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

Microfinance - Essay Example Thus, it is essential to consider every region separately in order to come to the right conclusion. In the given paper we will analyze the effect of microfinance in India, Hyderabad. Microfinance is widely used in India and even had some positive results at the very beginning: â€Å"India’s microfinance sector was once touted as a saviour of the poor and a good bet for investors. The high point for the industry came when SKS—then India’s biggest microfinance company with a $1.2 billion loan book, a third of it in the southern state of Andhra Pradesh—went public in July 2010. The $350m offering was more than 13 times oversubscribed.† (â€Å"Road to redemption†) However, according to the same source, the situation started worsening at once. It is essential to analyze the reasons of worsening and make recommendations. According to the available statistics, the credit offered by Spandana and other Microfinance institutions working in the region of Hyderabad, was used by 37% of households. The percent is not very high if to take into account the purposes of taking loan (Chowdhury, 2007). Institutions do not state that credits were taken for business starting purposes. However, 30% of people who took loans said that they used this money mainly for this purpose, while 22% used these funds to buy facilities for the business they already have; 30% of borrowers spent loan to buy new facilities for their households (Greater Hyderabad Municipal Corporation). Here we can see some positive dynamics. The availability of Microfinance institutions loans changed annual percent of newly created businesses from 5.3 to 7. Competition did not bring any difficulties to the existing businesses (Greater Hyderabad Municipal Corporation) The expenses are different and depend on the purpose of credit. Data shows that those who took a credit

Jose Garcia Villa Essay Example for Free

Jose Garcia Villa Essay â€Å"When you are old and beautiful, And things most difficult are done, There will be few who can recall Your face as it is ravaged now By youth and its oppressive choice.† -At Majority Punched. The many memorabilia and personal trinkets of one of the most famous writers in Philippine literature surprisingly epitomized the exact contradictory, or some will say the exact sentiment, of the lines of the beautiful poem above. The personal touch of the displays in the 2nd floor gallery brought an intimate ambience to the whole exhibit, and it brought to light another aspect of a renowned writer apart from his professional excellence. Jose Garcia Villa is one of the most eminent Filipino writers of all times, and the Rizal Library and the Department of Interdisciplinary Studies collaborated to bring to the Ateneo de Manila University a collection of Villa’s books and papers from his own personal library. Hung on the walls were frames relating Villa’s biography. From his childhood through his foreign stints to his success, the story was completely divulged to the visitors. There was also a timeline of the writer’s personal and professional milestones. Personal letters from EE Cummings, Nick Joaquin, and some of his other idols and friends in the literature field were also there. Villa supposedly decided to be a writer after he had read Cumming’s works, and Villa’s personal favorite from Cumming’s work was exhibited. Sherwood Anderson was also one of his influences. It was also fascinating to read his very first poem about love. Dated on 1925, his handwriting and writing style was simplistic yet elegant since then. There was also a poem for Marky Mark or Mark Wahlberg, discussing his very attractive physique. Copies of hardbound editions of his poem collections, trial publication designs, and several original old print of his works were displayed. There were also special editions of his works such as 55 Poems with his own signature and a handsome-boxed edition which is now a collector’s item. It was also said that his first love was drawing, and frames of his own old personal drawings were hung. There were also pictures of him from his youth to his old age. There was one picture of him with Manuel Arguilla, a friend he hangs out with when in Manila, which especially haunted me. His typewriter was also showcased in the exhibit. I was also impressed to find out that Villa is only the second Filipino to be published by Penguin; the first was national hero, Rizal. He was really larger than life. I was particularly taken by one of the poem displayed, At Majority. For me, it immortalizes into words how the Filipinos and his readers will now remember Villa- a beautiful sliver of words and poetry, a figure larger than words, deeper than his writings, and even more beautiful and remembered even in his death.

Essay --

Personal Behavior Change For this paper I decided to take a second and evaluate my life and think about what were some of my current lifestyle habits and behaviors and which out of these habits would I like to change. After sitting down and evaluating all of my main habits I categorized them into groups of which ones were helping to lead me to a long healthy lifestyle and which ones were likely to lead me to an unhealthy life and lifestyle. After narrowing these unhealthy habits down to my top three I decided to focus this paper and my attention on my current nutrition and most of all on my negative eating habits. After evaluating my lifestyle and all of my unhealthy habits I felt that my current nutrition level and eating patterns were in need of the most improvement and change. One of the reason’s why I felt my nutrition needed to changes is because nutrition is a huge part of a healthy lifestyle, the way that we eat and what foods we consume can have a huge impact on our everyday lives. Nutrition plays a huge role in multiple facets of a person’s life energy, health, skin, weight, confidence, and more making having a good control on your eating habits extremely important. How we eat over the years and what foods we routinely choose to eat can eventually have a lasting effect on use and what we consider to be most appealing and appetizing at any given moment. Having these craving and routine habits makes eating, diet, and nutrition both a behavior and a lifestyle choice that can be changed over time with help from the theories learned in this class. I felt that with the behavior that I was trying to change the Transtheoretical Model (TTM) would be most effective for me. The reason I decided to choose this model was because... ... currently in. By reassesses your progress and where you are currently you allow yourself to keep from relapsing and falling from one stage back down to another. In this particular article they reassessed their participants commitment and current stage every six and twelve months (Geoffrey 2012 p.256) I feel for me moving forward reassessing my current commitment every three months would be most effective. Reason for this is at the 60 days is when you need to start making a move from preparation into the action stage, also after 6 months of being in the action stage you can consider yourself within the maintenance stage. By evaluating every three months I can have a solid idea of when I have left my preparation stage and finally entered action and after two assessments in the action stage I can start to consider myself firmly within the maintenance stage of change.

Special ed is not a Scandal Essay -- essays papers

Special ed is not a Scandal Special Education Is Not A Scandal Article #33 I think the biggest most important law having to due with education and the general public is PL 94-142. It is because of this laws effect on the school system and the impact that it left in the history of special education that I chose to write about it. Implemented in the 1970’s PL 94-142 is responsible for a change in which all handicapped children are entitled to a free appropriate public education (FAPE), a change that gave the disabled a fighting chance towards education in a world that was very discriminating. This law was amended in 1983, 1986 and reauthorized in 1990 ensuring that every child receives an individualized appropriate education in the least restrictive environment at no cost to the parents. Although PL 94-142 is a great law and has protected many Americans since it first went into effect in 1975 times were not always so good. In the early days of education it was not uncommon for the mentally challenged to be sent home from school denied their right to learn. Parents would have to find alternative methods or institutions for their child’s learning and usually pay a hefty price for what should of come for free. However, a steady line of law suites continually bombarded local states. Famous cases like Mills v. Board of Education of the District of Columbia, and Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania set the way for transition in...

Destruction Of The First Nations Culture By Indian Residential Schools

The Indian Residential Schools non merely were the cause of much agony to the First Nations people during the 18 and 19 100s, but they have besides extended this agony to all coevalss that have followed. These schools have played a big function in the loss of traditions, linguistic communication, and beliefs that First Nations people held in such high respect through humiliation, force, and isolation. Anglican and Catholic churches managed the Indian Residential Schools from the 1870 ‘s to the early 1980 ‘s by following the legislative authorization that they were given by the Canadian Government ( Meseyton, 2005 ) . Kipling and Stout ( 2003 ) say that â€Å" by 1930, 75 per cent of First Nations kids between the ages of 7 and 15 old ages were enrolled in one of 80 such schools across the state and in the 1940s, attending was expanded to include Inuit kids every bit good † ( p.29 ) . There were about 150, 000 Frist Nations, Inuit, and Metis kids taken from their places and put in Indian Residential Schools ( CBC New, 2009 ) . In Nova Scotia, there was one Residential School for First Nations people, which resided in Shubenacadie. The Shubenacadie Residential School opened in 1930 and it closed its doors in June of 1967 ( Knockwood, 1992, Paul, 2006 ) . The object of the Indian Residential Schools were used as a portion of colonialism to absorb the First Nations people by destructing their civilization, linguistic communication, individuality, history, and spiritualty ( Longboat, 1987 ; Meseyton, 2005 ) . Taking away the First Nations heritage was seen to alter whom they were and do them intermix in to Canadian Society. Battiste ( 1986 ) explains that the Indian Residential Schools were evaluated based on their â€Å" ability to transform the Indian † ( p. 35 ) . This transmutation came with barbarous force and no respect to the kids ‘s self-pride because they were portrayed as barbarians, pagans, heathens and wild Indians ( Knockwood, 1992 ) . The Shubenacadie Residential School followed the Nova Scotia course of study with a few alterations in the faith class and they were besides taught to be ashamed of who they were ( Paul, 2006 ) . Paul ( 2006 ) besides says that the â€Å" kids were taught about all the advantages of Caucasic life and all the immoralities of First Nations ‘ isolation, linguistic communication and civilization † ( p. 283 ) . First Nations kids traveling into the residential schools were non allowed to talk their ain linguistic communication. Knockwood ( 1992 ) says, â€Å" Talking Mi'Kmaw was non permitted in the school because it held kids back in the schoolroom in reading, articulating and composing English † ( p. 26 ) . Taking the kids from their households and coercing them non to talk their linguistic communication was the first stairss in taking away their individuality. Even though the churches and Government made the First Nations people believe that they had a pick to direct their kids to school, this was non the instance. Harmonizing to Daniel Paul ( 2006 ) , because of how the Indian Act was written, the kids were considered wards of the Crown and did non hold Torahs to protect them so households could make nil. Families filled out signifiers to let their kids to go to these schools, but Paul ( 2006 ) says that it did non affair because these signifiers were merely â€Å" window dressings † and the Indian Agents did non necessitate the parents ‘ permission and could make whatever they wanted with the kids. Maltreatment of the First Nations kids was normally used in the Indian Residential Schools for control and assimilation. The kids were forced to give up their individualities through whippings, menaces, and isolation. Isabelle Knockwood ( 1992 ) conducted an interview with Peter Julian, former pupil at the Shubenacadie Residential School, that said by the clip he left the school he was ashamed to talk his ain linguistic communication for the small spot that he could retrieve. Talking the Mi'Kmaw linguistic communication was non the lone thing that brought on maltreatment. Isabelle Knockwood was besides a former pupil of the Shubenacadie Residential School. She can retrieve watching a nun shingle a small miss while shouting, â€Å" Look at me † because the nun did non recognize that direct oculus contact between a kid and an grownup was considered chesty in the native civilization ( Knockwood, 1992, p. 50 ) . The maltreatment made the kids forget about their civilization though fright. Knockwood ( 1992 ) says we â€Å" were forcibly disconnected from everything our parents and seniors had taught us, and everything new was learned in an ambiance of fright † ( p. 50 ) . At times physical and sexual maltreatment was used together. The kids were being sexual abused by the nuns and priest and if they did non follow with it, they would be all in ( Knockwood, 1992 ) . Physical and sexual maltreatment was non the lone signifiers of penalty used in the Indian Residential Schools. As stated earlier, isolation from households were besides used to absorb the First Nations kids. Children were non allowed to see their households frequently and for some they did non acquire to see their households at all because of the going distance to the school. During the Christmas interruption, the kids were forced to remain at the school alternatively of being place with their households ( Knockwood, 1992 ; Paul, 2006 ) . Even though the kids could non travel place for Christmas, they remember lovingly being able to pass it with their siblings that were at the school besides. Knockwood ( 1992 ) remembers this as the merely good thing about Christmas and says, â€Å" we ‘d acquire our nowadayss from place and acquire to sit with our brothers and sisters † ( p. 38 ) . However, Doug Knockwood remembers one Christmas were his male parent travelled to the sc hool to convey Christmas gifts and the nuns refused to let the kids to hold them and made him take the gifts back place ( Knockwood, 1992 ) . Christmas is one of the major vacations where households are near. This was a manner to unplug the bonds between the kids and the parents and take away the felicity associated with it. The kids ‘s gifts were the lone thing left that made them experience like kids. Harmonizing to Knockwood ( 1992 ) , the kids were merely allowed to play with their gifts until January 6 and so they were packed up and ne'er seen once more. Taking these gifts from the kids would be like taking them from their households once more because these gifts were the lone thing every twelvemonth that connected them to and reminded them of their households. Many of the parents besides had trouble accepting that their kids could non come place for Christmas. These parents would compose letters or hire attorneies to acquire their kids place, but all they would have was ill-mannered letters from the school denying them ( Paul, 2006 ) . Other households stuck together as a community to seek to acquire their kids place. Paul ( 2006 ) explains briefly that the Cambridge Reserve hired a adult male to travel to the school to pick their kids up but the Principal would non allow them travel. These are illustrations of how determined the churches and Canadian Government were in absorbing the First Nations people. The Indian Residential Schools did non supply the instruction that other Nova Scotia schools provided. The pupils were taught really basic instruction and the remainder was manual labor ( Knockwood, 1992 ) . Learning merely the basic instruction was so First States people could acquire by life in society by understanding English, but non have excessively much instruction so they obtain callings such as attorney, instructors and physicians. Making them make manual labor was in some manner ‘killing two birds with one rock ‘ . The Government could absorb them into Western Society and non hold to pay anyone to make the manual work at the school. The kids that attended these schools were non trained to make the work and most clip they were in the place to make manual work that was insecure. Knockwood ( 1992 ) describes that many of the kids got physically hurt because they were excessively little or untrained to run the machinery. There was really small clip to make anything merriment at the school. Knockwood ( 1992 ) remembers being able to play baseball and traveling skating. For the kids that attended these schools, keeping on to the memories of these times is what helped them do it through each twenty-four hours. This was one of the times, other than Christmas, that the kids that had brothers or sisters at the school would acquire to see them even for merely a few proceedingss ( Knockwood, 1992 ) . These tactics were ways that the churches and Government thought would insulate the kids and cut bonds with other household members. This was non the lone manner that the Indian Residential Schools managed to deprive First Nations kids of their individuality. The kids did non hold the chance to turn up and see what a normal household life would look like because they were at school for 10 months a twelvemonth with no parental contact other than letters, which were no usage, because they were written in English so the parents could non read them ( CBC News, 2009 ) . This farther goes to demo how isolation was used to take the bonds within the households so they could suit into Canadian society more expeditiously. There were besides residential twenty-four hours schools and some kids were sent away to schools in other states so they would larn to â€Å" reject their traditional cultural ways in favor of the life of the person in the dominant Canadian society † ( Battiste, 1986, p. 36 ) . No affair where the First Nations kids were sent for instruction, the chief result the Canadian Government desired was assimilation of the ‘Indian ‘ . Daniel Paul attended an Indian Day School on the Indian Brook Reserve where assimilation was still in advancement ( Paul, 2006 ) Paul ( 2006 ) recalls his clip in this school and says he â€Å" can non remember any attempt being made – except for a brief mention to basket weaving and other traditional trades – to learn us about heritage and civilization † ( p. 291 ) . The deficiency of instruction of the First Nations heritage and civilization in the Indian twenty-four hours schools was merely another effort of the Canadia n Government to absorb the First Nations people. Assimilation of the First Nations people did non travel like the Canadian Government planned. There are still First Nations people widely spread all across Canada. Did the Indian Residential Schools affect the First Nations civilization and their individuality? Harmonizing to Kipling and Stout ( 2003 ) , the parents that grew up in Indian Residential Schools create what they call â€Å" intergenerational † Survivors by go throughing the injury they experienced down to their kids ( p. 51 ) . The effects of the schools non merely affected the First Nations people in them at the clip but for coevals to come. Kipling and Stout ( 2003 ) explains this to be â€Å" like a pebble dropped in a pool, traumatic effects tend to ruffle outward signifier victims to touch all those who surround them, including kids and grandchildren † ( p. 51 ) . The subsisters of the Indian Residential Schools ne'er had a opportunity to go near with their households and larn what healthy relationships were. Kipling and Stout ( 2003 ) suggest that the force that the subsisters encountered at the schools was used towards their ain kids subsequently in their lives because they did non cognize how to show fondness. This is what causes a rhythm of maltreatment. Unless this rhythm is stopped, every coevals will endure the same sort of force from their parents. The maltreatment can besides stem from defeat. When kids were old plenty they returned place to their parents where they felt like they did non belong because they did non hold the accomplishments to assist their parents out and ended up going ashamed of who they were ( CBC News, 2009 ) . Not everyone experienced the same things in the Indian Residential Schools. Some First Nations people believe they learned valuable accomplishments such as talking English, how to maintain their places in good form, stitching, cookery and praying, while others thought it was the most atrocious topographic point to be ( Knockwood, 1992 ) . Knockwood ( 1992 ) besides explains that some of the pupils thought the whippings were deserved, while some thought it was a safety from place because their parents abused them, and some pupils were the priests and nuns front-runners so they did non endure the penalties. Even though there were some First States people that seen the schools as a good topographic point to be while they were at that place, this did non halt the agony of the First Nations civilization and individuality. The First Nations civilization and linguistic communication are threatened because â€Å" several coevalss of kids holding grown up in a scene where any manifestation of Aboriginality was disparaged and devalued † ( Kipling & A ; Stout, 2003, p. 34 ) . Kipling and Stout ( 2003 ) besides suggest that many subsisters are seeking to get by with both the maltreatment they suffered at the Indian Residential Schools along with the loss of their civilization. First Nations communities need to lodge together to mend if they want to convey back the civilization and linguistic communication of their ascendants. Without the instruction of traditions and linguistic communication, the First Nations individuality will be wholly gone. Randolph Bowers considers himself a Mi'kmaq adult male that is seeking to detect his ain individuality while seeking to assist others understand themselves better by bring outing their ain individuality ( Bowers, 2008 ) . The Indian Residential School did non affect Arbors straight but he states how it affected his household indirectly by stating: My household was non impacted by the residential school epoch straight. We were influenced indirectly. My grandma Honora Elizabeth Richard-Bowers lived during an epoch when the residential schools were enforced in Nova Scotia. For Metis households I suspect there was a changeless fright of authorities functionaries. Foster places, wards of the province, and residential schools were non far distant worlds for comparatively hapless Acadian households. Hiding their Aboriginal lineage was most likely really necessary during the late 1800s and early 1900s ( Arbors, 2008, p.37 ) . This shows that the Frist Nations people did non hold to be forced into an Indian Residential School to be stripped of their civilization and linguistic communication. Some of the households felt giving up their individuality was better than the alternate. Arbors ( 2008 ) goes on to state, â€Å" My experience is of being a non-status Indian turning up in a household that had about lost our connexions to Aboriginal heritage and civilization. There was ever a nothingness in my bosom, a immense portion of me that was losing † ( p. 29 ) . Arbors shows us that cognizing your heritage is of import in cognizing who you are. The grounds proves that the Indian Residential Schools took something from the First Nations people that was really of import to their individuality. It is of import for anyone to cognize who they are and where they came from, but for the First Nations people it is highly of import because happening their individuality though their traditions and linguistic communication aid mend the agony brought on by the Indian Residential Schools. Healing is an of import measure in recovering the civilization and linguistic communication of the First Nations people. Knockwood ( 1992 ) explains that it is of import that the subsisters of the Indian Residential Schools talk with other subsisters to assist with the healing procedure. Moayeri and Smith ( 2010 ) conducted interviews with two First States female parents that were former pupils at the Indian Residential Schools. These adult females have lost their individuality because of the maltreatment they suffered and the isolation they endured. In these interviews, the adult females explained that they were seeking to recover their individuality back by taking some power over their lives ( Moayeri & A ; Smith, 2010 ) . Many pupils are still seeking to mend themselves in one manner or another and with the support of their First Nations communities, the procedure of mending would profit the subsister every bit good as coevalss to come. In decision, the Indian Residential Schools along with other efforts of assimilation of the First Nations heritage, civilization, linguistic communication, and individuality have affected the First Nations people. Arbors ( 2008 ) says, â€Å" We are Canadians, but if we do non cognize where we come from and who we are, we are nil † ( p. 38 ) . Reconnecting with the First Nations communities and larning about their lost heritage will assist mend the agony for the future coevalss of First Nations kids. Reclaiming their individualities will do the First Nations communities stronger to contend any other signifiers of assimilation that may happen in the hereafter.

Language Learning Essays

Language Learning Essays Language Learning Essay Language Learning Essay Throughout time there have been many different ways of teaching foreign languages. Some of these methods work better than others, depending on the language Itself and the student learning it. There are ten different styles of teaching foreign languages which will be described In detail. After the ten styles are Caesar EAI D , tender will De a snort entry on wanly ones are most popular today. Humanly three different learning strategies will be described. Learning Methods The Grammar Translation Method The Grammar Translation Method utilizes the student memorizing different grammar, vocabulary, and phrases. This method focuses on grammatical rules. This is also considered the Classical Method. The Grammar Translation Method was invented when the western world wanted to learn Latin and Greek. The Grammar Translation Method depends a lot on reading texts. Through reading texts, the student will slowly memorize common phrases and run into uncommon words which they will then memorize. When reading the texts, the students begin a direct translation method. This method focuses very little on ever being able to speak the language, Just how to translate. Today, this method is only used for reading dead engages and is considered impractical by most foreign language teachers. [l] The Direct Method The Direct Method is also known as the Natural Method. This method ignores the language that the learner presently knows and only depends on the language which they will be learning. This method was first established in Germany and France. The concept of this method is that one will learn the language Just like how one learned their first language. [2] The Direct Method focuses more on getting correct speech then correct writing. The Direct Method puts most of its emphasis on the pronunciation of the vocabulary. Do to this fact, being learned like the students first language, text is kept away from the student as long as possible, since one cannot read at that young of an age. As a series of progression first comes orally learning, then reading text, then learning how to write the text. [3] The Audio-Lingual Method There are two other names for this method, Army Method (Due to its use in armies, when language is needed to be learned quickly) and New Key. This is a very behaviorism method of teaching. This method depends on a system of reinforcements in order to learn a language. This method is very similar to the Direct Method. This method also does not use the students previously known languages. In this method, the teacher says a phrase and the students repeat it. For example the teacher says, Put your pen on the desk. Students repeat the same thing. Then the teacher says, Pencil. Then the students say Put your pencil on the desk and so on. This method is not taught in schools because of its focus only on speech, and no writing or reading. 4] However, because of the focus on speech and the lack of reading and writing, speech is learned at a faster rate. A good example which this method would e beneficial for is if someone is traveling for business or leisure; due to quick learning AT speech Ana to no Touch on writing or rearing Communicative Language Teaching The Communicative Language Teaching style puts its emphasis on interaction within the language. The Communicative Lang uage Teaching style makes the student understand the language. This differs from Just teaching them how to speak and hear it. When something is read or heard, there is full comprehension of the concepts. This style wants the student to be able to perfectly communicate in all ways. This includes being competent in society. This style differs from others because it is not Just specific to speech, reading, writing, or translating. This style focuses on all of those factors in order to fully understand the language. A few examples of activities used in teaching this way are role play, games, work with a partner, and learning by teaching (see topic below). In schools, there is also regular quizzing and testing done by the teacher. 5] Language Immersion Language Immersion first occurred in Canada when English speaking families wanted their children to learn French. [6] The concept of Language Immersion is elated to the concept, If one puts someone in the middle of a pool, they will eventually learn to swim. If one puts a person in a community who speaks a certain language, the language will be learned. There are five different types of Language Immersion. The first is a full immersion. This is when the students class time is completely spent in the foreign language, with none of the original language is spoken. In this method, students slowly pick up the language, but then accelerate quickly. Next is the partial immersion. This is when half of the class time is spent in the foreign language. The students will try to understand and speak as much of the foreign language as possible, but will revert back to their native language if something is unclear. Third is two-way immersion. This is also known as dual or bilingual immersion. This is in a classroom with people who have many different language backgrounds. There is the target language, the one which is wanted to be learned, and the native language, the one which is spoke to most in the area. Then it turns into partial where half the class is the target language and the other half is the language which is mostly spoke in the area. Fourth is content-based foreign language in elementary schools. Due to the long name it is shortened to FLEES. Only 5% to 15% of the class is done speaking the foreign language. The rest of the class is learning the language. Learning consists of listening, speaking, writing, and reading the target language. Fifth and finally is FLEX or the foreign language experience. This is a method which does not really deal with physically learning the language but with how to learn a language. The student learns how to pick up common words and phrases. The student also learns to develop listening skills and cultural awareness. Walt all AT tense met noose ten earlier ten student Is exposed to Taster ten student wall pick up a language. This makes the language more native to the student if the student were to learn it when they were in elementary school rather to college or even out of college for a business venture. Minimal This method is used for teaching people English as a foreign language. The focus of this is what exactly what the name says, to teach the learner the minimal. Students learn how to say common phrases, ask basic questions, answers, and anything else which is needed to communicated in the most minimal sense. The only reading which takes place is the most basic possible, like childrens books. Blended learning is used in this method too. Such as an online class or computer programs helping the student to learn. Directed Practice Direct practice is one of the most basic learning methods. All that is done is the students memorizing common phrases. This is the absolute bare minimum to get around in a country which the persons native language is not spoken. This method is used by the US for diplomatic trips. Learning is very quick, but the resulting knowledge is limited. Learning by Teaching Learning by teaching was first used in Germany. The student trades places with the teacher, making the student teach the class. Students tend to learn quickly due to the stress put on them. This method is solely used by itself but is more likely to be used in combination with any of the previous methods. Silent Way In the sasss, known for his great innovation in teaching styles, Caleb Gotten, invented the silent way. The silent way is known as the most humanistic approach to teaching. It is called the silent way because the teacher participates as little as possible, even leaving the room at points for the students to experiment using the language on their own terms. It is associated with color word charts, where each phoneme is a different color. [7] See Appendix A for a wall chart example. Other Methods One of the most up-and-coming ways of learning is through sources outside of a class room. This is not book. This is audio and video learning. Recently there has an outburst of audio learning collections, video learning collections, and even computer programs. One of the most popular audio learning series is the Pimples Language Learning system. Plusher was a world renowned expert In linguistic. I Nils serious contains many different languages for the student to choose from. The audio sets are divided up into several different thirty minuet lessons. There is a strong focus on core vocabulary. This method involves much listening, repeating, and recall. This method uses a gradual recall method making the recall time of words and phrases from seconds to minutes to hours to days to months to years. [8] Another up and coming way of learning is the Michel Thomas Method. Michel Thomas has been hired by many Hollywood stars to teach them how to speak a certain language for a movie. This method is used both in class room and with an audio compact disk set. Students translate English sentences into the target engage, starting with simple phrases and progressing to complex sentences. A well known exercise in this program is when the student is asked to give an answer to a question in the foreign language, and then the teacher repeats the whole answer with correct pronunciation. If the student was wrong, the teacher helps the student to make the mistake and corrects it. This CD set breaks grammar into smaller sections that most others. The final miscellaneous way of learning is over a computer program, or audio/ visual. The most popular up-and-coming version is the Rosetta Stone. Besides being available on CD-ROOM, Rosetta Stone also offers online courses for sale by monthly periods. Rosetta Stone boasts software sets of 30 different languages. The concept Rosetta Stone uses is a Dynamic Immersion Method. This is comparable to the Immersion Methods described above. Many different lessons are covered including lessons on colors, letters, numbers, verbs, money, and many more. In every lesson there is listening, reading, and speaking. The program even has speech recognition technology, to see if what the student is saying is correct. Rosetta Stone has earned many awards including best CD-Rooms Used in School, Best CD-ROOM for Language earning and Best Software in Second Language. [9] Most schools will use a combination of multiple styles in order to achieve the optimum level of learning. However three are the most popular, these are: Communicative Language Teaching, the Direct Method, and Language Immersion. The first two are usually used in class rooms and the third is usually used when a new language is needed to be learned at a young age. Finally, the most effective up- and-coming program is the Rosetta Stone software. Rosetta Stone complies the most effective ways of learning into one, creating the ultimate learning program, until omen invents a new one of course. Learning Strategies There are three different learning strategies which are proven to help improve ones ability to learn a language. These strategies include code switching, blending learning, and private tutoring. Owe selecting Code switching is when the speaker is speaking the foreign language but reverts back to their native language at a point. This happens because they are not fluent in the foreign language. This encourages the speaker to become more fluent in the language being learned. People who speak English are more common to fall into a ode switch, due to English popularity in the world. Most people in the world will understand simple phrases in English. This still allows the speaker to attempt to speak fluently, and the listener to understand everything which is being said, even though it is not all in the target language. 10] Blending Learning Blended learning consists of combining class time with an outside program, such as Rosetta Stone. It can also consist of an online class, where the class meets a certain amount of times though out the program. The class can meet at the end of chapters, lessons, or whatever the teacher desires. The meetings can consist of more learning, student questions, or quizzes and tests. This learning strategy provides learners who wish to have class time, but do not necessarily have the time to meet multiple times a week. It also combines the best of both world, being in class learning and the audio/visual learning though a computer or video. [11] Private Tutoring Private tutoring is always an effective way to learn anything. With a private tutor, the students gets a teacher devoted to Just themselves not an entire class. In the sense of a private tutor teaching a foreign language, a person who is native to the entry/language is preferred. Besides them Just being able to teach how to read, write, and speak a language, they will also teach the student about the society in that country on a personal account. The downfall to private tutoring is the price. Pricing for a private class is always much higher than taking a class on the language. However, the learner is paying a price for a specialized lesson based on the learners learning style. Conclusion As seen, there are many different ways which styles can be taught, and different strategies which will help with perfection. The style chosen is dependent on the dents learning style, and how in depth they want to learn the language. Do they wish to Just learn the language, or learn the culture behind it too?

Environmental Science essays

Environmental Science essays Florida is known for its fertile lands and climate conducive to growing a number of different types of produce. Most famous for citrus production, Florida also produces a wide range of other crops in addition to oranges and grapefruits. Tomatoes, beans, cabbage, and a host of other fruits and vegetables are grown on Florida soil. However, much of this produce does not reach the shelves of Florida grocers. Local produce is commonly shipped to other states or other countries. Likewise, Florida imports many fruits and vegetables, many of which are grown in more temperate climates or which are exotic but also many that are grown in Florida as well. Sometimes states like Florida import produce that would normally be grown locally because of drought, freezes, crop diseases, or other environmental or meteorological factors. However, economics is a significant factor in determining the flow of imports and exports of crops. If a crop can be produced in a developing nation and shipped to Florida at a cheaper price than it would cost to grow that crop locally, then it is highly likely that the crop will be imported. Moreover, seasonal variation of crops determines what times of the year crops are more likely to be imported versus grown in Florida. According to www.florida-agricultre.com, bananas, beans, garlic, ginger, limes, mushrooms, okra, onions, and papaya are locally produced throughout the year. However, a few visits to the grocery store indicated that not all of these crops bear local labels. Bananas, for instance, were from a number of Central American nations including Chile and Mexico. The other items in the list of those produced year-round do not indicate country of origin. While the Florida Department of Agriculture offers lists of crops grown in the state, as well as ones that are exported abroad, the department does not clearly indicate which crops are commonly imported or ...

The 2nd Intermediate Period of Ancient Egypt

The 2nd Intermediate Period of Ancient Egypt The 2nd Intermediate Period of ancient Egypt- another period of de-centralization, like the first- began when the 13th Dynasty pharaohs lost power (after Sobekhotep IV) and Asiatics or Aamu, known as Hyksos, took over. Alternatively, it was when the government center moved to Thebes following Merneferra Ay (c. 1695-1685). The 2nd Intermediate Period ended when an Egyptian monarch from Thebes, Ahmose, having driven the Hyksos from Avaris into Palestine, reunified Egypt, and established the 18th Dynasty, the start of the period known as the New Kingdom of Ancient Egypt.  The 2nd Intermediate Period of Ancient Egypt occurred in c. 1786-1550 or 1650-1550. There were three centers in Egypt during the second intermediate period: Itjtawy, south of Memphis (abandoned after 1685)Avaris (Tell el-Daba), in the eastern Nile DeltaThebes, Upper Egypt. Avaris, the Capital of the Hyksos There is evidence of a community of Asiatics in Avaris from the 13th Dynasty. The oldest settlement there may have been built to defend the eastern border. Contrary to Egyptian custom, area tombs were not in cemeteries beyond the residential area and the houses followed Syrian patterns. Pottery and weapons were also different from the traditional Egyptian forms. The culture was mixed Egyptian and Syrio-Palestinian. At its largest, Avaris was about 4 square kilometers. Kings claimed to rule Upper and Lower Egypt but its southern border was at Cusae. Seth was the local god, while Amun was the local god at Thebes. Rulers Based at Avaris The names of the rulers of Dynasties 14 and 15 were based in Avaris. Nehesy was an important 14th-century Nubian or Egyptian who ruled from Avaris. Aauserra Apepi ruled c.1555 B.C. Scribal tradition flourished under him and the Rhind Mathematical Papyrus was copied. Two Theban kings led campaigns against him. Cusae and Kerma Cusae is about 40 km south of the Middle Kingdoms administrative center at Hermopolis. During the 2nd Intermediate Period, travelers from the south had to pay a tax to Avaris to travel the Nile north of Cusae. However, the king of Avaris was allied with the king of Kush and so Lower Egypt and Nubia maintained trade and contact via an alternate, oasis route. Kerma was the capital of Kush, which was at its most powerful in this period. They also traded with Thebes and some Kerma Nubians fought in Kamoses army. Thebes At least one of the 16th Dynastic  kings, Iykhernefert Neferhotep, and probably more, ruled from Thebes. Neferhotep commanded the army, but it is unknown whom he fought. Nine kings of the 17th Dynasty also ruled from Thebes. The War ofAvaris and Thebes Theban king Seqenenra (​also spelled Senakhtenra) Taa quarreled with Apepi and fighting ensued. War lasted more than 30 years beginning under Seqenenra and continuing with Kamose after Seqenenra was slain with a non-Egyptian weapon. Kamose- who was likely Ahmoses elder brother- took over the fight against Aauserra Pepi. He sacked Nefrusi, north of Cusae. His gains didnt last and Ahmose had to fight against Aauserra Pepis successor, Khamudi. Ahmose sacked Avaris, but we dont know whether he slaughtered the Hyksos or evicted them. He then led campaigns to Palestine and Nubia, restoring Egyptian control of Buhen. Sources The Oxford History of Ancient Egypt. by Ian Shaw. OUP 2000. Stephen G. J. Quirke Second Intermediate Period The Oxford Encyclopedia of Ancient Egypt. Ed. Donald B. Redford. OUP 2001.

Dubliners by James Joyce Essay Example | Topics and Well Written Essays - 1000 words

Dubliners by James Joyce - Essay Example The paralysis may also relate to the extent of the technology of the place especially in the twenty first century. In order to elaborate on this claim, the exercise will elaborate various characterizations from the various stories. All the stories in the Dubliners are connected by common themes such as corruption, paralysis and death. These render the characters stationary and incapable of moving forth and developing their status. Instead, the characters move forth in some instances and retreat afterwards causing an endless circle. The first story, The Sisters, majors on a boy and his mentor called Father Flynn. The priest has been mentoring the boy and the boy has advanced in his thinking and behaviour. His uncle tells him the weaknesses of his mentor and convinces him never to associate with him again (Tagleri 15). He informs the boy that the priest had suffered a third stroke and had made a confession on his condition. When the boy is eventually informed of Father Flynn’s death, he feels less sad. The boy observes the brown and yellow teeth of the deceased, implying a decay and static development and epitomizes their confinement. In this case, the society is well convinced of the priest’s demerits to the society through his paralysis and the eventual death. The boy feels freedom from the compulsions of the priest. The boy fails to progress due to his adherence to the notions from the society members. This is a story of two boys that also depict paralysis in the society and individual sexuality. The story illustrates two boys during their adventure and the chase of a wild cat. They encounter a man who starts by asking them of the books they have read. The boys begin to think of positivity of the man due to his thinking on books. The stranger then inquires about their girlfriends. The man goes ahead to masturbate before the boys. This is a greater extent of paralysis of morals (Papadopoulou 32). The boys are t

Supply and demand Essay Example | Topics and Well Written Essays - 750 words

Supply and demand - Essay Example Logically, this will ensure maintenance in the revenues. It is evident that elastic demand is dependent on sensitive buyers compared to inelastic demand all influencing shifts in the quantity of units consumed. Cross price elasticity of demand ensues when the unit prices of a certain good escalate thus forcing an increment on the demand for a different product (Anderson, 2006).CPEoD= (%Δ. Therefore, CPEoD affects demand of substitutes since an increment in the price of a product (x), leads to increment for the product Y’s price, its substitute. CPEoD influences complementary goods on the basis that an increment or decrement in the demand of one product equally affects the other since they are consumed together (Benassy, 2008). Substitute goods refer to products whose utility supplements the function of another product. For instance, one can substitute tea with coffee. Therefore, increase in tea price while the price of coffee is constant results to high demand of coffee (Anderson, 2006). On the other hand, complements are goods that are not necessary and therefore, increase in their price leads to low demand. For instance, dà ©cor and design, which enhances serene of a place, amount to complementary goods (Benassy, 2008). Income elasticity of products’ demand measures the relationship that exists between change in quantity of demand and income change. A rise of income leads to increase in demand of certain products or vice versa. Normal goods always bring a positive elasticity of demand therefore, as income rises, demand also increases (Anderson, 2006). On the other hand, inferior goods results in a negative income of elasticity of product demand. Demand decreases as income increases. The availability of substitute product is the most determinant of cost elasticity of demand. The more goods and services have better substitutes, the more the demand is elastic for those goods and services. For instance, an increment in coffee prices

Re-Educating Healthcare Providers On Hand Hygiene Practice Essay

Re-Educating Healthcare Providers On Hand Hygiene Practice - Essay Example Resistance to change may originate from the organizational level as well as the local level (Anderson & Ackerman-Anderson, 2010). In the organization, the employees may not accept change because of the implications the change process may have on them. Locally, the change process may have effects that are likely to compromise the normal life of the individuals. To effect such a change, proper education is necessary for both the parties that will be affected by the change. Poor sponsorship of change may also affect the implementation and the sustainability of change. It may originate from the organizational or national practicum. The executives are necessary for the support of the change. Lack of the involvement of the executive may lead to poor resource allocation and support towards the change program (Cameron & Green, 2012). In response to the lack of sponsorship, the change will lack support as well as resources to implement it. Communication failures may arise from the organizatio nal setup. Poor communication of a given change may lead to ineffective reception and implementation of change (Anderson & Ackerman-Anderson, 2010). In an organizational setup, poor communication with employees, the executives, and the other stakeholders may hinder change. In response to the poor communication, the stakeholders may ignore the change or develop politics towards it.If the change is not well implemented, the organization entanglements will increase. This may result in organization, politics, and frictions

Compare the Taiwan political system and the Hong Kong political system Essay

Compare the Taiwan political system and the Hong Kong political system - Essay Example The legislature has 30 seats occupied people elected by the electorate while the remaining 40 out of 70 seats that comprise the legislative council are filled by people elected by permanent residents of Hong Kong through universal suffrage. The region has a unitary government system and is globally accepted as an administrative region of the People’s Republic of China. On its part, Taiwan (Republic of China) is a sovereign state and democratic republic (Clark, 2012). It has its own constitution, armed forces, and independent president. The situation of Taiwan as a state is currently under contention as it is claimed by the People’s Republic of China. The government is divided into five branches (Yuan); the Executive, Legislature, judiciary, control, and civil service examination. The state is headed by a president who is elected by the people (Makeham & Hsiau 2005). Generally, the state is based on a semi-presidential system. The president appoints members of cabinet including the premier who is the president of the Executive branch of government. The state has a unicameral legislature that accommodates 113 seats out of which 73 are occupied by individuals elected by popular vote from single- member constituencies. The rest of the seats are filled by individuals voted in by different means. Like Hong Kong, the economic system is capitalist in nature. In conclusion, the two entities have a number of similarities and differences. While Taiwan is a sovereign state, Hong Kong is an administrative region. While Hong Kong has four government pillars, Taiwan has five government pillars. While the Chief Executive heads the executive arm of government in Hong Kong, the president heads the government in Taiwan. The two enjoy a significant level of autonomy from the Republic of China. The two have a capitalist

Answer 10 questions after reading Assignment Example | Topics and Well Written Essays - 250 words

Answer 10 questions after reading - Assignment Example The first paragraph gives a comparison while the second contrasts. The author compares the size of a Hazelnut tree to that of a modest lilac. He also compares the trunks. â€Å"Trunks are seldom thicker than a forearm.† The author however, contrasts the piedmont Hazelnut with viterbese type. He says that the piedmont type hazelnut is outstanding for its flavor and ease with which the skin peels off after heating. The words supporting the logic of comparison and contrast include: - like, but, than. The writer outlines the reasons for erosion of the middle of the labor market. The writer explains the depressed wages, technological innovations that replace human labor and further downfall of wages due to the upcoming trends. Resulted into... , In addition. The seating order in a classroom is being classified and the classification is based upon student belief and general notion of the sitting position. For instance, students have a notion that in order to avoid much of a contact with a professor, they have to seat at the back, while those believed to be not so bright, are left for the back

Compare the Taiwan political system and the Hong Kong political system Essay

Compare the Taiwan political system and the Hong Kong political system - Essay Example The legislature has 30 seats occupied people elected by the electorate while the remaining 40 out of 70 seats that comprise the legislative council are filled by people elected by permanent residents of Hong Kong through universal suffrage. The region has a unitary government system and is globally accepted as an administrative region of the People’s Republic of China. On its part, Taiwan (Republic of China) is a sovereign state and democratic republic (Clark, 2012). It has its own constitution, armed forces, and independent president. The situation of Taiwan as a state is currently under contention as it is claimed by the People’s Republic of China. The government is divided into five branches (Yuan); the Executive, Legislature, judiciary, control, and civil service examination. The state is headed by a president who is elected by the people (Makeham & Hsiau 2005). Generally, the state is based on a semi-presidential system. The president appoints members of cabinet including the premier who is the president of the Executive branch of government. The state has a unicameral legislature that accommodates 113 seats out of which 73 are occupied by individuals elected by popular vote from single- member constituencies. The rest of the seats are filled by individuals voted in by different means. Like Hong Kong, the economic system is capitalist in nature. In conclusion, the two entities have a number of similarities and differences. While Taiwan is a sovereign state, Hong Kong is an administrative region. While Hong Kong has four government pillars, Taiwan has five government pillars. While the Chief Executive heads the executive arm of government in Hong Kong, the president heads the government in Taiwan. The two enjoy a significant level of autonomy from the Republic of China. The two have a capitalist

Business advantages for mobile apps Research Paper - 1

Business advantages for mobile apps - Research Paper Example The members of a business organization at various horizontals and verticals can stay focused, up-to-date and organized for all business operations. An overwhelming advantage is the cutting edge marketing procedure offered by the mobile applications. The launching of mobile applications is easier and faster than loading of a mobile website. The interference of mobile phones in the professional lives of people helps in reducing time for marketing products and services. The target customers can be reached through their mobile smart phones through promotional messages even when they cannot access their emails. The mobile applications are applications that are run through the internet and are intended to run on mobile smart phones and other mobile devices. The customized mobile applications developed by the business house allow the company to manifold its performance. The increased flexibility and performance is a key advantage of mobile application technology (Mallick, 2003, 196). Mobiles phones are personal devices and each person has a unique experience of accessing the mobile applications. Services like geo-location services, video footage and audio recordings for advertisements, news applications and various features attracts the interest of the customers to install the applications in their mobile devices (McClure et al, 2012, p. 10). The internet services that were previously available only on the desktops or laptops have now arrived on mobile phones. There are three distinct advantages identified with the use of mobile applications; these are â€Å"speed, volume of information, an d advertising† (Walters, 2012). Speed is of prime importance in today’s society. In our daily rat race most of us cannot afford to spend the amount of time staring at the computer while it boots up and gets ready for an internet session. Students, working people and others mostly access the internet these days on mobile phones. The mobile applications do not

Effects On The Environment Essay Example for Free

Effects On The Environment Essay The human population is growing rapidly and is expected to continue to grow over the next 50 years, with that being said because of the growing population it means the earth and environment will have to grow/adapt with the ever growing population of humans. One part of adapting to the population will be to try and address the needs of humans such as food, energy and raw materials. It will be hard to keep continuing to get our food, energy and raw materials in the way we do now without possibly damaging the earths environment where it cannot be repaired; Pollution, deforestation, farming, over-fishing, and global warming will be the cause of the environment being damaged. Environmental Issues Recycling: recycling is not only about waste control; it is also part of the possible conservation of resources to repairing damage on the environment. Over the last few years there has been much talk about recycling and its impact however there is still a number of individuals who still do not know how recycling can help the environment. The earth has to work hard to produce and meet the needs of the growing population; people will need to work to preserve the resources the earth has in order to ensure that the environment as we know will still be around for future populations. One problem of recycling practices is the limited emphasis put on practicing concepts of salvage and reuse. This is a society that is actively progressive and without certain information or statistics to grab the attention of society then all the concepts and information provided will fall on deaf ears. It is important for the population to start embracing these concepts otherwise Earth will be uninhabitable in the future. The emphasis of recycling is not being talked about enough, and neither is an  alternative that is why earth’s ability for growth is being challenged by what many humans do on a daily basis. There are many ways in which humans can try to address many of the environmental issues. Forestry: stop cutting down trees or less of them, and those that have been cut down should be replaced with new planted ones. Fishing: ensuring that there is a limit of how much one can fish and catch this way the fish do not become extinct. Economic issues: there needs to be an improvement of human’s standards of living by trying to reduce carbon dioxide and any type of greenhouse gas emissions. Agriculture: Start producing high yielding crop of good quality without the use of chemicals and fertilizers. Energy: Try replacing non-renewable energy sources such as fossil fuel with renewable sources like solar, water and wind generation for use of energy instead. Fossil fuels affect the environment in ways that many are not aware of because many do not know what fossil fuels are; Fossil fuels are- gasoline, oil, coal, or natural gas. Whenever these forms of fuel are used or burned the environment is polluted with gases that are emitted into the earth’s atmosphere which causes harm to it. These fuels are used to run cars, trucks, heat homes, business and power factories. The majority of air pollutants are usually results of fossil fuel either in the home, or from industries which use internal combustion engines, what happens when they are in use is the smoke releases tiny particles of carbon in the air, it sits suspended in the air and can reduce the light at ground level and deposits of smoke particles, soot and ash can float preventing light, because of the effects of these gases have it is important to try and find other ways to obtain fuel. Many humans believe that there is much that can be done and many are not doing, those who are trying to spread the word will confront the problem of sustainability and will try to propose ideas to do it. The idea of sustainability is the main topic with regards to the future of the environment and earth.

Methods For Determination Of Heavy Metals Biology Essay

Methods For Determination Of Heavy Metals Biology Essay There are various analysis methods applied by researchers to determine the heavy metal contents of a particular sample. Of the various analytical methods used, atomic absorption spectroscopic methods are the most commonly used methods to determine the amount of heavy metals present in a particular sample. Preconcentration and separation methods have been routinely used to eliminate matrix effects and cope with low metal levels. Different preconcentration technique for heavy metals such as cloud point extraction, solid phase extraction and acid preconcentration were performed by researchers before the samples being analyzed by flame atomic absorption spectroscopy. 2.1.1 Determination of heavy metals by using cloud point extraction before flame atomic absorption spectroscopy analysis Chan and Teo (2001) used cloud point extraction (CPE) for the simultaneous pre-concentration of cadmium, copper, lead and zinc after the formation of a complex with 1-(2-thiazolylazo)-2-naphthol (TAN) before the sample undergoing analysis by flame atomic absorption spectrometry (FAAS) using octylphenoxypolyethoxyethanol (Triton X-114) as surfactant. Cloud point extraction is a separation and preconcentration procedure that has been extensively applied for trace metal determination in several different matrices. It is simple, rapid, high extraction efficiency and environmentally friendly. Its major advantages are simple experimental procedures, low cost, high preconcentration factors, and environmental safety. Cloud-point extraction is the preconcentration of target metal ion using surfactants such as non-ionic and anionic surfactants. Under the optimum conditions, the aqueous surfactant solution becomes clouding and separating into two phases which are aqueous and surfactant-rich pha ses. The interested analytes are extracted and concentrated into surfactant-rich phase. The surfactant rich phase with interested analytes is analysed by flame atomic absorption spectroscopy (F-AAS). The water samples tested in this experiment are tap water, river water, sea water and a standard reference material (SRM). The chemical variables affecting the separation phase and the viscosity affecting the detection process including 50mL of sample, temperature of 40à ¢Ã‚ Ã‚ °C, pH of 8.6, 2ÃÆ'-10à ¢Ã‹â€ Ã¢â‚¬â„¢5 mol là ¢Ã‹â€ Ã¢â‚¬â„¢1 of TAN complexing agent, 0.05% non-ionic surfactant Triton X-114 were optimized. Table 1: Limit of Detection and Sensitivity of F-AAS analysis for Cd, Cu, Pb and Zn in Water Samples (n=10). (Chen and Teo, 2001) Table 1 gives the calibration parameters, the relative standard deviation obtained for 10 analyte samples subjected to the complete procedure and the detection limits. In this case, linear relationships between the absorbance measured and the concentration of metal prepared for the calibration solution were obtained. The sensitivity of F-AAS for Cd, Cu, Pb and Zn analysis are 0.9982, 0.9987, 0.9995 and 0.9992 respectively. In addition, pre-concentration of 50 ml of sample in the presence of 0.05% Triton X-114 showed the detection of 0.099, 0.27, 1.1 and 0.095 ng mLà ¢Ã‹â€ Ã¢â‚¬â„¢1 for cadmium, copper, lead and zinc, respectively. Table 2: Recovery analysis of Cd, Cu, Pb and Zn in water samples by F-AAS (n=3) (Chen and Teo, 2001) Table 2 shows the recovery percentage of Cd, Cu, Pb and Zn in tap water, river water and sea water by F-AAS. Recovery experiments for different amounts of Cd, Cu, Pb and Zn were carried out. The overall recovery percentages in this experiment for the four heavy metal elements were in the range of 98 % to 104 %. 2.1.2 Determination of trace elements in waters after preconcentration with 2-nitroso-1-naphthol Gentscheva et al. (2012) determined heavy metals using F-AAS after pre- concentrating the water samples with 2-nitroso-1 naphthol. 2-nitroso-1-napthol is a chelating agent that has been used for precentration of cobalt as well as for the preconcentration of cobalt as well as for the solid phase extraction of Th, Ti, Fe, Pb and Cr from waters. The purpose of this experiment was to study the possibilities for preconcentration of trace amounts of Cu, Ni, Co, Cd, and Pd using 2-nitroso-1-naphthol with analysis of F-AAS. The method developed was tested for reliability using a reference material which was SPS-WW2, Batch no.108, Spectrapure Standards AS (Oslo, Norway) and this method was applied to the determination of traces of these elements in capture water and waste water. A comparison between ethanol and 1- ethanolic solution of 2-nitroso-1-naphthol was done by plotting calibration curves. It was found that 2-nitroso-1-naphthol suppressed the absorbance of the interested trace elements ideally. Figure 1: Effect of sample volume on the recovery of Ni, Co, Cu, Cd and Pd with 2- nitroso-1-naphthol. (Gentscheva et al., 2012) Figure 1 showed the effect of sample volume on the recovery of trace elements in the range from 20 to 250 ml. As can be seen, the maximum sample volume allowing a better quantitative recovery of the analytes which was more than 95% was 160ml. At higher sample volumes the recovery gradually decreases. 11ml of optimum volume for 1% ethanolic 2-nitroso-1-naphthol was also determined. Figure 2: Effect of time of complexation on the recovery of Ni, Co, Cu, Cd and Pb with 2-nitroso-1-naphthol (Gentscheva et al., 2012) Figure 2 showed the effect of time of complexation on the preconcentration of trace elements in experiment. The effect of time of complexation was studied in the range of 15 to 60 minutes. The optimum time of complexation obtained was 40 minutes. Longer complexation time did not bring any effect on the recovery of the trace elements. Table 3: Determination of Cu, Co, Ni, Cd and Pd in capture water from the region of an old copper mine (Bov, Bulgaria) and waste water from the copper plantAssarel, Bulgaria Table 3 shows the concentration of interested trace elements obtained from F-AAS analysis. From the table, copper was the trace element with the highest content not only in the waste water sample, but also in the capture water sample. The latter may be attributed to the high residual level of this element in the environment of the former copper mine. The Pd contents in water samples were below the detection limit of the method. 2.1.3 Solid-phase extraction of metal ions from environmental samples by flame atomic absorption spectrometry (FAAS) Duran et al.(2007) used a column packed with Amberlite XAD-2010 resin as a solid-phase extractant for the preconcentration of Mn(II), Co(II), Ni(II), Cu(II), Cd(II), and Pb(II) ions based on their complex formation with the sodium diethyldithiocarbamate (Na-DDTC) subjected to flame atomic absorption spectrometric (FAAS) determinations. Metal complexes sorbed on the resin were eluted by 1 mol Là ¢Ã‹â€ Ã¢â‚¬â„¢1 HNO3 in acetone. Effects of the analytical conditions for the preconcentration yields of the metal ions, such as pH, quantity of Na-DDTC, eluent type, sample volume and flow rate have been investigated. Figure 3: Effect of pH on the retention of the metal ions (n=4). (Duran et al., 2007) Figure 3 showed that the effect of the pH that had been studied in experiment. pH of samples in the range 2 to 12 by adjusting the metal solutions with buffer solutions. Cu and Co were quantitatively recovered more than 95% in the pH range from 2 to 9. Quantitative recoveries were obtained in the pH range 3 to 9 for Ni, 4 to 9 for Cd, 5 to 9 for Pb, and 7 to 9 for Mn. According to the results, the optimum pH for multi-element preconcentration of the metals was 6, except for Mn for which the value is 8. Figure 4: Effect of ligand quantity on the recoveries. (Duran et al., 2007) Figure 4 showed the determination of amount of ligand needed for preconcentration of metal ions. From the figure above, it showed the preconcentration yields of the six metal ions were 11 to 21% without chelating agent. The preconcentration yields increased with the addition of Na-DDTC. The quantitative values were obtained after 2.0 mg of Na-DDTC. As the result, 5.0 mg of Na-DDTC was chosen as optimum value for the next works. Figure 5: Effect of sample volume. (Duran et al., 2007) Figure 5 showed the determination of sample volume in order to deal with real water samples which were containing very low concentrations of the metal ions. The recoveries were found to be stable until 500mL. Thus, 500mL was chosen as the optimum sample volume to work. In this work, the final solution volume to be measured by FAAS was 5.0 mL, hence the preconcentration factors were 100 for all the six metal ions. Figure 6: Effect of flow rate on the recoveries. (Duran et al., 2007) Figure 6 showed the study of sample flow rate in the experiment. The flow rate of sample solution through the Amberlite XAD-2000 column is a very important factor. The recovery percentage increases with the reduced flow rate, causing the preconcentration time increases. In order to obtain the quantitative recovery and to reduce the preconcentration time, the effect of sample flow rate was studied in the range 2 to 40mLminà ¢Ã‹â€ Ã¢â‚¬â„¢1. 10.0mLminà ¢Ã‹â€ Ã¢â‚¬â„¢1 was chosen as the sample flow rate. This flow rate is high enough to load the sample in a moderate short time and allowing metal/Na-DDTC chelates to interact with XAD-2010. Table 4: Trace metals contents of real water samples with the proposed method (n=3) Table 4 showed the determination of concentration of trace metals in real water samples with the proposed method. Six sample collection sites were determined and under optimal conditions. There was no detection of Cd in all of the six water samples. There was also no detection of Co in Solakli stream, Kisarna mineral water, Of stream water and black tea while Ni was also cannot be detection by F-AAS in the water samples such as Kisarna mineral water and Of stream water. Overall relative standard deviations for Mn(II), Co(II), Ni(II), Cu(II), Cd(II), and Pb(II) ions were less than 5 %. 2.2 Sample Analysed For Determination of Heavy Metals Heavy metals can be found in various materials, not only in water samples. By performin different analytical methods, most researchers had determined the presence of heavy metals, commonly, Cd, Pb, Cr and Cu to name a few, in environmental samples which include water sample, food samples, biological samples and plastic materials as well. 2.2.1 Environmental samples Among the environmental samples that had been tested to determine trace toxic metals level are the water samples such as capture water and waste water (Gentscheva et al., 2012); river water, tap water and sea water (Chan and Teo, 2010) and sea water; soil samples heavy metals determination which carried out by Capitelli et al. (2002) in order to investigate the contents of chromium, copper, iron, manganese, nickel, lead and zinc by laser induced breakdown spectroscopy. 2.2.2 Food samples Many experiments for determining heavy metal contents have been performed on food samples. Ghaedia et al. (2008) determined the presence of chromium, iron, copper, iron, nickel, cobalt and zinc in cow meat, spinach, liver and fish samples. Muà ±oz and Palmero (2004) determine the presence of cadmium, lead and copper in milk by using potentiometric stripping analysis while Tripathi et al. (1999) determined zinc, lead, copper and cadmium in human milk, milk powder and baby food. Vegetable and fruits that we usually consumed as part of our daily diet intake were also found to have trace amount of heavy metals. Radwan and Salama (2006) determined the heavy metals such as zinc, copper, cadmium and lead contents in strawberry, apples, banana, eggplant, lettuce and many more. Determination of cadmium, cobalt, chromium, copper, iron, nickel, lead and zinc in beverage such as tea, coffee, dairy products, fruit juices, carbonated soft drinks and wines was carried out by Onianwa et al. ( 1999) , using an air-acetylene flame atomic absorption spectrophotometer. 2.2.3 Biological Samples Other than environmental samples and food samples, several researches had also been carried out to determine heavy metal contents in biological samples such as human urine and blood which are the most common tested samples for determination of heavy metals. Suleiman et al. (2008) determined the presence of cadmium, cobalt, nickel and lead in human urine,  blood and serum samples by black stones online coupled with ICP-OES. In addition, Aguiar et al.(2012) determined the presence of calcium, copper, iron, magnesium, selenium, and zinc which are essential for reproduction by using ICP-MS. 2.2.4 Plastic samples The plastic samples that commonly tested to determine the heavy metal contents are the plastic toys (Omolaoye, Uzairu and Gimba, 2010); waste electrical and electronic equipment such as mobile phones (Nnoroma and Osibanjob, 2010), computer mouse, printer, keyboards, refrigerators, washing machines, personal computer and television (Onwughara et al., 2010); and small waste electrical and electronic equipment which includes plastic materials from household appliances such as vacuum cleaners, pocket calculators, video games, body care appliances, clocks and watches as well.( Dimitrakakis et al., 2009) 2.3 Permissible Limits of Heavy Metals in Waste Water Samples For every product that available in the market, there must be a limit of the substances added that will gives the details of the contents of that particular product to ensure the safety of the product to consumer. According to Environmental Quality Act (Sewage and Industrial Effluents) Regulation 1979, the maximum contaminant level of copper, cadmium, chromium, lead and nickel in waste water are 0.20, 0.01, 0.05, 0.20 and 0.20 ppm respectively. This means that if waste water sample was found to contain either one of the heavy metals mentioned having values exceeding the maximum contaminant level, that particular waste water sample could pose health hazards and environmental pollution to human being. 2.4 Improving the Sensitivity of Heavy Metals in F-AAS Analysis High sensitivity of the analysis of the presence of heavy metals present in a waste water sample are needed to give a reliably accurate and precise result in some cases where there is only a slightly difference in the amount of heavy metals. The sensitivity of various heavy metals in F-AAS analysis can be enhanced by several methods. 2.4.1 Copper, Cadmium and Lead The sensitivity of F-AAS analysis for the detection of Cu, Cd and Pb can be enhanced by performing online sensitivity enchancement method involving the implementation of various designs of quartz tubes of slotted tube atom traps (STAT) system as published by Yaman (2005). In this technique, quartz tubes which had a 5 and 6 mm diameter and 2.3cm for an upper slot length, produced the best sensitivity as high as with the factor of 6- and 10-fold enhancement for Pb and Cd respectively. 2.4.2 Other Heavy Metals The sensitivity of F-AAS analysis for the detection of heavy metals can be increased by using pre-concentration methods such as chromatographic method, extraction method, drying and ashing method, electrochemical method and miscellaneous method published by Rottschafer, Boczkowski and Mark (1971).

This Semblance of Movement :: Creative Writing Essays

This Semblance of Movement Afraid because my walking hurts the ground. Hesitate. That there would be nothing left to write. There are cracks in everything we've made. That does not mean futility. Father's faith in truth and then this stubborn repetition but what if. The moon looked paper-thin tonight. So I thought if I could slide more softly from now on. Sifting Liquid I am peeling off the liquid skin of a memory. Pulling crooked strings out of a silent field of dreams, sister keeps asking what she's missing in me. The sky was three shades of blue tonight, glass stars and frozen landscapes, caught in the pantomime of living. Time unfolds its battered wings and in that space I smile. Stealing blankets and the young girl fell. My first day home from the hospital, she only wanted to play, but reaching to tug, share a piece of my soft security, she tripped, cut her chin. The first blood of our tenuous intimacy. There was a safety scissors haircut (Mr. Rogers would have done it that way) and hours under chairs looking everywhere and up. Entranced by mobiles moving across distance, light, and eyes. In my crib, I would stand, arms reaching out for her, babbling. She, translating thoughts before lips knew how to form. My mother recalls a time early on when she woke in the middle of the night to noises down the hall. A four-year old and a three-year old at two in the morning, laughing. We had been building a bridge of cards from her bed to mine, so that we wouldn't fall in the water between us if we wanted to hold hands. The most unlikely of stories I never thought to question. Sister, less than a year old, lying on her mother's stomach. Head down, moving with the rhythm of familiar breath. One word. Baby. To discover, shortly after, for two months their silence had been shared. I remember the ways we used to pretend. In the water, we could have been dolphins, at home different versions of Barbie and Ken. Our Barbies lost countless heads perfecting dives off sofa's end and to think that's how I spent my years. Do I laugh or merely cry. When we played I think I was always the boy but I don't know if that changed the way I feel.

Self Discovery Essay -- Philosophy Philosophical Essays

Self Discovery â€Å"What are you going to do after you get your degree?†Whenever I announce my occupation, this trite, well-intentioned question never fails to follow. I am a student, a senior at Metro, studying Literature and History. Not only a student, I am a mother, wife, daughter, sister, friend and female. No, I don’t bring in a paycheck, but my life is fulfilling, gratifying, deserving and challenging. Will I teach, write, join the downtown business crew again, or become a clerk in the bookstore? Maybe I will. Whatever I do, I know I will strive to be a bit more patient, observing the tiniest of details, attempting to be more considerate and understanding of people, honoring their backgrounds and culture. While studying English and History, I have obtained a clearer sense of being. I have repeatedly professed that my family and faith prioritize my life, however, I often found that the chaos of establishing a career and pursuing the ‘American Dream’ clashed with those values. Caught in a whirlwind, life was centered around the present, focusing on the future, without the time or necessity to reflect on the past. The study of liberal arts has opened new windows to the past in my mind, allowing the wisdom and thoughts of many great people circulate and stimulate my efforts, giving credence to many of life’s blessings and insecurities. The struggles, discoveries, confessions, and pronouncements of those who are forged in history often apply to modern day life relationships. A fellow classmate, very intuitively, remarked that my writing always reflects back to my personal life. The impact of history and literature on my life, explains the gift I have found in my studies. Socrates (469-399 B.C.), a professional teach... ... and to idle, but I will try to keep an open mind! The study of literature requires critical reading, understanding the background of the author, being cognizant of the historical culture in which the author wrote to fully comprehend the statement being made. I believe when I finally nail the hole on the study wall when hanging my degree next to that of my husband and daughter, I will apply the skills learned in my Liberal Arts education to my every day life and acquaintances. WORKS CITED Hollister, C. Warren. Medieval Europe – A Short History. USA:The McGraw-Hill Co., 1998. Thoreau, Henry David. â€Å"Walden.† The Norton Anthology – American Literature. Ed. Nina Baym. USA:W.W. Norton & Co. 1998. 1768-1820. Woolf, Virginia. â€Å"A Room of One’s Own.† The Longman Anthology – British Literature. Ed. David Damrosch. USA: Addison-Wesley Ed. Publ., 1999. 2465-2499.

English History Boys

How does Bennet use dramatic comedy to offer criticism of contemporary attitudes to education in The History Boys? In this essay I am going to explain how Alan Bennet uses dramatic comedy to criticise the contemporary attitudes towards education in the History Boys. The contemporary attitudes that are criticised are Utilitarianism, Humanism and Pragmatism. He does this by using a range of satirical devices. Satire is the use of humour, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.It is usually used to comment on society by observing their way of thinking and they way they behave. The History Boys is a satire because throughout the book each attitude is being criticised through the characters; The Headmaster, Hector, Irwin and The Boys. All attitudes are shown to be in disagreement with each other as they all have a different view on education. The first attitude towa rds education Bennet presents us with is the Utilitarian attitude. This is where you only consider what will be best for a group of people and not just the individual.At the start of the novel Bennet introduces us to the character of the Headmaster who criticises the utilitarian attitude towards education in Thatcher’s Britain. This is shown to us in the opening scene of the play which was set in the staff room and he headmaster was discussing the boy’s A Level results with their history teacher, Mrs Lintott (Dorothy). â€Å"Their A Levels are very good†. The fact that ‘very good’ is in italics and is emphasised upon by the headmaster suggests to the readers that he is taking pleasure for himself from what the boys have achieved.By showing this Bennet has led the audience to acknowledge that the headmaster takes pleasure in others success even though he appears utilitarian. As we continue into the scene with Mrs Lintott and the Headmaster, we are sh own that the headmaster praises her for her part in helping the boys to pass however it could be argued that he is patronising her at the same time by talking down to her. This is shown when he says â€Å"Thanks to you Dorothy†.Mrs Lintott suggests that they should continue with the way they are teaching in order to achieve better results however the Headmaster interrupts her by saying â€Å"yes yes† and continues to listing what he would like to happen. This is shown when he says â€Å"I am thinking league tables, open scholarships and reports to the Governors†. The fact that the headmaster lists what he wants portrays him, to the audience, as being a selfish character, he does not want what’s good for the boys but he wants things that will make him look good. The constant use of â€Å"I want† also backs up the idea of him being selfish.However he also talks about the boys doing themselves justice, this could make us as readers question whether he does genuinely care about the boys future or whether it is an act. This is shown when he says â€Å"I want them to do themselves justice I want them to do you justice†. Overall the audience could argue that in this scene, because there are differences between both the headmaster and Mrs Lintott there is a form of juxtaposition between them as the headmaster mocks Mrs Lintott’s attitude towards education which shows us that he does not care about what the boys achieve as individuals, he cares about what they achieve as a group.This therefore represents how Bennet has shown the Headmaster to criticise the Utilitarian view towards education. The second attitude towards education Bennet presents us with is the Humanism attitude. This is system of thought that centres on humans and their values, capacities, and worth. Bennet introduces us to the character of Hector. Within the very first page, Hector’s impression of education is set, where he refers to his subject a s â€Å"useless knowledge† and â€Å"A waste of time†.This immediately suggests to the reader Hector’s general apathy towards the subject, and, seeming to mock Houseman goes on to quote, â€Å"all knowledge is useful whether or not it serves the slightest human use†. However, as we learn that Hector is a man of â€Å"studied eccentricity†, and Bennett later goes on to write in the stage directions, â€Å"an elaborate pantomime, all this† it could be assumed that Hector’s views of education differ from those he presents within the first scene.It is soon revealed that Hector’s idea of education is â€Å"the pursuit of knowledge for its own sake† –showing that he is not opposed to teaching; he instead wishes to, as Timms puts it, make the boys â€Å"more rounded human beings†. This, then, gives context to Hector’s referring to General studies as â€Å"bread eaten in secret†: his teachings are not to help the boys’ progressive school careers (â€Å"forget about Oxford and Cambridge†), but to provide the boys with something more personal and lifelong.For instance, when Timms tells Hector that he doesn’t understand  poetry, Hector calms him by saying that he, himself, doesn’t always understand poetry, but to â€Å"know it now and understand it whenever†, going on to say, â€Å"We’re making your deathbeds here, boys†. Hector’s approach is a clear substitute and â€Å"antidote† to Irwin’s direct and driven approach. The third and final attitude towards education Bennet presents us with is the Pragmatism attitude. This is basically where things are dealt with realistically rather than theoretically. Irwin first arrives at the school as the boys are about to start studying for their entrance exams to Oxford and Cambridge University.He is immediately give the important job of teaching the boys just because he s ays he went to Oxford University. This is shown when the Headmaster says to Irwin â€Å"Well you were at Cambridge† and Irwin replies saying â€Å"Oxford, Jesus. † At this point it could be argued that this is Bennett’s way of demonstrating how where you learn can sometimes be worth more than what you learn, which supports the Pragmatic view towards education it The History Boys. The first time we see Irwin it is in the future when he is acting as a spin doctor for the Government, he is in a wheelchair which acts as a narrative hook to the end of the play.He is telling the members of government how to act and what their attitude should be like and he is trying to convince them to agree with the idea of getting rid of the system of trial by jury. This leads on to Bennet showing us that Irwin has a different style of teaching to hectors, he does not educate the boys, but he teaches them how to write essays and how to pass their exams. This is how Bennett shows tha t the education system has change so that young people are not being educated as well as they should be, they’re just being taught how to pass and nothing the might find useful later on in life.â€Å"You can write down, Rudge that I must not write down every word that teacher says. † This quotation is said by Irwin and it shows us that Irwin is saying to the boys until they don’t write down what they have learnt in their own words then they won’t understand anything and they won’t be able to be independent and do as well when it comes to doing their exams. This clearly shows that Irwin’s method of educating the boys is clearly different to the other teachers.However other characters such as Hector seem to feel that Irwin is trying to replace his as the boys favourite teacher as they become fonder of Irwin they don’t seem to be as fond of Hector as they were before Irwin arrived. In contradiction to Hector, the Headmaster is fond of Ir win as he seems to think that Irwin will be the best thing for the boys and the school’s position on the League Tables. This is shown when the headmaster says â€Å"Get me scholarships, Irwin, pull us up the table. † The boys as a group show a suitably irrelevant attitude towards education.

God of Small Things Essay

In â€Å"God of Small Things†, written by Arundati Roy, Roy talks about many things but one thing that stood out was her negativity of what the colonist had brought over into India. Her argument could be that the colonist brought materialism into their culture making the natives think that they need things that they really do not need. The colonist bring the thought that making money any way possible is acceptable and Roy points out that ritual dances are even being used as a way of profit. Roy is just pointing out what effect colonialism has had on the people of the native country. Like many other text from post-colonial nations â€Å"God of â€Å"Small Things† points out the negative aspect of colonialism. Roy throughout the book talks about the city of Ayemenem and the river that used to flow through it. On one side of this river there was a place called the â€Å"history house†. Roy describes this place as a worn and old abandoned estate in a couple of her chapter but in one chapter she is describing what it looks like now and how different it is from when she was just a child. In chapter five a hotel is described; this is the chapter that I think she criticizes the rich and how they have become rich. Roy is showing her disapproval for the colonist making what was once an abandoned land fill into a tourist attraction that is no longer an eye sore and is now a beautiful estate. In chapter five Rahal returned to the river she used to know as a child. She describes how it used to be compared to how it is now that she has returned. Rahal does not seem to care about progress â€Å"So now they had two harvests a year instead of one. More rice-for the price of a river† (Roy 59). Sure people were making a profit from the rice but there will always be someone that is making a profit from something. The only good thing that Roy sees from the people making barges is that there is one more harvest; there are many rewards from having another harvest and they are not recognized; it is not that she probably does not see them but she is just pointing out the negativity from the colonist. Roy continues on and describes a five-star hotel that had bought what they used to call the â€Å"Heart of Darkness†. She says that the History House no longer could be approached from the river and that the house had turned its back on Ayemenem. Roy described this place as an abandoned haunted estate that nobody ever went to when she was a child but she says that it has turned its back on Ayemenem. Once again progress is looked at in a negative way. The hotel guests were transported to the estate by a speed boat through the backwaters and Roy describes the boats as leaving a film of gasoline. She does say that the hotel does have a beautiful view but says that they try to cover up the slum part of Ayemenem, which is understandable, it is not nature, all the slum was man made and they do not want to look at slummy areas. There was not much that the hotel could do about the smell of the waist. Roy makes many assumptions about the â€Å"hotel people†. First the thoughts are that the people actually care what is going on around them, and they do not care. She calls the estate a â€Å"smelly paradise†; the guest are to get used to the smell as they have become immune to other peoples poverty; with that statement she is claiming that everyone that owns the hotel and stays there is rich and does not know what poverty taste like; everything was a matter of discipline, nothing more to them. Roy then goes on to criticize the way the people are making money; through selling their history. In chapter five Roy not only criticizes and shows the negatives of progress, with hardly any positives, but also criticizes the way the people are making a living and profit. The â€Å"hotel people† advertise their estate as a paradise with history making many sensational claims just to draw the tourist to their paradise. She called many of the buildings that had history for sale â€Å"Toy Histories†. Roy does not like the fact that these people are trying to make a profit off of their own history and culture. The biggest thing of all probably is when the hotel hires dancers to perform dances that are classic ritual dances that have actual meaning and are not just for show; six hour classics are turned in to 20 minuet shows for pleasure. The ancient ritual dances were diluted into nothing more than entertainment where at one time they had meant something to the culture that those people once love so dearly. Here it is easy to see why Roy would criticize so much but one must realize that everyone cannot be pleased and never will be pleased. The colonial effect had some good effects and had bad, but Roy again only seems to point out the negativity that the colonialism has brought to the nation. Roy brings up many problems in her native land; I know that the point of her book is to point out the negativity of post-colonialism on her country but still, point out some more good things that did come out of colonialism. In many texts it is the same way though. In â€Å"God of Small Things† it speaks negatively of people from the native land sending their children to boarding schools in Britain, not directly but you can see that she is making a point that all the negativity is geared at those from the culture who have brought British culture and British economics back to their land. Whereas in Soyinka’s â€Å"Death of the King’s Horseman†, the horseman’s son has gone to Britain to study but comes back. After coming back he sees that his father has gone against customs and he decides to take it upon himself to see that the act is fulfilled in some form or another; in this text you have a native that stayed true to his native land but in Roy’s case the natives that went to Britain did not stay true and keep up their own culture but rather adopted another’s culture. Another example of colonist having an influence on the children of the native land and infiltrating through them is in Things Fall Apart, Okonkwo’s son becomes a Christian and Okonkwo does not like that, it is the beginning of his culture being put to a halt. Roy, I do not think, is pointing out all the people who sent their children to Britain but rather that even though India was â€Å"Independent† it still had Britain’s influence impacting almost everything in daily lives. In conclusion, Roy makes descriptive negative images because it is what she sees and has seen from the start. People that have not grown up in her culture from birth and seen the changes she has seen cannot fathom what she has seen. If someone from a more developed country was to go there they would see progression as a positive aspect because it is what they have grown up with but for people in that culture they can see the negative aspects of some progress; and that is what Roy is pointing out, she does point out some positives but the majority of the description about the way society is looked at is negative. The book becomes a very dreary read and quite depressing at some points because of all the negativity and horrible things that happen. However, all of the description of even the negative parts make you really get a since of what Roy is trying to say and that is that even with all the negativity one can break barriers. At the end of the day it is not the colonist fault for making Roy’s society what is but rather the people that refuse to change what needs to be changed. It does not matter about how much negativity is directed at the colonist, if the native people do not take responsibility they are to blame just as much as the British. The negativity is not geared at the British but rather her own society and own people.

Abortion Essay Example | Topics and Well Written Essays - 250 words - 12

Abortion - Essay Example Nevertheless, one should note that support for abortion in the first 3 months is complicated and is dependent on the grounds why the same is to be carried to out. This is according to past Gallup survey and generally speaking, Americans for instance more supportive of making abortion legal especially in the earliest pregnancy stages of pregnancy than in the advanced stages, when the pregnancy is more developed or can survive outside of the womb. Another common ground that has been agreed upon by most parties of pro-choice and pro-life regarding abortion as legal is when the life of a woman or her physical health is endangered by pregnancy or when pregnancy is caused by rape or incest. Thus when the victim cannot accept the fact that she had been raped or the pregnancy was due to incest, the fetus will pose a serious impact on her psychological well-being and future, abortion is still acceptable. Finally, abortion has been a contentious issue in several countries in the world; nevertheless, self-proclaimed â€Å"pro-choice† and â€Å"pro-life† individuals widely agree on over half of 16 principal policy matters. It is these policies that normally have everything to do with women’s vital health protection, thus avoiding late-term abortions, as well as making sure that abortion patients as well as their parents are wholly informed of all the risks