The Misunderstanding of Internet Freedom

The Misunderstanding of Internet Freedom The public governance has been a significant part of every system. People as citizens always discuss their opinions with each other. In accordance with the system which they are ruled, their discussions have an effect on the rules and regulations of the government. In modern societies which embrace democracy as management system, the influence of public determination is predominant. As it is mentioned above sharing and declaring public decision is the milestone of governance in such societies.Therefore, the more advanced ways people have to communicate, the more they can contribute to the improvement of democracy. If it is compared with the past, people have faster, cheaper and much more effective communication tools in order to exchange and spread their ideas. The Internet and new communication technologies enhance democracy by making any kind of information accessible and by providing people with rapid and cheap communication. The Internet e nables the improvement of democracy because it gives people the opportunity to be aware of current issues. It offers a wide range of information to everyone regardless of their status.People who are interested in a topic can access plenty of data about what they are looking for. It is not anymore the case that people have to delve into books in libraries in order to find a useful resource which contains relevant information. People already have a well-organized library which searches and introduces them to the most appropriate information on their subjects – The Internet. In addition to individuals, many non-governmental organizations and any other social groups that share common ideas can publish their arguments and spread them across the world.For example, human rights organizations use the Internet to advocate their arguments. L. Pal reveals that the international human rights movement has grown hugely since the 1950s when approximately 38 non-go0vernmental organizations w ere identifiable, to around 14,500 by 1994 (qtd. Brophy and Halpin 353). The new ICTs (information and communication technologies) and the Internet provide people with advanced opportunity to declare their opinions and to contribute to democracy.To illustrate, (International Center for Human Rights and Democratic Development) ICHRDD started to use electronic publications and participated in the PeaceNet Human Rights gopher service that retrieve important data published by other organizations (354). The information becomes accessible to all concerned workers and volunteers so that they will be more sophisticated in their fights and they are able to defend their arguments. (Brophy and Halpin 356). The new information communication technologies (ICTs) and the Internet contribute to development of democracy because they facilitate communication with rapid and cheap tools such as e-mails.It is stated by Brophy and Halpin that â€Å"Electronic communications and networking cut through th e barriers of time and distance, facilitating the finding of information in a way previously impossible. † (353). Likewise to the authors statement, instead of costly phone calls or even more incommodious face to face meetings, electronic communications enable people to communicate or exchange their ideas in a rapid way whether they are at the opposite sides of the world. ICTs help citizens to contribute to democracy because they make mobilization of people more effective and cheaply.They also provide circulation of information through networks, and they strengthen NGOs so that capacity of governmental agencies is limited (Brophy and Halpin 354). As it is mentioned above, ICTs enhance contributions of citizens to democracy because they transform people into aware, active and investigative elements of democracy. They enable people to discuss and question conviction, and come up with new perspectives and creative resolutions. Inherently, there are people who deny the contributio n of the Internet freedom to democracy.It is also argued that the Internet makes things worse in terms of liberalization. Evgeny Morozov who is an expert on interaction of digital technologies and democracy believes that authoritarian governments hinder democracy from developing by censoring the Internet or attacking web-sites (1). Besides, there are some governments that censor web-sites which advocate child abuse, cyber-crimes, and terrorism (Ash 8). They also legally or illegally gain access to e-mail account, spy on searches and so on (Ash 7).These examples might seem to be assaults on privacy or obstacles to the improvement of democracy. But your privacy is not more important than the welfare of your country and children. You cannot jeopardize your country and children while some terrorists threaten benefits, security, and economy of your country or pedophiles abuse your children physically or psychologically. It should be preferred to protect your country and your children to your privacy. As a result, it is legitimate and reasonable to block websites like this.Besides, the reliability of governments is controversial. Everybody might not be satisfied about government’s implementations. However, the ones who elect the government are the majority of society. People are given the right to choose the people who will govern them. Of course, they can question the practices and submit their thoughts through NGOs and so on. But they should also be respectful to the will of the public. In conclusion, the role of public in governance is significant in all modern democracies.The more people declare their thoughts the more they can contribute to democracy. With the developing technologies and the Internet, people are more likely to communicate, exchange ideas and search for what they need. New ICTs such as e-mails and electronic documents enable people to enhance democracy. On the other hand, in order to prevent illegitimate censoring and regulations by gover nments, we should implement all laws in the online world as well. Finally, we should use our right to elect cleverly and declare our views through NGOs in an appropriate way.References Ash, Timothy Garton. â€Å"Internet Freedom†. freespeechdebate. com. N. D. Web. October 2012. Brophy, Peter, and Edward Halpin. â€Å"Through the Net to freedom: information, the Internet and human rights†. jis. sagepub. com. Journal of Information Science. 24 March 1999. Web. October 2012. Morozov, Evgeny, and Joanne J. Myers. â€Å"The Net Delusion : The dark side of Internet freedom†. Carnegiecouncil. org. Carnegie Council for Ethics in International Affairs. 25 January 2011. Web. October 2012.

A Detailed Lesson Plan-Developmental Reading Essay

I. Objectives At the end of the lesson, the students are expected to: a. Define reading b. Enumerate the types of reading c. Specify the purposes of reading d. Demonstrate the proper postures in oral reading II. Subject Matter Developmental Reading I References: 1. Developmental Reading I, Dr. Edisteo B. Bernardez Page 4-5 2. Developmental Reading, Dr. Angelita Romero Dr. Rene Romero III. Materials: Powerpoint presentation, video clips and pictures IV. Procedure: 1. The teacher will assign a student to read a selection. 2. Discussion of the subject A. Definition of reading B. Enumeration of the types of reading C. Specify the purposes of reading D. Demonstration of the proper postures in oral reading V. Application After the discussion, the teacher will give students oral reading activity. VI. Evaluation The teacher will ask his/her students to read a selection and check the students’ if they observed the proper oral reading postures. Rubric Criteria Proper standing position Connection with audience 4- Outstanding 3- Very Satisfactory 2- Fair 1- Needs improvement VII. Assignment VIII. Reference: Landy, Joseph V. Insight A Study of a Short Story. Metro Manila: National Bookstore, Inc. 1983 Purpura, Jeanne F. Runaways for English, Quezon City: JFC Publishing House, Inc. 2006 www. google.com.ph Mario Salamat II Importance of Lesson Plan By adasyuhada | March 2011 Lesson plan prepares a lot of importance and benefit to the teachers and learners. Hence, here there are following importance that included in lesson plan. First, lesson plan shows the importance in teacher parts. Mostly, teachers use the lesson plan as their guide to teach the same subject or topic for a presentation. As a result, it keeps them on track to accomplish the objectives. For instance, teachers must do arrangement the contents in logically order to make lesson go in sequence. In addition, to be lesson plan is well organized, usually the teachers will do early preparation the lesson plan to make it smooth running of the lesson. As example, teachers should prepared all equipments is needed in their teaching. Examples of  equipment are computer, projector, handouts or white board and marker pen. Without all these things absolutely the teaching is not takes placed. Besides that, lesson plan produced an effective teaching. It shows the effectiveness in teaching when it provides benefit to both sides such as teacher and learner. For example, the learners will more easily understand the teaching. From that, it promotes high level of confidence between teachers and learners. Furthermore, lesson plan is possible introduction of education technology. As we can see nowadays, most the teaching session will used the materials based on technology products. This can proved that educational level is developing towards the world. In addition, lesson plan also provides the room to teacher for evaluation and assessment for their teaching. LESSON PLANNING BY HARRY DOODS AND LORNA SMITH This deals with the absolute bare bones of planning. For a fuller picture, please also look at the related articles, ‘Bloom’s Taxonomy’, ‘Starters and Plenaries’, ‘What makes an effective lesson?’, and ‘Assessment’ – but read this first. Writing your first lessons plans will take you a long time. Don’t despair – this will become quicker and easier as you begin to internalise all the information and skills that lie beneath a good plan. Why is a lesson plan important? Because it: †¢provides you with a structured ‘route’ through your lesson so that you can be sure of meeting your lesson objective(s). †¢gives you a secure base from which you can project to your class the impression that you are organised and that you know what you are doing. (That is one of the important elements of effective behaviour management.) †¢provides you, your mentor, your tutors and colleagues with insights into the way you are approaching your teaching, and shows that you are helping your pupils make progress. †¢offers (over a number of lessons) evidence that you are addressing the requirements of almost every Standard other than Q17. What is a lesson plan? It’s a simple statement of: †¢what your pupils are going to learn †¢how you intend them to learn it †¢how you will know that the learning has taken place. How do I write a lesson plan? Stage 1 The starting point for any lesson plan must be, ‘What do I want pupils to learn?’ If you begin by answering that question, and call your answer a ‘Learning Objective’, then your planning will stay focused. If you look at the ‘Bloom’s Taxonomy’ resource, you will find some active verbs that might help you identify the Learning Objective and build sequences of learning. Unless it is a ‘one off’ lesson, the Learning Objective will usually come from a Medium Term Plan, or Scheme/Unit of Work – either one that you have prepared yourself, or one prepared by your school. Stage 2 Your course documents will include a standard proforma for writing lesson plans. Your school will have its own version, not necessarily the same. (Your university will provide guidance on which proformas to use and when.) A lesson plan will usually contain these elements: 1.A context. Indicate where the lesson fits into the Medium Term Plan / Scheme of Work or Programme of Study. Use references to the National Curriculum – e.g. EN3 1b – and / or Assessment Objectives drawn from exam specifications. 2.A statement both of success criteria and of the means by which you will assess the success of the lesson – what learning has taken place, and how effectively. Make these explicit to the class, probably early in the lesson. 3.An outline of your proposed activities, with an approximation of timings. Anticipate likely difficulties here, and record not just what you will do, but how you will do it. For example, if you want pupils to move to the front of the classroom, think how you will manage the movement so you don’t provoke a single mad rush of thirty bodies. ‘Pupils move to the front in threes and fours and sit where directed’ would do. It is crucial to remember that the proposed activities should always lead the pupils in the direction of the Learning Objective: you must be clear about  WHY each activity is a necessary element of the lesson (and your university may ask you to justify the learning outcome of each activity on your plan). In other words, however engaging or fun your idea is, if it doesn’t contribute toward the end goal, don’t do it! (File away your idea for another time†¦) At this point in your planning, be specific about: †¢how you will begin and end the lesson †¢how you will group pupils †¢how you will manage transitions between activities and separate phases of the lesson. 4.Statements of individual pupils’ specific learning needs, determined with reference to IEPs, EAL, SEN, G & T, learning and / or behaviour targets, or other requirements, and of how you propose to meet those needs. These are the first steps towards providing effective differentiation. 5.Acknowledgement of the role a TA or LSA might play in the lesson. 6.An account of the resources you will use – everything from texts and worksheets to glue and scissors. Again, make your strategies for managing these resources quite clear. The same goes for your use of audio-visual or other equipment. 7.Use of ICT, with a clear statement of the ways in which it enhances learning. 8.Notes on Health and Safety considerations. In the typical English classroom this is usually about stray cables and stowing bags under tables, but, again, anticipate. If, for the first two or three lessons you feel saf er by writing yourself a script, that’s fine, but as you become more confident you should be able to move towards a more economical model. The exception to this advice is when you are structuring a sequence of questions. There’s nothing wrong with scripting them, just to be sure that you don’t miss out something important – and try to be prepared to be flexible. Stage 3 – Assessment How will you know that any learning has taken place? You can’t just assume it, so you must at some point, or points, during the lesson build in opportunities to check pupils’ understanding, whether that be orally or by more formal means. Again, be specific about how you will do this. Planning in Practice – getting the structure right Inspired by the National Strategy, most ‘model’ lesson plans contain four parts: Part 1. A short starter activity, involving the whole class in some way. This is as much as anything to engage pupils in the lesson and to wake them up, but should also assess or refresh prior knowledge, to bridge learning from previous lessons into the current one. Five to ten minutes is usually quite long enough. Part 2. An introduction to the main points that you want pupils to learn, perhaps through contextualisation, questioning, or plain exposition. Part 3. Development and consolidation. In this phase, encourage pupils to make the new learning their own, perhaps by applying it or re-stating it. Pupils might work in groups, pairs, individually, or in a mixture of all three, depending on how you have decided is best to meet the Learning Objectives. Part 4. Plenary. In this phase, you make the learning explicit, perhaps by structured questioning, feedback from pupils as presentations or as brief accounts. Pupils should be able to articulate in some way what they have learnt in the lesson, and you will be able to assess what learning has taken place, and how effectively. When you observe teachers in schools, consider how far each of them follows this four-part plan, and the reasons for any deviations from it. For example, you may see teachers conduct ‘mini-plenaries’ midway through the lesson. Talk with teachers about how they structure their lessons and their reasons for doing so.

Fast Food Nation Essay

In Eric Schlosser’s book, â€Å"Fast Food Nation†, the author presents an in depth analysis of the fast food industry, from its origin of Southern California to its ubiquitous manifestation of today’s culture. Schlosser argues that the fast food industry has used its political influence as a way of circumventing issues of health and working conditions, while greatly increasing profits and expansion. The intent of Schlosser’s book is to impact the reader to stop and consider the consequences of eating at a McDonald’s or similar chain. He expands upon his ideas in a series of broad and diverse ways such as criticizing schools that received payment for Coke machines and advertisements (53). He goes on to argue in chapter 4, â€Å"Success,† that the expansion of the fast food industry accelerated franchising, which can be beneficial for both the company that wishes to expand and for the business oriented person who doesn’t want to risk it alone. McDonald’s has become a real estate giant by leasing property to franchisees which, Schlosser argues, keeps franchisees fully under the control of the corporation because the lease can be terminated. He points out what was once a step to becoming a millionaire is now at a 38. 1% failure rate (98). Schlosser’s view is successfully defended by his careful Pinedo 2 and precise analysis of the fast food industry, effective writing dialect, and his ability intertwine statistics with moral and sympathetic appeal. Schlosser’s book is written for the general population, to which he is conveying a message. One effective writing device that Schlosser uses in this chapter is appealing to the readers’ emotions effectively by creating a background for the individuals. The reader becomes sympathetic to the fast food workers as one learns of their daily lives. Schlosser’s book is written for the general population which he is trying to convey his message to. He introduces the chapter with Matthew Kabong. The reader continues to learn about Kabong’s daily work routine as a Little Caesars delivery guy. â€Å"He earns the minimum wage? and on a good night he makes about fifty bucks† (91). He is a poverty-stricken optimist that wants to own a Radio Shack in the future as Schlosser points out. I can not help but to feel sympathetic to this young man’s current situation. Schlosser intentionally build’s the character of Kabong by using bits of humor such as Kabong referring to his car as his office (92). This appeals to a broad audience who have held such jobs in the past and wish for better things for this individual. Schlosser builds a connection with the reader, instead of introducing the chapter with statistics and franchising information, he builds up the chapter and then introduces his points, which is a very important tool. Shortly after in the chapter, Schlosser introduces Dave Feamster, an ex-NHL player who became a Little Caesar’s franchisee. We learn that a bone fracture at the base of his spine halted his career in the NHL. He vanished from the NHL without so much as Pinedo 3 a good-bye handshake (93). Feamster contacts an old friend and relative of Mike Hitch, company founder of Little Caesars. He buys a Little Caesars franchise with what little money he had left. We learn that his devotion to Little Caesars led him to a good income and a total of five Little Caesars restaurants. Again, Schlosser builds up the individual’s character. In this case, Dave Feamster was shown as a NHL star, who was unfairly dropped and soon had nothing. He rose from nothing and made a new career. I sympathize with Feamster as he undergoes hardship and it builds a certain connection. Schlosser’s uses this connection to his advantage and is able to persuade me to listen more attentively to Schlosser’s message. He is able to capture the reader’s attention and then focus their attention subconsciously to his other points on franchising. Another effective writing tool is Schlosser’s in-depth information surrounding franchising and his powerful argument supported with statistics and reports. Towards the middle of the chapter after Schlosser captures our attention, we learn â€Å"three-quarters of the American companies that started selling franchises in 1983 had gone out of business by 1993. † He backs up this claim with William Bates, a professor of economics at Wayne State University, â€Å"the franchise route to self-employment is associated with higher business failure rates and lower profits than independent business ownership† (98). I am persuaded to believe through his intellectual correspondents that franchising may not be the way to go and not a sure-fire way towards money. He later points out a study conducted by the Heritage Foundation that found almost six hundred new fast food chains were launched in 1996 due to government-backed loans. He shows that according to the study the chain that benefited most from the loans was Subway, which had 109 of Pinedo 4 755 stores opened by government loans (102). In this case the reader is persuaded to believe a study that conducted by what appears to be an unbiased organization. Schlosser’s uses the emotions of the reader; in this case he wanted to create anger in the readers’ mind toward the fast food industry, particularly Subway. We are led to believe we are paying for the opening of these fast food chains with our tax money. This creates an anger and resentment towards the fast food industry. Another example shown, â€Å"According to a 1995 investigation by Canada’s Financial Post, Subway’s whole system seems ? almost as geared to selling franchises as it is to selling sandwiches. ‘† It reports that the lowest investment to open a major fast food chain is Subway at $100,000, but they also take the most royalty at 8% (100). This is a legitimate investigation shared by Schlosser to persuade the reader into seeing his view. Schlosser, in this part of the chapter, is conveying the message that the fast food giants are out only to expand and make money, and really care less about the franchisee. The general population cannot help but to take what these studies say for truth. Schlosser knows this and uses it effectively throughout the book. Another effective tool is the language incorporated in this chapter. He uses certain words to his advantage in persuading the reader to his view. For instance, when talking about Pete Lowe, Schlosser describes him as â€Å"a latter-day entrepreneur, the greatest superstar salesperson of all time, who built a multinational outfit from scratch† (106). Schlosser uses a persuasive dialect to influence his readers and appear as an accredited source. He says earlier in the chapter when describing the city in which Kabong and Pinedo 5 Femster work, â€Å"Pueblo is the southernmost city along the Front Range? a town with steel mills that was never hip like Boulder, bustling like Denver, or aristocratic like Colorado Springs† (91). Again, Schlosser aims at a certain view. He suggests to the reader that the town of Pueblo is sluggish and poverty-stricken. We follow Schlosser’s views as a credible source as one would not know what Pueblo was like without a prior visit. He describes the town and the people in it to complete the background of the chapter. Schlosser, later in the chapter, reinforces his views when describing poor fast food workers, â€Å"these fourteen fast food workers from Pueblo can almost reach out and touch the famous people† (105). Schlosser is indirectly reinforcing his earlier statement. In conclusion, Eric Schlosser’s book, â€Å"Fast Food Nation† writes an accomplished and thought-provoking book on the broad spectrum of effects the fast food industry has on today’s culture. Schlosser’s repetition, dialect, and persuasiveness, along with his ability to appeal to the reader’s emotions, provide a strong and successful argument. When backed up by research studies and investigations performed on the restaurants, Schlosser’s argument only becomes more strengthened.

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

NEONATAL - Essay Example It is common in babies that are being breastfed. It develops when the liver of the baby is insufficient to remove the bilirubin from the bloodstream. The condition can occur when newborn fail to get a good start to breastfeeding, or when breastfeeding is supplemented with subtitles that end up interfering with breastfeeding. Enough breastfeeding helps to create a bowel movement that secrets bilirubin build up. Stoll, et al 210 states that, breastfeeding jaundice normally resolves itself when the baby gets enough feeding. If jaundice last for more than 14 days in a healthily breastfed infants, the condition is called breastfed jaundice. According to feeding requirement of premature infants, the condition is caused by certain state in breast milk, which disservices proteins that are responsible for breaking down bilirubin. This condition is genetically inherited. The Treatment of the breast milk jaundice depends on factors such as, whether the baby was born prematurely or not. There are cases where jaundice does not occur because of insufficient breastfeeding. In such case, giving the baby extra fluid will help. Other treatments include placing the baby under special blue light. In cases where the bilirubin supersedes the normal threshold, it is recommended that the mother stop nursing for a period of 24 hrs. This condition is common in babies are born prematurely or those who experience respiratory problem after birth. The condition involves abnormal development of the lung tissue in infant normally due to being under mechanical ventilation for long. BPD may also arise from other conditions that a newborn is unable to cope with. Such conditions may include pneumonia and trauma or other infections. There is no known cure for BPN; any treatment is aimed at ensuring that the baby gets enough oxygen that will enhance their growth. Some of the medication used may include antibiotics- to reduce bacterial infection; short

Davidsons Coherence Theory.Coherence and Skepticism Essay

Davidsons Coherence Theory.Coherence and Skepticism - Essay Example It is these two variables that make Davidson's theory widely accepted and appear more legitimate than others. Davidson was not shy in acknowledging the influences to his works and theories and this contributes to the viability and attractiveness of his philosophy. The Coherence Theory of Truth and Knowledge All coherence theories are based on the fundamental position that the truth in propositions is validated by its coherence through a set of propositions. They oppose correspondence theories because of this emphasis on the relationship between propositions and truth conditions. According to LePore and Ludwig (2007, p. 316), coherence theorists focus on the nature of truth as guarantee the link between the belief and truth, arguing that â€Å"what makes for truth is simply some property of a set of beliefs, namely, coherence.†Davidson distinguished his coherence theory from that of correspondence theory by explaining that coherence is a sufficient test for truth. Unlike, the latter, it no longer waits for the confrontation of a belief and the reality, which is a requisite in any theory that requires the production of meanings to be satisfied by objective truth conditions. (p. 154) The coherence is the criterion by which a proposition typified by a set of beliefs is a sufficient i ndication that such proposition can already be equivalent to objective facts. The coherence and the implications it provides enable one to know that the proposition also corresponds. Meanwhile, he distinguished his theory from other versions of coherence theory by explaining simply that the truth condition for a proposition should be that someone must understand it and that "when the beliefs are true, then the primary conditions for knowledge would seem to be satisfied" (p. 154). He went on explaining that people live in different environments and, hence, different experiences. They have different intentions, desires, own sense organs and are affected by internal and external events that are unique to their own existence (p. 155). This variable supposedly highlights how the recognitions provided by different individuals should be enough to confirm that what is being proposed is true. He explained, "a coherence theory is simply the claim that nothing can count as a reason for holding a belief except another belief," and that "its partisan rejects as unintelligible the request for a ground or source of justification of another ilk" (p. 156). The evaluation provided by individuals with diverse experiences, constraints and circumstance is authoritative and considered more effective than other theoretical conditions. Davidson explained this further in his discourse about the relationship between belief and sensations. His argument is that "the existence of belief entails the existence of sensation, and so the existence of the belief entails its own truth" (p. 156). It is clear that sensation, among other faculties and factors, enable individuals to justify beliefs on the grounds of causal relationship. But his view is not as simplistic as those other theories that set great import on sensation. Davidson recognized the role of the senses in theorizing about truth but he did not find it satisfactory enough. His position is that while meaning and knowledge depends on experience and experience ultimately depends on sensation, â€Å"this is the ‘depend’ of causality and not evidence of justification†

The interview Essay Example | Topics and Well Written Essays - 250 words

The interview - Essay Example This fact is true since in most cases, experience and ability to effectively carry out a task can only be accessed by examining the recognition, attitude, knowledge, and professionalism of the candidate (Carless & Waterworth, 2012). Interview allows for the contacts between the candidate and the firm representatives, thereby making this evaluation possible. In most situations where the firm intends to retain top talents and build a reputation, sufficient time limits and effort are required from both parties. However, during the selection of the potential employees, the human resource department remains very keen on the every component of the required skills and qualification of a candidate. As stated by Boswell (et al. 2003), personal interview acts as a bridge that must be crossed by the candidate in order to move from being a job seeker to a new hire. As a candidate approach interview with utmost impressions and glitters of hope, the company, on the other hand, keenly approaches the recruitment process with an awareness of the financial side of employment. Thus, the interview provides a chance for an individual to confidently enter the workforce of the firm. In addition, successful hiring requires more than just examining ideal resume, but needs conversations and personal interview in order to access the candidate’s capabilities and compatibility to the organization’s culture. Boswell, W, Roehling, M, LePine, M, & Moynihan, L 2003, Individual Job-Choice Decisions and the Impact of Job Attributes and Recruitment Practices: A Longitudinal Field Study, Human Resource Management, 42, 1, pp. 23-37. Klotz, A, Motta Veiga, S, Buckley, M, & Gavin, M 2013, The role of trustworthiness in recruitment and selection: A review and guide for future research, Journal Of Organizational Behavior, 34, pp.

Attention Deficit and Hyperactive Disorder Essay

Attention Deficit and Hyperactive Disorder - Essay Example Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity)† (par. 1). Doctors Phillips and Mersch identifies it as a â€Å"chronic biobehavioral disorder that initially manifests in childhood and is characterized by hyperactivity, impulsivity, and/or inattention† (Phillips and Mersch, 2011, p. 1). Types There were specifically three types of the disorder, to wit: (1) the inattentive type; (2) the hyperactive impulsive type; and (3) a combination of the inattentive and hyperactive impulsive types (Kids Health, 2011). As the terms suggests, the inattentive type exhibits the following signs and symptoms: unable to pay attention or focus on details, manifests apparent listening dilemmas, easily distracted, forgetful, avoids mental tasks. The hyperactive impulsive type, on the other hand, manifests symptoms of being on the go at all times; excessive talking, climbing or running; difficulty waiting, rema ining seated, and playing quietly; tendencies to interrupt; and fidgeting, among others. The third type, the combination of the two, exhibits a combination of the signs and symptoms above mentioned. Causes There are diverse theories that try to explain the root cause of the disorder. According to NIMH (2010), the actual cause could not be determined, but genetics could play a significant role in its manifestations. Other factors that could be attributed to preponderance to the disorder are environmental factors, injuries in the brain, and nutrition or some food elements in the diet, among others. A research conducted by Shaw et al. (2007) revealed that â€Å"children with ADHD who carry a particular version of a certain gene have thinner brain tissue in the areas of the brain associated with attention. This NIMH research showed that the difference was not permanent, however, and as children with this gene grew up, the brain developed to a normal level of thickness. Their ADHD sympt oms also improved† (Shaw et al., 2007, cited by NIMH: Causes, 2010, par. 3). In terms of environmental factors, studies have proven that parents who have been drinking alcohol and smoking have direct links to having children with ADHD (Linnet et al., 2003; Mick et al., 2002). Further, children at preschool levels found to have presumably been exposed to lead of high levels (through paint or plumbing fixtures) exhibited symptoms of the disorder (Braun et al., 2006). In terms of food additives, the research conducted by McCann (2007) aimed to establish a direct link between food with preservatives or artificial colors. Future researches are still required to validate this contention. Statistics The Centers of Disease Control and Prevention (CDC) reported the following relevant statistics on children with ADHD: ? Approximately 9.5% or 5.4 million children 4-17 years of age have ever been diagnosed with ADHD, as of 2007. ? The percentage of children with a parent-reported ADHD dia gnosis increased by 22% between 2003 and 2007. Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD. (CDC, n.d., 1). The information that boys were more likely to be afflicted with the disorder than girls have been supported in other studies such as the Phillips and Mersch (2011) who indicated â€Å"ADHD occurs two to four times more commonly in boys than girls (male to female ratio 4:1 for the predominantly hyperactive type vs. 2:1 for the predomi

Walmart joint venture with Big C Thailand Essay

Walmart joint venture with Big C Thailand - Essay Example These evidences are gathered with the help of strategic tools such as PESTLE analysis of Thailand which would be helpful in providing an inside into the fundamental human resources requirement and the potential candidates from within Thailand to fill the new job places. The human resource practices of Wal-Mart will also be evaluated with respect to the impact of the business environment on the global horizon. To support the evidences presented in the report, the author will provide theoretical background pertaining to international human resource management and see if Wal-Mart’s human resource function are in accordance with the international standards or are there any changes required in the strategic human resource management of the retail giant. The author would conclude this report by demonstrating the skill set and personality traits. These traits are required to achieve organizational goals and objectives successfully. It is possible with the help of strengthening the re lationship with the colleagues. International Human Resource Strategy Overview of Thai Retail Sector The net worth of Thai retail sector stands at Baht 1.4 trillion as of 2011 and is considered an important pillar of country’s economy. The sector reported a sector growth of 5% by the end of 2011 with the Retail Sale Index of 186.5 for the same period. Due to the economic reforms introduced by the government in post-political crisis scenario has helped the sector gain strength, the major contributor being the export sector within the retail industry (Thailand Retail, Food & Hospitality Services, 2011). PESTEL Analysis of Thailand Political Environment After the political crisis stretching from 2008 to 2011, Thailand is on the road to recovery and brings stability in its infrastructure to invite tourists to the country, which has always remained the focal industry of Thailand, and open new doors for business. The positive political outlook and the development of infrastructure along with the security provided to the individuals (Henry, 2008), Thailand is considered as shoppers’ heaven and both nationals and foreigners spend enormous amounts on the purchase of items available at retail stores. Economic Environment Majority of Thailand’s economy depends upon the gross domestic product of the manufacturing sector which accounts for about two third of Thailand’s exports. Whereas, exports are the area which generates most of revenue for Thailand’s government and the country is considered as one of the biggest exporters of manufactured goods in the world. The reforms introduced by the New Government in Thailand have helped the economy to stabilize. Since coming out of the recent political disturbance, Thailand has invested $ 57 billion on the development of infrastructure for local and international businesses (Naranlala School of Industrial Management and Computer Science, 2013; Trueba, Esteban, 2011). Society/Culture of Thailand Ye ars of political and economic crisis within the country had produced the urge to achieve national goals and objectives amongst the Thai society. For this reason, Thai businessmen and working class is considered as hard workers so that they can achieve what they want. Merit regarded as being essential for qualifying for fields in the life. Huge number of foreigners, some of them residing within the country and the majority of them coming into Thailand as tourists, has

Operating Systems Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Operating Systems - Research Paper Example The likes of Microsoft, Apple Inc, UNIX, and Google are few of the owners and pioneers who administer over the operating systems that are currently in the market. In the category of mobile phone devices the most common operating systems are Apple I.O.S, Android supported by Google, and Windows Mobile operating system supported by Microsoft, Symbian operating systems that have been in the market for quite some time. They are supported by Nokia Inc. Blackberry is not behind in this category and they have their own operating system dedicated to it as well. Their operating system comes in form of R.I.M operating system. Each of these has its own characteristic features that makes each unique in its own way. In the aforementioned operating systems, some of these operating systems are hardware specific, while others are compatible with any kind of hardware device; I.O.S is one of them that requires Apple devices in support for the software. I.O.S are subject to the presence and requirement of Macintosh computers that support Mac OS X 10.6. I.O.S is the patented operating system of Apple Inc. in the case of the different operating systems. The very first of the many SDKs that were introduced by Apple Inc was NeXT O.S. Android Operating systems in contrast are relatively supportive and enjoy large scale compatibility scale in comparison to I.O.S. They are compatible with any kind of devices that may support ordinary operating systems and their kernels. The feature of creation of Android Virtual Devices is another aided feature that comes in the support of Android Operating system as compared to the I.O.S. A.V.D gives Android operating system an edge over its rivals. It allows for the pilot test and other verifications of the system compatibility and the applications proper functioning (Goadrich & Rogers, 2011). In recent times, I.O.S has incorporated new and developed means of protecting the operating system from any kind of intruders. A step

Telecommunications Law and Policy Essay Example | Topics and Well Written Essays - 1000 words

Telecommunications Law and Policy - Essay Example This has created issues of KableCom potentially running out of bandwidth available for customers, resulting in outages and delays. KableCom should now introduce the â€Å"Unlimited Stream Plan.†   Under this Plan, customers will be able to choose three streaming cloud apps from a short list of approved sites that have paid KableCom for the opportunity to participate. Customers will be permitted unlimited streaming on the three sites they select without accruing data charges. It is, therefore, necessary for KableCom to implement data caps and migrate from unlimited data plans to data-use pricing model, however, many plans shall still have unlimited talk and texts. With a, Internet as down from 4G to 2G (throttling) are on their download (2 GB per). One data is speed - 4G data are significantly than 3G users through a short interval. One potential solution under consideration by KableCom is allowing content providers or app developers to pay carriers so that their services do not count against a customer’s monthly data limit and essentially buying traffic for their content. However, the Internet is designed for all content and services to be treated equally. Because this solution would give KableCom an unfair advantage over its clients, at some point it should be viewed as net neutrality issue. Data-use pricing model shall monitor data usage and make sure customers stay under their data cap. The provision different tariffs model enable customer decide whether they need to consider upgrading to a higher plan or if usage is typical. Using the current app store KableCom should provide free apps that gives options for ones total usage for the current period or a help site for to customers see where they using the most data bundles. Other useful tools to be provided free of charge to KableCom’s customers is third-party apps designed to help them monitor their bandwidth usage. One such app is Onavo Extend; it gives one a breakdown of

Othellos position as an outsider fuelled by his insecurities Essay Example for Free

Othellos position as an outsider fuelled by his insecurities Essay In what ways does Othellos position as an outsider fuelled by his insecurities bring about his downfall? Shakespeare was on of the greatest writer of all time he wrote many plays and among them there are his timeless tragedies. Some of the most popular are Romeo and Juliet, a typical love tragedy, Macbeth and the famous Othello. Tragedy is one of the oldest genres in literature. It started off in Greek times and one of the earliest writers was Aristotle. Shakespeare was influenced by Greek and Roman thought and ideas, which he used in his own revenge tragedies. Shakespearean tragedies are all set around the hero. The hero normally has a fatal flaw that causes the downfall of the hero. These ideas are clearly shown in the revenge tragedy Othello. In the play, Othello is a typical revenge hero. Othello is a cultural and racial outsider he is a moor, which is a natural of Northern Africa. This featured separates him from the other characters. He is a well-respected man who is a loyal officer and has repeatedly proved himself in a battle, but people still do not accept him as one of them. This fuels Othellos insecurities and the way people treat and talk to him build on the many insecurities he already has. Throughout the play there are many references to Othellos race and social background. In scene one the audience are introduced to Othello through Iago and Brabantio conversing about him. The audience are informed that he is marrying the Kings daughter (Desdemona) behind the Kings back. This is highlighted by a quote from Act one Scene one A black ram is tupping your white +ewe. The audiences first impressions of Othello are that he is sly and untrustworthy. The imagery used by Iago black ram and white yew signifies the differences between Desdemona and Othello, Othello is black and Desdemona is white. Not simply this but other ideas are connoted by these images to the audience. Black symbolising hate and evil while white symbolising purity, good and angelic. This opposite effect between them gives a negative effect on the audience about Othello. Witchcraft is spoken of He thought twas witchcraft by Iago and Rodrigo as there is no other reason for a pure and angelic character to love such a hideous beast. The ideas of witchcraft being mentioned shows that people are thinking that Othello has put a spell on Desdemona for her to love him. Othello isnt seen as attractive or conventionally good looking. His colour makes him unappealing and frightening implied by the imagery used by people in the play when speaking about Othello. When referring to Othello. The Moor and Thick lips are used as references to Othellos colour in many scenes. The imagery of animals or beasts is used a lot, Black ram and barbary horse. This is bringing Othello to an animalistic level with the imagery of wild un tamed animals or beasts. This is used to insult Othellos colour and his racial background. By saying he is of a low level and uncivilised. Although a lot of insults are directed towards Othello these insults are never spoken to his face. This is because Othello is a valuable and skilled soldier he has done a lot for the country and people respect him for that. I have done the state some service and they knowt. When speaking to Othello, Iago and Rodrigo call him my lord This shows respect and Othello seems to be accepted into their Venetian society because of his fighting ability, although the dramatic irony is clearly shown when Iago says, I do hate him as I do hells pains but when speaking to Othello in Act 4 Scene 4 he says. You know I love you my lord. This would be one thing that would change the audiences views about Othello and make them more aware of Iago as this starts to show his true colours. Iago mentions the word hell signifying the devil and pure evil, this again relates to the views and opinions people have on Othellos racial background. His black skin reinforces the images and thoughts also. Discrimination is a key theme during this play a lot of which is aimed at Othello. Although Othello has been accepted into their society he still feels conscious about his racial background as he states , haply, for I am black. Othello knows that hes an outsider to them and understands why, his unknown qualities may be threat to some but on the other hand others are intrigued which Is shown when he says, her father loved me/oft invited me/still questioned me about the story of my life. People do not like to accept the unknown but like to question it or like Iago feel the need to push it away. The unknown is ventured into by Desdemona she crosses the line between her society and the unknown by marrying Othello. This shocks and seems outrageous but it helps Othello be accepted more into their society. Desdemona was once too scared by Othellos race this is highlighted by the quote And when she seemed to shake and fear your looks. But she looked beyond this I saw Othellos visage in his mind. This shows that if one can see the inner beauty then why cant every one else? Perception is a key theme during the play. The audience see that Othello is beautiful not on the outside but on the inside. Iago although he appears beautiful the audience see a different view they see more than skin deep. Desdemona accepts Othello for who he is, therefore Othello feels safe and secure with her. He loves and adores Desdemona and would do anything for her. This is clearly shown in Act4 Scene4 And I when I love thee not, chaos is come again. This is implying that without Desdemonas love it would be the end of the world, the end of Othello. When Iago starts to question Desdemonas love for Othello, Othello now feels he cannot trust Desdemona. This affects him because she makes him feel accepted because she loves him for who he is and now he feels unaccepted into their society. Iago knows this so he plays on these insecurities to get what he wants. I think this quote is a good description telling the audience he is comparing Othello to an Ass, and Iago is leading him with his lies. And will as tenderly be led by thnose as asses are. This creates an image of an animal being led away so easily by something so simple, but by something it loves and craves. Iago does not tell Othello anything about Desdemona and Cassio he just cleverly puts thoughts into Othellos head, it is shown well n this quote, Ha I like not thatNothing my lord. Iago immediately catches Othellos attention and he is eager to find out more. Iago plants the seed of doubt and nurtures it over act 3. Iago carries on and starts to mention Cassio although he doesnt say anything about Desdemona and Cassio being together he implies it, shown in this quote I cannot think he would sneak away so guilty like, seeing you coming. These quick sentences get Othellos mind racing, with doubt and jealousy. The words that make Othello eager are sneak and guilty this really sets the scene for a private affair. Othello panics and he answers Iago quick trying to find out more. What dost though think? As the scene progresses Othello becomes suspicious and starts to get annoyed with Iago, as it seems Iago knows something and is not telling Othello, Othello says Show me thy thought. Othello, feeling an outsider already is now separated from the group even more as there are secrets revolving around that he knows nothing of. Iago realises that Othello may not believe him, to get Othello to trust him and start to believe him he says You know I love you my lord. This dramatic Irony starts to show the audience that the real villain is Iago in the play and their sympathy goes out to Othello as all he is, is another cog in Iagos conniving and twisted plan. Toward the end of the scene Iago starts to really play on the insecurities of Othello. She did deceive her father marrying you. This implies that if she can deceive her own blood then what chance does Othello have? This idea was brought up at the start of the play when Othello was speaking to Desdemonas father, and he warns Othello of her background telling him that she has deceived him many times before. So Othello starts to really believe it now. Why did I marry? To make sure Othello really understands Iago, Iago starts to imply that Othello being an outsider means he does not know a lot about their society. Iago comes from this society so anything said, Othello will believe because he doesnt know any different. In Venice they do not let god see their pranks, they dare not show their husbands; their best conscious. Here Iago is implying that Venetian women are not what they seem. Iago knows this from past experience and implies Othello has been pulled in by their deceptive ways. Othello is starting to doubt his position in the society as he realises he does not know enough. This plays on his insecurities and he feels more of an outsider than hes ever felt. This is shown by his epileptic fits on stage as he works himself up so much his body shuts itself down. His epileptic fits contribute to his outsider qualities as this is a fault within him, which separates him from the society. People dont understand him and therefore cant accept him totally into their society. This gives Iago a chance to work situations to his advantage like the Cassio and Bianca scene. Othello becomes more and more insecure and vulnerable he needs to rely on Iagos advises more. Iago gets him to depend on him and a power change occurs. The audience are aware of the change by Act 4 scene 4 when it is clearly shown. From then on Othello becomes more and more insecure, and Iago feeds on his weakness. Rude am I in speech / And little blessed with the soft phrase of peace. (A statement form Othello.) This is showing us that Othello is presenting himself as an outsider and constantly brings up his differences from other Venetians. This insecurity is brought on by the thoughts of other people. If everyone else thinks it, then Othello starts to think it too because he is so unsure about himself. Another quote that shows this is when Othello says, Haply for I am black/and have not those soft parts of conversation. Othello knows he is discriminated against his colour and he admits it Haply for I am black, his colour is linked to the ideas of a beast he refers to this by saying, have not those soft parts. The soft in this sentence is the total opposite of what is thought about Othello. He now discriminated himself and compares him self to other people and this is when he thinks his whole world is crumbling around him especially because his one true love has supposedly betrayed him. If Othello chooses not to believe in himself and lets himself be an outsider from the rest, then what chance does he have expecting others to accept him? Othellos position as an outsider is in a lot of way fuelled by his insecurities. This is a serious weakness that comes across on Othello and the paranoia he has upon himself does not help. Desdemona gave him the confidence to not care, but Iagos twisted and conniving ways led Othello to believe his one true love was not there beside him any more helping him through the tough times. Desdemona fuelled the little confidence Othello had and it was this reason that Iago used to break Othello. In the last scene Othello speaks Like a base Indian, threw a pearl away. Here in this metaphor Othello has realised Desdemona was his pearl the one thing left that made him she was his world and his world had now gone.

Cross-Cultural Communications Essay Example for Free

Cross-Cultural Communications Essay Setting standards and guidelines, such as the Florida Department of Education’s Subject Area Competencies for ESOL K-12, makes for a goal-oriented curriculum or educational program. Competencies, in all aspects, are the unique sets of â€Å"knowledge, skills, or attitudes† (CePH, 2006) that people from different fields of learning or work should accomplish or possess in order for them to meet the standards or expectations of education or work. For this reason, setting competencies in all fields of learning or work is extremely important because it provides directions or guidelines to people for them to accomplish success. In the field of education alone, setting competencies not only motivates students to acquire adequate knowledge, skills, or attitudes to achieve learning goals and objectives, but also helps in improving the quality of education by qualifying learning content and how educators should plan and carry out the teaching process, which are all based on what the students need to learn. Thus, setting learning competencies, just as creating learning goals and objectives, serve as precursors to other aspects of learning, including the selection of teaching strategies or approaches, instructional design, lesson planning, execution, the creation of assessment or evaluation tests, and so on. (Spector, 2007; Richards Rodgers, 2001) Consequently, it paves way to the development or progress of learning and education because it primarily makes the educational process precise or scrupulous and pertinent, and directs learning to the right path. Due to the perceived significance of learning competencies, the remainder of this discussion will explore how setting competencies affects the process of education specifically. This objective will be achieved by analyzing one of the Florida Department of Education’s Subject Area Competencies for ESOL K-12 and how it directly relates to education and the teaching and learning process. The Florida Department of Education’s Subject Area Competencies for ESOL K-12 The Subject Area Competencies for ESOL K-12 set by the Florida Department of Education contains the knowledge, skills, or attitudes that students in K-12 should exhibit or possess, which are specific to different subject areas under the English to Speakers of Other Languages learning programs in various schools in Florida. Since the basic learning necessities of ESOL students are distinct as compared to the learning program for a regular classroom setting, the competencies are constrained to the learning of English across various disciplines. From the 11 skills or competencies identified by the Florida Department of Education for ESOL K-12, only one will be considered for exploration and analysis. For this discussion, the underlying concepts and issues of the third competency will be used to explore learning and education in ESOL K-12. The third competency requires the student to display â€Å"Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical issues. † Under this competency, there are nine sub-competencies that specify issues concerning sociolinguistic diversity, government policies, political and social trends, culture, cultural adjustment and adaptation, student involvement, and multicultural sensitivity. (Florida Department of Education, 2006) By and large, this third competency is concerned with the knowledge, skills, and values or attitudes that English Language Learners (ELLs) should acquire or exhibit in terms of the relevance of learning English in the present social, cultural, and political landscape of society. Exploring the Subject Area Competencies ESOL entails many difficulties and challenges especially since the learning goals and objectives vary from the regular classroom setting. Challenges and difficulties arise from the complex aims of ESOL. The program is not merely focused on teaching the English language to non-English speakers but also on how the learning process is relevant or correlated with other disciplines such as Science, History, Mathematics, and so on, and how it matches current social and political situations and addresses various cultural as well. The complex structure of the ESOL program is best illustrated by the Fourth Touchstone that makes up the foundations of All Language Teaching or ALL curriculum. The Fourth Touchstone reflects how communication, which is the medium and goal of language learning are intertwined with four other principles. The four principles include socio-cultural aspect of language learning, learning how-to-learn, language and cultural awareness, and general knowledge. (Vale Scarino, 2000) (Vale Scarino, 2000, p. 33) The integration of the other four principles establish the idea that language learning programs, including ESOL, are not simply concerned with language acquisition. Since these kinds of programs are adapted into a standard classroom setup such as K-12, the forerunners of language teaching and learning thought it best for these kinds of programs to be relevant and practical. At this point, language teaching and learning have evolved into the use or purpose of learning the English language. Thus, the goals and competencies prescribed for language learning programs, such as ESOL, include the acquisition of adequate knowledge, skills, and attitudes of ELLs that will enable them to communicate through the English language properly with the awareness of how it fits well with social landscapes, cultures, and politics. (Vale Scarino, 2000) These concepts and ideas match with the third competency included in the Florida Department of Education Subject Area Competencies for ESOL K-12. Sociolinguistic diversity refers to the different ways by which language is used and interpreted, based on social factors including culture, race or ethnicity, beliefs or ideologies, norms and mores, sex or gender, religion, contextual and connotative meaning, and so on. (Corson, 2001) This means that the practical use and interpretation of language shift due to the influences of various societal factors. For instance, the phrase â€Å"grab a bite† is a colloquial speech known to mean, â€Å"to eat,† for native speakers of English. However, for non-native speakers of English who are learning the language, the phrase maybe most likely interpreted literally losing the actual meaning of the colloquial phrase. In religion, ELLs may also find it hard to understand the meaning of English terms. One example would be the use of the word â€Å"Anaphora. † In language and literature, the term â€Å"anaphora† refers to a figure of speech. However, in Catholicism, â€Å"anaphora† is a prayer read during mass that conveys celebration. In addition, there are many varieties of English, American and British being two of the most widely used, thus the use and interpretation of English differ between these varieties, making language learning complex. (Pope, 2002) This only means that culture is very much tied with language structure. In terms of culture, ELLs should be aware of how cultural diversity affects the use and interpretation of the English language because their knowledge will depend on how they will communicate or interact with other people from various cultures later on. It will become easier for ELLs to understand other people from other cultures, and relate to cultural television shows, films, music, customs, and so on, if they learn how culture diversifies language. The confusion that arises due to differences on how the English language is used and interpreted, especially between native and non-native speakers of the language, requires that ELLs understand the concept of sociolinguistic diversity and how it influences the learning process – how the language is used and interpreted in different settings. When ELLs become aware of sociolinguistic diversity, they will be able to use and distinguish the English language comprehensively such that their knowledge and understanding of the language expands from the literal context to the connotative, colloquial, and even metaphorical contexts or meanings. Consequently, ELLs gain the skills and self-confidence to use the English language properly in real life situations. For these reasons, learning content and instruction in terms of sociolinguistic diversity cover how the language is used in diverse settings. Apart from sociolinguistic diversity and aspects of culture, government policies and political trends on educational programs for ELL affect the learning process. Although English language learning was not recognized until the 1970s in the United States (The Education Alliance, 2006), the educational policies being implemented by the federal and state governments today support English as a Second Language (ESL) programs. This is in line with the growing population of U. S. residents with no or limited knowledge of the English language. Some of these people are also enrolled in several public schools in the country. By conducting surveys, the U. S. government learned that the students’ lack of ability in applying the English language was significantly affecting their academic performances. (EPE Research Center, 2004) Thus, educational policies in the country instigate the development of learning programs developed with the ultimate purpose of improving English proficiency and academic performance among students. Perhaps the most significant policy is the No Child Left Behind Act implemented in 2001 that includes guidelines on language learning. This policy mandates that all school evaluate the English language competencies of students, and students who will not meet set standards will undergo fast track educational programs that will help them learn adequately and cope with their peers. (EPE Research Center, 2004) By and large, the entire point of the issue is that government policies concerning language education affects the success and achievement of ELLs. A government that supports bilingual education helps ELLs to obtain access to quality education and emerge successful from their undertakings. Changes in political and social trends influence the learning content of ESOL programs simply because the practical use of the English language by ELLs in the real world requires that they are also aware of current social and political issues. Their awareness of social and political trends allow them to not only use the English language but to use the language to relate with other people, especially since societal and political issues are two of the most common topics of conversation. At present time, for instance, most people use the Internet for socialization through social networking sites such as Facebook. To familiarize ELLs with social networking, learning content should include English terms used in cyberspace or in Facebook for that matter, so that they would be able to participate in the online community. In terms of student factors, the cultural backgrounds of ELLs may significantly influence their ability to adjust, learn, and participate in the ESOL program. There are various stages in cultural adjustment wherein one initially experiences feelings of enthusiasm and elation. When an individual begins to realize the great differences between the old and new culture and has trouble of coping or adjusting to unfamiliar cultures, he experiences hostility and loneliness. Through time, an individual learns to adjust until he finally adapts to and accepts the new culture. At times, people undergo re-entry when they climb down to their old ways or culture. (Hernandez-Gantes Blank, 2008) For ELLs, it is extremely important to understand these four stages of cultural adjustment in the beginning of the ESOL program in order for them to become aware of what they will come to experience as time passes. In doing so, ELLs know the challenges and difficulties that lie ahead and thus, are prepared to handle and overcome them. Consequently, language learning becomes less stressful or complex. However, cultural adjustment, as well as student participation and learning involvement of ELLs, are influenced by their beliefs, ideologies, values, attitudes, etc. as dictated by their culture. For example, ELLs who belong to cultures that value family ties and tradition may experience difficulties in adjusting to a new culture and thus, affect how their participate in class and adapt to the learning process. This is especially the case for ELLs who go to other countries to learn the English language. The distance between them and their families may become a source of distraction due to loneliness and depression that ELLs might feel, disabling them to focus on their studies, learning, and adapting to a new culture. For ELLs, understanding the roles of culture in cultural adjustment, student participation, and learning, enables them to assess or evaluate what part of their culture interferes with their learning of English. In doing so, they will be able to realize the importance of setting aside cultural differences and prioritize their personal learning goals and objectives. The last sub-competency requires ELLs to determine strategies and methods to increase their multicultural sensitivity. Multicultural sensitivity refers to an individual’s responsiveness to cultural differences, allowing him to understand that change and diversity are unalterable. This also allows him to understand his own culture in relation to other cultures as a means to reconcile differences. (Dana, 2005) By and large, multicultural sensitivity influences the achievement of other competencies already mentioned. When an individual learns to understand, accept, and respect other cultures, it will allow him to appreciate his own culture, adapt to a new culture that speeds up cultural adjustment, and ultimately, embrace his learning tasks and responsibilities increasing his student participation, learning, and chances for success. Furthermore, it is also important that in discussing issues in multicultural sensitivity in an ESOL class, the topics of universal ethics and human rights should be discussed to enrich the learning process by means of making it globally relevant and practical. Conclusion Ultimately, the competency and sub-competencies previously discussed covers the social, cultural, and political aspects of ESOL due to their roles in making English language learning relevant, efficient, practical, and purposeful. These competency and sub-competencies do not dwell too much on the technical aspects of learning the English language but on its practical uses as a means to express and communicate with other people, and understand current global or local issues and situations that are affecting the state of the people. Although these competency and sub-competencies were intended for the accomplishment of ELLs, these are also important pieces of information that the teachers and educational institutions should be aware of. These competencies not only ensure that ELLs will be able to achieve learning goals and objectives of ESOL but also ascertain that the teaching process designed, including the learning content, instructional design, teaching strategies and approaches, and so on, are in line with the competencies in order to directly help students in accomplishing them. References Corson, D. (2001). Language Diversity and Education. Hoboken, NJ: Lawrence Erlbaum Associates. CePH. (2006). Competencies and Learning Objectives. Retrieved from Council on Education for Public Health, 1 Aug 2009. http://www. ceph. org/files/public/Competencies. pdf Dana, R. H. (2005). Multicultural Assessment: Principles, Applications, and Examples. New York, NY: Routledge. The Education Alliance. (2006). Linking Language Policy to Practice for English Language Learners. Retrieved from The Educational Alliance, 02 Aug 2009. http://www. alliance. brown. edu/tdl/policy/index. shtml EPE Research Center. (2004). English-Language Learners. Retrieved from Editorial Projects in Education, 02 Aug 2009. http://www. edweek. org/rc/issues/english-language-learners/ Florida Department of Education. (2006). Test Preparation Guide for English Speakers of Other Languages (ESOL) K-12. Retrieved from State Florida Department of State, 02 Aug 2009. http://www. collier. k12. fl. us/hr/certification/studyguides/ESOL%20K-12. pdf Hernandez-Gantes, V. M. and Blank, W. (2008). Teaching English Language Learners in Career and Technical Education Programs. New York, NY: Taylor Francis. Pope, R. (2002). The English Studies Book: An Introduction to Language, Literature and Culture, 2nd Ed. New York, NY: Routledge. Richards, J. C. and Rodgers, T. S. (2001). Approaches and Methods in Language Teaching, 2nd Ed. Cambridge University Press. Spector, J. M. (2007). Handbook of Research on Educational Communications and Technology, 3rd Ed. New York, NY: Taylor Francis. Vale, D. and Scarino, A. (2000). Pocket ALL: A User’s Guide to the Teaching of Languages and ESL. VIC, Australia: Curriculum Corporation.

Stem Cell Research Advantages and Disadvantages

Stem Cell Research Advantages and Disadvantages JOSHUA REED ‘Do the potential benefits of stem cell research outweigh the risks and negative ethical implications associated with it?’ 1.  INTRODUCTION Stem cell research is currently one of the biggest fields in modern day science. It has numerous benefits currently, and it is only the beginning. The possibilities are endless, but there are many ethical implications associated with it, as well as many risks. Do the potential benefits outweigh these risks and negative ethical implications? 2. OVERVIEW OF STEM CELLS 2.1  DEFINITION OF STEM CELLS Stem cells are unspecialised cells which are able to become any type of cell in the body. They have the ability to divide and renew themselves for very long periods before they are specialised. The process in which they are changed into a specific type of cell is called differentiation. They can become cells of the heart, bones, muscles, brain, blood, skin, or any other type of cell. There are different types and sources of stem cells, but they all have the ability to develop into different types of cells. 2.2  TYPES OF STEM CELLS 2.2.1  EMBRYONIC STEM CELLS Embryonic stem cells are cells found in embryos during the blastocyst stage. They are obtained from the eggs of an infertile couple, that are fertilised in vitro, rather than in the woman’s body. 2.2.2  ADULT STEM CELLS Adult stem cells, also known as somatic stem cells, are found in certain tissue of fully developed humans. They can produce only certain types of cells. In the body they maintain and repair tissue. They can be found in bone marrow. They can also be found in the brain, skin, liver, skeletal muscle and in blood vessels, but in small amounts. 2.2.3  AMNIOTIC STEM CELLS Amniotic stem cells are found within the amniotic fluid. They are extremely active and can multiply without a food source. They have a limited number of cells into which they can form, but, unlike embryonic stem cells, they are unable to cause tumours. 2.2.4  INDUCED PLURIPOTENT STEMS CELLS These stem cells are formed by genetically programming adult skin cells to become stem cells. (i) 2.3 HARVESTING OF STEM CELLS There are different procedures followed to collect and harvest the different types of stem cells from their different sources. Embryonic stems cells are found in embryos. Specifically, they are obtained from eggs cells from an infertile couple, that have been fertilised in vitro, rather than within the woman’s body. The embryo is in the stage of blastocyst when they are able to produce embryonic stem cells. Usually about 30 stem cells can be taken from the blastocyst. These cells are then grown in laboratories by a process known as cell culture. The inner cell mass of the cells are removed and placed into a laboratory culture dish that contains a broth or nutrient medium, off which the stem cells will survive. The dish is often coated in mouse embryonic skin cells, known as a feeder layer, which allows the human stem cells to have a sticky surface to which they can attach. They also release nutrients into the medium within the culture dish. The dish is stored at a suitable temperature and humidity level which allows the cells to divide. The cells divide and fill the dish over several days. They are then removed and placed into several new culture dishes. This is repeated numerous times over several months and is known as subculturing. After several months, millions of stem cells can be formed from the first 30. They are then frozen in batches and sent to other laboratories for further experimentation. Another type of stem cell harvest procedure is the removal of peripheral blood stem cells. Typically, the donor is given large doses of chemotherapy, which causes a lot of white blood cells to die. The bone marrow is then forced to try and replace it. There is not enough space in your bones for all the extra blood, so the bone marrow forces large amounts of stem cells into the blood where they are able to mature. The donor, if they do not require chemotherapy, could be given a white blood cell growth factor known as G-CSF, which has the same effect. If the donor is the same person as the patient, they will use both methods to increase the harvest. When the stem cells are being harvested, the donor has an IV in both arms. The one extracts blood which contains the stem cells. The stem cells are extracted from the blood, and the blood is returned to the donor through the other IV. This can be used in the treatment of leukaemia. In a study involving around 38000 people, people who received treatment showed an increase survival rate from 48 to 63 percent one year after treatment. (ii) 2.4 HOW STEM CELLS WORK Stem cells have the ability to become any type of cell in the body. They can be used in treating several types of diseases. Stem cells work by being a source of new cells to replace defective, damaged or diseased cells. Stem cells are unspecialised cells, which form into specialised cells during a process called differentiation. Internal as well as external signals can cause stem cell differentiation. Internal signals come from within the nucleus, while external signals are caused by things such as contact with chemicals or other cells, as well as the presence of certain things in the environment. Stem cells in culture dishes are stimulated to differentiate into differentiated cells by changing the culture broth or medium, as well as the coating of the dish. Genes are also inserted. The differentiated cells can then be used as they are needed, or used for experimental purposes. 2.5 BENEFITS OF STEM CELLS 2.5.1  USE OF STEM CELLS AT PRESENT TRANSPLANTING BONE MARROW TO TREAT LEUKAEMIA HEALING BURNS WITH SKIN GRAFTS REPLACING DAMAGED CELLS AND TREATING DISEASES TO STUDY THE DEVELOPMENT OF ORGANISMS AND DISEASES TESTING NEW MEDICAL TREATMENTS MAKING INSULIN FOR DIABETICS TO INJECT 2.5.2  USE OF STEM CELLS IN THE FUTURE TO TREAT THINGS SUCH AS: DIABETES PARKINSONS LIVER FAILURE HEART DAMAGE CANCER BRAIN DAMAGE DEAFNESS BLINDNESS HAIRLOSS MISSING TEETH INFERTILITY 2.6 ETHICAL ISSUES SURROUNDING THE USE OF STEM CELLS There are several ethical issues surrounding the use of stem cells and their research. The biggest issue is the use of an embryo. Although the embryo is fertilised in vitro and come from willing couples, there are still issues regarding the debate of whether the embryo is human or not, and whether it has rights. Some people believe that human life begins at conception, or even before this, so the embryos are human and deserve rights and protection; while others believe that life begins when you are born, when your heart first beats, or a few months after development. Some groups see the use of embryos as a form of abortion. The debate depends on one’s own personal view as to whether the embryo is human or not. Another ethical issue many people have regards the use and creation of Human-Animal Chimeras. Chimeras are organisms that contain cells or tissues from multiple organisms. Some believe that it is ethically wrong to combine human and animal stem cells to form chimeras. They are separate organisms which should not be combined. Despite these issues, chimeras are important in forming actual therapeutic methods. Law prohibits the breeding of human-animal chimeras. The debate between preventing and reducing human suffering versus respecting the value of human life is another issue. Stem cells have the ability to cure numerous issues, and have the potential to prevent and treat several other things; but if embryonic stem cells are used, it can be seen as destroying one human life to save another. There are also several risks involved in stem cell research and use. It is relatively new, so the long term side effects of its use in humans is so far unknown, but they could be horrific. In tests done with rats, 20% that were injected with embryonic stem cells died of some form of tumour. (chem445stemcell, 2011) 3. MY PERSONAL VIEW Stem cell research is one of the most important fields of science in modern times. It is able to, and has the potential to cure numerous diseases, illnesses and problems found in humans. Despite this many people see it as unethical and full of risks. I believe that the potential benefits outweigh the risks and negative ethical implications associated with it. Stem cells are unspecialised cells which are able to become any type of cell in the body. They have many current uses, and they have the potential for numerous future uses. Scientists and doctors are able to do stem cell transplants from bone marrow to treat leukaemia. Thousands of patients over the globe have successfully received this treatment which has prolonged their lives. Stem cells are also able to heal burns through skin grafts, as well as replace damaged cells and treat diseases. Stem cells allow scientists to study the growth and development patterns of both organisms and diseases, as well as provide new ways of treating the diseases. Another important feature of stem cells is their use in the production of insulin for diabetics. The insulin produced is indistinguishable from human insulin. It is not only the current uses of stem cells that are important, but also the potential that they have. Scientists are experimenting and finding ways to use stem cells to cure diseases that were once seen as incurable, such as diabetes and Parkinson’s disease. They believe that they can find ways to cure liver failure, heart damage, cancer, brain damage, deafness, blindness, hair loss, missing teeth, and even infertility. Scientist believe that they will be able to use a patient’s own stem cells to grow new organs for transplant, which would be guaranteed to not be rejected. The possibilities are endless. Despite their potential, stem cells raise many ethical issues, and have many risks that surround them. The use of an embryo is questioned by many people. It is believed by many that human life begins at conception, or even before this. They believe that the use of an embryo is a form of abortion, or an exploitation of their human rights. Others believe that life only begins later in pregnancy, or at birth, so they disagree with this viewpoint. The embryos are donated willingly by couples, and are fertilised in vitro. Another issue that people have is that human tissue is combined with animal tissue to form chimeras. They are separate organisms and should not be combined to create new creatures. Additional, there is an ethical issue raised on the debate between preventing and reducing human suffering versus respecting the value of human life. Stem cells have the ability to cure numerous issues, and have the potential to prevent and treat several other things; but if embryonic stem cells are used, it can be seen as destroying one human life to save another. Some of the risks involved in stem cell research and use include that it is relatively new, so the long term side effects of its use in humans is so far unknown, but they could be horrific. In tests done with rats, 20% that were injected with embryonic stem cells died of some form of tumour. There are numerous ethical issues raised through stem cell research, but the potential that it has in curing and preventing diseases and issues in humans greatly outweighs them. Scientists must continue researching stem cells, and finding exciting ways in which they can be used. 4. EVALUATION AS TO WHAT INFLUENCED MY DECISION I visited numerous sources with different viewpoints to allow myself to make an informed decision as to where I stand regarding stem cell research. Regarding the use of embryonic stem cells, I believe that human life begins at conception, but the fact that the couples who donate the embryos are sterile and already have children, and that the embryos are fertilised in vitro, influenced me to believe that the use of embryonic stem cells is acceptable. In 2005, guidelines regarding the use of embryonic stem cells were laid. They urge scientists to work ethically, responsibly and sensitive in their work. They are not laws, yet they still lay the basis on which most laboratories work. There is more than one source of stem cells, so not all stem cell related topics are surrounded by numerous ethical issues. The numerous benefits and the potential that stem cells have also influenced my decision into supporting the study and research of stem cells. Stem cell research has the potential to save thousands of lives, and through research scientists will be able to discover and test the ways in which they can be used. 5. CONCLUSION Although there are many ethical issues surrounding the use of them cells, the potential benefits of their research greatly outweighs these issues. They have the potential to save the lives of those who thought they were unsaveable, as well as treat the untreatable. Through the right research and funding, the possibilities regarding stem cell research are endless. 6. BIBLIOGRAPHY AND REFERENCES REFERENCES Manda, D. A. (2014). Stem Cell Types. Retrieved from News Medical: http://www.news-medical.net/health/Stem-Cell-Types.aspx [23-02-2014] Institute, R. P. (2013, May 28). Significantly improved survival rates for stem cell transplant recipients. Retrieved from ScienceDaily: http://www.sciencedaily.com/releases/2013/05/130528180857.htm [05-03-2014] chem445stemcell. (2011). Risks and Disadvantages of Stem Cell Research. Retrieved from Stem Cell Research: http://chem445stemcell.webs.com/risksanddisadvantages.htm [10-03-2014] BIBLIOGRAPHY BOOKS: Goldstein, L Schneider, M. 2010. Stem Cells for Dummies. Indianapolis, Indiana: Wiley Publishing Inc. WEBSITES: Dr Ananya Mandal. 2014.What are Stem Cells? [ONLINE] Available at: http://www.news-medical.net/health/What-are-Stem-Cells.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.Stem Cell Properties. [ONLINE] Available at: http://www.news-medical.net/health/Stem-Cell-Properties.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.What are Embryonic Stem Cells? [ONLINE] Available at:http://www.news-medical.net/health/What-are-Embryonic-Stem-Cells.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.Stem Cell Lineage. [ONLINE] Available at: http://www.news-medical.net/health/Stem-Cell-Lineage.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.Stem Cell Controversy. [ONLINE] Available at: http://www.news-medical.net/health/Stem-Cell-Controversy.aspx. [Accessed 02 March 2014]. Jon Entine. 11 March 2013. Should the government loosen ethical oversight of stem cell research? Genetic Literacy Project. [ONLINE] Available at: http://www.geneticliteracyproject.org/2013/03/11/should-the-government-loosen-ethical-oversight-of-stem-cell-research/#.UvNVv_mSwSk [Accessed 02 March 2014] Kristina Hug  23 Mar 2011.Embryonic stem cell research: an ethical dilemma | Europes stem cell hub | EuroStemCell. [ONLINE] Available at: http://www.eurostemcell.org/factsheet/embryonic-stem-cell-research-ethical-dilemma. [Accessed 02 March 2014]. Lawrence S.B. Goldstein  and  Meg Schneider. 2014.Explore Current Stem Cell Treatments For Dummies. [ONLINE] Available at:  http://www.dummies.com/how-to/content/explore-current-stem-cell-treatments.html. [Accessed 10 March 2014]. Stem Cells for Blood Transfusion? 2014.Stem Cells for Blood Transfusion? [ONLINE] Available at:  http://www.stemcellsforblood.org/useinfuture.htm. [Accessed 10 March 2014]. Stem cell harvest. 2014.Stem cell harvest. [ONLINE] Available at: http://www.nhlcyberfamily.org/treatments/collection.htm. [Accessed 08 March 2014]. Stem Cell Transplant | Mind Even More. 2012.Stem Cell Transplant | Mind Even More. [ONLINE] Available at:  http://mindevenmore.com/?page_id=22. [Accessed 02 March 2014]. Wikipedia contributors. Stem cell therapy. Wikipedia, The Free Encyclopedia. 27 February 2014, Available at:  http://en.wikipedia.org/w/index.php?title=Stem_cell_therapyoldid=597353183. [Accessed 02 March 2014].

The Scarlet Letter and the Egg-carton Essay -- Scarlet Letter essays

The Scarlet Letter and the Egg-carton An analogy between two subjects can often lead to a better understanding of one or more of the topics. This point can be displayed by a comparison between the classic novel by Nathaniel Hawthorne, The Scarlet Letter, and a normal egg-carton. An analogy can be made between the concealment of secrets in the novel and the concealment of the eggs by a closed egg-container. Also, a correlation can be made between the revealing of secrets by the characters in The Scarlet Letter and the revealing of the many eggs by an open egg-carton. Lastly, the characters in the novel protect others as an egg carton protects its eggs. Both an egg-carton and The Scarlet Letter provide examples of concealing, revealing, and protecting. As a closed egg carton hides its contents from view, so the characters in Nathaniel Hawthorne's novel hide their shame and secrets. Certain characters in The Scarlet Letter take great lengths to conceal their secret shame. Hester Prynne, the adulterous lover to Reverend Dimmesdale, lied in order to conceal the true meaning of her Scarlet Letter from her daughter, Pearl. Hester tells Pearl, "... as for the scarlet letter, I wear it for the sake of its gold-thread" (Hawthorne 166). Hester's guilt ridden lover, Reverend Dimmesdale, concealed his shame as well. As he himself phrased it, "Cowardice which invariably drew him back [from revealing he was Pearls father], with her tremulous gripe, just when the other impulse [remorse] had hurried him to the verge of a disclosure" (Hawthorne 136). In Dimmesdale's case, it was his fear of shame that kept him from acknowledging his part in Pearl's creation. Besides concealing their shame, the charact... ... did finally figure that the Minister Dimmesdale was Hester's lover, Hester decided to warn Dimmesdale. She warned the Minister because as she believed, "the sacrifice of the clergyman's good name, and death itself, would have been preferable to the alternative [Dimmesdale's torment] which she had taken upon herself to choose." (Hawthorne 177). The novel The Scarlet Letter by Nathaniel Hawthorne can be compared in several ways to an egg-carton. A closed egg-carton can conceal its contents as characters have concealed their secrets. An open egg-container can reveal its eggs as the characters in the novel have revealed secrets. An egg-carton can protect its eggs and Hester Prynne can protect those who were important to her. The novel The Scarlet Letter, when analyzed in depth, can be found to be an even greater piece of American literature.

Female Mosquito Digestive Enzymes Essay -- Biology Aedes Aegypti

Introduction Mosquitoes are remembered by most as being the bane of the outdoor barbecue; the reason that bug zappers were invented. However, mosquitoes are not really as bad as some people think. To begin with, mosquitoes are equal opportunity pests. They will go after anything with blood, not just human flesh. In fact, it is only the female mosquito who bites; the male mosquitoes don't drink blood and are relatively innocent. Finally, mosquitoes are extremely well adapted to what they do. When a female mosquito bites an animal, certain chemicals in the animal's blood tell her when she has hit a blood vessel. Then, the mosquito's specialized saliva kicks in to keep the wound from clotting. In this manner, a typical 2 mg. mosquito can take in two to three times its own weight in blood. Experiment One When a mosquito takes in blood, it needs to be able to break the proteins in that blood down into their component amino acids in order to get any nutrition from the meal. The gut of the mosquito employs a class of enzymes called proteolytic enzymes to accomplish this. Trypsin, the enzyme being studied in this project, is one such enzyme. It is separated into two categories: early trypsin, which appears shortly after a blood-meal, and late trypsin, which appears later in digestion, and which does most of the work of digestion. The project found evidence that early trypsin activity (that is, the presence of early trypsin in the gut following a meal) was essential to the production of late trypsin later in the experiment. The early trypsin is present in small amounts about two hours after a meal, and the amounts fade out after about eight hours. At about twelve hours after the meal, the late trypsin begins to form. The early try... ...vel of late trypsin translated in relation to the amount of protein in the meal. Regulation at both the transcriptional and translational levels allows the mosquito to adjust the levels of late trypsin with remarkable flexibility in response to a particular meal. In other words, the mosquito has the ability to assess the quality of its meals and then appropriately synthesize the late trypsin gene. This tight regulation might be important in reserving the synthesis of late trypsin when it isn't needed. By studying trypsin (early and late) activity in the midgut of the mosquito it is possible that a "mosquito contraceptive" might be developed. A block of trypsin equates to no eggs and no offspring. Therefore, if we find a way to block trypsin production we can stop mosquitoes from reproducing; greatly decreasing or even diminishing these disease carrying insects.

The Downfall of a Great Teacher Essay -- Interview Essay

The Downfall of a Great Teacher Surrounded by a circle of students, Mr. Garrett answered questions, gave instructions, and explained assignments. I slowly approached the circle and stood on its periphery. Four years ago, I had been an insider. Now I was an outsider, who peered over the chattering students and slipped into the circle undetected. Old high school memories came rushing back. A few moments passed before Mr. Garrett turned to me with a smile. â€Å"Katie!† he said, â€Å"It’s good to see you. I’ll be with you in just a minute.† Turning to a student on his left, he asked her if she understood the assignment. â€Å"Of course, Mr. Garrett. Your class is easy.† Easy? Mr. Garrett? Was she talking about the same Mr. Garrett who had required us to read The Octopus and The Biography of Malcolm X just four years ago? I wondered. Maybe I had not heard her correctly. What I remember about Mr. Garrett’s eleventh-grade honors English class was the challenge. Good grades were not earned easily in a class of students concerned about one thing—getting into a prestigious university. That meant earning nothing less than an A. And Mr. Garrett made us work for it. Class periods were spent analyzing difficult literature, reviewing and practicing English grammar, and developing our writing skills. Furthermore, Mr. Garrett’s encouragement and concern for his students were evident. I may have wondered if I would receive an A in his class, but I never wondered about his dedication and love for teaching. Still reminiscing, I took a seat at the back of the classroom while Mr. Garrett took roll from a seating chart. Meanwhile, the class busied itself with a â€Å"Daily Oral Language† exercise. The exercise asked students to corr... ...ntial in this area,† I explained. â€Å"I don’t want to move back home and live with my parents.† Mr. Garrett seemed to understand my explanation. As our conversation came to a close, I realized that it was not Mr. Garrett the person who had changed, but Mr. Garrett the teacher. The observation and interview echoed an important theme in The Roller Coaster Year—the need to keep one’s teaching fresh and new and to somehow avoid teacher burn-out. I left my old high school feeling melancholy and a bit sad; a person whom I’d admired, respected, and esteemed for many years had come down from his pedestal in one short afternoon. As an experienced and seasoned teacher who now has become a victim of teacher burn-out, Mr. Garrett taught me the importance of maintaining a crispness in one’s teaching and the importance of taking preventive measures to avoid such a fate.

“Hip-Hop, The Renaissance” Essay

They say â€Å"they never really miss you til you dead or you gone† So on that note I’m leaving after the song. A wise MC by the name of Shawn Corey Carter told me this as his Black Album gave me identical eclectic vibes I felt listening to the likes of Digable Planets, Big L, Big Daddy Kane, Big Pun, Common, Mos Def and others artists born of â€Å"The Renaissance†. I have come to inform you all of this renaissance known as hip-hop, a renaissance that will never cease breathing until the last listener’s foot is finished tapping to the rhythm and rhyme scheme of their favorite record. Hip-Hop, a genre of stylized rhythmic music that is used to accompany a rhythmic form of speech that would go on to become rap. Many have tried unsuccessfully to pinpoint the location of the birth of this â€Å"Renaissance† by saying that this is a West-coast, Midwest, and even a down South born style of music. However, I prefer to take you back to the 1970’s on 1520 Sedgwick Street in the Bronx, the home of Jamaican DJ Kool Herc who is arguably considered the father of hip hop, if not one of the many. See Kool Herc’s style of deejaying at house parties was that he would recite rhymes over what would in later time garner the title â€Å"an instrumental†. He would use a plethora of in house reference when dropping said rhymes on the microphone not knowing this would spawn a movement that would travel through the streets of Brooklyn and be spread by various other party Dj’s as well such as Coke La Rock. Spoken- word and music by early founding fathers such as Gil Scott- Heron, Jalal Mansur, and The Last Poets (one of whom I know personally) helped this movement come into fruition because of the simple fact that their lyrics were based on post- civil rights era life in the urban community. Oh yes the movement was real. Not only because everyone could relate but because it came via a rhythmic delivery that captured the mind and imagination of the people of that time. In creating this movement, they led us into a new era of Hip-Hop in which The Sugarhill Gang recorded the first record of the genre in 1979 titled â€Å"Rapper’s Delight†. There were many others who allegedly stated their claim as being the first, but couldn’t contend with Sugarhill Gang because â€Å"Rapper’s Delight† made the Billboard Top 100. It’s like Rosa Parks. We all know she wasn’t the first to not give up her seat, but why argue if it led to a positive result in the grand scheme of things. By the 80’s, Hip-Hop had spread to every major city in the United States, but Philadelphia was the only city that could come close to drawing comparison to New York’s contributions to Hip-Hop after Philly artist Jocko Henderson released his record â€Å"Rhythm Talk† Since I have told you the history of the Renaissance known as Hip-Hop, let’s bring it to the present since every student in here, I’m assuming, is a late 80’s, 90’s baby.   Now let’s talk about present day artists that epitomize the rhythmic, eclectic and dynamic styles. We talk about Jay-Z, Kanye West, Drake, Meek Mill, Big Sean, Eminem, Common, Mos Def, and so on. I prefer to talk about Black Thought’s team, The Roots. This Hip-Hop group has transcended the Hip-Hop genre since the came on to the scene in the City of Brotherly Love in 1987. Black Thought and ?uestlove both attended the Philadelphia High School for Creative and Performing Arts where ?uestlove would be the drum kit at talent shows while Black Thought laced the percussions with lyrics that would make The Last Poets, Gil Scott-Heron, and especially DJ Kool Herc proud of the fact that the roots of Hip-Hop have not been forgotten. Ironic how they would become known as The Roots in the process of their formation. They barely missed the Top 100 when they dropped their first major label album titled â€Å"Do You Want More?!!!!† in January 1995. What made this so significant is that they used no prerecorded instruments, kicks, or sounds. Every bit of their sound was original. This to me is why they epitomize what Hip-Hop because they are as original in the 21st century as they were in the 90’s when they made their debut. Another artist I will mention is 23 year old Compton emcee Kendrick Lamar who just released his debut album â€Å"good kid, m.A.A.d city†. I believe it is the album of the year, but that’s a persuasive speech for another day. With this one album alone Kendrick shows veterans in the game how to perfectly arrange an album and turn it into a masterpiece that reaches every generation and demographic. In closing I will say that what started as a Renaissance has become commercialized. Do I feel that there is hope that we will one day as artists go back to our roots like The Roots and Kendrick Lamar? Yes, but it will be a strenuous process. The Renaissance is in good hands with artists like Kendrick Lamar making classics with one debut. Not to mention myself. I try to bring a new feel myself to the game as well. Hip-Hop, The Renaissance is taking a step into the next generation. I will leave you Hip-Hop fans with this question: â€Å"Will you take that next step with me.