Emma and Clueless- Text and Context

Ideas about the human condition can transcend time and expressed through different contexts while reflecting society’s changing values. Emma, written by Jane Austen reaffirms and challenges the conservative society of 19th century England, where moral growth is a result of strict social etiquettes and rigid class structure. However, Heckerling has taken similar ideas that speak powerfully about human nature to the different context of 20th century America, within the world of Clueless where a much fluid social structure is orientated around popularity and superficial materialism.While both texts are able to mirror the values and beliefs of its time, they convey similar ideas which are universal and relate to any context. The importance of personal growth is an element of humanity which transcends time, and can resonate through any context. Emma lacks life’s experiences, with â€Å"little to vex her† whilst doing â€Å"just what she liked†. Her flawed and s poiled character is overshadowed by her â€Å"mutual attachment† to her â€Å"mild† tempered governess further exemplified through the authorial intrusion that she â€Å"had rather too much her own way†.In contrast, Mr Knightley treats others with respect despite their social standing, acting as a moral voice in the novel when he says that Miss Bates deserves â€Å"compassion†, not â€Å"ridicule† when Emma insulted her as being â€Å"dull† at the Box Hill picnic. He scolds Emma that â€Å"it was badly done! † acting as compass to the realisation of her wrongs and â€Å"cruel† behaviour which â€Å"exposed herself to ill opinion†, indicating the strict social etiquettes of her time.Finally, â€Å"she acknowledged the whole truth† which metaphorically â€Å"darted through her, with the speed of an arrow† that she was in love, consequently leading to her realisation that she had been â€Å"inconsiderate†, â€Å"indelicate†, and â€Å"irrational† towards others, and how with â€Å"insufferable vanity she had believed herself in the secret of every body’s feelings†. This marks a major turning point in Emma’s moral growth, which is later rewarded through marriage.Heckerling’s Clueless explores similar ideas of growth while reflecting the different context of modern America, where self realisations are consequences of personal dissatisfaction within the superficial society. Cher’s initial voiceover that she has a â€Å"way normal life†, ironically contrasts the images of her picking out clothes on the computer. Her preference of cartoon over news suggests her naivety whilst shallow indulging within her narrow world of superior wealth and popularity.To Cher’s own amusement she concludes that â€Å"(Tai’s) life will be better because of me†, leading to the â€Å"makeover†. This mirrors the personality o f Emma, who also ignorantly takes matters into her own hands. However, while Emma simply failed to match make, Cher finds her own position and power being challenged when Tai becomes â€Å"the most popular girl in the school†, which Cher hyperbolically describes as â€Å"an alternate universe†. Cher questions in disbelief â€Å"I failed something I couldn’t talk my way out of? when her arrogance and confident character is challenged by reality, resulting in her self realisation, that all her friends were â€Å"really good in different ways†, signifying the overcoming of her self-centeredness, further highlighted in her willingness to help others. Her change in attitude is rewarded by a greater appreciation of life and the people around her, including Josh, whom she loves. Unlike Emma’s self transformation, Cher’s realisation due to trivial events translates to a much shallow world in the 20th century where there is a lack of strict social e tiquette.Austen reaffirms the rigid social classes which often defined one’s social standing, while satirising the pretensions of the gentility. Austen lists properties such as â€Å"handsome†, â€Å"rich† and â€Å"clever†, emphasizing Emma’s position as an aristocracy in contrast to Mr Martin is a â€Å"gross, vulgar farmer†, and therefore â€Å"remarkably plain† due to his lower social standing. Emma pretentiously refers to herself as a â€Å"fanciful, troublesome creature†, with the vain intent of receiving flattery from others, exposing Austen’s satirical purpose.Mr Elton’s disgusted tone as he declares he will â€Å"never think seriously of Miss Smith† because â€Å"everyone has their level†, In addition to his refusal to dance with Harriet highlights the rigidity within social classes. Qualities of Emma are constantly juxtaposed to Harriet, who is the natural daughter of somebody†, a eup hemistic portrayal of Harriet’s lack of status and worth due to her unknown family background. The reference of Mr Westin as having been â€Å"born† into a â€Å"respectable family† illustrates importance of inherited wealth.Despite Emma’s influence over Harriet to marry higher, she ultimately marries appropriately to Mr Martin. Therefore the lack of mobility and strict rules which govern the differences between each class is not challenged by Austen. Emma’s world reflects a clear class structure that is extremely rigid. While the idea of social class within Emma is defined as strict and rigid, the casual contemporary American society based on material wealth and popularity is reflected in Clueless.An opening montage together with the popular culture background music â€Å"kids in America† depicts the freedom and fast paced lifestyle of teenagers, whose interactions imply general acceptance of all types of people. The medium shot featuring C her’s â€Å"classic† vintage house undermines the superficial and materialistic foundation of the social structure. Furthermore the stereotypical division of social groups such as â€Å"Loadies†, â€Å"Popular boys† and â€Å"Persian mafia† based on popularity and material goods such as â€Å"BMW† again illustrates the value of materialistic goods.Unlike Emma where individuals of one social class were mostly encouraged to interact while disregarding other social classes, the social structure presented in contemporary society allows for fluidity and cultural diversity. While orphans such as Jane Fairfax and illegitimate children like Harriet were not highly regarded, Christian, a â€Å"cake boy† has no trouble blending into the microcosm of high school society and its social cliches.In addition to this, Tai, who climbs up the social ladder, highlights the highly fluid social structure. Therefore, Heckerling’s popular cultured fi lm and Emma both explore an idea of social class, yet boundaries between different social classes depend on values of the time and context. While ideas about the human condition are similar and relevant to any society, their expression is greatly influenced by beliefs and values of its context.Austen’s Emma features a society with strict social etiquettes, from which Emma learns and morally matures. Heckerling takes the idea of self growth and interprets it through a different context, where the lives of teenagers are rather shallow and revolve around trivial things. While the 19th century English society of Emma is governed by social classes which are distinct and rigid, Clueless features the fluid society classed by popularity and materialistic wealth. Overall both texts clearly reflect the context of its time.

Gothic Story Essay

The advancing darkness overwhelmed his senses and the fear of the night crept upon him. Distant screams beyond the unavoidable forest seemed to draw him towards the tall trees ahead. He fearfully entered the overpowering forest, after a few footsteps in, the trees surrounded him at every angle and there was no escape. The journey had to continue, there was no turning back now. The scattered leaves and twigs crunched below his feet as he advanced further into the colossal forest, his nose was conquered by the dominant scent of burning wood and mud. The whispering footsteps of wild beastly animals seemed to be following his every motion, then the sudden roaring wind threw him off balance and he plummeted to the ground with a colossal thud. He rose to his feet immediately and a distance ahead of him he could see the moon light fighting through the dense trees. He proceeded in the direction in which he was originally travelling in. After a while of walking he became aware that the night was at its peak and nothing but death could be heard. He fearfully darted as rapid as he could and now the opening of the forest was near, he cleared the last of the trees, and he was now out of the mighty forest. In front of him stood an isolated castle, he sceptically approached the mammoth cast iron gates that towered far above him. The gates had huge rusted chains securing them, but they were not locked. He heaved the gates with great difficulty and managed to open a small gap that he was able to squeeze through. The gravel in advance of him seemed disturbed as if someone had already past over it recently, he continued anyway and the gravel crunched beneath his feet, the old cold stone castle was in front of him. He approached the huge rotting wooden doors, which were wide open and he slowly entered the vast hallway, a mighty bash was heard behind him, he spun around and realized that the doors had fastened. The hallway was damp, with a stale smell, it was decorated with ancient wallpaper and rotting furnishings, it seemed as if the place had been abandoned years ago and any previous owners are long dead, but judging by the size of the doors and gates the people who lived here must have been humongous. He progressed deeper into the ancient castle, he could hear dripping echoes around the corridor he had entered, the smell changed it was now a disgusting rotting smell as if something or someone had died in the area. Further forwards he saw an object hanging in the centre of the corridor in the distance but he could not tell what it was, the smell had become more dominant as he continued it was becoming unbearable, he reached the hanging object and to his disgust and astonishment was a man’s leg dangling from a piece of wire tied to a pipe above his head, the leg had already begun rotting away but a lot of flesh still remained, it appeared as if the leg was chopped of by a butchers knife or an axe. He had now reached the end of the corridor and was lingering at the top of a dark spiralling staircase, he descended slowly but fearfully into the darkness of the staircase that was slowly absorbing him, unable to see anything but his feet and the step he was treading on he would be unable to tell how many steps he would have to descend. Trusting himself he gripped onto the railing at one side of these stairs and went down one step at a time, he had descended masses of steps, he must have been going down for at least half an hour. Finally some light began to creep in as he continued downwards; he could now see the vast remaining number of steps beneath him begin to reveal themselves. He touched the walls for balance as he descended; they were as cold as ice. At last he discovered that the never-ending staircase was coming to an end. He reached the final step and felt a mixture of relief because the journey had ended and yet he was nervous as to what lay ahead. At the end of the stair case was a poorly lit room that was damp and dirty. There was blood everywhere; all over the walls and a huge puddle where he was standing. In the centre of the room he found a bleeding man tied to a small wooden chair with thick ropes. In the man’s leg a large butcher’s knife had been wedged deep into his flesh. The room was empty except for a large steel door at the back of the room. The door swung open and a giant man with a huge blood soaked knife stood at the door saturated in shadow.

Unit V Assignment (Training and Development) Essay

Unit V Assignment (Training and Development) - Essay Example This proposal is rooted on the fact that the demand for software designers is at its peak in the current economy. For this reason, there is a need for training to equip professionals with relevant skills that workforce desires. The apprentice is guaranteed a variety of skills to learn from this program. One of the most prevalent programming languages is the C language, and it is among the skills acquired in the apprenticeship. It turns out that the C programming language is the foundation of many operating systems hence the training equips workforce with latest updates in this area. Another relevant and essential skill from this apprenticeship is mastery of the C++ language. The complexity and convolution of this programming language requires adequate preparation to handle unexpected changes (Sinha, 2009). In addition, this apprenticeship enables mastery of JavaScript with an aim of making the web an interactive place. Next on the list of skills is an understanding and application of HTML. However, the most significant skill developed from this apprenticeship is the language of SQL. This comes from the idea that SQL server developers have skills, which are in high demand, and comes with better job prospects than any other programming language. The entire process of training deems to follow a definite path. With the apprentice’s development in mind, the apprenticeship focuses on dividing classes according to various programming languages, and allows employees specialize on what they best understand. The process of training then ensures that employees are more committed to success in respective jobs (Sinha, 2009). It instills on employees a sense of confidence and the ability to handle various challenges. Even though all programming languages are essential for an all-round computer programmer, this apprenticeship ensures a clear

The Development of the self Essay Example | Topics and Well Written Essays - 3250 words

The Development of the self - Essay Example Inter-Relationships of Individuals and Surrounding Environment The first concept which is defined is with the inter-relationships of individuals and the surrounding environment. According to the theories of D.W. Winnicott, there is the sense of a true self and a false self. The false self works as a protective mechanism while the true self is out of feeling real or moving into the roots of one’s personality (Malcolm, 138). The mask that is created is one which is easily seen and pronounced when working in various scenarios. When a client first comes into a practice to see me, the same masks and sense of self are easily seen. The environment that is created is one which is professional and which instantly triggers a reaction from those who come in to behave in a professional way. Most clients will be soft spoken the first time that they see me and will avoid direct confrontations or contact. The body language becomes very subtle while trying to manage a straight posture and a b usiness like tone. Most often, the voice is also soft spoken and restricted with the first impressions. The surrounding environment is followed by the one on one interaction which occurs. In the first meeting it is difficult to get a client to speak of specific problems or to be associated with the right type of influence to open up. It is only after speaking with the client about my own relationship to the practice and other confrontations that the client begins to show a different side. The shoulders will also begin to lift when a confrontation occurs. However, as the client moves through a session, the shoulders will drop down, the arms will relax and they will sit more comfortably. At this point, the voice begins to get louder and the individual begins to open up. This creates a sense of the true self, as opposed to the initial false self that was portrayed. An example of a client that has the true and false self in a different scenario is with one who had been in an abusive sit uation. The client wasn’t interested in speaking at first and gave the impression that the only reason why they were in the counseling session was because of a mandate they had to receive assistance. The information presented was given in a soft tone, and the client often spoke slowly. The false self continued with the ideal that the relationship was perfect and they didn’t know why they were there. The interpersonal relationship shifted when I began to speak about other situations or circumstances and began to show the cycles of abuse. The client slowly changed, gathered interest in the conversation and then began to speak of the problems. The reality of the situation was then able to become a part of the counseling practice. This shows how the masks slowly have to come off, dependent on environment and interpersonal interactions. Psychodynamic Theory and Counseling Practice The psychodynamic theory is based on the concept of the unconscious motivation that an individ ual has to be a part of a group or discussion and to work within the counseling practice. To create this specific scenario, there is the need to create a response to allow the individual to participate, even if they are unaware. The behaviors and emotions are the main ways to build a response and create a dynamic

Brazil's Education Minister Forges a New Role for the Ministry Essay

Brazil's Education Minister Forges a New Role for the Ministry - Essay Example As such there different processes that need to be implemented in order to turnaround the activities of the ministry such that the education sector can be improved. First and foremost, the new minister and his executive have a task to design the functions as well as jobs in the ministry so that it can operate towards the attainment of the desired goals. Basically, job design is the process by which characteristics and qualities of jobs are determined and created (Jackson & Schuler, 151). Technology is one major factor that affects job design and it is the duty of the Ministry of education to ensure that they harness the use of new information and communication technology in gathering information about the necessary steps that should be taken in order to improve the performance as well as quality in the education sector in Brazil. The other important function of job design is to attract, accommodate, motivate and retain a workforce that is diverse in terms of lifestyle, gender as well as capability (Jackson & Schuler, 153). Without a proper job design, it may be quite difficult to attract the talented people to certain jobs since they would also not be aware of what would be expected of them. Having designed different job tasks in the Ministry of Education in Brazil, the other processes that ought to be taken into account is to recruit competent employees and make sure that measures designed to retain them are put in place. Robbins (165) posits to the effect that recruitment helps the company to select the best candidates out of a potential poof of employees. This process is not an end in itself since it is supposed to be complemented by other activities that are designed to improve the overall performance of the whole sector. The Ministry also ought to put in place measures that are designed to motivate the employees so that they can put optimum performance in their

Procurement process_3 Essay Example | Topics and Well Written Essays - 500 words

Procurement process_3 - Essay Example professionals require constantly monitoring the employees with the aim of ensuring employees’ safety, developing immigration laws and employment tax based regulations. In addition, the professionals are also required to be equipped with broader decision making capabilities so that they can make effective decisions in order to mitigate the risks attached with employee deployment (Krell, 2012). In the present changing business scenario, business professionals are required to identify risks that are associated with management and deployment of human resources (HR) in terms of monitoring the operations of the employees relating to their temporary along with permanent assignments. In this respect, the mobility professionals recognise HR risks by constantly monitoring the activities of the employees for the purpose of mitigating unfavourable impacts in relation to security as well as logistics, family dynamics and effects of cost cutting. In order to address the HR risks, the mobility professionals should possess adequate knowledge along with expertise on different grounds that include financial acumen, immigration law, importance of preserving effective employee relation and knowledge of taxation among others. The two key criteria in accordance with which professionals should evaluate family issues posed by personnel include decision making and business needs (Cascio, 2010). In relation to determine the effect of poor project screening methods, the provided article signified that this particular method unfavourably affected the operations along with the performances of business organisations. This might be owing to the reason that ineffective screening methods lead towards inappropriate management of employees, which eventually results in higher employee turnover. This could be regarded as one of the imperative aspects, which demonstrated by the provided article concerning the effect of poor project screening methods on a firm’s ability to manage employees

Physics lab A Report Example | Topics and Well Written Essays - 500 words

Physics A - Lab Report Example Then timing of 50 oscillations followed together with recording of the attained results. Second step entailed repetition of the initial step but with varying lengths (0.8m, 1.0m, 1.2m, 1.4m and 1.6m) coupled with recording oscillations after every 25 vibrations instead of 50 as it was in the first procedure. This experiment entailed hanging the spring instead of string from the support with varying masses at its base (0.1kg, 0.2kg, 0.3kg, 0.4kg and 0.5kg). Then displacing each mass in turn from their middle positions, measuring their displacements and tabulating them in a table. The application of these experiments is immensely in the fabrication sectors where engineers construct diverse models to come up with refined designs meant to construct real machines and objects. This is to minimize losses, which could have occurred if the specialists ignored small tests in determining how the real design will

Research Support for the Project Proposal of Smoking Cessation Among Paper

Support for the Project Proposal of Smoking Cessation Among Nurses - Research Paper Example Keywords: smoking, cessation, nurses. Research Support for the Project Proposal of Smoking Cessation among Nurses Smoking is a serious problem among nurses. Much has been written and said about the role and importance of smoking cessation programs in clinical settings. Smoking causes profound impacts on the quality of nursing care. In some instances, smoking among nurses is justified by the amount of stress they constantly experience in the workplace: Tagliacozzo and Vaughn (1986) established a direct relation between work-related stresses and smoking among nurses. This however does not mean that nurses are secured from the risks and negative consequences of smoking. A facility-based smoking cessation program has the potential to reduce smoking among nurses, through counseling support, monetary incentives, nicotine-replacement therapies, and Cognitive-Behavioral therapy. The role and significance of counseling support in smoking cessation was discussed in abundance. Individual, group , or telephone counseling was extensively used to raise smoking cessation rates in various population groups. Lancaster and Stead (2008) reviewed previous studies and concluded that individual counseling increased the likelihood of smoking cessation. ... Those results were also supported by Stead, Perrera and Lancaster (2009), who found that both reactive and proactive telephone counseling was responsible for increased rates of smoking cessation among individuals. The rationale behind telephone counseling and its efficacy in smoking cessation are difficult to explain: most probably, smokers perceive telephone support as both reliable and anonymous, and which gives them a sense of confidence in dealing with the problem of smoking. It is also possible that telephone lines provide that assistance which smokers really need in their long and troublesome way to cessation. Whatever the rationale, individual counseling, either personal or telephone, can benefit nurses who are willing to quit smoking. Unfortunately, individual counseling is always associated with additional costs (Lichtenstein et al, 1996). New technologies provide the flexibility and communication opportunities required to reduce smoking among nurses. Yet, they also add to t he burden of financial and technical expenses on hospitals. This is why individual counseling can give place to group counseling strategies. Group counseling is believed to be a better alternative to individual smoking cessation counseling. The current state of literature suggests that individual counseling alone cannot increase smoking cessation rates (Stead & Lancaster, 2009). Unfortunately, evaluating the benefits and outcomes of group counseling interventions is not possible, due to the heterogeneity of subjects involved in study samples (Stead & Lancaster, 2009). Moreover, group counseling is by itself not without controversy, since groups demonstrate limited reach to smoking populations and are characterized by low participation rates (Stead &

Response to articles (to state in the documents uploaded) Essay

Response to articles (to state in the documents uploaded) - Essay Example The two articles dwell on the African American cultures and their influence in decision making. Hughes displays a scenario in which the whites are considered to be superior and of higher class than the African American. He also states the existing social classes within the African Americans. The social standards determine the life style and the child’s development (Marable & Mullings, 2009). The internal composting of families and individuals in an African American set up are determined by the existing stereotypes. These notions associate many negative occurrences to the African American populating (Huggins, 47). The two authors indicate the origin of an individual to be the main reason behind their beliefs and practice. The two authors disagree with each other on matters cross- cultural solidarity. Hughes acknowledges the solidarity. He uses the boys desire to compose poems to show the cultural interchange with the boy aspiring to be a white poet. The initial institution for each individual is the social with background information and practices being blamed to social class. They all agree on how society shapes behaviors with social background determine the nature of person people end up being. The stereotype aspect is enhanced by the family with parents giving their children negative attitude towards a given ethnic group. The authors indicate two relationships between the whites and African American. The ancient relationship in which many associated the blacks and lack formal cultural compositions with many wishing to b born in white. Hughes indicates social differences between the two groups to be the reason behind the negative beliefs existing between the two. The other aspect by the author is the existence of positive beliefs and a change of heart with both cultures showing a sense of appreciation in both the educational ground and social lives. The authors indicate friendship growing between

Single-Parent Families Essay Example for Free

Single-Parent Families Essay There has been a lot of misconception being attributed to children who are raised by single parents in regard to their development and well being. Single parent phenomenon is no longer something unheard of in our society. Such families are commonplace in our societies today. According to the United States Census Bureau, close to a third of American families are headed by a single parent. The number of single parent families was estimated to be slightly above the 12 million mark in 2000 (Ketteringham, 2007). With an increasing trend in the single parent families across the US, researchers have conducted surveys to measure the impact of such households on the child’s welfare. There have been misconceptions that single parent families are doomed in that their children are usually associated with drug abuse, being delinquent and dropping out of school among other unconventional behavioral problems. This is however untrue because when such children gets the emotional support from the single parent, they are destined to show positive results just like any other kids from normal families. This paper shall look into the evidence that denounces the misconceived myths that are associated with children from single parent households. Single parent families: Single parent households are no longer considered as unconventional in the world today. A single parent can be defined as â€Å"a parent with one or more children, who is not living with any of the children’s other parents† (Ketteringham, 2007, para 3). In the United States, the number of children from normal family set up has been decreasing each year and an estimated 22 million kids live with single parents. Women headed families account for about 80% of the single parent households though men headed single households has been increasing in the recent past. Research reveals that mothers account for 85% of custodial parents whereas the fathers take the remaining 15%. It was also found that more than half of the children under the custody of the mothers do not access to their fathers regularly after a couple of years into the break up. The 2000 census revealed that 38% of single families resulted from divorce, 35% were never married parents, separation accounted for 19%, widowhood and separation due to other commitments each accounted for 4% of single parent families in the United States (Ketteringham, 2007). Generally, female headed households are more in comparison to male headed households. There are many reasons that can explain why mothers account for a majority share of the single parent families but the main reason would be the fact that women are seen as nurturing compared to men and thus have to take the responsibilities of the young children (Lamb, 1998). Historically, the father was seen as the central figure that could provide for the children and prepare them for the future. In the years that followed after the First World War, there was a shift and mothers were seen as vital in nurturing of the young ones and hence custody of the children was handed over to them. Starting in the last third of the 20th century, the courts have been trying to adopt a middle ground at least in theory to enable men have an equal chance of having their kids in custody as the women. Reality however suggests that very few fathers have been granted custody of their children in comparison to the mothers. David Blankenhorn observes that â€Å"the United States is becoming a fatherless society, a generation ago; an American child could reasonably expect to grow up with his or her father. Today, [the same] child can reasonably expect not to,† (Blankenhorn, 1995, p1). Initially, fatherhood was regarded as of great importance in the lives of children and death of the father was the worst tragedy to happen in a child’s life. In the current times, a father leaving the home has become too common and the society seems accommodative of the habit (Blankenhorn, 1995). Challenges of single parents: Child rearing is always full of challenges and the challenges are even intensified when one parent assumes the responsibilities that are associated with parenthood. Among the major challenges facing such families is usually financial as most of them cannot afford to stay in the homes babysitting unless they have a stable financial background. For such parents, combining working and caring for the children becomes a great challenge as they have to find a person who shall be handed the responsibility of taking care of the children as they go looking for a job. Though daycares provide these services for such parents, economical constrains forces these parents to look for financially viable options in the name of extended family members or child minders (Lamb, 1998). A single parent is therefore overwhelmed by the pressure of taking care of the children and looking for financial relieve by landing a job elsewhere. They usually swing between their daily jobs and the un-paying jobs waiting at home. Handling the house chores after a tiring job during the day is a great challenge especially when the kids are still very young. With the parent tied between responsibilities at the workplace and the home, little or no time can be dedicated to spending with the children and this may lead to other challenges. Single parents hardly find time to get involved in their children’s school work and other activities. Being involved in the child’s life is crucial as a parent (Ketteringham, 2007). Instilling discipline in children is also another challenge faced by single parents as they are sometimes too overwhelmed to notice it. It is crucial to observe good parenting skills, patience, and love among other aspects associated with parenthood when the kids are young so as to grow in an upright manner. It is also important to observe that the single parents have no time for themselves as they oscillate between the work place and household chores and this has proven to be a challenge in itself for it may worsen the other challenges being faced by these parents (Garis, 1998). More often than not, single parent families are discouraged with the generalized statistics that are revealed by studies into the impacts of single-parenthood. What the researches fail to reveal is the fact that also dual parent families also comes up with challenges of their own. Though single parent family is a concept that no one will encourage, the reality of the matter requires us to think positive of such families. With the statistics revealing increasing numbers of children being raised with single parents, there is need to offer realist tools and opportunities by highlighting the positives that come from the single parent families as opposed to dwelling much on the negative statistics (Lamb,1998). Generalized Myths about children from single Parent families: Studies conducted on the issue of single parent families have continued to associate all the negative behavioral aspects in children to the family set up. In the US, the concept of family structure has continued to reveal negative statistics that are associated with the children from single-parent families. Statistics indicate that low birthrates and high death rates are prevalent in the single parent households. There is a revelation that teenagers from these families have a higher school dropout rates and lacks good health compared to their counterparts from normal families. Incidences of teenage pregnancy have been reported to be higher in such children as opposed to those from dual parent families (Garis, 1998). The negative portrayal of single parent families has continued with the depiction that such families’ children becomes depressed, emotionally stressed, and exhibits general difficulties in school. Revelation has also associated delinquency with single parenthood as statistics reveal that over 70% of teenage murderers come from single parent households and 60% of rape crimes are committed by individuals from single parent families. Studies also reveal that individuals from single parent families have higher incidences of violent behavior compared to those from dual parent families. In a nutshell, single parent families have continued to be portrayed in negative light and no one can single out any positive elements from such a family set up (Ketteringham, 2007). Nowadays, problems that are associated with single parent families are common and this may leave those affected to think that they have no control over the success of their families as it is destined to be doomed. This should not be the case as critical analysis indicates that not all the children that have been raised in single parent households are maladapted in the society. When focusing on the negative aspects of single parenthood does not help the single parents and their children in rising up to the occasion and fight the negative aspects. In fact, by portraying the negativity of the single parent households kills the self esteem of the individuals affected and only adds to worsen the situation (Garis, 1998). Demystifying the Myths: The question that we need to pose to ourselves is about the children raised by single parent families and their supposed social mal-adaptations. Such children are said to find it difficult schooling, getting into conflict with the law, and developing other social problems. It should however be noted that the problems that are usually associated with children from single parent families are more from the financial inability of the parents as opposed to single parenthood as conventionally thought. There are incidences where single parents have brought up well behaved young individuals in the society (Ketteringham, 2007). Single parent families are faced with financial problems as the financial resources are cut leaving the family in dire need of finances. The single parent is left struggling to make ends meet and this leaves no or little room to attend to the children at the same time difficulties in meeting the financial requirements of the family. Studies have indicated that single parenthood and struggling for finances always coincides (Lamb, 1998). Children from single parent families are often associated with low self esteem compared to their counterparts from dual parent families. Self esteem is very crucial especially to young children as it helps them to counter the negative peer pressure giving them confidence to face new challenges and become innovative. Showing these children some bits of love is very crucial as it helps them develop a feeling that they are appreciated by someone. It should be noted that children can only emotionally benefit from a healthy parental relationship if not so; the children are going to suffer emotional neglect from the conflicting parents (Garis, 1998). Parental involvement in the child’s life is very crucial especially during the early developmental stages in life. The children require emotional support and understanding and sharing with the children is advocated for during this stage of development. Children who get the support that they need during this stage would definitely grow into normal citizens and thus rule out the connection between single parenthood and misbehavior of the children within the society. What should be an area of concern is how to ensure that single parents gets the financial support that is very central to the shaping of the child’s future. When the single parent starts struggling to cater for the financial needs of the family, it becomes the source of all evils. This is because struggling for financial upkeep leaves the single parent with little time if any to spend with their children. However, the affluent single parents can comfortably bring up an upright family as they have enough time to spend with their children (Garis, 1998). Single Parenthood can become a success story: There are misconceptions about single parent families branding them dysfunctional and associating children from such families with social maladaptive behavior. Though they are faced with unique challenges, single parents can successfully address these challenges and provide a good background to their children. It should be noted that the love, stability and safety requirements that are needed by the children is similar irrespective of the number of parents in the household. No one would wish for separation of any sort but though children of single parents are not showered with the much needed parental love, the love cannot be compensated for by the severe and prolonged stress in the relationship between parents (Lamb, 1998). It is often advisable for parents to separate for the good of the children other than exposing the children to the tension in the relationship. Single parent families do not have a common background as some results from divorce, others from separations, whereas others result when one parent passes away. Single parenthood can be a challenge to any other person irrespective of race and/or ethnicity. Every individual is set to undergo similar grief upon losing a serious relationship. All single parents are faced with similar emotive challenges in regard to the changed status and thus needs great strength to cope up with the new status (Garis, 1998). Children from single families become emotionally vulnerable and thus single parents have the responsibility to ensure that the emotional bit has been well catered for in the family. Their top most priority should be the family as they aspire to be the best single parents like no other. This means that the interests of the child should be placed first and that a lot of sacrifices are to be made in attending to the child’s welfare. Such parents need to be supportive and observing patience to help the children in coping. They should be consistent but not highly punitive like any other parent to provide the child with options, utilize the natural and logical effects and at the same time providing structure for the kids. There is need for open communication between the child and the parent which encourages clear and open expressions to develop an honest and a trustworthy relationship (Garis, 1998). Many single parents have to redefine their situation in order to fit in the new status. They have to learn how to live within the limits of a reduced income and restructure their relationships with the kids. Developing clearly defined roles within the household can come in handy in compensation to some of the challenges faced by the single parents. A clearly defined structure for the kids to regulate meals, chores, school work and entertainment among other activities is necessary. This helps in bringing a sense of security and reducing anxiety in the children. Communication, understanding and cooperation are very important to single parents but it should be noted that these parents should not leave adult responsibilities to the children (Lamb, 1998). Conclusion: Though we cannot deny the fact that separation or rather loss of a loved one in a relationship comes with its emotional distress, it should not be misconceived to mean that the remaining family is condemned. What is important though is the fact that the single parents have to accept their new condition and manage the depression that may accompany the situation. This is very important as it prepares one to deal with challenges that come with single parenthood. Single parenthood shall remain part and parcel of our society for ever. Instead of focusing on the challenges of single parenthood, researchers need to shift and focus on how single parent families can be helped to overcome the challenges facing them. Belonging to a single parent family should not be viewed as a ticket to an unhappy family since it is evident that with appropriate intervention, success in such families is realizable. In general, parenthood can be challenging and it is even more challenging when the responsibilities are left to one parent. Reference: Blankenhorn, D. (1995). Fatherless America: confronting our most urgent social problem. BasicBooks, ISBN 0465014836, 9780465014835. Garis, D. (1998). Poverty, Single-Parent Households, and Youth At-Risk Behavior: An Empirical Study. Journal of Economic Issues; pp 1079-1085 Ketteringham, K. (2007). Single Parent Households How does it affect the Children? Retrieved on 10th May 2010 from; http://www. associatedcontent. com/article/297615/single_parent_households_how_does_it. html. Lamb, M. E. (1998). Parenting and Child Development in Nontraditional Families. Mahwah: Lawrence Erlbaum Associates.

Distinctions Between International Law And Municipal Law

Distinctions Between International Law And Municipal Law George, the Chief Justice of Ruretania, has been invited to sit on the ICJ as an ad hoc judge in a case now before the Court. After many years dealing with domestic law issues, he is now experiencing some difficulty in assessing the material submitted to the Court by the parties. These materials include: a. An article in the American Journal of International Law written by an eminent jurist; b. Draft articles prepared by the International Law Commission; c. A decision of the Supreme Court of one of the parties to the dispute; d. A United Nations General Assembly Resolution; e. A Treaty to which only one of the parties to the dispute is a party; f. A statement by the foreign minister of one of the parties; and g. A previous decision of the ICJ. Draw up a detailed memorandum for George explaining the sources of modern international law and advising him in particular as to the weight he should attach to the above-mentioned materials as sources and evidence of international law, drawing upon doctrinal aspects, relevant court judgments and opinions of authors. Introduction One of the primary points of distinction between international law and municipal law may be drawn from the nature of their sources. International law has been described by authors as a decentralized system which arguably lacks a predefined and concrete structure which discriminates between potential sources as to their importance and value in the resolution of issues  [1]  . The international judge does not have reference to a constitution, codes of law or statutes as in the municipal scenario. This is due to the fact that in international law there is no compulsory jurisdiction and any rules which a state must abide to are the same rules which it has expressly consented to, either by way of its consistent practice in the formation of custom or else expressly in the formation of treaties. Technically speaking, such contractual arrangement usually creating mutual obligations by way of treaty are the only source of international which is by its very nature objectively binding upon states, a reflection of the pacta sunt servanda principle in domestic Civil Law. It is for this reason that the law of treaties has been held to be a primary principle for centuries. Custom, on the other hand is primarily a matter of evidence. Brownlie  [2]  speaks of a categorization between the formal and the material sources of law. The formal sources are the legal procedures and methods for the creation of rules of general application which are legally binding on the addressee such as international custom created by constant state practice and the law contained in treaties. The material sources, on the other hand, provide evidence of the existence of rules which, when proved, have the status of legally binding rules of general application, here one can include decisions of international courts or tribunals, resolutions of the General Assembly of the United Nations and possibly Doctrinal sources. Brownlie continues to argue that in reality, save the usefulness in academia, th e so-called elevation of formal sources do not really exist in international law  [3]  as this would create a hierarchy which is not actually present. The Statute of the ICJ  [4]  constitutes a generally accepted list of the sources of international law ascribed to by the court  [5]  : 38 (1)The Court, whose function is to decide in accordance with international law such disputes as are submitted to it, shall apply: a. international conventions, whether general or particular, establishing rules expressly recognized by the contesting states; b. international custom, as evidence of a general practice accepted as law; c. the general principles of law recognized by civilized nations; d. subject to the provisions of Article 59, judicial decisions and the teachings of the most highly qualified publicists of the various nations, as subsidiary means for the determination of rules of law. An article in the American Journal of International Law written by an eminent jurist In order to help the Chief Justice of Ruretania in the performance of the new role of ad hoc judge in a case before the International Court of Justice, we need to give guidance on how to assess and use the contents of an article published in the American Journal of International Law written by an eminent jurist, that was submitted by the parties as part of the materials to be used as part of the deliberations of the judges. Article 38 of the Statute of the International Court of Justice lists the traditional sources of International Law, which include the international conventions of a general or a particular nature that are recognised by the parties to the case, international custom that is evidenced by general use and acceptance at law, general principles of law as accepted by civilised nations and as subsidiary means to establish these rules of law, the judicial decisions and the teachings of the most highly qualified jurists of the various nations. At the time of drafting, the term convention was used to mean any sort of agreement, however with the passage of time this term was redefined to make a specific reference to multilateral treaties. Without any doubt these written, accepted and published agreements are the primary source of law-making at the international law level. The only situation where any other rule takes precedence over a treaty is where the rules forms part of the jus cogens doctrine. Jus cogens is a normative rule that is generally accepted by the majority of states and from which no other state can expect to be given a derogation. It is also argued that the international custom as evidence of a general practice that is accepted by law is of equal validity and importance to the contents of treaties as new customs may replace previously agreed treaties and new treaties replace older customs. Article 38(d) of the ICJ statute specifically states that judicial decisions and the teachings of the most highly qualified publicists of the various nations may be used as subsidiary sources and the court is entitled to refer to these publications. This is subject to the provisions of Article 59 of the same statute. Article 59 states that the decision of the International Court of Justice shall have no other bearing or binding force except on the parties of the case in question. However as part of the courts decision, reference to other judicial decisions and to previously published works of eminent writers may be made. The works of prominent jurists and scholars are accepted only as secondary or subsidiary sources of international law but can be considered to be an essential element in the development of the rules that are included treaties, custom and the general principles of the law. More recently, the acts or resolutions of the various international organizations are also being considered as secondary sources of international law. Draft articles prepared by the International Law Commission In 1946, the UN General Assembly passed a resolution to set up a committee of legal experts to pass on recommendations to the UN Secretary General on the ways the General Assembly could proceed in the development of codification of international law. This Commission recommended that the UN sets up a permanent Commission with the same task. Thus in 1947 the UN set up the International Law Commission which has as its objectives the codification of international law as well as solving international legal problems  [6]  . The International Law Commission prepares drafts, according to Section 20 of its Statute  [7]  , which are requested by the General Assembly or by government, by an inter-governmental organization or by a UN agency or on its own initiative. When the matter is brought to its attention by the General Assembly, one of its members sits with the Commission as a Special Rapporteur. In order to finalise a draft the Commission prepares a plan of work, receives written opinions and suggestions from the governments and then puts these together into a final draft. This final draft is submitted to the General Assembly for its final approval. B.G. Ramcharan  [8]  describes the International Law Commission as the vehicle for systematizing consolidating, up-dating, adapting, and expanding the law, and for giving an opportunity to the States [] to participate in this process. In The Work of the International Law Commission  [9]  any draft is given a dual aspect. On the one hand there is the codification of existing law as well as the formulation of what the Commission considered to be desirable developments in the field. How effective are draft articles for George? Although draft articles prepared by the International law Commission are a good indication of the general opinion on an issue in the international sphere (due to the opinions submitted by the States), these provisions are not binding. Therefore a provision in a Convention or a decision by the ICJ has more binding effect. In fact the 1952 draft convention on arbitral procedure, although it was described as unexceptionable and as perfect from a technical point of view, it still was not accepted as the basis of a convention as the members of the General Assembly saw it as over-ambitious  [10]  . Conventions concluded by the UN on the basis of drafts prepared by the ILC include the Vienna Convention on the Law of Treaties, Vienna Convention on the Law of Treaties between States and International Organizations or between International Organizations, Vienna Convention on Succession of States in respect of State Property, Archives and Debts and others. Drawing a comparison between the draft articles of one of the above and the actual Convention, one can easily see that most of the draft articles are adopted into the Convention word by word. I have carried out this exercise for the first twenty articles of the Vienna Convention on the Law of Treaties. In this comparison I have found that the substance of the articles has to a large extent been carried on into the Convention. Moreover the General Assembly introduced four other articles but removed only one whole article and two sub-articles. From this exercise I can conclude that the draft articles, before the Convention was enforced, were a very good indication of the opinio juris on the matter especially due to the fact that states give their opinion prior to the drawing up of a draft. Therefore my advice to George would be that when he has to decide on a specific matter, first he should look into written legal provisions especially Conventions which have the most binding effect. If his findings are lacking he ought to see if the ILC has drawn up draft articles on the matter (since these are a codification of the unwritten customary law). Otherwise George has to look at the other sources of international law such as court decisions and the opinion of publicists on the matter as laid down in Article 38 of the Statute of the International Court of Justice. A decision of the Supreme Court of one of the parties to the dispute As the name indicates, the Supreme Court is the most important organ of the judiciary of the nation. However, within the international sphere, this position is taken up by the International Court of Justice. This does not reduce the importance of the Supreme Court, but its authority is merely superseded by a more senior court, which regulates conduct between states. Nevertheless, there is a theoretical issue which divides this are into two schools of thought: dualism and monism. Dualist doctrine points to essential differences between international law and municipal law. This consists primarily in the fact that local legislation differs from international law in a fundamental way as international law regulates law between sovereign states whilst municipal law applies solely within a state and regulates the relationship between the citizens of a state and its executive.  [11]  This theory was espoused particularly by the German jurist Heinrich Triepel, who argued that in case of conflict between municipal and international law, a court would apply municipal law.  [12]   On the other hand, monism was espoused by jurists who believed in the supremacy of international law even within the municipal sphere. International law is seen as the best available moderator of human affairs, and a logical condition of the legal existence of states.  [13]   However, these theories were criticized on the basis that they hold conflicting views with the way that international courts ought to behave. Nevertheless, a state cannot refrain from its international obligations citing municipal law, as provided in Article 27 of the Vienna Convention which states that A party may not invoke the provisions of its internal law as justification for its failure to perform a treaty.  [14]   Municipal law is also relevant in international law as has been demonstrated in numerous cases. In fact, many instances in international law require concordance with municipal law to function correctly, such as in cases related to extradition and protection of human rights, as well as treaties. Municipal law is important to such an extent that it can be used to determine cases in international tribunals. In the Serbian Loans Case  [15]  , the Permanent Court considered whether it had jurisdiction under its statute in a case where the point at issue was a question which had to be decided by the application of municipal law. It concluded that the duty of the Court was to exercise jurisdiction when two states agree to have recourse to the Court. The Court weighted the case and decided to apply Serbian law in this case. The role of municipal law in international law was closely examined in the case concerning Certain German Interests in Polish Upper Silesia.  [16]  In this case, the Court observed that it was not called upon to interpret Polish law, but there was nothing to prevent the Court from judging whether Poland was acting in conformity with the Geneva Convention. Brownlie states that this statement indicates that municipal law can be considered as something which can create international responsibility. The general proposition is that international tribunals can take account of municipal laws only as facts to further discussion.  [17]   Brownlie also states that in the practice of the International Court and other international tribunals the concept of municipal law as mere facts had six distinct aspects  [18]  . These aspects are: Municipal law may be evidence of a violation of a rule of treaty or a customary law Judicial notice does not apply to matters of municipal law, as the international tribunal will require proof of the existence of municipal law In accordance with the Serbian Loans case, interpretation of municipal law by national courts is binding on an international tribunal Municipal law must be applicable to an extent within international tribunals International tribunals cannot declare the invalidity of municipal law and respect domestic jurisdiction International law may designate a system of domestic law as the applicable law  [19]   Thus, given that in some cases international courts may apply municipal law, George must not discard totally the decisions of the Supreme Court, but must use it in order to help him with the case he is assigned to. Nevertheless, international law still supersedes municipal law, as provided in Article 27 of the Vienna Convention. The United Nations General Assembly Resolution Hon. Chief Justice, in order to understand better what is a United Nations General Assembly resolution, it would be ideal to start by providing you with a short and background information on the General Assembly itself. The United Nations General Assembly is one of the five principal organs  [20]  of the United Nations and the only one in which all member nations have equal representation. This means, that since there are 192 member states in the United Nations, each and one of them is a member of the General Assembly. Each member of the General Assembly has one vote and important matters such as the elections of members, peace and security, budgets, and the suspension/discharging of members, is done by a two-thirds majority of those present and voting. Other recommendations which are considered to contain less weight, are decided by a majority voting. As stated in the official website of the UN, the General Assembly meets under its president or secretary general in regular yearly sessions, the main part of which lasts from September to December and resumed part from January until all issues are addressed (which often is just before the next sessions start). It can also meet for special and emergency issues. The Presidency rotates annually and the President is voted for by the same members of the United Nations. It is customary that the largest and most powerful countries, such as China, do not hold the presidency. On the other hand, countries such as Luxemburg and Switzerland, although small, had the presidency in the 1970s. It is therefore important to point out that even Malta held the Presidency back in the 1990, when the general assembly elected Dr. Guido De Marco as president of its forty-fifth session. Although the power of the President is limited, he may accomplish much through his personal influence and political adeptness.  [21]   The UN General Assembly Resolution The General Assembly votes on many resolutions brought forward by member states. It is interesting to appreciate that since 1945, at least 9229 resolutions spanning a vast and varied range of international issues have been adopted by the General Assembly.  [22]   Whilst this record of the General assemblys formal concern, considerations and expression of views is indeed impressive, the fact remains that, except for budget and membership questions, General Assembly resolutions are not legally binding on member states.  [23]   The legal competence of the General Assembly to consider legal matters flows from the UN Charter. Article 10 gives the General Assembly the authority to discuss and make recommendations on any matter within the scope of the Charter, either to the United Nations membership generally or to the Security Council in particular.  [24]   In addition, the charter imposes two major restrictions on the General Assemblys powers to discuss and make recommendations. The first is embodied in the principle set out in Article 2, paragraph 7 of the charter, which prohibits the United Nations to intervene in matters which are essentially within the domestic jurisdiction of any state and the second restriction is found in Article 12 of the Charter, which states that the General Assembly shall not make any recommendation while the Security Council is exercising its functions in respect to any international dispute. However, although this might suggest that the General Assembly has no powers at all, resolutions have frequently been the origin of multilateral treaties drafted and promulgated under UN auspices.  [25]  General Assembly declarations had sometimes evolved into conventions adopted by the international community. Prominent among these declarations are those dealing with the use of forces back in the 1960s.  [26]   Hon. Chief Justice, it is therefore important for you to know that back in the 1970s Malta was also involved in a very important resolution, embedding principles related to the seabed and its resources. In fact, it was Arvid Pardo, a Maltese diplomat, who initiated a fifteen year process which led to a near-unanimous passage of General Assembly Resolution 2749  [27]  . The principles brought forward in the resolution were later incorporated in the Law of the Sea Convention. This eventually proves that although resolutions are not binding, they may influence the nature and substance of international law in many ways and may also have legal force if they are regarded as statements of customary international law. The General Assembly thus is not a World legislature. It does not codify laws or norms even though they are adopted unanimously and without any formal opposition. General Assembly resolutions are merely recommendations however the General Assembly can function as an instrument to collect and shape up into tangible form the international communitys customary norms. State practice then becomes the main factor determining whether General Assembly resolutions give rise to new norms of international law or remain merely recommendations. Such new norms subsequently are codified into recognized principles of International Law through the promulgation of special conventions adopted by the General Assembly and approved by the required number of parties. A Treaty to Which only one of the parties to the dispute is a party A treaty is an international agreement concluded between states in written form and governed by international law, whether embodied in a single instrument or in two or more related instruments and whatever its particular designation  [28]  . They are generally held to be an ever-increasingly important source of international law and are a key towards the ends of developing a system of peaceful cooperation amongst states irrespective of their domestic legal particularities  [29]  . Since 1945, over 33,000 treaties have been deposited with the UN  [30]  . In Art.38(1)(a), the Statute of the International Court of Justice makes reference to international conventions establishing rules which are expressly recognised by the contesting states which may either be general or particular in their application. This article gives a very wide definition which seems to include not only bilateral and multilateral treaties but also any form of international agreement in any form. It often happens that the language of a treaty which is presented before the court as a document containing rules recognised by the states in dispute is not always manifestly clear and precise as to make it clear whether such treaty is actually applicable to the circumstances of the case. The court will proceed to interpret the instrument, therefore determining its scope and effect and applicability to the dispute in question. According to Art.36(2)(a) of the Statute of the ICJ, states may at any time and by common accord, recognise as compulsory the jurisdiction of the court in the resolution of several legal disputes which might arise between them, amongst these, the Statute mentions the interpretation of a treaty. In any case, the Vienna convention lays down that treaties must always be interpreted in good faith and in accordance with the ordinary meaning of the words contained within, given their context within the treaty  [31]  . The norm in public international law is that a treaty creates rights and obligations only between its parties, therefore third party states are not bound by any treaty which they have not individually entered into. This notion is best expressed by the maxim pacta tertiis nec nocent nec prosunt  [32]  . Art.34 of the Vienna Convention states that a treaty does not create either obligations or rights for a third state without its consent. This reasoning had already been confirmed in the earlier case dealing with the German Interests in Polish Upper Silesia  [33]  back in 1925. In this case, the PCIJ stated that a treaty only creates law as between states which are parties to it; in case of doubt, no rights can be deduced from it in favour of third states. There are however some slight exceptions to this otherwise general principle. A norm which was originally confined to a treaty between a limited number of states may eventually become part of international custom through state practice and therefore achieve general application  [34]  . The position at international laws appears to be clear enough in regard to cases where obligations are imposed on states which are merely third parties two treaties entered into by other states. The situation may tend to differ in cases which concern the granting of rights to third parties. The question is over when, if at all, such a right becomes complete and enforceable by the third party state. According to Brownlie and McNair amongst others, the general rule is that the third state only benefits in this sense if it expressly or implicitly assent to the creation of the right.  [35]  The corollary is that the third state may refuse the right either explicitly or else simply by failing to exercise the alleged right. On the other hand, if a third state has accepted a right, the right cannot be revoked by the actual parties to the treaty if it can be established that the right conferred was not originally intended to be revocable, save the third states freedom to consent to such revocation or limitation  [36]  . Strictly speaking, in the case brought before Judge George the matter of there being a treaty to which only litigant (A) is a party does not have a bearing on the relationship between states A and B in litigation since B is clearly a third party to the treaty and is therefore outside the scope of any rights or obligations created or conferred by the treaty provided that B had not consented to any obligations created by the treaty or else accepted any rights arising from the same. A statement by the foreign minister of one of the parties Parliamentary statements are one of the modes to detect a state practice and the position a state takes in the international plane. The foreign minister on a number of occasions may be asked to elucidate the states position on a particular issue of an international concern, thus parliamentary statements, can evoke a particular state practice. A state practice is a general practice which is normally accepted as law. The other limb is that this state practice must be accepted as law and this is what we call opinio juris sive necessitatis. This opinio juris sive necessitatis is what authors refer to as the psychological element of states, this is because the state practice has to be accompanied by the intent which represent why the state acts in that particular manner. This means that parliamentary statements and therefore ministers statements in the international court of justice reflects and determine the state practice and what its position is. The Position of the Minister in the ICJ Another important thing that we must notice is that the International Court of Justice deems the position of foreign Ministers to be of a very important nature. This is illustrated in Belgium VS Congo delivered by the International Court of Justice on 14th Febuary 2002 where it implied that customary international law grants to foreign ministers as long as they hold their office the advantage of absolute jurisdiction and inviolability. The reason behind this is for the international court of justice to ascertain performance of the very importatnt functions that foreign ministers excercise when they represent their states. This clearly points out that the international court of justice gives a lot of importance to the position of the foreign minister in the international court of justice but the question that arises is Does it give the same importance to their statements? One must begin by saying that for a statement of foreign minister to be accepted and taken into consideration it must be in accordance with international law. In fact a point that was revealed in Military and Paramilitary Activi

Essay --

†¢ Kite Runner, published by Riverhead Books, and that first appearance became an international bestseller and dearly loved classic, sold in at least 70 countries and staying more than a 100 weeks on the New York Times bestseller list. In May 2007, Hoesseini’s second novel, A Thousand Splendid Suns, was at #1 on the New York Times bestseller list. Collectively, the 2 books have sold more than ten million copies in the US and more than thirty eight million copies globally. The Kite Runner was modified into a detailed novel of the similar name in 2011. †¢ Overall it is a good book: well written and well expressed, persuasive, attention-grabbing concept, convincing characters, an open plot but a little too dragged theme. The story is very alluring but I didn't really take (or rather found) pleasure in reading it. It wasn’t a struggle flipping through the pages, and some parts definitely held me back from reading the book, especially when Hassan dies. I could not register the fact that Hassan, the heart of the tale, has been removed from the plot line midway through the book. It left me ...

The Long and the Short and the Tall by Willas Hall Essay -- Long Short

"The Long and the Short and the Tall" by Willas Hall The play is set in the Malayan Jungle during the Japanese advance on Singapore in 1942. Seven British soldiers have different power due to the ranking hierarchy and they have different attitudes to one another. Sergeant Mitchem is the leader of the soldiers. He is a responsible and good leader which is evident due to him stopping many quarrels among his men and making decisions. For example, when Corporal Johnston and Private Bamforth are having an argument, Mitchem stops the argument by saying ‘Right. Pack it in. Both of you’. Next we have Corporal Johnstone, who is second in power to Sergeant Mitchem. It is obvious that Johnstone does not have the respect that Mitchem has. This is because Bamforth has many arguments with him and does not follow his orders efficiently. One example of a quarrel between the two is when Johnstone tells Bamforth to ‘Get your pack on!’ Bamforth then responds saying ‘you going to inspect us, corp.?’ The next highest in the hierarchy is L/Corporal Macleish. He is a Scotsman and has regular arguments with Bamforth. In one argument Bamforth called Macleish a ‘Scotch Haggis’. Macleish responds telling Bamforth to ‘Watch your mouth’. However this only encourages Bamforth to continue by saying ‘Aw, come off it, son. Where I come from it’s just a name’. Then we have the four Privates. Private Whitaker operates the radio and is very shy. However, at the near end of the play Whitaker shoots the Japanese soldier because he advanced on him. Private Evans is a Welshman and is just as pathetic as Whitaker. When Corporal Johnstone tells him to kill the prisoner as soon as he is captured using the bayonet of the gun, Evans steps back a... ...ho we initially disliked at the beginning of the play, turned out to be the sole form of morality within the group of soldiers. Thus, we later learned to respect him and his defence of a person in a war situation who greatly needed it. However, how do we know whether the Japanese will not treat the English prisoner in the same way that we treated their prisoner. How interesting that Mitchem and Johnstone held back Bamforth from stopping Whitaker killing the prisoner. This means that even after all of Bamforth’s efforts, they still wanted to have the prisoner killed. Eventually, the unity of Sergeant Mitchem’s men is affected because they all turn against Private Bamforth and the soldier. If there was not the presence of the prisoner then the soldiers would operate in their usual way with Bamforth rebelling and not displaying any changes in his character.

Article Analysis of Gasoline Consumption Essay

Gasoline is one of the most demanded resources that Americans count on to get us from point A to point B in our vehicles, and it is also used to help us heat our homes. Ethanol with gasoline can be combined for a blended gasoline, which is better for some vehicles. The following information is from two articles appropriate for this topic. In the first article, â€Å"Trends in U.S. Gasoline and Ethanol Use, and Petroleum Production and Imports† by Dr. Robert Wisner, a Biofuels Economist with the Agricultural Marketing Resource Center, states that â€Å"Several decades ago, the U.S. was a net exporter of petroleum products. However, that picture has changed dramatically in recent years as gasoline consumption trended upward and environmental constraints on new wells plus declining production from existing wells failed to keep pace with rising domestic demand. U.S. energy policies in the early 1990s were altered to encourage increased production of biofuels, in part because of a desire to reduce the nation’s dependence on imported oil† (Wisner, 2011). The demand for gasoline and oil is unbelievable. Some observers suggest that oil company collusion, anticompetitive mergers, or other anticompetitive conduct (not market forces) may be the primary cause of higher gasoline prices. If the market price of gasoline is higher than the equilibrium price, a negative slope in the demand and curve will result. The negative slope of the demand curve for buyers will mean that the quantity demanded will be less than the equilibrium quantity. A positive slope of the supply curve for sellers will mean that the quantity supplied will be greater than the equilibrium quantity; hence the quantity supplied will be greater than the quantity demanded. If the market price of gasoline is below the equilibrium price will result in a negative slope and if that happens, the demand curve ensures that there will be a greater quantity demanded than at the equilibrium price. A positive slope of the supply curve ensures that there will be a smaller quantity supplied than at the equilibrium price. Hence the quantity demanded will exceed the quantity supplied. This excess demand will force consumers to spend more time looking for sellers who have the goods available, and to spend more time waiting in line if they do find a seller with the good. These search costs and queuing costs will lead some consumers to offer more for the good, and hence the price will tend to rise. Dr. Wisner also states in the article that â€Å"future trends in the nation’s use of these fuels will depend on a number of factors including the health of the economy and employment levels, automotive technology, the rate at which consumers accept hybrid automobiles, and the possibility of a sharp increase in government-mandated fleet average fuel mileage requirements in the years ahead that has recently been advocated by administration officials. Blending of ethanol with gasoline is mandated to increase sharply in the 2012-2022 period† (Wisner, 2011). Price elasticity of demand is elastic when the percent change in demands is greater than the percent change in price. Inelastic is the opposite. So, I would have to say that gasoline is inelastic because the demand for gas is high and even though prices are rising, people are still buying gas, just not as much as they want to purchase. If there are substitutes (such as electricity or liquid fuel) for a gasoline usually will be elastic. If there are no substitutes it will be inelastic because it is a necessity. I know that no one is happy about gas prices rising, but everyone sure does get excited when the prices drop. When the price of gas increases, consumers will not purchase as much of the product as they would when prices decrease. In the second article, â€Å"Explaining the variation in elasticity estimates of gasoline demand in the United States: A meta-analysis† by Molly Espey, published in Energy Journal; states that Espey examined 101 different studies and found that in the short-run (defined as one year or less), the average price-elasticity of demand for gasoline is -0.26. That is, a 10 percent hike in the price of gasoline lowers quantity demanded by 2.6 percent. In the long-run (defined as longer than one year), the price elasticity of demand is -0.58; a 10 percent hike in gasoline causes quantity demanded to decline by 5.8 percent in the long run. In conclusion, if the price of gasoline continues to rise, there will be a decrease in the demand of the product. If the price decreases, there will be an increase in the demand of the product. When prices are high, demand is low and when prices are low, demand is high. The prices of gasoline will fluctuate because demand is always high. References: http://www.agmrc.org/renewable_energy/energy/trends-in-u-s-gasoline-and-ethano l-use-and-petroleum-production-and-imports http://www.ftc.gov/reports/gasprices05/050705gaspricesrpt.pdf

Explain How Constructivist Theory Differs from Traditional Ideas About Teaching and Learning

Constructivist Theory is very similar to the traditional ideas about teaching. The teacher’s roles that are similar include specifying learning objectives, preparing learning activities, and designing assessments. The main difference between Constructivist Theory and the traditional roles of a teacher is â€Å"a shift in emphasis away from the teacher merely providing information and toward the teacher promoting the interaction that makes students’ thinking open and visible.The constructivist theory puts the opportunity for knowledge in the students’ hands more than in traditional ideas of teaching. The teacher acts as a guide for imaginative and exploratory thinking. I would use constructivism in my classroom. I will provide high quality representations. I will use examples that include all of the information necessary in order for the students to understand the topic. The first example that popped into my head was to bring in a cake for each group and to cut t he cake into different portions to help with fractions in math.I will also connect content to the real world. I will try my best to relate the content I am teaching to the students. I know for myself, when I can relate to the content that is being taught, it is more interesting to me and I am more likely to do well in that specific content area. I will promote high levels of interaction. Group work will definitely be present in my classroom. Something I learned from this section is that the Constructivist Theory can be used with all grades and with all ages.

Piaget and Vygotsky: compare and contrast Essay

Everyday life is characterized by conscious purpose. From reaching for food to designing an experiment, our actions are directed at goals. This purpose reveals itself partly in our conscious awareness and partly in the organization of our thoughts and actions. Cognition, as defined as â€Å"†¦ the activity of knowing and the processes through which knowledge is acquired† (Shaffer et al., 2002), is the process involved in thinking and mental activity, such as attention, memory and problem solving. Much past and present theory has emphasized the parallels between the articulated prepositional structure of language and the structure of an internal code or ‘language of thought’. In this paper I will discuss language and cognition and two famous theorists who were both influential in forming a more scientific approach to analyzing the process of cognitive development: Jean Piaget and Lev Vygotsky. Jean Piaget was known for his establishment of the four major perio ds of cognitive development. Lev Vygotsky was the complement to Piaget’s theory with his sociocultural perspective on cognitive development. Both were keenly interested in the relationship of thinking and language learning. Jean Jacques Piaget was born in Neuchà ¢tel, Switzerland on August 9, 1896. His father, Arthur Piaget, was a professor in Medieval Literature. His mother, Rebecca Jackson, was an intelligent woman but Jean found her a little bit  neurotic. When he was in his late youth he had a faith crisis. His mother encouraged him to attend church to only found it foolish. So he had decided to focus less on philosophy and more on psychology (Smith, L.). Piaget attended the University of Neuchà ¢tel. There he studied natural sciences. He then attended the University of Zà ¼rich were he gained an interest in psychoanalysis. In 1919, he went to Paris, France where he met Dr. Simon at the Binet Laboratory. While in Paris, Piaget planned and administered many reading tests to school children and became interested not in their correct answers, but in their incorrect answers. He wanted to explore the reasoning process that children have. By 1921 he began to publish his research findings. He developed a new way of questioning the children; it was a psychiatric method of question and response. It is called the methode clinique or the clinical method. The clinical method is a type of interview in which a participant’s response to each successive question (or problem) determines what the investigator will ask (Shaffer et al., 2002). Piaget was interested in learning the differences between a child’s acquisitions of knowledge compared to an adult’s. He formed the theory that the growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood. Therefore, children’s logic and modes of thinking are initially entirely different from those of adults† (Smith, L.). By the time Piaget died in Geneva in 1980, he had written over 300 papers, book chapters and introductions as well as thirty boo ks on cognitive development. Piaget’s idea was that children had learned through action. He believed that children are born with and acquire schemas, or concepts for how to act and respond to the world. As children explore their world, they form and reform ideas in their minds. The more actively involved children are, the more knowledge is gained. McGee and Richgels (1996) note, â€Å"Because children construct their own knowledge, this knowledge does not come fully developed and is often quite different from that of an adult† (p.7). Accordingly, the Piagetian perspective of literacy acquisition emphasizes a child’s stages of development and reflects â€Å"concepts of reading and writing as the child has constructed them,† state McGee and Richgels (1996, p. 10). They add,  Ã¢â‚¬Å"Children ‘s concepts of reading and writing are shaped more by what they accomplished in preceding developmental stages than by their simply imitating adults’ behavior or following adultsâ€⠄¢ directions† (p. 10). Piaget believed that children are born with the innate tendency to try to organize the way in which they think about their environment, that is, to make sense out of it. He believed that human beings organize the material about the environment in different ways as they mature. These mental changes are related to an interaction between age and environment. Piaget further believed that his theory was universal, that the stages of development he outlined would exist in all societies. He viewed the development of the child’s cognitive ability as a four-stage process. Children would move up through the stages in a fixed order. He assigned estimations of age for each of the four stages, but did not see the process as connected to specific ages. Piaget’s theory identifies four developmental stages and the processes by which children progress through them. The four stages are as follows: Sensorimotor stage (birth – 2 years old)–The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanence). Preoperational stage (ages 2-7)–The child is not yet able to conceptualize abstractly and needs concrete physical situations. Concrete operations (ages 7-11)–As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. For example, arithmetic equations can be solved with numbers, not just with objects. Formal operations (beginning at ages 11-15)–By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning (Shaffer et al., 2002). While Piaget did not conduct cross-cultural research, his research in Switzerland was comprehensive. As the text points out, Piaget’s original observations and hypotheses were based on his observations of his own three children. He then tested his theories by designing experiments for children to perform. These experiments were passed on to teachers being trained at  the institute. Over the years, Piaget and these teachers have conducted an estimated 20,000 of his various experiments. For example, if one child had been taken on trips around the world, spent much time in museums, and read many books, she might be prepared to move up to the next stage at an earlier age than a child who spent his time playing video games and watching TV all day (Driscoll, 1994). Piaget accounted for varying levels of preparedness by explaining that each child possessed a schema, and that a child could not move to the next stage until his or her schema was at a threshold level. Schemata were expanded through what Piaget termed as assimilation (adding to prior knowledge) and accommodation (changing prior knowledge to fit new information). In this manner, children adapt to situations in response to their need for equilibrium (solving dilemmas; mastering skills). A soccer player who wishes to be a scorer, but lacks aiming skills, may practice at shooting at the goal until she assimilates knowledge of which angle to shoot from and how hard to kick the ball. When she adjusts her tactic (via accommodation) and score a goal, she moves from disequilibrium to equilibrium. Physical maturation, activities and socializing with peers to learn from them are all factors that can or do promote growth in schema (Driscoll, 1994). Piaget believed that children who speak aloud in the presence of others will sometimes adapt their speech to take into consideration the hearer(s) but at other times would direct their remarks to no-one in particular and there would be no evidence that the child was attempting to take into account the knowledge or interests of a specific listener. Piaget called this egocentric speech – the inability of the child to separate their own perspective from those of other people. Piaget saw egocentric speech as being the reflection of thought processes of the young child, and he investigated this in detail. He saw egocentric speech as having no apparent function in the child’s behaviour, so it would have no reason to survive, eventually fading away as the child became more aware of the distinctions between themselves and others (Piaget, 1955). Lev Semyonovich Vygotsky was born in the U.S.S.R. in 1896, the same year  Piaget was born. His active career as a psychologist was only around 10 years long. He graduated with a law degree at the Moscow University. After graduation, he started teaching at various institutions. Vygotsky’s first big research project was in 1925 with his Psychology of Art. A few years later, he pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev. Together, they began the Vygotskian approach to psychology. Vygotsky had no formal training in psychology but it showed that he was fascinated by it. After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept alive by his students. While agreeing with Piaget that the child is an active learner, Vygotsky placed more emphasis on the child’s interaction with the social environment. Whereas Piaget visualizes the young child as a natural scientist, experimenting with the environment, Vygotsky sees the child as needing assistance at a critical point; he refers to the range of skills that a child can exercise with assistance but cannot perform independently as the zone of proximal development. With guidance or assistance from parents, adults, or even older children, the child is able to master a more difficult task or concept. In contrast to Piaget, Vygotsky believed that the child requires more socialization for cognitive development. While recognizing that maturation is important in cognitive development, he placed less emphasis on it. Language and cognition emerge in development at about the same time and are intertwined. Children build new concepts by interacting with others who either provide feedback for their hypotheses or help them accomplish a task (McGee & Richgels, 1996). Vygotsky suggested that learning is a matter of internalizing the language and actions of others. According to McGee and Richgels (1996), â€Å"Vygotsky believed that children need to be able to talk about a new problem or a new concept in order to understand it and use it† (p. 8). As the child discusses a problem or task with an adult, the adult supplies language to assist the child in solving the problem; the child gradually internalizes the language until the task can be completed independently (McGee & Richgels, 1996). The instructional technique in which  the teacher models the desired learning strategy or task and then gradually shifts responsibility to the students is called scaffolding. Vygotsky perceived the process of cognitive development as less segmented and rigid than Piaget had. He believed that children learned from in two ways: from tools and from more capable peers and adults. Tools could be anything in the environment that children use to help them advance intellectually (e.g., the internet, cultural artifacts). He advocated that children be placed in learning contexts which were raised just slightly above their existing ability so that they would step up to reach the next level. For Vygotsky, learning was a social process from the beginning. Children learned only by interacting with adults, not with peers who were at there level of cognition. The adult provides the child with assisted learning and scaffolding until the zone of proximal development has been removed. An example of this might involve a mother teaching her child how to drink from a cup. The mother could model the action for the child; the mother could then hold the cup up to the childâ€℠¢s mouth; following that, the child could attempt to raise the cup to her own mouth; finally, the mother would help the child coordinate the activity until the child she has acquired the skill. A main area Piaget and Vygotsky are both concerned about is the relationship between language and thought. This is the concept in which they show great dissimilarity. As preschoolers go through their daily activities, they frequently talk out loudly to themselves as they play and explore the environment. Piaget called these utterances egocentric speech, a term expressing his belief that they reflect the preoperational child’s inability to imagine the perspectives of others (Piaget, 1955). Piaget believed that egocentric speech reflects an inability to take the perspective of others, and plays no useful role in development. Vygotsky believed that a child’s use of private speech – talking to himself/herself – is not an example of egocentrism but rather is pre-social conversation. Vygotsky placed a high value on private speech because it enables the child not only to practice talking but also to plan activities. Some modern investigators have suggested that private speech is a process of  planning out loud – for example, when you are going to a new place, you verbalize the instructions for getting there aloud to yourself. It is an important developmental phenomenon, which helps children to organise and regulate thinking. As the Western world has more time to assimilate Vygotsky’s ideas, we may discover other contributions that are important in the cognitive development of young children (Vygotsky, 1962). There are two cases of Piaget and Vygotsky’s differences that stand out the most in their world. First, Vygotsky was critical of Piaget’s assumption that developmental growth was independent of experience and based on a universal characteristic. Vygotsky asserted that development is complex and is effected by social and cultural contexts. Biological and cultural development are interrelated and do not develop in isolation. Vygotsky believed that intellectual development was continually evolving without an end point. Second, the other conflict between Vygotsky and Piaget was the latter’s explanation of development as the notion that concepts should not be taught until children are in the appropriate developmental stage. This conflicts with Vygotsky’s zone of proximal development (ZPD) and developmental theories. Vygotsky noted that instruction that is oriented toward development is ineffective concerning the child’s overall development. Both Vygotsky and Piaget were exceptional men with theories that have helped shaped the world of psychology. Piaget believed the universal acquisition of knowledge occurs within a four stage process. The Vygotskian perspective of cognitive development emphasizes social interaction but places less emphasis on stages of behavior. Although both theories had conflicted with one another, it is true to believe that Vygotsky had built his educational theories on the strengths of Piaget’s. References: Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon. Evans, R. (1973). Jean Piaget: The Man and His Ideas. New York: E. P. Dutton & Co., Inc. Hall, Wayne and Drinnin, Beverly. Instructor’s Resources for Discovering Psychology. New York: Worth Publishers, 2000, p. 254. McGee, L.M., & Richgels, D.J. (1996). Literacy’s beginnings: Supporting young readers and writers (2nd ed.). Boston: Allyn and Bacon. Moll, Louis C. (1994). Vygotsky and Education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press. Piaget, J. (1955). The language and thought of the child. New York: Meridian Books. Shaffer, D. R., Wood, E., & Willoughby, T. (2002). Developmental Psychology: Childhood and Adolescence, First Canadian Edition. Toronto: Thomson/Nelson. Smith, L. (1997). Jean Piaget. In N. Sheehy, A. Chapman. W.Conroy (eds). Biographical Dictionary of Psychology. London: Routledge. Vygotsky, L. S. (1962). Thought and Language. Cambridge: MIT Press.

Mental Disorder and Racism

Racism is the feelings with preference because of your skin, color, wealth, nationality, religious, and many other reasons. It is considered as a psychological disorder that exists in families, societies, and countries. The most common phenomena about racism which we all heard about is the one between black and white Americans, for it began long time ago and remained until these days. This problem between them even reached to our children, for they start also being racist without knowing, and some of them would also prefer white on black.For example, if you give your kid two toys one is white and the other is black, your kid will probably choose the white one, for he thinks it is better and prettier. Racism is spread a lot into our Arabian societies, and it is a disease with no cure. There are many bad results of racism in out societies. The bad effects that racism creates are discrimination between children in the family and discrimination between students in schools. The first effe ct of racism in our societies is the discrimination between children.Many parents prefer one child or more the most, for they are the youngest, the prettiest, the smartest, or the eldest. They start loving one child the most, and they stop giving love and care to others unconsciously, decrease that amount of care and love, stop treating them well, stop giving them attention, and stop giving them their rights eventually. Another example is that parents might not punish their favorite kid when acting bad, but they become so tough and strict when another one does something wrong.At this stage, parents don’t notice how they are discriminating between their children until others start behaving bad, so they know that they are jealous. The second effect of racism is creating problems with children. When parents discriminate between their children, they cause many problems to their kids. This leads to create psychological and mental disorders with them, jealousy, envy, grudge, fights between their kids, violence, and it can also harm their health.Kids start hating their brothers or sisters that their parents prefer, and they start thinking of how to harm them and make them have a bad image, so many fights will occur at this period. Children in their position will totally change with everyone, and they even become violent with the other strange kids. The most dangerous effect on them is the psychological disorders, for it is the hardest to deal with, and it will last with them for a long time if not being noticed early. The mental disorders will walk until it controls their behavior and attitude, and it will have an effect on the children on the long term.According to an article, a researcher says â€Å"If the theoretical models that propose racism as a stressor are correct, then its effects on children need to be studied in the same way as other stressors that have been shown to have negative effects on health and development (for example, poverty, violence, n eglect, abuse, and social upheaval). To assess the state of research into the effects of racism on child health and health care, a review of the literature was undertaken. † (Pediatr, 2009). The third effect of racism in our societies is the discrimination between students.In schools, many students face the fact that they feel some students are discriminated from other students. This action is caused by a lot of reasons such as the nationality, the relationship between the instructor and the student, and other reasons. Many teachers prefer some students because they are from their country, they know their parents, they are pretty, or they very smart, and they ignore those who aren’t smart or related to them in some way. Teachers start giving attention the most to them, give them more marks, become more kind with them, forgive them for their mistakes, and make things easier for them.It is illegal to treat students depending on those things although sometimes the feelings of love towards some students is with no control, but teachers must be careful on how they treat their students equally. The fourth effect of racism is creating problems with students. When a student feels that there is racism caused by the teacher, they wouldn’t accept or like that, for it is unfair. Since teachers know that the preference between students is bad, they must avoid it, so they don’t have to cope with bigger problems.Students start being hateful towards their classmates, being careless about their study, or become violent, and sometimes they start having bigger problems when this affects them even at home. There is no control over your attitude or behavior when there is a feeling of jealousy or racism, and students won’t be able to hide their feelings. The fifth effect of racism in our society is creating preference between different nationalities and religious. In our Arabian society, many people prefer specific people because they have similar nationalities or have the same religious, and you find this everywhere.Every single person thinks that his country and his people are the best among any country, so this person becomes racist with no good reason. In our nature, we unconsciously prefer people who are coming from the same country we come from, and even if they are bad we still prefer them, but this is wrong and its cause is racism. To conclude, it was mentioned that racism is a mental disorder which has many bad effects on us, on our societies, on our kids, and on our behavior and attitude. There are many examples of racism, and it exists everywhere and in everyone, but we must be careful how to treat people.The many problems of racism in our Arabian society are between students, between children in families, between adults in their workplace, and between relatives. Racism leads to discrimination which creates huge physical and psychological issues among young and old people, so we know that racism causes bad effects. Parents, teachers, and all adults must be aware on the way they treat children and students, so they don’t have to cause these bad effects on them. They should know also how not to make them become racist, and how to treat people well whatever their nationality, color, or skin was.