Micro Economics Assignment Example | Topics and Well Written Essays - 250 words - 1

Micro Economics - Assignment Example It is exploitative in nature and it takes unfair advantage of the fact that there are a few firms operating in the market and consumers must turn to them to buy their service (Schiller, Hill, & Wall, 2013). In order to protect the consumers from such exploitative practices and not let the companies take advantage of the consumers’ lack of options, government regulators should intervene and oversee that no collusion takes place. Collusion remains to be a problem in today’s economy as well. Recently, a collusive agreement between top Silicon Valley executives took place whereby they agreed to not hire away valuable employees from each other’s companies (Fung, 2014). Although this collusion was not in the form of controlling prices or output levels, it still shows the exploitative nature of collusion and the harm is does to the people. I agree with statement 1 since it adequately describes the need for free and open markets where the supply and demand equilibrium is not disturbed. Collusion upsets this equilibrium and harms the consumers with artificially high product prices and the companies themselves with its inefficient resource allocation. Statement 2 is also similar in nature and describes how collusion can upset the way market forces are working. In an Oligopoly, collusion is easier and consumers are at a disadvantage. To ensure that the market remains corruption free and exploitation does not take place, it is necessary to let the market forces work to achieve equilibrium rather than setting up an artificial price for the selfish interests of the companies. Fung, B. (2014, April 23). What the Apple wage collusion case says about Silicon Valley’s labor economy. Retrieved from Washington Post:

Travon Eterprises Essay Example for Free

Travon Eterprises Essay Jennifer Nelson, the accountant for Travon Enterprises, performed several low end estimates in preparing the financial statements for the company president.   Her justification for her actions was lack of time and that she did not want to make the financial statements look worse than they are.   Jennifer failed to inform the company president of her estimates.   Jennifer’s decision lacks effective moral decision making.   She could have selected several alternatives as a better course of action.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First, Jennifer could have asked for help in getting the accounting done.    Many companies have several accountants that work for them.   Additionally, there may be other employees within the organization who can assist Jennifer in her other duties as she focuses all of her attention on the report.   If those were not available, she could have consulted with the CFO of the company for assistance and support.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second, if estimating was necessary, Jennifer could have used statistical estimating rather than taking all of the low numbers.   Statistical estimating provides effective, balanced estimating that project more realistic numbers.   The company president was meeting to obtain loan financing.   If the actual numbers turned out to be far different than the numbers that Jennifer projected, Travon Enterprises could face losing funding and the project could be dropped, highly affecting the business operations and future of the company.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thirdly, Jennifer could have explained to the president her situation and decision to forecast the low estimates.   In doing this, the burden would then have transferred to the president to explain the low estimates, and the president could have Jennifer spend time working on more accurate estimates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, Jennifer could have taken from her personal time and worked longer hours in order to provide the most effective and accurate report.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If I was in Jennifer’s shoes, I would have taken a combination of alternatives.   First, I would have sought help from my supervisor in completing the project on time.   Second, I would have used statistical estimating.   Finally, if necessary, I would have stayed the extra hour or so to make sure that my work was of top quality.

Bengal Renaissance And The 19th Century History Essay

Bengal Renaissance And The 19th Century History Essay The 19th century Bangla literature is not a product of the continuous on-going literary tradition of the land, if we for a moment not consider the socio-political changes of the 19th century and the conquest of Bengal in the late 18th century by the British East India Company. It is neither a product of a sudden upsurge of literary geniuses who started to excel in isolation. The changes that characterise the Bangla literary tradition of the 19th century is deeply and thoroughly influenced by the social reform movement known as the Bengal Renaissance. With the advent of the British East India Companys rule over Bengal, the mainstream literary tradition of the land was transported from its rural base to a highly sophisticated urban elite society. The roots from which Bangla literature had evolved for hundreds of years was soon sidelined and termed as folk-lore ( ­m ¡L-Lb ¡) and remote (fË ¡Ã‚ ¢Ã‚ ¿Ã‚ ¹L) and the rural storytellers whose narratives revolved around a specific religious or social aspect was soon substituted by the elite, educated and intellectual Bengali babus of Calcutta, the then capital of the East India Companys dominion. The educational system of Bengal, as a whole, underwent a drastic change in the early 19th century. From a conventional learning of the Bangla, Sanskrit and Arabic languages, the holy Vedas or the Bangla folk-lore and ballads (N £Ã‚ ¢aL ¡) in the traditional makeshift schools (f ¡Wn ¡m ¡ or  ­V ¡m), the educational reforms in the late 18th century and the early 19th century saw the establishment of institutions like the Asiatic Society (1784), Fort William College (1800), Serampore College (1817), Hindu College (1817), Sanskrit College (1824) and others which were exclusively meant for the elite Bengalis in order to educate them according to the European idea of education, learning and value judgement. This socio-political change in the educational scenario of Bengal quite naturally gave birth to a new intellectual class of Bengalis who perceived the idea of European education as the ideal form of learning and who would later give birth to the Bengal Renaissance and in turn change the scenario of the literary tradition of the 19th century Bangla literature. According to historian Romesh Chunder Dutt, The conquest of Bengal by the English was not only a political revolution, but ushered in a greater revolution in thoughts and ideas, in religion and society From the stories of gods and goddesses, kings and queens, princes and princesses, we have learnt to descend to the humble walks of life, to sympathise with the common citizen or even common peasantà ¢Ã¢â€š ¬Ã‚ ¦ Every revolution is attended with vigour, and the present one is no exception to the rule. Nowhere in the annals of Bengali literature are so many and so bright names found crowded together in the limited space of one century as those of Ram Mohan Roy, Akshay Kumar Datta, Ishwar Chandra Vidyasagar, Michael Madhusudan Dutt, Hem Chandra Banerjee, Bankim Chandra Chatterjee and Dina Bandhu Mitra. Within the three quarters of the present century, prose, blank verse, historical fiction and drama have been introduced for the first time in the Bengali literature (Dutt, 1877). It is tr ue what R.C. Dutt has tried to convey. Possibly very few literary traditions have had to deal with so many literary geniuses at one point of time. Cultural dominance was a major part of the idea of European colonisation of the Indian subcontinent. Along with the ruthless prowess of the Empire came the vaults filled with literature. And it is quite natural for the average Bengali intellectual elite to be mesmerised by the heroic epics of Homer and Virgil, the tragedies of Sophocles and Marlow, the blank verses of Milton and Shakespeare, the journey of Dante, the tantalising poetry of Petrarch and Sappho and the revolutionary ideas of Plato, Aristotle and Machiavelli, not only because of their literary expertise but more evidently because the colonised elite had to deal with the wide timeline of several literary genres at one point of time. Literary personnel like Romesh Chunder Dutt, Michael Madhusudan Dutt and others were so mesmerised with European culture and the English language in particular that they considered all non-European literatures to be of a little value as compared to the valour of the former; they even wrote let ters addressed to their Bengali friends in English. Like the European colonisers, it was easy for the intellectual elite, who were under the grasp of European education, to divide the history of Sanskrit or Bangla literature, which can be categorised as Hindu literature  [1]  , into three distinctive periods, the ancient, the medieval and the renaissance. The Occidentals believed that Hindu literature was little of value before the advent of the Europeans. It was the colonisers who educated the colonised and in turn helped the native intellectuals of Bengal to revolutionise their literary tradition. The Orientalists, like Michael Madhusudan Dutta, Ram Mohan Roy, Iswar Chandra Vidyasagar and others, too were of a similar notion over the historiography of Bangla literature. However they, unlike the Occidentals, believed that there was a Golden Age of Hindu literature, followed by a Dark Age under the Islamic rulers and finally the coming of the Anglo-Saxons or the East India Company, in simpler words, who regenerated, revived and re novated Hindu literature and more in particular Bangla literature bringing about a Renaissance in the literary tradition of the land. This submission of the intellectual class of Bengal to the dominance of the British or in a larger frame the European notion of education, art and culture brought about the changes in Bangla literature in the 19th century. Bengali writers and authors started to explore and later imitate and improvise the different genres of European literature. Meghnadbadh Kavya ( ­jOe ¡c hd L ¡hÉ), the first Bangla secondary epic was written by Michael Madhusudan Dutta in 1861, which follows the poetic tradition of Miltons Paradise Lost intricately. Sonnets were also introduced into Bangla literary tradition by Madhusudan. Novel as a genre found its way into the urban literary culture of Bengal with Hannah Mullens Karuna O Phulmanir Bibaran (Ll ¦Z ¡ J g ¥mj ¢Zl  ¢hhlZ) in 1852 followed by Bankim Chandra Chattopadyays Durgeshnandini (c ¤Ã‚ ­NÑne ¢Ã‚ ¾ce £) in 1865. Just for the records, both Madhusudan and Bankim Chandra had started their literary careers with pieces of literature written in English. Madhusudan began as a composer of English poetry and Bankim Chandras first publication was Rajmohans wife. Bengal renaissance in literature came along with the changes in the socio-political and religious outlook of the Bengali elite. It was an incident in the history of Bengal which widened the perspective of the orthodox Hindu-Bengalis. The advent of the Brahmo Samaj; the banning of Satidaha (pa £c ¡q)  [2]  , child marriage and pursuing women literacy and widow-remarriage along with the acceptance of the new wave of Bangla literature were all frames of the same picture, the Bengal renaissance. Bengal renaissance did show the authors and the poets of Bengal, the way out from the orthodoxy of the Hindu religion and the conventional mind-set of the literary personnel of the earlier periods. As a matter of fact, in literary texts, women attained a new and a great importance due to this new wave in Bangla literature. In Bankim Chandras Durgeshnandini (1865), though it is set in a historical locale discussing the conflict of the Pathans and the Rajputs, the three female characters, Ayesha, Tillotama and Bimala are portrayed under the main spotlight. All the three characters represent the free-woman spirit; Ayesha, the brave; Tilottama, the beautiful and Bimala, the courageous. Bankims Kapalkundala (1866), Mrinalini (1869) and Debi Choudhurani (1884) also deal with female protagonists in a male chauvinist society. In most of Rabindranath Tagores novels the plot revolves around the female characters. The role of Charu in Nastanirh (1901); Bimala in Ghare-Baire (1916) and Damini an d Nanibala in Chaturanga (1916) is revolutionary and is the most important in the ongoing storyline of the respective novels. Sarat Chandra Chattopadyay, though has dealt with the more inner part of the household as the subject of his literary works has shown the importance of women in the society. He has portrayed women as the main protagonist of the existing social order in his novels, for instance, Baradidi (1907), Parineeta (1914), Debdas (1917), Choritrohin (1917), Srikanto (1917-1933), Nishkriti (1917) and others. The Bengal renaissance saw authors who were actually politically sound and was particularly sensitive to the cause of women in the society and in turn the authors actually contradicts the conventional and orthodox perception of the male dominated society. For the first time in Bangla urban literature, women have been given the importance that she deserves. It was as if the rebirth of Mahua  [3]  as Kapalkundala, Mrinalini, Nanibala of Chaturanga, Charu of Nashtan ir or Rajlakhhi of Srikanto. Bengali authors, poets and intellectuals of the 19th century for instance Bankim Chandra Chattopahyay, Ram Mohan Roy and others had projected the rise of the middle class Bengali Hindus in their literary works and they are the same literary personnel who have paved the way for the later writers like Rabindranath Tagore and Sarat Chandra Chattopadhyay who have brought the middle class of the Bengali society in the limelight of their works of literature. Bangla literature was no longer written exclusively for the elite audience and with the rise of the printing press in Bengal, Bangla literature entered a new paradigm. Free thinking and the authors points of view were the ruling characteristics of Bangla literature in the mid and the late 19th century. The projection of the daily struggle became an integral part of the literary tradition. According to Nitish Sengupta, The Bengal renaissance can be said to have started with Raja Ram Mohan Roy (1775-1833) and ended with Rabindranath Tagore (1861-1941), although there have been many stalwarts thereafter embodying particular aspects of the unique intellectual and creative output. (Sengupta, 2001). He has emphasised that Bengal renaissance also incorporated a very vital aspect; the concept of the Swadeshi (nationalist freedom movement) and it is in the works of Madhusudan, Bankim Chandra and Rabindranath that we actually find its great importance. Madhusudans Meghnadbadh Kavya (1861) though is based upon a part of the Valmiki Ramayana, yet it is through the authors style and perspective that the point of view of the storyline shifts from Ayodhya to Lanka. In this version of the story of Rama, Ravana is the tragic hero who loses the battle in the end. This shift in the perspective of the plot can be compared to Miltons Paradise Lost where the audience sees the story of Heav en and Hell from the other point of view, the point of view of Satan. Madhusudan has brought in the point of the other in his version of Ramas story, where Meghnad and Ravana are the protagonists and Rama is just a successful conqueror. Meghnadbadh Kavya may well have depicted the conquest of Bengal by the East-India Company. It was published in 1861 only four years after the first war for independence and Madhusudan wrote it in a state when he had already faced the failure of pursuing a European dream. Bankims Anandamath (1882) starts with the horrors of the Bengal famine in a colonised Bengal. He describes the famine as, People sold their belongings, then their house, then their land, then their wives, then their children even then the famine has no end. Everyone wants to sell, theres no buyer. (Chattopadyay, 1882). Set in the background of the Sannyasi Rebellion in the late 18th century, it is considered one of the most important novels in the history of Bangla literature. Its i mportance is heightened by the fact that it is closely related with the struggle for Indian independence from the Anglo-Saxons. Bankims Debi Choudhurani (1884) which followed closely after Anandamath renewed the call for a resurgent India that fights against oppression of the British Empire with strength from within the common people, based on traditional Indian values of austerity, dedication and selflessness. Since it fuelled the patriotic struggle for Indian independence from the British Empire, the novel just like Anandamath was banned by the colonisers. In this novel, Bankim Chandra also reinforced his belief that an armed and face-to-face conflict with the Royal Army is the only way to win independence. Neel Darpan (The Indigo Planting Mirror) (1859) a play written by Dinabandhu Mitra was essential to Nilbidroha (Indigo Revolt). Mitra wrote in the preface of the English translation I present The Indigo Planting Mirror to the Indigo Planters hands; now, let every one of them, h aving observed his face, erase the freckle of the stain of selfishness from his forehead, and, in its stead, place on it the sandal powder of beneficence, then shall I think my labour success. (Mitra, 1859). The play was all about the differences between the old and beautiful culture of Bengal which is being eradicated by the new and advanced perspective of the mass. It is about the upheaval between the Indigo planters and Indian Rioters in different parts of Bengal, Bihar and U.P. This conflict gave rise to the rift and division between the different classes of the society and between the different sections of the Government as well. Later, Rabindranaths novels also do refer to the Swadeshi movement which sweeps over Bengal due to the impact of the Renaissance. Chaturanga, Shesher Kobita, Ghare-Baire, Noukadubi and others reflect the vibrant Bengali society. Ghare-Baire in particular illustrates the conflicting tendencies between the Moderate and the Extremist ideals, terrorism and religious zeal which were a part of the pre-independent Bengali community. Bengal renaissance in simpler words have brought the society a step closer to the middle-class readership, who would find it hard to escape the reality of the existing community. Before the advent of the Bengal renaissance in Bangla literature, a literary work was confined to a single belief, a single community and a single mind-set. The mid-nineteenth century saw the inter-mixing of different sections of the society, different religious beliefs or contradictions and different ways of life, all inter-mingled in the same sphere of the literary work. Bankims Durgeshnandini deals with the contradictions and later the interactions between the Pathans and the Rajputs; Rabindranaths Chaturanga immortalises the idea of atheism of Jyathamoshai who crosses the barrier of religion and social structure to help the lower strata of the society and the needy; Sarat Chandra in Srikanto has depicted Rajlakkhi as a prostitute but yet dearly loved by the protagonist, Srikanto. Another form of literature which took its birth in the mid 19th century in Bengal was essays (fËhà ¥). Akshay Kumar Boral, Ramendra Sundar Tribedi, Bankim Chandra Chattopadhyay, Rabindranath Tagore and others of the mid and the late 19th century are the pioneers of Bangla essays of that period. Finally, in order to conclude, it is very important to understand that though Bengal renaissance was a product of the Bengali elite intellectuals under the deep-rooted influence of western education, which in a way has sidelined the indigenous literary tradition of Bengal, yet it has opened the minds of the audience forcing him to face the reality of the state of things. The changes that it characterised in the 19th century Bangla literature are great and inevitable and it is because of the renaissance in Bengal that Bangla literature has crossed all its barriers of religious and socio-political orthodoxy and closed-mindedness.

Living with a Disability Essay examples -- Personal Narrative, essay a

On many occasions teachers have asked, "Is the volume high enough for you?" while my class watches a television documentary. Many teachers in middle school imposed strict rules about where in the classroom I could sit. I've had coaches ask if I know sign language. And during my elementary years, the school insisted I meet with a learning specialist once a week to discuss my "feelings" about being hearing-impaired. All these restrictions were placed on me despite the fact that I was an above-average student and an aggressive athlete. Being hearing-impaired is something I have dealt with my entire life; by the time I was five years old, putting on hearing aids in the morning was just as normal as brushing my teeth. As a result of a supportive family and friends, I never believed that being hearing-impaired should limit my success in any way. During my 17 years, I have met many who are unfamiliar with hearing disabilities and deal with their ignorance by stereotyping me. In elementary school my principal told my parents I belonged in a school for the deaf. My classmates told me ...

Literature Naturalism in Huck Finn Research Paper

Man versus Nature In the story â€Å"The adventure of Huckleberry Finn† by Mark Twain, many of the characters were facing some tough choices which were to either do what society believed in or do what they believed is right. Among the people that was mostly dominated by such choices, Huck Finn was the most critical character to always have to make these choices. In many occasions, he found himself on the spot to satisfy society but denied to do so because he does not care of what society think of him. Referring to the story can better help discussing the concept of man v. ociety that is so prevalent in Huckleberry Finn. The concept of man versus society that is so prevalent in Huckleberry Finn can be seen in many aspects. Huckleberry Finn in a way faces many aspects of society, which gives him the struggle of choosing his own individuality over society. In the beginning of the novel, Huck practically raises himself and relies on his instincts to guide him through his life on E arth. In the world as Huckleberry Finn views it, society has corrupted the notion of justice and morality  to fit the needs of its people in the nation at a particular period of time.In the very beginning of the novel † the Adventure of Huckleberry Finn† Huck plainly states that he did not wish to conform to society. Huckleberry Finn states that â€Å" the widow Douglas she took me for her son , and allowed she would sivilize me; but it was rough living in the house all the time, considering how dismal regular and descent the widow was in all her ways; and so when I couldn't stand it no longer, I lit out. I got into my old rags, and my sugar-hogshead again and was free and satisfied†( Mark Twain 102).Huck did not really want to live that civilize life miss Watson was trying to get him to lived. she would constantly give him direct orders like † don't put your feet up there Huckleberry† and † don't scrunch up like that , Huckleberry -set up stra ight † (102). she tried tirelessly to get Huck to be the way society expect him to be. it just wasn't working. After realizing this component of Huck’s personality, we can further identify the development of Huck as an individual that is outside of societies liking.We find next in the book that Huck’s own instincts tend to hold him in a higher moral standard than those of society. We first see this in the novel with Huckleberry’s decision to help free Jim, a known slave, is an example of one such occurrence. Huckleberry Finn recognizes Jim as a human being, but is actually fighting the beliefs bestowed upon him by society that believes slaves should not be free. However, it is even more important to realize though that Huckleberry’s decision creates the conflict between society and him.But, what Huckleberry Finn does not realize is that his decision defines his personal justice, the righteousness, and even the heroism of his own self that is develop ing. when Jim was captured, he decided that he will do the right thing by sending miss Watson a letter to tell her where her nigger was. He sat and think of all the bad thing that he had done and he mentioned how society think of helping a slave to escape was sin. Despite all of that thinking, his words were † All right, then, I'll go to hell† (239). Most of the time, society set the rules of how people suppose to live their live.In the face of the majority, you will be considered as immoral, out of order, miss-behave if one fail to follow those clear paths that been set. after reading this story, it is clear for one to see that he/she can distinguish his/herself from society. We can follow our own path just like Huck, and do what we think is right even if it hurt society. 01 November 2012Works Cited Twain, Mark. â€Å"The Adventure of Huckleberry Finn. † Vol. 2. The Norton Anthology. Ed. Nina Baym. Shorter seventh edition ed. New York: Norton & Company, 1884. Print.

The History of the Human Management of Honey Bees

The History of the Human Management of Honey Bees The history of honey bees (or honeybees) and humans is a very old one. Honey bees (Apis mellifera) are an insect that has not exactly been domesticated: but humans have learned how to manage them, by providing them with hives so we can more easily steal the honey and wax from them. That, according to research published in 2015, happened in Anatolia at least as long ago as 8,500 years. But physical changes to bees that are kept are negligible from those that are not kept, and there are no specific breeds of bees that you could reliably identify as domesticated versus wild. Three distinct genetic subspecies of honey bees have been identified, however, in Africa, Eastern Europe, and Western Europe. Harpur and colleagues identified evidence that Apis mellifera originated in Africa and colonized Europe at least twice, producing the genetically distinct Eastern and Western species. Surprisingly, unlike most domesticated species, managed bees have a higher genetic diversity than their progenitors. (See Harpur et al. 2012) Honey Bee Benefits We are fond of the stinging Apis mellifera, of course, for its liquid honey. Honey is one of the most energy-dense foods in nature, consisting of a concentrated source of fructose and glucose containing approximately 80-95% sugar. Honey contains trace amounts of several essential vitamins and minerals and also can be used as a preservative. Wild honey, that is to say, collected from wild bees, contains relatively higher levels of protein, because the honey contains more bee larva and larva parts than kept bees. Honey and bee larva together are excellent sources of energy fat and protein. Beeswax, the substance created by bees to encase their larvae in combs, was and is used for binding, sealing and waterproofing, and fuel in lamps or as candles. The 6th millennium BC Greek Neolithic site of Dikili Tash contained evidence for the use of beeswax as a binding agent. New Kingdom Egyptians used beeswax for medicinal purposes as well as embalming and mummy wrapping. Chinese Bronze Age cultures used it in the lost-wax technique as early as 500 BC, and as candles by the Warring States Period (375-221 BC). Early Use of Honey The earliest documented use of honey dates to at least the Upper Paleolithic, some 25,000 years ago. The dangerous business of collecting honey from wild bees was accomplished then as today, by using a variety of methods, including smoking the hives to reduce the response of the guard bees. Upper Paleolithic rock art from Spain, India, Australia, and southern Africa all illustrate collecting honey. Altamira cave, in Cantabria, Spain, includes depictions of honeycombs, dated approximately 25,000 years ago. The Mesolithic Cueva de la Araà ±a rock shelter, in Valencia Spain, contains depictions of honey collection, bee swarms, and men climbing ladders to get to the bees, at ~10,000 years ago. Some scholars believe that collecting honey is much earlier than that  since our immediate cousins the primates regularly collect honey on their own. Crittendon has suggested that Lower Paleolithic Oldowan stone tools (2.5 mya) could have been used to split open beehives, and theres no reason that a self-respecting Australopithecine or early Homo could not have done that. Neolithic Bee Exploitation in Turkey A recent study (Roffet-Salque et al. 2015) reported discovering beeswax lipid residues within cooking vessels throughout the prehistoric world from Denmark to North Africa. The earliest examples, say researchers, come from Catalhoyuk and Cayonu Tepesi in Turkey, both dated to the 7th millennium BC. Those come from bowls which also contained mammalian animal fat. Further evidence at Catalhoyuk is the discovery of a honeycomb-like pattern painted on the wall. Roffet-Salque and colleagues report that according to their evidence, the practice became widespread in Eurasia by 5,000 cal BC; and that the most abundant evidence for honeybee exploitation by early farmers comes from the Balkan peninsula. Beekeeping Evidence Until the discovery of Tel Rehov, evidence for ancient beekeeping, however, was restricted to texts and wall paintings (and of course ethnohistoric and oral history records, see Si 2013). Pinning down when beekeeping began is thus somewhat difficult. The earliest evidence of that is documents dated to the Bronze Age Mediterranean. Minoan documents written in  Linear B  describe major honey stores, and based on documentary evidence, most other Bronze Age states, including Egypt, Sumer, Assyria, Babylonia, and the  Hittite kingdom  all had beekeeping operations. Talmudic laws from 6th century BC describe the rules of harvesting honey on the Sabbath and where the proper place was to put your hives relative to human houses. Tel Rehov The oldest large production facility for producing honey identified to date is from Iron Age Tel Rehov, in the Jordan Valley of northern Israel. At this site, a large facility of unfired clay cylinders contained the remains of honey bee drones, workers, pupae, and larvae. This apiary included an estimated 100-200 hives. Each hive had a small hole on one side for the bees to enter and exit, and a lid on the opposite side for the beekeepers to access the honeycomb. The hives were located on a small courtyard that was part of a larger architectural complex, destroyed between ~826-970 BC (calibrated). About 30 hives have been excavated to date. Scholars believe the bees are the Anatolian honey bee (Apis mellifera  anatoliaca), based on morphometric analyses. Currently, this bee is not local to the region. Sources Bloch G,  Francoy  TM, Wachtel I, Panitz-Cohen N, Fuchs S, and Mazar A. 2010.  Industrial apiculture in the Jordan valley during Biblical times with Anatolian honey bees.  Proceedings of the National Academy of Sciences  107(25):11240-11244. Crittenden AN. 2011.  The Importance of Honey Consumption in Human Evolution.  Food and Foodways  19(4):257-273. Engel MS, Hinojosa-Dà ­az IA, and Rasnitsyn AP. 2009. A honey bee from the Miocene of Nevada and the biogeography of Apis (Hymenoptera: Apidae: Apini).  Proceedings of the California Academy of Sciences  60(1):23. Garibaldi LA, Steffan-Dewenter I, Winfree R, Aizen MA, Bommarco R, Cunningham SA, Kremen C, Carvalheiro LG, Harder LD, Afik O et al. 2013.  Wild Pollinators Enhance Fruit Set of Crops Regardless of Honey Bee Abundance.  Science  339(6127):1608-1611. doi: 10.1126/science.1230200 Harpur BA,  Minaei  S, Kent CF, and Zayed A. 2012.  Management increases genetic diversity of honey bees via admixture.  Molecular Ecology  21(18):4414-4421. Luo W, Li T, Wang C, and Huang F. 2012.  Discovery of Beeswax as​   Journal of Archaeological Science  39(5):1227-1237.binding agent on a 6th-century BC Chinese Turquoise-inlaid Bronze sword. Mazar A, Namdar D, Panitz-Cohen N, Neumann R, and Weiner S. 2008.  Iron Age beehives at Tel Rehov in the Jordan valley.  Antiquity  81(629–639). Oldroyd BP. 2012.  Domestication of honey bees was associated with   Molecular Ecology  21(18):4409-4411.expansion of genetic diversity. Rader R, Reilly J, Bartomeus I, and Winfree R. 2013.  Native bees buffer the negative impact of climate warming on honey bee pollination of watermelon crops.  Global Change Biology  19(10):3103-3110. doi: 10.1111/gcb.12264 Roffet-Salque, Mà ©lanie. Widespread exploitation of the honeybee by early Neolithic farmers. Nature volume 527, Martine Regert, Jamel Zoughlami, Nature, November 11, 2015. Si A. 2013.  Aspects of Honeybee Natural History According to the  Solega.  Ethnobiology Letters  4:78-86. doi: 10.14237/ebl.4.2013.78-86 Sowunmi MA. 1976.  The potential value of honey in  Ã‚  Review of Palaeobotany and Palynology  21(2):171-185.palaeopalynology  and archaeology.

Facts and History About the Country of Cambodia

Facts and History About the Country of Cambodia The 20th century was disastrous for Cambodia. The country was occupied by Japan in World War II and became collateral damage in the Vietnam War, with secret bombings and cross-border incursions. In 1975, the Khmer Rouge regime seized power; they would murder approximately 1/5 of their own citizens in a mad frenzy of violence. Yet not all of Cambodian history is dark and blood-drenched. Between the 9th and 13th centuries, Cambodia was home to the Khmer Empire, which left behind incredible monuments such as Angkor Wat. Hopefully, the 21st century will be much kinder to the people of Cambodia than the last one was. Capital: Phnom Pehn, population 1,300,000 Cities: Battambang, population 1,025,000, Sihanoukville, population 235,000, Siem Reap, population 140,000, Kampong Cham, population 64,000 Cambodias Government Cambodia has a constitutional monarchy, with King Norodom Sihamoni as the current head of state. The Prime Minister is the head of government.  The current Prime Minister of Cambodia is Hun Sen, who was elected in 1998.  Legislative power is shared between the executive branch and the bicameral parliament, made up of the 123-member National Assembly of Cambodia and the 58-member Senate. Cambodia has a semi-functional multi-party representative democracy. Unfortunately, corruption is rampant and the government is non-transparent. Population Cambodias population is about 15,458,000 (2014 estimate).  The vast majority, 90%, are ethnic Khmer. Approximately 5% are Vietnamese, 1% Chinese, and the remaining 4% includes small populations of Chams (a Malay people), Jarai, Khmer Loeu, and Europeans. Due to the massacres of the Khmer Rouge era, Cambodia has a very young population. The median age is 21.7 years, and only 3.6% of the population is over the age of 65. (In comparison, 12.6% of US citizens are over 65.) Cambodias birth rate is 3.37 per woman; the infant mortality rate is 56.6 per 1,000 live births.  The literacy rate is 73.6%. Languages The official language of Cambodia is Khmer, which is part of the Mon-Khmer language family. Unlike nearby languages such as Thai, Vietnamese and Lao, spoken Khmer is not tonal. Written Khmer has a unique script, called abugida. Other languages in common use in Cambodia include French, Vietnamese, and English. Religion Most Cambodians (95%) today are Theravada Buddhists. This austere version of Buddhism became prevalent in Cambodia in the thirteenth century, displacing the combination of Hinduism and Mahayana Buddhism that was practiced previously. Modern Cambodia also has Muslim citizens (3%) and Christians (2%). Some people practice traditions derived from animism as well, alongside their primary faith. Geography Cambodia has an area of 181,040 square kilometers or 69,900 square miles. It is bordered by Thailand to the west and north, Laos to the north, and Vietnam to the east and south. Cambodia also has a 443 kilometer (275 miles) coastline on the Gulf of Thailand. The highest point in Cambodia is Phnum Aoral, at 1,810 meters (5,938 feet). The lowest point is the Gulf of Thailand coast, at sea level. West-central Cambodia is dominated by Tonle Sap, a large lake. During the dry season, its area is about 2,700 square kilometers (1,042 square miles), but during the monsoon season, it swells to 16,000 sq. km (6,177 sq. miles). Climate Cambodia has a tropical climate, with a rainy monsoon season from May to November, and a dry season from December to April. Temperatures dont vary much from season to season; the range is 21-31 °C (70-88 °F) in the dry season, and 24-35 °C (75-95 °F) in the wet season. Precipitation varies from just a trace in the dry season to over 250 cm (10 inches) in October. Economy The Cambodian economy is small, but growing quickly. In the 21st century, the annual growth rate has been between 5 and 9%. The GDP in 2007 was $8.3 billion US or $571 per capita. 35% of Cambodians live below the poverty line. The Cambodian economy is based primarily on agriculture and tourism- 75% of the workforce are farmers. Other industries include textiles manufacturing, and extraction of natural resources (timber, rubber, manganese, phosphate, and gems). Both the Cambodian rial and the US dollar are used in Cambodia, with the rial mostly given as change. The exchange rate is $1 4,128 KHR (October 2008 rate). History of Cambodia Human settlement in Cambodia dates back at least 7,000 years, and probably much farther. Early Kingdoms Chinese sources from the first century A.D. describe a powerful kingdom called Funan in Cambodia, which was strongly influenced by India. Funan went into decline in the 6th century A.D., and was supplanted by a group of ethnically-Khmer kingdoms that the Chinese refer to as Chenla. The Khmer Empire In 790, Prince Jayavarman II founded a new empire, the first to unite Cambodia as a political entity. This was the Khmer Empire, which lasted until 1431. The crown jewel of the Khmer Empire was the city of Angkor, centered around the temple of Angkor Wat. Construction began in the 890s, and Angkor served as the seat of power for more than 500 years. At its height, Angkor covered more area than modern-day New York City. Fall of the Khmer Empire After 1220, the Khmer Empire began to decline. It was attacked repeatedly by the neighboring Tai (Thai) people, and the beautiful city of Angkor was abandoned by the end of the 16th century. Thai and Vietnamese Rule After the fall of the Khmer Empire, Cambodia came under the control of the neighboring Tai and Vietnamese kingdoms. These two powers competed for influence until 1863, when France took control of Cambodia. French Rule The French ruled Cambodia for a century but viewed it as a subsidiary of the more important colony of Vietnam. During World War II, the Japanese occupied Cambodia but left the Vichy French in charge. The Japanese promoted Khmer nationalism and pan-Asian ideas. After Japans defeat, the Free French sought renewed control over Indochina. The rise of nationalism during the war, however, forced France to offer increasing self-rule to the Cambodians until independence in 1953. Independent Cambodia Prince Sihanouk ruled newly-free Cambodia until 1970 when he was deposed during the Cambodian Civil War (1967-1975). This war pitted communist forces, called the Khmer Rouge, against the US-backed Cambodian government. In 1975 the Khmer Rouge won the civil war, and under Pol Pot set to work creating an agrarian communist utopia by exterminating political opponents, monks and priests, and educated people in general. Just four years of Khmer Rouge rule left 1 to 2 million Cambodians dead- about 1/5 of the population. Vietnam attacked Cambodia and captured Phnom Penh in 1979, withdrawing only in 1989. The Khmer Rouge fought on as guerrillas until 1999. Today, though, Cambodia is a peaceful and democratic nation.

Chapter 4 Essays

Chapter 4 Essays Chapter 4 Paper Chapter 4 Paper Wind, H2O, Solar Energy Renewable resources are _______. replenished over short term of span Give an example of a nonrenewable resource? coal, copper, uranium, gold What are the stage of development of coal? peat, lignite, bituminous, anthrocite Placer deposits form when ______. eroded minerala settle quickly from movind H2O while less dense particles remain suspended continue to move What is a nonmetallic mineral resource? mined at a profit Give an advantage of solar energy. free non-polluting Hydroelectric power is produced by ____. falling H2O drives turbines that produce electricity What is the source of geothermal energy? harnessed by tapping natural underground reservoirs of steam and hot H2O How is tidal power harnessed? constructing a dam across mouth of a bay or estuary in coastal areas with large tidal ranges What is an example of a non-point source of fresh water pollution? What They Are: Nitrogen Oxides 14.8%, Volatile Organics 13.6%, Sulfur Oxides 16.4%,and Carbon Dioxide 49.1% Where They Come From: Stationary Source Fuel Combustion 27.3%, Industrial Process 15.0%, Solid Waste Disposal 2.5%, Miscellaneous 9.0%, and Transportation 46.2% According to Figure 4-2, what is the single largest source of air pollutants? CO One way that mining for mineral resources damages the land is by _____. Destroying Soil In which decade were the first important laws passed to decrease water pollution? 1974 The Clean Water Act is ______. Reduce point source pollution into surface H2O What is the most important law passed to deal with air pollution? Clean Air Act 1970 The fuel for nuclear fission in nuclear reactors is ______. Uranium Wind power generates ____. Noise Pollution What is the function of the atmospheres ozone layer? Sheild Earth from harmful solar radiation Fosssil fuels are _______ resources. Nonrenewable Coal,petroleum, and nautural gas are _______. Fossil Fuels A(n) _________ is a useful metallic mineralo that can be mined at a profit. Ore Winds fams are used to produce _________. Electricity The ________ Act requires industries to reduce or eliminate the release of point source pollution into surface waters. Clean H2O The nations most important air pollution law is the _______ Act. Clean Air The element ________ is used in nuclear fission to produce energy. Uranium Explain the difference between renewable and nonrenewable resources. Renewable: Can be made in yearsNonrenewable: Can be made in millions of years Beginning with plant material, list the successive stages of coal development. Peat ; lignite ; sub-bituminous ; anthracite List two of the advantages of solar energy. saves you money, low/no maintenance List the advantafes and disadvantages of wind as a source of electricity. it saves energy but creates noise pollution Contrast point source pollution and nonpoint source pollution. point source you can find where it is, nonpoint you cant How could energy conservation help to control or decrease air, water, and land pollution? most of our energy comes from burning fossil fuels, burning fossil fuels pollutes the air by putting all soot of noxious gases in it as well as greenhouse gases which affect the climate. Chapter 4 Essays Chapter 4 Paper Chapter 4 Paper Give an example of a renewable resource . . . wind, H2O, solar energy Renewable resources are ___________________ replenished over short time span Give an example of a nonrenewable resource ? coal, cooper, unranium, gold What are the stages of development of coal ? Peat, lignite, bituminous, anthrocite Placer deposits form when ____. eroded minerals settle quickly from moving H20 while less dense particles remain suspended a cont. to move What is nonmetallic mineral resource ? mined as a point Give an advantages as solar energy . . . free non-polluting Hydroelectric power is produced by ____________. falling H20 drives tubines that produce electricity What is the source of geothermal energy ? harnesses by tapping natural underground reserooirs of stream hot H20 How is tidal power harnessed ? constructing a dam across mouth of a bay or estuary areas tidal in coastal areas w/ large tidal ranges. Fresh water is used for which of the following ? all of the above What is an example of a nonpoint source of fresh water pollution ? pesticide runoff from farm fields According to figure 4-2, what is the single largest source of air pollutants ? CO One way that mining for mineral resources damages the land is by . . . . destroying soil In which decade were the first important laws passed to decrease water pollution ? 1974 The Clean Water Act is _______. reduce point source pollution into surface H20 What is the most important law passed to deal with air pollution ? Clean Air Act 1970 The fuel for nuclear fission in nuclear reactors is ______. uronium Wind power generates what type of pollution ? noise The fuel for nuclear fission in nuclear reactors is _____________. uranium Wind power generates ____. noise pollution What is the function of the atmosphere;s ozone layer ? shields Earth from harmful solar radiation Fossil fuels are __________ resources. Nonrenewable Coal, petroleum, and natural gas are _________. fossil fuels A(n) _________ is a useful metallic mineral that can mined at a profit. ore Wind farms are used to produce _______________. electricity The __________ act requires industries to reduce or eliminate the release of point source pollution into surface waters. Clean water The nations most important air pollution law is the ___________. clean air The element ___________ is used in nuclear fission to produce energy. uranium Explain the difference between renewable and nonrenewable resources. Short time. Millions of years

The role of nuclear medicine and other imaging modalities in Article - 1

The role of nuclear medicine and other imaging modalities in hyperthyrodism - Article Example In clinical practice different hyperthyroid conditions such as Graves’ disease, hyperthyroid goiter, and other conditions such as toxic multinodular or nodular goitre need assessment of activity of the gland. In this review, contemporary literature has been reviewed to update current knowledge on this topic. This assignment reveals that radionuclide imaging is an important diagnostic modality in the workup of hyperthyroid disorders, but despite that, in some cases the diagnostic yield is better with ultrasonography or PET scanning. In some cases, combined use of these imaging investigations pinpoints the diagnosis in a more suitable manner. Review of these articles and the knowledge apparent may be used to frame a guideline of advice regarding imaging practice in this area. The thyroid gland produces two hormones, namely, thyroxin (T4) and triiodothyronine (T3). These are known to play important physiological roles in the human body. Anatomically, the thyroid gland is located in the neck, in front of the trachea. It comprises of two lobes, right and left, connected by a narrow bridge of thyroid tissue, known as isthmus. It is a very highly vascular organ. The normal adult thyroid gland consists of follicles lined by thyroid follicular cells that contain large amount of thyroglobulin. This serves as the protein precursor of the thyroid hormones (Broome, 2006). Endocrinologically, increased need for thyroid hormone leads to a signal pathway mediated by thyroid stimulating hormone (TSH) leading to release of active hormone from a bound state with thyroglobulin to a free state, eventually being secreted into the blood stream. When there is hypersecretion of thyroid hormones due to any cause, the condition is known as hyperthyroidism. Usually hyperthyroidis m is indicated by an elevated level of TSH. Therefore, in clinical practice the diagnosis of hyperthyroidism is made by finding an abnormally elevated TSH level which

Rebuttal on controversial topic (would like it on torture) Essay

Rebuttal on controversial topic (would like it on torture) - Essay Example This torture could lead to posttraumatic stress disorder. Rarely has any method of treatment included the partner of the war veteran, and this is the subject of the article â€Å"Key Elements in Couples Therapy With Veterans With Combat-Related Posttraumatic Stress Disorder† by Michelle D. Sherman, Dona K. Zanotti, and Dan E. Jones. However, when viewed from the opposite perspective, treating the war veterans, who have faced mental tortures during the war, with the help of their spouses may not work all the time. The war veterans after returning to their homes will exhibit their PSTD mainly against their spouses, which will impact them negatively. That is, with the spouses also suffering because of their husband’s mental disorder caused by mental torture, they may not in a correct state of mind to treat their husband’s problems. Importantly as martial discord will also rise due to their husbands’ mental problems, and in that bickering state, it would be di fficult for the spouse to aid the treatment process. Although, the authors provided a case study which shows the efficiency of the couples’ therapy treatment suggested by them, it may not work all the time.

Value enhancement of retail properties Term Paper

Value enhancement of retail properties - Term Paper Example tenant and his customers. The next question is to ask â€Å"how is value enhanced?† The answer to this question connotes that value is not stagnant but can get better with time and through various processes of addition or subtraction. This process is referred to as value analysis or value engineering. According to the proponents of value analysis and value engineering, value can be enhanced by sustaining or making improvement on its performance and or reducing the overall cost of the project, product, service etc. The concept of value enhancement means maximizing the value of something, in our case, the retail property. Before value is enhanced there has to be a series of processes which establish value drivers and how they relate with the overall product service or business units (Kothandraman & Wilson, 2001). In the following sub-sections we will attempt to establish the fundamentals and assumptions of value enhancement by reviewing available literature on theories of value with regard to business processes, products and services. Through literature review we will also identify the value drivers with the aim of understanding the concept of value enhancement in relation to property management for retail chains (Zeithaml, 1988). Ideally the concept Value enhancement has been used in different field including but not limited to business management, land economics, engineering, finance etc. In most cases value enhancement will entail processes similar to value analysis or value engineering (Abd-Karim, et al., 2011). There are several value enhancement factors which can be applied to products, services and business processes and systems. These ways include quality enhancement, analysing the relationship between cost and function, improving the function of a product at low cost, adding functions of a product at no cost, innovation, instigating patent and protested rights, elongating the age of a product or

A Force-Field of Sex Essay Example | Topics and Well Written Essays - 750 words

A Force-Field of Sex - Essay Example This has a great impact on Sanders perspective of looking at women. His roommate in college is also another significant influence on Sanders perception towards women. He is the person who enlightens Sanders to a totally different view on women, which he felt uncomfortable with (Jeff Greenberg, Thomas. A & Sander Leon Koole 4). Sanders is convinced that men, both of different classes and backgrounds determine how women are looked in the society. For instance, the construction men have mannish conversion as they work on their bulky tools all day long. This affect how men and women interact with the atmosphere changes when a woman passes by. During his adolescence, a roommate of his used to pin up the playmate every month from his subscription of the Playboy magazine. Sander s kept on wondering why how he was staring at the women in those posters, studying their curves, craves and perfection. He did not like the way he saw the women on the poster as objects and not as fellow human being s. His interaction with friends involved talking about the body parts of porn stars as men do even in modern days. They talked about these women in similar language to that of farmers assessing livestock. This is a degradation of women (Jeff Greenberg, Thomas. ... Â  Sanders’ efforts to see women for their worth and not as objects becomes a tough task due to media’s focus on women sexuality. This has a great impact on human interactions since men put effort to fit in society by looking at women in a similar way like most men do (Jeff Greenberg, Thomas. A & Sander Leon Koole 40). According to Sanders, the images that are, the pinups reduce the humanity of women since he saw the posters as objects, staring at them in order to view the curves and perfection in them. Since time in history, and the time of renaissance, women were portrayed nude in art. Curves were used are still in use today as a way of looking at women. The Playboy magazine is an example of nude magazines in which women are depicted in art in the nude. These magazines are still looked at by men as form of enjoyment thus, making them an art. Thus, contribute to reducing women humanity by looking at them like objects. Sanders’ friends talk of women in the pinup s in a language that is dehumanizing since it is similar to that used by farmers in assessing livestock. The dignity of women is reduced to simple objects of desire as Sanders finds himself staring at the pinups looking at women like objects. Humanity of women is reduced to a great deal by these images since it is the women who pose for f photographs and pinups that Sanders come across. It is questionable why women consider posing for nude photos in the first place. Hence, plays a role in reducing their humanity (Jeff Greenberg, Thomas. A & Sander Leon Koole 77).

Reflect on and analyse feedback on own teaching (educational review, Essay

Reflect on and analyse feedback on own teaching (educational review, 3000 words) - Essay Example The reflection on these actions allows the engaged individual to employ continuous learning methods (Schon, 1983). The individual tends to learn from his actions in order to continuously improve and the resulting improvements are then used as future learning material. This makes the reflective practice method both dynamic and continuous. This is not to indicate that professionals relying on reflective practice tend to use their own experiences to learn but it serves to indicate that the reliance on personal experiences for learning is greater. Though reflective practice has been around for a few decades now but its wide scale application to professional practice has emerged in the last few years. A number of different models have been brought forward to delineate reflective practice including (but not limited to) models by Argyris and Schon (1978), Kolb (1984), Gibbs (1988), Johns (1995) and Rolfe (2001). Among these models of reflective practice, the model presented by Kolb (1984) h as gained widespread attention and acclaim. This paper will rely on the model presented by Kolb (1984) in order to advance arguments for reflective practice in a clinical setting aimed at learning. ... One key aspect of the model is the transformation of information into knowledge after a particular situation has occurred.16* Figure 1 – Kolb’s Reflective Practice Model (1984) extracted from (Schugurensky, 2002) Reflection on the Subject Teaching Session A teaching session was held in order to disseminate information and knowledge gathered through a continual and dynamic reflective practice run. The attendants for the session ranged from registrars to senior health officers (SHOs) so a widely differing audience was worked with using the teaching session. A key assumption before the teaching session was that members of the audience would be able to assimilate the provided information at the same rates or nearly at the same rates (Boss & Krauss, 2007). However, the teaching session proved beyond doubt that personal learning issues were far overtaken by learning issues based on position in the organisation. The learning styles for registrars and SHOs tended to differ wide ly so that certain concepts had to be repeated in order to ensure that all members of the audience were on the same page. Based on this observation, it would be relevant to utilise different teaching sessions or a wide variety of different teaching techniques to capture the differences in knowledge of such an audience. One method employed to keep the attention of the audience was to utilise quizzes that were presented at intermittent intervals during the teaching session (Darzi, 2008). It could be noticed that the audience seemed more involved in solving the problems presented by the quizzes rather than concentrating on slides one after the other. This observation also had another significant undertone. The subject teaching session

Electromagnetism and Mind Control Essay Example | Topics and Well Written Essays - 2500 words

Electromagnetism and Mind Control - Essay Example A changing magnetic field will induce a varying electric field and vice-versa—the two are linked both influence and control of the mind. These varying fields form electromagnetic waves (Beckley 18). Electromagnetic waves differ from mechanical waves in that they do not oblige a medium to propagate. This means that electromagnetic bearing can pass in the course of not only through air and solid materials, but as well through the vacuum of space. Electromagnetic waves has characteristics and this characteristics resolve the extent of ‘‘dangers’’ or effect of the waves and they include; wavelengths, velocity, amplitude, and Frequency. Frequency: The frequency of any waveform equals the velocity divided by the wavelength. The units of measurement are in cycles per second or Hertz. The wavelengths of electromagnetic waves go from extremely long to extremely short and everything in between. The wavelengths determine how matter responds to the electromagneti c wave, and those characteristics determine the name we give that particular group of wavelengths. The amplitude of electromagnetic waves relates to its intensity or brightness (as in the case of visible light).With visible light, the brightness is usually measured in lumens. With other wavelengths the intensity of the radiation, which is power per unit area or watts per square meter is used. The square of the amplitude of a wave is the intensity The velocity is a measure of the displacement per unit time. The standard value of velocity of an electromagnetic wave in a vacuum is approximately 300,000 kilometers per second, the same as the speed of light. When these waves pass through matter, they slow down slightly, depending on the size of their wavelength. Electromagnetic waveform All human thoughts, sensations and actions arise from bioelectricity generated by neurons and transmitted through complex neural circuits inside our skull. Electrical signals between neurons generate elec tric fields that radiate out of brain tissue as electrical waves that can be picked up by electrodes touching a person's scalp (Beckley 32). Measurements of such brainwaves present strong insight into brain principle and an important analytical tool for health center. In reality, so elementary are brainwaves to the internal mechanism of the mind, they have turn out to be the decisive, legal definition illustrating the thin line between life and death. Brainwaves modify with a healthy person's awareness and unconscious mental action and state of stimulation. It is probable to selectively control brain function by transcranial magnetic stimulation (TMS) (Evans 39). This method uses strong pulses of electromagnetic radiation grinned into a person's brain to jam or excite particular brain circuits. Possibility of Electromagnetic wave mind control: Although a cell phone is much less powerful than transcranial magnetic stimulation (TMS), the question still remains: Could the electrical si gnals coming from a phone affect certain brainwaves operating in resonance with cell phone transmission frequencies? After all, the caller's cerebral cortex is just centimeters away from radiation broadcast from the phone's antenna. A study by Rodney Croft, of the Brain Science Institute, Swinburne University of Technology in Melbourne, Australia gives a degree of justification (Ceres 78) Rodney Croft tested whether cell phone transm

A Force-Field of Sex Essay Example | Topics and Well Written Essays - 750 words

A Force-Field of Sex - Essay Example This has a great impact on Sanders perspective of looking at women. His roommate in college is also another significant influence on Sanders perception towards women. He is the person who enlightens Sanders to a totally different view on women, which he felt uncomfortable with (Jeff Greenberg, Thomas. A & Sander Leon Koole 4). Sanders is convinced that men, both of different classes and backgrounds determine how women are looked in the society. For instance, the construction men have mannish conversion as they work on their bulky tools all day long. This affect how men and women interact with the atmosphere changes when a woman passes by. During his adolescence, a roommate of his used to pin up the playmate every month from his subscription of the Playboy magazine. Sander s kept on wondering why how he was staring at the women in those posters, studying their curves, craves and perfection. He did not like the way he saw the women on the poster as objects and not as fellow human being s. His interaction with friends involved talking about the body parts of porn stars as men do even in modern days. They talked about these women in similar language to that of farmers assessing livestock. This is a degradation of women (Jeff Greenberg, Thomas. ... Â  Sanders’ efforts to see women for their worth and not as objects becomes a tough task due to media’s focus on women sexuality. This has a great impact on human interactions since men put effort to fit in society by looking at women in a similar way like most men do (Jeff Greenberg, Thomas. A & Sander Leon Koole 40). According to Sanders, the images that are, the pinups reduce the humanity of women since he saw the posters as objects, staring at them in order to view the curves and perfection in them. Since time in history, and the time of renaissance, women were portrayed nude in art. Curves were used are still in use today as a way of looking at women. The Playboy magazine is an example of nude magazines in which women are depicted in art in the nude. These magazines are still looked at by men as form of enjoyment thus, making them an art. Thus, contribute to reducing women humanity by looking at them like objects. Sanders’ friends talk of women in the pinup s in a language that is dehumanizing since it is similar to that used by farmers in assessing livestock. The dignity of women is reduced to simple objects of desire as Sanders finds himself staring at the pinups looking at women like objects. Humanity of women is reduced to a great deal by these images since it is the women who pose for f photographs and pinups that Sanders come across. It is questionable why women consider posing for nude photos in the first place. Hence, plays a role in reducing their humanity (Jeff Greenberg, Thomas. A & Sander Leon Koole 77).

Electromagnetism and Mind Control Essay Example | Topics and Well Written Essays - 2500 words

Electromagnetism and Mind Control - Essay Example A changing magnetic field will induce a varying electric field and vice-versa—the two are linked both influence and control of the mind. These varying fields form electromagnetic waves (Beckley 18). Electromagnetic waves differ from mechanical waves in that they do not oblige a medium to propagate. This means that electromagnetic bearing can pass in the course of not only through air and solid materials, but as well through the vacuum of space. Electromagnetic waves has characteristics and this characteristics resolve the extent of ‘‘dangers’’ or effect of the waves and they include; wavelengths, velocity, amplitude, and Frequency. Frequency: The frequency of any waveform equals the velocity divided by the wavelength. The units of measurement are in cycles per second or Hertz. The wavelengths of electromagnetic waves go from extremely long to extremely short and everything in between. The wavelengths determine how matter responds to the electromagneti c wave, and those characteristics determine the name we give that particular group of wavelengths. The amplitude of electromagnetic waves relates to its intensity or brightness (as in the case of visible light).With visible light, the brightness is usually measured in lumens. With other wavelengths the intensity of the radiation, which is power per unit area or watts per square meter is used. The square of the amplitude of a wave is the intensity The velocity is a measure of the displacement per unit time. The standard value of velocity of an electromagnetic wave in a vacuum is approximately 300,000 kilometers per second, the same as the speed of light. When these waves pass through matter, they slow down slightly, depending on the size of their wavelength. Electromagnetic waveform All human thoughts, sensations and actions arise from bioelectricity generated by neurons and transmitted through complex neural circuits inside our skull. Electrical signals between neurons generate elec tric fields that radiate out of brain tissue as electrical waves that can be picked up by electrodes touching a person's scalp (Beckley 32). Measurements of such brainwaves present strong insight into brain principle and an important analytical tool for health center. In reality, so elementary are brainwaves to the internal mechanism of the mind, they have turn out to be the decisive, legal definition illustrating the thin line between life and death. Brainwaves modify with a healthy person's awareness and unconscious mental action and state of stimulation. It is probable to selectively control brain function by transcranial magnetic stimulation (TMS) (Evans 39). This method uses strong pulses of electromagnetic radiation grinned into a person's brain to jam or excite particular brain circuits. Possibility of Electromagnetic wave mind control: Although a cell phone is much less powerful than transcranial magnetic stimulation (TMS), the question still remains: Could the electrical si gnals coming from a phone affect certain brainwaves operating in resonance with cell phone transmission frequencies? After all, the caller's cerebral cortex is just centimeters away from radiation broadcast from the phone's antenna. A study by Rodney Croft, of the Brain Science Institute, Swinburne University of Technology in Melbourne, Australia gives a degree of justification (Ceres 78) Rodney Croft tested whether cell phone transm

Plagiarism Essay Essay Example for Free

Plagiarism Essay Essay Academic Plagiarism 1. 0 Defining academic plagiarism 2. 0 What are different types of academic plagiarism? 3. 0 Is academic plagiarism a problem for the non-native speakers only? 4. 0 What are the penalties of academic plagiarism? 5. 0 How can one avoid academic plagiarism? 6. 0 How should the culprits of academic plagiarism be punished? Academic Plagiarism 1. 0 Defining academic plagiarism The practice of stealing another person’s academic work and presenting it as your own is defined as academic plagiarism. This is a growing vice among students in our institutions of higher learning today. Most students in our local universities steal other persons’ writings or related academic materials and present such works as their original work. Academic plagiarism is when a person steals another person’s works and passes it on as his or her original work (Gibaldi, 1998). 2. 0 What are different types of academic plagiarism? There are several types of academic plagiarism. According to Loveleena Rajeev (2012), there are six types of academic plagiarism. The first is partial plagiarism. This happens when a person steals and puts together data from two or three different sources. The second is source plagiarism. This takes place when due credit is not given to the author one has gathered information from. The third is minimalistic plagiarism. This happens when one summarizes the same content using different flows. This could happen by changing the order and sentence of the original work. The fourth is source citation. This takes place when a person presents a complete source of information which lacks quotes. The fifth is mosaic plagiarism. This type of plagiarism takes place when one changes the sentence construction but not the original wording. Finally, the sixth is full-proof plagiarism. It occurs when all the sources used have citations but the entire text is a paraphrased version of the original. 3. 0 Is academic plagiarism a problem for the non-native speakers only? In my view, academic plagiarism is a problem for both the native and non- native speakers. Academic plagiarism by students is influenced by a variety of factors. Some of the factors that influence plagiarism are of human nature regardless of whether one is a native or a non-native speaker. For example laziness is recognized as a factor that may influence one to plagiarize whether they are native or non-native speakers. Another common factor among the native and non-native speakers that may influence plagiarism is lack of confidence in one’s own work. The temptation to plagiarise may occur when one has high regards of what is written by someone else. However, non-native speakers may be faced with exceptional challenges that may influence them to plagiarize. For example a non-native speaker may be faced with the challenge of correlating ideas and grammar. This may lead to plagiarism. According to Sheryl Holt (2013), non-native speakers prefer quoting their ‘masters’ as the most reliable source without critical thinking. 4. 0 What are the penalties of academic plagiarism? The penalties of academic plagiarism include suspensions and probations of the culprits from schools or institutions they are in, redoing the assignment and lowering of the students’ course grades. Attorney Standler (2010) states that anyone who plagiarizes copy righted material can be sued in federal court by the owner of the copyright. He also describes how unsympathetic the courts can be toward college students who have been disciplined for plagiarism and seek relief via lawsuit. 5. 0 How can one avoid academic plagiarism? Generally, it is the responsibility of everyone to avoid plagiarism. Plagiarism should be understood as a collective responsibility among all the stakeholders meaning that it is also the responsibility of teachers to assist the students un dealing with it (Council of Writing Program Administration 2003 p. 3) . Loveleena (2003) states that plagiarism is an offensive act that leads to infraction of originality and can be avoided by using proper citation of reference on the work done and also by reading and researching widely on the topic under research. Sheryl Holt (2011) on the other hand says that there is need for a person to be a suspicious reader with a keen eye of identifying and addressing plagiarism. She advises that once plagiarism is identified, there is need to have a one on one chart on what constitute plagiarism with a culprit and provide an opportunity to the culprit to rewrite the paper. 6. 0 How should the culprits of academic plagiarism be punished? In conclusion, some of the reasons that lead students to practice plagiarism are laziness, ignorance and lack of exposure or experience on the subject under discussion. Plagiarism does not affect students only but also the institution and nation at large because it increases lack of originality among individuals. Therefore, measures on how to curb plagiarism should be taken and there should be consequences in place for culprits who are performing it. In my view, students who involve in the acts of plagiarism should redo the assignment, be suspended and in extreme cases be expelled. Authors who are involved in academic plagiarism should also be punished by having their works banned from their societies. References Council of Writing Program Administrators. (2003). Defining and Avoiding Plagiarism: The WPA Statement on Best Practices. Retrieved from http://www. wpacouncil. org Gibaldi, J. (1998). MLA Style manual and guide to scholarly publishing. (2nd Ed). Modern Language Association of America. Jones, L. (2011), Academic Integrity Academic Dishonesty: A Handbook about Cheating Plagiarism Florida: Florida Institute of Technology, Melbourne. Loveleena Rajeev (2012). Different types of Plagiarism. Retrieved from (Buzzle: http://www. buzzle. com/articles/different-types-of-plagiarism. html), Murdoch University Academic Integrity (2011), Retrieved from http://www. murdoch. edu. au/teach/plagiarism/ Ronald B Standler, (2010), Plagiarism in Colleges in USA retrieved from http://www. rbs2. com/plag. pdf. Sheryl Holt (2013), Success with Graduate and Scholarly Writing: A Guide for Non-native Writers of English.

Strategies To Improve Student Achievement And Performance Education Essay

Strategies To Improve Student Achievement And Performance Education Essay In relation to teaching, assessment is the judgement made by a teacher of each individual pupils, with the inclusion of homework or independent learning. This is matched to educational criteria to assess how the pupils are progressing. According to Dymoke and Harrison (2008) one of the main functions within secondary school is to make these judgements in relation to grades, knowledge, skills and attitudes of each and every pupil, continually pushing each and everyone to perform their personal best. Assessment appears to saturate the educational world for this very reason, with the emphasis on identifying strengths and areas of weakness. Within science there is much to assess, areas include: homework, class work, practical skills as with Individual knowledge and understanding within the scientific domain. Literacy, numeracy, and ICT skills, all of which are required to do well in science, should be included in the assessment process. Behaviour and relationships with peers may also be judged, such as attitude to learning and attitude to behaviour. There are many reasons behind assessment, as expressed by Tanner and Jones (2006) assessment can form the accountability of schools and LEAs (local educational authorities) for the progress of pupils and possible selection for university and or placement in the work force. However assessment is primarily a government requirement in the sense of tests and GCSE examinations or equivalent. Assessment also offers the teacher the ability to monitor each child and their progress. The teacher must be accountable for the progress within their classroom, for this reason assessment can provide key information to be utilised in forward planning of subsequent lessons, so pupils can engage and gain access to learning that not only challenges their ability but provides room for improvement. As a trainee teacher, prior to placement, my view was in contrast to that of (Dymoke and Harrison (2008) whereby assessment was an area which was tacked on to the end of a unit or as part of formal assessment such as examinations, thus providing evidence of understanding and learning taking place in a given subject. However as Shilvock and Pope (2008) point out assessment has become an integral part of pedagogy. In practice it is a tool used throughout the lesson as an important role in being able to recognise both achievement and progression. Pupils are the centre of the learning process, being fully aware of their own abilities and targets to reach. This ultimately paves the way forward in their thinking and learning, through discussion, as assessment becomes part of the daily process. Assessment is not a new activity or requirement, but has more recently been the focus for teachers who are seeking to improve their teaching ability and the outcome of their pupils, thus helping to raise the standards of pedagogy and indeed the school. The introduction of APP (assessing pupils progress) has simply brought the area to the forefront. As ofsted (2003) point out assessment training in higher education is both informative and central to practice. However the importance of finding out what pupils already know, and utilising this information to influence the planning and implementation of each lesson has not always been the main emphasis during observation of already established teachers. The focus is, however, on learning objectives and outcomes, which are differentiated to suit pupil requirements. However, from observation these are rarely linked to individual pupils, but more so to the scheme of work that is being taught and the level descriptors associated, or so it wou ld seem. Summative assessment comes under the umbrella of assessment of learning, for example the summing up at the end of a unit in the format of a test. The result of which is fed back to the pupil and these results are used to make judgement on the pupils performance with regard to national standards. The results of which are invariably used to find out where pupils are in their learning. According to Fautley and Savage (2008) this type of assessment is instructive and generally follows a pattern of block teaching then testing. Fautley and Savage (2008) go on to explain that this is typical of summative assessment and has been utilised within the education system for a long time. At first glance this may look like what was being taught within a specific unit is being tested, however another glance may draw attention to the teaching of the unit itself that is being tested. Formative assessment comes under the umbrella of assessment for learning. This type of testing is not dissimilar to sum mative assessment but the results are used to plan the way forward. From here individual targets can be set based around pupil performance. This can be used as a guide in decisions made on where pupils are in their learning, along with the ability to get where they need to go to improve, as laid out by Tanner and Jones (2006) Assessment for learning helps to improve assessment of learning by being the centre of pedagogy which enables pupils to actively take part in their own learning and mapping of progression. Sue Hackman, chief advisor on school standards, states APP is all about knowing enough to make rational judgements about where to target resources and when to offer pupils assistance. With the implementation of APP both pupil and teacher can, ultimately work together to implement strategies for learning through scaffolding and target setting. According to Shivock and Pope (2008 p55) assessment, if implemented correctly, can help pupils to not only meet, but exceed expectations through setting high standards and motivational lessons that provide responsive teaching. As a trainee teacher development of assessment strategies has become a vital role in being able to track learning and progression, whilst getting to know individuals. APP can be seen as the linking of formative and summative assessment, to be used instead of rather than running in conjunction with each other. Throughout the placement experience it has become apparent that assessment strategies and criteria are fully connected to learning objectives and outcomes, as with the national curriculum and their generic objectives. The latter often requiring some adjustment to match the learning needs of individual pupils. Opportunity for assessment clearly needs to be pinpointed throughout sort term, medium and long term planning to encompass a range of achievements. Assessment strategies used have also included wall displays such as level ladders and laminated assessment criteria, which have been directly linked to blooms taxonomy promoting stems of lesson objectives in the form of being able to describe, analyse, explain and link ideas. This of course is only useful if used in conjunction with the lesson objective and attention is drawn to them in terms of what is expected to progress to a specific level. A copy of this can be seen in the appendix and is provided by Grevatt (2007) APP is just beginning to appear as a new structured approach to pupil assessment. As discussed previously, this is not just about assessment for learning but the whole package where evidence of pupils attainment is required both written and orally. Recorded evidence is reviewed, on a regular basis, and judgements made accordingly. Evidence will also be used to consider if performance is higher, lower or secure in meeting requirements. Where APP has begun to be integrated into the classroom, levels are cited in assessment frames which include: thinking scientifically; effects of society on science; communicating and collaborating in science; scientific investigations and finally evaluating scientific investigations. This creates a language which allows for a dialogue with pupils about their strengths and weaknesses. So far these have proved quite difficult to implement, primarily due to the quantity of information which needs to be absorbed, but more importantly the lack of individual training within this area. At present the criteria has been broken down and reformatted into pupil speak, being able to be accessed by both pupil and teacher accordingly. (Copies of these can be seen in the appendix) Problems encountered have mainly been a direct result of running both types of assessment together. Criteria is often varied or not connected and so presents a time consuming exercise. Once APP has been fully integrated to the whole school, teachers will be able to focus on one area for the purpose of recording evidence. This in turn will ensure the mapping of progression whereby pupils, and their teachers, know what they can do and what their next steps are. This is of course only useful if marking is also done regularly, with a set target for the assessment process to be educative. Consistent with Tanner and Jones (2006) I have found marking of pupils books a challenging area, primarily due to inconsistencies within the department on how and when books are marked. On many occasions it has been seen that books are quite often not marked for long periods of time thus proving difficult to track the progress of an individual. This has certainly been prevalent in reports for good assessment in secondary schools as provided by ofsted (2003). Ultimately this has an impact on school reports and parents evening where generic, insipid descriptions of pupil achievement have often been given. As a trainee this has had a strong effect on my own learning and understanding of how assessment is used in school, other than through testing at the end of a particular unit. I have seen little evidence of tracking other than baseline data from previous key stages and the use of CATs, (cognitive ability tests) or for the purpose of EAL, SEN and those that are gifted and talented. For this reason the implementation of full tracking, as in the tools of APP, would prove invaluable. This not only helps to build a picture of the whole person, but can instantly show the progress of each pupil, providing an insight into areas of strengths or weakness. Other areas for concern have shown that assessment can often hinder effective learning, due to the encouragement of learning by repetition or without depth. Black Wiliam (1998) suggest that continual assessment can have a negative impact or create a competitive environment which in turn can de-motivate some pupils. This in turn can have the effect of labelling certain pupils into categories or abilities that may differ outside the assessment field. This was prevalent during placement, whereby many pupils seemed only too interested in the level or grade they got for the test, not actually what they had learnt. Occasionally this was used as a means to decide who was top or bottom of the class. For this reason it is imperative that pupils understand that the levels given are not a reflection of how clever they are, more so the stage they are at, and the speed at which they are learning. Everyone learns at a different pace and therefore some subjects may need revisiting or looking at fr om a different angle or method to gain full understanding. It by no means has any reflection on a pupils ability to learn. Assessment should not just involve testing of a given topic or unit, but more so incorporate observation, written, oral and practical skills within science. Although this is not always obvious, as a trainee, when observing qualified teachers, it soon becomes an important and key role to gaining valuable information as to how teaching practice is progressing. Probing and questioning, especially target and rich questioning, has become topical, being beneficial for the learning process of an individual or the class as a whole. Using inverted or open ended questioning is more favourable, as through discussion can show a deeper understanding and reasoning rather than just recalling facts. Questioning in the format of pose, pause, pounce and bounce has provided an arena to learn from each other. Subsequently all pupils can be involved, whilst misconceptions can be corrected through the guidance of the teacher. This has also provided immediate feedback enabling pupils to feel confident to m ove forward in their thinking and ability, contributing to deeper learning and understanding taking place. Liversidge et al (2009) point out that above all, assessment needs to be valid. For example if a pupil has achieved a defined outcome, which has been linked to the learning objectives, this then forms the first part of assessment within the class. As a trainee teacher this has proved invaluable as the first step to observing learning taking place. For this to be effective, it is a requirement to link questions to the objectives to draw out deeper understanding. Constant referral to learning objectives has proven to be a key aspect of assessing the whole class. This has also shown to be of great use when linked with target questioning to fit the appropriate level of a particular pupil. Furthermore predetermined questions often lead onto additional open ended questioning to cover the basis of the objectives. An example of this, used in class, can be seen as power-point slides the appendix. This has been very successful, as pointed out by Petty (2009) in assessing knowledge on what you are doing at the time. Although competence in this type of questioning comes with plenty of practice, knowing your pupils, confidence in subject knowledge and keeping the pace of the lesson on track, enables this type of assessment to flow systematically. Alternatively there can be a danger of trying to fit too much into a lesson, resulting in the loss of objectives, meaning or relevance behind what was actually done. In accordance with Dymoke and Harrison (2008), whilst on placement, this has been an area which is repeatedly reviewed, continually taking into account the necessary three part lesson plan, with constant reflection of tasks set for a particular objective to be met. The use of peer and self assessment can encourage reflection and ownership of work, where necessary improvements can be seen with immediate effect. More importantly, Petty (2009) suggests that grades can often be remarkably improved when used in the right context. In theory Black and Wiliam (1998) agree with this concept, albeit their research advises that teachers do not always use these simple but powerful strategies. On the other hand repercussions can involve pupils not wanting to swap work with each other. Generally pupils are honest, although critical, when pointing out strengths and areas of weakness, as in two stars and a wish, of their peers and so tend to enjoy this type of feedback. Formative assessment can be fun and engaging, as in the use of mini whiteboards, without pupils even realising they are being assessed. Both can provide immediate feedback of the class as a rule and an indication of who understands and has met the learning objectives. A range of assessment for learning tools to enhance lessons can be seen in the appendix. Many of which can be used to inform the basic structure of the following lesson, for example: recapping areas of difficulty, thus bringing everyone up to speed and at the same stage in progress prior to moving forward to more difficult concepts. In conclusion targets need to be explicit, focusing on the positive and including areas for improvement. Judgments should be transparent so pupils are able to recognise quickly how to move forward. The implementation of SMART targets in conjunction with the objectives set, advising I think you are able to do this and to improve you must be able to. these are clear and concise. Whilst this sounds relatively simple it is clear through teacher training that assessment is a process of making judgements, through the aid of national criteria. Evidence of which is to be used by pupils and teachers to make decisions on where learners are, how to progress in their knowledge and learning, whilst giving the best option and advice on how to do this. It is also worth remembering none of this will make a difference if the evidence from assessment is not used in the correct manner. To make learning meaningful, assessment of any format needs to convey progress to pupils. In agreement with Dymoke and Harrison (2008) assessment is at the heart of pedagogy, and should be the focus of every lesson to enable future lessons to be relevant and learning to take place. Formative assessment should play an essential part in determining the nature and structure of activities which clearly support the lesson objectives. Summative assessment is more prevalent when considering performance of the school, class sets and individual pupil performance in terms of levels when completing official assessment periods as in end of term or unit testing. All teachers need to be involved in the in-service training on assessment as an everyday tool with the focus on formative assessment, how to implement it and what to do with the information. The only way for this to make an impact is to keep evidence and records of assessment on a constant and consistent basis. This information can be ass essed using national criteria which in turn can be used to show how pupils are progressing and what is a requirement for them to move forward. Without this record of individual pupil progress the core of the classroom tends to become invisible and therefore cannot improve within their ability level and the system will simply not work. DCSF (2009)

Iran-Contra Affair Essay -- US International Relations

America had begun to indulge in the unilateral environment afforded to it during the Cold War. As the Soviet Union began to collapse in the 1980s, the United States was on its way to becoming a solo super power. This acquisition of complete power would inevitably lead the country into new problems, including those foreign and domestic. One of the main issues that came around in the 1980s for the Unites States was the Iran-Contra Affair, which involved the Reagan Administration. With the United States readily inserting influence across the globe, the Iran-Contra Affair proved how foreign intervention can lead to scandal and disgrace in the modern world. Along with detrimental scandals, the Iran-Contra Affair showed how America’s imperialistic behavior in South America was beginning to catch up. In order to remain a dominant influence in South America, the United States had no choice but to topple governments that did not align with American ideology. Using guerillas like the C ontras insinuates America’s cornerstone of doing what is necessary in order to satisfy foreign interest. The Iran-Contra Affair involved the United States, Iran, and Lebanon. The affair coincided with the Iranian hostage crisis, which promoted the United States’ actions in sending weapons to Iran. The Reagan administration decided to trade arms for hostages in hopes of successfully retrieving American hostages from Iran. Iran was at the time under the power of Ayatollah Khomeini, who had put his full support behind the hostage crisis and believed there was nothing that the United States could do to Iran. America’s only chance of rescuing the hostages was to put their support behind Iran in the Iran-Iraq War, which involved the shipment of weapons to Iran f... ...es when it comes to implementing controversial foreign policy decisions that directly affect Americans and those in different countries. The main aspect of the affair that greatly influences the United States’ government is ensuring that its past imperialistic motives do not become an integral part of American affairs once again. Works Cited Boland Amendment. Decemmber 2010. http://www.fact-index.com/b/bo/boland_amendment.html (accessed Novemeber 2010). PBS. Reagan Timeline. 2000. http://www.pbs.org/wgbh/amex/reagan/timeline/index_5.html (accessed November 2010). U.S. History: Iran-Contra Affair. Iran-Contra Affair. 2010. http://www.u-s-history.com/pages/h1889.html. Vianica. History of the Sandinista Revolution: the union of a whole nation. January 2010. http://vianica.com/go/specials/15-sandinista-revolution-in-nicaragua.html (accessed November 2010).

Essay --

In 1999, INJAZ was established as a non-profit organization that seeks to inspire and prepare youth to become productive members of their society and accelerate the development of the national economy, helping them realize their full potential. Since its inception, INJAZ has benefited over 850,000 youth throughout its various programs, bridging the path from academia to the job market. Our Programs INJAZ brings 46 programs to public schools, universities, community colleges, and various social institutions. Programs are both curricular and extra-curricular and focus on such themes as financial literacy, work skills, leadership, entrepreneurship, career development, and inspiration. INJAZ’ programs aim to develop students' sense of personal ambition and passion for achievement through a diverse spectrum of courses, inspirational activities, volunteer projects, internships, competitions, and opportunities to gain real work experience and training before leaving the education system. Our Students INJAZ reaches out to Jordanian youth across the kingdom, a...

How successful is Stevenson in appealing to his Target Audience in the first 6 chapters of Treasure Island? Essay

Stevenson originally wrote the book for his stepson Samuel Lloyd Osbourne on a holiday in Braemar in 1881. This means the book was intended to be read by teenage boys, although there are many characters so age does not matter too much. However he made the map of Treasure Island before he even began to write the book. In part 1 there is only one female character though (Jims’ mum) which means the target audience of the book is males. Whilst writing the book Stevenson realised he could market it and eventually the book was published in the ‘Young folks’ magazine, this supports the theory that the book was intended for teens. The subject of the book is pirates and treasure which will interest and appeal to teenage boys. Stevenson uses a Pseudonym to subliminally suggest that he himself was a seafaring man – Captain George North and was familiar with the Sea this would appeal to children as they may believe the book is more authentic. Another way of appealing to children is by making the narrator of the book ‘Jim’ a teenager himself which works well. Victorian parents would also approve of this book because it implemented good morals such as obey your parents- as Jim doesn’t disregard others because of their appearances, don’t give into corruption an example of this is when he is offered money by the captain to get him a drink but refuses, instead he does it for his fathers’ sake. Be kind, polite, mature, hard working, always help others regardless of their ways as the narrator and main character Jim does – another example of this is shown when he is frightened of Pew, the blind beggar – however remains polite to him. Another way in which he appeals to his audience is by using techniques such as Imagination – he is very subtle in doing this, like in chapter one when Jim makes reference to his dreams he says ‘How that personage haunted my dreams, I need scarcely tell you’. This makes the reader think they can relate to Jim on a level were an adult cannot as they are going through the same thing and because Jim does not specify his age this will appeal to a wider age range. Part one shows no fear of death as many characters die such as Pew, Jim’s father and the captain. I do not find this works well as it tells the reader to expect a lot of deaths in the rest of the book which will remove some elements of surprise. Other techniques he use include language, for instance he spells the Captains’ words phonetically so it makes it easier to imagine his accent like in chapter one page two were the captain says ‘mought’ instead of might. This is appealing to children as their imaginations have to focus less on correct grammar and more on character. Stevenson also avoids actually swearing in the book as it is for children although he does refer to characters cursing and making oaths this works very well as parents would not want their children picking up explicit swear words like when Jim refers to the stories the captain told instead of giving an example he says ‘and the language he used shocked us plain country folk. Mystery is the final very successful technique he uses at the end of each chapter like the end of chapter two you are left with many questions like – Who is Black Dog? And how does he know the Captain? This makes you want to read on to find out. These questions are still to be answered after part 1 finishes and more also such as will Jim and Dr Livesy make it to Treasure Island and what will they come across when they get there. It seems every chapter at least one question is answered but more are posed, for instance by the end of part 1 the contents of the Captain’s chest are revealed however the map inside is of an unknown Island. In conclusion part 1 of Treasure Island does very well in appealing to it’s key demographic as there is so much suspense and excitement contained within in just the first few chapters to set the scene for the rest of the book. Although I would have held out with more deaths of characters because they could have played a vital role and deaths later on in the book would be more effective, I still find it very thrilling which I think will certainly appeal to teenagers.