Pornography Essays (9012 words) - Pornography, Ageism, Israeli Law

Sex entertainment Sex entertainment Nick Baker p.6 Sex entertainment - Sex or Subordination? In the late Seventies, America got stunned and insulted by the assault, mutilation, and murder of over twelve youthful, lovely young ladies. The man who submitted these homicides, Ted Bundy, was later secured and executed. During his detainment in different prisons, he was intellectually examined and nudged by therapist and psychoanalysts planning to find the foundation of his savage activities and sexual disappointments. Numerous hypotheses emerged in endeavors to clarify the persuasive factors behind his lethal adventures. Be that as it may, the most grounded and generally doable of these speculations came not from the clinicians, yet from the man himself, as a young person, my mates and I would all sneak around and watch pornography. As I developed more seasoned, I turned out to be increasingly intrigued and engaged with it, [pornography] turned into a fixation. I got so associated with it, I needed to join [porn] into my life, however I w as unable to carry on like that and keep up the achievement I had buckled down for. I produced a change sense of self to satisfy my dreams under-spread. Sex entertainment was a methods for opening the malicious I had covered inside myself (Leidholdt 47). Is it conceivable that erotic entertainment is going about as the way to opening the fiendishness in progressively temperamental personalities? As indicated by Edward Donnerstein, a main specialist in the sex entertainment field, the connection between explicitly savage pictures in the media and resulting hostility and . . . insensitive perspectives towards ladies is a lot more grounded measurably than the connection among smoking and malignant growth (Itzin 22). In the wake of thinking about the expansion in assault and attack, lewd behavior, and other sex wrongdoings in the course of the most recent couple of decades, and furthermore the comparing increment of business in the erotic entertainment industry, the connection among vic iousness and sex entertainment needs impressive investigation and assessment. When the proof you will experience in this paper is assessed and measured, it will be hard not left away with the acknowledgment that ongoing utilization of obscene material advances unreasonable and out of reach wants in men that can prompt fierce conduct toward ladies. So as to appropriately talk about sex entertainment, and have the option to interface it to savagery, we should initially go to a fundamental and pleasing comprehension of what the word erotic entertainment implies. The term sex entertainment starts from two Greek words, porne, which implies whore, and graphein, which intends to compose (Webster's 286). My conviction is that the blend of the two words was initially intended to depict, in writing, the sexual adventures of ladies considered to be prostitutes. As time has passed, this meaning of erotic entertainment has developed to incorporate any indecent writing and pictures. At the curren t date, the term is essentially a sweeping which covers a wide range of material, for example, unequivocal writing, photography, movies, and video tapes with shifting degrees of sexual substance. For Catherine Itzin's examination purposes erotic entertainment has been partitioned into three classes: The explicitly unequivocal and vicious; the explicitly express and peaceful, yet subjecting and dehumanizing; and the explicitly express, peaceful, and no subjecting that depends on commonality. The explicitly unequivocal and vicious is realistic, demonstrating entrance and discharge. Likewise, it shows the vicious demonstration toward a lady. The subsequent model shows the realistic sexual act and peak, yet not a fierce demonstration. This model shows the lady being dressed is an ensemble or being 'talked down' to so as to lessen her to something not human, for example, a body part or only something to engage in sexual relations with, a body opening or a hole. In addition to the fact th at erotica shows the whole realistic sexual act, it likewise delineates a fascination between two individuals. Her examination reliably shows that hurtful impacts are related with the initial two, however that the third 'erotica', is innocuous (22). These three classes fundamentally exist as instruments of recognizing content. Albeit once in a while they cover without a genuine differentiation, as in when the film is realistic in the sexual demonstration and furthermore in viciousness, yet shows the go about just like a shared action between the individuals taking part. In my view, to additionally isolate sex entertainment, it is conceivable to separate it into significantly more straightforward classes: delicate and in-your-face erotic entertainment. Bad-to-the-bone erotic entertainment is a mix of the explicitly unequivocal and savage and the

Recruitment and Selection Essay

The recruiting procedure can be depleting and muffle. Scanning for the correct contender to fill the position can be contrasted with finding a needle in a roughage stack. Numerous businesses have a thought/visual of how the substitution of what capabilities the new representative ought to secure before the preparation procedure happen. With worker choice, appraisal and dynamic procedure ought to be deliberately surveyed to guarantee that there are no laws overstepped were potential claims can be recorded. This paper will talk about the lawful issues that may emerge if the above procedures are not taken care of with safety measure. Lawful Issues With the expansion of claims that are being set up in the workforce over the previous years they have been an expansion in the quantity of legal advisors and firms that represent considerable authority in business law. With the economy in the shape that it’s in, more organizations are having to law off managers, some that have been there for quite a long time. Their choice procedure is being inquiries on how they are picking the representatives that are to forever/transitory laid off. In this way this is caused an expansion in the quantity of cases the organizations are taking in a bigger number of cases in any event 15% more than the earlier years. This is on the grounds that many feel that businesses are terminating those that can profit by remaining utilized and getting their full advantages, at times retirement. To diminish associations from being compelled to take part in claims achieved them, an article expressed the best option is build up a methodology for the organization that required in any event three of the accompanying advances: 1) â€Å"Draft great arrangements and change them much of the time ) Train workers to follow methodology using situations that brief open conversation, advancement of issue mindfulness and acknowledgment of boss and representative obligations 3) Insist on viable meeting and correspondence among supervisors, HR experts and legitimate staff (as it were, the group approach)† (McDowell and Leavitt 2011). Separation Issues The way toward recruiting new workers for a situation inside an association. With this procedure, the major legitimate issue that the business needs to remember isn't to segregate. Separation is a major factor because of the business has as a top priority the stuff for an individual to play out the obligations of a specific position. There are a few laws that the association must keep in their psyche when screening workers, for example, the Civil Right Act of 1964, Disability Act, Age Discriminating Act, and some more. Every one of the demonstrations and laws forbids workers to victimize representatives or fresh recruits dependent on their race, sex, inability and religion. In today’s time, representatives must have a firm or a lawyer working for them to guarantee that that they are not breaking the same number of With given representatives appraisals, most businesses are given them the evaluations to call attention to their ranges of abilities. In any case, a few appraisals distinguish different issues inside the representatives. A few evaluations distinguishes whether individuals have a dysfunctional behavior, learning handicaps, or whatever other disease that may keep them from playing out their activity obligations. Subsequently, numerous those appraisals are being said to victimize the worker, in this way disregarding their privileges. On the off chance that a worker has an emotional well-being sickness the main way an organization/association can end them from a position is if that ailment will keep them from playing out their activity obligations. Actually, numerous officials expressed that they are hesitant to recruit individuals with handicaps due to the accommodation’s they may require. In any case, with all the people born after WW2 resigning they will need to investigate that zone. In 2005, measurements demonstrated that â€Å"21,455,000 (12. 6%) of the 169,765,000 working-age people detailed at least one disabilities† (Lengnick-Hall, Gaunt, and Kulkarni 2008). Administrators were likewise asked is it a fundamental need to enlist individuals with inability? They reacted with the accompanying; â€Å"trying to employ somebody with an inability, the primary concern is . . . having the right stuff you would should be broadcasting live to have the option to do those things that would really apply. I figure it would be the observation that individuals with inabilities don’t have relational abilities and wouldn’t have the option to issue settle at a quicker pace, wouldn’t have the option to freely issue solve† (on the same page). Conclusion With bigger associations, it will be ideal to have a legal advisor working hand and hand with the human asset division to guarantee that they don’t victimize representatives. Since separation is the significant issues inside the workforce. It could cause the organization millions and in all likelihood close the entryways on the off chance that they don’t have enough income to pay the claim. Separation, particularly if the officials of the association are offering expressions as the ones is the study, notice that it’s not a fundamental need since they will be unable to convey as others do. That’s a discernment and premise.

Questions Omnibus Fierce Forever

Questions Omnibus Fierce Forever Its time to answer more questions You should know that writing up one of these entries takes up a good deal of time, so Im sorry that my answers are brief, but I hope that by publishing answers to all of your questions, I can help others who may have the same or similar questions. If your question is more in-depth, you may wish to call the Admissions Office during business hours. Last night, while I was writing up this entry, heres one of the things I missed on campus: Fierce Forever is MITs student drag show. With over 30 student and professional performers, and an expected attendance of 1,200, Fierce Forever is the largest student drag show in the country. The past five editions of Fierce have earned significant name recognition for the event at MIT, both in the LBGT and allies communities. Past shows have included national acts such as Girlina, Candis Cayne, Shequida, and Kim Chee, and local performers such as Destiny, Miss Kris, Lisa Newcar, Maya Montana, Mohaganny Brown, Mizery, Heywood Wakefield and Nomi Sparks. The sixth edition of Fierce Forever will be held on October 29, 2006 in MITs Kresge Auditorium, the largest performance venue on campus. In addition to the performers, this years show will feature nationally-recognized stand-up comic Margaret Cho. Anyway, on to the Q A: Anon1 wrote, Does MIT accept rush SAT reports, if I rushed my report last Friday for early action? And Andrea wrote, For the standardized test scores, when do the scores need to be received by MIT? I just realized that the regular shipping takes 3-5 weeks while or a rush shipping that takes 2 days (at $26..). Do I need to get the official score reports in by Nov 1? And Anon2 wrote, What is the deadline for mailing the SAT scores to the school for early action applicants? You do not need to rush your scores to us. If you send them the normal way, I assure you we will receive them in time for early action decisions. And to directly answer Anon1s question: if you do rush your scores to us, we will accept the report. anonymous IB student wrote, Why does MIT Admissions consider IB and AP at the same level of course rigour? 40% of last years AP Calc BC takers received 5s, while approx. 8% of IB exam takers received 7s. Furthermore, IB courses include Internal Assessment (experimental lab work, math portfolio, literature essays and oral commentaries, field studies) that are additional to examination preparation, unlike AP, where a course can be used to study for the most common questions that come up on the AP exam, etc. It seems unfair to treat IB courses which have set guidelines the same as an AP course that usually is just an exam prep course. First, I disagree with your assertion that most AP courses are usually just an exam prep course. Also, we are well aware of the differences between IB and AP, as well as many other curricula, such as A levels, the French Baccalaureate, ICSE/ISC, etc. We will not advantage students who are in one curriculum over another, but we will consider your curriculum and its relative rigor as part of your context. Ying Wei wrote, I have something to ask about Part 2 Section 1 b, something i do for the pleasure of it. Can i really write anything for it? (for instance, just a hobby which i do it daily even if i did not join an organization relevant to it, or something eccentric and makes others regard me as weirdo) Like we say in the application, this isnt a trick question. Yes, you really can write about anything. Writing about a hobby would be perfect. Anon wrote, my 11th grade grades arent goodhowever 12th is ok..and no olympiads..but i took the national talent search exambut didnt do excellently..but i am excellent at computersi mean i am really good..and till 10th grade i did well at school..i am into a lot of extra curricular activities..i am HS student council president..uh..now if i do really well on my SATs..including the subject testsdo u think i can make it?please replythanks hopeful international student 11 You sound like you could very well be competitive in the international pool. Beyond that, theres little more I can tell you. Best wishes! Shabie wrote, I am an international student from Pakistan Matt. So the chances of getting admitted are pretty slim.I know that. What I wanted to know was that a person with almost 10 As (9As and a B on 89%) in O levels and 4 As in A/S level is how much likely to get admitted (provided most As on 95 or above)? And how many people apply from Pakistan as undergraduates? I really want to know the numbers to calculate the probability of my getting admitted. I cant help you calculate your odds. You do sound like youll be competitive in the international pool, but beyond that I cant help. All I can say is to apply and see how it turns out. Best wishes! Anon wrote, mattwhen i log into MyMIT..it says my ECs details will be posted there within the next week..uh..that was 2 weeks agoim an international student(india)therefore applying for regular actionbut im beginning to get worriedhelp!!! Assigning international ECs is a very time consuming process. I hope you (and all of the other international applicants) can be patient with us as we manually assign ECs for students across the world. Thanks. Rupa wrote, In my school(India) there werent many extracurricular opportunities, I didnt participate often. I didnt even participate in many activities in my community. But there are a lot of things I do at home, just because I am interested in them, although I did not join any club/organisation for them. So, should I write about these in the extracurricular section or the Additional Information section of the application, listing them as activities of my interest ? Rupa, you absolutely should write about the things you do at home. Activities doesnt mean just organizations and formal activities, it means any of your activities. Were interested in all of this. Tina wrote, How many girls applied EARLY last year? and how many got in EARLY? Does the title of National Merit Scholar semifinalist help any bit in your decision of admitting a certain applicant? Our temporary school rank is not official yet. My rank will go up a lot more after this fall semeater, but you will not be able to see it while you review my EA application by December 15. Is school rank, in my case simply an unofficial one, very important to you Admission Commitee? I have the admitted numbers, which were 177 young women admitted early, out of a total of 377 early admits (47% of admits). The national merit scholarship competition has some nice honors for you, but it will not play a big role in our admissions process. If a school provides a rank, we will consider it in the admissions process, and if you are deferred, we would consider any updated rank in regular action. I hope this is helpful. Thuita wrote, I have made two websites which I would like to present to the admissions office. Do I have to make a copy of the site in a CD and send it to MIT or can I refer them to the URL and have a look at it online? Can I have a peer recommend me? I think peers can say more of me than my teachers can. And Kristina wrote, I pretty much have the same question as Thuita, but a lot of my site is done through a MySQL database so Im not sure how to send that through a CD. Would it be possible just to reference the site URL instead? For the website, include a URL; we cant guarantee that we will visit all websites submitted. We will look at all papers in your folder, so you may submit some screenshots and descriptions of your site. If you feel compelled, and you think it would help us get to know you in the application process, you may submit a supplemental recommendation from a peer. Samiur wrote, A question about Science achievements: I am captain of my school science olympiad team, and we are expecting to perform really well in this years regional and state tournaments, which are in February and March respectively. Is it too late to send in information of our success in February and March, and if not, what is the process of sending in material? I mean, I cant really send in the medals, but maybe photos of the medals? You may email us with any updates at any time. So, if you do well in your science olympiad competition, send us an email telling us about it. You need not include photos of any medals. Carmel wrote, I am an artist and Id really like to send some art in. I hadnt realized that cds of art werent acceptable, and I might not be able to have slides made in time (theyre pretty expensive, also). I cant send my actual drawings and paintings in. Would it be acceptable for me to photograph the pieces I choose, print the photographs on good paper, normal printer size, and send those 10-12 photographs in a binder? Yes, that would be a great solution. We look forward to seeing your work. Martina wrote, I was just wondering if an applicant is allowed to exceed the 500 word essay limit? You may exceed the 500 word limit; whether you choose to do so is up to you. As Ive written before, were not going to reject you because of the length of your essay. We do not have an auto-word-counter for the online application. Also, I am not going to count the words in your essay. I have never even estimated the length of an essay response. Really, quality is much more important than quantity. And some people, I know, do have more to say than what fits in the suggested number of words. If that is you, Id encourage you to show your essay to your favorite English teacher, tell him/her that your essay is currently longer than the recommended limit, and ask what advice s/he would give you. They may tell you to send in the longer essay, and if they do, Id trust that. Or, if they recommend paring it down to restrict it to the word limit, Id take that advice. Sha wrote, I wanted to send in the beginning of my latest novel, but Im not sure how much is too much. Would submitting the first three chapters be over-doing it? Also, can I send it in on CD, or would you rather have a paper copy? Nikhil wrote, I actually have the same question as Sha. Im not sure exactly how I should convey the depth of the novel, since synopses really dont do that. Im thinking of submitting the first 10 to 15 pages; how does that sound? And Kelly wrote, I actually have the same question as Sha and Nikhil. Except for music supplements, sending things in on paper is usually going to be better. Its unlikely we will be able to read chapters of a novel; I would recommend using the optional essay to describe your novel and your creation process. You may also send in an excerpt, maybe a page that is representative. Anon wrote, Once the interview is completed, does the applicant need to send a conducted interview form or do anything else other than turn in aprts and part2? You should monitor you application tracking to ensure that we have all of your application pieces. Please allow a few weeks for our records office to process things. HaoQi wrote, I have written a research paper (about 10 pages) last summer. Is it a good idea for me to mail it in as a supplement for the application packet? As Ive written, I think research papers are best talked about in the completely optional essay (about something that you have created) or in an extra recommendation from your research mentor. It is unlikely that if you submit a complete research paper that we will be able to have it properly evaluated during our process. Well be most interested in your research experience: how you got interested in the field, how you acquired your research opportunity, your results, what you learned, how this experience influences your future plans, etc. Anon wrote, I am at the top of my class, in several extracurricular activities, my SAT scores are pretty good, and my AP test scores are almost all 5s (my school doesnt have IB). My question is with that, im only just over 2 months in AP physics in which im doing well, but Im taking the subject test on Nov 4th, without the entire course. How will MIT look at that if I dont get a great score? One bad score wont ruin an otherwise strong application. Do your best, but dont be too anxious. Any one piece of your application is unlikely to make or break things. Andrea wrote, Q1. For the main essay, is there a preferred tone of voice (Such as a conversational tone v. a formal tone)? Q2. As far as my grades go, Im not considered at the very top of my class (CP weighted 4.12) or involved in the most activities in comparison to some of my other classmates. I enjoy learning but I dont like having my schedule filled up to the point where I cant sit down and relax. Will it make too much of a difference in the application process or should I just mention it in one of the essays? A1. There is no preferred tone for the essay you should answer the prompt in the way that best fits for you. Ive seen serious essays, funny essays, chatty essays, etc, and all of those can be quite fine, as long as you dont try to force it. A2. We dont ask that you be involved in everything, even if many of your classmates seem to be. Were not looking for perfection, just a good match, and that can come from people with near-perfect GPAs as well as very-strong-but-not-quite-perfect GPAs, from people doing everything as well as people doing a few things. In short, I wouldnt worry, you are who you are, and well see how things go. Kristin wrote, For an art supplement I am directing a one-act play this fall, and I was wondering if it would be acceptable to send in a DVD of a performance? Id recommend checking in with the kind folks at the Music Theater Arts department at [emailprotected] If they can review it, submit it in a similar fashion to a music supplement. Its unlikely that we in admissions will be able to evaluate it. Other ways we could learn about your directing experience could be through an essay or supplemental recommendation. Anna wrote, How should we enter our SAT scores if we still want to include scores from the October and November tests? You should enter the scores that you have, and for tests that you dont yet have the scores for, just write in the date with the scores blank. Well be using the official score reports anyway. Salsabila wrote, I am very interested in studying at MIT. I wanna ask about SAT 2. is it okay if i take SAT 2 on January 27? I take the test on Jan because the registration for December test has been closed on Oct 11. i am confidence to get high scores. I really want to be MITs student. About the payment, my application fee (i tried to submit my payment online on Oct 21 and Oct 26) has been declined. Why was it happened? I have contacted MITs phone number. a woman said that i have to mail her to [emailprotected], but i havent received the answer. Could you help me to make my payment not declined? We can accept January scores on a case-by-case basis; let us know that you plan to take January tests by an email to [emailprotected] I dont know why your application fee was declined, but I assure you that if you have emailed [emailprotected], we are looking into it. Please be patient; as you can imagine, we get a lot of email at this time of the year. Anon wrote, I am sorry about asking a quesiton off the topic.. However, I really wonder about aplying to MIT as a international student. And I found the rate of accptence of internatinal students to MIT is extremely lower than that of citizens. Does MIT favor US citizens over international students?? As an office, were pretty upfront about the fact that we are quota-limited in the number of international students we can admit each year. That quota is currently about 110 admitted international students each year. It doesnt mean that we prefer citizens/permanent residents over international students, it is just a reality we all have to live with. Remember that we do admit all students, foreign and domestic, in a need-blind process, and meet full financial need for all of our admitted students, including international students. Alisha wrote, I am a HS senior in Waterloo, Canada and I am considering MIT as an option. Im only taking 2 APs and considering a third. I do a lot of extracurricular activities and generally would like to keep my life free of even more APs would this put me at a disadvantage? It doesnt necessarily put you at a disadvantage. I hope that my recent entry was helpful in discussing how we think about APs. Chattrin wrote, I am very interested in studying at MIT. I wonder why cant international student apply to MIT under Early Action. If MIT wants to limit the number of international applicants to be accepted, MIT can also set the limit during Early Action for international students too. You make a good point, Chattrin, but we really do prefer considering all of the international students together in one process, especially considering the small number of spaces we have. Remember that applying early wouldnt provide any admissions advantage, though it would allow you to learn a decision earlier. Im sorry that youll have to wait another three months, but for us, that extra time is worth it in terms of making thoughtful decisions. Beth wrote, Im applying early and I did research at a college for two years in a row. I talked to a representative of MIT at local presentations and asked her if I could send in another recommendation from the profesor who oversaw my research, and she made it seem like it was a bad idea. Would it actually help? And if it does, can the person send the recommendation in after November 1st since I doubt that she can write it by the early action deadline. Should I also send in the abstract of the research? The supplemental recommendation could be helpful, especially since your project has spanned two years. We can accept letters after November 1, so feel free to have that sent. You may also, if you wish, send in an abstract. Phillippe wrote, I have a question about the self reported coursework form. Do we list courses from middle school that appear on our high school transcript? (in my case Algebra 1, Geometry, and Earth/Space Science). If you have room, you may list them; if you dont have room, dont worry. Michael wrote, I was wondering whether it would be possible to sebd another recommendation from someone who knows me from NAGTY, who I have spoken to on regular occasions regarding study in the U.S and we are very close friends (Im from the U.K). I feel he could add extra insights into my knowledge about astronomy which would be useful for me as I want to study Astronautics major and possibly an Astronomy minor. Could you please advise me on this. If you feel this would be helpful to us, feel free to have this supplemental recommendation sent in. Anshuman wrote, Thank you Mattbut where do I report the standard 12 marks? The Application process ends before I get my marks. If you are admitted and choose to enroll, we will ask you to send us your final marks. Anon wrote, Im sorry to be a little off-topic, but I definitely remember seeing this question before on the blogs and it would be nice to find an answer to it. Whenever I go to the application tracking page on the Dashboard (?), it asks for my password, and then takes me right back to MyMIT. Using the menu on the left has the same result. Any suggestions? Were trying to better understand this problem, but others have found that logging out from the site and logging back in has worked for them. Bobby wrote, Im applying EA. I gave my teachers the recommendation form 6 weeks ago, with stamped envelopes, a letter with the due date, etc. I very nicely reminded my humanities teacher today that the application deadline is next Wednesday. She said she hasnt even started on my recommedation and hopes she can get it in the mail late next week. For various reasons Im getting a little nervous and am beginning to wonder if she will write my recommendation at all. Its much too late to ask another teacher. Any advice? Teachers are usually pretty responsible people; I believe she will write you the recommendation. I would suggest having a conversation with your counselor, who may be able to check in with your humanities teacher. Regardless, we are understanding and accepting of late teacher recommendations, since we know you have little control over this, and that teachers are very overworked. Manisha wrote, Im from India and wanted to know that if a student has already joined a college but still wanted to study at MIT as a freshmen.. is it possible? Or is the transfer the only way to get into MIT? Also.. till which term am I allowed to apply to MIT? If you are already enrolled in university, you must apply as a transfer student. All of the details about transfer admission are here. Murtaza wrote, Hello, I am a high school senior studying in Asian International School in Sri-Lanka. I am doing my SAT 1 in November so is it necessary for me to do the TOEFL exams if I have a good score in critical reading and writing?. My school is an English school in which Ive been studying for 13 years and Ive also got an A grade in English Edexcel OLevel exams. I also would like to know whether MIT will accept scores of SAT exams in January which Im thinking of re-sitting if my first exam doesnt go well. I further like to know whether MIT has a specific International supplement to the secondary school report or do you accept the common application International supplement to the secondary school report or the usual MIT secondary school report form. Lastly, what is MIT looking for in the application essay. You do not need to take the TOEFL; it is an option that is available to you, if you wish. We can accept January scores on a case-by-case basis; let us know that you plan to take January tests by an email to [emailprotected] We dont require an international supplement and dont need the common app supplement. As for the essay, know that were not grading your essay based on how well its written; rather, were reading your essay for its content, to learn more about you. Answer the questions in an open and honest way, letting us know you better. Theres no formula for essays, and Ive read many different kinds of essays from students who have been admitted. So do your best, and that will be all we can ask.

Summary Gay Gene - 1382 Words

Romeo Castillo October 6, 2014 Queer Studies 301 Professor Clements The â€Å"Gay Gene† When people utter the words â€Å"gay gene†, they are oversimplifying a concept that is much more complex, and has much more history than what the phrase is able to portray. The theory of the gay gene is over a hundred years old, and has seen a few iterations and specifications as to what it actually entails. Whether it holds true, or not, is yet to be seen, however, there has been many studies that may lend a helping hand in determining and identifying possible correlations between biological make-up, and the predisposition to homosexuality. To properly begin the exploration of the â€Å"gay gene† theory, we must first begin at the conception and explain what it first meant to society and how it was first postulated to function. Magnus Hirschfeld, who was a leading advocate for homosexual rights during the late 1800’s to the early 1900’s made the statement that from the viewpoint of race hygiene, the marriage of a homosexual is a risky undertaking.† As we can see here, even in its embryonic stages, there was already a negative undertone to the possibility of homosexuality being a genetic possibility, as opposed to being a lifestyle choice, or on the bad end, a mental disease. Of course, Magnus didn’t mean to express that in this way, but we didn’t know any better; just yet. It was this very brand of thinking that would eventually lead to homosexuality being classified as a disease by theShow MoreRelatedEssay about The Birdcage1544 Words   |  7 Pagesthese films, whether they are tremendous or atrocious, is not only dependent of the actual film, but also upon the critic’s reviews. It is a form of assistant advertising, in addition to commercials and billboards. A m ovie review is composed of summaries, plots, controversial issues, perks, and detriments. They discuss the features of the movie and certain points that appeals to the critic. Not to forget that the sole purpose of writing these reviews is to persuade the reader to take on a pre-opinionatedRead MoreThe Historical Prevalence Of Bisexuality Essay1855 Words   |  8 Pagesdecades, the status quo with regard to same-sex sexual activity has changed drastically. The repeal of anti-gay laws and the 2003 supreme court decision Lawrence v. 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Impact Of The Digital Millennium Copyright Act On...

Impact of the Digital Millennium Copyright Act on Copyright Enforcement and Fair Use Jean-Paul Muyshondt University of North Carolina Wilmington Abstract The Digital Millennium Copyright Act of 1998 has changed the focus of copyright enforcement away from the act of copyright infringement and toward the act of circumvention of the technologies used to protect the rights of digital media owners. Additionally, the act has had adverse effects that outweigh the benefits that it provides. Key Words: copyright, DMCA, DRM, ethics, fair use, legal/societal impact. 1. Introduction Prior to the 1990s, United States copyright legislation, like the media that it protected, had remained relatively unchanged. The advancement of digital technologies, specifically the advent of the Internet and the increasing ability to easily exchange digital media, prompted a change in copyright law. This change came in the form of the Digital Millennium Copyright Act (DMCA). 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Should Batman Kill the Joker Free Essays

Should Batman kill the Joker? Have you noticed that in DC Comics Batman would always catch the Joker and send him to jail, but every single time the Joker would just escape and cause more harm to people. Since the Joker has killed and harmed so many people why doesn’t the Batman just kill him? Many people would agree that he should kill the Joker because it would end the suffering of so many lives, but Batman has his own philosophy; he believes that if he were to kill it would make him no better than the murderous criminals he has sworn to put away. Batman should not kill the Joker because like everyone else he is just another citizen of the city, and if one citizen were to kill another that would be murder even the Batman has to abide by that law. We will write a custom essay sample on Should Batman Kill the Joker? or any similar topic only for you Order Now Batman is also known as the billionaire bachelor Bruce Wayne and his sense of justice began to develop because of an event that happened when he was a child. Bruce watched his parents get shot during a robbery in an alley outside of a theater when he was very young; it was never a mugging because the robber never physically touched them which meant that they were murdered. If Batman were to kill the Joker it would make him no different than the robber that murdered his parents. One life is just as valuable as any other and as evil as the Joker is he has just as much of a right to exist as any other person due to the simple fact that he’s a human life. Batman’s mission in life is to avenge his parents’ death by ensuring no other child would ever suffer the same fate that he did by getting rid of all the corruption and evil in Gotham City. Batman has his own way of dealing with criminals and while he may break the law, he still respects it. Every man is entitled to due process no matter how many times he breaks the law. By killing the Joker Batman would prove all his detractors right by becoming as dangerous as his enemies. When Batman isn’t fighting crime he is just like any other person and just because he has a costume on it doesn’t make it right for him to murder someone. The law states that you will receive punishment for murder; it doesn’t matter if the person killed was good or bad. If Batman were to kill the Joker and get away with it then everyone could just put on an outfit, cover their faces, and murder each other. Just because someone has done something wrong it does not make it right for a normal person to kill him. Batman is not the justice system of Gotham. In fact, he has made it clear that he is merely the man who delivers the bad guys to Commissioner Gordon. The only reason that the Joker is still alive is because the justice system simply wouldn’t punish the Joker for what he has done. If the judges would just put a death sentence on him then he wouldn’t be able to escape and harm more people. The Joker has killed several thousand people, enough to get the death sentence a million times over, but the court is too obsessed on the fact that a guy dressed as a bat was the one who apprehended him. In the end Batman should just capture the Joker, bring him to the judge, and the judge should just give Joker the death sentence. How to cite Should Batman Kill the Joker?, Essay examples

Informative Essay on Obesity free essay sample

â€Å"When confronting obesity, it is important to consider different causes such as, genetics and ethnicity. Obesity is affected greatly by poor diet, lack of exercise, and it can be changed by engaging in a healthier diet, more exercise, and sometimes surgery. Obesity is caused by range of different factors. A lack of energy balance, emotional overeating, inactive lifestyle, environment, health conditions, and genetics can all be held responsible for obesity. Energy balance means the calories one takes IN equals the energy they put OUT. Energy IN is the amount of calories consumed through food and drinks and energy OUT is the amount of calories the body uses to breathe, digest, and being physically active. When the energy IN equals more than the energy OUT, the body will eventually gain weight. Another cause is emotional overeating. It is caused when someone is stressed out, depressed or angry. They resort to eating and believe it will make them feel better, when most of the time, the only thing it is doing making the individual gain weight. We will write a custom essay sample on Informative Essay on Obesity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Inactive lifestyle is another very common cause especially for Americans today. Hours in front of the TV, computer, and playing video games have in fact, been directly linked to obesity. Environment is another reason for obesity, if there is a fast food restaurant on nearly every corner, whats going to stop most people from going to them more often than not? If someone is put into an environment with lots of food and easy transportation is is inevitable that they will put on more weight. Aside from all the previous factors, obesity may just be in in the genes of some individuals and cannot easily be altered. There are many effects of being obese, physical health issues, as well as mental and psychological problems. Physically, being obese puts the individuals health at a high risks compared to that of an average weight person. The two main concerns are diabetes and cardiovascular diseases. Diabetes occurs when the insulin levels become unstable and blood sugar cannot be controlled properly. Having diabetes affects everything in general, including emotions. The worst that could happen is when the body goes into diabetic shock and basically shuts down. There are an array of cardiovascular issues including arteriosclerosis, and heart attack. Arteriosclerosis occurs when there is too much fat building up in the blood vessels and it pretty much clogs the vessel and doesnt allow adequate blood flow. The main thing that happens with a heart attack is that the heart cannot pump blood, or the rhythm is not stable. If someone is obese, their heart may have to work twice as hard to pump blood and if their arteries are also narrower, it will double their risks. Another effect is on the entire society. Health Care costs will rise and sick days and knee injuries are more common in overweight people. Being obese can also affect someones self esteem and confidence. The person may not feel socially accepted, or be subject to bullying and discrimination. Everyone wants to fit in and be a part of society and obesity may make some people feel limited or that they are not accepted by others and are not capable of doing the same everyday regimes. For many teenagers, especially girls, obesity can lead to extreme eating habits, disorders and self harm. Some may think that not eating at all will solve everything. This will only cause rebounds and uncontrollable cravings and eventually it will become a vicious spiral of constant negativity. There are a range of different solutions to obesity, and some are more effective than others. To start out, it is a good idea to switch to a healthy diet with lots of water, supplemented by regular exercise. The most effective change in a diet would be to cut simple sugars, carbs, and fats. Sugar can be obtained from fruits while carbs can come from more complex sources such as whole wheat and grains. When changing a diet, cutting the fat source completely will not help. Fat can come from some vegetables, nuts, and non animal oils. Frequent exercise is not very common for many people today. It is best to start out slowly and eventually build endurance. If it is too challenging from the get go, then the motivation will not last long either. In extreme cases, there are surgical options as well, such as gastric bypass surgery, which removes a part of the stomach to make it smaller in size. Other operations may simply cut the fat off or suck it out with liposuction. Liposuction is a technique for cosmetic surgery that removes fat from under the skin by sucking it out with a vacuum like tool. Obesity is a rising epidemic in developed countries today. It was not an issue only 100 years ago. This is because oily, fatty foods are cheaper than they ever have been before and healthier choices are more expensive. If we continue living at this rate, we will use up all of the resources and eventually hurt the planet.

Saudi International Students Essay Example

Saudi International Students Essay Example Saudi International Students Essay Example Saudi International Students Essay Example This study addresses the issues that the Saudi students may face as the international students in the UK. With the growing number of the international students worldwide and regular arrival of the Saudi students to the EU (particularly British universities), there are good reasons for studying the main negative influences on their identity and the ways of avoiding these challanges. A great difference between the Saudi and British world predetermined by the historical and religious realities is the main aggravating factor for the Saudi international students’ migration. The research also considers such possible complications as a cultural shock, academic and social adjustment, intercultural sensitivity and competence, international students’ security and rights, and internationalization. The paper explains how the educational institutions and fellow students can become helpful in raising the Saudi students’ intercultural competence, minimizing the barriers, and ea sing the adjustment process. Intercultural Education: Saudi International Students in a Mixed Gender Environment Modern world tends to increase pace in almost every aspect of life, including economic development, information flow, and resource exchange. This tendency inevitably results in the expansion and intensification of the globalization process, which provides benefits in a number of areas, but still might be a quite sensitive issue. Cultural peculiarities of people predetermine their worldview and behaviour in different situations. For the younger population, intercultural education is the most common way to get familiar with traditions and customs of the other nations and raise intercultural competence. Nowadays, such competence is obligatory for the citizens of different countries, who search for the personal and business development. Moreover, intercultural migration of young people has a serious impact on the identity formation as international students have to spend a considerable amount of time in the foreign environment. The most outstanding opposition between the cultural differences can be observed in the example of the females’ treatment in the Arab and European countries. However, the knowledge of such attitudes is only the top of the iceberg. The real differences that can become serious barriers to intercultural communication lie deeply and predetermine great disparities between the world perceptions. Even though the females’ upbringing and treatment are the most challenging differences between the Arab and European worlds, intercultural migration is a complicated process for both males and females. This paper focuses on the difficulties that globalization can present for individuals of different cultural and religious origins during their movement from one environment into another. The parts that would be helpful to consider, among the basic aspects of the problem, refer to the main characteristics of the Saudi international students and growth of their number, gender segregation in the Saudi society as a historical reality, factors that can influence students’ identity, barriers to intercultural adjustment and possible gender issues. Saudi Arabian male and female students can experience certain differences in the norms of two worlds while transitioning from the gender segregated society to a mixed one. As a rule, the intercultural competence of such students can become the key factor in the interaction and adaptation to the new environment. International students from Saudi Arabia face various obstacles when moving from a gender segregated environment to a mixed one. These obstacles have an impact on the results that they achieve while completing their course abroad. In order to understand the issue, it is necessary to define the starting point of a scholarship program that enables students from Saudi Arabia to study outside of their country and deepen the analysis to include religious and cultural reasons for gender segregation in Saudi Arabia. Since the introduction of the KASP program in 2010, the number of Saudi international students has sponsored more than 70,000 young individuals to study abroad. By 2015, this number is supposed to grow to approximately 140,000 (Ministry of Higher Education, 2010). Consequently, 25 countries of the world welcome more and more Saudi students each year. Among such, the UK deserves a particular attention for its widely known and highly ranked Oxford and Cambridge Universities, London School of Economics and Political Science, University College London and other educational institutions. UKCISA (2015) reported that the number of the Saudi international students in 2013-2014 reached 9,060 people. Business, administrative and technological studies were the most popular choices of such students. In terms of gender division, the number of females from Saudi Arabia studying in the UK is slightly different than that of males (UKCISA, 2015). Anyway, the special position of the Saudi internationa l students in comparison to others is predetermined by two factors. Firstly, they are sponsored by the government and get both financial and academic support. Consequently, they have fewer problems with accommodation, employment, and university fees. Secondly, they represent a completely different segregated world that makes them face serious intercultural challenges. Mainly adjustment to the new norms and obtaining intercultural competence skills are the tasks they have to encounter together with the academic ones. Therefore, the research of the Saudi students’ experience should consider the two major issues: average international students’ experience and specific cultural challenges based on the oppositions determined by the mixed-segregated environments. Various simple situations can make such students perplexed. Gender Segregation in Saudi Arabia The history of the country shapes the values and beliefs of people throughout generations. Therefore, a particular attention of the research on the Saudi Arabian students has to be paid to the country’s history and formation of the Islamic religious communities that shape the worldview and expectations from the environment. The main norm in the Saudi Arabia society is its gender segregation that is evident in every public and private institution. There is no sphere that would be an exception. Be it schools, universities, entertainment places, or other sectors, one cannot meet the mixing of genders (Mayer, 2000). For instance, all schools regardless of being private or public are single-sex. Both universities and college system does not provide any possibility for the mixed gender studies. The only exception to this rule is the KAUST University that was founded for the international students. Even though it is widely criticized by the native dwellers, it provides citizens with some basic ideas about the mixed-gender education. As for the other public sphere, one can hardly find any that would unite males and females. The restaurants, for example, are commonly divided into two separate parts for males and families. Hence, women can hardly visit restaurants without their families. In the context of this st udy, there are good reasons for finding out the underlying reason for segregation in the public spheres. The historical perspective is the best one to explain such deep gender segregation in the contemporary Saudi society. As for the Saudis, their view on the gender roles can be defined as traditional one. They are strongly persuaded that a man has to provide security and wealth to the family while a woman is responsible for everything happening at home including the household, family, and children. Such worldview is common for most countries of the world and is not based on the Islamic principles only. However, the difference betweeb the Saudi life and the popular traditional view on the gender roles is supported by a strong division of two separate worlds. These worlds are not male and female, but private and public ones. The public world is associated with economics, business, politics, and religion, and it is dominated by men. On the contrast, the private domain of the home, family, and intimacy is associated with women. One of the key values for Saudi Arabian citizens is Ired, the concept that stands for the sanctity of family and chastity of a woman, and which might be lost in the case of adultery of any kind. The vast majority of citizens of Saudi Arabia are raised in the spirit of the sanctity of Ired and the necessity for its protection, which results in complete separation of males and females in their public lives. Primarily, these historically developed views shape the main difference in the values of students from different worldviews. Hence, the concept of Ired can be regarded as the main one that predetermines gender separation and complicate adjustment to the contradictive environment. The complexity of this notion is caused by secularity rather than religiousness. It does not originate from the Quran, but had existed even among the pre-Islamic Arabs (Baki, 20014). Even though it can be observed in various Arab countries, Baki (2004) defined the Saudis as the most sensitive to Ired nation s. Their society has been structured to behave in a way that makes it difficult or even impossible to lose Ired. In such a way, many restrictions are based mostly on the tribe’s and family’s honour that is passed throughout generations. Consequently, there is a great number of various restrictions for the Saudi women in the society. Among such, since the younger age, all Saudis know that women cannot stay close or spend time with a man unless he is her family member. Some scholars argue that gender segregation is based on the Islamic teaching and encourages respect towards chastity and person’s Ired (Baki, 2004). Accordingly, the existing norms of Saudi Arabia are aimed to protect people’s, and particularly women’s, virtue and Ired that in many cases, is associated with sexuality and eroticism related to one’s appearance or behaviour common in the mixed gender societies. As a result, it is obvious that the Saudi international students have to be prepared for the experience that awaits them in the Western world. Complete change of the societal norms presupposes an entirely different environment that practically denies one’s familiar rules and beliefs. An average Saudi Arabian male is used to communicating with the male friends and limiting his relationship with another gender only to a mother, sister, wife, and other family members. Hence, the first exposure to a new mixed gender environment in the UK or any other country would become a critical experience due to the presence of unrelated females and patterns of their behaviour that are not limited by Ired’s respect or other Quran virtues. The experience of such transition demands serious support to let a student develop necessary skills and communicate freely with the fellow students and professors. Influence on the Students’ Identity International education is a peculiar experience for student mostly because of its deep influence on the individual’s identity. The identity of the Saudi students is especially vulnerable to the influences of a foreign culture. Such a long-term intercultural migration can lead to various consequences. As the education in the UK lasts for at least several years, students need to undergo various changes in the process of adjustment to the new culture. Such issues as a cultural shock, academic and social adjustment, intercultural sensitivity and competence, international students’ security and rights demand particular attention when analysing the possible experiences and consequences. Hence, the main aspects of such experiences include, but are not limited to the social and academic experiences, psychological and sociological needs, students’ rights and security. Cultural shock is often predetermined by the cultural and social changes. This term is mostly used for the collective influence of strange experiences on cultural migrants. Even though changes in the environment are always stressful, they are less difficult when a newcomer is familiar with the differences in advance. At the same time, the false information or complete unawareness can make the migrated person behave in the way that is common to the home country. As a result, such people feel lost in translation (Zhou et al., 2008). According to Cullingford and ONeill (2005), primarily, the native-language instructions that would teach the necessary behaviour, academic and survival skills, cultural information and citizenship facts are the obligatory steps that would let students avoid many adjustment difficulties. Moreover, different degrees of the intercultural and educational competencies are also the essential features that can predetermine reaction of the international students (C ullingford ONeill, 2005). Zhou et al. (2008) supported a common view on the issue and emphasize such aspects as culture learning, stress and coping, and social identification as the major ones to be regarded when focusing on how to avoid the negative consequences of the cultural shock. Anrade (2006) has drawn particular attention to a close interconnection between the issues of social and academic adjustment. Primarily, the knowledge of the English language is one of the keys to easier adjustment due to the ability to ask and comprehend the necessary information. Moreover, the knowledge of language contributes to a better comprehension of the native speakers’ worldview. For this reason and due to the absence of friends and close people in a new country, university authorities have to provide special support to the foreign students. With regard to significant disparities between the UK and Saudi worldview, particular attention has to be paid to the formation of the newcomer’s cultural competence and awareness from the first days of studies. With the growth in the number of international students in the globalized world, the scholars pay more attention to the issue of intercultural adaptation and education. Gill (2007) has focused on the structure of the British higher education in order to investigate the possible means of facilitating and supporting international students’ learning experience in the UK. As a result, it was proven that such experience should be analysed with regard to three aspects of stress † adaptation † growth (Gill, 2007). As a result, it becomes obvious that intercultural adaptation is a process of intercultural learning. If such process is meant to bring more knowledge about profound differences in the lives and cultures overseas, the level of difficulty to adjust will depend on the number of differences between the two worlds. The students have to transform their understanding of self-knowledge, awareness of others’ values and worldview (Gill, 2007). Consequently, for th e Saudi students, understanding of the British values, worldview, and lifestyle will become an acquaintance with a completely different world. One more serious issue is security and students’ rights. Till nowadays, there exist a great number of unresolved issues that the foreign students face, including personal safety, language proficiency, finances, housing, loneliness, and racism (Margison et al., 2010). While many of these issues among the Saudi students are resolved by the scholarship programs, there still is a critical racism problem based on the Arabs and Muslims-related stereotypes. Islamophobia has become a true problem for many EU immigrants including the Arab students due to the terrorism issues and national security policy (Fekete, 2009). With the anti-terrorism legislation, selective migration regulations of the EU restrict immigration of undesirable people (Fekete, 2009). However, these policies contribute to the negative perception of the Arabs and particularly the Saudi students. As a result, students are vulnerable to hostility in the strange environment; they can become even less flexible to the exi sting cultural changes. Such a negative attitude may not only create additional barriers but also eliminate any possibility of the trouble-free adjustment. Due to the aspects mentioned above, one can conclude that the social identity of any international student will be definitely influenced by the exterior factors. However, the strength of such impact can depend not only on the personal sensitivity and vulnerability but also on ethnic and citizenship identities. The values and character of a person that have been shaping for entire life cannot stay unnoticed in this case. Moreover, if one regards the situation in the light of the social connections of a person, it will become obvious that any international student have to build new relations within the territory of a new country. However, the old ones do not disappear; they are supported by the ability to communicate via phone, social networks, and random visits. Faas (2009) considered such social connections complicated, dynamic, and dependent on ethnicity and citizenship. The reason is that these two categories may influence the strength and number of one’s connections. Moreov er, they predetermine the mode of students’ thinking about their identities (Faas, 2009). According to the research held by Faas (2009), one can conclude that international students should have not a singular but several identities unified in a hybrid ethno-national one. It is an outcome of the governmental policies, educational and social experience, social positioning, nationality, ethnical background, and migration history (Faas, 2009). In the context of this study, one can conclude that the Saudi international students in the UK are likely to have much in common with the Turkish ones due to the same religion. However, they would even acquire a higher ethnic dimension of hybridity as the rules within the country are stricter. To sum it up, investigation of the international students’ identity should be definitely supported by paying attention to social class, schooling, and consequent appearance of the hybridized cosmopolitan identities. Saudi Students Adjustment During the last decade, the internalization of the higher education has made the scholars study the process of students’ migration and its influence on their immediate and further life. This process is important for almost all spheres of young individuals’ lives including their motivation, goals, and experiences (Brooks Waters, 2011). Research conducted by Brooks and Waters (2011) is focused on the proficiency and life situations of students from East Asia, Europe, and the UK; it provides a deeper understanding of the common and controversial features of their experiences. Being representatives of different parts of the world, all students search for the better perspectives in higher education. However, the comparison of the Middle East students’ and the European or western ones shows that they commonly feel it more difficult to keep pace with the rapid changes and face much more barriers on their way of academic and social adjustment (Brooks Waters, 2011). The refore, one can consider the closed character of the Arab society the underlying reason for such a difficult adjustment. Moreover, additional policies and practices should encourage universities to provide support to such students. Another obstacle for the international students from Middle East and, in particular, Saudi Arabia is the low motivation level (Brooks Waters, 2011). Such issue is predetermined by the sponsorship as the responsibility-bearer that aims to simplify students’ life in a new country by providing financing and housing (Gauntlett, 2006). Even though there exist some pre-departure discourses for international students, they are proved to be not highly motivational (Gauntlett, 2006). In addition, the challenges these individuals face in the new country and inability to adjust to them quickly decrease the motivation level even more. The upbringing and life in the Arab country make most young people unwilling to search for help or support from their relatives, who stay abroad. Moreover, following strict religious rules while living in the segregated society limits the potential talents of a person or his/ her desires for changes or disobedience. In such a way, for young people, staying away from home becomes problematic in many ways due to the reserved mindset and social identity that are completely different from those of the Europeans around them. International students can face numerous academic, social, or personal problems during their adaptation to a new life in an unfamiliar academic and cultural environment. After reviewing relevant literature, it appears that there is not much information considering the experiences of the Saudi students in the UK. According to Shaw (2009), few studies on the topic are predetermined by the historical factors. For a long time, Saudi Arabia has been characterized as an isolated country with â€Å"significant percentage of nomadic Bedouins† (Shaw, 2009). Nevertheless, the situation changed in the end of the 20th century. Oil money became the main economic factor that penetrated into its deeply traditional life (Shaw, 2009). The nation had to open its barriers to the outside world and global influence. With the implementation of the King Abdullah Scholarship Program, the state began sending its students abroad quite massively. However, it was only one reason for Saudi Arabiansâ€℠¢ reluctance to help their young people to study in other countries. The second reason was the restrictive religious discussion on permission to travel to the lands of the unfaithful. Even though Muslims believe that education is a religious duty, studying in the native country has always been considered a better alternative. However, the later analysis of Prophet Muhammad’s teachings suggested another idea (Kandehlevi, 2008). The prophet asserted that for those, who leave their home to look for knowledge, â€Å"the angels spread out their wings†; these words can be interpreted as an obvious support of the international studies (Kandehlevi, 2008). Therefore, nowadays, the majority of Saudi Arabians share the idea that the abroad studies can become a useful and interesting experience. Finally, the development of such characteristics as personal adaptation resilience and intercultural competence is crucial for the Saudi students in order to get a successful international experience (Shaw, 2009). With a great number of changes that they have to pass, the resilience can be helpful to bounce the trauma and stress back. Additionally, intercultural competence is a significant contributor to cultural adaptation, realization of goals, and further life in a foreign country (Shaw, 2009). The knowledge and comprehension of the external and internal outcomes, in this case, becomes a key to success. Possible Differences in the Male and Female Reactions The Saudi sponsorship program does not divide candidates according to gender and gives females equal chances to study abroad (MHE, 2010). As a result, the UK CISA (2015) reports the equal growth in the male and female students from Saudi Arabia. Even though, this perspective ensures an equal view on genders, the Arab society obviously adds some serious differences into the process of their adjustment. There are different ways to merge with the new environment. The reactions of people and behaviour during the process of adjustment allow one understand the possible complications. Therefore, there are good reasons for finding some examples of the major themes or patterns, representing the Saudi students’ experience of getting accustomed to the mix-gender environment. Both male and female students have to overcome difficulties in the process of finding their place in a new socio-cultural environment while remaining loyal to their system of beliefs. Hence, one can study the possible differences with regard to a variety of attitudes and rules of the native country. Despite similar grounds for the discomfort at the beginning of the studies in the new country, male and female students would struggle with different sides of emotional confusion. Nyamayaro and Saravanan (2013) provided evidence that the gender differences really matter in the students’ adjustment to the new environment. While depression was not proved to have a significant gender-related prevalence, stress and anxiety among women had a considerably higher level (Nyamayaro Saravanan, 2013). Therefore, one can conclude that females find adjustment to the new environment more painful; they are more emotionally vulnerable and sensitive. Particular attention should be paid to the female students and their contact with the fellow representatives of the opposite sex. Having been previously segregated from men, they are not likely to be familiar with the social situations that involve males. While dealing with the motivation level that is low among the Middle East students, one should mark out that such motivation is suppressed in females even more (Brooks Waters, 2011). The rules in the segregated society, as well as upbringing that predetermines the inclination to be obedient instead of manifesting personal desires, are the aspects that impact the behaviour of the Arab females in their everyday life as well in making decisions. On the other hand, both male and female students may face such type of cultural difficulties as linguistic obstacles. It can even be hard for them to pick the vocabulary in order not to seem impolite or disrespectful. It would be necessary to arrange different preparation for the male and female students, who are planning to study abroad. English proficiency is crucial to their academic and communication success. With regard to considerable differences between Arabic as an official Saudi language and English as the UK official language, students face a double trouble. The languages belong to different language families and are absolutely different in syntax, grammar, phonetics, and writing. In his research, Alqahtani (2011) revealed the importance of an individual approach to the Saudi students that are studying in the UK. In addition, the difficulties related to the language learning are also tightly interconnected with the cultural differences. Implications Modern society is characterized as the rapidly developing and striving for globalization one. Nevertheless, the issues concerning gender segregation remain urgent. Speaking about the countries of Far and Middle East, a lot has been done with the aim to overcome the differences in the men and women’s treatment. At the same time, intercultural education that provides new experiences to young people is a great way to share positive skills and values among nations. Intercultural studies have a positive influence on both genders. Consequently, the development of their personalities and general perception of the opposite sex would be closer to that of the Western society. The result of such studies should be expressed by an increase of self-confidence and resilience and decrease in the levels of anxiety and uncertainty. Cots and Lludra (2013) emphasize that the aim of intercultural education is â€Å"to promote relationships, interaction and exchanges among people in a global socie ty.† Hence, such type of education provides more possibilities to a person by shaping a new identity and adding to the worldview. Although there still appear a number of controversial issues, people should get closer to realizing that globalization can bring a great number of advantages, and the liquidation of segregation, at least in the educational sphere and employment market, will lead to the country’s sustainable development. This research offers several possible solutions that should become helpful for the adjustment of the Saudi international students. As for the main features that become advantageous for the international Saudi students in the process of adaptation, one should point out assertiveness, flexibility, positive views, openness, and strong sense of goals (Shaw, 2009). The recommendations regarding the language studies are based on several advices: implementing preparation courses in the native Kingdom of Saudi Arabia, improving English for Academic Purposes and providing special advice services to the Saudi students in the United Kingdom (Alqahtani, 2011). To sum it up, there can appear a great number of different situations referring to the subject of a cultural exchange between Saudi Arabia and other countries. This study focused on the issues that Saudi students may face being the international students in the UK. With the growing number of international students worldwide and regular arrival of the Saudi students to the EU, the notions of cultural migration, social identity, adjustment, and competence become more and more timely. There are good reasons for studying the main negative influences of the foreign environment on young people’s identity and the ways of avoiding these challanges. The great difference between the Saudi and British worlds predetermined by the historical and religious context is the main aggravating factor caused by migration of the Saudi international students. Hence, it is important to investigate peculiarities of interaction between the gender segregated and mixed cultures. Cultural shock, social and academic adaptation, rights and security issues demand particular attention in the cases of students’ intercultural migration. Apparently, most difficulties are connected with the preservation of cultural identity in an unfamiliar society, obtaining new features of identity, and overcoming linguistic obstacles. The possibility to get the new experiences and skills in a foreign society become a unique chance to develop a new mixed identity that can be defined as a hybrid one and provide new worldview. Developing intercultural resilience and competence is crucial in order to get prepared for the future adjustment problems. This research may help the Saudi students adopt to other cultures without losing own identity.

ACT Score Conversion Chart Score Percentiles

ACT Score Conversion Chart Score Percentiles SAT / ACT Prep Online Guides and Tips If you took the ACT or are preparing for the ACT, you should understand score percentiles. Colleges use score percentiles as a way to compare students across the country and within each state. In this article, I’ll explain what an ACT Score Percentile is and how to use it in your ACT score planning. What’s an ACT Score Percentile? According to ACT, Inc., your ACT score percentiles â€Å"are the approximate percentages of recent high school graduates in the U.S. who took the ACT and received scores that are the same as or lower than your scores on the multiple-choice subject area tests and your subscores." More exactly, your percentile tells you abouthow many students scored better and worse than you.For instance, if your score percentile is 65, then you scored higher than 65% of test-takers who sat for the ACT the same day as you did. 35% of test-takers scored better than you. NOTE: Your score percentile isnot the percentage of questions answered correctly. Getting a percentile score of 65 does notmean you answered 65% of questions correctly.Your percentile score is only a comparison between you and other test-takers. How Do I Figure Out My Percentile? The ACT will tell you your percentile ranking for your composite score, for the four individual sections, and for the section subscores on your ACT student score report. Your four individual section score percentiles and your section subscore percentiles are relatively unimportant. Colleges likely don’t look closely at these numbers. When it comes to the ACT, your composite score is the most important number. It’s the number most colleges use when they report admitted student score ranges (which I’ll talk about more in-depth below).However, this policy varies by school, and you should make sure to look up your target school’s policy. Some schools superscore the ACT, so individual section scores do matter for those schools. When you receive your ACT score report, you’ll have a lot of other numbers on there, making the percentile score hard to find. Your composite score percentile is the small number listed as â€Å"U.S. Rank† directly to the right of your big boxed â€Å"Composite Score†: Via ACT.org Your U.S. Rank compares you to every other student in the U.S. who sat for the ACT.For this example student, his or her score percentile was 56, so he or she scored better than 56% of US test-takers.Your State Rank percentile (which is directly to the right of the U.S. Rank percentile) compares you to everyone in your state who tookthe SAT.For this example student, his or her state score percentile was 58, so he or she scored better than 58% of test-takers in his or her state.I’ll go into more depth on why you receive these two different composite percentiles below. ACT Percentile Score Chart If you haven't yet taken the ACT, you can use this chart to get a sense of how US students tend to score on the ACT. You can see in general what is considered a good or bad score based on the percentile. This ACT score chart was compiled using the most recent data from ACT.org. The ACT produced this data using all of the ACT scores of ACT-tested US high school graduates from 2013-2015. NOTE: these numbers do fluctuate slightly from year to year. However, the differences are small. To see the tiny differences, you can compare the chart below to that in our ACT Percentiles article from February 2015 which used the most recent data at the time. The score percentiles fluctuate at most 1-2 percent from year to year. Score Composite Percentiles English Percentiles Math Percentiles Reading Percentiles Science Percentiles 36 99 99 99 99 99 35 99 99 99 99 99 34 99 98 99 98 99 33 99 97 98 97 98 32 98 95 97 95 97 31 96 93 96 92 96 30 95 92 95 89 95 29 92 90 93 86 94 28 90 88 91 84 92 27 87 85 88 81 90 26 83 82 84 78 87 25 79 79 78 75 83 24 74 74 73 71 77 23 68 69 67 66 70 22 63 64 62 61 63 21 56 58 57 55 56 20 50 52 53 48 48 19 43 45 49 42 40 18 36 40 43 36 33 17 30 36 37 31 27 16 24 32 27 25 22 15 18 27 15 21 17 14 12 21 6 16 13 13 7 16 2 9 12 4 13 1 7 6 1 10 1 4 4 10 1 7 1 2 2 9 1 4 1 1 1 8 1 2 1 1 1 7 1 1 1 1 1 6 1 1 1 1 1 5 1 1 1 1 1 4 1 1 1 1 1 3 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 Percentile rankings via ACT.org. Do Percentiles Matter? Your score percentile is somewhat important because it helps colleges compare your ACT score to those of other applicants.It’s important for colleges to have a sense of how you compare to students across the country because if colleges just looked at your scaled score without any other information, they would not have a good sense of what makes a good score and what makes a bad score. For example, if you’d received a 33 composite score and a college did not have the percentile, the college admissions officer might judge that asa school test and think you received 33 out of 36 that about 92% that’s an A-, good but not great. However, with the percentiles, the colleges know a 33 is a 99th percentile score, meaning you scored better than 99% of test-takers, which is excellent. Percentiles allow colleges to get a sense of how test-takers do on the ACT and compare you to the rest of the country. However, the ACT score ranges for your target colleges are more important than your percentile ranking.The ACT score range for colleges is the range in which the middle 50% of admitted students’ ACT scores fall.For example, Yale’s ACT score range is 31-35.This means 25% of admitted students scored below a 31, and 75% scored below a 35. Colleges rely heavily on their score ranges when making admissions decisions for the future class. You’ll want your score to be at or above the 75th percentile (for example, 35 for Yale) to give yourself the best chance of admission.To find ACT score ranges for your target schools, search â€Å"[College Name] ACT Scores Prepscholar.†For more information on this, including how to calculate your target score, read our other guide. Aiming for a score in the 75th percentile for your target schools is much more important than aiming for a score in the 99th percentile in the country.There are a few reasons colleges care about the score range over the score percentile: A college’s score range is often a consideration in rankings, so colleges want to admit students with higher scores. Colleges need to publish their score range every year, so they may want a higher range to seem more impressive to the public. While percentiles should bear more weight in college admissions, your final ACT composite number is the one that is most significant.However, if you're applying to an elite college such as the Ivies, you still should pay attentionto your score percentile - especially your State Rank. The Difference Between U.S. Rank and State Rank in Score Percentiles: An Important Note for Ivy League Hopefuls As I said before, your U.S. Rank compares you to every other student in the U.S. Your State Rank percentile compares you to everyone in your state. This distinction may not seem important, but some colleges pay more attention to your state rank than your nationalone. Why? Because, according to acolleague who worked in college admissions, many topcolleges, like the Ivies and Stanford, care about how many students they admit from each state.If you’ve taken a college campus tour at one of these schools, I’m sure you’ve heard the guide brag about their school representing all 50 states.(This does not hold true for all colleges; small colleges and public universities generallydon't care about enrollingstudents from all 50 states.) Because theseschools want to ensure that they have at least one student from each state, gaining admission to a top collegewill be slightly easier for students in states where the average ACT score is belowthan the national average. Let's discus what this would mean for the example student above:herscore percentile was 56 and herstate score percentile was 58.The example student’s score was better than 56% of test-takers in the US and was better than 58% of test-takers in their state. This means the students in the example student’s state scored worseon average than those in the rest of the country. If the example studentis compared to only the other students in their state, shewill have a better shot of admission than if she iscompared to the students throughout the US. However, let’s imagine another example student who’s from New York. New York is a state where the average ACT score is consistently abovethe national average.According to 2014 data from the ACT, the average ACT score for students from New York was 2.1 points better than the national average ACT score.This new student from New York has an ACT score of 34, a U.S. Rank of 99, and a State Rank of 98. If this new student applied to Yale, where hewould technically fall in the score range of 31-35, hemay have a worse shot of being admitted than if hewas applying as a student from Alaska (where hisscore would likely have a State Rank of 99). Keep in mind, however, thatthe advantage of students from small states with lower average ACT scores is not huge.A student from Alaska with a 29 will most likely not be admitted to Yale, just as a student from New Yorkwith a 29 will most likely not be admitted to Yale. However, a student from Alaska with a 33 will have a better shot of being admitted to Yale thana student from New Yorkwith a 33. If you'refrom a competitive state and applying to an Ivy League school, consider aiming for a percentile score of 99 in your state to make you a top applicant from your state. Overall, don't stress too much about your percentile. Whether you're from Alaska or New York or another state, you should try to get your ACT score into the 25th/75th percentile for your school of choice. To have the best shot of admission,aim fora score at or above the 75th percentile in the ACT score range for your target school. Summary: What Do ACT Percentiles Mean For You? You ACT score percentile compares your scores to the rest of your state (State Rank) and the rest of the country (U.S. Rank).Only the composite score percentile really matters for colleges, as they don’ttypicallyuse the section and subscores. However, check your target college's policy.Plan your ACT score target score using your target school’s ACT score range, notusing the score percentile. For students striving for the Ivy League, you may want to consider your State Rank if you’re in an especially competitive state (where the average ACT score is above the national average).If you fall into this category, consider retesting to strive for a percentile score of 99 in your state to make you a top applicant from your state. What’s Next? Learn more about the ACT and ACT preparation: What's a Good ACT Score for Your College? How Do You Calculate ACT Score? Raw and Scaled Colleges that Superscore ACT: Complete List Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

The Irish History Essay Example | Topics and Well Written Essays - 1750 words

The Irish History - Essay Example How various people responded to the Great Famine of 1845-1852 will also be discussed. Moreover, it will address the role of women in the history of Ireland, as well as the contributions of the Hollywood and Bill Clinton family to promoting peace in Ireland. The Irish Conquest came to a close during the reigns of Queen Elizabeth and King James. This was after several years of struggle, which was characterized by very brutal conflicts. There was an Irish Parliamentary meeting in 1541, during which Henry the eighth ascended to power as the new King of Ireland. This consequently made sure there was a government in place. Therefore, having a friendly king in Ireland, the English saw it as a rare opportunity to acquire further control of over their Kingdom of Ireland to its other claimed territories. This process took them close to a century to eventually succeed in their new endeavors. The process was characterized by various fighting and negotiations between the English administrators an d independent Irish and conservative English lords (Moody and Martin 31). As stated above, the conquest only ended during the times of Elizabeth and James. After a complete conquest, the English realized their first real governance of Ireland. They then established a centralized government all over, an event which was immediately followed by a complete disarmament of the local lordships. However, I would like to argue that this conquest cannot be termed as fully successful by 1603. I admit that by this time they had established a strong control over this territory, at least physically. Some structures, however, still remained unchanged. The Irish had been dominantly Catholics, a fact that had not changed a big deal by 1603. The Irish had not yet adopted the English Protestant ideology by 1603, and there was no sign that that would happen in the near future. The English were also employing very crude methods to strengthen their hold the territory. Methods such as martial law only att racted more resentment from the natives. There was also the introduction of the infamous plantation system which meant total colonization. The English had simply just failed, at least from the ideological perspective (Moody and Martin 31). The Irish gave another life to William of Orange as a Protestant savior even after years of irrelevance among the non-Protestants. William had preached the Protestant ideologies as the ideals. He had worked so hard within the Orange Order, an organization which had emerged after the â€Å"Battle of Diamond.† The ideology of â€Å"biblical Protestantism† emerged again under the new Orange Order, with the stronger principles of reformation. This Order also only accepted those who subscribed to the Protestant ideologies (Johnson 180). William had also successfully convinced not only other Orange Order members but also other protestant Irish that it was important to help The United Kingdom rein forever. Under the English rule, the Protes tants were assured of security and prosperity, since it would highly enrich them while discriminating against the Catholics. Therefore, William’s ideas for Unionism, which opposed any form of Irish re-unification or even the independence of Scotland, was an admirable gesture that would ensure that Protestants rule over Irish Catholics forever. Therefore, William was always seen as the Protestant savior against any fall (Johnson 180). The Catholics were continuously treated