Normal Communication Culture and Deaf Communication Culture

Culture is how human beings relate with each other, how they express themselves in the context of relating with others. Through culture, individuals form a group, and identify themselves as unique and in unity with each other. One distinct value that makes up the deaf culture is the ‘deaf pride’.Advertising We will write a custom essay sample on Normal Communication Culture and Deaf Communication Culture specifically for you for only $16.05 $11/page Learn More Deaf people do not consider themselves disabled, instead they demand for fairness, equality and they are proud of their language. Deaf culture therefore is the tradition, social belief, behavior, history and institution of communities that use sign language as a major mode of communication because of their inability to communicate verbally. Deaf culture has mainly been obtained from schools which deal with deaf students only. The main barrier that divides hearing people from the deaf i s communication, which hinders interaction between people. For the deaf, they do not accept that they are handicapped, and for this reason they make sure that they remain independent, and that they work towards making it in the world. They encourage each other, build confidence among themselves, and ensure that they do not get discouraged. The deaf are very straightforward in the way they communicate with each other, unlike those who hear, they appear rude because of this directness. Hearing people try to cover the truth by not highlighting the real meaning, this brings confusion in communication. Since the deaf use the sign language, they tend to read the body language first, and get the true meaning of communication even if the words do not rhyme with the body language. Deaf communication language is basically visual, that is, gesture based which involves; body movements, gestures, facial expression and hand shapes. The hearing people on the other hand depend on; tone variation, s ound, information, volume and sometimes on expressions and body language. Deaf music is different from the one that hearing people listen to. It is beat-based and it consists of timing, coordination and flow. The hearing music consists of melody, harmony and rhythm. The deaf organize themselves in cliques and they find it hard to allow anybody in their clique. The hearing individuals accept each other so long as they do not violate the rights of the group.Advertising Looking for essay on communication strategies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The deaf are slightly slower in learning compared to the hearing people; this is because of the concepts used in teaching them, especially when the concept is abstract. In terms of thinking, they do it differently from the normal communication people; they have to involve visual concepts. It is really hard to handle deaf students as compared to the hearing students. Most trained student s fall out of colleges because they find it hard to study the sign language. A trained person should be a link between the two worlds, which means that he should be able to understand English and be able to interpret it to the sign language. Dealing with deaf people requires one to be knowledgeable about the deaf culture. The major area is that of communicating with them. When talking to a deaf person, one is not supposed to bend so low to the deaf person, because they get irritated and it also makes communication difficult. When talking to a deaf person, one should be at a good position, visible and should also have good lighting so as to allow the deaf person to view every move they make clearly. In a forum where a group is involved in a communication, one person should talk at a time. If it is a board, it is important to distribute the agenda to every member of the group. In a situation where you want their attention, you should touch the hand or tap their shoulders. If they are closer to you or in a gathering, you should use flash lights. Also, when talking to a deaf person, one needs to be patient with them, this is because they take time to conceptualize a certain sign in a given time period. We should also minimize the wrongs that we do to them so as to reduce their anger. This may lower their esteem, which may affect their struggle in making it in the world, and also in their progress towards being self reliant. It is very important for the normal people to study deaf culture so as to boost the interaction between the two groups. For instance, in a case of emergency, one should be able to alert all the people including the deaf effectively by learning the various signs that fit particular situations.Advertising We will write a custom essay sample on Normal Communication Culture and Deaf Communication Culture specifically for you for only $16.05 $11/page Learn More It is also important for the hearing parents to know about deaf culture, so that incase they give birth to deaf children or their children become deaf after some time in life, then, they are aware of what they ought to do. Sometimes deaf children fail to get access to appropriate education for the deaf because their parents have no idea of what most educational institutions have to offer. In most countries, education is freely given to the deaf children. It is also important to be aware of the deaf culture so as to promote communication between the deaf and the hearing people, hence ensuring that the deaf are able to participate in similar activities with those that hear. Since the deaf do not admit that they have a disability, it means they have the capability of performing like the rest. Thus, we need to consider them as normal human beings and distribute opportunities to them without looking at them as unable to produce desirable results. They are capable people who need support and encouragement for them to stand for themselves. This essay on Normal Communication Culture and Deaf Communication Culture was written and submitted by user Jillian Farmer to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Chapter 13-15 AP Biology Questions Essay Example

Chapter 13 Chapter 13-15 AP Biology Questions Essay Chapter 13-15 AP Biology Questions Essay Chapter 13: Meiosis and Sexual Life Cycles 1) Genes are the units of heredity, and are made up of segments of DNA. 2) In asexual reproduction, one parent produces genetically identical offspring my mitosis. In sexual reproduction, two parents give rise to offspring that have unique combinations of genes inherited from the two parents. 3) Humans have somatic cells, which are any cell other than a gamete, have 23 pairs of chromosomes. A karyotype is an ordered display of the paired of chromosomes from a cell. The 2 chromosomes in each pair are called homologous chromosomes or homologs. The sex chromosomes are X and Y. Human females have a homologous pair of X chromosomes (XX). Human males have one X and Y chromosome. The 22 pairs of chromosomes that do not determine sex are called autosomes. Each pair of homologous chromosomes includes one chromosome from each parent. The 46 chromosomes in a human somatic cell are two sets of 23 one from the mother and one from the father. A diploid cell (2n) has two sets of chromosomes. For humans the diploid number is 46 (2n=46). 4) Meiosis is the production of gametes that result in one set of chromosomes in each amete. Gametes fuse to form a diploid zygote that divides by mitosis and develop into a multicellular organism. 5) Mitosis and meiosis are alike in the respect that go through most of the same phases, and are used for reproduction purposes. However, meiosis results in sexual reproduction, in order to create multicellular organisms, occurring in only animals, humans, fungi, and plants, whereas mitosis occurs in all organisms. Mitosis only goes through one division, has the same number of chromosomes, and creates only two diploid cells. Meiosis undergoes two divisions, he creation of four haploid cells, and half reduces the chromosomes. 6) 7) In the first cell division (meiosis l), homologous chromosomes separate. Meiosis I results in two haploid daughter cells with replicated chromosomes; it sis called the reductional division. In the second cell division (meiosis II), sister chromatids separate. Meiosis II results in four haploid daughter cells with unreplicated chromosomes, it is called the equational division. Meiosis I is preceded by interphase, in which chromosomes are replicated to form sister chromatids. The ister chromatids are genetically identical and Joined at the centromere. The single centrosome replicates, forming two centrosomes. 8) The three mechanisms that contribute to genetic variation are independent assortment of chromosomes, crossing over, and random fertilization. In independent assortment, each pair of chromosomes sort maternal and paternal homologues into daughter cells independently of the other pairs. Crossing over produces recombinant chromosomes, which combine genes inherited from each parent. Random fertilization adds genetic variation because any sperm can fuse with any ovum. ) Natural selection results in the accumulation of genetic variations favored by the environment. Sexual reproduction contributes to the genetic variation in a population, which originates from mutations. 1) Mendel chose to track only those characters that varied in an either-or manner. He also used varieties that were true breeding. In a typical experiment, Mendel mated two contrasting, true breeding varieties, a process called hybridization. Mendel discovered a ratio of about three to one. What Mendel called a heritable factor is what we now call a gene. ) Genes are units of heredity, and are made up of egment of DNA. The alternative versions of a gene are called alleles. A trait is the feature of an organism. 3) P generations are the parental generation, that a true breeding. The F generations are the hybrids between the parents. 4) A monohybrid cross when there is only one trait being tested, whereas a dihybrid cross there are two traits being crossed. 5) The law of segregation states that two alleles for a heritable character separate (segregate) during gamete formation and end up in different gametes. ) Dominant alleles determine the organisms appearance, and the ecessive allele has no noticeable effect on appearance. Two identical alleles are homozygous, while two different alleles are heterozygous. Genotype is the genetic makeup while phenotype is the physic al appearance. 7) If P (purple) is dominant and p (white) is recessive and are crossed then there will be a three to one ratio of purple to white. You can determine that if there are three purple flowers that there has to be three dominate PS, the second allele can vary to be recessive or dominant. ) We can apply the multiplication and addition rules to predict the outcome of crosses nvolving multiple characters. A dihybrid cross is equivalent to two or more independent crosses involving multiple monohybrid crosses occurring simultaneously. 9) Many heritable characters are not determined by only one gene with two alleles. 10) Complete dominance occurs when phenotypes of the heterozygotes and dominant homozygote are identical. In incomplete dominance, the phenotype of Fl hybrids is somewhere between the phenotypes of the two parental varieties. In codominance two dominant alleles affect the phenotype in separate, distinguishable ways. 11) The four phenotypes of the ABO blood group in humans re determined by three alleles for the enzyme (l) that attaches A or B carbohydrates to red blood cells: IA, 1B, and i. The enzyme encoded by the IA allele adds the A carbohydrate, whereas the enzyme coded 1B allele adds the B carbohydrate; the enzyme encoded by the i allele adds neither. 12) Pleiotropy is when the genes have multiple phenotypic effects. In epistasis, agene at one locus alters the phenotypic expression of a gene at a second locus. Polygenic inheritance is the additive effect of two or more genes on a single phenotype. 13) An organisms phenotype includes its hysical appearance, internal anatomy, physiology, and behavior. An organisms phenotype reflects its overall genotype and unique environment history. 14) A pedigree is a family tree that describes the interrelationships of parents and children across generations. allele. Carriers are heterozygous individuals who carry the recessive allele but are phenotypically normal. 16) The cystic fibrosis allele results in defective or absent chloride transport channels in plasma membranes. Symptoms include mucus buildup in some internal organs and abnormal absorption of nutrients in the small ntestine. Sickle-cell disease is caused by the substitution of a single amino acid in the hemoglobin protein in red blood cells. Symptoms include physical weakness, pain, organ damages, and even paralysis. 17) Dominantly inherited disorders occur when some disorders are caused by dominant alleles instead of recessive ones, these alleles are rare and arise from mutations. 18) Multifactorial disorders are genetically and environmentally linked. 19) In amniocentesis, the liquid that bathes the fetus is removed and tested. Chapter 15: The Chromosomal Basis of Inheritance ) We credit Morgan with the discovery of specific gene with a specific chromosome. Morgan used wild type flies and bred them with mutant flies to finds the crosses between the two. 2) Linked genes are genes located on the same chromosome that tend to be inherited together. 3) Offspring with nonparental phenotypes are called recombinant types, and are achieved through breeding. 4) A genetic map is an ordered list of the genetic loci along a particular chromosome, which shows the crossing over rate. A linkage map is a genetic map of a chromosome based on recombination frequencies. Sex linked disorders, are ones where the disorder is attached to the X chromosome and is rarely attached to the Y chromosome. An example would be hemophilia. 6) In nondisjunction, pairs of homologous chromosomes do not separate normally during meiosis II, which can cause aneuploidy; offspring with this condition have an abnormal number of a particular chromosom e. 7) Breakage of a chromosome can lead to four types of changes in chromosome structure. Deletion removes a chromosomal segment. Duplication repeats a segment. Inversion reverses a segment within some chromosome.

U.S. History Civil War-Present Assignment Example | Topics and Well Written Essays - 250 words - 2

U.S. History Civil War-Present - Assignment Example Most of the pool culture items are those that people acquire through the different means like for instance buying and enjoy then by using them during their free time. Items of the pop culture entail the activities and products that are designed to suit or rather appeal at attracting the interests of most of the people. Hence therefore the products and activities of pop culture reflect the interests and desire that most people associate or would prefer to associate with (Arnold, 1993). Some of the example of the pop culture includes the clothes. Toys, games, TV shows, actors, singers and movies. From the examples it is evident that this culture does not only deal with the products and activities which are physical and tangible but also deals the intangible part like ideas, images, attitudes, perspectives and issues that are not necessarily physical but lead to cultural followings through beliefs. Inevitably the term pop culture has been used interchangeably with popular culture perhaps due to the masses involved in the constitution of the pop culture (Harrison, 2005). Due to the popularity associated with the pop culture, it relies so heavily on the media which serves to attract the masses to associate with the culture. Media therefore has a very big role to play in the pop culture in terms of influencing the people’s beliefs and perception about the products, activities and beliefs. Media creates a certain influence on the people by the way they present the elements that they advertise or channels to the people and t is how they present this that will make people adopt the attitudes and ideas about the elements which subsequently helps them decide the trend in terms of culture that they will adopt (McChesney, 2004). This is a group of people with a culture that is either distinctly open or hidden and makes them stand out from a larger group which they identify

Explain how you would apply the law to handle this situation Essay

Explain how you would apply the law to handle this situation - Essay Example Such discriminations fall under the law title â€Å"Title VII of the Civil Rights Act of 1974† which deals with prohibition of discrimination based on sex, race, color, religion and national origin. It is located in volume 42 of the United States Code from section 2000e (Cihon & Castagnera, 2008). In the scenario, the three candidates were all qualified to handle the position of assistant manager but only one got the position. There were two women and one man and the man got the job. Filing of a sex discrimination charge is not really viable the female who were two were the majority sex and the man who was the minority sex was the one who was picked for the position. The sex-based discrimination definition from the EEOC indicates that it involves treating someone unfavorably because of that person’s sex but this was not the case in the scenario. Section 2000e-1 [Section 702] (m) under the subtitle of â€Å"impermissible consideration of race, color, religion, sex or national origin in employment practices (Cihon & Castagnera, 2008)† explains that any claim of unlawful employment practice such as the one made by the two women interviewees who are the complaining parties have to demonstrate the discrimination they claim was the motivating factor for the interview results. This is carried out in order to rule out other motivating factors that may have led to the interview outcome. The two women have to provide evidence that the third candidate who was a man and who got offered the job was given to it purely because he was a man and he was white. According to the scenario, he was simply offered the job because he played golf with the manager and was his friend but not because of his race or national origin as the discrimination charges indicate. Further, the company can justify the employment of the man as an assistant manager using Section 2000e-1 [Section 702] (h) of the

Abercrombie & Fitch Essay Example | Topics and Well Written Essays - 750 words

Abercrombie & Fitch - Essay Example â€Å"Abercrombie & Fitch aggressively positioned itself as a â€Å"life style† brand - a brand that embodies the values and appeal of a desirable way of living† (Abercrombie & Fitch, wikipedia, 2006). A&F’s customers integrate all their experiences of observing, using, or consum ¬ing a product with everything they hear and read about it. Information about A&F’s prod ¬ucts comes from a variety of sources and cues, including advertising, publicity, sales personnel, and packaging. The sum of impressions created A&F’s brand image, a single—but often complex—mental image about both the product itself and the company that markets it. In order to appeal to consumers and create a unique brand image, A&F introduced sex-based ad approach. This approach popularized naked body images and nudism as the main concepts of A&F selling strategy. In general, this was a very effective marketing strategy which has helped A&F to appeal to emotions of consumers using unique mixture of clothes, fashion and sex. The sex-based ad approach had a great influence on the society as it was designed to add psychological value to the brand. This approach was introduced becau se frequently purchased products generally require heavy advertising support to remind consumers about the product. Unfortunately, A & F sex-based ad approach prompted boycott around the country. The main problem was caused by the fact that the core of potential consumers includes teens, and sex-based approach is undesirable for this age group. Some critics suppose that ''There's no question that Abercrombie appeals to teen-agers because it's the whole forbidden fruit syndrome" (Khudairi, 1999). A&F represents a promise about a particular product, and sex image was a sort of quality certification. The sex-based approach heated negative publicity because it popularized A&F brand as a sexual one aiming to attract teenage audience by sex messages. Critics state that: "These images and messages are contrary to the best interest of American teens" (Parvas, 2003). A&F managers explain that sexual messages and specific brand image enable customers to better organize their marketplace experience by helping them seek out and zero in on particular products. As noted earlier, the company exerts complete control over the content of its advertising and pays for message placement in the media. However, the media typically receive many more press releases and other public relations materials than they can use. Negative brand image is explained by the fact that the message of sex ads is encoded, conveyed via the appropriate channels, and decoded by the customer-receiver differently. The rationale of sex-based ad approach means that teens are motivated and persuaded to buy the products popularizing "forbidden fruits". Obviously, this approach does not take cultural and moral considerations into account. The advertising appeal is the communications approach that relates to the motives of the target audience. "Hodel said, then A&F will still have to face the outrage of Americans who have had enough of "companies that think sexploitation at a time of rising rates of sexually transmitted diseases is OK if it separates people from their money" (Schneeberge, 2003). As a result of this strategy, A&F has lost its brand equity, which represents the added value that accrues to a product as a result of the company's prior investments in the marketing of the brand. This looses has had a great impact on A&F profitability because brand equity is thought of as an asset representing the value created by the relationship between the brand and customers over time. To return positive image of the company and its brand, A&F should change its ad approach implementing new advertising campaign. It was a

Reflection on Economics Class

Reflection on Economics Class What does it mean for me to be a college student from the perspective of economic class? Section I: introduction I believe that economic class has long been a central theme within higher education and that is why I am going to argue this issue in my essay. There is a big difference between social class and economic class: social classes are the hierarchical arrangements of people in society or as in the social sciences, it can be best defined social stratification. On the other hand, economic class means how much money one has. In political philosophy and sociology, the most basic difference among economic classes is between the powerful and the powerless. So, I can simply conclude that the more money one has the more power that goes along (Drake 1). When I first read this, I remembered the early theory of Karl Marx who saw human beings interested more in material concerns rather than grand ideas which created a separation of effort and a division of classes depending on wealth and power (Cline 3). In turn, he defined the economic class as how one class directs the process of production while t he other class is directed and provide services. However, I found a much simpler view; when a small company’s owner or even a manager of a company, whatever it is, orders another employee who gets less salary than him to do a certain job, the employee is to finish the job without questioning his manager. Yet, if he was asked from a concierge, he wouldn’t listen. So, I can add to my previous conclusion that the person, who has more money and power, gets more attention and obedience that leads to persuasiveness. That persuasiveness works through the ethos and the logos of money (Drake 1). The purpose for this essay is to argue an answer to the premise question, what does it mean for me to be a college student from the perspective of economic class? Which I guess is not a simple task because this question relates to many perspectives such as academic, social, ethnic, cultural conditions and forces. Since I am talking about the higher education and how it relates to economic class, I will give a brief example on how both are related to each others. Let’s take two students equal in academic abilities but not in economic classes; one has more money than the other. Both got fairly good grade in high school let’s say a B and they are now thinking about what universities they have the chance to apply to. The low economic class student has limited options because he can’t afford private universities fees and even if he can, he will still be thinking about how he is going to live among students from higher class, on the other hand, the high economic class student gets more options in too many different universities and can graduate as a doctor if he wants. Therefore, lots of students from the low class don’t enter universities because they either feel disappointed about it or go directly to work because he thinks about earning money. Some students may underestimate the significance of arguing an answer to such a question because they haven’t heard about what Lester Faigley wrote in Fragments of Rationality that the modeling of subjects is not as much related to being a good writer or having good sources as from the effects of experiencing the effects of what one writes about (Faigley 23). Moreover, James Berlin argues that college rhetorical curriculum should not only guide learners through their future careers, but also help them become active members of political change and social (Mays 1). Both the ideas suggest that we should study our culture leading us to think about our main question â€Å"what does it mean to me to be a college student from the perspective of economic class?† Hence, I am going to argue this question via three different points of view: 1. Functional/practical section 2. Human/personal section 3. Functional and human section. Section II: Arguing an answer from the extreme of functional/practical The purpose of this section is to argue a functional/practical answer to the premise question, what does it mean for me to be a college student from the perspective of economic class? The group supporting this section would think rationally about the question. It might bring into play Taha Hussein’s famous quote â€Å"We should not expect proper, productive, efficient education from a university whose staff does not enjoy freedom and independence. He wants to point out that many Universities in Egypt are losing their freedom at the hands of dictatorial, corrupt rulers (Hassan). One of the most efficient reasons is the very high demand on Egyptian collages every year which helps corruptors to hide their actions (Hassan). As a result, this group would says that higher education should be only for students who get high grades because these are the kind of scholars who will be able to cope with the tough system of higher education, appreciate the true meaning of being educated an d do much more effort than that of others. In this way they will be decreasing the number of students leading to better education for hard workers. The second issue that this group will address is the supply of employees in high positions (Clotfelter 2). A functional/practical student would think that high positions such as managers or supervisors require uniquely educated people, not just any university graduate. Those people are students who graduated from universities with high GPAs by their own effort not with the help of private universities which is entered with money. This group thinks that these graduates can be the best performers in their work positions only because of their grades and that they will be the best role models for the other employees so, other employees who are working under them would simply conform to every order they ask for. Section III: Arguing an answer from the extreme of human/personal. The purpose for this section is to argue a human/personal answer to the question, what does it mean for me to be a college student from the perspective of economic class? As an AUC student, I have got the chance to deal with almost all economic classes. To make it easier, I can say that we have two main classes; students who pay tuition and students who come on a scholarship. Students, who pay fees, kind of disdain others who don’t. They don’t say the true reason behind this hatred but I guess there are two very obvious reasons: the first is some are jealous of the fact that these students are better academically. Secondly some others might think that these students’ economic class doesn’t allow them be a part of the AUC community. Whether they are supporters to the first or the second opinion, this group will argue an answer to the premise question from the extreme human/personal view. The American University in Cairo is the most expensive in Egypt and pr obably in the Middle East, so many students feel cocky about being in such a university. In other words, AUC is quite exclusive to economic position. But imagine how these elite students feel when they become equal to others who don’t have as much money. AUC has long been known for having the highest economic class in Egypt, yet this idea for many AUCians has changed after the scholarship concept was applied on a wider scale. The elite students think that AUC is not a place that can fit both economic classes because that shakes their image towards outsiders who though that AUC had only the rich students. Although it is a non profitable organization, AUC is a very successful university because of the huge amount of money that students pay and after the tuitions were raised some students thought it was so that the university can afford paying for the scholarship students. Everybody wants to have power, to be noticed and get the attention of the others; that’s exactly what the higher economic class student in the AUC and his parents are thinking of. He already has climbed half the ladder because of his parents’ wealth and position and he is going to continue after graduating by getting a high position in a company that his fathers’ is a VIP costumer, paying bribe or at least inherit his father’s business. Only eleven percent of the kids from poor families graduate from collages and less than nineteen percent of the eleven percent have the chance to be among the high class (Eckholm 1). So these students are considered by the higher class the directed ones; however, since work places for the people who direct are few and scholarship concept is applied in many universities, the working class is now becoming a threat because they are now part of the competition. Section IV: A Synthesis of Oppositional Extremes We can’t think about the premise question in a complete functional/practical way because by doing so, we will have education inequality and we will be limiting education to the students with high grades only. We wouldn’t be considering many other things such as a student who was sick at the day of the exam or another who is not good at a certain subject that lowered his GPA, those who don’t perform well in the test environment and many other reasons. We should all be given equal chances to learn. Take Einstein for instance; although, he had speech difficulties when he was young and scored Cs when he was in elementary school, he became one of the best known physicists in the world who made new theories. Some other people when put in the real situation, they appreciate and act. This is what is called closed doors situation; some students may score low grades in elementary schools but when they see that the university is their path for their future career, they act. Regarding the second point that was argued; it has been proven that students’ GPAs can’t be considered the only meter when it comes to the working field (Smith 2). Many reasons were showed but the most important were the student’s leadership personality and experience. These reasons might not qualify the hard working student to work in a high position despite the fact that he was one of the best learners in his school. We can’t also accept the human/personal point of view because in that way we will still be having an education inequality like in that of the Middle Ages when education was only for students from rich families. In that way we will be limiting the good education only to families who have money. So, what if there is, let’s say, one student from the lower class who might be in the future Ahmed Zowail or Farouk El Baz. Why wouldn’t we give him the opportunity to enjoy a good education that will definitely help him? In turn, this student will be the best image not only to his university and colleagues but also to his country. The second point that was argued by this group was gaining or let’s say inheriting power and respect by the help of their parents by entering expensive universities then owning their father’s business after wards. However, what if these students are not qualified to run such a business not because of their educational background or grades but because of what they are. It even makes a bigger problem when there is one of the working class who can fit perfectly in this business and at the same time working under a boss that is running his father’s business and not that good in managing the company. How will the boss react when he finds out that there is a better guy him? How will the man from the working class react to orders that he is sure they are wrong? Will he conform to orders to save himself from getting fired or will he follow his beliefs and resist because he knows that what he is doing is the right thing? I appreciate that everyone has a dream he wants to reach and that some parents are forcing pressure on their children to make them become a doctor or an engineer without taking into consideration their abilities or what they like. However, God created us humans with different abilities and whether we like it or not, we have to accept it. Not all students can become doctors only because they earn a lot of money. We can’t think like that because doctors or any other job that makes money can’t replace the entire exciting jobs. Who knows maybe god blessed us with a certain gift in a specific place to change the world. I bet that it is becoming very confusing and difficult to find a clear answer to the premise question because we can accept neither the functional/practical nor the human/personal only. The functional/practical student is always thinking about studying hard in order to succeed and get high grades to find a good job whereby he can change his economic class to the better. On the other hand, power, money respect and attention are all what the human personal student is thinking about and he is ready to do anything in order to reach this goal whether by paying bribes or his father’s help; it doesn’t matter how, all it matters is to be able to reach this goal. That is why we can’t accept either. However, I have found that the combination between the functional/practical extreme and the human/personal extreme is the way to find a fairly good answer to the premise question. I am not asking low and high economic class to be friend or to even pretend to be because we all k now that they will never be. However, all students should be given equal opportunities to learn and enter universities but there is something that has to be changed within ourselves; how we look at professions like a plumber or a carpenter. As long as we look to these professions as a despicable job, students won’t be interested in any of them leaving free spaces in these jobs. Students with super powers like the genies boy that we have here in AUC or even learners with high grades should be noticed from the elementary school then indicate their part of power then work on with them to improve it. In such world, competition is allowed but people have to understand that they aren’t necessarily going to gain power in an inherited field. They should also understand that even if they gained money and power, they won’t gain people’s respect because they know that this authority is not self-made. Therefore, everyone should peruse the career that he loves the car eer that he thinks he can make a change in and be creative. It might take longer time to prove its success but when the goal is reached, it can never be imagined. Section V: Significance Now the picture is complete and I have got the true meaning behind these three topics. They are by a way or another all related to each others. Students cheat to reach a better economic class and what motivated them to cheat is the corrupt business that was the reason for the discrimination. This and the two previous essays had a lot of significance to me because it allowed me see things although in front of my eyes, they were hidden. These major writing assignments may not change ethics about cheating, beliefs regarding gender or my vision towards people from lower class. However, discovering and analyzing many point of views made me aware of the world we are living in and the system that controls us. Works Cited Introduction http://en.wikipedia.org/wiki/Economic Chris Mays, â€Å"refiguring college English studies† by http://docs.google.com/viewer?a=vq=cache:KV6Y_ak5zm8J:www.case.edu/artsci/engl/emmons/writing/journals/Mays_RhetoricsPoetics.pdf+james+berlin+signifying+practicehl=engl=egpid=blsrcid=ADGEESi7NvANHhwWJdR7vv8ZmhFYNFZY7ZYPxNhFQooxd8u4bTxsL-Hn7o1DJSuMjbGLsY2zf-f2d5Xlc4FcDMEkfta3vzhJ_104d7TV-phFeNBSLgppyKRWhP1Uv_LdBZyjzM-xY0MEsig=AHIEtbQYCj5QUcEX3TUcx2-3zao5rjXLLQ Lester Faigley, â€Å"fragments of rationality† http://books.google.com.eg/books?id=2SC8Qj1n6QYCpg=PA23lpg=PA23dq=the+production+of+a+student+subject+is+a+chief+outcome+for+a+course+in+compositionsource=blots=dZpPLuvlowsig=xutV-VqS_r5PVqJDVgSZHT-2Zr8hl=enei=9UzfS_TaAsmO_Aa0p7X_Bgsa=Xoi=book_resultct=resultresnum=1ved=0CAgQ6AEwAA#v=onepageq=the%20production%20of%20a%20student%20subjectf=false Amar Ali Hassan, â€Å"restrain and corrupt universities† http://www.almasryalyoum.com/en/opinion/restrained-and-corrupt-universities Austin Cline, â€Å"The Economics of Society and Religion† http://atheism.about.com/od/philosophyofreligion/a/marx_3.htm ERIK ECKHOLM, â€Å"Higher Education Gap May Slow Economic Mobility† February 20, 2008 http://www.nytimes.com/2008/02/20/us/20mobility.html?_r=1 Charles T. Clotfelter, â€Å"Higher education and social class: issues of exclusion and inclusion† http://www.google.com/books?hl=enlr=id=VqrpCX1k4XoCoi=fndpg=PR8dq=social+class+higher+educationots=h2OyaME3iKsig=a5D8JXwmsWoTloYfOVaDO-0MpA0#v=onepageqf=false

Origins And History Of The Dulcimer :: essays research papers

Origins and History of The Dulcimer The dulcimer is a member of the string family. It is further categorized into the Psaltrey family, a group of instruments that are comprised of strings stretched across a frame and played by plucking or drumming. The only difference, in fact, between the dulcimer and the psaltrey is the fact that one is plucked and the other is drummed. The dulcimer family is divided into two sections. The dulcimers with keys and dulcimers without keys. A dulcimer with keys would be played by depressing a key which would move a mechanism that would cause a hammer to strike the string. The most improved instrument in the keyed dulcimer section is the piano. Dulcimers that are played without the aid of a key are usually in the unusual shape of a trapezoid. Early descriptions of this instrument, dating back to the Middle Ages, describe the instrument as a rectangular box with strings stretched over two bridges. Both the single and the double bridged dulcimers are common in traditional Irish music. It is played by striking the strings with padded wooden hammer. It is commonly believed that the dulcimer came to Europe from the East sometime in the fifteenth century. This cannot be true. The dulcimer is closely related to the yang ch'in from China. However, the yang ch'in was introduced to the Chinese around 1800. A similar traditional dulcimer found its way to Korea in about 1725. The dulcimer originated as the santir in what is now Iraq from a Greek instrument, the psalterion. The santir was a trapeziodal box covered with strings. It was played by striking the strings with light sticks. From there the Arabs carried the santir through North Africa where it was integrated into the Jewish culture. From North Africa it was taken to Spain, for a carving was discovered in the cathedral Santiago de Compostela, dated 1184. It is unknown why the Irish make mention of the timpan, a generic term for any member of the psaltrey family, being used by St. Patrick in the 6th century, six hundred years earlier than the dulcimers first introduction into Spain from North Africa. Dulcimers gained popularity from the churches and cathedrals throughout the 14th century. But in the 16th century, as the violin and wind instruments became increasingly fashionable, the dulcimer virtually disappeared. For the next two hundred years it went unnoticed. In 1705 Pantaleon Hebenstreit presented the French King Louis XIV with a slightly revised dulcimer.

Importance of movement in child development Essay

In a Montessori Tides classroom, there are carefully designed didactic materials that incorporate all the senses in the learning process. The hands which, according to Dr. Maria Montessori, â€Å"are the instruments of man’s intelligence,† work together with the mind. Freedom of movement grants the child the opportunity to observe and explore the prepared environment. Constantly the Montessori child actively uses and refines her senses as she absorbs the world around, while the child in the traditional classroom is generally confined to her desk, left almost exclusively to listen. The child in a Montessori Tides classroom is thus an active rather than a passive learner, who makes good use of all her senses while freely moving about the prepared environment. Furthermore, movement is connected to spiritual development. Physical activity nurtures the whole being, including the spirit. Montessori acknowledged, â€Å"If muscles which should normally be functioning are dorma nt, there is not only a physical, but a psychic depression as well. This is why action can have an influence also upon one’s spiritual energies.† Without activity a child energy supply is depleted, causing learning to be a more difficult task than it would be if there was a freedom to move. Dr. Montessori emphasized, â€Å"In fact, it is only by movement that the personality can express itself.† Freedom of movement clearly relates to freedom in general. Montessori believed that a child who is in control of herself, prepared to make rational choices and resist fleeting, illogical temptations is free. Consequently, freedom goes hand-in-hand with responsibility and self-discipline. Within the prepared environment, the child is allowed to develop her focus, become self-disciplined, and act responsibly. She is thereby able to become truly free. It is a catch 22 though; a child must initially be given freedom to learn to exercise responsibly, as a child in a Montessori Tides classroom is. She is free to move and make choices about her learning. There are limits, however; she is certainly not free to waste her days and disturb other children. â€Å"A child who is free to act not only seeks to gather sensible impressions from his environment but he also shows a love for exactitude in the carrying out of his actions.† In essence, freedom, including freedom of movement, permits a child to act responsibly, and responsibility, in turn, brings about true freedom. Finally, movement ties together the physical, intellectual, and spiritual being. It keeps the entire person healthy. Both the spirit and the  intellect depend on action to gather ideas and express themselves. The â€Å"child is a discoverer† by nature, and it is through this active discovery that she learns. The Montessori Method takes advantage of this by offering the child freedom of movement. Actually freedom of movement is a significant portion of the whole notion of freedom found in the Montessori Tides classroom, and it along with sensory education pave the way for developing the intellect as well as the spirit. â€Å"Through movement, [the child] acts upon his external environment and thus carries out his own personal mission in the world.†

The Impact of the Stamp Act on the American Revolution

The Impact of the Stamp Act on the American Revolution The Stamp Act was essentially a tax on all printed materials and commercial documents. This also included newspapers, pamphlets, bills, legal documents, licenses, almanacs, dice, and playing cards. These materials had to carry a special stamp which needed to be purchased. This tax, along with the Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act, and the Quebec Act, made up the Intolerable Acts.The Stamp Act was created to help cover the 10,000 soldiers left in the colonies after the French and Indian War. The war had put Britain over ? 130,000,000 by 1764. It was created by George Grenville and went into effect on November 1, 1765. This was the first direct tax imposed on the colonists by the British. When news of the Stamp Act reached the colonies in May, the Virginia House of Burgesses stayed in session to pass a set of resolutions protesting the tax.More newspapers throughout the col onies circulated Virginia’s Resolves. As it made its way around the colonies, resolutions grew more numerous and radical. Massachusetts’s legislature circulated a call for a unified response. In October 1765, 27 delegates from 9 colonies met in New York City. This group came to be known as the Stamp Act Congress. On October 19th, the congress adopted 14 resolutions. These resolutions were then forwarded on to the King and the Parliament. It was repealed on March 18, 1766.This was the same day the Declaratory Act passes. This act gave Parliament the right to make any law for the colonies. Unrest in the colonies died down after the Stamp Act was repealed, but the committees that it had created remained. These committees included the Committees of Correpondence, Sons of Liberty, and the boycotts were refined and used later to protest future British taxes. These acts along with the issue of taxation without representation led to the American Revolution.

It Took a While, but the Midget Raisin is No More

It Took a While, but the Midget Raisin is No More Responding to a petition first filed by the Little People of America in May 2103, the U.S. Department of Agriculture has agreed to remove â€Å"midget† from its list of size classifications for raisins.   In a new federal regulation proposed by the USDA’s Agricultural Marketing Service (AMS) on August 13, the USDA would eliminate all five occurrences of the word â€Å"midget† from the â€Å"U.S. Standards for Grades of Processed Raisins.† The USDA had used â€Å"midget† to describe the smallest size of commercially processed raisins since WWII. ‘Small,’ Not ‘Midget’ â€Å"The action would clarify AMS grade standards by eliminating the use of the term ‘midget,’ while consistently using the term ‘small’ for raisins graded in that category,† states the USDA’s proposed rule. â€Å"The industry has used the two grade terms interchangeably for years. The proposed grade standards would be applied uniformly by all handlers.† The USDA acknowledged that the change was being made in response to the petition from the Little People of America (LPA), a non-profit advocacy group providing support and information to persons with a medical diagnosis of dwarfism or other form of short stature between 2’-8† and 4’-8† tall and their families. â€Å"On May 13, 2013, AMS received a petition from the Little People of America stating that they ‘are trying to raise awareness around and eliminate the use of the word midget,’† the USDA said. According to the USDA, the petition also stated that, â€Å"Though the use of the word midget by the USDA when classifying certain food products is benign, Little People of America, and the dwarfism community, hopes that the USDA would consider phasing out the term midget.† The Problem with ‘Midget’ The LPA considers the word â€Å"midget† to be â€Å"an antiquated slang term often used as slur toward shorter than average persons, specifically, â€Å"a person with a diagnosable skeletal dysplasia or medical condition,† according to the group’s Web site. In 2014, the LPA criticized Marvin Lewis, head coach of pro football’s Cincinnati Bengals for referring to Cleveland Browns quarterback Johnny Manziel as a â€Å"midget.† Manziel, while considered by some in the sport to be â€Å"short† for a pro football quarterback, is 6’-0† tall. â€Å"LPA has been actively working to get the word taken out of societys vernacular, where it is often used carelessly and without regard to who else it may affect,† states the LPA. Dwarfism is a recognized condition under the Americans with Disabilities Act (ADA). In 2011, Startbucks Coffee agreed to pay $75,000 to settle an ADA-based disability discrimination lawsuit brought by the U.S. Equal Employment Opportunity Commission (EEOC) charging that the coffee retailing giant had unlawfully denied a reasonable accommodation to a barista with dwarfism at one of its El Paso stores and subsequently fired her because of her disability. How Tall is a Midget Raisin? Under USDA standards adopted in 1978, midget – now to be called â€Å"small† raisins are â€Å"95 percent, by weight, of all the raisins will pass through round perforations 24/64-inch in diameter, and not less than 70 percent, by weight, of all raisins will pass through round perforations 22/64-inch in diameter.† Size standards for commercially-processed raisins are set by the USDA’s Raisin Administrative Committee, which had already â€Å"approved the removal of the term midget from the standards† in 2014. When Will You Notice the Change? While you might already see â€Å"small† replacing â€Å"midget† on raisin packaging and advertising, the change will not become official for while. As required by law, the USDA must continue to accept public comments on the new regulation until October 20. At least a month later, the new regulation will be published in the Federal Register, making the change from â€Å"midget† to â€Å"small† official. Justice or ‘Political Correctness?’ Interestingly, the only two comments submitted on the rule change so far have come from people opposed to the growing demand for â€Å"political correctness.† â€Å"This is akin to killing fleas with a cannon,† wrote on commenter. â€Å"Certainly, there is a better use for workers at the USDA than to be checking under every rock for an offended person.† â€Å"Its a shame political correctness has come to censoring the federal government!† stated the other comment. â€Å"Eliminating 5 ‘midget’ mentions in the guidelines at expense of millions more ‘midget’ mentions on the interwebs is ridiculous!†

The importance of Rossi work to understanding the city Essay

The importance of Rossi work to understanding the city - Essay Example The development of a city in relation to these manmade features is what makes up the city’s nature and morphology and from this reference Rossi is able to define urbanism. The city’s nature can be examined using massive structures, engineering works, and structures that are characteristic to their own history. Failure of connecting these two shows the sophisticated reality that has to be addressed for the future of the city. The history is the very important for the city’s development. Its favorable character and good moments of life, is very necessary in the city life. The man made features is work of art while the city is viewed as a human achievement and these achievements have the biggest contribution for the overall individuality of the city. Rossi believes that only the historian can give the complete picture of a city because they are the only ones who are totally concerned with defining the urban manmade features and their gradual development in different eras. History provides to urban science making it very important. This statement is related to the theory of remaining unchanged. The city is an object that is manmade and we will always feel the past and it will give meaning to the state of being permanent. This permanence can be felt in nature’s existence and the way towards which the city is headed. Rossi defines urban manmade features as the main elements because they have provided for the cultural and morphological of the city’s evolution. A good example is the changing of the amphitheatre at Nimes was changed in a fortress to become a little functional city of inhabitants of around two thousand. Outside the wall, it grew with a shape of amphitheatre as the main element. A city is a collection of the memory of those who belong there and the same with memory, it has to be associated with places and objects. It is a point of memories that are collected. Locus and citizenry

Environmental issue Essay Example | Topics and Well Written Essays - 2000 words

Environmental issue - Essay Example These inventions have resulted to overexploitation of the environment leading it to degrade at a great speed, posing environmental discomfort. One of the most common issues of the environment include those which are related to climatic changes which are experienced by different people within their different environment. Climatic changes have contributed to unnecessary stress on the environment while people seek to establish themselves in their areas of residence. In view of this, governments have been forced to look for means and ways to minimise environmental degradation and in the USA and other developed nations this dates back to 1970 when environmental states were created (Pisupati, 2008 p12). In analysing the problem of the environment, there are several perspectives that can be used and in our case, we will use the administrative rationalism versus market based perspectives. When the economy is left to be controlled by the free forces of the market it is bound to collapse as wi th the great depression that lasted from 1929 to 1943, and with the market environmental degradation is bound to happen since environment is viewed as a common good hence the idea of â€Å"tragedy of the commons† come along (Robb, & Colorado General Assembly, 2009). Administrative rationalism