Before you tattoo, what you should know first

Before you tattoo, what you should know first Free Online Research Papers â€Å"Think before you ink!† Rae Schwarz could not have said it better in his article â€Å"How is a tattoo done?† Tattoos are not something that someone should just go get. There are many things to consider before getting inked. Depending on your age and current health will give you an idea just how much you should know. Now days you can look at just about anyone and find a tattoo. Tattoos come in many different designs and can be located on various parts of the body. Getting a tattoo has become a great deal more common than it used to be. But even though people get tattoos everyday, there are things needed to know before you get a tattoo because tattoos can hurt and are usually permanent. One of the first things that you should find out before you get a tattoo is, are you up to date on your immunizations. Having all your shots will insure that your body will help fight off infection. A MayoClinic article states that â€Å"complications are relatively uncommon [but that] skin infections and skin reactions are possible.† Another thing to think about before you tattoo is what, if any medications are you currently taking. Depending on the medication could be a good indicator that you just do not need to get a tattoo at this time. Certain prescriptions can thin out your blood and since getting a tattoo involves penetrating the skin that would not be a good idea. Before you get the tattoo done you have to fill out a confidential paper regarding your health. It is best to be honest when filling out this form and if you have any questionable answers it is best if you wait to get a tattoo until a later time. Allergies are something that is also very important to think about before you get a tattoo. Check with your family or physician to find out if you are allergic to any of the equipment that is used during the tattoo process. Ask the tattoo shop for a complete list of products that are used to make sure you will not have a reaction to any of them. If you find out that you are allergic to one or more of the products you can check to see if there is a way to use something else in place of it. Chances are though a tattoo is not right for you. However, if you decide to get a tattoo anyway it would be in your best interest to have someone with you in case of an emergency. No matter your situation you should always know where to go and what to do if medical treatment is needed. Now that you have gotten through the medical stuff you can start to look for the right shop. There are so many places where you can go and get a tattoo. Your job is to find the right one for you. The best way to do that is to talk to friends and family who have received tattoos and ask where they got theirs. What did they think of the shop? Was it clean? Would they return to that same shop is a good way to know a great deal about the service they received? Another way to find out is to go look on your own. Go check out the various tattoo shops in your area. Your first impression is usually the best judge. If you do not like the way the shop looks or if you feel uncomfortable when you are standing there, then leave. Tattoo shops need to be clean and you should be able to find multiple bio hazard containers for the used needles. Many shops also use an autoclave. That is a device that is used to sterilize the equipment between uses. Use that same gut feeling when you are t alking with the tattoo artists. If you would not want this person to touch you, chances are they should not be putting a tattoo on you. Do not hesitate to ask the tattoo artist for references or pictures of work that he or she has done. The more experience that the artist has the more at ease you will feel about getting a quality tattoo. You have the right shop and the tattoo artist you want. But, do you know how the tattoo will be done? According to Rae Schwarz your skin has many layers, each with a different cell structure. The top layer known as the Epidermis is constantly refreshing itself, healing from a scratch or even a sun burn. The second layer is the Dermis that is where that tattoo ink is injected. â€Å"If tattoos are done to deeply, into the subcutaneous layer they often loose clarity as the inner layers also don’t hold the ink, absorbing it instead of sloughing it off.† (Schwarz 2008) A tattoo gun penetrates through the first layer of skin and injects the ink into the second layer, only about 1/16th on an inch. (Hudson, 2008) This machine consists of multiple needles attached to a tube and is electronically motorized. The tattoo gun can penetrate your skin thousands of times per minute. The artist will usually first draw the outline of your tattoo. This for some is the hardest par t of the process. The artist will then color in the outline; this feels like a continuous scratch or gives a burning sensation. After the initial shock of getting the tattoo done it does not seem to hurt as much. Depending on the location and size of your tattoo will determine just how long the tattoo process will take. Anyone who has a tattoo can tell you how much it hurt to get. If anyone tells you otherwise they are crazy. I guess it all truly depends on your pain tolerance and where the tattoo is located. The best place to get a tattoo if you are concerned with the pain is a more fatty area. Getting a tattoo near or around a bone will hurt more because your skin layers are not as thick to tolerate the pain. For some people the hardest thing to overcome is the needle itself. An article that Hudson wrote says, â€Å"to get your tattoo somewhere on your body where you will not be able to watch the work going on. This helps some to overcome the apprehension, by not actually seeing the needle.† I know from personal experience that the right places for my tattoos are on my back. I could not see them getting done and it was easy for me to sit still, Ultimately getting a tattoo is something that no one should jump into. There are many factors that need to be considered, from your health to the experience of the artist. But once you have decided to get that tattoo be sure the tattoo is something that you will not regret getting later in life. â€Å"Tattoos are meant to be permanent, so their complete removal is difficult. Several techniques exist, but regardless of the method used, scarring and skin color variations are likely to remain.† (MayoClinic 2008) Different tattoo removal methods include: laser surgery, dermabrasion and surgical removal. These methods are very costly and can cause more pain than the original tattoo itself. So be sure that the tattoo is something that you are willing to have for the rest of your life. Therefore, if a tattoo is something that you are considering; I ask that you take a few extra days and really think about it. The tattoo shop and artist will still be there in a few days. The most important thing you can do is to consider your health. A tattoo is not something to get sick over because you did not know about your health history. Think about what kind of tattoo you want and were you might want it; because after the tattoo is done you cannot just wash it away if you do not like it anymore. Do research on the tattoo shops in your area and find the one that is right for you. Just remember that tattoos are meant to be permanent so make sure you will be happy with the tattoo you get now and also in the future References Hudson, K. (2008). Tattoos-How much do they really hurt? Retrieved August 24, 2008, from About.com Web site: URL http://tattoo.about.com/cs/pafterabvneck/a/090103.htm Kettle, S. (2008, June 1). How to Pick Your First Tattoo. Retrieved September 6, 2008, from http://ezinearticles.com/?How-to-Pick-Your-First-Tattooid=1216810 Schwarz, R. (2008). How is a tattoo done? Retrieved August 24, 2008, from BellaOnline Web site: URL bellaonline.com/articles/art750.asp Tattoos-How to have them done safe and how to remove them. (2006-8). Retrieved August 24, 2008, from URL carefair.com/Body/Tattoos_1562.html Tattoos: Risks and precautions to know first. (2008). 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3 opciones para migrantes en casos de deportación

3 opciones para migrantes en casos de deportacià ³n Cuando un migrante recibe un Notice to Appear en Corte migratoria para el inicio de un caso de deportacià ³n o un Immigration Hold, cuando ya est en custodia, debe informarse de cules son sus opciones. La deportacià ³n, que puede afectar a cualquier persona extranjera en los Estados Unidos, incluidos los Residentes Permanentes Legales, puede lucharse, para lo cual lo ms recomendable es contar con un abogado migratorio. Tambià ©n puede aceptarse, lo cual tiene como consecuencia que el migrante sale de Estados Unidos o puede ignorarse, convirtiendo al migrante en un prà ³fugo. En este artà ­culo se informa de las opciones para luchar la deportacià ³n y de las opciones y consecuencias de la misma. Finalmente, se explica por quà © es muy mala idea ignorar un procedimiento abierto o una orden de deportacià ³n. 10 opciones que tienen los migrantes para evitar una deportacià ³n En realidad son varias las posibles opciones. Sin embargo es muy importante entender que hay que cumplir los requisitos para poder beneficiarse. Y como la ley migratoria puede ser complicada realmente este es el momento para contar con un abogado, de pago o pro bono. Entre las opciones destacan las siguientes: 1. Cancelacià ³n de deportacià ³n En cuanto a los requisitos, hay una diferencia importante segà ºn se trate de un residente permanente legal o el migrante est en otra categorà ­a. Personas que no son titulares de una green card. Tambià ©n conocida como seccià ³n 42B Para poder solicitar que se cancele su deportacià ³n debern cumplir los siguientes requisitos: Vivir en EEUU de forma continua por al menos 10 aà ±os que se puede probar con pago de impuestos, contratos de renta, facturas mà ©dicas, etc.Poder demostrar buena conducta moral en los à ºltimos 10 aà ±os.Estar casado con un ciudadano estadounidense o con un residente permanente legal o tener hijos o padres que lo son. Y que la expulsià ³n de la persona sobre la que pende la deportacià ³n pueda causar a sus familiares estadounidenses o residentes permanentes penuria extrema.Este punto es fundamental, ya que no vale simplemente con tener una familia americana o residente permanente. Debe necesariamente probarse que la deportacià ³n causarà ­a un gran perjuicio a la parte legal de la familia, como por ejemplo en los casos en los que haya una enfermedad grave en la familia.No ser un riesgo para la seguridad nacional de EEUU.No haber cometido y haber sido sentenciado por causa criminal.No haber celebrado un matrimonio de conveniencia por papeles.Haber entrado a EEUU a travà ©s de una aduana terrestre, puerto o aeropuerto donde un oficial de inmigracià ³n tomà ³ registro de la entrada. Es decir, aquellas personas que ingresaron a EEUU simplemente cruzando la frontera por un lugar no vigilado no pueden solicitar la cancelacià ³n de la deportacià ³n. No haber falsificado documentos para lograr la entrada en EEUU. Residente permanente legal tambià ©n conocido como seccià ³n 42A Debe haber vivido continuamente en EEUU despuà ©s de haber sido legalmente admitido por un mà ­nimo de 7 aà ±os hasta la fecha en que recibià ³ el Notice to appear o cometià ³ la ofensa que da lugar al immigration hold.Debe ser titular de una green card por al menos 5 aà ±os a contar hasta la fecha en la que se pide la cancelacià ³n.El delito que ha cometido no puede ser un delito agravado (aggravated felony, en inglà ©s).No puede ser un riesgo ni para la seguridad pà ºblica ni para la seguridad nacional de EEUU   2. CAT Son las siglas en inglà ©s de Convencià ³n en Contra de la Tortura. Para beneficiarse de CAT el migrante debe probar que tiene un riesgo superior al 50 por ciento de ser torturado por su gobierno o con el consentimiento del mismo si regresa a su paà ­s. Este estndar es muy difà ­cil de probar. 3. Suspensià ³n de la deportacià ³n Es lo que se conoce en inglà ©s como withholding of removal. Se parece al asilo porque se da por las mismas causas, pero es inferior en el tipo de proteccià ³n que otorga. Asà ­, en los caos de suspensià ³n de la deportacià ³n ya hay una orden para ser deportado y una vez que se consigue la suspensià ³n se puede estar en Estados Unidos legalmente pero no hay un camino hacia la green card ni tampoco posibilidad de traer a Estados Unidos a la familia inmediata. Adems, es necesario pagar anualmente una cuota para renovar el permiso de trabajo y no se puede viajar fuera de los Estados Unidos. Si se hace, se considerar que el migrante se ha autodeportado y ser prcticamente imposible regresar a USA. 4. Asilo Se puede evitar la deportacià ³n pidiendo asilo siempre y cuando el extranjero tenga un miedo real y fundamentado de que ser perseguido si regresa a su paà ­s por sus opiniones polà ­ticas, creencias religiosas o por pertenecer a un determinado grupo à ©tnico o social. 4. Stay of removal Esta medida aplica a migrantes indocumentados que tienen una orden de deportacià ³n con fecha fija antes de la cual deben abandonar Estados Unidos. En algunos casos se puede solicitar que no se cumpla la orden de deportacià ³n en esa fecha y se asegura que sà ­ se saldr del paà ­s, pero posteriormente. El Stay of removal se solicita en la oficina local del ERO, pagando una cuota que en la actualidad es de $155 y presentando documentacià ³n que justifique la razà ³n de la peticià ³n. Si es concedida generalmente se coloca al migrante bajo una orden de supervisià ³n y tendr que pagar una fianza (bond) de al menos $1,500 pero que puede ser superior. En cuanto a la posibilidad de trabajar legalmente, en algunos casos se concede un permiso de trabajo. 5. Ajuste de estatus La persona sobre la que pende una orden de deportacià ³n puede pedirle al juez que la suspenda mediante un ajuste de estatus. Ejemplos de casos: El cà ³nyuge y los hijos y padres de ciudadanos estadounidenses siempre y cuando se cumplan los requisitos para que el ciudadano pueda solicitar por và ­nculo familiar una tarjeta verde para el extranjero.Por certificacià ³n laboral y una persona resulta elegible para obtener una green card por razà ³n laboral.Cuando la persona sobre la que pende la deportacià ³n tiene una aplicacià ³n anterior para cambio de ajuste migratorio. 6. Và ­ctimas de violencia domà ©stica Por aplicacià ³n de VAWA, los cà ³nyuges  residentes permanentes o ciudadanos estadounidenses y sus hijos podrn quedarse si han estado fà ­sicamente en EEUU por al menos tres aà ±os y han sido abusados por sus cà ³nyuges. Podrn conseguir la green card aunque se divorcien del esposo abusivo. 7. Và ­ctimas de violencia que colaboran con la policà ­a o fiscalà ­a La visa U permite a las và ­ctima de determinados delitos permanecer en Estados Unidos y obtener un estatus legal. Son necesarios que se cumplan varios requisitos, entre ellos, la colaboracià ³n con las fuerzas del orden para esclarecer el delito. 8. Motion to Supress Esta herramienta es muy rara en corte migratoria pero sà ­ que es posible. Un abogado puede utilizarla para defender a su cliente cuando el ICE ha violado los derechos constitucionales del migrante.   9. Acusacià ³n discrecional Esto es lo que se   conoce en inglà ©s como prosecutorial discretion. Es muy raro en casos migratorios de deportacià ³n pero sà ­ que es cierto que todos los aà ±os se producen   casos. Bsicamente significa que no se ejecuta una orden de deportacià ³n. 10. Perdones Dependiendo del caso de cada migrante, existen perdones que se pueden solicitar bajo el amparo de la ley de Inmigracià ³n y Ciudadanà ­a, conocida como INA, en sus apartados 212 letra c y letra h. Opciones cuando no hay lucha contra la deportacià ³n En algunos casos es posible llegar a un acuerdo para una salida voluntaria, la cual tiene ventajas sobre una deportacià ³n a cargo del gobierno.   En los casos de deportacià ³n es importante destacar que todas llevan una penalidad y que en algunos casos es posible aplicar por un perdà ³n, pero que cada migrante debe entender los requisitos que aplican segà ºn su caso. Tambià ©n destacar que, dependiendo del caso de cada uno, ser posible regresar aà ºn sin perdà ³n, dejando pasar un periodo de tiempo, que depende del caso de cada uno. Asimismo, recordar que en algunos casos es imposible regresar legalmente a Estados Unidos. No hay cosas como hacer desaparecer el rà ©cord migratorio pasado, eso es sà ³lo cuento de personas sin escrà ºpulos que desean aprovecharse de la desesperacià ³n de los migrantes. Por à ºltimo destacar que si un migrante deportado ingresa ilegalmente a Estados Unidos est cometiendo un delito, con todas las consecuencias que ello conlleva. La opcià ³n de desaparecerse o no hacer caso a una orden de deportacià ³n Algunos migrantes no se presentan a las citas en corte migratoria. En estos casos el resultado es una orden de deportacià ³n dictada en ausencia. En otros, no se cumplen con la orden de salir de los Estados Unidos. En uno y otro caso el migrante ser deportado inmediatamente si las autoridades migratorias lo agarran de alguna forma, que puede ser en un raid o simplemente en una parada de trfico cuando se va en un auto en el que ni siquiera se es el conductor. En estos casos no hay opciones. Simplemente se procede a la deportacià ³n. Abogados para casos de deportacià ³n Precisamente porque la deportacià ³n es un asunto muy serio con graves consecuencias se recomienda encarecidamente presentarse en corte con un abogado migratorio competente. Se puede buscar en AILA, que es la asociacià ³n de abogados de inmigracià ³n, o pedir consejo para referencias a organizaciones competentes de asistencia a migrantes que incluso en algunos casos pueden referir a abogados pro bono, es decir, que no cobran por sus servicios. Este es un artà ­culo informativo. No es asesorà ­a legal.

Weak Legal Environments in Asia Essay Example | Topics and Well Written Essays - 2000 words

Weak Legal Environments in Asia - Essay Example While in 1977 the economic crisis was triggered by the Thai baht, this time the crisis began on Wall Street. Many South Koreans are of the opinion that their economy is vulnerable to western market panic and destabilization because it is more transparent and open to foreign capital than its neighbors3. This is the reason that countries like Japan and China have not been as seriously affected by the global crunch as South Korea has been. However the reason behind South Korea being affected is that the Korean banks have huge foreign debts unlike the neighboring nations and as the global credit market dried up, the banks were in trouble as they needed dollars to repay the maturing foreign currency loans. What added to the pressure was that the foreign banks refused to roll over the existing loans. Before the 1997 crisis occurred in the Asian countries, the corporate sector in Korea showed very high debt-equity ratios and low profitability and they were still expected to yield high profitability.4 Such crises do not occur overnight and in Korea even ten years before the actual meltdown took place, the return on capital fell short of the oppurtunity cost. Profitability declined even after control of firm-specific and industry-specific factors and the macro-economic conditions. The rate of return on assets (ROA) was much lower in Korea than in other countries. The corporate governance in Korea was very weak as the system failed to provide sufficient monitoring and discipline. The larger firms did not face exit threats and the Korean laws protected incumbent controlling shareholders.5 Because of the Korean family structure, in the chaebols or the business groups, ownership is heavily concentrated to the extent that an individual has almost total control over all the firms within the group.

Determination the structure of BPSL1549 Lab Report

Determination the structure of BPSL1549 - Lab Report Example Also, detecting and controlling the bacterium is difficult since it can survive outside host organisms (Buetow, et al., 2001). As connoted, the disease Melioidosis is caused by a protein found in the bacteria Burkholderia pseudomallei. The protein is dubbed BPSL1549. This protein makes the bacterial to be very lethal. The disease Melioidosis is manifest in two modes of pathogenesis. The acute phase that is characterized but high mortality rates and the latent phase (Buetow, et al., 2001). In the latent phase, there is self-secretion of the bacteria in the infected host and only affects the infected host in form of a disease when the individual immune system is compromised such as during other infections, during organ transplant and during old age. Latent phase has been found to have a long life span that can go up to fifty years (Wongtrakoongate, et al., 2007). There is no detailed documentation describing the pathogenesis of the bacteria. Despite this, the genome of then bacteria has been sequenced and as a result, large and small chromosomes have been identified. By sequence similarity, its genes have been found to be similar to various other organisms. The similarity has shown that the bacteria Burkholderia pseudomallei is closely related to the bacteria B., pseudomallei, which is not pathogenic. Therefore, in depth analysis of the genes has to be done to facilitate a comparative analysis of the genes of these two bacteria to found out the function of the genes. One of the gene that is analysed in this experiment is BPSL1549 (Cruz, et al., 2011). This experiment’s major objective is to determine the protein structure of the gene BPSL1549 using the protein crystallography method of Seleno – methionine multi - wavelength anomalous dispersion. The results will be compared against a database containing known structure of genes

Skullcandy Essay Example | Topics and Well Written Essays - 1750 words

Skullcandy - Essay Example The aim of this report is to highlight the team structure used in the development of new products at Skullcandy. In addition, the report would also highlight the reasons for adopting such a team structure along with the size and growth of the company. The team structure applied for the new product development at Skullcandy was a mixture of topologies. It was observed that from senior management to employees, every single employee was involved in the development process. This indicates that the team structure applied was a mixture of lightweight and heavyweight topologies. Types of developments teams include; functional teams, lightweight teams, heavyweight teams and autonomous team structures. At Skullcandy, the team structure that was applied for the new product development was a combination of lightweight and heavyweight team structures. But because the company’s size was small, the company was focusing more on lightweight team structure and generally smaller firms rely on lightweight team structure.... The aim of this team was to gain initial sales contracts based on the prototypes provided by the designers. d) The last team that was involved in the new product development was for design refinement. This evidence proves that the team structure used in the development of new product was lightweight. On the other hand, the heavyweight team structure was also involved in the development of new product. Some of the evidence for the involvement of heavyweight teams area as follows; a) Josh Poulsen was responsible for handling the lightweight teams so that they could meet their deadlines effectively. b) Dan Levine was responsible for taking major decisions regarding the product. c) Before the manufacturing of the product, the last decision was taken by Rick Alden, the founder of the company, as tooling of the product entails large irreversible investment. Growth and Size Influencing Development Process The company that came into existence to provide the customers with headphones that could serve dual purpose was smaller in size but the company was growing at a very fast pace. In its initial years, the company broke its $1 million in sales in 2005 and in the following year, the company was able to increase its sales up to $10 million. In 2007, the company was able to attract most of the customers and the revenues of the company accounted for $35 millions. In the following year, the company was able to double its sales figures and revenues. The sales figure for 2008 was $86.5 million followed by over $100 million. This indicates that the company was doubling its sales figures which eventually led to the growth of the company but was unable to enhance its size. To meet the demands of the

Sociological Perspectives On Education

Sociological Perspectives On Education During the nineteenth century the founding fathers of Sociology such as Marx, Comte and Durkheim, wanted to accomplish their political objectives by using scientific methods. They wanted people to be convinced of the validity of their views and felt that the best way to achieve this would be to go about this in the most effective way by means of natural science and research methods. Sociologists thus tried to explain how the social system worked. One of the main areas within a social system is education. All children between the ages of five and Sixteen are obliged to attend school, and during term time school children spend over half their waking hours in the classroom. Education in Britain is free and is provided by the welfare state, it is also compulsory, parents who do not send their child to school are breaking the law. According to sociologists in order to have a fully functioning society the members would ideally have to be educated to carry out their role within that society , or society may fall apart. This essay will include a brief look at the history of education and how it has developed into the system we now have today. This essay will also look at two sociological theories on education; Functionalist and Marxist,. Within each of these theories this essay will also highlight three main perspectives; social class, gender and ethnicity. The 1944 Education Act was a significant piece of social and welfare legislation, it required Local Education Authorities to provide state-funded education for pupils, up to the age of 15, that incorporated, to quote, instruction and training as may be desirable in view of their different ages, abilities and aptitudes. The act was devised by Conservative MP Rab Butler (1902-1982), from this came the introduction of the tripartite system which comprised of; Grammar schools for the more academic pupil, Secondary Modern schools for a more practical, non-academic style of education and Technical schools for specialist practical education. Pupils had to take an examination called the 11-Plus and the result of this indicated which type of school the child would be allocated to. Secondary education now became free for all and the school-leaving age rose to 15. The tripartite system could be seen as a way of dividing classes, as it was usually the children from more affluent families that pa ssed the 11-plus examination. (Bell, 2004; MOC; Murray, 2009). In 1965 comprehensive schooling was recommended by the Labour Government in document called the Circular 10/65. The new comprehensive system suited children of all abilities in contrast to the tripartite system. The school leaving age was raised to 16 in 1973. The comprehensive system aimed to eradicate the class divide from the British education system. (Bell, 2004; MOC; Murray, 2009). The 1988 Education Act saw the introduction to the National Curriculum. All education in state funded school was to be made the same and made sure that all school children received the same level of education. Compulsory subjects were introduced which included maths, English, science and religious education. The General Certificate of Secondary Education (GCSE) was introduced to replace O-levels and the Certificate of Secondary Education (CSE). This was another way of trying to make state education classless. (Bell, 2004; MOC; Murray, 2009). Over the years theories of education have been in and out of fashion this was mostly due to which political party was in power at the time and the state of the economy as the two are very much linked. During the 1950à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Functionalism was the dominant force within sociology. During the war the education system had been neglected and was seen as been in a pretty poor state. By the 1970s, structural tensions, inflation, economic stagnation and unemployment, meant that Marxism and other critical theories like Feminism and anti-authoritarian Liberals became far more influential. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The education system was undemocratic, unequal and unfair. Marxists like Raymond Boudon argued that positional theory determined educational success or failure, he is well-known for his studies into of the role of education on social mobility. It was your position in the class structure that gave you an advantage, or a disadvantage, in the competitive world of education. However for Pierre Bourdieu, the working class lacked what he referred to as cultural capital; without which they were doomed to failure. Cultural capital included the valuable cultural experiences of foreign travel, museums, theatre and the possession of a sophisticated register and middle class norms and values. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The functionalist perspective was the dominant theoretical approach in the sociology of education until the 1960s. When considering education functionalists usually ask questions such as; What are the functions of education? What part does it play in maintaining society? What are the relationships between education and other elements of our social system? A typical functionalist response to such questions sees education as transmitting societys norms and values, for example a child that learns to respect the rules at school he will learn to respect societys rules as an adult. Functionalists believe that various parts of society work together for the mutual benefit of society as a whole so therefore education and the economy go hand in hand and school is preparation for the world of work. (Browne, K, 2005; Griffiths Hope, 2000; Haralambus Holburn, 2008) Emile Durkheim was one of the founding fathers of sociology and provided the basic framework for functionalist view of education. He believed that for society to operate efficiently individuals must develop a sense of belonging to something wider than their immediate situation. The education system plays an important part of this process. In particular, the teaching of history enables children to see the link between themselves and the wider society. Talcott Parsons was an American sociologist who further developed Durkheims ideas. He argued that in modern industrial societies education performs an important socialising function. Education helps to ensure the continuity of norms and values through transmitting the culture of society to new generations. Parsons saw the school as a bridge between the family and the wider society. Within the family the childs status is fixed at birth but in wider society new status is achieved through work, friendships and relationships. (Browne, K, 200 5; Griffiths Hope , 2000; Haralambus Holburn, 2008) Parsons also saw that schools prepared children for their roles in adult society through the selection process. Students are assessed and sorted in terms of their abilities and this helps to allocate them to appropriate occupations. Students are also allocated certain occupations in relation to what sex they are, typically girls would be seen as going into more stereotypically feminine roles such as secretaries, hairdressers, beauticians, nurses /care givers or homemakers; whereas boys would be seen as going into more stereotypically masculine roles such as doctors, builders, mechanics, plumbers or firemen. Boys are also seen as being more scientific than girls. However many of these roles are now being integrated by both sexes. Conversely the roles of being care-givers and homemakers are still seen as being innate in females. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The Marxist perspective on education differs from that of the functionalist. In Marxs words the ruling class rule also as thinkers, as producers of ideas. These ideas justify their position, conceal their true source of their power and disguise their exploitation of the subject class. A French Marxist philosopher called Louis Althusser argued that no class can hold power for long simply by the use of force. The use of ideas provide a much more useful means of control. He also argued that the education system in modern times has taken over the role of the church as the main agency for ideological control. In the past people accepted their status in life and saw it as being Gods will. Nowadays however people tend to accept their status and role within society from the way in which they have been educated. The upper and middle classes are primed to become the ruling class and the owners of industry, the lower classes are primed to become the workforce. They are taught to accept their fu ture exploitation. Althusser argues that ideology in capitalist society is fundamental to social control. He sees the educational process as essentially ideological. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) For Bowles and Gintis, the education system propagated a hidden curriculum where the working classes learnt to know their place, to obey rules and were also socialised to accept that inequality was natural and inevitable. They also claim that education legitimates social inequality by broadcasting the myth that it offers everyone an equal chance. It follows that people who achieve high qualifications deserve their success. So in other words education is seen as a reward system, those who work hard and gain a good education will have access to the top jobs. Bowles and Gintis stated that Education reproduces inequality by justifying privilege and attributing poverty to personal failure. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) Both Marxists and functionalists have been criticised for seeing people as being nothing more than creatures of the social system, thus Bowles and Gintis see teachers as the agents of capital the students as its victims and their situations being shaped by factors which are out of their control. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) In modern day Britain there is a general consensus of opinion that education should be based on equal opportunities. Everyone should have an equal right to develop their abilities to the full regardless of their age, class, ethnicity or gender. However there is clear evidence that in educational terms those who have certain social characteristics are more likely to achieve better results than others, so this shows that there is a distinct relationship between social class and educational attainment. Throughout the twentieth century there is evidence to show that the higher an individuals social class, the more likely they are to have a greater number and higher level of educational qualifications. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) Gender has always been an issue in education. Should both sexes take the same subjects? Do both sexes have the same abilities and aptitude? The introduction of the 1944 Education Act was concerned with enabling free and equal education for all. However there is still a worry that discrimination against girls still takes place throughout the educational system. To feminists this is a reflection of the patriarchal nature of modern industrial society. The school curriculum has become increasingly similar for boys and girls. However, where choice is available, there is still a tendency for girls to choose some subjects and boys others. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) There is no concrete evidence within the education system to prove whether a students ethnicity has any effect on their examination results. Statistics on school leavers and their examination results are a snapshot at one point in time. Individuals may want to catch up on their education once leaving school by attending local colleges. There is evidence to show that ethnic minorities are likely to do this. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The Swann Report (1985), officially called Education for All, was a government report advocating a multicultural education system for all schools, regardless of institutions, location, age-range or ethnicity for staff/pupils. The report provided clear data on ethnicity and educational attainment, discovering that racism had a causal effect on the educational experiences of black children in the UK. (Griffiths and Hope, 2000). The statistics shown in the Swann Report were drawn from local authorities with a high ethnic concentration. So therefore it could be said that they werent a true depiction of ethnic educational attainment throughout the whole of the country. However due to mass immigration into this country in the last five years some children who come from different ethnic backgrounds are at a disadvantage due to cultural language barriers. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) This essay included a brief look at the history of education and how it has developed into the system we now have today. It also looked at two sociological theories on education; Functionalist and Marxist. The feminist perspective was touched upon when relating education to gender. Within each of these theories essay highlighted three main perspectives; social class, gender and ethnicity. To conclude there are still many barriers to gaining a good education for some of the children in this country due to their class, social stratification, gender or ethnicity. The rich are more likely to get better grades and job opportunities. However some children / young adults may cross the divide and become better educated and move to a high class as an educated adult.

Does attachment theory theory provide a sounf basis for bringing up chi

Examine the argument that the cognitive, biological and environmental explanations of dyslexia are complementary. (Specimen) â€Å"Different perspectives lead to different theories. And different theories can provide insights into the same thing† Littelton et al Mapping Psychology 1 OU 2002 Dyslexia is a congenital condition that results in a primary difficulty in learning to read and write, although its behavioural symptoms are far more wide ranging than this. Uta Frith (1999) suggests there are 3 main perspectives on any developmental condition: behavioural perspective, cognitive perspective and biological perspective. She also emphasises the significant impact environmental factors can have in the explanations offered from the biological, cognitive and behavioural perspectives. This paper aims to outline and evaluate the â€Å"object of knowledge† of each perspective. From there it will identify and compare the methods used by each perspective and the intervention strategies proposed to facilitate â€Å"change†. In so doing, this paper will clarify whether the cognitive, biological and environmental explanations of dyslexia are complementary. All three perspectives offer different views of what they see as important in dyslexia research. Behavioural perspectives describe the behavioural signs experienced by people with dyslexia. Cognitive perspectives offer insights into the mental processes involved and influenced by dyslexia. The biological perspective is offers explanations of the behavioural symptoms in terms of possible biological origins eg. Genetic, neurophysiological, or biochemical. Each perspective obviously differs in their â€Å"object of knowledge† , yet all three remain focused on the condition of dyslexia. Evidently the behaviourist perspective conflicts with the cognitive perspective regarding mental processes and whether emphasis should be on just behaviour of behaviour that is used to make inferences about what is going on in the head. Behavioural perspectives use directly observable behaviour to establish the possibility of the presence of this developmental condition. They identify signs such as difficulty in linking sound to a symbol, orientation of letters (Samuel Orton twisted symbols), problems breaking up words into their constituent sound, difficulty sequencing information ( affects rote learning, m tables, expression of ideas) and mixed ... ...on to D. We discussed the object of knowledge of each and how they might extend our knowledge of D. We outlined some shortfalls of the perspectives but ultimately agree that each contribute to the depth of our understanding of D. It could be concluded that the 3 Perspectives complement each other in that each perspective deepens our understanding of dyslexia in its own way. As we have seen human behaviour and more specifically D, can be seen as a result of complex interactions between cognitive and other processes, influcedced by a whole range of interconnected and modifyable biological systems. Also we have seen how our environment can impact on all these levels. To conclude, the most comprehensible and useful account of D in my opinion would be to integrate the different psychological accounts . Only by asking questions from different perspectives do I feel a full explanation of the potential causes and strategies for remediation might be reached. In conclusion, different perspectives set different tasks and tap into different features of dyslexia. This paper considered the contributions these perspectives brought to dyslexia research and where they complement each other