Economic affects of BSE and Hoof and Mouth Disease essays

Economic affects of BSE and Hoof and Mouth Disease essays The United Kingdom and much of Europe have been suffering from the crisis of first Mad Cow Disease and then at beginning of this year, from Foot and Mouth Disease. These calamities have affected their economies and trade with other countries, not to mention the financial burden afflicting farmers. Bovine Spongiform Encephalopathy (BSE), more commonly known as Mad Cow Disease, is a degenerative brain disease that affects cattle. The symptoms of BSE include loss of coordination, a staggering gait, difficulty in rising, a decrease in milk production, weight loss and eventually death. Animals that have BSE also present a change in behavior such as nervousness, aggression, and a diminished interest in surroundings. The incubation period is approximately from two to eight years. In November 1986, Mad Cow Disease was first identified and by early 2001 there were more than 180,000 cases in the United Kingdom. Studies suggest that more animals had been infected but most were slaughtered before being diagnosed or symptoms developed. Cases have been confirmed in other countries within Europe, including Denmark, France, Spain, Germany, Italy, Ireland, Belgium, The Netherlands, Portugal, and Switzerland. There have also been reports of BSE in Oman, Canada, and the Falkland Islands, however, these cases have been confined to cows imported from Britain. The disease has not been officially established in the United States, yet in March 2001 the American government apprehended around 300 sheep from farms located in Vermont that had been imported from Belgium and The Netherlands. BSE has been linked to a form of Creutzfeldt-Jakob Disease (CJD) which is a fatal brain disease in humans. Those infected present similar symptoms as the cattle infected. There have been numerous studies since 1996 that have recognized that BSE can be transmitted to humans and cause vCJD. These studies have linked the times and locations of the epidemic i...

Top Feminist Organizations of the 1970s

Top Feminist Organizations of the 1970s If we use the definition of feminism that feminism is about explicit organizing of action (including education and legislation) to promote equality or equal opportunity for women, the following organizations would be among the feminist organizations active in the 1970s. Not all would have called themselves feminist. National Organization for Women (NOW) The NOW organizing conference October 29-30, 1966, grew out of frustrations of women at slow movement of the EEOC in applying Title VII of the Civil Rights Act of 1964. Key founders were Betty Friedan, Pauli Murray, Aileen Hernandez, Richard Graham, Kathryn Clarenbach, Caroline Davis and others. In the 1970s, after 1972, NOW focused heavily around passing the Equal Rights Amendment. The purpose of NOW was to bring women into equal partnership with men, which meant supporting a number of legal and social changes. National Women’s Political Caucus The NWPC was founded in 1972 to increase women’s participation in public life, including as voters, party convention delegates, party officials and officeholders at local, state and national levels.  Founders included Bella Abzug, Liz Carpenter, Shirley Chisholm, LaDonna Harris, Dorothy Height, Ann Lewis, Eleanor Holmes Norton, Elly Peterson, Jill Ruckelshaus, and Gloria Steinem.  From 1968 to 1972, the number of women delegates to the Democratic National Convention tripled and the number of women delegates to the Republican National Convention doubled.   As the 1970s progressed, working for pro-ERA and pro-choice candidates became a major focus; the NWPC Republican Women’s Task Force won the fight in 1975 to continue the party’s platform endorsement of the ERA. The Democratic Women’s Task Force similarly worked to influence its party’s platform positions. The organization worked through active recruitment of women candidates and also through running training programs for women delegates and candidates. The NWPC also worked to increase the employment of women in Cabinet departments and to increase the appointments of women as judges. Chairs of the NWPC during the 1970s were Sissy Farenthold, Audrey Rowe, Mildred Jeffrey, and Iris Mitgang. ERAmerica Founded in 1975 as a bipartisan organization to win support for the Equal Rights Amendment, the first national co-chairs were Republican Elly Peterson and Democratic Liz Carpenter.  It was created to raise funds and direct them to the ratification efforts in the states which had not yet ratified the ERA and which were considered possible successes. ERAmerica worked through existing organization as well as lobbying, educating, distributing information, raising funds and organizing publicity.  ERAmerica trained many pro-ERA volunteers and created a speakers bureau (Maureen Reagan, Erma Bombeck, and Alan Alda among the speakers).  ERAmerica was created at a time when Phyllis Schlafly’s Stop ERA campaign was energizing opposition to the ERA.  Participants in ERAmerica also included Jane Campbell, Sharon Percy Rockefeller and Linda Tarr-Whelan. National League of Women Voters Founded in 1920 to continue the work of the woman suffrage movement after women won the vote, the National League of Women Voters in the 1970s was still active in the 1970s and remains active today.  The League was and is nonpartisan while, at the same time, urging women (and men) to be politically active and involved.  In 1973, the League voted to admit men as members. The League supported such pro-women’s rights actions as the 1972 passage of Title IX of the Education Amendments of 1972 and various anti-discrimination laws and programs (as well as continuing work on civil rights and anti-poverty programs). National Commission on the Observance of International Womens Year Created by an Executive Order of President Gerald R. Ford in 1974, with subsequent authorization of Congress to sponsor state and territorial meetings on the rights and responsibilities of women, members were appointed by President Jimmy Carter in 1975 and then again in 1977. Members included Bella Abzug, Maya Angelou, Liz Carpenter, Betty Ford, LaDonna Harris, Mildred Jeffrey, Coretta Scott King, Alice Rossi, Eleanor Smeal, Jean Stapleton, Gloria Steinem, and Addie Wyatt.  One of the key events was the National Women’s Conference in Houston on November 18-21, 1977.  Elizabeth Atahansakos was presiding officer in 1976 and Bella Abzug in 1977.  Sometimes called the IWY Commission. Coalition of Labor Union Women Created in March, 1974, by union women from 41 states and 58 unions, CLUW’s first president was Olga M. Madar of the United Auto Workers.  The organization was founded to increase women’s involvement in unions and political activities, including getting union organizations to better serve the needs of women members.  CLUW also worked legislation to end discrimination against working women, including favoring affirmative action. Addie Wyatt of the United Food and Commercial Workers was another key founder. Joyce D. Miller of the Amalgamated Clothing Workers of America was elected president in 1977; in 1980 she was to become the first woman on the AFL-CIO Executive Council. In 1975 CLUW sponsored the First National Women’s Health Conference, and moved its convention from a state that had not ratified the ERA to one that had. Women Employed Founded in 1973, Women Employed worked in the 1970s to serve working women - especially non-union women in offices, at first - to gain economic equality and workplace respect.  Large campaigns to enforce legislation against sex discrimination.  A case filed first in 1974 against a large bank was finally decided in 1989.  Women Employed also took up the case of a legal secretary, Iris Rivera, who had been fired because she refused to make coffee for her boss. The case not only won Riveras job back but significantly changed the consciousness of bosses in offices about fairness in working conditions. Women Employed also ran conferences to inspire women both in self-education and in knowing their workplace rights.  Women Employed still exists and works on similar issues. Key figures were Day Piercy (then Day Creamer) and Anne Ladky.  The group began as a Chicago-oriented group but soon began to have more national impact. 9to5, National Association of Working Women This organization grew out of a Boston 9to5 grassroots collective, which in the 1970s filed class action suits to win back pay for women in offices.  The group, like Chicagos Women Employed, expanded its efforts to help women with both self-management skills and understandings of their workplace legal rights and how to enforce them.  With the longer new name, 9to5, National Association of Working Women, the group went national, with a number of chapters outside Boston (at this writing, in Georgia, California, Wisconsin and Colorado).   Groups like 9to5 and Women Employed also gave rise in 1981 to Local 925 of the Service Employees International Union, with Nussbaum as president for almost 20 years, with the object of gaining collective bargaining rights for women working in offices, libraries and day care centers. Womens Action Alliance This feminist organization was founded in 1971 by Gloria Steinem, who chaired the board until 1978. More directed at local action than legislation, though with some lobbying, and about coordinating individuals and resources at the grass-roots, the Alliance helped to open the first shelters for battered women.  Others involved included Bella Abzug, Shirley Chisholm, John Kenneth Galbraith, and Ruth J. Abram, who was the director from 1974 to 1979.  The organization dissolved in 1997. National Abortion Rights Action League (NARAL) Originally founded as the National Association for the Repeal of Abortion Laws, and later called the National Association for Abortion and Reproductive Rights Action League, and now NARAL Pro-Choice America, NARAL was focused narrowly on the issue of abortion and reproductive rights for women.  The organization worked in the 1970s first to repeal existing abortion laws, and then, after the Supreme Courts  Roe v. Wade  decision, to oppose regulations and laws to limit abortion access.  The organization also worked against limits to womens access to birth control or to sterilization, and against forced sterilization.  Today, the name is NARAL Pro-Choice America. Religious Coalition for Abortion Rights (RCAR) Later renamed the Religious Coalition for Reproductive Choice (RCRC), RCAR was founded in 1973 to support the right of privacy under  Roe v. Wade, from a religious standpoint.  Founders included both lay leaders and clergy from major American religious groups. At a time when some religious groups, notably the Roman Catholic Church, opposed abortion rights on religious grounds, the voice of RCAR was meant to remind legislators and the general public that not all religious people opposed abortion or womens reproductive choice. Womens Caucus, Democratic National Committee During the 1970s, this group worked within the Democratic National Committee to push a pro-women’s rights agenda within the party, including on the party platform and in appointments of women to various positions. Combahee River Collective The Combahee River Collective met in 1974 and continued to meet throughout the 1970s as a means to develop and implement a black feminist perspective, looking at what would today be called intersectionality: the way in which race, sex, and class oppression worked together to divide and oppress. The groups critique of the feminist movement was that it tended to be racist and exclude black women; the groups critique of the civil rights movement was that it tended to be sexist and exclude black women. National Black Feminist Organization (NBFO or BFO) Founded in 1973, a group of African American women was motivated to form the  National Black Feminist Organization for many of the same reasons The Combahee River Collective existed - and indeed, many of the leaders were the same people. Founders included Florynce Kennedy, Eleanor Holmes Norton, Faith Ringgold, Michel Wallace, Doris Wright, and Margaret Sloan-Hunter; Sloan-Hunter was elected the first chairperson.  Though several chapters were established, the group died out about 1977. National Council of Negro Women (NCNW) Founded as an â€Å"organization of organizations† in 1935 by Mary McLeod Bethune, the National Council of Negro Women remained active in promoting equality and opportunity for African American women, including through the 1970s under the leadership of Dorothy Height. National Conference of Puerto Rican Women As women began to organize around women’s issues, and many felt that the mainstream women’s organizations did not adequately represent the interests of women of color, some women organized around their own racial and ethnic groups.  The National Conference of Puerto Rican Women was founded in 1972 to promote both preservations of Puerto Rican and Latino heritage, but also full participation of Puerto Rican and other Hispanic women in society - social, political and economic. Chicago Womens Liberation Union (CWLU) The more radical wing of the womens movement, including the Chicago Womens Liberation Union, was far more loosely structured than the more mainstream womens organizations were. CWLU was a bit more clearly organized than womens liberation supporters in other parts of the U.S.  The group existed from 1969 to 1977.  Much of its focus was in study groups and papers, as well as supporting demonstrations and direct action. Jane (an underground abortion  referral service), the  Health Evaluation and Referral Service (HERS) which evaluated abortion clinics for safety,  and the  Emma Goldman Womens Clinic were three concrete projects around womens reproductive rights.  The organization also gave rise to  the National Conference on Socialist Feminism and the Lesbian Group which became known as Blazing Star. Key individuals included Heather Booth, Naomi Weisstein,  Ruth Surgal,  Katie Hogan and  Estelle Carol. Other local  radical feminist  groups included Female Liberation in Boston (1968 - 1974) and Redstockings  in New York. Womens Equity Action League (WEAL) This organization spun off from the National Organization for Women  in 1968, with more conservative women who did not want to work on issues including abortion and sexuality.  WEAL supported the Equal Rights Amendment, though not particularly vigorously. The organization worked for equal educational and economic opportunity for women, opposing discrimination in academia and the workplace.  The organization dissolved in 1989. National Federation of Business and Professional Womens Clubs, Inc. (BPW) The 1963 Commission on the Status of Women was established with pressure from the BPW.  In the 1970s, the organization generally supported ratification of the Equal Rights Amendment, and to support women’s equality in professions and in the business world. National Association for Female Executives (NAFE) Founded in 1972 to help women succeed in the business world in which mostly men were successful - and often not supportive of women - NAFE focused on education and networking as well as some public advocacy. American Association of University Women (AAUW) AAUW was founded in 1881.  In 1969, the AAUW passed a resolution supporting equal opportunities for women on campus at all levels. A 1970 research study, Campus 1970, explored sex discrimination against students, professors, other staff and trustees. In the 1970s, AAUW supported women in colleges and universities, especially working to secure passage of Title IX of the Education Amendments of 1972 and then to see to its adequate enforcement, including working for regulations to ensure compliance, monitoring and reporting on compliance (or lack thereof), and also working to establish standards for universities: Title IX: â€Å"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.† National Congress of Neighborhood Women (NCNW) Founded in 1974 out of a national conference of working-class women, NCNW saw itself as giving voice to poor and working-class women. Through educational programs, NCNW promoted educational opportunities, apprenticeship programs, and leadership skills for women, with the purpose of strengthening neighborhoods.  At a time when the mainstream feminist organizations were criticized for focusing more on women at the executive and professional level, NCNW promoted a kind of feminism for women of a different class experience. Young Womens Christian Association of the U.S.A. (YWCA) The largest women’s organization in the world, the YWCA grew out of the mid-19th-century efforts to support women spiritually and, at the same time, respond to the Industrial Revolution and its social unrest with action and education. In the United States, the YWCA responded to the issues facing working women in industrial society with education and activism.  In the 1970s, the USA YWCA worked against racism and supported repeal of anti-abortion laws (before the Roe v. Wade decision). The YWCA, in its general support of women’s leadership and education, supported many efforts to expand women’s opportunities, and YWCA facilities were often used in the 1970s for feminist organization meetings. The YWCA, as one of the largest providers of daycare, was also both promoter and target of efforts to reform and expand child care, a key feminist issue in the 1970s. National Council of Jewish Women (NCJW) A faith-based grassroots organization, the NCJW was founded originally at the 1893 World Parliament of Religions in Chicago.  In the 1970s, the NCJW worked for the Equal Rights Amendment and to protect Roe v. Wade, and carried out a variety of programs addressing juvenile justice, child abuse, and day care for children. Church Women United Founded in 1941 during World War II, this ecumenical women’s movement sought to involve women in post-war peace-making.  It has served to bring women together and has worked on issues especially important to women, children, and families.  During the 1970s, it often supported women’s efforts to have expanded roles in their churches, from empowering women deacons and women’s committees in churches and denominations to ordination of women ministers.  The organization remained active on issues of peace and global understanding as well as getting involved in environmental issues. National Council of Catholic Women A grassroots organization of individual Roman Catholic women, founded under the auspices of the U.S. Catholic bishops in 1920, the group has tended to emphasize social justice. The group opposed divorce and birth control in its early years in the 1920s.  In the 1960s and 1970s, the organization supported leadership training for women, and in the 1970s especially stressed health issues. It was not significantly involved in feminist issues per se, but it had in common with feminist organizations the goal of promoting women taking leadership roles within the church.

Greek Easter or the American Easter Essay Example | Topics and Well Written Essays - 750 words

Greek Easter or the American Easter - Essay Example Easter primarily is the celebration of Jesus' triumph over death and mankind's hope for eternal life. Some of the main features behind the original Easter story are Jesus' execution, his burial and most significantly his rising from death. Christians believe that according to the Scripture, Jesus came back to life three days after his death on the cross, which is observed through the Good Friday, always the Friday before Easter. Through his death, burial and resurrection it is believed that Jesus paid the penalty for his sins and obtained eternal life for all who believe in him. Although it is the celebration of the same truth in history, the methods of celebration differ quiet a bit. In USA the name of this Holy Day is Easter. It is derived from the pagan goddess of dawn, "Eostre". Since Eostre was a pagan goddess, in some churches it is considered inappropriate to refer to this Holy Day with the name of a pagan goddess. However, the word Easter is simply used to refer to this holiday only, with no connotation what so ever with the pagan goddess bared in mind. In most other languages including Greek, Easter is called Pascha, related to the Hebrew word Pesach, for Passover. This is because the early Christians linked this celebration to Passover. Along Along with differences in names there are also differences in the ways this holiday is celebrated. If the holiday is being celebrated in the US, one can expect to see the famous Easter parades. Another famous tradition is of egg hunting for hidden eggs. This became known as the Easter Egg Roll, gaining popularity in the late 1800s. Children rolled eggs on the grounds of the US capitol the congress was not happy about this and outlawed the practice. In 1878, President Hayes and his wife Lucy invited children to roll eggs on the lawn of the White House itself, starting a tradition which still continues today. Another US tradition is the Easter Bunny, in many cultures it is viewed as the bunny as symbol of fertility. The reason behind accepting this view was that centuries ago, Pope Gregory I allowed people to keep pagan symbols such as eggs and bunny as long as they can be recast in Christian terms. In Greece the celebrations truly begin two months before Easter. They start with the festival called Apokria, in which a huge paper mache effigy of Judas is set on fire. The next Monday is called Clean or Ash Monday it is one of the most festive days of the year for the Greeks. Children and parents gather on the hills of Athens and the Greek countryside to fly kites and enjoy picnics and than Lent begins. Holy Thursday is the day when all Greek families prepare dyed red eggs. Tradition says that the Virgin Mother dyed eggs red to celebrate the resurrection of Jesus and to celebrate life. This is a big part of the Easter Sunday. On Good Friday flags at homes and government buildings are set at half mast to mark the sorrowful day. Holy Saturday is filled with anticipation of Easter. People gather at town squares and churches and by 11 P.M. the Easter Services start. Large white candles are lit and are carried by everyone. At midnight the church bells ring and the priests announce Christos Anesti (Christ has risen) and fireworks are set off. The celebration contin ues on the Sunday with great Easter feasts. This is brings us

Economic Issues in 20th century Latin America Essay

Economic Issues in 20th century Latin America - Essay Example The economy of such countries as Chile, Mexico, Argentina and Peru is now much more open than before. Even in Brazil, where the resistance to market reforms continued in the 90 years, government policy as a whole turned in the direction of foreign trade liberalization and privatization. The changes in both spheres – political and economical – were rather difficult for the countries. In contrast to the predictions of many analysts new democratic regimes have proven to be viable even in a severe economic crisis. Ultimately, most of them show the ability to implement difficult but much-needed market reforms. Now the countries of Latin America are facing new, more complex tasks, which differ from the previous problems at least in two important aspects. First of all, conditions of policy have changed. In the past reformers were opposed by supporters of import-replacing model and the dominant role of the state. Before government did not pay so much attention to the problems o f private investment, market competition, and prudent macroeconomic policies. Now the debate is centered on the extent of state support to private sector and focus on the issues like distribution and the actual economic growth. There are the disputes around the economic policy which closely related to the changing nature of policy challenges facing the young democracies of Latin America. The task of overthrowing the military dictatorship and preventing the return to authoritarian rule gave way to the issues of efficiency and accountability of the elected governments. The results of these political challenges impact on the issues of economic growth and property. Economic overview and challenges The neoliberal reforms of 80-90-ies have been repeatedly criticized and continue to cause controversy today. The incentives for economic growth, which are created by market-oriented policies, derive from several sources. In the context of economic globalization, external financing is crucial f or the balance of payments in all countries. In Latin America, as in other developing countries, governments in most cases are aware of the importance of maintaining the confidence of private investors and institutions like the IMF and World Bank. The significance of these goals is well demonstrated by the Mexican peso crisis. In 80-ies a typical reaction to these events was to limit imports and capital movements, in the mid-90'ies answer to the crisis was the deepening of liberal reforms. The past experience has also demonstrated how important it is to maintain continuity of policy. Export-oriented East Asian countries have successfully emerged from the debt crisis, which sharply contrasted with the profound failure of the political experiments in Brazil, Argentina and Peru. The lessons of this experience are still being discussed, but already had a consensus on the need for a cautious approach to macroeconomic policy (Frieden, 2000). Finally, the probability of the direct cancella tion of the results of past reforms is limited by internal factors. In countries such as Chile and Mexico, the political influence of export-oriented business provides a powerful motivation for the continuity of policies. Moreover, the successful stabilization programs have gained wide popularity among lower-income groups, which particularly were affected by high inflation. Thus, although the opposition argue for more vigorous measures to

Analysis of Ethics and Values Essay Example for Free

Analysis of Ethics and Values Essay Values are defined as things that are important and of some value for others. Values are of utmost importance while formulating vision. Importance of value is not just for individuals but organizations also emphasize greatly on its core values and even their vision is consistent with the values of the organization. All the decisions about right and wrong are based on the values that an individual or organization has. Thus it is said that values are the rules that one follows both in personal and professional life. Value shows what is right and what is wrong whereas doing what is right or wrong is determined by ethics. When one says that behave ethically, they mean behave in the right way. (Portman, 2010). By ethics we mean certain standards of conduct that shows how one should behave and fulfill the duties and responsibilities Professional Values and Ethics: Professional values and ethics refer to set of standards of conduct that supports the prestige of various professions that exist in the society. These set of principles indicate that how a particular professional group should behave in the society and what personal qualities they need to develop and in what way they are supposed to communicate at the workplace as well as with others in the society. For example for scientists moral principles involve integrity and patriotism. Justice and sincerity are the ethics for judiciary. Professional ethics become an important part of an organization because it increases the productivity of the organization as it indicates the way people should communicate with each other and the way they should carry out their responsibilities. Ethics for Military Organization Everyone agrees to the fact that integrity, honesty and moral conduct are important elements in a good human being but what people don’t agree is that these standards are applied equally for both personal and professional lives. An employee thinks that as long as his task are fulfilled, his employer should not care about his private conduct and he has all the rights to drinks, cheat take drugs or whatever he wants to do in his personal life. This may be true for the civilian sector but in the military there is different view. They do not tolerate drugs or alcohol. They do not allow sexual involvement with others in the workplace and severe punishments are given for dishonesty. Senior leaders say that for them private and public line are erased they cannot do what they want to do even in private as they answerable for the entire act that they do in private life as well. Military Ethics and Ethical Concepts: Military ethics refers to the code of conduct of military personnel while performing military activities. This concept of military ethics revolves around three sub concepts. The first concept refers to suitable behavior of individual for their profession, proper understanding of their standard mission and the assignments given to them and the right manner through which they can achieve their missions. The second concept underlines the suitable conduct of the military which is based on the fact that military members belong to a specific profession. The third concept specifies proper conduct of military members as a citizen of a free society where people are expected to respect the dignity of humans and adhering to the values of the democratic society. Professionalism Concept: Military ethics is based on complete professionalism which identifies the military members as professionals. Just as all other professionals are expected to perform their duties in a certain manner; the same military members are also required to adhere to the values and principles of the society. Conception of Owing: There are three Os on which the military ethics rely. These include; owing, ordering and to ought. Military officers are indebted to a lot of people such as country people, their families and comrades therefore they should realize that it is a selfless service. Conception of Ordering: Concept of ordering is also very important in military ethics. It is about priorities and moral structures. For example a top ranking officer knows that there is certain defect in a weapon that military requires badly, should the military officer reveal this information to the committee which is analyzing the weapon or he should withhold this information and go ahead in getting the weapon for his men. Here the question of ethics and priority comes. Conception of Obligations: This means what military members ought to do. According to military ethics, soldiers are expected to obey all the orders of the seniors promptly. But sometimes this happen that these orders raise ethical question therefore the military men are usually stuck between obeying the command or doing what is right and needs to be done.

The Poetry of Judith Wright Essay -- Judith Wright Poems compare Contr

The Poetry of Judith Wright Abstract This report discusses the influences of Australia as well as the universal impact on the poetry of Judith Wright. It contains an evaluation of both the techniques and the "plot" behind the poems "Remittance Man, "South of My Days" and "Eve to her Daughters" as well as a comparison between the three poems. Australia, as Wright ¡Ã‚ ¦s homeland, has had a significant effect on the content of her poems but references to English scenes are also consistent as well as general references to the universal world. Eve to Her Daughters. ?  Ã‚  Ã‚  Ã‚  Ã‚  Poem Summary The poem  ¡Ã‚ ¥Eve to Her Daughters ¡Ã‚ ¦ tells of original sin and gives advice to the women (her daughters) of today from Eve regarding men. The first stanza describes the consequences of the fall but Eve ¡Ã‚ ¦s acceptance of it. The second and third stanzas describe Adam ¡Ã‚ ¦s rebellion against the punishment and the  ¡Ã‚ §insult ¡K the trick They had played on us ¡Ã‚ ¨,  ¡Ã‚ ¥They ¡Ã‚ ¦ being God and Satan whom Adam has grouped together as a united opposition. Adam was discontent with the new life and strove to build a new Eden and put God  ¡Ã‚ ¥out of business ¡Ã‚ ¦. The third and fourth stanzas tell the audience about Adam ¡Ã‚ ¦s attempt to understand how the world works and to disprove God ¡Ã‚ ¦s existence. In his quest to unravel everything he decides that if it  ¡Ã‚ §cannot be demonstrated [it] does not exist ¡Ã‚ ¨. In this process he proves that humans themselves cannot exist and  ¡Ã‚ §refuses to accept the conclusion ¡Ã‚ ¨. The conclusion of the poem is in a sarcastic tone as a final message to Eve ¡Ã‚ ¦s  ¡Ã‚ ¥daughters ¡Ã‚ ¦ that everybody has faults and they always work out. She suggests that Adam is too stubborn to accept this and through this he has turned himself into a shapeless enigma that  ¡Ã‚ §doesn ¡Ã‚ ¦t exist. ¡Ã‚ ¨ ?  Ã‚  Ã‚  Ã‚  Ã‚  Universal References The biblical references to Eve, Adam, Abel and Cain, as well as God and Satan are not linked to Judith Wright ¡Ã‚ ¦s homeland or any country in particular but in particular her Christian upbringing. The poem reflects feminist ideas as many of her poems do and also encourage thought by including hidden questions within the poem to challenge her audience. In the third stanza there is mentioned a number of ideals that modern people are striving for such as  ¡Ã‚ §multiplied opportunities for safe investment and higher education ¡Ã‚ ¨ as well as advanced technologies and communications. This stanza has ... ...  Ã‚  Australian References The very first line of  ¡Ã‚ §South of my Days ¡Ã‚ ¨ tells us that the poem is about Australia as it is Judith Wright ¡Ã‚ ¦s home country ( ¡Ã‚ §part of my blood ¡Ã‚ ¦s country ¡Ã‚ ¨). The  ¡Ã‚ §tableland ¡Ã‚ ¨ described in lines 2 and 3 are distinctly Australian as well as the trees mentioned in line 4. In stanza 2 the use of the word  ¡Ã‚ §yarn ¡Ã‚ ¨ is also Australian. Stanza 3 is one of  ¡Ã‚ §Old Dan ¡Ã‚ ¦s ¡Ã‚ ¨ stories about a cattle muster, another distinct Australian reference especially with the inclusion of a drought mentioned and the Hunter Valley. Stanza 4 is another story containing references to particular places such as Tamworth and the Bogongs, as well as specific references to Australian legends such as the Cobb & Co. mail service and Captain Thunderbolt the bushranger, all of which are uniquely Australian. Conclusion The balance between Australia and the universal in the poetry of Judith Wright is fairly even though it does lean more towards Australian poetry. The main references in her poetry are towards England, Australia and the Bible, all of which she had grown up with and had obvious strong influences on her. The love of her country Australia is evident in many of her poems.

Frankenstein an early form of science fiction? Essay

† Many people believe that this was just an excuse for Victor’s mistakes, but I believe that it was Mary Shelley’s influence creeping into the storyline yet again. Shelley was a romantic; she spent her life against the facts of the world, hoping for the near impossible. She drove herself to the wonders of fate, much like Victor is doing at this time in the book. He told himself that he had little control, and that fate and mysterious wonders possessed him like a puppet on a string. Death is in a way the centre of the story. More then half of the characters themselves die, and the creature is made of dead matter. It is astonishing that Mary Shelley would write about death if she was a romantic. What is even more astounding is that she wrote so much about science! But I think there is a possible link that does not contradict any of the facts or motives. If Shelley wanted to prove how dreadful science was, then what could persuade people more then death? I think that she wrote the story to illustrate what science could really do to someone’s life. Whereas the â€Å"guardian angel† mentioned in the story (which I think is symbolic for the romantics Shelley loved), could have saved their lives. The death presented can be received as if it were a horror story, and it partially is, but the amount of death and pain suggests otherwise. Even though the idea of death is dire, without it the book would be pointless and boring. In fact, in this situation, the death creates life, the creature. â€Å"With an anxiety that almost amounted to agony, I collected the instruments of life around me that I might infuse a spark of being into the lifeless thing that lay at my feet. † Victor’s experiments with dead matter and electricity must also give a massive input to the concluding decision. It contains scientific knowledge, experience and language, and therefore helps the science fiction appeal. Even the way that Victor speaks sounds scientific enough to make you think that it’s science fiction. â€Å"I thought that if I could bestow animation upon lifeless matter, I might in process of time renew life where death had apparently devoted the body to corruption. † Although in the film certain parts of content are lost and an exaggeration of the electricity used is inputted, the outlines, structure and main plot remain. And if the film was defined as a sci-fi horror, then indubitably the book must also be regarded with similar merits. There are so many ways in which science is referred to in the book that it is almost impossible to imagine how many there actually are. If Victor as the main character is experimenting with science, then presumably the story is experimenting too, bringing to the conclusion that Frankenstein is an early from of science fiction, on the basis of the meaning of science fiction itself. Science fiction itself is defined as â€Å"a piece of fictional writing including a form of scientific knowledge or plot. † Therefore, theoretically Frankenstein would fall into this category. The only obstacle preventing this is whether or not it should be something else, like gothic horror or even romantic thriller. There are approximately equal amounts of evidence that would finally classify the novel. There are so many genres it could be that it is extremely difficult to comprehend which one it would distinctively fall into. The problem is how do we choose which one? But one thing most people do not consider is why can’t something be more than one thing? For years people have combined ideas to save time or just for the sake of it. Things like two in one shampoos, or multi vitamin tablets or even television programmes. So what some people agree upon in this situation is: why can’t Mary Shelley’s Frankenstein be three genres rolled up into one? After all, this essay has found no reason to suggest why it shouldn’t be pronounced science fiction, and I am sure that there will be no way to say how it is not any other genre. If we excluded one genre from the description then it would not fully describe the book to its full temperament. However, against anything else and for the sake of answering the original essay question, I will call it an early form of science fiction, only because there was nothing like it before it was written, and if it hadn’t been, there may not be a science fiction anyway. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

The Jaguar

The Jaguar 1. It implies that the apes admire their fleas and are to lazy tp do anything about them, where as you would think that they would want rid of the fleas because they would surely be bothered by them. 2. The simile gives me a dramatic picture of the parrots as by saying ‘shriek as if they were on fire' gives me the image of the being very load and frantic. 3. The figure of speech in line three is a simile and suggests to me that the parrots were flaunting themselves ‘like cheap tarts', woman who want to attract attention. 4. ‘Tiger and lion lie still as the sun'.This simile gives me a picture of the tigers and lions laying still and not moving very often. 5. The figure of speech used here is a metaphor and gives me an image of an ancient creature that used to live millions of years ago. 6. The word is ‘shriek' because it makes me think of the birds making loud noises. ‘Fatigued with indolence' gives me the impression that the tigers and lions a re very lazy and do not have the effort to do anything. ‘Stink of sleepers from the breathing straw' gives a very strong impression that the animals are very un-hygienic and are not clean. . Most of the animals are very lazy and motionless. 8. The poet uses commas more often to make the reader read quicker and therefor fastening the pace of the poem. The commas are also used to create tension and excitement. 9. The writer says that the jaguar is ‘hurrying and also the he ‘spins' from the cage bars, showing me that the jaguar is very fast paced and frantic. 10. The language technique used is alliteration which is having words beginning with the same letter following one another. 11.I choose the 2nd and 3rd lines from the last verse, these lines suggest to me that the jaguar feels like he is still in the wild and still in control. The poet mentions the ‘wilderness of freedom' to remind us of the wilderness from where the jaguar came. 12. Ted Hughes gives me the impression that he likes the jaguar because the jaguar still acts as if it is in the wild. 13. My feeling on the jaguar is that it still has not given up as the writer tells me that ‘over the cage floor the horizons come' giving me the impression that the jaguar is imagining still being in the wild and free

Free Essays on Madrid, Spain

Culture There are exhibitions, concerts, plays, films, conferences, and musical performances of almost anything in Madrid. The most fascinating among them are the International Theatre Festival, the International Film Festival, the International Opera Festival, the festival called â€Å"The Summers of the City†, and the Autumn Festival together with the seasons performances at the theater La Zarzuela and the Jazz, Pop and Rock Festivals not forgetting the Fair for Contemporary Art called â€Å"Arco†. Attractions Madrid has a large number of museums, where the great masters of Spanish and universal paintings are found. There are also museums for sculpture, archaeology, science, and much much more. Such as the Museum of the Romantic Period, Natural Science Museum, City Museum, or the Royal Arsenal. Special Events There are many special events in Spain one of which is the book fair, which brings together the most important national publishers. Other festival occasions that are important to Spain and Spain’s surrounding that are officially considered of interest to tourists are: Corpus Christi in Toledo and the celebrations at Atienza (Guadalajara), Camunas (Toledo), Mora (Toledo), Zamarramala (Segovia), Hita (Guadalajara), Candeleda (Avila). Finally, there is the festival excursion to the shrine of the Virgin of Hontanares, an excursion called â€Å"Romeria† in Spanish, Which takes place at Riaza, and the â€Å"Romeria† of El Cristo del Caloco. Just to name some. Holiday In the second half of May, Madrid celebrates in honor of San Isidro. The celebration is accompanied by typical Madrid folklore, including Fairs and Dances that are organized on the meadow of San Isidro, where the people of Madrid sing, dance and enjoy themselves next to the Hermitage of their Patrol Saint. At the same time, there are ballet and opera performances as well as the traditional bull fights at the bullring of Las Ventas. There are many holidays, ... Free Essays on Madrid, Spain Free Essays on Madrid, Spain Culture There are exhibitions, concerts, plays, films, conferences, and musical performances of almost anything in Madrid. The most fascinating among them are the International Theatre Festival, the International Film Festival, the International Opera Festival, the festival called â€Å"The Summers of the City†, and the Autumn Festival together with the seasons performances at the theater La Zarzuela and the Jazz, Pop and Rock Festivals not forgetting the Fair for Contemporary Art called â€Å"Arco†. Attractions Madrid has a large number of museums, where the great masters of Spanish and universal paintings are found. There are also museums for sculpture, archaeology, science, and much much more. Such as the Museum of the Romantic Period, Natural Science Museum, City Museum, or the Royal Arsenal. Special Events There are many special events in Spain one of which is the book fair, which brings together the most important national publishers. Other festival occasions that are important to Spain and Spain’s surrounding that are officially considered of interest to tourists are: Corpus Christi in Toledo and the celebrations at Atienza (Guadalajara), Camunas (Toledo), Mora (Toledo), Zamarramala (Segovia), Hita (Guadalajara), Candeleda (Avila). Finally, there is the festival excursion to the shrine of the Virgin of Hontanares, an excursion called â€Å"Romeria† in Spanish, Which takes place at Riaza, and the â€Å"Romeria† of El Cristo del Caloco. Just to name some. Holiday In the second half of May, Madrid celebrates in honor of San Isidro. The celebration is accompanied by typical Madrid folklore, including Fairs and Dances that are organized on the meadow of San Isidro, where the people of Madrid sing, dance and enjoy themselves next to the Hermitage of their Patrol Saint. At the same time, there are ballet and opera performances as well as the traditional bull fights at the bullring of Las Ventas. There are many holidays, ...

The 9 Best Film Schools in the US

The 9 Best Film Schools in the US SAT / ACT Prep Online Guides and Tips In the past few years, applying to film school has gotten extremely competitive: top schools likeUSC’s School of Cinematic Arts now boast lower admission rates than the Ivies. Simultaneously,the number of film programs has grown- rising from about 300 in 2006 to almost 400 in 2010. With so many programs available and so much competition for the top spots, where should you apply? In order to help you find the right school for you, I’ve compiled a list of the best film schools in the US, based on my experience as a film student and actress in LA. How Is "Film School" Defined for This List? I’m categorizing film school as a school where film is a priority.These schools are either conservatories or have specialized film schools within a larger university. As a graduate of USC’s film school, I know from experience that going to film school has many advantages.You’ll be surrounded by students and teachers who will inspire you, help you with your projects, and will likely be your future colleagues.Furthermore, you’ll be at a college that doesn’t view your passion as simply an extracurricular. All that being said, you can get a film degree from other universities.However, this list is for students who are 100% sure they want to study film and are looking to be surrounded by like-minded students. The Evaluation Criteria for the Best Film Schools You should never look at rankings as fact- not even those from trusted industry sources like The Hollywood Reporter.Instead, you should use these articles as a jumping off point for your own college research.Also, whenever looking at a ranking list, you should find out how the rankings were determined. Right now, I’ll explain how I came up with this very unscientific list of top film schools.I began by restricting my search to colleges that prioritize film by only offering arts degrees or by having a specialized film school within the larger institution. Then, I took the following three criteria into consideration: #1: Ranking. I used ranking lists from respected industry papers such as The Hollywood Reporter as a starting point for my research. #2: On and Off-Campus Extracurricular Opportunities. Success in the entertainment industry depends a lot on who you know. In order to get to know more people (beyond your classmates and teachers), you need to have the opportunity to intern with production companies, studios, agencies, management companies, post-houses, casting offices, etc. Also, it’s important to have opportunities to make films and showcase your work in order to get your name out there and to get feedback. Does the school provide opportunities to make and screen student films? #3: Notable Alumni. How many alumni have risen to the top of their field? If a lot have, it means the school likely provided them with the resources (aka connections) and/or skills needed to succeed. I split this list into two tiers rather than ranking each school, since specific rankings are typically not that meaningful. What separates the Tier 1 schools is that they have the best reputation, provide the most extracurricular opportunities and have the longest lists of notable alumni.While the Tier 2 schools are also good, they don’t have the same industry connections and don’t have as many notable alumni as the Tier 1 schools. Consider attending a school in the heart of Hollywood! Tier 1 Film Schools Tier 1 includes the very best film schools in the US - these are extremely prestigious programs with many successful alums. University of Southern California’s School of Cinematic Arts I may be biased as an alum, but you’d be hard-pressed to find any ranking list that didn’t have USC near the top.The USC School of Cinematic Arts has more connections in the entertainment industry than all of the other schools combined (and a Hollywood Walk of Fame star in front of the school to prove it). USC's Los Angeles location helps make it a top film school. You're not just given internship opportunities: you also have opportunities to go to industry events (with students occasionally being offered free tickets to Hollywood premieres) and more potential to network with industry professionals. The School of Cinematic Arts is extremely selective, with only about 3% of applicants being admitted. There are separate undergraduate programs for animation, screenwriting, critical studies, media arts, interactive media, and film production. USC is arguably one of the more "practical" schools I'll discuss because it tries to prepare students for the changing medium (as it expands beyond typical movies to web series and virtual reality) by allowing students to take classeson new media. The list of notable alumni is incredibly long (George Lucas, Judd Apatow, Paul Feig, and many more), but even more impressive is thatbasically every Hollywood office I interned at employed at least one USC alum. The school provides access to great off-campus internships throughout the school year and summer at places such as NBCUniversal, Lionsgate, and Pixar.Additionally, there are many opportunities to screen your work. These opportunities include the prestigious USC First Look Film Festival, which is attended by many industry professionals. NYU Tisch I don’t know if NYU Tisch students heard this adage as well, but the saying in film circles goes, â€Å"If you want to make a living, go to USC; if you want to make art, go to NYU.† It has to do with Tisch's location: while L.A. is the center of commercial film and television, New York has become the center of independent filmmaking. Tisch's undergraduate program only offers three degrees: Film Television, Cinema Studies, and Dramatic Writing.NYUfocuseson churning out true auteurs who have strong visual storytelling skills, preparing themfor success in the independent filmmaking world. While NYU does have some famous alumni working in Hollywood such as Martin Scorsese and Spike Lee, it has a longer list of alumni working in the independent scene: Alfonso Gomez-Rejon (Me and Earl and the Dying Girl), Joel Coen (Fargo), documentarian Morgan Spurlock (Super Size Me), and experimental filmmaker George Von Steiner. Due to its New York location, NYU provides students with the opportunity to intern year-round at places such as Fox Searchlight, The Tonight Show Starring Jimmy Fallon, and Late Show With Stephen Colbert.Also, the school provides tons of opportunities to screen your work, including at the Manoogian Screenings (held at the Directors Guild Theater in Los Angeles). New York is another great place to be for film! AFI AFI is always near the top of any film school ranking list. A true film conservatory without the traditional college experience and general education requirements, AFI offers certificates to those without undergraduate degrees and MFAs to college grads. The programs at AFI are extremely specialized (more so than any other school on this list), allowing students to graduate with unique degrees in Directing, Cinematography, Editing, Producing, Production Design, and Screenwriting. AFI boasts an impressive list of alumni including Darren Aronofsky, David Lynch, and Terrence Malick.Its LA locale allows students to intern throughout the year.That being said, as a conservatory, AFI prioritizes helping students make films rather than helping them get internship opportunities.However, making and screening films is equally important to interning. By making and screening films,students can see how audiences respond to their work and get better at their craft. AFI students make TONS of films. For example, in the first year alone, Directing, Producing and Cinematography students have the opportunity to make three narrative projects. Editing students work on up to six projects, Production Design students work on up to four, and Screenwriting students write at least one of short film and start working on a feature screenplay.There are prestigious screening opportunities such as at the famous AFI Film Festival. Some schools still use old school cameras! Tier 2 Schools Tier 2 schools also offer topfilm programs, but they don’t have as many industry connections or as many notable alumni as the Tier 1 schools. UCLA As an alum of their rival school, it pains me to include them on this list, but UCLA’s film school is top notch andvery competitive, with only about 30 students admitted each year. UCLA is less specialized than the other schools on this list, only offering undergraduates a generalized Film, Television, and Digital Media degree.Students do pick concentrations within the degree, but not until spring of their junior year; concentrations include Film Production, Documentary, Screenwriting, Animation, Digital Media, or Cinema Media Studies. Just a few of UCLA's famous alumni include Francis Ford Coppola, Alexander Payne, and Rob Reiner.UCLA offers juniors and seniors the opportunity to intern year-round. Past students have interned at places such as NBCUniversal and Bad Robot. Chapman University Chapman’s film schoolgives studentsthe opportunity to specialize at the undergraduate level with unique degrees in Film Production, Digital Arts, Creative Producing, Television Writing, Screenwriting, New/Broadcast Journalism and Documentary.This makes Chapman a great option for high school students who know what niche of the film industry they would like to partake in before entering college. The school boasts a handful of notable alumni such as The Amazing Race producer Darren Bunkley, Masters of Sex editor Rebekah Parmer, and Dear White People director Justin Simien. Unlike other schools on this list, Chapman has its own production company, Chapman Filmed Entertainment, which gives students experience in making, marketing and distributing films. This is an incredible opportunity that most students don't get while in school; it allows them to learn the ins and outs of fundraising, marketing, and distribution in addition to production. Chapman offers some screening and internship opportunities though not as many as other schools.Its location in Orange County, about a 45-minute to two-hour drive to LA depending on traffic, makes it difficult to intern during the school year. Loyola Marymount University (LMU) LMU’s School of Film and Televisionallows students to get specialized degrees in Production, Animation, Screenwriting, Film Studies, or Recording Arts.It’s one of a handful of schools with the Recording Arts degree, making it a perfect choice for students who know they want to pursue careers as sound editors, sound mixers, or sound designers. It has some well-known alumni such as James Bond franchise producer Barbara Broccoli, The Simpsons producer David Mirkin, American Horror Story writer/producer James Wong, and Hunger Games director Francis Lawrence. LMUrecognizes the importance of internships and partners with big companies including Disney, Sony, NBCUniversal and Paramount to provide internships to about 100 LMU students each year. Most film schools provide you with top of the line equipment. Boston University Boston University’s Film Television Departmentonly offers more general Film TV or Cinema Media Studies degrees at the undergraduate level. However, BU provides students with a well-rounded degree offering courses inproduction (directing, editing, cinematography, sound design, short film production), film and television screenwriting, producing, management, and film studies. For students who are unsure about film school, BU is a great option because you don't officially declare your major until spring of your sophomore year, so you can test out film and pick another major if you don't like it. BU has a handful of famous alumni including Joe Roth, Howard Stern, and Nina Tassler.Recognizing its sub-optimal location andhow crucial LA connections are to future success, BU openedan LA campus that over 200 students visit each year.While in LA, BU students partake in internships at companies such as The Jim Henson Company. California Institute of the Arts CalArts is a conservatory that was founded in 1961 by Walt Disney and is well-known for producing A-list animators like John Lasseter. In addition to two animation degrees (Charaction Animation and Experimental Animation), however, CalArts also offers a Film and Video degree. Since CalArts is primarily lauded for its animation programs, the majority of its famous alumni (with the exception of Tim Burton) are animators:Frozen co-director Chris Buck, Big Hero 6 director Don Hall, and Inside Out director Pete Docter. The school's location about 45 minutes outside of LA makes it difficult to intern during the school year. However, CalArts does do its best to help students get credit for internships during the school year and summer. Emerson College Emerson has also recognized the importance of LA connections for students, opening a campus in Hollywood and hosting an annual Los Angeles-based film festival.Emerson is the only school in the country to offer a comedy arts degree, making it a great choice for students who want to work exclusively in comedy filmmaking. The school boasts some well-known alumni such as New Regency's Pam Abdy, DreamWorks' Holly Bario, Sony's Andrea Giannetti, Viacom's Doug Herzog.The school provides students with excellent screening opportunities such as at the Los Angeles Emerson Film Festival. Which of These TopFilm Schools Is the Best Choice for You? Just because, say, AFI is a highly reputable film school doesn't mean that you should automatically want to go there. It’s a tiny school with a very intense program, which may not be the best fit for all students. Here are some questions to ask when trying to pick which film school is right for you. Which Area Do You Want to Specialize In? So you’re interested in film - do you want to do animation or screenwriting? Directing or production design? Look into the programs and see what specialties are offered.For example, CalArts would be a better choice than AFI if you want to do animation since AFI doesn’t even offer an animation specialty. At this point, you might not know what you want to specialize in, and that’s okay.I had no idea which aspect of film I loved the most when I applied to film school.If you’re in this boat, you should apply to a program with a more generalized film production program (such as USC, UCLA, Emerson, BU, LMU, and NYU) that’ll allow you to experiment with different roles on set.You wouldn’t want to be accepted as aScreenwritingstudent at AFI, only to then realize you actually want to be a cinematographer. What Opportunities Are There Outside the Classroom? I touched on this above, but make sure you go to a school where the opportunities fit your interests.If you want to work as an agent, then USC, which provides internship experiences at agencies, would be a better fit than AFI.Extracurriculars are where you get your experience, so make sure you’ll be getting experience that aligns with your interests. What’s the School Like? Is it big or small? Is it a conservatory or is it at a large college?If you dread the idea of a big school, don’t go to a big school.If you’d dread being surrounded by a sea of students and going to USC football games, then you probably shouldn’t attend USC. If you get overwhelmed by intensity, then a conservatory like AFI may be a bad choice.AFI is famous for its "narrative workshops," during which students are required to sit silently as their peers harshly critique their projects.It’s scary, and has led to many students dropping out and fleeing to law school. Pick a school where you will feel comfortable and at home so that you can thrive. If this is the end goal,then film school is where you should go! What’s Next? Excited to attend one of the best film schools? Read our article on how to get into film school for tips on your application. Most of these schools require an ACT or SAT score with your application. Get help studying for these tests with our ultimate SAT study guide and study guides for ACT Reading, Writing, English, Math, and Science. Taking the ACT or SAT really soon? Check out our guide to cramming for the SATor our guide to cramming for the ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Scenarios Essay Example | Topics and Well Written Essays - 750 words

Scenarios - Essay Example Every teacher wants a classroom in which they are in charge. Paul is using the assertive discipline behavior to discipline his students, therefore he has set rules to manage the behavior of students, and there are consequences if such rules are broken. In this classroom case, Kurt is an example of an undisciplined student, who disobeys the set rules and regulations, and comes up with his own. The teacher has no other option but to manage the behavior of the student to ensure harmony is enforced in the classroom. This erratic behavior and exchange of word has made the classroom uncomfortable for both the student and the teacher, therefore it is not conducive for learning. Although the harm has been done, the teacher can still redeem the situation ( Tiberius, 1990). The teacher ought to explain to the class during the next class in a relaxed and friendly manner, by apologizing for not being in control of the situation. He should encourage the children to be co-operative. This situation will call for strict adherence to the rules and regulations, and Kurt must face repercussions for his erratic behavior. Because his emotions are in control, the teacher should negotiate with the students and come up with rules which they themselves find reasonable. The final rules should be hang on the wall and sent to the parents to sign and also take a copy to the school administration. Since Kurt ran away after class, it will be necessary to engage his parents, to ensure discipline is enhanced. In any classroom setting, there are those active learners who are ready to learn and are ready to gain new knowledge and think critically. They make the learning process fun and generate good ideas and outcomes. On the other hand, there are those who are aggressive resister, who basically resist any ideas and knowledge that contradicts what they know in the classroom. The last category of learners, are the apathetic loafers such as Michael who fill the space in the classroom and have litt le or nothing to contribute to the learning process. Some people may argue it’s not fair to conclude that a student is lazy and apathetic because you do not live inside their bodies and what you can see to be the contributing factors are the external reasons( Tiberius, 1990). Various reasons contribute to a learner being called apathetic, for example they think that learning will not be of much help to them in future or they have trouble at home. Such a student has low self esteem and has probably experienced failure in the past, so they develop an† I don’t care attitude†. In the past, this has worked and people left him alone. The first step to deal with this is to come up with strategies that uplift the student to feel good about him. A good way is to put the student to engage in an activity that will show they are valuable in the classroom. The privilege should be presented as a request rather than a question, so that the student is not in a position to either say yes or no. The student may not look excited, but the teacher should not be discouraged. The teacher should ignore any apathetic behavior from the learner by all means, but always praise any form of good behavior from the student. The solution to such a student has to come from three different sources; teachers, learners and students. Apathetic students should be encouraged to and made

Darwin's The Origin of Species (Essay Question) Essay

Darwin's The Origin of Species ( Question) - Essay Example In an individual’s life, the genomes interact with their immediate environments to bring changes in the traits. The environment of the genome consists of molecular components in the cell, cells, organisms, communities, and the abiotic environment. Individuals having a particular variant of the characteristic can survive and give rise to individuals than the other variants. The population will, therefore, evolve (Darwin 78-122). Factors affecting the reproductive success are crucial, an issue that Darwin came up with while thinking about sexual selection. Darwin, for example, noted natural selection tends to act on the external physical characteristics of an organism (also called phenotype). The genetic material responsible for the phenotype that gives the reproductive advantage surpasses other phenotypes in a given population. After several years, the process may result in communities that are specific for some ecological niches whose outcome is that a new species is formed. In conclusion, natural selection is a vital process by which evolution occurs within a given community. Natural selection is regulated by the environment that acts as a sieve only some variations can pass through (Darwin 11-122). Both forms of selection bring about changes or evolution in a population. Natural selection controls development where the environment selects the losers and winners. In artificial selection, human beings share what they want in other living things. Natural selection involves cases where only those organisms well suited to the environment can survive and  reproduce. The organisms transmit their genetic characteristics to the subsequent generations. Artificial selection occurs when man acts as an environmental pressure. When man chooses cats with certain characteristics and breeds them to get the desired traits is an example of domestic selection. In simple words, domestic selection gives rise to organisms very different