minority and ethnic relations essays

minority and ethnic relations essays What do we mean by the social construction of identity? Any attempt to compare the suffering of the blacks and Jews would seem likely to be felled by the waves of invidious comparisons. That is because any such comparison is likely to be seen, however obliquely, as an endeavour to answer the question: which group has suffered more- blacks or Jews? Indicatively, this question could be perceived to address the point of not who suffered more, but why did they suffer? This can be answered in relation to the social construction of identity. The Jews and Blacks identities were socially identified and regarded by others as not belonging to the majority group during that historical period. So what do we mean when we talk about the social construction of identity? The concept of identity has always been blurred but in recent years, the study of identity has been greatly enhanced by cross-cultural studies in history, sociology, anthropology and psychology. The key point of departure for much discussion is the real world observation that nationalist, regional, racial and ethnic mobilisations are occurring globally and pervasively (Cohen, 1994). However, at the same time, within national, racial or regional units of identification, there are other kinds of groupings that are organised often on the social axes of age, gender, class, religion, race or disability that form their own identity. These too are claiming rights or advantages in the name of their particular social affiliation. Before we can begin to understand the social constructions of identity we need to analyse how and why these identities come to be assimilated in our society? Although identity construction may occur in any part of a society through social change and circumstance and of human interpretation and action, it must be noted that social construction occurs contingently upon the situation in which the groups find themselves: the context ...

Command of Evidence 5 Key SAT Reading Strategies

Command of Evidence 5 Key SAT Reading Strategies SAT / ACT Prep Online Guides and Tips The new SAT challenges students to understand the reasoning behind each answer they pick. Command of Evidence questions are a manifestation of this mission. In order to answer them, you have to carefully evaluate your thought process and the evidence presented by the author of the passage. This article will focus on the evidence questions on the Reading section of the SAT; we have a separate article on Writing questions (coming soon). In this guide, I'll tell you exactly what these questions test, what kinds there are, and how you can learn to answer them correctly every time! What Are Command of Evidence Questions? These questions are a new feature of the SAT Reading and Writing sections in 2016. There are 18 Command of Evidence questions on each test that span the two sections, and you'll get a subscore out of 15 based on how many you answer correctly. Here's a raw to scaled score conversion chart provided by the College Board: As you can see, Command of Evidence is one of sevensubscores,which were created to give students a clearer picture of their academic strengths and weaknesses by delving deeper than the section scores or cross-test scores. You can read more about the scoring of the new SAT here. What Do Command of Evidence Questions Test? This article will deal with Command of Evidence questions on the Reading section exclusively (see our Writing-focused coming soon). Thesequestions will ask you to: Identify the best textual evidence for your answer to the previous question. Identify how authors use evidence to support their claims. Examine how data supports claims made in the passage. On questions where you have to find the best textual evidence for an answer, each choice is a different quote from the passage.These questions ask you to confront the reasoning behind your answers directly.They’re also unique because the answers to two sequential questions are tied to one another.Looking at the evidence choices can help you answer the first question correctly, or answering the first question correctly can lead you to the appropriate evidentiary quote. In questions that ask you to identify how the author supports his or her claims, you have to use a similar thought process, although these questions stand alone.Again, the answer choices are quotes from the passage, but this time you have to identify the quote that best supports an argument made by the author rather than an answer that you’ve given to another question. These types of evidence questions are rare, but they still come up once or twice on every test. Command of Evidence also encompasses some of the Reading section's new data interpretation questions.You’ll be asked which claim is best supported by the data presented in a graph or chart (or whether the data supports the authors claim at all). Overall, thesequestions test your ability to think analytically about how certain conclusions are supported. They'rea part of the SAT’s shift towards testing more practical skill sets.It’s important to learn how to think this way before you get to college and the professional world so that you can do effective research, make compelling arguments, and read with a discerning eye. I’ll provide examples of all three types of Command of Evidence questions in the next section so that you have a better idea of what to expect! On the new SAT, you must have an eagle eye for evidence! Eat at least two small rodents before the test to keep your energy up. Examples of Command of Evidence Questions There are three types of thesequestions on SAT Reading. We'll go over what each one tests and walk through a sample question. Question Type 1: Paired Find the Evidence Here’s an example of the first type of Command of Evidence question.This question challenges youto find the best evidence for your answer to the previous question. I’ll give you the relevant paragraph from the passage first.For context, before this paragraph, the author describes the flaws in North American public transportation systems that have led people to choose cars instead: What’s interesting about these types of questions is that you CAN’T answer the find the evidence question until you figure out what the previous question is asking.Upon reading this paragraph, how would you describe its focus without looking at the answer choices? The main point of the paragraph is that public transportation can be just as convenient and comfortable as driving your own car, as evidenced by sophisticated public transportation systems around the world. Let's look at the answer choices: Choices A and D have too narrow of a focus. They don’t describe the main point that the paragraph is trying to get across.Choice C is an irrelevant answer because the paragraph doesn’t specifically advocate changing American public transportation systems to match these models.Choice B appears to be the best answer for question 14. But we’re not done looking at question 14 yet! Question 15 asks us to reconsider why we chose B.Why did we decide that the main point of the paragraph was consistent with the statement â€Å"some public transportation systems are superior to travel by private automobile†?On the old SAT, you could just say â€Å"I dunno, that’s what I felt like the main point was. I don’t have to EXPLAIN myself to you,† but that’s not gonna fly this time. Oh, you don't want to find the evidence? Well I found the evidence of the little party you decided to throw last weekend, how do you like that Chad? Let’s look at question 15's answer choices: Choices C and D reference lines that elaborate on the main point but do not directly establish it.Choice A is a bit trickier to rule out because the main point is related to the fact that public transportation doesn’t have to be inconvenient.However, there’s no concrete information that establishes the main point in that sentence. If you look at it in isolation, there’s no evidence for the main point of the paragraph.The most compelling evidence is the second sentence.It’s a clearly defined topic sentence that sets the stage for the rest of the paragraph.Again, choice B is the correct answer! Question Type 2: Find the Author’s Evidence These evidencequestions are not paired.Instead, they ask which piece of textual evidence most strongly supports a point made by the author.This one applies to another excerpt from the same passage we looked at for the last two questions: Here we’re just looking for the line that most directly backs up a certain idea, in this case, the idea that use of electronic devices and use of public transportation are compatible.This is a question that is pretty simple to answer if you read carefully and aren’t rushing through the test.The only answer choice that references electronic devices in conjunction with public transportation is choice B, lines 63-67.All of the other choices are virtually irrelevant to the idea expressed in the question. I love the magic rectangles. Share this blog post if you agree. Question Type 3: Data-Driven Evidence You’ll also be asked to explain what conclusions can be drawn based on evidence in chart or graph form.Here’s one of the charts that was included with the public transportation article we’ve been looking at and an accompanying data-driven evidence question: This question is also pretty straightforward, but it has a little bit of a tricky twist to it.Choices B and C are clearly incorrect. There’s a much higher number of employed than unemployed people using public transportation, and people employed outside the home make up a much higher percentage of public transportation passengers than homemakers. Choosing between A and D is the tricky part.Choice D turns out to be incorrect because of the words â€Å"less often.†There’s no way of knowing from the data how OFTEN these different types of people use public transportation; the data represents the numbers, not the frequency of use.Choice A is the correct answer because it’s the only one that’s verifiably accurate based on the chart.10.7% of public transportation passengers are students, and only 6.7% are retirees! Should we take the bus? Nah, let's drive there, but make sure you go painfully slow. I like having a long line of cars behind us because it makes me feel just like the president if the secret service hated him and actually wanted him dead. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 5 Tips for Answering SAT Reading Evidence Questions Now that we’ve gone through the different types of Command of Evidence questions, I’ll provide a few tips for answering them in the most efficient and accurate way possible. #1: Make Predictions For either Paired Find the Evidence or Author Evidence questions, try to make a prediction about the answer before you read all the quotes in the choices.It’s best to formulate an idea of what the answer should look like before confronting the choices.This makes it less likely that your thought process will be disrupted by the suggestions you’re given. For example, in the first sample question, you would think about which part of the paragraph led you to the conclusion that the main idea was â€Å"some public transportation systems are superior to travel by private automobile.†You might already be able to predict that the second sentence of the paragraph provides the most compelling evidence for this claim without seeing the answer choices. #2: Mark the Passage It can be hard to separate the quotes you’re considering as evidence from the rest of the passage, especially if they’re embedded in longer paragraphs.To make it easier on yourself, try underlining each of the potential pieces of evidence that you’re given in the answer choices.This will help you to adopt a more focused approach and see sharper connections between the evidence and your answer to the previous question (or the author’s point in the passage). Sometimes making the right connections isn't so easy. For example, I don't think I've ever successfully put together anything involving these types of cords. #3: Look for Synonyms The most important thing with evidence questions is finding a direct link between the support and the claim.Look for answer choices that contain synonyms to terms or concepts mentioned in the question or in your answer to the previous question.Usually, this indicates a strong evidentiary connection. For example, in the second question we looked at, the â€Å"personal electronic devices† mentioned in the question are mirrored by the â€Å"iPads, MP3 players, Kindles, and smartphones†cited in choice B.This answer was the best evidence because it had the most direct connection to the conclusion laid out in the question. #4: Read ALL the Answers It takes a little more time, but you should always read every answer choice before making a final decision on these questions.You’re looking for the best evidence or the most accurate conclusion.Don't make the mistake of choosing an answer that’s not quite right because you were too quick to commit!Be methodical in your decisions so that you aren't taking any unnecessary risks. Don't get lazy! #5: Digest the Data If you see that charts or graphs are included with a passage, take a minute to look at them and make sure you understand what they represent before you tackle the questions.Making quick judgments as you answer questions can sometimes lead to errors, especially if you’re not as comfortable with data interpretation. Geta solid idea of what each figure represents so that you feel more comfortable drawing conclusions later. Conclusion Command of Evidence questions are new to the SAT this year.There are three different types of questions that fall into this category on the Reading section: Paired Find the Evidence: Choose a quote from the passage that directly supports your answer to a previous question Find the Author’s Evidence: Choose a quote from the passage that directly supports a conclusion drawn by the author Data-Driven Evidence: Interpret evidence presented in the form of charts and graphs and draw appropriate conclusions These questions ask you to analyze your thought process more explicitly to determine why you answered questions a certain way and why your conclusions (or the conclusions of the author) are valid.They force you to get into the nitty-gritty of reading comprehension. Some strategies I’d recommend for approaching these questions include: Predicting the answer before reading the choices Underlining evidence in the passage Looking for synonyms between the claim and the potential pieces of supporting evidence Reading all the answers before making a final decision Understanding the figures before looking at data-driven questions These questions are new, but they’re not necessarily more difficult than anything else you’ve seen on the SAT in the past.They dispel the dangerous illusion of subjectivity for SAT Reading questions by showing you that there is direct evidence for every answer.If you practice identifying direct evidence and avoid making assumptions, these questions may help you to become a better SAT test-taker overall! Get out there and use your newly-found powers to become a test-taking champion (trophy not included). What's Next? Advanced vocabulary knowledge used to be a pretty big part of the SAT Reading section, but things have changed in 2016. Read this article to find out how to study vocabulary for the new version of the test. Taking the SAT with the (now optional) essay? Get the low-down on how the prompts have changed and what you can do to earn a great score. The new SAT has a new scoring system, which means you should have a different target score. Learn more about how to adjust your goals based on the scoring parameters of the updated test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

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

Progressive Period - Research Paper Example The researcher states that during the progressive period several people stand steadily to find solutions of the problems, that were faced by America and these people were called as Progressive people. The progressive people worked to create awareness among the general public regarding different problems like alcohol abuse, child labour, food purity and government corruption etc. As a result of evolving public awareness then government had to pass several laws and acts to solve the problems of the people. The progressive movement was mainly aimed at eliminating corruption within the city government with the help of prohibition that worked for the destruction of political power of the local bosses that used to be based in saloons. The activists also worked for the promotion of women’s suffrage and eventually purer female vote was brought into the arena. During the progressive era efforts were also made to achieve high productivity and efficiency in different sectors by fostering modernization process. There were different scientific, economic, medical and engineering solutions invented during this era to support the performance of different sectors. The progressive movement was initiated at local level during the early stages, however soon it was expanded and spread to the national and state levels as well. It was also discussed how the progressive people had great support from the middle class and many lawyers, teachers; physicians became the supporters of the progressive movement. ... As a part of application of the scientific methods it was realized that the old fashioned ways of running the economics, industries and government are highly inefficient and waste the time and resources. To avoid this wastage the progressive movement worked for adaptation of different policies like banking laws that resulted in the creation of Federal Reserve System in 1914 (Leuchtenburg, p504). The progressive period activities proved them dedicatedly committed to bring reforms and changes within the country. They expect that the changes they sought could significantly improve the American society. Some of the major changes enacted during the progressive era include the income tax imposition with the Sixteenth Amendment, direct election of Senators through the Seventeenth Amendment Prohibition ad the Nineteenth Amendment to the U.S constitution that was meant to enact women’s suffrage. The journalist played an important role during the progressive movement as they worked to m ake people aware and informed about the corruptions being committed at the government level. These journalists were called with the names of Muckrakers who worked for exposing the waste, corruption and scandals of the authorities and government officials. They use the medium of highly influential and popular national magazines like McClure Magazine, Brand Whitlock and George Creel and published the stories and facts to uncover the wrong deeds and corruption of the government at local and state level. There were several frauds and corruption cases uncovered in these magazines. The progressive movement was also led by the motive of modernization implementation within the society. The

Five Areas of Reading Instruction Essay Example | Topics and Well Written Essays - 2000 words

Five Areas of Reading Instruction - Essay Example Its teaching includes assisting children to distinguish, separate, and use phonemes with respect to the letters. Phonemic awareness can also be considered as the ability to examine and produce the isolated sounds in expressions, separating or segmenting terms into the sounds of their components and recognizing words that are similar or different in listening. According to the (NICHD) it is explained as the skill to â€Å"focus on and manipulate phonemes in spoken words.† An illustration of phonemic awareness ability is for instance the word cat, which consists of three phonemes or sounds/k/a/t. In order to become skilled at reading a languages that is based on an alphabet, phonemic awareness is essential. As a vital element of comprehending to read and an effective analyst of reading accomplishment, phonemic awareness is a theory that all teachers should recognize and teach skillfully. The sounds that compose up the words that are spoken are known as phonemes. They are not alp habets; in fact they are sounds of speech. For example the alphabet â€Å"b† is not a phoneme actually it is an alphabet that has been selected to symbolize the phoneme /b/. Graphemes are used to denote the phonemes in the written speech. They may be in single letters such as (a, e or n) or in group of alphabets that indicates sounds that are distinct like (th, ck or oo) It can be very beneficial to children as it teaches them progressive ways of learning words that are new to them. In order to learn a new word, developing an association among the visual knowledge concerning the word, its meaning, accent, and other facts that are accumulated in the verbal vocabulary of a child is important. This correlation is what facilitates the person who reads to retrieve information stored in the brain when the word is seen as written. Phonemic awareness is very helpful in makings these associations. â€Å"There are several levels of phonemic awareness that may be demonstrated through d ifferent classroom activities† (Schatschneider, 1991). The three activities that can facilitate learning in this area include, removing the phonemes. Students should be given the task to recognize the word that stays when a phoneme is removed from it. For instance, if we remove /s/ from the word spot, the word that remains is pot. Second activity can be adding the phonemes to a word. The child can add a phoneme and make a new word. For example if we add a /b/ to the word ring we would make a new word bring. The third activity that can assist the students in learning is substituting the phonemes. The child should be assigned the activity to make a new word by substituting one phoneme with another. For example by removing the /b/ from the word bag and substituting it with /r/ makes a new word rag. Moving to the second area phonics, it involves coaching children the connection between distinct sounds (phonemes) and letters and instructing them about the logical and obvious associ ation between words that are written and spoken. The requirement of written language led to the invention of different alphabets. Later on people eventually realized the importance of making spelling coherent with every word as they invented the alphabets to symbolize the sounds of the language they

The Traditional Interpretation Refuted :: Philosophy Literature Papers

The Traditional Interpretation Refuted The psychology of Aristotle has never been understood in a historically correct way. A new interpretation of the De anima will be proposed in which this work can be seen as compatible with the psychology that can be reconstructed from the fragments of Aristotle's lost dialogues and the De motu animalium and other biological works (in which the notions of pneuma and 'vital heat' play a crucial role) and the doxographical data gathered from ancient writers besides the commentators. In De anima, II, 412b5, where psychà ¨ is defined as 'the first entelecheia of a natural body that is organikon,' the words 'natural body' should not be taken to mean 'the body of a living plant, animal or human being' but to stand for 'elementary body.' And the qualification 'organikon' should not be understood as 'equipped with organs' (as it always has) but in the sense of 'serving as an instrument to the soul.' This 'instrumental body' that is inseparably connected with the soul is the seat of desire (o rexis), which physically influences the parts of the visible body. Besides those two corrections there are the words ta merà ¨ in 412b18 that should be taken as meaning not 'parts of the body' but 'parts of the soul.' Aristotle is arguing there that even those parts of the soul that are not yet actualized in the embryo of a new living being can be said to be 'not without body.' Do we really know Aristotle's psychology? This question may sound strange at first, since we have a famous book by Aristotle which is called On the soul and we possess quite a bit of information about a lost dialogue, the Eudemus, which was also subtitled On the soul. Yet I propose to argue that Aristotle's psychology has remained unknown up till now. And this is because since the third century AD the text of his extant work De anima has been interpreted in a way that runs completely counter to Aristotle's intentions. What has been held to be Aristotle's psychology is the result of the interpretation of his work put forward by Alexander of Aphrodisias in the third century AD.(1) The situation is comparable with the imaginary situation that Plato's oeuvre had been lost except for his Parmenides and that we only possessed the information of Plotinus for a reconstruction of Plato's thought. To make a convincing case for this revolutionary theory, I will argue three propositions.

Behaviour Change Model-Reflection

I chose this tact as I believed my diet was eating my requirements for both macro and microinstructions and was closely aligned with recommended servings in The Australian Guide to Healthy Eating. (1) upon reflection of the first days food record, I saw that my diet was inadequate. I was not meeting the serving suggestions for most of the food groups and I was lacking in calcium and iron. So, the next day I concentrated on hitting the targets for calcium and Iron. It was a full day of classes at University, so I had to make sure I ate a lunch that was rich In Iron and had servings from the required food groups. ) usually when I have a full day at university, Ill have a large breakfast at home and if I do eat between classes, it will be a piece of fruit. I chose a lamb and lentil curry, which is high in iron and also contains calcium. After eating I felt very full and did not enjoy the meal. By dinner time I was still full and not looking forward to dinner, but knew that there were st ill nutrients I needed to consume and food groups I had to have serves from. Before bed that day I felt very uncomfortable as If I had eaten far too much food.But everything I ate was In line with The Australian Gulled to Healthy(l) eating as well as the Nutrient Reference Values set out in Australian guidelines for pregnant women. (2) On Friday I woke early in the morning for work and had a family wedding in the evening. I was unable to eat anything for most of that day as it was so busy. For the first time since starting the diet, I thought about alcohol as it was being served all around me and I was constantly asked by staff and family if I wanted a drink.Having to politely say no to people all night and explaining to family members hat I wasn't actually pregnant, was difficult and frustrating. Influencing factors The reason I decided to not pro-actively ensure that my diet met the requirements for a pregnant female, was because I truly believed by eliminating foods that were a p otential source of listener, mercury, vitamin A, alcohol and caffeine, my diet would closely meet the necessary guidelines. My theory was incorrect and I realize that to meet these requirements I would need to do a lot of planning and pre preparation of meals and find times to eat them.The external factors that influenced my decision making were environmental and physical. I ate what was available at the time and was limited by this. Alternative strategy and when. By not taking a proactive approach to your daily menu, it is left up to what is available in fast food options, which are often large greasy meals that you cannot be sure of preparation and ingredients. Learning To meet the necessary requirements, a pregnant woman needs to eat a large amount of food and plan and pre prepare meals.

Positivism Essay - 978 Words

Positivism Positivism is a scientific approach to sociology (the science of society As Keat and Urry (social theory as science, 1975) note: Positivism is concerned only with observable phenomena. It involves establishing law-like relations between them through the careful accumulation of factual knowledge. This occurs by means of observation, experimentation, comparison and prediction. The terms sociology and positive philosophy (positivism) were both coined by Auguste Comte (the founder of Sociology), an educated philosopher, born on January 19th 1798 in Montpellier, France. He grew up and studied after a great period of change. There had been the French revolution, the Industrial†¦show more content†¦The three stages societies progress through are outlined below. Comte thought that society (and indeed the sciences) went through three distinct stages; Theological, Metaphysical and Positive. He thought when society had reached the end of the positivistic stage it would be Utopia where the world was ruled by experts in each field. The common person wouldnt need to make their own decisions as everything would be thought out for them.  · THEOLOGICAL: Military. (Middle Ages) - Natural phenomena explained as being the will of God/supernatural forces - The family is basic social unit  · METAPHYSICAL:Judicial (1300-1700) - Mysterious abstract forces employed to explain natural p Phenomena (e.g. a force in the object itself) - The state is social unit.  · POSITIVISTIC:Industrial (1800+) - The last and highest stage - Scientific method/invariant laws describe and explain all phenomena After the basic law of the three stages is Comtes theory of the hierarchy of sciences. As humans progress through the above stages each dependant on the preceding, so do the sciences (hence all sciences contribute to sociology) Starting with the purest and simplest and ascending in complexity.  · Mathematics  · Astronomy  · PhysicsShow MoreRelatedLogical Positivists Of Logical Positivism Essay1204 Words   |  5 PagesGiven the presentation by Professor David Baranov, the arguments surrounding logical positivism were yet to be settled. It was very clear that this theory was still a work in progress. For what it is worth, it was a good attempt with respect to the general presentation of the conceptual framework. Much effort was spent on highlighting keynote points, varying eras and the associated happenings, arguments from and by each major proponent of the concept and an in depth account on the subject matterRead MorePositivism vs Interpretivism Essay1575 Words   |  7 Pagesother with both being concerned surrounding reliability and study designs. 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