International Business Environment Free Essays

In a dynamic and competitive world of macro political power and interests, in which occupational groups gain and/or maintain professional standing based on the creation of legal boundaries that mark out the position of specific occupational groups –be they in accountancy and architecture or law and medicine. However, if this suggests that the process of professionalisation has differential socio-political dimensions, so too does the fact that not all learned occupations necessarily become professions. This point is more recently underlined by the comparison of herbalism and acupuncture in England, where herbalists alone have been earmarked by government to gain legal closure through statutory regulation given a perceived need for greater public protection in this area – despite having equivalent knowledge and expertise and arguably less rigorous and unified occupational organisational structures to those of the acupuncturists(Saks 2011) on also needs to be paid to the ideological dimen-sions of professions above and beyond knowledge and expertise in understanding the success and failure of professionalisation in defining professions. We will write a custom essay sample on International Business Environment or any similar topic only for you Order Now This can be illustrated with reference to altruism, so often put forwardby taxonomic writers as a distinctive actual professional characteristic (Saks 1995). The case of herbalism and acupuncture underlines its potential importance, as the British government has Saks: Defining a Profession:The Role of Knowledge and Expertisewww.professionsandprofessionalism.comPage6placed a heavy emphasis on the protection of the public in modernising the health professions (Baggott 2004). However, the level of altruism of professions relative to other occupations –as distinct from the legitimating ideological claim itself –has rarely been systematically scrutinised. Interestingly, while a recent replicated Swedish survey of a range of professions, semi-professions and pre-professions –from lawyers to graphic designers –unusually analysed the amount of public trust given to such groups, it did not examine the relative position of non-professionalised occupations (Svensson 2011). So who teaches on all of these courses? The FE college workforce has begun to emerge as a serious area of research interest, a process that has gathered pace during the last fifteen years or so as successive governments have sought to reform and regulate the workforce in different ways. During this period, FE teacher training has been reformed, made compulsory and then returned to a voluntary activity. And FE teachers have been ‘professionalised’ and ‘re-professionalised’. Over the last fifteen years, three entirely new sets of professional standards for teachers and trainers in the sector have in turn been consulted on, published, and mapped onto teacher-training curricula and staff appraisal systems. Continuing professional development has been mandated and then discarded. Mentoring and coaching have been introduced, although provision is uneven. One professional body – the Institute for Learning – came, briefly and rather unimpressively stayed, and then left, and a new professional organisation – the Society for Education and Training – has recently emerged instead. Not without reason has the sector been characterised as undergoing endless change. During the constant changes of the last fifteen years or so, the issue of teacher professionalism has remained persistently troublesome. Different models or philosophies of professionalism jostle for space amongst contradictory policy discourses and initiatives. Do we want a qualified workforce or not? Do we want compulsory CPD? Should FE teaching also be a graduate – or equivalent – profession? Should part-time staff be required to have the same professional qualifications as full-time staff? Are professional standards or benchmarks a tool for professional development or for quality assurance, audit and performance management? is it any wonder that meaningful discussions about what it means to be a professional teacher in FE remain difficult to pin down? Questions such as these persist but are arguably absent from much of the day-to-day experience of teachers in the sector, perhaps pushed sideways by teaching and assessment requirements (it is not uncommon for a full-time FE teacher to deliver over 850 contact hours each year) and employment conditions (almost two-thirds of teachers in FE are on part-time contracts and the staff turnover rate for teachers is almost one in five (Education and Training Foundation, 2014)). In a sector characterised by relatively high staff turnover, diversity in teacher profiles, backgrounds and experience, variable working conditions and constant changes to policy, is it any wonder that meaningful discussions about what it means to be a professional teacher in FE remain difficult to pin down? The Post-Compulsory and Lifelong Learning SIG seeks to encourage research into not only questions such as these relating to teacher preparation and professionalism, but also into other areas relating to further education, adult and community education and work-based learning more generally, including the curriculum, the students and the organisations involved. Come and talk to us at the 2015 conference, or get in touch online. References Education and Training Foundation (2014). Further Education Workforce Data for England. Retrieved from: http://www.et-foundation.co.uk/wp-content/uploads/2014/09/SIR-Report.pdf (date accessed, 17 June 2015). Lucas, N. (2004). The ‘FENTO Fandango’: national standards, compulsory teaching qualifications and the growing regulation of FE teachers. Journal of Further and Higher Education 28(1) 35-51. Lucas, N., Nasta, T. and Rogers, L. (2012). From fragmentation to chaos? The regulation of initial teacher training in further education. British Educational Research Journal 38(4) 677-695. Robson, J. and Bailey, B. (2009). ‘Bowing from the heart’: an investigation into discourses of professionalism and the work of caring for students in further education. British Educational Research Journal 35(1) 99-117 Tummons, J. (2014a). The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector. Research in Post-Compulsory Education 19(1): 33-44. Tummons, J. (2014b). Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks Research in Post-Compulsory Education 19(4): 417-432. But these are all much more than simply ‘values’ we should hold or aspire to. They are prescriptive expectations of colleges, teachers and their practice that are constantly monitored, measured and audited. Quality assurance is rife in FE, from OFSTED inspections, stakeholder and learner surveys and course audits, to staff appraisals, observations and close analysis of (mainly) quantitative data. Smith (2016) points out that ‘quality assurance systems with their SMART targets and ‘measurable outcomes’ are regrettably a commonplae feature in FE. That is something that should give us serious cause for concern’. He argues that when QA procedures are implemented in an unintelligent, managerialist way several things happen: Good quality teaching and learning is valued less and there is greater focus on the ‘output’ – the success rates, achievement levels or retention rates alone. The quality of educational relationships are undermined Extra-ordinary, life-changing relationships between teachers, students and knowledge lose value This cycle of QA, auditing, control and measurement values and ‘prioritises the knowledge of policy-makers and auditors, rather than the expertise of the professional teacher’ (Pleasance, 2016, p.75). OFSTED inspections (much reduced in terms of depth and scope) only contribute to these phenomena since they take statistical data as a starting point and a defining factor in their judgements (Smith, 2016). So how do these conceptions of value and this heavy focus on QA impact me as a lecturer and on my learners? Personal values, better described as ‘the ethical bases of our actions and beliefs’ (Bolton, 2014, p.22) do change as we grow but are very deep seated and woven into our very being. Personal values drive our attitudes and actions, but we rarely stop to examine and question them. Balancing personal values and principles with those of the organisation and external bodies can be difficult. I like to take a humanistic, holistic approach to teaching and my learners (this fits with my person-centred, humanistic approach in my professional counselling role). I value my relationship with them, I want to make a difference, treat them with care, teach and behave with openness and integrity and help them leave the course with more than just a grade on a piece of paper. External and internal moderation systems, course evaluation and QA activities focus heavily on grades and achievement. I also value achievement for my learners but believe that education is more than just a grade or qualification that prepares a learner to earn money and contribute to the local and national economy. Ball (2004:15) agrees, highlighting a worrying trend in education, suggesting the commodification of education is producing a system where ‘beliefs and values are no longer important – it is output that counts’. How to cite International Business Environment, Papers

Primal Fear Essay Example

Primal Fear Paper The Psychology of Primal Fear Controlled Chaos Primal Fear is a movie starring Richard Greer and Edward Norton. At the beginning, Aaron (Edward Norton) kills the Archbishop of Chicago In a very grisly, brutal murder. The extremely egocentric Martin (Richard Greer) takes on the case of defending Aaron pro fond and the rest of the movie Is spent learning about the characters and figuring out the best way to defend Aaron and not lose the case. From a psychological point of view, this movie was amazing. From the ego and past of Martin Ball to the level of psychotically that Aaron exalts there Is more than enough material and Information for a psychologist to work with. We find out In the movie that Aaron comes from a broken home: his mom dies when he was a young boy and his dad was a bad man who apparently was abusive. Aaron Is later diagnosed with multiple-personality disorder. We find that the mild mannered, polite, simple minded 19 year old who stutters is only a part of who Aaron is. He is also harboring Roy, his other personality. We will write a custom essay sample on Primal Fear specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Primal Fear specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Primal Fear specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Roy is the complete opposite of Aaron. Aaron is right handed, Roy is left. Roy looks you in the eye, Aaron does not. Roy is also Eileen and aggressive. Whenever Roy comes out, Aaron loses time, which means he cant remember anything. Defending Aaron is Martin Vail. We learn later in the movie that Martin did a bad thing, and we are left to feel like maybe that is why he is a defense attorney, so that he can defend good people who do bad things. Clearly his past influences who he is, much as Aarons does. We also get the impression from Martin that he is a very egotistical person. He likes to see himself on television, and in the headlines, at one point asking a Journalist from a magazine owing a story on him that this will be on the cover correct? At the end of the movie, Aaron is tried but not convicted for the murder due to insanity. He is ordered to the psych ward of a prison for a month long evaluation and then the state will release him depending on the outcome of the evaluation. In a plot twist, we find out that there really was no Aaron and that Roy made up the non-violent, simple minded persona so that he could get away with murder. And so he did. The question remains though, if Roy has a violent personality, as he clearly does, and he Is able to make up this other persona, than Is he really crazy after all, or did he just do a masterful Job at acting? Primal Fear By Indiana Primal Fear is a movie starring Richard Greer and Edward Norton. At the beginning, Aaron (Edward Norton) kills the Archbishop of Chicago in a very grisly, defending Aaron pro bono and the rest of the movie is spent learning about the characters and figuring out the best way to defend Aaron and not lose the case. Of Martin Vail to the level of psychotics that Aaron exhibits there is more than enough material and information for a psychologist to work with. We find out in the boy and his dad was a bad man who apparently was abusive. Aaron is later diagnosed with multiple-personality disorder. We find that the mild mannered, also harboring ROY, his other personality. Roy is the complete opposite of Aaron. Violent and aggressive. Whenever ROY comes out, Aaron loses time, which means he cant remember anything. Defending Aaron is Martin Vail. We learn later in movie, Aaron is tried but not convicted for the murder due to insanity. He is is able to make up this other persona, than is he really crazy after all, or did he Just

2063115-250190 Essays - Business, Computing, Technology, Deception

2063115-250190 Essays - Business, Computing, Technology, Deception 2063115-250190 Arab Open University Faculty of Business Studies Business Functions in Context I B203A - Second Semester 2016-17 Tutor Marked Assessment Being Cheap is our specialty Hon Hai Precision Industry is sometimes called the biggest company you have never hear of. Yet it is one of the world's largest contract electronics manufacturers who produce many of the world's computer, consumer electronics and communications products for customers such as Apple, Dell, Nokia and Sony. Since it was founded in 1974, the company's growth has been phenomenal. It is now the world's biggest contract manufacturer for the electronics industry. Why? Because it can make these products cheaper than its rivals. In fact, the company is known for having an obsession with cutting its costs. Unlike some of its rivals, it has no imposing headquarters. The company is run from a five- storey concrete factory in a grimy suburb of Taipei and its annual meeting is held in the staff canteen. Doing anything else would be spending your money. Cheap is our specialty', says chairman Terry Gow , and he is regarded as having made Hon Hai the most effective company in his industry at controlling costs. The extra business this has brought has enabled the company to achieve economies of scale above those of its competitors. It has also expanded into making more of the components that go into its products than its competitors. Perhaps most significantly, Hon Hai has moved much of its manufacturing into China and other low-cost areas with plants in South-East Asia, Eastern Europe and Latin America. In China alone, it employs 100,000 people, and with wages rates as low as one-fifth of those in Taiwan many of Hon Hai's competitors have also shifted their production into China. Slack. N., Stuart, C., and Robert, J. (2010) Operations Management. Harlow, England: Financial Times Prentice Hall. Discussion Question s Question 1 (300 words, 30 marks) Identify the various ways in which Hon Hai has kept its costs low. Question 2 (200 words, 30 marks) How easy will it be for Hon Hai's competitors to copy the way it has kept its low costs. Question 3 ( 4 00 words, 4 0 marks) Explain the five performance objectives of operation. Discuss the effect of the four objectives on the cost objective. Support your answer with relevant examples. General instructions for students: This TMA should be written by students individually. TMA weight: 20% of total course grade. Cut-off date: Check LMS Plagiarism: It's imperative that you write your answer using your own words. Plagiarism will be penalized depending on its severity and according to AOU plagiarism policy. Format: you are expected to write your answer in an essay format: introduction, body paragraph(s) and a conclusion. Failing to do so could result in the deduction of up to 4 marks from your total TMA mark. Word count: your answer is expected to be w ithin the specified word count range. Not adhering to specified word count could result in the deduction of up to 4 marks of your total TMA mark. Referencing: You are expected to use the Harvard referencing style for in-text referencing and list of reference at the end. Failing to do so could result in the deduction of up to 4 marks of your total TMA mark. E-library: You are expected to use E-library sources to support your answers. A minimum of 3 sources is required. Failing to do so could result in the deduction of up to 4 marks of your total TMA mark.

Can a President Pardon Himself - Constitution and Laws

Can a President Pardon Himself - Constitution and Laws The question of whether a president can pardon himself arose during the 2016 presidential campaign when critics of Democratic nominee Hillary Clinton suggested she could face criminal prosecution or impeachment over her use of a private email server as secretary of the Department of State if she were to be elected. The topic also surfaced during the tumultuous presidency of Donald Trump, particularly after it was reported that the erratic businessman and former reality-television star and his lawyers  were discussing the president’s authority to grant pardons and that Trump was asking his advisers about his power to pardon aides, family members and even himself. Trump further stoked speculation that he was considering his power to pardon himself amid the ongoing probes over his campaigns connections with Russia when he tweeted all agree the U.S. President has the complete power to pardon.† Whether a president has the power to pardon himself, though, is unclear and the subject of much debate among constitutional scholars. The first thing you should know is this: No president in the history of the United States has ever pardoned himself. The Power to Pardon in the Constitution Presidents are granted the authority to issue pardons in Article II, Section 2, Clause 1 of the U.S. Constitution.   The clause reads: The President ... shall have Power to grant Reprieves and Pardons for Offences against the United States, except in Cases of Impeachment. Take note of two key phrases in that clause. The first keyphrase limits the use of pardons for offenses against the United States. The second key phrase states that a president cant issue a pardon in cases of impeachment. Those two caveats in the Constitution place some limitations on the presidents power to pardon. The bottom line is that if a president commits a high crime or misdemeanor and is impeached, he cant pardon himself. He also cannot pardon himself in private civil and state criminal cases. His authority extends only to federal charges. Take note of the word grant. Typically, the word means one person gives something to another. Under that meaning, a president can give someone else a pardon, but not himself. Yes, the President Can Pardon Himself Some scholars argue that the president can pardon himself in some circumstances because - and this is a key point - the Constitution does not explicitly prohibit it. That is considered by some to be the strongest argument that a president has the authority to pardon himself. In 1974, as President Richard M. Nixon was facing certain impeachment, he explored the idea of issuing a pardon to himself and then resigning. Nixons lawyers prepared a memo stating such a move would be legal. The president decided against a pardon, which would have been politically disastrous, but resigned anyway. He was later pardoned by President Gerald Ford. Although I respected the tenet that no man should be above the law, public policy demanded that I put Nixon-and Watergate-behind us as quickly as possible, Ford said. In addition, the U.S Supreme Court has ruled that a president can issue pardon even before charges have been filed. The high court stated that pardon power â€Å"extends to every offense known to the law, and may be exercised at any time after its commission, either before legal proceedings are taken or during their pendency, or after conviction and judgment.† No, the President Cant Pardon Himself Most scholars argue, however, that presidents cannot pardon themselves. More to the point, even if they were, such a move would be incredibly risky and likely to ignite a constitutional crisis in the United States. Jonathan Turley,  a professor of public interest law at George Washington University, wrote in The Washington Post: Such an act would make the White House look like the Bada Bing Club. After a self-pardon, Trump could wipe out the Islamic State, trigger an economic golden age and solve global warming with a carbon-eating border wall - and no one would notice. He would simply go down in history as the man who not only pardoned his family members but himself.​ Michigan State University law professor Brian C. Kalt, writing in his 1997 paper Pardon Me: The Constitutional Case Against Presidential Self-Pardons, stated that a presidential self-pardon would not hold up in court. An attempted self-pardon would likely undermine the publics confidence in the presidency and the Constitution. A potential meltdown of such magnitude would be no time to begin legalistic discussion; the political facts of the moment would distort our considered legal judgment. Looking at the question from a cooler vantage point, the intent of the Framers, the words and themes of the Constitution they created, and the wisdom of the judges that have interpreted it all point to the same conclusion: Presidents cannot pardon themselves. The courts would likely follow the principle  stated by James Madison in the Federalist Papers. No man, Madison wrote, is allowed to be a judge in his own cause, because his interest would certainly bias his judgment, and, not improbably, corrupt his integrity.

Wars and Religion Research Paper Example | Topics and Well Written Essays - 2000 words

Wars and Religion - Research Paper Example We have also used religion to explain certain things in the past that we as a people could not explain, understand or accept, such as the ancient Greeks using their gods to explain how the sun rises and sets, or how Zeus used lightning. Not everyone believes in the same deity, in fact not all religions and beliefs have only one deity. Some have many gods, like Hinduism or Ancient Greek and Roman beliefs. Other beliefs do not have deities but instead, are about worshiping ancestors or objects. And for some reason, weather it is because of a lack of understanding, conflict of belief, and other factors, wars have been fought over religion. Religious wars have been part of man’s history almost as long as religion its self, and our history books are filled with conflicts, persecutions, wars that have been waged in the name of religion. This paper’s purpose is to take a look at some of these religious struggles and discuss happened in the events and provide some feedback abou t them. This paper will focus on certain wars and struggles throughout history that have had significant effects on our civilization as a whole. There will be some key points about these conflicts that will be stressed in this paper namely; how the conflict began, who were included in the conflict, some main points about the conflict such as political effects and justifications, and finally, how it ended. This paper will focus mainly on known and historical wars and conflicts and break them down with the key points mentioned above. It will attempt to make brief, concise and objective comments and analysis of these wars. The wars and conflicts that will be discussed and analyzed in this paper are as follows: †¢ The persecution of Christians in the Ancient Roman empire †¢ The crusades †¢ The Islam – Hindu conflict in India †¢ The Jewish state of Israel and its conflicts †¢ The attacks of September 11 on the United states †¢ Conclusion The persecuti on of Christians in the Ancient Roman Empire. For those who are not very familiar with history, it may be hard to understand that there was a persecution of Christians in Rome, since we now know of the religion known as â€Å"Roman Catholic† but despite the confusion, there was a mass persecution of Christians in ancient Rome. Before Rome became a Christian symbol, it first was a place of pagan religion. An article by mariamilani.com provides us with a bit if insight as to what happened during this time. The growth of the Christian church during this time meant that the Christians were also Roman citizens and because of the speed at which they multiplied, they were, as the article says â€Å"more than a religion amongst many but rather like a state within a state†. Now at first, the people of Ancient Rome were liberal and fine about the idea of worshiping different deities depending on their needs, and Rome its self was alright with its citizens worshiping whichever de ity they please as long as they do not go against the state. As for the treatment of Christians, it was not at all that bad at first. Some places were very neutral of Christians while other places even celebrated it. The problem came when the emperors of Rome began to follow a more oriental style of rule being that they were to be considered living gods that ruled over Ancient Rome and in order to pay respect to the state, a citizen would have to worship the Roman emperor. This now, was very much against the Christian belief since they have a monotheistic belief. Added to this is that fact that, according to the article, â€Å"they were following a law which had a point of reference which was not

Investigating the effects of mutation on active site amino acids of Lab Report

Investigating the effects of mutation on active site amino acids of beta-lactamase - Lab Report Example Using these two techniques it is possible to synthesize a protein that will bind any desired target. As recent studies suggest, it is possible to add random peptide sequences into loops of ?-lactamase subsequently establishing the catalytic properties of the produced ?-lactamase derivatives. The same authors highlighted the fact that there is no correlation between tolerance to insertion and tolerance to mutagenesis. A turn between two ?-strands next to the active site was found to be inactive in random mutagenesis but demonstrated the opposite in insertions. The present work consists of three elements. Initially it is creating a construct (cloning a mutated gene into an expression vector) ?-lactamase a. using traditional cloning methods (overlapping PCR for mutagenesis, digestion, ligation). Then move on to Protein- Prep- expressing and isolating mutated ?-lactamase a, transformation of construct into competent cells b and protein purification by GFC and IEC before, finally, move on to investigating the effects of mutation on the functionality of ?-lactamase a. Activity assay of mutants compared to those of the WT enzyme A Procedure Week 1: PCR- Primer Design/PCR Mutagenesis Two sterile 0.2 ml PCR tubes were loaded with 5 Â µL PFU buffer, 3 Â µL dNSO, 2.5 Â µL template, 0.5 Â µL PFU, 26.5 Â µL H2O each. Also, one tube was loaded with 5 Â µL Reverse Primer and 5 Â µL Forward Primer Mutant while the other was loaded with 5 Â µL Forward Primer and 5 Â µL Reverse Primer Mutant. 23 cycles of PCR were used to generate the required amount of the DNA sequence of interest. Denaturation, annealing, and elongation represent one cycle of PCR. The first minute of DNA generation was conducted at 950C the second at 500C. The temperature for the following three minutes was raised to 720C with subsequent 10 minutes of elongation at 720C before finally cooling down to 40C affording the crude product. Week 2: PCR Fragment Purification and Restriction Digest A. The crude product produced on the previous stage was loaded into the wells of 0.4 % agarose gel, the first run was conducted. All bends were cut and 330 Â µL QG buffer was added. The mixture was heat till the gel dissolved completely after that transferred to the column and span for 2 minutes. 500 Â µL QG buffer was added and spinning was continued for extra three minutes. 30 Â µL EB buffer was added to dissolve DNA and spinning was continued for 2 minutes. In this way DNA was pulled through. B. To generate the required amount of DNA PCR was conducted. Each of the two sterile 0.2 ml PCR tubes were loaded with 5 Â µL PFU buffer, 5 Â µL Forward Primers, 5 Â µL Reverse Primers, 2.5 Â µLdNTP, 0.5 Â µL pfu, Â µL H2O. Also, one tube was additionally loaded with 5 Â µL AB DNA (Forward mutant) while the other 5 Â µL CD DNA (reverse mutant). On the next day the first tube was loaded with DNA 30 Â µL, Eco R1 buffer 4 Â µL, Eco R1 - 1 Â µL, Hind III- 1 Â µL, H2O- 4 Â µL and the second w ith 4 Â µL vector, Eco R1 buffer 4 Â µL, Eco R1- 1 Â µL, Hind III- 1 Â µL, H2O- 4 Â µL. Both tubes were left at 370C overnight. Week 3: Restriction Fragment Purification/Ligation/Agar Plate Preparation The gel run was initiated following purification of the previously generated DNA samples. DNA concentration was measured and was found to be 5 Â µL into 500 Â µL. The following ligation was conducted. The ratio PCR/Vector was 3/1 Week 4: DNA Transformation/

Cultural Chameleon :: Essays Papers

Cultural Chameleon For me, being late to school meant chasing down taxis at 7:15 am and hurriedly telling the driver, in broken Cantonese, to please hurry. A day of shopping meant searching the Hong Kong market streets for a pair of shoes larger than a size 7 and bargaining for thirty minutes with the shopkeeper to bring the price down to fewer than ten dollars. Lunch with a friend was being the only white girl in a small noodle house tainted by the smell of the ducks and chickens hanging in the window, my voice drowned out by music blaring through Cantonese speakers. Sometime in the five years I had lived in Hong Kong, between speaking a little Cantonese and knowing the downtown streets like the back of my hand, I was promoted from my status as a typical American blonde to a true Hong Kong kid. When I moved away the summer after my sophomore year in high school, I was leaving home and going somewhere completely foreign. Texas. I will always remember the first day of public school. My mom dropped me off at the front of the school, as kids sped by us in their huge SUV’s to viciously snag a parking space. Inside, I was met with a swarm of Abercrombie-clad blondes and brunettes in every hall and at every corner. My thoughts were drowned out by singing of the latest songs on the radio, gossip, and laughter. Seeing as these were people who spoke the same native language as me, who looked the same and sounded the same, you would think that I would finally feel at home and relieved. But I had never felt so foreign in my life. This American culture that my parents called their own, did not at all feel like something that was mine. I was confused by the fact that I felt more at home and at ease in a culture where I stuck out as blatantly different, than in one where I blended in completely. It was this challenge and these feelings that established me as what is commonly referred to as one of the world’s â€Å"Third Culture Kids.† In their book so titled, David C. Pollock and Ruth E. Van Reken describe in detail the concept of what it means to grow up in a culture other than that of your own native culture, and the challenges and emotions that are often met.