The Great Puerto Rican Migration - Free Essay Example

Sample details Pages: 5 Words: 1506 Downloads: 1 Date added: 2019/10/31 Category History Essay Level High school Tags: The Great Migration Essay Did you like this example? US history have taken place for many different reasons pertaining to the laws and reasons of the great migrations. Although the immigration of Puerto Ricans isnt nearly as significant as many others, it has made enough of an impact to make it on to the history books. As mentioned by Bill Breisky in Looking for the Promise Land, Compared to historys great population shifts, the Puerto Rican migration to the mainland is not significant. Don’t waste time! Our writers will create an original "The Great Puerto Rican Migration" essay for you Create order But in America, in this age of immigration quotas, it is a notable phenomenon. The chronicle of the migration is a story of how a partially cooled melting pot is making room for what may be its last great influx from a foreign land. As the time has passed since the first great migration in in the late 1800s, a population of over 5 million Puerto Ricans has formed over all 50 states according to the BEPR. Puerto Rican Immigration to New York in the 1800s was due to an extended period of injustice towards the residents on the island from the Crown in Spain and then later in the 1900s there was mass immigration again to New York due to the economy. Puerto Rico became a colony of Spain in 1508, it remained this way until 1898. In the years that it was a colony of Spain there was no middle class, only a royal class and the majority were poor. The lifestyle of the people was that of a very poor nation, as the crown got richer. This led to revolts and as soon as the United States ceded the Island from Spain in 1898 there was some people that immediately decided to leave. Many of those that wanted to couldnt because they could no afford it. So once Puerto Ricans finally had the right to move to the United States very few of them decided to leave. Although people in the United States attempted to describe Puerto Rico as a glamorous tourist destination, there was a time in the early 1900s that the island suffered a severe economic depression. Poverty was widespread, and very few could afford the expensive trip to the mainland. According to the article in the Library of Congress Immigration in 1910, there were fewer than 2,000 Puerto R icans in the continental U.S., mostly in small enclaves in New York City, and twenty years later, in 1930, there were only 40,000 more. Puerto Rican migration exploded once World War 2 ended. In 1945, only 13,000 Puerto Ricans lived in New York City; but after 1946 there were more than 50,000. That was the breaking point, over the next 10 years more than 25,000 Puerto Ricans started to migrate over each year, topping out in 1953, when more than 69,000 came in just that year. By 1955, there were almost 700,000 Puerto Ricans in the United States and by the mid-1960s, more than a million Puerto Ricans had moved over. From the 40s to the 60s Puerto Ricans viewed the United States as the land of opportunity. The mentality was that they would come to this land where there was a Gold Rush and they would make plenty of money. For some this was certainly the case and they found great success in places such as New York working industrial jobs or in California in the Steel Mill industry. Many found themselves on their way back home to the Island when they realized that they had moved to a culture they didnt understand, to a style of life they did not know to fit into and to an economy that although was rebuilding and booming didnt quite fit the description that they were told when the Industrial Recruiters went to the island to tell the people of these great jobs that were available. As mentioned in Of Immigrants and Migrants, Puerto Rican migrants brought greater social costs because they were entitled to access the American welfare state. In all technicality the movement of Puerto Ricans from the Islan d to the mainland is considered internal migration because Puerto Ricans are born Citizens. They have every major right that someone born in the 50 states has other than voting for congress, unless they move to a state and then they are qualified to vote for congress. This was such a false concept though, to consider Puerto Ricans migrating from the island to the mainland internal migration was far from accurate. They had to make an enormous transition from the Spanish culture to that of a growing developing nation with all sorts of diversity. The first large group of Puerto Rican to move over to the United States found themselves forming communities in cities throughout the country. Some of these cities were Chicago, Philadelphia. However, even though there were Puerto Ricans moving to other parts of the country, since the 1930s, the capital of Puerto Rican culture in the United States was New York City. Although it was far from the Caribbean the ability for Puerto Ricans to use Airplanes to migrate made the move attainable. Puerto Ricans found themselves moving in masses to a specific area of Manhattan, in a neighborhood that eventually was called Spanish Harlem. Most of these men and woman moving over to New York were farm workers in Puerto Rico, yet they had to adapt and so they found themselves getting jobs such as staffing the hospitals, the factories, the hotels, and they soon became a major part of the citys political and cultural life. The migration to the 50 states practically halted in the late 60s and was very slow all throughout the 70s, as a recession led to fewer jobs in large U.S. cities. This caused many of the first generation that moved to the States to start making their return to Puerto Rico. The ones that decided to stay started to run into very common issues for immigrants such as poverty, unemployment, and racial discrimination. As mentioned in the article Immigration, the darker-skinned Puerto Ricans were omitted from jobs and ran into the same issues that most other colored people a that time were running into with housing and education. Another major issue that Puerto Ricans ran into was the language barrier, which at times made it very difficult to find good paying jobs or the ability to go to government agencies and get adequate treatment. Eventually the second generation of U.S mainland born Puerto Ricans came around and new political movements were born as well. This generation of Puerto Ricans started to make the proper moves towards getting granted greater civil rights, such as education and less discrimination in the job market. The most major campaign that this generation brought on was the desire to change the status of Puerto Rico. Finally, the day came in a 1951 referendum, the Puerto Rican population voted and with overwhelming results the island became a U.S. commonwealth as they would rather that over remaining a colony. This was not enough for many Puerto Ricans and groups formed that called for full independence. This led to militant nationalists going as far as firing weapons on the U.S. House of Representatives as they attempted to assassinate President Harry Truman. There were also groups that form to create awareness for the people that remained on the island, which continued to struggle economically. All these tremendous efforts by the first and second generation of Immigrants from Puerto Rico carved the way for the rest of those that decided to keep moving into the 90s and 2000s. There are plenty of institutions such as churches, community centers, schools and businesses built by Puerto Ricans all throughout the country. The Puerto Rican parade is the largest parade for any cultural or ethnical group. Times were tough for many that came looking for opportunity in the United States in the early 1900s, as would be expected for any immigrant or internal migrant. Its never an easy task to leave the comfort of your native city or state so much less would it be an easy task to leave the comfort of your native country and culture and must fully immerse yourself into an entirely new one. Now the new generation all the way into the Milleniums get to enjoy a very normal American life and the immigration efforts of all their Grandparents and Great Grandparents have created a significant po pulation of Puerto Ricans in the USA that has become significant enough to sway elections and become a significant group to keep on your political side in states like Florida and New York according to the article Puerto Ricans in the United States, by the Oxford Research Encyclopedias. This has been a long time coming, many efforts initially came from those that were just trying to find a better life, then came the groups that simply wanted a change of scenery with a mix of those that really needed to find a better life and eventually left us with the generations that are living a very normal life from the day they are born without even having any recognition of why or how they ended up where they are.

Reconstruction Of Automobile Destruction Undertaken By...

Overview The study, Reconstruction of Automobile Destruction undertaken by Loftus Palmer in 1974 consisted of two experiments, these experiments were completed in order to test their hypothesis that ‘the way in which a question about an eyewitness testimony was asked can change the recollection of events perceived by the witness’. The study served to aid the argument that memory can be altered and distorted when they subject is presented with new information that is given prior to the event. In order to test their hypothesis, Loftus Palmer conducted two laboratory experiments; both experiments took the design of an independent measures. The first experiment consisted of a group of 45 students who were shown footage of car accidents, following each film questionnaires were answered. The critical question from this questionnaire was in regards to the speed at which the car was travelling. In this question the verb used to describe the actions changed, meaning this was the indepen dent variable. The results of this question varied depending on the verb used. With the highest mean speed being for the word ‘smashed’ and the lowest for the verb ‘contacted’. The dependent variable in this experiment was the estimated mean speed. The second experiment differed in that it had a sample size of 150 students, they were divided into groups of 50. Again the groups were shown footage of car accidents however in this experiment one group of 50 were asked how fast the cars were

George Sugarman A Sculpture Essay Example For Students

George Sugarman: A Sculpture Essay A Polychrome Profusion; sculptor George Sugarman, Fine Arts Building, New York, New York BYLINE: RUBINSTEIN, RAPHAEL Best known today for his public art, George Sugarman began his career with formally eccentric painted-wood sculptures. In a revelatory New York exhibition, early pieces were shown alongside the 86-year-old artistquot;s more recent aluminum work. In the course of 1998, there were a number of important sculpture exhibitions in New York galleries and museums, including the Museum of Modern Artquot;s Tony Smith retrospective, Diaquot;s presentation of Richard Serraquot;s Torqued Ellipses, and a group of David Smithquot;s late painted-steel works at Gagosian Gallery. For me, however, the most impressive and thought-provoking sculpture show of the year was a concise survey of George Sugarmanquot;s work presented by Hunter College at the galleries in its Fine Arts Building on Manhattanquot;s West 41st Street. Bringing together 16 sculptures made between 1958 and 1995, the exhibition allowed viewers to trace Sugarmanquot;s career from his carved-wood works of the late 1950s to his polychrome, laminated-wood pieces of the 1960s to the painted-aluminum work that has occupied him since the early 1970s. While the show did not cover Sugarmanquot;s extensive activity in the public-art realmover the last 30 years he has created large-scale public sculptures throughout the U. S. as well as in Europe and Asiait was an effective presentation of his indoor work. Sugarman has drawn a useful distinction between what he calls the indoor eye, a museum- and gallery-oriented esthetic vision which perceives the work of art in isolation from its surroundings, and the outdoor eye, which allows us to view public art as part of a wider environment. Thanks to the presence of major, rarely seen works such as Two in One 1966 and Ten 1968, the show was a welcome reminder of Sugarmanquot;s unique and indispensable contribution to postwar sculpture. One of the earliest works on view was Six Forms in Pine 1959, a carved-wood sculpture which brought Sugarman his first major recognition when it won a prize at the 1961 Carnegie International. Among the last of his unpainted works, itquot;s a nearly 12-foot-long, smoothly flowing concatenation of horizontal abstract forms that rests on two pedestals set several feet apart. Rippling patterns of chisel marks are visible across every surface as are the strata of the laminated wood. The forms, which range from gently swelling, landscape-like shapes to more sharply defined volumes that evoke architecture or hand tools, are clearly differentiated within the continuous overall structure. While the carving technique and biomorphism relate Six Forms in Pine to established sculptural styles of the 1950s, the sculpture also possesses properties which presage Sugarmanquot;s innovative work of the next decade. The double pedestal format, in which the sculpture seems to be leaping off its bases, anticipates his subsequent elimination of the pedestal, and the emphatic horizontality of the sculpture is a move toward the extended structures of the artistquot;s 1960s work. Sugarmanquot;s next phase was represented by three works: Blue and Red 1961, Second Red and Blue 1962 and Three Forms on a Pole 1962. As the titles of the first two sculptures suggest, color is an important component of these works; the sculptures also show Sugarmanquot;s rapid elimination of obviously hand-carved surfaces. Measuring 3 1/2 feet high and 5 feet long, Blue and Red is an open, carved-wood piece combining geometric uprights with more organic cantilevered forms, all of which are painted in primary colors. Second Blue and Red, a modestly sized pedestal work, relies on similar colors but it takes a very different compositional approach. Balanced atop a chunky red form that suggests a bending torso is a horizontal blue element made from flat, irregularly shaped pieces of wood that have been pressed together to create a kind of sideways sculptural sandwich. With few, if any, precedents in the history of sculpture, this playfully inventive blue element in and of itself, as well as in relation to the red form announces Sugarmanquot;s gift for finding new kinds of sculptural syntax. When the Hunter exhibition picks up the tale again, itquot;s 1966, the year Sugarman made one of the most striking works of his career, Two in One. At first glance, this sculpture, which was given a gallery unto itself, looks like it should really be called Nineteen in One, since it consists not of two but of 19 different painted-wood forms laid out in a narrow, 24-foot-long V formation. At the apex of the V is a dark-purple, floor-hugging geometric shape that looks like a freestanding sculpture toppled by some careless passerby. The two rows of forms branching out from this flattened keystone are as abundant and various as the contents of a childquot;s box of toys. The palette can shift, in the space of four elements, from yellow green to cobalt violet to black to cerulean blue, but just when it appears that Sugarmanquot;s system is to give every part a different color, you notice a sequence of three adjacent shapes painted bright yellow. The shapes and sizes of the elements are, if anything, even more varied than their colors. Sugarman juxtaposes solid and squat forms with others that are cantilevered or attenuated; he creates internal volumes by both organic and geometric enclosures; singlemass forms give way to latticelike structures; a knee-high form is succeeded by a towering 11-foot presence. Some of the individual parts are themselves multifarious, such as a low-lying, raw-sienna piece near the junction of the two rows which combines a highly abstracted kneeling figure, a cantilevered beam and an upright plane it looks like a snowplow blade that seems to be pushing the rest of the sculpture before it. This veritable encyclopedia of sculptural possibilities appears concerned with defying all formal continuity, but as you move around Two in One, which is laid out to offer a virtually inexhaustible number of viewpoints, the relationships between the various components begin to seem not so purely random. An angular, constructivist form and a biomorphic shape turn out to share similar internal volumes; the sides of a low, sawtooth form rhyme visually with an hourglass shape that rises next to it; lateral slots recur in several components; the asymmetrical nature of the two branches is balanced by the consistent bilateral symmetry of each individual piece. At the same time that he invites the viewer to enjoy this inventive, almost carnivalesque parade of shapes, Sugarman also offers multiple occasions for us to partake of his unusual artistic logic, to uncover how one form covertly translates into the next. Age Of Romanticism EssayTruncated, footlike extensions along the bottom of these looping elements help stabilize the piece as well as establish a formal connection to the floor on which the sculpture sits. In addition to its understated technical brilliance, Ten also exudes powerful symbolism. Holliday T. Day, the curator of Sugarmanquot;s traveling retrospective of 1981-82, has drawn attention to the workquot;s female and male polarities: the three narrow forms at one end suggest a phallic lingam form, while the oval at the other end is emphatically egglike. Brad Davis, an artist who worked as Sugarmanquot;s assistant during the making of Ten, has described the work as being somewhere between an Egyptian sarcophagus and a tantric cosmic egg. 8 The work also presents a paradoxical situation of a shelterlike structure which is impossible to enter. Itquot;s a tribute to the undogmatic nature of Sugarmanquot;s imagination that Ten should forgo so many of the qualities that characteriz ed his work of the previous decade bright colors, incongruous elements. And itquot;s equally noteworthy that after completing Ten he didnquot;t go on turning out variations on the theme. After a quick stop in 1970 for Green and White Spiral, a tour-de-force demonstration of how to arrive at formal complexity by multiplying and repositioning a single element, the Hunter show skipped ahead to 1987. In the intervening years, Sugarman embraced the medium of painted aluminum, both for large-scale outdoor works and smaller sculptures. It would have been interesting to see some of the maquettes Sugarman fashions, using a pliable paper and leather compound, for the aluminum works. In the 1970s, as well as creating public sculptures around the country, Sugarman expanded his practice to include wall reliefs and acrylic paintings. Responding to the properties of his new materials, while still retaining his enthusiasm for color and irregular shapes, he opted for different kinds of forms, building sculptures out of fiat, foliage-like elements. After the austerities of the Minimalist 1960s, his work found a more congenial art-world environment in the mid-quot;70s. In his recent survey Art of the Postmodern Era, Irving Sandler discusses Sugarmanquot;s 1970s work in the chapter on Pattern and Decoration Painting, noting how the profuse forms and exuberant color of his early 1970s work stunned the younger P D artists. 9 Sandler also makes the intriguing suggestion that Sugarmanquot;s painted-metal works may have influenced the metal reliefs Frank Stella began making in the mid-1970s, when the erstwhile Minimalist embraced wildly colored, curvilinear forms. The seven sculptures from the late quot;80s and quot;90s that rounded out the Hunter College exhibition demonstrated that Sugarman, who turns 87 this year, has continued to evolve artistically. The Hanging Men 1987, is a freestanding, black-and-white structure that evokes mechanical objects such as gears, rudders and airplane parts. The sculpture seems to reject the sensual spirituality of Ten and is equally devoid of the gracefully proliferating, vegetal forms that mark many of Sugarmanquot;s public works. The hanging men of the titlethree black, bladelike forms impaled on a white spar that projects from the sculpturequot;s sideare less the sculpturequot;s subjects than they are its victims. Yellow Fringes 1990 shows Sugarmanquot;s continuing involvement with eccentric, disparate forms. The core of this sculpture, which is installed high on the wall and suggests a spiky, half-open fan, is a bundle of three black-and-white girdersone sporting sawtooth edges, another punctuated by bent flapswhich jut out several feet at about a 40 degree angle. Wedged between these girders and the wall are five flat aluminum forms, alternately black and white, that resemble oversized Christmas stockings. Bristling from the outside of the girders are three bright-yellow aluminum forms the fringes cut into rhythmic, fencelike patterns. With a formal unpredictability as great as his one thing after another floor sculptures of the mid 1960s, Sugarman here invites viewers to exercise their vision by focusing attention in an unusual place where the wall meets the ceiling and, there, to engage in retinal battle with a thrusting sculpture that keeps its complexities partly hidden. Yellow and White 1995 is a roughly 5 1/2-foot-high aluminum work composed of two elements: a gracefully twisted white shape at once suggestive of a curving funnel on a ship, a megaphone and the pistil of a flower, and, at its base, a boxy yellow form with irregular folds and scalloped edges. Sugarman works against our expectations by placing the more brightly hued, petal-like form on the floor rather than at the top of the stemlike white form. He also creates a work which, with its tapering edges, torqued planes and opened and closed volumes, offers the mobile viewer an equally mobile set of formal relations. In his introduction to the catalogue that accompanied the Hunter show, Museum of Modern Art curator Robert Storr suggests that there is a resonance between Sugarmanquot;s work and that of younger sculptors such as Polly Apfelbaum, Charles Long and Peter Soriano. I agree with Storr in seeing an affinity between their work and Sugarmanquot;s particularly his painted-wood sculptures of 1963-67, and would only add to his list three more American sculptors: Jeanne Silverthorne, Jessica Stockholder and Daniel Wiener. One quality of Sugarmanquot;s work that links it to the sculpture of artists 40 or more years his junior is that in the early 1960s he rejected the notion of troth to materials, happily obscuring the natural properties of the wood he used with repeated coats of acrylic paint. Another is his Baroque-influenced fondness for extended forms that undertake unruly excursions from their bases. 10 Given these affinities with younger artists, itquot;s surprising that Sugarmanquot;s achievement isnquot;t more widely recognized and that it was left to Hunter College, rather than a major American museum, to offer this survey. No doubt, Sugarmanquot;s long focus on public art rather than on gallery and museum work has been a factor. Also at play, I fear, is the profound indifference shown by large swaths of the art world to the kind of formal inventiveness and complex visual thinking on which Sugarmanquot;s art is based. I can only hope that the art students who made up a significant portion of the audience for this exhibition found some of their late-century assumptions about art-making challenged by the high order of visual invention on hand.

Student Athlete free essay sample

â€Å"Student† Athlete! Participation in college athletics is a fun and enriching experience for many students. In fact, thousands of student athletes participate in athletic games each year, and thousands receive scholarships to do so. However, the life of an athlete in college is not as great as it seems. Most coaches emphasize on the â€Å"student† part of student athlete; however, they make it very complicated to actually commit to being a student. With a the massive amounts of time put into your sport, its often impossible to perform adequately as a student. I believe that student-athletes should be given extra time to do their homework. If professors were to give student athletes an extra time on all their assignments, it would make it a lot easier for student athletes to graduate from college. It would also allow the student athlete to perform better at their sport because they wouldn’t be so stressed out with all the work that comes with being a college student. We will write a custom essay sample on Student Athlete or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The whole reason for college is to get a better education. Student athletes must learn to manage their time so they can succeed in college, so they can get a good job, and live a successful life. Academic success is critical for student-athletes. According to a study done by the NCAA, student-athletes graduate at significantly lower rates than average university students. (//) Very few student-athletes go onto professional sports careers. Students who drop out of college lose valuable skills for their adult lives, and more than likely makes less money than college graduates. Not every college athlete has considered a life outside of sports, as statistics show that graduation rates among certain athletes are shockingly low. Think Progress reported that out of the 65 teams that played in March Madness 2005, 43 of them would not have qualified if there was a 50% graduation rate requirement. Meaning, a large number of the players participating in March Madness will not actually graduate. . All student athletes have to abide by the rules set up by the NCAA. This organization http://www. usnews. com/opinion/articles/2010/03/15/ncaa-should-bar-low-graduation-rate-schools-from-march-madness http://www.ncaa.org/about/resources/research/graduation-rates

The Hunger Games

The Hunger Games Introduction The hunger games was a book written by Suzanne Collins and has been acknowledged and criticized. The play is based on the period when North America government was reduced to Panem country. The disintegration resulted to twelve districts which were controlled by Capitol.Advertising We will write a custom essay sample on The Hunger Games specifically for you for only $16.05 $11/page Learn More The hunger games were held in Capitol annually. Two tributes from both genders were drawn from the twelve districts and engaged in a fight to death. The essay will focus in answering questions that arise in an attempt to review the book. Themes of poverty, social inequality and love are well featured in the book. Further, the essay will relate some of occurrences to the situation in United States. Discussion Theme of inequality runs throughout the book. Capitol controls twelve districts and influences their lives. Katniss lives in a place nicknamed Seam beca use it harbors poor coal miners. The twelve districts must comply by selecting two tributes to participate in the game. Once a tribute is chosen he or she must go to Capitol. Career tributes come from the rich families and are favored. Career tributes are trained intensively since they come from rich families. Career tributes compete with other tributes from poor families who are not trained. The uncompromised fight to death shows inequality between the authority and subjects. Capitol manipulates wasps and wolves mutants as a way of frustrating tributes from poor families. The change of rules during game shows how Capitol can influence the outcome (Collins 79). Panem is a meritocratic system where success is based on ability and performance. The career tributes yearn for the hunger games since they will be rewarded for their skills. The intense training depicts the importance of reward to the tributes. Katniss and Peeta tell Haymitch to be dedicated in his work so as to ensure they get rewards and sponsorship at the end of the game. Further, tributes are dedicated in killing each other so as to emerge as winners. After Peeta and Katniss are declared winners they are overjoyed because of the rewards. Further, when Peeta and Katniss return home, their people are happy and they pose for cameras (Collins 154). Media influences the social structure of Panem to a great extent. As a result, the citizens are more cohesive and learn to appreciate each other. Before the games begin all tributes are interviewed by a television host. The society gets to know how prepared their tributes are for the hunger games.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Peeta gets to inform the rest of the society including Katniss of his true feelings for her. After Peeta and Katniss return home victorious media aspect is involved (Collins 165). The two victors pose for cameras as they unite with their people. Tributes get to know each other better via media. Further, the society is in touch with the preparedness of their tributes via media. Media influence in social aspect is similar to the situation in United States. Media plays a crucial role in promoting social cohesion among the citizens of the United States. For example, during the political campaigns the rivals get to know each other’s strategies via media. The supporters gauge the success chances of their political representative via media. The cohesion in the society is promoted as people are united by media. People from different sides are featured equally thus enhancing social equality. The social relation between politicians and their supporters is enhanced by media. Political parties accept defeat and success of the rival due to trust and reliability that is associated with media in United States. According to Allan Johnson, social structure is prone to many forces. Many factors are consi dered in establishment of social structure. Social structure varies with the change in attitude, norms and beliefs. Path of least resistance is interpreted as the common expectations by a specific social structure. Path of least resistance is associated with acceptance while the opposite leads to rejection and punishment. In Panem, path of least resistance is well laid by the Capitol. All districts present two tributes from both sexes during the hunger games as spelt by the government. Katniss volunteers in place of her sister to ensure that her family do not defy with the set orders. Haymitch trains Katniss skillfully so as to ensure that she will be successful by doing what is required. For example, the tactic of running from her rivals increases her chances of being victorious (Collins 179). Katniss teams up with Rue since she knows that they are more likely to win by forming a bond. There is one instance when Katniss and Peeta fail to follow the path of low resistance. When the second announcement during the game demands that they should kill each other, they opt to commit suicide. Peeta and Katniss attempt to eat the poisonous berries and defy the orders of Capitol. Despite their disobedience, they are both proclaimed winners. However, Haymitch advices Katniss to tell the authority that she was in love with Peeta and could not be able to kill him so as to show that she was not being disobedient (Collins 180).Advertising We will write a custom essay sample on The Hunger Games specifically for you for only $16.05 $11/page Learn More The hunger Games is a book that highlights significant issues in sociology arena. Social structure is one of the aspects featured in the book. Gender equity is well pronounced when the districts are supposed to produce tributes from both genders (Collins 212). Further, all districts take part in the games which shows social cohesion. Power distance model involving the relationship between the authority and subjects is well featured. The social activities involved in the livelihood of the people of Panem promote cultural knowledge and acceptance. The book highlights instances of inequity and relates them with negative effects. Equity is associated with positive impacts to the society. The book discourages inequity and advocates for social cohesion. The hunger games take place in a place that is not well known by the tributes. The hardships and the different situations are meant to make tributes adjust and survive all conditions. The hunger games involve participation of all districts which promotes cohesion (Collins 260). The rich compete with the poor at a place where they are exposed to similar conditions. However, Collins successfully highlights some of the benefits accorded to the rich tributes. The nature of meritocracy ensures that the tributes of high merit are accorded great rewards. The book bridges the gap between the rich and the poor by negating the benefits accorded to rich and boosting the ability of the poor tributes. Miner’s story on Nacirema attempts to bridge the gaps existing between different cultures. There are cultures that are considered being superior to others. The attempt of Miner is to reduce the intensity of culture disregard and promote acceptance. Miner features Nacirema people who thought that their bodies were vulnerable to diseases and sought for magic to heal them. Miner talks of the shrine in which every Nacirema was supposed to pray and drink substances given by medicine men. Miner compares the culture of Nacirema with that of Americans. He refers to the shrine as being a bathroom according to Americans. Their belief in magic is associated with cosmetics and makeup used by Americans. The magical drinks are interpreted as medicine given by doctors in America. The hunger games features Panem society that can be compared with American society. The games could be interpreted as political campaigns where the victorious po litician is accorded reward. The participation of all districts in the games can be interpreted as equality exercised when supporters vote (Collins 289).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consequently, inequality can be associated with the discrimination accorded to people of lower status in America. The book is well suited for youths since entertainment and theme of love is well featured. The protagonist is outstanding especially with her ace of hunting. Romance is the only excuse for not following the path with least resistance. Conclusion The Hunger Games is a very entertaining book that has been successful in highlighting aspects of social structure. The book contributes significantly to sociology literature as it identifies issues associated with negative as well as positive impacts in the society. Easy manipulation by Capitol shows influence and power distance involved in governance of Panem society. Meritocracy system is adopted by the government of Panem. Meritocracy ensures rewards are given to people who deserve them thus ensuring fairness and justice. Further, the issues of a fight to death and the uncompromised participation depict severe control on the c itizens. However the mutant wolves and availability of treatment for Peeta should have been more twisted Collins, Suzanne. The Hunger Games, New York: Scholastic publishers. 2008. Print.

The Development of Terrorism essays

The Development of Terrorism essays The development of terrorism in Herfried Mnklers The New Wars The book The New Wars by Herfried Mnkler deals with the main differences between the, so called, old wars and new wars, and its origins. Compared with the old wars a char-acteristic of the new wars is that because of the proceeding globalization constitutional states do not have an explicit monopoly on the use of military force any more , i.e. that theoretically everybody who has any political, ethnical, or social demand could buy weapons and, thus, be a source of danger. Consequently, the new wars consist of two or more war parties not having the same military, monetary and constitutional conditions. As a result, there are war parties which do not respect the traditional conventions like the distinction between combatants and non-combatants. Furthermore, economic interests are mixed with political goals. Mnkler embeds the term terrorism in the wider context of the new wars. Generally spoken, terror-ism can be defined as a form of violence used in order to push through a political w ill with the help of the indirect effects of violence. Originally, terrorism was a part of the war strategy of partisanship supporting the smouldering so called low intensity wars and later became an independent war strategy itself. Terrorism in the nineteenth century, with respect to the Russian revolutionaries who fought for social interests, and in the twentieth century, with regard to the rebellions against the colonial power in the respective colonies, was characteristic of one decisive quality: the limitation of terrorist violence. Terrorists in the nineteenth and twentieth century mostly fought in the name of a certain social or ethnic minority. On the one hand this created a justi-fication for their terrorist acts and the possibility of obtaining human or material supplies from this minori...

Adjusting to Terrorism Essay Example | Topics and Well Written Essays - 500 words - 1

Adjusting to Terrorism - Essay Example The U.S Department of Defense defines terrorism as the â€Å"unlawful use of force or violence against person or property to intimidate or coerce a government, the civilian population or any segment thereof, in furtherance of political or social objectives† (Levine, 2001). In the context, it is suggestive that the goal of terrorism may vary, including the possible take over of the terrorists in the administration. The September 11 attack dubbed for serious threat in humanity of the harm those terrorists able to do. Bush administration proposed doctrines in the U.S. Foreign Policy. However, the continuous social mishaps brought by terrorists in certain parts of neighboring countries deny the effectiveness of the policy, which also raised serious questions of its reliance (Eitzen and Zinn, 2004). Proposals to Combat Terrorism Through numerous filed case of terrorists’ attacks, in addressing this issue, could already lead the intellects to come up with the possible strategies and proposal for its combat. Islamic extremists is one of the many possible sources of terrorism, it is suggestive to concentrate on this substance, as to neutralize its current threat. In this type of cold war, military strength and missile shield are not the answer. Overwhelming military and economic dominance did not guarantee protection from nineteen men who hijacked four planes with plastic knives, and turned them into guided missiles (Eitezen and Zinn, 2004). Responding to the similar violent attacks would not benefit any of the fighting forces, but most like likely it will just resume to never-ending violence. In a strict strategic of terrorists, the savage response could be their anticipation to win sympathy and converts to their cause (Lewis, 2001). The most effective way to deal with terrorism is to address its root causes. Social scholars like Stanley Eitzenn and Maxine Baca Zinn, through their work Social Problems, Ninth Edition, (2004) suggested that it’s about time for

Media - Is 10 Years Younger an Example of Celebration or Essay

Media - Is 10 Years Younger an Example of Celebration or Objectification of Women - Essay Example Brooks claims that men seek women like they see in magazines because they believe those women are the cultural ideals in today's society. This is problematic because this viewpoint is not realistic. Furthermore, as a result, men often miss out on meaningful relationships with women that are not so perfect physically, but that would make wonderful soul mates under the surface. Brooks calls this problem the centerfold syndrome. The centerfold syndrome, indoctrinated sometimes subtly, depersonalizes women, perpetuates anatomical falsities, and creates idealized and unreal fantasies about sex and sexuality; in short, it makes women objects of conquest, not people to interact with. The elements of this syndrome include (1) voyeurism (omnipresent images of naked and near-naked women), (2) objectification (women become objects to be observed), (3) need for validation through sexual conquest, (4)  Ã‚  (women's bodies as trophies to be "collected"), and (5) fear of intimacy (insensitivity t o emotional needs and issues). Levy (2005, pg. 1) agrees with the aforementioned viewpoints on the objectification of women. ... What we once regarded as a kind of sexual expression we now view as sexuality. Spectacles of naked ladies have moved from seedy side streets to center stage, where everyone-men and women can watch them in broad daylight." Kaschak and Hill believe, like many others, that objectification of women is a form of injustice to women all over the world. They often write about it in the context of feminist theories and the like. Feminist theory states that the objectification of women is immoral and unethical and, therefore, presents a continuous challenge for women, no matter their race or background. Objectification of women can vary according to a number of qualities, such as a woman's sexual orientation, physical appearance, race, income level, social status, religious beliefs, morals, values, ethics, exposure to men, criminal background, disability status, res ponsibility level, and level of self-care (Kaschak and Hill, 1999). The Channel 4 TV programme '10 Years Younger' is an example of the objectification of women via the broadcast media. Its content influences women-both participants and viewers to become more like the magazine centerfolds and ideal women described above. It teaches these women that, in order to have meaningful relationships, they need to be as close to perfect in their physical appearance as possible. This is not realistic and can leave these women feeling vulnerable and suffering from a low self-esteem. According to Dominguez (1989, pg. 1), "Concern with objectification is both new and old.  Ã‚  

How the Media Affects Politics Essay Example for Free

How the Media Affects Politics Essay Walt Disney once said, â€Å"Movies can and do have tremendous influence in shaping young lives in the realm of entertainment towards the ideals and objectives of normal adulthood.† Disney’s argument displays that the media makes a huge impact on the decisions of young people. The media has never had such an influence on people’s perspectives and decisions as it does today. In this day and age, this new media is everywhere: on the internet, television, the radio and anything else that is electronic. In the past, the media was not as advanced; it influenced Americans’ presidential choices less than it does today. The new media makes an impact on whom to vote for. Now that most Americans get their political news through the media, they are subjects to biased information. One form of this new media is the website, College Humor. College Humor has made a grand impact on so many peoples choices, especially choices concerning politics. On College Humor there are many political videos, articles, and visuals that influence many Americans presidential and political party choices. College Humors website is always up to date with the latest news, making it an accurate source for political information. It even has a timeline to display when specific political events take place. In addition, this website is also a show featured on MTV which helps to broaden its audience. College Humor’s audience is mainly college students. College students are usually new voters, therefore they are usually new to politics. In addition, many of these students have yet to decide which political party they would like to support. College Humor’s Youtube page alone has three million subscribers and has over one billion video views. Thus, over three million people’s views on politics are being altered. College Humor displays the Democratic Party as extremely liberal and the Republican Party as extremely conservative. There is no â€Å"in the middle party† or Independent Party. This website’s use of the rhetorical device humor persuades its audience to vote for either Barack Obama or Mitt Romney because it allows you to see the views of the Democratic Party and the Republican Party in their most extreme form. On College Humor, some of the articles, pictures, and videos mock Obama and the policies that he is supporting. One video featured on College Humor is 6-Year Old Gives 10 Reasons NOT to Vote for Obama. In this video, a young child is directed to state ten reasons why Obama is not the right candidate for president. These ten points let the audience know both about Obama’s character and what he would like to accomplish if he wins this election. The video is biased because it is from a Republican’s perspective and only displays the negative aspects of Obama’s policies. The fact that a child was used to display these reasons is a way to appeal to the audience. Most people would pay more attention if a child is speaking rather than an adult. In addition, the child’s diction is sophisticated. Thus, the child is able to establish reasons not to vote for Obama accurately and gain more awareness because of his age. The comments on the video are both negative and positive. The Republicans reacted by stating that the child is â€Å"smart for going against Obama,† that â€Å"he is more sophisticated than most Democrats,† that â€Å"there is nothing wrong with indoctrination,† and that â€Å"this is the best video of the year.† However, the Democrats were offended by this video. They stated that â€Å"using a kid for this is shameful,† that they would â€Å"vote for Obama for all those reasons,† and that â€Å"making your kid say s*** he doesn’t understand is pretty f***** up.† The point that the parents are trying to make by using their son is interpreted differently by members of both parties. It persuades people who have not decided whether or not they are Democratic or Republican because it allows you to get a specific perspective on the Republican party. Many young people who agree with the video might consider becoming a Republican and many who do not agree might consider becoming a Democrat. In addition to videos, articles, and visuals that mock Obama, there are videos, articles, and visuals that mock Romney. College Humor created a video called Mitt Romney Style. Throughout this video, an actor playing Mitt Romney dances and sings about his views and characteristics as a Republican candidate for the 2012 election. This video mocks Romney’s reputation as a rich man who believes that society should be ran by an elite. It displays how Romney lives a sumptuous life. Romney is portrayed as extremely rich in the lines â€Å"I’ve got a private jet that flies  me way up in the air† and â€Å"I bought a mansion for each of my two million heirs, straight up millionaire.† In addition, Romney’s comment that forty-seven percent of Americans believe that they are â€Å"victims† and that they will vote for president Obama â€Å"no matter what† is referenced in the part when Romney laughs at the forty-seven percent sign on the waiter’s back. Both parties reacted differently to this parody. The Democrats thought the video was hysterical. They commented saying that Romney should actually sing this song because then they would â€Å"definitely vote for him.† Other Democrats made comments saying that this is the reason Obama is the better candidate. Many Republicans thought this was a harmless video that was meant for a good laugh and thats all. Other Republicans found the video to be very offensive. One Republican actually commented and said, these cheesy/immature videos and others like it have and will influence how voters (especially young ones), decide who to vote for. Another Republican stated, these dumb and false videos are why I weep for the USAs future. People watching the video are being persuaded to vote against Romney. Romney is made to look incompetent. The audience visualizes Romney as someone who loves women, is really rich, and is absurd. While the video I discussed about the six year old mocks Obama and Mitt Romney Style mocks Romney, there are also videos on College Humor that mock both Romney and Obama. A video featured on College Humor called Epic Rap Battle: Mitt Romney vs. Barack Obama ridicules Obama and Romney and changes the view of many voters. In this video, two actors imitate Obama and Romney. The two actors have a debate while rapping. By the end, the audience is asked to choose who won and the viewers comment with their opinions. The Republicans commented, Romney!!! while the Democrats commented, Obama!!! One comment said Oh s***! This changes everything. This displays that this video alone changes the views of voters. Viewers who do not know who they are voting for are receiving false information. Therefore, they might vote for a candidate they THINK suits them but might actually be the complete opposite. Along with videos and pictures, there are also surveys and quizzes on College Humor that persuade voters. On College Humor, there is a quiz called Political Party Picker. This quiz tells the person taking it which political party he or she belongs to. The  questions only give two answer choices and both choices are extremely conflicting. For example, on of the questions states If Mitt Romney is elected president, you will? The Democratic answer is Cry! Panic! Flee the country and never return! The Republican answer is Party like crazy and celebrate getting your country back. There is no answer that is placed in the middle, which means there is no Independent Party choice. In addition, at the end of the quiz you can only be a Republican or a Democrat. If the person chooses both Democratic and Republican answers, the quiz says that he or she is new to politics and chooses a political party that he or she belongs to. A person who does not know which political party he or she fit into might take this quiz in hopes for an accurate response. However, because there are very few questions with opposing answer choices and no Independent Party, the quiz is not realistic at all. A person who does not know much about politics such as a college student might take this quiz literally and think that he or she is apart of whatever party he or she received. He or she might only vote for that partys candidate. This alters the persons entire view on politics. This displays that media alone can persuade a persons perspective. Any kind of media can persuade a voters perspective. College Humor uses videos, visuals, music, articles, and even quizzes to do so. The variety of types of media College Humor uses makes its argument potent and cogent. College Humors au courant information creates a reliable appearance for the website, which allows many people to believe what it has to say. Many college students, and other young people, are naive and therefore trust websites similar to College Humor. They confide in what the media says because they presume it is genuine. The media is a powerful tool of persuasion because so many people use it as their only source of information. It can change views as well as formulate new views, especially political ones. The media has a massive impact in persuading voters and tremendous influence in shaping young lives. Bibliography: http://www.collegehumor.com/ http://www.collegehumor.com/timeline/politics/2012/september http://www.youtube.com/watch?v=wOnHrAGKwJ4 http://www.collegehumor.com/picker/6818843/political-party-picker

sleep rem :: essays research papers

States of Consciousness Consciousness   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In 1960 a man named W. Dement conducted a series of studies relating to sleep. His main goal was to understand and learn about the effects of dream deprivation. His tactics would soon be very useful in the quest of answering some very complex questions.   Ã‚  Ã‚  Ã‚  Ã‚  He started out with the idea of observing infants while they were asleep, without realizing that he couldn’t get no verbal feed back from a new born. He then decided to choose 20 random adults to be his ginnea pigs. He would then end up putting these 20 individuals through a series of test and trials. Dement did this by a series of awakenings through the course of sleep. He would monitor his subjects in another room by hooking up electronic devices to the patients muscles located around their eyes. The purpose of the electronic devices was to be able to wake up the subjects in two different periods. One being eye movement and the other no eye movement. He would then wake them up and ask if they could remember their dream.   Ã‚  Ã‚  Ã‚  Ã‚  According to Dement 74% of the 27 awakenings during the periods of sleep accompanied by eye movement, could remember detailed visual dreams. The other 26% reported â€Å"the feeling of having dreamed,† but they could no recall the content in detail. During periods of no eye movement, there were 23 awakenings of which 82% did not remember dreaming and 4 of them said that they might have been dreaming but were not for sure. While his study progressed each subject would have to be awakened more frequently because of the bodies way of REM-rebound. Your body needs sleep and when it is denied sleep it tries to make up for lost sleep.   Ã‚  Ã‚  Ã‚  Ã‚  Today we know that there are four different stages of sleep. One being the lightest and four being the deepest. At the time, Dement had no idea that he was messing with one’s circadian rhythm. The circadian rhythm is like the body’s clock in which it sends messages to your brain to let you know what your body needs. For instance if your body needs sleep you will then start to feel tired.   Ã‚  Ã‚  Ã‚  Ã‚  The results could be used to improve interrogation tactics by utilizing dream, or sleep, deprivation. Dement did this by depriving his subjects of sleep. The body’s continued effort to make of for lost REM sleep, can force someone to say, or do, something that they normally would not have done.

Education System in Bhutan

?  ¬Ã‚ ¬ Acknowledgement Getting this research done was a team effort. Our sincere appreciation goes to Mr. Sangay Tenzin, examination controller of Bhutan council for School Examination and Assessment, for his kind support to get standardized test scores of tenth and twelfth standard; Mr. Sonam Gyeltshen working under Bhutan council for School Examination and Assessment staffed under IT Department for his tireless work in getting the scores and providing us with the same; Dr. Shivaraj Bhattarai dean of Royal Thimphu College, for his kind approval to let us go for the collection of data and also for his help in editing our approval letter; Mr.Deb Kumar Acharyya, program leader for BBA for his kind help in calling off the classes on the days of data collection; Mr. Rob Marjerison, module tutor of Research mMethodology at Royal Thimphu College for guiding us in writing research report. Content Acknowledgment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. II Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1-2 Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Design of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Analysis of Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5-9 Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Lists of tables and charts: Analysis of data Class ten scores in year wise sequence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5-6 Class twelve scores in year wise sequence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7-8 Chart†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 ? Abstract The core reason for us to do this research is to find out whether there is an improvement in the education quality in Bhutan in last five years or not. We have done this by taking into consideration the standardized test scores of twelfth and tenth standard.Also to show the trends of marks obtained by the students in examination and make the facts available as base for further analysis. The method we adopted is analytical research method where we will be using secondary data available from the records of BCSEA. We selected randomly 50 samples each from both classes tenth and twelveth standards and found the mean to plot a graph to illustrate the facts, which will make it easier to understand the trends. The primary result that our research provides is that education quality in Bhutan has been remaining constant in last five years (2007-2011), with little bit of variation from year to year. hich more or less gives conclusion of being constant. The result of our findings plays a vital role, as this topic is mostly highly controversial and is discussed topic frequently. at all the point. We see every time that people, higher executives, politicians, college, and schools administrators and parents talking about the education quality whether it is improving or deteriorating? Therefore, this finding will help to answer one of the most debated topics in Bhutan. ? Introduction The research problem is; â€Å"Is the quality of education in Bhutan improving or deteriorating in over the last five years? tThis is the one of the most controversial topics in Bhutan and for many years has been a concern where people keep on debating, sometimes write in blogs, organize debate and write articles. Modern education was started in early 1960’s and it has been noted as foundation for success of the nation. Education has played an important role in the development of the economy and today also education is receiving an important development priority from Royal government of Bhutan along with country’s development philosophy of GNH.The main reason for us to choose this research probl em is to clear the doubt of the people in Bhutan regarding this topic, â€Å"Is the quality of education in Bhutan improving or deteriorating in the last five years? † Moreover quality of education has become a serious issue for the Bhutanese society. and at all the time. The hypothesis for our research goes, â€Å"The quality of education in Bhutan is deteriorating in last five years†.Education quality in Bhutan has been noted deteriorated in many aspects like, In olden days students were sent to school at later ages like eight or ten, where they are matured enough to learn and analyze the teachings. In present days children at the age of four or five are sent to school where they seem to be innocent and will not be able to grasp what is delivered. In past days most of the parents were illiterate and when they sent their children to school they feel that their child is doing something new and were treated with pride and dignity.Whereas in today’s scenario, most of the parents are educated and when their child make mistake they refer it as blunder and incapable. It is said that, â€Å"The product quality directly correlates with the process quality† (Wangchuk 2009). To say that how good or bad the students are depends entirely upon how well they received the education. â€Å"The ‘quality input’ in a school setting encompasses adequately trained and motivated teachers, good infrastructure, good library, conducive teaching-learning environment, reasonable working hours, adequate stationary, normal motivated students and good recreational facilities.Take away any of these attributes and the quality of education is bound to go down the drains† (Wangchuk 2009). The other factor which leads to deterioration of education is the allocation or right teacher for right subject. The various limitations associated in our research are like, our sample size is too small to represent the whole nation and post our findings as com pared to that of optimum sample size, time allocated for us to collect data was only two days and we face lots of challenges for cash management and time management. Definition of terms used: GNH -Gross National Happiness.BCSEA –Bhutan council for School Examination and assessment. ECO – Economics ENG – English DZO – Dzongkha GEO – Geography SCI – Science COMP – Computer HIST – History COM – Commerce ACC – Accounts B. Math – Business Math PHY – Physics CHE – Chemistry BIO – Biology Literature Review For getting this research done we have referred to many articles like, â€Å"is the quality of education in Bhutan deteriorating? † by Pema Lhendrup in 2011 found that education quality in Bhutan is deteriorating with the fact that wrong teachers are ask to teach wrong subjects, for example a Geography specialist is asked to teach English in many schools [2].An article, â€Å"Be happ y with a Maruti†, by Kuenga T Dorji, 2010 found that in 2006 when a foreign call centre seeking to branch into Thimphu held interviews of class XII pass-outs and concluded that the quality of written and spoken English was inadequate. They were not able to write an application correctly. He also pointed out that in schools only theory has been given more importance and students possess no skills of application of those skills [1]. What quality of education are we looking at? Article by Wangchuk, 2009 states that teachers are not happy with the pay scales and politicians have increased the package of salary.Here he says that â€Å"monetary reward is not the ‘all cure antidote’ for the perceived decline of education quality† [4]. Also the article posted by Dorjay Rhigden Peljor in 2011, â€Å"Quality of education in Bhutan† states that education is deteriorating due to the fact that in present days most of the students are sent to schools in young age where they can’t grab what is taught to them and also most of the parents these days are educated and whenever their children make mistakes they blame their children and de-motivate [3]. According to Research Paper of 2008 titled â€Å"Quality of education in Bhutan†.Says that to measure the quality of education, there need to be use of frequent feedbacks from students side [5]. ? Design of the study The research design that we have adopted is analytical research method where we will be using secondary data available from the records of BCSEA. The source of our data is from BCSEA, where we are solely depending on secondary data, and the standardized test scores of class ten and twelve. The sampling procedure is random sampling from thousands of score of different students from various schools in Bhutan.We went to BCSEA and asked for the standardized scores to make our analysis. Whereby we selected fifty samples of students each from both tenth and twelfth standards. To make our analysis we calculated mean marks of each year and compared for both class ten and twelve scores. Also we calculated combined mean of both class ten and twelve scores taking all fives into consideration. ? Analysis of data In order to analysis our data we have divide both class ten and twelve scores and found the mean marks of each as shown below: Class ten scores in year wise sequence;SL NoGenderYearMARKS MARKS IN % EngDzoEcoMathsHistory Civics & GeoSciCOMP 1F200748484240383842. 33 2F200750604642464247. 67 3F200760608883747673. 50 4F200742443825424238. 83 5F200750464440444244. 33 6M200742604642504247. 00 7M200752696486546464. 83 8M200750666060606660. 33 9M200769886964747272. 67 10M200750725254546057. 00 548. 5054. 85 11M200850545044423846. 33 12M200869526969645062. 17 13M200854696462647264. 17 14M200874789269868680. 83 15M200869527254697865. 67 16F200852645248485052. 33 17F200869648880697874. 67 18F200869666446625259. 83 19F200876749494888885. 67 0F200854606228543849. 33 641. 0064. 10 21F200954727254645061. 00 22F200969648072746069. 83 23F200950465052524449. 00 24F200960527458725461. 67 25F200954586669585059. 17 26M200952585252525253. 00 27M200962588076586065. 67 28M200938505250404646. 00 29M200954696260625059. 50 30M200952724240605854. 00 578. 8357. 88 31F201054766950664860. 50 32F201046696244484652. 50 33F201058785050484655. 00 34F201058698060606064. 50 35F2010547244283830 44. 33 36M2010447652445450 53. 33 37M2010467866545828 55. 00 38M2010507474586035 58. 50 39M2010547880646248 64. 33 40M2010426960464828 48. 3 556. 8355. 68 41F2011727276697666 71. 83 42F2011607264445238 55. 00 43F2011586252384638 49. 00 44F2011547252445440 52. 67 45F20116950605452 7459. 83 46M20116644626458 8663. 33 47M2011506950466248 54. 17 48M2011465040445044 45. 67 49M2011696474667669 69. 67 50M2011626972507458 64. 17 585. 3358. 53 ? Class twelve scores in year wise sequence; SL NoGenderYearMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOMP StudiesB. MathsMathsPHYCHEBIO 1 F20076054 485050 30 48. 67 2F20072852 307446 46. 00 3F20076960 585066 44 57. 83 4F20074254 48524230 44. 7 5F20076654 5878838069. 83 6M20077262 666678 68. 80 7M20075848 466069 50 55. 17 8M20074248 46204048 40. 67 9M20077474 8366 30 65. 40 10M20075248 587846 56. 40 553. 4355. 34 11F20085866 627452 62. 40 12F20084858 405242 50 48. 33 13F20086446 785862 61. 60 14F20087666 8064646969. 83 15F20085046 545835 48. 60 16M20085060 354640 46. 20 17M20087242 7458586261. 00 18M20087258 806962 68. 20 19M20086235 586478 59. 40 20M20085446 627858 59. 60 585. 1758. 52 1F20094454 58484842 49. 00 22F2009526060546058 57. 33 23F20095050 50524420 44. 33 24F20095066 447880 28 57. 67 25F20096072 4446546056. 00 26M20094862 62835844 59. 50 27M20094454 484615 41. 40 28M20096260 948372 74. 20 29M20096662 6986907473. 50 30M20096666 66 787286 72. 33 585. 2758. 53 SL NOGENDERYEARMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOM STUDIESB. MATHSMATHSPHYCHEMBIO 31F20104662 508340 56. 20 32F20105064 506274 72 62. 00 33F20107272 9286766677. 33 34F20104860 6946605055. 0 35F20105266 304220 22 38. 67 36M20106050 62645886 63. 33 37M20104254 48722046 47. 00 38M2010487260698628 60. 50 39M20104469 804025 51. 60 40M20106064 60 606960 62. 17 574. 3057. 43 41F20115266 32405255 49. 50 42F20114858 44485240 48. 33 43F20116983 52526464. 00 44F20115048 62 4042 48. 40 45F2011525562305534 48. 00 46M20114840 6460 50 52. 40 47M20114062 50586454. 80 48M20115272743276 61. 20 49M20115858 696950 62 61. 00 50M20114642 50696664 45. 50 533. 1353. 31To get the clear picture of the above tables, a graph has been drawn to make analysis simple to understand at a glance, as shown below. YearClass 10 result (x)Class 12 result (y) 200754. 8555. 34 200864. 1058. 52 200957. 8858. 53 201055. 6857. 43 201158. 5353. 31 TOTAL291. 05283. 13 MEAN58. 2156. 63 Mean of x = 58. 21 Mean of y = 56. 63 From above tables and chart what we can conclude is that the trend of scores of tenth standard is 2007 = 54. 85%, 2008 = 64. 10%, 2009 = 57 . 88%, 2010 = 55. 68%, 2011 = 58. 53%, and for twelfth standard its is 2007 = 55. 34%, 2008 = 58. 52%, 2009 = 58. 53%, 2010 = 57. 3%, 2011 = 53. 31%. There is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years. Result was better in the year 2008 as compared to other years and in all the five years; scores are above 50% on overall average. ? Summary The research question on which we were doing research is, â€Å"Is the quality of education in Bhutan improving or deteriorating in the last five years? † In Bhutan this research problem is mostly a frequently discussed topic and plays a vital role in the development of nation along with the core concept of GNH.The research method that we have used is analytical research and all the analysis made is based on the facts available from the BCSEA office. We have taken the standardized test scores of twelfth and tenth standard and picked a sample size of 100, where 50 samples are from tenth standards and 50 samples from twelfth standards. With the data available what we have found is that there is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years.Result was better in the year 2008 as compared to other years and in all the five years; scores are above 50% on overall average. ? Conclusion This research paper basically focused on looking at the education quality in Bhutan. According to our hypothesis, education quality was supposed to be deteriorating, but with the help of the facts available it is proved that education quality in Bhutan has been more or less remaining constant for last five years. With available facts we have drawn our conclusion of education quality being remaining constant.We only took into considerations the marks obtained by the students and we didn’t take into considerations that what factors are actually leading the education quality to remain constant for last five years, this will be left for further studies. ? Bibliography Dorji, Kunga. (2010, 6 Jan. ). Be happy with Maruti. Retrieved form www. drukpa. bt/bhutan/3/test// Lhendrup, Pema. (2011, 13 Nov. ). Is the quality education in Bhutan deteriorating?. Retrieved from Lhendrup. blogspot. com/2011/11/is-quality-of-education-in-bhutan. tml Peljor, Dorjay. (2011, 23 Jan. ). Quality of education in Bhutan. Retrieved from dorjayrhigdenpeljor. blogspot. com/2011/01/quality-of-education-in-bhutan. html Wangchuk, Dorji. (2009, 25 Oct. ). What quality of education are we looking at?. Bhutan observer. Retrieved from www. bhutanobserver. bt/what-quality-of-education-are-we-looking-at/ Sherab, Kezang. (2009 June. ). Quality of education in Bhutan. Centre of educational research and development. Retrieved from www. pce. edu. bt/cerd/quality%20of%20Education%20II. pdf

Character Development of Female Protagonists Essay

In both stories they featured a female protagonist undergoing major character developments and mentality change from first sentence to last. They experienced complex, life-altering events and made crucial decisions resolving said events. I believe, although both stories showed the characters undertaking change, they didn’t portray the outcome as positive change. The conflict of Lamb to the Slaughter is when Mary’s husband revealed he wanted a divorce. â€Å"Her first instinct was to reject it all, not believe anything.†(Dahl, 153) She had a drastic mentality change: she murdered him and created an alibi of coming home finding her husband dead. This was due to her feeling betrayed by her husband leaving her when she was pregnant. The conflict of The Necklace is when Mathilde gets invited to a high-class party however she had no dress to wear. â€Å"No†¦there’s nothing more humiliating than looking poor in the middle of a lot of rich women.† (Maupassant )This drove her to borrow a valuable necklace but ends up losing it and having to pay for a replacement. Mathilde and her husband fell into debt and became more penniless than before simply because she desired her fantasy of opulence. It’s evident in both stories, the development in the main protagonist. Mary started as a loving, faithful housewife and became a deceitful, strong killer. Mathilde started as a well-off but unsatisfied woman and became impoverished but content. It’s shown at the end that the women aren’t in greater situations than before the conflicts occurred. Works Cited Bibliography: (Dahl, R. Lamb to the Slaughter, New York: Harper’s Magazine, 1953) (Maupassant, G. The Necklace, Paris: Le Gaulois, 1887)

Ethanol on the heart rate Essays

Ethanol on the heart rate Essays Ethanol on the heart rate Essay Ethanol on the heart rate Essay Effectss of different concentrations of ethyl alcohol on the bosom rate of the H2O flea In this experiment I will be looking at the effects of different concentrations of ethyl alcohol on the bosom rate of the H2O flea, Daphnia because utilizing worlds in a survey to prove the effects of Ethanol on bosom rate would non be ethical. Daphnia, like many animate beings, are prone to alcohol poisoning, and do first-class topics for analyzing the effects of the sedative on the nervous system due to the semitransparent exoskeleton, and the visibly altered bosom rate.Ethanol is a little molecule, RMM of 43, so it crosses cell membranes by simple diffusion. The exoskeleton of Daphnia is non rainproof, so there are no rainproof waxy beds to traverse. The gills are peculiarly thin-walled and optimised for diffusion. They live in assorted aquatic environments runing from acidic swamps to freshwater lakes, pools, watercourses and rivers. They are tolerant of being observed unrecorded under a microscope and look to endure no injury when returned to open H2O. The experiment consists in fixing 5 different environments to set the H2O flea in, and detect how the bosom rate responds to each alteration ; the alteration will be the addition of ethanol concentration % . This will be the independent variable. The dependent variable is the bosom rate of the Daphnia. Hypothesis: Ethanol will diminish the bosom rate of the Daphnia. Null Hypothesis: Ethyl alcohol will hold no consequence on the bosom rate of the Daphnia. I will alter the concentration of my Ethanol solution by dilution and will therefore secret plan a graph. In add-on, a correlativity and ANOVA trial will be calculated to find the relationship ( If any ) between the concentration of Ethanol and the bosom rate of the Daphnia. I have taken into consideration factors that will impact my overall decision Factors: Size of Daphnia The size of the Daphnia will impact its soaking up of Ethanol and besides the metamorphosis of the drug in the liver. Different rates of metamorphosis will ensue in different bosom rates. As a consequence I must guarantee that I choose Daphnia which are the same size when carry oning repetitions. I will utilize a extremely sensitive graduated table to corroborate that both water fleas are of equal organic structure mass. Time kept in ethanol solution The Daphnia must be kept in the Petri dish full of ethanol solution for a specific sum of clip. If they are kept in the solution for excessively long they will go drunk which will ensue in unnatural bosom beats that are difficult to mensurate although they must be kept in the solution long plenty for sufficient soaking up of Ethanol. Each Daphnia will remain in the ethanol solution for precisely 3 proceedingss so that an equal volume of ethyl alcohol is absorbed. Activity of Daphnia Some Daphnia tend to be more active than others and these will hold a higher bosom rate compared to 1s that are idle. After leting the Daphnia to swim in a specific solution of ethyl alcohol I will put them on a pit slide so that I can detect the bosom rate with a microscope. As I will be utilizing a pipette to reassign the Daphnia from the Petri dish to the pit slide extra fluid will be found on the slide which must be removed with tissue so that all Daphnia remain idle/immobile and non active I.e. swimming on the slide. This will besides let me to mensurate the bosom rate with easiness which reduces the likeliness of human mistake. Time left under the microscope If the Daphnia are left under the microscope for excessively long they will go stressed due to the heat of the microscope visible radiation and this will increase the bosom rate of the Daphnia due to the secernment of epinephrine therefore I must guarantee that the microscope is switched off when non in usage. The pit slides must be allowed to chill down earlier utilizing them once more as they tend to heat up. Impurities on pit slide Traces of drosss including ethyl alcohol from a old experiment may be left on the pit slide which may somewhat impact the bosom rate of the Daphnia therefore the slide must be cleaned and dried exhaustively before each repetition. Alternatively, a new slide may be used for each repetition. The stuffs needed to execute this experiment are the undermentioned: Normal size syringe 2 Small panpipes ( must hold units of measuring ) Open top pipette Ethanol of 1 % concentration Assorted Daphnia to execute experiment on Microscope 6 Petri dishes Cavity slide Marker Kleenex tissue for absorbing extra liquid Scale Stopwatch Method: 1. The first thing that has to be done is the readying of the different solutions where the Daphnia will be placed. To make this you will necessitate the little syringe, and 5 Petri dishes. It is really advisable to hold labels. The first Petri dish will incorporate 0 % Ethanol, in other words merely H2O. With a little syringe, take 10 milliliter of distilled H2O ( the usage of distilled H2O is of import as you will be taking any stuffs that may hold an consequence on the Daphnia bosom rate ) and topographic point it in the Petri dish. The syringe you merely used will merely be used with H2O and non for the Ethanol. Put a 0 % label on the Petri dish in order to maintain path of the different concentrations you will be doing. The following Petri dish will incorporate 0.2 % ethanol concentration, and you will do concentrations traveling up to 0.8 % , so: 0.2 % : With the other little syringe ( this 1 will merely be used for ethyl alcohol ) , add 2 milliliter of the 1 % Ethanol, to 8 milliliter of distilled H2O 0.4 % : Add 4 milliliter of the 1 % ethyl alcohol, to 6 milliliter of distilled H2O 0.6 % : Add 6 milliliter of the 1 % ethyl alcohol, to 4 milliliter of distilled H2O 0.8 % : Add 8 milliliter of the 1 % ethyl alcohol, to 2 milliliter of distilled H2O retrieve to label each concentration consequently 2. Put your microscope up, put it on medium magnification. Do non turn it on yet because the visible radiation of the microscope can heat up the environment where you will be detecting the Daphnia. It is of import to seek to maintain the temperature of the experiment every bit stable as possible. Heat may modify the Daphnia bosom rate, and the consequence of heat on the bosom rate is non the intent of this experiment. 3. Now it is clip to pick out one Daphnia from the glass or container where you put all of them in. It is of import to utilize merely one throughout this whole experiment because different animate beings may show fluctuations in their response to different environments. With the unfastened top pipette, seek to pick out a Daphnia which is non excessively little, as it will be harder to detect the bosom rate if it is little. Once you have managed to take one out, topographic point it in the staying empty Petri dish. Take the normal size syringe and really carefully suck the Daphnia in with as least H2O possible. The aim is to hold the Daphnia right at the tip of the syringe. Squirt the Daphnia out into the pit slide. It is really of import to set the Daphnia in with the least H2O possible, in order to forestall it from traveling excessively much. It is recommended to seek to force out it out with merely one bead of H2O, as this will maintain it alive, but immobile. Use tissue to ta ke extra fluid. Put the slide under the microscope. Turn the microscope on. 4. Make certain you can see the Daphnia clearly under the microscope, one time you are happy with the image, look for the bosom: 7 is the bosom. If you can see the bosom, and can maintain path of its whipping, put the Daphnia, with the normal sized, syringe into the 0 % labelled Petri dish. Wash the microscope slide with H2O and dry it. Turn the microscope off. 5. Keep the Daphnia in the Petri dish for 3 proceedingss, this lets it adapt do the conditions and besides increases the chance of it lasting the whole experiment. With the normal size syringe take it out of the Petri dish and set it onto the microscope slide, do certain that it is practically immobile ( by doing certain that you squirted the least sum of H2O possible ) and put it under the microscope. Turn the microscope on. 6. Get the paper and marker ready. Look into the microscope and do certain you can number the bosom round. Get person to number 15 seconds with the halt ticker. During 15 seconds, tap the paper with the marker each clip the bosom beats, after this, number the figure of points on the paper. Multiply this figure by four ; this gives you the bosom rate per minute. Record the consequence. Make this procedure 3 times in order to acquire 3 bosom rates. Add the 3 bosom rates and so split the consequence by 3 ; this will give you the norm of the Daphnia bosom rate under those conditions. Keep the Daphnia under the microscope for a upper limit of 2 proceedingss, because the heat of the visible radiation in the microscope could hold effects on the experiment. Turn the microscope off after the count to forestall farther warming caused by the visible radiation. 7. Remove the slide from the microscope, and with the normal size syringe put the Daphnia into the 0.2 % labelled Petri dish ( rinse the slide with H2O and dry it ) . Leave the Daphnia in the Petri dish for 3 proceedingss one time once more. After 3 proceedingss, use the normal sized syringe to set it onto the microscope slide. Repeat measure 6 and record consequences. 8. Count the bosom rate of the Daphnia when placed in all the concentrations. Work your manner up from 0 % to 0.2 % to 0.4 % , 0.6 % , 0.8 % . Make certain you rinse and dry the slide with the distilled H2O after each clip. You must get down from the lowest concentration up to the highest concentration because the Daphnia has to bit by bit accommodate to the alterations, you will be cut downing the chance of it deceasing. Another ground for this is that if you start at the highest concentration, the impact on the Daphnia will be excessively dramatic and you will non see any tendencies one time you try a lower concentration, it will hold an consequence of poisoning . Remember to reiterate each count 3 times to obtain an norm of the bosom rate. Keep the Daphnia under the microscope during the same sum of clip for each concentration, this will guarantee that if there was any type of consequence from the visible radiation under the microscope, all trials will be just because they were under the exact same conditions. It is possible for the Daphnia to decease during these trials ; this is why you must hold acquired a just sum of Daphnia, in order to hold back-ups. 9. Repeat this experiment one time or twice with different Daphnia, in this manner you will be able to analyze any tendencies present in the experiment more accurately. I will utilize the undermentioned tabular arraies to enter the consequences of this experiment: Averages will be calculated for both experiments and the consequences will be organised in a separate tabular array. My decision will be based on these norms because they are more representative. Alterations made to method: The Daphnia used in the first experiment died after being placed on the pit slide from the 0.6 % ethanol solution likely due to the deficiency of fluid on the slide so I had to re-start the experiment utilizing another Daphnia. No 1 was available to number 15 seconds with a stop watch so I had to utilize my Mobile phone which beeped after 15 seconds motivating me stop numbering the figure of bosom beats. Consequences

5 Tips for a Healthy Study-Life Balance at College

5 Tips for a Healthy Study-Life Balance at College 5 Tips for a Healthy Study-Life Balance at College Depending who you ask, college is either a) all about learning and developing skills for adult life; or b) where young people go to behave badly, away from the withering gazes of childhood authority figures. In truth, it’s usually a bit of both. Nobody goes to college if they don’t have at least a passing interest in learning. But being a student is also about becoming independent and trying new things. The key is striking a healthy study-life balance. But how do you make sure you’re making the most of student life without falling behind in your studies? 1. Set Realistic Goals Most of us struggle to achieve a good study-life balance because we take on too much. Going to class and getting assignments done on time is time-consuming enough, so once you add your social life, college societies and a part-time job, your schedule can start looking pretty full. And then you end up feeling like this guy. [Photo: Adrian Sampson] It’s therefore important to set realistic goals at college, taking account of your other commitments and leaving enough time to relax now and then. 2. Get Organized! A regular working routine can help you study efficiently, leaving more time for other activities. Make sure to set aside time in advance if you know you have an assignment due and try your hardest to avoid procrastination. 3. Know When to Prioritize If you find yourself with too much to do, be prepared to let small things slide, which means understanding which tasks are most important and prioritizing them. And in case youre wondering, that doesn’t mean â€Å"not revising for the test because I wanted to go out with my friends on a Wednesday night.† If anything, the opposite is advisable. 4. Eat Healthy and Exercise If you want to throw yourself fully into college life, you’ll need to keep your energy levels up. The best way to do this is by eating healthily and getting regular exercise. 5. Sleep Well (and Get Up Early) As with diet and exercise, getting into good sleeping habits can boost your energy and make it easier to achieve a healthy life-study balance. As such, you should avoid coffee in the evenings and make sure your bedroom is a comfortable sleeping environment. Finally, and we know this won’t be popular, but if you want to make the most of your day you should get up early. Its not that you have to leap out of bed at the crack of dawn; just try to make sure youre fully awake by the time your first class starts!

Philosophy of Education Essay Example | Topics and Well Written Essays - 2000 words

Philosophy of Education - Essay Example It should also teach to students general knowledge and skills that they will be able to broaden later in their higher education as well as apply in everyday life. School should also develop problem-solving and decision-making skills, and educate physical, emotional and social needs. The Purpose of Education Herbert Spencer once said: â€Å"Education has for its object the formation of the character† and â€Å"The great aim of education is not knowledge, but action†. These two quotes reflect my beliefs about education. The purpose of education is to prepare young generations to be able to fully function in the society, to teach them morals and skills to be able to make right decisions that will benefit them and society overall. Another purpose of education is to teach young generations to act upon those decisions and contribute to personal growth and society overall. I believe that education starts with family, in particular parents. They are responsible for raising a ch ild into a rightful citizen. They are the ones who help the child make first steps, say first words, and make first decisions. They provide the direction that determines the lives of their children. The saying goes â€Å"It takes a village to raise a child†. That is where the school community comes in. They help children grow academically, socially, and morally. The education should help reveal the potential of the child. As Jean Piaget believed, intellectual ability is not something that is taught to children, it is something that children develop naturally as they grow. So schools have to provide the framework for that growth. I think schools should provide basic education that is consistent across the country, but at the same time take an individual approach to adjust or add to the curriculum to meet the needs of children of various racial, ethnical, socioeconomic, cultural, and religious backgrounds. For example, children should be able to learn history and geography of t he world to be well-rounded individuals, but at the same time they should have an opportunity to study their cultural and ethnical heritage in more detail. This would help them appreciate their roots as well as respect people of other cultures and backgrounds. I think that currently the system of education is lacking the ability to provide a solid education for children and young people of various backgrounds. Unfortunately, the quality of education youngsters receive is still determined by the amount of money parents have. Even though President George Bush has made an attempt to give the equal opportunities to children of less privileged backgrounds through his landmark legislation â€Å"No Child Left Behind†, still this legislation has failed to achieve its goals in full. President Obama has recently raised the issue of quality of education and the very questions whether the education should be the same for everyone. He advocated for better schools and better education, esp ecially considering the fact that American schools lose to schools in most developed countries in the world. Educational Philosophers: The Power of Logic I believe in logic. I think people who think logically

Sea Ice Trends Term Paper Example | Topics and Well Written Essays - 1000 words

Sea Ice Trends - Term Paper Example With the Arctic ice melting at an unprecedented pace in the Northern Hemisphere, the ocean waters absorb most of the sun’s energy and this explains why the global average sea levels are increasing. It is an interesting fact the while the sea ice extent in the Northern Hemisphere has been below average in the recent years, sea ice extent has been above average for Antarctica in the Southern Hemisphere (Daniel). In the same report is it mentioned that the Arctic sea ice extent in the Northern Hemisphere as of June 20, 2012 melt at a faster rate than it did during the same time back in 2007. The differing sea ice trends in the Northern and Southern Hemisphere present a troubling situation as majority of the Earth’s population lives in the Northern Hemisphere where the area covered by ice is already smaller as compared to latter. Arctic sea ice covers about 14-16 million square kilometers in contrast to 17-20 million square kilometers in the Southern Ocean (Daniel) and whil e the ice is rapidly melting in the Northern Hemisphere, it is gaining momentum in the other Hemisphere. ... According to a research study done by the US climate scientists, the ocean temperatures heating up due to global warming threaten to leave a billion people high and dry despite the fact that ice caps are gradually melting† (Vastag). The onset of gloom geographical changes is directly related to the Earth’s rising temperature which can definitely be blamed on myriad human activities like agricultural and industrial revolution, trees removal, land-use change, and an increase in the poisonous gases in the atmosphere. Due to all these human activities, greenhouse warming results leading to â€Å"melting of the arctic icepack, snowfields, and glaciers, which causes a decrease in Earth’s albedo, therefore throwing off the balance of our climate† (Turk and Bensel 12). With the advancement in the satellite technology since 1979 the data obtained to date reveals that over the past 30-33 years in the period from 1979 to 2012, the Arctic sea ice extent has been declin ing at a consistent rate. Though it remains true that a lot of ice growth was seen during the fall of 2011-12 across the Northern Hemisphere, the reality is that the increase reported in that ice extent was contributed by the new ice which both grows and melts faster than the old ice which stays longer and remains largely unaffected by the warming Earth temperatures (Daniel). In another report about the evolution of sea ice trends in August 2012 is this identified that the latest snow and ice data recorded on August 26 reveals the Arctic sea ice extent to fall below 4 million square kilometers. In the same report is it also mentioned that as a consequence of rapid loss of the reflective ice cover which plays a huge role in absorbing solar

Identity Essay Example | Topics and Well Written Essays - 1000 words

Identity - Essay Example In this variegated world the human beings simply could not avoid the unavoidable and intimate process of socialization that gives way to what is called the individual and collective identity. Thereby, the individual identity is not merely the product of one’s specific self concept, but is rather a concept that is shaped and formed by an array of forces that tend to be economic, legal, social and many a times historical in their ramifications, which scratch and etch the human consciousness and continue to shape, control and define the entity that is called identity. Identity is a notion that happens to be multi-faceted, open and perpetually evolving in its content and scope. As far as I could peek into my childhood days, I could distinctly notice the fact that during the nascent stages of the human life, the development of the individual identity is governed a lot by what an individual thinks about oneself. When I was an infant, my parents where the only outside force that to a large extent shaped my identity (Gielen & Roopnarine 213). The very helplessness and dependence of my child hood state saved me from an early exposure to the multifarious social forces that I had to deal with at a more mature stage. My home and family was the cocoon that not only allowed me to shape my identity in a relatively benign and loving environment, but also protected me from more potent and political outside influences. I was totally oblivious of the fact that in the times to come, forces like ethnicity and color will pervade my inner world and shape my identity in varied ways and forms. Hence, the only god that governed the shaping of my identity was I and my parents. Thereby, I am happy to say that I had quite a happy childhood and this allowed me to develop a positive self concept of myself that shaped an identity that was open, gregarious, happy and confident. The positive reinforcements from my family further ossified this sense of invulnerability and mirth. However, this identity related complacence was not to last forever. As I grew up and my sense of self evolved, I realized that my parents and my family were not only a source love and affection, but also happened to be social individuals who belonged to a specific class, race, ethnicity and culture. It is not that my parents predominantly tried to introduce me to these sometimes hard to acknowledge, but valid facts, but I gradually picked up these facts about my family and hence about myself through eavesdropping into their unsuspecting daily interactions. These socio-economic attributes assigned to my family gradually began to become a part of my identity. Hence, I got a very basic idea of the society and my place in it through this primary socialization with my family (Gielen & Roopnarine 63). Thereby, I could certainly say that my family circumstances largely selected my mother tongue, religion, social class and nationality. It will be true to say that I had a very basic idea about my ide ntity as I entered the mature world. Yet, I was curious to not only test the validity of these identity attributes I inherited, but to practically see as to where I stood in the outside world. In that context I could distinctly identify my young adulthood period

Minimum wage essay Essay Example for Free

Minimum wage essay Essay Some people may support minimum wage legislation because they believe it will help struggling workers to make ends meet. What do you think about that? Minimum wage, as a kind of price floor, refers to the least amount of money that employers can legally pay labors for per hour of work. Therefore, government sets a price that is under the market equilibrium price in order to reduce the poverty and ensure that young employees and minority will not be treated unequally. However, those aimed goals are not accomplished as expected and minimum wage only makes economy inefficient and worsens some people’s lives. After the minimum wage is imposed above the equilibrium wage rate, this results in the supply of labour being greater than the demand for labour. Therefore, while only E2 amount of labour is demanded in the market, E3 amount of labour is provided and causes excess labour. In theory, the minimum wage results in excess supply of labour because the higher costs of labour motivate companies to cutoff employees and then cause unemployment, ceteris paribus. Meanwhile, the minimum wage reduces the demand from E1 to E2 so this reduces both consumer and producer surplus, and creates a deadweight loss to the society. Furthermore, it is highly possible that because of the increased production costs, the quantity of supply is increased and the average price level is increased overall, so consumers tend to pay higher prices. Therefore, when price floor is imposed, deadweight loss and excess supply of labour are created, and unemployment rates and overall price level will be increased. Subsequently, although there are considerable large amounts of people are benefited from the minimum wage, those poor people without enough professional skills or in the state of unemployment are likely to suffer worser living conditions. While those people in employment are benefited from the minimum wage, they are also affected by minimum wage negatively, like less opportunities to increase income. Since the minimum wage increases production costs of company, except cutting off labour, companies would also decide to reduce times to promote employees. Therefore, in the long run, those employees will be demotivated and then decrease their passion and working efficiency. Besides, even if those employees still get lots of opportunities, their  living standards will not be enhanced so much because the overall price is also increasing. Therefore, although people enjoying minimum wage have higher wages, they need to pay more when consuming goods in daily life. In conclusion, although minimum wage ensures the salary of some people in the short run, minimum wage creates welfare loss and excess labour in the market, so in the relatively long run, unemployment rate and overall price level will be increased due to increased production costs (which are consist of labour, land, technology and capital). Therefore, for people in the state of unemployment, they will suffer by the higher price and they will be poorer. While for those people benefited by the minimum wage, they tend to obtain less promotion chances, receive higher average prices in the market and in the long run even may lose enthusiasm for working hard.