Southern Stingray Facts and Information

Southern stingrays, also called Atlantic southern stingrays, are a normally docile animal that frequents warm, shallow coastal waters. Description Southern stingrays have a diamond-shaped disc that is dark brown, gray or black on its upper side and white on the lower side. This helps southern stingrays camouflage themselves in the sand, where they spend most of their time. Southern stingrays have a long, whip-like tail with a barb at the end that they use for defense, but they rarely use it against humans unless they are provoked. Female southern stingrays grow much larger than males. Females grow to about a 6-foot span, while males about 2.5 feet. Its maximum weight is about 214 pounds. The southern stingrays eyes are on top of its head, and behind them are two spiracles, which allow the stingray to take in oxygenated water. This water is expelled from the stingrays gills on its underside. Classification Kingdom: AnimaliaPhylum: ChordataClass: ElasmobranchiiOrder: MyliobatiformesFamily: DasyatidaeGenus: DasyatisSpecies: Americana Habitat and Distribution The southern stingray is a warm water species and inhabits primarily shallow tropical and subtropical waters of the Atlantic Ocean (as far north as New Jersey), the Caribbean and Gulf of Mexico. Feeding Southern stingrays eat bivalves, worms, small fish, and crustaceans. Since their prey is often buried in the sand, they un-bury it by forcing streams of water out their mouth or flapping their fins over the sand. They find their prey using electro-reception and their excellent senses of smell and touch. Reproduction Little is known about the mating behavior of southern stingrays, as it has not been observed often in the wild. A paper in the Environmental Biology of Fishes reported that a male followed a female, engaged in pre-copulatory biting, and then the two mated. Females may mate with multiple males during the same breeding season. Females are ovoviviparous. After a gestation of 3-8 months, 2-10 pups are born, with an average of 4 pups born per litter. Status and Conservation The IUCN Red List states that the southern stingray is of least concern in the U.S. because its population appears to be healthy. But overall, it is listed as data deficient, because there is little information available on population trends, bycatch, and fishing in the rest of its range. A large ecotourism industry has arisen around southern stingrays. Stingray City in the Cayman Islands is a popular destination for tourists, who come to observe and feed the swarms of stingrays that gather there. While the stingrays animals are usually nocturnal, research conducted in 2009 showed that the organized feeding is affecting the stingrays, so that instead of eating during the night, they eat all day and sleep all night. Southern stingrays are preyed upon by sharks and other fishes. Their primary predator is the hammerhead shark. Sources Arkive. 2009. Southern Stingray (Dasyatis Americana). (Online) Arkive. Accessed April 12, 2009.MarineBio.org. 2009. Dasyatis Americana, Southern Stingray (Online). MarineBio.org. Accessed April 12, 2009.Monterey Bay Aquarium. 2009. Southern Stingray (Online) Monterey Bay Aquarium. Accessed April 12, 2009.Passarelli, Nancy and Andrew Piercy. 2009. Southern Stingray. (Online) Florida Museum of Natural History, Department of Ichthyology. Accessed April 12, 2009.

Essay about Marijuana Should Not Be Legalized - 680 Words

Marijuana is a green or brown mix of preserved, crushed leaves from the marijuana plant. A psychoactive drug, marijuana contains fifty-percent more tar than tobacco. Smoking the harmful plant can damage the brain, lungs, and the male reproductive system and may escalate the effects of epilepsy and psychosis (Kahler, 1988). Within campus colleges and universities, there are a lot of students who are using marijuana recreationally. Long-term marijuana use can induce negative effects on short-term memory, concentration, attention span, motivation, and problem solving, which clearly interfere with learning. Tetrahydrocannabinol, the active ingredient in marijuana, can reinforce dependence on the drug and on other addictive drugs (Joffe †¦show more content†¦Currently, possession of less than 30 grams of marijuana is often dealt with through a fine. However, this penalty will heighten as premiers and chiefs are in favor of zero tolerance, early enforcement, and early diversion an d rehabilitation. Associations are concerned about any attempts to allow the medicinal use of the drug (King, 1999). We should be eliminating any thoughts of this drug being available. The second reason that the government should not legalize marijuana is that doing so will send the message that is okay to use other psychoactive drugs. Legalizing marijuana could result in advertising of this drug to adolescents. A study was conducted during 2003 showing that roughly 48 percent of twelfth graders reported using alcohol in the past thirty days and 24 percent reported smoking cigarettes in the past thirty days. Household access to illicit substances is coupled with a greater risk of marijuana use among both younger and older adolescents. This is often coupled with parental drug use which sends the message that it is okay to use psychoactive drugs (Joffe Yancy, 2004, p. e636). The general idea is that we, as people, shouldn’t be making it easier for our children to get drugs. Thus far, it is shown that there is a struggle to educate the youth to avoid the use of psychoactive drugs. However, certain organizations, such as DARE (Drug Abuse Resistance Education), have made solid efforts toShow MoreRelatedShould Marijuana Be Legalized?849 Words   |  4 Pageswhether marijuana should be legalized. Around 23 states have legalized marijuana for medical and recreational use. In the state of Illinois, medicinal use of marijuana has been passed on April 17, 2013. Since January 2014, patients are able to obtain marijuana with a doctor s recommendation. The new debate is whether marijuana should be legalized for the general public as a recreational drug. Although some believe that marijuana is harmless, and that it has beneficial medicinal uses, marijuana shouldRead MoreShould Marijuana Be Legalized?1715 Words   |  7 PagesMarijuana in Society Cannabis, formally known as marijuana is a drug obtained from the tops, stems and leaves of the hemp plant cannabis. The drug is one of the most commonly used drugs in the world. Only substances like caffeine, nicotine and alcohol are used more (â€Å"Marijuana† 1). In the U. S. where some use it to feel â€Å"high† or get an escape from reality. The drug is referred to in many ways; weed, grass, pot, and or reefer are some common names used to describe the drug (â€Å"Marijuana† 1). Like mostRead MoreShould Marijuana Be Legalized?1489 Words   |  6 Pagescannabis plant or marijuana is intended for use of a psychoactive drug or medicine. It is used for recreational or medical uses. In some religions, marijuana is predominantly used for spiritual purposes. Cannabis is indigenous to central and south Asia. Cannabis has been scientifically proven that you can not die from smoking marijuana. Marijuana should be legalized to help people with medical benefits, econo mic benefits, and criminal benefits. In eight states, marijuana was legalized for recreationalRead MoreShould Marijuana Be Legalized?1245 Words   |  5 PagesMarijuana is a highly debatable topic that is rapidly gaining attention in society today.   Legalizing marijuana can benefit the economy of this nation through the creation of jobs, increased tax revenue, and a decrease in taxpayer money spent on law enforcement.   Ã‚  Many people would outlaw alcohol, cigarettes, fast food, gambling, and tanning beds because of the harmful effects they have on members of a society, but this is the United States of America; the land of the free and we should give peopleRead MoreShould Marijuana Be Legalized?1010 Words   |  5 PagesThe legalization of marijuana became a heated political subject in the last few years. Twenty-one states in America have legalized medical marijuana. Colorado and Washington are the only states where marijuana can be purchased recreationally. Marijuana is the high THC level part of the cannabis plant, which gives users the â€Å"high† feeling. There is ample evidence that supports the argument that marijuana is beneficial. The government should legalize marijuana recreationally for three main reasonsRead MoreShould Marijuana Be Legalized?1231 Words   |  5 Pagesshows the positive benefits of marijuana, it remains illegal under federal law. In recent years, numerous states have defied federal law and legalized marijuana for both recreational and medicinal use. Arizona has legalized marijuana for medical use, but it still remains illegal to use recreationally. This is absurd, as the evidence gathered over the last few decades strongly supports the notion that it is safer than alcohol, a widely available substance. Marijuana being listed as a Schedule I drugRead MoreShould Marijuana Be Legalized?1350 Words   |  6 Pagespolitics in the past decade would have to be the legalization of marijuana. The sale and production of marijuana have been legalized for medicinal uses in over twenty states and has been legalized for recreational uses in seven states. Despite the ongoing support for marijuana, it has yet to be fully legalized in the federal level due to cultural bias against â€Å"pot† smoking and the focus over its negative effects. However, legalizing marijuana has been proven to decrease the rate of incrimination in AmericaRead MoreShould Marijuana Be Legalized? Essay1457 Words   |  6 PagesSHOULD MARIJUANA BE LEGALIZED? Marijuana is a drug that has sparked much controversy over the past decade as to whether or not it should be legalized. People once thought of marijuana as a bad, mind-altering drug which changes a person’s personality which can lead to crime and violence through selling and buying it. In the past, the majority of citizens believed that marijuana is a harmful drug that should be kept off the market and out of the hands of the public. However, a recent study conductedRead MoreShould Marijuana Be Legalized?1145 Words   |  5 PagesLegalizing Marijuana Marijuana is a drug that has been actively used for centuries. This drug can be traced back to 2737 BC by the Chinese emperor Shen Nung. He spoke about the euphoric effects of Cannabis and even referred to it as the â€Å"Liberator of Sin.† Since early on, marijuana was seen as a medicinal plant that was recommended for medical uses. Marijuana is currently in schedule I, which means that physicians are not allowed to prescribe it in the United States (Hart, Ksir 2013). This drugRead MoreShould Marijuana Be Legalized?1596 Words   |  7 Pages But what needs to be known before a user can safely and completely make the decision if trying Marijuana is a good idea? Many do not want the drug to be legalized because they claim that Cannabis is a â€Å"gateway drug†, meaning it will cause people to try harder drugs once their body builds up a resistance to Marijuana, because a stronger drug will be needed to reach a high state. This argument is often falsely related to the m edical side of the debate over legalization. It is claimed that this would

Health And Property With The Amount Of Compensation †Free Samples

Question: 1. Was the compensation is justified? 2. Was the decision of the court in this case fair? Explain 3. If you are agree with the judgment of the court so, explain why? If you are not agree with the judgment of the court so, explain why? 4. In your opinion, will you compromise your health and property with the amount of compensation? 5. Who will pay the loss? Cement company or insurance company? 6. Environmental pollution is very harmful, is it acceptable to compromise your surroundings and environment in term of money? Explain Answer: Answer 1 The issue that has been presented in the question is that the Cement Company had been emitting large amounts of pollution along with constant vibration and loud noise. This means that the residents of the surrounding environment have been facing problems due to the noises and the vibrations. However, the refusal of the court to issue the injunction on the grounds that the cost of closing the plants outweighed the benefits that is to be gained by the residents. Thus, the compensation that had been determined by the court was the fair market prices that the residents would receive if they would rent their properties. The compensation that has been determined is in accordance to the Islamic Insurance (Takaful). Takaful can be concluded as an effort that may come up from the sudden or unexpected peril or harm. Thus, it can be concluded that the compensation is justified in terms of the particulars of the Islamic Insurance regulatory procedures. However, on the grounds of ethics, this par ticular decision by the court has been strongly criticized. Answer 2 The decision of the court has not been fair. This is because the court ruling in favor of the cement company will not only harm the residents but also the surrounding environment of the company. This particular decision by the court has violated the economic interests of the residents. Moreover, it is an established fact that each corporate entity or company has a duty towards the society and the environment in which it operates. This is known as the corporate social responsibility of a firm. The cement company has not even fulfilled the corporate social responsibility. Thus, the decision by the court is not fair. Answer 3 The judgment of the court is not agreeable. This is due to the fact that the solution to the particular problem as mentioned in the case study is that the residents may receive a onetime payment equivalent to the fair market price in regards to renting of the properties of the resident owners. However, the damage that is caused as a result of the operational functions of the organization cannot be resolved by an onetime payment of fees. The economic as well as the environmental interests of the residents are violated by the decision of the court. Moreover, the decision by the court unofficially has permitted the cement company to pollute the surroundings by just paying out the compensation fees. Furthermore, the fact that the cement company has been utilizing the latest technology has also helped the court in refusing to issue the injunction. However, an alternative solution has to be developed in this particular situation like the modification of the manufacturing processes in order to reduce the loud noise and the vibrations. Thus, the judgment of the court is not agreeable. Answer 4 The health and property should not be compromised with any amount of compensation. One time compensations will be of no use to the residents as the operational functions of the firm will in all probabilities inflict a long term damage on the environmental surroundings which cannot be compensated with the payment of any kind of fees. Answer 5 The company itself will pay for the loss. This is because it has been mentioned in the case study that the insurance company will not cover for the damages that is related to the environmental and health problems that has been caused by the plant. Moreover, it is the duty of the company to compensate for the loss that has been specifically incurred due to the functional operations of the cement plant. Answer 6 It is not acceptable to compromise the surrounding environment in terms of money. This is because it should be noted here that the environment in which a business operates should be given prime importance in regards to the money that may be received as a payment for such corrupted practices. A business can be modified in order to suit the requirements of the environment but once the environment is degraded, no technology can be implemented in order to establish the selected business Adjusted Premium The different types of Premium Adjustments are as follows: Cancellation cancellation refers to the exclusion of an insurance policy before the expiration of the selected policy. The policy might also be cancelled on the basis of the request by the insured. The policy may also be cancelled due to the non-payment of the premiums. Endorsements the alterations in the already existing policies might lead to the payment of the additional premiums, which may required to be adjusted. Moreover, the returns of the premiums might also be considered due to the decrease or increase in the coverage limits. Deletion or the addition of the properties or coverage of the risks might also result in the return of the premiums that will be required to be adjusted, the change in location of the insureds also may result in the adjustment of the premiums. Audit premiums the determination of the premiums on the basis of the reports generated by the periodic audits may result in audit premiums. Audit may result in additional premium or return premium. The premiums may also be modified post the expiration of the same. These are known as the retrospective premium adjustments.

Analysis of I have a dream Essay Example For Students

Analysis of I have a dream Essay Analysis of I have a dream I Have a Dream Analysis Everybody has a dream, but not every one of them will come true.One of the most famous quotes in modern time, and also one of the most influential speeches ever given on the earth was given on a potiumat the Lincoln Momorial in Washington D.C on Augest 28th 1963. The great speech was given by Martin Luther King Jr. who deciatied his time on earth to prove that all people are equal. Martin Luther used different parts of the English language to enhance the meaning of his speech and bring out the details. The different rhetorical devices, allusions to historic documents, and metaphors seemed to have brought about the emotions that King was trying to arouse in his listeners. This helped him influence his listeners towards wanting equality for all and changing what was happening in the present so they didnt repeat things in the past . The very title of his speech was probably taken from his use of anaphora which was present throughout his speech. I have a dream that one day the nation will rise up and live out the true meaning of its creedK that all men are created equal. For the next few lines of his speech he repeated these words, I have a dream, which helped arouse emotion in his audience and give them hope. This hope was that they would one day be treated as equals and walk side by side with the all other races. King uses his the phrase I have a dream today, twice as its own paragraph. This statement was probably spoken with great emphasis since it gave the listeners the desire to change today instead of continuing to be discriminated against. Martin Luther Kings speech could have very well been titled something else but because of his use of anaphora which strongly emphasized these words it earned itself the title I Have a Dream. Martin Luther Kings use of alluding to other historic documents, which also deal with equality issues, helped his speech reach the listener. These allusions were probably geared more towards the white listeners than it was towards the black because it provided textual evidence from past documents which stated that all men were created equal and all people should have the right to life liberty and the pursuit of happiness. King also makes a few allusions to the Bible; Let us not seek to satisfy thirst for freedom by drinking from the cup of bitterness and hatred, is the first allusion to the Bible in his speech. King does not want the equality-seeking listeners to go out and use force or start a battle to get their freedom because then it would give the white people a reason to fight. They would be able to say that the black people were starting a violent protest and needed to be stopped and therefore retaliate with physical violence. King was smart though and by saying these words he reassured his followers that their destiny and their freedom would not be left in the hands of others and that they would be able to control their own future. When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of Gods children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands in the words of the old Negro spiritual, Free at last! thank God almighty, we are free at last! This entire last paragraph of Kings speech is an example of parallelism. This shows that all of these different races and religions are no better than the other. .uf613aa237fde1ee5c6e6f7b8387410d2 , .uf613aa237fde1ee5c6e6f7b8387410d2 .postImageUrl , .uf613aa237fde1ee5c6e6f7b8387410d2 .centered-text-area { min-height: 80px; position: relative; } .uf613aa237fde1ee5c6e6f7b8387410d2 , .uf613aa237fde1ee5c6e6f7b8387410d2:hover , .uf613aa237fde1ee5c6e6f7b8387410d2:visited , .uf613aa237fde1ee5c6e6f7b8387410d2:active { border:0!important; } .uf613aa237fde1ee5c6e6f7b8387410d2 .clearfix:after { content: ""; display: table; clear: both; } .uf613aa237fde1ee5c6e6f7b8387410d2 { 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; } .uf613aa237fde1ee5c6e6f7b8387410d2:active , .uf613aa237fde1ee5c6e6f7b8387410d2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf613aa237fde1ee5c6e6f7b8387410d2 .centered-text-area { width: 100%; position: relative ; } .uf613aa237fde1ee5c6e6f7b8387410d2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf613aa237fde1ee5c6e6f7b8387410d2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf613aa237fde1ee5c6e6f7b8387410d2 .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; } .uf613aa237fde1ee5c6e6f7b8387410d2:hover .ctaButton { background-color: #34495E!important; } .uf613aa237fde1ee5c6e6f7b8387410d2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf613aa237fde1ee5c6e6f7b8387410d2 .uf613aa237fde1ee5c6e6f7b8387410d2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf613aa237fde1ee5c6e6f7b8387410d2:after { content: ""; display: block; clear: both; } READ: Auguste Rodin Essay By doing this it seems as though King is trying to let his listeners know that they arent the only ones that are discriminated against. All religions are looked down upon by other religions and until they can stand at the same level as the others they will all have problems with not being treated as equals. Another literary device that also has a lot of influence is his use of metaphors. One .

The Contemporary Indian Society

Background Information Vikas Swarup’s novel, Q A (Slumdog Millionaire), employs the life of an orphan, brought up in the slums of Mumbai, to portray the contemporary Indian society. The police arrest Ram on allegations of cheating in the quiz show, â€Å"Who Will Win a Billion (W3B)†.Advertising We will write a custom research paper sample on The Contemporary Indian Society specifically for you for only $16.05 $11/page Learn More In justifying his innocence, Ram narrates events and experiences in his life, which were the basis of his ability to answer the quiz promptly. The flashback on his life events constitutes the bulk of the story. It portrays the author as an individual who has keenly watched the issues that an ordinary member of the Indian society has to tolerate in his/her attempts to earn a living. The author, by giving the details of Ram’s ability to answer all the quiz questions, shows that life is the best teacher especi ally to those who are less privileged in life. Slumdog Millionaire is extremely close to reality as it portrays many aspects of the real Indian society with great verisimilitude and its realism outweighs its adventurous story and fairy tale elements. The Indian society as portrayed in the story The novel reveals lives of the impoverished individuals in the Indian society. These people live in the Mumbai slums. They do not acquire quality education thus end up becoming servants of the well up in the society. Ram works for an Australian diplomatic family and for a Bollywood megastar. Working as a waiter is part of his wide range of unprofessional occupations that Ram assumes in his lifetime. There is a clear distinction between those who are wealthy and the poor. The wealthy are very influential especially to the authority as evidenced when the producer of the television quiz is able to convince the police to arrest Ram, the poor orphan. The police, though lacking concrete evidence of the allegations, act accordingly. According to Proust this portrays the oppression of the poor by the rich in the society because as it occurs later that, the producer of the television show did not have the money to give to the winner of the quiz (25). According to him (the producer), the police would help him stop the poor winner from demanding the rightfully won prize. Proust argues that this vice is characteristic of the contemporary Indian society whereby the rich use their influence to deprive the poor their rights. The impoverished in the Indian society are not supposed to mingle with families of the well-up members of the society. For instance, Mr. Shantaram arrives in the slums and orders his family not to interact with their neighbors. Ram hears Shantaram saying,Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"This place is nothing less than a black hole. It is totally beneath my dignity to be staying here, but just for the sake of you two, I will endure this humiliation until I get a proper job. Listen, I do not want any of the street boys to enter the house. God knows what hellholes they have come from. There are two right next to us. Rascals of the highest order, I think. And Gudiya, if I catch you talking to any boy in the chawl, you will receive a hiding with my leather belt, understood?† (Swarup 24). Though Shantaram’s family moves to the slums due to financial constraints, they still do not admit to stoop to the level of the rest of the people in the slums. This trend is true about the Indian society where the rich have defined their boundaries clearly to avoid any interactions with the poor (Neville 56). This has led to the distinct social classes in society. The novel also gives a picture of the extremes of religious differences exhibited in the Indian society. The two prominent religious groups in India are Muslim an d Hindu. The differences between the two groups are so severe to the extent of claiming people’s lives. The author tries to strike a balance between all the religious groups in the nation by giving his main character a name, Ram Mohammad Thomas, which has an aspect of each of the religions. Ram is a Hindu name; Mohammad signifies the Muslim faith while Thomas is a name of one of the Christian saints. The name to this actor makes him neutral as far as the religions are concerned. Salim lost his family at a tender age in religious-based riots. One day as he is travelling in a bus, he finds people rioting; a group of people is arguing over a water tap and this argument turns into a heightened fight between the Hindus and Muslims. The ruffians force the people to alight from the bus based on their religion. The Muslims, Salim being one of them, remain in the bus where he experiences a terrifying incidence based on his conversation with the ruffians: â€Å"What is your name?† the leader asked me. ‘I could have said Ram or Krishna, but I became tongue-tied. One of the attackers pointed to the tabeez around my neck. â€Å"This bastard is definitely a Muslim, let’s kill him,† he urged. â€Å"No. Killing him would be too easy. We will burn this motherfucker alive in this bus. Then he and his community will learn never to touch our homes,† said the leader, and laughed (Swarup 78). The other Muslim in the Mumbai bus, Ahmed Khan, confronts the ruffians, saves Salim’s life, takes the poor orphan, and employs him as his servant.Advertising We will write a custom research paper sample on The Contemporary Indian Society specifically for you for only $16.05 $11/page Learn More Child abuse is rampant in the contemporary Indian society. Ram and Salim attest that both in Mumbai and Delhi cruel relatives and police officers exist; for instance, a Maman transforms young children into slaves. Ashok, a thir teen-year old child narrates the children’s ordeal to Ram and Salim. He says that they are not schoolchildren but beggars in the local trains and others are pickpockets. They (the children) give the money the collected money to Maman’s men in exchange of food and shelter. In addition, if one of the children does not meet the daily target, Maman’s men punish him/her. The children under Maman’s custody cannot escape because they are afraid of other gangs in Mumbai. Shankar’s illness and death is another example of child abuse cases in the Indian society. Though his mother is capable of paying for the medical expenses for the treatment of the boy, she does not bother about it leading to the eventual death of the boy. We learn this from Ram when he takes Shankar’s corpse to the poor boy’s mother. He says, â€Å"Mrs. Swapna Devi, if this is your palace, and you are its queen, then acknowledge the prince. I have come to deliver the dead bo dy of your son Kunwar Shankar Singh Gautam to you. He died half an hour ago, in the outhouse where you have kept him hidden all these years. You did not pay for his treatment. You did not fulfill the duty of a mother. Now honor your obligation as a landlady. Please pay for the funeral of your penniless tenant† (Swarup 112). This mother did not treat his son justly The plight of women in a male dominated society is a controversial issue in the Indian society. Male chauvinism has snuffed the rights of women in the society (Watkins 12). For instance, Shaym uses Nita as a money making tool in his brothel. One of the men that he sends to Nita abuses her leaving her in much pain. When Raju goes looking for Nita, he is shocked by what he sees and upon inquiry, Nita explains, â€Å"†¦a man from Mumbai. Shyam send me to his room at the Palace Hotel. He tied me up and did all this to me. What you see on my face is nothing. See what he did to my body† (Swarup 112). Shyam late r tells that, in exchange of getting Nita back, he has to give him quite an amount of money and it occurs this is the sole reason why Ram participates in the television quiz to raise the money. Earlier on when Ram asks Nita to tell him her name, she does not give her surname; she posits, â€Å"Prostitutes don’t have surnames. Like pet cats and dogs, we are called only by our first names† (Swarup 102). By portraying Nita’s acceptance not to use her surname, the writer implies that women in the Indian society are quite contented with their low social status. However, some women have climbed the social ladder including Neelima Kumari, the actress, and Smita, Ram’s lawyer.Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More They represent Indian women who have stood to improve the image of the women in the Indian society. Dunham claims that the novel gives a biased picture of the Indian society (86). He says that Swarup’s story is a colonialist’s view of the society, which majors in its imperfections. India is not a nation filled with much misery, heartbreaks and evils among other forms of inhumanity. These are vices characteristic of any other nation. Throughout the story as discussed above, the author, through his characterization, clearly covers the entire social spectrum of the contemporary Indian society, which includes prostitutes, diplomats, slum dwellers, gangs, and beggars. His use of flash back in building the story is instrumental because it portrays life as a learning process. The challenges that one undergoes help in building his/her knowledge. Swarup vividly portrays that the only instrumental aspect in Ram’s ability to answer all the questions was his life experience . However, Branston, and Stafford believe that, Slumdog millionaire is more of an entertaining story than one that carries important social significance in the lives of the Indians (71). It is because of its use of dramatic humor with an incisive social comment. Conclusion The author of the novel Slumdog Millionaire has employed his vast skills in literature to bring out the image of the contemporary Indian society. His theme was to show that life is a learning process. For anyone who has grown in the slums, it is inevitable to meet all kinds of social evils ranging from misery, heartbreaks, and retribution among others. In attaining his theme, he chose to use the image of the contemporary Indian society. The story gives a full spectrum of the Indian society comprising of all forms of people ranging from diplomats to slum dwellers. It highlights the challenges that people go through that help in building knowledge about life. Despite the extensive use of drama in the story, Slumdog millionaire is a true depiction of the Indian society. The heavy doses of realism in the story outweigh the drama and adventure in the Slumdog millionaire. Works Cited Boyle, Danny, and Dunham, Brent. Danny Boyle: Interviews. Mississippi: University Press of Mississippi, 2011. Branston, Gill, and Stafford, Roy. The Media Students Book. New York: Taylor and Francis, 2010. Neville, Carl. â€Å"Classless.† Recent Essays on British Film. Britain: O Books, 2008. Proust, Marcel. â€Å"I have been arrested for winning a Quiz Show.† Pechorin’s Journal, 11 June 2011. Web. https://pechorinsjournal.wordpress.com/2008/11/03/vikas-swarup-qa/ Swarup, Vikas. Slumdog Millionaire. Britain: Harper Collins Publishers, 2006. Watkins, Tony. Rags and Riches: Exploring the Message behind the Media, 11 June 2011. Web. 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So Easy To Give Up †Creative Writing

So Easy To Give Up – Creative Writing Free Online Research Papers So Easy To Give Up Creative Writing Some years ago, I was the kind of girl who wrote diary every day, and this habit accompanied me for quite a few years. Life in those years were not so colorful, so things written down in the diary were those like â€Å"Chatted with xx today about the origin of the universe.† or â€Å"Came across a handsome boy but unluckily he did not want to know me.† and so on. But I was that time abundant with thoughts, and I would write about anything happening on me to thousands of words. Apart from things like â€Å"I lied to mom today, and I promise this would never happen again†, there were quite a number of this kind of diaries. But unfortunately I did the same thing again the next day. I also said that â€Å"From today on I would never play computer games, because it is time for me to have a change.† But every time I saw the computer, I totally failed. Give up? That was the main clue of my college years. I was so good at giving up and so used to it that I never felt ashamed but proud of it. That was because I could always find reasons for my giving up. I gave up again and again, from lying, playing computer to life and love. My enthusiasm faded away year after year, and my obligation disappeared. I did not know what I should do and what I could do. Gradually, I feel not used to talk about â€Å"obligation†, however, I used â€Å"idea† to replace it. So I am often asking and being asked â€Å"Have any ideas or not?† when hearing somebody talking about obligation on campus, I would feel so uncomfortable and even a little bit superior because I consider obligation as a naà ¯ve thing. I began to concern about the tiny profit and loss in my life, to measure the distance between men, and to talk about right and wrong. Breadth of mind is becoming narrower and narrower, and mood worse and worse. So what is wrong with me? Haven known the sharp drop in my study, one of my college teacher, who had been concerned about me all the time, wrote a letter to me, expressing his astonishment towards me. His tongue of sadness and grieve moved me till today, and I have to bury the feeling of regret ness down my deep heart. There was a sentence in his letter which impressed me so much. He said, there is something in your life which you can not get again if you give up them once. I know what he meant by this. Man’s ability is limited, if he would not try his best in his prime time, what can we expect from him? I have watched a Japanese movie. It was boring. But there was a sentence in it which I can never forget: â€Å"There are no dress rehearsals in your life. Every day is a living broadcast†. Indeed, we always think there is a day for the living broadcast, so everyday we indulge ourselves in the dress rehearsals, but life, unfortunately, was consumed in these usual days. In fact, everyday is so important and it can not be repeated. To treasure every minute, and to build up my obligation to get close to it. This is the modal of me when I am now in my third year of college. No high-sounding, but never to give up! And now, at least, I would not be satisfied to choose my occupation, to choose my family, to choose a big color TV, to choose health, to choose dentist insurance, too choose my beautiful suit, to choose the boring TV programs, and to choose my life. May be you will say life is just like this, but I will not believe in that! Research Papers on So Easy To Give Up - Creative WritingPersonal Experience with Teen PregnancyCapital PunishmentQuebec and CanadaThe Spring and AutumnThe Masque of the Red Death Room meaningsHip-Hop is Art19 Century Society: A Deeply Divided EraThe Effects of Illegal ImmigrationWhere Wild and West MeetStandardized Testing

Spankin children under 3years old Essay Example | Topics and Well Written Essays - 750 words - 1

Spankin children under 3years old - Essay Example ws believe that spanking a child below the age of three is irrelevant as some studies have stated that a child can not make a connection between the spanking and his or her poor behavior. They also view spanking as a primitive mode of punishment that should be abolished. This paper will analyze the two viewpoints and establish which one has more substance. One of the major differences between the two viewpoints is the fact that they both have a different definition of the term spanking. Depending on the method used, spanking can be abusive. A child should only be spanked with a bare hand on a clothed bottom. This does not inflict any damage to the child’s body, however, is painful enough to let him or her know that he has done something wrong. Children tend to be less attentive when there are no consequences to their actions. In addition, they tend to learn more from practical experiences. Children do not repeat things that inflict a little pain on them and at the appropriate age spanking could be a good disciplinary tool. The opposing views however claim that spanking motivates children to fight and hit others. This however is a misconception, as do not analyze things in this viewpoint. Children simply feel they have been punished for doing something wrong. They rarely dwell on the fact that they have been hit. This is different to abuse when children are beaten for no reason. In addition, spanking children will not encourage them to hit others the same way grounding will not motivate them to ground other children. The decision to spank a child is clearly a decision of the parents and not other external sources. Intervention may only be taken to protect a child not regulate how families decide to raise their children. It is ethically incorrect to legally ban spanking, as it is an invasion of the family’s privacy. When parents decide to spank their child, it is an act of discipline and love intended to improve a child’s character for the future. Hence,

The Elderly and Medications Essay Example | Topics and Well Written Essays - 1500 words

The Elderly and Medications - Essay Example This support system, which provides a soothing effect apart from partially or completely curing the element, is given by medicines. Medicinal curing is affected when correctly prescribed (by a doctor or pharmacist) and followed. However these medicines may adversely affect some other functions of body more so in case of old age people. So it is mediatory for aging old people to undergo medicines under strict supervision of their doctor or pharmacist (Marshall, Helen 2007). Commonly occurred disease among old age persons are Coronary heart disease, Cancer, Alzheimer's disease, Strokes, Arthritis, Osteoporosis. There are other diseases not the result of aging, but have a higher incidence in older adults like Cardiovascular, Dementia, Depression, Diabetes, falls and Injuries, Gastrointestinal Disorders, Hearing impairment, Memory, Nutrition, Parkinson's disease, Respiratory Disease, Pressure ulcers, Sleep problems, Thyroid Disease, Urinary Disorders, Visual impairment and many more. All these follow different medication, life span after detection and occurrence in old age groups (Connecticut United for Research Excellence). Generally prescribed medication for elderly people includes Sleeping Tablets, Anti-depressants, Tablets for B.P, Anti-Parkinson's Medicine, Pain Killers, Anti-biotics, Steroids, Water tablets etc (Bhimsingh, Suresh 2003). Some of the side effects occurred from these medicines are Confusion, falls due to unsteadiness, loss of bladder and bowel control, Confusion, drop in B.P, dry mouth, depression, impotence, Nausea, poor appetite, acidity, gastro-intestinal bleed, ringing in the ears, constipation, Diarrhoea, Skin rash, Alteration of body salt balance and like wise (Bhimsingh, Suresh 2003). Elderly people are more prone to side effects because of multiple reasons summarized as under. Multiple medications may lead to interaction between medicines giving back the side effects. Inefficient liver/kidneys to breakdown and excreting medicines causing them to remain for longer duration in system. Sensitive nervous system Physical deterioration ( Marshall, Helen 2007) Case study The subject of case study (name- DJ, age-73, living in nursing home) is suffering from high Cholesterol and Mild Hypertension, Along with Weak muscle tone, impaired vision and lack of strength. The disease, mobility and Sensory Deficits are common occurrence among old age people. List of drugs the she is taking with drug schedule is given below. Type of tablets Name of Medicine Reason for medicine Schedule Prescription Drugs Lipitor a cholesterol lowering pill After morning meal Prescription Drugs TriCon lowers fats from the blood After morning meal Prescription Drugs Klor-Con a potassium supplement After morning meal Prescription Drugs Chlorthalidone diuretic to reduce blood pressure At night Over The Counter Drugs Excedrin Extra Strength minor aches and pains regularly Over The Counter Drugs Vicks Vapor Rub minor aches and pains regularly Over The Counter Drugs Airborne cold/flu prevention regularly Over The Counter Drugs Centrum multivitamin daily The prescribed drugs taken by subject can be broadly divided into three categories, namely tablets for B/P. cholesterol lowering pills and pain killers. Major side effects caused due to these

Employment Law case Study Example | Topics and Well Written Essays - 500 words

Employment Law - Case Study Example Momma Mia will then be subjected to wrongful termination charges. In addition, Momma Mia will be held liable for providing state and federal employment taxes, compensation insurance, withholding taxes, Social Security taxes and other employment benefits. Misclassification can subject an employer to penalties (DuBoff 1999 p. 80; Twomey p. 605). No statutory law clearly defines the term ‘employee,’ but common law describes an employee as one who provides or performs services for another for compensation where the employee determines the manner and the means by which the services or work is to be performed. This common law agency-test was laid down in Nationwide Mutual Insurance Co v Darden, 503 US 318 (1992). Likewise, section 220 (2) of the Restatement (Second) of Agency defines the term servant similarly and enumerates ten elements to distinguish between servant and independent contractor: extent of control; distinctiveness of occupation; necessity of supervision over na ture of work; skills required; supply of tools for the work; length of employment; method of payment; role of work in employer’s regular business; what the parties believed, and; if principal is in business or not. Applying the law at bar, Jill qualifies as an employee. Her schedule and contacts, among others, need to be approved by her employer and equipment and other tools will be supplied as well by it.

The Curriculum For Excellence Has On Teacher Professionalism Education Essay

The Curriculum For Excellence Has On Teacher Professionalism Education Essay The existence of a relationship between curriculum policy and teacher professionalism would appear to be an established assumption. This is evident in claims that curriculum reform is often regarded as a threat to teacher professionalism (Al-Hinei 2003; Apple 2009; Locke et al. 2005). Most notably, it is often claimed that the level of prescription in the English National Curriculum, with the associated requirement to meet the prescribed outcomes, reflects a reduction of teacher autonomy in favour of accountability (Walsh 2006). It would seem, at this level then, possible to argue that a reduction in central prescription equates to an increase in teacher autonomy which in turn equates to an enhancement of teacher professionalism. To an extent this would seem to be an aim of recent curriculum reform in Scotland in the form of the Curriculum for Excellence (CfE). The first page of the first Building the Curriculum document that claims that teachers will have greater scope and space for professional decisions about what and how they should teach (Scottish Executive 2006:1). However, such a straightforward relationship between curriculum policy and teacher professionalism would, drawing on Evans (2008), be an over-simplification. Evans suggests that professionalism cannot be understood exclusively, through examining teachers remit and responsibilities (p.23), and rather we must consider teachers themselves understand their professional responsibilities. To an extent this would seem to be recognised in Scotlands curriculum reform, in for example claims that the reform requires a culture change (Scottish Government 2009a:5) and the emphasis on the need for professional development (Scottish Executive 2006:2). This suggests recognition that a change of teachers remit and responsibilities alone will not impact upon professionalism. In light of the perceived association between CfE and teacher professionalism both as representing being and requiring a change it becomes pertinent to consider the nature of the professional judgements that greater teacher autonomy over the content of the curriculum entails, and therefore the conception of professionalism it would seem to imply. This requires a consideration of the particular issues that are associated with the selection of curriculum content, and an examination of different conceptions of teacher professionalism. Curriculum First therefore, we must consider what is meant by curriculum. As a term it would seem to be notoriously hard to define, with a multitude of potentially conflicting definitions (Dillon 2009). Generally it can be suggested that curriculum does not refer to a list, or progression, of items to be taught. The curriculum addresses not only what is taught, but why and how teaching and learning takes place. As such, curricula reflect and promote beliefs about the aims and nature of education (Flinders Thornton 2009:8). They reflect different epistemological and pedagogical beliefs beliefs about the nature of knowledge and learning and teaching in, for example, their organisation of knowledge (Carr 1988), for example those that emphasise the separation of knowledge into subjects and those that favour integration of subject areas. However it should perhaps be noted that Carr (1988) argues that the epistemological and pedagogical bases of much curriculum policy is not entirely coherent. It should also be noted that the current discussion is centred around the concept of explicit curriculum (REF-moore?), curriculum as a statement of the planned or expected learning within a school context. Other conceptions regard curriculum to encompass all the experiences which impact upon a learners development (REF-Dillon?). However, notwithstanding the range of approaches to understanding and creating curricula, curriculum design necessarily entails a selection of what is to be taught. Different curriculum models may differ in both when and by whom this process of selection takes place. In a heavily prescriptive, centralised, curriculum much of the selection is being made by policy makers. At the other extreme, in a strongly child-centred curriculum, selection is largely made by the child based upon their interests. (BACK THIS UP). If we consider the CfE itself, it is evident that it cannot be considered to be placing the decision of what to teach solely in the hands of teachers. Priestley (2010:23) suggests that it reflects a trend in curriculum development in general, in which there is an attempt to draw on both top-down and bottom-up approaches to curriculum planning. A process of selection has already occurred at the national level in terms of the forms of knowledge and skills that are to be develop ed. Even within this clear framework of national expectations (Scottish Executive 2006:1), teachers do not have sole responsibility for curriculum content selection. In the pledge, all children and young people should experience personalisation and choice (Scottish Government 2008:17), there is an expectation that pupils will, to a certain extent, also be making decisions about curriculum content. Further, there is a strong emphasis upon collegiality, with teachers working together on curriculum development (Scottish Government 2009). However it clearly does aim to place more responsibility for choice in the hands of the teacher, and in doing so is potentially affecting the nature of teacher professionalism. Professionalism In order to examine this claim more closely it is necessary to consider the meaning of professionalism itself. As with curriculum, it would seem that professionalism is a difficult term to define with many different views as to what it really means (Al-Hinei 2003:41; Evans 2008). Generally however, the term profession may be regarded as indicating a distinct class or category of occupation consisting of jobs such as doctor or lawyer, and sometimes teacher (Carr 2000:22), to which a certain status may be attached. This should be regarded as distinct from the everyday use of professional as distinguished from amateur which focuses on whether or not an individual is paid (REF-Carr?). The purpose of regarding some occupations as professions differs according to different perspectives. Some regard it as a socially constructed concept, suggesting it is a means of preserving power and status with a certain group of people (Locke et al. 2005:558). Carr (:) suggests it refers to those occupations that are required to maintain civil society (health, justice and education). Others suggest that there are certain defining characteristics which mark out an occupation as fulfilling the criterion for profession (Locke et al 2005:558; Christie 2003:845). Whilst this diversity of views exists, there does seem to be a general sense that those occupations that are classed as professions involve a level of autonomy to make decisions, a distinct knowledge base or expertise, and some form of care or service to society (Carr 2000; Christie 2003; Goodson 2003; Locke et al. 2005). Professionalism itself may be perhaps regarded as the way in which we describe a profession in terms of its characteristics in relation to these concepts (Goodson 2003:126). In essence professionalism is concerned with considering the level of autonomy afforded to individuals by an occupation and the nature of the professional knowledge or expertise involved. In this way, the assertion referred to earlier, that the English National Curriculum is considered as a process of de-professionalisation, may be regarded as a belief that the level of prescription involved is reducing teacher autonomy and changing the nature of the expertise required to do the job. As such, the distinct characteristics of teaching are more narrowly defined. Carr (2000:15) refers to such a reduced autonomy and knowledge base as restricted professionalism. It is suggested that teaching is unique amongst the professions in terms of its balance between autonomy and accountability (Carr). As Locke et al (2005: 564) point out, there is a tension between professional autonomy and accountability. This unique accountability is related to the relationship between education and society. Education, or rather schooling, is essentially concerned with the kind of society we want to be (White 2004:2) and is often related to the economic health of a country (REF.). This is evident in the claim that the Curriculum for Excellence can play a significant role in achieving the Scottish Governments aim to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier (Scottish Government 2008:3). It is from this notion of schooling as serving, and potentially shaping, society as a whole that it is suggested that schools and teachers are accountable in ways that other professions are not (Carr 2000:44). It is further suggested that teachers are also more accountable to parents and must accept the legitimacy of the views of non-professionals in a way that lawyers or doctors do not (Carr 2003:64). It may be as a result of this accountability to the state and parents that the dominant conception of teacher professionalism, in policy at least, has become that of the competent teacher with a focus on meeting prescribed standards. (Goodson 2003:127; Menter et al 2010:21). Viewing teacher professionalism in terms of standards is argued to potentially lead to a situation in which the professional knowledge base of teaching is purely related to practical skills, such as effective communication and the ability to manage behaviour (Goodson 2003:130). It is also argued that such a view of teacher professionalism can lead to unreflective application of rules (Hegarty 2000:456), rather than scrutinising and questioning policy and curricula. It would seem reasonable to associate a prescriptive curriculum with such a concept of teacher professionalism, as indeed Menter et al. (2010:22) do. This would however, seem an insufficient account of teacher professionalism to meet the requirements of a curriculum which gives teacher greater autonomy of what to teach. Therefore, through focussing on the specific issues which arise in relation to curriculum content selection, attention will be paid to models of professionalism which could perhaps be regarded as more appropriate. Two ideas will be addressed in relation to content selection. The first: the implications of regarding content selection as a pedagogical skill (REF) with teachers drawing on, for example, knowledge of child development. The second considers the implications of regarding curriculum as a selection of culture (Giroux 1980:228), pointing to content selection as having ethical implications. Curriculum Content Selection Viewing content selection as a pedagogical skill would perhaps reflect Whites (2004a:20) assertion that teachers expertise lies in deciding what specific aims and what pupil experiences best suit the particular children. In this case, teachers professional knowledge may be regarded as wider than that of practical skills, rather it involves drawing on pedagogical, subject specific knowledge and knowledge of child development, to select and order the content that makes up the curriculum (REF). The teacher is utilising their professional knowledge in order to make professional judgements as to the content which will move an individual to the next stage of development. Clearly this points to the need for some form of curriculum aims. As White (2004:6) points out, we cannot sensibly decide what to teach without reference to an aim, an indication as to what the next stage of development actually is. Applying such an understanding to the CfE, we can see that the overall curricular aims are set out in terms of the four capacities statements as to the type of person the curriculum seeks to develop (Learning and Teaching Scotland 2010). At a more detailed level, the experiences and outcomes describe the expectations for learning and progression for each of the eight curriculum areas (Learning and Teaching Scotland 2010). The teacher, then, would seem to have autonomy in choosing what they teach in order to achieve the expected learning. The need to make professional judgements of this nature would seem to point to a conception of a more enhanced professionalism than a more prescriptive curriculum, and may point to such models as the reflective teacher (Moore 2004:4). Such a model of professionalism is regarded as perceiving teaching as involving more than practical skills. Rather the teacher reflects upon their classroom practice, evaluating their teaching, perhaps drawing on their theoretical understanding with a view to improving and developing their teaching (Moore 2004). It could also relate to the concept of the enquiring teacher (Menter et al. 2010:23), in which teachers are regarded as researchers, drawing on observations in the classroom to inform their professional decisions in their planning. It is suggested that such a conception of the teacher is very apposite in the context of the Curriculum for Excellence (Menter et al. 2010:23), which seeks to give teachers greater autonomy in curriculum development. These models would certainly seem to extend the concept of teacher professionalism beyond that of the perceived technicism of the competent teacher. As such they may provide suitable models for teachers who are involved in the selection of curriculum content, placing an emphasis on teachers pedagogical expertise. However, if we turn to the second concept, an understanding of curriculum content as a selection of culture (Giroux 1980:228), understanding teacher professionalism in terms of pedagogical expertise may begin to seem inadequate. Culture, in its broadest sense, may be regarded as a whole way of life, encompassing all aspects of society including the knowledge, skills and activities, such as sport and recreation, of that society (Entwistle 1977:111). However, if we regard education as being, in some way, involved with betterment (Entwistle 1977:111), schooling cannot be concerned with all those things that make up a culture. Rather, Entwistle (1977:111), suggests that in schooling we select those aspects of culture which are regarded to be conducive to the improvement of the individual or group. This again points to a consideration of the aims of education: it is only through an awareness of what is regarded as betterment, and therefore, what we are aiming to achieve through education, that selection of content can sensibly be carried out (White 2004:6). Related to this, cultural selection clearly also implies a process of evaluation, distinguishing between those things which we regard as desirable or undesirable aspects of culture (Entwistle 1977:110). Therefore concerns about the selection of culture which makes up the content of a curriculum can perhaps be regarded as arising both in relation to the aims of the curriculum and in the evaluations of the relative desirability, or worth, of different cultural elements. Concerns that rise in relation to the aims of the curriculum are perhaps best exemplified by the criticisms of a curriculum whose aim is, for example to increase employability skills. Those who regard knowledge acquisition as having value in its own right would regard an instrumental approach to content selection as an impoverishment of education, limiting access to many forms of culture which may not have direct instrumental value (drawing on Carr et al. 2006:17). In this way then, we can see that the selection of content is in some way impacted upon by our beliefs about the purpose of education, and as such regarding selection of content as technical skill may be insufficient. However, it is perhaps in relation to the evaluation as to the relative worth of aspects of culture that the most complex issues arise. It is in considering the relationship between knowledge and power that cultural selection becomes problematic. This becomes evident when we draw on Bourdieus (1986:106) concept of cultural capital. Bourdieu (1986:106) suggests that different forms of culture are invested with value which can be drawn on for monetary gain, or an increase in social status. If we consider this in terms of knowledge as a form of culture, then acquisition of certain forms of knowledge by an individual can be utilised in generating income and increasing social status. For example, acquiring specific biological and medical knowledge can enable one to gain both the income and status conferred upon a doctor. However, it is not only the acquisition of the knowledge per se. which is valuable, but rather gaining institutional recognition in the form of an academic qualification of possessing a particular form of culture (Bourdieu 1986:110). In this sense, certain forms of knowledge, certain forms of culture, have greater value by virtue of being institutionalised in the form of a qualification (Bourdieu 1986:109). This would suggest therefore, that schools are involved in both the transfer of forms of culture which enable an individual to gain economic capital or social status, but also in some way define what forms of culture are of value. Such an assertion is supported by Girouxs (1980:228) argument that the culture that is selected to form the curriculum becomes legitimised by the very fact of its inclusion in the curriculum. This concept can further be seen in claims that the traditional academic curriculum is an elitist selection of culture, giving value to forms of knowledge associated with the middle class (REF!). It is the relative value that become associated with different forms of knowledge and different skills that forms part of what is termed hidden curriculum (Ref). This is a reference to the values and ideas that a school may not explicitly plan to teach, but which nevertheless are transmitted to pupils (REF). It is suggested therefore that the exclusion of an aspect of culture from the curriculum communicates to pupils a belief about the relative worth of this aspect of culture (REF..exemplify?) Moore (2004) provides an interesting illustration of this claim of elitism in cultural selection. Moore focuses on portrayals in film of teachers who are regarded as saviours and non-conformists (Moore 2004:58), such as Ms Johnson in the film Dangerous Minds. He argues that whilst the approach they take to education may be extraordinary, the content of that education is not. Moore (2004) contends that the cultural selection made by these teachers, of what he regards to be representative of middle class values, may be read as contributing to and confirming social and cultural biases (p.58) It is in this sense that Young (2006:734) argues that social interests are always involved in curriculum design, those with the power to select what is included in the curriculum have, to an extent, the power to legitimise certain forms of knowledge and certain practices. It is suggested that through this process of promoting and legitimising middle class culture (here we have the notion that a society consists of many cultures (ref)), schools are implicated in entrenching inequalities of social class (REF). Such a claim requires closer consideration in order to understand the means by which cultural selection may be regarded to be implicated in matters of social justice. One way in which it is suggested that this is the case is that individuals from a middle class background have greater access and exposure to the forms of knowledge that are regarded as valuable by schools (Reay 2006). In this way, Reay (2006) suggests, children from middle class backgrounds are at an advantage, able to draw on the cultural capital they already possess in order to perform well at schools, gaining institutionalised recognition through academic qualifications, and thus gain status in society. This would seem to highlight a tension for those involved in selecting the content of a curriculum. On the one hand, it is suggested that if schools do not provide the high status cultural capital that academic and economic success requires then children from working class backgrounds are potentially deprived of the ability to raise their social status (Anyon 2006:44). However in doing so, they are perhaps complicit in reproducing bias as to what is regarded as legitimate and valuable knowledge. It should be pointed out that this problematic account of knowledge and cultural selection does not suggest that knowledge is wrong or should not form the basis of a curriculum (Young 2006). Rather it suggests the need to consider the exact nature of the content we are choosing to include, and significantly exclude, from the curriculum. It suggests the need for reflection on our reasons for content selection, requiring an awareness of our own biases we bring to the process (Chan 2009:). From these observations, in which the selection of curriculum content is regarded as having social implications and is implicated in the transmission of values, an understanding of teacher professionalism which emphasises practical skills or even pedagogical knowledge perhaps begins to appear inadequate. Therefore the remainder of this essay will consider the notion that teaching is inherently ethical in its nature, and that teacher professionalism should therefore centre upon the moral characteristics of the profession (Goodson 2003; Campbell 2003; Carr 2006) Carr (2006:172) argues that whilst all occupations are in some way concerned with ethical issues, these generally play a regulative role they indicate standards for good practice. However he suggests that this is not the case with teaching, rather he suggests that ethical considerations are constitutive of teaching. This is perhaps more clear in Campbells (2007:604) assertion that: It is far more challenging to disentangle the ethics of teaching from the very process, practice and content of teachingà ¢Ã¢â€š ¬Ã‚ ¦ (CHECK CONTEXT) It would seem that what is meant by this is that the decisions and actions taken by a teacher have moral significance (drawing on Campbell 2003:1). By its very nature teaching is involved in forming childrens values and understanding of the world and as such is involved in transmitting conception as to what is right and wrong (REF). Further, as discussed earlier the decisions made potentially impact upon an individuals achievement in schooling and thus possibly affect their future prospects. Following from this concept that issues of ethics are inbuilt into teaching, Campbell (2008:605) argues that ethical codes are insufficient to address the issues faced by teachers. Rather she suggests that teachers requires an understanding by teachers of the complex moral issues they must address (Campbell 2008:605). It would seem that within the Scottish context there is recognition of this. The Standards for Initial Teacher Education in Scotland, which specify what is required of a student teacher (Christie 2003:847), includes reference to professional values and personal commitment (Christie 2003:848). There is a danger, Carr () suggests, in framing values as a competence or standard, in that it would seem to suggest that the other aspects of teaching are value-neutral. In this way, the ethical nature of teaching perhaps cannot be reduced to a competency or standard. Rather Carr (2006:178) suggests that it is about teachers taking moral issues and questions seriously. It should be noted that this does not suggest that teachers do not currently take moral and ethical considerations seriously, Campbell (2003:2) argues that many teachers are aware of the moral implications of their actions. However, Locke et al. (2005:570) do suggest that when teachers are subject to high levels of accountability it can lead teachers doing things right rather than doing the right thing. Potentially, therefore, the CfEs focus on greater autonomy could provide greater flexibility for teachers to make the decisions they regard to be ethically sound. At the same time, by increasing teachers scope for choosing what to teach the ethical nature of teaching perhaps comes even more to the fore. It would seem then, that in aiming to give teachers greater autonomy over the content of the curriculum, the CfE both can be viewed as potentially enhancing teachers professionalism as understood in terms of levels of autonomy. However, it also seems to require a consideration of the professional knowledge base on which professionalism is based. The importance of pedagogical expertise and development is clearly important and highlighted as so ( e.g. Scottish Government 2009:4). Yet, considering the complexity, and potentially value laden nature of the cultural selection involved in selecting curriculum content it would seem important to emphasise the ethical nature of teacher professionalism. In essence then, the greater autonomy afforded to teachers to select the content of the curriculum by the CfE would certainly seem, as Menter et al (2010:23) suggest, to point to a model of teacher professionalism in which teachers both reflect upon and develop their practice. However in light o f the essentially ethical issues involved in content selection, it would seem fair to suggest that teachers reflections and decisions should draw not only on theoretical and practical knowledge, but must also consider the ethical reasons for choosing to include, or not to include content in their teaching.

Assisted Suicide Essay -- Assisted Suicide Death Essays

Writing the fifth assignment for the English class was by far the hardest essay I have had to write. Constantly was I running into problems, and this ended up taking me much longer than I had originally planned. Writing about the opposing side of this topic was very hard, as I usually caught myself writing things that I couldn’t make work in my paper. The writing was very tough to keep on track because it isn’t actually how I feel. This essay helped me to better understand the argument that is presented from both sides. Originally I knew my own opinion, which is an advocate of euthanasia, but I did not know the side that the opponents argue. All in all, I was able to learn more than I thought I would. Since ancient times, many people have contemplated the concept of a merciful and acceptable death. However, individual choice in dying did not become a widespread social issue and legal concern until recently. As technology advances, the medicines have enabled doctors to keep patients alive for longer periods of time. This has caused the development people to legally be allowed to ignore medical intervention. Although a mentally competent patient’s right to refuse treatment is widely and obviously accepted, doctors, in most cases, assume control over the patient’s length of hospitalization and type of treatment. A patient who refused a life-sustaining treatment was considered to have requested something that could not be done. This view changed during the 1970s, when the right to refuse treatment was established by various court cases. Today the dispute over patient autonomy extends beyond the right of treatment refusal to issues of euthanasia and assisted suicide. Most people who believe that assisted sui... ... to death, because they can not even decide if they want the treatment. Assisted Suicide, more than many other things, gives opponents the fear that doctors will become less committed to saving lives, that families may respond to financial pressures by encouraging suicide, and that limitations in the resources of the health-care system might dictate decisions of life and death. All in all, assisted suicide has been a large topic for debate and discussion for many years. Ever since the incident with Dr. Kevorkian, very much attention has been brought to the topic of euthanasia. All in all, the act in itself is morally, ethically and obviously wrong. People should not be able to take their lives from themselves with aid from a doctor, because it is not good for a society or community. Assisted Suicide should not be condoned in any situation or at any time.

History of Eugenics: How Those in Power Shape the Perfect Human Essay

Eugenics, the study of hereditary traits with the aim of producing an ideal human, and â€Å"on a societal level, programs that control human reproduction with the intent of changing the genetic structureof the population†, (Lewis, 299) are not a new concept. The history of eugenics reaches as far back as 400 B. C. , and extends to dates as recent as 1994. From Athens to Sparta, United States to Germany and China, the quest to improve the human race has spanned the world. ‘Improve’, however, is a highly subjective term. Who decides what an ideal human looks like? And what are the appropriate ways to build a race of such people? The answers to these questions have changed throughout the centuries. People considered ‘ideal’ by the eugenics program in one culture would be scheduled to be euthanized as ‘undesirable’ in another culture a few centuries later. Upon reviewing the history of eugenics, it becomes apparent that the section of a society in power at a particular time in history, usually seeks to eliminate those least like themselves, in order to impose not only their values, but their very phenotype on society at large. The first written accounts of eugenics reach back to 386 B. C. In his work â€Å"The Republic†, a description and plan for an Utopia, or ‘ideal society’, the Athenian philosopher Plato is said to have written that procreation should be controlled by the state. Through a state-sponsored selection of mates, â€Å"race would be strengthened by improved children†. (â€Å"Life of Plato†). Men aged 30-45 would be allowed to reproduce, as well as women aged 20-40. Any child born in violation of these laws would be abandoned outside the walls of the city. Some of Plato’s ideas had already been put into action in Sparta, around 431 BC. In line with the concept of ‘Eunomia’, weak male infants were left to die on slopes of Mt. Taygetus. (â€Å"The true story†¦Ã¢â‚¬ ) â€Å"The Spartans practiced an uncompromising genetics programme. Newborn babies were raised only if healthy and perfect, so as not to be a burden to the state and to ensure genetic up-breeding. † (â€Å"Leonidas the Spartan†). It is worthy of noting that the Spartans were Greeks- with olive skin, dark curling hair, and brown eyes. To them, physical fitness was more important than moral virtues: â€Å"Sparta was hardly famous for chaste women,† according to Euripides, a then-contemporary writer. â€Å"Leonidas†¦Ã¢â‚¬ ) The ideal person was a strong, fit male, and a woman who could reproduce often, bearing healthy children. This ideal was written into law by the Spartan King Leonidas, and adhered to until the eventual fall of the Spartan city-state. The next worldwide resurgence of eugenics occurred in the Victorian era. In 1863, Britain’s Sir Francis Galton, who was a cousin of Charles Darwin, coined the term ‘eugenics. ’ (Lewis, 300). He theorized that the mating of two talented people would produce better offspring. (â€Å"Eugenics Timeline†). His ideas rapidly spread to the United States and Germany. The concept of selective mating to achieve the elimination of undesirable traits became popular. â€Å"Stanford President David Starr Jordan originated the notion of â€Å"race and blood† in his 1902 racial epistle â€Å"Blood of a Nation,† in which the university scholar declared that human qualities and conditions such as talent and poverty were passed through the blood. † (Black, Edwin. ) Soon after, in 1907, the US state of Indiana passed the world’s first mandatory sterilization law. (Smith, pg. 36-137). The aim of the law was to prevent the birth of children which might inherit such undesirable traits as ‘criminality, mental defects and feeble-mindedness’. In 1911, the â€Å"Preliminary Report of the Committee of the Eugenic Section of the American Breeder’s Association to Study and to Report on the Best Practical Means for Cutting Off the Defective Germ-Plasm in the Human Population†, a venture which was supported by Andrew Carnegie, one of the greatest philanthropists of that era, listed 18 solutions to resolve this problem. Number Eight was euthanasia of undesirables. A gas chamber was suggested as a possible option. (Black, Edwin). In 1918, Paul Popenoe wrote a widely used textbook, â€Å"Applied Eugenics†, which again recommended euthanasia: â€Å"From an historical point of view, the first method which presents itself is execution†¦ Its value in keeping up the standard of the race should not be underestimated. â€Å"(Black, Edwin). We may be tempted to believe that euthanasia as a form of genetic control never came to be used in the United States, but this is not the case. At the ame time Popenoe propagated his ideas, a mental institution in Lincoln, Illinois had a policy of feeding incoming patients milk from tuberculosis-infected cows. It was thought that an ‘eugenically strong’ individual would be immune. The institution had a 30-40% death rate of incoming patients. (Black, Edwin. ) But those deemed insane were only the first on the long list of people considered ‘genetically inferior’. They were closely followed by those deemed ‘feeble-minded’ or ‘licentious’. Most recent immigrants fell into the first group- IQ tests of the time determined that the average immigrant had a â€Å"moron-grade† intelligence level. Smith, John David. pg. 161) IQ was considered an innate characteristic, something that was definite, unchangeable and inheritable. Nevermind the fact that the IQ tests were administered in what usually the immigrants’ second language, by untrained secretaries or other flunkies , and skewed to favor Americans of ‘Nordic’ descent. Because of economic hardship during those times, many people in power sought to limit the tide of immigrants- which were coming mostly from Eastern European countries, as well as Italy. Eugenecists and their wealthy supporters shared an antipathy for [†¦] class struggle†, and considered ‘poverty’ another inheritable trait. In this way, they could successfully â€Å"blame the victims for their own problems†. (Allen, Garland E. â€Å"Social Origins of Eugenics†. ) Jews and Gypsies, in addition to African-Americans, were also considered of inferior genetic stock, because they did not represent the Nordic phenotype ideal that was most similar to those in the ‘ruling class’. Eugenic tests were conducted to support this agenda. The results were mostly skewed, and sometimes, as in the now-infamous Kalikak study, altogether manufactured. The Kalikak study was the basis of a book written in 1914 by Henry Goddard, titled â€Å"Feeblemindedness: Its Causes and Consequences. † The book became very influential, and led to many states adopting laws for the forcible sterilization of ‘feebleminded’ individuals, and other undesirable traits shuch as being ‘passionate’ or ‘sexually wayward’. In Sonoma, California, some women were sterilized because of ‘abnormally large clitoris or labia’, which doctors thought may lead to licentious behavior! Black, Edwin. ) Rapists and similar criminals were generally not subjected to sterilization; instead, most of the sterilized were women. It quickly becomes apparent that the less-than-ideal traits in the United States in this age were: being promiscuous, socially dependent, or from a non-Nordic country. These qualities are quite different from those considered undesirable a few centuries earlier, by the Athenians and Spartans. The spread of eugenics continued, from the United States to Germany. Germany was undergoing great economic hardship after WWI, and Hitler’s proclamation that they were of a superior ‘Germanic’ or ‘Aryan’ race and thus entitled to more of the world’s resources was very well received. In 1924, Hitler espoused his version of eugenics in his book ‘Mein Kampf’. Hitler even wrote a fan letter to US eugenics leader Madison Grant, calling Grant’s book ‘The Passing of the Great Race’ his ‘bible’. (Black, Edwin. ) Hitler’s ideas corresponded to the American eugenecists concepts of the superiority of a White Race. In the US, marriage between Whites and Blacks was forbidden by law in many states, with the aim of keeping the ‘superior’ White race ‘pure’. In fact, inter-racial marriage did not become universally legal in the United States until 1967. Because of their similar outlooks, American and Nazi eugenicists often corresponded and shared research. John D. Rockefeller even donated $410,000 ($4 million by today’s standards) to German researchers for eugenics research. The ‘research’ was done on Jews, Gypsies and others. In 1932, the Rockefeller Foundation gave additional funds for the Germans’ research on twins and â€Å"substances toxic to germ plasm†. In other words, human testing of lethal substances, or those causing infertility. As eugenics research continued, so did the collaboration of German and American scientists- in 1934 there was even a Nazi display in LA, for the annual meeting of the American Public Health Association. (Black, Edwin). The Germans seized upon the American idea of sterilization of undesirables, and by 1934, were sterilizing 5,000 people per month. By 1939, they had moved on to euthanizing 5,000 children with birth defects or mental retardation, followed by 70,000 ‘unfit’ adults. (Lewis, Ricky. pg 300) As WWII swept over Europe and Hitler gained control of more lands, his armies and his doctors embarked on a quest of purging the lands of their native, ‘inferior’ populations. According to the United States Holocaust Memorial Museum, â€Å"in 1933, there were approximately 9 million Jews in Europe. By 1945, the Nazis had reduced that number to about 3 million. Roma (Gypsies) were also sent to the concentration camps, resulting in about 200,000 Gypsy deaths. Physically and mentally handicapped, homosexuals, and Polish intellectuals accounted for at least another 200,000. This totals about 6,400,000 victims of the concentration camps. The Nazis also killed between 2 and 3 million Soviet prisoners in labor camps or executions. Added to this toll should be the non-Jewish Poles and Soviets sent to forced labor who died due to malnutrition, unsafe work conditions, disease and â€Å"experimentation. † The experimentation in question was most notably conducted by Josef Mengele, an eugenicist who arrived in 1943 in Auschwitz. His aim was to conduct ‘anthropological testing’, which involved gruesome torture of his subjects. (Black, Edwin. ) Once again, the prerogatives of the class in power influenced the eugenics movement, by seeking ways to eliminate those not fitting the ‘Aryan’ ideal, which included men and women who were tall, blonde and blue-eyed, and of the ‘pure’ Germanic stock. After World War II, eugenics was declared ‘a crime against humanity’. (Black, Edwin. ) The American eugenics movement was renamed â€Å"human genetics† in 1949, and many of the same scientists continued their research. Meanwhile in Germany, Mengele’s boss and mentor became a dean of a university, and a member of the American Society of Human Genetics. The eugenics movement, though renamed, was not extinct. Eugenics laws were passed as recently as 1994 in China. â€Å"The Maternal and Infant Health Care Law’ proposed to â€Å"ensure the quality of the newborn population† and forbid procreation between two people if physical exams show ‘genetic disease of a serious nature’† including mental illness, seizures and other conditions that were ill-defined and not necessarily inherited. (Lewis, Ricky. g. 300) Given the oppression, infanticide, forced sterilization and genocide that resulted from humans’ attempts at eugenics over the course of history, it is difficult to see any positive aspects of the concept. Because the ruling class determines the ‘desirability’ of superior traits, any benefit to mankind in general is doubtful- the perceived benefit to some comes at the price of the suffering and death of many. Overall, eugenics seems to seek to negatively impact genetic diversity, which has long been a quality that has facilitated the survival of mankind. The presence of eugenics in modern times is the subject of much debate. Some interpret the assistance given to infertile couples in modern times as a form of eugenics, but this is hardly the case. These are merely the attempts of individual people to have a baby which looks like them, to fulfill their dreams of having a family. No one is paying them to reproduce any supposedly-superior genes (‘positive eugenics’), or trying to limit their reproductive rights (‘negative eugenics’), (Lewis, Ricky. g. 299) There is also the matter of the genetic research into the Human Genome, and by extension, into inherited genetic diseases. However, this research aims to limit human suffering, is non-invasive for the patient and leaves all decisions to the parents of the potentially-affected offspring. None of the aspects of ‘negative eugenics’, such as sterilization of the parents or the abortion of the fetus are mandated by any law, and any government at this time. Nonetheless, human rights activists and all citizens must remain alert, lest the ghost of eugenics should rear its ugly head again. Genetic history should never be a matter of public record, and a person’s genes should never be the basis of discrimination against them. Federal genetic anti-discrimination legislation was finalized in the US in 2008, and it is hoped that other countries will follow suit. We must always remember the injustices committed in the past, in the name of ‘creating the ideal human’, and strive to prevent them in the future.

The human hand essays

The human hand essays Without the hand, it would be almost impossible for the world to be the way it is today. The importance of this body part is extremely essential for humans to survive. The hand helps to perform in everyday tasks such as opening a Coke bottle or writing a research paper. This is probably one of the most important body parts of the human body. Without the hand, humans would be unable to make and use the tools which led them into The human hand is made up of 27 different bones. Eight carpal bones which make up the wrist. Five metacarpal bones that make up the palm. And fourteen phalangees which make up the fingers. The Carpal bones are arranged in two rows of four. The row nearest the forearm is called the proximal row. The row nearest the palm is called the distal row. The carpal bones are small, cube-shaped, and each has six sides except for the pisiform, which has five sides. The metacarpal bones are the five long bones of the palm. They are named the first, second, third, fourth and fifth Metacarpal, the first being the one leading to the thumb. The Phalangees are the bones of the fingers. Each finger contains There are twelve different muscles of the hand which are divided into three different groups. The muscles of the thumb make up the Thenar Eminence. The muscles that form the other fingers (also know as baby fingers) are called the Hypothenar Eminence. Twenty muscles from the forearm also control the hands movements. These are the flexors, extensors, supinators, pronators. The flexors help flex the wrist and fingers. The extensors help to extend the wrist and fingers. The supinators assist in turning the palm upward. The pronators help turn the palm downward. There are many different disease that can effect the hand. Some of these include carpal tunnel syndrome, ganglion cysts, dupuytren's contracture, and de quervain's. C ...

How to Make Biodiesel From Algae

How to Make Biodiesel From Algae Algae is easy to produce and requires less land to do so than many other plant sources commonly used in the making of fuels, making it an attractive candidate for full-scale biodiesel production. In addition, with a composition containing about half lipid oils, algae appear to be a rich resource as a biofuel feedstock. How to Extract Oil From Algae Not surprisingly, there are numerous ways to remove the lipids, or oils, from the walls of algae cells. But you may be surprised to learn that none of them are particularly earth-shaking methods. For example, ever hear of an olive press? One of the ways for extracting oil from algae works very much like the technique used in an oil press. This is the simplest and most common method for extracting oil from algae and yields about 75 percent of the total available oil from the algae plant. Another common method is the hexane solvent method. When combined with the oil press method, this step can yield up to 95 percent of available oil from algae. It utilizes a two-step process. The first is to utilize the oil press method. Then, instead of stopping there, the leftover algae is mixed with hexane, filtered and cleaned to remove all traces of the chemical in the oil. Used less frequently, the supercritical fluid method can extract up to 100 percent of available oil from the algae. Carbon dioxide is pressurized and heated to change its composition into both a liquid as well as a gas. It is then mixed with the algae, which turns the algae completely into oil. Although it can yield 100 percent of available oil, the plentiful supply of algae as well as the additional equipment and work required, make this one of the least popular options. More diversified than the extraction processes are the methods used for growing the algae so that it will yield the most oil. Growing Algae for the Production of Biodiesel Unlike extraction methods, which are practically universal, growing algae for biodiesel varies greatly in process and method used. While it is possible to identify three primary ways to grow algae, biodiesel manufacturers have worked hard to tweak these processes and make them their own in the quest for perfecting the algae growing process. Open-Pond Growing One of the easiest processes to understand is known as open-pond growing. This is also the most natural way to grow algae for the purpose of biodiesel production. Just as its name would imply, in this method, algae are grown on open ponds, particularly in very warm and sunny parts of the globe, with the hope of maximizing production. This is the simplest form of production, but not surprisingly, it also has some serious drawbacks. In order to truly maximize algae production using this method, water temperature needs to be controlled which can prove very difficult. In addition, this method is more dependent on weather than others, another variable that is impossible to control. Vertical Growth Another method for growing algae is a vertical growth or closed loop production system. This process actually came about as biofuel companies sought to produce algae quicker and more efficiently than what was possible utilizing open pond growth. Vertical growing places algae in clear, plastic bags which allows them to be exposed to sunlight on more than just one side. These bags are stacked high and protected from the elements with a cover. While that extra sun may seem trivial, in reality, the clear plastic bag provides just enough exposure to sunlight to increase the rate of the algae production. Obviously, the greater the algae production, the greater the potential amount of oil that will later be extracted. And unlike the open pond method where algae is exposed to contamination, the vertical growth method isolates algae from this concern. Closed-Tank Bioreactor Plants A third method of extraction that biodiesel companies are continuing to perfect is the construction of algae closed-tank bioreactor plants to further increase already-high oil production. In this method, algae isnt grown outside. Instead, indoor plants are built with large, round drums that are able to grow algae under near perfect conditions. Within these barrels, the algae can be manipulated into growing at maximum levelseven to the point they can be harvested every day. This method, understandably, results in a very high output of algae and oil for biodiesel. Some companies are locating their closed bioreactor plants near energy plants so that extra carbon dioxide can actually be recycled rather than polluting the air. Biodiesel manufacturers continue to hone the closed container and closed-pond processes, with some developing a variation known as fermentation. In this method, algae is cultivated in closed containers where it is fed sugar to spur growth. Following this process is attractive to growers since it provides complete control over an environment. A lesser advantage is that this method is not reliant upon weather or similar climatic conditions to be viable. However, this process has researchers considering sustainable methods for obtaining enough sugar to maximize algae production.

Crest cermony speech or Presentation Example | Topics and Well Written Essays - 750 words

Crest cermony - Speech or Presentation Example day, I am a better person in claiming to be a stakeholder in the healthcare industry, thanks to the College of the North Atlantic – Qatar (CAN-Q) which helped me build the career and personality I most desired to have in life. It is for this reason that I find it a singular honour to be chosen to present this year’s CREST Ceremony to welcome you all into the institution. It is important that I first of all congratulate you for making it into CAN-Q and being accepted as students of the School of Health Science. Indeed your admission alone is an exemplification of your readiness to be part of a winning team, which CAN-Q has a trademark of being a champion in. There is a seed of championship in you all and so you should see yourselves as such. As the seed of championship has already been budded in you from the individual schools you are coming from, CAN-Q is going to serve as a very fertile farmland where the budded seed will be nurtured and fostered until it tussles, flowers and yields its fruits to be of profit to all humanity. This will be done with the help and assistance of the enabling learning environment which has been created in the institution for several years, making it part of the core traditions of CAN-Q. Please be assured that at CAN-Q, you will be offered student-centred and technology-rich teaching and learning experience. Indeed if I give all the pleasant comments and acknowledges about CAN-Q, I am not only doing so because protocol demands it. Rather, I am doing it because I am part of a living testimony of educational and professional transformation. I say so because when I first entered this institution, I had very little idea about how a single individual like me could transform the larger society. Little did I know that that potential was right inside me and that I only needed a little eye-opener from this prestige institution of which you have become part to make that ambition a reality. Today, I have a Bachelor with Honour in diagnostic

It is now commonplace to claim that Boas and Malinowski were founding Essay

It is now commonplace to claim that Boas and Malinowski were founding fathers of anthropology in the US and Britain respectively. Choosing one or the other exam - Essay Example This recognition has a number of corollaries, including one that invites us to think about ethnographic texts -- and anthropology as a discipline -- in the terms we have traditionally used in periodizing literary history. Many of us now speak of a "Victorian" as opposed to a "modernist" anthropology. This essay represents an attempt to complicate the basic assumptions of this interdiscipline on a number of grounds, and from a number of different perspectives. First, I would like to trouble the border we often imagine existing between Victorian and modernist anthropology, a gesture which I hope will have its implications for the literary border as well. I am interested in this project not so much because I see periodisations as inherently misguided, but rather the opposite: because I think such distinctions are only as good as the specific historical instances that both support and challenge them. Second, I would like to challenge the largely textual basis of the grounds on which we may be tempted to delineate this border, and suggest that, having established the textual nature of ethnography, we may wish to turn our attention to other social and institutional similarities between ethnographic work and the artistic and literary practices of a given period. I am especially interes ted here in the changing conditions of intellectual labor in the epochal moment of the turn of the twentieth century. To address these issues I will take as my subject the early career of Franz Boas, who for various reasons has come to be regarded as the "father" of American anthropology (by which is really meant professional anthropology, a point to which I shall return at some length). Born in 1858 to a free-thinking Jewish family in Minden, Westphalia, and dying in 1942 after a lengthy career as the preeminent anthropologist in the United States, Boas could be said not only to have traversed centuries and continents, but to have charted a path from the German