World War I - Why did the Senate choose to Ratify the Treaty of Essay

World War I - Why did the Senate choose to Ratify the Treaty of Versailles - Essay Example Article 10 of the League Covenant required a pledge that all the Nations in the League come to help one another in case of an attack against any of them. The lack of a clause that such action could only be materialized through a unanimous vote of the council infuriated the Senate. Clearly the only solution was to stay away from any European conspiracy and conclude a separate peace with Germany. While Wilson’s Fourteen Points forced Germany to sign a blank check as an account for the damages of the War, they had to go through an inevitable bout of isolationism, which could have resulted in the rise of Hitler and the II World War. Moreover the major European nations like Britain, France and Italy felt that Wilson’s view of the League of Nations may affect their national interests – thus impeding his vision of a World Parliament. The Senate’s opposition was based mostly on its fear that the situation will lead to other major European conflicts, which was not at all unfounded. Moreover, America as a nation had an isolationist stance at that time, never wanting to get involved in international political turmoil. The Senate wanted to be left alone and not be dragged into the new world order. They were strongly against the Versailles Treaty and refused to ratify

The importance of learning Essay Example for Free

The importance of learning Essay The importance of learning is not caged around the four corners of a classroom. Surely we do not want to be the stereotype of an out-of-touch scholar, at home among abstractions but bewildered by the mention of reality. Or the student, who, after four-five years of studying in a university, asks, â€Å"Where’s the clinic? † With the hardships that a student experiences (poverty, isolation in study, underworked muscles, deadlines, and projects), there must be an outlet in which he could forget and enjoy, at least temporarily. Joining an organization that offers learning through recreation and other extra-curricular activities could be an effective outlet. Extra-curricular activities like joining an organization would help you boost your confidence. In charismatic groups, they don’t just pray and praise. They sing, dance, read, go camping, and do lots of other stuff that involves fun. But many are not able to use their talents for the simple reason that they have not even discovered yet where and how to reveal them. An organization is the perfect place that could help you expose your talents. More so, it gives you a sense of belonging, a feeling that says, â€Å"Ah, so here’s the flock that I should fly with! † Fraternities and sororities can be an option, since they promise protection and support from brothers and sisters. Be careful to choose the right ones, though. Therefore, it is important that you do not restrict yourself in one corner. Move on to the larger scope of things. To develop fully as individual and become well rounded person, one must discover his or her potentials and share them to others. And what better way than to join extra-curricular activities! Of course, joining an organization or group entails the hardships in managing time and adjusting to a new group of people. But then, if you love the group you are in or are interested in improving yourself, all these problems could not possibly overshadow the fun and the lessons you’ll learn. The Student Accountancy Society is one of the busiest organizations in the University of Northern Illinois. Yet it is just amazing how these accounting students still manage to keep up with their studies, get remarkably high grades, and at the same time excel in different extra-curricular activities. â€Å"It is a matter of time management and setting priorities. It is difficult, because sometimes you have to sacrifice your studies if needed in the organization,† says the one member of the group. However, despite his hectic schedule, he sees to it that he catches up on whatever he would miss in his classes. It is no joke being in an organization because they have other things to do aside from their ordinary student life: accounting seminars, quiz bowls for different levels, tutorial sessions before major exams, outreach programs, book assistance and others. Since learning is not only achieved inside the four walls of the classroom some of our very own accounting students â€Å"go out to the world† and stand out bringing a good name to the school. But behind the glory and high reputation is the struggle of every accounting student to survive. He has no assurance until where and when he’d last in the â€Å"battle. † According to some professors however, IQ is not the only thing that matters in the working but EQ as well, and that the department aims to form the students holistically and not just academically; hence, students are enjoined to get involved in sports, public, speaking, and others. Accounting students often get the impression of being so much focused and are so serious that they do not have time for fun. Well, actually they do. They have this Meet the Intern Night that they hold once a year which is a in a way, encouraging Accounting freshmen to be part of the group. It is also the time when different levels show their talents and compete in different fields. At the forefront of the university is a student. No amount of forced hypnosis, teaching methodology or subtle encouragement could sway him in finding or nor finding any meaning to, say, a seminar with the internationally acclaimed with an internationally acclaimed speaker. He should be the one to look for motivation and self-esteem; he should be the one to impose volunteerism and creativity; he should be the one to regulate the daily dragging routine of a true leader who shuns leadership, opportunity, work and achievements. The students should be the ones to drum on their head s the importance of extra-curricular activities, the purpose of student body or the meaning of a student organization. Work Cited â€Å"Extra-curricular activities. † 2008. Collegeboard. com, Inc. 16 October 2008 http://www. collegeboard. com/student/plan/high-school/113. html

Cultural Differences Between Countries

Cultural Differences Between Countries Abstract Objectives To explore to what extend the cultural differences between countries affect the education of emigrant children and also address the issues related to it. Background The importance of cultural differences is getting more and more in the present age. There exist a number of multi-cultural societies and a lot of people have to work or collaborate across geographical or cultural borders. This phenomenon is also affecting the educational system of countries around the world. The children from a different cultural background have to face a number of issues while studying in a foreign school. Nevertheless, emigrant children have equal rights to study in a school. Education is a fundamental right for children regardless of their cultural background. Methods Literature search was done on Pub Med, Google books, Google Scholar, Science Direct, Questia.com and ZETOC. The key words that were used for searching were emigrant, education, cultural differences, and cultural issues. Selection Criteria Several studies were selected for critical appraisal which has different methodological approaches. The study made use of qualitative, quantitative as well as mixed approaches. A scale was used in the quantitative research study which displayed the critical analysis done by the author. Introduction The world has now turned into a global village. The advances in information technology have made it easier to travel across geographical borders and communicate across time and space. But unfortunately the technological revolution hasnt done anything to facilitate better communication inter-culturally. In order to have an effective collaboration between cultures, efforts must be made to develop common shared meanings. For that purpose, we have to understand the cultural differences among us and share cultural information. Background Globalization has lessened the importance of boundaries between countries. People now travel across borders for job, education, trade, and leisure. The past decade has witnessed an immense increase in the number of emigrants in almost all developed countries. Countries like USA and UK are flooded with emigrants. Majority of them reach here for job assignments and business purposes. The new environment may not be quite welcoming to these people. They may find a number of factors there that hurt their cultural values and beliefs. For this purpose, most of the companies provide cross-cultural training for their expatriate employees. But the effect of these cultural differences on their family members is often neglected. The most affected group among the emigrant population is the children. They often have to face a variety of issues while studying in a new educational system. And they are the most affected by these cultural differences. Adler (1997) proposed that culture, values, attitude and behaviors are interconnected and influence each other in a society. Values are aspects that have a direct or indirect impact on our decisions. Values can be both conscious and unconscious. Values of an individual are affected by his culture. It is through attitudes that a person expresses his values and makes us react in a particular manner. Thus a persons attitude is being revealed indirectly through his actions. Any form of human action can be considered as behavior. Thus the overall culture of a society is affected by the behavior of its people. Hence culture cannot exist without peoples behavior. The education system of each country is different and is influenced by the native culture and norms. Hence the emigrant children will be encountered with certain issues that could happen due to these cultural disparities. The situation of emigrant children into schools and other educational institutions will be depend upon the type of school, duration of attending, evidences for achievement etc. In some countries like Germany, migrant children enroll at a late age and at a lower rate compared to their peers. Another aspect that invites criticism regarding enrolment is the placement of emigrant children in lower than their age-appropriate schools. This situation cannot be avoided in schools where they are no transitory classes. But with this the emigrant kids remain in this situation due to lack of motivation and support for catching up with native kids of same age. Hence these kids end up as low performers with less academic qualifications. They are considered as secondary citizens. Even when this is an issue that needs immediate concern, there is a dearth of research being done in this area. Critical Appraisal There has been many studies done on the cultural issues of emigrants but research on the specific cultural problems affecting the education of emigrant children is limited. Culture itself is very sensitive area. Huijser (2006) defined culture as a groups set of shared norms and values, expressed in the behavior of its group members. According to Schein (1991), culture is the shared norms, values and modes of behavior that characterize a group of individuals. His model views culture at three levels-the visible artifact level, values, and basic underlying assumptions. The first level focuses on the visible aspects of culture like food and clothing. The second level is mainly concerned with the beliefs about what is right and wrong. The third level reflects on the basic beliefs about human nature and its relationship with others. The emigrant life as well as that of expatriates can be related more to the artifact or value levels. A number of writers have applied the culture concept to national cultures and have developed dimensions on which national cultures differ (Trompenaars, 1993) There are six dimensions on the basis of which cultural differences can be analyzed (Adler 1997). These dimensions are: Understanding the nature of people The persons relationship to the external environment The persons relationship to other people The primary mode of activity. Peoples orientation to space The persons temporal orientation. Apart from the above, language and communication skills can also be considered as dimensions to cultural differences (Gudykunst, 1986; Tannen, 1990). An emigrant can be defined as a national who is living in a foreign land on a temporary basis for work reasons (Sayad 2004). The extent to which the cultural beliefs are different from one country to another is known as cultural distance (Kogut Singh, 1988). Thus cultures vary from country to country based upon the dimensions (Brouthers Brouthers 2001). The cultural distance can be challenging for emigrants since they have to adapt to a new different culture (Black Mendenhall, 1992). The work performance, ability to accomplish tasks as well as socialization is being affected by this cultural distance (Stahl Caliguri, 2005). It is always useful to identify and understand the personal characteristics of individuals who could reduce the distance between the emigrant and the natives since the emigrants would get into close ties with these people (Harrison, Shaffer Bhaskar-Shrinivas, 2004). If there is high cultural distance, that means there exists customs and values which are unfamiliar to the emigrant. Gaining experience in different cultural context would help the emigrant to develop a global mindset and can cause an overall transformation of identity (Kohonen 2005; Sanchez, Spector Cooper, 2000). Adapting to a different environment demands the emigrant for self-examining ones own behavior and as the disparity between home and host culture increases, greater the need for self-examination. A sense making process is considered to be behind this event and there also exists a sense of coherence which integrates the personal characteristics with ones own previous experiences (Glanz, William Hoeksema, 2001; Stahl, Miller Tung, 2002). Those individuals who are capable of adapting effectively are considered to be social brokers who could integrate the opinions and suggestions obtained from people with local interpretation schemes or cultural expectations. Those who have migrated to a destination country at a younger age and completed primary and high school are mostly economically powerful as they know the language and are culturally inclined (Chiswick and Miller, 1996). In US studies related to the immigrant children have shown that blacks and Latinos have lesser grades than natives, while a child of second generation born to a native mother also has a higher chance of attaining graduation (Bankston and Zhou, 2002). Educational and societal systems in a country affect the immigrant children in a wide variety of ways (Dronkers and de Heus, (2010)). Educational systems in different countries are organized in different ways. The performance and achievement of emigrant children with respect to education is measured based on standardization, differentiation and the availability of resources in the destination and origin countries (Shavit and Mà ¼ller, 1998; Wà ¶ssmann, 2003; Buchmann and Hannum, 2001). If a countrys educational system is more differentiated taking into account the social characteristics, it is seen that the native students outperform immigrant students in the country (OECD 2007). A study by Ammermà ¼ller (2005) showed that those students who have options to choose different school types have a better chance of performing well. In order to study the effect of characteristics of both origin and destination countries and the educational system in these countries, Levels et al. (2008) took into consideration the political, cultural and economic macro-characteristics. Educational performance of immigrant children is affected by the countries educational system only if the child has received a part of the education in origin country. According to Rumbaut (2004) there is difference in the academic performance of immigrant children who migrated at an early age to the destination country and those who have migrated at a later age. The choice of schools and educational institutions and their differentiation is largely influenced by the choices of parents in case of younger children (Pfeffer 2008). Thus the knowledge of parents in this respect is an important resource. It is also observed that those immigrants who have are of a lower class in the society in terms of education, economy and knowledge of educational ins titutions etc. will choose a lower stream of educational institution for their children. The lack knowledge of the language and culture acts as a base for this to happen. (van de Werfhorst and van Tubergen, 2007). Dronkers, (2010), revealed that the individual cultural and family background of the students influenced the way they performed in the academically. In case of education system migrant students are always at a disadvantage. The scientific performance of students in politically unstable countries is poor. The scientific literacy of immigrants are influenced or in one way affected by the cultural, social and economic characteristics of the origin and destination countries. There exist a large difference in the culture of one country and other, these results in less understanding among the different groups in the country and the immigrant population (Owen, Eisner and McFaul, 1981). Conclusion There are various issues the affect the emigrant children, one of the most important issue concerning them is their education. Numerous studies and researches have been conducted in this regard. Cultural variations in a country affect the educational performance of emigrant children. Religion an important aspect of culture in a origin and destination country also effect the emigrant education (Dronkers Fleishmann (2010). Researches done in Europe to a large extend cover the countries both in Europe as well as outside Europe. Important countries where researches were done are Canada, England, France and the USA. Various scientific studies have been carried out in this aspect based on these countries in Europe. One of the main drawbacks in this kind of a study is that not many countries are included in the study and not all groups of emigrants are taken into consideration. APPENDIX Policy Framework There are many frameworks of policies in the western countries including UK regarding protecting the rights of immigrant population. Discrimination of immigrant people especially children are addressed through various laws formulated in the country. Government has certain policies and rules that help the immigrant population to blend with the culture of the host country; this is to prevent the immigrant children from feeling the discrimination that can affect their educational performance (Portes and Zhou, 1993). Migrant Integration Policy Index(MIPEX), this helps the national governing bodies measure the access the migrants have in politics, labour market and other spheres (Niessen, Huddleston and Citron, 2007). Thus it is noted that the immigrant children perform well academically in a country where the immigrant policies are well established. British Race Relation Act and European Union Council Directives help provide equal treatment for all in the country.

Impact of Policy on Same-Sex Couples

Impact of Policy on Same-Sex Couples Same-Sex Marriages Executive Summary The public policy explored in this analysis will include section one from the family code titles, marriage relationship. This issue is more prevalent than most would imagine. In 1990 the American bureau of census reported 145,130 same-gender unmarried couples living together. That number is reported to have increased to 594,691 by the year 2000 (Pawelski et al., 2006). According to President Bush, it is up to the individual state to determine any â€Å"legal arrangements other than marriage†. This leaves the definition of marriage up to the individual governments. It is essential to define the different unions as well as have a strong understanding of the implications of each within the state of Texas. According to Bogenschnider, Theory of Paradox consists of three camps that view issues from different angles. The concerned camp tends to be more conservative with their views on the family. It also strives to protect the traditional family values. The sanguine camp is more concerned with the welfare of the children, as well as the individual rights of people of all sexual orientations. The impatient camp seeks progress and respects all members of the community regardless of the concern for the traditional family values. The concerned camp views same-sex marriage as an insult to the historical family unit and the foundations from which the family system was derived. This group is concerned with the research indicating that many stressors responsible for creating significant amount of anxiety and distress for those in the homosexual relationships. This camp is also concerned that regardless of their lifestyle homosexual individuals are still required to â€Å"conform† to traditional heterosexual family styles in order to adopt, regardless of the findings. (I don’t understand this sentence, regardless of what findings?) The teenagers facing their homosexual lifestyle were also found to be more at risk for negative behaviors, including substance abuse and suicide. The concerned camp desires to see the traditional family unit remain intact for the welfare of all individuals, especially the children. The sanguine camp views recent family changes positively as indicators of the capacity of families to adapt to new environments rather than symptoms of decline. The sanguine camp considers the positive results of these family changes for individuals, especially women. The sanguine camp contends that children have the capacity to overcome the emotional upheaval and long term consequences of divorce. They tend to focus on people who have thrived in the midst of family change. The sanguine camp regards marriage, commitment and nurturance as unchanging core American values no matter what. Contenders of this view declare that the dramatic changes in the last quarter century were not about family value but about norms and standards regarding appropriate or inappropriate behavior. For example, cohabitation before marriage became common and one of four children born outside of marriage but majority still want to be married. Regarding policy-making, the greatest concern for the sanguine camp is individual freedom. They want to keep the American core values and establish the institutional supports to help families during rapid changes. The impatient camp acknowledges the change and growth in the diversity of alternative families and their structure. Qualitative research is respected and much of the evidence regarding childrens behavioral and cognitive outcomes incorporates teacher responses along with parent responses. The research supports the changes towards same-sex marriage and welcomes significant positive research findings that support their cause. This camp suggests that families do face challenges, but ultimately have numerous opportunities to demonstrate their resilience though this alternative lifestyle. The recognition of same-sex marriages would alleviate significant amount of stress from those families who are a part of a homosexual partnership. The recognition of this partnership would allow for society to also recognize the partnership leading to a more accepted perspective. The children in these families, as demonstrated by the research results, remain near the average mark in development. However, they continue to have difficulty comprehending and accepting the lifestyle affecting their emotional and social developments. State of Texas can alleviate this stress for these individuals by recognizing these same-sex marriages and providing the same right to homosexual couples that it safeguards for heterosexual individuals. Providing this recognition will allow for all families in the state of Texas to have the same resources, rights, and privileges creating a stronger, more united state, community, and families. Public Policy Project: Same-sex Marriages The public policy explored in this analysis will include section one from the family code titles, marriage relationship. This issue is more prevalent than most would imagine. In 1990 the American bureau of census reported 145,130 same-gender unmarried couples living together . That number is reported to have increased to 594,691 by the year 2000 (Pawelski et al., 2006). According to President Bush, it is up to the individual state to determine any â€Å"legal arrangements other than marriage†. This leaves the definition of marriage up to the individual governments. It is essential to define the different unions as well as have a strong understanding of the implications of each within the state of Texas (question 1). A civil union is a legal mechanism, sanctioned by civil authority, intended to grant same-sex couples legal status somewhat similar to civil marriage. In the United States, civil unions have been established only in Vermont, Massachusetts, and Connecticut. In theses tates, same-sex couples are granted the same state-level rights, benefits, and protections as those granted to heterosexual married couples. No other states recognize civil unions. As such, same-sex couples considered to be legally united in either of those states are treated as single individuals when they cross into other states. A domestic partnership is a relationship between two individuals, often but not necessarily of the same gender, who live together and mutually support one another as spouses but who are not legally joined in a civil marriage or a civil union. Some same-sex couples enter into domestic partnership agreements to create legally enforceable contracts involving property, finances, inheritance, and/or health care. Domestic partnerships do not reach the same legal threshold as civil unions or civil marriages and, accordingly, do not afford couples the rights, benefits,and protections of civil marriage (Pawelski et al., 2006). The definitions are helpful but in the state of Texas any same-sex unions/marriages are banned. Protecting the sanctity of life and marriage at the 79th Texas state Congress 2005, Texans voted on a constitutional amendment defining marriage in fall of 2005. SJR 6 defines marriage as between one man and one woman. Texas voters adopted this amendment on November 8, 2005. Texas now joins 14 states that statutorily and constitutionally ban same-sex marriage. Significant research has been conducted on this topic from many perspectives. It is essential to understand the effect of same-sex relationships on the family system and the individuals within that system. It is very difficult for those in a same-sex relationship to cope with the stigma that society has placed on these relationships. Same-sex relationships have many of the same characteristics that heterosexual relationships possess. According to the research of Todosijevic, Rothblum, Solomon (2005) there are many factors contributing to the success of the same-sex relationship. Given the mixed results on demographic similarity and relationship satisfaction among same-sex couples, it is possible that couple similarity in level of outness may be more important for relationship satisfaction than couple similarity on demographic variables. For example, similarity on actual age (a demographic variable) may be less important than developmental stage in the coming out process (including level of disclosure to others). Couples who are discrepant on outness may have conflict around such issues as where to live (e.g., in an obvious gay neighborhood), whether to bring a partner to work-related social events, and how to introduce their partner to family members. Beals and Peplau (2001) found that discrepancy in openness among partners was not predictive of relationship satisfaction. In another study on this topic, Jordan and Deluty (2000) investigated the correlation between openness and relationship quality in 305 lesbians in committed relationships. Their results indicated that the degree of openness regarding sexual orientation was positively correlated with relationship satisfaction. They also concluded that discrepancy in openness in disclosure between partners was negatively correlated with relationship satisfaction. In addition, Jordan and Deluty (2000) discovered that negative affectivity (e.g., depression, anxiety, fear, anger, guilt, sadness, neuroticism) was not significantly correlated to relationship satisfaction. While, in a 45-year-long study of marital stability and marital satisfaction in 300 heterosexual couples, Kelly and Conely (1987) found that negative affectivity in both genders was negatively related to relationship satisfaction. This demonstrates the significance of same-sex relationships and how they appear much healthier than those of heterosexual partners. It is important that same-sex couples experience satisfaction in their relationships, but also find acceptance within the homosexual community. They experience a significant amount of distress from outside of the homosexual community. As a result they rely heavily on their peers to provide support. The gay lifestyle is a stressful lifestyle. In a study by Todosijevic, Rothblum, and Solomon (2005), gay couples reported experiencing a significant level of anxiety regarding contraction of HIV/AIDS. Further, gay and lesbian couples indicated facing stress from their families due to disapproval of the lifestyle such as â€Å"rejection, lack of support, and lack of understanding by the family due to their sexuality† (p. 165.) In their study of two hundred adolescents and early adult lesbians, Cantor and Neulinger (2000) reported that 47.5% of the interviewees disclosed having made some attempts at suicide at some point in their life. Thirty one percent of these lesbian adolescents and young adults who reported suicide attempts contributed it, at least partially, to their sexual orientation. Furthermore, in high school age males, 36% of the homosexual students surveyed reported having made a suicide attempt at some point in their life compared to 8.9% of their heterosexual counterparts (where is this information coming from?). Data such as this indicates the moral dilemma for the homosexual community, which creates unnecessary stress for homosexual individuals and their families. There are many milestones in life that homosexual individuals have a more difficult time achieving. Society paints a particular picture within which individuals are anticipated to fit snugly. Society expects homosexuals to conform to the norms that it has diligently created over the course of the history. A study was done recently that examined how the courts evaluate same-sex couples when they are attempting to adopt children (Connolly, 1998). The researchers found that the courts expect same-sex couples to conform as best possible to the traditional model of families. Since these couples are not allowed to marry, they are expected to demonstrate their commitment to each other in ways that heterosexual couples do not have to exhibit. Homosexual couples must realize that their demonstration of commitment must be more pronounced than heterosexual couples. They must also work to overcome their persuasion into the model in which the rest of society fits. As more and more same-sex couples are adopting or having children through artificial insemination, concerns regarding the integrity of family structure and developmental outcomes of children in these alternative families are brought to discussion. Golombok, et al. (2003) examined the quality of parent-child relationships, socioemotional and gender development in a community sample of lesbian parents with seven-year olds, and had a control group of heterosexual two-parent families. Demographics of both the lesbian and heterosexual families were similar. There were no statistically significant differences in mother-child relationships with regard to warmth toward child or emotional involvement. Family structure, not mothers sexual orientation, showed significant effects for overall parenting quality and enjoyment of motherhood. There were also no statistically significant differences in the frequency of conflicts with the child. Family structure, with single mothers, having more severe disputes (It seems like this sentence is missing something). Lesbian mothers also reported smacking their children less than heterosexual mothers. Lesbian mothers also engaged in more imaginative play with their children than heterosexual mothers, as single mothers did more often than heterosexual mothers. Fathers showed statistically significant higher levels of emotional involvement and frequency of smacking with their children than co-mothers. Socioemotional development showed no statistically significant difference in conduct problems, hyperactivity, emotional symptoms or positive social behavior as reported by mothers and teachers. The study also showed no differences in children’s behavior according to gender when comparing boys and girls in both heterosexual and lesbian families (Golombok, et al., 2003). Flaks, Ficher, Masterpasqua, Josephs (1995) compared lesbian couples with heterosexual parents and their children, ages three to nine. Their study found that sexual orientation of custodial parents is not a significant variable in successful development of the child and that there were no differences in children coming from divorced heterosexual or same-sex parent families. The purpose of their study was to address concerns of the courts when involved in custody cases. They showed no significant differences with parents sexual orientation or gender of child in outcomes of cognitive development or behavioral adjustment. The study did find that lesbian parents had more parenting awareness skills than heterosexual parents; this was statistically significant. This finding, with further statistical analysis, was shown to be related to gender, with mothers having better parenting skills than fathers. Wainright, Russell, Patterson (2004) examined family type heterosexual parents and same-sex parents, and outcomes in school, psychological adjustment and romantic relationships. Romantic relationships and sexual behavior was not associated with family type. The quality of the parent-child relationship determined better school adjustment. Anderssen, Amlie, Ytteroy (2002) reviewed twenty-three evidenced-based research studies from 1978 to 2000, assessing outcomes for children with lesbian or gay parents. Historically, the Scandanavian courts have not ruled against custody related to sexual orientation of the parent. However, evidenced based research regarding outcomes of children of same-sex parents is needed, since legal rights to adopt or become foster parents is not afforded to same-sex couples as they are to heterosexual couple. Emotional functioning was the outcome most often studied, followed by sexual preference, stigmatization, gender role behavior, behavioral adjustment, gender identity and cognitive functioning. No differences in emotional functioning were shown between same-sex (lesbian) parents and heterosexual parents. There were no differences in sexual preferences in offspring with parental sexual preference. Due to expressed negative attitudes which was received from outsiders, children of same-sex parents experienced stigmatization and teasing. The studies showed that few youngsters were teased no more than other children, and they developed stable relationships with peers as children of heterosexual parents (who said this?). There were no differences in gender role behavior, behavioral adjustment, and cognitive functioning. This significant research shows that the homosexual community faces difficult boundaries, restrictions, and stereotypes, but this community still manages to maintain relationships, raise their children, and live out daily life with less negative outcomes than heterosexual individuals. This leads into the Theory of Paradox with three stances on the subject of same-sex marriages showing negative and positive conclusions (question 6). Striving to protect the traditional family values, the concerned camp tends to be more conservative with their views on the family. The sanguine camp is more concerned with the welfare of the children, as well as the individual rights of people of all sexual orientations. The impatient camp seeks progress and respects all members of the community regardless of the concern for traditional family values. The concerned camp views same-sex marriage as an insult to the historical family unit and the foundations from which the family system was derived. The research indicates many stressors that are responsible for creating significant amount of anxiety, distress, and other negative reactions for those in the homosexual community. The research indicated that regardless of the homosexual lifestyle these individuals are still required to â€Å"conform† to traditional heterosexual family styles in order to adopt, regardless of the findings (This sentence is not clear. Regardless of what findings? Are there findings contrary to the outcome of court decisions on qualification of homosexual parents to adopt?). The teenagers living a homosexual lifestyle were also found to be more at risk for negative behaviors, including suicide. The concerned camp desires to see the traditional family unit remain intact for the welfare of all individuals, especially the children. The sanguine camp views recent family changes positively as indicators of the capacity of families to adapt to new environments rather than symptoms of decline. The sanguine camp concerns the positive results of these family changes for individuals, especially women. The sanguine argue that children have the capacity to overcome the emotional upheaval and long term consequences of divorce. The contenders of this view tend to focus on people who have thrived in the midst of family change. The sanguine camp believes marriage, commitment and nurturance to be unchanging core American values no matter what. According to the sanguine, the dramatic change in the last quarter century was not about family value but about norms and standards regarding appropriate or inappropriate behavior. For example, cohabitation before marriage has become common and one of four children is born outside of marriage but majority still want to be married. Regarding policy-making, the greatest concern for the sanguine camp is individual freedom. They want to keep the American core values and establish the institutional supports to help families through rapid changes. The impatient camp acknowledges the change and growth in the diversity of alternative families and their structure. Qualitative research is respected and much of the evidence regarding childrens behavioral and cognitive outcomes incorporates teacher responses along with parent responses. The research supports changes towards same-sex marriage and welcomes significant positive research findings to support their cause. This camp finds that families do face challenges, but ultimately have numerous opportunities to demonstrate their resilience through this alternative lifestyle (question 7). The families affected most by the failure to recognize same-sex marriages are those homosexual couples who have children. The family members of homosexual couples are also affected by the stereotypes that are involved with the homosexual lifestyle. Principle one addresses the question of if policies or programs set unrealistic expectations for families assuming financial and caregiving responsibilities of dependent, seriously ill or child with special needs. Principle two addresses family stability and explains that policies and programs should help maintain the stability of couples relationships, especially when children are involved (Bogenschneider, 2002). When looking at the Defense of Marriage Act (DOMA) from the perspective of a homosexual family, it does allow for incentives to marry in the state that recognizes homosexual marriages. With the current statue of DOMA, children may not have continued financial support from one of the parents if the homosexual parents separate (NCRF, 2004). Massachusetts legalization of same-sex marriage allows for the children of these families to have some financial security if their parents should divorce or if one of the parents were to die. The issue with the DOMA policy is that it does not allow for financial protection to non-biological children of same-sex relationships (Coolidge Duncan, 2001). Carlson (2004) found that DOMA actually protects the sanctity of heterosexual marriages by not allowing homosexuals to marry legally. The justification here is that homosexual relationships are sterile and that the children from these relationships will not have any kinship to, at a minimum, one of the parents and it could possibly be both of the parents. Carlson (2004) also found that marriage is an evolution in itself (questions 2-3). Question 4: Examine the Implementation of the Policy and Statute (p. 307) – how has the Department implemented this policy? How has subsequent legislation (if any) revised this policy? Note: This flows right into question 5 below. Question 5: Go to page 306 and answer question #1 (Family Impact Questions): Reviewing rules, legislation, and laws to point out how legislation does or does not address families’ needs. The goal of the previous research and the comprehension of the policy is to allow the policy holders to see the detrimental results that have occurred as a result of the failure to recognize same-sex marriages. Homosexual families are suffering as a result of the failure to acknowledge the relationships that are closest to them. Children, according to the research, are well adjusted and develop normally but they are not able to develop socially because of the limitations that are placed on them from being a part of a homosexual family system.. They encounter numerous roadblocks and challenges as a result. The systems that surround them are also aversely affected creating much distress for all individuals that come in contact with each member of the family. The homosexual partners also experience significant distress as a result of the failure of the state of Texas to recognize any union between two individuals of the same sex. These individuals fight uphill battles daily with the simplest household activities, such as medical care/insurance, monetary matters, and significant custody concerns if children are involved. The recognition of same-sex marriages would allow these homosexual families to experience more acceptance and give them the opportunity to continue with normal, daily activities without hindrance (question 8). The recognition of same-sex marriages would alleviate significant amounts of stress from those families who are a part of a homosexual partnership. The recognition of this partnership would allow for society to also recognize the partnership leading to a more accepted perspective. The children in these families, as demonstrated in the research results, remain near the average mark in development, but continue to have difficulty comprehending and accepting the lifestyle affecting their emotional and social developments. Texas can alleviate this stress for these individuals by recognizing these same-sex marriages and providing the same right to homosexual couples that is provided to heterosexual individuals. Providing this recognition will allow for all families in the state of Texas to have the same resources, rights, and privileges creating a stronger, more united state, community, and families. References Anderssen, N., Amlie, C., Ytteroy, E. (2002). Outcomes for children with lesbian or  gay parents. A review of studies from 1978-2000. Scandinavian Journal of Psychology, 43, 335-351. Bogenschneider, K. (2002). Family policy matters. Lawrence Erlbaum Associates:NJ. p.94-97. Brewer, P., Wilcox, C. (2005). The Polls—trends: Same-sex marriage and civil  unions. Public Opinion Quarterly, (69) 4, 599-616. Cantor, C., Neulinger, K. (2000). The epidemiology of suicide and attempted suicide among young Australians. Australian and New Zealand Journal of Psychiatry, 34(3), 370-387. Connolly, C. (1998). The description of gay and lesbian families in second-parent adoption. Behavioral Sciences the Law: Special issue: Families and Courts, 16(2), 225-236. Flaks, D., Ficher, I., Masterpasqua, F., Joseph, G. (1995). Lesbians choosing  motherhood: A comparative study of lesbian and heterosexual parents and their children. Developmental Psychology, 31, 105-114. Golombok, S., Perry, B., Burston, A., Murray, C., Mooney-Somers, J., Stevens, M., et al. (2003). Children with lesbian parents: A community study. Developmental Psychology, 39, 20-33. Jordan, K., Deluty, R. (2000). Social support, coming out, and relationship  satisfaction in lesbian couples. Journal of Lesbian Studies, 4, 145–164. Kelly, E., Conely, J. (1987). Personality and compatibility: A prospective analysis of  marital stability and marital satisfaction. Journal of Personality and Social Psychology, 58, 27–40. Lewis, R., Derlega, V., Berndt, A., Morris, L., Rose, S. (2001).An empirical analysis of  stressors for gay men and lesbians. Journal of Homosexuality, 42, 63–88. Meyer, I. (2003). Prejudice, social stress, and mental health in lesbian, gay, and  bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129, 674– 697. Pawelski, J., Perrin, E., Foy, J., Allen, C., Crawford, J., Del Monte, M., Kaufman, M., Klein, J., Smith, K., Springer, S., Tanner, J., Vickers, D., (2006). The Effects of marriage, civil union, and domestic partnership laws on the health and well-being of children. Pediatrics, (118)1, 349-364. Pope, S. (2004). The magisteriums arguments against same-sex marriage: An  ethical analysis and critique. Theological Studies , 65(3), 530-555. Todosijevic, J., Rothblum, E., Solomon, S. (2005). Relationship satisfaction,  affectivity, and gay-specific stressors in same-sex couples joined in civil unions. Psychology of Women Quarterly, 29, 158–166.

Politics of and Without Difference Essay -- Politics Political Multicu

Politics of and Without Difference The sociological concepts of "Politics of Difference" and "Politics Without Difference" are more similar than their names suggest, but they are at the same time extremely different. Both political ideals come from progressive civil rights principles beginning during the Enlightenment in Europe and evolving throughout The Civil Rights Movement in the United States in the 60's. The fundamental basis of the two concepts is that all people are created equal, and that all people should have equal political and civil rights. The disagreement between proponents of these two concepts begins with the question "Is it possible that the ideal of equal treatment of all persons under the law and the attempt to eliminate group differences under the law in fact perpetuates oppression of certain groups?" (Harris, 1995). Supporters of the ideal of "Politics of Difference" argue that the answer to this question is yes. Without minimizing the value of the concept of assimilation central to the "Politics Without Difference" ideal, the supporters of "Politics of Difference" feel that it has at times prevented full equality for some oppressed groups. By definition, the ideal of "Politics Without Difference" is a concept of total assimilation of every group so that no readily identifiable majority is evident. Supporters promote the equal treatment of all groups as the primary way to achieve justice. This concept asserts the equal moral worth of all persons (regardless of their group characteristics) and the right of all to participate in the institutions of society (Harris). Supporters of "Politics of Difference", while conceding the value of the ideal, contend that it has not truly liberated some oppressed g... ...ferences will always be a major factor in Texas school policy development. South Texas must lead the way for the rest of the state in truly including every group and overcoming cultural differences. Stakes are higher here than in any other region in Texas. The futures of generations of children in Texas are our legacy whether we win or lose in our efforts to meet everyone's needs. References Astuto, T. A., Clark, D. L., Read, A. McGree, K., Fernandez, L. P., (1994). Roots of reform: Challenging the assumptions that control change in education. P. 26. Phi Delta Kappa Educational Foundation. Bloomington, Indiana. Kerchis, C., Z., and Young, I., M., (1995). Social movements and the politics of difference. In D. A. Harris (Ed.), Multiculturalism from the margins: Non-dominant voices on difference and diversity (pp. 1-28). Westport, Conn., Bergin and Garvey.

The Comedy of Tradgedy Essay -- Literary Analysis, Charlie Chaplin

Watched by grandparents, known by parents, but quickly fleeting in the minds of young ones, Charlie Chaplin is the original â€Å"tramp.† From films such as The Kid or The Circus, Chaplin is the face of silent films. His unique combination of comedy and tragedy is a modern reformation of Shakespeare’s style. Many would agree that Charlie Chaplin is the Shakespeare of silent films. From rags to riches to exile, Chaplin is a timeless comedian and will always be remembered as the â€Å"tramp.† People look at a famous figure like Chaplin and imagine a glamorous life with everything at their disposal, but the last thing people would imagine is a childhood full of suffering and poverty. According to Alan Schroeder, noted biographer, Chaplin was born to a drunkard father and a mentally insane mother (22-24). April 16, 1889, the day one of the greatest actors of the film age was born. Charlie Sr. and Hannah Chaplin named him after his vaudevillian father (Schroeder 21). Charlie Sr. was one of the greatest vaudevillians in England at the time, until his lips touched alcohol (Schroeder 22). Charlie's father became an unbearable drunk that ended up leaving Hannah and their two kids, Charlie and Sidney, to fend for themselves (Schroeder 22). The stress this left on Hannah was toxic. Hannah tried to provide for the children by working as a seamstress for the church (Schroeder 22). Before she had Charlie she too was a vaudevillian, but after Charlie's birth she had given it up (Schroeder 22). Well, until she could barely afford food. She attempted to get back to a stage career, but work was scarce and time-consuming (Schroeder 22). Sidney and Charlie were living a life no child should have to endure. Within a few years, Hannah had given birth to two chil... ...lways be someone out there that idolizes him.Van Gogh, Picasso, and Chaplin will always have two things in common: their artistic abilities, and their lack of appreciation until they were gone. For Picasso and Van Gogh "gone" meant death, but for Chaplin "gone" meant exile. After Chaplin's long-term exile for his "communism" ideals, he once again returned to the U.S. after the Second Red Scare had died down (Encyclopedia of World Biography 439). Upon his return, Chaplin was contacted about receiving academy awards (Authors and Artists for Young Adults Par.2) 4 Academy Awards and 4 Academy Award nominations were only part of the many recognitions he received (Authors and Artists for Young Adults Par.2). Finally Chaplin had received the awards he deserved. Chaplin was a man who contributed so much to the film industry as well as thousands of laughs his films provoked.

Voodoo Religion Essay examples -- Religious Religion Voodoo Research P

Voodoo Religion   Ã‚  Ã‚  Ã‚  Ã‚  The Voodoo religion is one of the most, if not the most misconceived religions of our time. Often when Voodoo is mentioned, it is related to evil, black magic, devious sorcery, cannibalism, and harm. Although the Voodoo religion appears to the outsider as an illusion or falsehood, it has been an instrumental political force because it has helped the Haitians resist domination and form an identity of their own. Since the end of the 17th century, Haitian Voodoo has overcome every challenge it has been faced with and has endured. The religion is based on a polytheistic belief system and represents a significant portion of Haiti’s 8.3 million people. The engaging religion plays an important role in both the family and the community. Voodoo ceremonies allow participants to seek spiritual guidance, or help with their problems, making the religion a source of comfort. The main activity in Voodoo is the boundary between visible and invisible realities. Practitione rs believe that there are no accidents, everything affects something else, and the universe is all one. In Voodoo, reality and illusion are fused to make things happen. Voodoo cannot be explained.   Ã‚  Ã‚  Ã‚  Ã‚  Voodoo is a very promising religion. It offers comfort and support to practitioners while Haiti remains unstable. There is a strong sense of tradition, but it is a very unique sense of tradition. Voodoo has no formal dogma, no specific organization, and no written text. There is no right or wrong way to practice Voodoo. Because there was no formal history of Voodoo practitioners believed it was easier to form a bond with the supernatural world. Each individual has his/her own relationship with his or her specified god, and each relationship is unique. The religion is in the hands of the practitioner. People can choose how deep they wish to get involved in this religion. A practitioner of Voodoo decides for him or herself how to establish their personal bond with the supernatural. In comparison religions like Catholicism, have guidelines to follow and consequences for all your actions. Voodoo allowed Haiti to form an identity of its own. Voodoo has been instrumental in the survival of Haiti because of its individualistic way of thinking. It is important to keep in mind that Haiti has been, and continues to be one of the most impoverished nations is the world. The fact that Ha... ...on of the slaves of Haiti from who most black Haitians descended from. Philippe Casiera a Voodoo priest said, â€Å" In spite of our contribution to Haitian culture, we are still misunderstood and despised† (Okara, Origins of Voodoo). Voodoo helps and guides people who suffer and it serves as a comfort for those in need. Historically in Haiti Voodoo has and continues to be a very successful religion. Sources Cited Anderson, Michelle. â€Å"Authentic Voodoo is Synthetic.† The Drama Review Summer, 1982: 89-110. â€Å"Common Misconceptions About Vodoun† 20 May. http://pub47.bravenet.com/faq/show.php?usernum=3951612168&catid=104 Guynup, Sharon. â€Å"Haiti: Possessed by Voodoo.† National Geographic July. 2004. 20 May. http://news.nationalgeographic.com/news/2004/07/0707_040707_tvtaboovoodoo.html Hunte, Tracie. â€Å"UF professor: Haitian voodoo similar to western practices.† Alligator online 20 May. http://www.alligator.org/edit/issues/00-spring/000225/b08forum25.htm â€Å"Origins of Voodoo† 10 May. http://www.swagga.com/voodoo.htm Turlington, Shannon. The Complete Idiot’s Guide to Voodoo. USA: Alpha, 2002. Webster’s Dictionary & thesaurus. â€Å"Voodoo.† New York: Shooting Star Press, 1995.