Essay about The Case Against Corporal Punishment - 787 Words

The Case Against Corporal Punishment As the crime rate in our country grows, teaching our children right from wrong is one of the most important tasks facing educators. At some point or another, this task will require some sort of disciplinary action. In years past, schools used corporal punishment to discipline children. Connie Paige reports that, â€Å"According to U.S. Department of Education statistics, more than 600,000students were struck by teachers in public schools in 1990.† Studies show that in today’s society, corporal punishment does more harm than good here in the United States. Many states have recognized the problems associated with corporal punishment and have begun to phase it out of their system. Still, many states†¦show more content†¦Obviously this â€Å"taking sides† can lead to an unfair situation for the child. Another factor in the misuse of corporal punishment is that it is, or shall we say should be, a violation of the child’s rights. According to Carol Kreck, most states have laws forbidding the hitting of animals, prisoners, soldiers, and mental patients. It is astonishing that our children don’t share these same rights. Secondly, corporal punishment teaches the wrong lesson. According to Dr. Gil Simon, a Sacramento pediatrician, â€Å"†¦spanking teaches children that violence solves problems and stimulates more bad behavior† (Perkins). Children who are spanked also learn that hitting is an acceptable form of expressing anger (Haynes, 65). One might wonder if this might be the root of the violence problem in our society. If it is not the root, it is definitely an underlying factor. In recognition of this, many national organizations oppose corporal punishment. According to Kreck, these include The American Academy of Pediatrics, The National Education Association, The National Parent-Teacher Association, The American Bar Association, The American Medical Association, The Easter Seals Society, The National Coalition to Abolish Corporal Punishment in Schools, as well as many unnamed others. Dr. Irwin Hyman, Director of The National Center for the Study of Corporal Punishment andShow MoreRel atedEssay on Corporal Punishment1745 Words   |  7 PagesThe deciding factor in the future of corporal punishment is seen in the Ingraham v. Wright Supreme Court case. In 1970, James Ingraham, an eighth grade student of Drew Junior High School was one of the many beneficiaries of corporal punishment distributed by Willie Wright, the principal of the high school. The rationality behind Ingraham’s punishment was that he was slow to respond to his teacher instructions. As a result, his teacher sent him to the principal office where he bent over the tableRead MoreShould Parents Be Allowed to Spank Their Children1456 Words   |  6 PagesShould Parents Be Allowed To Spank Their Children? The inhuman act of corporal punishment at home that is discouraged globally by a number of pressure groups and social welfare organizations should be completely banned, and parents should be allowed to spank their children. Physical violence practiced on children also known as corporal punishment has been discouraged globally by a number of pressure groups and social organizations for a number of reasons with serious consequences for violatorsRead More Corporal Punishment in Schools Essay1340 Words   |  6 PagesCorporal Punishment in Schools I wrote this paper for Contemporary Moral Issues class. This was an assignment of our choice and I chose to do this topic, because the week before in Intro to Education we had discussed discipline methods and I was astonished to learn that corporal punishment still existed in schools. I am hoping that by including this piece of work on my webfolio others will become aware that corporal punishment is alive and used often in our schools. In theRead MoreCorporal Punishment And Its Effect On Children1708 Words   |  7 Pagesviewpoint on corporal punishment; some of the reviews take a look at who is most affected by corporal punishment in terms of focusing their lens on race, socio-economic status, gender, culture etc. Some also take a critical look at the advantages and disadvantages of corporal punishment. Some take a look at the widespread of corporal punishment in the US. Cases against corporal punishment and the effect of corporal punishment on children were also looked into. With all the different ways corporal punishmentRead MoreNegative Effects Of Corporal Punishment1273 Words   |  6 PagesCorporal punishment is a type of negative reinforcement, something that has close to no positive effect on children; it also discourages integrity and does not prepare them for adulthood. Knowing this information, there is no justification for using violent punishment on children. However, there will still be some people who believe they need to hit their kids; it’s difficult to defy what we have been raised to believe. It does become substantially easier, though, once one is educated about the harmRead More Corporal Punishment Essay895 Words   |  4 PagesCorporal punishment is a very controversial topic that is being discussed amongst educators across the nation. Corporal punishment refers to any physical form of punishment, but in this case it refers to in schools. Currently there are many different terms used to label corporal punishment, for example, it has been called spanking, paddling, caning, lashing, popping, smacking, whipping or beating. Each term carries its own different meaning, but they all represents some form of corporal punishmentRead MoreCorporal Punishment919 Words   |  4 PagesCorporal punishment is a very controversial topic that is being discussed amongst educators across the nation. Corporal punishment refers to any physical form of punishment, but in th is case it refers to in schools. Currently there are many different terms used to label corporal punishment, for example, it has been called spanking, paddling, caning, lashing, popping, smacking, whipping or beating. Each term carries its own different meaning, but they all represents some form of corporal punishmentRead MoreCorporal Punishment in Schools Should Be Abolished1125 Words   |  5 PagesCorporal punishment in schools should be abolished Corporal punishment has been used in schools as a way of handling disciplinary problems. It refers to school rules which allow students to be punished using physical pain without causing injury. It is believed that using punitive method can promote students’ obedience and reduce problematic behaviour. As a result, it can decrease the number of disciplinary cases and maintain order inside the classroom. Indirectly, it will help to build students’Read MoreCorporal Punishment Should Be Banned1459 Words   |  6 Pagescourse, it is no surprise that corporal punishment against school going children is one of the most controversial topics throughout the globe, including within political, academic, and general public debates at large. A detailed review of available literature on the topic reveals that the academic discussion is divided into those who argue that corporal punishment is effective and necessary in schools, and those who argue that the risks and disadvantages of c orporal punishment far outweigh its benefitsRead MoreCorporal Punishment in Schools Should Be Abolished1141 Words   |  5 PagesCorporal punishment in schools should be abolished Corporal punishment has been used in schools as a way of handling disciplinary problems. It refers to school rules which allow students to be punished using physical pain without causing injury. It is believed that using punitive method can promote students’ obedience and reduce problematic behaviour. As a result, it can decrease the number of disciplinary cases and maintain order inside the classroom. Indirectly, it will help to build students’

Child Abuse Is A Worldwide Problem - 2002 Words

Child abuse is defined as maltreatment or neglect of a child by a parent or other caregiver that results in potential or actual harm or threats of harm to a child. Child abuse encompasses both acts of commission and omission. The former being abuse, and the latter being neglect (Anim, 2014). Child abuse is divided into four types, first is physical abuse such as hitting, kicking, shaking, or burning; sexual abuse; emotional abuse and lastly neglect, which involves the failure to meet a child’s basic physical, emotional, or educational needs or the failure to supervise the child in a way that ensures safety (Crisp Lister, 2009). Child abuse is a worldwide problem that is occurring with increasing frequency. It affects all ages, genders, races, ethnicities, and socioeconomic groups (Howard Brooks-Gunn, 2009). In Australia the number of children reported to child protective services for being at risk of abuse has more than doubled over the last 5 years. Although these figures demonstrate the rising rates of child abuse within Australia, many cases are still remaining undetected and unreported (Kodner Wetherton, 2013). Child abuse is also the third leading cause of death in children between one and five years of age. It is a significant problem that often goes unrecognised until severe injury or death has occurred (Crisp Lister, 2009). Detecting cases of child abuse can be challenging as it can often be extremely difficult for the clinician to differentiate betweenShow MoreRelatedChild Abuse Is A Worldwide Problem1037 Words   |  5 Pagesafraid to go home because of what awaits. Child abuse is a worldwide problem and it doesn’t matter what age, religion, gender, or ethnicity you are, it happens everywhere. It is neglecting, emotional, physical, and sexual maltreatment. Child abuse has serious physical and psychological consequences which affect the health and overall well-being of a child. There are different forms of maltreatment, abuse can result in bad consequences, check for signs of abuse, the statistics, and how people can helpRead MoreChild Abuse Is A Worldwide Problem1509 Words   |  7 PagesChild abuse is a worldwide problem. According to the Journal of Child Abuse and Neglect, it is interpreted as any recent act of failure to act the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation, which is an action or the failure to act which presents an imminent risk of serious harm. Abuse comes in many forms such as: emotional, physical, sexual, verbal and neglect. Neglect is the failure to care properly; It has been provenRead MoreChild Abuse Is A Worldwide Problem2453 Words   |  10 PagesChild abuse is a worldwide problem needing to be solved. It is seen in powerful pieces of fiction that through themes and actions, it is possible to highlight the wrong in society and therefore can draw action towards the cause. The Bone People is largely based on the family dynamics of the New Zealand people and a large subsection of this family life is focused on the abuse the child, Simon, receives from his father, Joe. The violence in The Bone People by Keri Hulme demonstrates the violent historyRead MoreChild Abuse Is The Worst Thing That Can Be Stopped899 Words   |  4 PagesCentral Idea: Child abuse is generally the worst thing that can happen to a child, and a country. In Nigeria, there are a lot of people who say that they do not condone it, but in essence, they do. They encourage it even though they claim they do not. This act of wickedness has been the order of the day in this country and people literarily turn deaf ears to it. They pretend it’s not there but it is. My aim is to make my audience see reasons why this is so and how it can be stopped. I. Introduction:Read MoreChild Abuse Is The Worst Thing That Can Be Stopped1068 Words   |  5 PagesChild Abuse in Nigeria Uzuazokaro Anthony Eli Bacon Thursday 11:10am Central Idea: Child abuse is generally the worst thing that can happen to a child, to a country people say, but they just say it; especially in Nigeria where they encourage it even if they do not agree that they do. This act of wickedness has been the order of the day in Nigeria and people turn deaf ears to it. They pretend it’s not there but it is. My aim is to give my audience a breakdown of what goes on Nigeria that resultsRead MoreDomestic violence1229 Words   |  5 Pagesdomestic violence are killed.† (Domestic Violence: Disturbing Facts about Domestic Violence). Domestic violence is a crime that is not just committed in the United States, but worldwide. This crime is committed every day, every hour, every minute, and every second. Anybody can be a victim or the abuser. This can happen to any child, man or woman. This is a horrific crime. Women are more likely to be the victim in domestic violence than men. â€Å"Forty-five percent of all violent attacks agains t female victimsRead MoreLooking at Types of Child Abuse1768 Words   |  7 Pages† This quote is from Dave Pelzer’s novel, A Child Called â€Å"It†. This quote is referring to, the idea that a child should feel like he/ she could do anything in their childhood, without worrying about any problems going on in the world or in his/her parents lives. Child abuse has been happening worldwide for many years and still is. For this reason, the desire to prevent this issue can be realized through the aid of organizations such as CAPA (Child Abuse Prevention Association) as well as through theRead MoreThe Legal Repercussions Of Child Abuse1112 Words   |  5 PagesChild abuse. A term that most of us believe to be aware of, but one ought to wonder, are we really aware of it? how one recognises child abuse ?, What are the legal repercussions of child abuse ? How common is it in countries less developed? Is it common in the United States? Does it intervene with â€Å"old style† parenting? What entities provide such information? Well before answering any of this question is imperative to acknowledge the very basic of such topic. The webpage Childabuse.org (a governmentalRead MoreChild Abuse and Sex Trafficking Essay1637 Words   |  7 Pagesto watch at same time. Other time was a small child walking to the bus stop with no people and a few blocks on a busy street and finally a man came up to her. That bothers me wondering he is a bad or good person which still haunts me. My problem is I have no cell phone to call or to take picture which is worth a thousand words that led me to wonder how common is child abuse, sex trafficking and what are we dealing with. It is a ongoing worldwide problem and very profitable for the crime organizationsRead MoreChild Victims of Domestic Violence1341 Words   |  6 PagesЕssay Child victims of domestic violence Family today are unfortunately less as a fundamental unit of a healthy society. Almost all countries in the world are faced with the inability to determine the number of victims of kriminalitetot, and especially when such women. According to UN studies, women are the most frequent victims of sexual violence (50%) attacks of personality (10%) and other attacks on property (10%). For nasilonichkiot kriminalitet family largely lacks

Suppresion of Individual’s Creativity Free Essays

Throughout the State of Florida, numerous school boards have been attempting to standardize the clothing that students wear. The school superintendents who are in favor of uniforms will argue that the children who wear them will experience many benefits. I disagree with this position. We will write a custom essay sample on Suppresion of Individual’s Creativity or any similar topic only for you Order Now I feel that the use of uniforms will strip identity, stifle creativity, and unnecessarily burden the families that cannot afford them. The use of uniforms has already been implemented in several long-standing social environments. The penal system uses uniforms to brand those persons who are incarcerated. Likewise, the military also uses them to separate and remove the individualism inside of the soldier. In both cases, individual identity is stripped away and the subject is forced to conform to the same outward appearance as every other subject. Another problem that will surface due to the implementation of school uniforms is the suppression of the individual’s creativity and expression. Many students’ express who they are through the way they dress. If a teenager wants to show the rest of the world that he loves Jesus, then he or she might wear a T-shirt that states a positive view on the subject. Similarly, a student might want to wear green colored clothing to show his or her support for St. Patrick’s day. School uniforms would end both of those examples listed within this paragraph and many, many more. The last issue that needs to be addressed is the unnecessary burden that will be placed upon those families of limited resources. Many low-income families do not have the money available to furnish uniforms to their children. They can barely make ends meet with the help of charities and social programs. In Polk County, Florida, the school board is trying to pass legislation that a child cannot attend school unless they have on the proper uniform. An education is supposed to be available to all children, not just the ones whose parents can afford to buy the government ordered attire. I have listed several reasons why the use of school uniforms should not be implemented in America’s public education system. Not only will it melt the individual into the mass, but it will also hinder those that are destitute. If the school boards desire to make the use of uniforms mandatory, then they need to issue all of the required equipment, just like the military and the prison systems do. How to cite Suppresion of Individual’s Creativity, Papers Suppresion of Individual’s Creativity Free Essays Throughout the State of Florida, numerous school boards have been attempting to standardize the clothing that students wear. The school superintendents who are in favor of uniforms will argue that the children who wear them will experience many benefits. I disagree with this position. We will write a custom essay sample on Suppresion of Individual’s Creativity or any similar topic only for you Order Now I feel that the use of uniforms will strip identity, stifle creativity, and unnecessarily burden the families that cannot afford them. The use of uniforms has already been implemented in several long-standing social environments. The penal system uses uniforms to brand those persons who are incarcerated. Likewise, the military also uses them to separate and remove the individualism inside of the soldier. In both cases, individual identity is stripped away and the subject is forced to conform to the same outward appearance as every other subject. Another problem that will surface due to the implementation of school uniforms is the suppression of the individual’s creativity and expression. Many students’ express who they are through the way they dress. If a teenager wants to show the rest of the world that he loves Jesus, then he or she might wear a T-shirt that states a positive view on the subject. Similarly, a student might want to wear green colored clothing to show his or her support for St. Patrick’s day. School uniforms would end both of those examples listed within this paragraph and many, many more. The last issue that needs to be addressed is the unnecessary burden that will be placed upon those families of limited resources. Many low-income families do not have the money available to furnish uniforms to their children. They can barely make ends meet with the help of charities and social programs. In Polk County, Florida, the school board is trying to pass legislation that a child cannot attend school unless they have on the proper uniform. An education is supposed to be available to all children, not just the ones whose parents can afford to buy the government ordered attire. I have listed several reasons why the use of school uniforms should not be implemented in America’s public education system. Not only will it melt the individual into the mass, but it will also hinder those that are destitute. If the school boards desire to make the use of uniforms mandatory, then they need to issue all of the required equipment, just like the military and the prison systems do. How to cite Suppresion of Individual’s Creativity, Papers

Co-Curricular Activities free essay sample

Co-curricular activities prepare students practically for the future. The normal curriculum can only go so far as to teach and educate students about academic theories. But students whose only experience of school or college is one of rigid academic study may not be able to apply what they have learned in practice. If the co-curriculum was given an equal footing in student life there will be an improvement in the student ability to grasp things as a whole, because students will have received a more rounded education. Co-curricular activities are particularly good at providing opportunities for students to work in teams, to exercise leadership, and to take the initiative themselves. These experiences make students more attractive to universities and to potential employers. The academic curriculum is really much more important and must continue to be given more status in schools and colleges than the co-curriculum. Students are meant to be receiving an education and gaining recognised qualifications. Higher Education institutions place a greater importance on the curriculum than the co-curriculum when selecting students, and so do employers. Co-curricular activities are nice, but they have never been shown to actually play a vital role in a student’s life. And if they distract students from focusing on their academic qualifications, then they could be actually harmful. 2. )Most co-curricular activities are physically active, getting the student out from behind their desk and making them try new things. This is healthy and ensures that students are exposed to practical tasks, not just what is taught in class. The outcome of giving the co-curriculum the same status as the curriculum will therefore be well balanced individuals. Future politicians, for example, will not only thrive on law or social studies, but will also become fluent in multiple languages, learn to tango and perform several calculus operations simultaneously, while also experiencing service through community work. Such are the more profound benefits of the co-curriculum being integrated into the syllabus. There is no obvious logic in having super talented individuals, instead society should lean itself towards making specialised individuals in their selected fields. Most modern careers require expert knowledge and skills, which can take years to acquire. We should not distract a student from developing skills in whatever selected field he or she has chosen to specialise in. After all, when you see a doctor or employ an engineer, you are not interested in how â€Å"well-rounded† they are, just in whether they are good at their job. And the Prime Minister does not play soccer or tango in the House of the Commons, therefore they do not require such skills as part of their formal education. 3. Having a wide range of experiences prepares people better for the future, especially in today’s uncertain world. The broad education that the co-curriculum can provide is better preparation for life in a society where an individual may change career several times in their life. Students must therefore have a fundamental grasp of multiple skills. For instance, athletes who had their career cut short due to mishaps might venture into business, havi ng had co-curricular experience of entrepreneurship as part of their education. Speech and debate clubs might give a doctor or engineer the communication skills to move into broadcasting, teaching, or even politics. Placing more emphasis on the co-curriculum thus ensures a variety of possibilities for young people to choose from instead of being sidelined. Most specialist professions still provide a range of career opportunities, without any need to compromise academic education by over-emphasis on non-academic activities. For example, athletes who have been injured in mishaps can continue their career in the same field but just in a different post. No longer could they play, but they could still coach or even give sports science lectures to aspiring super stars. And if someone does wish to radically switch career in mid-life, there are plenty of evening classes and continuing education opportunities to allow them to retrain. 4. )Students have a right to a broad education. Why should a science student have to give up music, or a social studies major not get opportunities for sport? Many children have talents in all sorts of different areas, and it is wrong to force them to specialise too early. A career is not the only part of an adult’s life – school needs to make sure they have interests and skills that will help them in their family and leisure lives too. Through equal balancing of academic and co-curriculum, however, the students have the chance to exercise their rights and the opportunity to be multi-talented. Lopsided individuals are not the key to the future, instead by recognising each individual by their talents there exists a higher possibility for young people to learn and to grow in their studies. Choice works two ways. If co-curricular activities are so good, then students should have right to choose whether they wish to pursue them, rather than forcing them to give equal importance to something they do not wish to do. Through equalising the demands of academic and co-curriculums there exists the possibility that a student may drop out because he or she may not be able to cope with the demands of both sets of activities. The right to an education is best exercised by giving students the choice to decide what field their lives would like to be based on, and about how to pursue these aims. 5. Many students do not take advantage of the extra-curricular opportunities they are currently offered. They may instead waste their time lazing around, or maybe even making trouble. These young people do not know what they are missing; if they could be made to try other activities they would surely enjoy them and gain a lot of benefit. If the co-curriculum was given formal importance, with students required to un dertake at least one activity, then more people would try new things, and discover they like them. Making extra-curricular activity compulsory will take the fun out of it and strip it of its benefits. Successful extra-curricular groups work precisely because the students have voluntarily chosen to be there. If some were forced to take part, they would be less enthusiastic and spoil the activity for the rest. And the more the activity is like ordinary school, the less attractive it will be to young people. Most of the personal development benefits associated with extra-curricular commitments – such as altruistic service, initiative-taking, and leadership skills – come from the voluntary nature of the activity. If that voluntary aspect is removed, then the benefits are lost too. 6. )An ambitious co-curricular programme is quite affordable for schools and colleges of all kinds. State schools in Singapore and many public universities in the USA are able to offer strong co-curriculums, and elsewhere many state-funded institutions have thriving extra-curricular activities. Most co-curricular pursuits are not expensive to run, and those activities that might be more expensive, such as military cadet groups and science clubs, can often apply to outside agencies for funding. Staff often given their time free, because they believe the activities are worthwhile for the students and enjoyable for themselves to run, and many groups can also be supported by unpaid volunteers from the wider community. Giving a greater place in education to the co-curriculum means that many more clubs and activities will have to be organised for students. This will be very expensive as it will require more staff and more resources to be paid for. This explains why most schools that currently offer a large co-curriculum are well-funded fee-paying institutions. Most ordinary schools, dependent on state-funding, will never be able to match this spending and could not aim to offer an ambitious co-curriculum. If they try, it will be at the expense of more important academic activities. 7. )Many towns today do not have a strong civil society, and in more rural areas there may be no groups at all for young people to join outside school. If schools and colleges do not provide opportunities for youngsters to broaden their experiences, then students will not get them at all. Boosting the place of the co-curriculum in schools is one way of addressing this weakness in modern society, as it will equip young people with the civic spirit, initiative and organising skills to set up their own clubs, teams and activity groups when they leave education. Finally, a successful co-curriculum often depends on building links between the school and the wider community, bringing local enthusiasts in to work with students, and sending students out to work on community projects, help in primary schools, perform for local audiences, etc. Giving co-curricular activities greater importance in education can be harmful to civil society as a whole. There are many clubs, teams and groups available for young people already in most areas – e. g. Scouts, religious work, music, drama, sport, voluntary work in the community, etc. Why should these be ignored and only those done in school given academic credit of some kind? Often pursuits offered by schools end up replicating those already available in the wider community. For example, a school hockey team may deprive the local town’s hockey club of young players, while school adventure activities might weaken the community’s Scouting and Guiding groups. So a strong co-curriculum may have the effect of killing off lots of worthwhile community-based activities because they do not receive school credit. This would be a shame as a strong civil society is vital to a thriving democratic culture, but also because groups that involve people of all ages possess great social and educational value.

Propaganda and Mass Media Obstacles and Best Conditions for Propagandist

Vocab In Context Questions and Strategies for SAT Reading

Vocab In Context Questions and Strategies for SAT Reading SAT / ACT Prep Online Guides and Tips What are "vocab in context questions" and what are the best ways to approach answering them? In this article, I'll go over the basics of what vocab in context questions are, then transition into more in-depth discussions of each of the two types (complete with examples, both official and homemade). Finally, I'll end with suggesting strategies to use when tackling these types of questions. feature image credit: Sopa de letras by srgpicker, used under CC BY 2.0/Cropped from original. Note: This article is about the Vocabulary in Context questions on the old, out-of-2400 SAT, which had five answer choices (instead of four) and were worded slightly differently. If you're looking for advice on these kinds of questions for the new SAT Reading and Writing and Language sections, we recommend reading our article on Words in Context questions instead! What Are Vocab In Context Questions? Vocabulary in context questions are the questions on SAT Reading passages that question you directly about vocabulary in the context of a paragraph. While having vocab knowledge can help you with other types of questions, for the purposes of this article, I've focused on the types of questions where knowing vocabulary is essential to being able to get the right answer. (Note: This article is not about sentence completion questions, which are no longer part of SAT Reading with the new 2016 SAT.) From my reviewing ofofficial SAT practice tests, I've come to the conclusion that there are two types of ways the SAT Reading passages will question you on vocabulary: #1: Based on how the word is used in the passage, what does that word mean? #2: How would you sum up the meaning of a few lines or a paragraph, using one word as your answer? Read on for a more detailed look at each of these types of vocab in context questions. Question Type 1: What’s The Meaning Of The Word In Context? These questions are probably among the most straightforward of all the SAT Reading questions. I like to think of them as asking â€Å"Here’s the word- what’s the definition?† Of course, just because the questions are straightforward doesn’t mean that they can't be tricky, but the way the questions are phrased themselves are pretty simple. In fact, they are almost always asked in one of the following ways: As used in line 42, â€Å"stake† most nearly means†¦ In the context of line 42, the phrase â€Å"dark husband to the midnight† means†¦ (I've altered the actual words asked by official SAT questions here, but you get the picture). Why does the SAT use the phrase "most nearly," rather than always just straight up asking "what does this word mean?" I believe there are two reasons: #1: The phrase is designed to trick you into picking an answer that kind of works (after all, stake only has to nearly mean the answer choice, right? #2: It's the SAT’s way of covering its butt (nope, you can't just pick an answer that works, you have to pick the best answer out of the available choices). Most often, these "Here's the word, what's the definition?" questions are about words that have multiple meanings. Since the SAT wants to trick you into rushing into thinking you know the answer, the test often will include an answer choice that is accurate for SOME definition of the word, just not the way it’s used in the passage. Here’s an example, taken verbatim from an official SAT practice test. Just going off the top of my head, the word â€Å"follow† can probably be used to mean any of the answers, depending on context. In order to figure out what it means in line 34, you're going to have to go back to the passage. The source sentence for this question reads as follows: â€Å"I came to realize that if I were able to record part of the dance- that is, the spoken part- and reenact it, the rest of the body would follow.† (lines 31-34; underline mine) How would you solve this question? First, replace the word with your own definition so that you have a preconception of what you're looking for: "I realized that if I could record the spoken part of the dance and reenact it, the rest of my body would be able to do it, too." As you can see, the rephrasing does not have to be super elegant, just accurate. Next,substitute answers into your rephrased sentence. The answer should look something like what you rephrased in the first step. For this question, only â€Å"join in† works ("I realized that if I could record the spoken part of the dance and reenact it, the rest of my body would join in"). Want to see another example? No problem! Here’s a trickier example I’ve based on an actual SAT question (although I took some liberties with the topic). Example A: â€Å"The relationship of the vampire and his assistant seemed to have been reversed, and Igor, now in his early twenties, was the authoritative one; since boyhood he had been taking on one responsibility after another, until he had left the vampire with nothing to perplex him but how to while away the hours when the servants were busy and Igor was out searching for brains.† In this sentence, â€Å"perplex† most nearly means†¦ (A) trouble (B) bewilder (C) astonish (D) entangle (E) embarrass If you replaced the word â€Å"perplex† with any of the answer choices, with any of the answer choices, it would make thematic sense. After all, since Igor’s taking over all the responsibilities there it’s possible there could be nothing to bewilder, astonish, entangle, or embarrass the vampire. In addition, doesn’t â€Å"perplex† sometimes have something to do with bewilder or astonish? Danger! Danger! This is all part of the SAT’s Cunning Planâ„ ¢ (not actually trademarked) to trap you! It’s a trap by Mike Knell, used under CC BY-SA 2.0/Cropped from original. Do not answer the question based on things that â€Å"could be right,† depending on information you do not know. Imagine you're a cranky English teacher, grading student interpretations of a book read for class. You're not a generous teacher who’s looking for reason to give a student points any way you can because she argued the point. No, you're looking for reasons to mark answers as wrong. Take that mindset into the SAT Reading with you: Only the answer that is directly supported by the context of the passage is acceptable.In this case, the answer is (A) trouble: the vampire has no responsibilities to worry about and so has nothing to bother, or trouble, him. Even though all the other answer choicestechnically mean "perplex," no other answer choice fits in the context of this sentence. This is the key point of this class of question. Sometimes, instead of asking about individual words, the SAT Reading will question you about multiple words, making the question more like "Here's the phrase, what's the meaning?" See example B: In these cases, you're being asked to define a phrase with another phrase. Either way, however, both word in context and phrase in context questions should be approached in the same way: always, always go back to the line in which the word or phrase appears- don’t let the SAT fool you into answering without checking! 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! Question Type 2: What Word Is Defined By The Passage? These questions ask you to recognize the definition in the passage and relate it to the answer choice that matches it. In contrast to the previous question type of vocab-in-context questions, I think of these as asking â€Å"Here’s the definition, what’s the word?† The SAT has more varied ways of asking these questions than the â€Å"here’s the word, what’s the meaning?† questions. I've written up below a short list of examples that I've come across in my reviewing of SAT practice tests. Disclaimer: I have edited the questions so that they all refer to the same subject matter; these are not questions that appeared on the actual SAT (yet). The public’s response described in line 42 most strongly suggest that Dracula’s acts were†¦ Based on the description in the last sentence, Dracula could best be characterized as†¦ In line 42, Dracula is portrayed as†¦ The author uses the word â€Å"monster† (line 42) to convey the narrator’s sense of†¦ The author characterizes a â€Å"vampire† (line 42) as something†¦ In line 42, the author describes vampires as†¦ The information in the second paragraph indicates that the vampire’s â€Å"modern reputation† is†¦ The second paragraph indicates that Dracula believes the â€Å"proper state† would be one of†¦Ã¢â‚¬  "What word is defined by the passage?" questions can actually be easier than the "here's the word, what's the definition?" questions. Why? Because since the definitions are in paragraph form, you may be able to gather more information to help answer the question. Here's another actual SAT example (this time unmodified): If you know the definition of the word â€Å"elitist,† that can be an easy shortcut to the answer: Plato was an elitist, which probably means he was characterized by (E) snobbishness. If you don’t know what elitist means, however, the author goes on to explain further in the rest of the paragraph: Plato wanted to ban things for being free, accessible, and popular†¦that sounds snobby. Okay, (E) snobbishness it is. Plato by Tilemahos Efthimiadis, used under CC BY-SA 2.0/Cropped from original. Plato†¦the first hipster? Strategies To Master Vocabulary In Context Questions So what strategies can you use to master these two types of SAT Reading questions? I've put together a three-step strategy guide below. Strategy 1: Rephrase the information given. For questions that ask about words in context, define the word first in your head (or on scrap paper, whichever is easier) in the context of the sentence or paragraph, without looking at the answer choices. Remember, your rephrasing does not have to be elegant as long as it conveys the meaning. For instance, take a look at example C: "This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has suffered since his death." In this line, "suffered" most nearly means†¦ My thought process: Let me replace the word with one that keeps the meaning of the sentence. â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has had to deal with (in a negative and painful sense) since his death.†Yeah, that works (aside: well, I can see why the author used just one word). For questions that ask you to take a paragraph and choose the best answer that describes it, answer the question in your own words before looking at the answer choices. See example D: My thought process: Question is asking about the education described in these lines. Okay, what does the paragraph say? In college there’s assigned reading, but the important thing is when students discover books on their own and jump back and forth across history, languages, and cultures. That sounds like a diverse education to me. Okay, I’ve got that, now I can look at the answer choices. Strategy 2: Cross out answers that clearly don’t fit. Sometimes, you can get to the right answer just by knowing what the wrong answers are. This is an especially useful strategy if there's an answer choice with a word that you don't know the meaning of. If you know that the other three answers are definitely wrong, it doesn't matter that you don't know what the meaning of the fourth answer is; by process of elimination, it must the correct choice. Let's take a look at this strategy in the context of example C, from before: My thought process: Okay, the choices are endured, felt, prolonged, tolerated, and lamented. Which of these are close to â€Å"had to deal with (in a negative and painful sense)?† Endured: yes. Felt: no. Prolonged: not really. Tolerated: not really negative. Lamented: no. The answer is probably (A) endured. This strategy still works if you are trying to sum up the meaning of a paragraph in one word. I'll copy and paste example D again, so you don't have to scroll back up: My thought process: The choices are elitist, philanthropic, eclectic, methodical, or rudimentary. Which of these are close to meaning diverse? Elitist: I don’t think so. Philanthropic: doesn’t that have something to do with giving money to people? Maybe? Eclectic: someone with eclectic interests has a lot of different interests. Hmm. Seems more likely! Methodical: no. Rudimentary: looks like rude, but who knows [note: I know].The right answer is probably (C) eclectic [Second note: Even with process of elimination, this question would be pretty tricky if you didn’t know the meaning of eclectic, philanthropic, or rudimentary. For more on how to study vocab effectively, click here]. Strategy 3: (Optional) Plug the definition back in. This strategy works best for the "here's the word, what's the meaning?" questions, because word-for-word substitutions are a lot simpler than word-to-sum-up-entire-paragraphs-of-information substitutions. Let's take one more look at example C, a "here's the word, what's the meaning?" question: "This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has suffered since his death." In this line, "suffered" most nearly means†¦ My thought process: Substitution time! â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has endured since his death.† Yep, that’s right. Just to double check with the maybes: â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has prolonged since his death.† haha what that doesn’t make any sense â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has tolerated since his death.† I mean, sort of? But why bother with "sort of" when I have a definite yes? (answer: do not bother with "sort of" if you have a definite yes) Get Plugged In by Rennett Stowe, used under CC BY 2.0. Whew. Where Do I Go From Here? Are these strategies fine in theory, but hard to put into practice because you always run out of time before finishing? Discover how to avoid that terrible time crush with our article on time management on SAT Reading. Want more in depth guides like this? Use our ultimate guide to SAT reading for links to more articles on the other types of SAT Reading questions. What are the other types of questions you’ll find on the SAT, and what’s the best way to read the passage to answer them? We have strategies for reading passages effectively here. What are the skills you’ll need to excel on the SAT Critical Reading? Read our overview of what's actually tested on SAT Reading for the answer. Want to improve your SAT score by 160 points? Check out our best-in-class online SATprep program. We guarantee your money back if you don't improve your SATscore 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:

Privacy in the 21st century Assignment Example | Topics and Well Written Essays - 750 words

Privacy in the 21st century - Assignment Example Without obtaining any warrants from the Foreign Intelligence Surveillance Court (FISC). It is extremely unfortunate that the government we entrust to uphold and protect citizen rights is the one denying citizens their rights to privacy. According to Liu (2011), the National Security Agency (NSA), listens to telephone conversation of people suspected of terrorism. This is truly offending since phone calls are highly private and sometimes contains information that might be sensitive to the communicating parties. For example, if one is having a private conversation over the phone with a person close to you like your wife; it is extremely offending when you find out that someone else is listening in on your conversation through another line. The most common type of surveillance done by the government is electronic surveillance, (Levy 2007). Since almost all the communication done is through electronic devices, this is the common type of surveillance. The government may use transmitters r eferred to as â€Å"bugs†. These are tiny electronic devices that are designed to avoid being noticed. Their main function it to transmit signals of what one is communicating. They can be planted in ones cell phone, computer or even devices such as fax machines. There are other types of bugs used by the government that are designed to notify the government of all the movement of the person in question. These â€Å"bugs† are hidden in someone’s personal item such as a wallet; because it goes everywhere they go. There are also other types of bugs that are designed to record video footage. These devices are planted in one's office or home and record everything that happens there, for it to be analyzed by government agencies such as the National Security agency. Other forms of surveillance include wire taps and the use of drones. It is however necessary to note that, due to the advancement of technology, the National Security Agency (NSA) is able to listen to conver sations on cell phones without planting bugs. They are also able to monitor the internet remotely. This is possible through getting into service providers networks and monitoring them. The research gave me a lot of knowledge and information on how the government is able to invade my privacy. Unfortunately, nothing can be done individually. This is because congress has put laws that allow the government to do this. However, through the American justice system we can fight this. Through the Supreme Court, these laws can be amended or even removed. We should come together and fight this invasion of privacy by the government. Amicus Curiae I would like to offer information on behalf of the plaintiff who include Amnesty international and the other organizations in a case no 11-1025 in the supreme court of the United States of America. According to Fagan (2012), the main question in the court case if it is legal for international organizations and lawyers to sue the United States Governme nt because the government conducts surveillance on international communication

What Role Should the Government play in economic life Essay

What Role Should the Government play in economic life - Essay Example ent centuries, such as Karl Marx, have questioned the right of private property, and have called for an active part in controlling the generation and distribution of wealth. The marketplace and the government meet head-on in the division of authority in the creation and distribution of goods, services, and wealth. All economists, except the most conservative capitalists, believe that the government has some role in constructing and guiding the economy. The role of the government in economics is to assure that the economy of the country is able to express its culture and societal will. Taxation is one of the primary policy functions that a government can use to stimulate or discourage economic activity. Indeed, governments require taxation to provide the necessary funding for needed projects. Ideally, it is hoped that taxation would be fair and all citizens would bear an equal tax burden based on their abilities and needs. However, capitalism has been able to develop concentrated wealth and this unbridled economic freedom has the possibility to create the perception of a shortage of resources. The sixteenth and seventeenth centuries were characterized by food riots as production increased the supply, markets agitated a sense of shortage, and the threat of unfair taxes interjected a sense fear into the system. The governments role in economics is to assure the fair implementation of tax laws and eradicate the fear of taxes. According to Rothschild, "Commerce will flourish only in a state with a regular administration of justice" (14). The governments role in taxati on is to sustain a high degree of confidence in the application of the existing tax laws. The governments role in economics, in regards to taxes, is the generation of confidence in justice and not directing society through tax encouragements. Governments often assume the role of directing a societys culture through a series of punitive taxes or rewarding credits. Taxes are often levied against a product,

Competitor analysis on Tesla Assignment Example | Topics and Well Written Essays - 750 words

Competitor analysis on Tesla - Assignment Example The escalating costs of fuel and the environmental hazards of emissions make electric vehicles (EVs) the best viable option in the present times. As such, a major share of consumers will prefer EVs such as Tesla, which provide them economy in maintenance and comfort while being environmental friendly and, hence, this segment will be Tesla’s target market. With their entry into the â€Å"family sedan market† Tesla will be able to diversify their customer segmentation and include more consumers in their customer base (Binkiewicz et al, 2008, p.2). Recently, Tesla is focusing its attention for direct investment in markets like India, which will provide them great opportunities for market expansion. India is fast becoming an economic power and many of its citizens have high rates of disposable income. Thus, it is a potential market for Tesla, especially because environmental safety is a primary concern of this country. Obviously, by targeting major cities, populated by weal thy people, Tesla can be â€Å"better positioned to expand† its operations into this international market (Gonzalez et al, 2010, p.17). In this context, Tesla’s Model S enjoys an edge over its competitors as they are more efficient. Research conducted by Danielle Boyke et al (2010) provides a comparative data of EVs, which indicates that Tesla’s Model S, with energy densities between 42kWh to 90kWh will give a mileage/charge of 160 – 300, while Audi’s energy density of 42kWh provides a mileage of 154 miles/charge. Thus, the average consumer will prefer Tesla’s EVs over hybrids as these are less expensive both in terms initial investment as well as maintenance. Luxury car consumers, who come from the influential and educated segment of the society, are highly conscious of the dangers of carbon emission besides having an appreciation of sleek designs. Tesla’s aesthetic design and environmental friendliness are crucial elements that make it a hot favorite among this target audience. Customer Segment Needs: The likely consumers of Tesla’s products look for economically viable options that can offer them comfortable luxury cars at lower running and maintenance costs. Thus, Tesla’s cars will become potential favorites in countries where fuel costs are higher. Besides, customers in the present day look for environmental friendly cars as governments across the globe place heavy restrictions on vehicles that cause excessive emissions. Another aspect that customers look for in a car is its design and appeal. Since Tesla’s cars provide good mileage to vehicles on a single charging, they will find the favor of customers. Competitors: For Tesla Roadster the main competitors are Porsche and Ferrari and once they launch the Model S Sedan, they will have to compete against existing and future players in the field that include major automobile manufacturers such as Audi, BMW, Lexus, Mercedes, Toyota, Ford, H onda etc. They are currently planning, in collaboration with Toyota, to develop an electronic version of the RAV4. The competition will not be a deterrent for Tesla because of several reasons. Primarily, they have a sound technology and efficient team of engineers that can create quality products with good designs. Besides, other major players in the industry mostly focus their attention of fuel run vehicles, which is not going affect Tesla’s operation in any big way. Countries across the globe are currently focusing on environmental friendly vehicles, which is a great advantage for Tesla when it concerns its operations in countries where fuel prices are high. Pricing: Tesla’s average price of their latest model â€Å"range from $50,000 – 70,000† and it appears a competitive price when considering the cost of other cars such as â€Å"Audi and BMW EVs and non-EVs† (Boyke, 2010, p.10). Similarly, their current strategy of competing in the luxury car market as well as international market with Model S is a viable proposition because customers will be willing to â€Å"

Fair Trade Movement

Fair Trade Movement The Aims and the Effects of the Fair-Trade Movement â€Å"What aims and purposes motivate the fair-trade movement? To what extent do you think that the methods adopted by fair-trade organizations achieve those aims?† Introduction In 2006, Fair trade certified sales amounted to approximately $2.3 billion worldwide, a 41% year-to-year increase. And fair-trade products generally account for 0.5-5% of all sales in their product categories in Europe and North America. In October 2006, over 1.5 million disadvantaged and marginalised producers worldwide were directly benefiting from fair-trade while an additional 5 million benefited from fair-trade funded infrastructure and community development projects. It seems fair-trade becomes more and more important in the social life. So it is better to understand what is fair-trade. 2. Definition of fair-trade In 2001, a common definition of fair-trade was developed by FINE, an informal association of four international fair-trade networks (Fairtrade Labelling Organizations International, International Fair Trade Association, Network of European Worldshops and European Fair Trade Association): Fair trade is a trading partnership, based on dialogue, transparency and respect, which seeks greater equity in international trade. It contributes to sustainable development by offering better trading conditions to, and securing the rights of, marginalized producers and workers especially in the South. Fair trade organizations (backed by consumers) are engaged actively in supporting producers, awareness raising and in campaigning for changes in the rules and practice of conventional international trade. The fair-trade movement advocates the payment of a fair price as well as social and environmental standards in areas related to the production of a wide variety of goods. It focuses in particular on export goods from developing countries to developed countries, most notably handicrafts, coffee, cocoa, tea, and some other products in agriculture. 3. Motivation of the fair-trade movement In this section, we will try to answer the first question: What aims and purposes motivate the fair-trade movement? We can find the answer to this question on the website of FLOI (Fairtrade Labelling Organizations International), the aims and purposes of the fair-trade movement, or called fair-trades strategic intent is: â€Å"deliberately to work with marginalised producers and workers in order to help them move from a position of vulnerability to security and economic self-sufficiency. to empower producers and workers as stakeholders in their own organizations. to actively play a wider role in the global arena to achieve greater equity in international trade.† The first aim is about marginalised producers and workers. They are the object and reason of the movement. Normally, they are easily hurt economically and treated by unequal conditions. And the fair-trade movement deliberately tries to protect those producers and workers. The second aim pays attention on the role of producers and workers in their own organizations. Normally, those marginalised producers and workers do not have enough power in their own organizations to protect themselves. But the Fair Trade movement aims to strive for more power for them in their own organizations. The third aim focus on the equity in international trade environment. It is important to create the opportunities and equity conditions for those marginalised producers and workers in domestic environment. But at the same time, we also need to take account into the international situation. And the fair-trade movement tries to reduce the gaps in different industries in different countries. IFAT (International Fair Trade Association) prescribes 10 standards that fair-trade organizations must follow in their day-to-day work and carries out continuous monitoring to ensure these standards are following: Creating opportunities for economically disadvantaged producers Transparency and accountability Capacity building Promoting Fair Trade Payment of a fair price Gender Equity Working conditions Child Labour The environment Trade Relations I think these can be seen as a very good addition and explanation to the three main purposes of the fair-trade organizations. Those standards tell us how we can identify the aims of the fair-trade movement in practice. One can visit the website of IFAT for details. 4. Effects of the fair-trade movement Now, we should consider the second question in this section: To what extent do you think that the methods adopted by fair-trade organizations achieve those aims? 4.1 The methods To answer the question, we need to know which methods are adopted by fair-trade organizations. In nowadays, the main method adopted by fair-trade organizations is Fairtrade labelling. Although Solidarity trade occurs in 1960s, but the sales of fair trade products only really took off with the arrival of the first Fairtrade labelling initiatives. In 1988, the first Fairtrade labelling initiative, Max Havelaar, was created in the Netherlands The independent certification allowed the goods to be sold in the mainstream stores, reaching a larger consumer segment and boosting fair trade sales significantly. The labeling initiative also allowed customers and distributors alike to track the origin of the goods to confirm that the products were really benefiting the producers at the end of the supply chain. In 1997, Fairtrade Labelling Organizations (FLO) International was created, an umbrella organization whose mission is to set the Fairtrade Standards, support, inspect and certify disadvantaged producers and harmonize the fair-trade message across the movement. At present, over 20 Labelling Initiatives  are members of FLO International. Before my own comments of the question, I would like to introduce some popular argument of the fair-trade movement. It will be good if we can learn others opinion firstly. 4.2 The debate Fair-trades increasing popularity has drawn criticism from both the leftist who flavor fair-trade very much, and the rightist who against fair-trade. These arguments can be divided into three different categories: The price distortion argument, advocated by the Adam Smith Institute, and The Economist magazine calling fair-trade a misguided attempt to make up for market failures encouraging market inefficiencies and overproduction. They believe that this kind of artificial intervention of market price is easy to mislead and cause market failure. This is the opinion of rightist who oppose fair-trade. The creation of insider/outsider markets argument is defended by the Booth and Whetstone. They do not explicitly criticize the ideals behind Fair Trade, but rather current certification, production and pricing systems. They just try to improve the effects of the movement by adjusting current method mildly. The mainstreaming argument is defended by French author Christian Jacquiau, which criticizes segments of the fair-trade movement for working within the current system, rather than establishing a new fairer, fully autonomous trading system. It is a very extreme suggestion from the leftists. One can read their articles for detailed discussion. But we can see lots of different points of view, by considering the different aspects of the Fair Trade movement and its main method, Fairtrade labelling. Now the question is, does Fairtrade labelling help the movement to achieve the aims? I think the answer is yes. 4.3 The effect By using Fairtrade labelling system, those marginalised producers and workers can gain more power in their own organizations and achieve greater equity in international trade, so to help them move from a position of vulnerability to security and economic self-sufficiency. They really benefit from this movement, no matter more or less. As the mild people said, we can redesign the current certification, production and pricing systems to make it more efficient to help the marginalised producers and workers. Or as the leftist suggest, we can adopt a complete new trading system. Maybe this extreme suggestion is best for those producers and workers in developing countries. So we can say that the Fairtrade labelling system help fair-trade organizations achieve their aims. And we still have some methods to make the whole system more efficient. But, on the other hand, we should notice that current Fairtrade labelling system, or the advices of system changing and creation, are harmful to the market. On the point view of economics, the more often fair-trade organizations disrupt the goods market, the more possible market failures occurs. So market failure may be the price of Fair Trade movement, and we know that is bad for the whole society. Other people in economy may be worse off because of this fair-trade movement, which is also unfair to them. 5. Conclusion As a conclusion, I should say that the three main aims of the fair-trade movement are found. And Fairtrade labelling system, as the main method adopted by fair-trade organizations, is helpful to achieve those aims. But we should be careful about those misleading effects on market and other people in economy. References

Globalization and the Environment Essay -- Environmental Ecology Pollu

Economy is not a separate thing from production, consumption and exchange. Economics pays no attention to goods and services provided by nature, air, water, soil and sunlight that produce everything we need for survival and all the riches we are able to accumulate. What is the cost of globalization to the environment? Does globalization have the same goals for a healthy planet and justice for people? Timothy Taylor writes, â€Å"Moreover, large multinational companies typically do not perceive it to be in their self-interest to seek out locations where they can pollute most heavily.† He goes on to explain that these companies have a design in place with pollution-control that meets the standards of countries with strict environmental laws. He thinks that globalization is helping to improve standards in low-income countries of environment and labor rather than to hinder them. Also, that globalization makes the world a more peaceful place because of the connections between people that are created. â€Å"The 200 largest companies in the world employ less than 1% of the global workforce, but they control more than  ¼ of the world’s wealth,† write Suzuki and Dressel. The larger companies are operating globally without interference and using up the natural resources with cheap labor overseas. Corporations are no longer connected to the local economies but to international laws that have been set up to their advantage. The wealth that once was distributed to the good of public welfare is now being rerouted to the corporations through their focus on policies of government. The current system is allowing corporations to make the rules of global economic activity. According to John Cavanaugh, author of Global Dreams â€Å"Not only are these corpor... ...ebody comes up with a viable solution? The world is becoming smaller and smaller every day and perhaps the History books of the future will look at this time and wonder how we could have been so ignorant as to let the world die. Works Cited: Bright, Christopher, (2001), Biological adversity: the hidden costs of Trade and economic globalization, Harvard International Review, Winter 2001, pp 24-27. Grennes, Thomas, (2003), Creative Destruction and Globalization, Cato Journal, Winter 2003, pp.543-558 Newcomb, W. W. (1961) The Coahuiltecans: South Texas, the Indians of Texas: From Prehistoric to Modern Times, Austin, TX: UT Press, 1961 Suzuki, D., & Dressel, H., (1999), From naked ape to superspecies. Toronto, Canada: Stoddard Publishing Co., Limited Taylor, Timothy (2002), The truth about globalization, Public Interest, Spring 2002, pp. 24-44.