My definition of the american dream

The American dream that made people leave their homelands in the past only remained a dream because there are people who still have not â€Å"made it† in America. There is something amiss in the ruckus that is about the American Dream. On one side, the American Dream remains a dream wherein the corruption and the apathy of people continues to prevent it from coming true while on the other side, the American Dream comes with too high a price. It asks for the individual’s culture, it torments the person and convinces him into thinking that if you do not assimilate the American culture, you will never make it. For instance, the rules for acceptance are subtle enough to be left out in everyday discussions but for the typical alien who is either yellow or black, the message of â€Å"embrace of efface† resounds like a loud gong. The American Dream will always be a Utopian dream until people realize that material wealth is not the only path for success and happiness. For together with the positive values that the American dram has helped to bring about, there is the common criticism that such dream has ultimately resulted in the rejection of that which connects the â€Å"self† to the â€Å"other.† Just as freedom in America has brought about or permitted massive income inequalities, so did American individualism that resulted from this dream, help to produce an atmosphere of egoism and isolationism, and in more extreme cases, perpetuate poverty, racism, sexism, and self-indulgence. When left unchecked, this can cause disunity among our people. Americans should balance individualism with compassion for others. Peak performers who manifest the great American individualist characteristics start with potential. Yet history is littered with the bones of people who never converted potential into achievement. Inherent talents turn useful only when one examines what is his. One trait that makes the United States great is its inclusiveness. Everything gets taken in, including an interesting state of tension between a yearning for achievement on the one hand and the principles of equality on the other. The American dream is a dream that is obtainable but it all depends on one’s attitude. To illustrate this clearly, in Arthur Miller’s Death of a Salesman, the author uses the scene of Willy with Wagner, which is supposed to be just a short encounter with his boss. But as the scene progresses, the readers cannot help but empathize with Willy’s condition. Willy seems to be really stuck in the past. He brings all the promises of a dead man and counts on that more than his relationship with Howard and what was happening between the two of them at that point (Miller). Can we keep our own dreams alive and not get sabotaged by ourselves or by life? The American Dream promises people from all walks of life and all countries of origin that within this land, there is freedom from oppression, freedom from poverty and material wealth but for other people, it will only remain a dream for them. As Langston Hughes remarks,   â€Å"I am the people, humble, hungry, mean–Hungry yet today despite the dream.†Ã‚   There have been casualties during this fight for the American Dream. The land of the free is still a land of oppression and even though people would like to view it as a land of opportunity, it becomes more like a land of deception and false hopes. Another illustration on this issue is on page 77 of Barlow’s book, Between Fear and Hope: Globalization and Race in the United States, he mentions, â€Å"The global era’s pressure means that an increasing number of Americans feel left out of the social order† saying that â€Å"morbid symptoms especially racism and fear of foreigners have appeared. In short, globalization is producing a crisis in the middle-class social order.† (Barlow, p. 77). I think that more than the pressure of globalization on Americans, it is the use of the U.S. globalization as their tool for world domination that is anxiety-provoking. The US, according to many observers uses globalization to make foreign economies open up their markets such that these can be flooded with US-made cars, clothes, food, even movie stars, such that these foreign markets eagerly consume these products without really knowing who in the end benefits from this game. As the capitalist economy of the United States has survived socialism, many foreign nations are now being deprived of much-needed funds for their own development, and are left dependent on foreign made products, which in turn deplete their own dollar reserves. The result is an extreme polarization of wealth, and the overextension of the gap between the world’s richest and poorest nations. This is so true in the sense that in developing nations such as India, there are truly many customers willing to buy the products of the capitalists.   For instance, on the streets of India, we see many billboards of â€Å"Coke†, or of US cigarettes.   A person who purchases this product rarely has the time to ponder on the fact that part of the revenue made out of that sale enriches these already-rich capitalist nations. Perhaps engaging in nationalist policies such as patronizing one’s own products with a matching awareness and education campaign will help make these people realize that it is time to enrich one’s own country first, before contributing to the economies of others. An opportunity lies here because local manufacturers in developing countries will be forced to do more research and development to produce goods and services that can compete with foreign ones. The American dream and globalization play a very important and significant role in sustaining profitability no matter what the enterprise is or where such is located or how it is doing business.   Reality shows that any business enterprise cannot survive without adopting the competitive global business system through the use of technology. Indeed, cultures collide through trade, and whether or not in the process of trading, technology destroys the native arts and dumps down the societies everywhere. The influences of family norms, religion, or manners and even social practices have large influence in overall assessment of globalization.   Focusing on the markets and determining the available freedom exercised in exploring the marketplace are areas affected by these influences.   It is always best to study the mechanics of how the economy works in the real world. Studies show that the measurement of success in the economy is determined by certain formulas and applied economic principles yet one must also realize that creativity and innovations that originate from non-economic background must also be applied to come up with the right kind of mix. Man’s ingenuity, his analytical mind and logical reasoning must be shared, discussed with others who are into the same exercise so that better solutions to problems are formulated to make the country’s economy work in this rapidly changing world. The American dream has swept the manner in which the U.S. is managed as well as policy decisions that were formulated. Works cited Barlow, Andrew. Between Fear and Hope: Globalization and Race in the United States, 2003. Rowman & Littlefield Publishers, Inc. Miller, Arthur. Death of a Salesman. Hughes, L.   Let America Be America Again. 1938.   Retrieved Jan 2, 2007 at: http://www.poetryconnection.net/poets/Langston_Hughes/2385

Bilateral or unilateral contracts Essay

The Law of Contract can be defined as an agreement containing a promise or promises which can be enforceable by law. Sir John William Salmond a legal scholar defined a contract as â€Å"an agreement creating and defining the obligations between two or more parties†. A contract may be in any two kinds either bilateral or unilateral depending on the whether both or one party makes a promise or promises. Where both parties to the contract make a promise or promises, then the contract is referred to as a bilateral contract. Bilateral is the most common kind of contract in business. Both parties are bound together at an exact time, this is also referred to as mutuality of understanding. The bilateral one is quite normal compared to unilateral and creates a mutual contraction obligation from the start. (Buckley 1996, 10). Bilateral contract can be explained in the case of Thornton v. Shoe Lane Parking. Francis Thornton a professional musician had a one day job at Farringdon Hall in Central London. He was to entertain in the BBC with his trumpet. The plaintiff had chosen to leave his car just close to where he was performing in a newly opened multy-storey car park in Shoe Lane near Fleet Street. He drove up, switched the button and got a ticket. When the barrier opened, he parked his car inside the car park. His appointment lasted for three hours after which he returned. An accident occurred as the defendant was loading some goods in his car. The plaintiff later sued Lane Parking Ltd for damages on his car and for the injuries he sustained. Mr. Thornton was compensated $3,637 for the injuries sustained but non for the car. It was found that he had 50% contributory negligence (Buckley, 2005, 7). The major issue in this case was if any attempts were made by the defendant to exclude liability both to the plaintiff and his car. Altogether the defendant had made some attempts; the ticket processed from the machine, the sign displayed outside the park and a notice inside the park excluded liability to the car. The rule provided that the terms that can be brought to the parties in the contract are those that occurred at the exact time or before the formation of the contract (Collins, 1999, 23). A contract is said to be unilateral when the promise is only from one party. The other party does not make any promise but only does the act in order to achieve the other parties promise. An example of such a case is where Peter promises to pay Tony $70’000 if Tony finds his cat. Tony is not under any obligation to find the cat but Peter is obliged to pay Tony incase Tony finds the cat. An offer of a unilateral contract can be made ‘to the world’ in form of advertisement. In such situations acceptance will be deemed to have occurred on the fulfillment of the condition. An example of a unilateral contract is the insurance contracts. Unilateral contract can be explained in Carlil v. Carbolic Smoke Ball Co. Ltd, the defendant through an advertisement made a promise to pay $100 to any user of Carbolic Smoke who during a usage period of two weeks contracts influenza. Mrs. Louise Carlil was infected after using the defendant’s product. She sued Carbolic Smoke Ball for $100 as promised (Cheesman, 2003, 34). Works Cited Buckley Francis. Just Exchange: a Theory of Contracts. London: Routledge, 2005, pp7 Buckley J. Peter. Firms, Organizations and Contracts: A Reader in Industrial Organization. Oxford: Oxford University Press, 1996, pp10 Cheesman Henry. Contemporary Business and E-commerce Law: Custom Edition for Collins Hugh. Regulating Contracts. Oxford: Oxford University Press, 1999, pp. 23 Students in Arts. New York: Pearson Custom Publishing; 2003, 4th Edition, pp. 34

Participation dance Essay

On Thursday October 28th at Cardinal Carter Academy of the Arts the grade twelve’s performed their ISU pieces in the theater. It was 3:30p. m after school hours. The piece I chose to critique was called, â€Å"Beyond the Reflection. † This piece was done to the song called Primavera. Adelaide Batuk, Julianna Bissessar and Jacalyn choreographed this piece. The dancers were Josephine Di Cosmo, P. J. Elisha, Melanie Ferrara, Lauren Paul and Chelsea Santoli. In the piece Beyond the Reflection, most of the choreography was contemporary style of dance. The female dancers wore white dresses with their hair down, each in a slightly different way. The male dancer wore a white shirt and black bottoms. This group used mirrors that hung from above the stage and hovered across centre stage. They also used black curtains that were hung over the mirrors at different times in the dance. This contemporary piece had five dancers; four girls and one boy. The piece had white lighting for most of the dance. It also has some blue lighting. The choreographer chose to use top lighting and side lighting, as well as floods and spot lights. The choreographers used many of the elements in their creative piece. They used energy, time, space and shape throughout their dance. The energy of this piece was calm but fierce. The music (primavera) was slow and soft but the dance moves were strong and powerful. The choreographers used a mixture of energy qualities. They used suspension various times in their dance. For example, the dancers did a grand battement to the front and held it in a continuous motion to second, where it then grew and was lowered. Another energy type that was used was swing. The dancers used this motion as they ran across the stage swinging their arms back and forth like a runner. They raised their arms and then used a fast motion on the way down due to gravity. Sustained was another energy quality used in this piece. One of the dancers forcefully threw her arms up high in front of her and then smoothed out the motion that continued to reach forward with a sudden burst of energy. Percussive moments were also shown through out the piece, with sharp arms and legs extending. Collapse was also used in this dance. When the dancers dropped to the floor and dropped their heads they were doing a collapsed movement. In the dance another element was used; this was time. The dance was completed in a 4/4 time signature and had accents on the down beats. The music was steady like a pulse in sections of the song and sub-diving pulse in other sections. The third element used in this piece was space. The dancers used many levels. High levels when they did a split leap, medium levels when they were standing straight and low levels when they dropped to the floor. The dancers were also given small movements such a hand rolls. They were also given medium and large movements when they ran across the stage and did various jumps. The last element that was used in the piece was shape. Many shapes were used. Spacing was either lines, scattered, or groups. The movements the dancers demonstrated were straight, curved, angular, symmetrical and asymmetrical. They used straight lines and straight legs on kicks. They used curved arms on pirouettes. Angular legs when they were bending low to form a strong stance. They also showed symmetrical positions in side jetes and asymmetrical movements as they ran across the stage. The piece Beyond the Reflection had many different ways of interpreting the piece. The choreographers demonstrated the struggles and hardships in a persons life. They choreographed movement that showed the battle of their insecurities and the people that will help them along the way. They wanted to do this piece because dancers struggle with this situation all the time. They never believe their good enough or can truly make it big, but the reality is that everyone can conquer through hard times and achieve miracles. The mood of this piece was powerful and uplifting even though the song was slower. The dancers used strong movements to show they can achieve anything and come threw and recognize the positive qualities they have. I thought this piece was presented beautifully. The dancers had great technique and also strong and passionate emotion, threw their steps and in their performance. The choreographers did a fantastic job with the choreography and the staging of the performance. I thought the costumes suited the piece and the mirrors were used apparently. The energy behind the piece and was incredible. I also really enjoyed the use of the male dancer. The three choreographers used him to his advantage and showed both males and females have life struggles and both can conquered them. This piece was very well done, and I think it was a strong and deep story line to perform apiece on. The lighting and staging was effective, as well as the movement used in this piece. I really enjoyed this piece and saw many creative movements throughout it.

Effective Team and Performance Management Essay - 8

Effective Team and Performance Management - Essay Example Thus it has become an obligation for the organizations to develop competencies in order to cope with the prevailing challenges. This study seeks to examine the problems faced by Electron, a small manufacturing company of UK. The report will be divided into four sections and each section will focus on certain areas related to the subject. The first section will present a brief overview of the company. Once, the company becomes familiar, the next task of the report is to identify the prevailing issue that the company is currently dealing. The report will try to identify most of the problems, but will put emphasis and thrust on the major issues which are currently the major concern for the company. The possible impact of the problem on the company as well as the company will be determined with the help of reviewing the literature and theories proposed by scholars about the area of concern. At the initial glance, it has been observed that the case tries to put emphasis on the issues of t eam management. Therefore literature related to team performance and management will be considered. It is believed that literature as well example regarding the subject can be found in large numbers and hence the theories can even be contextualised. The literature to be considered for this study is Managing Teams for Dummies by Marty Brounstein, Team Players and Teamwork: New Strategies for Developing Successful Collaboration by Glenn M. Parker and Young Guns: A New Generation of Conservative Leaders by Paul Ryan, Eric Cantor, Kevin McCarthy. The principal reason behind choosing the aforementioned literature is that it has the ability to contextualise the theories. 2.0 Introduction Electron is a small company involved in the manufacturing and marketing of telecommunication components. The company was established in the year 1997 and is currently headquartered at UK. The company employs around 150 people in the headquarters and among them 90 people belongs to the manufacturing depart ment. Previously, Electron was one of the divisions of one of the large telecommunication company of UK. However, in the year 2007, the Electron parted its ways and started to conduct business activities separately. In the meantime, the company had also purchased the manufacturing segment as a plan to embrace development. The parent company is still the largest customer for the company and has been responsible for ensuring growth of the company. The company operates with the traditional organizational structure, which comprises of manufacturing department, engineering department, human resource department, sales and marketing department and the finance department. The manufacturing department of the company is divided into 8 teams and have been named as per the colours which are red, blue, white, green, silver, aqua, purple and yellow. Each of the team consists of ten members and among them some are temporary and some are permanent. Most of the employees are of the age 25-50. The co mpany practices concertive leadership in order to monitor and manage the employees. Although at the initial days of its operation, the company was doing well, but in the mid of 90s, the company was lost its way and was finding difficulties in operating effectively in the market place. The situation further worsened for the company due to severe competition from the electronic manufacturers. However, the

Financial resources management Essay Example | Topics and Well Written Essays - 2500 words - 1

Financial resources management - Essay Example When all information regarding the financial and functional activities is informed to the shareholders and stakeholders, no issues of corporate governance are generally seen (Attenhauser, 2008). Separation between the management and the ownership gives rise to the agency theory. The corporate governance codes are needed to realize whether the directors are on the right track for maximizing returns of the shareholders. They are also entrusted by the owners to ensure that the level of risk is maintained reasonably; this prevents the company from becoming too dominant. Corporate governance should be elaborated as the best practice whereby a company is administered and controlled. This includes association between the various stakeholders of a company like, shareholders, management, employees, suppliers and regulators. The main goal of corporate governance is to deal with the issues that are related to accountability and duties of the company. These advocate certain guidelines assuring the shareholders that their rights are protected as well as provides with a message to the community that corporate social responsibility protects the environment in an effective manner (Mallin, 2011). It is observed that corporate governance had evolved in United Kingdom (UK) slowly and had responded to external events, besides increasing the demand for accountability in the different sectors of the economy. There were various reports that were issued since 1992, which were nothing, but a result of the emergence of corporate governance in UK. It elaborated codes for the best practices, which constituted the Financial Reporting Council’s (FRC) Combined Code on Corporate Governance, 2003. The codes were amended in 2006 and 2008 and were subject to review in 2009 (BBC Business, 2007). In UK, corporate governance is regarded as principle-based or voluntary approach and not a mandatory one. It is principle based, rather than

Masuring Health and Diseases Essay Example | Topics and Well Written Essays - 1500 words

Masuring Health and Diseases - Essay Example The ill effect of the drugs can also be seen in the increasing number of the criminals in jails which clearly demonstrates the association between drugs and crime. Measuring substance abuse is a significant area in the medical field. Modern science has implemented many different ways to estimate the impact of treatment on drug abuse. Farrokh Alemi & Heibatollah Baghi in their online article, Measurement of Substance Abuse Treatment Outcomes Over Time, rightly identify these ways as; â€Å"percentage of positive drug tests, probability of drug use, percentage of patients abstaining from any use, total number of days of use, daily probability use and average days till next use†¦Ã¢â‚¬  (Alemi and Heibatollah). It makes clear the fact that measuring health related with substance abuse has an elite role in the diagnosis and treatment of various diseases. The journal article entitled How Science Has Revolutionized the Understanding of Drug Addiction by Nora D. Volkow illustrates the issue of drug addiction and its diagnosis. Author leads the reader to think about various health issues related with drug abuse especially among the adolescents. Measuring diseases and health deterioration is a significant area of measurement in the process of diagnosing health issues related with drug abuse. Author’s comment permits the reader to modify his/her existing knowledge about health problems related with drug abuse. In this respect one can advocate authors view; â€Å"Tobacco use killed approximately 100 million people during the 20th century and, if current smoking trends continue, the cumulative death toll for this century has been projected to reach 1 billion† (Addiction and Health). Adolescent who follow the practices of drug abuse often show the symptoms of low academic performance, early drop out of school, and unplanned pre gnancies. Severe

Purpose of Schooling from the Past to the Present Essay

Purpose of Schooling from the Past to the Present - Essay Example Jefferson also had a strong belief that without and educational background people would never really have any idea of what true freedom was. Jefferson is quoted as saying, "If a nation expects to be ignorant and free, in civilization, it expects what it never was and never will be" (Padover 1952). Therefore the belief from education to the past and currently in the present still exists to be that without an education people will only dream of what they want to be in life and what they would love to achieve. In order for great things to happen one has to have knowledge of their past and a good knowledge of their future through the gift of education. In colonial times the main structure of education was situated around learning English, Reading, Writing, History, and Arithmetic due to the fact that these five areas are and have always been considered to be the most prudent areas to have knowledge about in life. Also, there were public schools just as there are today and there existed private schools as well but in colonial times the only children that could have the possibility of attending where all white and came from very influential and prosperous families (Mapp 1991). Many studies have also found that poor children did not have the ability to attend any type of formal schooling due to the fact they did not have the clothes or supplies to be able to afford going and also due to great fear of not fitting in. Not only this but it was also in part on the fact that their parents needed them more on the farms working for monetary compensation to sustain the family than taking the time to receive a proper education. Therefore thes e children studied through apprenticeship (Pulliam & Patten 1999). Furthermore, those that did venture into elementary school only took time to learn the basics of schooling in order to function decently in society but their knowledge was very limited. Basically the learning process consisted of a lot of memorizing and those who did not study and learn where often whipped, which is similar to the style of punishment today in schools with the principal paddling students who act up in class. However, in colonial times the punishment for disruption was much harsher than it is today. The first textbook came from New England and was titled, "The New England Primer" and formed a part of America's contribution to young people's education. This text was used from 1609 all the way up until the mid 19th century to teach religion and reading (Pulliam & Patten 1999). For instance, for every letter of the alphabet that a child learned they also learned a religious scripture as well. Such as for the letter a, they learned "In Adams fall, We all sin." (Pulliam & Patten 1999). This shows that in the colonial period schools were greatly influenced by religion and when compared to today we can see a stark difference because religion in the public school system has all but been taken out of the teaching curriculum. Benjamin Franklin also had a great role in the educational process during the late colonial period as well, in fact possibly just as influential as Thomas Jefferson was to the learning process of the various time periods. As the times progressed in the learning envir onment for Americans the more the attitude grew that necessary

Strategic Change Management in Larnaca General Hospital Assignment

Strategic Change Management in Larnaca General Hospital - Assignment Example The hospital was established in the year 1984 (Larnaca General Hospital, 2012). The hospital has been built upon the land which belongs to the â€Å"Church Committee of the Monastery of St. George Kontos†. Church committee donated the land to hospital authority during early 1980’s. Ministry of Health provided a donation to hospital authority in order to build the healthcare unit. The hospital was opened on 24th April 1985 by Spyros Kyprianou (former president of Cyprus during that time). Funding Situation Various nonprofit organizations such as Anti-Cancer Society of Cyprus and Cyprus Association of Cancer Patients and Ministry of Health will provide a fund for breast health center of Larnaca general hospital. There will not be any other stakeholders except mentioned nonprofit organizations. Mission Statement In accordance with the Directorate of Nursing Services the hospital strives for improving nursing care continuously. According to the directorate, they need constr uctive cooperation as well as participation from nurses during difficult and complex healthcare situation in order to achieve the mission objective. Change Situation Breast Health Center Breast cancer has emerged as a pernicious disease for women in last fifteen years and statistics show that in the country of Cyprus number of women affected by breast cancer has been increased sharply in recent times. There are three major cancer prevention initiatives such as Anti-Cancer society, Cyprus Association of Cancer Patients and Friends are present in the country. In the district of Larnaca, there are no special centers for observing initial symptoms of breast cancer although it is a way to prevent the disease in early stages. It is very hard to find accurate and valid healthcare data of the Cypriot population due to strict government rules. A report published by CYSTAT or Statistical Service of Cyprus shows that a number of women dying due to breast cancer are relatively high in contrast to other diseases. The statistical report shows that more than 32% of women are suffering from breast cancers. The following diagram can be used in order to understand the severity of breast cancer in the country. (Source: Golna et al., 2004) The Larnaca General Hospital needs to establish breast health center in order to reduce stress and nervousness associated with preliminary stages of breast cancer. The study shows that 1109 Cypriot women were diagnosed with breast cancer during the time period of 1999-2005. The study also shows that nearly 400 cases of breast cancer are reported by women while 90% of cases get registered by hospital officials. Although cancer patients receive treatment from Bank of Cyprus Oncology Centre of Nicosia very few people in Larnaca district have the access to such facilities.

The corporate communications function of Microsoft Essay

The corporate communications function of Microsoft - Essay Example The firm that is analyzed in the paper is Microsoft as one of the largest and most well-known information technology companies in the world. Its internal and external communicational strategies have been analyzed to uncover how the company has been able to generate value for itself and also for its stakeholders. The study has revealed that the organizational communication plays a vital role in the success of a company. The internal communication comprises of the interaction among the employees and staff and the external communication includes the communication with the customers and notable external stakeholders like the investors. The company has improved its internal communication by incorporating advanced telecommunication technologies to virtually bring the employees together who are separated by national borders. It has been found that the communicational strategies incorporated by the company have helped to develop team work, productivity, and efficiency. The external communica tional strategies of the company include its marketing communications and promotional campaigns. Microsoft has developed its advertisements to highlight the brand image of the company and to create customer awareness about its products. It has leveraged its financial prowess to develop robust promotional campaigns. Finally, it has been concluded that the company has successfully designed its communicational process to increase its value generation and it has been recommended that in order to further improve them, it should adopt an integrated marketing strategy and adopt content localization.

How Tim OBrien Shows the Negative Side of Vietnam Essay Example for Free

How Tim OBrien Shows the Negative Side of Vietnam Essay In Tim OBriens The Things They Carried, OBrien talks about all the parts of the Vietnam War. It shows all the horrors and negative sides of the war and what it can do to men. Many men lose their lives as well as their best friends and comrades. War also changes the soldiers into something else thats not themselves, something evil. The Things They Carried shows the negative side of war through the imagery of the shitfield, the mental affects of the war, the hatred that can be shown by each person, the way war changes people, and the loss of companions. In the shitfield one sees everything that is bad about the war. Its dirty and mucky and its just depressing all around. While in the field the soldiers are bombarded my artillery fire so they have to sink into the muck to hide themselves. One of the soldiers, Kiowa, gets hit with one of the shells. Norman Bowker tries to pull him out of the muck but he cannot. All the men try to pull him out but they cannot. They lose a friend in Kiowa, who is lost and buried in the field, and it scars all the men for life especially when they try to pull him out of the muck. The loss of a good friend stings for OBrien. OBrien even says that he went down with Kiowa that day and he lost a part of himself in that field. Everyone lost a part of themselves there. OBrien describes what he saw of Kiowa as he was going down under the muck. Kiowa was almost completely under. There was a knee. There was an arm and a gold wristwatch and part of a boot. There were bubbles where Kiowas head shouldve been (OBrien 168). OBrien going down with Kiowa shows that there are other negative effects such as mental ones. The mental effects of the war are also very negative in The Things They Carried. War messes with peoples heads and Tim OBrien shows it in his book. I couldnt sleep; I couldnt lie still (Chen 77). This is a cause of all the blood and gore the soldier has seen. And this doesnt just speak for the one soldier who said it, it speaks for all the soldiers. The first stage is not being able to sleep, the next stage is losing your composure. Then men start to become paranoid during the war and some go crazy. Rat Kiley is a good example of this. He is a medic and he starts to go crazy. He says he hears noises in the night that arent there. He says that he hears the voices of the people dying at night. OBrien thinks its from all the gore and blood he sees day in and day out and its just getting to him but either way he loses it. Rat tells someone he is going to shoot himself so he can get out of there because of an injury. The next morning he shot himself (OBrien 223). Rat Kileys plan works and he gets to leave, but he apologizes to all the men for losing it and in turn they dont rat him out for what he did. Not only does the war mess with peoples heads during the war but also at other times. The mental effects also extend to after the war. The awful memories of war stick with some of the men long after they return home from the war. The post war stress is too much for Norman Bowker. He finds that when he returns home that its not the same to him and he cannot find his place in society. He feels empty inside and ever since the shitfield he feels incomplete. The lingering memory of not being able to pull Kiowa out of the muck sticks with him. He feels that he died there with Kiowa and this causes him to be depressed. He often talks about it with his dad saying that he wishes he could have pulled harder to get Kiowa out but he just couldnt because of the smell. Norman wrote Tim OBrien a letter about his last book. He said it was very good book but that he should have put a chapter in about the shitfield. OBrien finds out that eight months later Norman killed himself. Normans writes OBrien a letter saying there was no letter and he hung himself with a jump rope. Tim OBrien kills a man while hes in Vietnam. He still feels the effects of killing the man and the guilt years later. He remembers it very well when his daughter asks him a question. The question was if he had ever killed someone. OBriens guilt over the man he kills comes from questions his daughter asks him about the war. He feels the sting years later (Martin 2). OBrien also revisits the site of the shitfield with his daughter. He starts to remember all the bad things that happened and it hurts him. OBrien hates the bad memories; he hates a lot of things. Some of the men start to show hatred toward people who usually arent hateful. The men start to turn on each other in stressful situations when they would have never done it before. Lee Strunk and Dave Jensen got into a fistfight. It was about something stupid, a missing jackknife, but even so the fight was vicious. Strunks nose made a sharp snapping sound, like a firecracker (OBrien 62). The men show hatred in the fight and over nothing important at all. In other circumstances it mightve ended there. But this was Vietnam, where guys carried guns, and Dave Jensen started to worry. It was mostly in his head (OBrien 62-63). Dave Jensen starts to get paranoid and he hates Strunk for it. One afternoon he began firing his weapon into the air, yelling Strunks name. late that same night he borrowed a pistol, gripped it by the barrel, and used it like a hammer to break his own nose (OBrien 63). This just shows how hate is a part of Vietnam. OBrien also shows hate toward some of his comrades. In a firefight OBrien gets shot and needs help from the new medic Bobby Jorgenson, but Jorgenson freezes because hes too afraid and forgets to treat OBrien for shock. This causes him much more pain over the months because the wound wasnt treated right and in time. OBrien hates Jorgenson for it. I wanted to hurt Bobby Jorgenson the way hed hurt me (OBrien 200). Months later OBrien and Jorgenson talk. OBrien realizes that Jorgenson is really sorry and he cant bring himself to say how he feels about it and just says its ok. I hated him for making me stop hating him (OBrien 200). This isnt like OBrien to be hateful. He has become something hes not. The war changes the men into bad things, things that arent themselves. OBrien talk about how the war changes himself and his personality at times. Id come to this war a quiet, thoughtful sort of person. Id turned mean inside. Even a little cruel at times. Its a hard thing to admit, even to myself, but I was capable of evil (OBrien 200). OBrien also talks about how one comes over innocent and but one leaves with a different identity. You come over clean and you get dirty and then afterwards its never the same (OBrien 114). Other authors talk about how OBrien shows the physical and mental devastation caused by the war. Nowhere in The Things They Carried does OBrien explain more clearly the psychic devastation wrought by wartime trauma (Neilson 193). One sees the effect of the trauma even if the characters previous personalities arent known. The killing also has a big affect on OBrien. OBrien also talks about how the man he kills changes him because it is such a big deal to take a life. The author describes the soldier he kills. He describes everything from his wounds to his figure. He was a slim, dead, almost dainty young man of about twenty. He lay at the center of the red clay trail near the village of My Khe. His jaw was in his throat. His eye was shut, the other eye was a star shaped hole. I killed him. (OBrien 203). Once OBrien killed this man he was broken in to Vietnam. He no longer was clean, he was now dirty. His first kill hastens his loss of innocence (Herzog 133). The soldiers in the war arent the only ones who were changed by Vietnam. One soldier brings his girlfriend from the states to visit him in Vietnam. He has her flown in through cargo planes and brought to his camp. At first she is glad to see her boyfriend and one can tell they are in love because they spend every minute together. She begins to get curious though and wonders off camp many times to explore. Then one night she goes missing and she is gone for a couple of days. She returns with the Greenies or Green Berets. She tells him not to ask and not to worry about it and acts like she has done nothing wrong. This happens many other times and the soldier can tell that he is beginning to lose her. When she begins disappearing with the greenies and taking part in the night ambushes, she melts into a small, soft shadow' (Chen 90). She becomes something she originally wasnt. Mary Anne starts to become one with Vietnam and she totally forgets about her boyfriend. In the end she is lost forever to Vietnam. It becomes impossible to distinguish between Mary Anne and Vietnam (Chen 91). Her boyfriend loses her and she is lost to Vietnam. Just one of many casualties of the war. But in his final story OBrien moves from his concern with moral corruption and war to one even more universally human: death (OGorman 306). OBrien also loses many things in the war. The worst part of the Vietnam War that OBrien shows is his loss of companions and friends. The author talks many times about his comrades throughout the book. He loses many people close to him personally and physically. There are five deaths in the novel. Ted Lavender, Curt Lemon, Kiowa, Linda, and the slim Vietcong soldier (Martin 1). The worst is the loss of his good friend. OBrien loses his good and best friend there, Kiowa, in the shitfield. This death is the most devastating to him because of how it happened in the muck and because he was a good friend. Kiowa was gone. He was under the mud and water, folded in with the war: Kiowas death actually makes him a part of the shitfield (Chen 93). It is also very devastating because all of the men feel guilt about it because they couldnt pull him out in time to possibly save him. Kiowas death is also pointless and has no purpose except to cause pain to his friends. In the story of Kiowas death, we find a combination of senselessness of war with the guilt that must be carried by other (Martin 2). This death affects everyone in the platoon but not all deaths are gruesome and ugly. An accident kills one of the young men, named Curt Lemon, and its described by OBrien as an almost beautiful death. They were just goofing. There was a noise, I supposed, which mustve been the detonator, so I glanced behind me and watched Lemon step from the shade into bright sunlight.when he died it was almost beautiful, the way the sunlight came around him and lifted him up and sucked him high into a tree full of moss and vines and white blossoms. (OBrien 70) The two soldiers are just playing a simple game and it all ends so suddenly. He is playing a game with another soldier, a game of toss with a smoke grenade, when he accidentally steps on a landmine (Martin 2). Lemon and OBrien werent as good as friends as him and Kiowa but it was a bothersome death because Lemon was so young. OBrien speaks of him stepping into the light, and then the blast sucks him up into the trees.what bothers OBrien is that Curt Lemon is just a kid (Martin 2). The death isnt all-beautiful. OBrien describes the mess that is made by the accident. The white bone of an arm.pieces of skin and something wet and yellow that mustve been the intestines (OBrien 89). Another casualty happens because of bad luck. Lee Strunk dies in battle during a firefight. OBrien describes the wound that Strunk gets. In October Lee Strunk stepped on a rigged mortar round. It took off his right leg at the knee.then he panicked. He tried to get up and run, but there was nothing left to run on (OBrien 65). Strunk didnt die right away but not all death occur right after the accident happens. Later we heard that Strunk died somewhere over Chu Lai (OBrien 66). The last death happens because of carelessness. Ted Lavender was always doped up and this in the end leads to his death. While going to the bathroom in the woods Lieutenant Cross is daydreaming and not keeping watch for enemy soldiers. While coming back from his bathroom break Lavender is shot in the head and killed on the spot. Cross never forgives himself for his death because he was daydreaming about girls and one of his men was killed. Several incidents in The Things They Carried reveal moments when the male soldiers cannot communicate with one another (Vernon 171). Death is only a small part of the whole picture. Tim OBrien shows many of the negative sides of the war to the reader in ways that the reader can see how bad war is. He uses the examples of his friends dying, the whole ordeal in the shitfield, how war changes the men including the mental effects, and by showing how hateful one can become because of the stressful situations and the things one sees. OBrien feels that he has to show all the negative sides of the war because he never wanted to go to war in the first place. Men go to war to fight battle that could be worked out peacefully and they fight and die for no reason. He feels that war is a bad thing and wants to show the reader that its a terrible thing and he does this very well. Even today war is a problem. Many young men are dying for no reason and it needs to stop. Works Cited Chen, Tina. Unraveling the Deeper Meaning: Exile and the Embodied poetics of Displacement in Tim OBriens The Things They Carried. Contemporary Literature 29.1 (spring 1998): 77-98. Herzog, Tobey C. Vietnam War Stories Innocence Lost. London: Routledge, 1992. Martin, Paul L. 24 March, 2008. http://plmartinwrite.blogspot.com/2007/11/things-they-carried.html Neilson, Jim. Warring Fictions. Mississippi: University Press of Mississippi, 1998 OBrien, Tim. The Things They Carried. New York: Broadway Books, 1990. OGorman, Farrel. The Things They Carried as a Composite Novel. War, Lit, and the Arts. Vernon, Alex. Salvation, Storytelling and Pilgrimage in Tim OBriens the Things They Carried. Mosaic (Winnipeg) 36.4 (2003): 171+. Questia. 19 Mar. 2008 http://www.questiaschool.com/PM.qst?a=od=5002093009.

The Enlightenment Influence on the American Revolution

The Enlightenment Influence on the American Revolution The Enlightenment was the root of many of the ideas of the American Revolution. It was a movement that focused mostly on freedom of speech, equality, freedom of press, and religious tolerance. The American Revolution was the time period where America tried to gain its independence from England. They got influenced very much from many philosophers. That will be discussed throughout the essay. The Enlightenment ideas were the main influences for American Colonies to become their own nation. Some of the leaders of the American Revolution were influenced by Enlightenment ideas which are, freedom of speech, equality, freedom of press, and religious tolerance. American colonists did not have these rights, in result, they rebelled against England for independence. In the Declaration of Independence, Thomas Jefferson wrote about Americans natural rights to life, liberty, and the pursuit of happiness. These ideas came from the Enlightenment, the ideals led towards the American Revolution soon after (Fisk). The American Revolution must be considered as an anticolonial war for independence, not only a war of liberation from overseas rule but a war for freedom. The American Revolution was a movement to fulfill aspirations to acquire more property (Morris, 3). Montesquieu believed that everything was made up of laws or rules that never changed. He wrote the book The Spirit of the Laws, which greatly covers the importance of separation of power in balancing the control of the government. This separation of powers was exemplified in Englands three branches, legislative, executive, and judicial. With these three branches were separated, England made sure that everybody did not have any absolute power. This meant that citizens of the country had a say in the actions of the government, therefore giving them much more power and freedom in the government. The Spirit of the Laws was translated into English, therefore, the American Colonists could read and incorporate its Enlightenment ideals, such as a balance of power that provided greater liberty to individuals. American Colonists wanted freedom and believed that England should not be able to control them overseas (Fisk). Jean-Jacques Rousseau was one of the most influential thinkers during the time period of the Enlightenment. In 1762 Rousseau published The Social Contract, It became one of the most influential works of abstract political thought. This book is about how a government could exist in a way that it protects society and citizens. Rousseau quoted in his book Man was/is born free; and everywhere he is in chains. This philosopher was a great influence to America. These ideas were essential for the American Revolution (Delany). John Locke was one of the most important and influential philosophers in the history of the world. He devoted a lot of his time into writing about philosophy and political thought. The founding fathers of the American Revolution drew heavily on his ideals. John Locke argued The power of any king or government is derived from people who contract to obey their rules in exchange for law and security. Individuals have a natural right to hold property and this can never be taken from them without their own consent. If a ruler infringes the terms of the contract that empowers him or seizes property without consent, the people can resist and depose him (John Locke). These arguments are things that American Colonists wanted to have but couldnt under the control of England. Therefore, American Colonists wanted independence from England. Thomas Hobbes is known for his political thought. His vision of the world is amazingly original. His main concern in the world is how individuals can live together with peace and not think of conflict (Williams). He rejects free will of determinism, in which freedom is treated as having the ability to do what an individual desires (Oregon State). He believes that people should obey a group or person that is in power, rather than a state of nature (Williams). Individuals in a state of nature, that is, a state without a civil government, he said. The way out of this desperate state is to establish social contract, and have the state in peace and order (Oregon State). The American Colonists ended up turning to Hobbes work to justify the passage of the U.S constitution. Soon after America won the war from great Britain, Thomas Jefferson wrote the Declaration of Independence. The Declaration of Independence stated that America had won the revolution from great Britain, and that they had gained their independence. They now had freedom to become their own nation. This just shows that the Enlightenment ideals had a huge impact on America. The Enlightenment ideals were the main influences for American Colonies to become their own nation. Montesquieu, Locke, and Hobbes (philosophers) ideas and thoughts on life were a big impact. Montesquieu mainly influenced the separation of powers, Locke mainly influenced natural rights, Hobbes mainly influenced individuals obeying one in power, and Rousseau influenced the social contract. The United States of America turned to all of the philosophers, and in the end, Enlightenment ideas were the main influences for American Colonies to become their own nation. Work Cited Delany, James J. Rousseau Jean-Jacques [Internet Encyclopedia of Philosophy]. Internet Encyclopedia of Philosophy. N.p. n.d. Web. 13 Dec. 2012. . Fisk, Allison The American Revolution. The Enlightenment Roots of The French and The American Revolution. N.p n.d. Web. 13 Dec. 2012. http://www.intranet.potomacschool.org. John Locke. J.P. Sommerville. N.p. n.d. Web. 13 Dec. 2012. http://faculty.history.wisc.edu. Morris, Richard B., Alden T. Vaughan, and George Athan Billias. Perspectives on early American history; essays in honor of Richard B. Morris.. [1st ed. New York: Harper Row, 1973. Print. Thomas Hobbes. Oregon State University. N.p., n.d. Web. 13 Dec. 2012. . Williams , Garrath. Hobbes: Moral and Political Philosophy [Internet Encyclopedia of Philosophy]. Internet Encyclopedia of Philosophy. N.p., n.d. Web. 13 Dec. 2012. .

Haunted, Joyce Carol Oats: Analysis

Haunted, Joyce Carol Oats: Analysis Haunted by Joyce Carol Oates is a great story about two young girls that are, like most young girls, very adventurous. It is a postmodernism story that was highly impacted by the, then new ideas of psychoanalysis. I like the way in this time period that everything isnt happy, its more realistic. Oates did a great job of creating a sense of fragmentation and isolation in this story. Melissa starts with some background, about how everything got started. Talking about how her mother told her ghosts werent real, but just superstition, and how it was unsafe to go tramping around these old abandoned houses. She then gets very jumpy, jumping from past to present. This sort of threw me off, but she accomplished the sense of fragmentation by doing this. She then goes on to say how stories begin with Once upon a time and how she couldnt tell her stories that way, because thats how fairy tales began. In the fifth grade, Melissa had a teacher, Mrs. Harding who was very picky about messy notebooks. More is expected of you, Melissa, so you disappoint me more is what Mrs. Harding would say to Melissa about her journal grade, making her feel isolated. And Mary Lou, her friend wouldnt help the situation any. Mrs. Harding died of a stroke, and Mary Lou blamed it on the two of them, that was because of us, wasnt it, also creating the sense of isolation. Melissa always thought Mary Lou was the prettiest girl, and that she was ugly, again making her feel isolated. Then she jumps back to present time. This part was hard for me to wrap my head around, I had to read the whole story a few times to understand what was going on, but when I did, I really liked it. She talks about how shes older, husband dead for nearly a year..children scattered, once again, isolated. But now it doesnt seem to bother her, she likes the way there is no one to interrupt..no one to pry. But she isnt content with the way she looks, being older, so she avoids mirrors, to make her feel younger. Then she jumps back in time, but not back to her childhood with Mary Lou, but with her husband. They were in a cornfield, and she was running from him, she began to hear the rustling sound, the sound of voices. She felt he could never love her, because she was the ugly one, comparing herself to Mary Lou, whom he had never met. Once again, making her feel isolated. Then back again to her childhood with Mary Lou. A story about the Medlocks, and their farm. Mr. Medlock died in one of the barns, and Mrs. Medlock found him, and how she went crazy and was put in a state hospital. Of course Melissa and Mary Lou wondered if the house or barns were haunted, and they just couldnt stay away. They explored the barns, and peeped in the house windows, and climbed on the roof. Mary Lou would make comments about how shed like to burn this place down, and Melissa would get scared that she really would, again feeling isolated, and Mary Lou would laugh and say she was just playing. Melissas mother hated Mary Lou and tried to get Melissa to make better friends with the other girls. When Mary Lou and Melissa would go to town, Mary Lou would ignore Melissa when the other girls were around, then act like her best friend on the ride home. Once again, Melissa is isolated. Melissa was very jealous of Mary Lous long, blond, silky hair. She would dream about it, but by t he time she woke up, she would be confused if the hair was hers, or someone elses. Mary Lou was older, taller, a bit heavier, and in Melissas eyes, prettier. Melissa noticed that the older boys whistled at her, and the bus driver called her Blondie, but Melissa never got that attention. Mary Lou would make comments about how she wished all the cows would die..so her father would give up and sell the farm and they could live in town in a nice house and to Melissa, Mary Lou wanted to abandon her. Again, Melissa was feeling isolated. Later Melissa found out that the bank owned most of Mary Lous familys farm, even the dairy cows. In seventh grade, Mary Lou had a boyfriend who was older, and she picked Hans over Melissa, leaving her walking on the road by herself. She said she preferred to be alone, so she was isolated, but this time, by choice. Around this time, Melissa and Mary Lou go to the Minton house, where a man beat his wife to death and no one found out until he killed himself with a .12-guage shotgun. From the road the house looked big, and it seemed hard to believe that anything like that happened, but Melissa was wrong. Inside the house, Melissa heard low persistent murmuring but Mary Lou didnt act like she heard it, once again Melissa is isolated. Hans had stopped coming around, Mary Lous father had found out about it, Mary Lou would say I hate them all, and I wish.. which Im sure she would have taken back if she knew what was to become of her. They picked the Minton farm as the one they liked the best, picnicking on the front porch, acting like sisters, acting like they lived there. Melissa went back herself a few days later, and thats when she went upstairs and the woman greeted her. She was alone, but wasnt afraid. When the person told her to come away from the window, she took her time. This really surprised me, but this is probably the first time in the whole story that she didnt really feel isolated, but I definitely would! The way Oates didnt use quotation marks on what the person said to Melissa, until Melissa saw the woman confused me. The woman punished her, she became scared, then let her go. This is where the psychoanalysis comes in. Is she dreaming this woman is there, and this punishment happened? Because she talks about how she doesnt mind the smell of the room, and how its not her doing these things (taking off her pants/panties and lying down on the nasty bed.) Melissa told Mary Lou about the Minton house, but not that the woman wanted to see her like the woman asked, and Mary Lou went anyway. I think this is the first time in the story where Melissa feels like shes in control when it comes to hers and Mary Lous friendship., but this is what costs her the friendship. Mary Lou makes the comment I hate you..I always have and yes, again, Melissa is isolated. Then back to present day, and Melissa is confused. She knows what has happened in her life, but not what has happened in the pages of the notebook. Mary Lou was found murdered ten days after her hateful comment to Melissa, and Im sure Melissa felt as if it was partly her fault. Her mother made sure she knew that Jesus loves her too, and her parents wouldnt let her to go the funeral. Im sure she felt isolated. She finishes up the story with how she doesnt remember things that just happened as well as things that happened in the past, and with Once upon a time. Oates did a really good job of writing this story. It was very believable, if it wasnt true. She did a good job of using psychoanalysis, and a constant feel of isolation. I liked it a lot, I liked most of the Modernism/Postmodernism stories.

Canadian Sport And Class Inequality :: essays research papers

Canadian sport is divided amongst its classes. Not all people engage in the same sports or do the same things to stay physically active. In following pages, I have critically examined explanations on how to tell there are differences within classes, and what these differences mean to sport and physical activity in Canada.   Ã‚  Ã‚  Ã‚  Ã‚  After examining some reasons why there is division within classes in Canadian sport, I will discuss what steps or measures would be necessary to take in order to achieve equality among the classes. I will suggest some things we can do to mesh all classes together in a unified plan. I will show how Canadian sport would be different if we lived in a ‘utopia’ of equality among classes – essentially having no classes. Class equality may not be what is best for sport in Canada. I will also weigh whether or not it would be best for Canada to be without classes in its sporting system.   Ã‚  Ã‚  Ã‚  Ã‚  I will conclude with my recommendations on what steps must be taken for the future of Canadian sport to ensure the most efficient and equal program is in place for everyone. Class is very closely related to money and income. The more money you have or the more money your household brings in, the higher status you have. Power is also related to class and may not always belong to the coaches. In formally organized sports it may be who has the knowledge or resources desired to play the game that has the most significant amount of power. â€Å"Formally organized sports could not be developed, scheduled or maintained without material resources.†4 This certainly implies that some people hold a significant amount of power over others and remain in a class above others in sports. It should also be noted that formally organized sports are not democratic. The idea of class division is fully entertained when defining, â€Å"Rich and powerful people tend to be defined as worthy winners, while the poor and powerless tend to be defined as lazy losers.† To say there is a division of classes within sport without clearly defining each specific class, we must take a class logic mindset. Class logic can be interpreted as â€Å"economic success (winning) becomes proof of individual ability, worth, and character.† I must also mention the class logic comes to emphasize achievement through individual competition and domination over others.3 As we enter a new millennium, it is easy to draw conclusions on some things that have happened in the last.

ancient egyption pottery :: essays research papers

Ancient Egyptian Pottery   Ã‚  Ã‚  Ã‚  Ã‚  I chose to do my research paper on Egyptian pottery because in my art appreciation class I was most fascinated with the ancient Egyptian era. I found this website that explained all about how pottery they made helped them function in everyday use. It also told me a lot about how the made everything.   Ã‚  Ã‚  Ã‚  Ã‚  The need to store things led to the development of containers, first among them bags of fiber or leather, woven baskets and pottery. But clay lends itself to many other purposes: bricks, statuettes, funerary offerings, toys and games etc. Pottery, the molding of form out of a formless mass and its becoming imperishable through firing, is the most miraculous kind of creation. The exquisite artifacts made of gold, carved out of hard stone or formed from glass might make us forget that the Egyptians lived with clay and not the expensive alternatives found in royal tombs. They lived in it, drank from it, cooked in it, ate on it, carried liquids in it, played with it, and when they died, the only offerings of any permanence most could afford were made from it. Most of the pottery manufactured in Egypt was made of reddish brown clay, which is called Nile silt ware. It served everyday purposes and was often left undecorated. The red color of the fired product was the result of iron compounds oxidizing. The oldest pottery technique consisted in hollowing out a lump of clay by hand and pinching it to give it the final form. Later a flat tool was used to press the clay against the other hand. The ancient Egyptians used a number of techniques to improve the look of their pottery. Decorations were incised, painted or stuck on and black coloring was the result of exposing the vessels to smoke. Slip, an often pigmented mixture of water and clay of the consistency of cream, was applied to smooth the surface and color the earthenware. Wash, a mixture of pigment, such as red ochre, and water changed or intensified the color of the pottery. Glazing began during the 4th millennium BCE, mostly blue mezzomaiolica, lead based glazing, until Roman times, when true tin-based faience began to appear. An example of the blue glaze is on the statue of a monkey to the right. The red wares were made without a potter's wheel like all pre-dynastic pottery. After giving them their form, which was sometimes unconventional, they were dried in the sun, sometimes covered with red ochre, and burnished with a stone.

Neighborhoods and Crime

This article, which consists of an examination of data gathered from the Project on Human Development in Chicago Neighborhoods, is aimed at gaining a complete picture of the neighborhood in Chicago. It is based on the spatial definition of neighborhood as â€Å"a collection of people and institutions occupying a subsection of a larger community.† The data gathered and the analysis based on such data are used to test the hypothesis that collective efficacy has a connection with reduced violence in neighborhoods. Collective efficacy refers to the social cohesion among people belonging to a neighborhood that is influenced by the willingness to act to promote the common good. The hypothesis was formulated based on the premise that crime rates vary in different neighborhoods, and such variation may be attributed to social and organizational characteristics extant in such social groupings. Moreover, it is assumed that there are factors at play other than those attributed to demographic characteristics of individuals. The article also makes use of two concepts of efficacy, namely, individual efficacy and neighborhood efficacy. It suggests that these two constructs are related in their similar means of activating processes such as social control, which encourage people to act in protection of the neighborhood’s well being. The question sought to be answered by the article revolves around the factors that influence collective efficacy. Again, this question has an assumption, which is that collective efficacy does not exist in a vacuum and is affected by various factors such as political economy and various contexts. Using a five-item Likert-type scale, subjects of the study were asked various questions about the social interaction observed within the neighborhood, such as whether there is a general feeling of trust in favor of neighbors or whether there is a likelihood of intervention in certain circumstances. On the other hand, violence was measured through questions about the frequency of occurrence of violent behavior and personal experience of violent incidents. Moreover, the survey measures were juxtaposed with independent records of violent incidents. After extensive analysis and presentation of data, the article concludes that collective efficacy may be measured at the neighborhood stage, mainly through the conduct of surveys. Moreover, neighborhood variation in collective efficacy is largely explained by three factors, namely, immigration concentration, concentrated disadvantage, and immigration concentration. In sum, the article was able to find data to prove its hypothesis that factors other than demographic characteristics of the individual residents of a neighborhood affect collective efficacy. Nevertheless, the article is quick to note that the study has inherent weaknesses, and suggests that further studies be conducted to explore other possibilities.

Principles on which vicarious liability is based Essay

The doctrine of vicarious liability is based on principles which can be summed up in the following two maxims : (a) Qui facit per alium facit per se :- The maxim means, ‘he who acts through another is deemed in deemed in law as doing it himself’. The master’s responsibility for the servant’s act had also its origins in this principle. The reasoning is that a person who puts another in his place to do a class of acts in his absence, necessarily leaves to determine, according to the circumstances that arise, when an act of that class is to be done and trust him for the manner in which it is done; consequently he is answerable for the wrong of the person so entrusted either in the manner of doing such an act, or in doing such an act under circumstances in which it ought not to have been done ; provided what is done is not done from any caprice of the servant but in the course of the employment. (b) Respondeat superior :- Another maxim usually referred to in this connection is respondeat superior, i.e., the superior must be responsible or let the principal be liable. In such cases not only he who obeys but also he who commands becomes equally liable. This rule has its origin in the legal presumption that all acts done by the servant in and about his master’s business are done by his master’s express or implied authority and are, in truth, the act of the master. The master is answerable for every such wrong of the servant as is committed in the course of his service, though no express command or privity is proved. Similarly, a principal and agent are jointly and severally liable as joint wrong-doers for any tort authorised by the former and committed by the latter. (c) Modern view :- In recent times, however, the doctrine of vicarious liability is justified on the principle other than that embodied in the above-mentioned maxims. It is now believed that the underlying idea of this doctrine is that of expediency and public policy. Salmond has rightly remarked in this connection that â€Å"there is one idea which is found in the judgements from the time of Sir John Holt to that of Lord Goddard, namely, public policy.† The view of Lord Pearce can be quoted here with approval, which he expressed in Imperial Chemical Industries, Ltd v. Shatwell â€Å"The doctrine of vicarious liability has not grown from any very clear, logical or legal principle but from social convenience and rough justice. The master having (presumably for his own benefit) employed the servants, and being (presumably) better able to make good any damage which may occasionally result from the arrangement, is answerable to the world at large for all torts committed by his servant within the scope of it.† In the words of Winfield, this may not satisfy the jurist or the logician, but it probably represents the prevailing stage of legal opinion on the matter and though the future may bring further extensions of vicarious liability, it is inconceivable that a serious proposal for its abolition will be made so long as the law of tort as we know it remains alive.1 View as multi-pages

“Back to China”: the Reverse Brain Drain in China

â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries.But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholar s and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace.Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, & Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, & Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004).As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study.In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking t heir way back to China.Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund.He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â⠂¬Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities.Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition.And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel's coefficient is o ne of the index numbers. Engel's coefficient means the proportion of spending on food in total spending. A decreasing Engel's coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel's coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is still not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees.When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappoint ed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu & Li, 2010). Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China.For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, & Engardio, 2009).In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international companies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world.As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed i n international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government.Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chines e overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006).Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and resear ch fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in varied field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1).The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, & Liu, & Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from.According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, & Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were fou nded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China.In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012).It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, & Zhao, 2008). This will lead to an increasing number of overseas students to come back to China.Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered prob lems more or less (as cited in Liu & Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 & Liu & Li, 2010). On the other hand, their situation in China is different from that abroad. An overseas scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently.That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China.His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu & Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high pos ition faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, & Li, 2010).As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992).Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, & Li, 2010).However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, & Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging.Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home.The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? Lessons of the global economic crisis. Ethnic & Racial Studies, 35(11), 1843-1852. doi:10. 1080/01419870. 2012. 715662 Confucius, C. (2006). â€Å"Lun yu† ming yan =: Aphorisms From LUNYU. Di 1 ban. Jinan: Qi lu shu she. Engardio, P. ,& Engardio, P. (2009). China's Rev erse Brain Drain. BloomberBusinessweek. Retrieved November 14, 2012 from http://www. businessweek. com/magazine/content/ 09_48/b4157058821350. tm Ford, P. (2012). Reverse brain drain: China engineers incentives for â€Å"brain gain†. Christian Science Monitor, Retrieved from http://www. csmonitor. com/World/Global-Issues /2012/1021/Reverse-brain-drain-China-engineers-incentives-for-brain-gain International Rankings and Chinese Higher Education Reform. (2006). World Education News and Reviews. Retrieved November 14, 2012 from http://www. wes. org/ ewenr/06oct/ practical. htm. Jianshu, Z. (2000). Students Returned from Abroad in the 1990s. Chinese Education & Society, 33(5), 8. Kellogg, R. (2012).China's Brain Gain? : Attitudes and Future Plans of Overseas Chinese Students in the US. Journal Of Chinese Overseas, 8(1), 83-104. doi:10. 1163/179325412X634319 Liu, J. , & Li, X. (2010). Zhongguo liu xue tong shi: Zhongguo liuxue tongshi. Di 1 ban. Guangzhou: Guangdong jiao yu chu ba n she Llana, S. , Ford, P. , Marquand, R. , Pflanz, M. , & Ibukun, Y. (2012). Reverse brain drain: Economic shifts lure migrants home. Christian Science Monitor, N. PAG. National Bureau of Statistics of China. (2011). China statistical yearbook 2011. Beijing: China Statistics Press.Settles, B. , Sheng, X. , Zang, Y. & Zhao, J. (2008). The one child policy and its impacts on Chinese families. Research Committee on Family, 12-13. Smith, D. (1973). Confucius. London: Temple Smith. Wang, Z. (2012). Ten years of international companies since China entered WTO. International Financing. Retrieved November 14, 2012 from http://www. zcom. com/ article/51886/ Yan, J. (1998). My heart turns toward the homeland. Chinese Education & Society,31(2), 57. Ye, L. (2000). Overseas students coming back at a golden time. Beijing Review, 43(6/7), 20. Zhang, Y. (2012).Thousand Talent Program brings more pros. China Daily, Retrieved from http://www. chinadaily. com. cn/bizchina/2012-04/28/content_15168335. htm. Zweig, D. , Changgui, C. , & Rosen, S. (2004). Globalization and transnational human capital: Overseas and returnee scholars to china. The China Quarterly, 735-757. Zweig, D. (2006). Competing for talent: China's strategies to reverse the brain drain. International Labour Review,145(1), 65-0_6. Retrieved from http://search. proquest. com. ezproxy. library. wisc. edu/docview/224008850? accountid=465 ———————– 1 â€Å"Back to China†: the Reverse Brain Drain in China â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries.But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholar s and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace.Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, & Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, & Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004).As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study.In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking t heir way back to China.Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund.He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â⠂¬Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities.Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition.And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel's coefficient is o ne of the index numbers. Engel's coefficient means the proportion of spending on food in total spending. A decreasing Engel's coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel's coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is still not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees.When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappoint ed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu & Li, 2010). Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China.For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, & Engardio, 2009).In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international companies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world.As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed i n international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government.Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chines e overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006).Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and resear ch fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in varied field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1).The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, & Liu, & Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from.According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, & Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were fou nded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China.In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012).It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, & Zhao, 2008). This will lead to an increasing number of overseas students to come back to China.Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered prob lems more or less (as cited in Liu & Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 & Liu & Li, 2010). On the other hand, their situation in China is different from that abroad. An overseas scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently.That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China.His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu & Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high pos ition faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, & Li, 2010).As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992).Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, & Li, 2010).However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, & Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging.Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home.The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? Lessons of the global economic crisis. Ethnic & Racial Studies, 35(11), 1843-1852. doi:10. 1080/01419870. 2012. 715662 Confucius, C. (2006). â€Å"Lun yu† ming yan =: Aphorisms From LUNYU. Di 1 ban. Jinan: Qi lu shu she. Engardio, P. ,& Engardio, P. (2009). China's Rev erse Brain Drain. BloomberBusinessweek. Retrieved November 14, 2012 from http://www. businessweek. com/magazine/content/ 09_48/b4157058821350. tm Ford, P. (2012). Reverse brain drain: China engineers incentives for â€Å"brain gain†. Christian Science Monitor, Retrieved from http://www. csmonitor. com/World/Global-Issues /2012/1021/Reverse-brain-drain-China-engineers-incentives-for-brain-gain International Rankings and Chinese Higher Education Reform. (2006). World Education News and Reviews. Retrieved November 14, 2012 from http://www. wes. org/ ewenr/06oct/ practical. htm. Jianshu, Z. (2000). Students Returned from Abroad in the 1990s. Chinese Education & Society, 33(5), 8. Kellogg, R. (2012).China's Brain Gain? : Attitudes and Future Plans of Overseas Chinese Students in the US. Journal Of Chinese Overseas, 8(1), 83-104. doi:10. 1163/179325412X634319 Liu, J. , & Li, X. (2010). Zhongguo liu xue tong shi: Zhongguo liuxue tongshi. Di 1 ban. Guangzhou: Guangdong jiao yu chu ba n she Llana, S. , Ford, P. , Marquand, R. , Pflanz, M. , & Ibukun, Y. (2012). Reverse brain drain: Economic shifts lure migrants home. Christian Science Monitor, N. PAG. National Bureau of Statistics of China. (2011). China statistical yearbook 2011. Beijing: China Statistics Press.Settles, B. , Sheng, X. , Zang, Y. & Zhao, J. (2008). The one child policy and its impacts on Chinese families. Research Committee on Family, 12-13. Smith, D. (1973). Confucius. London: Temple Smith. Wang, Z. (2012). Ten years of international companies since China entered WTO. International Financing. Retrieved November 14, 2012 from http://www. zcom. com/ article/51886/ Yan, J. (1998). My heart turns toward the homeland. Chinese Education & Society,31(2), 57. Ye, L. (2000). Overseas students coming back at a golden time. Beijing Review, 43(6/7), 20. Zhang, Y. (2012).Thousand Talent Program brings more pros. China Daily, Retrieved from http://www. chinadaily. com. cn/bizchina/2012-04/28/content_15168335. htm. Zweig, D. , Changgui, C. , & Rosen, S. (2004). Globalization and transnational human capital: Overseas and returnee scholars to china. The China Quarterly, 735-757. Zweig, D. (2006). Competing for talent: China's strategies to reverse the brain drain. International Labour Review,145(1), 65-0_6. Retrieved from http://search. proquest. com. ezproxy. library. wisc. edu/docview/224008850? accountid=465 ———————– 1