None_provided Essays (654 words) - Family Law, Interracial Adoption

None_provided Kristin McOlvin Commentary While reading the September 1999 issue of Social Work: Journal of the National Association of Social Workers, I came across an article entitled ?Symbolic Interactionism, African American Families and the Transracial Adoption Controversy?. It was written by Leslie Doty Hollingsworth PhD, the assistant professor in the school of social work at the University of Michigan. The article claims that by using symbolic interactionism, it can be seen that African Americans are a unique and distinct cultural group and therefore adoption of African American children by families of a different race should only be allowed as an absolute last resort. I object strongly to this proposition and plan to use symbolic interactionism to show just the opposite. In the fall of 1972, the National Association of Black Social Workers passed a resolution about trasracial adoption. It was written, ?Black children should be placed only with Black families whether in foster care or adoption?. In my opinion it is ridiculous to put conditions on where a child up for adoption can and cannot be placed. These children have already left the ideal and cannot be with their birth parents. To limit their possibilities for a full and happy life further is cruel and unreasonable. It would be great if every child up for adoption could be taken in by people with a similar racial background to the birth parents, but that is not always the case. A child should be placed in a home in which they will be provided for, regardless of skin color. Would the people of the NABSW rather an African American child give up a chance at a good life just because the people who want to give it to them have different ancestors? The next line of the resolution reads ? Black children belong physically, psychologically and culturally in black families in order that they receive the total sense of themselves and develop a sound projection of their future?. In reaction to this, interracial relationships and families are on the rise and cultures are starting to learn and accept one another more. So what should be done with interracial babies, only let an interracial couple adopt them? And how are children supposed to ?receive a total sense of themselves and develop a sound projection of their future when they are being bounced from home to home? I feel that it would be easier to adjust to being a black child adopted by a white family than being a black child without a family at all. The resolution also states, ? Human beings are part of their environments and develop their sense of values, attitudes and self concepts within their own family structure?. I agree with this statement, but how can this be done without a family. And a family is a family, regardless of th e members skin color. It goes on to say ?Black children in white homes are cut off from the healthy development of themselves as black people.? (Simon & Alstein 135) In argument to this, children who do not have a home are cut off from healthy development of themselves at all. Also, more importantly is developing as a person, not a black person or a white person. In conclusion, if the tables were turned and a white family refused to adopt a black child it would be considered racism, so why is this different? In today's society there are so many different types of family there is hardly a norm anymore. Although it may be a rough adjustment and hard for a child to understand, with the proper love and guidance that child could become very well adjusted. No one is stopping this child from looking into their heritage, and no one says necessarily that a black family would support the culture. If someone is willing to take a child into their home, their skin color should be the last thing that people are worried about. Sociology Essays

Sample Essay of Email

Sample Essay of EmailWriting a sample essay of email is very simple. You can take a look at some sample essays you have taken from the Internet and apply them to your email. These samples will give you the details on how to write a sample essay of email in a way that it is memorable for you.Sample essays are not all that easy to find. You may have to peruse your inbox and look for some samples that have already been written. After you locate one, it will be imperative that you read the sample. You must pay close attention to what the author of the essay has written.The sample is a sample for you to see how you can format your own essay. This will help you get started with writing your own essay and learn how you can craft a great essay in a manner that it stands out from the rest. You must be well versed with the basics of grammar and punctuation. After getting a few samples from the Internet, you will also have the foundation that you need to begin writing your own essay.Writing a s ample of email is not as hard as it may sound. Most of these samples will come in the form of essays. If you are writing an essay of email, you must be certain that it has a thesis statement that you are going to put forth.With this thesis statement in place, you must write down the paragraphs that will make up the thesis statement. You should write out all of the points that are going to be brought out in the conclusion section. Then, write down the sentences that are included within the body of the essay.Writing a sample of email can be very easy if you have got yourself a decent sample. You may be able to find some samples on the Internet for free. You can even check in the classifieds in your local newspaper for samples that have been published.You may not have had any prior experience in composing essays on the Internet, but you can still learn a lot by doing a search for samples that have been published. You may even be able to get assistance from your high school counselor. J ust remember to go slow when it comes to writing your own sample essay of email.

Symbols and Special Characters in Microsoft Word

Symbols and Special Characters in Microsoft Word Symbols and Special Characters in Microsoft Word Your average keyboard has enough letters, numbers, and punctuation marks for all your day-to-day typing needs. But what if you need symbols or special characters that aren’t on your keyboard? Well, in Microsoft Word, you have three main options: Use the Symbol menu. Learn some ASCII codes. Use Microsoft Word’s special character shortcuts. In the rest of this post, we’ll look at how to do each of these in your writing. 1. Using the Symbol Menu To see the Symbol menu in Microsoft Word, go to Insert Symbols on the ribbon and click the Symbol button (or Insert Advanced Symbol Symbols in the menu system in Word for Mac). Quick access symbols. This will open a quick access menu of 20 frequently used symbols to pick from. However, you can also access the full range of special characters in Microsoft Word as follows: Go to Insert Symbols and click Symbol to open the menu. Click More Symbols†¦ to open a new window. Scroll through until you find the symbol you want to use. Click Insert to add the symbol to your document. The full range of special characters in Microsoft Word. The symbol will then appear in your document at your cursor. Microsoft Word will also add it to the quick access menu, saving your time if you need to use the same symbol again. 2. ASCII Codes ASCII codes each indicate a different symbol, so you can use them to add special characters to a document quickly via the numeric keypad: Learn or look up the correct ASCII code for the symbol(s) you need. Turn on Num Lock on your keyboard to activate the numeric keypad. Hold down the Alt key and type the required code. The corresponding symbol will then appear at your cursor position. 3. Shortcuts for Special Characters For some special characters, your simplest option is to let Microsoft Word do the hard work! There are, for example, shortcuts available for the following common symbols: Special Character Shortcut Autocorrect Option Trademark symbol (â„ ¢) Ctrl + Alt + T Write â€Å"TM† in parentheses Registered trademark symbol ( ®) Ctrl + Alt + R â€Å"R† in parentheses Copyright symbol ( ©) Ctrl + Alt + C â€Å"C† in parentheses Closed Ellipsis (†¦) Ctrl + Alt + . Three full stops without spaces Euro (â‚ ¬) Ctrl + Alt + E â€Å"E† in parentheses You’ll notice we’ve included an â€Å"autocorrect† version for each symbol above. In these cases, Microsoft Word will automatically correct the specified text to create the symbol. For example, to add a trademark symbol to a document, we have two options: Hold down Ctrl + Alt + T at the same time. Write â€Å"(TM)† and let Microsoft Word change this to the symbol. These shortcuts are very quick and simple, so it is worth memorizing them if you use any of these symbols frequently. Similar shortcuts are also available for accented letters.

Exam Essay Example | Topics and Well Written Essays - 500 words - 1

Exam - Essay Example This shows whether the firm is operating the business under proper legal requirements. Regulatory compliance is also essential as it examines a firm’s compliance background information. Even though, I did not confirm the said factors that have proven challenging to the continuity of the project, I conducted my schedule under the Information technology management contract. This was the scope of my project (Clark, 2003). Together with that, I was hired as an independent contractor thus restricted to certain information concerning the confidentiality of the business. The reason that leads to restriction of certain information is merely because such contracts are short lived. The firm may, therefore, fear providing all the essential information that may affect if revealed. Under the IT contracts that the contract was based upon, contractors lack the technical and/or the operational history in examining the contracts. A contractor takes up a project without any k nowledge of whatever might happen during the implementation of the strategy. The firm provided no information concerning the background history of the project and thus it becomes difficult to retrieve any information. In this case, in order to avoid future complication, the IT contracts should be reviewed and amended since this is a problem that is in existence. There is a need for the contractors to read the contractual agreement, understand it, and, agree to it after being convinced that it adheres to the required principles (Clark, 2003). The moment a computer is interlinked to other computers on a network, its content is vulnerable to risk. Thus, there is the urgent need to secure the computer from emerging threats such as viruses and hackers. Within the computing environment, it is very important to offer detection, prevention, and remedial actions for virus attacks. For this reason, there is the need of making a

Strategy Paper Research Example | Topics and Well Written Essays - 1000 words

Strategy - Research Paper Example The increase in returns has been accompanied by a significantly higher increase in the proportion of the cost of goods sold for period 3. This has led to a decrease in contribution and; hence, profit after tax. To increase contribution, the cost of goods sold has to decrease or the goods have to be sold at a higher mark up. An analysis of the individual brands shows that SOLO has a higher contribution as compared to SOFT. Furthermore, it can be observed that SOLO has higher sales to contribution ratio as compared to SOFT. This is an indication that SOFT incurs significantly high costs to sell. This in turn affects the overall company performance. Based on this, SOLO being more profitable, the company should focus more resources to marketing and in its research and development. From an analysis of the market share, it can be observed that SOFT has a higher volume market share as compared to SOLO. However, SOLO has a higher value market share. This means that more funds should be allocated to SOLO’s marketing and to increasing its value market share. To add to this, more money should be allocated to marketing SOFT as an increase in the sales volume will lead to an increase in contribution. SOFT should be given priority in budget allocation in marketing as it has a higher sales contribution ratio. From the analysis of distribution and sales volume of the two brands, Mass Merchandisers sells more of SOFT followed by specialty stores and then online stores. More resources should be allocated to supplying SOFT to mass Merchandisers as they sell more. For SOLO, more resources should be allocated to supplying specialty stores as they sell more units as compared to the other distribution channels. SOLO should be supplied to more specialty stores and SOFT to mass Merchandisers, as they are the biggest sellers of the respective brands. The cost of developing and distributing both SOLO and SOFT should be decreased or the

Research Study on Gender Bias in Education Essay Example for Free

Research Study on Gender Bias in Education Essay These instructions were used as a form of deception to prove my hypothesis. My hypothesis was that women would be more affected by this deception than would the men. My results proved otherwise. Results showed there was little difference in the way the women and men performed on these tests on either version. The ANOVA testing showed these clear results. Does Performance Reflect Success? Gender biases are present in the American culture. Women are put in a stereotype as the one to stay at home cleaning and cooking while men are believed to have to bring home the paychecks. How we live though is not the only area with gender biases. There are biases when it comes to sports, who can do what jobs and even education. Women are believed to be better at the education aspects having to do with words and comprehension while men are believed to be better at numbers or math. In the research world there is much controversy on whether the bias presented is true or not. Researchers have not been able to support this belief or disregard it due to the many conflicting results. A study done with the purpose of determining whether gender expectations still exist in present time, resulted in the idea that more and more genders are becoming equal in education (Jordan 2008). It was found that both sexes are more likely than ever to complete their high school education and even be able to obtain higher degree. The study also showed the gender gap in scores on the National Association of Education Progress becoming more and more narrow over time. Jordan does not refute the idea of gender bias in education but supported the idea that it is diminishing. These two researchers on the other hand, Fisher (2008) and Johnston (2005), have studies supporting their beliefs that gender biases in teaching are simply a myth. Both constructed research to support the idea that neither females nor males perform differently according to gender expectation or that these gender expectations are implemented at all. Fisher more, specifically, researching in math and Johnston in math and education. Chapman (2012) and Goetz (1996) though, both have studies that seem to prove otherwise. Chapman conducted a study, in Canada, which lead to the belief that gender discrepancies in teaching and education focus more positively on females. Chapman believes males are the ones taking losses in education expectancies. Goetz on the other hand, researched and came up with results which led him to believe American educators focus their attention more on males allowing them a positive advantage. After learning so much from previous research it can be accurately inferred that the gender bias in education does exist. A psychologist, Ghandi (2006) stated in his study the truth behind the bias. He used this truth to conduct a study in which he found that women not only believe the bias but are subject to it when they are told they will fail due to their gender. This particular study is what laid down the foundation for my research study. All of the above researchers knew the biased existed and all tried to support it or disprove it. This research project has one purpose; to find out not if gender biases exist but whether women are affected by these gender based expectations more than men. In many colleges and universities women are very comfortable with their gender; they are powerful, and successful. There are clubs devoted to women’s sexuality, success, and even fashion senses. There are awards given to women who have gotten superior grades, been offered great jobs, or are simply a success. Knowing this, what I want to learn is whether these women who are so highly praised and allowed the same success as men are still subjects to gender based expectations, more specifically in learning and education. In my study I will be deceiving the participants into thinking that only women will be successful in this study or to another group I will be saying only men will be successful. The way this will be done is by using simple high school level math tests. Before he test I will be falsely informing half of my participants (equal number of females and males) that only men will pass this test, and then I will repeat this with the other half of my participants but falsely informing them of the opposite. The fact that I will play on women’s vulnerability will allow me to learn whether these very empowered and successful women will still be so after being told th ey will fail before even trying. My hypothesis is that these women will be affected by such a statistic and depending on the false statistic they get, they will fulfill it. Methods Participants Forty eight undergraduate volunteers (24 males and 24 females) from Bryant University took part in this study. The average age of participants was recorded at 20. 22 years (SD=1. 13). No cultural or ethnic backgrounds were recorded. With help from different psychology professors a general description was given out within psychology classes and volunteers were recruited. To these participants in particular extra credit was allotted. The rest of the participants were recruited through word of mouth and e-mail in which they were once again given a general description of the study and asked whether they would be willing to volunteer. Each participant was tested individually and required approximately 15 minutes to complete study. Materials The study consisted of participants completing a standardized math test, four survey questions, and a deceptive article which can all be found in the appendix. The math test was found in an SAT math test practice site. This math test worked as the channel for the dependent variable (result on the test). The survey questions asked were simply used for collecting information. The questions did not ask sensitive information or anything that would put any participant at risk. Finally, the short article was written by myself and is completely fictional. It falsely informed the participants on information regarding SAT tests and reported false statistics on men outperforming women for half of the studies and the opposite for the other half. This was used as the deception part of the research which inconspicuously provided the participant with the independent variable (whether females or males pass this test) Procedures Forty eight students were recruited (24 females and 24 males) from Bryant University as the participants of my study. They were all recruited through psychology classes in which Professors gave a brief overview of what my study entailed and from there proceeded to recruit. The participants recruited in such a manner were rewarded with extra credit points in their class. The rest of the participants were recruited through word of mouth and group e-mails. With each participant recruited I have a brief explanation of what the study was comprised of, what it entailed, and more specifically what each participant would have to contribute. Once I recruited all participants which were necessary I began the research itself. At the start of their participation, each participant was handed a consent for in which they were asked to read thoroughly and if they agreed to the terms and conditions they were to sign and date. In the consent form participants were informed of their ability to leave the study at any time, their entitlement to any information and debriefing, on the confidentiality of the study and many more safety factors. To show the validity of the form I signed and dated on the same page each participant did right in front of them. Each participant agreed to the consent form allowing the study to continue. Once the consent form process was finished I would hand each participant the study packet. At this point they were told that each study was to be completed alone. The packet started off with an article which was entirely false and used to deceive each participant. On it there was made up information on the performance of genders on the SAT test throughout the past years. Each participant was informed that they would not be able to continue with the packet if they did not read these instructions. Once the instructions were read each participant could continue to the next section which consisted of the survey questions. These questions were purely used to collect data for analysis. Once the second part was completed each participant would continue on to the math portion of this study. The math portion of the test was a high school level standardized math test previously tested by college level participants. Each participant completed the math portion and would come to me to hand it in. when each individual would approach me I made sure to let them know the true nature of the study and informed them of the deceit. It was very important that no participant left the study with the false idea of one gender outperforming the other. I made sure each participant was thoroughly debriefed and had any questions they had answered. Results The data were analyzed using an ANOVA with the alpha level set at . 05. The main effect of gender participation was not significant, ? (1,44)=. 12, p=. 73, ? 2=. 003 and the main effect of gender test taking was not significant, ? (1,44)=. 00, p=1. 0, ? 2=. 00. However, the interaction between the gender participation and gender test was marginally significant, ? (1,44)=2. 97, p=. 9, ? 2=. 06. Figure 1 shows a cross-over interaction in which the two variables almost perfectly interact. My hypothesis stated that women’s scores would be more affected by the test gender and the deception then would the men’s. The results of the tests did not vary according to the gender of the participant or gender of the test. My hypothesis was not supported by the above da ta. There was, however, a notable factor in the results and the fact that they were similar in score for both genders. Discussion No significant main effect for test gender or participant gender occurred in this study. When taking a math test right after reading a deceitful article about the tendency of males or females to outperform the opposite sex, neither gender’s score seemed to be affected. This particular result is not what I predicted in my original hypothesis. Straying away from my belief that women would underperform the men once they were deceived into believing they would be outperformed, the results disproved my hypothesis. This outcome is consistent with the research of Fisher (2008) and Johnston (2005) in finding there is no significant gab in the performance of females and males in the subject of math. The results are not consistent though with those findings by Ghandi (2006) a researcher whose findings state that women do poorly on math when they are told their gender is to blame. Some factors which may have led to the inconsistency between my hypothesis and my results can be attributed to the limitation when conducting this research. Being part of such a small university, my research was very limited in the sample size it could use. Three thousand undergraduate students was a small population to choose just forty eight participants from. This also lead to what I believe was a biased sample since each and every participant was also my friend. The fact that the participants had a relationship with me could have caused an over performance level which would not usually happen. Some internal validity which should be looked at was the fact that many variables were simply not recorded. These factors include the race and ethnicity of the participant, whether English was their native language, if they understood the deceiving article in the start, and whether they understood every question asked in the math portion. Another internal validity factor is the way in which data was recorded. If this study were to be repeated, observation should definitely be an alternative way of recording data. There was so much happening as I observed each and every participant complete my study. Participants would get frustrated or smile the whole way through. Sometimes they would try to help each other out when I looked the other way or simply just guessed the answers since they did not want to be taking a math test. Using a standardized that does not give anything in return to these participants, should not have been my only source of data since it was not the best way to find results. Regardless of the limitations, new studies and research in the field of gender differences in education have resulted with outcomes very similar to mine. Although my hypothesis was not supported, the consistency it has with the studies of Fisher (2008) and Johnston (2005) only come to show that this study will be supporting much research in the psychology world. My results will be one more way to support the idea that there is little or no difference in gender performance in math. In addition to replicating my results, future research might extend the finding by examining other subjects in the world of education. Expanding the testing to be possibly in language, critical thinking, sciences and also math may give a better understanding on whether there is a discrepancy in women’s performance when they are told they are going to fail. Future research might also want to expand their sample by moving to younger generations in school, possibly in igh school, and older generations in and out of school. By doing so the outcome may result more accurately and allow a better understanding of the prediction. In conclusion, gender performance on standardized math tests do not have a direct link to the subject or the belief that one gender will outperform the other. After testing 48 participants (24 female and 24 male), giving each the same exact standardized math test but deceiving each to think they would outperform or underperform the opposite sex, no gender seemed to truly outperform. Each gender resulted close to equal. The results did not support my hypothesis but it led the way to a new hypothesis and a completely new approach to this study. References Goetz, J. (1996). In Education Expert: Classroom Gender Bias Persists. Cornell Cronicle. Retrieved from http://www. news. cornell. edu/chronicle/96/4. 25. 96/gender. html. Jordan, J (2008) The Myth of Gender Bias in School. Retrieved March 8, 2012. From http://www. parentdish. com/2008/05/20/the-myth-of-gender-bias-in-school/ Fisher, M (2008) Study: No gender differences in math performance. University of Wisconsin-Madison News. Retrieved from http://www. news. wisc. edu/15412 Johnston, T (2005) No evidence of innate gender differences in math and science, scholars assert. Stanford University News. Retrieved from http://news. stanford. edu/news/2005/february9/math-020905. html Gandhi, U. (2006) Gender bias in math skills doesn’t add up, scientists say. The Globe and Mail. Retrieved from http://www. theglobeandmail. com/news/technology/science/article197902. ece Chapman, A. (2012) Gender bias in education. Research Room. Retrieved from http://www. edchange. org/multicultural/papers/genderbias. html Table 1 Cross over interaction [pic] Appendix Survey questions Male/ Female (circle one) Date of Birth __________ Anticipated graduation year __________ Have you ever taken a standardized test (example: SAT) Math questions (standardized test) http://www. majortests. com/sat/problem-solving-test01 1. Of the following, which is greater than ? ? [pic]A. 2/5 [pic]B. 4/7 [pic]C. 4/9 [pic]D. 5/11 [pic]E. 6/13 2. If an object travels at five feet per second, how many feet does it travel in one hour? [pic]A. 30 [pic]B. 300 [pic]C. 720 [pic]D. 1800 [pic]E. 18000 3. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive? [pic]A. 90 [pic]B. 95 [pic]C. 100 [pic]D. 105 pic]E. 110 4. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long? [pic]A. 48 [pic]B. 32 [pic]C. 24 [pic]D. 18 [pic]E. 12 5. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course? [pic]A. 6 [pic]B. 15 [pic]C. 24 [pic]D. 33 [pic]E. 54 6. If f(x) = Â ¦(x? – 50)Â ¦, what is the value of f(-5) ? [pic]A. 75 [pic]B. 25 [pic]C. 0 [pic]D. -25 [pic]E. -75 7. ( v2 v3 )? = [pic]A. 5 2v6 [pic]B. 5 v6 [pic]C. 1 2v6 [pic]D. 1 v2 pic]E. 1 8. 230 + 230 + 230 + 230 = [pic]A. 8120 [pic]B. 830 [pic]C. 232 [pic]D. 230 [pic]E. 226 [pic] 9. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (but not more than once through each) and not travelling any road twice on the same trip? [pic]A. 10 [pic]B. 8 [pic]C. 6 [pic]D. 4 [pic]E. 2 [pic] 10. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ? [pic]A. 18 [pic]B. 13. 5 [pic]C. 9 [pic]D. 4. 5 [pic]E. 3

Panama Canal Essay -- essays papers

Panama Canal Essay The canal was the best thing that ever happened to Panama. The Panama Canal was started under President Roosevelt and completed by his successor, William Howard Taft. The canal was built across an isthmus, a narrow body of land that connects two larger land areas, which connects North and South America. In some places in Panama the isthmus is only 50 miles across. The French started the canal in the late 1800’s. They had just built the then famous Suez Canal with relative ease. The Suez Canal, unlike the Panama Canal, was a straight canal on level ground, in a relatively dry climate. The French had failed in building the Panama Canal because of the tropical climate, in which deadly tropical diseases consumed their workers, and because of the mountain range in which they could not cut through. He had planned to build the canal in the way of the Suez Canal, straight and sea level. You can see the trouble with trying to cut out that much land, through the mountain range, making i t at sea level. The Americans tried their hand in the early 1900’s. Three main people helped made the canal a success. Teddy Roosevelt was one of those people; he saw the military importance of a canal. He called for the cruiser, Oregon, to sail around South America from San Francisco to Cuba so it could be present in the battle at Santiago Bay. The entire journey took ten weeks. He was the driving force in getting the permission to build the canal because he realized the importanc...