Gadget have destroyed communication among friends Essay

Nowadays, everyone has a smartphone, tablets, or any other kinds of mobile devices. And one of the most appealing traits of these devices is accelerating the dissemination of information and knowledge, which means you can grab any news you’re interested in anytime and anywhere. However, the mobile devices have also destroyed communication among our friends and family. For instance, when I went out with my friends and had a dinner with them, most of us just focused on the tiny little screens on our hands without talking to each other. Moreover, they chatted with each other via Facebook even when they just sat nearby. In other words, these mobile devices have not only improved the quality of communication, well†¦on the Internet, but also have destroyed communication among friends directly. Therefore, I think that we all need to figure out the original intentions that drives us want to use a smartphone, such as productivity improvement, joyfulness, or merely pursuit of vanity. No matter what the motivation it is, trying not to be obsessed with these gadgets is the most important thing to us. 3 THOUGHTS ON â€Å"SMARTPHONES AND TABLETS HAVE DESTROYED COMMUNICATION AMONG FRIENDS.† You’re right about this; it’s such a shame that people really don’t talk face-to-face anymore. I like to make a rule at family meals that we all put away the phones and gadgets for the time that we’re eating. It helps to make a shoebox or something that everyone can put their stuff in so everyone knows no one else is checking theirs. 😛 But, yeah, people have to learn again to ‘be with the people who are HERE,’ as the person who gave me the shoebox idea wrote on hers. Do you think we’ll ever see that personal communication come back, or have we gone too far already? Reply Well, in my personal opinion, people may think that the contents in the tiny little screens are much more interesting than everything we face in the real world. That’s the key of this issue. Unless we have noticed the seriousness of the problem by ourselves, just like your family dining rule, I think we have gone too far indeed. Thanks for your comments!! Reply Reblogged this on John-King.me and commented: Good post and raises a valid point that now people are so distracted by their

Reflection Journal – Identity

reReflective Practice Journal Identity GNED 500 – 120 Brandon Tito – 300637791 Professor Selom Chapman-Nyaho Identity â€Å"The aspects of individuals and groups that include: language; ethnicity; gender; experience of migration/immigration; social class; political affiliations; family influences; age; sexual orientation; geographic origin; experience or absence of experience with discrimination† (GNED 500, p. 73). Our identity is the key that grants us a representation of who we are as citizens and what we stand for. Personal identification is what separates and differentiates us apart from other individuals in our world.Identity is strongly significant in our lives because the development of personal attributes and contributions is what makes us unique and superior in our own way. Our perspectives and points on how we view the world are also based on our personal identities and how we establish that image. A. How did it affect your thinking? While acquiring an adequate understanding about personal identities, it is important to build and create a â€Å"personal brand† for one’s self in which can be recognized and looked upon by others in a positive manner. B. Has it changed your perspective on a particular issue?How? Yes, having a clear understanding of our personal identities has changed my perspective on a particular issue. As emphasized on a familiar quote, â€Å"become a leader, not a follower†, this quote indicates a great representation of personal identities as well as personal branding. An individual should be superior to their own brand as well as justifying and claiming ownership of their identity and not mirroring a representation of someone else’s identity and brand. C. Has it raised any new questions? Most definitely, the term â€Å"identity† has had many questions raised in previous times.Many of these questions were raised from many different perspectives such as political, scientific, gen etic, academic, religious, and symbolic structures. All of which are social structures in our society. D. Will anything you learned change your actions? If so, how? Of course, with the knowledge acquired about the many different social structures and ideologies in our society, I am more observant and aware of misinterpretations that are presented in our society. It’s important to understand that social structures, ideologies, and the environment we surround ourselves in play a substantial role in shaping our personal identities and brands.Course Feedback Overall, my duration in partaking in the GNED-500 course has been a great academic experience for me. It’s a great opportunity to have a better understanding of the social structures and issues/concerns that shape our society today. With also being given the opportunity to establish a more superior personal brand towards myself†¦ Knowledge and understanding is power! I recommend this course to everybody, this is a great decision to enhance your personal knowledge on current and previous events that help build and sustain our society.

Barriers in International Communication at Workplace Research Paper

Barriers in International Communication at Workplace - Research Paper Example In the field of social intelligence and leadership, without a doubt, having a multilingual workplace has its very own advantages, for the reason that according to Goleman, social intelligence is the capacity to understand people in order to manage them effectively and act wisely in human relations. However, such also poses a challenge in effective communication since Backman, Baldwin and Cross, decoding a message can come at to a point that it would entirely break. In this regard, the focus of this paper shall delve at exploring the barriers in intercultural communication in the workplace. Specifically, this aims at exploring the impacts of interpersonal challenges it presents. This would shed light on the recommended strategies in order to remedy the challenges of intercultural communication at the workplace. On the one hand, this paper is of significance especially that diversity of culture, language and others has thrived in our society, especially in the workplace. Moreover, effe ctive communication in this diverse society is challenged especially for the parts of those coming from different country of origin like in my case, I come from Saudi Arabia and work in Ministry of Defense with employees with different nationalities and speak different languages other than English. Given this overview, this phenomenon must be understood. Barriers in Intercultural Communication at Workplace and Its Impacts Ethnocentricity results to some people assuming that language, for instance, English is a universal language (Dyers and Wankah, 2001). However, this assumption can be considered as a barrier to effective communication in every part of the world, especially in the institution of workplace, because not all people can speak and understand English smoothly and may need time to process one’s thought first before being able to interpret the meanings of the message correctly. On the one hand, Peltokorpi (2009) suggested that apart from ethnocentricity, jargon and s lang serve as barriers as well to effective communication because the members of a particular culture may have developed their distinctive jargon and slang. While it is the case that the members feel at ease using their jargon and slang, the newcomers may possibly not understand the communicated meanings accurately. Such interpersonal challenges to effective communication at the workplace affect not only the individual having difficulty understanding what the conveyed message is all about and the one who speak the message as well, but most especially, these challenges affect the entire institution itself. In the study, â€Å"The attitudes toward the culturally different: the role of intercultural communication barriers, affective responses, consensual stereotypes and perceived threat,† Rodgers and McGovern (2002) claimed that the current and most immediate impact to the individuals belonging to a different culture is that they may feel alienated from the rest of the

Chronic Cough and Gastroesophageal Reflux Disease Research Paper

Chronic Cough and Gastroesophageal Reflux Disease - Research Paper Example Chronic cough in children has been prevalent nowadays and more often than not this leads to even more serious respiratory conditions. This topic is important to the author of this article because as a healthcare provider it is a role of a nurse to uphold the health of all people especially for people who are immune deprived such as in small children. On a personal observation and according to studies, respiratory diseases are one of the most common causes of hospitalization in children. One can tell just by going into the pediatric department of a hospital and browsing over the causes of their hospitalization and the highest probability is that most often chronic cough is always one of the causes. With this study is a hope to establish the relationship of chronic cough, one of the most common cause of mortality in children, and GERD that could help in the proper diagnosis and as well as proper treatment to prevent further complications. This is very timely and important especially fo r pediatric clinicians to assist them in properly diagnosing chronic cough that might be due to gastro-esophageal reflux disease and guide them in treating such conditions if the relationship be established properly by researches. And most especially the endpoint benefactor would be the pediatric patients and their parents because establishing the relationship might end up the high prevalence of chronic cough and children as well as hospitalization. This will save patients time and money due to irrelevant diagnostics.

Constructualism and Deontology Frameworks in Business Ethics Essay

Constructualism and Deontology Frameworks in Business Ethics - Essay Example The care theory has recently depicted to have begun to gain universalist credentials it previously lacked and not to be subject to the limitations of other two paradigms in some key aspects; but that it still carries a conceptual development to do in order to become a practical framework for global business ethics. Weber (1926) argued that most people’s moral decisions are guided by one of two quite different personal frameworks; the ethnics of conviction or responsibility. Conviction covers what one believes to be right, but is normally trumped by responsibility which is what one actually does, on the rationalization of needing to keep the family fed. Conviction resonates with justice, responsibility resonates with care. This doesn’t mean that ethics of conviction indicates lack of responsibility, or ethics of responsibility a lack of conviction. This shows the divide between private and public life, between our office and family, Kohlberg’s framework resolves t his in favour of the public and private. Contractarianism has the conviction ethic that honouring agreements is generally good, but also bears the responsibility ethic that moral commitments arise only from contractual privities between specific individuals including those signing marriage contracts. Contractarian theories are usually placed at only stage five of Kohlberg’s six stage paradigm; at stage six are deontic ethical frameworks illustrated by Kant’s unconditional imperative. Deontic rules are universal and general. Contractarian rules are specific and apply to people who have accepted them previously. The common perspective is that the positions they occupy are as a result of reasoned deliberation, without necessarily sourcing in emotion. Both frameworks attributed to hypothetical states of nature in which people coolly reason among them, which sets of rules will be minimally essential for the life or projects that they are about to board. Kohlberg stage three origins is more soberly viewed as compromising and it’s core of integrated social contract theory to that dominance wholly depends much on a very problematic strength of inner morality of contracts. Van Oosterhout et al (2006) attempts to advance their ambition to stigmatize other contract theoreticians as distress from â€Å"contractual follies†. He further clarifies that the four â€Å"contractual follies† all displays deception, defeasance, mellifluous alliteration and defection. This is unusual happy linguistic fluke. Writers give the occasional baseless assertion amongst an otherwise heavily argued and stranded citation text. Discourse manipulation is beyond more vocal cosmetics and very critical to the writers’ thesis. Contractualism and contractarianism, entails prior commitments to individualism, freedom, private property rights and possibility of free market exchange. The approach involves dedication to reasonableness and basic institutions, ack nowledging foundational and privileged role of reasoned and voluntary human responsibility. Before Van Oosterhout, contractualism was originally explained by Dunfee & Donaldson (1994) as lying in the middle of ethical relativism and ethical absolutism in a manner that combines private contracts with deeper societal contracts. It recognizes the power of such key trans-cultural truths as the idea that all humans be worthy of respect. It resides in a ‘moral free space’ where fiscal communities and nations have their own

Importance of Uniforms in Schools Speech or Presentation

Importance of Uniforms in Schools - Speech or Presentation Example Brunsma and Rockquemore (54) define school uniform by arguing that clothing would be considered uniform if it sufficed as an emblem of a group, suppressed individuality and demonstrated the legitimacy of an institution by revealing the relative positions of individuals. Studies by Brunsma and Rockquemore back the argument that school uniforms improve behavior among both the female and male students (53). These studies indicate that suspensions from schools reduce drastically with adoption of school uniforms and in cases where an increase would be recorded, infractions of school uniform regulations could be the outright cause and not other forms of indiscipline. This suggests that the behavior of students shifts towards less severe infractions. In Norfolk, Ruffner Middle School recorded a 42% decrease in referrals related to discipline following the introduction of uniforms. The improved discipline in students translates to improved academic achievement. Research on elementary student s to ascertain this hypothesis deduced a 10% improvement on test scores after adoption of school uniforms with 0.05 standard deviations. ... Without uniforms, clothing could distract students especially the teenagers known to dress to be noticed by others. Holtz reported that teenage students would put on â€Å"shirts that comment on reasons not to do homework, may be associated with gang colors and symbols or expose too much skin† hence causing distraction to other students. Too much time would be spent on dressing up to impress others at the expense of concentrating on academic work. Standardized clothing would ensure that all students are at the same level hence no one would stand out to distract others. It builds team spirit and the desire for good ambassadorship hence promoting healthy academic competition among students from different schools (Stafford and Wade 416). Brunsma and Rockquemore (54) argue that if uniforms socially control the behavior of students, students in uniforms would therefore portray behaviors consistent with the goals of their respective schools. School uniforms make it easier to identif y unauthorized visitors thus preventing use of insignia and gang colors, which in turn reduces theft with students no longer having to bring along expensive clothing to school. These authors give the example of the effectiveness of school uniforms for safety of students in gang plagued areas in Los Angeles where putting on some colors could set off fights. The Long Beach School District also noted 50% decrease in muggings and fights and 74% decrease in sexual offences with the introduction of school uniforms (Brunsma and Rockquemore 54). Being a sign of group membership, school uniforms would signal those outside the school membership. Indeed, the argument on

Ron Artest Essay Example | Topics and Well Written Essays - 250 words

Ron Artest - Essay Example In spite of these tremendous victories and the immense talent that Ron possesses, he has been destiny's favourite child, in terms of getting into controversies. It all started off when he was playing for the Chicago Bulls. He had applied for a job with Circuit City, in order to avail employee discounts! Next, when he was with the Indiana Pacers, he once attended practise in a bathing towel and he also asked his coach for permission for exemption from practise, in order to promote a music album under his production company! This is not all, the star player has also come under criticism and suspension for destroying a television camera, for getting into verbal duels with coaches and for using fouls. He has even changed the number on his shirt a number of times, which again was a topic of discussion. All these instances portray Ron's bad boy image and has earned him the wrath fo the media and other professionals in his sphere. However, this has not deterred the 27-year-old player from being one of the best defensive players and neither has it dwindled the love of his fans.

Orientalisms Effect on Art and History Essay Example | Topics and Well Written Essays - 2750 words

Orientalisms Effect on Art and History - Essay Example (Wikipedia 2006) In 1948, while Said was a grade school student (a private English school in Cairo) the state of Israel was created and 80% of the Palestinian population was left without a home, including Said's family. A privileged child, Said had little interest in the conflict. His family left and he did not return to Palestine until as an adult in 1990. After being expelled from Victoria College in Cairo for poor behavior he was sent to the United States, with citizenship in the US, and finished high school at a private boarding school in New England. He went to Princeton University to study English literature and history. His graduate studies were at Harvard. In 1992 he achieved University Professor at Columbia, their most prestigious position. The Suez Crisis made an impact on him as an Arab-Palestinian but he did not get involved. But the Israeli victory over the Arab forces in 1967 and the Israeli occupation of the last remaining Palestinian territories forced Said to take a political stance for the liberation of Palestine. In 1968 he wrote his first article about the Palestinian cause: The Arab Portrayed (Dexheimer 2002). While visiting his family in Beirut in '71, he got entrenched in the struggle for the liberation of Palestine as a part of a community of academics and writers who were involved in various colonial and postcolonial struggles. He translated the speeches of Yassir Arafat into English for the Western press, still not getting politically involved. But in 1977, he was elected to the exiled Palestinian National Congress. It was at this time that Said, as an academic in the field of comparative literature, began writing on contemporary Arab literature about figures such as Naguib Mahfouz, Elias Khouri, and the Palestinian poet Mahmoud Darwish (McLemee 2003). In 1975-1976 Said became a fellow at Stanford University and wrote Orientalism (1978), the book that made him famous. In the next three years he published Covering Islam (1981) and The Question of Palestine (1979), which, in conjunction with Orientalism, has been called his trilogy. This critique of Oriental Studies questioned everything about this subject that had been a scholarly pursuit at most of the well-known European universities for centuries. Said used his fame of the 1980-90's to further the cause of Palestine and advocate for human rights. In the 1980's Said lobbied the Palestine Liberation Organization (PLO) to re-think the strategy of armed struggle for liberation and urged Palestinians and Arabs to understand the importance of mutual respect and co-existence with Israelis. He advocated a two-state solution. A temperate voice, he made many friends within Israel. This occurred despite his unsympathetic stance toward Israel (Wikipedia 2006). Said became a personal target of other conservative Jewish and Christian Zionists. Attacks on Said suggest an "orientalism" on the part of the right-wing Zionists. As an articulate Arab intellectual, Said was viewed as a

The Relationship Between Elder Generation And Youth Generation Essay Example for Free

The Relationship Between Elder Generation And Youth Generation Essay â€Å"I can’t understand this newfangled doohickey†, is a phrase oft heard from the older generation nowadays.   The phrase that comes soon after is always, â€Å"It’s the new thing grandpa!†Ã‚   While it has been theorized that these new fangled doohickeys can easily be transformed into ipods or playstations with enough patience to explain how the gadgets function, the problem however is not simply the communication gap but other things as well such as the experiences and economics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The older generation has a different approach to many things in life that the younger generation simply cannot understand or if they do, cannot accept.    That the old or even middle aged person looking down on the youth was once a part of the younger generation is a concept that is pretty difficult to deal with.   The older generation on the other hand has a hard time teaching the youth how to avoid the same mistakes that they made when they were young because all they see is wasted and reckless youth.   This is the experience gap that separates the older generation from the younger generation.   The older generation has a lot experience but has a difficulty teaching the younger generation what they have learned from those experiences while the younger generation has a difficult time appreciating and respecting that experience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another problem which is increasing or perhaps highlighting the gap between the older generation and the younger generation has to do with economics.   Money is power in today’s world and he who has money is often right or worth the time to be listened to in any case. This creates a certain level of competition between the younger generation and the older generation in the sense that the younger generation wants to surpass the economic achievements of the previous generation while the older generation is not quite ready to hand over the reigns to the younger generation yet.   This creates the gap that separates the younger generation from the older generation and is further widened by other factors such as early success and the development of the youth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While these two factors may not be the only factors, they certainly play a big role in determining the gap between the younger generation and the older generation.   The solution to this problem is more simply suggested than implemented.   The key to solving this issue is for the youth to acknowledge the achievements of the older generation and respecting their experience and for the older generation to realize the fact that there is a reason why they are called the older generation.   Life is too short to be spent quarrelling and arguing about these trivial matters of pride.   Learning how to acknowledge and accept others, be they young or old is the way to bridge this gap.    References: Barnes, James (1991), Age-old Strife: Its Been Years since the Generation Gap Was a Topical American Phrase National Journal, 23 (Jan. 26, 1991), 216-219. Payne, Eleanor Howe, Study of a Generation Gap: The Effects of Age, Race, and Sex on Values, Unpublished Ph.D. dissertation, University of Colorado, 1973.

Pips conversation with Biddy Essay Example for Free

Pips conversation with Biddy Essay Pips change whilst being in London, has meant he sees wealth as everything. If I could have kept him away by paying money, I certainly would have paid money. Showing that firstly, hed do anything to stop Joes visit, and also he can buy anything, and that money can solve anything.  Pip feels embarrassed, he doesnt want to be seen with Joe, my greatest reassurance was, that he was coming to Barnards Inn, showing he doesnt want to be associated with someone of Joes status. Joe himself realises the change in Pip, you wont find half so much fault in me if you think of me in my forge dress. This displays Joes uncomfortableness, and unease, he realises Pip has change, and doesnt see Joe the same as before. However Pip also becomes conscious of his change, if I had been easier with Joe, Joe would have been easier with me. Showing Pips tension, and impatience with Joe. Pip makes Joe feel uneasy, us two now being now alone Sir. The key word is Sir, Joe sees the change in Pip and feels obliged to call him Sir. As Pip has grown accustomed to his great expectations, he has noted the change in himself. I had insensibly begun to notice their effect upon myself, showing he realises the effect people have had on him, which has caused him to change during the course of his expectations. He recognizes this effect is not all positive, I knew very well that it was not all good, screening he has accredited the change within him. We see Pip build a sense of guilt, towards Joe and Biddy, I lived in a state of chronic uneasiness respecting my behaviour to Joe. My conscience was not by any means comfortable about Biddy. He has realised his mistreatment toward them.  Upon hearing the death of his sister Pip, starts to notice her, in his world. In my rooms too, with which she had never been at all associated, there was at once the blankness of death. Showing the effect of her death within him.  Biddy tells Pip she is leaving the forge, he replies with: I am not going to leave poor Joe alone, showing his fondness of Joe, which is a drastic change, from their previous meeting in London. Even whilst at the forge and with Biddy, Pip still relates to wealth, I would spend any money, showing his continuous thought of money, which is such a change from his young childhood.  Pip changes towards Joe, good-bye, dear Joe!- no dont wipe it off- for Gods sake give me your blackened hand. This shows he respects Joe and likes him for who he is man he was. Pip realises he prefers London, he thinks Joe and Biddy knows he does, he thinks they believe he wont come back, his response is a they were quite right to. This is a clear representation of his change since his younger years. When Pip sees Magwitch, and learns that he is in fact his benefactor, he is disturbed, he is positively repulsed to find, Magwitch is the person who has raised him to become a gentlemen. The abhorrence in which I held the man, the dread I had of him, the repungance with which I shrank from him, could not have been exceeded if he had been some terrible beast. Dickens choice of words, illustrate Pips horror and hatred towards Magwitch, abhorrence, repungance, and dread. He uses animal imagery to convey his pure displeasure that Magwitch is in fact his benefactor. We see the change Magwitch brings about in Pip, O, that he had never come! That he had left me at the forge-far from contented, yet, by comparison, happy. For the first time since being in London, Pips views of the forge, have changed. He reconsiders his current position in London.  Pip doesnt want anything to do with Magwitch, he laid his hand upon my shoulder. I shuddered at he thought that for anything I knew, his hand might be stained with blood. He sees Magwitch as dirty, he sees the money to be untrue and dirty also, which is a change, as before the money was everything to him. When pip finally reconsiders his situation, he is thoroughly disheartened: It was not until I began to think, that I began fully to know how wrecked I was, and how the ship in which I has sailed was gone to pieces. Showing that he believes his, ambitions, aspirations and hopes are all shattered.  Pip regrets his mistreatment of Joe and Biddy, worthless conduct, he sees how bad hes been. He sums his emotions up at the end of the chapter, thick black darkness, this is how he sees his life after his changing reunion with Magwitch. Within chapter 40, Pip is still demoralised by finding Magwitch to be his benefactor, I was greatly dejected and distressed. Showing the change Magwitch has had on Pip since he made himself recognized. Pip analyses Magwitch, he ate in a ravenous way, that was very disagreeable. This is a sign of his change, he notes his manners, and sees his etiquette as wrong. Dickens used the word disagreeable, which, represents, that its disagreeable to Pip, in his new found hierarchy. Dickens again uses animal imagery to convey Pips feelings towards Magwitch , he looked terribly like a hungry old dog. This represents Pips dislike for Magwitch. Pip is desperate to know how long Magwitch will stay, in a frenzy of fear and dislike. I want to know how you are to be kept out of danger, how long you are going to stay. The key words are: fear and dislike, these are clear depiction of his disgust towards Magwitch.  We notice a huge change within Pip. He now recognises his affection toward Magwitch. He believes he should do right by Magwitch before he dies, it became the first duty of my life to say to him, and read to him, what I knew he ought to hear. Showing his consideration of compassion for Magwitch. Pip informs Magwitch about Estella, she is living now. She is a lady and very beautiful. And I love her He feels his duty, is to complement Magwitch on Estella. The change in Pip is that he inevitably forgives and pardons Magwitch, he wishes the best for him. O, lord be merciful. This is a drastic change to his initial thoughts towards him, when he discovered he was his benefactor.  Within chapter 57, as Pip comes out of his fever, we observe a change in him. Pip again worships Joe, O, God bless him! O, God bless this gentle Christian man! Showing his repentance. Pip changes his view of the word wealth. Wealth of his good nature, showing his new appreciation of wealth, he has realised that, wealth in money terms doesnt make a gentlemen, where as wealth in nature, and kindness does. Pips change is shown with: I went towards them slowly, for my limbs were weak, but with a sense of increasing relief as I drew nearer to them, and a sense of leaving arrogance and untruthfulness further and further behind. This shows he believes hes leaving his arrogance and untruthfulness behind him, these are the factors of a gentlemen he now perceives to be appalling. Pips appreciation of Joe is exposed with, my first thought was one of great thankfulness, that I had never breathed this last baffled hope to Joe. Hes so happy he didnt destroy Joe. This is a change in his feelings for Joe. His further appreciation of Joe is shown within Pips conversation with Biddy. Dear Biddy, you have the best husband in the whole world, and if you could have seen him by my bed you would have-But no, you couldnt love him better than you do. This shows his sheer delight with both Joe and Biddy. He both recognises Joe and Biddy as good natured people, but also he recognises his mistakes. You were both so good and true. To grow up a much better man than I did. He identifies his life wasnt all good, and he acknowledges his mistakes.  In conclusion, Pip has changed his depiction of the word, gentlemen. He no longer sees it to revolve around education, wealth and social standing. Due to the positive effect that Joe has upheld within Pip, Pip appreciation of a gentlemen is to be concerned with, faithfulness, generosity and goodness. Pip lost everything whilst in London, he now however has gained so much more, with respect and understanding, of not only himself but others also.

The Most Important Agent Of Socialization Sociology Essay

The Most Important Agent Of Socialization Sociology Essay In short, an agent of socialization assists in the development process by influencing the individual. A person learns socialization through agents, which include: the family, the school, the peer group, and the mass media. According to Sociologist Richard Gelles (1990), The family is the most violent group in society, with the exception of the police and the military. Nonetheless, the family provides a strong backbone and a reliable foundation; it is considered the most important agent of socialization. The family assumes the chief responsibility of developing a child, and has a substantial guise in the integration with society. The family is the primary support system for a child, especially during the first phase of their lives when they are physically and, in most cases, emotionally closest to a child. During this time, they will provide the greatest support and influence. This will extend over factors such as values, beliefs, political aspects, religious appetites, and the childs overall outlook on society in its entirety. Childrens minds are like sponges that absorb teachings; they will mimic, appreciate, worship, and accept views, behaviors, and even possessions of their parents. It is evident that the social development in a child is heavily manipulated by the family. Furthermore, the family unit has the ability to effect change to the next generation.   Parents inculcate their beliefs and values to their children from a young age, and that value system can be perpetuated from one generation to the next. Changes in the American Family The American family has indeed made drastic changes, and these profound shifts are owed largely to women: womens equality and their entry into the workforce. The latter 1960s became a time of revolution; the Womens Liberation Movement gave way to a new era of female supremacy, and reformed the current balance of power and rights in America. Women purposefully set to the workforce in swarms, aiming to earn pay equal to men. This caused a domino effect on society at-large. As cost of living rises, it is unrealistic for couples to rely on the income of one earner; therefore, a two-wage household is ideal. Effectually, husband and wife in majority of families are forced to become significant financial contributors. Consequently, less and less attention is given to children as demanding careers do not allow such elasticity in both parents time budget. In addition, in view of both parents spending most of their waking hours at work, their children become latchkey kids. Children come home to an empty house that lacks supervision, guidance, and nurturing. Both parents having to work long hours to maintain a household reduces time with their children. Kids need as much time with their parents, who they idolize, but dont often receive it. This, of course, leads to the increased commitment of grandparents who now assume the roles and responsibilities of absent parents. In conjunction, according to the U.S. Census Bureau (2011), procreation has decreased from 1976 to 2008. It is evident that both the cost to raise a child and the consideration of a preoccupied parent are factors in the abatement of conception. Notwithstanding, as women become more and more self-sufficient, they no longer depend on a husband to support the family. Compensable employment among women validates and insures them that sustainable living is attainable. Also, women were less likely to view marriage through the prisms of sacrifice, duty, and obligation. Regardless of the human need for intimate relationships, and undying cultural traditions, its clear that people who are obligated to be self-sufficient have little patience for unequal, intolerable relationships than those who are dependent, economically; thus, contributing to the growth in divorce rates (U.S. Census, 2011). Differences In recent times, personal choice has superseded. However, it is still common for individuals to ponder on class, race, and gender. Many individuals prefer inter-racial marriages and when not, thats the first family stressor. Children are born into the situation and the issue perpetuates. Regardless of the criteria, its the judgment or prejudices of others that make marriage/family life harder than it should. For example, my Japanese co-worker has two half Black, half Japanese children. Her pure Japanese parents never approved of her Black husband, and never adored their  ½ black grandchildren. It took many years for her parents to come around and accept the situation. On the other hand, her brother married a Japanese wife, had kids, and they were closer to their grandparents than their Afro-American cousins. Personal choice is more important today than other pressures placed on the individual to choose a partner. Due to media exposure, it is more acceptable to choose a partner outside ones class, race, and gender. Diverse Families According to popular culture, a normal family consists of a bread-winner (father), a caretaker (mother), and at least one offspring (children). However, the composition of families has changed dramatically since 1960. Diverse families include statuses such as: single-parent, cohabitation, gay and lesbian couples, and blended families (step). From a positive outlook, diverse families allow for individual prosperity. People no longer have to follow the ways and habits of their forefathers; rather, they are encouraged to exercise their human right, making freedom of choice prevalent. Sexual and marital preference, and multi-tradition, religion, and culture relationships promote a more tolerant society who willingly accepts and is more open-minded to others differences. Negatively speaking, certain family members may not be open to diversity. Considering the family is the most important agent of socialization, the individual will likely contemplate the familys opinion(s) and may be influenced negatively which could cause friction within the family, the relationship, or both. Diversity is beneficial if the society doesnt practice or abandons nationalism. The society must not only be afforded the opportunity, but have strengthened abilities to adapt to diversity. Pre-World War II If the trend negatively changed towards traditional (pre-World War II) families, it would ultimately negate all of the progress women made to achieving equal rights. Womens suffrage may not have come about, women would likely still be inferior to their husbands, working in factories, and viewed as nothing more than a possession treated poorly. The expectation of women would continue to be restricted, limiting them to being homemakers, and bearing and nurturing children. In light of World War II, women fought endlessly to find equality in political, economic, and social life and demonstrated against society for equal rights (pay, maternity leave, etc.). The effort put forth by women to enter the labor force has altered the marriage guidelines of their rights and expectations. As women secure their positions within the workforce, they declare their fair share of power within the familial relationship. The mentality of women morphed from restricted to open, homemaker to PhD. Overall, if the direction of traditional families changed, it would have a considerable impact on womens rights. In short, their empowerment would either lack the proper fertilization, or be abandoned completely.

social Science Fiction In Asimovs Work :: essays research papers fc

PART I"Social science fiction?"Science fiction is a term familiar to many people. This is especially true due to the tremendous influence of television. But the term "social science fiction," although not heard too often, is a term is descriptive of most of today's science fiction literature."But what does it mean?"Social science fiction is the term given to literature "which is concerned with the impact of scientific advance upon human beings."(1) It is to be set apart from the adventure or "gadget" science fiction which is characterized by simplistic plots and flat characters. Social science fiction is concerned with the problems presented to humanity by technology and science.This theme can be seen readily throughout many of Isaac Asimov's science fiction works. But, Mr. Asimov was not too concerned with the problems of atomic power or overpopulation when he was three years old.Asimov was born in Russia in the year 1920. He and his parents emigrated to the United States when Isaac was three years old. Upon arriving, young Asimov wasted little time in beginning his writing career. He had taught himself to read and by the age of seven, he had his own library card.(2) But, of the two books he was allowed to take out, only one of them could be fiction. Thus, Isaac took a liking to many science and history books, and his amazingly retentive memory allowed him to recall many of the things he read.Because of his excellent reading habits and his superb memory, Asimov was considered brilliant when he entered school. A grade of 95 from a person capable of 100 was considered a poor grade by Isaac's father. Although he was an excellent student, Asimov was frequently bored by school. In order to escape boredom, he would create stories in class for himself and others. Although he did this verbally at first, he began writing down his stories at the age of eleven. Yet these in-class activities did not distract him from his schoolwork. He graduated the Boys' High School in Brooklyn when he was fifteen. From there, he went on to receive a B.S. from Colombia University in 1939, a Masters in 1941, and then a Ph.D. in 1948.(3) Asimov says he would have continued his studies had it not been for World War II.Asimov's first exposure to science fiction occurred one day while he was working in his father's candy store.

The importance of the role played by the educated elite in the process

africa came under the direct jurisdiction of Europe after the initial carving out of the continent referred to as the 'Scramble for Africa'. This partition was fulfilled at the Conference of Berlin 1884-85 resulting in the political mapping of the continent. Thus, Africa facilitated the extension of the European hegemonic powers overseas. This colonization rendered the African continent the play-toy of wealthy European imperialists who raked the profits from the resource-rich territories. The period between 1880 and 1919 saw an upsurge of African resistance to colonial rule this was the period of African nationalism. The Africans were now exasperated with their economic and social situation. Thus discontent and protest was bound to surface. During colonialism generally there was the raising of a small group usually through education and a diffusion of European culture. For the French and the British the style of education was different, the French was one of making French men in Afr ica while the British was more indirect. However it was this group that benefited from education whether French or British were to play a key role in the decolonisation process. Crowder states that the First World War raised the hopes of this emergent class all over Africa that they would be given positions of significance and respect from the colonizers; however these hopes were never realised. The traditional elites were also disgruntled with colonisation as many of them lost their positions and respect not only from the colonizers but also from their people. Moreover, where they retained their positions many of them became puppets of the colonisers. The loss of real power, respect and social standing became a source of discontent among many of them. Neither set of elites were satisfied with colonial rule. An international congress which was convened under the auspices of the comintern at Brussels on February 1927 resulted in the formation of the league against imperialism and for national independence; this provided further impetus for the decolonisation schemes. The congress was attended by 180 delegates from Western Europe, north central and South America, the Caribbean, Asia and Africa. The congress brought together socialists like the independent labour party, the radical leaders in colonial territories and representatives from Africa including Messali Hadj, Abd al-Kadir f... ... In some parts of Africa, European control ended by the early 1970's however a visible and dramatic legacy of colonial rule remained in the form of white colonial elites. due to the apartheid restrictions attempts were made to form political organizations there was the south African native national congress under the leadership of Clements Kadalie, there was also the industrial and commercial workers union whose membership grew to two hundred thousand despite the whites despite attempt to hold on to power. And although they did not receive full sovereignty until later the significance of the political groups played a significant role. Thus, in the former British colonies of Rhodesia (Zimbabwe) and South Africa, the small white minority held onto power over the disenfranchised and repressed black African populations well into the 1980's. It was only with the ending of white rule in Rhodesia in 1980, and the final crumbling of the racist policies of apartheid in S. Africa in 1990 t hat decolonization finally reached all parts of this continent. Nevertheless although their struggle was long it was still through the educated elite with mass support that final independence was achieved.

Background/Introduction of Wal-Mart Germany: A Failed Marketing Plan

Wal-Mart is not only the world’s most dominant player in the retail home market industry, it is also the world’s largest corporation in terms of revenue earning more than $240 billion in 2003. It is also the biggest private-sector employer in the world today with around 1. 38 million staff on its payroll. The first Wal-Mart was set up in 1962 by brothers Sam and Bud Walton as a five and dime store in Rogers, Arkansas. Forty years later, branches have mushroomed all over America.Today there are 1,647 Discount Stores, 1,066 Supercenters, 500 SAM’s clubs and 31 Neighborhood Stores in operation across the country—all under the Wal-Mart corporate umbrella. Wal-Mart thrives on its everyday low prices (made possible by its sophisticated inventory management system and the biggest private satellite communication system in the world), emphasis on customer service, and highly-motivated personnel. With its huge and uncontested success in the homeland, Wal-Mart decide d in 1991 to embark on an ambitious campaign to become an international retail store corporation.Its goal was to have its international operations contribute a third of its total profits by 2005. It opened a SAM’s club outfit, its first overseas branch, in Palenco, Mexico City. Since then, Wal-Mart has opened branches in 9 countries and in 1993, it opened the Wal-Mart International Division, to oversee the company’s international operations. So far, revenue returns has been spectacular. In 1979, its annual turnover reached $1 billion for the first time. In 1993, it earned a billion in only a week and in November, 2001, in a record-breaking single day. In the year ending January 31, 2003, Wal-Mart posted sales of $244.5 billion, with about 16. 5% earned abroad. Its 2003 turnover is three times higher than Carrefour’s, the world’s second biggest retailer. However, while Wal-Mart has become the market leader in the US, Mexico and Canada, the same didnâ€℠¢t hold true for its other overseas markets. Its operations in Asia (which includes China, South Korea and Japan) and Latin America (Brazil and Argentina) are profitable but not as much as the North American profit rates. A notable case to consider, however, is Wal-Mart’s failure in the German market. The Wal-Mart Germany FiascoGermany is the third biggest retail market in the world after US and Japan. In December 1997, Wal-Mart decided to expand into Germany—a move that was once considered as an initial foray to make its presence known throughout Europe. The company took over the chain of retail stores, Wertkauf, for about $1. 04 billion and Interspar hypermarkets for â‚ ¬560 million. However, revenues have not mirrored those of North American postings. By 2002, Wal-Mart Germany only earned an estimated â‚ ¬2. 9 billion, a market share of 1. 1%. By 2003, it has lost about â‚ ¬1 billion, closed two outlets and laid-off around 1,000 staff.Wal-Mart’s Germ an operations is said to have failed because of four reasons: First, Wal-Mart’s entry into the German market was through acquiring 74 Spar hypermarkets, a company which before the buyout was already the weakest player in the market. Spar stores were located in less well-off areas and has the industry’s highest logistics cost and lower returns. Meanwhile, its acquisition of Interspar is considered as an overpriced deal since the same chain of stores were bought by its former company only two years earlier at a price seven times lower than what Wal-Mart had to pay for.The second reason is the clash of cultures between Wal-Mart Germany’s American CEOs and German employees. The ignorance of these executives regarding Germany’s laws and culture has created widespread employee dissatisfaction and union-bashing. American Rob Tiarks, Wal-Mart Germany’s first CEO, was unwilling to learn the German language, ignorant with the country’s framework of re tail market and ignored the strategic advice given to him by former Wertkauf executives. The company installed a German CEO in 2001 but his ability to turn Wal-Mart’s future around is yet to be judged.It also has to deal with unions, a factor that is absent in its US operations. Third, Wal-Mart has not been able to deliver its promise of lower prices and compete with other and bigger discount stores in the country like Aldi. German shoppers have also been turned-off by the concept of â€Å"greeters† which, in America, is considered good customer service but a form of harassment in the European country whose people are used to self-service. It also cannot offer the 24/7 convenience of its American store counterparts because of Germany’s restrictive shopping hour regulations.Finally, Wal-Mart Germany has been continually accused of infringing German laws and regulations like the anti-trust act which requires all corporations to disclose financial information. More problems could be foreseen for the company using the present situation as gauge. So far, it has failed to accomplish the financial benchmarks it has set for its first European foray. The future of Wal-Mart Germany is, indeed, not encouraging at this point in time. Reference Knorr, Andreas and Andreas Arndt. Why did Wal-Mart Fail in Germany? Bremen: Institute for World Economics and International Management, June 2003.

Mary the Mother of Jesus Christ In the Qur’an

The genealogy of Mary the mother of Jesus according to Ali, 1935, started from the bloodline of Moses and Aaron’s father Imran and wife Hannah( 131).   Imran’s wife Hannah (Anne) was very excited that she conceived of a child so she offered it to God’s service again even when it was still in her womb (132). Hannah was thinking it was a male (132). After giving birth and realizing it was a baby girl, Hannah named her Mary (132).   The people cast lots with bows and arrows and disputed over the care of the baby girl Mary (134). Hannah then sought God’s guidance, protection and sustenance for her daughter Mary because during those times the Mosaic Law was in force and it prohibits females from temple service (132). After realizing that God must have plans for giving her a baby girl, she was inspired to commit Mary to the care of people who was directly related to her family. Hannah entrusted Mary to a priest Zacchariya who was already an old man and wife Elizabeth.   Elizabeth was her cousin as she was the daughter of Aaron (132).   She was already past her menopausal age so she does not have a child at the moment (132).   Zacchariya and Elizabeth took Mary just like their very own and housed her in a place that was secured and protected from harm (132).  Ã‚   Every now and then just like a real daughter, Zacchariya would check on the condition of Mary in her room (132).   Zacchariya would offer her food and other needs but all the time Mary was found to have abundant supply (132).   As a priest Zacchariya could not question Mary’s faith (132). Mary never lack in any material needs (132).   When Mary was asked where she got all those stuff, her answer would be God provided her everything she needs (132).   This kind of secluded life, a life away from socialization was the lot of Mary the daughter of Imran and Hannah up until she was about twelve when lo and behold! Angels who were in human form from nowhere appeared (134). They said God has picked you above all women on earth (134). At first she was adamant and scared and so she sought God’s help (771).   She then pleaded for them not to approach her until after she could veil herself up (771). Covered with a veil she conceded talking to her visitors (771).   The visitors informed Mary that they were messengers of God and they are here tasked to deliver to her some lessons to learn (134). They taught her whom to worship alone (134).   The visitors who were actually angels in human form taught her also how to properly prepare herself before worship and the proper way of doing worship to God (134).   She was told to bow down like a Muslim does and stand humble before God as those Muslims who bow down and worship God Alone (134).   She was very obedient and receptive that she followed all that they taught her (134).   So, the angels went away.   After sometime, one of them name Jibril (Gabriel) came back (134).   He said, this time he has a new message from God (134).   Mary was told that she will conceive of a child (134).   Of course she was stunned and dumbfounded (134). But the angel relieved her by saying only through the words of God â€Å"Be and it is†, then, this will be realized (134).   She submitted to the call but she added in her innocence saying, how will I ever get pregnant when I do not have any relationship with any male (135)?   The Angel answered that it is up to God on how to go about it (135).   Whatever God plans, it can happen there is no question on that (135).   The angels told her that she will be pregnant with a boy.   This boy she will have to name Christ Jesus (Isa), the son of Mary (134).   Mary conceived while she was in Nazareth of Galilee some 65 miles North of Jerusalem (772).   Because this pregnancy condition was a taboo in her country and people, and people would kill her for immorality, Mary must keep herself away from the probing kinsfolk and neighbors (772). So she was led by the Angel to a place called Bethlehem, around six miles South of Jerusalem (772). She stayed in seclusion until she delivered Jesus nine months later (772).   Mary was all alone when she delivered her child, so, she held on to the trunk of a palm tree to pull her strength up as she felt the pangs of birth and she cried because of pain that she said to herself, it could have been better if she died before and just laid to rest (772), but she was able to push out the baby successfully.   Alas! She heard a voice telling her not to be sad and to quench her thirst, wipe away her tears, and cool herself down with the spring water just flowing beneath the palm tree, and if she shakes the trunk of the tree the ripe dates would fall down for her to eat with delight (772). Amr bin Maymun said, â€Å"Nothing is better for the woman confined in childbed than dried dates and fresh dates† (http://www.tafsir.com/). When Mary regained her composure, she was also instructed not to talk to anyone, and if ever there are those who persist, just to tell them with a hand sign that she was fasting (772).   The area where she delivered Jesus was an obscure place and so she was thought to have moved the child to the manger in a stable (772). After gaining back her much needed strength and confidence, she decided to go back to her hometown carrying along the baby Jesus (773). But, to her dismay, her towns mate slapped on her face the fact that she was the sister of Aaron and that her father was not a bad man so as her mother was not a bad woman (773).   To all these however she did not say anything, but, she just pointed out her finger to the child she was carrying (773).   The people said how on earth a child can talk to us (773).   And to their amazement, the baby Jesus on her mother’s arms talked (773).   This was in defense of His mother Mary whose chastity was a special virtue and became an ideal for all nations to learn (843). Works Cited Ali Yusuf, Abdullah. The Holy Qur’an. Lebanon: Beirut. 1935.         

Helicopter investigation Essay

Easily established, the sycamore tree produces sycamore seeds. These seeds are of an extremely strange looking seed, I say this because the seeds when in the air they spin like tiny helicopters. Due to the spinning they are kept in the air for a longer amount of time. Aim In this investigation I have been asked to find out how long it takes for a paper helicopter to fall 2 metres. After doing this I shall investigate other ways of changing the timing of its landing. I shall do this by using a range of variables. These include of:   Length of wings Number of tailsI have chosen to use the variable of the number of paperclips being added to the tail of the paper helicopter that I shall make. I have chosen to change this variable because I know that gravitation is the effect of the gravitational force of attraction, which acts between all objects in the universe. For example it is widely noticed with massive objects like the planets. The planets remain in orbit because of gravitational force of attraction. The gravitational force, which pulls the object downwards, is called the weight of the object. Isaac Newton stated that there is a gravitational force of attraction between any two objects with mass, which depends on their masses, and the distance between them. I think with this information I can easily say that by adding more and more paperclips on to the tail of the paper helicopter it will gain more weight which will cause the gravitational force to pull it downwards rather than upwards as there is a bigger mass pulling it downwards. I also chose to use this variable instead of changing the length of the wings because I thought that it would have a much more affective difference in the timing of its landing. In this investigation in order to get the best results possible I shall be doing the experiment 5 times. This will give me a good range of results and a better result as I get a better view of the timing of how long it takes to land with different numbers of paperclips attached to the tail of the paper helicopter. It is always essential to make every investigation of whatever type it is to make sure that it is going to be a fair test. In order to achieve this I shall only be changing one variable, which I have already established to be of the number of paperclips added to the tail of the paper helicopter. Prediction In the investigation which I shall be doing I think that I will be expecting for the paper helicopter to fall to the ground in a much quicker timing when it has 5 paperclips attached to the tail of it, than it should do when it has either none, 1,2,3,or 4 paperclips attached to the tail of the paper helicopter. I say this because from the information that I have already been supported by to take this investigation further, it also helps me with my prediction. Using Isaac Newton’s law of gravitation, I can easily say that with his theory of objects being pulled downwards by a force called weight, it helps me to explain that when I add more and more paperclips to the tail of the paper helicopter it doesn’t just mean that the number of paperclips are increasing but it also means that the mass is also increasing. Causing the paper helicopter to fall downwards and not upwards. Why do I say this? I say this because an example being is†¦ Say if I were to get a balloon and fill it with Helium, due to the helium being placed inside of the balloon we already know that for some reason the balloon seems to go up into the air. This is because Helium is lighter than air causing the gravitational force to pull it upwards and not downwards as the weight is very low. Whereas if we were to place water inside of the helium filled balloon it would be brought back downwards because the weight of the water forces the balloon to be brought back down again. What do I expect in the graph outcome? It is easily said that when a line graph is drawn out to show the results of the investigation that I am about to carry out, the line should start off near the very top of the ‘y’ axis. This should be when there are no paperclips attached to the tail of the paper helicopter. Near quite the very end of the ‘x’ axis should the very last point be drawn, therefore making the plotted points decreasing as it goes along the ‘x’ and ‘y’ axis. I think that this graph prediction would go for both the average graph and the graphs for all 5 sets of results, which shall be already obtained by that time. Equipment (As shown in Diagram 1. 1) Paper   Paper clips   Stopwatch/Timer   Scissors   Ruler Diagram 1. 1 Method What should I be doing in order to make this investigation to the highest standard possible? In order to get good results I firstly have to start off by making the paper helicopter. In this experiment I have to look into the needs of safety, I have noticed that none would have to be carried out such as goggles or safety cloaks etc†¦ How do I make a paper helicopter? Firstly I am to get a piece of A4 paper. Some may choose for the A4 to be coloured but I will just leave it to be plain. In our class lesson Mr Findley (our physics teacher,) has given us an information sheet, which includes of the carcass drawing of the paper helicopter. It shows us where to cut and fold and what measurements are involved. Diagram 1. 2 The diagram, which has been drawn above, has not been drawn to scale. Once I draw out the drawing of the paper helicopter on the A4 sheet of paper, carefully done using a ruler of course. I am to cut along and fold along the lines as described: Where the dotted lines are shown this is where we are to fold along, and where the straight solid lines have been drawn in, we are to cut along them. The cutting of course will be done with a pair of scissors. After they are cut out and folded along, some may find it better and more presentable if they are to be decorate and colour in their paper helicopters! What else is involved in this investigation? Once all of the above has been done we are to set up our equipment out. Having set out the timer, paperclips, and paper helicopter in front of me, I am to make sure that I have drawn out a results table, which I will record the timings down in. (As shown in the results table. ) I will then ask for a little help for getting the timing at the best time possible. When I went to drop/release the paper helicopter from my hands I realised that I wasn’t actually in fact dropping/releasing the paper helicopter from 2 metres of height. In fact I was dropping it from my height with my arms being placed right above my head as high as I could manage. So I then made sure to measure how high I was releasing the paper helicopter from, I found that with the heels of my shoe and my arms being stretched up way above my head I was actually releasing the paper helicopter from a height of 2 metres and 3 centimetres. I left the measurement of the height I was releasing the paper helicopter at how it was already, because it was getting to the point where it would be getting very time consuming. When dropping the paper helicopter out of my hands I am to make sure that I drop it at the same time that my friend is to say â€Å"GO†, this is so that he can time it with accuracy. When the paper helicopter will land on the ground I will then yell â€Å"STOP†, so that he is able to stop the timer/stopwatch at the right time in order to get the most accurate timing possible. When I get results for dropping the paper helicopter without any paperclips attached to the tail of it, 5 times, I will make sure that I have written down the timings in my results table. After doing so, I am to attach the first paperclip to the paper helicopter and then do the same thing again. (Drop the paper helicopter, time it, and write down timings in results table. ) After every 5 sets of results with the same number of paperclips attached, I am to add another paperclip to the paperclip, which is already placed on the tail of the paper helicopter. I shall do this until I have 5 paperclips attached to the tail of the paper helicopter. How the paper clips should be placed has been shown in the diagram below. Diagram 1. 3 Results Table Number Of Paperclips 1st (Time in Seconds) 2nd (Time in Seconds) 3rd (Time in Seconds) 4th (Time in Seconds) 5th (Time in Seconds) Average (Time in Seconds) 08 As you can see, in the results tables above I have gathered all my timings into the table. Once I had placed all my timings in the table I was to work out the average of each set of timings. To do this I was to add up all of the sets of timings together and then divide it by 5 because that was the number of times I had done the experiment for each set. Here are my workings out towards how I worked out the average for each set of results. Workings out for Average(s) (Please note that ‘/’ stands for the division sign) When working out the, I firstly got all my timings for the specific set of results, added them together and divided them by 5, I divided it by 5 because this was the number of times I had timed it falling from the air to the ground. As shown below: Number of paperclips = 0 Timings 1Graphs/Conclusion I have formed out a graph to show the results of the five sets of results. Another graph is shown on the next page, except this is a graph, which shows the averages of all 5 sets of results, which I had gathered in my investigation. From looking at this graph we can easily say that the second set of results stand out the most. I have re-checked my results and have noticed that none of the outcome results really stand out greatly, as they are all in proportion. This shows me that my experiments had gone very well without making any large genuine mistakes. I think that the 2nd time I did all the results, the timing may not have been stopped at the right time or maybe not started at the right time, causing the timing to be of a much higher outcome than it should have done. There is not really much of a time difference from when there was two paperclips on the tail of the paper helicopter to when there was three paperclips attached to the paper helicopter’s tail. Looking back at the result table I can see that there is only a difference of 0. 06 seconds whereas in my other results I have found there to be at least a 0. 10 second difference. It is obviously noticeable that my prediction was to go ahead to be forwardly correct. I can say this with confidence because I had information to back up my prediction, which helped me forward, my ideas towards what should actually happen in my experiment. As said earlier in my prediction, I mentioned that the line would be decreasing down towards the ‘x’ axis and away from the ‘y’ axis. We can see in the graph above that this predicament was proved to be correct. From looking at this averages graph it is easily spoken of that the investigation that I have carried have has gone very well. I say this because as shown above, we can see that the average line is actually going downwards as the number of paperclips had increased on the tail of the paper helicopter. Thus showing that my prediction was right. I was able to make sure that my prediction was quite reliable with backing it up with a hypothesis, which had been concluded, from Isaac Newton’s Law of Gravitation. With the information from this Law of Gravitation I was able to predict that when there is a force being put onto an object from its natural force then it is called weight as it is pulling it downwards. So when I was asked to do an experiment that was involved in placing more and more paperclips to the tail of a paper helicopter I already knew in my mind that the timing of the landing would get shorter and shorter. This was due to general knowledge but also scientific knowledge†¦ Isaac Newton’s Law of Gravitation. With this scientific explanation we have been able to predict many scientific happenings. Evaluation I am glad to say that throughout the whole of this investigation I did not make any noticeable, genuine mistakes. I later went on to find out that I was standing at a height of 2 metres and 3 centimetres. This information of course was later found out after I was more than half way through the experiment, so I had to decide whether to go ahead with doing the experiment all at a drop of 2 metres and 3 centimetres or change it and have half the results at 2 metres and 3 centimetres whilst the rest of the results would be obtained from a height of an exact 2 metres. I had decided that if I were to go on to do this I would not be carrying out a fair test. Although the investigation was asked of a 2 metre drop I still thought that although I had dropped it at an extra 3 centimetres higher it was still a very fair test because I had kept drop height throughout the whole of the investigation. Whilst doing the investigation I had managed to do everything according to how I had written it out to have been done, although sometimes I had to be re-timed as mistakes were made as I sometimes dropped the paper helicopter without being told to! All in all I think the investigation was carried out well and was a fair test, I made sure that only one variable was changed and that the timing was done at the most accurate timing possible. In order to make it a fair test it also meant that safety was to be involved as well, as far as I was concerned not many safety measures had to be taken, I say this because as mentioned earlier no safety goggles were needed, no hair was really in need of being tied back and no safety cloaks were to be worn. The only safety we were to be notified was to tuck in our stools so that no accidents were to be caused as the investigations were being held. Looking back at my results I don’t really think that there were really any results which were unexpected, there may have been the one or two timings which may have been timed a bit earlier than they should have been but nothing which was really way out of proportion. If I were to do this experiment again I think that I will definitely make sure that I am to drop the paper helicopter at a height of 2 metres and not 2 metres and 3 centimetres! I shall aim to achieve more results although I feel that I already have a reasonable amount of timings. I think that if I were to do the experiment again I would achieve a very similar set of results, as it would only be from the difference of 3 centimetres. Bibliography In order to help e forward my ideas I was in need of many sources, in which I found the following helpful†¦. 1) www. encarta. co. uk ‘Law of Gravitation’ 2) The Usborne Illustrated Dictionary of Science. Physics, Chemistry and Biology. Written by; Corrine Stockley, Chris Oxlade and Jane Werthiem. 3) School GCSE Physics book 4) Physics Lesson.

Grammar school Essay

From 1834, the year of emancipation of slaves in Dominica and the other British West Indian colonies to 1845, the popular education that was existent was really religious education. The concept of a state system of education in the West Indies emerged in Britain in 1833 as part of the act to emancipate slaves in British custody. Prior to that, the masses of the people had practically no formal education. In Dominica, from 1834 onwards, the British subsidized primary education through grants but basically, education was imported and promoted mainly by missionaries. The content of education was divorced from the interests and needs of the masses and the community. Emphasis was on the classics and the arts. There is little doubt that the churches original interest in education was the creation of influential educated elite. In practice, their interests were denominational, especially seen in the establishment of secondary schools. Proposed educational policies depended greatly on the availability of funds, which were always insufficient. Therefore, changes and reforms were minimal. The newly elected legislative councils and their leaders gave little support. In reality, education, in practice was for a privileged minority. The populace remained virtually ignorant and illiterate. The pre-emancipation society was therefore not in any sense an educated one. Where slaves received any instruction at all it was of a religious nature provided by the church at long intervals. The authorities had no aims or standards; hence there was no system of formal education. It was against this background that the British Imperial Government incorporated an education grant in the 1833 Act of Emancipation to assist in the educational development of the Negroes. Establishing schools for the masses was provided for by the Act, which included grant money from the imperial government to provide education in the ex-slave colonies. This grant money is known as the Negro Education Grant. It was regarded as an urgent matter. The total grant amounted to a mere ? 30,000 per annum for five years for all the BWI of almost one million people. The decision to allocate the grant was executed through the local legislatures and the religious bodies. The grant was decreased each year and ended in 1845. The denominations were offered financial help to build schools, and later to assist in the payment of teachers’ salaries as the best means of developing a system of education. Dominica’s share of the Grant amounted only to ? 600 to be spent on 14,000 ex-slaves. This amount was very insignificant and was spent mainly by the Society for the Propagation of the Gospel (SPCK). After two years it became apparent that the desired and intended results were not forthcoming because of the many difficulties faced. Some churches were unable to accept more grants because they could not bear the recurrent expenditure on their schools. In August 1837, the grant was switched to pay one-third of teachers’ salaries instead. This was insufficient, and the societies did not expand their operations further. As the expected expansion did not materialise the imperial government was disappointed. Hence, the union of the imperial government, local legislatures and the churches could not fulfil the early ambition to create a viable education system. Thus, in 1841, the imperial government started to withdraw the fund. The Mico trustees who had done the most protested, but to no avail. In 1845 it came to an end, and so the burden fell on the West Indian legislatures and workers to increasingly support the education of their own children. In Dominica, the drive towards education for the masses was assisted by the local legislature, thus complimenting the work done by charities and the churches so that by July 1840, Dominica had 20 schools, 10 teachers, 1,086 pupils and total average attendance was 750. The British Imperial Government gave two main reasons for ending the NEG: 1. English workers were said to be worse-off than West-Indian workers 2. The Baptists were said to be prospering – although they had refused all aid Both claims were false. The churches lacked both money and resources. The British felt in the case of Dominica that the Catholic Church could not and would not provide appropriate education. They therefore supported alternatives to church schools. They decided to provide secular schools and to withdraw grants to the church schools. This was strongly opposed until a compromise was reached. The main success of the period of the NEG was the idea of popular education. The Provision of Secondary Education in Dominica: Providers and Gender Issues From the foregoing, one can appreciate the fact that the provision of education was a task that involved the participation of several providers or stakeholders: The British Imperial Authority, the Local Legislature or Assembly, the Church (especially the Catholics) and the Charities (especially the Mico Trust). Prior to emancipation, the provision of education was the responsibility of the churches and the charities. Education was very limited and very few benefited. In reality, what ever was taught was basically religious education. With the passage of the Act of Emancipation, an attempt was made to establish popular education. The NEG thus provided the needed funds for this purpose but eventually ended in failure. These funds were channelled through the bodies mentioned above, especially through the charities and the churches. By 1868 the main providers were mainly the state (the Local Legislature) and the church. It must not be forgotten that the vast majority of the population were Catholics and therefore co-operation and compromise between the two bodies were of paramount importance. By that date, the majority of primary schools belonged to the state i. e. 18 out of 33 (54%). This was unique, for no other West Indian society had such participation by the state in educational provision. In the case of secondary education, the provision was by the Church (Catholic). The first establishment for the provision of secondary education was the Convent High School (CHS) in 1858. This was exclusively for the children of the local elite. The children of the rural peasantry and the working classes were excluded. The state provided some funds for the school. But there were no secondary education provided for the masses. It is again unique to Dominica in that early period that post-primary education was being provided only to girls when this gender was marginalized in the rest of the W. I and in Britain itself. Even today, in 2000, over 65% of secondary school students are girls. The figures for the Clifton Dupigny Community College, University of Technology (Jamaica) and University of the West Indies are roughly the same. In the case of Dominica, male marginalisation has had a long history, contrary to popular opinion. Due to mounting pressure and clamour for secondary education for boys and the children of the masses, the state established the Dominica Grammar School (DGS) on the 16th of January 1893, with a registration list of 25 boys under the headmastership of one tutor, Mr. W. Skinner (M. A – a graduate from Catherine’s College, Cambridge, England). It was to be run as a government school, with the aim to provide higher education for boys. The building being used was a personal gift from Mr. Dawbiney, a respectable Jamaican who had settled in the island. The DGS remained a boy’s school until 1972. This occurred at a time when the number of girls selected by the Common Entrance Examinations far surpassed that of boys. The first DGS girls came from the CHS and the WHS. The total number of girls on the roll for that year totalled 34 out of a total of 560 students. Thus a reluctant but necessary era commenced in that year – the DGS becoming a co-educational institution under the headship of Mr. J. K. Gough (B. Sc; Dip. Ed. from Scotland). In that same year there were 14 Dominican staff members who were university graduates. Not to be outdone by the Catholics, the Wesleyan Society (Methodists) following the tradition of their rivals, opened the second high school for girls in the island, the Wesley High School (WHS) in October 1927. By that year, 80% of the students accessing secondary education were girls. This again was a unique situation second to none in the W. I. This further marginalized the boys given the restrictive and limited nature of access at the time. At this juncture, it is necessary to appreciate the great effort expended by the churches in the provision of secondary education in the island of Dominica, albeit for denominational reasons. In 1932, the Christian Brothers (Catholics) opened the second educational establishment providing secondary education for boys, the Saint Mary’s Academy (SMA). By that year educational provision was roughly equal for both genders with boys now having the slight edge, notwithstanding the fact that the girls were doing better in entrance and scholarship exams. There were insufficient spaces available. An entrance examination would soon be rigorously applied to ration out, select and match the number of students to the available supply of places. This state of inequitable affairs became unbearable as the girls were now being marginalized in favour of boys who were securing less ‘passes’ than girls in the exams. In other words, the selection was a function of available places. The two boys’ schools had more places than the two girls’ schools. Therefore, fewer girls were selected although their average scores were higher than that of boys who secured places. In the1972/1973 school year, the Labour government of Mr. Edward Oliver Leblanc took the bold step to make the DGS co-educational. This occurred at a time when the number of girls who had succeeded at the Common Entrance Examinations far surpassed that of boys. Since then, girls have kept on increasing the education gap or divide to the extent that in Dominica and the West Indies this problem of ‘male marginalisation’ and ‘male underachievement’ and the like, have now become so serious that it threatens the whole concept of male patriarchy. The year 1972 has been regarded as a milestone in Dominica’s educational history as far as secondary education is concerned. From that year all new secondary schools have opted to become co-educational with the exception of the Saint Martin’s Secondary School in 1988. Another important milestone in our educational history is the year 1971. For the first time, secondary educational provision moved out of Roseau with the establishment of the co-educational Portsmouth Secondary School (PSS). This greatly reduced the cost burden to parents in the northwest, north and northeast of the island, who, hitherto had to make tremendous sacrifices to provide education for their children in the capital, Roseau. By 1974, the Common Entrance Examinations as a selector of educational life chances was psychologically so devastating to pupils that those who were not selected felt that they were ‘rejects’ and ‘failures’ with no hope or future. It was against this backdrop that a group of concerned persons headed by Ms. Jean Finucane-James decided to provide a ‘second chance’ to those pupils that was not based on a selective exam. This co-educational school was named the Dominica Community High School (DCHS). Apart from the PSS, the early 1970s were characterised for having secondary education concentrated in the capital city of Roseau. The ‘70s was a period of political upheaval. In August 1979, Hurricane David struck and the island was devastated: 43 deaths, massive destruction of crops and the forest, wildlife was decimated, schools and the social and economic infrastructure was destroyed. The economy came to a standstill. Educationally, the students suffered greatly. A large number of students from the northeast could not attend the Roseau schools. In the aftermath of the hurricane, two schools were opened in the northeast: St. Andrew’s High School (SAHS) in 1979, located in Londonderry which is run and operated by the Methodists and in 1980, the Marigot Foundation High School (MFHS) headed by Mr. Martin Roberts, a former Methodist minister. The last named school was eventually renamed the Marigot Secondary School (MSS) when in 1999 it passed over to the state. These two schools are co-educational institutions. In this catchment area the Common Entrance Exams consistently selects more girls than boys. In the 1980s four schools were established. In 1981, the Seventh-Day Adventists began to provide secondary education. The Seventh-day Adventist Secondary School (SASS) is located in the Portsmouth suburb of Granvillia. It is a co-ed school. In that very same year the co-ed St. Joseph Campus of the DGS was opened which later became a separate entity as the St. Joseph Secondary School. In 1996 it was renamed the Isaiah Thomas Secondary School. In 1988, two government co-ed secondary schools were established from what were formerly Junior Secondary Programmes: the Goodwill Secondary School (GSS) and the Grand Bay Secondary School (GBSS). In that same year, the Catholic–run St. Martin’s School for girls upgraded its technical/vocational wing into a fully-fledged secondary school called the St. Martin’s Secondary School (SMSS). With the opening of these new schools and the continued use of the Common Entrance Exams the gender balance continue to be in favour of girls to the detriment of boys. In October 1994 the Nehemiah Christian Foundation headed by Mrs. Rhoda George opened the Nehemiah Comprehensive School with 60 boys and girls. The school is located in Jimmit, Mahaut. In the financial year 1995/96 the government entered into a loan agreement  with the World Bank to fund the Basic Education Reform Project (BERP). One of the three main objectives of the project was to expand access to secondary education. Under the project, this objective was fulfilled in the co-ed Castle Bruce Secondary School (CBSS) in 1998. TABLE I DOMINICA: Academic Secondary Schools, 2002/03 |School |Year Founded |Boys |Girls |Total |Status | |Convent High School | | | | | | | |1858 |0 |493 |493 |Assisted | |Dominica Grammar School |1893 |518 |281 |799 |State | |Wesley High School |1927 |0 |287 |287 |Assisted | |St. Mary’s Academy |1932 |420 |0 |420 |Assisted | |Portsmouth Secondary School |1971 |402 |435 |837 |State | |Dominica Community High School |1975 |79 |46 |125 |Assisted | |St. Andrew’s High School |1979 |233 |292 |525 |Assisted | |Marigot Secondary School |1980 |86 |59 |145 |Assisted | |Isaiah Thomas Secondary School |1981 |312 |393 |705 |State | |SDA Secondary School |1981 |108 |87 |195 |Private | |St. Martin’s Secondary School |1988 |0 |306 |306 |Assisted | |Goodwill Secondary School |1988 |380 |262 |642. |State | |Grand Bay Secondary School |1988 |334 |343 |677 |State | |Nehemiah Comprehensive School |1994 |64 |73 |137 |Assisted | |Castle Bruce Secondary School |1998 |266 |291 |557 |State | |Orion Academy |2003 | | | |Private | |Total | |3 202 |3 648 |6 850 | | Ministry of Education, Sports and Youth Affairs, 2002/03 The School Curriculum Several factors impinge on the development of the curriculum in Dominica: slavery, colonialism, politics, economics, religion, socio-cultural biases, parents, teachers and the learners themselves. In the pre-emancipation era the curriculum that existed was of a religious nature. The society was largely illiterate and ignorant. There existed no notion or idea of popular or mass education. With emancipation in 1834, the rudiments of a system of education began to take shape. The limited curriculum was non-scientific and bookishly academic based on rote and memory teaching and learning. By 1868, as the primary system took root the three r’s were taught namely reading, writing and arithmetic. The system that was taking shape was one that would provide labourers and servants and no more. At the secondary level, the curriculum catered for the children of the elite: Maths, Science, Geography, English, Greek, and Latin. The colonial powers and the local legislatures controlled the educational system. In other words, the ruling elites/classes decided who should be taught, what should be taught, when, how and where. The entire process from start to finish was decided for the learner. In 1899, Agriculture was being promoted as a subject to be taught so that the learner would become an agricultural labourer or worker on an estate or join the ranks of the impoverished peasantry. So agricultural schools were encouraged. In this way the islands would remain as sources of primary agricultural produce. When the British abolished the local legislatures and imposed direct crown colony rule the curriculum again was being used as a tool to keep the masses in their place. It limited them to learn the basics and agriculture. Attempts were made to improve education at the end of the First World War (1914-1918): salaries to teachers, payments by results and attempts at compulsory education. The West Indian Conference in Dominica in 1932 urged the region to struggle for compulsory education among other things. This failed. In 1957, the ministerial system was brought to Dominica with some exercise of authority by the house of assembly. But power still lied with the British parliament. Budgets could be passed, but had to be approved by Britain. In 1967, Dominica became an associate state with Gt. Britain. All internal matters were under local jurisdiction, but foreign affairs, trade and defence resided with Gt. Britain. Dominica could now influence and shape educational progress, but very little happened. The primary system continued to develop. The high schools became stagnant. The last one to be established was in 1936 (SMA). Thirty-seven years passed before the next one, the PSS was established. By 1978, the curriculum at the primary was now being driven by the Common Entrance Examinations to the detriment of all else. The same thing could be found at the secondary schools. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The School Curriculum and Examinations The CXC and the GCE curriculum dictate the locus and focus of secondary education in Dominica. These exams cater for the 30-40% of the ability range of secondary students. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The HSC, LSC and GCE dominated the curriculum of secondary schools since the 1880s. The failure rates were very high at both the ‘O’ and ‘A’ Levels. It was also a drain on the scarce resources of the region. The minimum of 5 ‘O’ Level subjects were required to move into the sixth form and five subjects were needed of which 2 must be at ‘A’ Level for university entry. The Caribbean was influenced by educational and curriculum developments in North America and Europe, especially Britain. Revolutionary curricular changes in maths and science were being undertaken in the USA as a result of the Russian success in Sputnik I. In the U. K, the Nuffield Foundation invested heavily in a science development project. In 1969-70, the West Indian Science Curriculum Innovation Project (WISCIP) began at St. Augustine, UWI, and Trinidad. It was a new approach with emphasis on enquiry and experimentation, understanding and constructive thinking. This was introduced in the DGS and the other high schools of the time. During that same period ‘New Mathematics’ was introduced in the schools’ curriculum. All five of the secondary schools in Dominica adopted it. The Convent High School had their first ‘O’ Level candidates in 1971, and the DGS in 1972. Results in all Caribbean schools were not so good at first because of the unfamiliarity with the new approaches and topics such as inverses, identities, algebra of sets and matrices, decimalisation and metrification, vectors, inequalities and topology. At first most of the schools used the School Mathematics Project (SMP) books, but these were replaced by the Joint Schools Project (Caribbean edition) series, as part of the CEDO/UNESCO/UWI Caribbean Mathematics Project. The CXC was established in 1972 to serve the Commonwealth Caribbean. The process took over 10 years. The CXC was to replace the GCE exams. It would develop syllabi, conduct exams and issue certificates. This was a form of asserting cultural and intellectual independence from our colonial past and from Britain. Politically, the Caribbean has eschewed integration. There was the West Indian Federation as colonies of Britain (1958-1962). It ended in failure due to insularity, nationalism and dependency. With independence, the nations can dictate their educational goals and match these to national needs. In Dominica, we have not had a long history of educational reforms established in law. In 1949 an Education Act was passed to regulate and govern the sector. This was changed in 1997 when the new Education Act was passed. This was part of an attempt to harmonise education legislation in the Eastern Caribbean. In 1995 the Basic Education Reform Project was launched (BERP). The Project had three main objectives: 1. to strengthen the management and planning capacity of the Ministry, 2. to enhance the quality of education, and 3. to expand and conserve school places. Economically, we live in an interdependent world, a global village. We are partners bargaining from a position of weakness. Unequal terms of trade, onerous foreign debts, trade deficits and balance of payment problems deplete our resources so that our educational budgets are severely constrained. In general (1999 – 2004), Dominica spends about 17% of its recurrent budget on education, 1-2% on materials and supplies and about 80% on personal emoluments. New Curriculum Developments. Primary schools follow a curriculum, which has recently been reviewed by the Curriculum Development Unit (CDU). Schools have been provided with curriculum guides for English Language, Mathematics and General Science for Grades K to 6. Curriculum guides for Social Studies, Mathematics, Science and English Language were to become available in September 1999 for grades K to 6. A curriculum guide for Social Studies has been prepared for Form 1 at the secondary level. Workbooks for Grades k to 3 for English were to have been made available from September 1999. In addition a curriculum guide for Health and Family Life covering primary and secondary age ranges is being monitored and supported in schools. A draft national policy for this was presented to Cabinet in August 1998 but has not yet been officially approved. The CDU has planned to review Music, PE, Art and Craft, and Agriculture in 2001 as well as to start writing and production of support materials for pupils and teachers. The revised primary schools curriculum appears to be appropriate at the national level. The main problem appears to be in its delivery. The main need at the primary level for curriculum development is in relation to adapting the teacher’s guides for multigrade teaching and provision of differentiated activities for all subjects and all classrooms. Dominica does not have a National Curriculum and therefore, the curriculum de facto is determined by each school and in practice is closely related to the requirements of the Caribbean Examination Council (CXC) other external examinations and higher ability students. A balance needs to be struck between the academic and practical skills education in the secondary sector in any future national curriculum. The Ministry of Education has outlined the following process to arrive at the promulgation and implementation of the National Curriculum (NC): National Curriculum Committee (NCC) established in school year 1999/2000 NCC reviews existing curriculum: locally and regionally Under the NCC, Subject Teams and Subject Areas are established Development of Syllabi, and Curriculum Guides in Core Subject Areas Curriculum Training of Staff/Subject Team Members Resource Provision First Draft National Curriculum in Core Subject Areas Review of Draft Curriculum Development of Curricula in other subject areas. Establishment of National Norms and Standards for all subjects Piloting of National Curriculum in a cross-section of schools Promulgation of National Curriculum by Minister of Education Use by all schools of the National Curriculum as of September 2003 The Secondary Education Support Project (SESP) had been working with the Curriculum Development Unit (CDU) to write and pilot a revised curriculum for Forms 1 to 3 in the core subjects of English, Mathematics, Science and Social Studies, incorporating activities for average and below average ability pupils. Drafts of curriculum guides for Form 1 have been completed and were made available to schools in September 1999. All the guides for the four core subjects were made available in 2001. The CDU also has completed work in Music, Art, Craft, and Agriculture. However, the major curriculum need resides in the consideration of a curriculum which will meet the needs of all students – academic, technical/vocational, aesthetic, spiritual, moral and for citizenship and fulfill the ambitions set out in the 1997 Education Act. This would be especially so when Universal Secondary Education is achieved.

Animal Testing Research Paper

Abstract With animal testing, the killing and harming innocent animals, being around for centuries with little change, will exploiting the facts that the public does not know about, help put an end to all the product and medication testing on animals? Introduction Animal testing has been around for centuries, when it really should be one of those â€Å"cruel memories† of things we have done in the past, but will not let in happen again in the future. Rats, Mice, Rabbits, and a whole slew of other animals are forced to endure massive quantities of testing substances or endure pain by having harmful chemicals applied to their bodies, even though the testing may have nothing to do with anything relatable for human use. My purpose for this subject is to let people think twice about buying a product, or hopefully helping put this inhuman testing to an end. When did animal testing originate? The history of animal testing goes back to the writings of the Greeks in the 4th and 3rd centuries BC. Aristotle (384-322 BC) and Erasistratus (304-250 BC) were among the first group of people to perform experiments on living animals. A physician in 2nd-century Rome, dissected pigs and goats and is known as the â€Å"father of vivisection†, when his real name is Galen. Avenzoar, whom is also a physician but of Arabic, also practiced dissection in 12th-century Moorish Spain, and introduced animal testing as an acceptable experimental method of testing surgical procedures before applying them to human patients. (Cohen Loew, 2013) What is animal testing? Animal testing, a phrase that most people unsure of exactly what is involved but have heard it before. There are many names, animal testing, animal experimentation or animal research, it all refers to the experimentation carried out on animals. Its main purpose in why it is used, is to assess the safety and effectiveness of everything from medication to cosmetics. We also use it to help find a better understanding of how the human body works. Supporters believe it is a necessary practice and obliteration to animals for our bettering and the deaths of the animals are well worth the cause. Then there are those opposed to animal testing because they believe it involves the torture and suffering of innocent animals (Ian Murnaghan BSc (hons), 2011) Who does animal testing affect? Animal testing affects everyone in the modern world today. It is primarily used to help save lives. The testing is performed so that there is a better understanding of what reactions drugs may have, so that we can figure out which drugs help which diseases, as well as observe how certain drugs affect conditions such as pregnancy and other side effects they may cause like cancer. Another part of animal testing is to help promote a product or to understand the effects of those products and the percentile of which those effects may cause. This might include testing makeup, lotions, or food products. Animal testing main support is from those people that believe the animals in our world today, are a close link to humans, and therefore allow them to be tested to see what effects drugs, products, or foods have on our society. A second opinion humans have, is that animal testing is a cruel and inhumane, torturous act, and should not be done to anyone or anything, no matter what the benefit might be to the human species (Contributor, 2012). Animal Testing Funds The United States government spends up to the sum of $14. 5 billion in a year in any research involving experimentation on animals. These experiments will often lead to death or unwarranted consequences for the animals involved. Some projects are funded for decades by the siphoning of the US taxpayers dollars and resulting in cruel treatment and deaths of an unfathomable number of animals. About 47% of research grants have an animal research-based component according to NIH, National Institutes of Health, and documents. The number has been very consistent over the last decade (Newcomer, 2013). Where do companies get money for testing? Many companies today get their funding for research from the NIH. Other companies also receiving money from the NIH are numerous colleges around the U. S. A. whom are primarily receiving grants to experiment on animals. The NIH is a biomedical research facility located in Bethesda, Maryland. They are part of the United States department of Health and Human Services. These agencies are primarily used to do biomedical and health-related research. NIH uses the Intramural Research Program to conducts scientific research through. 80% of the NIH funding, is used as research grants to outside researchers. They give approximately 500,000 grants to an approximate 325,000 researchers that consists of more than 3000 institutions. In 2010 alone, NIH spent around $10. 7 billion on just clinical research. On top of that, they also spent $7. 4 billion on genetics-related research, $6. 0 billion on prevention research, $5. 8 billion on cancer research, and $5. 7 billion on biotechnology research which almost all include the torture of other species on Earth (Health, 2013). How much does it cost? Each year in the United States, there are approximately 100 million animals that are tormented and killed in experiments conducted to better humans. Much of this cruelty is highly supported by the National Institutes of Health, and the United State government, since the NIH is a department of the government. The NIH allocates a minimum of 40% of its annual research budget just towards animal experimentation. Based on the NIH’s 2010 budget, this accounts for more the $16 billion in US taxpayer money alone (PETA, 2013). Substitutes for Animal Testing There are nearly 50 different alternative methods and testing strategies that have been developed, validated and/or accepted by international regulatory authorities. These non-animal methods usually take less time to complete then using the crude, archaic methods animal testing that they meant to replace. In addition, these methods cost only a fraction of what animal experiments burn through, cash wise, and are not affected by a species differences from humans that make applying test results to humans difficult or impossible (PETA, Alternatives to Animal Testin, 2013). Corrositex Testing Corrositex is a non-animal alternative toxicology test. Although this is not a classical â€Å"in vitro† style test, Corrositex uses a synthetic membrane-based detection system to determine the UN packing group classification of chemicals, consumer products, or other hazardous materials. The results, expressed as a break-through time, correlate well with rabbit dermal corrosively tests. In the Corrositex testing system, a glass vial filled with a chemical detection fluid and is capped by a proprietary bio-barrier membrane. This membrane is designed to mimic the effect of corrosives on living skin. Corrositex measures the time required for a test article to pass through a hydrated collagen matrix and supporting filter membrane (Corrositex, 2010). Technological Advancements The NIH has recognized that animal models do not always accurately predict a drug efficacy in people, and they are starting to support the generation of more reliable and predictive models. The use of different human cell types, in series of combinations, will help generate micro-sized physiological systems which can â€Å"talk to each other† and better address the biological complexities of whole living organisms. This â€Å"human body chip† technology would start to allow scientists to look for specific profiles in cells and would help identify human safe compounds to allow testing on people. This technology represents significant advantages over animal models because it relies on human cells which is more like what they are going to be applied to then the use of a completely different species, and is more likely to be predictive of what happens in people in the product or drugs current form (Society, n. d. ). What happens during testing? The government describes an animal experiment as a â€Å"procedure† that is ‘likely to cause pain, suffering, distress or lasting harm. ’ Many experiments cause extreme suffering, often to the point of the animal’s death. Even when they are not being experimented on, animals suffer stress in laboratories where they are typically kept in barren containers or kennels, often in solitary confinement. After the animals have been used in experiments, they are usually killed to prevent being released and causing an evolutionary process in the wild that was created in the lab (Aid, 2013). Killings Injuries According the U. S. Department of Agriculture, in 2006 there were about 670,000 animals that were used in procedures which did not include more than a momentary pain or distress. About 420,000 were used in procedures in which pain or distress was relieved by anesthesia, while there were 84,000 which were used in studies that would cause pain or distress that would not be relieved. In the UK, research projects are classified as mild, moderate, and substantial which is measured in terms of the suffering that they, the researchers conducting the study, say they may cause. There is also a fourth category of â€Å"unclassified†, which means the animal was anesthetized and killed without recovering consciousness, according to researchers (Ryder, 2013). Subjected to horrible unsafe procedures Research reveals that only 5% to 25% of the animal tests and human results are agreeable! Most of the drugs passed by animal tests are discarded due to the fact that they are useless to humans. The conditions under which the animals are subjected to these human experimentations, have caused tumors in rodents, while the animal test results were declared to be of little relevance for humans! The only explanation being offered for this declaration, is the mere fact that there are anatomical and physiological differences between animals and humans. It is important to note that even though animals are almost always used in cancer research, they never get the human form of cancer which also affects membranes like the lungs. With all that research being done that only yield maybe 5% success, almost 9% of the anesthetized animals in the laboratory die. These animals have a better chance of dying then actually helping us develop something successful. Most medical experts agree that data from animal test cannot be extrapolated safely to human patients without any altercations to the drugs (Buzzle, 2013). Companies using and not using animal testing There are a lot of companies that test on animals that we buy from every day. Some of these companies are 3M, Air Wick, Almay, Band-Aid, Blue Buffalo, Febreze, and the list goes on. There are some companies though that do not test on animals such as Abercrombie Fitch, Absolute Green, Aloe Vera of America, and more. It seems like all the companies we know and buy from use some form of animal testing for their product, and yet there are others companies that we have not have hardly heard of, don’t test on animals. Companies use the warning labels saying â€Å"animal tested† Animal testing by manufacturers seeking to market new products may be used to establish product safety. In some cases, after considering available alternatives, companies determine that animal testing is necessary to assure the safety of their product or ingredient. FDA supports and adheres the provisions of applicable laws regulations, and policies the governing animal testing. FDA supports the developments and uses of alternatives to whole-animal testing, as well as adherence to the most humane methods available with the limits of scientific capabilities when animals are used for testing the safety of cosmetic products (FDA, 2006). Types of animals being tested on, and what is tested on them Researchers use many different types of animals, mice, rabbits, dogs, ferrets, and fish to name a few. The type of animal selected for study often depends solely depends on a combination of factors; previous research involving that animal type, scientific relevance, accessibility, and practical aspects of implementation of the product or item being tested. Government agencies also require that any drugs used in humans needs to be tested in at least two different types of animals, one of which is not able to be a rodent. The reason is that a drug can have very different effects on different species of animals (Nordin, 2009). All the animals used in testing/studies Right now, millions of mice, rats, rabbits, primates, cats, dogs, and other animals are locked inside cold, barren cages in an unfathomable number of laboratories across the country and even the world. Exact numbers are not available because mice, rats, birds, and cold-blooded animals- who make up over 95% of creatures used in experiments, are not covered by even the minimal protections of the Animal Welfare Act and therefore go uncounted (PETA, Animal Testing 101, 2013). Types of products used on animals during testing Mice and rats are forced to inhale toxic fumes, dogs are force-fed pesticides, and rabbits have corrosive chemicals rubbed onto their skin and eyes. Many of these tests are not even required by law, and have often produced inaccurate or misleading results that were pointless towards the end affect when the results had to be tossed and started over for being inaccurate towards the desired end result. Even if a product harms animals, it can still be marketed to consumers. Cruel and deadly toxicity tests are also conducted as a part of the massive regulatory testing programs that often funded by USA taxpayers’ money without them even knowing (PETA, Animal Testing 101, 2013). Conclusion Animal testing should not be something that is taken lightly, where as innocent animals are being tested with harmful products, and it is not fair to them. With our advancements in technologies every day, why are we still using innocent animals to test our products on which in turn may not even give us the results needed or give us false results which makes the tests of those animals useless and obsolete? With people knowing what many of these animals go through, would they sign their own pets up to go through that? Having a heart on this issue is what will end it, animals have lives, should be able to live it in their nature desired ways that is unaffected by humans.