The Division of Honors and Journeying Among the Gods

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In this essay I will discuss why Gods Journey. I believe that Gods journey for two reasons. One reason is to seek out honor for themselves. The other reason is to regain honors they have lost. To demonstrate this I will first discuss the journeys of Hades in the Homeric hymn To Demeter comparing it to the journey of Hermes in To Hermes. I fell that both of these companion journeys were attempts by these Gods to win honors they did not already have. Next I will look at the companion journeys of Demeter and Apollo. I think that both of these Gods journeyed to regain honors theyd previously had, but lost. Lastly I will conclude by showing how all four Gods had to compromise and divide up the honors amongst themselves. Earth with its wide roads gaped and then over the Nysian field the lord and All receiver, the many named son of Kronos, sprang out upon her with his immortal horses...Not an unseemly bridegroom among the immortals is Aidoneus, Lord on Many, your own brother from the same seed to his share fell honor when in the beginning a triple division was made, and he dwells among those over whom his lot made him lord (To Demeter 16-18, 8-87). I think that these two sets of lines show that Hades viewed Persephone as a prize. Honor was one of the things Hades won when he, Zeus, and Poseidon divided up the world. Thus Hades felt justified in journeying up from the underworld to earth to claim Persephone as his bride. I feel that he felt he deserved to have her, according to his logic, because honor was something he was entitled to as a God. I feel that Hermes journey was similar to that of Hades in that he traveled in order to win honor for himself and for his Mother Maia. A watcher by night and a gate keeper, soon destined to show forth glorious deeds among the immortal gods. Born at dawn, by midday he played his lyre, and at evening he stole the cattle of far shooting Apollon...But I shall be master of whatever skill is best to provide for you and me forever we shall not suffer, as you bid me, to stay right here and be the only two immortals not plied with gifts and prayers. It is better to be forever in the gods intimate circle, rich, affluent, and with an abundance of grain, than to sit in this dark cave and as for honor, I, too, shall claim the rite of which Apollon is a master (To Hermes 15-18, 166- 17). Hermes much like Hades was destined to achieve glorious deeds and win honor. He felt he was entitled to steal Apollos cattle, just as Hades felt entitled to steal Persephone, because neither he nor Maia were receiving their just honors from the Gods. I think that honor is one of the most important and significant things among the Gods. It is truly the one area in which Gods are able to distinguish themselves from other gods. I think that both of these Gods risked earning the wrath of other Gods because honor was so important to them, and they felt they were lacking of such. Both of these journeys represent one of the key reasons why I feel that Gods travel. Both of these Gods were not receiving the honors that they felt they deserved as Gods. Furthermore both of them lived in isolated places, Hades in the underworld and Hermes in an isolated cave, away from the other gods who lived on MT. Olympus. Thus these Gods could easily be forgotten and dismissed by the people, and the other Gods. I think that Hermes wanted to own something so people would honor him and his mother in the same fashion they honored the other Gods on Mt. Olympus. I feel that Hades wanted someone whom he could claim as a bride to keep him company in his rule of the underworld isolated away from the other Gods. While both of these Gods were able to temporarily steal away these honors for themselves, they had to take them from other Gods. Once these other Gods found out about their thievery they responded in kind with a journey of their own to reclaim honors which had been theres before and which they felt should still rightfully be theirs. For nine days then all over the earth mighty Deo roamed about with bright torches in her hands, and in her sorrow never tasted ambrosia or nectar sweet to drink,and never bathed her skin... Afterwards, angered with Kronion, lord of black clouds, she withdrew from the assembly of the gods and from lofty Olympos and went through the cities of men and the wealth of their labors, tearing at her hair form for a long time (To Demeter 47-50, 1-4) Demeter was so distraught over the rape of Persephone that she roamed the Earth for nine days seeking out her daughter. While the loss of Persephone was perhaps not a loss of honor to her in the same way the stealing Persephone was an åhonor to Hades, Demeter still felt dishonored and offended that her daughter was taken away from her. When she found out what had happened she walked among the people from village to village until she finally came upon the home of Keleos. There Demeter agreed to serve as the birth mother of Demephoon. I feel that Demeters journey that brought her to Demephoon was her way of attempting to win back the honor that was taken from her in the form of Persephone. Demeter used Demephoon as a substitute and cared for him in place of Persephone. Apollo goes on a similar journey once he finds out that his cattle have been stolen. And then he saw a long winged bird and knew forthwith that the robber was the son of Zeus Kronion. And Apollon, son of Zeus, speedily rushed to holy Pylos in search of his shambling cows, his broad shoulders enveloped in a purple cloud... Son of Leto, are not these harsh words you have spoken? And here you are in search of roving cattle? I have neither seen, nor found out, nor heard another mans word and I will neither tell, nor get the reward for telling (To Hermes 1-17, 61-64). Apollo is initially thwarted in his efforts to recover what has been taken from him just as Demeter was. He listens to and old man and finally finds Hermes, yet Hermes lies to him and refuses to tell him where his cattle are hidden because he knows that he will receive no prize if he does so. In these situations both Apollo and Demeter are thwarted in their initial efforts to recover their lost honors. Demeter does find a temporary replacement in Demephoon, but that ends when Meteneira catches her placing Demephoon in the fire and Demeters secret is revealed. This leaves two Gods, Demeter and Apollo, unsatisfied with their stolen honors and two Gods, Hades and Hermes, thoroughly satisfied that they have been able to pull off their great thievery. I feel that since Gods journey to earn or win back honors and to divide them up amongst themselves clearly this unequal situation cannot exist in perpetuity. In both cases Zeus the Ruler of all is called upon to rectify the situation and help work out some type of balance of power between the warring Gods. So then again the father sent forth all the blessed immortal gods. They ran to her, and each in his turn summoned her and gave her many beautiful gifts and whatever honors she might want to choose among the immortals. But no one could persuade the mind and thought of the angry goddess who stubbornly spurned their offers. She said she would never set foot on fragrant Olympos and never allow the grain in the earth to sprout forth so when loud thundering, far seeing Zeus heard this he sent Argeiphontes of the golden want to Erebos. His mission was to win Hades over with gentle words, and bring Persephone out of the misty darkness (To Demeter 5-7). In this case Zeus was forced to recall Persephone from Hades in order to placate Demeter. However since Persephone had eaten a pomengrate seed she was sentenced to live two thirds of the year with Demeter and one third of the year with Hades. This division of the honor of having Persephone between Hades and Demeter was a result of the journeys that both of them took. The journeys of Apollo and Hermes resulted in a similar arrangement and division of honors. For, noble and mighty as you are, O son of Zeus, your seat is first among the immortals, and wise Zeus loves you, by every sacred right, and has granted you splendid gifts. And they say, O Far Shooter, that from Zeus and his divine voice you learn the honors, the prophets skills, and all god given relevations. I myself have learned that you have all these in abundance. You may choose to learn whatever you desire, but since you heart is so eager to play the lyre, sing and play the lyre and minister to gay festivities, receiving this skill from me and, friend, grant me glory (To Hermes 468-477). Thus both Apollo and Hermes wind up with something to gain from their journeys. Hermes gains the fame and glory that he sought both among the Gods and among the men on Earth while Apollo was given back his cattle and the ability to play the lyre as well. These hymns I feel both have the same truths within them. Gods travel as a way to gain honor, either new or lost. Honor however is a fungible thing, there can only be so much of it to go around. Thus Gods ultimately journey as a way of dividing up that honor so that every God has some, but no one God has it all.

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Violence on TV

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Are todays children being exposed to too much violence via television? I think so. From Pokeman, to the Ninja Turtles, kids are always being exposed to the rock-em-sock-em heroes of T.V., or the brainless violence of The Simpsons and Jerry Springer. When we live in a country where our children watch an average of three to four hours of television daily (Kill 1), That is a large number of punches, kicks, and many other violent acts that our children are soaking up every day. Is that really what we want for the children of our country? Hundreds of studies of the effects of TV violence on children and teenagers have found that children may become immune to the horror of violence (Kill 1). Gradually they even accept violence as a way to solve problems, imitating the violence they observe on television, as well as identifying with certain characters, victims and/or victimizers.

One might ask If we know what is happening, why do they put violence on television? The basic reason is because violence is what people want to see. Much of the American viewing audience, and especially children, will watch the shows with more action before they even think about watching the morally correct ones. Another reason is that some broadcasters claim that there is not enough evidence to prove that TV violence is harmful. But, scientists who have studied this aspect have stated that TV violence and aggressive behavior are linked. In a Children Now Executive Summary, only one of many studies on the issue, experts agreed, among other relevant topics, that television can have a negative effect on children, encouraging anti-social behavior such as dishonesty or violence. (Kill )

This study as well as many others show that the violence is there. Another factor that points to childrens television being too violent is the aggressive behavior that it is bringing out in the children that are watching it. During the average four hours a day that children watch television, They witness an average of 0 violent acts per hour. That is about 80 violent acts per day and, Children who watch the violent shows, even just funny cartoons, were more likely to hit out at their playmates, argue, disobey class rules, leave tasks unfinished, and were less willing to wait for things than those who watched the nonviolent programs, says Aletha Huston, Ph.D., now at the University of Kansas. This was the conclusion after a Pennsylvania State University study of 100 preschool children on weather or not violence in the television has an effect on children. If that wasnt enough, Leonard Eron, Ph.D., and his associates at the University of Illinois, performed both laboratory, and field studies which showed that children who watched many h! ours of violent TV when they were young, showed a higher level of aggressive behavior when they became teenagers, and when they grew to be 0, the ones who watched a lot of TV when they were young, were more likely to be arrested and prosecuted for criminal acts. The research seems to definitely support the argument that childrens television is too violent. This being so, many parents may ask What can I do?

Scientists who believe that children learn aggressive behavior from TV also point out that parents have the power over what their children watch. Because of this, many scientists recommend a number of things that parents can do. Reduce the amount of hours of TV that your children watch, watch at least one episode of the shows your children watch, and when they see a violent act on the show that their children are watching, discuss it with your child and tell them that this kind of behavior is not good and not the way to solve problems. Some other ways to answer the What can I do question is to Ban any shows that you think are too offensive for your children to be watching, and Encourage your children to watch shows that demonstrate good qualities, like caring and sharing. I think it is pretty clear that the children of America are being exposed to way too much violence on television.

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It is also clear that this exposure is having a negative effect on them. This should be a wake up call to everyone. We need to stop the violence on television and stop it now, the children of our country will be affected. So, parents of America, try to keep your kids away from the violence which they are constantly being exposed to, via television.

Unfortunately, the understanding that this child has and the answers science has deduced and discovered are not far apart. Very little is understood about how humans think, and more importantly, if all of the thinking humanity does is solely the product of physical, neuro-chemical reactions in the brain, or as some tend to think, there is some sort of non-corporeal mind somehow connected to the physical brain. Throughout the ages, many philosophers have considered whether we need to posit the existence of non-physical minds, and the question is just as relevant today. One philosopher who helps shed light on this problem was Gilbert Ryle, who wrote about it in his essay, The Ghost In The Machine. Within it he says that A person . . . lives through two collateral histories, one consisting of what happens in and to his body, the other consisting of what happens in and to his mind. The first is public, the second private. . . . He goes on to say that It is customary to express this bifurcation of his two lives and of his two worlds by saying that the things and events which belong to the physical world, including his own body, are external, while the workings of his own mind are internal. Ryle goes on to say that this distinction between what is internal and what is external has led many to make some significant philosophical errors. He believes that many assume what he calls the dogma of the Ghost in the Machine, or the belief that the occurrence of mental processes belongs in the same category with the occurrence of physical processes. He believes that both of these processes occur, but that they are not of the same sort, and the dogma of the ghost in the machine presupposes them to be of the same sort. Ryles argument works to strengthen the notion of the non-physical mind.

Although his argument gives no definitive answers, it does, at least, give rise to the possibility of a non-physical mind. He defines the statuses of both physical and mental existence. It is a necessary feature of what has physical existence that it is in space and time, it is a necessary feature of what has mental existence that it is in time but not in space. What has physical existence is composed of matter, or else is a function of matter; what has mental existence consists of consciousness, or else is a function of consciousness. In his mind, he is sure of the existence of a non-physical mind, and, although arguable, it still gives rise to the possibility that a non-physical mind exists. Another philosopher whos writings might serve to clarify is J.J.C. Smart, especially in his essay, Materialism The Identity Theory. Within this essay, Smart first defines materialism as the theory that there is nothing in the world over and above those entities which are postulated by physics. He then attempts to theorize as to how this relates to consciousness. He states that, . . . immediate experience is derivative from . . . the external world. Furthermore, since . . . immediate experience is in terms of a typical stimulus situation, . . . immediate experience is itself neutral between materialism and dualism . . . the dualist would construe these goings on as goings on in an immaterial substance, whereas the materialist would construe these goings on as taking place inside our skulls. Smart also realizes the possibility of the non-physical mind as part of the human character.

Again, his theories about the location of thought can be argued, and even he i! s aware of this, but his argument show the importance of it being considered. Philosophers seem to harbor a desire to remove extraneous information from their minds, many times because of the difficulties that said information places on already mentally trying ideas. One such question is that of the non-physical mind. Some philosophers believe that all a person ever will be is a sum of his corporeal parts, and that all the thought he or she has are products of his or her brain. On the other hand, there are philosophers who believe that our personalities are actually caused not only by physical reactions (i.e. neuro-chemical reactions), but also by an undefined area that is somehow outside of the physical body as we now know it. As of this time in human evolution, the definitive answer to that question is still unknown. What humanity has now are simply theories as to how our mind works, and even where it is located. It can only be considered presumptuous to remove the possibility of a non-physical mind until that answer is definitively answered.

Therefore, humanity must posit the existence of a non-physical mind until our resources are such that a definitive, scientific explanation can be given to the workings of the mind and/or brain, and such explanation proves that our mental processes are solely the product of the human brain.

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Levi's: A World Icon

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Levi's jeans, created by Levi Strauss, for miners in the late 1800's has become a phenomenal fashion trend in today's society. With the help of mass media and societal changes, Levi's went from a practical commodity to an internationally known fashion statement. Better known as the original blue jeans of today, Levi's authentic and innovative jeans began setting new standards in the production of denim. Parasitic companies' that imitated Levi's look thrived off their advertising campaigns because it was Levi's key element to success. Now a household name, Levi's jeans have transcended cultural boundaries around the world through the techniques of mass communications.

In the 150's, there were massive changes in society; denim pants became less associated with work-wear and more associated with leisure activities. "It was not until the '50's, though that jeans shed their working-class aura and became the icon of youth, rebellion, and frisky sexuality," stated by Jay Tolson (U.S. News & World Report). This was Levi's jeans breakout era on the fashion market. They were among the explosion of cinema and the rock' n' roll culture, becoming associated with sex and rebellion. During this time, Hollywood stars were wearing blue jeans as a style rather than a practical garment, such as Marlon Brando and James Dean. Marlon Brando's debut in "The Wild One," wearing blue jeans, launched Levi's as a medium of mass communications. Wearing them in films and in their day-to-day lives, they became mediums of mass media, reaching a wide-range of audiences, making blue jeans a symbol of the new generation of rebels.

Due to this unpopular attention, Levi's jeans were banned from schools because of its bad boy image. To add fuel to the fire, Levi's created an ad in a national newspaper. The ad was of a photo of a clean-cut kid with the caption "Right For School." Many people were upset by this, like one woman from New Jersey who wrote, "While I have to admit that this may be right for schools' in San Francisco, in the West or in some rural areas, I can assure you that it is in bad taste and not right for schools' in the East and particularly New York . . . Of course, you may have different standards and perhaps your employees are permitted to wear Bermuda shorts or golf togs in your office while transacting Levis business! (Gromer, Cliff Popular Mechanics) All this publicity pushed sales even higher.

Denim Jeans had become the symbol of social and sexual freedom by the 160's. There was a great proliferation of pop culture, as incomes rose, the average young worker had more disposable income than ever to spend. The rising incomes meant more purchasing power and a bigger market, but it also meant rising costs. This was both a good time and a bad time for a mass manufacturer, such as Levi's. Many small-scale manufacturers and retailers that arose took advantage of the vast expansion of pop culture to market a perplex array of ever-changing styles. Big manufactures, like Levi's often found it hard to keep up. The tone of style created around the blue jean by Hollywood and Western pop culture did not end at the borders of the United States. Although Levi's found their way onto the behinds of people living in other countries through the efforts of mass communication, the market was already too big, thus creating a problem of imitation for them.

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They say that imitation is a form of flattery, but when it interferes with the economical factor of a business, it becomes a nuisance. This rapid growth of pop culture, with its unpredictable style shifts, its valuing of cheap materials, and its multiple-entry points for new expressions of style, was a difficult time for the mass manufacturers, like Levi's. Since denim was such a basic garment, it was easily copied and even counterfeited. This created an industry that could easily be duplicated. Ironically, just as big firms like Levi's benefited from the circulation of images, so did their imitators benefit from their advertising campaigns, which promoted the idea of the garment as much as their particular brand. This created efforts to distinguish products made by them, in hopes of staying one jump ahead of imitators, like the tiny red tag on the back of Levi's jeans, which is also a messaging feature, designed to draw attention to the wearer's buttocks. Making their wearer's walking advertisements.

By the 170's, due to the acceptance of denim everywhere, it lost its image of rebellion and sexual freedom causing sales to fall dramatically. Levi's was a part of the advertising trend that kept a repetitious promotion of their brands circulating in hopes of reaching mass audiences, which should have logically resulted in increasing sales, but didn't. What they overlooked was that changes in society would affect not only the want, but also the image of their brand. This all the time in your face advertising killed sales. Since blue jeans were no longer considered taboo in the hierarchy of fashion, the want no longer existed.

Not until 185, when Levi's re-launched their 501's did the blue jean business pick-up. Audiences were seduced by Levi's advertising campaign with their unforgettable 'Laundry' advert. The commercial was about a guy who takes off his jeans and throws them in the washing machine at the laundromat in front of two astonished, giggling young women. Although the public was not ready for the forbidden nature of the commercial on primetime television, the young generation loved it. It created the allure of sex and as the saying goes, "Sex Sells." The campaign was a great success and sales rocketed.

Levi's was the first U.S. apparel company to use radio and television to market their products (Vision & Values, Levi Strauss & Co.). Their flare for running an array of multiple ad campaigns to increase consumers worldwide has always been their strategy. Like in the past, celebrities were a key element to the blue jean rise on the fashion scene. They took that step again a few years ago when the television show, Beverly Hills 010 was a leading series. They used the star, Jennie Garth in several on-air promo spots, targeting females between the ages 14-to-4 years old.

Their present advertising efforts go well beyond anything they have ever done in the past. Today's technological advances make it easier for Levi's to reach anyone, anywhere. In 1, Levi's decided to go virtual. They extended their branding effort online, by launching its first interactive and e-commerce shopping experience on its web site, Levi.com. Using the web as a full form of advertising, they were able to unify all its brands in one broad international package. Barth Ballard, Levi's digital marketing manager, told Digitrends, "The interactive ad represents the future of advertising," (Garcia, Abby Digitrends.net). In addition to their latest form of advertisement, Levi's has already generated a huge audience through the likes of television, periodicals, radio, etc. Their increasing audience and everlasting popularity is a direct result of mass communications.

Levi's jeans' has evolved into a cultural icon that has changed with time. While their look has become versatile among the likes of the young and old, their current marketing approaches remain similar to those of the past. Their ads have always kept up with the changing of the times, but their strategic marketing targets remain the same, sustaining their business for more than a century. With the exception of the World Wide Web, advertisement for Levi's jeans' hasn't really changed. Their strategies and the groups that they target are the same. Using a network of mass media to infiltrate the minds of consumers, while creating controversy was a way to push sales through the roof. I feel that this form of marketing was Levi's key to staying afloat, among the other denim jeans competitors.

Levi's ability to recognize changes in society through past experiences, gives them a clear vision for concepts before starting ad campaigns today. Unlike their traditional adverts, Levi's usage of the web took on a different position. They are using the web as a global medium through which they can leverage their position as a leading-edge youth marketer and reach many consumers at once. Although, these high-tech advances are not traditional, Levi's is relying on the good, old-fashioned 'word of mouth' to build traffic on its web site.

Levi's jeans have become a social statement and a lifestyle in our society. Beginning as overalls for miners and later becoming 'jeans' for everyday fashion. Their innovative spirit and authenticity are just two of the many traits that have kept them around for so long.

Tolson, Jay. "Improving the U.S. Jean Pool." U.S. News & World Report 17 (1) 56

Gromer, Cliff. "Levi's Jeans." Popular Mechanics May 1 4

Vision & Values. Levi Strauss & Co. 5 April 00

http//www.levistrauss.com/about/vision.html

Garcia, Abby. "Levi's Jeans Extends its Branding Effort Online." Digitrends.net. 001. 5 April 00

http//www.digitrends.net/mna/index_7667.html

Please note that this sample paper on Levi's: A World Icon is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Levi's: A World Icon, we are here to assist you. Your persuasive essay on Levi's: A World Icon will be written from scratch, so you do not have to worry about its originality.

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Classroom Discipline

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Cotton, Kathleen. Schoolwide and Classroom Discipline. School Improvement Research Series. December 10

http//www.nwrel.org/scpd/sirs/5/cu.html

The purpose of this article was to offer a synthesis of findings from research studies which have identified effective classroom and school-level disciplinary practices.

This article defines "discipline", reports on the research on school-wide and classroom discipline practices, explains the role teacher training has on classroom management, describes disciplining different kinds of students, details specific discipline programs, and highlights ineffective disciplinary practices.

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Lack of discipline has been identified most often as the most serious problem facing the nation's educational system. Many educators and students are also concerned about disorder and danger in school environments. Nearly 17,000 students per month experience physical injuries serious enough to require medical attention. In addition to these school discipline issues, classrooms often experience minor forms of misbehavior which disrupts the learning process. Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time.

Discipline refers to both prevention and remediation. It is the business of enforcing simple classroom rules that facilitate learning and minimize disruption. Some educators view disciplinary activities as irritating intrusions into school life which should not be necessary while others simply regard these activities as a natural part of the educational process.

School-wide discipline. When the unit of analysis is the entire school, researchers have most often conducted comparative studies of well-disciplined and poorly disciplined schools to identify critical differences in discipline practices. Safe, orderly, well-managed schools have similar components. There is a commitment, on the part of staff, to establishing and maintaining appropriate student behavior as an essential precondition of learning. There are high behavioral expectations, clear and broad-based rules and a warm climate. There is a visible, supportive principal who delegates minor discipline authority to teachers. Lastly, well-disciplined schools have close ties with their community.

For the discipline issues faced by most schools, research supports the use of the following practices, many of which are applicable at either the school-wide or classroom levels. Punishment, in some forms, is an effective method of remediating individual misbehavior if the punishment is commensurate with the offense committed (Draconian punishments are ineffective), if it is perceived by the student as punishment, and if it is delivered with support. Counseling services are effective when the student lacks insight and understanding regarding their own misbehavior. In-school suspension programs are effective when they include guidance, support, planning for change, and opportunities to build new skills. Contingency contracts perform well when they specify the sanctions students will face if they do not behave in accordance with the terms of the contract. Home-based reinforcement has also been shown to improve student behavior.

Some school environments are so fraught with disorder and dangers that more broad-based approaches are called for in order to bring about real improvements in the school environment. The organizational development approach may result in significant improvements in student behavior and academic outcomes. This approach utilizes school teams, curriculum and discipline reviews, academic innovations, climate innovations, career-oriented innovations and special services such as counseling and monitoring of improvements. Increasing parental involvement is also a critical element in improving order in troubled schools.

Classroom management and discipline. Effective mangers are those teachers whose classrooms are orderly, have a minimum of student misbehavior, and have high levels of time-on-task, and ineffective managers are those whose classrooms lack these qualities. Effective and ineffective managers do not differ greatly in their methods for dealing with disruption. Instead, effective mangers are much more skilled at preventing disruptions from occurring in the first place. There are specific behaviors that effective managers engage in to keep students focused on learning and to reduce the likelihood of classroom disruption. These include "Withitness", which communicates to students that the teacher knows what is going on in the classroom. Attending to different events simultaneously. Conducting lessons with smoothness and momentum. Providing students seatwork activities that have variety and offer challenge.

There are also certain teacher behaviors that comprise effective classroom management. These include holding and communicating high expectations for student learning and behavior, establishing and clearly teaching classroom rules and procedures, specifying consequences and their relation to student behavior, enforcing classroom rules promptly, consistently, and equitably, sharing with students the responsibility for classroom management, maintaining a brisk pace for instruction and making smooth transitions between activities, and monitoring classroom activities and providing feedback and reinforcement.

Other approaches have been identified as being effective in establishing and maintaining positive, orderly classroom environments. When a student's behavior is a response to academic failure, new opportunities for academic and social success may be effective. Many students don't perceive a connection between their level of effort and the academic or behavioral outcomes. These students need to be taught to attribute their success or failure to their personal effort. Effective management practices produce much more positive outcomes when they are enacted from the very first day of school.

Effective interventions exist which are supported by research. Behavior modification approaches such as reinforcement is often effective in improving the classroom conduct of misbehaving students and does not undermine students' intrinsic motivation, provided the reinforcement is contingent on performance and given sparingly. Group contingencies, in which rewards and punishment are meted out to groups rather than individuals are often effective as well. Prosocial skills training and peer tutoring are both effective also.

Teacher training in classroom management. Significant improvements in classroom discipline may be achieved through the provision of teacher training. Typically, training programs include learning activities and practice in the areas of room organization, developing workable rules and consequences, student accountability, increased instructional clarity, and adjusting instruction.

Disciplining different kinds of students. Students need to be taught what constitutes appropriate behavior, what the school and classroom rules are, and how to follow them. Effective managers socialize younger students to the student role through instruction and modeling. With older students, the best results are obtained through vigilantly reminding students about the rules and procedures of the school and classroom and monitoring their compliance with them. Some researchers have observed that students from lower socioeconomic backgrounds sometimes need more detailed instruction regarding classroom rules and procedures than other students.

Specific discipline programs. Research on the effectiveness of discipline programs is not plentiful, much of it is technically flawed, and findings are generally inconclusive. Programs include Reality Therapy(RT), A Positive Approach to Discipline(PAD), Teacher Effectiveness Training(TET), Transactional Analysis(TA), Assertive Discipline(AD), Adlerian approaches, and Student Team Learning(STL). All of these programs include components which have been validated as effective. Effective schools, however, generally do not use these packaged programs; instead, they usually develop their own.

Ineffective disciplinary practices. It is important for educators to be aware of the strategies research has shown to be ineffective because this knowledge can assist them in planning local programs and because some of these practices continue to be widely used. Ineffective practices include vague or unenforceable rules, teachers ignoring misconduct, ambiguous or inconsistent responses, excessive punishment, and corporal punishment. Researchers have studied the effectiveness of corporal punishment in reducing misbehavior and have found that, in addition to the moral and psychological arguments against its use, it is indefensible on grounds of efficacy. The results are unpredictable, it doesn't foster appropriate behavior, it may be unintentionally reinforcing, it creates resentment and hostility, and it is related to undesirable outcomes, such as increased vandalism and dropping out.

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Question: Both Emma and Cher are constrained by the values and restrictions of their respective societies.

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Emma by Jane Austen is set in Highbury, a small village in England in 1815 while Clueless by Amy Heckerling sets Cher in multicultural Beverly Hills LA. Both Emma and Cher are the protagonist heroines of Emma and Clueless respectively. They are constrained by the values and restrictions of their nature and background. Emma is constrained by classicism and position within a society while Cher is constrained by the 0th century society i.e. Wealth and image. Various language techniques have been transformed into Film techniques so as to suit the modern 0th century audience. Satire a literary technique used frequently by Jane Austen has been transformed effectively by Heckerling so as to emphasize the values and restrictions of their societies.

Emma is set in the village of Highbury, a rural representation of early 1th century English life while Clueless is set in the last 0th century, multicultural Beverly Hills, USA. In Emma, there is a hierarchical social structure based on birth and property, the professions of law, military, clergy and medicine are represented as the second tier of the society with the tradesmen, tenant farmers and servants beneath them. Money and professional success are the criteria for social status and respect in clueless Eg. Mel Horowitz is very busy and successful litigation lawyer, His daughter Cher has an affluent lifestyle depicted through shots of her "classic 17 "house, expensive and trendy car and extensive computer coordinated wardrobe. Both the heroines are afraid of stepping outside their society, they are afraid of the consequences, they are afraid of losing their own social position. In Emma, Emma had to decide whether or not she should attend the Coles's party because by going to their party it might lower her statues due to the Cole's lower statue. This occurs in Clueless when Cher is deciding whether she should make a cameo in the valley party, she feels that the valley party is a waste of time and not up to class.

Throughout her novel Emma Austen shows various traits that her society valued. Marriage, manners, education and wealth were amongst these. Woman who had no chance of getting married and winning economic security had to depend on charity or would have to work as a governess, therefore most young ladies spent all of their time and effort looking for a suitable husband. If a husband was of a lower social degree, it was seen as a failure. Emma was horrified at the thought of Harriet marrying lower than she ought, to Mr Martin, and says with relief after her having refused the proposal, "It would have grieved me to lose your acquaintance, which must have been the consequence of your marrying Mr Martin". Among the most important values of Highbury and of the society in general were well-bred manners. Examples such as "Her person was rather good…but neither feature, nor air, nor voice, nor manner were elegant."; and "As for Mr. Elton his manners did not appear." show how poor manners can deplete from other's view of a person, while a quote such as "…the expectation of seeing him which every morning had brought, the assurance of his attentions, his liveliness, his manners…" show how good manners contribute to a generally positive judgment of a person. Miss Augusta Hawkins is a woman that Emma does not much like, but society in general accepts her and her marriage to Mr. Elton, largely attributing to the fact that she is wealthy, "The charming Augusta Hawkins, in addition to all the usual advantages of perfect beauty and merit, was in possession of an independent fortune, of so many thousands as would be called ten; a point of some dignity, as well as convenience; the story told well; he had not thrown himself away he had gained a woman of 10 000L. or thereabouts".

The values of marriage, manners and wealth all compliment each other and are deeply associated, for example, the quality of a good marriage match is attributed to whether the partner has more money or better manners.

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Jane Austen shows that the role of women is severely limited their social and economical status dependent on fathers, husbands or brothers. This importance is emphasized as a means of providing economical security and status for women it also improves one's rank in society and is a mean of ensuring social stability. Compared to clueless although young women are more independent and outspoken social acceptance and popularity is still a priority. Cher discusses the advantages and disadvantages of attending the valley party just like Emma when she is deciding whether or not she should attend the Cole's party. Social interactions, E.g. Balls, picnics, dinner, card parties etc. are designed to facilitate and promote suitable matches and Emma's preoccupation with matchmaking is not unusual. In Clueless being popular depends on being seen at the right parties, in the right clothes and with the right partner. The obsession with image is shown as part of the modern culture and inspires Cher's preoccupation with makeovers which "gave her a sense of control in a world of chaos". Both authors expose a prevailing anti intellectual attitude to women through Cher's endeavor to read one non-school book a week beginning with "Fit or Fat" and her propensity to argue her grades and Emma's discarded lists of improving books and unfinished sketches.

The lack of social awareness and responsibility is presented by Cher's idea of contributing to society as "donating expensive outfits to Lucy ". Even in her "enlightened" state, Cher's donations to the Pismo Beach disaster Eg. Donating expensive Skiing equipment show that Cher is still clueless. This contrast with Emma where when the Woodhouses give food to the Bates it may seem minor the effect and the motivation are highly valued. Both authors present a microcosmic view of the world, Emma's world is limited to Highbury with only passing references to London while Cher relates the case of the Haitian refugees to her father's 50th birthday party. The main threat to the happiness of the heroines is their own lack of awareness. Austen criticize the triviality of female lives, the obsession of matchmaking and marriage and the propensity to judge people accordingly to social rank rather than individual worth, but she leaves us in doubt of the correct moral and social values and those that threaten to undermine society. Heckerling presents a post modern world where there is an absence of an essential truth and agreed values and an emphasis on individualism and consumerism. However this is ironically still a world which subscribes to the Cinderella syndrome, the belief that people are meant to be together and that Cher will be "saved" by Josh. There is a limited but significant movement in society as seen by the decline into genteel poverty of the Bates and the rising influence and therefore status of the Coles and Robert Martin. Society imposes moral obligations on the individual and duty, honesty, consideration and responsibility are enforced through rigid conventions. Respect and admiration is accorded to those who demonstrate moral and social responsibility.

We can see the changing values over the 180 years between texts. Though marriage and manners are still valued by Heckerling's Clueless society, it is not to the same degree as in Emma. The most significant reason for such a change in values is due to the main value of the 10's being individuality, so basically 'anything goes'. This is a vast leap from Austen's time, where conformity was the biggest rule to popularity. Values must correspond with the values of the time and place that the text is created. Changing contexts show a stark contrast in culture, and particularly in values, which can be shown most clearly through the comparison of Jane Austen's Emma, reflecting values of 1815, and Amy Heckerling's film Clueless, reflecting values of the 10's.

Emma and Cher are constrained by the values and restrictions of their respective societies. Although within their society they are at the top, in reality they are clueless, they have no idea about the outside world because of their societies and values. They are afraid of losing their high statue and position if they left their society, their family also restricts them to certain places disallowing them to experience more things.

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Economics

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Does greater economic openness between nations lead towards economic growth and convergence? Greater economic openness between nations does lead towards economic growth and convergence. All of the first world countries demonstrate greater economic openness then third world countries demonstrate. Although economic openness may be a solution to gain economic growth and convergence, free trade may not be the answer. There are two different views on free trade; the conservative view and the liberal view. In an economic age in which speedy transactions of imports and exports are essential, free trade is a necessity for aiding worldwide economic development. Even today, the United States continues to support free trade, an example being NAFTA (North America Free Trade Agreement). The problem is that Americas generosity has caused the foreign industry to take over the U.S. marketplace. This unfortunately has resulted in high unemployment rates because consumers and firms can purchase foreign goods for a little less than domestic products. From a conservative viewpoint, the only remedy to decrease unemployment and stimulate our own economic growth is to abandon the free trade policy and raise tariffs. Free trade has only crippled the American work force, increased poverty, and added to our national debt. If other nations begin to support free trade, the same situation may be likely to occur. Today there are about 10 million unemployed citizens and 5 million Americans are living in poverty because of free trade. Foreign industry is taking advantage of us. Market-opening measures in Asia along with other countries across the world have been promoted by exporting opportunities. In any clothing store and youll find that most of the apparel comes from South Korea, China, Hong Kong, Sri Lanka, and the Philippines. Its simply not feasible for the U.S. apparel industry to compete with the extremely low production costs in Third World countries. Also, another example of an industry hurt by free trade is the lumber industry. Even though our country possesses the largest supply of timber resources, the United States is the largest importer of wood products in the world. The reason imported wood is less expensive, especially from Canada. Other examples of industries that have responded negatively to free trade are the U.S. textile petrochemical, fishing, and auto industries. The temptation for consumers to buy cheaper foreign goods has only slowed production in U.S. industries and has caused unemployment levels to skyrocket. America needs to become less generous, more independent, and definitely more self-sufficient. Free trade policies need to be discontinued if that it is to be accomplished. The liberal viewpoint, however, is somewhat different. In a world of ever-increasing global economic interdependence, the United States should accept the responsibility of leadership towards the approaching 1st Century by promoting free trade. We need to do so in such a way that builds and matures the economies of other countries. As technology continues to advance in areas such as computers, medicine, and communication, we need to prioritize the spreading of these advancements across the world in hopes for reaching worldwide economic stability and unity. Free trade is the best way to allow for the sharing of valuable resources and technology, which in turn makes the world a better, safer, and more united place for all. Inhibiting free trade is a step backwards in politics that only made sense back in the days when communication was slow and were being fought. Allowing for the existence of free trade is a step forward in the right direction towards the necessary global interdependent ways of the nearing 1st Century. Having clarified the different perspectives of the two main political parties on the free trade issue, it is hard to determine which action would be the most advantageous. Actually, both parties have come to conclusions on this issue which would allow for positive and negative results. The only problem is deciding which one would have the best overall effects. Should we put the immediate focus on our own economy and allow it to prosper, while other poorer countries suffer from the tariffs? Or, should we do away with all taxes on imports in hope that others will follow our bold lead? Only the near future can show which was the best decision. For certain, however, the results will be global. 4.) Who has benefited and who has lost from greater international trade? The financial crisis that erupted in Asia in mid-17 has led to sharp declines in the currencies, stock markets, and other asset prices of a number of Asian countries. It was hard to understand what these declines would actually do to the world market. This decline was expected to halve the rate of world growth in 18 from the four percent that was projected pre-crisis to an estimated outcome of about percent. The countries that are included in the East Asian crisis, known as Tiger economies, are Hong Kong, Indonesia, South Korea, Malaysia, the Philippines, Singapore, Taiwan and Thailand. For these countries to participate effectively in the exchange of goods, services, and assets, an international monetary system is needed to facilitate economic transactions. To be effective in facilitating movement in goods, services, and assets, a monetary system most importantly requires an efficient balance of payments adjustment mechanism so that deficits and surpluses are not prolonged but are eliminated with relative ease in a reasonably short time period. The Asian crisis of recent falls into this category of inefficient balance of payments facilitated by, its overcapacity and its lack of growth to the West, particularly depreciation of its currency. By competitively depreciating its currencies, Asia is exporting its deflation to the US. History The past ten or fifteen years have seen an unprecedented expansion in the extent to which the countries of the world are tied together, both by instant communication and by international trade, institutions, and markets, including financial markets. On the whole, this process of globalization has been an enormously positive development. It has opened new markets, enhanced competition, spurred innovation, and provided new opportunities for workers, farmers, and businesses around the world. For example more than 40 percent of US exports today are absorbed by developing countries, an extraordinary increase over past export patterns, and the jobs associated with these exports are high-paying, good jobs. The increasing productivity of our trading partners has helped keep inflation down and improve standards of living in the United States. And outside the US, probably hundreds of millions of people have been lifted out of poverty around the world by the economic growth and trade over the past twenty or thirty years. (This view is definitely a liberal one unlike the conservative viewpoint given in question 1). Effects of the Global Economy In this new global economy, countries are more tightly linked than ever before to each others fates. A decade ago, a collapse in the currency of a small, distant country like Thailand would barely have rated a mention in the typical American newspaper. A few years ago, however, that currency crash triggered a crisis in other East Asian countries that had dominated news coverage in a way that no other foreign financial crisis has ever done before in this country. The reason for the change is that we now have more at stake than ever before in the economic performance of these countries. Not only are they major customers for our products; the rich countries and developing countries are also increasingly linked by financial ties. In 16, the developed countries including the US invested more than 50 billion in emerging markets, and this is compared to roughly 0 billion ten years earlier. Much of this money was from banks (especially in Japan and Europe), although US mutual funds, pension funds, and individual investors also participated. But whatever its source, the extent of this investment means that economic turmoil in East Asia has a direct financial impact on the developed worlds capital markets, including our own. Indeed, a brief plunge in US stocks was widely attributed to turmoil in the Hong Kong stock market that was linked to the crisis set off by Thailands currency crash. What were the causes? Throughout the East Asian crisis many different ideas have been proposed to what the cause or causes were. Attempts to identify the fundamental causes of a financial crisis always suffer from the problem of distinguishing insight from hindsight. Many financial journalists today have said the crisis was the inevitable consequence of overvalued exchange rates, large current account deficits, short-term capital inflows, opaque financial systems, or one of several other supposedly fatal flaws in East Asian capitalism. It seems fair to say that a few years back, nobody suspected that a calamity like what we have seen was possible, although all of the characteristics that are now described as the fatal flaws of the East Asian economies were reasonably widely understood even then, at least by experts.

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Our current society is not just

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Our current society is not just. There are too many inequalities between men and women in numerous situations for our society to be considered evenly balanced. Aristotle is one of the many philosophers who defined what a 'just' society would be. According to Aristotle, justice requires treating like cases alike and different cases differently. Presently, men and women are far from being treated alike. Susan Okin and Claudia Card in their respective book and article, Justice Gender and the Family and Against Marriage and Motherhood, argue that changes should be made in our society to create equality.

Susan Okin presents a strong argument against the way women are treated presently. She claims that 'our current gender structure is incompatible with the attainment of social justice, but also that the disappearance of gender is a prerequisite for the complete development of a nonsexist, fully human theory of justice' (Okin, 105). Okin provides a great deal of evidence that women's existing roles are unjust Three cases that illustrate her point are workplace financial inequities, housework responsibilities, and lack of advancement opportunities. She provides recent statistics to back up her argument that there are enormous discriminations against women in the workplace. On page 158 of her book, Okin states that

the 6 percent of all wives who work full-time earn, on average, only 6 percent as much as the average fill-time working husband, and the average wife who works for pay…earns only 4 percent as much, it is therefore not at all surprising that male dominance is far more common that female dominance

Through her example, one can see that women are not being treated fairly in terms of equal pay. If alike cases are meant to be treated alike in Aristotle's proposal of justice, this is a valid point to illustrate that men and women are not being regarded similarly. Another situation where gender plays a major role is the division of housework responsibilities. Okin proves this point in saying, 'in many of the households in which men and women both work full-time…the unequal distribution of housework between husbands and wives leads to gross inequities in the amount and type of work done by each' (Okin, 154). In a situation where both husband and wife are working full-time, the household responsibilities should rightly be equally divided. A third argument that Okin makes is that women are generally geared towards careers that do not provide advancement. She states, 'Regardless of educational achievement, women are far more likely than men to work in administrative support jobs, as a secretary, typist or bookkeeper, for example, which in most cases hold no prospect for advancement' (Okin, 144-145). Okin says that his is because, 'some of the segregation of wage work by sex is attributable to the individual choices that women and men make in the context of their own socialization and with knowledge of the gender structure of the family in particular' (Okin, 145). Our present society conditions women to believe that they can only enter certain fields and have certain types of careers. The conclusion that Okin comes to is that, 'Given these facts about the way power is distributed … it is not difficult to see how the vulnerability of married women…tend to form part of a vicious cycle' (Okin, 15). It is not just that half of our population is encouraged to fit an unfair profile in terms of financial inequalities, housework, and career opportunities.

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Susan Okin and Claudia Card both propose that changes must be made in order for our civilization to be non-discriminatory against women. They both agree that different governmental programs must be altered to produce an impartial society. Card argues that the legal establishment of marriage is so flawed that it should be eradicated. A first problem she sees is, 'that employers and others…often make available only to legally married couples benefits that anyone could be presumed to want, married or not…this is one way people…find themselves economically pressured into marrying' (Card, ). Many things such as insurance, property availability, and even workers compensation are only accessible to people who are legally married. This is another instance where a like case is not treated alike. Other people in relationships, such as lesbians or people who do not believe in the legal definition of marriage, cannot receive benefits that married couples obtain. This is unfair that only those who are legally defined as married can acquire such enhanced arrangements. A second dilemma in marriage that Card observes, 'is that…the consequences of divorce can be so difficult that many who should divorce do not…there are new economic motives to preserve emotionally disastrous unions' (Card, ). If people find that they are not made for one another it should not be so difficult to get legally separated. It is so easy to get married and the government encourages and promotes it, but if two people discover that they do not wish to be married anymore it is financially draining to both of them. It is not right to encourage the combination of two people who may be catastrophic together. A last issue that Card raises on page 100,

is that the legal rights of access that married partners have to each other's persons, property, and lives makes it all but impossible for a spouse to defend herself (or himself), or to be protected against torture, rape, battery, stalking, mayhem, or murder by the other spouse

There are many situations that arise where one person realizes that they do not know someone as well as they thought they did. The legal institution of marriage has loopholes where one partner does not have the rights they had before as single. 'the law does not protect unmarried batterers or tend to preserve the relationships of unmarried lovers in the way that it protects husbands and tends to preserve marriages' (Card, 100). Claudia Card verifies that, in terms of marriage, our culture is not yet just. Susan Okin also provides adjustments that should be must be made in order for women to be treated equally. Three modifications she recommends for an ethical and unbiased society are that the paternity of children should be determined at birth (Okin, 171), if partners are divorced the standard of living in each household should be the same (Okin, 17) and that if one partner works outside the home and the other does not, the salary of the paid spouse should be equally divided to the other (Okin, 180-181). Both Card and Okin claim that if certain changes were made, then a fair society would be reached eventually.

Claudia Card's argument holds more weight, in my opinion. Although Okin provides more broad implementations for society to change, Card's idea would be more effective. It would be a lot harder to require paternity tests at birth, require checks be divvied up for spouses, and to create equal standards of living, than it would be to eliminate the legal institution of marriage. It is a lot more rational to implement one major change that would probably have a lot of positive repercussions than to change many different aspects and implement many regulations that would probably only make life more difficult. Okin did provide valid and persuasive arguments that the current situation is not fair. She also showed examples in which her arguments were well illustrated. Card just proposed a better and more realistic solution. I believe if the legal definition of marriage was abolished than it would have an effect on many of the inequalities women face. First, children would grow up in a situation where both parents had equal power. If the future generation is brought up to view both their parents as alike, it may change some of the societal conditioning that creates unequal opportunities. A second positive influence Card's suggestion may have, is that workers would have uniform access to certain benefits that their employer provides. If the legal establishment of marriage were eradicated, then everyone would have the same opportunities to particular advantages from their jobs. A third possibility that may arise from Card's proposal is that violence may decrease between couples. If marriage was not around in the first place, people could escape more easily from possible detrimental relationships. The fact that divorce is inconveniencing in numerous ways, actually promotes tough and sometimes dangerous situations. In Aristotle's terms, we do not currently live in a just or fair society. Like cases are not treated alike and different cases are not treated differently. Women are not treated like men and married couples are not treated like unmarried couples. In order to create a righteous and moral society, changes must be made. I believe Claudia Card is on the right track to discovering this perfect and equal world.

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