Friday, December 27, 2019

How to Find the Molecular Mass of a Compound

The molecular mass or molecular weight is the total mass of a compound. It is equal to the sum of the individual atomic masses of each atom in the molecule. Its easy to find the molecular mass of a compound with these steps: Determine the molecular formula of the molecule.Use the periodic table to determine the atomic mass of each element in the molecule.Multiply each elements atomic mass by the number of atoms of that element in the molecule. This number is represented by the subscript next to the element symbol in the molecular formula.Add these values together for each different atom in the molecule. The total will be the molecular mass of the compound. Example of Simple Molecular Mass Calculation For example, to find the molecular mass of NH3, the first step is to look up the atomic masses of nitrogen (N) and hydrogen (H). H 1.00794N 14.0067 Next, multiply the atomic mass of each atom by the number of atoms in the compound. There is one nitrogen atom (no subscript is given for one atom). There are three hydrogen atoms, as indicated by the subscript. molecular mass (1 x 14.0067) (3 x 1.00794)molecular mass 14.0067 3.02382molecular mass 17.0305 Note the calculator will give an answer of 17.03052, but the reported answer contains fewer significant figures because there are six significant digits in the atomic mass values used in the calculation. Example of Complex Molecular Mass Calculation Heres a more complicated example: Find the molecular mass (molecular weight) of Ca3(PO4)2. From the periodic table, the atomic masses of each element are: Ca 40.078P 30.973761O 15.9994 The tricky part is figuring out how many of each atom are present in the compound. There are three calcium atoms, two phosphorus atoms, and eight oxygen atoms. How did you get that? If part of the compound is in parentheses, multiply the subscript immediately following the element symbol by the subscript that closes the parentheses. molecular mass (40.078 x 3) (30.97361 x 2) (15.9994 x 8)molecular mass 120.234 61.94722 127.9952molecular mass 310.17642 (from the calculator)molecular mass 310.18 The final answer uses the correct number of significant figures. In this case, its five digits (from the atomic mass for calcium). Tips for Success Remember, if no subscript is given after an element symbol, it means there is one atom.A subscript applies to the atom symbol it follows. Multiply the subscript by the atoms atomic weight.Report your answer using the correct number of significant figures. This will be the smallest number of significant figures in the atomic mass values. Watch rules for rounding and truncating, which depend on the situation.

Thursday, December 19, 2019

Mainstream Game Development is Predominately Designed by...

First of all, despite the gaming audience being half women, most AAA games are made focussed entirely on male in mind. Ken Levine himself said that â€Å"Bioshock Infinite† was marketed to appeal to frat boys. And Naughty Dog has revealed they didn’t want to see what women thought of â€Å"The Last of Us† and that they were trying to appeal exclusively to males. While the director of â€Å"Remember me† has said the female protagonist has been killed off by publishers because men allegedly don’t want to play as a â€Å"girly girl†. Mainstream game development is predominately designed by men, for men. In the same way female characters are being designed to appeal to men, so too are male characters, but not in the objectifying sense. Objectification is the†¦show more content†¦Some would say there are plenty of strong and powerful playable female characters such as Lara Croft from â€Å"Tomb Raider†. But even the best playable f emale characters are going to be inoffensively beautiful in some way shape or form. Lara Croft was a powerful and intelligent woman, but she was overly sexualised in the older games. In the latest â€Å"Tomb Raider† game she is attractive, realistically proportioned, properly clothed and is more human-like which makes her an acceptable sexualisation because she’s not objectified. Sexism in the Gaming Industry For 20 years the industrys attitude was women don’t play video games, although they are slowly changing their attitude because 48% of gamers are in fact female, there is still major sexism in the industry that remains. An indie female game developer – Zoe Quinn, was trying to release her game â€Å"Depression Quest†, an interactive fiction game where you play as someone living with depression, on to Stream Greenlight. Evidently her gender, or her desire to design game, or some combination of the two caused her to receive men dialling her number to spout rape threats, sexist comments and telling her to kill herself. The abuse got so bad that Zoe had to change her phone number. She eventually took the game down because she couldn’t handle the abuse anymore. She then in the long run decided to try Greenlight again, she stated that, â€Å"I thought since the game got into [International independent gameShow MoreRelatedDiversity at The National Basketball Asso ciation Essay2716 Words   |  11 Pagescommunity outreach programs is its NBA Cares program. A program designed to spread the diversity throughout the world with the sport of basketball. â€Å"The NBAs community outreach programs continue to address social issues, including education, environmental protection, health and wellness, and youth and family development. 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Tuesday, December 10, 2019

The Un and Their Involvement in the Rwandan Genocide free essay sample

The UN and their Role in the Genocide of Rwanda Introduction: In this paper I will give a brief history of the Genocide in Rwanda, and then I will focus on one key question: What responsibilities did UNAMIR have to help, and did they successfully accomplish those responsiblities? History of Rwanda: After the start of the First World War the Belgians moved eastward and took over Ruanda-Urundi (The colonies that were previously occupied by the Germans). In 1924, the League of Nations officially awarded that land to the Belgians. The Belgians saw the differences and problems between the Hutus (the lower class farmers) and the Tutsis (mostly upper class herdsmen), and they decided to give control of the country over to the Tutsis. From then on the Tutsis began to abuse their power and they were dominant and abusive to the Hutus. In 1933 all citizens were required to have racial identity cards, which separated the two races even more. We will write a custom essay sample on The Un and Their Involvement in the Rwandan Genocide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page July 1962, Ruanda-Urundi gained their independence. The Urundi and Rwanda governments split and each formed separate countries. Urundi became a monarchy and changed its name to Burundi. Rwanda continued to have ethnic struggles and there was much violence. The first president elected was of the Hutu race. His name was Gregoire Kayibanda; after the election the Tutsis were made out to be the bad guys, and they were blamed for everything. Things continued to get worse for the Tutsis, and in December 1963, after a few Tutsi militias entered into Rwanda, 14’000 Tutsis were brutally murdered. In 1973, Kayibanda was removed from the Government and Juvenal Habyarimana was put in as the new president. Habyarimana was very much anti-Tutsi and in 1986 he closed the Rwandan boarders to all Tutsis and even moderate Hutus. As opposition to the Habyarimana regime many Tutsi officers from the Ugandan army, grouped up with Rwandan Tutsis and they formed the RPF (Rwandan Patriotic Front). On October 1, 1990, the officers deserted their army with all weapons and equipment in hand and moved into Southern Rwanda. This act begun what would be 4 years of the worst genocide in history. After the invasion of Southern Rwanda, the RPF moved North-East. Habyarimana defeated them with the aid of French paratroopers, provided by President Mitterrand. In December of 1990, an extremist newspaper prints â€Å"The Hutu Ten Commandments† which show the extreme hatred that the Hutu people had for the Tutsis. From that time on, the slaughtering of Tutsis continued, but there was pressure from many different countries for Habyarimana to make peace with the RPF and the Tutsi people. In 1993, there was a meeting held in Arusha, Tanzania with the hope of bringing peace to all; this was when the â€Å"Arusha Accord† was established. The â€Å"Arusha Accord† officially states that the war is over and that the remaining Tutsi refugees may return to Rwanda. The UN is called in to make sure that everything is carried out smoothly and they appoint a chapter 6 peace keeping force, UNIMAR, to see that out. On the 6th of April, 1994, the airplane carrying President Habyarimana and the President of Burundi, Cyprien Ntaryamira, was shot down. Both Presidents were killed. This marked the end of negotiations for peace and, to put it lightly, all hell broke loose in Rwanda. Between April 6th and the beginning of July, 1994 a genocide occurred that is easily one of the biggest disasters in the history of the civilized world. UNAMIR: The United Nations Assistance Mission for Rwanda (UNAMIR) was deployed during the time that peace talks were taking place. It was a Chapter 6 UN mission and was sent to keep the peace between the two rivaling groups, oversee government activities, and ensure safety until elections took place. The United Nations Observer Mission Uganda-Rwanda (UNOMUR) also played a role in the mission for Rwanda and they were treated as a Sector within UNAMIR. UNOMUR was stationed in Kabale, which was on the Ugandan side of the Uganda/Rwanda border opposite the area under RPF control; they were to monitor the flow of men, arms, and supplies from Uganda to the RPF in Rwanda. Their force consisted of MILOBs. A Chapter 6 mission mandate states: â€Å"First of all, seek a resolution by negotiation, enquiry, mediation, conciliation, arbitration, judicial settlement, resort to regional agencies or arrangements, or other peaceful means of their choice†. That was another major problem, because when the killing was going on the troops were not allowed to defend themselves because they were only there to enforce peace by negotiation and not by way of force, as stated by the mandate. The ROE also stated that the military personnel were to, â€Å"Only fire when fired upon. † UNAMIR was an ill-equipped, undermanned, and severely limited mission. The troops in Rwanda totaled 2’584 people; they had virtually no means of transportation, very limited supplies, and very few weapons. Most of the equipment that they had was out-dated and virtually unusable. The mission had to put in requests for everything ranging from toilet paper to ammunition; much of which was never provided. This was a large part of what made UNAMIR a complete failure. There was a complete lack of attention to the mission in Rwanda and no country wanted to provide resources to help. The reason that they could get no reinforcements or supplies was because of the unwillingness of Western countries to contribute anything. The exception to that is Belgium, who contributed most of the troops that were deployed into Rwanda. The different countries around the world saw the mission in Rwanda as a sideshow to the other things that were going on, for example, in the former Yugoslavia, in Somalia, etc. This unwillingness and unconcern was what allowed the Genocide to occur and what facilitated the deaths of 800,000 people in Rwanda. There are many reasons why UNAMIR failed, most of which I have attempted to explain, but it is impossible to point the finger at just one group. There were many different factors that contributed to the Genocide. UNAMIR itself tried as hard as it could under the limited supplies and the mandate that they had. Lieutenant General Romeo Dallaire did what he could with what he had, and he with the small contingent that he had saved the lives of many, but had he been given the things that he needed many thousands more could have been saved. This was not an organization, or a mission that failed; it was the failure of humanity. The Un and Their Involvement in the Rwandan Genocide free essay sample In this paper I will give a brief history of the Genocide in Rwanda, and then I will focus on one key question: What responsibilities did UNAMIR have to help, and did they successfully accomplish those responsiblities? History of Rwanda: After the start of the First World War the Belgians moved eastward and took over Ruanda-Urundi (The colonies that were previously occupied by the Germans). In 1924, the League of Nations officially awarded that land to the Belgians. The Belgians saw the differences and problems between the Hutus (the lower class farmers) and the Tutsis (mostly upper class herdsmen), and they decided to give control of the country over to the Tutsis. From then on the Tutsis began to abuse their power and they were dominant and abusive to the Hutus. In 1933 all citizens were required to have racial identity cards, which separated the two races even more. July 1962, Ruanda-Urundi gained their independence. We will write a custom essay sample on The Un and Their Involvement in the Rwandan Genocide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Urundi and Rwanda governments split and each formed separate countries. Urundi became a monarchy and changed its name to Burundi. Rwanda continued to have ethnic struggles and there was much violence. The first president elected was of the Hutu race. His name was Gregoire Kayibanda; after the election the Tutsis were made out to be the bad guys, and they were blamed for everything. Things continued to get worse for the Tutsis, and in December 1963, after a few Tutsi militias entered into Rwanda, 14’000 Tutsis were brutally murdered. In 1973, Kayibanda was removed from the Government and Juvenal Habyarimana was put in as the new president. Habyarimana was very much anti-Tutsi and in 1986 he closed the Rwandan boarders to all Tutsis and even moderate Hutus. As opposition to the Habyarimana regime many Tutsi officers from the Ugandan army, grouped up with Rwandan Tutsis and they formed the RPF (Rwandan Patriotic Front). On October 1, 1990, the officers deserted their army with all weapons and equipment in hand and moved into Southern Rwanda. This act begun what would be 4 years of the worst genocide in history. After the invasion of Southern Rwanda, the RPF moved North-East. Habyarimana defeated them with the aid of French paratroopers, provided by President Mitterrand. In December of 1990, an extremist newspaper prints â€Å"The Hutu Ten Commandments† which show the extreme hatred that the Hutu people had for the Tutsis. From that time on, the slaughtering of Tutsis continued, but there was pressure from many different countries for Habyarimana to make peace with the RPF and the Tutsi people. In 1993, there was a meeting held in Arusha, Tanzania with the hope of bringing peace to all; this was when the â€Å"Arusha Accord† was established. The â€Å"Arusha Accord† officially states that the war is over and that the remaining Tutsi refugees may return to Rwanda. The UN is called in to make sure that everything is carried out smoothly and they appoint a chapter 6 peace keeping force, UNIMAR, to see that out. On the 6th of April, 1994, the airplane carrying President Habyarimana and the President of Burundi, Cyprien Ntaryamira, was shot down. Both Presidents were killed. This marked the end of negotiations for peace and, to put it lightly, all hell broke loose in Rwanda. Between April 6th and the beginning of July, 1994 a genocide occurred that is easily one of the biggest disasters in the history of the civilized world. UNAMIR: The United Nations Assistance Mission for Rwanda (UNAMIR) was deployed during the time that peace talks were taking place. It was a Chapter 6 UN mission and was sent to keep the peace between the two rivaling groups, oversee government activities, and ensure safety until elections took place. The United Nations Observer Mission Uganda-Rwanda (UNOMUR) also played a role in the mission for Rwanda and they were treated as a Sector within UNAMIR. UNOMUR was stationed in Kabale, which was on the Ugandan side of the Uganda/Rwanda border opposite the area under RPF control; they were to monitor the flow of men, arms, and supplies from Uganda to the RPF in Rwanda. Their force consisted of MILOBs. A Chapter 6 mission mandate states: â€Å"First of all, seek a resolution by negotiation, enquiry, mediation, conciliation, arbitration, judicial settlement, resort to regional agencies or arrangements, or other peaceful means of their choice†. That was another major problem, because when the killing was going on the troops were not allowed to defend themselves because they were only there to enforce peace by negotiation and not by way of force, as stated by the mandate. The ROE also stated that the military personnel were to, â€Å"Only fire when fired upon. † UNAMIR was an ill-equipped, undermanned, and severely limited mission. The troops in Rwanda totaled 2’584 people; they had virtually no means of transportation, very limited supplies, and very few weapons. Most of the equipment that they had was out-dated and virtually unusable. The mission had to put in requests for everything ranging from toilet paper to ammunition; much of which was never provided. This was a large part of what made UNAMIR a complete failure. There was a complete lack of attention to the mission in Rwanda and no country wanted to provide resources to help. The reason that they could get no reinforcements or supplies was because of the unwillingness of Western countries to contribute anything. The exception to that is Belgium, who contributed most of the troops that were deployed into Rwanda. The different countries around the world saw the mission in Rwanda as a sideshow to the other things that were going on, for example, in the former Yugoslavia, in Somalia, etc. This unwillingness and unconcern was what allowed the Genocide to occur and what facilitated the deaths of 800,000 people in Rwanda. There are many reasons why UNAMIR failed, most of which I have attempted to explain, but it is impossible to point the finger at just one group. There were many different factors that contributed to the Genocide. UNAMIR itself tried as hard as it could under the limited supplies and the mandate that they had. Lieutenant General Romeo Dallaire did what he could with what he had, and he with the small contingent that he had saved the lives of many, but had he been given the things that he needed many thousands more could have been saved. This was not an organization, or a mission that failed; it was the failure of humanity.

Tuesday, December 3, 2019

Multicultural Pedagogy in Higher Education free essay sample

Running Head: MULTICULTURAL PEDAGOGY Multicultural Pedagogy in Higher Education Multicultural Pedagogy in Higher Education There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that â€Å"there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students† (Henry, 2003, p. 6), finding a way to build a multicultural foundation for courses across the disciplines may be a better aim for faculty in higher education institutions. Multiculturalism is a concept that cannot be ignored in today’s society. It is real, it is related to the globalization of higher education, and it is going to do nothing but grow in abundance in the future of higher education settings in the United States. Therefore, â€Å"it is critical that colleges and universities play a leading role in preparing its con stituents to function effectively in a more pluralistic society† (Benns-Suter, 1993, p. We will write a custom essay sample on Multicultural Pedagogy in Higher Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ). In university and college efforts to prepare students for success in a multicultural world, instructors need to recognize that they can play a lead role by exposing students to multicultural awareness in their classrooms. The purpose of this paper is to discuss the importance of multiculturalism in the classroom and then, based on past research and literature, provide a guide on how to put these ideas into practice. It is meant to serve as a starting point for teachers who seek guidance in multicultural pedagogy. The specific areas covered in this paper include faculty responsibilities, environmental factors, and classroom techniques that will lead to a more multicultural experience for college students. Faculty Responsibilities Teachers hold a central responsibility for creating an environment that nurtures multiculturalism and embraces diversity. Before examining a possible means toward the development of multicultural pedagogy, this paper will describe the challenges that faculty must take on to prepare for this approach to teaching. By reflecting on their own identities and attitudes, taking the initiative to learn about their students and their students’ cultures, and using their knowledge to act as multiculturally-competent models, instructors can make a positive impact on students in the area of multiculturalism. Through self-analysis, self-critique, and self-awareness, one can reach a position of knowing his or her own identity and then begin to examine how it relates to that of others’ cultures. More specifically, educators should critically reflect on their understanding of multicultural education and their position among the diversity of the student community (McIntyre, 1997). Depending on the cultural background of the educator, there may be more or less work to do in regard to this self-critique. Individuals who are of majority status and may lack knowledge about their own racial and cultural identity are especially encouraged to engage in self-reflection. For example, McIntyre suggests the following: By white educators’ questioning and confronting their white identities and challenging the meaning of being â€Å"white† teachers, they can more effectively pursue teaching practices that significantly alter the way white students are educated about themselves and about multicultural education. (p. 653) In her study, McIntyre asked student teachers to examine internalized stereotypes that they held about students of color and found that the stereotypes that arose led to great concerns by these teachers. Among these were worries about whether they could effectively teach students of color, how they were perceived by students of color, and also regarding unequal expectations of performance from students of color. These are all strikingly harsh concerns but signify the starting point from which many teachers must begin in their self-critiquing process. By finding that some instructors viewed â€Å"inner city students of color as passive recipients of white teachers’ good will† (p. 664) or that they â€Å"didn’t expect them to do much because of where they came from† (p. 65), McIntyre was able to conclude that educational racism and institutional silence need to be addressed, and that teachers must become accountable for this type of pedagogy. Although this study was conducted among student teachers in primary and secondary education, these concerns can be applied across the board and into higher education as well. Therefore, the first step in incorporating m ulticulturalism into the classroom is recognizing the need for instructor-coaching to remedy the lack of knowledge surrounding multiculturalism and diversity. The next responsibility that educators eed to possess is becoming educated about their students. In a study conducted by Allen (2000), one participant stated that â€Å"it is important for teachers to be educated about their students and their backgrounds and to promote appreciation and respect for different cultures, races, and religions† (p. 9). Not only is this important in creating a comfortable environment for students, but it is necessary to have a grasp on where the students are coming from and what kinds of cross-cultural conflict could arise in the classroom. For instance, faculty members should be familiar with the campus and community climate. Also, to be able to create a multicultural base in one’s pedagogy, the instructor must be able to understand the dynamic between students’ different cultural groups while in the classroom (Pang, 1994). By doing this, the teacher can better set up an environment where students can be respected through acknowledgement of their background, and they will also be more apt to learn from each other. Also relative to multicultural pedagogy are the actions that instructors take to display their awareness and competency in multiculturalism. If the goal is to support confident, inclusive, ethical students, then educators must exert similar qualities. In fact, Pang (1994) goes so far as to say that â€Å"modeling is the most powerful strategy in teaching† (p. 89). Conveying a similar message, one of Allen’s (2000) participants states that instructors must not impose their own values on students, but must be models for how to live ethically in today’s society. One of the ways to model multicultural competency is by using inclusive language. An example of this is not separating cultures by saying â€Å"us† and â€Å"them† when discussing different ethnicities or different cultural groups (Nagy, 2000). Multiculturally-oriented faculty should display inclusive and openness to helping all students. â€Å"College students who perceive their professors to be highly supportive of questioning are more likely to be motivated internally and to use strategies typical of self-directed learners† (Locke Kiselica, 1999, p. 82). Encouraging and supporting questions in the classroom are essential qualities for faculty members to have if they are striving to create a safe environment in which students can learn. Also note that feedback addressing student progress is crucial for self-esteem (Locke Kiselica). Feedback can be critical in aiding students’ multicultural development. As instructors become more self-aware and knowledgeable of their responsibilities in creating a multicultural atmosphere in the classroom, they will naturally integrate these skills into the creation of the classroom environment. Environmental Factors To build on what was addressed in the previous section, the classroom environment can be a very encouraging place for multicultural learning if the climate is established in a way that is effective for all students. Or, it can be a discouraging environment for students if they do not feel represented through course material, presentations, and class discussions. Consider the following quote by Adrienne Rich (an influential American poet): When those who have the power to name and to socially construct reality choose not to see you or to hear you, whether you are dark-skinned, old, disabled, female or speak with a different accent of dialect than theirs, when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked in a mirror and saw nothing. Maher Tetreault, 2001, p. 201) Relative to this powerful quote, Nagy (2000) states that â€Å"in classrooms we, as higher education teachers, create a certain culture which may form our students’ concept of reality† (p. 3). Taking this into consideration, educators must create an environment where important issues in human relations can be discussed openly and honestly (Benns-Suter, 1993). Making mistakes should not be feared in the classroom, because â€Å"wrong answers† are legitimate (Locke Kiselica, 1999) and â€Å"mistakes are the fertilizer of success† (Pang, 1994, p. 0). As the common cliche states, people are more likely to learn from their mistakes than from their successes. Another factor that plays a role in creating a multicultural environment is the concept of community. In the classroom, students should know and feel comfortable with each other and their teacher. Also, it is very important for instructors to not assume that minority students are experts on multiculturalism (Locke Kiselica, 1999); minorities should not be given the role of representing their entire race (Nagy, 2000). Students should have the opportunity of learning in an environment where they see their own and other cultures present in the classroom. Aleman and Saltever (2004) address the implications of promoting diversity to campus populations, while not forgetting the goal of diversity-based pedagogy. They discuss the common perspective of faculty that â€Å"it is necessary to have students of color in the classroom, because these students are able to present the unique perspectives of experiential difference† (p. 1). The downfall of this, however, is that â€Å"Because the diversity initiatives are understood in this way, the pedagogical value of multiculturalism is ignored, and faculty express great skepticism about the effectiveness and worth of these initiatives† (p. 53). When it comes to contributing to the creation of a multicultural classroom environment, both diversity of students (and faculty) and diversity of curriculum should be held at great value. Also, there should be an interesting, lively classroom climate (Pang, 1994), which leads to the next multicultural education matter: some techniques that instructors can use to integrate multiculturalism into the classroom. Classroom Techniques â€Å"Creative teaching strategies can help the process become less threatening and more productive than traditional lecture approaches† (Locke Kiselica, 1999, p. 85). Making use of varying multicultural teaching techniques is beneficial for students of all learning styles. The following section will cover many options for integrating multicultural pedagogy into the classroom. They include: reflection and writing, reading, interactive, and the IQ test. Reflection is a key method to prompt growth and learning among students. Studies on multicultural education recognize the importance of reflection through journal-writing about lessons and their work (Rasmussen, Nichols, Ferguson, 2006), self-critique and self-analysis (McIntyre, 1997), soul-searching for racist aspects of one’s personality, exploring their beliefs about other people (Locke Kiselica, 1999), exploration of their own background (Nagy, 2000), and summary reports about the way they think and feel about themselves after an activity (Allen, 2000). Henry (2003) suggests engaging the class in writing reflections after an activity or discussion, and displaying all of the anonymous responses on the overhead to provoke more thought about how students’ perceptions may be very different depending on each of their individual backgrounds. The hope is that through some of these times of reflection, students will experience dissonance between their own attitudes and beliefs and those of others surrounding them. They are given the opportunity to add to their own concept of diversity and multiculturalism by making connections with individuals who are different from themselves (Allen). Specific reflective activities that can facilitated in the classroom include the â€Å"one-minute paper† (Locke Kiselica, 1999), free-writing in response to literature or a quote (Nagy, 2000), the â€Å"Thoughts Tape† (Henry, 2003), or sheer questioning about students’ personal worldviews (Pang, 1994). The one-minute paper is assigned for one minute at the end of a class period and is meant to give students a chance to write about their concerns based on that day’s class. Free-writing can be used to prompt students to react to a quote (e. g. —the Rich quote on p. -6), or to ask direct questions like â€Å"what do you know about your own culture? † followed by, â€Å"why do you think you need information about black culture? † (Pang, p. 89). The â€Å"Thoughts Tape† exercise is a method to help students get a clearer sense of their own ideas and to self-monitor their growth (Henry). In the beginning of the term students tape the mselves talking about their beliefs on multicultural issues, diversity, and racism and turn the recordings in to the instructor. They are ensured that no one, including the instructor, will listen to the tapes. In preparation for the final class period, the tapes are given back to the students and after listening to their original thoughts, they create a ten-minute presentation on the changes they have experienced or the new questions that have arisen for them since the beginning of the term. Henry claims this to â€Å"be one of the most powerful learning activities we have explored in class† (p. 26). These are all activities that can be altered in one way or another to become relevant to any course offered—even if it is not a course directly focused on multicultural issues. Another area of coursework to consider while attempting to create a multicultural environment in the classroom is reading. Approaching case studies from diverse viewpoints (Rasmussen et al. , 2006) is one method; selecting texts by â€Å"minority† authors can be used to explain and elucidate historical injustices (Hogan, 2006). Incorporating ethnic content and literature is a great way to uphold diverse voices in the classroom (Pang, 1994), and it can have a positive impact on students of all different ethnic backgrounds, high school and college students alike. For example, one instructor stated that â€Å"a young African-American 11th grade student recently told me how much she appreciated reading about African-American people in school† (Nagy, 2000). Updating curriculum by incorporating race, gender, and multicultural perspectives can be beneficial in defining the classroom as a multicultural learning environment (Benns-Suter, 1993). However, it is clear in the research that students need to be exposed to more avenues of multiculturalism than just through reading and alterations of textbook curriculum. Hogan states that â€Å"ethical content does not effectively acknowledge or address the ways in which racism is a viscerally real as well as discursively constructed system†¦ and thus it has not led to widespread social or curricular change† (p. 356). Beyond the content of the classroom exists the importance of contact in the classroom. The next section will outline suggestions of how to use multicultural pedagogy via interactive methods. The first point to make regarding classroom interaction is that students must be able to grasp the relevance of the material, the lessons, and the activities to their own lives. As Pang (1994) describes it, â€Å"wise teachers create lessons on issues that their students have chosen to investigate† (p. 92). For that reason, it can be helpful to open up the classroom to suggestions on what the students would like to explore during the course of the term. Using the concepts of highest interest, instructors can create interactive methods to get the students engaged in those areas. Debates (Allen, 2000; Rasmussen et al. , 2006), role-plays (Rasmussen et al. 2006; Benns-Suter, 1993; Nagy, 2000; Warren, 2006), group papers and projects, and case studies are all possible activities where students can learn by taking a multicultural approach. Case studies are particularly interesting in this respect because there is a greater comfort level for students to comment on behavior of others rather than on their own attitudes and behaviors (Nagy, 2000). Individual growth is an emphasis in higher education and can be related to reflection activities, but this growth must be balanced with the powerful communal aspects of college life. Making community-building a priority at the start of a course will affect how the students will interact throughout the term. Taking a pragmatic approach is one method to encourage interaction between students, and it can help to create the opportunity for students to see their interdependency (Henry, 2003). Instructors can address a multicultural or individual/social divide by asking students what they all have in common and how they need each other to be successful in college or university life. Locke and Kiselica (1999) show their accordance with this idea by stating that â€Å"The central educational issues today hinge on social relations, not on cognitive ones, and on relations among persons, not relations between persons and things† (p. 80). McIntyre (1997) suggests an activity that was successful for her. As an orientation activity and to get the students thinking about the importance of multiculturalism, she paired students and asked them to write down all the things that they had in common and also to write down all of their differences. Then they returned to the large group and had a discussion about how the activity went. This is a type of activity that can be used in any sort of classroom, and is especially important during the initial weeks of the term when students are just getting a feel for the learning environment of that particular course. Truly, through activities like this one, students are given the opportunity to set the tone for the rest of the term. Lastly, I will describe the IQ Test method of incorporating multicultural perspective into a classroom (Warren, 2006). This can be used to raise awareness of the importance of multiculturalism in any chosen discipline. Warren uses three simple learning activities with undergraduate psychology students at Texas AM University. One of the activities is the IQ Test—where the students complete a knowledge questionnaire that is written in Spanish. They receive one minute to complete the questionnaire, and are given the challenge of understanding what it means to struggle with language ability, to be part of the minority in United States culture. Warren states that â€Å"These activities are easy to implement (simple materials, easy to give to classes of varying sizes) and make obvious the fact that considering the construct of ulticulturalism in psychology and in intelligence testing is critical† (p. 108). Again, this is an activity that can be implemented in any course to simply and quickly get students thinking about the role that multiculturalism plays in higher education in the United States. Conclusion Multicultural pedagogy is not an easy art to learn, especially among faculty members who have never put much thought in putting it into practice. However, given the college student populations of today, multiculturalism is essential to consider in respect to diverse students, multicultural workforces, and multicultural relationships. By acknowledging diversity of people, ideas, and pedagogical methods in the classroom, instructors are simply doing their students a beneficial service for their futures. Once faculty take on responsibility for their own self-awareness and knowledge of multicultural teaching methods, then an environment can be created for student growth in this area. Then, by using multiculturally-inclusive language, activities, and curriculum, students will be given the opportunity to reflect on what it means to them to live in a multicultural world. Nagy (2000) states the following: I will continue to structure my classes so that the students and I can explore our own attitudes and learn about one another’s attitudes as a way of helping to create a reality of which we are all a part. Perhaps as my students begin or continue to teach in higher education, they will be inspired to do the same. (p. 7) With this as an example, faculty in higher education can begin to reshape their personal pedagogical perspectives in a multicultural way. One by one, classrooms have the potential to become more culturally-inclusive and to recognize the importance of multiculturalism in the colleges and around the world. As multicultural pedagogy becomes the norm, or the culture, both instructors and students will reap the benefits. If reflective of higher education, perhaps the rest of the world â€Å"will be inspired to do the same. † References Aleman, A. M. M. , Saltever, K. (2004). Multiculturalism and the American liberal arts college: Faculty perceptions of the role of pedagogy. Studies in Higher Education, 29, 39-58. Allen, J. D. (2000). Teaching about multicultural and diversity issues from an humanistic perspective. Albany, NY: The College of Saint Rose. (ERIC Document Reproduction Service No. ED443791) Benns-Suter, R. (1993). The utilization of simulations in multicultural education. Millersville University, PA. (ERIC Document Reproduction Service No. ED364613) Henry, S. E. (2003). Facing moral problems in teaching multiculturalism: Using pragmatism as a problem-solving tool. Lewisburg, PA: Bucknell University. (ERIC Document Reproduction Service No. ED478108) Hogan, M. I. (2006). Making contact: Teaching, bodies, and the ethics of multiculturalism. Review of Education, Pedagogy, and Cultural Studies, 28, 355-366. Locke, D. C. , Kiselica, M. S. (1999). Pedagogy of possibilities: Teaching about racism in multicultural counseling courses. Journal of Counseling and Development, 77, 80-86. Maher, F. A. , Tetreault, M. K. T. (2001). The feminist classroom: Dynamics of gender, race, and privilege. Lanham, MD: Rowman Littlefield. McIntyre, A. (1997). Constructing an image of a white teacher. Teachers College Record, 98, 653-681. Nagy, N. (2000). Fostering the exchange of ideas about diversity in the higher education classroom. Scranton, PA: Marywood University. (ERIC Document Reproduction Service No. ED470706) Pang, V. O. (1994). Why do we need this class? Phi Delta Kappan, 76, 89-92. Rasmussen, K. L. , Nichols, J. C. , Ferguson, F. (2006). It’s a new world: Multiculturalism in a virtual environment. Distance Education, 27, 265-278. Warren, C. S. (2006). Incorporating multiculturalism into undergraduate psychology courses: Three simple active learning activities. Teaching of Psychology, 33, 105-109.

Wednesday, November 27, 2019

Nuclear power provides cheap and clean energy

Table of Contents Introduction Environmental advantage Economic advantage Political advantage Conclusion Works Cited Introduction Nuclear power refers to the sustained nuclear fission to generate heat and electricity (Ojovan 34). About 6% of the world’s energy is sourced from nuclear power. There has been a much heated debate going on for decades in regard to the use of nuclear energy.Advertising We will write a custom essay sample on Nuclear power provides cheap and clean energy specifically for you for only $16.05 $11/page Learn More Proponents stress that nuclear energy is more sustainable and environmentally friendly (Sovacool 376). Opponents believe that nuclear power possesses a significant threat to the environment and human beings. This paper seeks to reaffirm that nuclear power provides cheap and clean energy. Its advantages outweigh its disadvantages. Environmental advantage Several studies have been carried out to determine the effe ct of nuclear power on the environment, especially in comparison with other energy sources. Many of them have established that nuclear power generation causes minimal effects on the environment as it emits very low amount of carbon dioxide and other green house gases (Sovacool 376). Energy sources such as fossil fuels cause more deadly pollution when compared to nuclear energy. Much of the opposition with nuclear power generation is associated with the potential catastrophic risks that can result from overheated fuels (Pandit, pp. 3). About 10,000 metric tons of high level radioactive wastes are produced from reactors around the world. There are controversies in regard to how these wastes should be deposited. Deep burial in stable geological locations was suggested, but no country has implemented that to date. New technologies have been developed to reprocess the waste and reduce its volume. However, this waste is too minute when compared to that from fossil fuels. Studies conducted to identify fatalities per unit power produced by the several leading energy sources have shown that nuclear power is the safest one while fossil fuels, especially coal, are the most polluting (Sovacool 376). This can be explained by the number of deaths that is caused by air pollution from fossil fuels. The director of Center for Health and Global Environment at Harvard Medical School explains that the whole life cycle of energy production from fossil fuels leads to a trail of injuries, illness and death (Sovacool 376). It is estimated that fine particles that are emitted from coal electricity generating plants kill up to 13,000 every year in the United States. More deaths are also registered in the extraction and transportation of coal and other fossil fuels.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In contrast, there have been no deaths associated with Nuclear power generation, apart from some notable accidents. The â€Å"International Atomic Energy Agency and the UN estimate that the death toll due to cancer following the 1986 meltdown at Chernobyl is yet to reach 9000† (Sovacool 376, pp.3). More research indicates that catastrophes associated with nuclear power plants are not major contributors of nuclear death or pollution. More than half of the deaths associated with nuclear power activities stem from Uranium mining. Even when this is included, overall number of deaths remains significantly low in comparison to all other energy sources. The â€Å"greatest environmental advantage of nuclear power is that it does not release greenhouse gases (carbon dioxide, methane, ozone and chlorofluorocarbon) during nuclear reaction† (Ojovan 37, pp. 4). Hydropower does not produce emissions such as fossil fuels, but it causes a significant effect on the environment through damming, change of water flow, lowering of water levels, building of power lines (Pandit, pp. 6). The environmental effects caused per unit power generation are enormous when compared to nuclear power generation. Economic advantage The production of nuclear power is relatively cheap when compared to coal and petroleum. The initial cost of setting up a nuclear power plant is usually very high. However, the subsequent fuel cost to run the plants is very low compared to other energy sources. The cost of power production from other sources may vary from place to place depending on deposits and other environmental factors. For instance, the use of coal for power production is economically attractive in countries such as the United States, China and Australia because they have abundant and accessible domestic sources (Sovacool 376). Gas is competitive for base load power in many locations around the world. However, the rising costs and environmental challenges have done away with most of these advantages. The cost of nuclear fuel for nuclear power generation is much lower compared to coal, oil and gas fired plants (Sovacool 376). However, the processing, enrichment and fabrication of the Uranium account for about 50% of the total cost.Advertising We will write a custom essay sample on Nuclear power provides cheap and clean energy specifically for you for only $16.05 $11/page Learn More Additional costs are often associated with the management, radioactive used fuel and the ultimate disposal of the used fuel (Ojovan 12). However, even when these costs are factored in, the total price of energy production from nuclear power is much cheaper compared to the one got from gas and coal fired plants. A study carried out by the US Nuclear Energy Institute shows that a coal fired plant uses 78% of its financial resources on fuel, a gas fired plant needs up to 89% of its financial resources on fuel while a nuclear power plant requires only 14% of its financial resources on Uranium. Uranium has the advantage of being concentra ted and thus can be transported cheaply when compared to gas and coal. It is also used in very small quantities to create similar amount of energy. In fact, one kilogram of Uranium can be yielded up to 20,000 times producing more energy than similar amount of coal does (Ojovan 15). Apart from the low cost of acquiring and transportation of Uranium, another economic advantage lies in the ability of a single nuclear power plant to generate high amount of energy. Nuclear power is much more efficient compared to other energy sources. Hydro power production may be hampered by adverse whether conditions and thus cause unprecedented increase in the cost of energy with serious economic consequences. Fossil fuel production and distribution are often affected by political situations in oil producing countries, and this regularly impacts on the gas prices. Political advantage The greatest political advantage of using nuclear power is the fact that it leads to a significant reduction of depende nce on oil. Oil is produced in very few countries around the world and thus has created a lot of interest and competition. This is indeed true for the political crisis that seems never to end in the Middle East. Nuclear fuel is cheaper and can be sourced from more stable regions of the world. Therefore, nuclear power can indeed free many countries from oil dependence (Sovacool 376).Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion This paper sought to reaffirm that nuclear power provides cheap and clean energy. Its advantages far outweigh its disadvantages. Indeed, it has been identified that nuclear power is much cheaper, causes the least effect on environment and reduces dependence on other countries producing oil. Though it has some serious risks, the efforts that are currently in place have reduced them considerably. Works Cited Ojovan, Lee. An Introduction to Nuclear Waste Immobilsation. Amsterdam: Elsevier Science Publishers, 2005. Print. Pandit, Madhura. â€Å"Advantages and Disadvantages of Nuclear Energy.† Buzzle.com. Buzzle, 7 May 2011. Web. Sovacool, Benjamin. â€Å"A Critiatical Evaluation of Nuclear Power and Renewable Electricity.† Journal of Contemporary Asia (2010): 40(3): 376. Print. This essay on Nuclear power provides cheap and clean energy was written and submitted by user Emmanuel H. 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.

Saturday, November 23, 2019

A Burlesque Biography By Mark Twain English Literature Essay Essays

A Burlesque Biography By Mark Twain English Literature Essay Essays A Burlesque Biography By Mark Twain English Literature Essay Paper A Burlesque Biography By Mark Twain English Literature Essay Paper alternatively of Higgins, is a enigma which none of us has of all time felt much desire to stir. It is a sort of vague, reasonably love affair, and we leave it entirely. All the old households do that manner. Arthour Twain was a adult male of considerable note a canvasser on the main road in William Rufus s clip. At about the age of 30 he went to one of those all right old English topographic points of resort called Newgate, to see about something, and neer returned once more. While there he died all of a sudden. Augustus Twain seems to hold made something of a splash about the twelvemonth 1160. He was as full of merriment as he could be, and used to take his old sabre and sharpen it up, and acquire in a convenient topographic point on a dark dark, and stick it through people as they went by, to see them leap. He was a born humourist. But he got to traveling excessively far with it ; and the first clip he was found depriving one of these parties, the governments removed one terminal of him, and put it up on a nice high topographic point on Temple Bar, where it could contemplate the people and have a good clip. He neer liked any state of affairs so much or stuck to it so long. Then for the following two hundred old ages the household tree shows a sequence of soldiers baronial, ebullient chaps, who ever went into conflict vocalizing, right behind the ground forces, and ever went out a-whooping, right in front of it. This is a scathing reproof to old dead Froissart s hapless humor that our household tree neer had but one limb to it, and that that one stuck out at right angles, and bore fruit winter and summer. Early on in the 15th century we have Beau Twain, called the Scholar. He wrote a beautiful, beautiful manus. And he could copy anybody s manus so closely that it was adequate to do a individual laugh his caput off to see it. He had infinite athletics with his endowment. But by and by he took a contract to interrupt rock for a route, and the raggedness of the work spoiled his manus. Still, he enjoyed life all the clip he was in the rock concern, which, with inconsiderable intervals, was some 42 old ages. In fact, he died in harness. During all those long old ages he gave such satisfaction that he neer was through with one contract a hebdomad till the authorities gave him another. He was a perfect pet. And he was ever a favourite with his fellow-artists, and was a conspicuous member of their benevolent secret society, called the Chain Gang. He ever wore his hair short, had a penchant for stripy apparels, and died lamented by the authorities. He was a sensitive loss to his state. For h e was so regular. Some old ages subsequently we have the celebrated John Morgan Twain. He came over to this state with Columbus in 1492 as a rider. He appears to hold been of a crusty, uncomfortable temperament. He complained of the nutrient all the manner over, and was ever endangering to travel ashore unless there was a alteration. He wanted fresh shad. Barely a twenty-four hours passed over his caput that he did non travel tick overing about the ship with his olfactory organ in the air, sneering about the commanding officer, and stating he did non believe Columbus cognize where he was traveling to or had of all time been there earlier. The memorable call of Land Ho! thrilled every bosom in the ship but his. He gazed for a while through a piece of smoke-cured glass at the pencilled line lying on the distant H2O, and so said: Land be hanged it s a raft! When this questionable rider came on board the ship, be brought nil with him but an old newspaper incorporating a hankie marked B. G. , one cotton sock marked L. W. C. , one woolen one marked D. F. , and a night-shirt pronounced O. M. R. And yet during the ocean trip he worried more about his bole, and gave himself more poses about it, than all the remainder of the riders put together. If the ship was down by the caput, and would non maneuver, he would travel and travel his bole farther aft, and so watch the consequence. If the ship was by the after part, he would propose to Columbus to detail some work forces to switch that luggage. In storms he had to be gagged, because his bawlings about his bole made it impossible for the work forces to hear the orders. The adult male does non look to hold been openly charged with any soberly indecent thing, but it is noted in the ship s log as a funny circumstance that albeit he brought his luggage on board the ship in a ne wspaper, he took it ashore in four short pantss, a queensware crate, and a twosome of bubbly baskets. But when he came back insinuating, in an insolent, tittuping manner, that some of this things were losing, and was traveling to seek the other riders luggage, it was excessively much, and they threw him overboard. They watched long and questioningly for him to come up, but non even a bubble rose on the softly ebbing tide. But while every one was most absorbed in staring over the side, and the involvement was momently increasing, it was observed with alarm that the vas was adrift and the anchor-cable hanging hitch from the bow. Then in the ship s dimmed and ancient log we find this quaint note: In clip it was discouvered yt ye troblesome rider hadde gone downe and got ye ground tackle, and toke ye same and solde it to ye dam sauvages from ye inside, stating yt he hadde founde it, ye sonne of a ghun! Yet this ascendant had good and baronial inherent aptitudes, and it is with pride that we call to mind the fact that he was the first white individual who of all time interested himself in the work of promoting and educating our Indians. He built a convenient gaol and set up a gallows, and to his deceasing twenty-four hours he claimed with satisfaction that he had had a more restraining and promoting influence on the Indians than any other reformist that of all time labored among them. At this point the history becomes less blunt and gabby, and stopping points suddenly by stating that the old voyager went to see his gallows execute on the first white adult male of all time hanged in America, and while at that place received hurts which terminated in his decease. The great-grandson of the Reformer flourished in 16 hundred and something, and was known in our annals as the old Admiral, though in history he had other rubrics. He was long in bid of fleets of Swift vass, good armed and manned, and did great service in travel rapidlying up bottoms. Vessels which he followed and kept his bird of Jove oculus on, ever made good just clip across the ocean. But if a ship still loitered in malice of all he could make, his outrage would turn till he could incorporate himself no longer and so he would take that ship place where he lived and maintain it at that place carefully, anticipating the proprietors to come for it, but they neer did. And he would seek to acquire the idling and sloth out of the crewmans of that ship by obliging them to take invigorating exercising and a bath. He called it walking a board. All the students liked it. At any rate, they neer found any mistake with it after seeking it. When the proprietors were late coming for their ships, the Admiral ever burned them, so that the insurance money should non be lost. At last this all right old pitch was cut down in the comprehensiveness of his old ages and awards. And to her deceasing twenty-four hours, his hapless heart-broken widow believed that if he had been cut down 15 proceedingss sooner he might hold been resuscitated. Charles Henry Twain lived during the latter portion of the 17th century, and was a avid and distinguished missionary. He converted 16 thousand South Sea island-dwellers, and taught them that a dog-tooth necklace and a brace of eyeglassess was non plenty vesture to come to divine service in. His hapless flock loved him really, really in a heartfelt way ; and when his funeral was over, they got up in a organic structure ( and came out of the eating house ) with cryings in their eyes, and stating, one to another, that he was a good stamp missionary, and they wished they had some more of him. Pah-go-to-wah-wah-pukketekeewis ( Mighty-Hunter-with-a-Hog-Eye-Twain ) adorned the center of the 18th century, and aided General Braddock with all his bosom to defy the oppressor Washington. It was this ascendant who fired 17 times at our Washington from behind a tree. So far the beautiful romantic narration in the moral story-books is right ; but when that narrative goes on to state that at the 17th unit of ammunition the awe-stricken barbarian said solemnly that that adult male was being reserved by the Great Spirit for some mighty mission, and he dared non raise his blasphemous rifle against him once more, the narrative earnestly impairs the unity of history. What he did state was: It ai nt no ( hic ) no usage. At adult male s so intoxicated he ca nt stan still long plenty for a adult male to hit him. I ( hic ) I ca nt ford to gull off any more amnition on him. That was why he stopped at the 17th unit of ammunition, and it was a good, field, prosaic ground, excessively, and one that easy commends itself to us by the eloquent, persuasive spirit of chance there is about it. I besides enjoyed the story-book narrative, but I felt a marring scruple that every Indian at Braddock s Defeat who fired at a soldier a twosome of times ( two easy grows to seventeen in a century ) , and missed him, jumped to the decision that the Great Spirit was reserving that soldier for some expansive mission ; and so I somehow feared that the lone ground why Washington s instance is remembered and the others forgotten is, that in his the prognostication came true, and in that of the others it did nt. There are non books plenty on Earth to incorporate the record of the prognostications Indians and other unauthorised parties have made ; but one may transport in his greatcoat pockets the record of all the prognostications that have been fulfilled. I will note here, in passing, that certain ascendants of mine are so exhaustively well-known in history by their assumed names, that I have non felt it to be deserving while to brood upon them, or even advert them in the order of their birth. Among these may be mentioned Richard Brinsley Twain, alias Guy Fawkes ; John Wentworth Twain, alias Sixteen-String Jack ; William Hogarth Twain, alias Jack Sheppard ; Ananias Twain, alias Baron Munchausen ; John George Twain, a.k.a. Captain Kydd ; and so there are George Francis Twain, Tom Pepper, Nebuchadnezzar, and Baalam s Ass they all belong to our household, but to a subdivision of it slightly clearly removed from the honest direct line in fact, a collateral subdivision, whose members chiefly differ from the ancient stock in that, in order to get the ill fame we have ever yearned and hungered for, they have got into a low manner of traveling to imprison alternatively of acquiring hanged. It is non good, when composing an autobiography, to follow your lineage down excessively close to your ain clip it is safest to talk merely mistily of your great-grandfather, and so skip from at that place to yourself, which I now do. I was born without dentitions and there Richard III. had the advantage of me ; but I was born without a kyphosis, likewise, and at that place I had the advantage of him. My parents were neither really hapless nor conspicuously honest. But now a idea occurs to me. My ain history would truly look so tame contrasted with that of my ascendants, that it is merely wisdom to go forth it unwritten until I am hanged. If some other lifes I have read had stopped with the lineage until a similar event occurred, it would hold been a felicitous thing for the reading populace. How does it strike you? A Child s Christmas in Wales by Dylan Thomas ( 1914-1953 ) Word Count: 3016 One Christmas was so much like another, in those old ages around the sea-town corner now and out of all sound except the distant speech production of the voices I sometimes hear a minute before slumber, that I can neer retrieve whether it snowed for six yearss and six darks when I was 12 or whether it snowed for 12 yearss and twelve darks when I was six. All the Christmases roll down toward the two-tongued sea, like a cold and hasty Moon roll uping down the sky that was our street ; and they stop at the rim of the ice-edged fish-freezing moving ridges, and I plunge my custodies in the snow and convey out whatever I can happen. In goes my manus into that wool-white bell-tongued ball of vacations resting at the rim of the carol-singing sea, and out come Mrs. Prothero and the firemen. It was on the afternoon of the Christmas Eve, and I was in Mrs. Prothero s garden, waiting for cats, with her boy Jim. It was snowing. It was ever snowing at Christmas. December, in my memory, is white as Lapland, though there were no caribous. But there were cats. Patient, cold and indurate, our custodies wrapped in socks, we waited to snowball the cats. Sleek and long as panthers and horrible-whiskered, ptyalizing and snaping, they would slink and sidle over the white back-garden walls, and the argus-eyed huntsmans, Jim and I, fur-capped and moccasined trappers from Hudson Bay, off Mumbles Road, would hurtle our deathly sweet sand verbenas at the viridity of their eyes. The wise cats neer appeared. We were so still, Eskimo-footed north-polar sharpshooters in the muffling silence of the ageless snows eternal, of all time since Wednesday that we neer heard Mrs. Prothero s first call from her iglu at the underside of the garden. Or, if we heard it at all, it was, to us, like the faraway challenge of our enemy and quarry, the neighbour s polar cat. But shortly the voice grew louder. Fire! cried Mrs. Prothero, and she beat the dinner-gong. And we ran down the garden, with the sweet sand verbenas in our weaponries, toward the house ; and smoke, so, was pouring out of the dining room, and the tam-tam was buzzing, and Mrs. Prothero was denoting ruin like a town weeper in Pompeii. This was better than all the cats in Wales standing on the wall in a row. We bounded into the house, loaded with sweet sand verbenas, and stopped at the unfastened door of the smoke-filled room. Something was firing wholly right ; possibly it was Mr. Prothero, who ever slept at that place after noon dinner with a newspaper over his face. But he was standing in the center of the room, stating, A all right Yule! and thwacking at the fume with a slipper. Name the fire brigade, cried Mrs. Prothero as she beat the tam-tam. There wo nt be at that place, said Mr. Prothero, it s Christmas. There was no fire to be seen, merely clouds of fume and Mr. Prothero standing in the center of them, beckoning his slipper as though he were carry oning. Do something, he said. And we threw all our sweet sand verbenas into the fume I think we missed Mr. Prothero and ran out of the house to the telephone box. Let s name the constabulary every bit good, Jim said. And the ambulance. And Ernie Jenkins, he likes fires. But we merely called the fire brigade, and shortly the fire engine came and three tall work forces in helmets brought a hosiery into the house and Mr. Prothero got out merely in clip before they turned it on. Cipher could hold had a noisy Christmas Eve. And when the firemen turned off the hosiery and were standing in the moisture, smoky room, Jim s Aunt, Miss. Prothero, came downstairs and peered in at them. Jim and I waited, really softly, to hear what she would state to them. She said the right thing, ever. She looked at the three tall firemen in their shining helmets, standing among the fume and clinkers and fade outing sweet sand verbenas, and she said, Would you like anything to read? Old ages and old ages ago, when I was a male child, when there were wolves in Wales, and birds the colour of red-flannel half-slips whisked past the harp-shaped hills, when we sang and wallowed all dark and twenty-four hours in caves that smelt like Sunday afternoons in moist forepart farmhouse parlours, and we chased, with the lower jaws of deacons, the English and the bears, before the motor auto, before the wheel, before the duchess-faced Equus caballus, when we rode the daft and happy hills bareback, it snowed and it snowed. But here a little male child says: It snowed last twelvemonth, excessively. I made a snowman and my brother knocked it down and I knocked my brother down and so we had tea. But that was non the same snow, I say. Our snow was non merely shaken from white wash pails down the sky, it came shawling out of the land and swam and drifted out of the weaponries and custodies and organic structures of the trees ; snow grew nightlong on the roofs of the houses like a pure and gramps moss, circumstantially ivied the walls and settled on the mailman, opening the gate, like a dumb, asleep thunder-storm of white, lacerate Christmas cards. Were there mailmans so, excessively? With scattering eyes and wind-cherried olfactory organs, on spread, frozen pess they crunched up to the doors and mittened on them manly. But all that the kids could hear was a tintinnabulation of bells. You mean that the postman went rat-tat and the doors rang? I mean that the bells the kids could hear were inside them. I merely hear boom sometimes, neer bells. There were church bells, excessively. Inside them? No, no, no, in the bat-black, snowy campaniles, tugged by bishops and storks. And they rang their newss over the bound town, over the frozen froth of the pulverization and ice-cream hills, over the crepitating sea. It seemed that all the churches boomed for joy under my window ; and the weathercocks crew for Christmas, on our fencing. Get back to the mailmans. They were merely ordinary mailmans, found of walking and Canis familiariss and Christmas and the snow. They knocked on the doors with bluish brass knuckss. . . . Ours has got a black knocker. . . . And so they stood on the white Welcome mat in the small, drifted porches and huffed and puffed, doing shades with their breath, and jogged from pes to pick like little male childs desiring to travel out. And so the nowadayss? And so the Presents, after the Christmas box. And the cold mailman, with a rose on his button-nose, tingled down the tea-tray-slithered tally of the chilly glinting hill. He went in his ice-bound boots like a adult male on fishwife s slabs. He wagged his bag like a frozen camel s bulge, giddily turned the corner on one pes, and, by God, he was gone. Get back to the Presents. There were the Useful Presents: steeping silencers of the old manager yearss, and mittens made for elephantine sloths ; zebra scarfs of a substance like satiny gum that could be tug-o-warred down to the arctics ; blinding tammies like hodgepodge tea cosies and bunny-suited bearskins and balaclavas for victims of head-shrinking folks ; from aunts who ever wore wool following to the tegument there were mustached and rasping waistcoats that made you inquire why the aunts had any skin left at all ; and one time I had a small crocheted nose bag from an aunt now, alas, no longer neighing with us. And pictureless books in which little male childs, though warned with citations non to, would skate on Farmer Giles pool and did and drowned ; and books that told me everything about the WASP, except why. Travel on the Useless Presents. Bags of moist and many-colored gelatin babes and a folded flag and a false olfactory organ and a tram-conductor s cap and a machine that punched tickets and peal a bell ; neer a slingshot ; one time, by error that no 1 could explicate, a small tomahawk ; and a synthetic duck that made, when you pressed it, a most unducklike sound, a mewing moo that an ambitious cat might do who wished to be a cow ; and a picture book in which I could do the grass, the trees, the sea and the animate beings any coloring material I pleased, and still the eye-popping azure sheep are croping in the ruddy field under the rainbow-billed and pea-green birds. Hardboileds, brittle, fudge and allsorts, crunches, cracknels, baloneies, glaciers, marchpane, and butterwelsh for the Welsh. And military personnels of bright Sn soldiers who, if they could non contend, could ever run. And Snakes-and-Families and Happy Ladders. And Easy Hobbi-Games for Little Engineers, complete with instructions. Oh, easy for Leonardo ! And a whistling to do the Canis familiariss bark to wake up the old adult male following door to do him crush on the wall with his stick to agitate our image off the wall. And a package of coffin nails: you put one in your oral cavity and you stood at the corner of the street and you waited for hours, in vain, for an old lady to call on the carpet you for smoking a coffin nail, and so with a smirk you ate it. And so it was breakfast under the balloons. Were there Uncles like in our house? There are ever Uncles at Christmas. The same Uncles. And on Christmas forenoon, with dog-disturbing whistling and sugar fairies, I would scour the swatched town for the intelligence of the small universe, and happen ever a dead bird by the Post Office or by the white abandoned swings ; possibly a redbreast, all but one of his fires out. Work force and adult females wading or lift outing back from chapel, with barroom olfactory organs and wind-bussed cheeks, all albinos, powwows their stiff black clashing plumes against the irreligious snow. Mistletoe hung from the gas brackets in all the front parlours ; there was sherry and walnuts and bottled beer and crackers by the dessertspoons ; and cats in their fur-abouts watched the fires ; and the high-heaped fire bicker, all ready for the chestnuts and the mulling fire hooks. Some few big work forces sat in the forepart parlours, without their neckbands, Uncles about surely, seeking their new cigars, keeping them out judiciously at weapon ries length, returning them to their oral cavities, coughing, so keeping them out once more as though waiting for the detonation ; and some few little aunts, non wanted in the kitchen, nor anyplace else for that affair, sat on the really border of their chairs, poised and brickle, afraid to interrupt, like faded cups and disks. Not many those forenoons trod the stacking streets: an old adult male ever, fawn-bowlered, yellow-gloved and, at this clip of twelvemonth, with bickers of snow, would take his constitutional to the white bowling viridity and back, as he would take it wet or fire on Christmas Day or Doomsday ; sometimes two whole immature work forces, with large pipes blazing, no greatcoats and weave blown scarfs, would slog, unspeaking, down to the forlorn sea, to work up an appetency, to blow away the exhausts, who knows, to walk into the moving ridges until nil of them was left but the two roll uping smoke clouds of their inextinguishable sweetbriers. Then I would be slap-dashing place, the gravy odor of the dinners of others, the bird odor, the brandy, the pudding and mince, gyrating up to my anterior nariss, when out of a snow-clogged side lane would come a male child the tongue of myself, with a pink-tipped coffin nail and the violet yesteryear of a black oculus, cocky as a Bullfinch, leering al l to himself. I hated him on sight and sound, and would be about to set my Canis familiaris whistling to my lips and blow him off the face of Christmas when all of a sudden he, with a violet blink of an eye, put his whistling to his lips and blew so stridently, so high, so finely loud, that bolting faces, their cheeks bulged with goose, would press against their tinsled Windowss, the whole length of the white echoing street. For dinner we had Meleagris gallopavo and blazing pudding, and after dinner the Uncles sat in forepart of the fire, loosened all buttons, put their big moist custodies over their ticker ironss, groaned a small and slept. Mothers, aunts and sisters scuttled to and fro, bearing tureens. Auntie Bessie, who had already been frightened, twice, by a clock-work mouse, whimpered at the sideboard and had some elderberry vino. The Canis familiaris was ill. Auntie Dosie had to hold three acetylsalicylic acids, but Auntie Hannah, who liked port, stood in the center of the snowbound back y ard, singing like a big-bosomed thrush. I would blow up balloons to see how large they would blow up to ; and, when they burst, which they all did, the Uncles jumped and rumbled. In the rich and heavy afternoon, the Uncles external respiration like mahimahis and the snow descending, I would sit among festoons and Chinese lanterns and nibble day of the months and seek to do a theoretical account man-o-war, following the Instructions for Little Engineers, and bring forth what might be mistaken for a sea-going tramcar. Or I would travel out, my bright new boots whining, into the white universe, on to the seaward hill, to name on Jim and Dan and Jack and to embroider through the still streets, go forthing immense footmarks on the concealed pavings. I bet people will believe there s been hippos. What would you make if you saw a Hippo coming down our street? I d travel like this, knock! I d throw him over the railings and axial rotation him down the hill and so I d titillate him under the ear and he d wag his tail. What would you make if you saw two Hippo? Iron-flanked and bawling he-hippos clanked and battered through the scudding snow toward us as we passed Mr. Daniel s house. Let s post Mr. Daniel a snow-ball through his missive box. Let s write things in the snow. Let s write, Mr. Daniel looks like a spaniel all over his lawn. Or we walked on the white shore. Can the fishes see it s snowing? The soundless one-clouded celestial spheres drifted on to the sea. Now we were snow-blind travellers lost on the north hills, and huge dewlapped Canis familiariss, with flasks round their cervixs, ambled and shambled up to us, baying Excelsior. We returned home through the hapless streets where merely a few kids fumbled with bare ruddy fingers in the wheel-rutted snow and cat-called after us, their voices melting off, as we trudged acclivitous, into the calls of the dock birds and the hooting of ships out in the gyration bay. And so, at tea the cured Uncles would be reasonably ; and the ice bar loomed in the centre of the tabular array like a marble grave. Auntie Hannah laced her tea with rum, because it was merely one time a twelvemonth. Bringing out the tall narratives now that we told by the fire as the gaslight bubbled like a frogman. Ghosts whooed like bird of Minerva in the long darks when I dared non expression over my shoulder ; animate beings lurked in the pigeonhole under the stepss and the gas metre ticked. And I remember that we went singing carols one time, when there was nt the shave of a Moon to illume the winging streets. At the terminal of a long route was a thrust that led to a big house, and we stumbled up the darkness of the thrust that dark, each one of us afraid, each one keeping a rock in his manus in instance, and all of us excessively brave to state a word. The air current through the trees made noises as of old and unpleasant and possibly webfooted work forces wheezing in caves. We reached the black majority of the house. What shall we give them? Hark the Herald? No, Jack said, Good King Wencelas. I ll number three. One, two three, and we began to sing, our voices high and apparently distant in the snow-felted darkness round the house that was occupied by cipher we knew. We stood close together, near the dark door. Good King Wencelas looked out On the Feast of Stephen. . . And so a little, dry voice, like the voice of person who has non spoken for a long clip, joined our vocalizing: a little, dry, eggshell voice from the other side of the door: a little dry voice through the keyhole. And when we stopped running we were outdoors our house ; the forepart room was lovely ; balloons floated under the hot-water-bottle-gulping gas ; everything was good once more and shone over the town. Possibly it was a shade, Jim said. Possibly it was trolls, Dan said, who was ever reading. Let s travel in and see if there s any jelly left, Jack said. And we did that. Always on Christmas dark at that place was music. An uncle played the violin, a cousin American ginseng Cherry Ripe, and another uncle American ginseng Drake s Drum. It was really warm in the small house. Auntie Hannah, who had got on to the parsnip vino, sang a vocal about Bleeding Hearts and Death, and so another in which she said her bosom was like a Bird s Nest ; and so everybody laughed once more ; and so I went to bed. Looking through my sleeping room window, out into the moonshine and the ageless smoke-colored snow, I could see the visible radiations in the Windowss of all the other houses on our hill and hear the music lifting from them up the long, steady falling dark. I turned the gas down, I got into bed. I said some words to the stopping point and sanctum darkness, and so I slept.

Thursday, November 21, 2019

Standardisation Of 0.02moldm-3 Potassium Permanganate Solution Using Lab Report

Standardisation Of 0.02moldm-3 Potassium Permanganate Solution Using Ferrous Ammonium Sulphate (Ammonium Iron (Ii) Sulphate) - Lab Report Example In this experiment, a base (Iron Ammonium Sulphate – FeSO4.(NH4)2SO4.6H2O Mr=392g/mole) will be added to 0.02moldm-3 Potassium Permanganate Solution. In this experiment Manganese reacts with Iron through a redox process by which electrons are transferred from one to the other. In this experiment, Mn goes from a +7 state (MN+7) to a +2 state (Mn+2) – i.e. each Mn+7 picks up 5 electrons – Mn is reduced. Fe goes from +2 (Fe+2) to +3 (Fe+3) i.e. each Fe+2 loses 1 electron – Fe is oxidized As a result the mole ratio in the reaction is Mn: Fe – 1:5 The point at which the reactants will have completely neutralized each other is the equivalence point. In this experiment, this will be determined by noting the color change of the reactants. Mn+7 are purple. When Fe2+ is added, redox reaction starts making the purple color to disappear due to formation of Mn2+ which is colorless. In the process, the Fe2+ is converted to Fe3+. This happens only when Fe2+ is present. When Fe2+ is used up (at endpoint) the solution will have a permanent pink tinge and this is the point where there is no further addition of permanganate.

Wednesday, November 20, 2019

International Business Essay Example | Topics and Well Written Essays - 750 words - 12

International Business - Essay Example - Labor Quality is simply defined by the education, skills, sincerity towards work and the attitudes of the available employees in a particular organization. Along with these key aspects, labor quality also measures the domain knowledge, creativity, soft skills such as leadership and managerial quality, and most importantly, the ability of the labor forces to learn as well as adapt themselves with the change in the work environment. Therefore, it is essential to analyze the labor force before finalizing business contracts and expanding the business internationally, so that the right skills are available in order to conduct the business profitably. The price of labor is affected by supplies of labor, lack of labor unions, lower demand for labor and the lack of rules and regulations of the government. (How Do Labor Forces Influence International Business?, n.d.) Labor Quantity - Labor Quantity, another significant aspect of labor force, which can influence the labor force both positively and negatively. It is actually the number of potential employees that are available in an organization, who possess the necessary skills to be efficient and productive employees, in order to meet the business needs of the employer. The quantity of labor force is very important for an international business as a country with large number of qualified and well educated employees is beneficial for the company, as it can hire educated and qualified employees for comparatively low wages. In comparison, if there is limited number of educated and qualified employees in a particular country, then a company is compelled to pay higher wages in order to employ quality labor. (How Do Labor Forces Influence International Business?, n.d.) Labor Mobility - Labor Mobility is defined as the movement of people from one country to the other, or from one area to other area, for the search of jobs; it also refers to occupational mobility. A company’s productivity increases with the increased

Sunday, November 17, 2019

Piper Aircraft Co v Reyno Essay Example for Free

Piper Aircraft Co v Reyno Essay Piper Aztec, co-manufactured by American petitioners, crashed in Scotland in July 1976, killing all on board. The plane was under Scottish air traffic control, registered in Great Britain, owned/maintained by Air Navigation and Trading Co. Ltd. , and operated by McDonald Aviation Ltd. , a Scottish air taxi service. California probate court appointed Gaynell Reyno in July 1977. Procedural Facts:Â  Reyno filed a case against the petitioners, claming negligence and strict liability in the Superior Court of California, while explaining that the rules and law in California were more positive than those in Scotland. The case was removed to the US District Court for the Central District of California, before it was transferred in December 1977 to the US District Court for the Middle District of Pennsylvania, where petitioners filed a motion to dismiss on the ground of forum non conveniens. After finding an alternative forum in Scotland, the District Court granted the motion and dismissed the complaint in October 1979. However, the United States Court of Appeals for the Third Circuit reversed the District Court’s decision on the grounds that dismissal is automatically barred when the law of an alternative forum is less favorable for the plaintiff than the law of the forum that has been chosen by the plaintiff.

Friday, November 15, 2019

Views on Sex Education in Schools

Views on Sex Education in Schools Introduction Sex education is possibly one of the most talked-about topics nowadays, especially among concerned citizens and the government. Sex is a natural thing for all of us and it is just right for the researchers as well as the readers to know and learn more about it. But the question is, is it right for sex education to be taught in primary schools? This research paper tackles the different issues about sex education. It contains the pros and cons of teaching sex education in primary schools. Opinions from different sides such as teachers in primary and secondary schools are considered. With such divisions, the reader can approximate their own comprehension of the topic and thus contribute ways to assist the primary students regarding this matter. In this research paper, the researchers would like to show the readers the importance of teachers perception on teaching sex education in primary schools. The researchers are convinced that this paper will be of great value to students and teachers. Conceptual Framework Sex Education Teachers Secondary Primary Perception Statement of the Problem The study aimed to find out the teachers view on teaching sex education in primary schools. What is the general profile of the respondents in terms of: Age Civil Status Gender Subject teaching What are the teachers views of teaching sex education in primary schools? What are the issues/concerns of teachers in the teaching of sex education primary schools? Is there a significant difference on how the teachers view the teaching of sex education when compared by primary and secondary schools? Hypothesis There is no significant difference between the perspectives of the teachers from primary and secondary schools. Assumptions of the Study The researchers assume that the questionnaires distributed to the respondents are answered honestly and truthfully, and that all data that will be gathered is reliable to the study. The researchers also assume that the personal values may affect the respondents reaction to the questions given and personal experiences may influence the response to the question. Research Locale The study will be conducted in Southville International School and Colleges located at 1281 Tropical Ave. cor. Luxembourg St., BF International, Las Pià ±as City, Philippines. The school will be the focus of the study because it is more convenient to the researchers, it has a big population and it is suited for the study. Significance of the study Parents: They will be guided on making the decision of letting their children study sex education in the school where their children are studying. Students: They will have an idea about what they can get from learning sex education. They will be aware that the very heart of this issue is for their future. Scope and Limitations: The research focused on the perceptions of the teachers towards teaching sex education in primary schools. The respondents are the teachers in primary and secondary level of school year 2010-2011, from Southville International School and Colleges. Definition of Terms Curricula- are the courses offered by an educational institution. It is also a set of courses constituting an area of specialization. Mandatory- can also be compulsory the teaching of sex education is obligatory. Optional- the teaching of sex education for young people is not compulsory. Perception- is a result of perceiving, observation, a mental image, or concept. Primary school- includes grades one to six. Secondary school- a school usually including years 7 to 10. Sexuality- is an expression of sexual receptivity or interest especially when excessive. Sex wise- it is a 12 part series which discussed sex education, family life education, contraception, family life education, contraception and parenting. Sex Education- is an education about human sexual anatomy, reproduction, and intercourse and other human sexual behaviour. Young people- are also referred to as teenagers or children ages between to 10 to 12. Review of Related Literature Sex Education It is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young peoples skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education. This is because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV and AIDS. It is also argued that providing sex education helps to meet young peoples rights to information about matters that affect them, their right to have their needs met and to help them enjoy their sexuality and the relationships that they form. It aims to reduce the risks of potentially negative outcomes from sexual behavior, such as unwanted or unplanned pregnancies and infection with sexually transmitted diseases including HIV. It also aims to contribute to young peoples positive experience of their sexuality by enhancing the quality of their relationships and their ability to make informed decisions over their lifetime. Sex education that works, by which we mean that it is effective is sex education that contributes to both these aims thus helping young people to be safe and enjoy their sexuality. (http://www.avert.org/sex-education.htm, 2010) Beliefs Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. These sometimes appear contradictory and confusing. For example, some health messages emphasize the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Because sex and sexuality are sensitive subjects, young people and sex educators can have strong views on what attitudes people should hold, and what moral framework should govern peoples behavior these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that bind sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one s et of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree. Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence peoples feelings and options. They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships. . (As also stated at the website: http://www.avert.org/sex-education.htm, 2010) Sex education worldwide Africa Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs were undercut significantly by the Global Gag Rule, an initiative put in place by President Reagan, suspended by President Clinton, and re-instated by President Bush. The Global Gag Rule required nongovernmental organizations to agree as a condition of their receipt of Federal funds that such organizations would neither perform nor actively promote abortion as a method of family planning in other nations. The Global Gag Rule was again suspended as one of the first official acts by United States President Barack Obama. The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion). According to Ugandan AIDS activists, the Glob al Gag Rule undermined community efforts to reduce HIV prevalence and HIV transmission. Europe Finland In Filand, sexual education is usually incorporated into various obligatory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues. The Population and Family Welfare Federation provide all 15-year-olds an introductory sexual package that includes an information brochure, a condom and a cartoon love story. England and Wales In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, fetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary and discussion about relationships is often neglected. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception. France In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades eight and nine. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students. Germany In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is by law a governmental duty. It normally covers all subjects concerning the growing-up process, body changes during puberty, emotions, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases, but sometimes also things like sex positions. Most schools offer courses on the correct usage of contraception. A sex survey by the World Health Organization concerning the habits of European teenagers in 2006 revealed that German teenagers care about contraception. The birth rate among 15- to 19-year-olds was very low only 11.7 per 1000 population, compared to the UKs 27.8 births per 1,000 population, and-in first place-Bulgarias 39.0 births per 1,000. Poland In the Western point of view, sex education in Poland has never actually developed. At the time of the Peoples Republic of Poland, since 1973, it was one of the school subjects; however, it was relatively poor and did not achieve any actual success. After 1989, it practically vanished from the school life it is currently an exclusive subject (called wychowanie do Ã…Â ¼ycia w rodzinie/family life education rather than edukacja seksualna/sex education) in several schools their parents must give consent to the headmasters so their children may attend. It has much due to the strong objection against sex education of the Catholic Church; the most influential institution in Poland. It has, however, been changed and since September 2009 sex education will become an obligatory subject in the number of 14 per school year unless parents do not want their children to be taught. Objecting parents will have to write special disagreements. North America United States Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 5 or 6. However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. Some state laws leave curriculum decisions to individual school districts. Two main forms of sex education are taught in American schools: comprehensive and abstinence-only. Comprehensive sex education covers abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive. Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their schools main message was abstinence-only. The difference between these two approaches, and their impact on teen behavior, remains a controversial subject. In the U.S., teenage birth rates had been dropping since 1991, but a 2007 report showed a 3% increase from 2005 to 2006. From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines. However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world. Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the opposite conclusion. On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach their standard of moral behavior; they maintain that a morality based on sex only within the bounds of marriage is healthy and constructive and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs. Some 25 states now decline the funding so that they can continue to teach comprehensive sex education. Funding for one of the federal governments two main abstinency-only funding programs, Title V, was extended only until December 31, 2007; Congress is debating whether to continue it past that date. The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse. In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not. Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects. According to a 2007 report, Teen pregnancies in the United States showed 3% increase in the teen birth rate from 2005 to 2006, to nearly 42 births per 1,000. Virginia Virginia uses the sex education program called, The National Campaign to prevent teen and unplanned pregnancy. The National Campaign was created in 1996. The program focuses on preventing teen and unplanned pregnancies of young adults. The National campaign set a goal to reduce teen pregnancy rate by 1/3 in 10 years. The Virginia Department of Health ranked Virginia 19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1000 girls aged 15-19 in 2006. The Healthy people 2010 goal is a teen pregnancy rate at or below 43 pregnancies per 1000 females age 15-17. Asia The state of sex education programs in Asia is at various stages of development. Indonesia, Mongolia, South Korea have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs aimed at children aged nine to sixteen years. In India, there is a huge debate on the curriculum of sex education and whether it should be increased. Attempts by state governments to introduce sex education as a compulsory part of the curriculum have often been met with harsh criticism by political parties, who claim that sex education is against Indian culture and would mislead children. (Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.) In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation. In China and Sri Lanka, sex education traditionally consists of reading the reproduction section of biology textbooks. In Sri Lanka they teach the children when they are 17-18 years. However, in 2000 a new five-year project was introduced by the China Family Planning Association to promote reproductive health education among Chinese teenagers and unmarried youth in twelve urban districts and three counties. This included discussion about sex within human relationships as well as pregnancy and HIV prevention. The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide. Acrimonious Debate over Sex Education in the Philippines The educational module Adolescent Sexual Health, though not yet released to all high schools in the Philippines, has already drawn heavy criticism from the Roman Catholic Church, pro-life activists, and some parents. The way it is being taught lacks the reverence, the refinement that the subject matter demands, said Jo Imbong, legal officer of the Catholic Bishops Conference of the Philippines. Deciding when to teach children about sex should be left to their parents, he said. But Professor Corazon Raymundo, director of the University of the Philippines Population Institute (UPPI), said sex education in schools is necessary because it is not in the nations culture for parents to discuss sex with their children. The education department, which presented the module as a response to the nations booming population growth, emphasized it is not a sex manual but rather a teaching guide dealing with family planning, reproductive health, and the dangers of early and pre-marital sex. According to a UPPI survey, 23 percent of Filipinos ages 15-24 engaged in pre-marital sex in 2002, up from 18 percent in 1994. The prevalence of high-risk sexual behaviors among adolescents rose from 20 percent in 1994 to 27 percent in 2002. Further, this age group now accounts for 17 percent of all induced abortions in the nation. Its high time that the ignorance of adolescents be addressed in a way that will allow them to make an informed choice, said Solita Monsod, former economic planning secretary. Now, however, education officials have responded to the criticism by withdrawing the module for further communications among stakeholders. Before it is returned to schools, some sections will be revised, said Lolita Andrada, the modules editor and the director of the Bureau of Secondary Education. In particular, the section on safe sex, which some viewed as a promotion of promiscuity, will be rewritten, Andrada said. (http://www.thebody.com/content/news/art23803.html, 2010) Dep.Ed. sued over sex education plan MANILA, Philippines (UPDATE) The former legal officer of the Catholic Bishops Conference of the Philippines on Monday sued the Department of Education for incorporating sex education in the curriculum of elementary and high school students. In an interview, lawyer Jo Aurea Imbong said she filed the case in behalf of 30 concerned parents who opposed the sex education plan. She described the sex education program as a form of contraceptive imperialism that assaults moral sensibilities and values of young people and actually encourages sexual promiscuity. We have examined the modules being used by DepEd and found that it promotes family planning, reproductive health and demographic development in subjects such as Mathematics, Science and English. It is specifically designed to transform the attitudes, behavior and social norms of young people based on a foreign model, she told abs-cbnNEWS.com. Imbong said the class suit aims to stop DepEd from implementing Memorandum No. 26, which integrates sex education in the curriculum for private and public schools. She said the program changes the attitudes and values of children especially in Christian families. Imbong said sex education was already being implemented in the basic education curriculum 12 years ago, and the new DepEd memo only updates the modules. She said adopting the sex education plan will fast-track moral decay among young people who are exposed to sex at an early age. While curiosity is normal for young people, it is still the primary responsibility of the parents and families to inform their children about sex, she said. She also noted that the sex education program is receiving funding from the United Nations Fund for Population Activities (UNFPA). In response, Education Secretary Mona Valisno said the sex education program is still being pilot-tested and that the discussions will focus on the science of reproduction, physical care and hygiene, correct values and the norms of interpersonal relations to avoid premarital sex and teenage pregnancy. She said the Deped consulted different sectors about the program including the CBCP and the Kapisanan ng mga Brodkaster ng Pilipinas. She said parents who were consulted about the program were very happy with it especially since it provides relevant information to children. She also questioned why a court case was filed especially since the program does not contradict the mandate of DepEd to protect childrens rights to quality education. Our curriculum doesnt talk about condoms and such. Its only exposure to the children to the right information in order for them to make the right decisionKung hindi natin kailangan, then the new secretary of education can change it, she told ANC. She said the sex education plan seeks to battle the high percentage of unwarranted pregnancies in the country, which is one of the 10 highest in the world, and prevent dropouts as a result of teenage pregnancies. She said the topics integrated into the modules will be scientific and informative and are not designed to titillate prurient interest. In Science, sex education topics will cover the reproductive system, parts of the body, reproductive cycle, and puberty. Under Edukasyong Pantahanan at Pangkabuhayan (EPP), proper behavior among and between peers of different genders will be discussed. In Health classes under MAPEH (Music, Arts, PE and Health), personal hygiene and reproductive health will be part of the lessons. In Heograpiya, Kasaysayan, at Sibika (HEKASI) classes, discussion will include the position of religion on premarital sex and the norms when people of opposite sex interact. In Math classes, data on issues like premarital sex, teenage pregnancy, and sexually transmitted infections will be used in studying mathematical analysis and statistics. (Dizon, 2010)