Lab- a/P Classification of Body Membranes

Classification of Body Membranes Laszlo Vass, Ed. D. Version 42-0010-00-01 Lab repOrt assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Purpose What is the purpose of this exercise? ?Are there any safety concerns associated with this exercise? If so, list what they are and what precautions should be taken. Exercise 1: The Microscopic Structure of Cutaneous Membranes ObservatiOns Sketch your observations from the microscope slide in the lab report assistant. Indicate the keratinized layer on the sketch and describe the observed structures and cells. QuestiOns A. What is keratin? B. Why is the skin keratinized?Exercise 2: The Microscopic Structure of Mucous Membranes ObservatiOns Draw and describe the structures you observed of the following slides: A. Pseudostratified ciliated columnar epithelium of the trachea B. Stratified squamous epithelium (non-keratinized) of the esophagus C. Simple columnar epithelium (duodenum) of the small intestine QuestiOns A. Compare and contrast the roles of the three mucous membranes. B. What is the role of mucous in the body?Exercise 3: Observing Synovial Membrane ObservatiOns | Data Table 1: Observing Synovial Membrane |Tissue Types (epithelial/ |Membrane |connective) |Common Location |Functions |Cutaneous |Mucous | Serous |Synovial | QuestiOns A. What i s the function of the synovial membrane? B. Rheumatoid arthritis results in part from an infection and immune response in the synovial membrane. What effect does this have on the ability of this membrane to carry out its functions? C. Complete Data Table 1 under observations.Conclusion Research pleurisy, peritonitis, and pericarditis. What are these conditions and how do they affect homeostasis in the body?Experiment ClassifiCation of Body MeMBranes 86 Â ©Hands-On Labs, Inc. www. LabPaq. com

An Idea That Failed

Kamala who worked in â€Å"ICC bank† used to reach her workplace In her car. One day,she was unable to start her car and as she has to report In office 9 o'clock sharp but she did not have time to get the car repaired-So she decided to take a bus. When the bus arrived,it was overcrowded but if she waited for another one,she would have not made it in time. So she boarded it and somehow managed to reach office in time. On reaching the bank,she remembered carrying her cell phone with her. When she checked her Jeans pocket†¦ She was shocked on not finding it there.Her pocket was empty. Maybe It was stolen. â€Å"l should not have boarded a crowded bus. Maybe somebody has picked my pocket there†,she said to herself-Manager Gathers too had just reached the bank-seeing Comma's face she understood that there was some problem. â€Å"What is the matter,Kamala? Why are you looking upset? L's everything all asked. â€Å"Marry,my cell phone has been stolen†,spoke Kamala nervously. â€Å"You did not have any cell phone! â€Å"surprised Gathers said. â€Å"Yesterday was my birthday and It was a birthday gift to me from my husband. He had bought It yesterday†,salad Kamala.Olathe is saddled us go to the Police Station and get a report lodged†,Gathers said. Disappointed Kamala will it matter? I won't get the cell phone back† â€Å"We must get a complaint lodged for every crime. The thief will soon be caught you see and you will get your cell phone back†,the manager assured. 000 so both went to the Police station. Landscape venue who was on duty writing the report inquired,†What was your phone number? â€Å". Then Venue dialed the number from his phone. â€Å"l am sure. You will not get through. The thief either must have taken out the Simi card or must have switched off the phone†,a disillusioned Kamala said.The cleverest of the thief's also commits a mistake somewhere. Maybe your cell phone thief leaves a clue too†,Landscape said. On not getting the number for the first time,the inspector tried again. â€Å"it is said softly and switched on his speaker phone. A voice responded,†Hello,who is speaking? † â€Å"There is a good news for you. Our company rewards a cell phone buyer every month with two tickets to Ago†¦ The winner's name is taken out through lottery. You are the lucky one who has purchased a cell phone yesterday and won the prize. Elf you do not want to avail of the trip,we will offer you a cash of prize RSI. ,OOH,† Venue said. Gathers and Kamala understood that Venue played a trick to trap the thief in the net. And he was successful too. The thief responded,†Ã¢â‚¬Ëœ will avail of the cash prize. When and where will I get the prize. † â€Å"You can come to our office if you want. Or we could send our officer to hand you over the prize. You will Just have to come and show your cell phone to us†, said the inspector. â€Å"l will come to your the thief â€Å"Anytime. Our address is 8-404,Maharani Bag and my name is Venue An excited thief said,†Ã¢â‚¬Ëœ will be there in two hours†.Keeping the phone down the inspector said,† The thief seems very greedy. He did not even think where we got his number from. ‘ was apprehending that if he enquired that I would not know what to say. † A surprised Kamala asked,†whose address was the one you gave? † â€Å"The same company's from where you bought your cell phone. Krishna is my friend and he is General Manager of that company†,informed Venue. â€Å"You managed to ensure the thief very Gathers. â€Å"You may leave now. Len an hours time you will get your cell phone and the thief too will be caught,† Venue assured. L forgot to tell you that my cell phone has a small Barbie sticker on its inside by my aught†,informed Kamala â€Å"This will make it easier to identify your cell Venue. One hour later inspector re ached his friend Krishna office and told him about everything. Curtain. SAA has no idea. Speaking arrogantly to Krishna,Parade said â€Å"Did you rang me up? I have come to collect my prize of RSI. 50,OOH† â€Å"Where is your cell phone? â€Å"asked Krishna. Parade showed the cell phone. Krishna opened the cell phone and saw Barbie sticker inside it. He said,†Come out,inspector. The person you were waiting for is here† When Parade saw Venue he was shocked.He could not even dream that he would be aught like this one day. â€Å"How many cell phones have you stolen till now? â€Å"Landscape asked sternly. â€Å"Five hundred†,parade,petrified could not lie. Venue arrested Parade immediately and put him behind bars. Kamala was too happy getting back her cell phone. She praised Venue for his efficiency. â€Å"More than my efficiency it was the foolishness of parade that helped. Elf he had not talked on the cell phone,my plan would not have worked. Parade is very clever but committed a mistake this time†,Venue said. Parade was punished with one year imprisonment. Many of his friends too were put behind bars.They were very happy to see him but when they learnt about his foolishness,they all had a hearty laugh. His best friend Panda said,†Parade,you are so clever. Everyone calls you clever,Parade. How could you commit such a mistake? You should not have talked with that cell phone. You should have at least enquired. After all,the buyer was to get a prize, not you. You had stolen it. You must have thought that you would get RSI. 50,OOH easily. You have not only made a fool of yourself but also let us down too† Parade could not speak a word and sat with a hung face. His accomplices too refused to accept him as his leader. THE END

Do critical approaches Marxism, feminism, constructivism improve our understanding of international politics?

Abstract In the contemporary era, the application of critical theoretical approaches is of significant importance if one is willing to develop a more comprehensive understanding of international politics and international relations. Theoretical approaches, such as Marxism, Constructivism and Feminism cannot alone provide such an understanding, but their convergence and can significantly contribute to our increased awareness of global inequalities and the dimensions in which they occur by placing emphasis in not only on the relationship between the structure and agency, but also question their very nature and scrutinised the normative codes which guide human agency. Despite some of the limitations which the theories have, their complementary use can be used successfully in order to gain a more critical perspective on the nature of world governance. Introduction In the contemporary era, the application of critical theoretical approaches is of significant importance if one is willing to develop a more comprehensive understanding of international politics and international relations. As this essay will demonstrate, although approaches such as Marxism, Constructivism and Feminism cannot alone provide such an understanding, their complementary use can significantly contribute to our increased awareness of global inequalities and the dimensions in which they occur. Marxism The impact of Marxist theory on the development of critical theorising in international politics is one the significance of which can hardly be denied. Despite this, Marxist theorist have often been accused of not taking into account factors such as nationalism, as well as the balance of power among states in order to sustain and structure world politics (Linklater, 2013). Moreover, Marxist theories in the late 1970s and early 1980s found it increasingly difficult to devise an analytical framework for explaining the relationship of nation-states and violence in period of increased globalisation, characterised by increased national fragmentation, as well the resurgence of violent conflicts based on ethnicity (Giddens, 1985). This can the attributed to the inability of traditional Marxist thought to move beyond theorising about the significance of class conflict and the importance of social relations in terms of modes of production. Despite this flaw, more contemporary neo-Marxist theo rists have attempted to revitalise this critical approach by placing emphasis on the relationships between states, markets and the capitalist world economy in the era of globalisation (Teschke, 2003; Halliday, 1994; Rosenberg, 1994; Gamble, 1999). The application of Marxist thought has increasingly drawn attention to the problem of global inequality which the capitalist system has led to (Wallerstein, 1979; Thomas, 1999; Linklater, 2013). Thus, the importance of modes of production have successfully been utilised in order to challenge the economic discrepancy, which is characteristic of contemporary world markets and question the power relationships which exist between states on the international level. Being mainly preoccupied with material deprivation and inequality, however, Marxism has failed to take into account the norms and values which governance the structures of economics and politics, a question which has preoccupied constructivist theories of international relations. Constructivism By contrast to Marxism, Constructivism places emphasis not only on the importance of material structures, but as well as the normative dimension which is associated with it, as well the importance of identity formation and manifestation (Price and Reus-Smit, 1998). Thus, constructivism attempts to remedy the Marxist’s neglect of the importance of agency and its relationship to structure in the process of devising and implementing decisions related to international politics and relations among states in the era of globalisation (Reus-Smit, 2008).Therefore, Constructivism is complimentary to both more traditional approaches of theorising about international politics, such as Rationalism, as well as more critical approaches such as Marxism (Reus-Smit, 2013). More importantly, the significance of human agency is not deprived from the structure which determines the manifestation of the actor’s interests; in fact it calls for the critical evaluation of the institutionalised n orms which are the mediator between structure and agency. This can be of considerable advantage of understanding the contemporary global inequalities which exists, between countries from the Third World and post-industrialist Western states, as it will question not only the existing states of affairs in international politics, but also the moral dimensions of the reasoning behind it. By placing emphasis on the development of normative frameworks which are used as guides and rationale for the implementation of specific decisions in relation to international politics, Constructivism can successfully scrutinise and ‘moralise’ the power inequality among states and if used alongside neo-Marxist theories it can question both structure and agency. What both fail to take into account, however, is that agency in the era of global inequality also has a specific dimension, a problem which is addressed by Feminism. Feminism By contrast to both Marxism and Constructivism, feminist theories of international politics and international relations took prominence only in the early 1990s, though their impact for the development of the academic disciplines has been considerable (True, 2003). Feminism as an intellectual tradition questioned the very nature of the agency which had an impact on the development of international politics and introduced in the notion of ‘gender’ as an empirical category and analytical tool through which global inequality and unequal power distribution could be understood (True, 2013). Thus, Feminism, alongside Constructivism could be considered as a major breakthrough as both of them questioned the more traditional discourse of power relations and moved beyond the singular focus on inter-state relations that characterised more traditional theories in the field of International Relations (ibid.). Feminist thought has attracted attention to the specific dimensions of globa l inequality, resulting from the transformation of economic world markets. In fact, it has been suggested that the process of globalisation has increased the inequality between men and women worldwide, ultimately resulting in a ‘feminisation of poverty’ (Chant, 2007; Chant, 2008). The increased emphasis on export and outsourcing reflecting the priorities of the global financial markets, have disproportionately affected women (Marchand and Runyan 2010). This rise in inequality and insecurity is also linked to the development of violent conflicts in states where inequality between genders is high (Goldstein, 2003). On the other hand, gender equality in states is said to reduce the likelihood of the use of violence in intra-state disputes (Caprioli, 2005; Caprioli and Boyer, 2001). Therefore, it could be argued that the use of more critical perspectives in theorising about international politics could significantly contribute to our understanding of global politics and cou ld potentially results in less violent conflicts in the future if emphasis is placed on the reduction of global inequality and its gendered dimension. Conclusion As this essay has demonstrated, the critical theories of Marxism, Constructivism and Feminism could further our understanding of the nature of global inequalities by placing emphasis in not only on the relationship between the structure and agency, but also question their very nature and scrutinised the normative codes which guide human agency. Despite some of the limitations which these theories have, their complementary use can be used successfully in order to gain a more critical perspective on the nature of world governance. Bibliography Caprioli, M. (2005). Primed for violence: The role of gender inequality in predicting internal conflict. International Studies Quarterly, 49(2), 161-178. Caprioli, M., & Boyer, M. A. (2001). Gender, violence, and international crisis. Journal of Conflict Resolution, 45(4), 503-518. Chant, S. H. (2007). Gender, generation and poverty: exploring the feminisation of poverty in Africa, Asia and Latin America. Edward Elgar Publishing. Chant, S. (2008). The ‘feminisation of poverty’and the ‘feminisation’of anti-poverty programmes: Room for revision?. The Journal of Development Studies, 44(2), 165-197. Gamble, A. (1999). Marxism after communism: beyond realism and historicism. Review of International Studies, 25(5), 127-144. Giddens, A. (1985). The nation-state and violence. Cambridge: Cambridge University Press. Goldstein, J. S. (2003). War and gender: How gender shapes the war system and vice versa. Cambridge University Press. Halliday, F. (1994). Rethinking inte rnational relations. Palgrave Macmillan. Linklater, A. (2013) ‘Marxism’, ’ in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus-Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Marchand, M. H., & Runyan, A. S. (Eds.). (2010). Gender and Global Restructuring: sightings, sites and resistances. Routledge. Price, R., & Reus-Smit, C. (1998). Dangerous liaisonsCritical international theory and constructivism. European Journal of International Relations, 4(3), 259-294. Reus-Smit, C. (2008). Reading history through constructivist eyes. Millennium-Journal of International Studies, 37(2), 395-414. Reus-Smit, C. (2013).’ Constructivism’(pp. 217-240), ’ in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus-Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Rosenberg, J. (1994). The empire of civil society (p. 141). London: Verso. Teschke, B. (2003). The myth of 1648: class, geopolitics, and the making of modern international relations. Verso. Thomas, C. (1999). Where is the Third World now?. Review of International Studies, 25(5), 225-244. True, J. (2003). Mainstreaming gender in global public policy. International Feminist Journal of Politics, 5(3), 368-396. True, J. (2013). ‘Feminism’, in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Wallerstein, I. (Ed.). (1979). The capitalist world-economy. Cambridge: Cambridge University Press.

South Park and Libertarian Philosophy , Critical Analysis for a Final Essay

South Park and Libertarian Philosophy , Critical Analysis for a Final Exam - Essay Example He believes that comedy shows are believed to be hateful and offensive but rather these comedy shows are working in a way through which almost all messages can be delivered to the audience. Here he is basically trying to emphasize on the messages which cannot be otherwise given to the audience. Paul provides an overview of the libertarian philosophy with the help of the evaluation of the series SouthPark. In my view he is successful in providing the benefits of the free market economy through analysis of SouthPark which is further proved in this essay. The potentials of free market economy can easily be recognized by reading this article by Paul Cantor. This essay would further elaborate the messages provided by these comedy shows and would provide the points given forward by Paul Cantor. Media is influencing the mindsets of individuals regarding different entities of the world. One such entity is the business enterprises which try to enter the free market economy through intense competition. These corporations are known to be the most hated entities in the private sector by different Hollywood ventures. The corporations in the world are multinationals who have established themselves to take over their counterparts. Free economies exist all over the world in different countries but it is seen that the potential benefits of these free economies is not yet realized. The general view about free economies is that only the multinationals can dominate the market as the small businesses would not even have the chance to make it up to the money invested by these multinationals. However this view is considered to be wrong by many as free economies involve no intervention by the government and every business in this world has a right to strive towards success. The necessary re sources which a business should possess to reach the top are innovation and right

Responses Essay Example | Topics and Well Written Essays - 500 words - 2

Responses - Essay Example Especially, I liked the line in these debates, initiated by Prof. Meilaender. The participants have been discussing the contrasts between scientist Aylmer and his "earthly" assistant Aminadab, and the conclusion was: even "animal nature" has better intuition and can understand danger and worthlessness of human involving into "God's business". Besides, I totally agree with the experts, that Aylmer's perfectionism in the story is extremely aggressive, and his attempt to remove the birthmark is a very repulsive act. It is really unbelievable, how can a birthmark of his loving and caring young wife, who is loyal and devoted to her husband, become such an annoying element There are thousands of people among us, who live with much more ugly defects of skin or body, but it does not change attitude and care of their loving relatives and true friends. Only I do not quite share the position of Prof. Mary Ann Glendon and some other experts, who hesitated in Aylmer's being "a man of science". They called him "magician" or "narcissist". I suppose, he was a good and very experienced scientist and alchemist, because there were few opportunities for studying "real science" in those times. To my mind, Aylmer got into a psychological trap and started hating his wife for her birthmark not because only of his scientific aspirations for perfection, but becau

Week-long Thematic Unit Research Paper Example | Topics and Well Written Essays - 2500 words

Week-long Thematic Unit - Research Paper Example This unit is to enlighten English Language Learners on pumpkins through books, exploring pumpkins, as well as school field trips. The learners will begin by going through a manuscript on the life cycle of a pumpkin along with filling out a KWL chart on each and every thing they know concerning pumpkins (Harada, & Yoshina, 2003). Then, the class will discuss vocabulary, as well as what words they need to know when explaining and making maps. During the course, they will be informed that they are going to go on a field trip to Bonny Brook farmhouse. Prior to the trip, they need to sketch a map or plot of finding the best likely way to arrive at the pumpkin patch so as to find their pumpkins (Baker, Cooley & Pingel, 2002). Then, after they collect their pumpkins and the class gets back to school, they will inspect the pumpkins through estimating and measuring aspects of the pumpkin. After that the class will read an informational manuscript about pumpkins. To conclude the pumpkin course as a class, we will compose a picture book, which characterizes the pumpkins and each and every thing they learned about pumpkins. This "Pumpkin Science" plan will lesson gives students who learn English as a Second Language a background of how to grow plants. It also grants them a practice in predicting and estimating outcomes. Component Sections of this Thematic Unit 1. Subject. The paper will select an appropriate subject that reflects on text topics, student experiences, interests, problems or issues. 2. Grade Level Correctness 3. Focal Point. Here students will be asked to develop a one-sentence focus statement, which summarizes the intent and direction of the unit. 4. Objectives. This section will identify three or four aims the educator wishes the students would understand by the end of the unit (Max, 1997). These can be limited to county or state competencies and objectives. 5. Resources and Materials. It is beneficial to establish all the crucial resources and materials af ter the unit has been developed. The way, the educator will avoid limiting him/herself to a few recognizable items. a) Printed Resources. pamphlets, newspapers, notices, junk mail, travel guides, journals, letters, diaries, maps, brochures, advertisements, flyers, dictionaries, encyclopedias, magazines, professional journals, booklets. b) Computer along with CD-ROM Materials. Reference works, educational software, simulations and educational games associated with curriculum, and CD-ROM variations of writing. c) Internet Resources. d) Visual/Audio Resources. Videos, filmstrips, films, movies, overhead transparencies or slide programs. Audio tapes, records, tapes and books, and CD’s. e) Community Resources: 1. Motivational speakers 2. School field trips f) Instructional Television Resources: 1. Cable 2. ETV g) Literature Resources: 1. poetry 2. Non-fiction 3. Fiction 6. General Activities. This section will establish activities that the educator wishes to use all through the un it. For a majority of the unit, these activities will be mixed, incorporating the range of curricular fields, as well as reflecting elements of a literature-related program. 7. Discussion Questions. This section of the lesson will include an array of open-ended questions, which help students mull over the topic in a divergent and varied manner. 8. Literature Selections. See Resources and Materials above. This section will select books associated with the topic of each thematic unit. For literature selection, the lesson plan will develop a pre-reading activity, a range of cross-curricular education activities, and

Technologies for Treating Hazardous Waste Essay Example | Topics and Well Written Essays - 250 words

Technologies for Treating Hazardous Waste - Essay Example Sanitary landfill is the used of an area as an isolation place of the solid waste until the danger of the waste is reduced. This kind of treating solid waste can be successful if the area is large and the isolation is good (â€Å"Solid Waste,† n.d.). Gasification on the other hand is the exposure to high temperature/extreme heat with the use of oxygen to decompose the waste. It has the advantages of lessening the size of waste and makes the transportation of waste easier. This is a type of incineration that has no contribution to air pollution. Composting is one of the oldest ways to treat solid waste. It is used specifically to solid wastes that decompose. It makes the area of decomposition very appropriate to the waste, so that decomposition occurs faster (â€Å"Solid Waste Management† n.d.). From the said technologies, gasification is the best. It can be observed that it has more advantages. It lessens the volume of waste in a shorter time because it reduces the waste on the spot. It also does not contribute pollution to nature especially to air unlike other thermal treatment. It brings back energy. And lastly it demands less space compared to sanitary

Sexual Abuse of Children Research Paper Example | Topics and Well Written Essays - 2000 words

Sexual Abuse of Children - Research Paper Example In the US only, the prevalence rate is at 10.1% and the figure has remained relatively constant since the early 1990s. On the older population, over 20% of females and 10% of males in America have suffered child abuse at their young age (Marchand Wolfe 133). These statistics indicate that the problem of child sexual abuse is an issue that requires more focus and a multi-dimensional approach to resolve. The reason why I chose this topic is to develop a better understanding of the reasons behind the prevalence of the problem of child sexual abuse. Statistics provide figures that suggest that the people who are close to the children form the largest portion of the perpetrators. Statistics reveal that 90% of the perpetrators of child sexual abuse are those close to the children, 30% comprising of family members and 60% comprising of other acquaintances such as friends. In choosing this topic, I seek to unveil the myth behind the statistical figures that show that close member of the community perpetrates this crime (Marie 1-11). In my research, I also intend to find out why most parents end up abusing their loved one instead of assuming the role of care providers. In doing so, I intend to provide a grounded platform from where the war against child sex abuse can be launched. This way, it is possible to provide a solution to a problem that has persisted long enough in the society and e fforts to resolve the problem have become unsuccessful. Before my research, I expected that majority of the perpetrators of child sexual abuses are strangers who are unknown to the victims. With this note, I felt that one way to solve the problem would be to increase family protection and to enhance better parental care. Surprisingly, statistics show that the people close to the children are likely to inflict this crime on the young ones.

Own-race bias Research Paper Example | Topics and Well Written Essays - 2500 words

Own-race bias - Research Paper Example In this time, black slaves were considered so different and removed from the aristocratic, land owning class of their owners that their enslavement and torture for centuries was written off as being part of the system. Furthermore, during the Jim Crow era and throughout the passing of the separate but equal legislation, African-Americans in this country were viewed as a concrete, separate racial category not only by many whites, but also by the law itself. In many ways, the separate but equal Brown v. Board of Education hearing reflects the rigid, concrete, categorical race structures that were prevalent in this country during that time. Legal terms like separate but equal give an indication of the way people viewed each other at this time. Obviously, strong categorical race structures dominated the way peers viewed peers. Race would have been at the forefront of the way most people viewed each other initially. Before peers could say hello, there would have been a quick, unconscious categorization of the person they were approaching based on their race and the race of the peer. This initial judgment is no different today, but the recent trends in the multicultural population of the United States have given way to blurred categorical race structures. As a system of rigid, concrete race categories is faced with individuals whose backgrounds are composed of two or even many of these categories, the way individuals perceive each other is forced to change. When individuals comprise several racial categories, peers cannot make such easy judgments as were made during previous eras. If a peer appears to be from a racial category one considers his or her own, and this same peer also appears to be from a racial category one does not consider his or her own, initial separation judgments are confused. This recent breaking down of categorical race structures has obvious implications on the way humans perceive one another, but how does this change affect human facial memory? The body of literature has shown that social categorization occurs within the early stages of perception, but lasts only briefly (Brewer, 1988) making it difficult to study. One model that helps explain the way humans remember faces is the In-Group and Out-Group Memory model (Pauker, Weisbuch, Ambady, Sommers, Adams, & Ivcevic, 2009). This model explains human facial perception as a categorization based on whether the perceived individual is of the same group as the perceiver. For example, an Asian person may perceive another Asian face as being â€Å"in-group†. Furthermore, Malpass & Kravitz (1969) showed that people have a tendency to have better facial memory of faces they classify as in-group, and lower facial memory of faces they classify as out-group (Malpass & Kravitz, 1969); a finding that Pauker and colleagues have shown to be repeated by over 100 studies (Pauker, Weisbuch, Ambady, Sommers, Adams, & Ivcevic, 2009). The own race bias links individuals’ in- or out-group categorization of others to individuals’ facial memories of these others by explaining that people remember faces they categorize as in-group better than faces they catego

House of the Spirits Essay Example for Free

House of the Spirits Essay In Isabel Allende’s novel The House of the Spirits, there are two definitive classes of people that are present throughout the novel. The poor class, including the peasants of Tres Marias and the socialist party members, has continual resentment towards the other class, which is the wealthy aristocratic class. The wealthy division of the novel shows little humanity towards the poor, treats the poor as servants, and control all politics involved in the country. The wealthy’s treatment of the lower class shattered the peace experienced by Chile because the poor and the wealthy maintained a struggle to co-exist with such division between their classes. The struggles between the two classes was first established early on in the novel at Tres Marias where Estreban Trueba makes it clear that he is the leader of the land and the rest of the tenants were much less important than him. Trueba was a part of the wealthy class and he takes the peasants that are housed on his land and he takes complete advantage of the people there. Word of his cruelty spread throughout the region, provoking jealous admiration among the men of his class. The peasants hid their daughters and clenched their fists helplessly because they could not confront him. Esteban Trueba was stronger, and he had impunity† (Allende 63). There was nothing that the peasants could do to a man of a higher class and Trueba takes full advantage of this. He acts as though he is untouchable throughout the novel and that the wealthy class can do whatever they please. Esteban Trueba speaks of how he believes that since he is in a higher and wealthier class, he is free to do anything that he wishes, including raping the women of Tres Marias. Esteban sees the people that live on his land as lesser human beings and Esteban believes that poor people are completely ignorant and uneducated. Theyre like children, they cant handle responsibility. How could they know whats best for them? Without [Trueba] theyd be lost (64). This attitude that the wealthy class has for those in the book ignites the resentment felt by the poor class that resounds in the rest of the story. The inequality that is present between these two classes is unbelievable throughout the book that even parts of the wealthy class begin to realize the damage that their right wing government has caused to the lower division of Chile. Even Esteban Trueba’s immediate family senses the problems that the poor face. â€Å"[Clara] now took Blanca with her on her visits to the poor, weighed down with gifts and comfort. ‘This is to assuage our conscience, darling,’ she would explain to Blanca. ‘But it doesnt help the poor. They dont need charity, they need justice’† (136). Because of this unequal treatment of the classes and the resentment that the poor held for the wealthy, the two classes could not continue to co-exist. The incessant struggle that the lower class faced when the wealthy controlled everything forced them to begin a revolution so that they can finally take control of their own lives instead of living to please the wealthy. Throughout the novel, the wealthy controlled every part of the country’s government and therefore, they controlled the country as a whole until the day that Esteban Trueba lost the election and the socialist party came to power. This is when the poor finally ceased to be dominated by the wealthy. â€Å"They lit torches, and the jumble of voices and dancing in the streets became a disciplined, jubilant procession that advanced toward the well-tended avenues of the bourgeoisie, creating the unaccustomed spectacle of ordinary citizens – factory workers in their heavy work shoes, women with babies in their arms, students in shirt-sleeves – calmly marching through the private, expensive neighborhood where they had rarely ventured before, and in which they were complete foreigners† (340). After the socialist victory there was room for a class that was previously completely blocked from the wealthy areas of living as well as in the government. The poor and the wealthy became much more even in terms of rights which, in turn, made the two classes much less divided. With such deplorable treatment of the lower class, the two classes could never co-exist peacefully unless there was a dramatic change in Chile. With a socialist victory over the conservatives, there was room for the differences between the poor and the wealthy to be diminished and for the country to be diplomatic.

Lewis model as a model for structural change

Lewis model as a model for structural change Describe the Lewis model as a model for structural change. How does the Harris-Todaro model of rural-urban migration differ from the assumptions and outcomes of the Lewis model? The Lewis model is an early traditional model which seeks to explain how labour movement from one sector to another leads to economic development in a country, particularly developing countries. Whereas the Harris-Todaro model is a model used to address issues concerning rural-urban migration by analysing income differentials. These models are similar but are based on different assumptions which shape their outcomes. I will be analysing these assumptions outcomes and making comparisons between the two models. The Lewis model seeks to explain the growth of a developing country in terms of labour transition from a traditional agricultural sector to a modern industrial sector. This model (sometimes known as the Dual Sector Model) was initially developed by Sir Arthur Lewis in his article, Economic Development with Unlimited Supplies of Labour. This article was published in 1954. This article and model are instrumental in laying the foundation in this area of Economics. The Lewis Model is about how surplus labour  [1]  from the traditional agricultural sector is transferred to the modern industrial sector, whose growth over time absorbs the surplus labour. This is promotes industrialisation as well as encourage sustainable development  [2]  . In this model, the traditional agricultural sector is usually characterised by low wages, an abundance of labour and low productivity through a labour intensive production process. Whereas, the modern industrial sector or manufacturing sector is defined by higher wages, higher marginal productivity  [3]  , and initially a demand for more workers, compared to the agricultural sector. The manufacturing sector is also assumed to use a production process which is capital intensive, therefore, investment and capital restructuring in the manufacturing sector is possible over time as capitalists profits are reinvested in the capital stock  [4]  . The assumption is that there is low marginal productivity in the agricultural sector because it is believed to be low priority as the hypothetical developing nations investment is going towards the physical capital stock in the manufacturing sector. The agricultural sector has a limited amount of land to cultivate, so this means that the marginal product of an additional farmer is assumed to be zero as the law of diminishing marginal returns  [5]  takes place as a result of the fixed input, land. This means that the agricultural sector has a quantity of farm workers that are not contributing to output in agriculture because their marginal productivities are zero. These farmers that are not producing any output are termed as surplus labour as they can move to another with no impact on the agricultural sector. Due to the wage differential between the agricultural sector and the manufacturing sector, workers tend to leave agriculture to work in manufacturing sector over time to reap the reward of higher wages. The idea is that if the quantity of workers moves from the agricultural sector to the manufacturing sector equal to the surplus labour from the agricultural sector, regardless of who actually transfers, general welfare and productivity will improve. Total agricultural product will remain unchanged while total industrial product increases because of the additional labour; however, this additional labour drives down marginal productivity and wages in the manufacturing sector. Over time, as this transition continues and investment results increase in the capital stock, the marginal productivity of workers in manufacturing will be driven down by additional workers entering this sector. Eventually, the wage rates of the agricultural and manufacturing sectors will equalise as workers leave the agricultural sector for the manufacturing sector, which increases marginal productivity and wages in the agricultural sector whilst driving down productivity and wages in manufacturing. The end result of this transition process is that the agricultural wage equals the manufacturing wage; the agricultural marginal product of labour equals the manufacturing marginal product of labour, and no further enlargements in the manufacturing sector takes place as workers no longer have a monetary incentive to move. The Lewis Model of Modern-Sector Growth in a Two-Sector Surplus Labour Economy (Diagram 1) The Harris-Todaro Model is an economic model used in developmental economics and welfare economics. This model is used to explain some issues surrounding rural-urban migration. The main result of the model is that the migration decision is based on the income differentials between rural and urban areas, not wage differentials. Therefore, this implies that rural-urban migration, in the context of high urban unemployment, can be economically rational if it is expected that urban income exceeds rural income. The Harris-Todaro Model (Diagram 2) The model asserts that equilibrium will be reached when the expected wage in urban areas, adjusted for the unemployment rate  [6]  , is equal to the marginal product of an agricultural worker. The model assumes that unemployment is non-existent in the rural agricultural sector and that rural agricultural production and the subsequent labour market is perfectly competitive  [7]  . This means that the agricultural rural wage is equal to agricultural marginal productivity. In equilibrium, the rural-urban migration will be zero because the expected rural income equals the expected urban income. The formal statement of the equilibrium condition of the Harris-Todaro model is as follows: Wa = Lm (Wm) Lus In this formula, Wa stands for agricultural income, Lm stands for employment in the manufacturing sector, Lus stands for the total urban labour pool and Wm stands for the urban minimum wage. The equations illustrates that the expected agricultural wage rate equals the expected urban wage rate, which is the urban wage rate multiplied by the total number of jobs available in manufacturing divided by the total number of the urban labour pool. Rural-urban migration will take place if: Wa Ls On the other hand, urban-rural migration will take place if: Wa > Lm (Wm) Ls This suggests that migration from rural areas to urban areas will increase if urban wages (Wm) increase in the manufacturing sector (Lm), increasing the expected urban income. If agricultural productivity decreases, which lowers marginal productivity and wages in the agricultural sector (Wa), there will be a decrease in the expected rural income. This also leads to a rise in migration from rural to urban areas. Mega-cities: Cities with Ten Million or more inhabitants (Figure 1) Source: Data from United Nations Population Division, March 2002 Migration rates exceed urban job creation rates, this is because rural-urban migration causes overcrowding and unemployment in cities. This leads to many people ending up in unproductive or underproductive employment in the informal sector  [8]  . However, even though this migration causes such problems as in inducing informal sector growth and unemployment, this behaviour is economically rational and utility maximising in the context of this model. As long as the migrating economic agents have complete and accurate information concerning rural urban wage rates and the probability of obtaining employment, they will make an expected income-maximising decision. Estimated and Projected Urban and Rural Population of the More and Less Developed Regions, 1950-2030 (Figure 2) To summarise, the assumptions of the Lewis Model include the idea capitalists reinvest profits which leads to fast growth expansion in the modern sector. The level of wages in the modern industrial sector is assumed to be constant and determined as a given premium over a fixed average continuation level of wages in the traditional agricultural sector. The assumption that there is surplus labour in the sense that marginal product of labour is very important. It is partially because of this that workers will move as they are believed have no impact on the agricultural sector. Another assumption is all rural workers share equally in the output so that the rural real wage is determined by the average and not the marginal product of labour. Moreover, under the assumption of perfectly competitive labour markets in the modern sector, the marginal labour curves (Diagram 1) are actually demand curves for labour. Lewis also assumes that modern sector employers can hire as many surplus rural wo rkers as they like with out the fear of rising wages because urban wage is above rural income. Finally, it is assumed to employment expansion continue until all surplus labour is absorbed by the industrial sector. These assumptions shape the conclusion that labour transitions take place for workers who leave the traditional agricultural sector for the modern sector in search for a better wage. However, some of these assumptions do not hold in reality and changes the shape of the model. This model is complicated because of the fact that surplus labour is both generated by the introduction of new productivity enhancing technologies in the agricultural sector and intensification of work. Also, the migration of workers from the countryside to the cities is an incentive towards those two phenomena as the relative bargaining power of workers and employers varies and with this so does the cost of labour. The wage differential needs to be sufficient between industry and agriculture to incentivise movement between the sectors but the model assumes that any differential will result in a transfer. The assumption that surplus labour in rural areas and there is full employment in urban areas has been proved wrong by contemporary research indicators. These show that there is little general surplus labour in rural locations. The model also assumes diminishing returns in the modern sector, but there is much evidence that increasing returns exist in this sector. The Harris Todaro model is based on different assumptions compared to the Lewis model even though their models lead to similar conclusions. The Harris-Todaro model assumes that it is the difference in expected income earnings rather than actual wage differentials that causes workers to switch from rural areas to urban areas if expected income is higher. The model assumes potential migrants are risk neutral. This means they are indifferent between a certain expected rural income and an uncertain expected urban income of the same magnitude. This assumptions indication of economic realities is debatable. This is because poor migrants will more likely to be risk adverse and require a significantly larger expected urban income to migrate. However, the Harris-Todaro model can be adjusted to reflect risk aversion through alteration of the expected urban income calculation. Although, when the model assumes risk aversion instead of risk neutrality, the results are practically indistinguishabl e. The Lewis model uses a competitive model whereas the Harris-Model does not do this. This is seen because rural-urban migration acts as an equilibrating force that equates rural and urban expected incomes. (Figure 3) To conclude, the Lewis model and Harris-Todaro model have similar outcomes in the sense of labour moving from rural agricultural areas into urban areas in search of modern industrial work as an approach to earn more money and leave poverty. However, the assumptions of the two models are very different and maybe this is why each model has had different impacts in terms of economic development history. The Lewis model is an early traditional model. which in practical situations does not work properly because of the assumptions. Therefore, the extent of the model is rarely realised. Although, this model does provide a good general theory on labour transiting in developing economies. The Harris-Todaro model, on the other hand, even with its problems with the assumptions, has lead to policy implications such as ways to reduce inequalities and bias between rural areas and urban cities as an attempt to reduce this migration problem. Overall, both models have increased awareness of the growing issues surrounding rural-urban migration. As many countries like India, Singapore and China act as success stories of this type of migration and economic transition as a catalyst towards leaving poverty, there are many developing nations who have not had the same success, but have suffered from a rise in urban poverty, unemployment and fall in living standards (figure 3) and (figure 4). (Figure 4) References https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLp0ksuutmp4l0khR_-dSctQT1m3ZRa-hRN006Q6_DPEBG-yhQx6EmK6lnxdXgpMnXJ46mkZTF8VDlfwXGOJqr_CH_j5DCH2ps2csk2vghA9vnQaRQGp_2Jbb3jmx37zu3n48HCCD981Q3/s400/WorstSlumPopulationsinSubSaharanAfrica-Graph.gif http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2009/0,,contentMDK:21961509~pagePK:64167689~piPK:64167673~theSitePK:4231059,00.html http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2009/0,,contentMDK:21963658~pagePK:64167689~piPK:64167673~theSitePK:4231059,00.html http://www.facsnet.org/index.php?option=com_contentview=articleid=190:journalists-guide-to-economic-terms-04-02catid=75:archives Harris J. and M. Todaro, Migration, Unemployment Development: A Two-Sector Analysis (American Economic Review, March 1970); 60(1):126-42 Todaro and Smith, Economic Development (Addison Wesley; 9th edition, July 2005) pg. 108-113, 339-343

Importance of Outdoor Recreation in Education

Importance of Outdoor Recreation in Education This essay is designed to have you explore the research around the goals and purposes of different approaches to outdoor learning. There is a significant body of learning theory that informs how people interpret and understand natural environments and it is essential that you familiarise yourself with this work. Some of the key approaches you should consider in your work include: adventure education, outdoor recreation, outdoor education, outdoor environmental education, environmental education, outdoor environmental studies, adventure therapy, and bush adventure therapy. My name is Steele Millroy and I am currently studying a Bachelor in Secondary Education at the University of the Sunshine Coast, majoring in Health and Physical Education (HPE), or as it may also be known, outdoor studies. HPE is an umbrella term for many varieties of outdoor educational teaching practices. These include outdoor recreation, outdoor education, adventure therapy and outdoor environmental education. The two that I would like to focus on for this essay are outdoor recreation and outdoor education. I believe these two have the biggest impact on my career area, while still being effective even within the limitations the classroom provides. Today, when we hear outdoor recreation, it is often associated with the term leisure or leisure activities (Martin, Cashell, Wagstaff, Breunig, 2006). Outdoor recreation is defined to be an active side of leisure that transpires in a natural setting such as a mountain, lake or field (Martin et al, 2006). Being actively immersed in these outdoor locations can have a profound effect on the way people view their environment. It can change a persons perspective of the way we use, understand and appreciate the natural environment (Martin et al, 2006). As a person begins to use their environment for recreation, it starts off as just another piece of equipment for them to use, but as they return to the same spots repeatedly, it can become like an old friend. A person will notice more and more detail about the environment as it will become more familiar to them. They develop a deeper appreciation for landscape and everything it has to offer. Outdoor Recreation now has become increasingly po pular since the 1950s due to the prosperity of western countries and their increase in leisure time (Martin et al, 2006). This also lead to areas that previously had been relatively unknown becoming popular activity spots and in doing so has had a detrimental effect in some natural areas (Martin et al, 2006). In America, this concern led to the first significant study done by the Outdoor Recreation Resource Review Commission (ORRRC), which was to assess the state of outdoor recreation in America and make suggestions on its future development (Martin et al, 2006). These suggestions by ORRRC have led to the Outdoor Recreation Act of 1963 and the Land and Water Conservation Fund Act of 1965 (Martin et al, 2006). These acts have helped reduce the impact humans have on natural recreation areas and help improve those areas for the future. Examples of the natural areas that we use for recreation are things like hiking trails, rivers or streams that we kayak on, mountains for climbing or ev en an open field for a game of football or cricket. In summation outdoor recreation is a great way for humans to become more involved in nature, but we must become educated in a way that ensures us we are not doing damage to the places we love. A way to keep humans educated with how our environment works and why we need it is through Outdoor Education. Outdoor Education is broadly defined as the philosophy of learning by doing (Priest Gass, 1997). The term Outdoor Education covers two main subjects of Environmental Education and Adventure Education (Martin et al, 2006). In Environmental Education the emphasis of learning is placed between people and their natural environment and natural resources (Priest Gass, 1997). Adventure Education focuses on interpersonal growth through the opportunities that adventure experiences can give to us (Martin et al, 2006). Adventure Education is often done with a group of people that will have to work together to complete a certain task. This provides them with a personal challenge while still have to use skills such as decision making, communication, cooperation and most of all they learn to trust each other (Priest Gass, 1997). The educator who is running the challenge structures it in such a way that the risk is perceived to be much higher than it truly is. This gives more opportunity for the participants to hit their peak adventure point while still being challenged to grow and change (Priest Gass, 1997). Examples of this type of education would be a rope course where your team must all pass together or a navigation exercise where your team is left some basic equipment and you are dropped off in an area you dont know. This navigation exercise can be very beneficial as it can seem like the risks are very high (when it is just your group and their survival skills), but in truth the guides who dropped you there would know the area extremely well and can remove you at any time if the situation calls for it. With this adventure education you must then become involved with environmental education for without knowing about the environment we could lose the nature and beauty that we all love about adventure education (Priest Gass, 1997). Environmental education can b e parted into two segments: ecosystemic relationships and ekistic relationships (Martin et al, 2006). Ecosystemic relationships refer to independent organisms living in the ecosystem, whereas ekistic relationships refer to the interactions between people and the environment, or how we treat our ecosystem, and in turn, how that will affect us (Martin et al, 2006). An example of this relationship would be humans polluting a river or lake, then in turn having no fresh water to drink. In this relationship, if we take care of that specific environment, it will in turn take care of us. Outdoor education is a very important tool for us to understand each other and our natural environment. Both outdoor recreation and outdoor education are important to me being a HPE teacher. Outdoor recreation is one of the big examples of being a HPE teacher. Since all schools will not have the same funding for their sporting programs, the ability to go outside and create a game or activity, that uses the natural landscapes around us, are vitally important. Doing this will show the students how to use the land respectfully and in turn can be woven into a lesson of Environmental Education. The benefits of using outdoor recreation as a learning tool are that it can be very cost effective, the games can be played by the students at home without much equipment and the students begin to appreciate the natural environment and getting immersed within it. Outdoor education can work well alongside outdoor recreation. I believe that they complement each other well. In recreation, they can make relationships to a place while in outdoor education they learn why that relationship is so important. During my career as a HPE teacher I will also be endeavouring to use Adventure Education. I believe that using Adventure Education in a class setting as it can strengthen the class as a whole and make different friendship circles communicate with each other. A challenge for me will be providing such a challenge in a school setting that seems high risk even when it isnt. A possible way around this would be a day trip somewhere if the school budget allows it. When we are not doing practical classes and are in the classroom, that is when I will begin to teach the students about ecosystemic and ekistic relationships. These are both important pieces to the outdoor education puzzle as they teach the students how we can impact one little organism and then how that can impact the ecosystem as a whole. In that past there has been some debate on whether all this should be taught in a HPE classroom, but I agree with L. B. Sharp (cited in Ewert Sibthorp, 2014) when he said those things which c an best be taught outdoors should there be taught (p. 6). These disciplines of outdoor recreation and outdoor education will be a great tool and asset to the modern HPE classroom. Getting the students involved in the outdoors and playing games is a great way to keep their attention while we teach them how to respect it. When students form their own relationships with a place, that is when they truly start to understand the importance of nature. Doing this through outdoor recreation and outdoor education is an effective and affordable way to achieve this goal. References Ewert, A. W., Sibthorp, J. (2014). Outdoor adventure education: foundations, theory, and research. Champaign, IL: Human Kinetics. Martin, B., Cashel, C., Wagstaff, M., Bruenig, M. (2006). Outdoor leadership: theory and practice. Journal of Education and Outdoor Learning, 8, 3-12. Priest, S., Gass, M. A. (1997). Effective leadership in adventure programming. Palaestra, 22, 17-26.

Ernest Hemingway :: essays research papers

"A Clean, Well-Lighted Place" was published by Scribner's Magazine in March of 1933, but it was not until 1956 that an apparent inconsistency in the waiters' dialogue was brought to Hemingway's attention. Hemingway's thirteen word reply to Judson Jerome, an Assistant Professor of English at Antioch College, said that he had read the story again and it still made perfect sense to him. Despite this letter, Scribner's republished "A Clean, Well-Lighted Place" in 1965 with a slight change in the waiters' dialogue that they argued would fix the apparent anomaly. Scribner's decision to alter the original text, the letter Hemingway wrote to Professor Jerome, and several papers on the subject all add up to a literary controversy that still churns among Hemingway scholars. I will argue that the original text is the correct text and Scribner's just failed to interpret it properly. They failed to notice nuances in Hemingway's writing that appear throughout many of his other works. They obviously thought Hemingway's reply to Professor Jerome was made without notice of the inconsistency. Most important, I believe they did not evaluate the character of the two waiters in "A Clean, Well-Lighted Place." A careful examination of the character of each waiter can make it apparent that the original text was correct and that there was no need for Scribner's to alter the text. The dialogue in question results from a conversation the two waiters have concerning the old man's attempted suicide. One waiter asks "Who cut him down?", to which the other waiter replies "His niece." Later in the story, the original text appears to confuse who possesses the knowledge about the suicide. The waiter who previously said "His niece", now says: "I Know. You said she cut him down." This seems to assume the knowledge about the attempted suicide has either passed from one waiter to another, or that we have incorrectly attributed the first exchange to the wrong waiters. So which waiter asked about cutting down the old man? When the disputed dialogue between the two waiters takes place, we do not know enough about them to develop an outline of character. As the story progresses, the character of the two waiters emerges through their dialogue and thoughts, as does many of Hemingway's characters. Once the character of each waiter is developed and understood, the dialogue makes more sense when the story is read again.

Sadistic Zealots :: essays research papers

Opinion Sadistic Zealots   Ã‚  Ã‚  Ã‚  Ã‚  The acts of terrorists on September 11, 2001, demolished two important American buildings and executed thousands of innocent victims. This united Americans, both to mourn the loss of lives and to fight back against international terrorism. However unforgivable, this attack was not a senseless act of violence by sadistic zealots. Apparently, the terrorists were not aware of the long-term consequences of their actions. The brainwashed crusaders may not have even known the motivation for the attack but were blindly following a twisted act of eccentric Muslims. In either case, serious short and long-term reactions will ensue until ultimately, a peaceful resolution will result or the world will be at war.   Ã‚  Ã‚  Ã‚  Ã‚  The causes of this atrocious terrorism are numerous and date back to biblical history when freedom fighters were misguided by radical factions, such as the zealots who fought Roman domination while Christ sought peace. In the present, one of the chief causes is America’s gift of approximately three billion dollars to Israel each year. This money and support is then used to help the Israeli Army fight an endless territorial war against Palestine. The result is anti-US. demonstrations in Palestine and other Arab countries. The arsenals used by Israelis to attack Palestine were obtained through American aid. US technology has provided for easy international travel and contemporary buildings and cities produce easy targets to kill innocent victims with one mighty blow. Therefore, when people ask today what Americans did to deserve this, the answer would be simple. America entwined itself into a war over hallowed ground. Hoping to be a mediator, it did not realize that it is in no place to proctor such a violent bonanza.   Ã‚  Ã‚  Ã‚  Ã‚   Basinger Hickey 2  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The reactions of Americans to the terrorism were what everyone expected. An initial fear of certain doom was followed by remorse and grief for the loss of lives. Next came the nationwide sacred oath of revenge, one that was shared by the President of the United States. He vowed vengeance on the perpetrators of the attack. Among the individual Americans, no consensus is available on what they feel needs to be done. Extremists feel that the only way to rectify this situation is to sacrifice all Arab countries. Others hope that there is no need for any more violence, as it can only escalate into even more trouble for targeted countries. For instance, perhaps the solution will be found by bringing Osama bin Ladin and his cult of kamikaze bandits to justice other then executing millions of innocent Arabs with a bomb.

Abrahamic Religion Essay

Religion is the one element of life that has connected the races and societies of the world for hundreds of years. It has given meaning to lives that may seem otherwise hopeless. Out of the 5 religions I have looked at, I think 3 of the religions are the most alike. Christianity, Judaism and Islam are all very closely unified as Abrahamic religions because they share tons of common beliefs and thoughts. My investigation is on some of the similarities and differences of these three religions. All three religions believe in one God and the same God, the God of Abraham. So how do they differ? The Abrahamic faiths are strictly monotheistic. Even though Christians believe the Holy Triune (God as the Father, the Son and the Hoy Spirit.) they still consider God as one. Despite the many similarities between the Abrahamic faiths, there are some differences. For instance, Judaism denies that Jesus was a prophet while Christians and Islam acknowledge Jesus as a prophet. Also, the three religions all have their own special worship days. The Muslims worship on Fridays, the Jews have their worship on Saturdays and the Christian one is on Sundays. See more: The Issues Concerning Identity Theft Essay The Jews, the Muslims and the Christians all worship in different places and have different religious texts. The Jews worship in a place called the synagogue. In some synagogues, men and women have to sit separately. The Jews study the Torah. Torah is part of the Tanakh (Hebrew scriptures), which is compromised, with the five books of Moses. (From the Old Testament: Genesis, Exodus, Leviticus, Numbers and Deuteronomy.) The Muslims on the other hand worship in a building called the mosque. Like the Jews, Muslim men and women are not allowed to worship and pray in the same place. The Muslims’ religious text is called the Qur’an. The Qur’an is written 600 years after the books of the bible. It entails several dozen pestles, greatly differing in length. They have ostensibly dictated by Muhammad (The man who claimed to be a prophet.). And lastly, the Christians worship in the church. The church is often recognized as God’s body on earth. Unlike the Jews and the Muslims, the Christians come together in a group but they are allowed to worship God on their own in any place. The Christians study the Holy Bible. The Bible is the Tanakh that’s reordered and now called the Old Testament, complemented with the New Testament which consists mainly of the Gospels and a bunch of letters written by the followers of Jesus to other followers of Jesus. The Abrahamic religions believe that there will be a Day of Judgment where God or a prophet will come down to Earth and judge everyone. Even though the three religions have the same basic view on it there are some differences in what they believe will happen on that day. The Christians believe that on this day, God will judge all people. They believe there will be two judgments, the first one is the entry to heaven based on faith and the second one is the position in heaven based on deeds. Like the Christians, Muslims believe that the present life is only a trail preparation for the next realm of existence; this life is a test of each individual for the life after death. The Jews on the other hand has a totally different view on this day. They believe that Muhammad will come to judge them instead of God. They also believe that the people will be categorized into 3 groups. The first group will be immediately inscribed for everlasting life they are the thoroughly righteous people; the second group will be doomed in hell, they are the thoroughly wicked people and the third group will go down to Hell and squeal and rise again, these are the people in between bad and good. In my opinion it is so interesting to see how three different religions can be so similar but also at the same time.

Exegesis on Job 42:1-17

In the passage of Job 42:1-6 there appears to be an interpretation of a divine speech to be supported by Job's response. There also occurs to be a conclusion about Job's debate with God as Job acts humbly in acknowledging his presumption about God. God, however, acts displeased by Job and his friends because of Job's friends presumptions about God as they didn't speak about God in the â€Å"right† way. When Job gets confronted by God, he surrenders, yet acts without sorrow. One may question the response that Job had towards God in verses 1-6 as he acted in a peculiar unexpected manner. In most reactions towards God there comes a reaction of fear; however Job seemed calm with his reactions towards God. Job doesn't have a proper response to God in verse 4 he says that â€Å"I will question you, and you will declare me. † In the form criticism of the text the verses 1-6 are being presented as a form of prayer to the Lord. Job never says that he was wrong to question God's justice. Job feigns submission and accepts that he will never get a straight answer from God. Source criticism is being used as the verses in three and four, Job quotes the Lord's words which were also used previously in Job 38:2-3 and uses them to make his surrender appear to be in defence to God's power. Job's true attitude however is revealed in verse six â€Å"therefore I despise myself, and repent in dust and ashes. † In the NRSV translation of this verse reflects the traditional view that Job is confessing to his sin in challenging God's justice. In most Bible translations and commentators there is a twist in verse 6 to make Job's speech an acknowledgement of sin in challenging God. There is textual criticism being presented in comparison to the original Hebrew text, though, the Hebrew text allows for a variety of translations; most of which render Job's words as anything but a confession. The verb â€Å"I despise myself† (Hebrew: 'emas) is not a reflexive form. Its other occurrences are all rendered as a simple verb â€Å"I hate/ regret†. The second Hebrew verb, nikhamti, has been translated as â€Å"repent† but other uses of the verb argue for a meaning of â€Å"rue/regret†, usually the word is not associated with sin, but with a change of mind or with finding comfort. Thus, a more accurate rendering of the verse might read: â€Å"I reject and regret dust and ashes. † Or in alternative, clearer translations which have been suggested, such as: â€Å"Therefore I retract and change my mind, being but dust and ashes†, or â€Å"I yield, and am comforted, being but dust and ashes†. Job is therefore not sorry for confronting God. Instead he seems to be accepting that God will never give him what he wants: an apology. However, how could anyone expect an apology from a supreme power as divine as God? Job has had a life-transforming visitation with God (Job 42:5): the god whom Job worshipped, based on what he had heard of him, has now made himself known through a face-to-face encounter. Job had earlier expressed his belief that he would see God at the future resurrection (19:25-27); that expectation was brought forward in an unexpected way. One can thus imagine the scene as Job having presented his case for why he should not be suffering, God then responds to Job by asking, â€Å"What exactly is it that you think you know? (38:1-41:34), and Job then expresses his satisfaction â€Å"with the humble knowledge that his sufferings were all part of the purposes of God†¦ even if he could not understand those purposes with his finite mind†. It is simply incredible to realise that Job was proved correct in his righteousness and assessment of the situation (42:7-8); thus, he offers no admission of wrongdoing, despite the more traditional exegesis of this passage. Instead, God challenges the bad theology and counsel of Job's friends and requires their confession to and submission before Job. Job's prayer for them brings forgiveness from God (:9). This is a complete reversal of our expectations for this story of suffering. In verse seven, God admits that Job was correct in accusations against the deity. The Lord tells Eliphaz that he and the other two friends have incurred God's anger and that they were wrong in what they said about God to Job. One wonders if God's anger derives not from the friends' statements about God but, rather, from their failure to minister to Job in his time of need. There original intentions were admirable they came to console and comfort (2:11) Job. Unfortunately they let their fears, instead of compassion guide their actions. The friends' first response was their silence. Whatever their sin to avoid divine punishment they must make an offering and have Job pray on their behalf. Only Job can save them now. Towards God's response to his human accusers (Job's friends), God acts in an offended manner as he wasn't being spoken to in the â€Å"right† way. There comes the question: Is God's response intended to be punitive or restorative? As God sort to punish the friends of Job, he gave them a chance to repent and feel remorse for their actions. God was teaching them a lesson that God must be obeyed and respected. However if God sort to act out in a punishing manner then what them men had falsely spoken about God, would then be true. In this aspect is the reason why God had punished the men in such an approach to see these men's obedience towards God, God gave them a chance for repentance. Therefore in this characteristic God is being both restorative and punitive; for each sin doesn't go unpunished. The men were asked to present â€Å"seven bulls and seven rams† in this concept the number seven is being used a significant amount of times in the bible. There is the rhetorical feature of the passage that what is the significance of the number seven? And what would happen if any other number was being used? These questions arise the implications of the bible and also the narrative criticism of the type of character God was, the constant use of the number seven could reveal that perhaps seven is God's â€Å"lucky number. † On one hand, the phrase, â€Å"good things happen to good people and bad things happen to bad people†, is completely disproved and disqualified. On the other hand, Job is not ‘blasted' for questioning God; he is corrected for his presumption and arrogance in asking such questions. Our suffering does indeed lead us to question our situation, but the story of Job promotes composure in suffering as in celebration. Job is blessed after praying for his friends' forgiveness, not after his own surrender. This could simply be a matter of timing or it could be a consequence. There is rhetorical criticism shown as to whether Job would have been blessed to the same degree if he had not prayed for the forgiveness of his friends? While we cannot answer this question, it does suggest a standard set by this passage for the care provided by Christians to pray for each other with consideration in faith. There is blessing in serving the spiritual needs of others. Job's fortunes and position are restored. He is first restored to his spiritual authority (Job: 10a). Then, his prosperity is restored doubly (Job: 10b). Then, his status is restored as his ‘fair-weather' family and friends acknowledge him with gifts (Job: 11). In addition, Job's financial means are increased beyond his starting fortune (Job: 12). In a response to narrative criticism there is a response to cultural aspects of the text, in taking the passage to a literal sense, as the regard and provision for his daughters is beyond expectation; interesting for the comparative value of girls to boys (Job: 13-15). In this peculiar event of Job's daughters receiving inheritance, it reflects a cultural break through in the historical patriarchal context of the bible. This total scenario provides a wonderful closure to Job's story, reflecting cultural norms rather than spiritual norms. There is a question that can we expect the same kind of material blessing if we're righteous? One possible answer is, â€Å"no†, because we cannot possibly imagine the same level of righteousness for ourselves, that we could ever display such brash confidence before God. The conclusion to Job's story is one of the most troubling aspects of the text. Job receives even more blessings than before. God appears to be atoning for mistreating Job. Despite this happy ending the reader begins to wonder if the rewards given to Job could make up for what he has lost. In verse 11, the text states that Job's family and friends came to comfort him. Where was this community earlier? They are described as bringing him gifts of money and jewellery. Perhaps this is how Job achieved the status of wealth again; as a result of compassion and charity. Whatever the source, Job's material possessions (e. g. sheep, camels, oxen and donkeys) are described as twice as much as he had before his tragic demise. His children, however, number the same: seven sons and three daughters. The difference is how the children are described. Whereas at the beginning of the story more attention was given to the sons, here the daughters receive the most attention. Their names are given, each having a symbolic meaning. The name of the first, Jeremiah, is difficult to render in English but may be related to â€Å"day† or â€Å"dove. † Keziah, the name of the second daughter, means â€Å"cassia,† a perfume. The third one's name, Keren-happuch, translates as a â€Å"container of Khol,† which was an eye cosmetic. They are declared to be of incomparable beauty. Job gives his daughters an inheritance equal to that of their brothers. The mention of this action would suggest that it is unusual because in patriarchal cultures, only the sons receive inheritance, and the daughters depended on a male relative or husband for survival. Perhaps Job's suffering has made him more sensitive to the plight of the powerless, especially women. The harmony of Job's life has been resorted, and he lives another 140 years, long enough to see four new generations of his family. The end of Job's life is described succinctly; â€Å"he died old and full of days† (verse 17). Nevertheless the story of Job is reassuring to note that God was aware of Job's righteousness and boasted about it. Even though Job was allowed to suffer at the hands of God's enemies, God cared for Job and helped him to appreciate better the condition of the world in which Job lived. Perhaps here is the source of Job's prosperity, that he had a wise understanding of his position in the world and a healthy appreciation for the difficulties that could befall him at any time. Job maintained his composure in the face of his suffering and maintained his trust in the God who is far beyond all understanding. Suffering is a mystery. To reduce suffering to the simple formula, â€Å"do good and good things will happen to you; do bad and you will suffer†, is to ignore the complexity of the human condition. We will apply human standards to God, in order to understand him better. Yet, God cannot be so easily understood, or manipulated. However it raises the rhetorical criticism of God's character and whether God can even make himself feel pain and suffering that he inflicts (God made us to feel pain) on human beings? God did not intend for his creation to suffer; yet, our rebellion against him places under the influence of all kinds of evil. The relational meaning of the passage is used to express the implicational measures that are associated with the suffering one undergoes and the consequences that are faced when one undermines God's righteousness. The final irony of the book of Job is that the author has used a traditional story about a holy man, a non-Israelite named Job, to explore the mystery of suffering in a very untraditional manner, suffering by his enemies. The ending of the passage ends with Job's renewed blessing, one may suggest that the ending of the new blessing of Job is the perfect ending. As a literal critic would say that it was the perfect ending to the story as â€Å"Job died old and full of days† suggesting that he was happy and fulfilled at the time of his death. However, one may question the character of Job in whether he deserved such blessing by God, as he was questioning God in the beginning of the passage.

Multiculturalism: For and Against

Points For and Against For: †¢ Australian society, often in the face of major difficulties. †¢ multiculturalism is good for the society as it brings cultural diversity to the society, can foster a tolerant society, and improve relations with other countries †¢ Multiculturalism is a set of practical policies aimed variously at improving the absorption of migrants and harmoniously integrating a culturally diverse society around liberal democratic values. ’[11] As such, multiculturalism is a conscious political and social choice made by the state and society in response to diversity. Against multiculturalism is bad, perhaps under the belief that migrants take jobs, that they bring racial tension to Australia, and that they create and settle in ghettos †¢ Multiculturalism can be seen as a set of norms or principles that uphold the right of the individual to retain, express and enjoy their culture. It also upholds the right of all individuals to have access to a nd participate in the social, cultural, economic and political life of the country to which they belong. †¢ Multiculturalism is a practical and principled response to the rapid increase in the global movement of people, commodities and ideas.People migrating to Australia often face problems associated with economic, social and cultural dislocation. These problems are exacerbated for people from non-English speaking backgrounds †¢ . Australian multiculturalism is a vital, long term social investment that aims, simultaneously, to address issues of social disadvantage and community relations More info:. 1)multiculturalism as a sound policy framework consistent with HREOC’s legislative mandate to promote understanding, respect and friendship among racial and ethnic groups in Australia and to combat prejudices that lead to racial discrimination. 4]2 )Multiculturalism is also a set of norms or principles compatible with HREOC’s vision for an Australian society in w hich the human rights of all are respected, protected and promoted. [5] In particular it resonates with a notion of equality which enables all Australians to participate fully in the social, cultural, economic and political life in Australia irrespective of race, religion, colour, descent or national or ethnic origin. 3) Finally, multiculturalism, both as policy and as principles, supports the ideals of a democratic society in which every person is free and equal in dignity and rights

Myth Interpretation

The movie industry had delved with so many themes already that creating a fairy tale or a fantasy movie is not something new. These fantasy movies became mainstream attractions thanks to the new technology of 3D and animations that makes imaginary characters come to life and walk and talk like humans. In these fantasy movies, one can not help but question the inspiration for the story; the insight for the roles created; and the symbolism each character represents.There would be parallelism with each fantasy story, as every good fantasy movie would be, since it mainly caters young audiences, like for example the eternal battle between good and evil. Pan’s Labyrinth is not any difference, it tackled the parallelism and many more, although some symbolisms were graphically demonstrated, to the point of disgust, it is still a fantasy movie.These parallelisms between the symbolism in the movie and the myths would be analyzed and discussed in this paper. The liminality as every heroi c tale should have would be pointed out in any way possible as it pertains to the Neo-Platonism idea of The One.Summary of the MoviePan’s Labyrinth or El Laberinto Del Fauno in its original title in Spanish or literally translated as The Faun’s Labyrinth, is a fantasy film that delves in a young girl’s struggle to keep the reality beautiful by completing tasks in another parallel world. In so doing she will take the throne that was rightfully hers and become a Princess once again in the parallel world.There were two worlds in which Ofelia, the protagonist was living. The real world where her mother is sick with the baby, where her ruthless stepfather Captain Vidal lives, and where there are rebels prepared to take offense against the Captain’s forces; and the second world, where Ofelia is the long lost Princess Moana, daughter of the King and she must get back to him as soon as possible. To be able to go back to her father, Ofelia was tasked to complete t hree tasks before the full moon rises, in order to ensure that her â€Å"essence† is intact. First she must retrieve the golden key from the belly of a giant toad that was living off the life of an old tree.She successfully got the key and proceeded on with the next one, with the Faun’s guidance, to retrieve a golden knife from a pale man’s dwelling and she was successful again, but lost the lives of her assistant fairies. The Faun was so angry that he said Ofelia could never return to her kingdom. Meanwhile, the condition of her pregnant mother is getting worse, and the rebels who are against the fascist rule of her stepfather are building a plan of their own. Her mother lost her life in giving birth to her baby brother, her friend Mercedes was caught by Vidal for spying, and Vidal had caught Ofelia lying to him and imprisoned her in the attic with orders of shooting Ofelia first if the rebels attacked.Taking pity on the poor Ofelia, the Faun appeared again and gave her another chance; all she had to do is take her baby brother to the labyrinth. After much hardship and running away from Captain Vidal, Ofelia finally reached the labyrinth where the Faun was waiting for her with instructions to â€Å"prick† her little brother with the golden knife and let his blood flow through the labyrinth. Ofelia refused to hurt her baby brother, this led to the Faun’s disappointment and left Ofelia on her own, as Captain Vidal finally caught up with her, killed her and took the baby.Ofelia’s blood spilled in the labyrinth and Captain Vidal was met by Mercedes and her rebel friends and they killed Vidal. All the while, in another world, Ofelia rose and was called upon by her father as Princess Moana. She was astonished to find herself in a big castle with her father and her mother waiting for her. She had finally come home; while on the other end, Mercedes cradles the lifeless body of Ofelia.Contrasting Concepts and Symbolisms: Good vs. EvilAs every fairy tale is supposed to have, the ensuing battle against the good and the evil, wherein no matter how much hardship the good guys had, the good will eventually triumph over the evil. In Pan’s Labyrinth, Ofelia represents the goodness in both worlds; the real world and the world underneath. The rebels signify the integrity and righteousness in the real world in their fight against the dark evil as manifested by the ruthless Captain Vidal. He is both the evil in Ofelia’s life as well as the rebels, and he had made their lives literally a living hell by torturing and killing the captured rebels, and later on, by taking Ofelia’s innocent life.As Ofelia went through difficult times and losing her life in the process, she triumphed for she had passed the test and did not fall into an evil-like behavior by sacrificing her baby brother. It is the goodness in her heart that finally led her to where she wants to be, with her mother and her father (altho ugh they are all dead already), and the only way she could do that was to die herself, and be reborn as Princess Moana of the Underworld. Ofelia is the epitome of good while Captain Vidal is the utmost evil by killing her. However, the other symbolism for good is the rebels who took Vidal’s life. Although the manner in which they did is not really â€Å"good†, in reality per se it is an acceptable way to end a fairly evil man. In this sense, Ofelia’s objective of making both worlds a better place to live in was achieved – in the fantasy world by completing all her tasks and in the real world through her death.Characters as Compared to Greek MythsThe title itself was a referral to the Greek god Pan, although the director and writer of the story denied having derived the Faun from Pan the Greek God. Perhaps, it is the similarity of the features that was compared to. The Faun personification of half man-half goat was first used in The Chronicles of Narnia as the trickster who wanted to kidnap Lucy but changed his mind later on. In Pan’s Labyrinth, the Faun was used as the guide with unknown objective – either the good or the bad. Is he telling the truth? Is he just tricking Ofelia to lure her into his trap? But we find out later that he was just testing Ofelia’s good heart if she could spill an innocent’s blood just to achieve her goals.The pale man who was guarding the magical dagger was perhaps derived from the â€Å"Cycladic idols† that archaeologists found in the Cycladic Islands. These figurines have white bodies, featureless faces, and stiff, formal poses and were thought to represent death. Just like the pale man, who represented nothing but death of children (in the drawings and the mountain full of children’s shoes).The stuffing of magic stones into the big toad’s mouth ended his reign thus giving birth to the key by tricking the toad into eating the magic stones when Ofelia pla ced a big bug along with the stones and held out her hand. This was perhaps derived from the Greek myth of the feud between Zeus and his father Kronos. Kronos had this habit of eating his children when they are born, and his wife Rhea, grew tired of seeing her children being swallowed by her husband that she tricked him into swallowing a rock instead of Zeus. Therefore, Zeus grew up and eventually killed Kronos.Underlying Interpretationa. As a belief SystemThe myth surrounding Pan’s labyrinth stemmed through Ofelia’s belief system that was encouraged by the Faun of her being â€Å"The One†. The lost Princess Moana of another world, and longing to escape the present reality in which she wants to save her mother and her unborn brother, she goes on to complete the tasks presented. Ofelia firmly believed that if she could pass the stages and fulfill the responsibilities given to her, she would finally be able to see her father, who was waiting for her for a long tim e.Embodying a Social ConflictPan’s labyrinth was set in the Post Civil War Spain in 1944. Captain Vidal is the head of one unit somewhere in the province who still hunts and kills rebel guerillas who are against the fascist rule. Carmen, Ofelia’s mother, had submitted herself, Ofelia and her unborn son’s fate into the hands of Captain Vidal. Perhaps love? But the sternness of Vidal and the lack of amiability between supposed to be husband and wife (Vidal and Carmen) lead the writer to assume that perhaps it is a mother’s survival instinct. Widowed with one kid during the hard times, perhaps the best chance of survival is to go with a powerful man to protect her self and ensure a good future for her children.Unknowingly, Carmen had entered a dark realm in which the man she though would rescue them, would be the sole reason of their demise. Confronted with the reality that Captain Vidal is a â€Å"bad† man, Ofelia tried to tell her mother who refuses to see the â€Å"real† Captain Vidal. Therefore, having no resolution and powerless to change the situation, Ofelia resulted into building her own world, from her imagination, through the fairy tale books that she was reading. It was through her mind that the blank book that the Faun gave her imprint instructions on what to do and how to do it.It was also with the Faun’s help that Carmen’s health condition got better (for a while) by placing a mandrake root under her bed; although one person in the real world, through Mercedes, may have seem to have the courage to change things, but still powerless to help Ofelia and her mother during their suffering, eventually stepped up to change and had Captain Vidal killed, but it was already too late for Carmen and Ofelia, for both have already lost their lives.c. AllegoryThe tasks performed by Ofelia in the parallel world are an allegory of her trying to escape and stop the cruel ruling of her stepfather Captain Vidal. O felia had pushed the stone that she found at the road to a mouth of a stone sculpture that started the chain of events – Carmen felt better to continue the travel. The Faun represents another entity that forces Ofelia to follow orders and be a good girl – just like Captain Vidal, he gives orders to his men and expects loyalty and respect or else he would kill them. The task of retrieving the magic key inside a giant toad’s stomach could be an allegory of Ofelia trying to find favor from Captain Vidal, but unlike the toad where she was successful; she was repulsed by Vidal and was treated just like anybody else.The pale man in the long table with bountiful fruits and images of children being eaten and mound full of children’s shoes is an allegory of Captain Vidal seating on the same setting, eating delicious food while the rest of the townspeople fall in line to get their rations. The last task that is to sacrifice her little brother for her to be able to open the portal, but did not do so and in the eventuality lost her life; is an allegory of Vidal sacrificing Ofelia’s life, he did what Ofelia did not do, that is to kill, and the consequence of Vidal’s action was death in the hands of the rebels. All the while, Ofelia was pointed out as The One that would make a significant change in the real world, and as The One missing Princess Moana in the parallel world.ConclusionThe movie was full of symbolism and parallelism that are subject to different opinions and interpretations by various scholars. The comparisons and allegories discussed in this paper may seem absurd or untoward by other scholars but myth interpretation is by itself subjective, and as a free and imaginative thinker, through a proper structure, the writer had expressed his/her opinions and views accordingly. There may be some that the writer had missed or other areas that were overlooked, but all things considered, this is a brief analysis of the movie Pan ’s Labyrinth with regards to myth interpretation.ReferencesCampbell, Joseph. The Hero with a Thousand Faces.Powell, Barry B. Classical Myth. Fifth Edition

Islamic State in Iraq and Syria (ISIS) Essay Example | Topics and Well Written Essays - 3250 words

Islamic State in Iraq and Syria (ISIS) - Essay Example The group activities declined in 2006 and 2007 after various measures to counter terrorism. However, after the withdrawal of the US forces in 2011 the group has since increased its attacks targeting the Shiites in an attempt to reignite conflict in Iraq between the Shiite dominated government and the minority Sunnis. According to the report of United Nations, in 2013 alone, there was bloodshed on thousands of the population. In 2012, ISIS was adopted as the formal name of the group and replaced AQI. This is an expression of its broadest ambition because its fighters are challenging the Assad regime in neighboring Syria. In June 2014, attacked military installations in Mosul and took control of the entire city. ISIS or the Islamic state is an extremist movement that makes even Al-Qaeda squeamish. It attracts militants who are eager to build the new caliphate from all over the world. The ISIS army is a mixture of extremists from different parts of the universe including Chechen snipers, Saudi Arabia’s car bombers and western misfits like Douglas McAuthur McCain who has signed to fight among them. The group has kidnapped and murdered American journalists, butchered over seven hundred Sheets in Syria, and threaten the existence of Iraq’s Yazidi community. They employ the vicious Hudud punishments in enforcing sharia laws in the areas they control in Iraq and Syria. The Jihadist group is also known as the â€Å"Islamic State of Iraq and the Levant† (ISIL) and controls an unrecognized sate and caliphate in the Middle East. ISIS originated from the almost fallen Al-Qaeda. The Al-Qaeda who embarked on the arbitrary and brutal treatment of civilians tried to ignite a sectarian war to the majority Shia community in 2006 under Abu Musab al-Zarqawi.  

Research Paper about expensive college tuition Example | Topics and Well Written Essays - 750 words

About expensive college tuition - Research Paper Example Recent studies indicate that there are impacts of high tuition fees on enrollment of students to higher education. The most affected students are from the low- and middle-income families. Studies indicate that almost 60 percent of students from low-income families in United States are less likely to enroll in colleges than those from affluent families. Studies carried out in California and Los Angeles established that every increment of tuition fees by $1000 results to a 16% decline in student enrolment (Jackson & Weathersby 631). Therefore, an increase in tuition fees and decrease in student enrolment forms the basis of this paper. This paper will target colleges and students as the primary audiences. In this regard, this paper will discover the relationship between tuition fees and student enrolment in United States by answering the question â€Å"is student enrolment responsive to increment in tuition fees?† An examination of studies carried out in the past five years indicates that the effects of tuition fees increment have been a contagious issue among scholars. Evidence to support the responsiveness of students towards tuition fee prices will be supported through a review of three studies by Jackson and Weathersby (623-652), Heller (624-659) and Leslie and Brinkman (50-65). These studies will be used to support this research because of their broad range of research methodologies, broad student sample and their time variations. Given these distinctions, these articles replicate numerous accepted tenets. These studies hold that higher education is similar to other goods and services in the market and, therefore, the law of demand applies. This implies that an increase in its price will result to a decrease in its demand and thus low student enrolment. Additionally, these studies hold that the tuition price changes have distinct effects on students. For instance, a $2000 increment in tuition fees probably has distinct effects on different