Mexican Labor Unions and Economic Reforms Over the Past...

Mexican Labor Unions and Economic Reforms Over the Past 20 Years INTRODUCTION: Since labor unions in Mexico were originally formed in the early 1900s, they have maintained a unique system of collaboration and collusion with the government of Mexico. Though many may refer to their system as one of â€Å"corruption,† it is a system that has become so deeply imbedded in the relationship between labor unions and the government, that it is now a well-understood unofficial network. Over the past 20 years in Mexico, a great deal of progress has been made toward the liberalization of the Mexican markets. Previously government-owned companies have been privatized, foreign investment has boomed, and a once one-party system has just recently†¦show more content†¦Following the fall of Dà ­az in 1911, the ban on labor unions was lifted, and several unions began to develop throughout the country. The close interaction between government officials and labor union officials began early in the history of labor unions in Mexico. Starting in 1914, during the revolution in Mexico, an established labor organization, the Casa del Obrero Mundial, agreed to fight for the side of the Mexican President, under the condition that he promise to help them organize branches of their unions in every city that was conquered (Otero, 1999). The government and unions remained loyal to one another until a protest occurred in 1916 by the union, demanding wages to be paid in gold or silver. Carranza arrested the leaders of the protest, and began the support of a new labor union, the Confederacià ³n Regional Obrera Mexicana (CROM), under the condition that they would be subservient to the government. By the time an actual labor law was established in 1931, it was no surprise that it was based on a document that was fascist in nature, the Italian Carta di Lavoror. The system it established was one in which the government controlled the unions, selected their leaders, and repressed strikes and bargaining (Torres, 2000). Immediately, organized labor became an integral part of the government and its economicShow MoreRelatedEssay on Immigration Issues Between UU And Mexico1256 Words   |  6 Pagesleast for the past 30 years, and is one of the most difficult to resolve. The problem relates to both economic and business realities of the U.S. and Mexico. There may be anywhere between 4 to 12 million undocumented immigrants living in the United States. For undocumented immigrants from Mexico, population experts have discovered that there is a constant flow of both immigrants into the US and leaving the US . This is the primary reason why the exact number remains unknown. 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Low Income And Lower Class Families Struggle With...

Education today is a very important need for a successful, prosperous, and respectable life. Almost every job a person seeks to find in the work force requires a degree of some form. More and more every day, people are needing a good education to make enough of a living to survive. Low income and lower class families struggle with providing their children with necessary educational needs. They do not have the funds to provide educational needs to help them excel in their adulthood. Most of the lower class society is brought up in rundown neighborhoods, which means they do not have the means to attend an upper class school. In a lower class education setting, more often than not, you find that the teachers are failing because the system is failing. The higher class institutions teach a more in depth curriculum, while the lower class institutions teach a more practical curriculum. The families in these lower class societies make barely enough to live, causing them to put their children’s education at the low end of priorities. It can be hard for a lower class person to get an education because of all of the hardships that come along with it, but some prevail through all of that hardship and come out on top. The educational system can easily be defined by our social rankings; such a ranking can cause many to receive incomplete learnings, and allow them to fall through the cracks of society. Many teachers in the lower class spectrum of society aren’t giving the necessaryShow MoreRelatedSocial Inequalities Within New Zealand Essay1322 Words   |  6 PagesNew Zealand. These inequalities can include unequal income, education and healthcare. Through extensive research of academic resources, I will be discussing how educational, family, social and political factors contribute to the development of these inequalities. 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He is a prime example of how poverty in his family and community affect him directly. Alicia is a teen

To What Extent Are Edward And Mickey Products Essay Example For Students

To What Extent Are Edward And Mickey Products Essay Blood Brothers is a play based in Liverpool during the 1980s. The play involves two main characters Edward Lyons and Mickey Johnstone. These two men were actually twins but never knew it until just before their death. Both children were actually split at birth, because Mrs Johnston could not afford to keep both children. During her pregnancy Mrs Johnstone worked as a cleaner for Mr and Mrs Lyons who was struggling to have kids of their own. When Mrs Johnstone found out she was having twins Mrs Lyons knew she could not afford to keep them both. Whilst Mr Lyons was away with his work, Mrs Lyons decided to secretly buy a child from Mrs Johnstone and this seemed to be the perfect solution for both of their trouble although Mrs Johnstone was unsure of this rather strange ordeal. The Johnstone family was a poor family. Mrs Johnstone was a single mother with 8 children including Mickey. Mickey was the youngest of all the children and received hand me downs from older brothers like Sammy. As Mickey grew up he soon caught on from his older brothers what his life was going to be like. Mickey probably learned more abusive language before he mastered the alphabet and was soon to be known down the local nick. However Edward was the complete opposite his family lived in a mansion compared to Mickeys small terraced house. Edward had everything he could ever want a father bringing home cash by the thousands and a caring mother at home all day to care and look after him. Edward lived with no other children so two loving parents always focused the attention on him. Edwards dad worked away a lot and didnt seem to see Edward that much but this didnt seem to alter Edwards life As they grew up Mickey and Edward very bizarrely became friends which didnt suit either parents. Mickey and Edward seemed to envy each others lives Mickey would have loved to have been rich and powerful, where as Edward liked the idea of the ruff and tumble lifestyle. Edward and Mickey were also close friends with a young girl called Linda, however as there hormones grew so did their feelings for Linda although Linda was undoubtedly in love with Mickey. Edward kept stump about his feelings for Linda till later on in the play. Mickey and Linda were always good friends and that soon progressed into a loving relationship. Edward always had a good relationship with his mother and farther at a young age, but when he met Mickey he soon resented his mother for not allowing him to be friends with Mickey. Edward soon started to put the absurd language he had learnt of Mickey into play especially when he called his mother a FUCK OFF Mickey had a bizarre relationship with his mother he always loved and understood she was doing everything she could to make his and his brothers lives better. Towards the end of the play Mickey began to resent his mother when he found out she gave Edward his twin brother away towards the climax to the twins death he said You why didnt you give me away I could have been him Edward left to go to university leaving Mickey and Linda all alone. Edward met many new friends at university whilst Mickey and Linda got married. Everything was going right for Mickey h a beautiful wife a boring but paying job and a new born on the way. Although things were about to change Mickeys monthly pay check had been stopped and Linda was getting closer to having birth how could they manage. .u84c62b6624274892dba8b21f02496e0a , .u84c62b6624274892dba8b21f02496e0a .postImageUrl , .u84c62b6624274892dba8b21f02496e0a .centered-text-area { min-height: 80px; position: relative; } .u84c62b6624274892dba8b21f02496e0a , .u84c62b6624274892dba8b21f02496e0a:hover , .u84c62b6624274892dba8b21f02496e0a:visited , .u84c62b6624274892dba8b21f02496e0a:active { border:0!important; } .u84c62b6624274892dba8b21f02496e0a .clearfix:after { content: ""; display: table; clear: both; } .u84c62b6624274892dba8b21f02496e0a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u84c62b6624274892dba8b21f02496e0a:active , .u84c62b6624274892dba8b21f02496e0a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u84c62b6624274892dba8b21f02496e0a .centered-text-area { width: 100%; position: relative ; } .u84c62b6624274892dba8b21f02496e0a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u84c62b6624274892dba8b21f02496e0a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u84c62b6624274892dba8b21f02496e0a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u84c62b6624274892dba8b21f02496e0a:hover .ctaButton { background-color: #34495E!important; } .u84c62b6624274892dba8b21f02496e0a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u84c62b6624274892dba8b21f02496e0a .u84c62b6624274892dba8b21f02496e0a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u84c62b6624274892dba8b21f02496e0a:after { content: ""; display: block; clear: both; } READ: Chlorine EssayWhen Edward came home from university in the summer holidays he met back up with Mickey but Mickey who was getting fed up of his money and posh accent told him to sling his hook. Shortly after Eddies appearance Mickey is really hard up and decides to rob the local garage with Sammy his older brother but from hear onwards things seemed to go pear shaped. Whilst robbing the garage Sammy shot the shop owner in anger, and Mickey for being included in the crime got jailed for seven years. Stage Appearance Edward would be presented on stage as very posh and as an aristocrat his appearance would be probably exaggerated on stage. He might have worn a smart suit and waistcoat and maybe even a bow tie He would also of had a very clean appearance. However Mickey would probably be the complete opposite wearing tatty old handed down clothes and a very mucky and untidy appearance. Edwardss body language would have been very uptight and he would hold a very straight posture, unlike Mickey who would probably use his hands a lot whilst describing things and usually stoop whilst walking and standing. Edwardss voice would probably be quite high pitched and he wouldnt use any slang words he would speak quite slowly and have a very posh accent. Although Mickey would have a more relaxed using slang words. Mickey would probably have a deeper tone of voice than Edward. Both of the characters facial expressions would change throughout the play, However Edwards facial expressions would probably not express much emotion. Mickeys expression would be more emotional. Edward acts in these kinds of ways because he has been brought up In a different background to Mickey. He has been bought up in a large house with posh surroundings and a wealthy family, where as Mickey has been bought up by a single mother struggling for food never mind luxuries which Edward sees as necessities. Mrs Johnstone was known for getting in debt with catalogues and especially with the milkman as we see here You owe me three pounds, seventeen and four pence an either you up today, like now or Ill be forced to cut your deliveries. All in all Edward comes from a posh background and you can tell this in his language and appearance. Edwardss language is perfect well my mummy doesnt allow me to play down here actually where as Mickey come form a poor background and his language is much more relaxed gis a sweet for example. Since an early age Edward was always expected to do well in school and come out with a degree from university, which he succeeded in doing he was always top of the class in his private school and went to university and came out with a degree. His life was a great success he came out of university and got a job as a councillor receiving a high wage. However Mickey was not so lucky in life he struggled as a child and was a rebel in school he was never expected to go to university or get high paid job. Although life did deal Mickey a bad set of cards he never really got the chance to have a stab at life his mother did her best to bring up her kids properly but struggled to succeed. Mickey did get a job at one point of the play this didnt last long though, as he was soon fired and back on the dole. Everything from here just got worse including robbing the local garage and finally murder. Mickey wasnt expected to do particular well in life but he was expected to struggle on by like his mother but things just didnt plan out that way. .ua641cccf9aa8cf065d756649d3e846b9 , .ua641cccf9aa8cf065d756649d3e846b9 .postImageUrl , .ua641cccf9aa8cf065d756649d3e846b9 .centered-text-area { min-height: 80px; position: relative; } .ua641cccf9aa8cf065d756649d3e846b9 , .ua641cccf9aa8cf065d756649d3e846b9:hover , .ua641cccf9aa8cf065d756649d3e846b9:visited , .ua641cccf9aa8cf065d756649d3e846b9:active { border:0!important; } .ua641cccf9aa8cf065d756649d3e846b9 .clearfix:after { content: ""; display: table; clear: both; } .ua641cccf9aa8cf065d756649d3e846b9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua641cccf9aa8cf065d756649d3e846b9:active , .ua641cccf9aa8cf065d756649d3e846b9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua641cccf9aa8cf065d756649d3e846b9 .centered-text-area { width: 100%; position: relative ; } .ua641cccf9aa8cf065d756649d3e846b9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua641cccf9aa8cf065d756649d3e846b9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua641cccf9aa8cf065d756649d3e846b9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua641cccf9aa8cf065d756649d3e846b9:hover .ctaButton { background-color: #34495E!important; } .ua641cccf9aa8cf065d756649d3e846b9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua641cccf9aa8cf065d756649d3e846b9 .ua641cccf9aa8cf065d756649d3e846b9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua641cccf9aa8cf065d756649d3e846b9:after { content: ""; display: block; clear: both; } READ: Sex education EssayLanguage played an important role in this play especially the more absurd variety, which added to the overall effect of the difference between Mickey and Edward. The way Edward talks to Mickey at first is very posh and not like Mickey at all. Pissed off. You say smashing things dont you? Do you know any more words like that? This quote shows Edward is totally baffled by Mickeys speech and has never heard words of such rudeness but he is intrigued and enjoys listening and learning this different cultures language. Edwards language also confuses Mickey especially when Edward starts talking about the dictionary Mickey has never heard of the dictionary but tries to cover this up to aid his misfortune the dictionary. Dont you know what a dictionary is? Mickey is really confused and replies Course I do Its a, thingy innit Life in the early 1980s didnt help life especially for the poor with Margaret Thatcher cutting Liverpools budget making life worse for Mickey and his mother but theyre misfortune was aided by the Liverpool 47, who built thousands of extra houses and tried to improve benefits for the poor up until there imprisonment. This didnt affect Edward and his family as they were rich and wealthy and cared not for the poor, they had no understanding of money and other money related issues and this showed throughout the play. However Mickey was heavily affected by this a cut in Liverpools budget meant a cut in child allowances which drastically took affect on the poor causing panic stricken familys including the Johnstones.

The Role Public Administration Play in This Modern Society free essay sample

Public administration houses the implementation of government policy and an academic discipline that studies this implementation and that prepares civil servants for this work. As a field of inquiry with a diverse scope its fundamental goal is to advance management and policies so that government can function. Some of the various definitions which have been offered for the term are: the management of public programs; the translation of politics into the reality that citizens see every day; and the study of government decision making, the analysis of the policies themselves, the various inputs that have produced them, and the inputs necessary to produce alternative policies. According to Dubios Fattore (2009), the goals of the field of public administration are related to the democratic values of improving equality, justice, security, efficiency, effectiveness of public services usually in a non-profit, non-taxable venue; business administration, on the other hand, is primarily concerned with taxable profit. We will write a custom essay sample on The Role Public Administration Play in This Modern Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For a field built on concepts (accountability, governance, decentralization, clientele), these concepts are often ill-defined and typologies often ignore certain aspects of these concepts.Public administration is centrally concerned with the organization of government policies and programmes as well as the behavior of officials (usually non-elected) formally responsible for their conduct Many unelected public servants can be considered to be public administrators, including police officers, municipal budget analysts, HR benefits administrators, city managers, Census analysts, and cabinet secretaries.Public administrators are public servants working in public departments and agencies, at all levels of government. Every public officer charged with the duties of administration must therefore implant in his mind that secrecy breeds suspicion and suspicion erodes public trust. An administrator who has no trust of the public is like an administrator who has no authority to do what he or she has been appointed or elected to do.Accountability is important in the face of the truth that there is a need to make the work right, the truth that imperfections are a way of life and the truth that men tend to be consumed by greed, pettiness and desire for power and fame, and the truth that those who caused the work to be done not right must answer for his or her fault. Now, it is a way of life that those who want works that are not right are those who want their deeds hidden.With this reality, there ought to be a system that keeps accountability strong and invincible against these imperfections of life and, with more reason, against those who want to do not right by the impulsion of greed. With these principles in mind, the next challenge really of public administration is how to make use of the modern things offered by modern times. (Evardone) In answering this ques tion, the best way is to know the fundamental governance principles that public administration is a result of the collective consent of the citizens to be governed and the fact that the world has gone too modern.The Definition of Public Administration Public administration, developed in the early 1900s, is a special field of study within the academic discipline of political science. It emphasizes the structure and operation of bureaucracies and organizations, including budgeting, personnel, and formal and informal internal controls. Some public administration programs include study of the special management skills required in governmental (as distinct from private) organizations.Its always hard to make a simple, clear and precise definition to academic subjects, this also happens to public administration. Scholars have long been trying to use a simple phrase to define it, but yet after nearly half century of hard work, it still remains in vain. Although making progress, a perfect phrase length definition is still in process. So what is the problem of defining Public Administration? Some think that its multidiscipline characteristics contribute to the absence of a common definition.

Abortion Reform vs. Repeal Strategies Compared

Abortion Reform vs. Repeal Strategies Compared What was the difference between reform of abortion laws and repeal of abortion laws? The distinction was important to feminists during the 1960s and early 1970s. Many people were working to reform century-old abortion laws throughout the United States, but some activists argued that these attempts at reform disregarded the autonomy of women and supported mens continued control over women. A better goal, the feminist activists insisted, was the repeal of all laws that restricted womens reproductive freedom. A Movement for Abortion Reform Although a few stalwart individuals had spoken out quite early for abortion rights, the widespread call for abortion reform began during the middle of the 20th century. During the late 1950s, the American Law Institute worked to establish a model penal code, which proposed that abortion be legal when: The pregnancy resulted from rape or incestThe pregnancy gravely impaired the physical or mental health of the womanThe child would be born with serious mental or physical defects or deformities A few states reformed their abortion laws based on the ALIs model code, with Colorado leading the way in 1967. In 1964, Dr. Alan Guttmacher of Planned Parenthood founded the Association for the Study of Abortion (ASA).   The organization was a small group about twenty active members including lawyers and physicians. their intent was to educate on abortion, including publishing educational materials and supporting research on the single issue of abortion. Their position was primarily a reform position at first, looking at how laws could be changed. They eventually shifted to supporting repeal, and helped provide the legal counsel, Sarah Weddington and Linda Coffee, for the  Roe v. Wade  case when it went to the Supreme Court in the 1970s. Many feminists rejected these attempts at abortion reform, not just because they did not go far enough but because they were still based entirely on a concept of women being protected by men and subject to the scrutiny of men. Reform was harmful to women, because it reinforced the idea that women must ask permission from men. Repeal the Abortion Laws Instead, feminists called for repeal of abortion laws. Feminists wanted abortion to be legal because they wanted justice for women based on freedom and individual rights, not a hospital medical boards decision of whether a woman should be granted an abortion. Planned Parenthood began taking a repeal, rather than reform, position in 1969. Groups such as the National Organization for Women began to work for repeal. The National Association for the Repeal of Abortion Laws was founded in 1969. Known as NARAL, the groups name changed to the National Abortion Rights Action League after the Supreme Courts 1973 Roe v. Wade decision. The Group for the Advancement of Psychiatry published a position paper about abortion in 1969 called The Right to Abortion: A Psychiatric View. Womens liberation groups such as Redstockings held abortion speak-outs and insisted that womens voices be heard alongside mens. Lucinda Cisler Lucinda Cisler was a key activist who often wrote about the need for repeal of abortion laws. She claimed that public opinion about abortion was distorted because of the framing of the debate. A pollster might ask, Under what circumstances would you favor a woman having an abortion? Lucinda Cisler imagined asking Do you favor freeing a slave when his bondage is (1)injurious to his physical health†¦? and so on. Instead of asking how we can justify abortion, she wrote, we should be asking how we can justify compulsory child bearing. The proponents of change always pictured women as victims of rape, or of rubella, or of heart disease or mental illness never as possible shapers of their own destinies.- Lucinda Cisler in Unfinished Business: Birth Control and Womens Liberation published in the 1970 anthology Repeal vs. Reform: Finding Justice In addition to defining women as needing to be somehow protected, abortion reform laws took for granted state control of the fetus at some point. Furthermore, activists who challenged old abortion laws now had the added difficulty of challenging additional reformed-but-still-flawed abortion laws, too. Although reform, modernization or liberalization of abortion laws sounded good, feminist activists insisted that repeal of abortion laws was the true justice for women. (edited and new material added by Jone Johnson Lewis)

Strokes Used in Chinese Characters

Strokes Used in Chinese Characters The earliest forms of Chinese writing date from the Xia Dynasty (2070 - 1600 BC). These were etched on animal bones and turtle shells which are known as oracle bones. The writing on oracle bones is known as ç” ²Ã© ª ¨Ã¦â€"‡ (jiÄÆ'gÃ… ­wà ©n). Oracle bones were used for divination by heating them up and interpreting the resulting cracks. The script recorded the questions and answers. JiÄÆ'gÃ… ­wà ©n script clearly shows the origins of current Chinese characters. Although much more stylized than the current characters, jiÄÆ'gÃ… ­wà ©n script is often recognizable to modern readers. Evolution of Chinese Script The JiÄÆ'gÃ… ­wà ©n script consists of objects, people or things. As the need for recording more complex ideas arose, new characters were introduced. Some characters are combinations of two or more simpler characters, each of which can contribute a particular meaning or sound to the more complex character. As the Chinese writing system became more formalized, the concepts of strokes and radicals became its foundation. Strokes are the basic gestures used to write Chinese characters, and radicals are the building blocks of all Chinese characters. Depending on the classification system, there are about 12 different strokes and 216 different radicals. The Eight Basic Strokes There are many ways to classify strokes. Some systems find up to 37 different strokes, but many of these are variations. The Chinese character æ ° ¸ (yÇ’ng), meaning forever or permanence is often used to illustrate the 8 basic strokes of Chinese characters. They are: DiÇŽn, (é »Å¾/ç‚ ¹) DotHà ©ng, (æ © «) HorizontalShà ¹, (ç « ª) ErectGÃ… u, (é‰ ¤) HookTà ­, (æ  ) RaiseWÄ n, (Ã¥ ½Å½/Ã¥ ¼ ¯) Bend, curvePiÄ›, (æ’‡) Throw away, slantN, (æ  º) Pressing forcefully These eight strokes can be seen in the diagram above. All Chinese characters are composed of these 8 basic strokes, and knowledge of these strokes is essential for any student of Mandarin Chinese who wishes to write Chinese characters by hand. It is now possible to write in Chinese on the computer, and never write the characters by hand. Even so, it is still a good idea to become familiar with strokes and radicals, since they are used as a classification system in many dictionaries. The Twelve Strokes Some systems of stroke classification identify 12 basic strokes. In addition to the 8 strokes seen above, the 12 strokes include variations on GÃ… u, (é‰ ¤) Hook, which include: æ ¨ ªÃ©â€™ © Hà ©ng GÃ… uç «â€"é’ © Shà ¹ GÃ… uÃ¥ ¼ ¯Ã©â€™ © WÄ n GÃ… uæâ€"Å"é’ © Xià © GÃ… u Stroke Order Chinese characters are written with a codified stroke order. The basic stroke order is Left to Right, Top to Bottom but more rules are added as the characters become more complex.   Stroke Count Chinese characters range from 1 to 64 strokes. The stroke count is an important way to classify Chinese characters in dictionaries. If you know how to write Chinese characters by hand, you will be able to count the number of strokes in an unknown character, allowing you to look it up in the dictionary. This is a very useful skill, especially when the characters radical is not evident. Stroke count is also used when naming babies. Traditional beliefs in Chinese culture hold that a persons destiny in greatly influenced by their name, so great care is taken to choose a name that will bring good fortune to the bearer. This involves choosing Chinese characters that are in harmony with each other, and which have the proper number of strokes. Simplified and Traditional Characters Beginning in the 1950s, the Peoples Republic of China (PRC) introduced simplified Chinese characters to promote literacy. Close to 2,000 Chinese characters were altered from their traditional form, in the belief that these characters would be easier to read and write. Some of these characters are quite different from their traditional counterparts which are still used in Taiwan. The underlying principals of character writing, however, remain the same, and the same types of strokes are used in both traditional and simplified Chinese characters.

Intercultural Humour Essay Example | Topics and Well Written Essays - 2500 words

Intercultural Humour - Essay Example One of the challenges of understanding the place and value of humour within the multi-cultural environment is that it is not entirely translatable. In usual cases, humour is culturally-specific. A speech act with some content of humour may not apply across the cultural spectrum. In other cases, humour relates to the context and the personality of an individual. This would imply that an idea or phrase with humorous content may not be understood easily or may be distorted in the process of translating into another language or culture. Findings Case reviews have shown that humour could be used to bridge cultures by identifying some mutual linkages within the discourse of communication (Holliday, Kullman & Hyde, 2012). Andrew (2010) distinguished between humour and laughter by identifying some of the problematic areas, which define the essence of humour. In his effort, he established that humour does not necessarily translate into laughter. He sought to establish the theoretical basis on which humour is founded. In his study, Andrew identified three theories as fundamental to the understanding of humour. These include incongruity theory, relief theory, and superiority theory. He explains incongruity theory as being informed by a reaction to a logical impossibility, or to an ambiguity. This kind of humour is associated with the thinking of Kant and Kierkegaard particularly due to its drift from the conventional flow of logic. Superiority theory, according to Andrew (2010) arises out of a feeling of euphoria, which basically comes to the surface when the person making the humorous statement relates to the audience from a real or presumed higher level of seniority. Superiority theory is defended in the philosophies of Aristotle and Plato (Andrew, 2010). A third theory, which is embraced within the Freudian conception of humour, argues that the release of repressed feelings often translates in the form of humour. These theories put together provide a comprehensive fram ework that could be relied upon to furnish deeper connections between the element of humour and inter-cultural connections. The theories have helped in the establishment of important linkages that define life in terms of meanings and underlying meanings of words. Evidence adduced from multiple studies has established that a proper understanding of the structure of humour provides a resourceful entry point into the inner details of any given culture (Holliday, Kullman & Hyde, 2012). Humour should be understood within certain contexts, situations, origin, and other factors that situate it within some specific categories of identification. The element of humour manifests an entire corpus of ideals that are buried beneath the substance of any given culture. As such, it becomes necessary to conceptualize such evidence in light of some of the issues that attend to the general beliefs, practices, and cultural assumptions of that particular culture. Humour provides the framework of understa nding the worldview of a given culture. Broadly, the study of humour involves an investigation into the various connecting points of the different genres that fall under the umbrella name. According to Andrew (2010) some of the genres that are included within the corpus of humour are satire, sight gags, stand up comedy, sarcasm, bending joke, irony, variety shows and word play. These aspects of humour usually involve various issues that work together to form a comprehensive understanding of

Abu Dhabi Islamic Bank and First Gulf Bank Research Paper

Abu Dhabi Islamic Bank and First Gulf Bank - Research Paper Example The banks in UAE generally belong to two types and they are national and foreign. In the present situation there are around 46 operating banks in UAE among which 21 national banks. The banks are listed either on the Abu Dhabi Securities market or that of Dubai Financial market. Another important feature is rapid spread of Islamic banking with a range of sharia compliant product introduced in the market. The Islamic finance deals like Ijara transactions are highly common in property purchasing deals. Investment is huge with attractions of potential investors (UAE banking sector Report, 2007, p.1). The paper will deal with five common products of two banks operating in UAE. One is the First Gulf Bank (FGB) which is a conventional bank with its branches in some Asian countries and Abu Dhabi Islamic Bank (ADIB) which centers on with the strict principles of Sharia law and operates nationally. Finally after discussion a comparative analysis will be made. Abu Dhabi Islamic Bank (ADIB) Abu Dhabi Islamic Bank (ADIB) set its journey on 20th May 1997 in the form of a Public Joint Stock Company following the Emri decree 9 of 1997. The commercial operations of the bank started on November 11,1988 with the formal inauguration by His Highness Sheikh Abdullah Bin Zayed Al Nahyan, on 18th April 1999.The banks holds a vision to be one of the top tier global Islamic financial services group (5% Cashback with ADIB Covered Cards this summer, 2012). ADIB in the year 2010 introduced a new brand identity as its symbol of new promise. The bank has executed extensive research in the identification of ways which would be suiting the personal needs of customers. The bank delivers unique solution guided by the timeless rule and principles of Sharia. The bank also resides on the principle of banking as it should be. The employees of the bank are working 24*7 in order to implement the rules but also the execution of the powerful promises and offerings which the bank provides. The financing process of the bank is simplified and equipped with the latest e-ADIB Internet Banking which is highly safer and convenient in its use. The bank caters a large number of financial products and also launched some new products and services which lead to the ultimate satisfaction of the clients. Now the focus will be on the products of the ADIB bank with their detailed information and their mechanism (Corporate Banking, 2012). Deposits One of the primary goals of the customers within a banking interaction is that of deposits as keeping cash aside for the future is highly essential in hedging the uncertainties of the future. The deposits option in the ADIB bank helps the customers in making their money work and channelize in the way they want. The 24 hours ATM network service also provides instant access to the funds of the customers (Business Banking, 2012). The corporate banking offers a huge range of Sharia compliant Islamic banking solutions includes a large range of Sharia complain t Banking solutions including Murabaha, Istisnaa, Ijara, Islamic covered drawings and other Shari’a compliant products. The corporate banking highly caters on the expansion as well as innovation of tailor made pure Islamic banking solutions to the clients. The Corporate Banking client profile is segmented into government and public sector entities, financial institutions and a diversified private sector base of Trading, Contracting, Real Estate, Energy, Transportation, Manufacturing and other industries within the bank’s target market. Specific screening criteria have been developed to ensure origination of risk in these segments is in accordance with

The Great Depression - Main Causes Essay Example for Free

The Great Depression Main Causes Essay Introduction Like us, many of you had a loved one that lived during the Great Depression. Many of us have heard stories from our parents or grandparents of the horrific times of the depression; stories that told us how hard it was to find a job, put food on the table, and to provide shelter for the family. Learning how to live without things was a battle all by itself. Hearing the stories made me grateful to be born in a different era. However, each era has its own battles to fight that will change the direction of the economy and maybe the world. Many people feel that we are in a depression. Unemployment rising, business closing its doors, and poverty in the United States on a rise, would make you think that we are in a depression. However, after careful research from articles, books, videotape, and previously conducted surveys, on the main causes of the depression, we realize that the recession that we are in is far from the Great Depression. Our research also uncovered the impacts of the depression that played a role in reforming the economy. Also, our research will show us how Franklin D. Roosevelt solved the depression and got the economy rolling again. Finally, there were many lessons learned by banks, business owners, and the government. We hope that the details of the Great Depression will enlighten you with comparisons on our current recession. Main Causes The main causes for the Great Depression were a combination of unequally distributed wealth, the stock market crash, and eventually the bank failures. The unequal distribution of wealth existed on many levels. Money was distributed unequally between the rich and the middle class, between industry and agriculture within the US, and between the US and Europe. This imbalance of wealth created an unstable economy. The excessive speculations kept the stock market artificially high, but eventually lead to large market crashes. These market crashes, combined with the unequal distribution of wealth, and bank failures, caused the American economy to collapse. The distribution of national income became increasingly skewed in the 1920s. The nations total realized income rose from $74.3 billion in 1923 to $89 billion in 1929. However, the prosperity was not divided evenly amongst all Americans. According to a study done by the Brookings Institute in 1929, the top .1% of Americans had a combined income equal to the bottom 42%. That same top .1% of Americans in 1929 controlled 34% of all savings, while 80% of Americans had no savings at all. While the disposable income per capita rose 9% from 1920 to 1929, those with income within the top 1% enjoyed a staggering 75% increase in per capita disposable income. A major reason for this gap between the rich and the working-class people was the increased manufacturing output through this period. Thus, wages increased 25% as fast as productivity increased. As production costs fell quickly, wages rose slowly, and prices remained constant. In fact, from 1923-1929 corporate profits rose 62% and dividends rose 65%. The large and growing gap in wealth made the US economy unstable. For an economy to function properly, total demand must equal total supply. In the 1920s there was an oversupply of goods. It was not that the surplus of products was not wanted, but those who really needed them, could not afford them. The federal government also contributed to the growing gap between the rich and middle-class. Andrew Mellon, Coolidges Secretary of the Treasury, was the main force behind tax cuts that lowered federal taxes such that a man with a million-dollar annual income had his federal taxes reduced from $600,000 to $200,000. Our textbooks would indicate that the purpose behind this would be that $400,000 would be spent, thus stimulating the economy. Instead, they invested it into the stock market, and lost everything. The federal government favored the new industries (radio and automotive) as opposed to agriculture. During World War 1, the government subsidized farms and paid higher prices for what and other grains. Because the government was feeding the US and Europe, they encouraged farmers to buy more land, invest  in modern methods, and to produce more food. However, when the war was over, the US stopped helping farmers. During the war, the government paid $2 a bushel for wheat, but by 1920, wheat prices fell as low as 67 cents a bushel. Farmers fell into debt; farm prices and food prices tumbled. The federal government left American farmers in the cold. The problem with having large concentrations of wealth and dependence upon two industries is the economy relies on those industries to expand, grow, and invest in order to prosper. At the time, the main problem with the automotive and radio industries was that they could not expand because people could and would only buy so many cars and radios. When those industries went down, they took the American economy with them. In 1929, 1,124,800,410 shares were traded on the New York Stock Exchange. From 1928 to 1929, the Dow Jones Industrial Average rose from 191 to 381. This profit was attractive to investors. Company earnings were not important as long as stock process continued to rise, and huge profits could be made. Through the convenience of buying stocks on margin, one could buy stocks without money to purchase them. By mid 1929, the total of outstanding brokers loans was over $7 billion, in the next three months, that number would increase to $8.5 billion. Interest rates for brokers loans were as high as 20%! Prices had been dropping since September 3, 1929, but people were still optimistic. Hopeful investors continued to flock the market. Then on Monday October 21, 1929, prices started to fall quickly. The volume was so high that the ticker fell behind. Finally, investors were afraid! Knowing that prices were falling but because the ticker was behind, they could not tell how far they had fallen, so they started to sell quickly. This caused the collapse to happen faster. The market stabilized for a few days, and then on Monday October 28, 1929 prices started dropping again. By the end of the day, the market had fallen 13%. On Black Tuesday, October 29, 1929, 16.4 million shares were exchanged. Although many were disturbed by the stock market crash, few realized that the  Great Depression was ahead. The Bank Failures would make the near future of the US economy clear. Trying to benefit from the investment boom, like many investors, banks tied their money (customer deposits) up in the stock market. When the market collapsed, brokers began calling in margin accounts, many banks were forced into bankruptcy closing their doors to depositors. Failures of individual banks generated runs on other banks as depositors became nervous about the security of their accounts. A high rate of insolvencies hit the banking industry and the nations stock of money in circulation plummeted. These developments prompted a rapid tumble of the GNP that was the defining characteristic of the Great Depression. This speculation and the resulting stock market crashes, acted as a trigger to the unstable US economy. More jobs were lost, more banks went under, and more factories closed. Unemployment would grow to almost 13 million by 1932. The Great Depression had begun. Impact of the Economy There were many psychological, cultural, and political repercussions of the Great Depression. These impacts played a major role in reforming the American economy for the future that was to come. During the horrific times of the depression, everyone in America got a glimpse, whether short or prolonged, to how the United States would be under an economic crash. As you can see from the main causes of the depression, numerous amounts of people lost their jobs, the prosperity rate significantly increased, businesses failed, and the overall condition of America was faced with pure turmoil and suffering. Among each major impact that the depression had on the American economy, the most extravagant circumstance was the rapid decrease in overall business. For instance, there were more than 100,000 businesses that failed as an impact of the depression. By 1933, more than 5,000 banks had failed. Not  only did this affect the government, but the general public and the entire economy felt the hit also. Within every bank that closed, there were public savings and checking accounts that were also demolished. With no type of security in place to protect their investments and or savings, peoples money and sometimes even life savings, were gone. This decline created a continuing affect that spread throughout the economy. As a result, the national income fell by 54 percent. Close to 90 percent of industrial production ceased. The foreign trade decreased by 70 percent, and new investment in plants and equipment had plummeted by 98 percent. Hundreds of thousands of home and farm mortgages foreclo sed, and there was no decent food, clothing, or shelter to be purchased. Obviously, due to the circumstances, business was put on hold for what seemed like forever to the American economy. Consequently to the many business failures that occurred during the depression, along with the steadily decreasing income and tremendous rise in unemployment, many people were forced to live in horrible, strict, confined, and discouraging circumstances. People were living on the streets of America striving to survive. As a result, starvation and malnutrition was a major factor that affected the general public. Thousands of people starved in the streets while unsold food piled up or went bad on the nations farms, due to the need for profit. More than 2 million Americans moved from cities to farms in the hope of being able to at least feed themselves. Despair overcame millions of people who survived the distress but could not find work for months or even years. Others were forced to work in fields in order to make the little money they could. Family tensions increased as many people lacked jobs, resulting in a major increase in mental health problems, and family violence. The loss of money and personal belongings resulted in the number of relatives in one household or apartment, doubling within a short amount of time. These situations developed very confined living conditions resulting in unhealthy and unhappy circumstances. Many children had to leave their schools because they lacked clothing or the local school boards simply could not afford to maintain buildings or pay teachers. Children were forced to provide for themselves,  and their family. Uncertainty and unhappiness increased over the years. The overall living conditions of the depression were very unstable and unsatisfying to the American public. Feelings of distrust towards the government and the economy emerged from every single individual. The depression had a major impact on not just the current situation, future thoughts and actions were affected as well. Along with distrust from the public towards the economy, grew an extreme realization of poverty and distress for American society. The experience brought about a change in the viewpoints toward many aspects of life and business. Everyone was forced with making critical decisions that would forever change life situations. Ultimately, there was not one industry, bank, agricultural, or government aspect that was not noticeably affected by the depression. The impacts were felt at home in our society as well as across seas in other countries. Everyones living standards and situations suffered due to the depression. There was no true understanding of how these circumstances could have begun, and no knowledge of when it would end. Solving the Depression During the early years of the depression in the United States of America, President Herbert Hoover and his administration believed, as did many bankers, economists, and financial leaders, that left alone, the economy would eventually right itself. Business leaders operating through the spirit of competition would restore Americas prosperity and economic vitality. When the economy, during the depression, did not improve during Hoovers administration, Americans began looking for a new leader, a leader who would take decisive action against the economy. The people found a new leader in Franklin D. Roosevelt in 1932, when they elected him president in a landside election. Roosevelt believed that the federal government should take bold steps to improve the economy. He blamed financial leaders and big business for Americas economic (depression conditions) and recommended government regulation of banks and industry. President Roosevelt had many accomplishments during his term of president during the time of the depression. Some of his accomplishments were:  ·Social Security Act provided for state-administered, federally funded unemployment insurance, welfare benefits, administered old age, and survivors pensions. Prior to this passage few states provided old age pensions and un-employment insurance.  ·Relations Act (Wagner Act) gave new life to the National Industrial Recovery Act. That act gave workers the right to collectively bargain and established the National Labor Relations Board to supervise union elections and investigate unfair labor practices by companies.  ·Revenue Tax Act increased income taxes on the wealthy and on corporations.  ·Banking act of 1935 gave the federal government additional control over the Federal Reserve System.  ·Public Utility Holding Company Act placed power, water, and other utility companies under the regulation of the newly created Securities and Exchange Commission.  ·The Farm Act came in three stages. First the administration was empowered to adjust farm production to effective demand as a means of restoring the farmers purchasing power. Second was an accompanying authorization to refinance and readjust farm mortgage payments. Third the part of the act was the power for controlled inflation.  ·Emergency Farm Mortgage Act (1993) funded loans for farmers in immediate danger of losing their farms.  ·Wagner-Steagal Housing Act gave 500 million in loans for low-cost housing.  ·Youth Administration was established to equalize opportunity for youth. It  was setup to give economically disadvantage youth opportunities that were previously denied them.  ·Tennessee Valley Authority Act Aubrey Williams stated Major Problems in the Rehabilitation of the South, address to the Southern Tenant Farmers Union and the United Cannery, Agricultural, Packing, and Allied Workers of America, Memphis, Tennessee, September 26, 1937. This act provided federal funding for the development of the Tennessee Valley.  ·Rural Rehabilitation Division of FERA later called Resettlement Administration funded work-study jobs, teachers salaries, free lunch program and construction of new schools.  ·Works Relief Act provided immediate increase in employment and corresponding stimulation to private industry by purchase of supplies.  ·Works Progress Administration (WPA) put 3.5 million jobless Americans to work on roads, parks, and public building. Moreover, the WPA provided jobs for artists, writers, musicians, and authors as well as laborers.  ·National Recovery Act encouraged business leaders to work together to create codes that would control wages and prices.  ·Gold Reserve Act was signed on Roosevelts birthday. This gave the Treasury greater control of credit and currency. In 1933, Roosevelt pushed toward a three-month period called Hundred Days when Congress enacted the most sweeping program of reform. Fifteen major laws went on the books; they dealt with banking, the gold standard, relief, mortgages, hydroelectric power and regional planning, the stock market, and reorganizing industry and agriculture. Roosevelt throughout his term during the depression years encouraged cooperation and optimism with his speeches, fireside chats, and press conferences, which made a powerful impression on many Americans. Lessons Learned The Great Depression caused enormous hardship for virtually the entire industrialized world. As we look back over the many causes of the Great Depression, there were many lessons to be learned. The depression started because of the unequal distribution of wealth and the extensive stock market crash. The economy was affected by the failure of a large portion of the nations banks, businesses, and farms. There were many lessons learned in the financial aspect of the depression. First, there was massive government protection to banks in the form of the Reconstruction Finance Corporation and the Federal Deposit Insurance Corporation. This was brought on by the turmoil that was felt in the banking sector. By implementing government protection the banking institutes were insured against withdrawals and the suspension of convertibility. In addition, the Federal Deposit Insurance Corporations main benefit was having the central bank as the ultimate guarantor of the insurance system. As a result, during a pending financial collapse the bank removes any element of discretion about the behavior of its policymakers. Therefore, the central bank learned lessons regarding the function of the lender of last resort for short-term stabilization of the financial system. The reasons that stemmed government protection was noticeable bank weakness, poor depositor discipline, the unwilling of private associations to protect solvent banks from the threat of unwarranted runs, and the favorable agreement to have deposit insurance on economic grounds. Second, there was failure of the interwar gold standard. There were certain countries that caused the world money stock to decline substantially and rapidly. This brought about the fixed exchange rates and full currency unions. The gold standard of the interwar was referred to as a gold exchange standard and its main purpose was to establish and maintain a system of fixed exchange rates. Third, there was international trade and tariffs. Trade and payment policies were becoming very close and began to intertwine. In addition, when tariffs began they usually ended with trading blocs, bilateralism, and exchange controls. The lesson learned in this situation implies that deflation effects international trade through its impact on the real value of tariffs. Another lesson learned involved worldwide catastrophes. There was the use of cheap foreign labor to lower cost and improve profits, which drove imports of foreign made products and pushed labor offshore. There was a decline in domestic employment and it intensified the problems of the depression to the point in which caused a backlash. Then that is when the start of labor-union protectionism began. The lesson in this situation indicated that the 1930s protectionism assisted in the destruction of globalize. Eventually, the depression transformed national politics by vastly expanding government, which was increasingly expected to stabilize the economy and to prevent suffering. In order to create a stabilized economy, new plans, and policies for Social Security, unemployment insurance, and federal family assistance were established. In sum, the Great Depression was caused by the stock market crash, in which led to a poor banking system, causing low interest rates, brought on by an ineffective Federal Reserve policy. Therefore, knowing and understanding these lessons listed and many others, it is safe to say that as far as our current policies today, deflation is extremely costly and a gold standard is very dangerous. Conclusion The experience of the Great Depression brought about change in how we conduct business. For many people the depression brought on distrust in banks and our government; a trust that our government set out to regain in many years to come. Our government implemented federal laws and banking regulations  that would stabilize the economy for many years. Reorganizing industries, the stock market, and agriculture provided stability that lead to trust. Each era has had its own battles that has shaped and reshaped America into what it is today. Learning from battles such as racism, terrorism, and recessions will continue to form America into a better place. Works Cited Bender, David L. The Great Depression Opposing Viewpoints, 1994 Greenhaven Press, Inc. San Diego, CA Gerdes, Louise I. The Great Depression, Great Speeches in History, 2002 Greenhaven Press, Inc. San Diego, CA Gustmorino, Paul A III. Main Causes of the Great Depression. Gusmorino World. May 13, 1996. Online. James, Harold. The End of Globalization: Lessons From The Great Depression. Cambridge; London: Harvard University Press, 2001 Jeffries, John W., Nash, Gary B., Segrue, Katherine L., The Great Depression and WWII, 1929-1945. Encyclopedia of American History. Kutler, Stanley I. Dictionary Of American History. Third Edition. Charles Scribners Sons, Inc. May 2003. Kutler, Stanley K., Dallek, Robert, Hollinger, David A., McCraw, Thomas K., Kirkwood, Judith. The Great Depression, 1929-1939. Encyclopedia of the United States in the Twentieth Century. Volume III. Watkins, T.H. The Great Depression America in the 1930s. New York: Little, Brown and Company, 1993.

Imagine You Are Boo Radley. Nathan Has Just Cemented Up The Knot Hole :: English Literature

Imagine You Are Boo Radley. Nathan Has Just Cemented Up The Knot Hole In The Tree. What Are Your Thoughts And Feelings? I feel as if my connection with the real world has been broken by my own father and now brother continues with this same lack of compassion. If it was not for them treating me this way, after one incident, I would not be here, and perhaps I would be leading a normal life away from my family. I am treated like a caged animal repeatedly put down by my own family saying how much of a disappointment I am. The children play outside as I would have liked to do. To be able to go outside and being allowed to live as a human would. They have a friend who visits them every summer. The act out scenes from various things they must make up. They walk to school like normal people, not like me. If it wasn't for all those unpleasant rumours people spread about me, brought upon by my family keeping me in the house like a monster, people would not have a fear of me. Most people haven't even seen me in the flesh so what would they know? For fifteen long years I have sat in the house with nothing to do no communication accept with my pitiful family. The children are like a new lease of life, the only people I see who even come up to the house. I was so happy when they were stood outside the house. Jem came up to the house. I was enthralled wondering why he was coming to call for me. I stood at the window amazed. Unfortunately he must have lost his nerve and ran away so I just peeked through the shutters to see what else they were up to. They stared back at me. For once I had communication with a normal person. My father died I was so upset but yet I felt free, that was of course until my brother arrived. He too keeps me in the house as often as he can showing no empathy for how I feel. I have sat and wondered for many years how I could change my image to make me look a lot more pleasant, but how am I to achieve this if I cannot venture outdoors. I knew Jem and his sister who he referred to as Scout. They were the only children who came within a hundred yards of the house, without running. A tree positioned just around the corner from our house seemed the perfect place to try and make contact

Types of Computers

Computers help us with our daily lives when we may not even know it. There are also different kinds of computers other than the personal computer that also help us in more harder tasks. But what are these other computers and how are we benefiting from their skills? There are 4 main types of computers. All these computers have different capabilities. Theses computers are: personal computers, mainframes, dedicated computers and embedded computers. They all help us in different ways, in different places and for different purposes. So, what do they do and how have they impacted upon society? Personal Computers- These computers may only be used by one person at a single time. The biggest ones are the ones you have at home that fit on a desktop. Some personal computers may be given additional microprocessors so as to perform special tasks like graphics, maths, sound etc. The uses for personal computers are very widespread. They are used in companies and at homes, and have many features that help us with simple to complicated tasks. These tasks may include writing up an assignment on a wordprocessor, storing information in a file, research a particular subject and so on. Personal computers can also be used for educational purposes, leisure (games) listening to music, watching movies, use of the Internet and a whole lot more. Also, portable types of personal computers have been made such as the laptop, notebook computers and PDA's. †¢Mainframes- This type of computer is the fastest of them all. They use a big storage system and so they are able to do more of the complicated tasks and handle more information. Mainframes are the largest of the different types of computers and must be stored in several large cabinets. Some mainframes may be able to do several tasks while others might only be able to perform only one. Unlike personal computers, mainframes may have hundreds of people logged on at the same time. The users are said to be time sharing as the computer quickly swapping between users , doing little bits of work before going to another. The supercomputer, the fastest of the mainframes, are used to do even more complex projects like the design of aircraft. Although they are extremely powerful, there aren't too many of them as they are also extremely expensive. The fastest of the the supercomputers are parallel computers. Dedicated Computers- These are special-purpose machines. Some include wordprocessors and video-game units. The smallest of the video-game units are the battery-operated ones such as the gameboy. Larger ones are the ones which plug into the tv like the XBox and the Playstation. The biggest of them all are found in game arcades. †¢Embedded Computers- These are control units built into the devices they control. Examples of embedded computers are telephones, digital watches and VCR's. Aircraft and robots also have embedded computers inside them and missiles have them to direct them to their targets. Types of Computers Computers help us with our daily lives when we may not even know it. There are also different kinds of computers other than the personal computer that also help us in more harder tasks. But what are these other computers and how are we benefiting from their skills? There are 4 main types of computers. All these computers have different capabilities. Theses computers are: personal computers, mainframes, dedicated computers and embedded computers. They all help us in different ways, in different places and for different purposes. So, what do they do and how have they impacted upon society? Personal Computers- These computers may only be used by one person at a single time. The biggest ones are the ones you have at home that fit on a desktop. Some personal computers may be given additional microprocessors so as to perform special tasks like graphics, maths, sound etc. The uses for personal computers are very widespread. They are used in companies and at homes, and have many features that help us with simple to complicated tasks. These tasks may include writing up an assignment on a wordprocessor, storing information in a file, research a particular subject and so on. Personal computers can also be used for educational purposes, leisure (games) listening to music, watching movies, use of the Internet and a whole lot more. Also, portable types of personal computers have been made such as the laptop, notebook computers and PDA's. †¢Mainframes- This type of computer is the fastest of them all. They use a big storage system and so they are able to do more of the complicated tasks and handle more information. Mainframes are the largest of the different types of computers and must be stored in several large cabinets. Some mainframes may be able to do several tasks while others might only be able to perform only one. Unlike personal computers, mainframes may have hundreds of people logged on at the same time. The users are said to be time sharing as the computer quickly swapping between users , doing little bits of work before going to another. The supercomputer, the fastest of the mainframes, are used to do even more complex projects like the design of aircraft. Although they are extremely powerful, there aren't too many of them as they are also extremely expensive. The fastest of the the supercomputers are parallel computers. Dedicated Computers- These are special-purpose machines. Some include wordprocessors and video-game units. The smallest of the video-game units are the battery-operated ones such as the gameboy. Larger ones are the ones which plug into the tv like the XBox and the Playstation. The biggest of them all are found in game arcades. †¢Embedded Computers- These are control units built into the devices they control. Examples of embedded computers are telephones, digital watches and VCR's. Aircraft and robots also have embedded computers inside them and missiles have them to direct them to their targets.

Divergent Suggested Essays Essay

Suggested Essay Questions 1.In what ways does Tris’s identity develop over the course of the novel? Tris began the novel timid and unsure of herself and her desires, which was characteristic of her Abnegation upbringing: she was never allowed to focus on herself, so she never knew exactly what she wanted. Upon choosing Dauntless her bravery obviously begins to blossom, but she experiences some other changes as well. She forges friendships and relationships central to her identity, with people who bring out the best in her. And she learns that though she has chosen another faction, she can still be selfless; and indeed she is, time and time again. By the end of the novel, she is fully aware of herself as Divergent – someone who does not fit in, but who cannot be controlled. The events of the end of the novel reinforce who she has been – selfless – and who she wants to become – brave. There are many significant experiences to discuss, both good and bad, that shaped Tris as a person throughout her time in Dauntless. 2.Compare and contrast this rigidly structured society with our own. What are the pros and cons of each? Does one provide a more effective lifestyle than the other? The distinctions between Tris’s society and our own are very apparent; their idea of becoming a good person involves selecting one virtue to cultivate their entire lives, while for us, being good and morally sound involves a mixture of all of their faction virtues and more. Socially, we have much more freedom of choice, but is that freedom always a good thing? Studying any of the five virtues of Tris’s world can indeed have positive effects on one’s life. It all depends on perspective; either could be seen as the more effective lifestyle, depending on how you look at it, but the faction system certainly makes some significant missteps in trying to control and direct a person’s identity and humanity. 3.Discuss the soundness of a government run only by a single faction. Is Jeanine Matthews truly wrong for calling for greater representation, or is it better to keep administration in the hands of the selfless? This is certainly a far cry from our system of democracy. While having the innately selfless run the government seems like a respectable idea in theory, in practice it may fall short. Abnegation do not have the same goals in life as Erudite, Candor, Amity, or Dauntless, so therefore it is natural that their administration is called into question. Perhaps a system with equal representation from every faction would be a better strategy; though policy would not consist of extremely selfless acts, sometimes representatives do have to be selfish advocates for their people. And with everyone having a say, there would be much less chance of a rebellion the size of Erudite’s. Jeanine wasn’t entirely wrong in what she preached, but she certainly went about it the wrong way, and Abnegation wasn’t to blame for a system that had been flawed from the start. 4.What are the benefits of sorting people into social groups the way the factions are sorted? What are the drawbacks? We tend to subconsciously sort ourselves into groups regardless; we gravitate towards people with similar interests as us, people with similar backgrounds, people who look like us. With a society organized into groups, citizens are always surrounded by like-minded people, and there is a much greater chance of getting along with those who think like you. On the other hand, though, that separation can promote intolerance and prejudice, which is obviously apparent in the novel; all the factions shunned the values of their competitors, promoting a far too separated way of life. 5.There are only five factions; are there any other human virtues missing from the list? Why would these be necessary in well-rounded citizens? Valuing only honesty, selflessness, peacefulness, bravery, and intelligence seems like a very small slice of the vast majority of honorable human virtues. Another faction could exist based on loyalty; many of the problems  in Tris’s world (and our own) are caused by betrayal and distrust. A faction based on diligence could ensure that all its citizens are hardworking and productive. And there could also be a faction based on creativity, which shapes the mind in many ways the other factions do not. 6.Discuss Tris Prior as our protagonist. Is she a reliable narrator? Does she always tell the truth? Are we constrained by her point of view? Tris is typically a very straightforward narrator, though perhaps her point of view is often clouded by her own personal prejudices. We do not get a good sense of Peter’s character, for instance, because she is always so determined to hate him; perhaps there is more to him than meets the eye. We’re certainly constrained by her perspective, only knowing what she knows at any given time. We solve the mysteries of Four, her mother, and the Erudite-Abnegation feud only as soon as she does, because the story is told only from her first person perspective. The limits of this perspective does allow for some mystery and tension, though, as well as the strong impression of Tris as a hero. 7.What significance do Tris’s relationships have in her life? Various relationships begin to blossom for Tris only after she’s left Abnegation. Her family is broken apart, but at a distance she seems to get even closer to her mother, learning more about her past than she ever knew before. In Abnegation, Tris never had true friendships, but in Dauntless she becomes close to Will, Christina, Al, Uriah, and some of the other initiates. Without them, she wouldn’t have had the support she needed to get through initiation. And finally, her relationship with Four has changed her in many ways; she’s been given someone to open up to, who in turn opens up to her, and for a person with as much to deal with as Tris, this is absolutely essential. 8.Compare and contrast Peter and Jeanine Matthews as antagonists. Who would be considered the central antagonist? Both Peter and Jeanine serve as Tris’s enemies, but in very different ways. Peter is more present throughout the novel, causing trouble for Tris during initiation, her most immediate concern. But Jeanine is an antagonist on a larger scale; though she doesn’t make an actual appearance until late in the novel, we know she’s been behind the growing rebellion of the Erudite and the hunt for Divergent. Jeanine’s aims and the reach of her grasp lead to something much, much larger than a struggle for ranking during initiation. For this reason, only Jeanine can be considered the central antagonist. 9.In what ways is the brewing war between Abnegation and Erudite reminiscent of our societal power struggles? Though the battle at the culmination of the novel is fought with high-tech innovations like simulations, the circumstances that caused it can be easily compared to the power struggles in our own society. It starts with a group of people believing they’ve been treated unjustly, with an unfairly small amount of say in government, and ends with a bloody battle to determine who stays and who goes. Revolutions and major modern-day wars begin in much the same way. Jeanine Matthews is representative of the persuasive, charismatic, and intelligent leader who is able to convince her people to rally against another group; in this case, Abnegation. Jeanine’s method of manipulation through propaganda (false claims about Abnegation) and disrespect for others based on a perceived difference or lack mirrors fascist leaders from history. 10.Which theme in the novel would you consider the most significant, and why? Though many major themes in Divergent are prevalent, the one that constantly comes into play is the theme of identity and how one’s choices determine self. Tris is constantly making choices that define who she is, starting with the major one on Choosing Day and continuing throughout initiation, ending with her decision not to shoot Tobias in the control room in order to stop the simulation. Her identity develops further with every decision, and eventually she learns that she can truly be brave and selfless at the same time. This theme applies to other characters as well; Caleb, for instance, chose to switch to Erudite in order to stay true to his own identity, but  eventually returns to Abnegation because he decides that Erudite’s plans were wrong, and he could not be a part of it. Each and every character in the novel makes at least one choice that aids in determining their identity; therefore, this theme is extremely significant.

Suicides in Adolescents

Suicides in Adolescents Free Online Research Papers During the last decade there appears to have been a dramatic increase in attempted and completed suicides among the adolescent population (Emery, 1983). Among 15 to 19 year olds the suicide rate in 1950 was between 2.7 and 3.5 suicides per 100,000. By 1977 this figure had risen to 14.2, the highest increase in the suicide rate of any group except 20 to 24 year olds. Further, the tendency not to attribute suicidal motives to young adolescents and the desire to spare families public embarrassment result in a number of suicides being officially recorded as accidents (Husain Vandiver, 1984). As a consequence, some analyses estimate that the actual rates of adolescent suicide may be three times as high as the official government statistics, which show that, in 1983 alone, 6,000 young people killed themselves (Tugend, 1984). Some also contend that for every suicide there are ten unsuccessful attempts, most of which remain unreported. Yet, despite the likelihood of underestimating the actual number of suicides, suicide is still the third leading cause of death among adolescents. According to the national centers for disease control, the increase in youth suicide is primarily due to the dramatic changes in the male suicide rate (Tugend, 1984). From 1970 to 1980 the male suicide rate increased by 50 percent, in comparison to a 2 percent rise for females. Almost 90 percent of the male suicide victims are white, although there are no significant racial differences among female suicide victims. Because males choose the most violent methods for killing themselves, like shooting and hanging, their suicide attempts are far more successful than females attempts. In contrast to males, female typically employ methods that are less lethal and more time consuming, such as trying to poison themselves with pills. The increasing concern about suicide has resulted partially from a number of apparent cluster suicides during recent years (Tugend, 1984; Coleman, 1987). For example, in three of New Yorks northern suburbs, 36 adolescents killed themselves in 22 months; in Houston suburbs, adolescents took their own lives in three months; and in Plano, Texas, seven adolescents committed suicide in one year. Although in some of these incidents the adolescents did not know one another, in others the friendship between the youths suggest that their suicides may have been related. In response to increasing public concern, the national centers for disease control began extensive research on cluster suicides in 1984. In the meantime, the uncertainty over whether too much publicity contributes to multiple suicides has made researchers proceed cautiously about directing too much public attention to the matter. (Coleman, 1987) The suicide behavior of adolescents and adults is similar in several aspects (Husain Vandiver, 1984; Weiner, 1980, 1982). Irrespective of age, three times as many males commit suicide as females, but females attempt suicide three times more often than males. There is more suicide among whites than blacks, more in urban than rural communities, more in higher socioeconomic groups than among poor, and more among Protestants than among Catholics or Jews. Older adolescents and adults usually kill themselves by hanging or shooting, while younger adolescents and children usually take a drug overdose. Most people who fail in a suicide attempt have taken poisonous drugs, a method that increases the chances that someone will discover them before death occurs. Causes Depression Many adolescents who kill themselves do manifest symptoms of depression, but this is not always the case. To assert that depression is the prime cause appears to be overly simplistic. The preponderance of evidence indicates that a number of other variables seem to have an impact on a persons decision to commit suicide (Emery, 1983; Weiner, 1980, 1982) Attempts are being made to identify the types of behavior that might be the cause of a youngsters suicide (Weiner, 1980,1982). Some psychologists contend that depression among young is often overlooked, because the symptoms are dismissed as a normal part of adolescence. For example, in a 1982 survey of 116 adolescent girls from different racial and socioeconomic backgrounds, attending San Franciscos public high schools, 23 percent were moderately to severely depressed as measured by the Beck Depression Inventory; and 39 percent reported occasional thoughts of suicide (Gibbs, 1983). Even among adolescent psychiatric patients, fewer than 20 percent are diagnosed as having problems primarily caused by depression, yet half of these young people manifest symptoms of depression including behavior such as self-deprecation, crying spells, suicidal thoughts, and experience feelings of sadness, pessimism, and worthlessness (Weiner, 1980). Data like these have led to the suggestion that adults should become more sensitive to adolescents symptoms of depression. Depression can be perfectly normal yet transitory reaction to negative events in the adolescents life. To begin with, the type of depression that contributes to suicidal thinking often emanates from a serious loss in the adolescents life. The loss might be created by incidents like someones death, parents divorce, or a breakup with a boyfriend or girlfriend. In addition, feelings of loss can emanate from the loss of self-esteem. Hence, academic failure, social embarrassment, a disfiguring accident, or serious illness can contribute to suicidal thinking (Husain Vandiver, 1984; Weiner, 1980). Further, chronic depression during adolescence tends to be characterized by excessive self criticism, feelings of powerlessness, inexplicable crying spells, and feelings of hopelessness about the future (Chartier Ranieri, 1984). Not all adolescents manifest their depression in the same way. Many will be persistently tired, behave like hypochondriacs, or have problems concentrating at school. In their efforts to escape depressing thoughts, depressed youngsters sometimes become engaged in the quest for continual stimulation and entertainment. They appear excessively restless and become easily bored. They tire quickly of new activities and of former friends, searching for more entertaining substitutes. Still others withdraw into solitary activities, where they need not fear human rejection. Older adolescents often express depression through delinquency, drug abuse, sexual promiscuity, and rebellious behavior at home and at school. A few attempt to cope with depression be joining groups that attract attention to themselves for their unconventional values. The study by Angold (1988) reviewed the literature on depression in children. This author is the developer of the Childhood Depression Inventory. Angold reports on the different meanings of the term depression and the differing symptoms which constitute the condition. He also reports on the risk factors which tend to predispose children to depressive symptoms. This is relevant given that the objective of the measurement techniques employed in both assessing depression must make reference to factors which can be identified as high risks for suicide. Angold states that it is the adolescent which is more prone to develop depression. Children younger than 10 years old do not have as high depressive ratings as do children from 12 to 19 years old. Girls also have more depressive states than do boys, although this is a controversial issue (Butcher, 1988). Depressive symptoms also have been found equally in low and middle income families, and in black as well as white families. The one signi ficant issue in the development of depression is the family history of depressive disorders. Children with depressive parents tend to develop depressive personality trait characteristics. Angold (1988) also reviews studies which indicate that certain precipitating factors can lead children to develop depressive symptoms, these include divorce and the loss of a love one. Although there is some controversy about the long range effects of these stressful events on a childs life, there is increasing evidence that some children never get over the divorce and often go into depressive states which last up to 10 years after the stressful event. The study by Deykin et al. (1987) directly relates to the issue at hand. The diagnostic Interview Schedule was used to determine the prevalence of depressive disorders in children aged 12 to 19. The results of the study found that adolescents who reported a history of alcohol and drug abuse were four times as likely to have a history of depressive disorders than controls. This was particularly true with females who were six times more likely to have experienced depressive symptoms. However, the use of alcohol along with the depression was more prevalent among males than females. Because of the pseudo longitudinal nature of the study the authors concluded that the depressive disorder was present prior to the alcohol abuse. Another study ( Holmes Robins, 1987,1988) found that depressive disorders in adulthood could be predicted from parental disciplinary practices. The study assumed that disciplinary actions meant misbehavior in the children who later developed depression. However, the study also found that women were more likely to develop depression and men were more likely to develop alcoholism. The interesting point from this study is that depression and alcoholism were disorders which were most predictive from knowledge about a childs misbehavior. This would tend to imply that parental influences have a strong and lasting effect on the development of disorders, somewhat supporting the contention that early experiences have effects on symptomatology in a normal population. The ability to measure depression in children has been discussed by Angold (1988). The relationship of depression to childhood experiences has also been investigated and supported by a number of studies (Carrison et al., 1988). In addition, the contributing factors which parental concordance of affective disorders with that of the children has been investigated Merikangas, et al. (1988). These authors found that depressive disorders present in parents are also at risk of being found in their children. This is not only true of depression but of other psychopathologies and of alcoholism. This finding is not new but it helps to support the contention being laid here that the presence of depression in youths can be measured, is a reliable construct to use in identifying children who might be at high risk of developing alcohol abuse, and can be used to predict alcohol abuse using expectancy testing as well as depressive scores. Unrealistic Conceptions of Death It has also been suggested that adolescents with unrealistic conceptions about death are prone to suicidal thoughts (Husain Vandiver, 1984; McKenry, Tishler, Christman, 1980). According to this view, the cognitive limitations of early adolescence an distort young peoples understanding of death. In our culture, where death is often presented in euphemistic, vague, or exaggerated terms, the realities of death are too often hidden from the young. The melodramatic or emotionless portrayals of death in the media often sustain the image that suicide is an instructive act that can teach ones enemies and careless loved ones a lesson. The argument has also been offered that rock stars can create a glamour about death that appeals to the young (Attig, 1986). Record albums and stage shows sometimes depict mock hangings and suicidal gestures in an effort to entice the audience. such acts might create genuine confusion among young adolescents, whose views of fantasy and reality may be influenced by the drama of stage limits and illusive images on photo albums. Although the relationship between suicide and our societys portrayals of death in the media or in the entertainment world is still uncertain, the assistant chief of the National Centers for Disease Control states that there is evidence that possible people imitate suicides they view on television or through other media sources. (Tugend, 1984) Several studies confirm the hypothesis that suicidal youths tend to engage in wishful, magical thinking about death (Husain Vandiver, 1984) These unrealistic thoughts about death reflect the limitations of childrens cognitive development, which include egocentric thinking, the imaginary audience, and the personal fable, as cogently described by Piaget and Elkind. For example, a disproportionate number of suicidal youths have been found to believe in reincarnation and to believe that they will remain cognitively aware of events on earth after they die. Adolescents whose suicide attempts failed have explained that they imagined how good it would feel to observe the effects of their act on those here on earth. Some imagined that their suicides would radically transform the world or would cause their lovers who rejected them to feel forever guilty. Suicide is sometimes envisioned as a chance to be reunited with a deceased loved one. Conceiving of death as an escape from problems rather than as a permanent end to life, suicidal youths tend to differ from nonsuicidal children in their belief that death is temporary. Societal Factors According to some cross cultural data, in societies with a high degree of anomie, suicide rates are higher than in countries with low anomie. Anomie is a condition that manifests itself as a feeling of alienation and detachment from other individuals and from society. Anomie is said to arise in situations where personal bonds are discouraged. Societies with the most anomie are those that stress such values as competitiveness, mobility, rapid change, and materialism at the expense of family intimacy and dedication to interpersonal relationships. According to cross cultural comparisons, adolescents in highly industrialized, modern countries like Japan and the United States commit suicide more often than those in more rural, religious and traditional countries. Such suicides are thought to occur partly in response to adolescents feelings of culturally induced anomie. It has also been suggested that modern society creates feelings of anomie and insecurity in adolescents through overemphasizing competition and financial success (Husain Vandiver, 1984). In a society where self esteem and social status are often derived through money, many adolescents grow up under the pressure of having to be number one in social, athletic, and academic pursuits. Pressured on the homefront to succeed, young people may feel overwhelmed by the economic instability, high mobility, competitiveness, and rapid change operative in our technological society. Feeling powerless and lonely in the midst of these pressures, some youngsters may feel so overwhelmed that they opt for suicide. In support of this argument, data regarding rates of American Indian youths are particularly instructive (Berlin, 1984). Reported suicides among Native American youths have increased by almost 1,000 percent during the past two decades, becoming the second leading cause of death in the 10 to 20 year old age group. Environmental factors contributing to the suicide escalation include a breakdown of tribal tradition, the increasing incidence of divorce, and a decline in the importance of religion. As Indian communities have become more acculturated, the factors contributing to the feeling known as anomie have grown. In support of this analysis, it has been noted that the lowest anomie rates exist in tribes with the most traditional customs and in areas where opportunities for employment and education exist within the tribal community. Sex Roles Because three times as many females of every age attempt suicide than do males and use less lethal methods in their attempts, it has been suggested that gender stereotypes may be influencing suicidal behavior (Husain Vandiver, 1984). According to this view, society offers males certain outlets for expressing their aggression and frustration that are typically denied to females. For example, disobedience to elders, sexual promiscuity, and physical aggression are generally condemned more severely in females than in males. Girls tend to learn to turn their hostility inward rather than to express them overtly. This anger directed toward the self contributes to suicidal thinking; although the reasons underlying the higher rate of suicide attempts among the female population are debatable, girls are clearly at a higher risk than boys. Recognizing this, special attention might be directed toward adolescent girls who manifest symptoms of depression. Family Factors Among the variables associated with adolescent suicide a number are related to the adolescents family (Husain Vandiver, 1984) It appears that drug abuse, marital discord, and physical abuse are more common in the families of suicidal than nonsuicidal youths. Suicidal youth often report feeling unloved and unwanted, suggesting that their parents have been unable to create an accepting, loving atmosphere in the home. Many suicidal children also report that their parents are excessively critical and have high expectations in regard to vocational and academic goals. Preventing Adolescent Suicide Some states have assumed legislative initiative in suicide prevention programs (Folk, 1984; Tugend, 1984). In 1984 California and Florida enacted state laws requiring suicide prevention programs in high schools. The programs are aimed at teaching students to recognize suicidal tendencies in themselves and in their friends and to seek help when suicidal thoughts occur. Given the stigma attached to the word suicide some schools are presenting the information under the guise of student stress programs. Brochures are also being provided for parents and teachers. The Florida law further requires that to be eligible for teacher certification, college graduates must receive suicide prevention training in order to recognize the signs of depression and stress in their students. There have been cases where an English teacher would grade an essay by a student- on suicide and return it corrected for grammar (Tugend, 1984). Several authors have outlined the situation and behaviors that often indicate depression leading to adolescent suicide (McKenry Christman, 1980; Husain Vandiver, 1984): 1. Changes in eating or sleeping habits 2. Increasing isolation from friends and family 3. Behaving more aggressively or more belligerently 4. Giving away valued possessions or making comments about getting my life in order 5. Talking or asking questions about suicide 6. A sudden interest in religion and afterlife 7. Experiencing recent losses: a parents divorce, breaking up with a boyfriend or girlfriend, the death of a friend or relative, a personal injury or chronic illness, the death of a pet 8. Making lower grades at school 9. Complaining often about being bred 10. Breakdowns in communication with parents or other important people 11. A history of repeated accidents 12. Truancy, delinquency, drug abuse, or sexual permissiveness 13. Appearing excessively bored, restless, and hyperactive 14. Verbalizing feelings of helplessness 15. Expressing excessive shame or guilt Recognizing the need for more data to aid suicide prevention and rehabilitation, the National Centers for Disease Control and the National Institutes of Mental Health instituted suicide research programs in the early 1980s. Through these federally funded programs studies are being conducted on the possible genetic, biological, and family causes of suicide. Since children who come from a family where suicide has been committed are six times as likely to kill themselves than are other young people, researchers are simultaneously examining genetic data and investigating the interpersonal interactions within these families. In addition, researchers are continuing to examine the relationship between suicide and the bodys chemicals. For example, low levels of the brain chemical, serotonin, have been correlated with aggressive, impulsive behavior. Since males almost always have less serotonin than females, this finding suggests a possible link between the high attempted suicide rate of fema les and chemically related impulsivity. Such data should eventually yield a clearer profile of suicidal youth and provide a sounder basis for prevention and treatment. From the available data it appears that depression, misconceptions about death, a sense of anomie, family factors, and sex role influences contribute to suicidal thoughts, but two important caveats must be pointed out. First, although crises like losing a job, having a violent fight with a parent, to getting pregnant may appear to account for a suicide, a single incident is seldom the primary motivator. Adolescents who attempt suicide have typically been wrestling for some time with conflicts and concerns that they cannot resolve. (Weiner, 1980) A second caveat is that researchers do not agree that suicides could be prevented if only someone had taken heed of the youngsters cries for help., Some psychologists who have worked with suicidal youths feel that suicide is not clearly enough related to depression to permit us to identify suicide prone adolescents. Most suicides in adolescents come totally out of the blue; either many adolescents give no warning before their suicide or their symptoms are too imperceptible to cause adults much alarm. (Husain Vandiver,,l 984) References Angold, A. (1988). Childhood and adolescent depression. British Journal of Psychiatry 152, 601-617. Attig, T. (1986). Death themes in adolescent music: The classic years. Adolescence and Death. New York: Springer. Berlin, I. (1984, March). Suicide among American Indian adolescents. Washington, DC: National American Indian Courts Judges Association. Butcher, J. (1988). Introduction to the special series. Journal of Consulting and Clinical Psychology 56(2),171. Carrison, C., Schluchter, M., Schoenbach, V., Kaplan, B. (1988). Epidemiology of depressive symptoms in young adolescents. Chartier, G., Ranieri, D. (1984). Adolescent depression: Concepts, treatments, prevention. In Karoly Steffen, Eds. Adolescent Behavior Disorders. Lexington, MA: Lexington Books. Coleman, L. (1987). Suicide Clusters. Boston: Faber and Faber. Deykin, E., Levey, J., Weels, V. (1987). Adolescent depression, alcohol and drug abuse. AJPH 77(2) 178. Emery, P. (1983). Adolescent depression and suicide. Adolescence 18, 245-257. Folk, J. (1984). Preventative legislation. Psychology Today 18, 9. Gibbs, J. (1983). Psychosocial factors associated with depression in urban adolescent females. San Francisco: Western Psychological Association. Holmes, S., Robins, L. (1987). The influences of childhood disciplinary experience on the development of alcoholism and depression. Journal of Child Psychology 28(3), 399-415. Holmes, S., Robins, L. (1988). The role of parental disciplinary practices in the development of depression and alcoholism. Psychiatry 51, 24. Husain, S., Vandiver, T. (1984). Suicide in children and adolescents. New York: SP Medical and Scientific Books. Merikangas, K., Pursoff , B., Weissman, M. (1988). Parental concordance for affective disorders: Psychopathology in offspring. Journal of Affective Disorders 15, 278-290. McKenry, P., Tishler, C., Christman, K. (1980). Adolescent suicide and the classroom teacher. Journal of School Health 50, 130-132. Tugend, A. (1984, October 31). Researchers begin to examine youth suicide as a national problem. Education Today, 11-12. Weiner, I. (1980). Psychopathology in adolescence. In Adelson, Ed. Handbook of Adolescent Psychology. New York: Wiley. Weiner, I. (1982). Child and Adolescent Psychopathology. New York: Wiley. 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