Australia Term Paper Example | Topics and Well Written Essays - 500 words

Australia - Term Paper Example Due to its location, the country experiences mild winter, making the winter and summer temperatures to be almost the same (Oliver, 2005). This kind of weather is what most people find enjoyable, as the cool ocean breeze that do sweep across the land compliments it. Nevertheless, there are quite a number of beautiful landscapes such as the grassland of Queensland and mountain ranges located near Proserpine. Sydney is also famous for the Handa Opera, a masterful monumental practice held during summer that is unique to this part of the world only. The opera is a combination of various activities that include fine dining and champagne, with a stunning view of sunset from the harbor and lots of entertainment under the beautiful night sky (â€Å"Handa Opera,† 2015). The fete is characterized by a fantastic music projection through concealed speakers with the Australian Opera and Ballet Orchestra sheltered below the stage. The country has a good number of beautiful sites that any visitor should strive to visit. A good example is the Grampians National Park. Located within Victoria at the official end of the Great Ocean Road, the park is home to marvelous indigenous rock art and angled sandstone ridges. The Fraser Island is another place that one should never fail to visit when in Australia. Being the largest island in the world, Fraser Island is gifted with lovely beaches, unique flora and fauna that are dominant in the surrounding rainforests, among others (â€Å"Work and travel Australia,† (2015). This country is definitely a favorite tourism destination that is worth marking in a travel diary. From the elegant Handa Opera to the beautiful sandy beaches of Fraser Island, Australia has more to offer that an individual will find

To bring about its downfall Essay Example for Free

To bring about its downfall Essay The Crucible is set in Salem, Massachusetts, during the 17th century. Salem is a very religious village, with life being centred around the church. Everyone was expected to go to church, and to learn the Ten Commandments off by heart, and always to dress modestly. Sinning was not tolerated at all! Rules were very strict. Everyone feared the devil, this was one of the religious codes. This leads to the whole town becoming very superstitious, believing in witchcraft and servants of the devil. This view shows how narrow minded people can be, and it is this fear of the devil which sets the scene for the prejudice we see during the play. The story has two different meanings which help it to function on two different levels. It shows how a community can live in fear of God and will admit to anything when faced with a death threat. This shows how weak people can be and how people can use their own deceptive minds and power to get what they want. It shows one good man fighting back against a narrow minded judicial system that believes in demons and that sins are unacceptable. It shows good strong men have weaknesses too and that they can be exploited. That everyone is human and unless you stand by what you believe in, it can lead to the downfall of us all. The Crucible shows a good man die when he shows weakness! Abbey Williams is one of the main characters in The Crucible. She is an evil child who twists evidence and words to murder her way through the people she does not like. She must get what she wants at all costs. Abbey seems to have a sexual power which she exploits over John Proctor, but she seems to use it on others in the town to get what she wants. She has power over the girls in the village and threatens them for example; I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it. This exhibits what a nasty girl Abbey is, and the girls in the town are scared rigid of her and will do whatever she says. This demonstrates the kind of power she has over the girls. She uses the forcefulness of her personality on the girls of the town, this leads them to do whatever she says. John was in love with Abbey and she uses this against him, she exploits it over him to get him to do what she wants for example; She is blackening my name in the village. You sweated like a stallion whenever I came near. These quotes show how Abbey uses what power she has over John to get him to do what she wants. It shows that Abbey knows what power she has and when to use it. This sexual power is her main power and she uses it over everyone she can. Abbey Williams is a very cruel and arrogant person she insults the judges and is aggressive towards Danforth for example; Ill have no such looks! If I have to answer that I will leave and never come back again. This shows that she can say this to the judges and get away with it, and that Abbey even seems to have power over the judges and court officials. Abbey Williams pretends she was taken by the devil in order to get power over the people of Salem and to get what she wants, this shows how evilly twisted she is. On the other hand the Putnams have a totally different kind of power. They have the power of their material possessions. They are very wealthy, but they are greedy and they have a habit of claiming land that is not theirs for example; Your grandfather had a habit of calling land that never belonged to him. This leads the Putnams to be disliked in the town. The Putnams do have a lot of land most of it swindled from their neighbours and because the rest of the people in Salem arent as rich, lots of them are resentful towards the Putnams. All the Putnams sons have died; we learn this during the play When Mrs Putnam says; Reverend Parris, I have laid seven babies unbaptised in the earth. Believe me sir you never saw more hearty babies born. And yet they would wither in my arms the very night of their birth.

THE LIFE OF SOJOURNER TRUTH Essay -- essays research papers fc

The Life of Sojourner Truth I. Early Life A. Born a slave in 1797 1. Isabella Van Wagner, in upstate New York 2. She married an older slave and started a family. B. Sojourner Truth the most famous black female orators 1. She lectured throughout Northeast and Midwest on women's rights, religion and prison reform. 2. "Ain't I a Women" speech May 29, 1851 II. Moving to start a new life. A. The Civil War 1. She nursed soldiers, collected food and clothing for black volunteer regiments 2. The second edition of Truths Narrative B. Sojourner Truth in her 60's 1. Displayed the energy and determination that was inherent in her character. 2. Saying words of encouragement to black troops stationed in Detroit. III. Meeting Lincoln October 29, 1864 A. National Freedman's Relief Association 1. Appointed her to work as a counselor to freed slaves in Virginia. 2. Filed suits to affirm that black people had legal rights. B. Sojourners journey in the 1870's 1. Her visit with President Grant and the U.S. Senate in 1870 2. Advocating hanging as punishment for murder. Heather Hawthorne History 377 Dr. Schmider October 1,2003 The Life of Sojourner Truth Sojourner Truth wasn’t just a heroine to blacks, slaves, and women. She was also an abolitionist and a champion of women’s rights speaking throughout the country. She acted on her strong feelings about life and the way it should be. But, in my hometown of Battle Creek, Michigan where Sojourner Truth spent her last years, she is known for her powerful speeches that traveled the nation advocating for the fair treatment of freed slaves. Sojourn... ...famous Mob Convention in New York City in September, 1853, Sojourner Truth closed a lecture on women’s rights by warning those present that she would be â€Å"watching things†¦ and every once in a while I will come out and tell you what time it is.† For more than four decades, Sojourner Truth made good of her promise. Works Cited: Patten, Neil A, The Nineteenth Century Black Women as Social Reformer: The New Speeches of Sojourner Truth, Negro History Bulletin, 49:1 (1986, Jan/Mar) Association for the study of African-American Life and History "Sojourner Truth." Encyclopedia of World Biography, 2nd ed. 17 Vols., Gale Research, 1998. Reproduced in Biography Resource Center. Farmington Hills, Mich.: The Gale Group. 2003. http://www.galenet.com/servlet/BioRC "Sojourner Truth." Feminist Writers. St. James Press, 1996. Reproduced in Biography Resource Center. Farmington Hills, Mich.: The Gale Group. 2003. http://www.galenet.com/servlet/BioRC "Sojourner Truth." Historic World Leaders Gale Research, 1994. Reproduced in Biography Resource Center. Farmington Hills, Mich.: The Gale Group. 2003. http://www.galenet.com/servlet/BioRC

Free College Essays - The Optimists Daughter :: The Optimists Daughter

The Optimist's Daughter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The major characters in The Optimist's Daughter are Judge McKelva, Becky Mckelva, Laurel Mckelva, Wanda Fay, Dr. Courtland, Miss Adele Courtland, Tish Bullock, Major Bullock, Miss Tennyson, and Miss Missouri. Becky Mckelva was Judge Mckelva's wife before she died and had Laurel Mckelva with him. Wanda Fay remarried Judge Mckelva after his wife's death. Dr. Courtland did surgery on Becky Mckelva and the final operation on Judge Mckelva. Miss Adele Courtland is the sister of Dr. Courtland and is a bride's maid to Laurel McKelva. Tish Bullock is also a bride's maid to Laurel and is the daughter of Miss Tennyson and Major Bullock. Miss Tennyson is another bride's maid to Laurel McKelva and is married to Major Bullock. Miss Missouri is the maid to the McKelva's and a long time friend of the family.   3.1 Two main characters in The Optimist's Daughter are Wanda Fay and Laurel McKelva. Wanda Fay is a woman in her 40's and has the maturity of a child. Whenever she becomes mad, Fay starts to scream, point fingers, and search out people who will help her. She can not stand up and fight for herself, instead Fay uses tactics to make her opponent feel sorry or inferior. This makes her extremely hard to get along with since she is always demanding and never giving. Laurel McKelva is the complete opposite of Wanda Fay. She is kind hearted, nice, caring, and intelligent. Laurel has a air of maturity and understanding around her due to her experiences in life. 3.3 In "The Optimist's Daughter" Judge McKelva will soon enter eye surgery to fix a slipped retina. Judge McKelva, his daughter, Laurel, and his new wife, Fay, are all anxious about the surgery and what might happen. Laurels mother died from cancer that started with her eyes and the family fears that the judge might be suffering from the same illness. The surgery symbolizes a fear that is contained by the three main characters and is a form of foreshadowing. As mentioned by Laurel several times, she fears that her father might not make it out of the operation and die, like her mother, blind and confused. I predict that Judge McKelva will not make it through the surgery or he will die shortly afterwards. With such a sudden death, Laurel and Fay will not have time to say good-bye to him and this will lead to complications later in the book.

Chemistry: University and Study Area Essay

Introductory Chemistry 1405 for non-science majors is designed to meet the needs of students with no background in Chemistry or who are in need of additional preparation before taking Chemistry 1411. This course is concerned with the study of matter presented at an introductory level. The prerequisite for this course is DMAT 0091. Topics covered include: chemistry and measurements, matter and energy, atoms and elements, compounds and their bonds, chemical calculations, gas laws, solutions, acids and bases and nuclear reactions. This syllabus is your legal contract for this course. The first requirement is that you read it entirely. You are responsible for all of the readings and assignments as defined. Questions or issues requiring clarification are welcomed at any time. REQUIRED OR RECOMMENDED MATERIALS (ISBN FOR TEXTBOOK): Required textbook:Introductory Chemistry for Non-Science Majors, the pearson custom edition for Eastfield College, by Timberlake. This book can be ordered from the bookstore http://follett. com/. ISBN#: 1256414824. It is bundled with Eastfield custom edition lab manual for first part of the laboratory and homework code for Mastering Chemistry. Lab Supplies: You must order a lab kit CK-EF. Order your LabPaq online at http://www. labpaq. com. once you are sure to continue the class, as the returned policy is strict. For labPaq order call 866-206-0773 x 114. OR, go to www. labpaq. com/order here, and enter Log in ID: C 000091, Password, labpaq (all lower case) and Choose CK-EF. You can obtain any digital balance with an accuracy of 0. 1 grams. Recommended digital weight balance from NorthShore Care Supply ( http://www. northshorecare. com) is Triton T2 digital precision handheld scale, Item # 7400 ($19. 95). Other required materials:Laboratory Safety Goggles (may be purchased at campus bookstore) Scientific Calculator STUDENT LEARNING OUTCOMES: 1. Demonstrate understanding of the subatomic particles and types of matter 2. Use the Periodic Table to identify metals, non-metals and metalloids 3. Make calculations using the metric system of measurements and significant figures. COURSE OBJECTIVES The course is to demonstrate a general knowledge of the basic concepts in chemistry, and to prepare the student for Chemistry 1411. CORE CURRICULUM COURSE OBJECTIVES: I. INTELLECTUAL COMPETENCIES: 1. Reading: The ability to analyze and interpret a variety of printed materials such as book, documents and articles written at a level above the 12th grade level 2. Writing: The ability to produce clear, correct and coherent prose adapted to a purpose, occasion and audience at a level above the 12th grade level 3. Speaking: Ability to communicate orally in clear, coherent and persuasive language appropriate to a purpose, occasion and audience at a level above the 12th grade level 4. Listening: Analyze and interpret various forms of spoken and visual communication at a level above the 12th grade level 5. Critical Thinking: Think and analyze at a critical level 6. Computer Literacy: Understand our technological society, use computer-based technology in communication, problem solving, and acquiring information II. EXEMPLARY EDUCATIONAL OBJECTIVES: 1. To understand and apply method and appropriate technology to the study of natural sciences 2. To recognize scientific and quantitative methods and the differences between these approaches and the other methods of inquiry, and to communicate findings, analyses, and interpretation both orally and in writing 3. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch on ethics, values, and public policy 4. To demonstrate knowledge of the interdependence of science and technology, and their influence on and contributions to, modern culture MEANS OF ASSESSMENT OF LEARNING OUTCOMES The course learning outcomes are assigned in more detail for each chapter in various learning objectives. These objectives will be assessed by exam questions, terminology, study area quiz, assignment from mastering chemistry and written laboratory report. It is encouraged to start your weekly activities by understanding â€Å"terminology†, which will be followed by reading corresponding units in the textbook. You will continue working on â€Å"Study Area† quiz and Review Questions, and homework assignments from mastering chemistry. Finally, you will perform the lab experiments. These steps are written in order under â€Å"Things to do† in all the weekly activities. EVALUATION PROCEDURE: 1. Lab Grades: This online course of Chem 1405 uses the â€Å"Wet Lab† experiences from Hands-on lab, Inc. For the first five labs, students use the basic laboratory conceptual practice using Pearson published laboratory manual. After completion of five labs from Pearson published lab manual, students will use their purchased lab kits for the â€Å"Wet Lab† experiences and perform real chemical experiments using chemicals and standard techniques, in the convenience of their house. To ensure the credibility of the lab portion of this course, students will be asked to submit their picture showing their face at one or two specific steps of each experiment along with the data as reflected in their report. The specific steps where they need to submit their picture are well- written in the attached report form in the corresponding experiment on eCampus. Lab grades will be earned from their completed lab reports. These reports have to be typed in Microsoft office word and upload on ecampus in order to be graded, unless otherwise specified (Hand Written lab Report Will not be Accepted). You must use the report attached on ecampus under the folder â€Å"Lab #† of each week activities, and not the one that comes on the CD from LabPaq. You will get ZERO SCORE if you won’t use REPORT FORMAT UPLOADED on ecampus under the â€Å"Lab #†. However, to synthesize the conclusion and discussion of your result in the report, you can use â€Å"Lab Report Assistant† that comes in the CD with the CK-1 kit from Labpaq. The â€Å"Lab Report Assistant† can also be found on ecampus under â€Å"Start Here† button. The CD also has the introduction, safety enforcement agreement and the procedure to perform the lab. You have to sign; scan, and upload the safety agreement in the first week of the semester. Students have to upload the report on ecampus after the completion. The instructions on â€Å"how to upload† the report can be found in eCampus menu under the â€Å"Start Here† button. Students can purchase the lab kit, LabPaq CK-EF, from Hands-on Labs, Inc. Please log on to http://www. labpaq. com/ to order the kit. The lab kits also contain the manual of the experiments on CD. Students CANNOT PASS this course with a failing lab grade. A score of 70% or better and completion of 8/11 labs (cannot miss more than 3 labs) is required to pass the lab portion of this course. The lab reports has to be uploaded on eCampus by 11. 30 pm on the specific due date found on the course calendar. Late lab reports will be accepted but they will drop by 25% for each day the reports are late. Students are encouraged to read the helpful suggestions after they read the procedures on the CD and before they do the experiments. Similarly, it is advised them to complete the lab as early as they can and do not wait until the last minute. The lab schedules are found under the weekly activity for each week. 2. Weekly Activities: These are located under â€Å"Course Contents† button in eCampus. Every week the learning items are placed in the following order. 1. Things to do: Helps to figure out the things to do quickly 2. Learning Objectives: Helps to focus on the goals to learn units of the chapter 3. Powerpoint: Gives you the main direction of concepts for each chapter 4. Terminology: It is a quick guide to know the definition and brief concepts of the topics 5. Study Area Quiz 1 &2 (www. masteringchemistry. com/study area) & Key Concept 6. Assignment (www. masteringchemistry. com/study area) 7. Lab report: Attached on the†Lab #† folder. The lab manual is CK-EF from www. LabPaq. com 8. DO NOT BEG FOR THE EXTENSION OF DUE DATES! 2. 1. Terminology: These are copyright materials and should not be altered. These terms help you to understand the concepts and to prepare for the exam. Download the list of terms from eCampus on the folder â€Å"Terminology #† under â€Å"Week of #† from the ecampus menu†. Study the terminologies, read the corresponding section in the book and answer them concisely with examples. You can try this as many times as you want, and upload your final version on ecampus with the file name â€Å"Terminology #† (NOTE: Please see â€Å"How to load a document on ecampus under â€Å"Start Here† button) 2. 2 Study Area These are self check activities and students can attempt as many times as they want. It helps to understand the concepts as well as to prepare for the exam 2. 2. 1 Quiz 1 & 2 After log on to www. masteringchemistry. com/study area, answer the multiple choice questions. These are self check activities and you can try this as many times as you want, scroll down and email the final trial to yourself. Repeat this step for quiz #2. Copy and paste both the quiz 1 & 2 score and answers of all the questions in a new file called as â€Å"Study Area # 1† for chapter 1. Upload the â€Å"Study Area #† on eCampus. Follow the same procedure for all the chapters. (DO NOT EMAIL TO THE INSTRUCTOR) 2. 2. 2 Review Questions To complete this activity, please follow the same procedure as in 2. 2. 1. However, create a file name â€Å"Study #† where # is replaced by 1, 2, 3, and etc. for the corresponding chapter. 2. 3 HOMEWORK (ASSIGNMENT) You will use Mastering Chemistry for the online homework tutorial. This will help you to understand the various concepts and to prepare for the exam. You can go directly to mastering chemistry without going to eCampus, by log on to http:// www. masteringchemistry. com/site. Many of the problems come from the back of the book to help you figure out the right answer. Do not attempt the homework without preparing yourself. You have to study the practice problems and worked out examples related to various units before to attempt the homework questions. For first time registration and to be more knowledgeable about this system please log on to http://www. masteringsupport. com/videos. Your COURSE ID is for this course is MCADHIKARI89707 It is advised to complete the assignments in preparation for the tests. Late homework will worth’s 50% of the total possible points. Homework due dates will be shown in Mastering chemistry web site. It is recommended to do the homework questions little by little, rather than solving all the problems at one sitting. Once you have completed the homework assignments, you can revisit them even after the due dates during the preparation for the exam. The total score of the homework from all the chapters will be posted on your ecampus grade book at the end of the semester. DO NOT LOOK THE ANSWER before you solved the problems, if you do so, you will GET ZERO SCORE on that problem. Students have to take full responsibility of THEIR SCORE REPORTED correctly on the website. If you have doubt on any technical issue contact the technical support at 1-877-672-6877. You will get ZERO SCORE IF YOU EMAIL the answer of the ASSIGNEMENT to the instructors’ email. You must answer the assignment on the website. Mastering Chemistry Assignments Problems Chapter # of Problems Chapter 1: 15 problems Chapter 2: 13 problems Chapter 3: 33 problems Chapter 4: 15 problems Chapter 5: 15 problems Chapter 6: 15 problems Chapter 7: 15 problems Chapter 8: 15 problems Chapter 9: 15 problems GRADING SCALE: Total number of points possible for this course is 1055. The following scale will be used to determine the standard letter grade of A, B, C, D and F of ? 90, ? 80, ? 70, ? 60 and ? 50, respectively, earned in the course. 810-905 = A; 808-719 = B; 718–629 = C; 628-538 = D; 537-0 = F Evaluation Items Points Quiz 1 45 Quiz 2 45 Quiz 3 45 Exam 1 100 Exam 2 100 Exam 3 100 Vocabulary 45 (9 submittals @ 5 pts. each) (mandatory) Homework 90 (9 submittals @ 10 pts. each) (mandatory) Study Area (quiz 1& 2) 45 (9 submittals @ 5 pts. each) (mandatory) Lab reports) 220 (11 @ 20 pts. Each) Study Area (Review Questions) 45 (9 submittals @ 5 pts. each) Syllabus Quiz 10 *Discussion Board 15 ______________________________________________________________________________ Total Points 905 *The instructor evaluates the overall performance of the student in all weekly activities DO NOT BEG FOR THE GRADE! PLEASE EARN IT!! Syllabus Quiz: A quiz over syllabus material will be taken on eCampus. The quiz worths 10 points. It will be used to determine if students have read the syllabus material. You may use your syllabus on the quiz. You may take it as many times as you like until the deadline. I advise you to take it until you score a perfect 10 points. The quiz can be found on eCampus under the syllabus quiz section. DISCUSSION BOARDS Participation in the thee Discussion Boards (DB) is required. The discussion boards are worth 5 points each for a total of 15 points. DISCUSSION BOARD ETIQUETTE This science course is based on scientific fact alone, not personal opinions. Please refrain from using the discussion board to express political viewpoints, as a dating service, to advertise any and all types of solicitation, from expressing religious viewpoints or quoting Biblical passages, or giving personal opinions. Please refrain from using any inappropriate language in the discussion boards. Please do not â€Å"sign† discussion boards. The discussion board will automatically be posted with your name. ***Failure to adhere to discussion board etiquette may result in the student being blocked from using the discussion board and a loss of points. EMAIL ETIQUETTE When sending an email message to an instructor there are a few guidelines to follow: 1. Address the instructor as Mr. , Ms. , Mrs. or Professor, and in subject line please mention your class and section number 2. Always include your name, course, and section number in the email. 3. Never use foul, vulgar, inappropriate, discriminatory, rude, or otherwise unprofessional language in the email. 4. Remember, the relationship between the student and the instructor is a professional relationship not a friendship; therefore, be sure not to include instructors in your forwarded emails to friends, chat rooms, or personal updates. 5. Email between the instructor and student is to relate to course, campus, or educational matters INSTITUTIONAL POLICIES: Withdrawal Policy (with drop date): STOP BEFORE YOU DROP For students who enrolled in college level courses for the first time in the fall of 2007, Texas Education Code 51. 907 limits the number of courses a student may drop. You may drop no more than 6 courses during your entire undergraduate career unless the drop qualifies as an exception. Your campus counseling/advising center will give you more information on the allowable exceptions. Remember that once you have accumulated 6 non-exempt drops, you cannot drop any other courses with a â€Å"W†. Therefore, please exercise caution when dropping courses in any Texas public institution of higher learning, including all seven of the Dallas County Community Colleges. For more information, you may access: https://www1. dcccd. edu/coursedrops If you are unable to complete this course, it is your responsibility to withdraw formally. The withdrawal request must be received in the Registrar’s Office by Januay 06, 2014. Failure to do so will result in your receiving a performance grade, usually an â€Å"F. † If you drop a class or withdraw from the college before the official drop/withdrawal deadline, you will receive a â€Å"W† (Withdraw) in each class dropped. Repeating This Course: Effective for Fall Semester 2005, the Dallas County Community Colleges will charge additional tuition to students registering the third or subsequent time for a course. This class may not be repeated for the third or subsequent time without paying the additional tuition. Third attempts include courses taken at any of the Dallas County Community Colleges since the Fall 2002 semester. More information is available at: https://www1. dcccd. edu/cat0506/ss/oep/third_attempt. cfm . Financial Aid: Students who are receiving any form of financial aid should check with the Financial Aid Office prior to withdrawing from classes. Withdrawals may affect your eligibility to receive further aid and could cause you to be in a position of repayment for the current semester. Students who fail to attend or participate after the drop date are also subject to this policy. The Texas Success Initiative (TSI) The Texas Success Initiative (TSI) is a statewide program designed to ensure that students enrolled in Texas public colleges and universities have the basic academic skills needed to be successful in college-level course work. The TSI requires assessment, remediation (if necessary), and advising of students who attend a public college or university in the state of Texas. The program assesses a student’s basic academic skills in reading, writing, and math. Passing the assessment is a prerequisite for enrollment in many college level classes. Students who do not meet assessment standards may complete prerequisite requirements by taking developmental courses in the deficient area and passing them with a grade of C or higher. Additional information is available at https://www1. dcccd. edu/cat0506/admiss/tsi_requirements. cfm . Academic Honesty: Academic honesty is expected, and integrity is valued in the Dallas County Community Colleges. Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of the DCCCD Code of Student Conduct published in the DCCCD Catalog. More information is available at https://www1. dcccd. edu/cat0406/ss/code. cfm . Academic Dishonesty Course Contract: Academic dishonesty is defined in the District Catalog includes, but is not limited to, cheating on a quiz, a test, or assignment or lab work; plagiarism (including the internet); copying another student’s lab or lecture work; or allowing another student (even lab partners) to copy all or any portion of an assignment. All written assignments are to be in the students’ own words. Written assignments for both the lab and lecture works are to be completed solely by the student, not in collaboration with other students unless otherwise noted in the assignment or instructed by instructor in exceptional cases. Academic dishonesty will not be tolerated. Any student found to be violating any portion of the academic dishonesty policy will automatically receive a zero (without exception or discussion). Students repeating the course are not permitted to use any old assignments or graded materials. All written assignments must be new, not just modifications of old assignments. When working in partners or groups, each student is expected to turn in his or her original work in their own words. Exact (or overwhelmingly similar as per the instructors discretion) duplication of an assignment (in any form), from any group or partner set, will not be accepted, and a grade of zero will be given. If further clarification of this policy or explanation of actions that will be taken for any and all violations is necessary, please see the instructor. ADA Statement: If you are a student with a disability and/or special needs who requires accommodations, please contact the college Disability Services Office. Religious Holidays: Absences for observance of a religious holy day are excused. A student whose absence is excused to observe a religious holy day is allowed to take a make-up examination or complete an assignment within a reasonable time after the absence. Students must notify the instructor of any religious holiday that will impact his/her time in this course by no later than the certification date. ___________________________________________________________________________________ Family Educational Rights and Privacy Act of 1974 (FERPA). In compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA), the College may release information classified as â€Å"directory information† to the general public without the written consent of the student. Directory information includes: (1) student name, (2) student address, (3) telephone numbers, (4) date and place of birth, (5) weight and height of members of athletic teams, (6) participation in officially recognized activities and sports, (7) dates of attendance, (8) educational institution most recently attended, and (9) other similar information, including major field of student and degrees and awards received. Students may protect their directory information at any time during the academic year. If no request is filed, directory information is released upon written inquiry. No telephone inquiries are acknowledged. No transcript or academic record is released without written consent from the student, except as specified by law. _________________________________________________________________________________________________________ Food and Drink Policy Food, drinks, and tobacco products are prohibited in Eastfield College classrooms. _________________________________________________________________________________________________________ Children on Campus The institution strives to protect an environment most conducive to teaching and learning for all enrolled students. Children who are taking part in organized scheduled activities or who are enrolled in specific classes are welcomed. Minor children, however, should not be brought to the institution unless closely supervised by their parent. Minor children should not be brought into classrooms, laboratories or other facilities of the college. This practice is disruptive to the learning process. In the case of an emergency where the student-parent has no alternative but to bring the child to campus, classroom faculty or the administrative heads of other units have full discretion as to whether a child may be allowed to quietly stay in the location. These individuals may require that children be removed by the student-parent from the setting if, in their opinion, the presence of the child is deemed to be disruptive to the learning process. For reasons of security and child welfare the institution will not permit unattended children to be left anywhere on the premises. Parents who have problems with childcare should visit the Counseling and/or Advisement Center to receive referrals to childcare services in the area. _________________________________________________________________________________________________________ Eastfield College Email Policy Faculty and students must have and use a DCCCD account for all correspondence relating to academic coursework. For information on setting up a DCCCD student email account go to: http://www. dcccd. edu/netmail/home. html _________________________________________________________________________________________________________ Obtaining Final Course Grades Using eConnect Final Grade Reports are no longer mailed. Convenient access is available online at www. econnect. dcccd. edu. Use your identification number when you log onto eConnect, an online system developed by the DCCCD to provide you with timely information regarding your college record. Your grades will also be printed on your Student Advising Report, which is available in the Admissions Office. ____________________________________________________________________________________Instructor Reserves the Right to amend this syllabus as necessary !!! A sample of lab report: ( For lab number 7 and up) Unless otherwise specified in a particular lab the sample and the grading scheme of the report is as below. Date:_________________ Name____________________.

Our Day Out, Willy Russell Essays

Our Day Out, Willy Russell Essays Our Day Out, Willy Russell Paper Our Day Out, Willy Russell Paper Essay Topic: Literature Willy Russell wrote our Day out in 1977. The story is set in a working class area in Liverpool. The theme of this story is about a group of academically challenged children who go on a trip. The school is an inner city comprehensive school and many of the children come from poor or single parent families. The story tells us the troubles that the children and teachers come across. We also see changes in peoples characters, we see how the trip has helped them to change. The aim of the trip is for the to have fun as the children are academically challenged with little chance of passing exams or getting a good job. There are two main teachers in the play; Mrs Kay and Mr Briggs. Both of them have different teaching methods and both of them work in their own way. Mrs Kay has a more sympathetic, caring and lenient attitude to the children, which would explain why the children like her so much. Mr Briggs has a harsh, stern and disciplined attitude to the children again which would explain why the children hate him so much yet fear him also. It is very clear from the beginning that Mrs Kay supports the children. She supports them in the way that she does because she knows that these children have no real chance in life and therefore feels sorry for them so she tries to support them as much as she can. These children will probably end up on the dole or stuck in a dead end job so Mrs Kay tries to make sure that there is at least one happy time in their lives (the trip), as their lives will probably be filled with misery. The driver Ronny Sutcliffe first shouts at the children for getting onto the bus without his permission and then about the possibility of them having lemonade and chocolate on them. Ronny refuses to let the children onto the bus until Mrs Kay searches the children for the forbidden items (chocolate and lemonade). When Mrs Kay takes Ronny away to have a private word with him she signals the children to get onto the bus without him knowing. When Mrs Kay talks to Ronny she greatly exaggerates the truth so that Ronny will go easy on the kids. Mrs Kay says The kids do not know what it is to look at a chocolate bar. Lemonade never touches their lips This is greatly exaggerating the truth as when Mrs Kay enters the coach the kids are stuffing themselves with chocolate and lemonade. Mrs Kay also says At Christmas time when the kids from your better schools are opening presents and singing carols, these kids are left to wander the cold cruel streets This is also probably an exaggeration (a hyperbole). Mrs Kay says these heart-warming things so that Ronny does not ruin the purpose of the trip, which is to have fun. The effect of Mrs Kays speech is that Ronny ends up feeling sorry for the kids and then ends up giving money to a boy so that he can go and buy sweets with that money. This makes the audience feel that Mrs Kay truly does care and love these children to the extent that she lies for them. At the beginning of Scene Five when Susan (a young teacher) asks Mrs Kay what she did, Mrs Kay replies with Lied like hell of course this shows that Mrs Kay acknowledges the fact that she lied for the children. Again we learn that Mrs Kays character would lie on the childrens behalf. This is not how most teachers respond but Mrs Kay is the exception. When Mrs Kay speaks on the coach we learn that besides having fun Mrs Kay is also concerned that the children should keep safe and not harm themselves or others. So Mrs Kay worries about their safety also we can see this from the following quote No silly squabbling or doing anything dangerous to yourselves or to others. Thats the only rule for today When Mr Briggs gets onto the coach everyone falls silent. Before Mr Briggs came on board the kids were shouting and mucking about but as soon as Mr Briggs came aboard everyone fell silent and their eyes looked towards Briggs. He is a cloud on the blue horizon This means that the sky is perfect apart from the big cloud that is obscuring the perfect sky. In other words the trip is going to be perfect apart from the big cloud (Mr Briggs) who is ruining the trip. Willy Russell is using a metaphor as he is comparing Mr Briggs to a big cloud in the sky. Mr Briggs starts shouting at the children the moment he arrives on the coach, he does not even given the children a chance to show him that they can behave. The moment Mr Briggs starts shouting at the children we can see how he really feels about the children. It is as if he is talking at the children not to them. We can also see that Mr Briggs has a bad attitude. He is arrogant, impatient and does not understand the childrens situations. He also does not understand why the children behave like they do. The language that is used in the play is a common Liverpool dialect. The children do not speak properly. They speak very common and do not use proper speech. I think the writer has included a Liverpool accent because in the 1970s Liverpool was a poor industrial area. As the story is about poor school children a perfect setting would have been Liverpool. Also they have a Liverpool accent to show that they are not properly educated which ties in with the character of Mrs Kay. As Mrs Kay and Mr Briggss professional relationship is sour they do not agree with each other on how these kids should be taught. When Mr Briggs is sitting with a student (Reilly), Mr Briggs points out of the window to the South Docks. Mr Briggs talks about the architecture and the beauty of the buildings. You can tell that Mr Briggs has had a good education. When Mr Briggs looks at buildings he sees the architecture and history of the buildings. When the children look at buildings all they see is a building built from bricks and cement they do not see the architecture and history like Mr Briggs does. Mr Briggs sees the buildings for what they really are, from this alone you can see that he has had a good education. When Reilly sees the Docks all he can see is the workplace of his father. When questioned about what his father thinks about the Docks Reilly replies with He hates it you can tell that Mr Briggs is disappointed with this answer as he thinks a lot of the Docks. In reply to Reillys answer Mr Briggs tells Reilly to tell his father Tell him to stop and have a look at whats around him. Yes, he might see things a bit differently then So when Mr Briggs talks to the children he has intellectual things to say while Mrs Kay mostly talks to the children to explain things such as the location in which they live in. Some of these conversations provide comedy. Others help us to see how deprived the children are. One conversation that Mrs Kay has with Carol shows us how deprived some of the pupils really are When Ive started to work hard now an learned how to read, d y think Id be able t live in one of them nice places (places with gardens and trees outside) Mrs Kays response to this is Well you could try, couldnt you love, eh? which shows that Mrs Kay doesnt think that Carol could achieve this dream yet she doesnt tell Carol her true thoughts. Instead she gives Carol hope that this dream could be achieved one day. This is the exact opposite of what Mr Briggs would do, Mr Briggs would tell Carol that she would never be able to achieve this dream. When Mr Briggs talks to Andrews about his smoking we can see the type of background that Andrews has come from. When asked about what his parents think about his smoking Andrews replies with Me mum says nottn about it but when me dad comes home sir, he belts me Mr Briggs replies with Because you smoke? The Andrews says Sir no, its because I dont give him one Mr Briggs is taken aback with Andrews reply. Mr Briggs assumed that his father belts him because he smokes not because he wont give him a cigarette. From this we can see that Andrews comes from a home where his parents dont care about what he gets up to. They obviously do not care about Andrewss health, as they do not say anything to him about his smoking. His father encourages the smoking by asking Andrews for cigarettes himself. Mr Briggs asks Andrews whether his father goes out to sea Andrews replies with a no and says He just comes round every now an then an has a barney with me mam. Then he goes off again. She hates him. We all do Again we learn that Andrewss parents obviously do not care about him or his health. It also seems that he has grown up in a house where his parents constantly argue which cannot be good for him. He says that his mam hates his Dad which is also not a good thing as hell never learn how to love someone, if his parents do not love each other then he will not be able to either. His parents are supposed to be his role models. So by arguing they have already set him up for a life of failed relationships, as he will probably treat his girlfriends/wives just like his Dad treats his Mum. His parents have harmed Andrews psychologically. Earlier on in Scene six during a conversation between Digga, Andrews and Reilly, Digga and Reilly say that Andrews Mum picks up black men on Parly. They also say that his Mum must be loaded as blacks pay a lot of money for a bit of white. In other ways they are saying that his Mum is a prostitute. Scene six is very long compared to the other in the play. I think that this scene is longer than the others are because Willy Russell wants to show us some of the characters backgrounds. He wanted us to familiarise ourselves with the characters like we have known them for a long time. At the beginning of the play we never got to find out what makes the characters tick what their lives are like, why they behave like they do. In this scene we find out a little about Mr Briggss background and why he cannot understand and sympathise with the children. In Scene twenty-one there is a conversation between Mr Briggs and Colin (a young teacher). In the conversation Mr Briggs talks about Mrs Kays teaching style. In fact he actually criticises her teaching style. The conversation actually causes friction and tension between Mr Briggs and Colin. Mr Briggs thinks that Mrs Kay is being nice and soft to the children just so everyone likes her. Once the audience has heard the conversation they just feel more hatred towards Mr Briggs. This is because Mrs Kay is on the childrens side and wants to help them as much as she can unlike Mr Briggs who just wants to shout at them and discipline them. The audience has sympathy with Mrs Kay as she does actually want to help them but they also have a little bit of sympathy for Mr Briggs as he cannot see why Mrs Kay talks to the children like she does. They also have sympathy for him, as he cannot see why the children behave like they do. The characters and language used does contribute to the play, as it is the characters that make the play. The play is about the troubles that the children face while going on the trip. Most of these troubles are caused due to their bad behaviour and their bad behaviour is due to the fact that they are not disciplined or educated enough to realise that one day they could get into serious trouble if they keep on behaving like they do. This story portrays the actual life that many young poor children in Liverpool faced.

Ode On A Grecian Urn

John Keats expresses his feelings on many matters of the complex world in which he lived in two of his poems, â€Å"Ode to a Nightingale† and â€Å"Ode on a Grecian Urn†. Since the two have many similarities, as well as differences, coupling them can result in some overall conclusions. Within these two odes, Keats suggests that life in his time was full of suffering, sorrow, and pain. He then implies that this harsh reality is worth enduring because of the beauty that lies beneath and that has a tendency to resurface. He also proposes that it is actually all of the negative aspects of life that allow one to realize true beauty. Keats achieves this in these two works through the use of many themes and symbols. This allows him to effectively convey his feelings, observations, and conclusions about the aspects of life he analyzes. The first aspect of interest is Keats’ development of the cruel reality of the world that surrounds the speakers. In both poems they seem to be fixated on their own woe and despair. In â€Å"Ode on a Grecian Urn† the speaker begins by asking many questions directly towards an aged urn. He asks it, â€Å"What men or gods are these? What maidens loth? / What mad pursuit? What struggle to escape? / What pipes and timbrels? What wild ecstasy?† (8-10) He sees a beautiful scene that features happy young men, maidens, revelers, and minstrels underneath fully leaved trees. He is awed by the scene depicted on the urn and wants to know â€Å"what leaf-fring’d legend haunts about [its] shape† (5). The descriptive imagery contained in his questions allows the reader to visualize some of the details of the picture, such as the man chasing a maiden. He says to him â€Å"never canst thou kiss, / †¦yet, do not grieve; / She cannot fade† (17-1 9). The other side of the urn, described in the fourth stanza, depicts a procession of priests and villagers on their way to make a sacrifice. To this the speaker asks, â€Å"... Ode On A Grecian Urn Free Essays on John Keats-Ode To A Nightingale/Ode On A Grecian Urn John Keats expresses his feelings on many matters of the complex world in which he lived in two of his poems, â€Å"Ode to a Nightingale† and â€Å"Ode on a Grecian Urn†. Since the two have many similarities, as well as differences, coupling them can result in some overall conclusions. Within these two odes, Keats suggests that life in his time was full of suffering, sorrow, and pain. He then implies that this harsh reality is worth enduring because of the beauty that lies beneath and that has a tendency to resurface. He also proposes that it is actually all of the negative aspects of life that allow one to realize true beauty. Keats achieves this in these two works through the use of many themes and symbols. This allows him to effectively convey his feelings, observations, and conclusions about the aspects of life he analyzes. The first aspect of interest is Keats’ development of the cruel reality of the world that surrounds the speakers. In both poems they seem to be fixated on their own woe and despair. In â€Å"Ode on a Grecian Urn† the speaker begins by asking many questions directly towards an aged urn. He asks it, â€Å"What men or gods are these? What maidens loth? / What mad pursuit? What struggle to escape? / What pipes and timbrels? What wild ecstasy?† (8-10) He sees a beautiful scene that features happy young men, maidens, revelers, and minstrels underneath fully leaved trees. He is awed by the scene depicted on the urn and wants to know â€Å"what leaf-fring’d legend haunts about [its] shape† (5). The descriptive imagery contained in his questions allows the reader to visualize some of the details of the picture, such as the man chasing a maiden. He says to him â€Å"never canst thou kiss, / †¦yet, do not grieve; / She cannot fade† (17-1 9). The other side of the urn, described in the fourth stanza, depicts a procession of priests and villagers on their way to make a sacrifice. To this the speaker asks, â€Å"...

Essay Sample on Civil Disobedience

Essay Sample on Civil Disobedience The term civil disobedience means refusal to obey civil laws in an effort to induce change in governmental policy or legislation, characterized by nonviolent means, theories on this term have been around for a long time. (American Heritage Dictionary 3rd Edition pg161) People like Mahatma Gandhi and Martin Luther King Jr. have took up and preached their own theories on civil disobedience. The two have there own reasons why to practice civil disobedience but there view on it is in similar manner. Mahatma Gandhi wanted to stop South African government from making all Indians register with Registrar of Asiatics. Martin Luther King Jr. wanted to stop the segregation of the colored people in southern parts of America. While both men fought for different causes they had a similar theme they both saw their people been treated unjustly. Martin Luther King Jr. saw colored people in southern parts of America been prosecuted on bass of there color. Mahatma Gandhi saw Indians been prosecuted on bass of there race. Both men knew that the only way to stop their prosecutors is by standing up to them. Mahatma Gandhi unlike most of Indian community wanted to stand up to Great Britain in passive resistance he called it a weapon of weak men. Gandhi believes that the way to stop the prosecution of his people is by civil disobedience. Mahatma Gandhi used civil disobedience because he knew that it was the only way that the Indian people could fight the Great Britain laws. Gandhis called his form of civil disobedience Satyagrahis and, one of the believe that Satyagrahis gave was that Indian people where strong and with that believe it made the Indian people believe they will have the power to over rule the laws that Great Britain passed. Gandhi also said that Satyagrahis was a peaceful form of civil disobedience and violence is prohibited even when it would be in their favor. Gandhi said that Satyagraha and brute force, being each a negation of the other. Another thing that Gandhi view on civil disobedience held was that when a person decide to be a part of the movement that he knows the consequences and is willing to pay the penalties for his actions. Satyagrahis used news journals and books to inform the people about what was happening, which was a good way to keep all the member informed. When all the does steps went into action Gandhi and a lot of Satyagrahis followers where send to jail. Gandhi told his followers that under Satyagrahis believes all of them should obey the rules that where set by the jail as long as they Ð £not inconsistent with [there] self-respect or with [there] religious convictions. After the Gandhi pull all of the his civil disobedience in action it didnt take long for the Great Britain to try to come to some kind of a compromise with the Indian community about the registration laws. Gandhi strong believe in hi Satyagrahis was what helped him and the rest of the Indian community stop their prosecutors and gain some freedom for his people. Gandhi believed that his use for civil disobedience was justified because Great Britain and their government was treating the Indian unfair and would keep doing that until the Indian would stand up to them. In same way as Gandhi used civil disobedience to protect his people from racial prosecution Martin Luther King Jr. used tactic s of civil disobedience to protect the colored people from prosecution based on their color. Martin Luther King Jr. just like Gandhi was a leader in his community and believed that civil disobedience was the way to change the laws and feeling that where set against the colored people in southern states of America. King believed that only way to get his point across is by taking action but he just like Gandhi believed that the action that has to be taking should be in form of non-violent protest and with out use of any physical force. King also says that to justify acts of civil disobedience you must have prove that wrong is been done to you and have fact to prove why you are opposing something or someone. King justified his act of civil disobedience by show that there was a lot of hatred towards the Negroes by the country police and court systems. He then say that after you have prove of that wrong is been done upon you try to show your fact to the opposite side and try to negotiate and come up with a solution that favors both sides. King tried to negotiate with the political government but they refused to talk to him. Then he tried to take his negotiations to the economic community where he tried to come to some kind of compromise. But when that didnt work out either he didnt see anything that he or his people could do beside take direct action against the government. Just as Gandhi said to his people King also told his people that the direct action they take would have to be done in a non-violent matter with never using any physical force against the opposition. He also told his followers as Gandhi told his that you would have to know the consequences and would be able to pay the penalties without and striking back with physical. When all of his followers understood what they where getting them self in to King used his final step in his civil disobedience tactics. He took up direct action as the final step when nothing else worked. He start to have sit-ins and marches he used does tactics because he believed that only in that matter will the government be force to give in and try to negotiate and give the colored people some respect and power. Just like Gandhi forced the Great Britain government to negotiated some type of compromise by not giving in and lets all of the Satyagrahis be send to jail with out fighting back. So did King with his followed with the marches and the sit-ins. King just as Gandhi believed that only way to get any change is if you do protest out in the open where everyone can see you and that you are willing to accept the penalty by been send to jail. Just as Great Britain government saw that they been unfair to the Indian people make the America government see the injustice they are showing towards colored people and make them negotiate with you to come to some kind of a compromise. King believe that only way to have jus tice is by having tension and the best way he saw to make justified tension is by civil disobedience. Both King and Gandhi saw civil disobedience had been just because they felt that segregation and prosecution was unjust. They saw civil disobedience as making the opposition see that they are wrong and what they doing is morally wrong. King and Gandhi saw the laws that where passed against their people as unjust laws because they only affected small part of people and not affect the people who pass the laws. King showed an example how laws are not always just by saying that everything that Hitler did in Germany was legal and everything that Hungarian freedom fighters did in Hungary was illegal. He was trying to show how even the government made the law legal it was still unjust as a moral law and civil disobedience would have been justified as the right thing to do. Gandhi just like King felt that not everything that was legal was just and that why as King he believed that civil disobedience is the way to make just with a unjust legal law. During this day I believe that I would take up Martin Luther Kings view on civil disobedience as my own because I see just how he said that not all laws that are legal are just. I believe that not all that is made law is just for all people but only make it just for the majority. King view on civil disobedience is more suitable for this day and age that why people would try to fallow his example if they would have to take up civil disobedience. You can also order a custom term paper, research paper, thesis, dissertation or essay on civil disobedience from our custom essay writing service which provides students with prime-quality custom written papers.

Muslim Americans Research Paper Example | Topics and Well Written Essays - 1500 words

Muslim Americans - Research Paper Example Example: â€Å"Being Muslim in America† book contains a number of significant historic events about the Muslim Americans. Accordingly the first evidence of such Muslims visiting the United States of America dates back to the period of 1619 to 1800s (Curtis, 2009). Some other authors have recorded Muslim vendors voyaging to America even before 1500. History and development of the American Muslim Community It is believed that approximately 30percentage proportion of the total African individuals who were shipped to America as slaves during 1619 to 1800s period were Muslims. Some of these people joined the main stream economic activities of America after being released from the slavery. Example: in 1819 Yarrow (Mamout) Marmood was the property owner and bank investor in Georgetown (currently a part of Washington). And in 1907 the first Muslim organization in America was founded by the Tatar immigrants from Poland, Russia and Lithuania (pp 56). The first American Islamic associati on was founded in Michigan in 1919. Consequently many immigrants were employed in manufacturing plants. The first American Islamic religious building known as the Mother Mosque was built in 1934 in Iowa (pp 57). Gradual growth and expansion of Muslim America community is explicit in these records. Currently Muslims are believed to form a considerable proportion of the American society. According to the Pew Research Center statistics Muslim population in America amounted 2,595,000 in 2010. This figure attributed to approximately 0.8percentag proportion of the total population in the same year in America. According to the same source the Muslim population in the country will reach 4,150,000 while forming 1.2percentage proportion of the total population by the year 2020. However some sources states that there are above 7 million Muslim individuals living in America currently. American government does not record religious statistics in the population census. Thus a statistical jargon is created. According to the book â€Å"Being Muslim in America† vast majority of the Muslim individuals living in America are of South Asian i.e. Pakistani and Arabian origin respectively. Approximately 34percentage and 26percentage proportion of the total Muslim American population belongs to the above two categories respectively (pp 9). Impacts of expanding the Muslim American population The impact of Muslim community on American socio-economic sphere is drastically increasing despite the said theological or statistical jargons (ZAHEDI, 2011). The growing significance is evident in the contemporary races related socio-economic issues occurring in the country. Muslim culture, believes and even proliferation seems to have impacts on the large society (Bayoumi, 2011). According to book â€Å"Being Muslim in America† book 25 percentage proportion of the Muslim American population belongs to the indigenous American category. Thus it can be inferred that rate of converting to Muslim religion by the individuals who were born in non-Muslim families is high. This trend seems to have hurt some religions’ leaders and political activists. Hatred, despise and discrimination is rapidly growing in contemporary American society towards the Muslim America

The Uranium Problem On Navajo Reservation Research Paper - 3

The Uranium Problem On Navajo Reservation - Research Paper Example The legal problems associated with the mines concern the state-corporate crimes, which motivated the need to engage in the mines for government and corporate profits at the expense of the local community. The uranium problem on the reservation has persisted for several decades without any solutions while the native inhabitants on the reserve are increasingly affected environmentally, economically, in terms of health, and legally by the crimes the government had engaged in. The uranium mines have made life unbearable for the natives and social ills within the reservation have been on the rise. It is, therefore, important that the problems on the reservation be addressed to ensure that the native community lives a meaningful life like any other individuals across the country. The uranium problem on the Navajo reservation affects the environment on the reserve immensely. At the end of the World War I, mining of vanadium began around Navajo nation, and later uranium. The uranium extracted from the local mines on the reservation were heaped in containers and shoved to the side. After a while, the significance of uranium increased and its extraction increased. The stacked uranium materials on the reserve were removed by affluent ventures, which had the ability to invest in the resources therein. Uranium mined on the reservation increased and so did the negative environmental effects it posted on the reserve. Unfortunately, neither were the native community on the reserve sensitized on the environmental consequences of the mines nor did the government take any measures to preserve the local environment from pollution. During the 1950s, the environmental problems of uranium mining in the Navajo Nation were brought to the attention of the government and the bure aucrats, but they ignored the warnings (Robinson, n.d.).

Organisational analysis and behaviour Essay Example | Topics and Well Written Essays - 2500 words

Organisational analysis and behaviour - Essay Example (Jack, n.d) WATER FALL INCIDENT Every day there are number of workers injured and killed on the job but yet only some of these occurrences are attracted towards the public domain. One of the classic case studies of an OHS disaster is the waterfall incident that took place in 2003; it was one of the most tragic accidents in Australian railway history. There was a fatal derailment at waterfall which resulted in loss of many innocent lives. The ministry of transport had initiated an investigation to determine the circumstance relating to the accident and recommend some preventive and corrective action. The investigations were examined and checked in the following areas such as Infrastructure, Human factors, Rolling stock, Post accident tools and response. (Kent and Graham, 2004) The initial investigation established that there was a high possibility the driver was injured after departing from the waterfall station. The train was unattended and as a result overturned at a high speed and collided with the stanchions. Both the controls dead man system and the guard failed to work in favor in controlling the collision. The team investigated and found out that the train’s inadequate safety measures had resulted in the collision. The safety management system had identified that the railway authorities had developed ineffective rail safety regimes and management deficiencies. (Kent and Graham, 2004) The incident was also published in Sydney Morning Herald outlining ineffective safety measures. The Railway authorities also mentioned that number of improvements such as stringent medical testing, installation of back up emergency braking system would be activated. (Sydney Morning Herald, 2004) Analysis of the issue: The safety management system had identified many loopholes in the safety measures. The investigation revealed that the medical standards and medical emergency units not updated. It was also noted that the railway systems had an under developed, ineffectiv e safety mechanisms that had caused catastrophic damage and death of people. No vigilance control mechanism, hardware devices or proper guard in place to detect the speed of the train. There was also no proper training and instructions provided to these guards. State rail had important elements missing to ensure running of a safe railway which includes safety engineering, change of management and in design and development of robust controls. The railway authorities also had a very poorly constructed review mechanism on audit, investigation and follow up. There were inadequate competent resources that could develop an efficient safety instruments and methods. The dead man system did not detect the collapse of the driver and had major deficiencies in the fundamental design. Investigations also revealed that the state railway authorities were ineffective and not fully co-operative. The management was also poorly defined and there was no budget that was allocated to improving the train safety. (Kent and Graham, 2004) The case study on the waterfall accident had outlined the importance of safety measures. The inquiries and the investigations concluded that the state rail had deficient safety mechanisms in place. The investigation also highlighted the importance of having good intergrated safety systems, documentation process, proactive and preventive approach to risk and accidents and the need for expertise

Management Information System Essay Example | Topics and Well Written Essays - 750 words

Management Information System - Essay Example The server-side hardware includes computers such as the server PCs for the actual engagement in the information system application. There should be the server PCs that functions in running of the servers such as the web and the database server (Laudon & Laudon, 2000). The last category of PCs is the ordinary office computer that is used in the regulation of the application development situation (Gupta, 2011). The network operating system is necessary for the management of software, hardware as well as the network users (Jawadekar, 2013). The most preferable operating system in a PC networking region is Windows NT operating system. The installation of NT server must be in the server-type PCs whilst the NT client, or the Windows 97/98 must be installed in the alternate computers (Gupta, 2011). In this context, the latter PC is ordinarily a member faculty’s PC that is to be used in the management of the database and web servers (Gupta, 2011). The web server is one of the most cri tical software on which the success of MIS depend on. The server determines the presence of the information system to the user. The program should be installed in the computer that runs the NT server (Jawadekar, 2013). For instance, the Microsoft Internet Information Server (IIS) is the most suitable software as it incorporates other packages such as the NT (Gupta, 2011). The client side requires regular office computers and the network infrastructure. The computers are used in the running of software and retrieval of the authorized information from the database and the webpages. The network infrastructure includes routers, switches as well as the antennas used in the provision of network to the computers (Jawadekar, 2013).

Designing a system to support the collection of inviromental data in Coursework

Designing a system to support the collection of inviromental data in Wonderland Country (imaginary) - Coursework Example The obvious recommendation that arises from this situation is that a separate Environmental Data Gathering executive agency be created, which carries out the capture, evaluation. Collation and dissemination of environmental data for and to the three Ministries that currently operate separate system, saving a notional two-thirds in cost compared with the current systems, and is expected to produce a centralised database of environmental material, which would not only be available at all times to the three Ministries, but also to the general public in Wonderland - a facility not available at present. An opportunity may also be taken to take advantage of the latest technology, both in terms of hardware and software. In view of the need for a separate executive agency, a further opportunity has been taken to look at the business systems and processes such an agency would need to incorporate in order to do it’s job, in the process taking advantage of current best practice in these areas and thereby ensuring that the new agency ‘administrative model’ rejects best practice and is hence best suited to it’s intended job form the first day of operation. The chief positive impact of the new organisation, systems and processes will be that a better and more-cost effective environmental data gathering service will be provided both in terms of improved service and reduced costs. The most likely negative impact will be in the staffing of the new integrated system compared with the current separate ones, as only one set of managers will be required, and the new system may well result in reductions in operating staff. However, set against this, it may be expected that the new facility for accepting environmental data form the public will result in a whole new team to handle this function, and it would be best practice to offer retraining to existing operating staff from the three Ministries to provide staff form this new

Management Information System Essay Example | Topics and Well Written Essays - 750 words

Management Information System - Essay Example The server-side hardware includes computers such as the server PCs for the actual engagement in the information system application. There should be the server PCs that functions in running of the servers such as the web and the database server (Laudon & Laudon, 2000). The last category of PCs is the ordinary office computer that is used in the regulation of the application development situation (Gupta, 2011). The network operating system is necessary for the management of software, hardware as well as the network users (Jawadekar, 2013). The most preferable operating system in a PC networking region is Windows NT operating system. The installation of NT server must be in the server-type PCs whilst the NT client, or the Windows 97/98 must be installed in the alternate computers (Gupta, 2011). In this context, the latter PC is ordinarily a member faculty’s PC that is to be used in the management of the database and web servers (Gupta, 2011). The web server is one of the most cri tical software on which the success of MIS depend on. The server determines the presence of the information system to the user. The program should be installed in the computer that runs the NT server (Jawadekar, 2013). For instance, the Microsoft Internet Information Server (IIS) is the most suitable software as it incorporates other packages such as the NT (Gupta, 2011). The client side requires regular office computers and the network infrastructure. The computers are used in the running of software and retrieval of the authorized information from the database and the webpages. The network infrastructure includes routers, switches as well as the antennas used in the provision of network to the computers (Jawadekar, 2013).

Pain in unresponsive patients Essay Example | Topics and Well Written Essays - 2500 words

Pain in unresponsive patients - Essay Example A contributing factor for this could be that the various pain scales available for noncommunicative patients generally are subjective and, therefore, lacking in inter-rater reliability. Besides, research in pain assessment tools has not been adequate. The major aims of this study are (1) to compare the Numerical Rating Scale and the Behavioral Pain Scale for measuring pain in unresponsive patients, and Pain is an important problem in critical care and accurate assessment of pain in the unresponsive patient is indeed a challenge. The unresponsive patients include pediatric, trauma, surgery, cancer, and critically ill, end-of- life cases. The attending nurses are generally accountable for pain management in the patient. It is estimated that critically ill patients dying in the ICU account for nearly 20% of the hospital deaths (Rocker & Curtis, 2003). Hence, nursing care decisions made at the end of life are crucial for the comfort of the patient. Palliative care has been defined by the World Health Organization as "the total care of patients and families whose disease is not responsive to curative treatment" (WHO, 1990, p.11). Assessment and management of pain in the palliative care is a very difficult process especially in the case of a non-verbal patient (Gambrell, 2005). Health-care providers play an active role in managing pain and providing comfort to such patients. But unmitig ated pain in the absence of adequate use of analgesics and sedatives can lead to enhanced morbidity and mortality in patients in the ICU (Ahlers et al., 2008). The tools available for pain assessment in noncommunicative patients are mostly subjective which is a great drawback. Ideally, an objective tool for quantification of pain intensity capable of providing a quick feedback would be needed to provide comfort to the unresponsive patient (Gambrell, 2005). Critically ill patients show a variety of hormonal changes and neurogenic blockade and analgesia with local anaesthetics can prevent

Slavery Essay Example for Free

Slavery Essay The way countries, nations or states act and base their policies on many times reflect what their past was like. This is very true in the case of Africa. The only problem is that Africa is said to have no history. This just means that Africa’s many cultures did not affect the way imperialists and other influences acted towards the huge continent. Everything was based on their interests and consequently this meant that the way of dealing with Africa in every way was based on Western traditionalists. To this we must answer the question how has the Western World affected Africa’s present stage and what must be done to undo what is wrong and hopefully correct this situation. Africa first played a role in Europe’s and the America’s history when the U. S. and Great Britain needed labor. They needed a lot of it and they needed it cheap. There was nothing cheaper than free labor. It would require an initial investment to African â€Å"leaders† but it paid off almost instantaneously. This is what we used to call slave trading. In around the 1860’s this became an illegal act. However, like any other crime, this trading could not be stopped entirely. British Naval ships were set up as blockades but sometimes Slaves were stored in spaces that were no higher than 12 inches so not all slave carrying boats could be stopped. In fact while the Navy stopped approximately 103,000 slaves from entering the slave force about 1. million entered it. Since this trade was illegal it was even more profitable than before. The slaves that were stopped from being shipped all the way west were being sent to Freetown, Sierra Leone and Monrovia, Liberia and they were called recaptives. These were towns set up by the British and some liberal Americans to send former slaves and recaptives back to their home continent.

Writing For Children

Writing For Children Peter Hunt writes that ‘some idea of a child or childhood motivates writers and determines both the form and content of what they write (2009a, p13). Prompting  Ã‚   that an authors choice of book type and content stems from their image of the child they are writing for, elements of which come from their own ideology of society and childhood often shaped by their own lifestyles. It is arguable however if the authors idea of childhood is indeed their motivation or if there are other factors in their writing that point to an additional agenda. In considering Hunts statement we will see the changing childhood ideologies of Victorian and postmodern realism in Louisa May Alcotts, Little Women (1868), and Melvin Burgesss Junk (1996), and also the differing concept of childhood in fantasy literature with Phil Pullmans, Northern Lights (2004). It is also significant to discover what constitutes the authors notion of childhood in their books, and if there are external elements which c an shape the content and form of childrens books such as mass marketing and the commodifying of children. Early childrens literature was highly didactic and as Zipes (2009) suggests even the earliest renderings of fairytales were designed to turn children into the type of adults their societies would prefer. Its First Golden Age from the later half of the nineteenth century introduced a change in how we viewed children, we began to celebrate the joys of childhood, (Carpenter, 2009) the most notable books entertained and also gave their readers a sense of empowerment and individuality. An example of such a novel is Louisa May Alcotts Little Women,following the narrative tradition of domestic and informative stories for girls such as Sarah Fieldings The Governess (1749), and ostensibly remaining within the conservative restrictions of her era, Alcott presents the contemporary life of four sisters growing up during the American civil war. Her book, written as a request by her publisher to fill a niche in the market, is to all appearances moralistic and patriarchal. The title, as phrased by the childrens father ‘little women'(Alcott,1868, p12) exemplifies the Victorian ideal of childhood, where children were seen as miniature adults and taught the puritan morals to be dutiful , obedient , hard-working and God-fearing (Styles,2009), puritan John Bunyans Pilgrims Progress(1678) is used extensively throughout the book . Little Womens third person omniscient narration is also in quite a condescending adult voice effecting to keep the March girls as children who need guidance, even when they mature, ‘Amys lecture did Laurie good, though, of course, he did not own it till long afterward (LW, p384).The narrators frequent interjections with opinions and views guides the readers into making the required conclusions, thereby giving instruction to its girl readership on how to be good wives and mothers. Arguably however as Fetterley (2009) suggests there are statements within the novel that portray an undercurrent of ambivalence, showing Alcotts perhaps true feelings to opportunities available according to gender and class, depicted primarily in her portrayal of Jo an antagonistic of the submissive young girl of the times. Alcott herself was rather an oddity of her time, a spinster, woman activist and the family breadwinner, her motivation to write was often purely financial (Alderson, 2008). Accordingly Jo is often seen as based on Alcott, portrayed as a talented headstrong writer, Beths words ‘You are the gull, Jo, strong and wild, fond of the storm and the wind, flying far out to sea, and happy all alone.'(LW, p361), echo Alcotts own lifestyle, yet could also be seen as advice to her girl readers to embrace their freedom, rather than their expected domesticity. Even the outwardly repressive marmee, and her ideas of marriage ‘the sweetest chapter in the romance of womanhood (LW, p95), also states ‘better be happy old maids than unhappy wives'(LW, p95). She also occasionally shows her ambivalence to her life, ‘Mother isn t sick, only very tired, (LW, p109), as Hannah their housemaid points out ‘housekeeping aint no joke (LW, p109) and as Alcott is perhaps trying highlight, domesticity is not so wonderful a role to aspire to. Alcott quite understandably given her precincts denied any subversion in her novel yet it is arguable that it contains many instances of her own childhood. In her journal she recalls the daily drudgery and struggle of her mother as she strived to sustain her family while her father as in LW gave little help (Alderson, 2008). Alcott used the then accepted ideal of the quintessential patriarchal Victorian family childhood and her own family memories to give form and content to her book. The March girls are lost in their own wonderful family plays and games, a loving safe playful family unit that nurtured and trained the child, giving much needed stability to a society shaken by war. This was not however Alcotts only motivation, she disliked her own novel as she says ‘I do not enjoy writing moral tales for the young, I do it because it pays well (Alcott cited in Alderson, 2008, pxxiii), and her covert messages of rebellion, portray distaste in the directives which shape the young, especially girls, to be compliant adults. Her novel is also motivated and shaped by her social stance on opportunities available to the gender, class and race of her time, Little Women represents childhood as preparing for future roles, yet covertly it also uses its representation with the potential to disturb societal expectations. Over a century later Melvin Burgess again fills a publisher recognised niche in the teenage market also focusing on the adolescent experience, Junk is unrestrained from nineteenth century conservatism in its graphic depiction of the fall of two runaways into prostitution and drugs. Burgess states children or young people should read about their lives not idealistically but as they really are, his characters are not invented but based on his memories of real people, he also does not preach to his readers yet allows them to evolve their own conclusions, (Burgess, 2009). It has been said Junk ‘neither glamorises nor demonises drug addiction (Falconer, 2009, p375), yet Junk conceals a strong sense of morality within its text, its principles obscured so the book appears to be non didactic or opinionated and so appeal to Burgesses idea of the modern teenager. Junks individual character narration lends to a documentary style of neutrality, yet textual guides bring the reader to the re quired conclusions, as Tar says ‘If you dont mind not reaching twenty theres no argument against heroin, is there?'(Burgess, 1996, p166), Gemma is the spoilt little runaway child ‘How do you think her parents feel? asked Vonny. They were just keeping her in. Its not like Tar is it?'(Junk, p75). The events have a moralistic ending, Gemma recognises they have all been deceiving themselves and condemns them all to their fate; her own is to be a single mother. Such reality based writing lends itself as Tucker(2009) says to the authors belief that childhood is primarily a transitional stage leading to adulthood ‘giving readers the truth is seen as providing them with an important aid to their own eventual better understanding of themselves and others (p190). Junk follows this form well, Burgess gives his child readers autonomy in interpretation, viewing them not as innocents, but inexperienced young people, who need empowerment and guidance to make the right decisions. As we have seen it is impossible to read Junk and come out defending heroin or the runaway, it could be said that Burgess brings Alcotts moral tale for the young into todays modern world. Yet in challenging the ideology of the innocent child, Junks view of childhood is at the opposite end of the spectrum to that of Little Women, he dispels the nostalgic innocence critics connect with childhood. His explicitness ‘Lily said, Ive been a little prossie for half an hour (Junk, p158) ‘foregrounds how altering conceptions of the child†¦can cause both controversy and anxiety among consumers (Squires, 2009, p189), leading to Burgess having to defend his authorial intent over the charge of sensationalism. In response to criticism from Anne Fines, and defending the explicit nature of his books, Burgess says ‘Underneath Annes whole article is that same nasty sneer I remember from when I was small How revolting. Arent you a dirty little boy? the same attitude which was exactly what made me want to write the thing in the first place (Burgess, 2004). It could then be suggested that part of his motivation was indeed to rebel against as he calls it ‘the moral majority (Burgess, 2009, p317), and stretch the boundaries of appropriate childhood reading matter. Nevertheless saying that drugs and underage sex are what teenagers want to read about could perhaps show that Burgess himself has a distorted idea of todays childhood. An idea he needed to uphold in order to construct his model of the non-reading (conceivably moronic) teenager and defend the sensationalism of his novel, he is perhaps modelling his child to suit the aspirations of his book. Junks content worked as a hook for his teenage audience and also generated him much publicity, conceivably showing another aspect of his motivation, content and form set to shock the critics, produce an outcry and gain him notoriety, all in addition to providing teenagers realistic age related literature. His post modern realism , takes the assumption that children are not innocent, but they still need guidance, also that in order to connect with todays child , this guidance must be hidden all owing the reader perceived autonomy in their decisions. Burgess also shows a sad irony in the loss of childhood, Gemma wanted ‘a slice of life'(Junk, p161) but could only find this in leaving home, unlike the March girls, in Junk childhood was something to be quickly left behind in order to really live.   An authors understanding of childhood as Hunt says can influence the form of their writing ,‘ those who see childhood more as an end to itself may prefer literature that is clearly more fantasy based (Tucker, 2009, p190). Phil Pullmans Northern Lights conforms to this ideology using a fantasy world to rewrite the biblical story of creation. Eighteenth century philosopher Rousseau stated that ‘Nature wants children to be children before they are men (Jenks, cited in Hunt, 2009, p23), he believed childhood should be a time of innocence , with children allowed to grow at their own pace not forced into civilisation. Pullmans similar view on childhood freedom is apparent in Northern Lights , Lyra is safe and happy in the freedom of Jordon College, ‘What she liked best was clambering over the college roofs'(Pullman, 2004, p36), as she grows her freedom is stifled by the intervention of her mother, state and church . Poet William Blake also used Rousseaus concept of natural innocence, corrupted by adult intervention, and Pullman uses Blakes contraries and commentary on Miltons Paradise Lost to ‘reverse the morality of the biblical fall to celebrate knowledge (Squires, 2009, p278). He advocates the co-existence of good and evil (body and soul) and free will, which the church refuses to, acknowledge (Bird, 2009, p264).   As such Northern Lights, casts an unfavourable light on how religious fundamentalism suppresses knowledge, the Magisterium symbolising the church is shown as repression and death, killing the children whose souls or daemons it removes as it endeavors to preserve innocence ‘all that happens is a little cut, and then everythings peaceful .For Ever!at the age we call puberty†¦daemons bring all sorts of troublesome thoughts and feelings (NL, p283). Pullmans idea of the child is shown in Lyra, her innocence and freedom of mind give her the ability, unlike adults, to easily read the alethiometer, Lyras ‘childlike state'(Squires,2009, p281) when reading makes her feel ‘like a young bird learning to fly'(NL, p152). Which is a suitable metaphor for how she represents Pullmans main concepts of innocence and experience, seeing similar attributes in young people giving them the ability to deal with significant issues free from outside influence; as he says ‘he hopes that young readers will finish †¦having gained the understanding that trusting ones own thoughts and feelings is an essential part of self-discovery and growing up (Travis, 2010). Through his use of the fantasy form Pullman is able to transgress difficult subject areas normally out of bounds within a childrens book, capturing his young readers imaginations while keeping the stark realities of his metaphors at bay. He insists on realism and the ‘real implications of his fantasy stories (Wood, 2009, p274), exhorting his readers to take an activist role in creating the world that they want. So saying ‘If I write fantasy, its only because by using the mechanisms of fantasy I can say something a little more vividly about, for example the business of growing up (Rustin and Rustin , 2003 ,cited in Montgomery, 2009, p255). Within Northern Lights, Pullman shows Lyras growth from innocence, he demonstrates the malleability of childhood with the changing form of the childrens daemons that represent their character , which set at puberty into the type of person they are, for example ‘he was a servant , so she [the daemon] , was a dog (NL, p7). Pullman promotes childhood as an innocent time when children are impressionable and make the important decisions that mould their moral fibre, he follows the traditional pattern of childhood freedom, as seen in the like of Ransomes Swallows and Amazons() as the children create their own idyllic morally responsible world (Squires, 2009, p282). Northern Lights uses the Magisterium to establish anti-religious ideology and shows the infallibility of religion in that Lyras saviours are those marginalised and demonised by society; the non religious gyptians (gypsies), risk all to rescue the children, and the witches save their lives in the final battle. Such radical views may seem better placed in adult literature yet as Reynolds (2009) informs ‘avoiding cultural spotlight is one reason why writers may find themselves drawn to write for children (p109). Pullman may be using childrens literature as a vehicle to publicly air his opinions on religious fundamentalism safely hidden within childrens fantasy, to a less judgmental audience. It could be that Pullman simply finds this medium more liberating; however Northern Lights also manipulates its readers opinions in line with Pullmans, ultimately, as with Junks evils of heroin, the reader cannot fail to see the Magisterium as the evil villain. Pullmans use of fantasy fiction proves he can more succinctly air his own opinions, and he could be seen as using the medium of childrens literature in the same way. As he states ‘there are some themes, some subjects too large for adult fiction; they can only be dealt with adequately in a childrens book ‘(Pullman, cited in Falconer, 2009, p378). His view on how we underestimate the potential of the young in order to maintain our own nostalgic view of childhood has certainly shaped the form and content of his book. Reynolds (2009) informs that ‘childhood is a time to negotiate and find a place in society, yet more so with Northern Lights ‘it is also about developing individual potential suited to a future in which societies could be different in some significant ways'(p100). It could perhaps then also be said that Alcott, Burgess and Pullmans motivation to write for children is also their aspiration to create a better society, ‘So Lyra and her daemon turned away from the world they we re born in, and looked towards the sun, and walked into the sky (NL, 397). As authors draw on their ideals to write for their audience, it is the book publishers who set the market trends and decide what children would like to read and subsequently influence what an author writes, an area touched upon with LW and Junk. Twenty first century novels show a commodification of childrens literature (Squires, 2009), in which we also see the decline of the individual author with publishers such as ‘Working Partners, where a storyline is created by a conglomerate of author /editors then given to a writer to create the book (EA300, DVD2). Thus providing a quick turnaround and commercial sense but little scope for individual ingenuity and signifying that as Hunt (2009b) says, ‘the cart of marketing, is driving the horse of creativity (p81). A further consideration on external influence is the competition from digital media, which as Burgess (2009) says also has a great impact on what children are exposed to, compounding the difficulty in producing literatu re that appeals to the modern child ,a fact he uses to support his hard hitting realism. Childrens literature has been seen to catalogue social, economical and political changes, embolic of societys view of childhood (Hunt, 2009b, p71), a view set as the gate keeping adult world considers what children need to read, putting additional pressure for authors to produce the ‘right book. In conclusion to Hunts statement, it would seem that in order to write a childrens book, the author must indeed have an idea of the child they are writing for, and this determines the form and content of their novel. Yet as we have seen they are also motivated by their own additional agendas, and this can lead to their constructed child being modified for their own purposes and also manipulated by the forces of modern media and marketing. This contributes to the complexity and often popularity of a novel that can then be read on many levels, Pullman could be seen as writing a religious allegory, propaganda or an adolescence adventure story. Authors still have their own view of what childhood should be, and incorporate this into how they believe it is or wish it to be seen. Our realistic view of the modern child is radically different from earlier popular books, such as Little Women, or Swallows and Amazons and as contemporary writers make efforts to loose the nostalgic view of childh ood innocence, there is also the concern that we are now ending childhood too soon, and as Jacqueline Wilson says forcing children to conform to societys teenage image (EA300, DVD2). Yet from Little Womens childish carefree plays to Junks depiction that children are now living real life adventures, we find that, as Lyra does, there is still always hope in childrens books. Childrens literature as Hunt (2009a) says shows what society thinks of childhood, and also what the author and we as adults need to believe it represents.

Truth Exposed in Body Rituals among the Nacirema Essays -- Essays Pape

Truth Exposed in Body Rituals among the Nacirema â€Å"Body Rituals among the Nacirema† is a document written by Mr. Horace Miner. Miner was a graduate of the University of Chicago, with a degree in anthropology. Throughout his life, Miner was dedicated to his studies ranging in anthropology to sociology. He was very interested in the study of anthropology, but Miner disagreed with the way that other cultures were represented. He thought American anthropologists believed that the American culture was â€Å"normal† and, that the other studied cultures were misrepresented (Hoogland). Miner was convinced to prove otherwise. He wanted to prove to other anthropologists that to other cultures the American culture could be viewed as unusual. In Miner’s document, â€Å"Body Rituals among the Nacirema,† he spoke of what would be considered strange rituals performed by the people of the tribe. The people in which he was describing was actually the American culture, hence the name that Miner referred to them as the Nacerima†¦.the backwards spelling of American. Miner went on to discuss some of the rituals in which we as Americans perform on an every say basis. Rather than describing the rituals in ways that sounded accustom to Americans, Miner instead created a more â€Å"primitive language†. The reason Miner wrote the essay was to allow the Americans to read it, and lead them to believe that they are in fact reading about a culture elsewhere. Miner accomplished his goal well. Miner went on to describe the rituals performed by the Americans. He described our dentist visits, but rather referred to the doctor as a â€Å"holy-mouth-man.† The people visited the holy-mouth-man twice a year to prevent the decay in the mouth. There wer... ..., he instead studied the rituals of the American culture. He then produced his research in such a way that made it seem as if we were reading about a tribe located somewhere in America. The reason that Miner wrote the essay was to allow Americans to read it, and lead them to believe that they were in fact reading about a culture elsewhere. I believe that Miner’s idea of creating a sort of illusion to the reader was accomplished. I am sure that the anthropologists who have read Miner’s essay were left speechless. I believe that Miner did an extraordinary job at giving the reader an outside perspective of the American rituals of society. Works Cited Hoogland, Josh. â€Å"Horace Mitchell Miner.: 29,October 2003 Miner, Horace. â€Å"Body Rituals among the Nacerima.† American Anthropologist 58.3, June 1956. Rpt. .

Slavery and the Atlantic Trade :: Slavery Essays

The demand for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were too expensive if bought from Asia, one of the most important of these being sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The slave trade started when European shops sailed to African ports. Through this, Africans (captured to be slaves) were taken to the New World and Forced to work. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major feature. These five countries came into contact with each other through the want and demand for slaves. Political and religious ideas became intermingled and developed within new environments. Plantation owners in the New World needed slaves for agricultural labor of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at young ages in harsh temperatures. Slavery has been used throughout history but the African slave trade of the seventeenth and eighteenth century is the most brutish known to history. It was unique in three major ways. The amount of slaves being traded was tremendous. More than eleven million African slaves were â€Å"shipped† to the New World between 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disease and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme superiority over the black people. The third major feature was commercial character. The whole purpose was to give slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as equal to the whites. A good example of this is Captain Collingwood who compared the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. Each country tried to create a monopoly over certain trade routes. Slavery and the Atlantic Trade :: Slavery Essays The demand for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were too expensive if bought from Asia, one of the most important of these being sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The slave trade started when European shops sailed to African ports. Through this, Africans (captured to be slaves) were taken to the New World and Forced to work. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major feature. These five countries came into contact with each other through the want and demand for slaves. Political and religious ideas became intermingled and developed within new environments. Plantation owners in the New World needed slaves for agricultural labor of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at young ages in harsh temperatures. Slavery has been used throughout history but the African slave trade of the seventeenth and eighteenth century is the most brutish known to history. It was unique in three major ways. The amount of slaves being traded was tremendous. More than eleven million African slaves were â€Å"shipped† to the New World between 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disease and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme superiority over the black people. The third major feature was commercial character. The whole purpose was to give slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as equal to the whites. A good example of this is Captain Collingwood who compared the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. Each country tried to create a monopoly over certain trade routes.