Friday, June 26, 2020

Admissions at an MBA Program on a Mission Yale School of Management

document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/cdn2.hubspot.net/hubfs/58291/IV_with_Bruce_DelMonico_2016.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify Which MBA program just revealed that over half its alumni network gives back to the school? Yale SOM. That’s more than double most schools’ giving rate. Which MBA program experienced a 6% increase in applications in 2016 on top of a whopping 25% increase in 2015? Yale SOM. And which MBA program is in the top 10 for average GPA, average GMAT, and overall selectivity in Accepted’s Selectivity Index? You guessed it – Yale SOM? And as it happens, the AST podcast we did with Bruce DelMonico about Yale SOM a few years back is one of our top 5 MBA admissions podcasts. Bruce DelMonico joins us again today. He’s Assistant Dean and Director of Admissions at Yale School of Management. He has been on the admissions team at Yale since 2004, becoming the director in 2006 and the Assistant Dean in 2012. Welcome! What’s new at Yale SOM?  [2:10] There’s been a lot going on in the last 2 years! When we last spoke, we were just starting our entrepreneurship program. Now we’re 2 years in: we have a dozen new courses, a startup weekend, and lots of activity and business being created. Our Global Network for Advanced Management is celebrating its 5th anniversary this spring – there are lots of opportunities for students to engage globally. And our centers for excellence are very active – for example, the YCCI (Yale Center for Customer Insight) brings companies to campus with real problems for students to work on. Our leadership program is changing in an exciting way, with new and reconfigured courses. And we’re excited to have many distinguished new faculty members coming onboard. We’ve also been working on diversifying the faculty – our FT faculty is approaching 30% women. In terms of job placement, we don’t have the final numbers for the class of 2016, but it’s on pace with the last few years. There’s a strong diversity of interest among Yale SOM grads: 130 different companies for a class of 325 (and half of the top 10 hiring companies turn over every year). More companies are coming every year: our career services are adept at sourcing opportunities. Yale SOM’s mission is â€Å"to educate leaders for Business and Society.† Dean Snyder’s video on Yale SOM’s mission highlights 3 key elements in achieving that mission: 1) SOM’s connection to its home university, Yale, 2) Distinctively global, and 3) Best source of leaders. Practically, what does that mean? Starting with leadership.  [7:55] We really think about how our grads can lead across sectors. Our core curriculum is different from other b-schools in that we don’t divide the material into functionally discrete courses (marketing, etc). Our core orients material according to stakeholder perspectives – it’s much more interdisciplinary, and helps students to see content across functions/industries and see how sectors interact. In terms of leadership training: we require leadership training throughout the 2 years (not a single course). This year some of those courses are being realigned. We want to scale up from individual-team-organization-perspectives in leadership. In the first year, we used to have courses called â€Å"leadership fundamentals† and â€Å"advanced leadership.† Now they’re being consolidated into a course called â€Å"Power Politics† (through our Organizational Behavior group). The other big change is that in the second year, instead of lockstep curriculum, students can choose from a menu of electives to satisfy the leadership requirement. What are some of the options for the second year?  [12:08] The courses include: Leadership Practicum; Strategic Management of Non-Profits, Human Capital Strategy; Strategic Management Across Sectors; Non-Market Strategy; Managing Global Catastrophes. How does Yale SOM take advantage of its connection to Yale University?  [13:10] We’ve always been well-integrated with Yale, but we’re trying to emphasize that. When you take your electives, you can take them anywhere across the university. Yale is a very open place, and taking courses in other fields (public health, law, etc.) can help you get a deeper and richer understanding of issues. Also, about 15% of our students pursue a joint degree with another program at Yale, which is a high percentage. On the flip side, students from across the university take courses at SOM (about 1200 students from outside SOM took our courses last year). The connectivity extends to conferences that engage students across the university (public health, medicine, nursing, law, etc.), as well as clubs that span the university (entrepreneurship, etc.). And that connection continues in your life as an alum – there are joint alumni boards in many cities. You can start taking electives in the spring of your first year?  [17:05] Yes. It’s a customizable curriculum. One example: imagine a student who’s planning to go into Real Estate/Finance. In addition to courses at the SOM, s/he can take sustainable development courses at the School of Forestry and Environmental Science; real estate law classes at the law school; and classes at the architecture school. The other part of the mission is â€Å"distinctively global.† What does that mean?  [18:25] When our integrated curriculum rolled out 10 years ago, we required an international trip. Now we have a menu of international experiences available – different opportunities than you might have at other US b-schools. An important part of that is the Global Network – a network of b-schools across the globe. Students can participate in Global Network Weeks (during fall and spring breaks), where they travel to one of the other Global Network schools to learn there with students from a variety of other schools from around the world. The last program in Turkey had 17 participating schools. There are also Global Network online courses – which you take with students around the world. You do projects with them in a virtual setting. (As an aside: one of our new programs is â€Å"Global Virtual Teams.† Students learn to work virtually across time zones and geographies.) We also have international courses: for example, social entrepreneurship in India and elsewhere. And there are semester-long international exchange programs. The virtual global network courses are unique to Yale.  [24:05] Some of the Global Network schools are in developed countries, some are in developing countries. Yale SOM alumni giving: to what do you attribute this impressive rate of giving?  [25:55] It’s a big achievement this year! It went up this year when other schools’ giving went down. We had over 50% giving, and over $50 million. Beyond the (impressive!) work of the development team, it speaks to the level of engagement of the alumni: there’s a sense that the school is doing good things and building momentum. You have a new essay question this year: â€Å"Describe the biggest commitment you have ever made.† Why the change, and why this question?  [28:10] Our previous question focused on impact – we liked it and kept it for two years. We asked this question specifically because we wanted to get a sense of how you think about commitment. To be successful here (and after graduation), you need to be someone who makes commitments, who honors commitments, who really gives of yourself. We wanted to get a sense of how you think about that. So the question helps us focus on commitment: it helps people differentiate themselves, and helps us get information on a trait that’s important. In looking at responses: we’re not looking to make value judgments about what commitment you choose – it’s more about demonstrating how you fulfilled the commitment (the actions you took). (On the other hand, maybe don’t tell us about committing to watching all of GOT.) You require a video essay: how has it helped you, and how has it changed this year?  [32:00] We’ve experimented with the video for 5 years. This’ll be the 4th year it’s required for all applicants. One major thing it allows us to do is assess English language skills. We added the video and dropped the TOEFL/IELTS requirement – so it helped us and hopefully is less cumbersome on the applicant. It gives us a 3-dimensional view of the applicant. The application process is inherently artificial. On paper, you see only a thin slice. Adding the video allows us to see how well you think and speak on your feet, and see your language skills and presentation skills. Three to four minutes of you speaking won’t outweigh your professional background – we don’t see this as something disqualifying, but as something that can help people stand out. There are three questions. After you submit your application, you get a link to the video questions, which allows you to record your answers using your webcam. The first has to do with leadership. The second is a behavioral question. And the third is a â€Å"thought question† (a statement that presents a conclusion – we ask you to agree/disagree, and why. Your stance is not important – we’re interested in your thought process and how you support your stance). There are practice questions available so you can test your connection. People often find recording by webcam to be the most disorienting part. We understand these are extemporaneous and we don’t expect perfection. What’s the worst advice you’ve heard given to MBA applicants?  [39:55] I haven’t heard it given directly, but we see the results. We often see applicants who’ve tried to create a non-profit orientation/angle to their application, when it doesn’t fit their profile, because someone told them we’re a â€Å"non-profit† school. My sense is that’s how people approach other schools – School X is known for X, therefore I need to say X. Just apply based on your profile. Otherwise the application looks misaligned. [Linda: It comes down to telling the school what you want them to know vs what you think they want to hear.] Any advice for applicants just starting out?  [43:50] Don’t overthink it! People get so tripped up in thinking about what the adcom is looking for vs just making their case. Our application isn’t overly complicated. Just keep it simple. Related  Links: †¢Ã‚  Yale School of Management: MBA Program †¢Ã‚  Yale SOM 2016-17 MBA Essay Tips Deadlines †¢ Yale  School of Management Zone Page Related  Shows: †¢ Bruce DelMonico on The Yale School of Management †¢ What You Need to Know About Finding a Job Post-MBA †¢ The Lauder Institute Changes to Reflect the World †¢ UCLA Anderson: Cool, Chic, and Tech †¢ Insights into MIT Sloan MBA Admissions with Dawna Levenson †¢ Tuck Talk: IV with The Dean Of Admissions   Subscribe:

Monday, May 25, 2020

Lord Of The Flies By William Golding - 1194 Words

Lord of the Flies People often say â€Å" We aren t born evil, the world makes us evil.† On the contrary I believe that people are born inherently evil, based on the book The Lord of the flies, this is how the children reacted in a situation where a civilized society is not present to tell them right from wrong. Even in the book The Lord of the Flies, the boys try to create some sort of normalcy to the island to try and keep a type of order on the island by electing a chief and holding meetings to figure out what they should do next to stay in a civilized mindset. â€Å"Meetings. Don’t we love meetings? Every day. Twice a day. We talk.† (Pg. 51) Some of the boys choose to make shelters and others choose a more violent route of hunting wild pigs. As we see throughout the book the boys who choose to go hunt the pig and fight are the ones that turn against Ralph and Piggy and try, and succeed in circumstances of Piggy, to kill them. The boys on the island also find a conch that represents a kind of hope in their eyes. They see that conch as a symbol of power and they use it to establish dominance â€Å"A conch, that’s what the shell’s called. I’ll give the conch to the next person to speak. He can hold it while he’s speaking - and he won’t be interrupted† (Pg. 33). The conch remains a symbol of dominance in the eyes of the children for quite some time on the island, but as soon as that shell loses it’s significance that is when the true colors of the evil people start to slowly bleedShow MoreRelatedLord Of The Flies By William Golding869 Words   |  4 PagesLord of the Flies Psychology Sometimes people wear fake personas like a cloak over their shoulders, used to hide what is really underneath. This harsh reality is witnessed in William Golding’s classic Lord of the Flies, a novel that is famous for not only its sickening plot, but also for the emotional breakdowns all of its characters experience. These issues are akin to those shown in certain real-world psychological experiments. A summary of Golding’s Lord of the Flies, combined with the evidenceRead MoreThe Lord Of The Flies By William Golding1347 Words   |  6 Pages The theme of The Lord of the Flies, by William Golding, is the reason society is flawed is because people are flawed. Although Piggy is knowledgeable, he has many flaws including his laziness and physical inabilities. Ralph is an authority seeker. He sets rules and laws, yet does little to enforce them. Ralph wants to be the ruler, without doing the work to enforce his laws. Jack is persistent. He is rude, harsh and violent in or der to get what he wants. He wants to be supreme. Piggy’s flaws areRead MoreLord Of The Flies By William Golding1123 Words   |  5 PagesIn the novel Lord of The Flies by William Golding, the characters Ralph, Piggy, and Jack represent important World War II leaders Franklin Roosevelt, Adolf Hitler, and Winston Churchill. Golding, who had served in World War II, was well aware of the savagery created, and used it to base his book on. Ralph represents Franklin Roosevelt , Jack represents Adolf Hitler, and Piggy represents Winston Churchill. Ralph being of the novel’s main protagonist is important in the outcome of the story becauseRead MoreThe Lord Of The Flies By William Golding1065 Words   |  5 PagesThe Lord of the Flies Essay The Lord of the Flies written by William Golding and published on September 17, 1954 is a story told about a group of stranded boys and their fight for survival against the wilderness and themselves. In this story many signs of symbolism are used by Golding to point out certain aspects of society that Golding thought strongly of. This story on first read may just seem to be a survival- esque piece of literature but, on a deeper look one can find Golding’s true motiveRead MoreLord of The Flies by William Golding619 Words   |  2 PagesGovernments are no different; they fight for power just like the rest of us do. They just do it on a much bigger scale. Qualities from Oligarchy, Totalitarianism, Democracy, Dictatorship, and Anarchy governments are used in several parts of Lord of The Flies that represent different characters and different situations. An Oligarchy is a small group of people having control of a country or organization. A Totalitarianism government is a form of government that permits no individual freedom and thatRead MoreThe Lord of the Flies by William Golding1306 Words   |  5 PagesIn The Lord of the Flies, William Golding creates a microcosm that appears to be a utopia after he discharged from the British Royal Navy following World War II. After an emergency landing, Golding places a diverse group of boys on the island that soon turns out to be anything but utopia. The island the boys are on turns out to be an allegorical dystopia with inadequate conditions (Bryfonski 22). The boys reject all lessons they learned from their prior British society, and they turn towards theirRead MoreLord of the Flies by William Golding932 Words   |  4 Pagesdiscussing two particular themes from a novel called Lord of the Flies by William Golding. Lord of the Flies was written in 1954 after World War II. Ruler of the Flies is a purposeful anecdote about something that many readers can’t really describe. Individuals cant choose precisely what. Its either about the inalienable underhanded of man, or mental battle, or religion, or personal inclination, or the creators emotions on war; however William Golding was in the Navy throughout World War II, or perhapsRead MoreLord Of The Flies By William Golding1383 Words   |  6 PagesAccording to Lord of the Flies is still a Blueprint for Savagery by Eleanor Learmonth and Jenny Tabakoff, the words â€Å"I’m afraid. Of us† first appeared in Golding’s novel 60 years ago. Lord of the Flies by William Golding follows a group of schoolboys trapped on an island after a plane crash during a world war. At the beginning, they celebrate as the y have total autonomy as there are no adults around. They attempt to establish a civilization but when order collapses, they go on a journey from civilizationRead MoreLord of the Flies, by William Golding1055 Words   |  5 Pages In William Goldings Lord of the Flies a group of English school boys crash land onto an uninhabited island somewhere in the Mid Atlantic ocean. Ralph, the protagonist and also the elected leader, tries to maintain peace and avoid any calamity on the island. However, Jack is neither willing to contribute nor listen because he is jealous of Ralph and has a sickening obsession with killing boars. Ralph has some good traits that help him maintain peace and balance for a period of time. He is charismaticRead MoreLord Of The Flies By William Golding Essay1475 Words   |  6 Pages Outline Introduction Short intro for Lord of the Flies Short intro on Gangs The bullying and group mentality demonstrated in gangs has resemblances to the characters in Lord of the Flies. II. Bullying/Group mentality Gangs Drugs/Loyalty B. Lord of the flies Jack kills the pig/Jack and Ralph fight III. Effects B. Lord of the flies Jack killing the pig aftermath Violence IV. Conclusion Gangs are considered a group of people that have a common link together

Monday, May 18, 2020

When Youve Lost Your Faith - Free Essay Example

Sample details Pages: 6 Words: 1834 Downloads: 3 Date added: 2019/04/05 Category Religion Essay Level High school Tags: Faith Essay Did you like this example? I was just 14 years old when I had gotten accepted into Wake STEM Early College High School. Wake STEM is a high school that focused mainly on the subjects of science, technology, engineering, and mathematics. Wake STEM was also partnered with North Carolina State University, which was one of the colleges I wanted to go to growing up. Don’t waste time! Our writers will create an original "When Youve Lost Your Faith" essay for you Create order Everything was great when I had heard that I had gotten into the school. I thought it would get me into the college that I had wanted to go to and I could start playing football (because I wasnt going to the normal schools that were big on sports and had the teams already predetermined). During the summer before my freshman year of high school, my mom would take me to Athens Drive High School early in the morning for football practice. Athens Drive was the school that students at Wake STEM would have to go to if they chose to play sports because the school had no sports of their own. For football practice, I would have to be at Athens Drive and be dressed for practice by 7 a.m. The first day I got to Athens Drive for practice I was a bit late. As I arrived I saw the team stretching on the practice football field, as I started walking toward the locker room I felt a pit in my stomach and wanted to turn back around, but I kept walking. As I stepped into the building I met the head coach in person. He looked at me and said You must be Shaun as he gave me a firm handshake. I told him that I was, and he walked me to the locker room and unlocked the door as he told me to put my cleats on and get dressed for practice. He showed me to my locker and put my name on a piece of duct tape and stuck it on the locker door. I had already been dressed for practice, so I put my cleats on and placed my shoes and my drawstring bag in the locker. The coach and I walked to a cart and got on and he started driving us to the field. As we got closer to the field he asked me what position I played and I said I had never played before but I was good at throwing the football and I wanted to try quarterback so he brought me over to where the quarterbacks were stretching. I got off the cart and started stretching with the other quarterbacks. There were five other quarterbacks; Farley, Otumus, David, Tre, and Will. After we were done stretchin g we all introduced ourselves and started doing drills. The quarterback coach was Coach Stephens, he played quarterback at the University of Florida and at the University of North Carolina. At first Coach Stephens told me to just watch the drills so I knew what I was doing and after a couple cycles I jumped in and did pretty good for my first day ever. After individual position drills were done we all got together as a team and had a scrimmage(of course being the first day I was just watching). While watching the scrimmage I got confused on where we were supposed to stand after they flipped the direction the offense was going and I ended up on the wrong side. I felt so embarrassed at that moment and I sprinted to the place where I was supposed to be. After practice was finished outside we all walked back to the locker room to put on normal shoes. I hadnt noticed it before(probably because I was nervous), the locker room smelled horrible with the scent of sweat and clothes that had not been cleaned in weeks. After putting on my sneakers we all met in the gym and the coach split us into lower and upperclassmen. The lowerclassmen went into the weight room while the upperclassman stayed in the gym for agility training. After about an hour or hour and a half, the upperclassmen and lower classman switched so that we were in the gym. After practice was over my mom picked me up and brought me back to her work. This cycle continued throughout the summer. As I kept going to practice I continued to get better and better and more situated and used to the practices. Eventually, summer ended, classes at school started, and practices moved to the afternoon (after school).When classes started at Wake STEM, as soon as I walked in the building I felt as if I didnt belong but I ignored what I was thinking and went on with my day. The first day was the only day where we had no work because in all the classes we were just getting to know everyone and find out what the classes were like. It was really easy to get to know everyone in the classes because there were less than 200 students in the entire school. After the first day of school, all the classwork hit us. At first, I was able to keep up with school, get all my work done, do good in school, and go to football practice and games. Throughout the year the workload became more and more. I tried to keep up with everything but Wake STEM did not care if you played sports and you dont have enough time for all the work they gave you. Eventually, I started missing more and more work. Because I was missing s o much work my grades started to drop exponentially. I started to freak out because in middle school I had never had problems with my grades and I was always an A and B student. With my grades dropping so fast I decided to quit football for the rest of the year so I could keep up with my work. After quitting football my grades did not improve much if any at all. Even without playing football the workload was too much for me to handle and I barely passed any of my classes. After my first year at the school, I told my mom I wanted to leave the school and that I couldnt do that much work for 4-5 years(the 5th year was an option where you take all college classes). My mom told me that the first year at Wake STEM was the hardest year there because they were trying to get some students to quit. I decided to give the school another chance and decided to stay. In deciding to stay at Wake STEM I had also decided to play football again. When summer had started again after my freshman year I returned to Athens Drive for football practices in the mornings. This summer was going much better than the previous one because I was situated with how the practices functioned and I was able to participate in practice activities that I was unable to do the previous summer. This summer there were only four quarterbacks to start the summer. Farley and Otumus had graduated so that left me, Tre, David, and the new freshman, Christmas. This summer started off great as I got better and better. Practice was going so well for me that I had even started taking some reps with the varsity team during practice. Just when everything was going well in practice, a couple weeks before school and games would start, a new quarterback from California transferred to Athens Drive and destroyed what I had worked for. This new quarterback was probably the rudest person I had ever met and we almost got into a couple fights in practice. The new quarterback had taken my starting spot because he was faster and I was never able to earn my spot back. After that kid had just transferred there and was just given the starting spot I had lost faith in my ability to play football and practices became miserable to go to. Eventually, the summer ended and school started up again.The school was just the same sophomore year as it was my freshman year where I could keep up with my work and get good grades and out of nowhere the teachers would drop a bunch of work on us and I was unable to keep up with it a nd eventually started struggling again. Throughout the year my grades got worse and worse. When the first semester ended the principle had sent a letter to my parents stating that he recommends that I transfer out of the school by the end of the year because he doesnt think that I belonged there. When I heard about the letter it just proved my thoughts from freshman year, I did not belong at Wake STEM. I didnt know what to do with myself. There comes a point in everyones life where they lose faith in someone or something. I had lost faith in myself. I wanted to leave Wake STEM and leave everything behind me and go back to a normal high school. The only reason I wouldnt let myself quit was that I felt like if I transferred schools I would be a disappointment to my parents and I didnt want that to happen so I stayed at the school for my junior year. Going to school and practice was a struggle for me every day. Going to that school and going to practice where my starting spot was just given away I became depressed and lost motivation for anything and I started gaining a lot of weight. By the end of my junior year, my GPA had dropped down to a 2.7 and I weighed 205 lbs. At that point, I had enough and didnt care what my parents thought of me so I transferred schools and went to t he school I was originally supposed to go to. At that point, I decided to quit football for my senior year and focus on school although I got a job at the country club down the road from the school. At the new school, I did great in school, I got all my work done and my grades were way better than they ever would have been at Wake STEM. By the end of my senior year, I was able to bring my GPA from a 2.7 to a 3.0 in just one year while having a job. My senior year I was able to get out of my depression and feel good about myself again, I was able to lose weight(down to 175 lbs By the end of the summer) and get into Coastal Carolina University(becoming the first one in my family to be able to go to college) which never would have been possible if I never got out of Wake STEM and got out of my depression. Because I left of Wake STEM and did great in school, I regained faith in myself in all aspects of my life.

Thursday, May 14, 2020

Utopia Study Guide - 864 Words

English 4, Unit 2: Utopia and Dystopia Sir Thomas More’s Utopia Study Guide Directions: As you read, complete each question below. Type your answers in the appropriate spaces provided. 1. In Book I, who is the narrator? What point of view is this? Thomas More, first person view 2. More and Giles strike up a conversation with someone. Who is this? What does he do? Why are they interested in him? Giles introduces More to Raphael Hythloday. More thought that Hythloday was a seaman but he is actually a traveler. 3. More and Giles believe Hythloday would make a great advisor to a king. Does Hythloday agree with this? Why or why not? No Hythloday doesnt believe so he doesn t think that he is desired to be an†¦show more content†¦Raphael Hythloday. Book II is also first person.. With Hythloday being the narrator of book II, Thomas More doesn t say his opinions as much and has distanced himself in this book. 8. Describe the cities in Utopia. Pretty much all of the cities in Utopia are all the same. They all persue to serve the same purpose and with the sameness, then promotes equality for all of the cities. 9. How does the Utopian method of farming promote harmony in their society? Everyone farms, so everyone always has food. Also, the produce that is harvested is evenly distibuted to all of the citizens. 10. In general, what form of government does Utopia have? Utopia is run as a democracy. 11. How do Utopians get jobs and how is this different from Europe in the 16th century? All Utopians can chose their own job.. This is different than the 16th century, because back in the 16th century, a persons occupation could be too far from where they live, and there was less training for classes. For instance, if someone was born a slave, or a farming peasant, that would remain as their occupation for the rest of their life. 12. How do Utopians treat education and how is this different from Europe in the 16th century? Every Utopian gets an education as a child but in the 16th century in Europe, only the people who had time and money put their kids in school or could provide a private education. 13. Do you find it odd that UtopiaShow MoreRelatedSir Thomas More s Utopia And Niccolo Machiavelli s The Prince1454 Words   |  6 PagesSir Thomas More’s Utopia and Niccolo Machiavelli’s The Prince reflect the ideals of the Renaissance. Their reflections of the Renaissance are similar; however, their representations of the Renaissance also have distinct differences. The Renaissance or â€Å"rebirth† was a cultural movement that accompanied the passage of Europe from the Middle Ages to modern times. Niccolo Machiavelli was an Italian civic humanist, historian, diplomat, philosopher, politician, and writer during the Renaissance. He appliedRead MoreThree Traditions of International Theory Essay702 Words   |  3 Pagesrevolutionist normative tradition illustrates international relations as a condition of harmony or single utopia in the world (ethical and prescriptive terms). Realism prioritizes national interest and security over ideology, moral concerns and social reconstructions. Realists arrived at basic condition of anarchy because there are no general measures which all countries can utilize to guide their conduct (Donnelly,2000). But, a state must constantly be alert of the activities of the states aroundRead MoreThe Hungry Tide Essay1131 Words   |  5 PagesChenrong Li Professor John Peterson ENG 380 12 Dec. 2016 The Hungry Tide: A Desired Utopia of Political Ecology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Hungry Tide, Amitav Ghosh explores the ecosystem of the Sundarbans, varying narration between third person and first person perspectives, primarily through the main characters Piya, Kanai, and Fokir. The story traces the transformation of these three main characters from disengaged spectators to invested insiders. However, each of them perceives the biome of tide countryRead MoreH. G. Wells was a Famous English Author of Science-fiction Novels1501 Words   |  6 Pages(1895) describes the adventures of a man who can transport himself into the future. Wells wrote about an invasion from Mars in The War of the Worlds (1898) and described a fictional utopia in The Shape of Things to Come (1933). Wells supported social reform in the novel The New Machiavelli (1911), in the nonfiction study The Work, Wealth and Happiness of Mankind (1932), and in other books. He wrote The Outline of History (1920), a story of the development of the human race. The book shows Wellss knowledgeRead More A Deconstruction Reading of Thomas Mores Utopia Essay1785 Words   |  8 PagesA Deconstruction Reading of Thomas Mores Utopia Thomas Mores Utopia is the bastard child of European conventions and humanist ideals. Inspired by Mores belief in the elevation of human manners, education, and morals, the text also concedes to the omnipresent traditions of European society. While More accepts parentage of the text, he distances himself from its radical notions and thinly veiled condemnation of Europes establishment. Through the use of a benign narrator, Raphael HythlodayRead MoreThe Role of a Good City Thinking: Utopia, Dystopia and Heterotopia2448 Words   |  10 PagesTowards a better view: Utopia and its importance Good society for a Good city can be a slogan for a utopian manifesto alla Fritz Lang in Metropolis (1927) . In the movie, the role of the slogan is to provide a vision of the future and guide the development of the city. Therefore, in order to bring about a world that is fit to live in, we need new and solid ideas for living, persuasive images of the good society† (Friedmann, 2000, p.461) This persuasive image is defined as utopia and today moreRead MoreVision of the Perfect Utopia2187 Words   |  9 PagesMy Vision of Utopia There are many different definitions to describe a true perfect Utopia. The reason that there are so many people with many different ideas about the perfect world is because the act of making something perfect in a person vision of utopia is created to suit what that creator deems to be perfect. Perception is the key to understanding what makes a Utopia perfect and what makes it flawed. My view of a Utopia requires several different managements and trade-offs of what is believedRead MorePsci 140 Essay1016 Words   |  5 PagesSpring 2012 PSCI 140 Democracies around the World Final Exam Study Guide Instructor: Satoshi Machida Part I: Words Identification (Content of Important Articles) (40 points) 1. You have to be prepared so that you can explain the following words and concepts. * Authoritarian states ---A small group of individuals exercise power Government is not constitutionally responsible to the state Public—little role in leadership selection Individual freedom is restricted May be institutionalizedRead MoreAnalysis Of Aurobindo s Theory For Mandala Essay1819 Words   |  8 Pagesof today’s world, Ruth Levitas, author of perhaps most complete history of the concept of utopia to date, suggest three different bases for defining utopia – â€Å"content, form and function†. She points out that liberal humanist tradition neglects functions and focuses on matter of form and content, in terms of various canons how utopian works. However, the objective behind this research is not to define Utopia. What I am trying to evaluate is a perspective of Auroville for the better world throughRead MoreKarl Marx And Its Impact On Society1306 Words   |  6 PagesAs mentioned previously, Marx’s goal was to end private ownership completely, creating a utopia with a classless society. Ironically, Marx’s eschatology became true in the Soviet Union, which shattered his idea of utopia. The Rise of Communism in Russia With Friedrich Engels, Marx studied French Socialism. Socialism essentially put an emphasis on liberating the working class from being exploited. His studies eventually led to the writing of his book Capital: A Critique of Political Economy. Marxism

Wednesday, May 6, 2020

Is It Possible to Restore a Balance between the...

Recently everyone has started hearing the out cry surrounding the problem of the degradationof the worlds ecosystems that have a negative effect on the biodiversity and the livelihoods of people worldwide. People are beginning to realise that that these bio- systems can not be conserved just through the protection of critical areas alone. A new solution whos potential hasn’t been fully taken advantage of until now is ecological restoration which is a process whereby not only the recovery of eco systems that have been degraded damaged or destroyed are looked at but also the human influences that surround them. In order for ecological restoration to be effective it needs to pay attention to four main aspects namely: †¢ Improvement of biodiversity conservation, †¢ Improvement of the livelihoods of people, †¢ The empowerment of the native and local people and †¢ The improvement of the productivity of the ecosystems. The difference between typical conservation where only the environment is considered and ecological restoration is that it has the potential to make opportunities available not only to repair the damage done to the ecosystems but also to improve the condition of the people involved in rescuing it. Because people belive they are helping themselfs ecological restoration has been able to alter the perspective of people in the local community, allowing new economic opportunities to form aswel as the rejuvinaton of traditional cultural practices. In this way it can be seenShow MoreRelatedEffects Of Capitalism On Production And Conservation Of Nature3956 Words   |  16 Pageson Production Conservation of Nature Sankalp Gupta 7th May 2015 ARCH 596: Seminar on the Built Environment II: Landscape and Society Dr. Ross E Adamsâ€Æ' Abstract The report will be primarily focused on the influence of capitalism on production and conservation of nature. From being individuals dependent upon nature humans have become forces which manipulate and effect nature. Besides this, the very fact that we use the term ‘resource’ for nature represents that humans have developedRead MoreChapter 5 8 Essay6131 Words   |  25 Pagesï » ¿Chapter 5 REVIEW QUESTIONS 1. How did the described volcanoes in Iceland and the Philippines change the environment to lesser or greater extents? 2. Name and describe the attributes of the two categories into which all organisms can be divided based on how they obtain nutrition. All organisms can be divided into autothrops, which produce their own food, and heterothrops, which need to get their food from somewhere else. 3. Name and describe the roles of the three main trophic categories that makeRead MoreTragedy of Deforestation Essays2447 Words   |  10 Pagesgoing to try to outline in a simple manner. The deforestation begins on a local level, then to a regional, level and then last the global level. As you will read, the forest is home to people and wildlife, etc. The forest also has many purposes for which we need but â€Å"we† as a whole is a big picture. We can use it but we also abuse it. Every living creature needs the forest for oxygen, that is what the trees are for, but if we keep cutting them for logging, cattle-raising for soy, and many otherRead MoreGrassland Ecosystems13817 Words   |  56 PagesProtecting and Enhancing Resilience to Climate Change Jonathan L. Gelbard, Ph.D. Department of Environmental Science and Policy, University of California, Davis THE STRUCTURE AND FUNCTION OF the world’s grasslands makes them one of the most vulnerable to global climate change of any terrestrial ecosystem (Sala et al., 2000; IPCC, 2001a). The low-stature of vegetation confers high light availability, leaving many grasslands naturally vulnerable to invasive species (Wagner, 1989), especially following disturbanceRead MoreDevelopment vs Environment4686 Words   |  19 PagesDEVELOPMENT VERSUS ENVIRONMENT: THE CLASSIC DILEMMA INTRODUCTION â€Å"For the greenest of environmentalists, humans are of lesser importance than the abundant and diverse flora and fauna of the planet. Humans are defined as a recent addition to the livestock and are considered to have been a wholly disruptive influence on a world which was paradise before their arrival.†[1] The condition of the environment today is well known to all andRead MoreSience23554 Words   |  95 PagesEnvironmental Issues Webquest Global Warming and the Greenhouse Effect Go to http://www.globalissues.org/article/233/climate-change-and-global-warming-introduction and answer the following questions. 1. What is the greenhouse effect? 2. How does it relate to climate change? 3. 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But companies who think of the environment as a social responsibility and not as an imperativeRead MoreSustainable Living3906 Words   |  16 Pagesindividual s or society s use of the earth s natural resources and his/her own resources. Practitioners of susta inable living often attempt to reduce their â€Å"carbon footprint† by altering methods of transportation, energy consumption and diet. Proponents of sustainable living aim to conduct their lives in ways that are consistent with sustainability, in natural balance and respectful of humanity s symbiotic relationship with the earth s natural ecology and cycles. The practice and general philosophy

Essay about Public Safety vs. Civil Rights - 1628 Words

Public Safety v. Civil Rights CJA 550 Crystal Shepherd March 7, 2011 The argument of public safety versus civil rights has always been at the forefront of many major political issues in the United States. Civil rights are the foundation of this country, and they protect it’s citizens. But with that, comes the protection of criminals, terrorists, and enemies of the state, and the freedom for these people to move and operate against American ideals. The slightest restrictions on civil rights increases the safety of the general public, enables law enforcement agencies to operate more fluidly, and increases the rate for crushing the opposition. The safety of the general population is far more important than the protection of the rights†¦show more content†¦Some of the countries and states still have the electric chair, firing range, and even the hanging squad. One of the states that still had the electric chair was Nebraska. Nebraska, the only state with the electric chair as the primary method of execution, determined on February 8, 2008 that it was cruel and unusual punishment under the states constitution, and the United States constitution. Prisoners are no longer electrocuted in Nebraska, and now the state has no method of execution. A survey of experts from the American Society of Criminology, the Academy of Criminal Justice Sciences, and the Law and Society Association showed that the overwhelming majority did not believe that the death penalty is a proven deterrent to homicide. (Radelet Akers, 1995) Gun Control: Amendment Violation or Public Safety Concern The NRA argues that the Second Amendment of the U. S. Constitution guarantees individuals the right to own and carry guns. They are concerned that federal regulations will continue to increase until owning a handgun will be difficult to achieve, infringing on their Constitutional rights. They also argue that if law-abiding citizens have guns, they are safer from criminals, bringing crime rates down. The Brady Center, on the other hand, argues that the Second Amendment of the U.S.Constitution does not guarantee individuals the right to own and carry guns. Further, they argue that when moreShow MoreRelatedThe Importance Of The Civil Rights Movement819 Words   |  4 PagesKatelynn Douget 9-25-17 HIST 2057-01 The Importance of the Civil Rights Movement This essay will argue that though racism is still ongoing, the Civil Rights Movement was a vital step forward to provide racial equality in America. The Civil Rights Movement did not just happen over a course of days or months, its process took nearly a century. It has never fully stopped racism, but it has definitely made the United States a more equal nation through laws. 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Social Determinants of Health for Physical Activity -myassignmenthelp

Question: Discuss about theSocial Determinants of Health for Physical Activity. Answer: Introduction Several factors contribute towards poor health of Australian people that includes limited physical activity, consumption of fats and protein-laden food, obesity and so on. According to the Australian Institute of Health and Welfare, the life expectancy of average Australians has seen an improvement in 2014(AIHW.gov.au, 2018). However, concerns over the increase in chronic diseases such as cancer, coronary heart disease and diabetes continue to linger. In case of Aboriginal population, the health outcomes have shown improvement in recent years although lot needs to be done when it comes to reducing chronic health diseases. It has been found that apart from risk factors emerging from behavioral issues, diseases occur due to social and environmental factors as well. The present paper discusses the various social and environmental factors that contribute to diseases in Aboriginal Australians. Pattern of heart disease in Aboriginal Australians In comparison to non-Aboriginals, the Aboriginal people have been found to be more prone towards chronic diseases like cardiovascular disease. The AIHW report of 2016 revealed that the highest percentage of deaths that occurred in Aboriginal Australians within the period of 2009 to 2013, resulted from cardiovascular disease. One of the most prominent causes of heart disease amongst Aboriginal Australians is the rheumatic fever that results in damage to heart muscle or valves. Apart from that, their status in the Australian society and the way they are treated, contributes largely to heart diseases (Hri.org.au, 2018). Aboriginal people have a greater tendency to smoke that is one of the leading causes of heart disease. In addition, the intake of illicit drug is higher in case of Aboriginal people as compared to other Australians. Heart diseases also occur among Aboriginal people as a result of hereditary prevalence of heart diseases in the family (Healthinfonet.ecu.edu.au, 2018). Social determinants of health explaining morbidity and mortality Factors that influence the health of people refer to the determinants of health. Mainly, there are three main determinants of health including biomedical risk, behavioral risk and social determinants. Although given least prominence, social determinants like education, social acceptance, employment and income play a vital role in shaping the health of an individual. In regards to Aboriginal people, these determinants have more importance. One of the key social determinants that can help explain the occurrence of heart disease amongst Aboriginal people is the socioeconomic status they enjoy in the country. Indigenous Australians lack opportunities that are available to non-Indigenous people to remain healthy. It has been found that around 4% of Aboriginal adults suffered from coronary heart disease in 2016 compared to the 2.6% non-Indigenous adults. Similarly, the rate of heart diseases amongst Aboriginal children aged 5 to 14 years is higher compared to non-Indigenous children. Badland et al., (2014) explains that due to inaccessibility to basic social requirements like education, occupation and income, Aboriginal Australians lack the knowledge needed to be free from heart diseases. Social exclusion is another important determinant of health that explains the higher rate of heart disease amongst Aboriginal people (Health.gov.au, 2018). Being excluded from the society or treated differently from the population causes an individual to feel depressed and neglect his or health (Valtorta et al., 2016). This ultimately leads to increased risk of stroke. Systematic discrimination of Aboriginal people and subsequent inequality when it comes to having access to health facilities also lead to heart diseases and higher mortality rates amongst the community. Public Health intervention Betancourt et al., (2016) point out that providing social support to people suffering from heart diseases can contribute largely towards improving their health. In case of Aboriginal people in particular, social support could play a vital role in improving their overall health including heart disease. It is a common fact that warmth and care shown to an individual suffering from any disease, helps him or her recover faster than just feeding them medicines. The Aboriginal community in Australia has a long history of being neglected and isolated which led to them being more prone to diseases than others are. An intervention that addresses the core issues of health in Aboriginal Australians must be created in order to ensure they receive equal access to health facilities. Initiating plans like organizing a community program for Indigenous people where they could be given information on health care and such could be an effective intervention. One of the most prominent social determinants of poor health amongst Aboriginals is the lack of knowledge about many diseases in children. This occurs because of the absence of proper educational facilities for children and the discrimination faced by them at an early age. The intervention hence would be based primarily on helping Aboriginal children understand the basic requirements of staying healthy. Addressing the Social Gradient of Health Social gradient in health occurs when there is great disparity between the health conditions of people with higher and lower status in the society. In order to address this social gradient of health, the above-mentioned intervention could play a useful part. As Dean, Williams and Fenton (2013) observe, social determinants like exclusion from the society and limited opportunities to education could be reduced to minimal level by applying the basic traits of humanity. Organizing a community program with Aboriginal people as the main participants could be headed by people who belong to a higher economic and more recognized status. Similarly, the main participants who are Aboriginal children can be allowed to interact with children from the recognized white Australian community. In this way, the social gradient that demarcates between the accepted and the neglected can be addressed properly. Sectors that need to involve apart from health sector It is obvious that the health sector is the most concerned regarding the health of Australians and most plans and initiatives are either taken or implemented by this sector. However, it is not mandatory that only the health sector should be concerned with the issues of promoting health education amongst Aboriginal Australians. Institutions and organizations from other sectors also have equal responsibility to ensure that every Australian is given equal opportunity to lead a healthy life. According to Funk (2016), health is associated with every other sector in society and this determines the role of all sectors in promoting health equality. However, it has been noticed that apart from the health sector, very few sectors give prominence to health. The situation is however changing gradually as is evident from the inclusion of health and safety measures in workplaces, inclusion of health related topics in schools and so on. Hills, Dengel and Lubans (2015), point out that the education sector has a vital role to play other than the health sector to address issues of health amongst neglected communities. It is the children who constitute a nations future and to ensure a health future, children must be aware of all the health determinants. Thus, the education sector could help in reducing the social gradient of health. Conclusion In conclusion, it can be stated that Australia is moving on the right path to improve health condition of its people irrespective of the community they belong to. Although the Aboriginal people still lag behind when it comes to access to health, life expectancy and such other factors, they too are showing signs of improvement. The report has provided certain statistics and data that bring out the current picture of health equality especially the rate of heart diseases in Australia. Further, the report has focused on social exclusion and educational attainment as the social determinants of health. It has also provided public health intervention that can address these social determinants. However, further readings into other social determinants of health and heart diseases are suggested. References: AIHW.gov.au. (2018).Australias health.Aihw.gov.au. Retrieved 8 March 2018, from https://www.aihw.gov.au/getmedia/9844cefb-7745-4dd8-9ee2-f4d1c3d6a727/19787-AH16.pdf.aspx?inline=true Badland, H., Whitzman, C., Lowe, M., Davern, M., Aye, L., Butterworth, I., ... Giles-Corti, B. (2014). Urban liveability: emerging lessons from Australia for exploring the potential for indicators to measure the social determinants of health.Social science medicine,111, 64-73. Betancourt, J. R., Green, A. R., Carrillo, J. E., Owusu Ananeh-Firempong, I. I. (2016). Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care.Public health reports. Dean, H. D., Williams, K. M., Fenton, K. A. (2013). From theory to action: applying social determinants of health to public health practice. Funk, M. (2016). Global burden of mental disorders and the need for a comprehensive, coordinated response from health and social sectors at the country level. Health.gov.au. (2018).Department of Health | Cardiovascular disease.Health.gov.au. Retrieved 8 March 2018, from https://www.health.gov.au/internet/main/publishing.nsf/content/chronic-cardio#tre Healthinfonet.ecu.edu.au. (2018).Cardiovascular disease Selected health conditions Overview of Aboriginal and Torres Strait Islander health status 2016 Health facts Australian Indigenous HealthInfoNet.Healthinfonet.ecu.edu.au. Retrieved 8 March 2018, from https://www.healthinfonet.ecu.edu.au/health-facts/overviews/selected-health-conditions/cardiovascular-disease Hills, A. P., Dengel, D. R., Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools.Progress in cardiovascular diseases,57(4), 368-374. Hri.org.au. (2018).HEART DISEASE IN INDIGENOUS COMMUNITIES.Hri.org.au. Retrieved 8 March 2018, from https://www.hri.org.au/CMSPages/GetAzureFile.aspx?path=~%5Cupload%5Chri%5Cmedia%5Cpdf%5Chri_indigenous_community_ebrochure.pdfhash=2406a3d3453b651ca9df25252c8450293c8d5d9635ba3890e97991d340c21eb8 Valtorta, N. K., Kanaan, M., Gilbody, S., Ronzi, S., Hanratty, B. (2016). Loneliness and social isolation as risk factors for coronary heart disease and stroke: systematic review and meta-analysis of longitudinal observational studies.Heart,102(13), 1009-1016.