Their Eyes Were Watching God Gender Roles Essay Example For Students

Their Eyes Were Watching God Gender Roles Essay Clausell 1It has been prevalently believed, by professional and laypersons alike, that boys and girls in our society are socialized differently and in ways that encourage behavior consistent with our cultural definitions of appropriate sex role behaviors. Sex differences in the socialization differences of parents (mostly mothers) have been described and discussed by many researchers over the years. Maccoby and Jacklin (1974) offered the summary evaluation that the two sexes has revealed to our surprise little differentiation in parent behavior according to the sex of the children (Maccoby and Jacklin, 1966). Despite these negative conclusions, however, the authors did find evidence that parents tend to shape their male and female children in sex-appropriate ways, by dressing them differently, by encouraging sex typed interests, by providing sex-appropriate toys, and by assigning sex-differentiated toys ( Hartley, 1964). Parental sex-typing behaviors, however, even narrowly defined when viewed in the context of self and sex role development, may be important. For example, Whiting and Edwards (1975) described one process by which sex assigned chores may contribute to later behavioral differences noted between boys and girls. Citing data obtained from field studies in six cultures, noted that girls, more frequently than boys, are assigned domestic and childcare chores (looking after young children, cooking, cleaning, food preparation, grinding) and that girls are assigned responsibilities at an earlier age than boys. Boys, in contrast, are assigned chores that take them from the immediate vicinity of the house, and are given responsibility for feeding, posturing, and herding animals. For boys and girls, these sex differences in assigned work are associated with different frequencies of interactions with various categories of people. Girls interact more often with both adults and infants, whereas boys i nteract significantly more often with peers. Whiting and Edwards suggest that to some extent the observed behavioral differences between boys and girls in the sample might be a function of sex distinctions in assigned chores. Younger girls in all cultures were found to be significantly more nurturing (offering help and giving support) and significantly more responsible than boys. We will write a custom essay on Their Eyes Were Watching God Gender Roles specifically for you for only $16.38 $13.9/page Order now Viewed from another, quite different perspective, these parental shaping behaviors urge the child toward sex-appropriate interests, activities, tasks, and the like may be seen as labeling behaviors. According to the cognitive developmental theory of sex typing as explicated by Kohlberg (1966) and endorsed by Maccoby and Jacklin (1974), sex typing is initiated by the very early labeling of the child with respect to gender. The gender labeling becomes an organizing becomes rubric around which the child actively, selectively, and with increasing complexity constructs a personal sex role definition. Through experience with parents, siblings, and peers, with the outside world, with the media, and with books, the child learns through a variety of techniques including enviornmental manipulation, tutoring and reinforcement; those responses, interests, activities, clothes, play materials, and tasks that are deemed consistent with sex categorization (Whicker and Kronenfeld , 1986). Sex differentiated parental socialization practices, many of which are reinforced by other socializing agents, contribute to the divergent strategies developed by boys and boys to cope with discrepant experiences. The data from several sources agree that socialization behaviors manifest more frequently by parents of females who tend to foster proximity, discourage independent problem solving, restrict exploration, minimize contingency experiences, and discourage active play and experimentation in the physical world. Because females are provided fewer opportunities for independent exploration and experimentation, because their toys encourage imitative play, because their play activities are more structured, and because proximity to mothers facilitates imitative behaviors, females are more likely to rely on existing structures in processing new inputs. .u34f47430d44c24e4084a6bb871daadfa , .u34f47430d44c24e4084a6bb871daadfa .postImageUrl , .u34f47430d44c24e4084a6bb871daadfa .centered-text-area { min-height: 80px; position: relative; } .u34f47430d44c24e4084a6bb871daadfa , .u34f47430d44c24e4084a6bb871daadfa:hover , .u34f47430d44c24e4084a6bb871daadfa:visited , .u34f47430d44c24e4084a6bb871daadfa:active { border:0!important; } .u34f47430d44c24e4084a6bb871daadfa .clearfix:after { content: ""; display: table; clear: both; } .u34f47430d44c24e4084a6bb871daadfa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u34f47430d44c24e4084a6bb871daadfa:active , .u34f47430d44c24e4084a6bb871daadfa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u34f47430d44c24e4084a6bb871daadfa .centered-text-area { width: 100%; position: relative ; } .u34f47430d44c24e4084a6bb871daadfa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u34f47430d44c24e4084a6bb871daadfa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u34f47430d44c24e4084a6bb871daadfa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u34f47430d44c24e4084a6bb871daadfa:hover .ctaButton { background-color: #34495E!important; } .u34f47430d44c24e4084a6bb871daadfa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u34f47430d44c24e4084a6bb871daadfa .u34f47430d44c24e4084a6bb871daadfa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u34f47430d44c24e4084a6bb871daadfa:after { content: ""; display: block; clear: both; } READ: Hernan Cortes EssayIn contrast, the socialization experiences of males appear to be less constraining of activity and more encouraging of exploration. Because boys are given greater freedom to venture into the outside world, they are more often in a position to encounter situations that must be dealt with independently. These early experiences of males, which demand reexamination of premises, restructuring of understandings, and the construction of new schemata, many serve to prepare males for the less predictable, less structured world that will inhabit in their adult lives (Block, 1984). Another active area of research on female achievement grows out of cognitive and social psychology and is known as the attribution theory.

How carter subverts snow child Essay Example

How carter subverts snow child Essay Example How carter subverts snow child Paper How carter subverts snow child Paper How does Angela Carter subvert the traditional form off fairy-tale in her short story The Snow Child? Why does she do this? Carter as a feminist was interested in fairy-tales because of hoe gender roles are presented in them. For example, women. Women are normally the lead characters of a fairy-tale. However, there are several different types of women that exist in fairy- tales and the reader is often able to figure out a characters role in a fairy-tale based on their physical appearance. If the woman is attractive, it is often a sign to show a future of happiness and that she Is a damsel In distress In need of her prince harming to come and rescue her. On the other hand, women that are less attractive are automatically classed as a source of suspicion. The evils stepsisters from Cinderella are a prime example of this. Carter, as a feminist writer, can unpick and stripe the myths that compose and uphold western social and sexual relationships. In her opinion, male desire dominated the popular Imagination and as a result of this, female desire became squeezed, denied and twisted. In The Bloody Chamber, Carter does not do Versions of the common fairy-tales we all know but rather extracts the hidden content from them. One of the fairy-tales that Carter subverts is Little Snow White written by the Grimm brothers. There are many similarities and differences in The Snow Child and Little Snow White, one being how both of then begin. In Grimes story is starts off by saying Once upon a time, Midwinter and in carters story It starts off by saying Midwinter- invincible, Immaculate. Both stories draw attention to the setting being Midwinter which suggests its cold but Carters use of alliteration, invincible, immaculate, exaggerates the extremity of the weather. Also the way Carter begins her story in the resent tense, which is an immediate departure from the once upon a time traditionally shown in fairy-tales. This shows Carter subverting the story already as the beginning suggests Its a horror story rather than a fairy-tale. The characters In The snow child could be seen as something drawing a connection to Little Snow White as there is a husband, his wife and a girl that has all the traits of Snow White. However, where traditionally its the woman who wishes for the child, in Carters story its the man. Again, we are seeing how Carter seems to be subverting the fairy-tale genre here. The Count says l wish I had a girl as white as snow. I wish I had a girl as red as blood. l wish I had a girl as black as that birds feathers. As the count wishes for a girl, we are forced to contemplate whether or not his wish Is of paternal meaning or sexual whereas if it where a woman we would assume her desire is maternal. Overall, we get the idea that the count is not satisfied with his wife and wishes for the girl to give him what his wife is not able to give. This is made evident in the simile that is used in the counts wish. The as white as snow simile symbolisms the girls untainted virginity and purity. The as red as blood however, has a more sinister meaning. It could suggest danger and could also be foreshadowing omen due to the fact that we associate ravens with death and bad luck. All of the colors mentioned used to describe the girl are traditional, gothic colors, again showing that Carters story is nor fairy-tale. The way that Carters tale end is very different to what we normally expect to see in fairytale. The beautiful, young girl the count wishes for ends up dead. Traditionally, the beautiful girl lives happily ever after with her prince charming and the baddie IIS, but that is not the case with Carters story. Instead the girl picks a rose; pricks her finger on the thorn; bleeds; screams; falls. The very brief description of the girls death suggests that she was never a very important character in the story. You could also interpret it in another way and say that this shows how men treated woman, used them and disposed of them when they were no longer needed. This could draw attention to Carters feminist views. Also, the fact that the girl dies shows that Carters story is not a fairy-tale but rather a sinister, gothic, horror story. However, the fact that the girls death is due to the Countess Jealousy shows that there is an element of Grimes story in The Snow Child as Carter has arguably created an evil stepmother. We are shown this as the countess constantly asks the girl to do dangerous tasks for her such as purposefully dropping her diamond broach through a frozen pond and asking the girl to Dive in and fetch it for her. Looking at all the evidence, it seems that Carter re-writes the fairy-tale as she does to show the different and dark side of femininity. In traditional fairy-tales the image of a male is mostly associated with the good, the decent, the innocent and naive but Carter has rendered her story completely and shown women in a different light. The fact that fairy-tales have an element of teaching in them suggests that Carter has a message she wants to pass but she doesnt specifically indicate what the message is, which show that she may want the reader to work it out for themselves. You could also look at The Snow Child in a different way and say that it is not Just a re-writing of a fairy-tale to show what goes on in a really think but could also be revealing men to themselves.

Why Bacon Smells So Good

Why Bacon Smells So Good Bacon is the king of food. You can savor it slice by slice, enjoy it in sandwiches, indulge in bacon-laced chocolate, or smear on bacon-flavored lip balm. Theres no mistaking the odor of bacon frying. You can smell it cooking anywhere in a building and when it gone, its lingering scent remains. Why does bacon smell so good? Science has the answer to the question. Chemistry explains its potent scent, while biology rationalizes a bacon craving. Chemistry of How Bacon Smells When bacon hits a hot frying pan, several processes occur. The amino acids in the meaty part of bacon react with carbohydrates used to flavor it, browning and flavoring bacon via the Maillard reaction. The Maillard reaction is the same process that makes toast toasty and seared meat mouth-wateringly delicious. This reaction contributes the most to the characteristic bacon aroma. Volatile organic compounds from the Maillard reaction are released, so smell of sizzling bacon drifts through the air. Sugars added to bacon  carmelize.  The fat melts and volatile hydrocarbons vaporize, although nitrites found in bacon limit hydrocarbon release, compared with pork loin or other meats. The aroma of frying bacon has its own unique chemical signature. Approximately 35% of the volatile organic compounds in the vapor released by bacon consist of hydrocarbons. Another 31% are aldehydes, with 18% alcohols, 10% ketones, and the balance made up of nitrogen-containing aromatics, oxygen-containing aromatics, and other organic compounds. Scientists believe the meaty smell of bacon is due to  pyrazines, pyridines and furans. Why People Like Bacon If someone asks why you like bacon, the answer, because its awesome! ought to be sufficient. Yet, there is a physiological reason why we love bacon. Its high in energy-rich fat and loaded with salt two substances our ancestors would have considered luxurious treats. We need fat and salt in order to live, so foods the contain them taste good to us. However, we dont need the parasites that could accompany raw meat. At some point, the human body made the connection between cooked (safe) meat and its smell. The odor of cooking meat is, to us, like blood in the water for a shark. Good food is near! Reference: Study of the Aroma of Bacon and Fried Pork Loin. M. Timon,  A. Carrapiso,  A Jurado  and J  Lagemaat.  2004. J. Sci. Food Agriculture.

American political parties, relatively weak compared to similar Essay

American political parties, relatively weak compared to similar nations, why and what are consequences - Essay Example mparison to other highly industrialized society because in reality and practice, the American political parties have always had severe internal divisions. In a two-part system, ideal internal ideological unity could be nothing more than political picture. The political parties are plainly too immense and varied to encourage stable internal unity. Yet, integrated party control confers an electoral incentive for party leadership to downplay, or even vigorously steer clear of, those matters on which the party is divided to protect the outward show of cohesion. In the concern of electoral success and a significant party ticket, party member find motivating incentives to downplay intraparty conflict. Alternatively, it is in my own opinion that the capability of a divided government to provoke resentment rest partly in its capability to generate prospect for intraparty conflict to arise. Moreover, in a divided government system, the prevailing congressional party has the power to compel public concern of those matters most perceptive to the president’s party. Through placing conflict-ridden issues on the agenda, the party dominating Congress compels the president’s party to discuss matters its congressional members would vigorously steer clear of. The typical justification for the irresponsible nature of American political parties is that our very Constitution makes our party system what it is. Richard Hofstadter, the historian, put it in a few words: â€Å"We have a Constitution against parties† (Disch 2002: 62). However, it is also possible that federalism contributes to national and state parties that are primarily self-governing but it is also possible that federalism is the cause. The actual problem is in fact the failure of the political parties to attain an appropriate balance of power within the federal system, which demands a higher nationalization of party influence. Furthermore, it is unfortunate that there is no focus of party leadership in the American

Smoking ban in London Parks Coursework Example | Topics and Well Written Essays - 3000 words

Smoking ban in London Parks - Coursework Example To alter this, there is the need to ban smoking from all public places, including the parks that are in London. This will begin to assist with the problems with pollution while ensuring that others aren’t affected by the harmful substances of cigarettes. Aims The aim of this specific project will be to ban the smoking that is currently in public areas, specifically which is occurring in places such as parks and areas where children and youth are. The aim achieve will be based on providing assistance for health among those who are exposed to the cigarette smoke while offering an alternative to those who are conscious of the environment and aren’t interested in the complexities smoking leads to with the environment and health. By banning the smoking in London public parks, there will be further opportunities for better health and initiatives for environmental awareness in the community. Methodology To ban the smoking in public areas, there will first need to be a focus on the parks and the governance which creates the main policies within the area. The policies will need to consist of fines or other consequences if individuals are caught smoking in the parks, as well as agreements on how to initialize consequences to stop the smoking in the public areas. The ban that will take place will then need to be followed by ways to communicate this to the public through press releases, marketing campaigns and initiatives that will support the policy on stopping public smoking in the outdoor areas in London. Background The current changes with smoking in public areas began in 2002 in the United States with the initiative to stop public smoking in bars, restaurants and work areas. This led to a nation wide ban which supported the initiative to stop smoking, specifically with academic leads which showed that smoke – free workplaces led to better options for health, working and habits for those within a given area. The main ideal was to create a space in which non – smokers were protected from passive smoking, specifically with evidence which led to the health problems which were stimulated with second hand smoke. This was combined with the environmental problems of not having fresh air within the buildings and the ways in which this could harm the health of those that were located in an area where there were smoking bans (Fichtenberg, Glantz, 2002). The smoking ban which was first initialized was tested in several areas, specifically to see if this resulted in changes with health and from those which were said to be affected through second hand smoke. It was found after the first smoking bans were initialized that admittance into hospitals for complexions such as coronary heart disease began to rapidly decline. This decreased from an average of 47% to 39% within a year, showing a difference in the amount of health issues, specifically which related to the smoking ban and the monitoring of health effects of those who were bei ng affected by the environmental smoking and the complexities which it had for those with severe health problems (Khuder, Milz, Jordan, 2007). Another study which was initiated after the smoking ban was conducted on the environmental health and the air pollution which was a part of each of the areas. The environmental tobacco smoke which was associated with the ban was studied in several areas, including bars, hotels and general office areas which allowed

The impact of WTO in India

The impact of WTO in India Impact of WTO on India India is a founder member of the General Agreement on Tariffs and Trade (GATT) 1947 and its successor, the World Trade Organization (WTO), which came into effect in 1995 after the conclusion of the Uruguay Round (UR) of Multilateral Trade Negotiations. Indias participation in an increasingly rule based system in the governance of international trade is to ensure more stability and predictability, which ultimately would lead to more trade and prosperity for itself and the 134 other nations which now comprise the WTO. India also automatically avails of MFN and national treatment for its exports to all WTO Members. Ministerial Conferences of WTO The first Ministerial Conference held in 1996 in Singapore saw the commencement of pressures to enlarge the agenda of WTO. Pressures were generated to introduce new Agreements on Investment, Competition Policy, Transparency in Government Procurement and Trade Facilitation. The concept of Core Labor Standards was also sought to be introduced. India and the developing countries, who were already under the burden of fulfilling the commitments undertaken through the Uruguay Round Agreements, and who also perceived many of the new issues to be non-trade issues, resisted the introduction of these new subjects into WTO. They were partly successful. The Singapore Ministerial Conference (SMC) set up open ended Work Program to study the relationship between Trade and Investment; Trade and Competition Policy; to conduct a study on Transparency in Government Procurement practices; and do analytical work on simplification of trade procedures (Trade Facilitation). Most importantly the SMC clearly declared on the Trade- Labor linkage as follows: We reject the use of labor standards for protectionist purposes, and agree that the comparative advantage of countries, particularly low-wage developing countries, must in no way be put into question. In this regard we note that the WTO and ILO Secretariat will continue their existing collaboration. The Second Ministerial Conference of WTO, held at Geneva in May 1998, established a process to prepare for the Third Ministerial Conference and to submit recommendations regarding the WTOs future work program, which would enable Members to take decisions at the Third Ministerial Conference at Seattle. The Geneva Ministerial Conference (GMC) Declaration had identified the following issues for the General Councils work, paragraphs 9(a) to 9(b) of the Declaration: Issues, including those brought forward by Members, relating to implementation of existing agreements and decisions; The negotiations already mandated at Marrakesh (Agriculture and Services) and to ensure that such negotiations begin on schedule; Mandated reviews already provided for under other existing agreements and decisions taken at Marrakesh; Recommendations concerning other possible future work on the basis of the work program initiated at Singapore Ministerial Conference consisting of: Trade and Investment; Trade and Competition Policy; Transparency in Government Procurement; Trade Facilitation. Recommendations on the follow-up to the High-Level Meeting on Least-Developed countries; Recommendations arising from consideration of other matters proposed and agreed to by Members concerning their multilateral trade relations. The 3rd Ministerial Conference held in Seattle during 30th November-3rd December, 1999 was being looked up by many, specially in the developing countries, as a launching pad for a comprehensive round of negotiations. In the preparatory process in the General Council of the WTO (September 1998 to September 1999), new issues which were proposed for the negotiating agenda by some Members under paragraph 9(d) are as follows: Industrial Tariffs Global Electronic Commerce Trade and Labour Standards Trade and Environment Coherence in the interaction of WTO and other international organizations. Outcome of the Seattle Ministerial Conference of WTO The Indian delegation to the Third Ministerial Conference of the WTO was led by the Union Minister of Commerce Industry, Mr. Murasoli Maran. The delegation also included Members of Parliament, senior officials from different Ministries and representatives from the apex Chambers of commerce and industry. The Seattle Conference attracted wide attention because of proposals by some countries to press for the launching of a comprehensive round of negotiations covering subjects as wide ranging as labour issues, coherence in global economic architecture, agriculture etc. Even before the commencement of the Conference there were widespread protests and demonstrations in Seattle by a number of anti-WTO groups ranging from environmental activists to labour unions. The inaugural session which was to be held in the forenoon of 30th November, 1999 had to be abandoned because of disturbances. The plenary which was to start in the afternoon on the same day had to be held under heavy police protection. The Chairmen of various Working Groups tried to narrow down the differences in their respective groups with a view to arriving at a consensus in the draft Ministerial text that had been transmitted from the Geneva preparatory process. However, in view of the wide divergence of views, no group could present draft texts for inclusion in the Ministerial declaration acceptable to all the members. As there was no prospect of reaching a conclusion on a large number of issues, it was decided after consultation among key members that it would not be practicable to adopt any Ministerial declaration. The Chairperson of the Conference made only a brief statement on 3rd December followed by brief reports by the Chairmen of the various groups. The Chairperson observed that divergences of opinion remained that would take time to be narrowed down. It was therefore, decided to suspend the work of the Seattle Ministerial Conference. While the above constituted the overall outcome, the deliberations and consultations which took place on several of the important issues are briefly outlined below subject-wise (these positions are indicative and not definitive since a number of delegations, including ourselves, made it clear that nothing was agreed until everything was agreed). Implementation issues : A good deal of discussions took place on this subject in Seattle, further to the extensive consultations held in Geneva earlier. The Working Group Chairman (Canada) came up with a final proposal (similar to what was mooted by the Secretariat) that meant a few immediate decisions at Seattle and establishment of a special mechanism to examine and make recommendations within one year, and in any case by the Fourth Ministerial Session, on other implementation issues. The Chairmans text also proposed negotiations in respect of Anti-Dumping and Subsidies Agreements. While India and most other countries were prepared to go along with the Chairmans text, the US had reservations and was opposed to any negotiations on anti-dumping and subsidies and could, at the most, agree to a few (not all) of the issues raised by the Committee on Anti-Dumping and Subsidies respectively. No consensus could, therefore, emerge. Agriculture : Mandated negotiations have to commence on 1.1.2000 on Agriculture. In the run-up to Seattle,however, the Cairns Group of countries supported by US sought to secure a more rigorous negotiating mandate that would speed up elimination/ reduction of their export/domestic subsidies. EC, Japan, Norway etc., resisted this to the very end. While EC appeared to display some flexibility on this issue, Japan put up stiff opposition on further inroads into elimination of domestic subsidies.As for India, our concerns relating to food security were adequately reflected. Services: No substantive negotiation took place in Seattle as there was hardly any divergence of views on the draft text which adequately takes into account Indias concerns. Investment and Competition Policy: India, Malaysia, Hong Kong, China and Pakistan proposed the continuation of the study process launched at Singapore. EC and others stubbornly argued that they wanted negotiations to be launched right away. Given this, the talks broke off but a bridge proposal which aimed at carrying forward the study process to prepare for negotiations to be launched by the Fourth Ministerial Conference began to take shape. While India, Malaysia, Hong Kong, China and Pakistan continued to oppose even the bridge proposal, a number of other developing countries (including countries such as Zimbabwe, Sri Lanka and Egypt) showed inclination to agree to launch negotiations or to agree to the compromise proposal. Market Access for non-agricultural items: There was virtually no opposition for the launching of negotiations in this area except that a number of developing countries including ourselves pointed out the priority that we attached to the implementation issues and made it clear that agreeing to any text on this issue depended on progress in other areas. The text which evolved during the Green Room consultations left open the modalities to be followed for the tariff reduction exercise although the APEC countries wanted a specific reference to their Accelerated Tariff Liberalisation (ATL) initiative. EU wanted a common tariff reduction method to be adopted for all countries while certain others preferred a formula approach to be the main methodology. While our concerns were largely met in the draft text, the US insisted on avoiding any reference to peak-tariffs saying it was a politically sensitive issue. Several developing countries, including us, however, firmly opposed the substitutio n of peak tariffs by any other phraseology. This matter still needs to be resolved. Transparency in Government Procurement: There were broadly three proposals on this subject at the Seattle Ministerial. First, that the Working Group should continue its work until the fourth Ministerial session. India and number of developing countries supported this proposal. Second, that the Seattle Ministerial should mandate commencement of negotiations based on the elements that had formed the basis of discussion in the Working Group with the objective of concluding an Agreement at the latest by the Fourth Ministerial session. A number of developed and developing countries such as Brazil and South Africa supported this proposal. Third, that the Ministers adopt at Seattle an Agreement on Transparency in Government Procurement based on the formulation proposed by the United States and the European Communities. After further discussions in the open-ended Seattle Working Group on Singapore issues and other issues, its Chairman gave his understanding that there was virtual consensus a mong Members present on the second proposal. He noted that India was the only Member present that stated that it could not join such a consensus and urged India to reconsider its position. India had stated that it could only support further work in the Working Group aimed at arriving at a consensus on the elements of a Transparency agreement. Trade and Environment: Developed countries, particularly EU, were very keen on negotiations on environment related issues to accommodate concerns of their civil society. They wanted environmental considerations integrated throughout the negotiations in the new Round (mainstreaming) which will also dilute the focussed mandate of the Committee on Trade and Environment (CTE ) to that extent. USA was further keen that Members right to set high environmental standards was not undermined by trade rules. US and CAIRNS Group countries also called for the removal of environmentally damaging subsidies such as agricultural subsidies and fishery subsidies that contributed to over capacity. Developing countries sought adjustments in the TRIPS Agreement for preservation of biological diversity and reward for traditional knowledge. The proposal to mainstream environment and dilute the role of CTE and the US proposal regarding environmental standards were opposed by some developing countries includi ng India while there was considerable support for removal of environment- related subsidies. The TRIPS related proposals were supported by some, but there was no consensus. Intellectual Property: Many members were willing to complete the negotiations on the establishment of a multilateral system of notification and registration of geographical indications for wines and possibly spirits, while there was an emerging consensus for an early decision on the ongoing discussions on inclusion of other products for the higher level of protection as has been provided to wines under Art 23 of TRIPS. Other work programmes proposed to be launched at Seattle included a proposal to make recommendations to the Fourth Ministerial Conference on the scope for protection for traditional knowledge and folkfore under the TRIPS Agreement, and review of Article 71.1, including enhancing the Agreement to respond to its objectives and principles as well as new developments elsewhere, and of Article 27.3(b) relating to life forms and plant varieties. Other issues: There were a few other issues which were less controversial. Subjects belonging to this category included E-commerce and trade facilitation. A proposal to set up a working group on transfer of Technology, supported by India also found wide support but was opposed by USA, while EC and some others preferred discussions on this issue within the Committee on Trade and Development. On the other hand, the proposed Working Group on Bio-technology, pursued by USA was hardly discussed because of strong opposition from many members, including India. Regarding transparency in the functioning of WTO, US and EU were keen for some kind of mechanism whereby civil society could participate in the WTO functioning, inter alia, through amicus curiae briefs in the trade dispute settlement mechanism. But this was sharply opposed by India and many other developing countries. Conclusion : Thus WTO has been playing a very important role in Indias foreign trade. And India will be much more benefited if the present DOHA round gets completed. Pascal Lamy has projected that it will be completed in the year of 2012.

Cons of Merit Pay

What is merit based pay and does it improve education? Merit base pay is based on your performance, it provides bonuses for workers who perform their jobs effectively, according to measurable criteria. In merit pay an effective way to bolster student achievement and create more effective teachers? While the federal push fur teachers merit pay has only just now found its footing, Louisiana schools started implanting merit pay programs as early as 2003, under TAP, the Teacher Advancement Program.TAP falls under the umbrella of the National Institute for Excellence in Teachers (NIET), which is committed to ensuring that highly skilled, strongly motivated teachers are competitively in American’s classroom (Mick NP). Merit pays should not be the system of use in schools. The purpose of this paper is to persuade the State Superintendent not to have this merit pay. I will be listing some of the Cons to this topic and discussing them. Some points I will be touching on are , teachers c an’t control students lives, and they cant give out grades to students they don’t earn, and the fact that all students learn at a different pace.Although popular in public opinion polls, merit pay- also called performance pay- faces stiff opposition from teacher organizations when linked to student test scores (Wiley NP). While outside of school teachers can’t control their students lives. Teachers are in the school to teach the students, and to make sure they have them ready to advance to the next level. A teacher is not the only influences on students achievement, family background, home life, prior teachers, and students mobility also are influences on students studies. Student performance is influenced by a lot of things out of teacher’s control.There is a strong connection between poverty and low test scores among students. Teachers cannot control many of these external factors that would lower a students performance. So how can they be properly eval uated when so many things are out of their hands? The results of unpleasant, and non cooperation with the students, is why there is lower grades and more students not passing the classes. Teachers cannot force a student to work, a lot of students that go to school, are there to learn, which causes distractions to the students who are there to learn.If a student isn’t there to learn, this makes it very difficult for the teacher to teach them, which is totally unfair to the teacher. Students that come from broken up families sometime have a hard time adjusting to living with one parent for a period, and then staying with the other parent for awhile. Families today are so much busier with both parents working that they do not care like they should about their child’s education. More kids are left alone, due to parents being gone which leaves them unsupervised, allowing the kids more freedom and keeping them from doing their studies.Parents are to tired by the time they ge t home that they neglect to make sure the studies are completed. In today’s society, it takes two parents incomes to make a living, which is making homework a problem in the households. So much is crammed into one days studies, teachers send a lot of extra work home with students, which some kids don’t have the help they need to get this work done. Some studies today that kids are doing, need the help of a teacher, and when sent home, on one is able to help.It isn’t fair for a teacher to have to try and make a student learn that doesn’t want to be there. Grades are mandatory at school. Teachers have to give out grades because it helps to see what level a student is at, so they can see what they need help on and if they are ready for advancement. If grades weren’t given out, many students wouldn’t do their studies, or focus on learning, , and it would make it difficult to know if a student is ready for advancement. Teachers should use the sam e grading scale so all students are graded equally.Rewards shouldn’t be given out for high scores, or for schools with the best improvement. This would favor teachers in wealthy neighborhoods whose students came to school with excellent skills. Some schools scores are already to high to show any improvement. Grades are sometimes given out to students that have been dishonest and cheated to get a better grade. Some students think that some kids get a better grade because they are teachers pet, or because he or she plays sports and they need them on the team, so they get a grade they don’t deserve.Grades really help the students and organize teachers to realize what the individuals have completed and not completed. Money that is giving for test results, will worsen the problems of teachers cheating, erasing answers on tests. It will also avoid consequences of The NO Child Left Behind Act (NCLB). Giving grades out, make sure the teachers are teaching all of the lessons, a nd not skipping through, so all students are getting the whole lesson. Individual students all have to work at different paces, but sometimes this doesn’t happen. No one will want to teach challenging kids.When you reward teachers for student achievement nobody will want to teach who live in challenging communities and have a hard time succeeding (Solomon NP). Teachers of honor students have a much easier time teaching their classes, these students work at their own pace and don’t need much assistant from a teacher making this teachers job a lot easier. Test score would be a lot higher. A teacher in a class that may have special educational students, or students that are just a little slower, or have problems learning, make this teachers job a lot harder.These students all need extra help from their teachers, which takes a lot away from a teacher trying to teach their studies each day. This can sometimes cause a teacher to fall behind. When students are struggling, tea chers shouldn’t get penalized for wanting to take the extra time needed in helping this student understand the studies they are doing, the teachers should have helpers that can cone in and help take some of the stress of the teachers. These students are more than likely nit going to pass the necessary test required for them to take.Many people believe that merit pay will motivate teachers and give the incentive to work harder and teach better. Others think it will cause competition among teachers rather than fostering the cooperative needed for school improvement. Sharing is an important part of the teaching profession. Teachers mentor each other, discuss teaching strategies, share lesson plans, collaborate on how to deal with difficult students and parents, and provide a support system for each other. Teachers competing for merit pay could negatively influence that sense of sharing and collaboration. (Kaplin NP).In a merit pay system, it wouldn’t be fair if two teache r are both doing what they should be doing and one class scores really high and the other cores much lower and both teachers did everything they could to make sure the students were ready for tests. As you can see, I have talked about several cons such as, why teachers can’t control their students, why teachers give out grades, and also how all individual students work at a different pace. As we went through and noticed the cons, a big factor that comes up and is part of all of them is some students do not care, and if they don’t care, they are not going to try.Students that don’t care can cause distraction in the class which can keep other students from learning. Students have to try their best and care about their education, or it’s not going to get them anywhere in life. Parents need to make their children really understand the importance of a good education and how they need this to make their life a lot better. If a student neglects to get the studie s they need, they will realize somebody how important it was to stay in school, and do their best. Sometimes it’s too late to do anything about it.Merit Pay for teachers have it’s pro’s and con’s. It says it is questionable whether Merit pay has anything to do with students success, but it is always a positive thing when teachers are receiving more pay and in a society that does not value teachers as professionals. Opponents to Merit Pay argue that a better solution to the current educational crisis is to pay all teachers more. Rather than design and regulate a messy Merit Pay program, why not pay teachers what they are already worth (Lewis NP)?