American Apparel Unwrapping Ethics Essay Example | Topics and Well Written Essays - 500 words

American Apparel Unwrapping Ethics - Essay Example Riggs suggests that, through the concept of having the pro-labor practices in the company, the company has been able to ensure that all the employees are effectively involved in the undertakings of the company as well as in the decision making (54). The availability of the employees’ motivational incentives such as bonuses for the employees is what keeps the employees motives high in their duties. This usually motivates them in their positions thus enhancing the success of the company. The employees have their job secured in the company; they are always secured of retaining their positions at all the times. The job security is offered to the employees regardless of their positions in the company. Employees are also provided with a payment that is able to sustain their livelihood as it’s always above the minimum wage of the country, their payment is about double of the minimum wage of a country such as California. This is a total motivation to the employees thus improving their performance. American Apparel has gained international recognition through its loyalty to the employees, as well as the customers. Citizens all over the country value the quality clothing of the company thus creating demand for their products. Therefore, this increases the company’s profitability and enhances the company’s financial level. The company’s interrelation with the customers has promoted peoples incentives in promoting environmental conservation. The Company’s mode of advertisement has reached to the extent of becoming a sexual harassment, as argued by some of the parents. Through the use of some nude advertising pictures, the pictures are been extensive of the ethical codes that are socially expected in the country. According to a consumer’s experience, there are sexually illusive photos that are abusive to the youths. However, teenagers form the most clients

Connection between Neoclassical Economics and The Economic Policies of Term Paper

Connection between Neoclassical Economics and The Economic Policies of the President Obama, Psychological Aspect - Term Paper Example This paper is focused on connection of Obama’s proposals and neoclassical economics. A conclusion about Obama’s irrational behavior is made. Consequently, this paper discusses the nature of irrational behavior in economics with regard to current and old behavioral theories in economics. There is also an attempt to continue this kind of research and conduct another study of a broader context. Obama’s Proposals lead to maintaining a neoclassical economic goal: ‘one can improve his/her well-being through increased income to acquire more possessions’ Economic Proposals of Obama concern all social spheres of human life and increase the income of the society in order to reach greater well-being. Public disregard to Obama’s policy and conservatives’ hostile attitude to his politics might be explained by the fact that irrational behavior is less known to the public. Obama’s political course directed on increase of taxes, limitations of small businesses to hire more people; high energetic expenditures through Cap and Trade. FDR and the New Deal were of the main focus for Obama. Further clarifications of Obama’s Proposals may be clarified in accordance with Stigler who claims that economic theories should be considered in accordance with three parameters: congruence with reality, generality, and tractability. Obama’s Proposals partially comply with these parameters. On the one hand, the supporters claim that figures provided by Obama’s government are unrealistic. On the other hand, it is evident that some positive results are reached. Consequently, in the basis of his proposals were realistic assumptions which resulted in realistic predictions. It is possible to consider Obama’s proposals in the paradigm of hedonics theory

William Shakespeare’s The Tempest and History Essay Example for Free

William Shakespeare’s The Tempest and History Essay Literature often reflects the times it is written in. Often, great stories come from the events of the day or some oft-talked about idea or thought. History, society and culture can mostly be studied well through the literature of that specific period. Here, we take a comprehensive look into The Tempest, one of the last plays written by the England’s greatest William Shakespeare. Regarded as a comedy in the beginning, it was later labeled as one of his late romances. The Tempest is arguably said to have been written in the early 17th century (1610-11). However, this is said to be so because it was entered into the Stationer’s Register in 1623, along with 16 other Shakespeare plays. The first recorded staging of the play was in the autumn of 1611 by the King’s Men. As with many other Shakespeare’s plays, the exact date is hypothetical. However, the comparisons, storyline and the society and situation he draws from are enough to conclude that the play was one his later and finer works, where even the stage commands were perfectly written. There are two interesting facts about the play, which is indicative of the literary supremacy of the play. The Tempest is said to be probably the last play which Shakespeare wrote alone. Also, it is one of only two plays, which has an original plot. As any other Shakespearean work, The Tempest has attracted the attention of many critics, across centuries. While some argue that the play should be seen as Shakespeare’s swansong and his praise of the theatre and its effects, many others seem to identify colonial strains in the play. Yet others say that it addresses the higher and philosophical questions of life. While all views are welcome, given that Shakespeare himself offered no explanation for writing the play, it would be enlightening to dwell on some predominant aspects of the play in detail. Shakespeare lived in England but his plays were rarely set in England. They were set mostly in Italy. This one takes place somewhere in the Mediterranean, on an island. Many say that the island in his mind was the Bermudas. Shakespeare is unlikely to have travelled to Italy in his time but he surely knew a lot about life there, thanks to the great classics in which he buried himself. More than giving us a glimpse into the history of England, his plays give us a sneak peek into the history of Italy. Coming back to The Tempest, it can be safely concluded that the play gives three strong undercurrents: 1) The theme of shipwreck 2) The theme of slavery, and in a broader perspective, the theme of colonialism. 3) The theme of human questions, like, what is man? How much does he govern his life and the lives of others? We will try and analyze each, while trying to place it in a historical context. Shipwrecks A certain history paper available online, presented by Luke Sakowski, reveals a very interesting point. The period between 1600 and 1700 has been called the Age of Reason. It was the age of new learning. People were becoming more receptive to new ideas. They were accepting the world and thoughts beyond their own society. Here is a quote from Sakowski’s paper. During the period, the explorers from the countries of Europe continue to search for new worlds, and ways to gain wealth. The civilizations of Asia and the Middle East remain within their natural boundaries because they had no reason to leave their countries; they preferred to be separated from the rest of the world. Thus, shipwrecks were a contemporary event in the 17th century, when there were many expeditions led by individuals and nations. Erasmus’ Naufragium (the Shipwreck- translated into English in 1606), William Strauchey’s True Reportory of the Wracke ( an eye-witness account of the shipwreck at the Bermudas, written in 1610 and Peter Martyr’s De Orbo Novo, translated into English in 1555, are said to have influenced The Tempest. Not only are shipwrecks fodder for storytellers, it is also an event in history. Each century, every 50 years or even a decade is identified by a great tragedy in air, water or otherwise. The most noted example to anyone in the 20th and 21st centuries is the tragedy of the Titanic. Every ship is compared to it, every anniversary is remembered and similar stories are written. So also, in Shakespeare’s time, shipwrecks, irrespective of whether there was any loss of life or not would have been documents in the efforts of a country to discover or visit other shores. However, the Summer 1996 Shakespeare Oxford Newsletter clearly states that even after careful study of the William Strachey’s and Silvester Jourdain’s pamphlets (in Wright’s 1964 A Voyage to Virginia in 1609), they were not particularly impressed with the parallels. Also, it is important to understand the affectations of the time. It was easy for Shakespeare to write about an island, a shipwreck, magic and a tempest, knowing well that the audience would be able to relate to it. Today, it would seem highly unlikely. The colonial theme In spite of many treating it as a pure work of art, distanced from politics and indicative of the artist and his skill, the dominant colonial theme in The Tempest is most interesting. Professor Thomas Cartelli called The Tempest as â€Å"a privileged text in the history of colonialist discourse†. There is a master here, Prospero, and two slaves – Ariel and Caliban. There is an island, which was captured by Prospero with his magical powers. It is explained in the second scene that when he had first reached the island, Prospero had used Caliban’s knowledge and had learnt about the island. But later, he enslaved Caliban, while even educating and ‘civilizing’ him. So also, Prospero freed Ariel, who was buried in a tree, by a curse from the earlier inhabitant of the island, Sycorax, Caliban’s mother. While most critics tend to see the colonial strain through the character of Caliban, it could be a mistake to overlook the character of Ariel in this context. He is also bullied and taunted by Prospero and threatened to perform his wishes. He keeps reminding Prospero of the freedom he was promised, to which again the reply is taunting. The major difference between Ariel and Caliban is the approach they take towards Prospero. While one obeys him most willingly, looking forward to the freedom that he is promised, Caliban does so most hatefully. He resents Prospero and makes his resentment known. He even goes to the extent of saying that the language that Prospero taught him has come as a blessing because he can now curse him using it. The takeover of the island can be taken as a direct reference to the colonization of islands, and the civilizing of Caliban can be the inculcation of Western ideals and education in the natives. But nothing is conclusive. More so, because it is not sure whether the playwright was for or against colonialism. While his protagonist, Prospero, uses his powers for the rightful purposes, Shakespeare has to a certain extent, justified the resentment of Caliban and even Ariel. Many critics have dwelt on the discourse of colonialism in The Tempest in depth. Reginald Shepherd, author of Orpheus in the Bronx, wrote in his blog that The Tempest, if read in relation to the (evolving and inconsistent) English colonial project in the New World, lays out the real contradictions it will imaginarily (that is, ideologically) resolve with exemplary clarity. By allowing the â€Å"Other† to speak and make his case, if only in the ostensible master’s language, the text permits the undermining of the colonialist discourse it not only participates in but in some ways inaugurates, Shepherd wrote. It is important to understand the position that Shakespeare takes in interpreting the play. In my view, Shakespeare has cleverly incorporated what he thinks of colonialism into the play, enlightening and confusing us at the same time. While he is trying to make a hero of Prospero, he is also trying to evoke sympathy for Caliban and Ariel. Though there is no pardon for what Caliban has done (trying to rape Miranda), Shakespeare presents an idol for him to look up to – Ariel. Some have tried to draw influences of the Crusades in the play. However, it is a historical fact that the Crusades were fought much earlier in the 12th century. Going at a tangent, I would like to say that seeking Christian themes in the play would be a rather easy task. Almost all of Shakespeare’s plays have good, evil, forgiveness, revenge and repentance. It is a given that Shakespeare lived in an era where he would have been influenced by the Church and its preaching. The human theme This brings me to the third theme of the play. The human aspect. It is said that Shakespeare was also influenced by Montaigne’s essay Of Cannibals, while writing The Tempest. A striking proof of this is the fact that Caliban is an anagram for cannibal. However, I would like to bring to your notice to the similarities in the names of Caliban and Ariel with Cain and Abel. While there are many characters in the play, these two are in the centre along with Prospero. Most of the human or inhuman characteristics revolve around them. Power is the dominant word in the play. Every man wants to have the power to at least control his own world. His actions are governed by the yearning for this power. To a certain extent, Prospero is successful in getting the power. His magic gives him the power to govern the island and even the seas. Ariel causes the tempest, on Prospero’s command. However, he failed when in the first place, his throne as duke of Milan was usurped by his younger brother. He was unable to use his power to prevent himself from being banished. In Milan, his magic did not work. Twelve years after his banishment, he wants revenge. And circumstance gives him that opportunity. However, his idea of power and justice is subjective. We see that on the island, where Prospero is the sole authority, he has no qualms about enslaving Caliban and Ariel. It may seem a little ridiculous to the reader, but one should understand that it is a perspective play. It is seen from the eyes of the protagonist. Public sympathies are always with Prospero, and even more with Miranda. The good-natured Ariel is almost taken for granted and Caliban hardly deserves sympathy. After all, he is a deformed person, hardly human. However, there is justification for all at the end of the play, as in other Shakespeare romances. Prospero returns to his rightful throne, he forgives his brother and his conspirators, Ferdinand and Miranda get married and more importantly, Caliban and Ariel get their freedom, as promised. But an unexpected development is that Prospero relinquishes his magical powers on the island. There is an underlying message that he may not have to use it ever again. William Shakespeare was a true renaissance writer. He supported the cause of the arts. However, in spite of the new thinking that was setting in, there was the underlying truth that good characteristics were always rewarded in the end. Society was still in transition and knowledge was up for the grabs. Shakespeare was careful not to make any mistakes in the play. He was mindful of his audience. He met the requirements of the stage. He even went further and brought in a lot of music and effects. His work was certainly ahead of his times. Still, the play is set in the certain period and satisfied the thinking of that period, so much so that it was termed ‘great’ by many. Shakespeare heralded the Renaissance. Humanism – how much humans could accomplish – was prominent in his writings. He explored colonialism in a way that would out the audience in thought. Expeditions and discoveries of lands were one thing but taking over another’s land was another. If you say Shakespeare and colonialism in the same breath, The Tempest is the only example, though race and color has been also presented in Othello. Concluding this discourse about The Tempest and history, I would like to quote Anne Barton. â€Å"The Tempest is an extraordinarily obliging work of art. It will lend itself to almost any interpretation, any set of meanings imposed upon it: it will even make them shine. †

Struggle of Canadian aboriginal students in education

Struggle of Canadian aboriginal students in education The struggle of the Canadian aboriginal people is based in education. The struggle is for them to regain the control of their livelihood as communities and as nations. The aboriginal peoples population has been on the increase for the past decade. Their largest population lives in the main population centers of Canada. The overall education standards of aboriginal people lag behind the overall education standards of Canada. According to Levin, (2009), there are an estimated 40 % of aboriginal people that dropped out of secondary school as compared to 20% of the total population of Canada. For the 20 years, the attainment of education among aboriginal people has improved though still quite low. The growth in numbers of aboriginal people with completed high school in the past decade led to the improvement of their public image. Despite the improvements, aboriginal education is still not much successful (Levin, 2009). Aboriginal education and obstacles to understanding The history of the aboriginal people and the non-aboriginal people dates back many years ago. The non- aboriginal people (Europeans) came to the aboriginals land. They started to coexist with the aboriginal people teaching the non-aboriginal people so many things for effective coexistence. Friendship and peace treaties enabled them to stay peacefully. With the royal proclamation of 1963, the distinction was made between the need for land and the need for the protection of the aboriginal peoples rights. As time moved on, more Europeans arrived outnumbering the native aboriginal people which was characterized by poverty and diseases. With the British war of 1812-1814, the aboriginal people were declined of their position as the allies to the military. This implanted into their heads the idea that the British people were superior than they were. This explains the dominion and assimilation by the non-aboriginals (Levin, 2009). The aboriginal people make up many nations in Canada. These people have unique culture, beliefs and values. Within a specific region, there could be diverse number of people with different and diverse cultures. The Indian act of 1876 imposed oppression against the aboriginal people. The federal government controlled the schooling of aboriginals children (Antone, (2003). Through the system, the government did not educate the children but was rather transforming their minds (Battiste, (1995). The aboriginal children were exposed to forces of cognitive imperialism which are very distractive. This resulted into the children losing the world view, their language and their culture. This caused an upheaval in the aboriginal communities socially and psychologically. The major cultural aspects of the aboriginals were lost. They included the cultural aspects in relation to hunting, fishing, medicine and religion (Antone, (2003). According to Eileen and Tania (2005), the colonialism history dis rupted the aboriginals way of transmitting knowledge. The effect is long-lasting. The original aboriginal education and literacy and the philosophies were historically passed down the lineage by oral means and they wee kept by the old men (elders). The non-aboriginal education programs are characterized by the radio, the TV, and the video games. All these have replaced the traditional aboriginal ways of passing knowledge from one generation to the other (Smith, 1999). The non-aboriginal systems of education have resulted in the loss of respect for the aboriginal traditions and elders and the language. Despite all these challenges that aboriginal education is facing, the elders are trying to find where they belong in the society as they try to bring reinstate the aboriginal culture (Eileen, Tania, (2005). The aboriginal education differs fro the non-aboriginal education in various ways. The literacy levels among the aborigines are quite low with many adults being illiterate. According to Richards (2008), the performance of aborigines in on-off-reserve schools is quite low. Richard (2008) reports findings from the census data that the non- aboriginal young people (under 45 yrs) have high education as compared to older Canadians. He adds that there is a universal demand for high school certificates. More so, there is an increased gap between aboriginal and non aboriginal high school education qualifiers with the gaps more being more pronounced at those levels that are beyond the secondary school (Richards, 2008). The non-aboriginal education system does not uphold the aboriginal language and literacy. The system elevates the understanding of certain foreign competencies as it undermines the competencies of aboriginal education system. This has led to the feeling of low self esteem and inadequacy among aboriginal students hence high school dropout rates and the poor performance. Therefore, the non-aboriginal system of education dos not values the aboriginals language, culture and their traditions (Richards, 2008). The literacy system that is used is foreign and is one of the reasons as to why the aboriginals perform poorly in academic institutions. A holistic approach to this issue will go a great way in solving the aboriginals literacy. The literacy leaning process to be used should include all the aspect of the aboriginals culture including the language. To overcome the challenges, the aboriginal students should be taught by aboriginal teachers using their own modes of teaching like storytel ling, observation and by the use of performed knowledge (Richards, 2008). The implication of the low aboriginal high school education is seen in the productivity levels of Canada. It is also seen in poverty and the racial tension that exists. The fertility rate among aboriginal students is high thus characterized by many school dropouts (La Prairie, 1995). Transition to urban environments The aboriginal people underwent a lot of problems resulting from colonization. The children were forced to under a foreign literacy system that affected them by far. Through the non-aboriginal education system, the aboriginal children were taught in foreign language that they did not understand. They were also taught foreign cultures and alienated far away from their culture. Though the literacy system, they were taught that their culture is inferior. As a result of that, they suffered from colonialism, many of them suffering from low self esteem. They were characterized by poverty and poor lifestyles (Malatest, 2004). According to Gallant, (2003), the poor aboriginal children were vulnerable to alienation from culture and their society. They also suffered from hopelessness. She argues that the children live in poverty and in a world that is full of violence and racism. The above problems that the aboriginal youth are susceptible to are accompanied by other social problems like high school drop out rates, high suicide rates, high crime rates and poverty rates. In her report, Galant (2003) finds a multitude of problems that the youth experience as they move from the poor rural areas to urban areas. These problems are as a result of colonialism. They include: Problems of lack of identity: This is accompanied by the lack of culture and the native language. With this problem, the youth experience isolation and alienation which make involvement in gang and illegal activities very attractive for the aboriginal youths. These aboriginal youths face the challenge of trying to cope with the many different cultures of the non-aboriginal nature that are very hostile to the aboriginal culture (Galant, 2003). Education: due to poor school attendance be cause of inadequate funding, there are high dropout rates among the aboriginal youths. They end up with low education levels and high unemployment t rates translating to job prospects that are poor hence increased poverty (HRSDC, 2009). Parental care: given the poor settings of the aboriginal families, the parents are busy fending for their children as the children go to school. These parents rarely get enough time for the family. These families are dysfunctional with absentee parents (Evans, 1998). Early maturity: the poor lifestyles hat the aboriginal children lead makes them mature faster since some of them are left to work and feed themselves at tender ages. This makes them mature faster resulting in becoming parents early with poor parental skills (Gallant, 2003). Substance abuse: the aboriginal children who come from many rural places have little parental care. Due to low self esteem and alienation, many become victims of substance abuse. This they take believing that it will reduce the stress and the depression while boosting their morale (Gallant, 2003). Poverty: these children are vulnerable to poverty because of the poor socialization process that they receive. Their parents are poor and are rarely there for them. They are rarely monitored and advised on the best way for the future. The low self esteem they gain frustrates them thus making them lead poor lives (Friedel, 1999). Racism: this is accompanied by discrimination. It really lowers their self esteem and their confidence fostering hostility against their broader society (Smith, 1999). They feel alienated and marginalized. The above problems that face the aboriginal youth require a solution. The solution is not definite. They need support by every body and is comprised of every element that touches the holistic approach to life like recreation, proper parenting skills, good literacy and education standards, readiness for the labor market, transition services in the urban settings, support from the family and the family and very strong backing of the community. Without these support, these young aboriginal people will find it hard to deal with the daily life challenges hence living low quality lives as compared to non-aboriginal youths (HRSDC, 2009). Action plan The transition period for the aboriginal youths is very crucial. This is because it determines the future of a person. What a person gains in his youth will either built on his future or destroy it completely. The urban aboriginal youth face many challenges as seen above ranging from poverty, racism, alienation to poor performance academically. The only solution to these problems can be done during their transition stage as they move from the rural setting to the urban setting. The following are some of the recommended action plans: Establishing of urban centers for the aboriginal youths. These are important because they help the aboriginal youth to come together in a more welcoming environment that is more comfortable than when they are left alone. The place should be free from alcohol and drugs. Gallant (2003) in her report argues that every urban center should have a youth centre that provides a sense of belonging for the desolate aboriginal youths. Through these centers they are able to share their personal experiences freely and have a sense of belonging. The many social-cultural dislocations that the youth have could be counteracted by the youth centers. The aboriginal youth centers act as an alternative to street life since they provide a forum where the aboriginal youths are in a position to interact with their fellow youths, their culture, elders and be in a position to explore the many opportunities that the urban life provides for them (Gallant, 2003). Since the youth centers for the aboriginal youth are very helpful, the federal government should provide funding for their establishment and development. It should do this in collaboration with the respective aboriginal youth representatives together with the provincial counterparts of the government and the aboriginal youth development agencies. These centers should be located in easily accessible areas. This would be a step in helping the future generation of aboriginal youth (Smith, 1999). Establishment of urban aboriginal youth transitional programs Many aboriginal youths move to the city seeking to advance their studies among other reasons like seeking for reemployment. With the move to the city, they are culturally dislocated, powerless and incompetent. Despite the challenges, they are determined top make out a living and better their future. With insufficient t resources and inadequate education, many turn to alternative means of earning a living (Alberta Report, 2001). Accompanied by racism and discrimination, it becomes very difficult for the aboriginal youth to handle these situations in the urban settings. Gallant argues that there is nothing that is such devastating to a young person than the racist claim. The lack of knowledge on the original aboriginal culture together with racism and discrimination are the major aboriginal youth challenges in many urban settings. The effects of all these are manifested through isolation which leads to low self esteem (Smith, 1999). Gallant (2008) argues that there has been scanty attention paid by the government to these problems that are facing the aboriginal youth in transition. Basing on the above problems that are faced by the aboriginal youth in transition, the government should take initiatives to establish major transition services in major Canadian urban centers. This will ensure that the aboriginal migrants to the city are positively supported and proper discretion towards organizations that are appropriate in dealing with transitional issues is given. Services to be provided should include houses, training, provision of literacy skill in English, guidance and counseling among many others. The supervision of the services should be linked to the specific communities that the youth originate. The establishment of the transitional services and centers by the government should be done in collaboration with the rural communities of the respective communities (Prochner, 2004). Creating recreation in sports and arts for the aboriginal youth A recreational ground provides a positive release of excess energy by the youth. Through sports and recreational activities, the youth can be relieved from boredom, drug abuse and drinking. Sports are made with creativity, discipline and team work that enhances the way the youth make goals. This has far reaching results on the future performance and life of the youths. With the many aboriginal youths that migrate to the cities, given their poor backgrounds and settings, there are no recreational facilities that they can afford. The government should increase its efforts in availing recreational facilities to the aboriginal youth in transition. This will lower the vulnerability of the youths dysfunction both physically and socially. According to Gallant (2003), there is a strong relationship between the involvement in recreational activities and anti-social behavior. Lifelong bad behavior is as a result of lacking anything constructive to do. The youth gets more pressure from the peers to engage in harmful anti-social activities. The establishment of these facilities in schools is very essential because such skills are vital for equipping the students with lifelong skills like leadership skills, training and academic tutoring (Smith, 1999). Thus school attendance is mandatory. Through school programs that are fitted with recreational and sport facilities, the healthy behavior of students are enhanced. The government should work close with other agencies in the provision of recreational and sports facilities to schools. In addition to that, in order to cater for the aboriginal youth in transition, the government should establish the recreational and sports centers together with the urban aboriginal youth centers (Gallant, 2003). The centers established by the federal government should be community based and should not have a short term perspective. The projects should be sustainable in the long run and it should be designed for the offering of instructions to the aboriginal youths accompanied by the offering of leadership and training in life skills. Through these programs, the aboriginal youths will be able to overcome racism and discrimination hence building on their self esteem. This will go along way down the life of the young aboriginal people (Alberta Report, 2001). Health and sexuality program for aboriginal teens. Aboriginal homes lack good quality sex education. With the parents rarely at home and not involved in their children affairs, aboriginal youths are experience high rates of pregnancy which also contributes to high school drop out rates. In addition to that, aboriginal youths experience involvement in drug and substance abuse (Alberta Report, 2001). This contributes to the high pregnancy levels and school drop out and poor academic performance. Due to this, the federal government should initiate programs that alleviate the effects of drug and alcohol abuse. This will lower the number of children borne with fatal alcohol syndrome. The governments initiative should both be in rural and urban settings so the aboriginal children in rural and urban areas benefit. The federal government should also increase federal funding towards the initiative to reduce fetal alcohol syndrome among aboriginal youths (Alberta Report, 2001). In addition to the above, it is observed that there is very little use of contraceptives among aboriginal youths. This can also explain the high pregnancy rates which translates to high poverty rates. All these are accompanied by high unemployment rates among aboriginal teens. The federal government through its health minister and community based organizations for aboriginal youths should implement a public awareness policy that targets aboriginal teens. This policy should target to address the problems of sexual health of aboriginal teens hence promoting sexual practices that re healthy. The federal government should also set aside sustainable funding for the programs (Gallant, 2003). Gang life: coming up with better alternatives. Given the poor background setting for the aboriginal youths, as they move to the urban setting they become vulnerable to anti social activities which also are criminal in nature. The youths are usually discriminated. The gangs are readily acceptable for them since they provide for them a sense of belonging and identity since the youths are desperate. Though these gangs, the youths feel greatly empowered with renewed purpose and belonging. According to Carol, (1995) the aboriginal youths that live deeper inside the city are more vulnerable to engaging in criminal activities. They are also prone to processing of justice. Therefore, gangs do provide protection for them and thus giving them safety. They accord them the basic needs (Carol, 1995). It is recommended that the federal government while working together with the municipal and the provincial administration should help in the identification and provision o safe house for the aboriginal youths in urban centers. This will help them leave the gangs and engage in better life (Gallant, 2003). Alcohol and Substance abuse Many aboriginal youths in transition to urban life abuse substances like alcohol, solvents and smoking. This is one of the most risky lives. According to studies, aboriginal youth are six times riskier in abusing alcoholic substances than heir non- aboriginal counterpart. The federal government should come up with programs that help the aboriginal youth not to indulge in drug abuse. An example is the NNADAP program put in place by first nations. The program should be target all aboriginal youths both in rural and urban settings. Sustainable funding should also be provided by the federal government. In addition to that, there should be treatment centers that provide treatment for cases related to substance abuse. These centers should be age specific (Alberta Report, 2001). Training and Employments for the Aboriginal Youth Many aboriginal youths posses low education levels due to the poor backgrounds they come form. They rarely complete high school. With low education, many end up being jobless. Thus many aboriginal youths risk being unemployed (Smith, 1999). Being unemployed is risky for the youths as they are likely to engage in antisocial activities. The federal government should set up programs that will reduce the aboriginal youth unemployment. Given the fast population growth rate of the aboriginal people, the government should move fast in bringing Canadas shrinking labor force to the required levels. The barriers to employment of aboriginal youths include factors like little job experience, low education levels among the aboriginal youths, lack or inappropriate skills among the youth, high transience and mobility levels amongst the aboriginal youths and poverty and discrimination (Smith, 1999). To solve the above obstacles, the federal government should initiate employment and entrepreneurship programs for the aboriginal youths. These programs will help them develop the necessary skills, and experience fro the required jobs. All those programs that are undertaken to help alleviate the youth unemployment should have a long term perspective. Therefore, the federal government should not only initiate but sustain the programs through sustainable funding and increased human resource development. In addition to that, the partnership of transitional urban aboriginal youth and the private sector employers should be encouraged by the federal government and the stakeholders (Gallant, 2003). Provision of professional development Aboriginal education requires the use of professional development for it to come out successful. The aboriginal youth have suffered so much under the non-aboriginal education system. They have undergone the torture of the mind with many negative thought being implanted in their minds (Gallant, 2003). They were taught using foreign language that they do not understand well. They were alienated further from their culture and their traditions. Through this, they faced racism hence discrimination. The discrimination they faced affected their self esteem that they lost focus in life. They are still suffering from neocolonialism since their parents still believe that they are inferior to the non-aborigines. With this mentality, they are poor lacking a sense of direction in life (Tunison, 2007). There needs to be established a special education program that caters for aboriginal children. Aboriginal youth face many challenges as they study. Coming from a poor background where parents struggle to feed ad take them to school they face a lot of hardships. The parents cant afford better schools to take them. At the schools that they are taken, they are taught the non-aboriginal literacy where they are further alienated from their culture. As they move to urban settings, they are faced with the challenge of racism and lack of identity which leads to discrimination. Through all these tribulations, the aboriginal education is characterized high drop out rates, truancy and poor performance in academics (Kanu, 2005). There is very little parental involvement in the education of their children. According to the Ministry Of Education (2005), parents have an important role to play in the education of their children. They assist their children in doing home work, provide them with good parenting and also get involved at school projects and trips for their children. They should help the school in the better management of their children. Aboriginal parents are too busy that they find no time to spare for their children. Since parents also advice their children and influence their future life, the youths from aboriginal backgrounds do not experience that. This explains the poor performance at school, poverty, truancy, involvement in gang activities and high school drop out rates. The children lack a sense of belonging (Ministry Of Education, 2005). Since the system of education for the non-aboriginals does not favor the aboriginal children, the government should initiate the curriculum that favors the aboriginal students and culture. The government should also engage trained aboriginal teachers to teach aboriginal children. This is because they best understand the aboriginal culture and language (Gregory, et. al. 2008). This will break one of the barriers of poor performance among aboriginal children. More so, the government should develop aboriginal schools in urban areas that are exclusively for aboriginal students. This will reduce the instances if racism and discrimination hence the self esteem for the children will be raised resulting not only to better academic performance but also better future life. The government should come up with guiding and counseling programs that support secondary school going aboriginal students (Alberta Report, 2001). The outcome of poverty in aboriginal families is poor parental responsibility with many parents not taking part in the up bringing of their children. The children, due to low self esteem indulge in many antisocial activities that ruin their future. They engage in alcohol and abuse of substances in addition to participation in criminal activities. Their parents also do not know their culture. The future of the aboriginal people lies in the employment of professionals to come up with a system that suits them. The new system should make use of aboriginal teachers to teach aboriginal youths. Conclusion The aboriginal people are the natives of Canada. With coming of the Europeans, the aborigines were marginalized. They were imposed to foreign culture and education system that doe not value the cultural and the language of the aboriginal people. They were taught in foreign language that they did not understand. Through the non-aboriginal literacy programs, they were taught that they are inferior to Europeans. As a result they became inferior and poor. Their children performed poorly in schools. During the transition stage where the aboriginal youths move to urban setting, they experienced many problems that range from high school drop out rates, truancy, high rates of pregnancy, racism and discrimination and involvement in antisocial behavior. All this conditions accompanied b a very low self esteem impact negatively on the aboriginal children and they end up leading a very poor lifestyle. The federal government should engage in several activities to save the aboriginal people. It should work in collaboration with other community groups in the establishment of urban centers that care for the aboriginal youth in transition. Through the centers, the youths engage in sports and other recreational activities that will boost the self esteem of the aboriginal youth hence improving their future. It should also establish training centers and initiate awareness for the aboriginal youth in terms of drug and substance abuse, and sexual and health behavior. With these the aboriginal youth will contribute much to the labor force in Canada. All these programs that are initiated by the government should have a long term perspective otherwise, they will not be effective.

Theories in the Human Sciences and Natural Sciences Essay -- Scientifi

What it is about the theories of human sciences and natural sciences that make them so convincing? When focusing on the human sciences and natural sciences, one might wonder why we believe what we believe. In general, human science can be defined as a social science, or anything that deals with human behavior in its social and cultural aspects (Bastian 190). Natural science is more often thought of as "regular" science. It is an organized undertaking that focuses on gathering knowledge about the world and condensing that knowledge into scientific laws and theories that can be tested (Bastian 153). Theories in these two types of sciences are often convincing because of the observation that takes place, the empirical evidence, and the ability to put the theories and laws to the test. This knowledge by description, which is defined as public knowledge that is expressed as facts, as well as knowledge by acquaintance, knowledge from familiarity or experience, can also be contributing factors in why we believe what we believe (Bastian 18). However, there are some knowledge issu es, as well as counterclaims that may interfere with someone’s belief and perspective on a certain topic. Also, some of our ways of knowing can play a role in different interpretations of theories in these sciences. These aspects can help answer the topic question of what it is about the theories of human sciences and natural sciences that make them so convincing. In science, a theory is a tested and testable idea which is used to provide an explanation for an occurrence (Scientific Laws and Theories). Very similarly, a law can be defined as a set of observations that are expressed in an abridged statement (Scientific). An example of a law in nat... ..., whether that is through their own observations and interpretations or through empirical evidence that can be convincingly backed up by scientific data. Works Cited Bastian, Sue. Theory of Knowledge. IB Diploma ed. Pearson Education Limited, 2008. Print. Pearson Baccalaureate. "Convince Me: How Strong Is the Evidence?" Understanding Science. Web. 15 Jan. 2012. . "Newton's Law of Universal Gravitation." The Physics Classroom. Web. 10 Jan. 2012. . Schultheis, Erin. "Harry F. Harlow." Psychology History. May 1999. Web. 15 Feb. 2012. . "Scientific Laws and Theories." College of Science and Mathematics. Web. 12 Feb. 2012. .

Agent Orange :: essays research papers

Throughout wars, armies are constantly introducing new technologies to stay ahead of their enemies. In the Vietnam War, the Americans used Agent Orange, so their enemies would be more visible. Agent Orange was a herbicide for warm, tropical climates and the American’s and Canadian’s started testing this chemical in the 1940’s, however, it was never tested on humans until nearly the end of the Vietnam War when it was finally discontinued in 1971. Agent Orange was a 50-50 mix of two chemicals know as 2,4,D and 2,4,5,T. Then the final result was combined with kerosene and diesel fuel, creating TCDD or dioxins, which contained powerful carcinogenic chemicals. It was sprayed with helicopters, airplanes, vehicles and by hand on the Vietnam landscape. After the America troops started developing disease like syndromes, some faster then others, people began to question the impact of Agent Orange on the human population. Laboratories started to test Agent Orange on animals. This led to finding that the animals had contracted a wide variety of diseases, and many of them were life threatening. â€Å"A researcher with the New Jersey Agent Orange Commission in Trenton reported finding an average 10-fold excess of TCDD—roughly 45 ppt in fat –among 9-10 veterans who had been Agent Orange sprayers in Vietnam roughly 20 years ago.†[1] Some of these diseases included as Diabetes Mellitus (Type II), birth defects, Chloracne, Hodgkin’s disease, Multiple Myeloma, Non-Hodgkin’s Lymphoma, Acute and Sub-acute Peripheral Neuropathy, Porphyria Cutanea Tarda, Prostate Cancer, Respiratory Cancers and Soft-Tissue Sarcoma and with possibly several other serious diseases. The near end of the war, they finally realized th at Agent Orange was highly contaminated with amounts of TCDD. â€Å" The Stellman data show that veterans exposed to herbicides faced an increased risk of elevated blood pressure, benign fatty tumors, a wife’s miscarriage, visual and skin sensitivity to light and symptoms of depression, as compared, with veterans who were not exposed.†[2] Agent Orange was predominately used in Saigon, Bien Hoa and Cu Chi, these cities and towns received an estimated 19 million gallons. â€Å" The Environmental Protection Agency has called it ‘one of the most perplexing and potentially dangerous chemicals ever to pollute the environment.

Fast food Essay

Recently, fast food has been from the most popular way for a lot of people. Nowadays, people think that they don’t have plenty of time to prepare food. However, a lot of families have been addicted to that type of fast food, finding it so easy and comfortable for their busy life. Fast food should not be banned because it is a freedom of choice, it has a lot of social benefits and the government offers high taxes on those places which serves that type of food. First of all, every person has the right to choose what to eat or what to drink. It is the freedom of choice. People should be able to put whatever they want in their bodies, whether it be unhealthy or not. Fast food industries started making less harmful products and reducing obesity, but people make their own decision to eat it knowing it is bad for them. So, it is their own responsibility to take care of their own health. Yes, fast food is not doubt unhealthy for people almost all the time. But in modern life, fast food can be helpful and sometimes quite enjoyable. Engle, â€Å"Because to take away a man’s freedom of choice, even his freedom to make the wrong choice, is to manipulate him as though he were a puppet and not a person. † ) In United States, fast-food restaurants popularity is growing every single second. Nowadays, people can afford any a whole meal for 6 to 7 dollars each. (Bose D,N. D) fast food restaurants can provide customers with simple large meal sets with minimal cost. People admit that fast food restaurant helps them getting their life more easy, comfort and uncomplicated. For instance, if the two parents were having a lot of late work and late meetings and their kids were home without food for dinner without any cooked food, they can pull over at any near restaurant to order food before heading to their shelter. (Clark S, 2010) fast food restaurants are located nearly everywhere, providing customers with simple meals without the need to spend time travelling far distance just to purchase food. This popularity of fast food is increasing because of their main causes: low cost, fast service and restaurants is available everywhere. These are a lot of social benefits and other benefits for fast food that it leads to family gathering, giving that chance to the family to gather with their children, where a lot of these fast food restaurants have some games for those children or some luxury calm places for other families. .Otherwise, today a lot of people and teenagers hangout in a lot of fast food restaurants as a friends outing. However, a lot of people think that fast food is from the most dangerous things that should be banned due to its diseases firstly because it makes you obese; secondly it links a lot of medical problems like diabetes. Some think it leads to cancer and one of the most reasons that fast food lead to gaining of a lot of weight due to obesity. But fast food companies and industries nowadays is trying to fix that kind of problems by producing a lot of healthy choices for fast food as McDonalds, chili’s, Kfc and Papa Jones have produces a lot of diet food and drinks and healthy choices in order to satisfy all the needs needed by all ages of people with different opinions and choices. (Wolverson M. N,2009) fast food provide customers with a wide range of food to choose from. In conclusion , everything in our lives have pros and cons ,advantages and disadvantages . fast food has advantages more than its disadvangtes and at the end of discussion fast food should not be banned as a respect for the human rights as the freedom of choice . Giving people the chance to take their own choices and the decision to select their own style and their own life by eating whatever they want whether it is unhealthy or not.