Causes of Learning Disabilities - 3083 Words

Learning Disabilities Causes of Learning Disabilities According to the statistics, almost one in every seven children in the United States suffers from some kind of learning disability (American Psychiatric Association, 2000). Even though, the physicians, psychologists and researchers have found different ways of treating these learning disabilities or making the lives of these children better and comfortable, little attention has been paid on the causes of these learning disabilities. While most of us are of the view that brain is the main culprit of these learning disabilities, there have been researches that have proved that environment has a role to play in the development of these learning disabilities in children. However, some other researches have concluded that apart from the defects in the brain and the environmental impacts, there are other factors that also have a role to play in the development of learning disabilities (LD) in children. Many scientists and researchers believe that genetics have a pivotal role to play in the development of LD in young children. This means that if the parents of a child had some kind of LD when they were young or if some of the close relatives or elder siblings showed some LDs, then chances of the child having some sort of LD are increased by many folds. This implies that there specific genes who mutations can result in some kind of LD in children (Siders, 2006). Apart from genetics, there are some of the factors involvedShow MoreRelatedUnderstanding the Context of Learning Disabilities Essay992 Words   |  4 PagesUnderstanding the context of supporting individual with learning disabilities.   Unit | Questions | Answer | 1.1 1.2 2.1 2.2 2.3 2.4 2.5 | Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. 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A learning disability can also affect your attention span, memory, muscle coordination, and behavior. Attention span problems, such as attention deficit hyperactivity disorder (ADHD), often happen with learning disabilities. Common learning disabilities include: †¢ Dyslexia. This causes difficulty with languageRead MoreA Learning Disability At A Young Age976 Words   |  4 PagesA learning disable is a term used to describe a disorder that can affect how a person s learns. There are many different disabilities and levels, severity and they all affect people in different ways. These most commonly causes problems with math known as dyscalculia, one of the most common reading disabilities is dyslexia, and problems with writing which is known as dysgraphia. It is very important to remember that having a disability does not mean a person is less capable, it just means thatRead MoreUnderstand The Context Of Supporting Individuals With Learning Disabilities1394 Words   |  6 Pagesindividuals with learning disabilities. Identify legislation and policies that are designed to promote the human rights, inclusion, equality and citizenship of individuals with learning disabilities. I can identify the polices and legislation designed to promote inclusion, human rights of individuals with learning disabilities and of their citizenship and equal life chances i.e. National Health Service and Community Care Act 1990; Disability Discrimination Act 2005; Equality Act 2010; Disability EqualityRead More Learning Disabilities Essay1293 Words   |  6 PagesLearning Disabilities Approximately 10 percent of the adult population have learning disabilities. Learning disabilities also affect about 5 to 10 percent of school-age children. Most disabilities occur in math, spelling, reading comprehension, oral expression, and written language. The most common learning disabilities are in reading. Children with learning disabilities also have problems with attention, memory, and behavioral problems as a result of frustration. The term learning disabilitiesRead MoreHealth Inclusion Issues Affecting People with a Learning Disability863 Words   |  3 Pageswith a learning disability with regards to healthy eating and diet. The Department of Health in England (DH 2001) defined learning disability as: a significantly reduced capability in understanding new or information of greater complexity, to learn new skills as well as a reduced ability to get by independently. The beginning of a learning disability is believed to be cause by event taken place before adulthood, having a lasting effect on the person’s development. People with learning disabilitiesRead MoreA Puzzling Paradox1462 Words   |  6 PagesAbby Suggs April 26, 2015 This writer was given an assignment of researching three questions related to learning disability. The three questions are: 1. what is a learning disability? 2. How do individuals with learning disabilities process information? and 3. What challenges are related to how these individuals process information? This writer has learned a lot about learning disability and special education all throughout this course, during this research, and during observation time in theRead Moreessay LD201866 Words   |  4 Pagescitizenship of individuals with learning disabilities †¢ Disability Discrimination Act †¢ Human Rights Act †¢ Equality Act †¢ Health and Social Care Act (Regulated activities) †¢ Essential Standards †¢ Mental Capacity Act. †¢ National Health Service and Community Care Act 1990 †¢ Company policies and procedures †¢ Disability Equality Duty 2006.. 1.2 Explain how this legislation and policies influence the day to day life of individuals with learning disabilities and their families. The influenceRead MoreUnit 201 Essay954 Words   |  4 Pagesindividuals with learning disabilities (LD 201) OUTCOME 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities. 1.1. Identify four legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities National Health Service and Community Care Act 1990; Disability Discrimination Act 2005; Equality Act 2010; Disability Equality Duty

African American And European Descent - 1947 Words

Dabney is an African-American and European descent whose parents went to a segregated school in Virginia. His great-grandmother of three generations before him were free blacks before the Civil War, but during the war lived in fear that they would be kidnapped and forced to submit to slavery, thus living in constant fear. His grandfather of three generations before him was a white slave owner. This side of the family is where Dabney has a connection with past family members that were Confederate soldiers and members of the Virginia 1861 Secession Convention. His belief is that the Confederate flag represents the men who died at such battles like Manassas, Shiloh, and Gettysburg. He believes that the flag has been a representation of white supremacists groups in America but to deny the historical value of the Confederate flag would just be as wrong as the white supremacists. Dabney’s belief is that people cannot ignore prejudice or the symbol of prejudice by the flag, but tha t removing the flag from public display will not stop the white supremacists, or the prejudice that they adhere to. He believes that removing the flags would not stop the country from jailing more minorities than whites, and that this country needs to serve its people by resolving these problems with real congressional help and by cultural change and education and not by arguing over a piece of fabric. Historian Lars Prillaman belief is that the Confederate Battle flag should not be displayed at anyShow MoreRelatedThe Role Of Yellow Fever And The Regional Dynamics More Heavily Than Malaria1209 Words   |  5 Pagesbut is not proven and that acquired immunity in childhood sufficiently explained local and African advantage. McNeill also claims an acquired resistance to malaria develops from repeated exposure to infestation. 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How Kreon acts as a foil to Oedipus in Sophocles “Oedipus the King” Essay Example For Students

How Kreon acts as a foil to Oedipus in Sophocles â€Å"Oedipus the King†? Essay In ‘Oedipus The King’ by Sophocles it has been well established over time that the protagonist, Oedipus is a fairly complicated character. His actions throughout the play show him as a man with great strength and knowledge, whilst also consuming paranoia and pride, which is ultimately his hamartia. Oedipus’ complex character is accentuated by highlighting his flaws. How did the author do this? He created a foil in the play in order to not only highlight Oedipus’ flaws, but also to vary the personality of his character in the eyes of the audience and readers throughout the course of the play. There are multiple differences between Oedipus and Kreon, but do their characters really contrast with each other and complicate the plot? The conflicting personalities of the two disclose the plot and reveal the past and background of Oedipus. It is immediately made clear that Oedipus is impatient and proud of his achievements in wit and knowledge. In contrast, Kreon is much more modest, focused and calm. There are several incidents throughout the course of the play where this is highlighted by Sophocles. In the first scene of the play itself, their differences are easily noticed. When Kreon returns from Delphi, he replies to Oedipus’ questions diplomatically, knowing fully well the boundaries established, in order to reveal information in front of the citizens of Thebes. He keeps the answers short â€Å"His words are hopeful† â€Å"All we need is luck† (Sophocles. 27), along with his request to speak with Oedipus â€Å"privately† (Sophocles, 27) which sh ows Kreon as a moderate and level headed person. Oedipus is shown quite the opposite, ruling with his emotions as he statesâ€Å"I grieve for them, for their sorrow and loss far more than I grieve for myself† (Sophocles, 27) This portrays Oedipus, in two lights, one where he is shown as an actual leader who believes that the citizens of his kingdom should be aware of the reasons of the trouble that they are being faced with and cares for his citizens sharing their â€Å"sorrow† (Sophocles, 27). Whereas, the other interpretation of his actions would be that he is a ruler who is unfit to sit on the throne of Thebes, he is too trusting of all his people and doesn’t know how to differentiate between the boundaries of privacy of state and his emotions that can ovewhelm him while he ruled the city of Thebes. Oedipus’ urgency is clearly highlighted in the scene where he jumps to conclusions because of his anger. In the scene after his quarrel with Tiresias, Oedipus accuses Kreon of treason and treachary when he asks Tiresias â€Å"Are these your own lies, prophet- or Kreons?† (Sophocles, 41) Kreons reactions to Oedipus’ accusations are extremely important because it contrasts the thought processes of the two. Whilst Oedipus acts without thinking, is rash, rude and stubborn in his opinions of Kreon, calling him a â€Å"murderer† (Sophocles, 47)in a fit of rage, â€Å"You’re the bandit, you’re the killer.† (Sophocles, 47), Kreons answers are well thought out and sensible, like a memorized speech â€Å"I have come to face those charges, I resent them bitterly†, â€Å"His accusations pierce me, wound me mortally† (Sophocles, 46). These quotations show the contrast between the thought processes of the two, not only in the actions t hat they take but how they conduct themselves in public. Kreon’s calm nature is such that would assure the audiences to believe him and take his word, as he manages to reveal just enough emotion while still displaying logic. Kreon manages to attract the audience and his readers to his plea, making them believe him over Oedipus despite their endless loyalty towards him. In this argument between Oedipus and Kreon, Kreon shows great respect in his language towards Oedipus and also when Tiresias is mentioned. .u3fe18d8a4fbfd814daa56b17a08d2f04 , .u3fe18d8a4fbfd814daa56b17a08d2f04 .postImageUrl , .u3fe18d8a4fbfd814daa56b17a08d2f04 .centered-text-area { min-height: 80px; position: relative; } .u3fe18d8a4fbfd814daa56b17a08d2f04 , .u3fe18d8a4fbfd814daa56b17a08d2f04:hover , .u3fe18d8a4fbfd814daa56b17a08d2f04:visited , .u3fe18d8a4fbfd814daa56b17a08d2f04:active { border:0!important; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .clearfix:after { content: ""; display: table; clear: both; } .u3fe18d8a4fbfd814daa56b17a08d2f04 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3fe18d8a4fbfd814daa56b17a08d2f04:active , .u3fe18d8a4fbfd814daa56b17a08d2f04:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .centered-text-area { width: 100%; position: relative ; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3fe18d8a4fbfd814daa56b17a08d2f04:hover .ctaButton { background-color: #34495E!important; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3fe18d8a4fbfd814daa56b17a08d2f04 .u3fe18d8a4fbfd814daa56b17a08d2f04-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3fe18d8a4fbfd814daa56b17a08d2f04:after { content: ""; display: block; clear: both; } READ: Property and furniture EssayHe is confident because he knows that he is not in the wrong and is not ready to apologize for the actions he didn’t take. Kreon is shown to be a very clever man, his answers are not only well thought out but the dignity with which he portrays himself is such that Oedipus could never obtain. This is made clear when Kreon states â€Å"I don’t know. And when I don’t know, I don’t speak† (Sophocles, 49). This quotation shows that he holds his moral dignity to utmost regard. He is shown to think and speak extremely rationally in retaliation to Oedipus’ accusations. This is made specifically clear when he del ivers a speech to Oedipus infront of the citizens of Thebes. In his speech he makes a clear and â€Å"sane† argument about how he has â€Å"no hunger† for the power of a king and how it isn’t â€Å"royal power† he wants but â€Å"It’s advantages† (Sophocles, 49 and 50). His words have the ability to attract the audience and readers through his modest argument claiming that he had all the advantages of the king without the stress and worries of one because he was a man who â€Å"knows his moral limits and accepts them† (Sophocles, 50) In contrast to Kreon, Oedipus’ brashness, at times, would seriously frighten the audiences and make them pity him. He is impatient, concludes and accuses Kreon without any evidence and seems to only work on his own beliefs. Through this conflict, in contrast to Kreon, Oedipus is stubborn and extremely excited. According to the punctuations used by Sophocles, he uses more exclamation marks in Oedipus’ dialogues with which it is assumed that he is screaming â€Å"Thrones are won with money and men, you fool!† (Sophocles, 47) Through this argument between the two, it is made clear that unlike Kreon, who has the ability to be accused and still not act rashly, Oedipus’ ego is severly hurt in the process. He believes that he is above the rest and assumes that Kreon and Tiresias think he is â€Å"Cowardly or stupid† (Sophocles, 47) Due to his hurt ego, he often steps down to sarcasm towards Kreon and Tiresias, for instance when Oedipus remarks â€Å"Then why didn’t our wonderful prophet, our Theban wizard denounce me as the murderer then?† (Sophocles, 49) Oedipu s becomes competitive, showing not only is he accusing without evidence, but that he is also insecure about his throne, despite all the pride he shows on the exterior unlike Kreon, who feels secure in his ability to share the power without the responsibility. Oedipus actually takes pride in being the man who holds the responsibilities for the citizens of Thebes. These incidents clearly show multiple instances where Kreon can be and is established as a foil to Oedipus. Kreon unquestionably complicates the character of Oedipus, by not only being the man who puts the pieces together throughout the play but also sets the dominoes falling. He is one character in this play who manages to create the conflict as well as initiates the action of the play. He is the one who ultimately leads Oedipus to walk into the trap of his own prophecy, through his subtlty, modesty and composure. Oedipus’ character is also complicated due to his overly emotional personality when dealing with a crisis situation, unlike Kreon who knows the difference between state and personal affairs. Oedipus is not only a complicated character because of his obvious fate but also because of his emotions. His restlessness in order to convict Kreon of crimes he did not commit shows that Oedipus has trouble facing the cold and hard truth, along with several other incidences thr oughout the play. Oedipus’ lack of faith in the gods, in contrast to Kreon’s undying faith, shows that Kreon was more reasonable of the two. This was an era in which gods were reverred. Kreon believed and respected the wishes of the gods and believed the prophecies made by Tiresias whereas Oedipus ridiculed them. .ue86a4c0ecd6fb79cd80b5f5e7bfe15af , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .postImageUrl , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .centered-text-area { min-height: 80px; position: relative; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:hover , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:visited , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:active { border:0!important; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .clearfix:after { content: ""; display: table; clear: both; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:active , .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .centered-text-area { width: 100%; position: relative ; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:hover .ctaButton { background-color: #34495E!important; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af .ue86a4c0ecd6fb79cd80b5f5e7bfe15af-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue86a4c0ecd6fb79cd80b5f5e7bfe15af:after { content: ""; display: block; clear: both; } READ: Drama Unit Conflict EssayDespite the complication of Oedipus’ character, it is still questionable if he would still be as complicated if it weren’t for Kreon. Through this play, it is very often noted that if Sophocles hadn’t used Kreon as a foil, the actions that take place with Oedipus such as the truth about his birth parents being revealed would seem rather bland as his emotions wouldn’t be as effective as they are because of Kreons lack of the same. In addition, if it weren’t for Kreon, the plot would never have moved forward. Sophocles created Kreon, specifically as a foil to contrast the differences of two rulers and what these rul ers’ decisions could do to the society they governed. He complicated the plot by using Oedipus as the ‘perfect’ ruler in the start only to bring him down later to set contrast. That being said, this play would not have had the effect it does if it weren’t for the complication of the plot that was added along with the complication of character through the use of Kreon.

The Potato Famine Essay Example For Students

The Potato Famine Essay We are talking about one of the greatest tragediesOf the nineteenth century.-Ian GibsonIrish-American. To some, this term merely designates one of the many ethnic groups which can be found in the United States; but to those who are Irish-American, it represents a people who faced a disaster of mammoth proportions and who managed to survive at great cost. The Great Hunger of 1845 changed, or more often, destroyed the lives of millions of Irish, causing them to seek refuge from poverty and starvation in other, more prosperous countries. However, not all countries would accept these victims of the Potato Famine. After an immense burst of Irish immigration to Great Britain, the British Parliament began to halt Irish migrants from entering the country. Thus, the only other land promising prosperity, liberty and an abundance of food was the United States. The potato crops failure caused millions to come to America hoping for a better life. Some never made it to America, others dispersed in to Canada, and some died upon arriving in the new land. However, they all contribute to the rich story found herein. We will write a custom essay on The Potato Famine specifically for you for only $16.38 $13.9/page Order now Emigrants, by definition, were people who could somehow find enough money to pay the passage, very often both for themselves and their families, to Great Britain or America. The average Irish immigrant was from a rural area, most often from the provinces of Connacht and Munster (Akenson 36). This immigrant could read (three-fourths of all migrants were literate). This immigrant and his family dispersed into one of the large cities. Few wished to become American farmers after the famine, for it brought back memories of the old life (Bence-Jones 106). Many had dangerous jobs and experienced a poor quality of life. This immigrant settled somewhere along the Eastern seaboard. This created a strong social and political impact, because many Irish stayed together after the trip to America (Akenson 35). Due to this immigrants rural history, he became and unskilled laborer, or domestic servant. And, because of their poor state of destitution, the average American associated this average Irish immigrant with the decline of the United States (36). While the poor immigrant defined the average Irish-American, more migrants actually came from wealthier famine-affected countries in the north and east of Ireland (O Grada, Black 47 113). Thus, the famine produced a radical shift in the regional origin of Irish immigrants. Those who were very wealthy probably would not have been drastically affected by the famine whereas those who migrated the most. However, the poorer element from counties such as Clare, Kerry, and Mayo had weak representation in the area of migration after 1846 (114). Everything that happened in Ireland during nineteenth century has indeed been overshadowed by the catastrophe which overtook the country between 1845 and 1851. The Irish Potato Famine of 1845-1851 was one of the great catastrophes of the nineteenth century and divides modern Irish history. It was a disaster which poisoned Anglo-Irish relations for many generations to come, and had profound effects not only in Ireland itself, but in England and North America as well. Nineteenth-century Ireland was the most densely populated country in Europe: in 1800, its population was 4.5 million, and by 1841, it had risen to eight million (Kinealy 15). Yet much of this population existed in condition of sorrow and misery lay in the dependence of the peasantry on just one staple crop, the potato; in western countries like Mayo and Galway, nine-tenths of the people ate nothing else (MacManus 602). Here was a disaster waiting to happen, made worst by the rapid rise in population in the first half of the century which forced the peasants to subsist on smaller plots of land (O Grada, The Great Irish Famine 63). The authorities of Ireland were not blind to the peril, for there had been a serious blight of the potato as far back as 1817 when thousands had died, and in 1824, a government commission had identified chronic overdependence on the potato crop as a potential menace to the population (Kinealy 45). In 1844, there had been another serious blight when half the potato crop had been lost, so that the special hardiness of Irish peasants had allowed many to survive (Percival 120). Hopes were high in the summer of 1845, however, when there was every sign of a fine, healthy crop of potatoes. But the weather that summer was curious and, in retrospect, sinister. Summer heat was mingled with thunderstorms, mists, and big variations in temperature unusual in Ireland (Kinealy 44). So a superstitious peasantry wondered what lay in store for them. The first rumors of blight came from Cork in June, but as late as August peasants and farmers still expected a bumper crop of what they call praites (66). By mid-September, all this had changed. The whole potato plant was changed into a filthy, odorous black mush, all the more appalling because the crop had seemed so healthy. Desperate people, seeing a years supply of food disappearing before their eyes, cast about for an explanation, and came up with bizarre ones which made the moon, fog, frost, easterly winds, and even the electricity from the summer storms responsible (O Grada, Black 47 79). The true villain in this tragedy was a humble fungus called Phytophthora infestans, brought to Ireland by ship from America which, unknown to peasantry, infested first the soil and then the potato plants. Because they did not, and could not in the state of existing scientific knowledge, know this, the peasants attempted to save their crops by hauling them out of the ground to dry or cutting away seemingly healthy bits to eat (Bence-Jones 106). In their ignorance this was understandable, because the leaves of the plant had black spots with a whitish mould underneath, and they could not know that once the fungus had established itself, both potato and stalk were doomed. Equally incomprehensible was the sinister speed with which the blight spread, so that by early 1846 every county in Ireland was affected. In fact, wind, rain, and insects carried the fungus spores to other potato plants (Kinealy 58). .u2307fe6b9f5621213a1161ac3fc9edc0 , .u2307fe6b9f5621213a1161ac3fc9edc0 .postImageUrl , .u2307fe6b9f5621213a1161ac3fc9edc0 .centered-text-area { min-height: 80px; position: relative; } .u2307fe6b9f5621213a1161ac3fc9edc0 , .u2307fe6b9f5621213a1161ac3fc9edc0:hover , .u2307fe6b9f5621213a1161ac3fc9edc0:visited , .u2307fe6b9f5621213a1161ac3fc9edc0:active { border:0!important; } .u2307fe6b9f5621213a1161ac3fc9edc0 .clearfix:after { content: ""; display: table; clear: both; } .u2307fe6b9f5621213a1161ac3fc9edc0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2307fe6b9f5621213a1161ac3fc9edc0:active , .u2307fe6b9f5621213a1161ac3fc9edc0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2307fe6b9f5621213a1161ac3fc9edc0 .centered-text-area { width: 100%; position: relative ; } .u2307fe6b9f5621213a1161ac3fc9edc0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2307fe6b9f5621213a1161ac3fc9edc0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2307fe6b9f5621213a1161ac3fc9edc0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2307fe6b9f5621213a1161ac3fc9edc0:hover .ctaButton { background-color: #34495E!important; } .u2307fe6b9f5621213a1161ac3fc9edc0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2307fe6b9f5621213a1161ac3fc9edc0 .u2307fe6b9f5621213a1161ac3fc9edc0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2307fe6b9f5621213a1161ac3fc9edc0:after { content: ""; display: block; clear: both; } READ: Drug Abuse and Reprocussions Thereof EssayThe impact of the total blight of the potato crop on the Irish population was devastating. In desperation, people tried to find other materials to eat. Mussels and other seafood were more vehemently seized at the coast, and sheep stealing increased markedly (O Grada, The Great Irish Famine 63). Some lucky ones caught wild game; others tried eating plants. But nothing could fill the gap left by the stricken potato. In Irelands dire emergency, the Catholic archbishop of Dublin called for prayers in all Catholic churches that God would ease the calamity upon them. The British authorities were not unaware of the extent of the problem in Ireland. However, from the outset, the British government was completely unprepared for the massive scale of disaster. The Prime Minister, Sir Robert Peel, was a reasonable man, and thus he ordered a scientific commission to inquire immediately into the causes of the blight (MacManus 603). This produced useless advice for starving Irish, and it also contributed to the quick depletion of Britains Irish relief fund. Peel reverted to more practical measures, but ones that were entrapped in the bleak economy theory of the day. This was called political economy, and was the most extreme form imaginable of market economies; it meant that in no circumstances might the government interfere with the market, and no doctrine could have been less suited to the Irish crisis of the 1840s (Bence-Jones 106). This system forbade the giving of food to the starving Irish because such an action would be an interference with natural market laws, and interfere with prices so that merchants would hold back from the market. Nonetheless, Peel knew that by the beginning of 1846, a quarter of the population was on the verge of starvation, and something had to be done (Macintyre 228). However, none of Peels, nor any other British administrators, actions had any major effect on the starving Irish. The British dealt with the crisis by conducting misdeed after misdeed, misspending after misspending, and blunder after blunder. The funds designated for helping the Irish did anything but that: they were used for futile attempts of reviving the potato crop and employing Irish farmers to do frivolous, useless work. To make matters worse, Parliament put into effect harsh laws upon the poor in Ireland. These laws include the Vagrancy Act, which stated that if one was found idly wandering with no means of support, he was imprisoned. Also, the British foreclosed many houses with no justification, which caused many people to be sent to jail in lieu of the Vagrancy Act. Realizing that staying in Ireland was, in effect, digging their own graves, droves of Irish fled the country, looking for a better place (MacManus 606). There was a strong British influence in the migration of the Irish. In December of 1846, British Prime Minister Lord John Russell, evaluated that nothing can effectually and immediately save the country without an extensive emigration. (Percival 119). Emigration to Britain became overwhelmed and began to send the Irish back. This was devastating to the poorest of the migrants because it was extremely cheap to travel to Great Britain. While Britain was sending boats full of Irish back home, America continued to accept them (125). This is why so many migrated directly to the United States; they knew that they would be accepted without question. Two contributing factors caused the Irish-Americans to be the slowest in making the transition between laborer and non-laborer in the U.S. Firstly, because they arrived with little or no means of living and support, due to the ravishing famine (O Grada, Black 47 109). Secondly, most of the skilled workers were the first to migrate, and were accepted by Great Britain. The Potato Famine greatly altered the patterns in which the Irish migrated. Between 1821 and 1851, 42% of all U.S. immigrants were Irish (Akenson 36). The number of immigrants prior to the famine was small. 700,000 arrived in the U.S. between 1820 and 1840, which averages about 35,000 every year (Bence-Jones 105). The famine caused these statistics to greatly increase: 1,700,000 immigrated in the next 20 years (Bence-Jones 105). By 1850, 26% of New Yorks population was Irish. In 1851, four years after the height of the famine, immigration had reached a peak of 216,000 people in one year (105). By 1855, Irish-Americans made up one-fifth of Bostons population (105). Long-term effects can be seen by the fact that by 1860, 5% of the American population had Irish ancestry (Akenson 35). The Great Famine also had an effect on the demography of migration. In 1846, 6.1% of all Irish immigrants were farmers. From 1846 to 1851, 11.2% were farmers (O Grada Black 47 110). The famine also altered family migration. 50.8% of those reaching New York in 1846 traveled with at least one other person having the same last name, compared to the 57.9% who reached New York between 1847 and 1851 (108). Another unique aspect of the famine-inspired immigration is the ratio of male/female immigrants. There were equal numbers of Irish men and Irish women who migrated to the U.S. between 1846 and 1851 (Akenson 35). This is because the only escape for women was emigration: this was their only means of getting a job or getting married. Both of these occurrences would ensure the womans financial stability. .ua0c50b9009f21d838c725f29460527e6 , .ua0c50b9009f21d838c725f29460527e6 .postImageUrl , .ua0c50b9009f21d838c725f29460527e6 .centered-text-area { min-height: 80px; position: relative; } .ua0c50b9009f21d838c725f29460527e6 , .ua0c50b9009f21d838c725f29460527e6:hover , .ua0c50b9009f21d838c725f29460527e6:visited , .ua0c50b9009f21d838c725f29460527e6:active { border:0!important; } .ua0c50b9009f21d838c725f29460527e6 .clearfix:after { content: ""; display: table; clear: both; } .ua0c50b9009f21d838c725f29460527e6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua0c50b9009f21d838c725f29460527e6:active , .ua0c50b9009f21d838c725f29460527e6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua0c50b9009f21d838c725f29460527e6 .centered-text-area { width: 100%; position: relative ; } .ua0c50b9009f21d838c725f29460527e6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua0c50b9009f21d838c725f29460527e6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua0c50b9009f21d838c725f29460527e6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua0c50b9009f21d838c725f29460527e6:hover .ctaButton { background-color: #34495E!important; } .ua0c50b9009f21d838c725f29460527e6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua0c50b9009f21d838c725f29460527e6 .ua0c50b9009f21d838c725f29460527e6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua0c50b9009f21d838c725f29460527e6:after { content: ""; display: block; clear: both; } READ: Academic CHeating EssayDespite these astounding numbers, not all migrants were fortunate enough to experience life in the new world. 6,100 people died on the voyage across the ocean. 4,100 people died on their arrival to the world of promise and prosperity. 5,200 people would die after being admitted to a U.S. hospital. And 1,900 people would die in the city or town in which they planned on building their new life (MacManus 610). Not all immigrants arrived in America by direct passage. There were many backdoor entrances to the U.S. made by Irish. Canada was controlled by Britain at the time, and was more that happy to allow Irish to travel downriver from Canada for free. The British went so far as to offer free passage across the ocean to Canada in order to not only rid Canada of Irish, but also the motherland itself (Akenson 37). Despite the fact that millions of people migrated from Ireland because they thought of it as a solution to the famine, it actually was not. Emigration was not an effective form of disaster relief because it did not target those who were at greatest risk of dying (111). This is because those were at the greatest risk of dying were usually the poorest of the peasants. By the time they realized they had to leave Ireland, it was already too late for them. They were without land, without money, without food, and without energy. Statistics show that for emigration to have been a truly effective remedy during the famine, the out migration from the poorer counties would gave to have been much higher (O Grada, The Great Irish Famine 121). The famine triggered off a population decline that lasted in Ireland as a whole until the 1900s and in many rural areas until current times. This is often seen as the famines most important legacy. The famine certainly provided the spur, but the persistence of population decline is perhaps better explained as the consequence of how low living standards were in Ireland prior to 1845. The post-1845 exodus was due to the pull of outside forces in the sense that it persisted despite rising living standards at home (130). The famine meant that emigration peaked earlier in Ireland than in other countries participating in the great trans-Atlantic voyage. The Irish outflow was so greatremoving one third to one half of each rising generationthat it provoked repeated warnings of depopulation (134). The Irish emigration rate declined more or less steadily in the post-famine century, and the proportion of those born in Ireland living abroad had peaked by the turn of the century (Perceval 138). In the end, however, the Potato Famines effect on Irish migration had positive long-term results (Solnit 31). Although the great majority of the famine immigrants remained poor, later generations were better equipped and found that previous generations had paved a more receptive environment for them (MacIntyre, 112). In American cities they could attend flourishing Catholic churches with large Irish congregations; they could read Irish newspapers and seek work with city councils dominated by Irish politicians. Some new arrivals went into business and prospered. Many men joined the city service departments, the police, the fire service, while many women became teachers (MacManus 44). Irish people gradually became accepted as respectable American citizens. The prejudice diminished, and then slowly disappeared. Ironically enough, the United States was the cause of the Potato Famine, yet it was also a solution. What if that fate-altering American ship never traveled to Ireland, thus not introducing the fungus to the Irish potato crop? Irish-Americans would not be the same, and would have little power in todays world. Not only was the famine immigration important to Irish contemporaries because it was their only chance of survival, but it was also important for Irish contemporaries of present because the original Irish-Americans suffered in order to make their descendents lives better today. WORKS CITEDAkenson, Donald Harman. The United States and Ireland,Cambridge: Harvard University Press, 1973. Bence-Jones, Mark. The Remarkable Irish, New York: DavidMcKay Company, Inc., 1966. Kinealy, Christine. The Great Calamity: The Irish Famine,Boulder: Roberts Rhinehart Publishers, 1995. MacIntyre, Angus. The Liberator: Daniel OConell and the Irish Party, New York: The MacMillan Company, 1965. MacManus, Seumas. The Story for the Irish Race, Old Greenwich: The Devin-Adair Company, 1979. OCathaoir, Brendan. Famine Diary, Dublin: Irish AcademicPress, 1999. O Grada, Cormac. Black 47 and Beyond, Princeton UniversityPress, 1999. . The Great Irish Famine. Cambridge University Press, 1999. Percival, John. The Great Famine: Irelands Potato Famine,New York: Viewer Books, 1995. Solnit, Rebecca. A Book of Migrations. New York: Verso, 1997. Somerville, Alexander. Letters from Ireland During the Famine of 1847, Dublin: Irish Academic Press, 1994.

Aspects of Social Class Mobility in lower class †Sociology Essay

Aspects of Social Class Mobility in lower class – Sociology Essay Free Online Research Papers Aspects of Social Class Mobility in lower class Sociology Essay The term â€Å"class† and â€Å"class social mobility† came into wide use in early 19th century, replacing term of rank or order as hierarchical groups in society after the industrial and political revolutions of last 18th century. Social mobility refers to a change in social position over time. This may involve a change in job or occupational, social class or status, educational level, income level, or wealth. Today, the boundaries between classes are loosened and people in various classes have been able to do what they want to enjoy, even buy luxuries. Consequently it may be difficult to distinguish people’s status in terms of the things they have, clothes they wear, a color of their skin (Scott. J Leonhardt. D, 2005). However, it is still true that our society is affected significantly through the influence of the class. Some believe that it is easy to raise their class through large scale mobility and it loose class structure rendering a culture more uniform. On the other hand, some argue that they experience difficulties of mobility to move up to upper class under inequality. According to the New York Times’ survey (2005), 66% of Americans think that rising living standards in America have generated significant changes in the class system compared to their parents’ generation. A general diminution of class differences has resulted from higher standards of living, greater social mobility, and more opportunities. Today, the ranks of the elite and upper class are opening more and many people are taking up its position based on their effort and good education. In fact, the New York Times’ survey (2005) on ‘income by education’ shows clear tendency that higher education brings much more income than lower education level. For example, Bill Clinton spent poor childhood in a small town with his stepfather who was a gambler and an alcoholic. However he was a great student in school and do his best. He won a Rhodes Scholarship to the University of Oxford in England. After attending Oxford, Clinton obtained a Juris Doctor degree fro m Yale Law School and finally became a president of the U.S.A. So, most people commonly believe that good education and hard work are more important than wealthy background, which let them raise economic status and move to up to upper class (Scott. J Leonhardt. D, 2005). Some believe that they have equal opportunity as people who wealthy backgrounds because they have various opportunities to get scholarships and loan when they are eager about better education. Liebau(2005) notes that race, gender, religion, and even sexual preference, are not the stumbling blocks that they might have been just 50 years ago. People belonging to various groups believe that the American dream works. On the other hand, some people believe that it is still difficult to achieve mobility by overcoming a poor background. On Liebau’ article(2005), she reported, â€Å"Americans have limited social mobility and limited prospects because of income inequalities. Because income inequality is greater, there is a wider disparity between what rich and poor parents can invest in their children†(para5). Therefore, the lower class, which consists of about 20% of the population, are under a lack of wealth, power, and educational opportunities, compared to the higher class. Lower class people are arguing that, generally, they are poorly funded for college education by the government; less provided with Internet service, and that they suffer from low literacy and lack other employment skills, and so on. They are complaining about the rising cost of Medical insurance and education tuition which have resulted in paying more money to George W. Bush government and interrupt their economic al mobility. Also, sometimes those who attempt to rise or maintain a high position are kept back by invisible factors, such as racism, gender issues, and unequal opportunities and most of these people think it is still working significantly though all social class. Recently, inequality seems to be increasing between highly educated and poorly educated people and most American sense that they live within an extremely complicated system of social classes. People tend to think that social class is either equal or unequal with focusing on a narrow aspect of the phenomenon. Therefore, they may have various aspects and complains about these complicated social classes. Nevertheless, they still believe that the class system has changed, since extensive welfare and greater social mobility have resulted from changes in society structure. Because society cannot be a perfect well organized system, equality and inequality take place anytime anywhere. Therefore, American dream would be achieved when people are really eager for a faith of mobility with hard work and good education. [108.01 class] Why do international students come to America? They also believe American dream is working†¦. Reference: Fussell, P. (1992). A touchy subject. Class: A Guide Through The American Status System. Retrieved January 29, 2006, from pbs.org/peoplelikeus/resources/essays6.html Liebau, P. C (2005). Class in america. Carol Platt Liebau. Retrieved January 29, 2006, from http://carollienbau.blogspot.com/2005/05/class-in-america.html Scoot, J., Leonhardt, D. (2005, November 29). Does class still matter?. New Youk Times, 10-13. Social Structure of the United State. (2006, January 15). Wikipedia. Retrieved January 29, 2006, from http://enwikipedia.org/wiki/Social_structure_of _the_United_States Tse, A., Werschkul, B. (2005). How class work. New York Times. Retrieved February 5,2006, from nytimes.com/packages/html/national/20050515_CLASS_GRAPHIC/index_01.html Research Papers on Aspects of Social Class Mobility in lower class - Sociology EssayStandardized Testing19 Century Society: A Deeply Divided EraInfluences of Socio-Economic Status of Married MalesHip-Hop is ArtPETSTEL analysis of IndiaMarketing of Lifeboy Soap A Unilever ProductThe Relationship Between Delinquency and Drug UseEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of SelfResearch Process Part One

Expert Interview with Steve Frederick Should You Get a Career Coach

Expert Interview with Steve Frederick Should You Get a Career Coach Steve Frederick has a unique perspective on hiring; as an executive career coach for Lucrative Careers, he helps people find the jobs that better fit their lives, one client at a time. He discussed hiring and careers with us in this interview. What’s the role of a career coach?First, helping clients to find their way in a rapidly-changing job market. He or she helps the client to get in touch with what they want to do, to find where they can do it and to get the satisfaction and the money they need.Second, assisting the client in marketing him or herself. Many people have been busy working, and they haven’t had to articulate what it is that they do. But unless they do that well, both verbally and on paper, their chances of getting hired drop precipitously. I once spent a whole hour with an engineer to get just one one-minute story about an accomplishment into plain English.Third, provides training in how to network effectively: How do I get in to see the people I need t o talk to; what do I say while I’m there; and how do I get them to refer me to others?Fourth, helping clients to use their time effectively. The longer the search goes on, the more expensive it is in dollars, energy expended and negative impact on self-esteem. One woman, for example, had been out of work for a year, despite being very accomplished and personable. She also had been â€Å"networking† like crazy. She was keeping Starbucks profitable with all the coffees she had scheduled. We found, though, that she was just randomly talking to people she met at job search groups. In the year that she had been out of work, she hadn’t talked to anyone in her industry.Fifth, support to help clients keep going when things get tough. It’s a very difficult process that can be brutal on people’s self-esteem. Many times, people get discouraged; some want to give up.Sixth, accountability to keep the process moving. It’s easy to be â€Å"busy† wit hout getting the important things done.Seventh, salary negotiation help to ensure that clients get paid well.Eighth, guidance to get off to a good start in the new job.Ninth, advice in office politics.Who should get a career coach? Is it for those new to the workforce? Getting back into it?Many people do fine without a career coach. On the other hand, many people benefit mightily. This includes people who:Are new to the workforce; most colleges teach next to nothing about how to actually get hired.Want to do something different, but don’t know what it is.Know what they want to do, but aren’t sure how to get there.Are in transition and frustrated that they’re not getting traction.Haven’t had to look for a job in some time.Are afraid they’ll lose their jobs.How can career coaching help find and keep a job?Finding a job: by giving them the tools they need to communicate about themselves effectively and the techniques they need to get in to see the peo ple who can help/hire them. Many people spin their wheels in job search. Here’s just a few things they do: have boring marketing materials that don’t communicate their value, go around asking people if they know of any openings, talk about themselves in clichà ©s, and not use their network to get beyond the people they already know.Oftentimes, we’ve been able to delay or prevent firing. Just one way we do this is helping clients to:Have conversations that repair damaged relationships with the boss. After testing the waters to see if this is a safe conversation, simply putting the cards on the table, saying, â€Å"This isn’t working. Can I have some time to look for another job? I’ll make sure I get everything done well, but wonder if I might have a flexible schedule to allow me to explore for other opportunities.†What do you see as the future of careers? Will we still go to an office, or will we be a nation of freelancers?I think people wil l always be working together. I would surely hope that we won’t ALL be reduced to sitting in rooms at home, pounding on keyboards all day long. That works for some, but others will wither and die.

Writing to evaluate Essay Example | Topics and Well Written Essays - 750 words

Writing to evaluate - Essay Example Recently, it has two international editions have been added due to its popularity. Cosmopolitan magazine is the market leader in its niche for three reasons: usefulness in giving practical tips, universal appeal, and over-all presentation. Many women find Cosmopolitan as a useful guide for their needs. For example, young adults like college students look for practical tips on choosing make-up products as well comparing evaluation of current beauty products. However, Cosmopolitan does more than that by suggesting local products than can be a substitute for expensive ones. In addition to, the magazine occasionally inserts samples products from some very willing companies due to its wider readership. Another evidence of Cosmopolitan’s usefulness is its articles that features practical tips for working women. Cosmo shares helpful advice on dressing up for an interview, answering interview questions, dealing with gossips in the workplace, handling a difficult boss, and even comparing advantages and disadvantages of an office relationship. In addition this, smart and savvy fashion suited for a career woman is also presented in the glossy pages of the magazine. They also like the humor and the career tips and consider Cosmopolitan a â€Å"Great Magazine for Adult Women† with lots of â€Å"Sexy Advice†. That is why 87% of 53 members of this forum referred this magazine to family and friends. ( viewpoints.com ) Cosmpolitan has a universal appeal to all readers since it also presents articles that women from any race, color or age can identify with. Aside from articles about career, Cosmopolitan also features interesting articles about relationships that all women find helpful. All kind of relationships are explored here including affairs and homosexual ones. In fact, Cosmopolitan has been engaged in controversial issues such as birth

Works and Oppinions of Sir William Arthur Lewis Research Paper

Works and Oppinions of Sir William Arthur Lewis - Research Paper Example W. Arthur Lewis’ most famous input to development economics was his revolutionary work on the movement of labor from a conventional to a contemporary industrial region in circumstances of limitless supplies of labor. His famous piece of writing, â€Å"Development with Unlimited Supplies of Labour†, written in 1954, contributed to the foundation of development economics as a specific area of study. It concentrated on the methods of shifting excess labor from conventional movement to a contemporary industrial region in environment of unrestricted supply of labor. In his model, earnings in the contemporary industrialist sector are not verified by the output of labor, ‘but by its opportunity cost’2. A conventional non-industrialist operational atmosphere - variously included peasants, artisanal manufacturers as well as domestic servants - increased by residents demands in addition to the entry of females into the labor force, gives the industrial zone with limi tless supplies of labor, on a salary fairly over the survival point. As one observes development in the segment, employment increases and share of earnings in national income increases as well3. Ultimately, as excess labor is drained, the income rate increases. At this time, the economy traverses the borderline, from a dual to a single incorporated labor market, and actual earnings increases with growing output, in reference to conventional expansion models. Lewis’ model gives an idea about lesser incomes and scarcity in a labor surplus economy will carry on so long as the opportunity cost of labor to the industrial sector continues to stay low. It as well served as an argument for government-directed industrialization plans during the years 1950s and 1960s, something Lewis disagreed all the way through his involvement with the United Nations. Lewis pressed on the case for industrialization by indicating the comparative benefit of labor surplus nations in industrialized activ ity. â€Å"Presented in The Industrial Development of the Caribbean in the year 1951, his argument was based on the success of Operation Bootstrap in Puerto Rico, where he had advocated the production of manufactured goods for domestic, regional and metropolitan markets. It was a radical position at a time when the agrarian economies of the West Indies had been historically structured to provide agricultural and other primary commodities to the colonial powers†4. The blow of the ‘Great Depression’ on the West Indies was a determining power on Arthur Lewis. Lewis did not intend to be a doctor or a public prosecutor - the two conservative ways to increasing social mobility. He noticed that he would like to be an engineer, â€Å"but neither the colonial government nor the sugar plantations would hire a black engineer†5. At 18 years of age, he takes admission at the London School of Economics (LSE) to get a Bachelor of Commerce degree. There, he comes across e conomics, a subject matter he noted, neither he nor any person in St. Lucia had ever heard of previously; it appeared, though, to be homework for employment in trade or public management. London, during 1930s and 1940s, was the academic centre of anti-colonial efforts as well as the assembly ground of individuals, afterwards many of whom would turn out to be potential leaders of the recently autonomous states of Africa and Asia. Within London, meeting associates ‘anti-imperialists from all over the world’, started a organized study of the British colonial realm in addition to its. Lewis dealt with the crisis of

Problem of Personal Identity Essay Example for Free

Problem of Personal Identity Essay I. Introduction In this paper, I will investigate the Problem of Personal Identity. The particular scenario I will respond to is: Suppose that sometime in the future a crazy scientist creates a perfect clone of you. The clone has a qualitatively identical body to yours and has the same memories as you as well as same voice, character, and so on. How would yo convince a court of law that the clone is not really you? What theory of personal identity would help you to make your case (Rauhut, 2011, p. 125)? First I will clarify key terms, and then I will apply those terms in my analysis of the question. Then I will close out by reflecting on my conclusion and some insights I gained about the Problem of Personal Identity. II. Conceptual Clarification Qualitative identity is a state of identity by looking the same or having the â€Å"same properties† (p. 107). An example of qualitative identity is two cars that look the same, as in same red paint, same build of car body, same type and brand of tires, etc., but are not one and the same vehicle since there is more than one. In other words, two objects or persons can look very similar but be two different objects or persons. Numerical identity is the condition of being the same if and only if it is truly â€Å"one and the same† object or person (p. 108). For example, I have a glass of water that I set on the table. It is the only glass of water on the table and there is no one else around to put another glass on the table, thus when I come back to pick it up, it must be the same glass of water I had originally, and is numerically identical. In other words, if two objects or persons look very similar and even function very similar, they can only be numerically identical if they are one and the same object or person, and there is only one of the object or persons being described. The body theory is â€Å"often referred to as animalism;† identity conditions that â€Å"we are around as long as our physical bodies are around† (p. 114). The body theory is based on numerical identity, stating same body, same self. Even though the body may change through time, it is still numerically the same body and thus the same person that experiences through the body. For example, a childhood friend comes back to visit after a longtime of not seeing her. She does not look the same, but-though you probably wouldn’t do this upon seeing her again-her DNA and fingerprints match the friend you knew before, so they must be the same person. Memory theory is the theory that our psychological collection of experiences of different life stages enables us to be sure we are us. In other words, â€Å"we are connected to the past as long as the past is somehow resent within us, and we will be connected with or present in the future as long as we recall this present† or â€Å"as long as my memories are around, I am around† (p. 119). For example, the friend who comes to visit you remembers many of the things you both experienced together, and so you assume she is indeed the same friend you knew before. III. Analysis In this section, I will investigate the scenario of convincing a court of law that a cloned version of me is not really me. First I will briefly discuss the theories of personal identity and the arguments that may form to disprove that the clone is not me. I will then discuss my decisive theory which best supports my case, the body theory, and my reasoning for this. The memory theory would ultimately disprove that I am a separate person then my clone because the clone shares my numerically identical memories. The memories are ultimately one and the same, and remembered by us both. Memory theorists would argue that as long as my memories are around, then I am around, and the body is irrelevant. As the clone also shares my personality or character that formed from those remembered experiences, it causes the theory to be even more convincing. However, there are some issues that come into play, to include the problem of false memories. While my clone remembers all that I experienced, and remembers how each experience felt, these memories occurred before the clone existed. I can have memories of being Napoleon, but that does not mean I am Napoleon. Beliefs of reincarnation may come into play with these issues of memories before our physical existence, but with a clone, the case can be made with the help of the body theory and related science. The body theory best supports my case to prove my clone is a separate person from myself because of the science relative to the creation of my clone. We may be qualitatively identical and even have very near exactly replicated DNA, but small variations make all the difference. A cloned version of myself comes much later then my own self came into being, and thus must have been â€Å"speed-aged†, causing my clone to have a much shorter lifespan than I myself will have (Think quest, 2011). Since clones are a natural concept as well, as identical twins and triplets are basic clones, DNA can also be looked at for variations. Even Siamese twins, who are virtually one body, have variations in the DNA of their separated parts, showing they are indeed two different bodies even though those bodies are connected. The immune system of a cloned being is also less stable than the original being that has been copied; this issue appears to be caused from the â€Å"speed-aging† process, and the cloning of antibodies (Think quest). The main feature of our two beings, myself and my cloned self, that cause us to decisively be two very different persons, is our age and true physical experiences. The physical experience of the memories we share and when they occurred makes our character. Remembering being 5 years old does not make us five years old if we were grown in a lab and â€Å"seed-aged† to five years old in less than a week. Remembering my mother also does not make my cloned self my mother’s daughter. My mother knows only one of me, and would probably have a heart attack if suddenly two of me called her â€Å"mom†. If my original body is lost, my mother would mourn my loss rather than accept I am still here since my clone may still be here. IV. Reflection Insights into the Problem of Personal Identity gained include the science that makes the case for the body theory. Though the body theory essentially was the deciding theory in court to prove my clone is not myself, the memory theory has valid points of why the clone may in fact be myself in a different body. It is essentially logically possible, as it shows in movies, for me to switch bodies with someone and experience new memories without my body. While I did not discuss the soul theory, I also understand how one could argue the nonphysical form of self could continue on when the body dies and perhaps even later be reincarnated into a new body with past memories that body did not experience. However, that is for a different discussion and further investigation. These new insights can be applied in my everyday life, and my continuing to question what makes a person themselves. This will also enable me to better understand the reasoning behind various theories of reincarnation, scien tific study and the concept of cloning, and even the religious aspects to what makes a self that may be different from my own beliefs.

Frederick Douglass’s Narrative :: Essays Papers

Frederick Douglass’s Narrative In Frederick Douglass’s Narrative, Douglas himself narrates the novel using story telling to bring both the reader into the story, and the theme into focus. Through his narration, Douglass also uses narrative strategies like anecdotes, and plot twists. Even with it being a true story, Douglass brings the readers’ attention to a peak with these techniques making the story interesting and appealing. The most influential technique used by Douglass is story telling. He uses little stories, or stories-within-a-story, to make the reader pay attention. With descriptive tales of the plantations he worked on, the beatings and torture of slaves, and learning to read and write, he not only gets the attention of the readers, but he gets them to understand his point of view. For example at the beginning of the narrative Douglass tells a story of his aunt being beating, â€Å"I have often been awakened at the dawn of day by the most heart-rendering shrieks of an own aunt of mine,† (3). He goes on and gets even more graphic and descriptive, â€Å"The louder she screamed, the harder he whipped; and where the blood ran fastest, there he whipped longest.† (4). Also early in the novel, Douglass writes of the plantation he grew up on, â€Å"There were no beds given the slaves, unless one coarse blanket be considered such,† (6). Soon after being sold to Mr. and Mrs. Au ld, he was taught the alphabet. He uses this experience to show to his audience that he is very literate despite his masters’ wishes, â€Å"If you teach that nigger how to read there would be no keeping him,† (20). So this story shows some more cruelty from his master. Just for reading he would be sold, which shows unfair treatment to the reader. Another similar technique used by Douglass very effectively is anecdotes. He uses anecdotes throughout the story to bring a humorous or interesting little side story into the readers’ minds. One good example of this is when he is talking about slave songs, â€Å"I have often been utterly astonished, since I came to the north, to find persons who could speak of the singing, among slaves, as evidence of their contentment and happiness.† (9). This shows the readers of his concerns by just adding a brief story in to interest the reader.

1984 Essay Essay

The main protagonist in fictional books or films is often labeled as a hero. In 1984 by George Orwell, the plot follows a man named Winston who is trying to rebel against the totalitarian government called Ingsoc. Ingsoc, also known as the Party, defeats Winston and because he is defeated he does not remain a hero in the reader’s eyes. Winston’s lack of cunning, lack of courage, and lack of effort to defeat the Party shows that he does not fit the description of a hero. Winston is not a hero, but some might argue that he displays heroic characteristics. One might consider Winston a hero because he is brave enough to oppose the Party and rebel. However, Winston is not brave. Instead he is merely angry because he has knowledge of what Ingsoc’s motives are and how the Party manipulates its citizens. If more people realizes the truth about the Party, they would likely rise up and rebel against the party like any reasonable person would. If Winston is truly brave, he would risk his life and fight the Party head on. Also, Winston opposes the Party and rebels, but his acts of rebellion have minimal effect on the Party. Winston may occasionally show signs of a hero but ultimately never lives up to it. Winston does not have the cunning edge that most heroes possess. He is often careless in covering his tracks and takes many foolish risks. For example, in part two, Winston skips an event at the Community Centre. Orwell explains how Winston is skipping his second evening at the Community Centre, which is an audacious act and Orwell also notes that his attendance will be monitored (94). Julia on the other hand, attends as many community events as she can and her performances during the Two-Minutes Hate are convincing so that the Party does not suspect her of committing thought-crime. If Winston were to be hero, he would need the cunning edge like Julia to outsmart the Party. Winston is also easily fooled because he trusts Mr. Charrington and O’Brien without question. When Winston first meets Mr. Charrington and later rents the room above the antique shop, he never suspects Mr. Charrington as being potentially dangerous because he seems like a nice old man trying to make money to make ends meet. After renting the room Winston never examines the room thoroughly because he foolishly takes Mr. Charrington’s word that the room is free of surveillance devices. Additionally, Winston absolutely trusts O’Brien and reveals everything to him even though he is not sure whether O’Brien is friend of foe. In contrast to Winston, heroic characters from other books and films are more cautious. Winston is a coward because he has many fears. In part two, Winston spots Julia while wandering around in the proletarian area and he immediately walks away in fear for his life because he believes that Julia is part of the Thought Police (Orwell, 115). He even considers killing her but instead, hurries home to safety. Heroes in today’s society such as police officers never flee from danger. Instead, they confront danger to protect citizens. Furthermore, Winston is selfish because he betrays his family and Julia. On the other hand, heroes will act for the well being of others and not for themselves. For example, firefighters will risk their lives to rescue people. Winston also has a fear of rats which the Party uses to break him. Heroes can have weaknesses but most eventually conquer them. An example is Terry Fox who was determined to fight cancer even though it was holding him back. Heroes are different from ordinary people because they can overcome their weaknesses and they are always determined to succeed. Winston’s lack of effort is another reason why he is not considered a hero. In part one, he writes down his thoughts on Ingsoc in his diary, but it is no use because he is keeping his thoughts to himself. Without Julia, he might have never opposed the party. Moreover, he believes that loving Julia is the ultimate act of rebellion, but it does not affect the Party significantly. He only rebels by loving Julia because he is sexually frustrated. In addition, Winston does not possess the leadership skills to start a rebellion. In the book The Mockingjay, Katniss leads the charge in the rebellion against the Capitol, because she passionately despises the oppressive government. In 1984, Winston has the passionate hate for Ingsoc but is unable to use it against the Party. Not only is Winston unable to spark a rebellion, he also has an idea of how overthrowing the Party might be accomplished: â€Å"If there is hope, it lies in the proles† (80). If Winston is truly a hero, he should be able to inflict more damage to the Party. It is evident that he is not much of a hero in the reader’s perspective because of his carelessness, cowardice and effortlessness. 1984 lacks a spectacular and heroic protagonist who is able to defeat the Party, and this is what Orwell intends. Winston weeps with joy because he finally loves Big Brother and the end of the book disappoints and even enrages readers. This will move readers to take action and prevent Oceania from becoming a reality.

The Pride of Zeus

In Greece and Asia Minor around 2000 B. C. there existed a common belief in a group of deities. Of this group of deities were twelve Olympians who were immortal. From that group of Olympians came the most dominant and commanding God known to immortals and mortals alike. That Olympian god was Zeus; the son of Titans Cronus and Rhea. When Zeus had grown to maturity, he waged war against his father with his disgorged brothers and sisters as allies. The battle was of epic proportions, Zeus fighting from Mt. Olympus, Cronus from Mt. Othrys. This is Mark Morford’s interpretation of Zeus’ rise to power, which he’d argue is a story of, â€Å"The Hero and the Quest† (Morford, 76). While there is no arguing Zeus’ supremacy, it is easy to argue his intentions. Zeus has been labeled as a selfish God; a God who looks only after his bests interests. There is no arguing Zeus is an egocentric God. But being the most powerful God, it’s difficult to place blame on him. However, there is more to Zeus than his powerful facade. Zeus may always be looking out for his best interests as seen in the poem, Leda and the Swan, but he is aware of the existence of the other Gods and mortals. It is because of this that I believe Zeus not only tries to appease himself, but also every other living soul on Earth at the time, whether they be brothers or sisters, sons and daughters, or Gods and mortals. While others may declare these are patterns of evilness and destructiveness, I believe it’s more than anything the pride of Zeus which justifies his actions. In Homer’s great Epic, â€Å"The Iliad,† the presence of Zeus affected every action taken or avoided in some shape, way, or form. His allowance of other gods intervening in the war at times strengthens the idea that he is all-seeing and all-powerful, due to the fact that the other gods' intervention inevitably led fate back onto its original course. But, we’re talking about Zeus; God of all Gods. He refuses to be undermined, and if ever he needed could destroy the Earth with a single creation. That frightening thought was almost made a reality in Hesiod’s â€Å"Pandora† from his poems Works and Days. In the myth, Zeus creates the first woman, who is capable of the destruction of mankind. Obviously Zeus is a very contradictive character. On the one hand, he possesses a number of powers that mankind can benefit from, as seen in his role in, â€Å"The Iliad. † On the other hand, he owns a number of negative qualities, among which greed probably the most significant one, made significant in his role in, â€Å"Pandora. † Through it all, Zeus remains true to himself. And while at times he may be viewed as chaotic, the prideful Zeus never backs downs from any God or any mortal. In the era of Homer, divine intervention was thought to be typical, and one of his foremost works, â€Å"The Iliad,† reflects this. Nearly all of the Greek gods are involved in the outcome of the Trojan War, which happens to be the background story of this epic poem. The gods are used by Homer to add twists on an otherwise standard plot of war. Zeus, very untypical of a Greek god in his lack of involvement in the Trojan War for his own reasons, was portrayed as the father figure, being impartial and fair to both sides of the war. He remains this way to serve as a check for each god's involvement in the war. Without his presence at the head of the inner circle of Olympus, it is likely that the activity of the Trojan War would become chaotic, possibly even becoming a recreational war for the gods. With Zeus's majestic power, above all of the other gods combined, along with his experience, he is quite befitting to his role in the storyline of The Iliad. The role of Zeus in Homer's Iliad is one of moderator and the overall director of all that occurs in this story. His position was to ensure that whatever fate decreed would happen. Without his presence, the story would likely become a war for the gods instead of the Greeks and Trojans. Zeus stayed impartial throughout almost the entire epic in contrast to the other gods, who would scheme and contrive plans for the sides that they chose to ally with. For example, Hera, his wife, chose to display the more typical actions of a Greek divinity. Paris, a Trojan prince, chose Aphrodite as the fairest over Hera and Athena, and this infuriated her, and she went to no end to try to help the Greek army defeat the Trojan side. However, Hera recognizes the superiority of Zeus over herself as well as the rest of the Olympian gods. Hera is obviously the subservient god, even becoming afraid and ceasing speaking when Zeus orders her under the possible occurrence of him laying his â€Å"invincible† hands on her. She does try to undermine his power by trickery, slyly getting him to sleep while her and her brother, Poseidon, god of the seas, influence the war in the favor of the Greeks (Homer, 201). However, when Zeus awakens, his reemergence into the picture effectively eliminates the other gods from intervening in the war due to his sheer will and backing power. This is another of your evil schemes, you unmanageable creature! † said Zeus (Homer, 210). â€Å"You shall soon find out if you get any good by your loving and your bedding and by coming all this way to deceive me! † (Homer, 210). The opposing gods were mainly Apollo and Artemis, twin brother and sister. They favored the Trojan side, and were constantly turning the tide in favor of the Trojans. Apollo respected Zeus and his enforcing of the laws of fate, however, and kept fate as it was deemed to be. An example of this is when Achilles' servant, Patroclus, tries to take the city of Troy. Before Patroclus was allowed to wear Achilles' armor into battle, he promised only to drive the Trojans away from the ships and not to take an offensive against the city of Troy. Only the reflection of Patroclus by Apollo's shield three times prevents this. This lack of moderation shown by Patroclus, as well as the deeming of death before the end of battle by fate, granted by Zeus, leads to his death. Patroclus replied, half fainting, â€Å"For this once, Hector, make your proud boast; for you are the victor, by help of Zeus and Apollo, who mastered me an easy thing† (Homer, 245). Zeus serves as an enforcer of fate in the epic, giving no ground to anyone, even his blood relatives. Zeus also shows no mercy to mortals in The Iliad. His own son, Sarpedon, was allowed to die at the hands of Patroclus while Zeus looked on, unwilling to break fate and save even his own son. Zeus was debating whether or not to take him from the battlefield, but Hera convinced him by expressing the feelings other gods would have, namely anger. She told him that he would not be praised and that other gods would possibly take their loved ones out of battle as well. Zeus was confined to his own sorrow because he was not willing to take his son out of the battle. Zeus was able, however, to have Apollo take his body from the battlefield and take him back to Lykia, where he could be buried as a hero. Zeus also wanted a respectable and honorable death for Hector, the Trojan hero, and was infuriated when Achilles decided to desecrate the body of Hector. This epic ends when Hector's body is ransomed back to the Trojan side to the pleasure of Zeus, making prevalent the presence of all-powerful Zeus. Zeus has an overriding presence in The Iliad, sometimes not directly present, but always in the mix. He is the only presence in the epic that stresses the Greek ideals of moderation and fate. The Greeks believed in the ideal of moderation, and the essence that moderation was the key to becoming a better person. Fate also could not be avoided in the eyes of the Greeks, and when fate was trifled with, bad things happened, as they did when fate was trifled with in The Iliad. The presence of Zeus in the epic affected every action taken or avoided in some shape, way, or form. His allowance of other gods intervening in the war at times strengthens the idea that he is all-seeing and all-powerful, due to the fact that the other gods' intervention inevitably led fate back onto its original course. In the eyes of the Greeks, the Trojan War was a spectacular event to the mortals, but to the gods, it was nothing more than a mere petty struggle. However, the idea of fate must be kept under all circumstances, and Zeus was the overseeing power in that ensured this in â€Å"The Iliad. † While Zeus’ role in the Iliad can be viewed as more passive or submissive, his role in Hesiod’s creation myth â€Å"Pandora† can only be viewed one way: oppression. When Zeus, the king of the Olympian gods, was young and trying to establish his rule, he was challenged by a group of ferocious Titans, who tried to keep him from gaining power. A long and terrible war ensued, with all the Olympian gods joined against the Titans, who were led by Cronus and Atlas (Morford, 76). After ten years of fighting, and with the help of the Cyclopes and the Hecatoncheires, Zeus and his fellow Olympians defeated the Titans. Only a few Titans, including Themis, Prometheus and his brother Epimetheus, fought on the side of Zeus – against their fellow Titans – and once Zeus won, he rewarded them. But soon Prometheus made Zeus very angry by stealing fire from Mount Olympus and giving it to the race of mortal men living on earth, who were cold and hungry. Zeus had warned Prometheus not to give fire to men, and was outraged that anyone had the nerve to ignore his command. In the Theogony (507-616) Hesiod tells the stories of Prometheus and his conflict with Zeus, with the human race as the pawn in this gigantic clash of divine wills. Hesiod goes on to describe the dread consequence of Zeus’ anger at Prometheus for his theft of fire (Theogony 570-616): Immediately he contrived an evil thing for mortals in recompense for the fire. The renowned lame god, Hephaestus, fashioned out of earth the likeness of a modest maiden according to the will of the son of Cronus. When he had fashioned the beautiful evil in recompose for the blessing of fire, he led her out where the other gods and mortals were, exulting in the raiment provided by the gleaming-eyed daughter of a mighty father. Unlike his role in â€Å"The Iliad,† Zeus is now acting in a state of vengeance. Hesiod provides another account of Prometheus in the Works and Days (47-105); the evil is now specifically named. She is Pandora, which means, â€Å"All gifts,† and she has a jar. Zeus is viewed as the oppressor to mankind in â€Å"Pandora,† while Prometheus can be viewed as the benefactor. Pandora was created for one reason, to punish mankind as a goal for revengeful Zeus. Zeus cannot and will not tolerate anybody going behind his back for any circumstances. He will go to such great lengths to ensure he remains the leader of all Gods, again, showing the pride he has for himself. From the beginning he was faced with opposition, and once he overcame that, he proved his worth. For the rest of his life, he was not going to let anyone be of aggravation to him. Another side of the many faces of Zeus is shown in William Butler Yeats’ poem Leda and the Swan. The poem is based on the mythological story about the rape of Leda, a mortal woman who was married to the mortal man, Tyndareus, but the god of gods, Zeus, wanted to have her. Zeus was known for taking advantage of women by posing as various animals, like a bull, or like objects, such as a shower of gold. When he chose to have Leda, he took the form of a swan. The poem tells of the actual situation of Zeus having sex with Leda in the shape of a swan. The lines â€Å"How can those terrified vague fingers push the feathered glory from her loosening thighs? â€Å"(Yeats, 25) show that his power is far greater than hers, and she cannot fight to stop him, and â€Å"A shudder in the loins engenders there† (Yeats, 25) describes Leda becoming pregnant with Helen, who is to become the most beautiful woman alive, and is courted by thousands of men. Zeus has many affairs with beautiful women and goddesses, even if they are unwilling. Even though he hides his evil intentions in the form of a swan, he will stop at nothing to accomplish his goals, and takes great pride in doing so. To try to put an explanation on all of Zeus’ actions would be an impossible task, as classical scholars and philosophers have dedicated entire lives to it. My interpretation of all of Zeus’ actions seems to have one underlying theme, and that is Zeus is a very prideful person. He is the Supreme Being among the gods of Olympia. He is capable of anything, but yet allows those who spoil him to live. He sends harsh messages to those that need to be put in check, and even helps mortals live a balanced life. While many of Zeus’ good deeds go unnoticed, his character remains unscathed to all of those around him. The pride of Zeus always remained at an elevated level. Quite simply, he is the most powerful being in Greek mythology, and his motive for all his actions could be summarized in a quote from C. S. Lewis: â€Å"Pride is a personal commitment. It is an attitude which separates excellence from mediocrity. † Being the God of gods, Zeus has no room for mediocrity. Only excellence will be accepted, and his pride is correlates directly to that.

New Report Reveals Insights About Job Hopping Across Generations

New Report Reveals Insights About Job Hopping Across Generations We’re all familiar with the narrative: Baby Boomers are devoted workaholics, Gen Xers are ambitious revenue generators, Millennials are entitled and disloyal, and Gen Zers, who are only just entering the workforce now, are likely to be even more opportunistic than their older counterparts. The idea that the generation you belong to impacts your tendency to job hop is a popular opinion. But for the most part, it’s also just that: opinion. In fact, recent studies have shown that the notion that younger generations are less likely to stick around than Baby Boomers and Gen Xers is something of a myth. And now, thanks to LiveCareer’s 2018 Job-Hopping Report, we have a whole new heap of insights on this topic.The analysis investigated job churn across the four generations mentioned above – Baby Boomers (1946 to 1964); Gen Xers (1965 to 1980); Millennials (1981 to 1997); and Gen Zers (1998 to present) – while also looking at trends by occupation and educat ion level. What it found was that yes, younger generations do appear to spend less time in positions than their older colleagues – Gen Zers’ average job tenure is 1.2 years, millennials’ is 2.4, Gen Xers’ is 5.4, and Baby Boomers’ is 8. A comparison of the number of positions held over the past five years across generations paints a similar picture.But, according to the report, the dynamics that inform this pattern have very little to do with cohort membership.It’s about career maturation, not generation Findings suggest that this trend is more linked to life and career stage than generational factors. In other words, millennials and Gen Zers aren’t more likely to jump ship just because they are millennials and Gen Zers, but rather because they’re younger and at an earlier juncture in their careers. In fact, longitudinal surveys reveal that older generations were just as flighty when they were young professionals in a similar p hase of their work life.The report concludes that as employees move further along their career path, they tend to stay longer in roles. This is supported by data that shows that the job-hopping inclination of software developers (the vast majority of whom are Millennials) trends downwards when comparing the past two years of their careers to the past five.So, the good news for all you younger workers is that you now have a strong counterargument when someone labels millennials as the job-hopping generation. But that doesn’t mean you can relax entirely. There is another demographic factor that is, apparently, a good gauge of job-hopping tendencies, and that’s education.  The curse of being too educated  Simply put, the analysis found that the more educated you are, the more likely you are to change jobs regularly – a high school graduate, for instance, tends to stay put for longer than someone with a bachelor’s degree. This trend is linked to another f inding that today, across a range of occupations, job seekers often possess a higher level of education than is required.For example, blue-collar workers, like servers, cashiers, bartenders, and caregivers, list higher education qualifications when they build a resume 8.3x more often than blue-collar employers include them as requirements in job ads.As being overqualified is linked to an affinity for job hopping, possessing a degree you don’t need for a position might damage your chances of getting the job. And because millennials are more educated than previous generations (65% have a higher education, as compared to 57.2% of Gen Xers and 48.5% of Baby Boomers), they’re most likely to be hit the hardest by this truth.  To list or not to list qualifications on your resume? So, what do you do if you’ve gone to the trouble of earning a degree, but the job you want doesn’t call for one? To avoid being seen as a potential flight risk, consider leaving your higher education off your resume – particularly if you’re applying for a non-professional role. We’re not promoting dishonesty, but it may be in your interest to play down your qualifications in the earlier stages of the job application process to at least get an interview.You can take this one step further when it comes to professional certifications and licenses – don’t even enroll for them if they’re not requirements. While there are some fields where employers do value these credentials, the report indicates that there are also jobseekers in many roles who have poured time and money into training that most hiring managers don’t find valuable. These include administrative assistants, bartenders, cashiers, store managers, customer service representatives, sales associates and software developers.In particular, if you’re one of the last three, it’s probably not worth investing in costly certificates and testing at all.à ‚   Not one job ad examined for these professions made mention of any certifications or licenses, so attaining one is not only unnecessary but could make you appear overqualified.  The answer lies in the job ad The best way to know whether you should or shouldn’t list your degree on your resume or sign up for that certificate program is to carefully examine job ads. And not just the ad for the role you’re currently eyeing; scrutinize a wide range of postings relevant to your field and take note of the highest level of education listed and of any credentials regularly cited as must-haves.  By doing so, you’ll get a good idea of the kind of qualifications employers consider critical. And if you pitch yourself at this level and make sure your resume closely matches requirements, you can avoid being labeled a job hopper, regardless of your generation.Discover additional findings on job hopping, plus a free PDF download of the full report, via this link: 2018 Job -Hopping Report.LiveCareer offers assistance to job seekers at every step of the journey. Access free  resume templates  and  resume examples, plus a  cover letter builder  and advice on how to answer  interview questions  of all stripes.