Genetic Engineering Defining Our Children s Traits

Genetic Engineering: Defining Our Children’s Traits is an article that explains the concept of altering genes and the advances we have had with genetics. The article starts out by explaining the genetic makeup of humans. Just like we learned in class diploid babies have one alleles from mom and one alleles’ from the father. The articles states how our DNA have genes that are about equal portion from our mother and father. It then goes on to talk about how we are made from the code that our genes give us. Knowing that genes create us scientist have now been working on genetic engineering. According to the article genetic engineering, â€Å"is the ability to manipulate the genes of an organism to produce a given protein or obtain organisms that have a given trait.† The article then goes on to talk about first successes in genetic engineering. Insulin was a big breakthrough for genetic engineering and with what they learned came an array of advances. Some of these advances include pharmaceuticals, agriculture, for industries, and environmental applications. Most importantly it has influenced medicines. Another section in the article is about genetically engineering humans. This really catches my attention because it is something that I have conflicting thoughts about. According to this article the ability to alter genes can be immense in preventing humans from disease. The article give the example of how there are some animals that have limb regeneration which we as human don’tShow MoreRelatedThe Controversy on Eugenics in the American Culture Essay1773 Words   |  8 PagesHeredity improvement by genetic control. Why would people want to control heredity? What exactly is genetic control? These are some things that people have been questioning for decades. Eugenics can not be ignored because it is suddenly coming up everywhere. People are experimenting and taking huge risks not to their knowledge. 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Apart from everyday uses of technology, science and research technology is making a huge impact in medical and research science. Teens and young adults today are unaware of these growing trend of using technology in medical science. Currently, the use of technology in gene manipulation and engineering is creatingRead MoreEssay on The Representation of the Body in Blade Runner2251 Words   |  10 Pagestense i.e. in assuming that it has already happened, we gain a greater insight and understanding of the consequences of our actions as a society now. Dystopic films and novels such as Blade Runner, Nineteen Eighty Four and Brave New World are invaluable as texts which have tied together philosophical, political, sociological and economic lines of enquiry and have presented ideas of our future and perhaps sometimes warnings about where a certain path might lead. I have chosen Blade Runner as my studyRead MoreAltruism Definition And Characteristics Of Altruism3538 Words   |  15 PagesCharacteristics The notion of altruism is a â€Å"selfless concern for the welfare of others† (Reuter, 2011). An early definition of altruism was defined as action that appears to be motivated by a concern for some else’s needs (Piliavin Charng, 1990). Defining altruism was very difficult for psychologists, the differences in definition were intentions and the amount of benefit or cost to the actor (Piliavin Charng, 1990); however, they could agree that altruism refers to behavior by an individual thatRead MorePersonality and Ethics8599 Words   |  35 Pages1.0 Introduction By 2012, our world population stands at 7 billion and counting (Nasser, 2011). And not a single person is without a personality. Our personality is what makes who we are, what we do, who we interact with and how we live our life. It is a vital aspect that drives most of the decisions and choices an individual makes in his lifespan, and throughout this lifespan, the individual’s personality are tempered by external factors. In spite of all that, the nature of an individual’s personalityRead More Human Cloning Essay5517 Words   |  23 Pagesdifferent from cloning a sheep. The cloning procedure is actually so surprisingly non-technical that laboratories could easily begin conducting their own research on human embryos today. In fact, one physicist who researched fertility sciences in the 1980s, Dr. Richard Seed, says he can already do it, and is setting up a clinic. His clinic probably wont succeed, however, because the U.S. Food and Drug Administration would have to approve such a clinic before it could operate, and they probably wontRead MoreBCH190 Essay14810 Words   |  60 Pagesonly in prokaryotes (C) occurs only during embryogenesis (D) occurs before every cell divides (E) never occurs after a cell has divided   14. Which of the following is not a characteristic of all living organisms? (A) capable of genetic information (RNA and/or DNA) replication (B) has either DNA or RNA as an information basis (C) complex yet organized (D) chemical energy storage and utilization (E) relies only on non-organic material   15. Which in the following list includesRead MoreNever Let Me Go By Kazuo Ishiguro2932 Words   |  12 Pagesestablished archetypes in the Science Fiction genre of literature. The dystopian motif is a frequently used one, predictably creating a parallel world much like our own, except major scientific advancements threaten the human desire for individuality. Deconstructing this well-known archetype, Kazuo Ishiguro represents technology as an organic part of our everyday lives and redefines the relationship it has with individuality. Kazuo Ishiguro’s novel Never Let Me Go is a fictional story set in an alternateRead More Human Genome Project Essay4868 Words   |  20 Pagesin the DNA, carrying the genetic information from one generation to the next. Many people are convinced that genes are special, that they contain a persons essence, which has enormous spiritual and commercial value. In the deepest sense, we are who we are because of our genes, and therefore it is essential to gain knowledge about the manifold mysteries of life, our genes, and our biological inheritance in full ultimate molecular detail. With advances in molecular genetics, it became possible to launch

Four Little Girls Free Essays

Documentary Film Analysis Worksheet For History 221 and History 222 Professor Tondeur Instructions: †¢ You will find the list of films you can choose from in the Lesson section of the course. †¢ Go to the list and pick your film. You must view the entire film. We will write a custom essay sample on Four Little Girls or any similar topic only for you Order Now If you can’t access films because of deployment, geographic location, or other reasons, please let your instructor know so they can give you an alternate assignment. †¢ You must answer in complete sentences, using a short answer/paragraph format. Cut and paste your answers into the Student Submission box for Assignment #2 and submit it as a Word document. 1. What is the title of the film you picked? 2. Why did you pick this film over the others offered? 3. What is/are the central message(s) of this documentary/fictional film? Be specific. Use examples from the film to support your choice. 4. Consider the effectiveness of the film for this history class. What are its strengths and weaknesses of this film in documenting history? . How do you think the filmmakers want the audience to respond? Is there a social justice message? If so, what is it? 6. Did the documentary leave you with any unanswered questions? If so, what were they? 7. How did this film change any misconcepti ons or stereotypes you had about the subject matter? If so, what were they? 8. What is the most important thing you learned from watching the film? 9. Why is this film important to understanding contemporary African American History? How to cite Four Little Girls, Essay examples

Comparison Of The PMBOK With PRINCE2 Methodology †Free Samples

Question: Discuss about the Comparison Of The PMBOK With PRINCE2 Methodology. Answer: Introduction: Project managementgenerally refers to the practice for the purpose of initiating, planning, execution, controlling and closing of the work done by the team. This is done so as to achieve a certain goal which meets all the specifications in a certain interval of time (pundak, 2014). Whereas the project methodology generally refers to the five differentproject management phases or the process which mainly includes the define, plan, launch, manage, and lastly the close. Each of the phases is associated with addressing the specific aspects of managing a project that is from the define phase to the close phase (Kerzner Kerzner, 2017). This report mainly discusses about main project methodologies, comparison of the PMBOK with PRINCE2 methodology and lastly how PRICE2 is related to the PLC or project life cycle. Project Methodology Project management methodologies generally refers to the guiding process for those who are involved in the project (Pinto, 2015). This methodologies are generally used by the project managers for the purpose of employing their design, planning, implement and achieve the objectives of the project. Project methodology can be divided into many categories some of them are listed below: Agile: Scrum Waterfall RAD (rapid applications development) NPI (New Product Introduction) PRINCE2 Kanban Six Sigma DMAIC Outcome Mapping Role played by project methodology in project management: Project methodology mainly helps in controlling of the projectmanagement in different ways and this includes effective decision making and solving of the problems. Project methodology is also essential for the success of a specific process, approaches, techniques, methods, and technologies (Burke, 2013). It can be stated that project methodology provides the skeleton for the describing all the steps involved in the project management. This in turn would help the project managers to achieve success by implementing proper amount of effort according to the schedule, budget and the specification of the client. Comparison of Project Management Body of Knowledge (PMBOK) with PRINCE2 methodology PMBOK or project management body of knowledge consists of users who find it this more significant framework for the management of contract, management of scope and other aspects that are possibly less robust than those of the PRINCE2 (Snyder, 2014). Despite of this there are many users of the PMBOK who are not happy about the way by which the system limits the process of decision making by the project managers (Matos Lopes, 2013). This initially makes it difficult for the handing over of the various aspects of the management to other parties and senior managers. By making use of the PMBOK it seems that the entire responsibility of the decision making, planning, problem solving, human resource and other process is given to the project managers PRINCE2 or Project in a Controlled environment is a project management program which is associated with much sharing of the functional and the financial authority with the senior management section not only with the project managers like that of PMBOK (Ghosh et al., 2012). This program is associated with focusing on giving aid to the project managers about overseeing the projects on behalf of the senior management section. A single standard approach is provided to management of the projects and due to this reason various Government as well as Global organizations choose this methodology. It is also very much easy to use providing the facility of learning in an easy way (Karaman Kurt, 2015). There are many users who thing that this methodology misses the importance of soft skills which should be one of the main focus of the project managers. PMBOK PRINCE2 Provides comprehensive information for all the aspects of project management This is associated with the practical project management methodology and is based on the 7 principles. It is driven by the requirements of the customers It is driven by the business case This is considered to be an knowledge based approach for project management This is an process based approach which defines the what, when, who and how through the 7 process of management Associated with describing the core practices and the wide range of techniques which can be applied for the purpose of managing a project This is associated with the 7 process of management which generally defines what is to be done, when and how it must be done and lastly by whom. There are two levels of certification and they are CAPM and PMP There are 3 levels of certification and they are namely foundation, practitioner and professional. Relation of PRINCE2 Methodology with Project Life Cycle PRICE2 is a project life cycle which is based upon the six major processes that is from beginning of a project to the completion of a project. The Planning and the Directing are the two continuous processes which is associated with supporting the other six processes. The starting of the PRINCE2 project life cycle dose not consist of the original needs, generation of solutions and feasibility studies. This means that they are considered as the inputs for the project life cycle or perhaps as a different projects (Lianying, Jing Xinxing, 2012). It is to be stated that PRINCE2 makes assumptions about the fact that the project is running within the context of the contract and no other activities are included within the context of the contract along with this it also does not include the activity within the method itself. Three main techniques are described by the PRICE2 and this includes the "Product Based Planning", "Quality Review" and "Change Control". Conclusion: The report helps in concluding to the fact that for the successfulness of the project there is an essential need of selecting the right project management methodology. For the purpose of selecting the right methodology there are number of factors which needs to be considered. There are strength and weakness of each methodology. All the methodologies are divide into mainly three parts and this includes the planning, implementation and analysis. References: Burke, R. (2013). Project management: planning and control techniques.New Jersey, USA. Ghosh, S., Forrest, D., DiNetta, T., Wolfe, B., Lambert, D. C. (2012). Enhance PMBOK by comparing it with P2M, ICB, PRINCE2, APM and Scrum project management standards.PM World Today,14(1), 1-77. Karaman, E., Kurt, M. (2015). Comparison of project management methodologies: prince 2 versus PMBOK for it projects.Int. Journal of Applied Sciences and Engineering Research,4(5), 657-664. Kerzner, H., Kerzner, H. R. (2017).Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Lianying, Z., Jing, H., Xinxing, Z. (2012). The project management maturity model and application based on PRINCE2.Procedia Engineering,29, 3691-3697. Matos, S., Lopes, E. (2013). Prince2 or PMBOKa question of choice.Procedia Technology,9, 787-794. Pinto, J. K. (2015).Project management: achieving competitive advantage. Prentice Hall. Snyder, C. S. (2014). A guide to the project management body of knowledge: PMBOK () guide.Project Management Institute: Newtown Square, PA, USA. pundak, M. (2014). Mixed agile/traditional project management methodologyreality or illusion?.Procedia-Social and Behavioral Sciences,119, 939-948.

School General Education Essay Sample free essay sample

In sing an simple school general instruction. this is an analysis of their rules of practising literacy direction through lesson programs and execution. Some of the observation standards autumn under communicating. being a constructivist. understanding to trip anterior cognition. interaction and reasoning with a reappraisal and an appraisal of some sort. Teacher should work to increase students’ motive on acquisition and utilize systematic direction throughout the lesson program. After an observation description. associating the strengths. failings or betterments that should be made. a personal contemplation of execution is shared turn toing how the environment was used. how could it hold been altered to back up more chances for larning and what was surprising during the observation. During the hebdomad of February 11th. 2013. I was given the chance to detect Ms. Houzvicka’s foremost grade category at Juan Cabrillo Elementary in Hawthorne. CA. For one twenty-four hours. I observed her schoolroom for the full twenty-four hours. We will write a custom essay sample on School General Education Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page giving interruptions for tiffin. deferral and bite. The entire period of observation was between four to five hours. The programming and kineticss of Cabrillo Elementary in the last few old ages has shown to be improbably particular. Ms. Houzvicka explained to me that the Wiseburn District has pushed forth a program called the Single Plan for Student Achievement ( SPSA ) that focuses on actions to raise the academic public presentation of all pupils to the degrees of public presentation ends of the California Academic Performance Index ( API ) . As a consequence of the SPSA. at the beginning of each twelvemonth. the student’s anterior and future instructors spend clip to make up ones mind whether the pupil meets the baseline demand. finding if a pupil requires more clip with the instructor ; this sets them in a bracket of â€Å"early bird† or â€Å"late bird† . It is implemented so that pupils will have the support that they require. It allows for Language Arts direction to be conducted in smaller groups with the instructor and provides an chance for pupils with troubles to take portion in resource specializer plans without losing out on their regular daily direction. Cabrillo Elementary serves pre kindergarten through 2nd graders. On a regular twenty-four hours. there are many different times set for the pupils. Under the kindergarten agenda. there are the â€Å"tedde† kindergarten ( TK ) â€Å"early bird† and â€Å"late bird† pupils but besides the kindergarten â€Å"early bird† and â€Å"late bird† pupils. TK pupils are the pupils who merely miss the cutoff age for kindergarten. In kernel. TK pupils will see kindergarten in the span of two old ages. foremost to concentrate on societal or motor development and so in the 2nd twelvemonth. to concentrate on academic and learning accomplishments. First and 2nd graders are besides on the â€Å"early bird† and â€Å"late bir d† agendas for the same grounds. Each pupil is separately assessed at the beginning of the school twelvemonth. For illustration. for preschoolers. pupils were evaluated if whether they can acknowledge their letters. sounds and Numberss. From the baseline of come ining into the twelvemonth. there is a recorded sheet of their basic accomplishments. After each trimester. more information is documented. After the appraisal of each pupil is made. the instructors and resource specializers work together to find which of the plans that the pupil will go to. At Cabrillo Elementary. there are several plans to turn to the different demands of the pupils. The English Learners Development ( ELD ) and Reading Intervention plans allow for pupils to hold an drawn-out twenty-four hours concentrating chiefly on Language Arts or reading. The Individually Designed Arts Program ( IDAP ) focuses on dance direction to learn and help pupils in coordination and beat. which is believed to be necessary for reading and math. The IDAP besides includes a subdivision of vocal music for specifically 2nd graders to learn and better reading eloquence. With plans like these. the support of the alone programming and by detecting two categories at Cabr illo Elementary. it offers an environment that supports English Learners in several ways. Get downing the observation of Ms. Houzvicka’s schoolroom. the ambiance seemed everyday but merriment. interesting and challenging. The pupils were excited and delighted to be in the category. Each of them set their back pack outside of the schoolroom. entered and sat softly on the group carpet. Once they all arrived to the group carpet. they were encouraged to prosecute with Ms. Houzvicka in a sing-along vocal. The Farmer in the Dell. Modeling for the pupils to sing along. the vocal would travel through three unit of ammunitions to promote and give each of the pupils a opportunity to fall in along. if they wanted. It reminded me of a old text edition that I read where Serdyukov and Hill ( 2009. p. 59 ) stated that the synergistic procedure in a scene is what brings scholars and talkers together. A review of Ms. Houzvicka’s sing along opening activity to warm the pupils up to the twenty-four hours would be that alternatively of it. the possibly of utilizing something wi th more societal interaction would hold better suit the docket. The usage of societal interaction frequently bridges pupils. traveling from the unknown to the known and offers an chance to link to each other. doing material relevant to themselves and linguistic communication. However. with the lessons in front. this portion of the twenty-four hours makes sense because she is presenting different signifiers of reading to her pupils. By presenting this activity in the beginning of her twenty-four hours. it seems that she understands that pupils learn when they hear. read and when they are given the chance to be custodies on about literacy. After group rug clip. a set of three lessons concentrating on accomplishments that the pupils needed to better upon were presented and reviewed. The activities allowed for connexion between the word and an image. further and deeper comprehension. and encouraged self-expression. For illustration in one lesson. she encouraged the pupils to utilize their imaginativeness and pull the image of a word. For case. for the word. â€Å"pan† . the pupils needed to pull what they thought a â€Å"pan† would look like. In this lesson. she connects their anterior cognition to the word that they are conceive ofing. By presenting the word and actively inquiring the pupils to pull it. the new word becomes meaningful through personalization. In another lesson. while reading over a l ittle brochure with simple words and thoughts. she encouraged the pupils to link thoughts together. leting for a deeper comprehension of the sentence. So while the sentence said. â€Å"Billy runs. † She would inquire. â€Å"Who is Billy? Is it the butterfly? The snail or the fox? † The pupils would gestate that it is the fox because a butterfly can non run. it flies and a snail does non run but it is slow. Ms. Houzvicka engaged with the pupils with inquiries that would let for independent thought and connexions. Her end shined through that with reading. the pupils should read things in their entireness to do a decision. In a concluding lesson. she had. â€Å"read. cast. hint and write† words. The bit-by-bit procedure of this was to let the pupils to look at the word. interrupt down the word by letters. cast. so trace the word and repetition. In each of the three lessons that were covered. there was a strong presentation of mold. She gave illustrations of work. the procedure. and a concluding illustration of the work. giving criterions of what she expected. She besides activated their anterior cognition on what was non finished from the old twenty-four hours. helped the pupils make connexions and showed how the stuff became relevant. Here. she made it possible for pupils to go custodies on about their reading. literacy and linguistic communication. It showed that through these three activities. the pupils understood the waies. More significantly. Ms. Houzvicka was stressing linguistic communication as a tool to communicating with the aid of metacognitive development. By making a treatment environment. she would inquire inquiries ; allow the pupils reflect before replying for them and let them to work in braces if it meant that they were collaboratively larning together. She besides made certain that in her bringing of lessons. it was utilizing sheltered English. where her degree of address was natural but slow plenty to understand ; she kept her sentences short. clearly enunciated. simple. controlled and checked with the category for their apprehension. Each lesson and direction. Ms. Houzvicka used enthusiastic organic structure linguistic communication. facial looks. gestures. aid and encouragement. The interaction seemed positive. endearing and motivational while supplying a clip for the pupils to demo their high order and cr itical thought accomplishments. At the terminal of the twenty-four hours. she reviewed with her pupils. allowing them speak about what they read. compose and what was interesting for the twenty-four hours. To finalise the twenty-four hours. Ms. Houzvicka applauses the pupils for utilizing their critical thought and forcing Forth a great attempt in their lessons. The environment of Ms. Houzvicka’s category was organized. with her tabular array in one corner. a wall with a few computing machines and tabular arraies in rectangular forms to suit the pupils. On the walls. they were covered with many visuals of words. images. alphabets and artworks of the conditions. presidents to regulations of the schoolroom. On the board. before get downing. she had a timeline of the twenty-four hours in front. what they were traveling to make and when deferral was or tiffin. It was a thoughtful consideration of how to clew the pupils into their duties and docket. Most of the milieus in this category were thoughtful and supportive of larning literacy and reading. Not much of the milieus could hold been altered unless there were more resources. The one add-on that could hold benefited the pupils is by supplying more computing machines for the pupils who are high accomplishing. With merely four computing machines in the room. it restricts the sum of pupils that are able to utilize them after completing their category work. If there were more resources and package that incorporates more than one pupil at a computing machine. it could further back up the acquisition of literacy. Ms. Houzvicka’s lesson programs fit the generic program nevertheless. with clip direction. she was able to suit more information in the single lesson programs to maintain pupils occupied after one activity was finished. The appraisal and larning results may non be fit and clear cut rubric but their rating fits a public presentation or reliable appraisal. Rather than rating their replies. because all of their replies will be suiting to the stuff. she focused on the completion of the undertakings performed and the accomplishments obtained. This type of appraisal is more fitting for simple pupils and personally. seems more fitting for any educational scene. The force per unit areas of standardised trials. formative or summational appraisals seem to postpone from the joy of acquisition and retaining cognition. When it comes to measuring how I could perchance learn each of these categories otherwise. it is hard to better lessons that are working. With the consequences of the API Numberss lifting over the last old ages. the lessons implemented show pupils are larning. understanding. edifice assurance and volunteering in category. The lone possible change that I would propose for the school is to let for more category clip with the instructors. I feel that while these lessons are demoing betterment in the students’ tonss. the add-on of more originative. custodies on. art activities would heighten their involvement in linguistic communication. Humanistic disciplines and trades can lend greatly to a student’s interaction with a lesson. For case. a lesson program could include pulling a image of a scene in a book without looking at the illustrations. This add-on of an art and the usage of imaginativeness would prosecute and catch a student’s attending because it does non merely go individualized but it besides becomes merriment. However. Cabrillo shows through their implemented programs that the studentsâ€⠄¢ are retaining a positive experience and appreciating their instructors. While pupils are happy. instructors are supplying positive direction and consequences ; there is non much that can be done to teach otherwise. After the observation hebdomad. I spoke with Ms. Houzvicka about her ain adaptation of direction. how she implements and develops lessons. particularly for English Learners. Touching base on my ain acquisition about SDAIE and other methods. Ms. Houzvicka tells me SDAIE is â€Å"good teaching† that has enhanced her lesson programs. She admits that half manner through the school twelvemonth. she has seen a positive alteration in her pupils. They tend to be more confident and willing to take portion in treatments. With consequences in the API of the school. she is more than confident that the plans are working in the students’ benefit. She says that with the Wiseburn District’s population being a bulk of minorities. plans that push the cardinal elements of English. it boosts the assurance in pupils early on. which she believes. will hold a strong positive affect in their hereafter. She portions with me that while she directs her direction towards English Learners because her category ( like much of the school ) is filled with minorities with English being a 2nd linguistic communication at place. Cabrillo’s plans like ELD and Reading Intervention enormously help with the students’ educational attitude by offering the support and encouragement that they need. To complete our interview like conversation. she tells me that as a hereafter instructor. the tip to remain current in the schoolroom is to remain in melody with the pupils. For illustration. she tells me old ages ago. direction in the schoolroom was non engineering based ; remaining current with engineering. resources and what may catch the students’ attending is the most of import facet of being a good instructor. Cabrillo Elementary seems to be a strong school with instructors and decision makers that genuinely care for the promotion in their API but besides their students’ wellbeings and hereafters. Through the observation and interview. it has shined a visible radiation on the strengths of implementing SDAIE methods into lesson planning. how to do direction more individualized for the pupils but most of all. the attitude of the instructor is what sets the tone of the schoolroom. In my hereafter as an pedagogue. I hope that I will be able to follow the footfalls of Ms. Houzvicka and other great instructors. MentionsSerdyukov. P. . A ; Hill. R. ( 2009 ) Methodology for Second Language Development: Revised Education for National University. Boston: Pearson.

Hidden Figures Women Against All Odds Professor Ramos Blog

Hidden Figures Women Against All Odds Hidden Figures is a movie based on a true story about three amazing black women who work at NASA as mathematician in West Virginia 1961. They are not just trying to change the world, but they are trying to change history. They are battling with feminism, sexism, racism, discrimination and segregation. Despite everything thrown their way they continued to beat all odds to get their pilot John Glenn to space. They are the brains of the operations working in three separate departments of NASA. This movie is a five out of five and one to put on your bucket list if you haven’t already seen it.   Katherine Coleman Goble Johnson was played by Taraji P Henson. Her job position at NASA was consider a â€Å"human computer† in the space task force. She would calculate the trajectory computations for the capsule orbit and for its reentry into the Earth’s atmosphere.  She played a major part in making sure all the numbers and points matched.  She had to gain her trust  and spot  in the space task force, being she was the only female in that department, what  makes  matters worse is she was the only  black in that department as well. She had a lot on her plate and managed to make all ends meet.  Katherine had to deal with the math constantly changing and she couldn’t be briefed on all the information because she was a female. She had to miss out on a lot of data changes because she had to go to the bathroom which was a half of mile away because there was no black bathroom for her to use in her unit. â€Å"The limited number of women and people of color in the field make it problematic, in some cases, when entering predominantly  White male organizations† (Ballenger et al. 160).  Katherine’s boss Al Harrison played by Kevin Costner does not care about her race her gender he just wants her to be able to get her work done to help get a successful launch into space, and he made it very clear.   Mary Jackson who was played by Janelle  Monae’ worked in the engineer department, but was also known as a â€Å"human computer†. She strives to make the impossible possible and spoke nothing but the truth. Her boss Mr. Zelinski told her there was an opening in the engineer training program, Mary told him she won’t entertain the idea because she is a negro woman  an  that is impossible for her to be an engineer. She then sat out and pushed to work to become that engineer.  But she was told she was not qualified enough to have that position. Mary then had to go to court to be able to attend  an  all white  school too be able to be qualified to work at NASA as an engineer instead.  Ã¢â‚¬Å"Every time we have a chance to get ahead, they move the finish line. Every time.† (Mary Jackson).  Ã‚   The last mathematician and â€Å"human computer†Ã‚  is  Dorothy Vaughan played by Octavia Spencer. Dorothy was in charge of all the human computers in the West Area Computing without the title of it, which was the supervisor role. She was a natural leader, and she strives to get the position she worked for. She paid attention to what was going on throughout NASA and instead of them losing out on work she got ahead and stepped up to keep them employed. NASA was bringing in a machine called the IBM that did the math of over 24,000 workers. Dorothy had to teach her and her girls how to work the IBM machine without anybody aware of her actions, because if she didn’t, they would soon be out of work. â€Å"One area in particular where black women stand apart is in their reporting of having been passed over for the most important assignments because of their gender – 22% of employed black women say this has happened to them, compared with 8% of whites and 9% of Hispa nics.† (Parker and Funk 1). This is what Ms. Vaughan was experiencing, even though she had the knowledge and experience she wasn’t qualified enough because of  her race.  Dorothy boss Ms. Mitchell was a white woman who ignored all of Ms. Vaughan request and continues to let her know she should just be happy she has a job. Despite that Dorothy worked hard to make sure that her or any of her girls went unnoticed.  Ã‚   Hidden Figures is a must-see movie. I will proudly give this movie an A.  Ã¢â‚¬Å"Within  fifteen years of the enactment of Title VII, the wage income  of women increased by $22 billion, and more than four million women were  working in higher job categories.  Although women have continued to experience improvement in working conditions, employment discrimination against  women persists in various forms in at least three distinct categories: overt sex  discrimination, sex stereotyping, and disparate treatment.† (Gregory 38).  As a black female, it gives you light that no matter what challenges you encounter you too are capable of being whatever it is you want to be, it may be  a  challenge,  but it is worth it to make a difference in life.  If you haven’t seen this take the time out of your schedule get your popcorn and all your snacks and be prepared to enjoy a movie that won’t  bore,  you but will enlighten you on history in two ways. One Americans were the first to orbit Earth. Second, no matter what your race is you will be proud to watch these three ladies continue to hold their head up and make history by just doing their job and what they love. Hidden Figures won many awards this film and even nominated for Oscar awards. Here are a few they won, Screen Actors Guild Award for Outstanding Performance by a Cast in a Motion Picture,  Blue Ribbon Awards for Best Foreign Film,  MTV Movie TV Award for Best Fight Against the System, and  NAACP Image Award for Outstanding Motion Picture.  Please if not for yourself do it for me and watch this movie and understand the amazing  attributions these  phenomenal  women did  and what a game  changer  it  became and  now, they are known forever.  Ã‚   Annotated Bib   Ballenger, Julia, et al.  Women of Color in  STEM†¯:  Navigating the Workforce. Information Age   Publishing, 2017. Pp157-178  EBSCOhost, search.ebscohost.com/login.aspx?              direct=truedb=e000xnaAN=1424273site=ehost-live. This book talks about the diversity   in the STEM workplace and how they feel working in a predominately white male industry. Scholarly Source. I will use this to show how the ladies if hidden figures may have felt the same as the ladies going through it today.      Gregory, Raymond F. Women and Workplace  Discrimination†¯:  Overcoming Barriers to Gender Equality. Rutgers University Press, 2003.APA (American Psychological Assoc.) Gregory, R. F. (2003)New  Brunswick, N.J.: Rutgers University Press.  http://web.b.ebscohost.com/ehost/ebookviewer/ebook/ZTAwMHhuYV9fMTA0OTIyX19BTg2?sid=e9944ffb-5817-404f-9eaa-96637b3315ba@sessionmgr120vid=2format=EBlpid=lp_28rid=0  Pp 38-47. This book talks about the women and their workplace. Scholarly Source. I will use this to show how women are affected by discrimination.   McElroy, Wendy, and Lewis Perry.†¯Freedom, Feminism, and the State. Vol. Second edition, Independent Institute, 2017.†¯EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=e000xnaAN=1530820site=ehost-live. This book talks about all the Feminist problems women have faced and are still facing. Scholarly Source. I will use this source to compare what the movie has dealt with in relation to what is still going on.   Melfi, Theodore  Hidden Figures.  January 6, 2017. This is the movie I am doing for my review. Primary Source. I will use this to explain my reasonings for my review.   Parker, Kim and Funk, Carl  pewresearch.org/fact-tank/2017/12/14/gender-discrimination-comes-in-many-forms-for-todays-working-women/  This cite talks about the stats of gender discrimination. Not scholarly, but  it shows  shows  the different discrimination for being women  and   for  women of color.  I  will use this to show the difference kinds of gender discrimination and how they all play a role in society.   WHITTAKER, E. W.  Solitudes of the  Workplace†¯:  Women in Universities. Montreal: MQUP, 2015.  Disponà ­vel  em: http://search.ebscohost.com/login.aspx?direct=truedb=e000xnaAN=1130821site=ehost-livegt;.  Acesso  em: 28  nov.  2018. This text talks about women being treated differently in their workplace. Scholarly Source. I will use this to show how women are treated in their work place even if they hold the same degree as a man.  Ã‚     

Theseus and Hippolyta

Theseus and Hippolyta Theseus and Hippolyta appear in Shakespeares A Midsummer Nights Dream, but who are they? Find out in our character analysis. Theseus, Duke of Athens Theseus is presented as a fair and well-liked leader. He is in love with Hippolyta and is excited to marry her. However, he does agree to enforce the law where Hermia is concerned and agrees with Egeus her father that she should obey his wishes or face death. â€Å"To you your father should be a god† (Act 1 Scene 1, Line 47). This reinforces the idea that the men are in control and make the decisions, however, he does give her a chance to consider her options: THESEUSEither to die the death or to abjureFor ever the society of men.Therefore, fair Hermia, question your desires;Know of your youth, examine well your blood,Whether, if you yield not to your fathers choice,You can endure the livery of a nun,For aye to be in shady cloister mewd,To live a barren sister all your life,Chanting faint hymns to the cold fruitless moon.Thrice-blessed they that master so their blood,To undergo such maiden pilgrimage;But earthlier happy is the rose distilld,Than that which withering on the virgin thornGrows, lives and dies in single blessedness.(Act 1 Scene 1) In giving Hermia time, Theseus allows fate and unknowingly the fairies to intervene in order that Hermia gets her way and can marry Lysander. At the end of the play, he urges Egeus to listen to the lovers story before acting and demonstrates his even hand in this. Theseus shows he is fair and patient again at his nuptials when Egeus warns him of the mechanical’s play No, my noble lord;It is not for you: I have heard it over,And it is nothing, nothing in the world;Unless you can find sport in their intents,Extremely stretchd and connd with cruel pain,To do you service.(Act 5 Scene 1, Line 77) Theseus demonstrates his sense of humor and graciousness when he welcomes Bottom and his friends to show their play. He urges the nobles to take the play for what it is and see the humor in its awfulness: The kinder we, to give them thanks for nothing.Our sport shall be to take what they mistake:And what poor duty cannot do, noble respectTakes it in might, not merit.Where I have come, great clerks have purposedTo greet me with premeditated welcomes;Where I have seen them shiver and look pale,Make periods in the midst of sentences,Throttle their practised accent in their fearsAnd in conclusion dumbly have broke off,Not paying me a welcome. Trust me, sweet,Out of this silence yet I pickd a welcome;And in the modesty of fearful dutyI read as much as from the rattling tongueOf saucy and audacious eloquence.Love, therefore, and tongue-tied simplicityIn least speak most, to my capacity.(Act 5 Scene 1, Line 89-90). Theseus goes on to make funny comments throughout the play and revels in its ineptitude demonstrating his fairness and sense of humor. Hippolyta, Queen of the Amazons Betrothed to Theseus, Hippolyta is very much in love with her husband to be and is very much looking forward to their imminent wedding. â€Å"Four days will quickly steep themselves in night, Four nights will quickly dream away the time; And then the moon, like to a silver bow New bent in heaven, shall behold the night of our solemnities† (Act 1 Scene 1, Line 7-11). She, like her husband, is fair and allows Bottom’s play to go ahead despite being warned of its inappropriate nature. She warms to the mechanicals and is entertained by them, joking along with Theseus about the play and its characters â€Å"Methinks she should not use a long one for such a Pyramus. I hope she will be brief†. (Act 5 Scene 1, Line 311-312). This demonstrates Hippolyta’s good qualities as a leader and shows her to be a good match for Theseus.

Accounting coursework Essay Example | Topics and Well Written Essays - 1250 words - 1

Accounting coursework - Essay Example In addition, it will explain how the companies have managed their working capital for the accounting periods. This will further analyse and explain the financing activities of the two companies. Task 4 will comment on the overall strategy being observed by the two companies based on their cash inflows and outflows based on analysis made on earlier tasks. A determination of which was able to manage its cash better will be made with reasons. The net profit generated from operations by the business may not be equal to the cash generated by operations by the same period because net profit includes non-cash items recognized as income and expenses but they do not necessarily involve cash. The reason for this is that revenues and expenses in the income statement are generally prepared under the accrual method of accounting (Kieso et, al, 2007) while Net Cash from operations, has taken this fact in consideration and this is the reason that certain items are added and subtracted to the net profit to arrive at the operating cash flow from operations. Thus there is need to add back to the net income, prepared under the accrual method, the non-cash deductions like amortizations and depreciations expenses. There is also need to deduct non-cash revenues like gains on sale of properties and investments and other adjustments. To illustrate, an example of the adjustments to the net income is shown in appendix A. Note that the net profit of $200,000 is lower than the net cash from operations of P246,700. An adjustment amounting $46,700 basically included added back depreciation, subtracted gains from sales and/or revaluation and change in working capital.

Discussing an artwork Essay Example | Topics and Well Written Essays - 500 words

Discussing an artwork - Essay Example This makes it possible for one to perceive water as a plane that reaches to the canvas’ depth, which Venus seems to be approaching. Venus comes in front towards reality of the onlooker’s edge. The picture is beautiful reflecting a mysterious movement as Venus slithers from a distance while flowers in pink float. The slow descent of the pink flowers reveals that the air around Venus is still and warm. The Aura and Zephyrus, which are the characters floating in the air drift Venus forward using their breath. The sky they are floating in is weightless and motionless, while they lock in an embrace. While Venus is ratifying her inspiration, the characters follow her romance in air free from any kind of restriction. Venus portrays a curve-like pose, while holding her hair in front and using the other hand to cover her breast. Since she is stilting her head, her eyes appear indefinable (Lazzari and Schlesier 6). The â€Å"Birth of Venus† reflects popular culture. Most people in the world today are inclined towards the things the world has to offer as well as the forces influencing it. Thus, the artwork by Botticelli aims at encouraging people to focus on the beautiful aspects of life as well as have hope that ideal things will become apparent in the coming years once they keep hope. In terms of elements, Botticelli employs when composing â€Å"Birth of Venus† include a golden ratio as well as a suggestion of oval configuration. Venus is abnormally large and is situated at the painting’s center. The dimensions of the canvas come from a golden mean. He portrays the importance of Venus by creating an oval composition illusion. With regard to subject matter of the painting, Venus depicts two key aspects. Firstly, she serves as a god in earth who stimulated human beings to engage in physical love. She is also portrayed as a god in heaven who inspires humans to practice

On the side walk bleeding Essay Example for Free

On the side walk bleeding Essay In General, The things that make it difficult to read a book is being able to sit and concentrate only on that book, and actually reading it to the point where you know exactly what you’re reading and what’s going on and not forgetting what you read. To me in order to stay totally glued to the book you are reading it has to be something in your genre of choice, stuff that you like to read a lot. The things that made it difficult for me during this quarter and the books that I read was he page number in the books that I read it was almost impossible to finish the books that I had in 2 weeks. What influenced my choice in books was the type of books that I was into, I liked fictional books about street life family’s that have had it all and in the end, End up with nothing at all. Part B; Reading Rate : The total of pages that I have read over the total 8 weeks that we’ve been in school is 1151 pages, the number of pages that I averaged over a weekly reading rate was 143 pages. In my opinion my average weekly reading rate to me is pretty good to me knowing that my books had so many pages. I believe that my reading habits have improved over time from my first book until now. My homework of 2 hours of reading per week has grown a bit since I began reading the book I am on now , a plan of improvement is definitely needed if I want to reach the goal of 25 books before I graduate, My plan is to try harder on finding books that attract my attention. Part C; Thematic Reflections: One theme that I pondered while reading the â€Å"Coldest Winter Ever By Sister Souljah† Was Money is the route of all evil, I think that this is one of my themes because it shows that you can do a lot with money as far as making it, how you make it or get it or whether you can  prove how you earned it, the family in my book had it all until they got busted for spending too much money at once. They were being followed all the time whether they moved or not did not matter because the police would always know where they were, The other theme that caught my attention in the book â€Å"The Skin I’m In By Sharon G. Flake† is Don’t judge a book by its cover I chose this theme because no matter what Malika did someone was always judging her. No one ever tried to get to know her they were all just mean to her off back, bullying her. And she was the sweetest girl. Part D; Set Goals: The goals I would like to set is reading more books and not being lazy but just getting it done, with no distractions, another thing I would like to do is find more books like the books that I’ve been reading.

Malcolm X Essay -- segregation, discrimination

  Ã‚  Ã‚  Ã‚  Ã‚  Malcom X was a man known widely for his strong beliefs. His willingness to accept the preaching of Elijah Muhammad and serve him loyaly, was due to his past experiences with the white man. Starting off as a boy in Lansing, next moving to Boston, then living in Harlem, his experinces with various white people shaped his belief system. Towards the end of his life, his interaction with group of very different white people on his pilgrimage brought about a change in his beliefs   Ã‚  Ã‚  Ã‚  Ã‚  While Malcom X was born in Omaha, Nebraska, most of the important events in his younger years took place after his family moved to Lansing, Michigan. This move occurred after a group of whites burned down their house while 'the white police and firemen came and stood around watching as the house burned to the ground' (p. 3), and were more interested in about the pistol Malcom's father used to shoot at the fleeing arsons. In Lansing, Malcom's father preaches the teachings of Marcus Garvey and his 'Back to Africa' movement. His earliest memories in Lansing are of his family being harassed by the Klu Klux Klan and the Black Legion, and then of these hate groups murdering his father in cold blood. Such a tragedy most certainly had a profound impact on Malcom, and his perception of the white man. To make matters much worse, his mother began to breakdown at the hands of the white man. After his fathers death, Malcom's mother was left having to take car... Malcolm X Essay -- segregation, discrimination   Ã‚  Ã‚  Ã‚  Ã‚  Malcom X was a man known widely for his strong beliefs. His willingness to accept the preaching of Elijah Muhammad and serve him loyaly, was due to his past experiences with the white man. Starting off as a boy in Lansing, next moving to Boston, then living in Harlem, his experinces with various white people shaped his belief system. Towards the end of his life, his interaction with group of very different white people on his pilgrimage brought about a change in his beliefs   Ã‚  Ã‚  Ã‚  Ã‚  While Malcom X was born in Omaha, Nebraska, most of the important events in his younger years took place after his family moved to Lansing, Michigan. This move occurred after a group of whites burned down their house while 'the white police and firemen came and stood around watching as the house burned to the ground' (p. 3), and were more interested in about the pistol Malcom's father used to shoot at the fleeing arsons. In Lansing, Malcom's father preaches the teachings of Marcus Garvey and his 'Back to Africa' movement. His earliest memories in Lansing are of his family being harassed by the Klu Klux Klan and the Black Legion, and then of these hate groups murdering his father in cold blood. Such a tragedy most certainly had a profound impact on Malcom, and his perception of the white man. To make matters much worse, his mother began to breakdown at the hands of the white man. After his fathers death, Malcom's mother was left having to take car...

“Dune” by Frank Herbert and “Huckleberry Finn” by Mark Twain Essay

Oliver Wendell Holmes once said, â€Å"we do not read literature for improvement or instruction.† However, there are many reasons to disagree with Holmes’ conjecture; there is a great deal of literature that provides philosophical insight along with entertainment. The wisdom and education provided by books such as Mark Twain’s â€Å"Huckleberry Finn† and Frank Herbert’s â€Å"Dune† strongly contradicts Holmes’ view. â€Å"Huckleberry Finn† was a novel written two decades after slavery was abolished in the United States, yet it was set back in the time when slavery was abundant in the South. It has many instances of what could be perceived as racism, but the book is mostly against racism, mostly in its portrayal of Jim. â€Å"Huckleberry Finn† shows how Huck and Jim become friends throughout the course of the novel, showing that their friendship can transcend race, an idea revolutionary for its time. At a time when racial tensions were running high in the South, Twain’s book showed how a friendship between a white teenager and a black adult could be pure and authentic. While most adults in the book had many flaws, Jim is mostly compassionate, loyal and benevolent character. In fact, Jim is seen as more of a father figure to Huck than his own father was. When they undergo their adventure on the raft, Huck and Jim make a connection that was unheard of in those days between black and white men. This connection is shown by the line â€Å"I hadn’t had a bite to eat since yesterday, so Jim he got out some corn-dodgers and buttermilk, and pork and cabbage and greens-there ain’t nothing in the world so good, when it’s cooked right- and whilst I eat my supper we talked and had a good time†, which shows how much of a strong connection Huck and Jim really made. When Jim asks why a Frenchman can’t speak English, he simply mirrors the question of why a black man and a white man couldn’t be treated the same: â€Å"Is a Frenchman a man?† Huck’s change in attitude toward slavery over the course of the novel shows Twain’s true attitude toward slavery. At the beginning of the novel, Huck contemplates and even resolves to turn Jim into slavers, thinking that taking someone’s property is immoral. However, Huck’s attitude progressively changes throughout the novel; in Chapter 31 Huck says he would rather â€Å"go to hell† than turn Jim in. Jim’s longing for his family and the story about his dead daughter shows his humane side and shows that black men are no different from white men, thus they should not be treated differently. The novel â€Å"Dune† by Frank Herbert centers on a man named Paul Atreides and his struggle to gain back a planet that was given to him and brutally taken away by his longtime rivals. While the novel is one of science fiction’s best because of its plotline, the philosophical points made in the novel make it truly great. The novel uses religion as a driving force in politics at a time when religion was believed to be dying down. Another important revolutionary idea was the human control over ecology. The planet Dune was a desert wasteland, valuable only for its single resource: melange. Melange, a clear comparison to petroleum, was a resource harvestable only on Dune and was used in everything from prolonging life to powering spaceships for faster-than-light travel. People inevitably try to sculpt the planet to harvest this resource more efficiently, but run the risk of killing the sandworms, the producers of melange, and destroying the economy completely. However, the most important idea in the book is the concept of precognition, the ability to see into the future. The book shows it not as a positive quality, but as something that could ruin your life forever and make it a dull eternity; it poses the question â€Å"what is the point of living if you already know everything that will occur in your life?† Oliver Wendell Holmes said that we don’t read novels for instruction or improvement. However, I think that these two novels significantly oppose Holmes’ idea; they are not only for enjoyment, but they also contain a plethora of ideas that were revolutionary for their time. These works, among others, have provided inspiration and wisdom to countless readers. This is why most works are not simply for enjoyment, but also provide mental stimulation for those that seek it.

Night World : Spellbinder Chapter 6

Kevin howled, clapping a hand to his cheek. â€Å"He cut me! This guy cut me!† Blood ran between his fingers. Randy lifted the razor again. Thea reached out with her mind. Not reached. She leaped. It was completely instinctive; she was scared to death, and all she could think of was that he was going to kill Kevin, and maybe Blaise, too. She caught-something. Pain and grief and fury that seemed to be bouncing around like a baboon in a cage. She could hold it for only an instant, but in that instant Eric threw two cups of punch in Randy's face. Randy yelled and turned away from Kevin, toward Eric. Thea felt a surge of pure terror. Randy slashed with the razor, but Eric was fast; he jumped back out of the way, circling to get behind Randy. Randy wheeled and slashed again. They were doing a macabre dance, going round and round. Thea felt as if the fear was winding tighter inside her with each turn. But Eric kept out of the way of the flashing razor until a rush of movement on the dance floor caught her eye. It was Mr. Adkins and two other teachers. They converged on Randy and there was a lot of confusion. When it was over, Randy was on the ground. Sirens wailed outside, coming closer. Eric stepped away from the pile on the floor. Breathing hard, he looked at Thea. She nodded that she was all right, then shut her eyes. She felt limp and wrung out and awful. They were going to take Randy away now, and she didn't think there was much help for him. He definitely seemed too far gone. At that moment she was ashamed of being a witch. â€Å"All right, people,† Mr. Adkins was saying. â€Å"Let's move out of here. Let's get this place cleared.† He looked at Blaise, who was bending over a seated Kevin, holding a napkin to his cheek. â€Å"You two can stay.† Then he put a hand on Blaise's shoulder. â€Å"Are you okay here?† Blaise looked up with wide, tragic gray eyes. â€Å"I think so,† she said bravely. Mr. Adkins swallowed. His hand on Blaise's shoulder squeezed. Thea heard him mutter something like, â€Å"Poor kid.† Oh, give me a break, Thea thought. But a small, selfish part of her was relieved. Blaise wasn't going to get in trouble over this one; neither of them was going to get expelled. Grandma wasn't going to be disgraced in front of the Inner Circle. And Blaise did seem worried about Kevin. She was bending over him again solicitously. As if she really cared. Thea slipped past a teacher's outstretched arm. â€Å"Are you okay?† she whispered to Blaise. Blaise looked up enigmatically. That was when Thea saw that she had a tiny vial concealed in the napkin. It was full of blood. â€Å"You†¦Ã¢â‚¬  Thea couldn't find the words. Blaise made a slight grimace that meant: I know. But it was just too good a chance to miss. Thea backed up and ran into Eric. He put a steadying arm around her. â€Å"Is she all right?† â€Å"She's fine. I have to get out of here.† Eric looked into her face. He was rumpled: his hair mussed, his eyes dark. All he said was, â€Å"Let's go.† They passed Vivienne and Selene on the way out. Thea had to give them credit; they both looked shocked and unhappy. The question was, would it last? Dani was in the parking lot with John Finkelstein. â€Å"I'm going home,† she said significantly to Thea, and tossed something into a clump of bitterbrush. It was an empty vial. Thea felt a tiny uncoiling of relief. She touched Dani's arm lightly. â€Å"Thanks.† Dani looked back at the cafeteria. â€Å"I wonder what it was he wanted to know?† she murmured. And just then a howl came from the lighted doorway, as if answering her question. It didn't sound like a person; it sounded like an animal in anguish. â€Å"Whyyyyyy?† Thea turned blindly and almost ran for Eric's jeep. When they were driving on darkened streets, Eric said quietly, â€Å"I'm presuming he was an old boyfriend?† â€Å"Last month's.† Eric glanced at her. â€Å"He was pretty messed up, poor guy.† And that, Thea thought, summed it up nicely. He was pretty messed up forever. Poor guy. â€Å"It's Blaise,† she said. She hadn't meant to talk to him about this, but the words were so crowded in her throat that she thought she'd burst if she didn't let them out. â€Å"She does this and does this, and I can't stop her. She picks guys up everywhere, and they fall in love with her, and then she dumps them.† â€Å"Love? Hm,† Eric said. Thea looked at him, astonished. He was looking straight ahead, his long, supple fingers steady on the wheel. Well. And I thought you were so naive. Maybe you see more than I realized. â€Å"It's a kind of love,† she said. â€Å"It's like-do you know, in ancient Greece they worshiped the goddess Aphrodite. She was the goddess of love-and the thing about her was that she was absolutely merciless.† Thea shook her head. â€Å"I saw this play once about a queen named Phaedra. And Aphrodite made her fall in love with her own stepson, and by the end of the play just about everybody was dead on the stage. But Aphrodite just kept smiling. Because she was just doing what a goddess does-the same way that a tornado rips houses apart or a fire burns down a forest.† She stopped. Her chest was aching and she didn't have any breath left. But in a way she felt better, as if some pressure had been relieved. â€Å"And you think Blaise is like that.† â€Å"Yes. Sort of a natural force that can't help itself. Does that sound completely crazy?† â€Å"Actually, no.† Eric gave a wry smile. â€Å"Nature's rough. Hawks grab rabbits. Male lions kill cubs. It's a jungle out there.† â€Å"But that doesn't make it right. Maybe for goddesses and animals, but not when it gets to the level of humans.† It was a moment before she realized what she'd said. She was using â€Å"humans† to mean â€Å"people.† â€Å"Well, humans aren't very far from animals, after all,† Eric said softly. Thea sagged back against the seat. She was still confused and unhappy, but what scared her most was that she felt a strong urge to keep talking to Eric about it. He seemed to understand so well†¦ better than anybody else ever had. And not only to understand, but to care. â€Å"I know what you need,† Eric said suddenly, brightening. â€Å"I was going to suggest we go to the late buffet at Harrah's, but I know something better.† Thea glanced at the clock, saw that it was almost eleven: â€Å"What?† â€Å"Puppy therapy.† â€Å"What?† He just grinned and turned the jeep south. They pulled up at a modest gray building with a sign that read sun city animal hospital. â€Å"This is where you work.† â€Å"Yup. We can let Pilar off early,† Eric said, getting out and unlocking the front door of the building. â€Å"Come on.† A pretty girl with shoulder-length brown hair looked up from behind the office counter. Thea recognized her as Pilar Osorio from school. A quiet girl who looked like a good student. â€Å"How was the dance?† she said. Thea thought her eyes lingered on Eric wistfully as she said it. Eric shrugged. â€Å"Pretty awful, to tell the truth. There was a fight and we left.† Thea noticed he didn't mention his part in stopping the fight. â€Å"How awful,† Pilar said sympathetically-but Thea thought she wasn't entirely sorry that the dance hadn't gone well. â€Å"Yeah. So how's our boy?† â€Å"Okay-a little hyper. You might want to take him for a walk later.† Pilar picked up her jacket. She nodded politely to Thea as she headed for the door. â€Å"See you Monday.† She likes him. When the door was shut, Thea looked around the office. â€Å"So the clinic's not open.† â€Å"No, but somebody has to stay overnight when we've got animals boarding here.† He gave her the grin again. â€Å"Follow me.† He led her through an exam room into a corridor and then to a kennel room at the back. Thea looked around with interest. She'd never been in the inner sanctum of an animal hospital before. There were several dog runs. Eager whining was coming from the last. Eric looked at her mischievously. â€Å"Three, two, one†¦Ã¢â‚¬  He opened the cage. A big Labrador puppy tumbled out, tail wagging frantically. He was a beautiful color that ranged from deep gold on his back to almost white on his legs and paws. â€Å"Hey, Bud,† Eric said. â€Å"Hey, pal; who's a good boy?† He looked at Thea solemnly. â€Å"This is the ultimate cuddle dog.† Thea collapsed on the sheet vinyl floor and made a lap, holding both arms out. â€Å"Uh-your dress-† Eric began mildly, but the puppy was already in midair. Thea caught him and he crawled up her, legs on her shoulders, hot breath blowing in her ear. â€Å"I think I'm in love,† Thea gasped, her arms full of warm, heavy puppy sweetness. Happiness surrounded her. She didn't have to try to merge with the puppy's mind; he practically took over by force. All his thoughts were good ones, and they were all about now. About how terrific everything smelled this minute, and how great that scratch behind the ear felt on a fleabite. Good feelings, happy feelings†¦ I really like this big bald dog†¦ Wonder which of us is dominant? The puppy bit her and Thea play-bit him back. â€Å"Wrong; I'm the pack leader,† she informed him, holding his jowls. There was only one odd thing. She could see the way the world looked to the pup-and there was nothing on the right. Just a void. â€Å"Is there something wrong with his eyes?† â€Å"You noticed the cataract. Lots of people don't see that right away. Yeah, he's blind in the right eye. When he gets older he may come back for surgery.† Eric sat back against the wall, grinning madly. â€Å"You've really got a way with animals,† he said. â€Å"But you don't own any pets?† The question was gentle, not intrusive. Thea said absently, â€Å"Well, usually just temporary ones. I pick them up and when they're cured I put them back- or find homes for them if they want to be pets.† â€Å"You cure them.† Once again, the question was gentle, but Thea felt a little shock. Why couldn't she guard her tongue around this guy? She looked up and found he was looking at her steadily and searchingly, his green eyes alert. She took a breath. â€Å"I feed them, take them to the vet if they need it. Then I wait until they heal up.† He nodded, but the searching look didn't go away. â€Å"Did you ever think of being a vet yourself?† Thea had to look down. She bluffed by kissing the puppy. â€Å"Uh, not really,† she muttered into blond fur. â€Å"But you've got a gift. Look, I've got some material on U.C. Davis. They have a great undergraduate program-and their graduate school is one of the best in the country. It's not easy to get in, but you could do it. I know you could.† â€Å"I wouldn't bet on it,† Thea muttered. She had several dramatic blotches on her academic record- like four expulsions. But that wasn't the real problem. The real problem was that witches weren't veterinarians. They just weren't. She could choose to specialize in gems or herbs or ritual clothing; in chants or runes or research or amulets†¦ in hundreds of things, but nothing taught at U.C. Davis. â€Å"It's hard to explain,† Thea said. She didn't have much room left to be surprised, or she'd have been surprised to find she wanted to explain to a human. â€Å"It's just-my family wouldn't really approve. They want me to be something else.† Eric opened his mouth, then shut it again. The puppy sneezed. â€Å"Well-maybe you could help me with my application sometime,† Eric said at last. â€Å"I'm trying to do the essay question and dying.† You sneak, Thea thought. â€Å"Maybe,† she said. At that moment a buzzer sounded-far away but insistent. Bud barked. â€Å"What the†¦ that's the outside buzzer,† Eric said. â€Å"But nobody should be here at this time of night.† He got up and headed for the front of the building. Thea followed, her fingertips just brushing Bud's head to control him. Eric opened the door, then stepped back in surprise. â€Å"Rosamund†¦ what are you doing here? Does Mom know you're out?† Something like a miniature whirlwind entered the waiting room. It was a kid, a little girl with a mop of sandy hair sticking out from under a baseball cap. She was carrying a rolled-up blue blanket, and what could be seen of her expression under the hair was ferocious. â€Å"Mom said Madame Curie wasn't really sick, but she is. Call Dr. Joan.† With that, the kid marched into the office and dumped the blue blanket on the counter, pushing aside a clipboard and some vaccination reminder cards. â€Å"Hey. Don't.† When she ignored him, Eric looked at Thea. â€Å"Uh, this is my sister Rosamund. And I don't know how she got here-â€Å" â€Å"I rode my bike and I want Madame Curie fixed now.† Bud was rearing up and trying to sniff the blue blanket. Thea pushed him down gently. â€Å"Who's Madame Curie?† â€Å"Madame Curie is a guinea pig,† Eric said. He touched the blanket. â€Å"Roz-Dr. Joan is gone. She's out of town at a conference.† Rosamund's ferocious expression never wavered, but her chin began to quiver. â€Å"Okay, listen. I'll take a look at Madame Curie now, see if I can see anything. But first we have to call Mom and let her know you're alive.† He reached for the phone. â€Å"I'll take Bud back,† Thea said. â€Å"I think he thinks Madame Curie is lunch.† She led the puppy into the back room and coaxed him into the run with a promise of extra petting later. When she came back to the office, Eric was bent over a small brown-and-white guinea pig. He looked frustrated. â€Å"Well, there's something wrong with her-I guess. She seems weaker than usual and sort of lethargic___† Suddenly he jerked his hand back with a yelp. â€Å"Not too lethargic,† he said, eyeing the blood welling up from his thumb. He wiped it on a tissue and bent over the guinea pig again. â€Å"She's in a bad mood,† Rosamund said. â€Å"And she's not eating right. I told you yesterday she was sick.† â€Å"No, you didn't,† Eric said calmly. â€Å"You told me she was tired of living under patriarchy.† â€Å"Well, she is tired. And she's sick. Do something.† â€Å"Kid, I don't know what to do yet. Hang on.† He bent closer to the little animal, muttering to himself. â€Å"She's not coughing†¦ so it's not strep. Her lymph nodes are okay†¦ but her joints seem swollen. Now, that's weird.† Rosamund was watching him, her green eyes full of fierce trust. Eyes like Eric's, Thea realized. She reached out gently and just touched the guinea pig's soft fur with her fingers. Her mind reached gently, too. Frightened-little-animal thoughts. The guinea pig didn't like being here, wanted the sawdust of her cage, wanted safety. She didn't like the clinical smells, didn't like huge, strange fingers descending from the sky. Home-place, nest-place, she was thinking. And then, something odd. A concept-more smell and taste than picture. Madame Curie was imagining eating something†¦ something crunchy and slightly sharp. Eating and eating and eating. â€Å"Is there some treat she really likes?† Thea asked doubtfully. â€Å"Something like cabbage?† Eric blinked, then straightened up as if he'd gotten an electric shock. His green eyes stared straight into hers. â€Å"That's it! You're brilliant!† â€Å"What's it?† â€Å"What you said. She's got scurvy!† He dashed out of the office and came back with a thick book full of small print. â€Å"Yeah-here it is. Anorexia, lethargy, enlarged limb joints†¦ she's got all the symptoms.† He turned pages feverishly and then said triumphantly, â€Å"All we have to do is give her some of those veggies, or maybe some ascorbic acid in her water.† Scurvy-wasn't that a disease sailors used to get? When they were on long trips with no fresh fruits or vegetables? And ascorbic acid was†¦ â€Å"Vitamin C!† â€Å"Yeah! It's been hot and we've got hard water at our house-all that could deplete the vitamin C in her diet. But it's easy to fix.† Then Eric looked at Thea and shook his head wonderingly. â€Å"I've been studying for years, besides working here, and you just look at the animal and you know. How do you do that?† â€Å"She asked Madame Curie,† Rosamund said flatly. Thea gave her a wary glance. How come this whole family was so observant? â€Å"Ha ha,† she said, her voice light. â€Å"I like you,† Rosamund said, just as flatly as before. â€Å"Now where can I get some cabbage?† â€Å"Go look in the vaccine fridge in back,† Eric said. â€Å"If there isn't any, we can always use vitamin drops.† Rosamund trotted off. Eric watched her, openly fond. â€Å"She's an interesting kid,† Thea said. â€Å"She's sort of a genius. Also the world's smallest militant feminist. She's suing the local Boy Trekkers, you know. They won't let her in, and the Girl Trekkers don't trek. They do macrame.† Thea looked at him. â€Å"And what do you think of that?† â€Å"Me? I drive her to the lawyer's office whenever Mom can't make it. I figure it stops her griping. Besides, she's right.† Simple as that, Thea thought. She watched Eric as he folded the blue blanket, and heard a voice in her mind like the voice of an announcer describing a game-show prize. Now. Look at this guy. He's tender but intense. Brave. Profoundly insightful. Shy but with a wicked sense of humor. He's smart, he's honest, he's an animal lover†¦. He's human. I don't care. She was feeling-well, strange. As if she'd been breathing too much yemonja root. The air seemed sweet and heavy and tingly somehow, as if laced with tropical electricity. â€Å"Eric†¦Ã¢â‚¬  And she found herself touching the back of his hand. He let go of the blanket instantly and turned his hand to close on hers. He wasn't looking at her, though. He was still staring at the office desk. His chest heaved. â€Å"Eric?† â€Å"Sometimes I think if I blink, you'll disappear.† Oh, Eileithyia, Thea thought. Oh, Aphrodite. I'm in terrible trouble. The thing was, it was terrible and wonderful. She felt awkward and tremendously safe at once, scared to death and not scared of anything. And what she wanted was so simple. If he only felt the same, everything would be all right. â€Å"I just can't even imagine life without you anymore, but I'm so afraid you'll go away,† Eric said, still looking fatalistically at the computer on the desk. Then he turned to her. â€Å"Are you mad?† Thea shook her head. Her heart was threatening to leave her body. When she met his eyes it was as if some circuit had closed. They were connected, now, and being pulled together as if Aphrodite herself was gathering them into her arms. And then everything was warm and wonderful. Better than holding the puppy, because Eric could hold her, too. And the thrills of fear that had been shooting through her seemed somehow to burst like fireworks and turn into exhilaration. Her cheek was against Eric's. And she'd never felt anything so blissful before. Eric's cheek was smooth and firm-and she was safe here, loved here. She could rest like this forever. Peace filled her like cool water. They were two birds enfolding each other with their wings. Swans mate for life†¦ and when they see their mate, they know, she thought. That's what happened in the desert. We knew each other; it was as if we each could see the other one's soul. Once you see into someone's soul, you're attached forever. Yeah, and there's a word for it in the Night World, part of her mind said, trying to shatter her peace. The soulmate principle. You're trying to say that your one and only is a human? But Thea couldn't be frightened, not now. She felt insulated from the Night World and the human world both. She and Eric formed their own reality; and it was enough just to stand here and breathe and to feel his breathing, without worrying about the future†¦. A door creaked and a blast of cool air blew in. Thea's eyes were startled open. And then her heart gave a terrible lurch and started thudding painfully. It wasn't the door that Rosamund had gone through. It was the front door, which Eric must have left unlocked. And Blaise was standing there in the waiting room.

Comparing To his Coy Mistress and Sonnet 130 Essay Example

Comparing To his Coy Mistress and Sonnet 130 Essay Example Comparing To his Coy Mistress and Sonnet 130 Paper Comparing To his Coy Mistress and Sonnet 130 Paper Essay Topic: Literature Sonnet 130 is a love poem in sonnet form by William Shakespeare that controversially goes against the standard love clichi s of a traditional love poem by describing his love honestly and very realistically. The tone of the poem appears negative but in fact he is actually showing his realisation that love has imperfections but his love is enough to overcome any of them and the beauty of love is a fake sugar-coating of physical beauty. His love is expressed as the love that what lies beneath; the innermost feelings of each person. The poem (though controversial in its context) is traditionally structured in sonnet form with fourteen lines and ten syllables per line. The ABAB rhyming structure is carried out throughout the poem until the last two lines which are rhyming couplets. This typical structure, along with the obvious iambic pentameter, creates an easy-flowing read with a pleasant rhythm. At first glance, the context appears to be very insulting and even the very title my mistresss eyes are nothing like the sun imply an offence. Unlike the majority of the love poems of the period where the poets lovers were all described as goddesses that glide and having beautiful golden hair, Shakespeare describes his love as having black wires grow on her head and specifically mentions that he never saw a goddess go and when she walks, treads on the ground. This is quite a comparison to the dazzling goddess that one would expect to be described and seems as if Shakespeare is trying to offend his mistress. However, with a little thought, Shakespeare actually appears to be aiming to be realistic about his love though it may also be proven to simply be a mockery of the conservative love songs of the day. While traditional poets would use specific imagery to paint beautiful and attractive images of their love, Shakespeare takes these ideas and revises them, so that they portray unattractive, unpleasant but more honest depictions of his mistress. For example, where poets would describe their loves as having lips as red as coral, Shakespeare describes his mistresss lips as coral [being] far more red than her lips red. In addition, instead of describing her rosy cheeks as commonly read elsewhere, he says no such roses have I seen in her cheeks. The last two lines are different from the rest of the poem being rhyming couplets and consequently they stand out, giving an opportune chance to emphasize a point. Shakespeare uses this to emphasize his love for his mistress and therefore also to emphasize the positive aspect of the poem (genuine nature of his love) enough to balance out and even cancel out the negativity of the poem. Sonnet 130 appears to be a rather unkind description of Shakespeares mistress, however it could also be thought of as him describing her positive traits using negativity. He may not be describing her as unattractive, but simply not describing her as stunning, so to speak. He does in fact say that he love to hear her speak and it is only that it is undeniable that one would find more pleasure in listening to music than the sound of her voice. Shakespeare is merely being honest and realistic with his love, showing us that love is still beautiful, even when its honest. In contrast His Coy Mistress by Andrew Marvell uses more the conventional language of a love poem yet by challenging the thinking of the time (sex before marriage) also sets out to be controversial. His Coy Mistress is a persuasive poem in which a controlling and dominating Marvell attempts to convince his mistress to sleep with him. Unlike Shakespeares sonnet where language rather than structure (this remains in traditional sonnet form) is used to emphasis a point in the case of Marvells poem it is the other way round. Structure is very important in his poem. There are no stanzas but there are three very clear sections. Each section endeavours to persuade his Mistress using different manners and methods. Marvell also uses time in his quest of persuasion. The poems rhythm, stressing every other syllable, primarily creates the convincing sense of urgency but actually, each section portrays time in a different manner, enforcing his argument even more. In fact, the rhythm is the same as Shakespeares sonnet but each poet has used the rhythm to convey different atmospheres. The first section of the poem describes ideal time. Marvell appears to have unconditional love for his mistress and uses exaggerated times to express his love: thirty thousand to the rest [of her body parts]. He says he will love her till the conversion of the Jews even if she refuses. This line suggests his undying love for her as the conversion will never happen. Marvells first argument uses flattery. In contrast to Shakespeares sonnet where honest but unflattering descriptions are used, Marvell exaggerates his mistresss beauty in his attempt to sweet-talk her for example by describing the many years it would take to love and appreciate fully each part of her: two hundred [years] to adore each breast. The second section is created using fear as the main argument. Beginning with the word but, the reader is prepared for the following to be filled with negativity. Marvell talks of real time and what little there is. He creates striking images of a loveless death where she is in a grave where none [he] think do there embrace. He particularly emphasizes deserts of vast eternity by changing the rhythm so it stands out, making the reader pause to think about it. These are prime examples of the imagery created in this metaphysical poem. Time is rushing towards them as is suggested in the second line of this section: times winged chariot hurrying near. Another idea used to frighten her into sleeping with him, is the idea of worms taking her virginity and creates a mocking tone to the poem by describing her quaint honour which shed fought so long to preserve. Passion is his last attempt in this third and final section. It begins with now (also repeated four lines later for emphasis) enhancing the feeling of passion and urgency. The first four lines of this section enforce ideas of life and energy; youthful; willing soul; instant fires. He describes optimum time and finishes the poem with Thus, though we cannot make our sun// Stand still, yet we will make him run, as the poem reaches its conclusion, that of persuading her that they have no time to lose and should sleep together straight away. Whereas before he had centred the subject of the poem on him [I] or her [you], he now uses us (Now lets us sport us while we may) and we (in the final lines as previously quoted) creating a bond between them and putting the idea of them together into the readers head generating yet another argument: they would be good together. The endings of the two poems reveal important differences. For example, Marvells ending makes no apologies for the way he has expressed his love and his structure remains true to the poem right to the end. On the other hand Shakespeares last two lines stand out. They are not in sonnet form which could support the argument that he is mocking the traditional sonnet as well or that he feels the need to expel any doubts (which the reader may have! ) that he genuinely loves this woman. In each poem, the language is quite coarse and extreme but both use that effect in illustrating positive images of their love. For example, Shakespeare describes his mistress as the complete opposite of a goddess with breath that reeks and Marvell describes his mistress death but somehow, though the poets language throughout the poems is similar to this, the overall message depicted is good and not negative. Marvell and Shakespeares poems are both successful in what they aimed to achieve convincing their mistresses of their love in innovative manners. Both use their poems to escape conventional thinking; Shakespeare escapes the use of exaggerated and goddess-like depictions of women in love poems; while Marvell escapes the thinking that sex before marriage is a bad thing. Though both poems are centred on love, Shakespeares is more emotional whereas Marvells is more physical and sexual though both of them describe their love as being rare as quoted by Shakespeare and similarly, Marvells unique vegetable love. Both poems make enjoyable reading because of their irony and the challenge they make to conventional thinking of the time though Sonnet 130 probably more so because of the more humorous side Shakespeare brings to it.

How to Make a Pitfall Trap to Catch Crawling Insects

How to Make a Pitfall Trap to Catch Crawling Insects A pitfall trap is an essential tool for catching and studying ground-dwelling insects, particularly springtails and ground beetles. Its easy. You can build and set up a simple pitfall trap in less than half an hour, about 15-20 minutes, using recycled materials. What You Need: coffee can with a plastic lidfour rocks or objects of equal sizea board or piece of slight large wider than the coffee cana trowel Heres How: Assemble your materials – a trowel, a clean coffee can with a plastic lid, four rocks or similar objects of equal size, and a board or piece of slate 4-6 inches wider than the coffee can.Dig a hole the size of the coffee can. The depth of the hole should be the height of the coffee can, and the can should fit snugly without gaps around the outside.Place the coffee can in the hole so the top is flush with the surface of the soil. If it doesn’t fit correctly, you will need to remove or add soil to the hole until it does.Put the four rocks or other objects on the soil surface an inch or two from the edge of the coffee can. The rocks should be spaced apart from each other to make â€Å"legs† for the board that will cover the pitfall trap.Put the board or piece of slate on top of the four rocks to protect the pitfall trap from rain and debris. It will also create a cool, shady area that will attract ground insects seeking moisture and shade. Tips: Close the coffee can with the plastic lid when you cannot attend to your pitfall trap, or if heavy rain is expected.Make sure to check the trap at least once every 24 hours, and remove any insects you have caught. Keep them for study or release them.If you want specimens for a collection and don’t need the insects to be alive, pour one inch of water in the pitfall trap and add 1-2 drops of dish soap.

The Ruth Moore Act Research Paper Example | Topics and Well Written Essays - 2250 words

The Ruth Moore Act - Research Paper Example The bill christened the Ruth Moore Act 2013 or H.R 671 was introduced by Representative Chellie Pingree of Maine and Senator Jon Tester ( D-MT) on February 13, 2013. Following the amendment, the bill H.R 671, would require the Department of Veterans Affairs (VA) to submit a report every year to the congress on the disability benefits claims given for people who are covered under the mental health conditions following allegations of incurred or aggravated by military sexual trauma for the time ranging from 2014 to 2918. The amendment will transform sense to the Congress as to the Veterans Affairs needs to update and improve the rules pertaining to the military sexual trauma (Otto, 2013). It would also require specific reporting to the Congress as well as to the Veteran claimants every month, the first of such coming fifteen months after the date of enactment of the bill following the amendment. The duration of reporting would be as long as the secretary makes the necessary updates, wh ich will improve the veteran’s affairs regulations with regard to military sexual trauma. H.R 671, as amended, extends the prevailing authority of two rounds down to the nearest dollar percentile increment in the rates of particular assistance relating to educational benefits that changes depending on the annual cost-of-living regulations and adjustments. Operational Definition of Terms Military sexual trauma; the term is used on a military veteran, regarding psychological trauma that is following the judgement of a mental health expert, was brought by a physical or mental assault of sexual type, a series of sexual nature, and sexual harassment that occurred to the victim when in active naval, military, and the air force. Covered mental health condition; This refers to the post-traumatic stress disorder, depression, anxiety, and or a mental health diagnosis explained in the modern version of the Diagnostic and Statistical Manual of Mental Disorders which is a journal publishe d by the American Psychiatric Association and determined by the Secretary as regards the military sexual trauma (Ruth Moore, Act of 2013). Covered claims; These are claims seeking for disability compensation submitted to the Secretary following a process of covered mental health condition where the survivor claims to have incurred the disability while on duty and aggravated by military sexual trauma. Ruth Moore- The brainchild Ruth Moore is a former navy officer who joined the disciplined forces in the mid nineteen eighties at the age of eighteen. Having come from a humble background and a family whose financial strength was meagre, she never made it to college. Ruth Moore was sexually assaulted by her immediate supervisor while stationed in the Azores. Things got worse when she reported the matter because, the officer raped her once more as a way of retaliating towards her efforts to get justice. Surprisingly, no charges were brought towards the supervisor instead, the administrato rs discharged her from hospital claiming that she was mentally unwell. It took twenty-three years for Moore to fight for her disability benefits. All through that period, Ruth Moore suffered from a sexually transmitted infectious disease caught from the supervisor. She also went through a depression from what she went through and finally lived in her van. However, in two thousand and nine, a veteran Affairs investigator got a glimpse of her medical records and after perusal discovered that the records had been tampered with by both medical and military officers. The veteran affairs officer went to help her win a seventy percent rating on the disability scale consequently

Booker T washington Essay Example | Topics and Well Written Essays - 1500 words

Booker T washington - Essay Example One of the most prominent amongst this school is the Tuskegee Institute in Alabama. This school operated with a purpose to deploy such skills which prove to be profitable for the black Americans as well as the oppressed minorities. His purpose was to empower the troubled minorities and the black nation and unite them on a single platform. In this novel he does not forget the generosity of the instructors and the humanitarians who were involved in the education process of the black as well as Native Americans. "I was born a slave on a plantation in Franklin County, Virginia. I am not quite sure of the exact place or exact date of my birth, but at any rate I suspect I must have been born somewhere and at some time." (History, Booker) Booker had a very disturbed childhood. Since he was born during a time where slavery was at its peak and no records where maintained of the slave class therefore his birthday remains controversial. As he was born in a state where black Americans were not c onsidered human therefore he was forced to work in the mines with his stepfather. During the time when a child was supposed to be enrolled to acquire his basic education, Booker on the other hand had become a victim of child labor. He had to spend his entire day in the furnace and whatever time he got after that he spent on educating himself through the book his mother gifted him. Later a school was established within their region with a purpose to educate the blacks. Thus he wanted to get enrolled in the school, when he asked his parents they refused as their financial state did not allow them to lose a child who was earning bread and butter for their family. This disturbed state had a profound impact on Booker and inspired him to do well for his nation, and bring about a change within them Booker spent his childhood as a slave. At an age where he was supposed to go to school he worked at a burning furnace. Later he was a slave to the whites where he used to carry his mistress to s chool at an age where he should have been carrying his luggage to school. At Virginia it was a trend that all the white families owned a black slave who used to perform their everyday chores as well as obey their master's command what so ever it be. He states in his autobiography that his masters were cruel and they did not have any sort of humanity remaining in them. The answer to the question that how his masters treated him was answered at various points in the book. In the book he wrote that his life when it started was a victim of misery, desolation and despair. But he believed that he was fairly lucky when it came to masters who kept him as slaves as they were not as cruel as others. the worst part that Booker experienced was that he had to get whipped if he reached late for work. So apparently he was victim of physical assault as well. He even describes the height of brutality which his uncle faced when he asked his master to pray. For this act he was whipped with hunter made out of cow leather by being tied to the bark of a tree. This was the level of torture and the inhumanity that a slave had to experience during that era. Further "Black and white abolitionists in the first half of the nineteenth century waged a biracial assault against slavery. Their efforts proved to be extremely effective. Abolitionists focused attention on slavery and made it difficult to ignore. They heightened

The Los Angeles riots of 1992 Term Paper Example | Topics and Well Written Essays - 1750 words

The Los Angeles riots of 1992 - Term Paper Example The riots that expressed the anger of the civilian population after a jury acquitted four Los Angeles Police Department officers of assault and use of excessive force, began on April 29th 1992 in South Los Angeles then spread out into other areas of the Los Angeles metropolitan area of California. In the hours and days that followed the verdict, thousands of people joined and participated in the riots (King & Spagnola, 2012). Rodney King and two other passengers, on March 3rd 1991, were driving through the Lake View Terrace neighborhood of Los Angeles westwards on the Foothill Freeway (I-120) when the Californian Highway Patrol (CHP) attempted to initiate a traffic stop. King, who was the driver, refused to oblige and what ensued was a dangerous high-speed pursuit (with speeds as high as 115 mph) initially over freeways then into crowded residential neighborhoods. After a lengthy chase, King finally came to a stop. An arrest of King and the two other occupants was ordered by CHP officer Timothy Singer and his wife, CHP officer Melanie Singer. The other two passengers who rode with King complied and were placed in a patrol vehicle. However, King was not so co-operative. Five white Los Angeles Police Department (LAPD) officers, namely Stacey Koon, Laurence Powell, Timothy Wind, Theodore Briseno and Rolando Solano, attempted to subdue the stubborn King (Cannon, 1997). However, in their attempts, the officers deviated from the usual protocol which involve tackling and cuffing of a suspect but rather tasered King, kicked him in the head and assaulted him with PR-24 batons for more than a minute then finally tackled and cuffed him. In their defense, the officers claimed that King, at the time of the incident was under drug (PCP) influence which resulted in him exhibiting aggressive and violent tendencies towards the law enforcers.

Sociological Perspectives On Education

Sociological Perspectives On Education During the nineteenth century the founding fathers of Sociology such as Marx, Comte and Durkheim, wanted to accomplish their political objectives by using scientific methods. They wanted people to be convinced of the validity of their views and felt that the best way to achieve this would be to go about this in the most effective way by means of natural science and research methods. Sociologists thus tried to explain how the social system worked. One of the main areas within a social system is education. All children between the ages of five and Sixteen are obliged to attend school, and during term time school children spend over half their waking hours in the classroom. Education in Britain is free and is provided by the welfare state, it is also compulsory, parents who do not send their child to school are breaking the law. According to sociologists in order to have a fully functioning society the members would ideally have to be educated to carry out their role within that society , or society may fall apart. This essay will include a brief look at the history of education and how it has developed into the system we now have today. This essay will also look at two sociological theories on education; Functionalist and Marxist,. Within each of these theories this essay will also highlight three main perspectives; social class, gender and ethnicity. The 1944 Education Act was a significant piece of social and welfare legislation, it required Local Education Authorities to provide state-funded education for pupils, up to the age of 15, that incorporated, to quote, instruction and training as may be desirable in view of their different ages, abilities and aptitudes. The act was devised by Conservative MP Rab Butler (1902-1982), from this came the introduction of the tripartite system which comprised of; Grammar schools for the more academic pupil, Secondary Modern schools for a more practical, non-academic style of education and Technical schools for specialist practical education. Pupils had to take an examination called the 11-Plus and the result of this indicated which type of school the child would be allocated to. Secondary education now became free for all and the school-leaving age rose to 15. The tripartite system could be seen as a way of dividing classes, as it was usually the children from more affluent families that pa ssed the 11-plus examination. (Bell, 2004; MOC; Murray, 2009). In 1965 comprehensive schooling was recommended by the Labour Government in document called the Circular 10/65. The new comprehensive system suited children of all abilities in contrast to the tripartite system. The school leaving age was raised to 16 in 1973. The comprehensive system aimed to eradicate the class divide from the British education system. (Bell, 2004; MOC; Murray, 2009). The 1988 Education Act saw the introduction to the National Curriculum. All education in state funded school was to be made the same and made sure that all school children received the same level of education. Compulsory subjects were introduced which included maths, English, science and religious education. The General Certificate of Secondary Education (GCSE) was introduced to replace O-levels and the Certificate of Secondary Education (CSE). This was another way of trying to make state education classless. (Bell, 2004; MOC; Murray, 2009). Over the years theories of education have been in and out of fashion this was mostly due to which political party was in power at the time and the state of the economy as the two are very much linked. During the 1950à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Functionalism was the dominant force within sociology. During the war the education system had been neglected and was seen as been in a pretty poor state. By the 1970s, structural tensions, inflation, economic stagnation and unemployment, meant that Marxism and other critical theories like Feminism and anti-authoritarian Liberals became far more influential. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The education system was undemocratic, unequal and unfair. Marxists like Raymond Boudon argued that positional theory determined educational success or failure, he is well-known for his studies into of the role of education on social mobility. It was your position in the class structure that gave you an advantage, or a disadvantage, in the competitive world of education. However for Pierre Bourdieu, the working class lacked what he referred to as cultural capital; without which they were doomed to failure. Cultural capital included the valuable cultural experiences of foreign travel, museums, theatre and the possession of a sophisticated register and middle class norms and values. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The functionalist perspective was the dominant theoretical approach in the sociology of education until the 1960s. When considering education functionalists usually ask questions such as; What are the functions of education? What part does it play in maintaining society? What are the relationships between education and other elements of our social system? A typical functionalist response to such questions sees education as transmitting societys norms and values, for example a child that learns to respect the rules at school he will learn to respect societys rules as an adult. Functionalists believe that various parts of society work together for the mutual benefit of society as a whole so therefore education and the economy go hand in hand and school is preparation for the world of work. (Browne, K, 2005; Griffiths Hope, 2000; Haralambus Holburn, 2008) Emile Durkheim was one of the founding fathers of sociology and provided the basic framework for functionalist view of education. He believed that for society to operate efficiently individuals must develop a sense of belonging to something wider than their immediate situation. The education system plays an important part of this process. In particular, the teaching of history enables children to see the link between themselves and the wider society. Talcott Parsons was an American sociologist who further developed Durkheims ideas. He argued that in modern industrial societies education performs an important socialising function. Education helps to ensure the continuity of norms and values through transmitting the culture of society to new generations. Parsons saw the school as a bridge between the family and the wider society. Within the family the childs status is fixed at birth but in wider society new status is achieved through work, friendships and relationships. (Browne, K, 200 5; Griffiths Hope , 2000; Haralambus Holburn, 2008) Parsons also saw that schools prepared children for their roles in adult society through the selection process. Students are assessed and sorted in terms of their abilities and this helps to allocate them to appropriate occupations. Students are also allocated certain occupations in relation to what sex they are, typically girls would be seen as going into more stereotypically feminine roles such as secretaries, hairdressers, beauticians, nurses /care givers or homemakers; whereas boys would be seen as going into more stereotypically masculine roles such as doctors, builders, mechanics, plumbers or firemen. Boys are also seen as being more scientific than girls. However many of these roles are now being integrated by both sexes. Conversely the roles of being care-givers and homemakers are still seen as being innate in females. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The Marxist perspective on education differs from that of the functionalist. In Marxs words the ruling class rule also as thinkers, as producers of ideas. These ideas justify their position, conceal their true source of their power and disguise their exploitation of the subject class. A French Marxist philosopher called Louis Althusser argued that no class can hold power for long simply by the use of force. The use of ideas provide a much more useful means of control. He also argued that the education system in modern times has taken over the role of the church as the main agency for ideological control. In the past people accepted their status in life and saw it as being Gods will. Nowadays however people tend to accept their status and role within society from the way in which they have been educated. The upper and middle classes are primed to become the ruling class and the owners of industry, the lower classes are primed to become the workforce. They are taught to accept their fu ture exploitation. Althusser argues that ideology in capitalist society is fundamental to social control. He sees the educational process as essentially ideological. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) For Bowles and Gintis, the education system propagated a hidden curriculum where the working classes learnt to know their place, to obey rules and were also socialised to accept that inequality was natural and inevitable. They also claim that education legitimates social inequality by broadcasting the myth that it offers everyone an equal chance. It follows that people who achieve high qualifications deserve their success. So in other words education is seen as a reward system, those who work hard and gain a good education will have access to the top jobs. Bowles and Gintis stated that Education reproduces inequality by justifying privilege and attributing poverty to personal failure. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) Both Marxists and functionalists have been criticised for seeing people as being nothing more than creatures of the social system, thus Bowles and Gintis see teachers as the agents of capital the students as its victims and their situations being shaped by factors which are out of their control. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) In modern day Britain there is a general consensus of opinion that education should be based on equal opportunities. Everyone should have an equal right to develop their abilities to the full regardless of their age, class, ethnicity or gender. However there is clear evidence that in educational terms those who have certain social characteristics are more likely to achieve better results than others, so this shows that there is a distinct relationship between social class and educational attainment. Throughout the twentieth century there is evidence to show that the higher an individuals social class, the more likely they are to have a greater number and higher level of educational qualifications. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) Gender has always been an issue in education. Should both sexes take the same subjects? Do both sexes have the same abilities and aptitude? The introduction of the 1944 Education Act was concerned with enabling free and equal education for all. However there is still a worry that discrimination against girls still takes place throughout the educational system. To feminists this is a reflection of the patriarchal nature of modern industrial society. The school curriculum has become increasingly similar for boys and girls. However, where choice is available, there is still a tendency for girls to choose some subjects and boys others. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) There is no concrete evidence within the education system to prove whether a students ethnicity has any effect on their examination results. Statistics on school leavers and their examination results are a snapshot at one point in time. Individuals may want to catch up on their education once leaving school by attending local colleges. There is evidence to show that ethnic minorities are likely to do this. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The Swann Report (1985), officially called Education for All, was a government report advocating a multicultural education system for all schools, regardless of institutions, location, age-range or ethnicity for staff/pupils. The report provided clear data on ethnicity and educational attainment, discovering that racism had a causal effect on the educational experiences of black children in the UK. (Griffiths and Hope, 2000). The statistics shown in the Swann Report were drawn from local authorities with a high ethnic concentration. So therefore it could be said that they werent a true depiction of ethnic educational attainment throughout the whole of the country. However due to mass immigration into this country in the last five years some children who come from different ethnic backgrounds are at a disadvantage due to cultural language barriers. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) This essay included a brief look at the history of education and how it has developed into the system we now have today. It also looked at two sociological theories on education; Functionalist and Marxist. The feminist perspective was touched upon when relating education to gender. Within each of these theories essay highlighted three main perspectives; social class, gender and ethnicity. To conclude there are still many barriers to gaining a good education for some of the children in this country due to their class, social stratification, gender or ethnicity. The rich are more likely to get better grades and job opportunities. However some children / young adults may cross the divide and become better educated and move to a high class as an educated adult.