PPS is a crystalline material that is known for its striking physical properties. Apart from being highly temperature resistant, PPS is resistant to chemicals such as organic solvents and inorganic salts and can be used as a corrosion resistant coating. The brittleness of PPS can be overcome by adding fillers and reinforcements which also have a positive impact on PPS’s strength, dimensional stability, and electrical properties. Polyether Imide (PEI)PEI is an amorphous polymer that exhibits high-temperature resistance, creep resistance, impacts strength and rigidity. PEI is extensively used in the medical and electrical industries because of its nonflammability, radiation resistance, hydrolytic stability and ease of processing. Polyetherimide (PEI) is an ideal material for a variety of medical and food contact applications and is even approved by the FDA for food contact. KaptonKapton is a polyimide polymer that is able to withstand a wide range of temperatures. It is known for its exceptional electrical, thermal, chemical and mechanical properties, making it applicable for use in a variety of industries such as automotive, consumer electronics, solar photovoltaic, wind energy and aerospace. Because of its high durability, it can withstand demanding environments. Future of High Temp Thermoplastics There have been advancements with regards to high-performance polymers previously and it would continue to be so because of the range of applications that can be carried out. Since these thermoplastics have high glass transition temperatures, good adhesion, oxidative and thermal stability along with toughness, their use is expected to increase by many industries. Additionally, as these high-performance thermoplastics are more commonly manufactured with continuous fiber reinforcement, their use and  acceptance  will continue.

SWK2010 How Can Social Work Practice Address The Resettlement Needs of Research Proposal

SWK2010 How Can Social Work Practice Address The Resettlement Needs of Black and Ethnic Minority Mothers Leaving Prison - Research Proposal Example ences compared to white offenders for similar offences, for example, in 1998 47% of white adult prisoners had a sentence of 4 years and over, whereas, 58% of Asian adult prisoners and 63% of black adult prisoners had received such a sentence Moreover, research has shown an alarming rise in the number of women sent to prison, up to 145% in the last 5 years(Sharp et al, 2006, p.4-5). There are approximately 2.3 million Black and Minority Ethnic women in the UK, making up just fewer than 4% of the total population of the UK, and around 8% of women (Brittain et al, 2005, p.5). Many researchers have shown that black and minority ethnic women are more vulnerable to the criminal activities compared to the white because of lack of education, poverty and cultural factors. Some of these women may enter the prison as single, but return with babies. The resettlement of black and ethnic minority mothers is a big social problem in UK at present. If the resettlement of these minority groups is not done properly, they can cause even bigger social problems than the one they already received punishment. Re-offending costs for the society in UK is around  £11 billion per year according to Sharp et al, (2006). They also mentioned that in April 2001, the Prison Service and DFES (then the DfEE) established a new partnership and forged links with the Youth Justice Board and Probat ion Service to promote coherence in the various strategies adopted to reduce re-offending and support the resettlement of offenders by giving them education and training in prison itself to develop skills needed to find a job after their release (Sharp et al, 2006, p.1). â€Å"The ballooning prison population is making it more difficult for ex-offenders to find settled accommodation when they are released, according to the initial findings of a radical new resettlement project† (Inside Housing, 2008). North (n. d) has mentioned that by 2009, it is predicted that there will be 9000 women in custody in UK prisons

Examine the difference between integration and inclusion in terms of Essay

Examine the difference between integration and inclusion in terms of special educational needs provision in the UK - Essay Example History of Special education needs The history of special needs dates back decades ago, but the documented cases were evident in the beginning of the 20th century where ideas about the provision of education for children with special needs were based on a medical model of ‘defects’. This model was mainly focused on difference rather than nor ­mality, on illness rather than well being, and particularly on the ‘problem’ with the child (Lewis, 1999). Deficit rather than potential was used to categorize children with various needs. Therefore, the special education needs began with the establishment of separate special schools for children with special needs and required an extra care. The educational reforms of 1944 In 1944, significant educational reforms were developed; most of them were targeted to cater the educational need of each and every child. This educational act also addressed the needs and requirements that were thought essential to fulfill the eme rging need for special education. However, this pact had some drawbacks associated with it such as it did not liberate the needs of those with special needs as it did for the normal children. It still used the medical model of disability where deficit rather than potential was used. ... The approach stressed the work with children with spe ­cial needs moved towards an approach favored by behaviorist psychologists. They criticisized the medical approach and saw the operant technique more adequate since it stressed the importance and risks associated with the problems and issues related in fulfilling the needs of special children by putting that responsibility on teachers (Lewis, 1999). The behaviorist technique turned out to be very helpful as it was directly effective in helping the children as well as in suppressing their particular difficulties with more understanding. De?nition of Special Educational Needs Children have special educational needs if they suffer during the process of learning which naturally raises the need for the development of a special educational provision for them. Children encounter learning difficulty if they: a) face a greater difficulty in learning as compare to the other children of the same age group; or b) have a disability which kee ps them away or hinders them from facilitating themselves from the use of educational services of a kind generally provided for children of the same age group in schools and other institutes within the vicinity of the local education authority; c) are under obligatory school age and come within the de?nition at a) Or b) above or in case if the special educational provision was not developed for them. Children must not be discriminated on having a learning difficulty only on the basis of language or any form of language they speak at home which maybe different from the language or medium in which they will be taught. Special educational provision means: a) for children of 2 or over,