Judaism Essay Example | Topics and Well Written Essays - 500 words - 1

Judaism - Essay Example Jerusalem is their blessed city. Unity of God is the most significant standards of Judaism. They accept that God cherishes his kin yet additionally, gives overwhelming discipline to the individuals who veer off from his way. Another extremely fundamental conviction is of atonement. In contrast to Christians, Jews accept that Savior was at this point to be conceived and generally anticipated by them. They accept that lone the coming of Savior would spare the individuals from sins. Judaism has three principle organizations Orthodox, Conservative and Reform Judaism. Voni (2007) says that, The Orthodox accepts that there are 613 laws that were given to Moses from God the Father and keep those laws. As the name shows, they adhere to the strictest standards and are the most preservationist type of Judaism. They accept and flourish to watch their religion in its unique shape and get propelled by each word written in their sacrosanct writings. This is the most seasoned, generally traditionalist, and most assorted type of Judaism. Current Orthodox, Chasidim and Ultra Orthodox offer an essential confidence in the determination of Jewish law, even as they hold totally different points of view. They endeavor to follow the first type of Judaism as they see it to be. They view each word in their hallowed messages as being supernaturally propelled. Change Judaism mo

Eyes Wide Open free essay sample

I lifted my hand and it vacillated noticeable all around for a second. â€Å"Yes?† asked the lady, before my fingers could withdraw. â€Å"What events throughout your life affected your writing?† I asked, delicately from the outset, at that point stronger as I was empowered by her gesture and grin. She checked out the room, thinking. The day was hot in the coastline town of Hilo, on the Big Island of Hawaii. That was outside, however. I sat in a vivid, cooled room alongside 15 school, secondary school, and transitional understudies. Red and blue footrests had been driven into a hover and there we relaxed, expectation upon her. This lady, a slight, raven-haired figure with fine highlights, was Kyoko Mori. A writer and teacher at Harvard, she had come to talk about the specialty of composing at a day-long University of Hawaii program. Most of the understudies were significantly more established than me, a 12-year-old. We will compose a custom paper test on Eyes Wide Open or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Having thought about the inquiry, Mori clarified how she had legitimately encountered some of what was in her books. â€Å"But most,† she included, â€Å"I saw through the lives of others.† I acknowledged that for the occasion. The discussion kept, jumping starting with one theme then onto the next at a shocking pace. When I returned home, be that as it may, an inquiry rung a bell: How would one be able to watch occasions alright to expound on them? I thought about this for some time, at that point disregarded it. Months after the fact, I was in a watercolor class. I deliberately painted a house reflected in a gleaming lake. As I noticed the unobtrusive shadows in the water, it happened to me that Ms. Mori was right about the requirement for perception. To paint the profundities of water appearing differently in relation to the light-getting patches, it assisted with imagining that I sat close to that pool. In the wake of squinting at the paper in a most curious manner, I had the option to make a similarity to life on a once in the past clear bit of paper. Before I met Ms. Mori, I had never considered where my thoughts for making originated from. Whenever squeezed to answer that, I may have murmured, just half-quipping, â€Å"One needs to have extraordinary virtuoso and gifted muses.† Perhaps I had played with the idea of mindfulness however it was just a crude thought, without a name or a spot. My gathering with Ms. Mori and my ensuing reflections and discussions with others established that temporary thought. On a more extensive degree, this gathering with Ms. Mori has shown the significance of permitting a lot of pondered matters of significance to me. Viewing the world can prompt disclosures about humanity, and I surely have no aim of remaining quiet about my musings. The previous summer, I investigated societies in Western Europe which varied definitely from my own in Hawaii. I then exhibited my photographs, canvases, and words from this experience. I want to experience life in much a similar way, keeping my eyes and ears open to frame my own conclusions. I realize that school will give sufficient chances to this. At that point, through my words and brushstrokes, I mean to introduce my own gently blossoming ways of thinking. I have just started by composing articles for school papers and exposition challenges, just as having edifying discussions with companions, family, and associates. Who realizes you may one day see my books or hear me address at a school. I might be an alternate rendition of Ms. Mori, opening the psyches of others to shining, better approaches to see the world.

Theories of the Reasons Why We Sleep

Theories of the Reasons Why We Sleep Sleep and Dreaming Print Theories on Why We Sleep By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Sanja Jelic, MD on January 21, 2020 Sanja Jelic, MD, is board-certified in sleep medicine, critical care medicine, pulmonary disease, and internal medicine.   Learn about our Medical Review Board Sanja Jelic, MD on January 21, 2020 Cultura - Frank van Delft / Riser / Getty Images More in Psychology Sleep and Dreaming Psychotherapy Basics Student Resources History and Biographies Theories Phobias Emotions In This Article Table of Contents Expand Repair and Restoration Evolutionary Theory Information Consolidation Clean-Up Theory View All Back To Top Sleep has been the subject of speculation and thought since the time of the early Greek philosophers, but only recently have researchers discovered ways to study sleep in a systematic and objective way. The introduction of new technology such as the electroencephalograph (EEG) has allowed scientists to look at and measure electrical patterns and activity produced by the sleeping brain. While we can now investigate sleep and related phenomena, not all researchers agree on exactly why we sleep. Sleeping patterns tend to follow a fairly predictable schedule and experts agree that sleep plays an essential role in health and wellness.  A number of different theories have been proposed to explain the necessity of sleep as well as the functions and purposes of sleep. The following are three of the major theories that have emerged.   Repair and Restoration Theory of Sleep According to the repair and restoration theory of sleep, sleeping is essential for revitalizing and restoring the physiological processes that keep the body and mind healthy and properly functioning.?? This theory suggests that NREM sleep is important for restoring physiological functions, while REM sleep is essential in restoring mental functions. Support for this theory is provided by 2011 research that shows periods of REM sleep increase following periods of sleep deprivation and strenuous physical activity.?? During sleep, the body also increases its rate of cell division and protein synthesis, further suggesting that repair and restoration occur during sleeping periods. Dreams and the REM Stage of Sleep In 2013 researchers have uncovered new evidence supporting the repair and restoration theory, discovering that sleep allows the brain to perform housekeeping duties.?? In the October 2013 issue of the journal Science, researchers published the results of a study indicating that the brain utilizes sleep to flush out waste toxins. This waste removal system, they suggest, is one of the major reasons why we sleep. Its important to realize, however, this study was done on mice and not humans.?? The restorative function of sleep may be a consequence of the enhanced removal of potentially neurotoxic waste products that accumulate in the awake central nervous system, the studys authors explained.?? Earlier research had uncovered the glymphatic system, which carries waste materials out of the brain. According to one of the studys authors, Dr. Maiken Nedergaard, the brains limited resources force it to choose between two different functional states: awake and alert or asleep and cleaning up. They also suggest that problems with cleaning out this brain waste might play a role in a number of brain disorders such as Alzheimers disease.?? Evolutionary Theory of Sleep Evolutionary theory, also known as the adaptive theory of sleep, suggests that periods of activity and inactivity evolved as a means of conserving energy. According to this theory, all species have adapted to sleep during periods of time when wakefulness would be the most hazardous.??   Support for this theory comes from the comparative research of different animal species. Animals that have few natural predators, such as bears and lions, often sleep between 12 to 15 hours each day. On the other hand, animals that have many natural predators have only short periods of sleep, usually getting no more than 4 or 5 hours of sleep each day.?? Information Consolidation Theory of Sleep The information consolidation theory of sleep is based on cognitive research and suggests that people sleep in order to process information that has been acquired during the day. In addition to processing information from the day prior, this theory also argues that sleep allows the brain to prepare for the day to come.?? Some 2012 research also suggests that sleep helps cement the things we have learned during the day into long-term memory. Support for this idea stems from a number of sleep deprivation studies demonstrating that a lack of sleep has a serious impact on the ability to recall and remember information.?? The Clean-Up Theory of Sleep Another major theory suggests that sleep allows the brain to clean itself up. The October 2013 mouse study found that the brain cleans itself of toxins and waste produced during the day while asleep. Brain cells produce waste products during their normal activities. As we sleep, fluid flow through the brain increases. This acts as something of a waste disposal system, cleansing out the brain of these waste products.??   A Word From Verywell While there are research and evidence to support each of these theories of sleep, there is still no clear-cut support for any one theory. It is also possible that each of these theories can be used to explain why we sleep. Sleeping impacts many physiological processes, so it is very possible that sleep occurs for many reasons and purposes. In all likelihood, sleep serves a number of different physiological and psychological purposes including cleaning up brain toxins and consolidating information into memory. 7 Breathing Exercises for Better Sleep

Increase in Eating Disorder Victims Essay - 1623 Words

Increase in Eating Disorder Victims There are a number of eating disorders which many people suffer from, and most people may not even be aware that the way they eat could be classed as an eating disorder. Amongst the many disorders are the four most notable; binge eating, anorexia, bulimia and obesity. Another disorder vastly approaching the media limelight is bigorexia. The Eating Disorders Association defines this condition as à ¢Ã¢â€š ¬Ã‚ ¦outward signs of inner emotional or psychological distress or problems. - believing that people cope with the difficulties in their life though food. Eating, or not eating, is used to help block out painful feelings. There are various other definitions, and many†¦show more content†¦Male sufferers constituted 5% of that figure. Bulimia sufferers also desire their ideal body shape, but when they eat, they binge heavily and then force themselves to vomit. Again, to reduce the amount of time the body has to digest the food. This condition is the most common one suffered with by women. The Eating Disorders Association claims that in London alone there are 71,000 sufferers. Binge eating, as we have seen, can be a symptom of bulimia, but binge eating can be a disorder on its own where people binge uncontrollably but do not vomit it back. It is believed that more people suffer from binge eating than anorexia and bulimia. It is estimated that approximately ten per cent of people with binge-eating disorder are obese. Signs of bingeing include eating faster than usual, eating until feeling nauseous, eating food when there is no real appetite, eating alone because they are embarrassed at the amount of food they eat, feeling ashamed and depressed after their binge and being unable to rid themselves of the food eaten. Obesity is a disorder that can be apparent with those who suffer from bingeing. Curiously, in the early 20th century a bigger built man indicated that he had the money and means to provideShow MoreRelatedPersuasive Essay On Bullying1010 Words   |  5 Pagesdepression are determined to be not only the victims, but can also be the cause. Although, the government made no federal laws about bullying it is possible for the U.S department of Education’s Office for Civil Rights and Justice’s Civil Rights to help solve the problem of not only bullying, but harassment when it’s based on race, religion, color, sex, age, disability, or national origin. People can become bullies for the power, when the bully attacks the victim their problems fade away because they’reRead MoreEating Disorders : Anorexia Nervosa1724 Words   |  7 PagesEating disorders are characterized by a high preoccupation with weight and an intense dissatisfaction with one’s body imag e (Institute of Psychiatry, 2015). Some of the most common Eating Disorders (EDs) include Anorexia Nervosa, Bulimia, and Binge Eating Disorder, however it is important to note that not everyone fits neatly into any of these categories and could display symptoms and behaviors interchangeably. People who suffer from Anorexia Nervosa can be characterized as having very low bodyRead MoreThe Struggles of Self Esteem662 Words   |  3 Pagesdieting as well as excessive exercising which can build up into life threatening eating disorders. Anorexia nervosa, bulimia, and depression are commonly associated with negative body image. Women with eating disorders generally have a harsh time trying to accept themselves that acceptance from other becomes a necessity. Anorexia nervosa is an eating disorder correlated with the despair weight gain. People with the disorder commonly starve themselves, skip meals entirely, or go on a diet that meets littleRead MoreEating Disorders: The Skinny on Skinny Essay1672 Words   |  7 Pagesthe empty stomach. These are the ideas and ideals that bombard the eating disordered mind. These are the ideas that society projects and then questions why eating disorders are on the rise. Eating disorders were first recognized in the 1960’s and since then have branched out into subsections. Anorexia nervosa in the starving of oneself to be thin. Bulimia is the cycle of binging and purging food in order to lose weight. Binge eating is overeating as a way of comfort. Orthorexia is the extreme obsessionRead MoreEffects Of Anorexia Nervosa On Adolescents958 Words   |  4 Pages(Beck, Myer). With the constant fear of being judged many will develop eating disorders such as anorexia nervosa. Psychology Today reports that â€Å"Eating disorders were reported to be the third most common illness classified as ‘chronic’ for adolescents in 2000†. All of these disorders can be life threatening to adolescents especially since South Carolina Department of Mental Health found that, â€Å"95% of those who have eating disorders are between the ages of 12 and 25†, with anorexia nervosa being extremelyRead MoreEating Disorders: Physical and Psychological Damages Anorexia Nervosa, Bulimia Nervosa, and Disordered Eating825 Words   |  4 PagesEating Disorders: Physical and Psychological Damages Anorexia nervosa, bulimia nervosa, and disordered eating. Thats all we see in the bathroom stalls on the seventh floor in Hayes Ââ€" Healy. What exactly are anorexia nervosa, bulimia nervosa, and disordered eating? Anorexia, bulimia, and disordered eating are habits that become an eating disorder. There are two sides to understanding the problems of eating disorders. One side is the emotional or psychological side that is affected by eating disordersRead MoreA Look Into the World of Anorexia Essay932 Words   |  4 PagesAuthor Note Nicole R. King, Criminal Justice Major, Georgia Perimeter College Abstract Eating disorders have become an increasing public health problem once thought to be an affliction amongst young women, now an epidemic across culture and gender boundaries. Anorexia gives rise to serious socio-economic and bio-psychological circumstances of our ever vast, growing society. Awareness of eating disorders have increased but perhaps only in proportion to its advancement of its research and treatmentRead MoreThe Causes of Eating Disorders 1295 Words   |  5 PagesEating disorders have been around for well over a century, and affect tons of people around your neighborhood, town, county, state, or even country that walk, talk, and act just like you. The two big dogs of eating disorders are anorexia nervosa and bulimia nervosa, which affect young boys and girls alike that cannot control their feelings when it comes to food. Some decide that food is not their thing, which is known as anorexia; and, some people have a love/hate relationship with food, better knownRead MoreSo cial Media s National Eating Disorder Awareness Week866 Words   |  4 Pagesbe. When he looks in the mirror, he doesn’t see that his ribs are so prominent it looks like the skin’s going to give way. All he sees is fat and all he sees is numbers. It’s National Eating Disorder Awareness Week, or it was. Countless of my friends posted on social media their own struggles with eating disorders, finally courageous enough to break the silence. Creative quotes or personal pictures were edited and intensified to show the ugly truth of the same perception Kenny has. Body image hasRead MoreEating Disorders and Womens Self Image Essay1446 Words   |  6 Pageslike covergirls. As a result, many women in North America suffer from psychological illnesses. Among the most common are eating disorders such as Anorexia and Bulimia Nervosa. Anorexia and Bulimia generally arise in young women, but may also occur in older females and occasionally in men. People suffering from any of these sicknesses usually suffer from low self esteem. Victims may think things such as, â€Å"my life would be better if I lost weight,† or they may think that people would like them better

Orwell s 1984, By George Orwell - 1617 Words

Have you ever said an inappropriate joke at the wrong time and place and then notice an elderly lady staring into your soul making you question your existence? Imagine a world where everything you said, did, or thought was discriminated and controlled not only by the old lady but the entire government. Correlating with the basis of being human, humanity is the building blocks of human life, which goes to show its importance, but what if the blocks were being taken away one by one? In the novel, 1984, by George Orwell, these blocks were being stripped away from the citizens every day. Orwell gives the readers insight in a world where technology inhibits daily life, humans lack intuition, and the repression of individuality. For instance, technology today is so prevalent in our daily lives we wouldn t know how to live without it. We’ve taken it for granted in mass associations, but what if technology no longer benefited us it actually caused pure terror every time you looked at it? In 1984, telescreens were the main source of technology used by the government, allowing them to â€Å"plug into your wire whenever they wanted† (Orwell). They were capable of doing this using a two-way display or camera. The Government is very restricting to their party members because they are given knowledge that the proles, or common people, are not. Therefore, the Party knows rebellion is not uncommon amongst it’s members. The Party allows only pure loyalty to them, to assure law is in order theyShow MoreRelatedOrwell s 1984 By George Orwell911 Words   |  4 Pages The â€Å"Orwellian† Truth Have you ever thought you have been led to believe something? Or been shown something, maybe even on purpose, to change your opinion and feel scared to make you feel the need to be protected? In the novel 1984 by George Orwell this is exactly what the government did. Big Brother lied, contradicted himself and would hide reality from the people. All of this to make the people of Oceania would love their government and feel like their government created the best life possibleRead MoreGeorge Orwell s 1984 919 Words   |  4 Pagesattitudes of its citizens. George Orwell examines the dangers of this flawed relationship between government bodies and individuals. In 1984, he illustrates the worst possible outcome, a corrupt tyrannical government creating a dystopian world filled with lifeless citizens. Orwell explores the consequences of a totalitarian society in 1984 through the struggles of Winston, the manipulations of O’Brien, and the perfection of Winston. Once Winston is confined in the Ministry of Love, 1984 examines the characterRead MoreGeorge Orwell s 1984 1459 Words   |  6 PagesAt the point when George Orwell penned his new-popular tragic novel, 1984 discharged 67 years prior in June 1949, it was expected as fiction. The innovative setting is over three decades in our back window reflect, yet numerous parts of the book have come shockingly genuine today. The novel tells a socially stratified post atomic war world led by three superstrates. Luckily, there s been no worldwide atomic war, generally in light of the fact that president elect Donald Trump hasn t assumed controlRead MoreGeorge Orwell s 1984 Essay1915 Words   |  8 PagesIsterliin iman 1984 George Orwell 05/10/16 On October the 5th my class and I went on a trip to the Old Vic to watch a play called â€Å"1984† (nineteen eighty-four) This play was originally written by George Orwell in 1949. The play is about a man named Winston Smith who is classed as a low-ranking member of society in the ruling party in London. Everywhere Winston goes he is watched only referred to as â€Å"Big brother†. The party controls every little thing the people do even how they think their languageRead MoreOrwell s 1984 By George Orwell2061 Words   |  9 Pagescorrupt thought,† states George Orwell, a well-known author, showing how powerful words are, to the point where they can influence the thoughts of people. This is a common theme throughout history, referred to as propaganda, where those in control present words and information to the public to change their opinion on ideas, causes, or policies. The use of propaganda appears in many forms of literature, but it is an especially prominent idea in the novel 1984 by George Orwell. The plot centers on WinstonRead MoreOrwell s 1984 By George Orwell1992 Words   |  8 Pagessociety. A nightmarish society like this is portrayed in George Orwell’s novel, 1984, where the main character Winston Smith struggles to live in the superstate, Oceania where the Party is the head of the government. He also covertly hates the Party and Big Brother, who is the head of the Party, and wishes to rebel. He then joins a secret organization known as the Brotherhood; but it only makes matters worse for him. In the dystopian novel, 1984, Orwell descriptively shows the ramifications and the nightmareRead MoreAnalysis Of George Orwell s 1984 923 Words   |  4 Pages1984, is a book written by George Orwell giving the reader a view of what a dystopian government would be like. The government of Oceania controls the lives of it’s citizens; posters of a figure known as â€Å"Big Brother† are seen all over and emphasize that he is always watching it’s citizens. The government enforces rules and regulations amongst it’s citizens, restricting them from giving their own opinion or even opposing the g overnment. Thoughtcrime, face crime, and double think are all strictlyRead MoreAnalysis Of George Orwell s 19841423 Words   |  6 PagesIn the novel 1984 by George Orwell, the Party has many strategies and tactics that help them have complete control of the people of Oceania. The control the Party has maintained gives them the ability to manipulate people as a result. The Party takes away the people’s freedom to have a say in their government and become their own person. They use their power to an extreme against the people rather than to help the people. The Party takes advantage of every opportunity to instill fear in the citizensRead MoreAnalysis Of George Orwell s 19841377 Words   |  6 Pagesvarious types of governments, such include democracy, oligarchy, and more specifically, totalitarian. A totalitarian government gains extensive amounts of control and power over all of their people, and dominate over every aspect of their lives. George Orwell’s â€Å"1984 ,† conveys to its readers how the government presented totalitarianism and obtained control over their citizens. This action by the government compares to the massacre of the Holocaust, which portrayed the act of totalitarianism by aiming discriminationRead MoreAnalysis Of George Orwell s 1984 Essay2052 Words   |  9 Pagessee the oppression happening. However, there are a selected few that fight the authority. George Orwell used his skillful techniques to create a dystopian novel that describes his nightmare vision of a possible future society. This work is remembered today to warn citizens to be conscious as to what is around us, what is controlling us, and where our hope should be. The novel, 1984, written by George Orwell has opened reader’s eyes on the power-hungry political systems forcing oppression, while

Teenage Pregnancies and the Health Risks to the Unborn Child Free Essays

string(96) " a college degree by age 30† \(National Campaign to Prevent Teen Pregnancy, March 2010\)\." Running Head: Teen Pregnancy Teenage Pregnancies and Health Risks Betty Samuelsen Western Governors University Teen girls should refrain from the peer pressure of becoming pregnant. Becoming pregnant at a young age may have consequences with the range of seriousness. Pregnant teens are encouraging others to become pregnant in the form of peer pressure. We will write a custom essay sample on Teenage Pregnancies and the Health Risks to the Unborn Child or any similar topic only for you Order Now Teens are watching too much television that encourages them to become pregnant. Pregnancy is a major reason that the dropout rate of teen girls is so high. Teens need to be informed of the health risks that they may be faced with if they become pregnant. Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager’s education, and the health risks faced by pregnant teens and their unborn children. Television shows are one example of media that complicates the issue of teen pregnancy. Studies show that teens, 12-17 years of age, that watch television shows that have the most sexually suggestive information, are twice as likely to become pregnant (Chandra, 2008). The television industry needs to have more of a balance between sexual content and the risks that pregnancies have upon teens (Chandra, 2008). These television shows also influence others to become pregnant because it is the thing to do. For example, MTV program content implies that if a girl gets pregnant, then the teen has a one-way ticket to fame and MTV is also promoting teen pregnancy instead of stating it as a serious problem in America (Montalvan, 2011). Television increases the complexity of this issue when watching television shows that make teen pregnancies appealing leads to peer pressure to become pregnant. For example: Girls 16 and younger have gotten together to â€Å"plan† their pregnancies and how they are going to raise their children together. When the girls would find out if their pregnancy test came back positive, they would high five each other, like they were proud to be pregnant at such a young age and they will be ok (Males, 2008). Peer pressure is usually male-to-male and female-to-female, this pressure seems to be harder to withstand from males due to status and being accepted. On the other hand, females fall into peer pressure to â€Å"fill a void† in their lives and maintain a relationship with the opposite sex (Sugland, 1997). Not only is peer pressure a problem, research shows that 20% of teens have stated that their parents (46%) are also a big influence on them having sex compared to the 20% of friends pressure (Albert, 2010). What is this saying about parents’ influence on their own teens? Teens state that they wish they could have more open conversations about sex with their parents and be more open in conversation about contraception. They believe that this could reduce teen pregnancies (Albert, 2010). There are also various cultural practices that complicate how teens think about pregnancy. In adolescents’ views about sex, it is on their minds most of the time whether or not they are sexually active themselves. Views differ from race to race as to the frequency of sex among their peer groups, for instance African-American perceive more sex than among peer groups in the European-and Mexican-American peer groups. (Mahavarkar, Madhi, Mule, 2008). Teen pregnancy is not only a local problem, but is a global concern even with the conflicting information from study to study. The previous new labor government in England identifies pregnant schoolgirls as a particularly vulnerable group. In addition, research shows different effects of pregnancy on the education of pregnant teens. The leading cause, 30%, of teens dropping out of high school is pregnancy and parenthood (National Campaign to Prevent Teen Pregnancy, 2010, March). In England, the 1st cornerstone of a four cornerstone campaign is to increase the participation of pregnant teens in education, training and/or employment. According to the Social Exclusion Unit, the second strategy is getting 60% of young mothers into training, employment, and education (as cited in Vincent Thomson, 2010). The Social Exclusion Unit assumes that meeting the second cornerstone will help reduce the negative health, social and economic correlates of teen pregnancies. Researchers appear to agree with policy-makers on the challenges that the pregnant teens and mothering teens face in their education. The Department of Education and Skills put out a guidance on the education of school-aged girls and parenting mothers which outlined the expectations that the teens should be getting. England’s local authorities have a low priority in helping teen mothers get back into education. Audit Commission, 1999, Coleman and Dennison 1998). In the 2001 guidance, the Department of Education and Skills state, â€Å"The school should ensure that the young woman continues learning as long as possible up until the birth by exploring all opportunities for curriculum support available (Department of Education and Skills, 2001, 5). Schools are also required to provide an elective official to be in charge for the pregnant teenagers–someone whose main function is to facilitate the on-going education of the pregnant pupil and her successful reintegration to education after the six-week post-natal check-up. This official should be made aware of all the schoolgirl pregnancies within the local authority. The local authorities are encouraged to provide the same education as those of pregnant teens. Pregnancy should not be the reason some of these parenting mothers are not being allowed to attend school. Schools should be partially accountable for the education of these parenting teens. In order to make this goal happen, schools would need to provide work for the pregnant teen to do at home when she is unable to attend school. About half of the teens that are pregnant have a high school diploma vs. 9% of those that were not teen mothers. â€Å"Other data find that less than 2% of young teen mothers (those who have a baby before age 18) attain a college degree by age 30† (National Campaign to Prevent Teen Pregnancy, March 2010). You read "Teenage Pregnancies and the Health Risks to the Unborn Child" in category "Papers" Pregnancy can have negative effects on education. According to As hley, study 1 of 4, was an average student that found out at 6 weeks she was expecting. She thought, â€Å"I’m not going to get my GCSE’s [General Certificate of Secondary Education], I’m not going to go to college and I’m not going to get the job I want to get† (as cited in Vincent, Thompson, 2010). Ashley was hoping to be able to say goodbye to her friends. The school implied that she would be able to maintain her education with a pupil referral unit; therefore, the school was expressing its concerns of the health and safety of her pregnancy. Poor communication of the students mainstream school with the pupil referral unit made Ashley miss coursework and failed some of her GCSE’s that she was optimistic in passing. The school just did not care. In some cases pregnancy has mixed effects on a students education but still presents complications. Shae, study 2 of 4, had mixed reactions, peers were mostly accepting, but among staff they are mixed, some accepting, others not so much. The meeting was a different situation from Ashley’s. Shae was able to stay in her school until most of her GCSE’s were complete with minimal accommodations, such as leaving class a little early to avoid being â€Å"crushed† in the hallways. Her teacher also took on making sure the Pupil Referral Unit had coursework for her to do, unlike to first study. Shae felt more apart of her school still (as cited in Vincent, Thompson, 2010). Pregnant teens will need to make complicated decisions on education. Shae was able to stay in the mainstream school until her 7th month of pregnancy, but at the same time still felt like she was apart of the school. Unlike Ashley’s school, Shae’s was more supportive of her situation. Children of teen mothers are affected in the long term, such as, becoming a teen parent later (National Campaign to Prevent Teen Pregnancy, 2010). Pregnant teens will have a much harder time finding well paying jobs if they are not able to have the proper education available to them†¦ Without a high school education, it is much harder to be accepted into college (National Campaign to Prevent Teen Pregnancy, 2010). Shae was aware that she had a choice and made that known to the school and staff members and stuck to convincing them to allow her to stay and accomplish her dreams and goals that she had set for herself. Title IX actually protects pregnant teens to have an equal education to those of their peers, no matter the situation. (Educational Policy, January and March 2006, 20(1). Shae was aware of the choice that she had on her education and made it known to the school and the staff members and stuck to convincing them to allow her to stay. As stated above the Title IX, is an American statue, that should also prepare pregnant teens the same opportunity as those in other countries. For example, a non-educational consequence of teen pregnancy is the health risks to the mother and the baby. Prenatal care is critical in the first months of pregnancy. Prenatal vitamins with folic acid are suggested to be taken before becoming pregnant to prevent certain birth defects, such as neural tube defects (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Some of the health risks for both the pregnant teen and unborn child are as follows: Teens have more complictions in delivery than those in their 20’s and later. Pre-Term deliveries for the unborn child are a major complication. The teen is 3 times more likely to develop anemia, than those that are not teens. Pre-term deliveries are higher in some studies while other studies do not have the higher rates. Poor prenatal care and late identification of complications could explain the high rate of pre-term delivery. (Mahavarkar, Madhu, Mule, 2008). Any baby born before 37 weeks is considered pre-term or â€Å"preemie. † Full term lasts 40 weeks. The baby can have respiratory, digestive, vision, cognitive, and many more problems (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Pregnant teens are still growing themselves which puts their unborn child at a greater risk of being a â€Å"premee† and being under weight. Pregnant teens are 1. 8 times more likely to have low birth weight babies. Research shows that in a controlled and study low birth weights are as follows: 2. 5 (42% study, 59% controlled). (Mahavarkar, Madhu, Mule, 2008). Babies that are less than 3. 3 lbs. ay have to be put on a ventilator to help them breath after birth due to their lungs not being fully developed. Premature babies usually have not had enough time in the womb to develop fully (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks Realities). Complications for the pregnant teen may be very severe. Pre-eclampsia is a severe condition for the mother such as bleeding problems, pre-mature separation of the placenta from the uterus before the baby is born (placenta abruption), rupture of the liver, stroke, and death (rarely). (Mahavarkar, Madhu, Mule, 2008). For example, pre-eclampsia, can cause swelling in the hands and feet of the mother along with organ damage (as cited in Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks Realities). Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager’s education, and the health risks faced by pregnant teens and their unborn children. In conclusion, outside influences account for some of the reasons that teens are becoming pregnant in high school. If teens are not sexually active in high school, teen peers torment them and encourage them to become pregnant. In return, the pregnant teens and teen mothers suffer the natural consequences of becoming pregnant. One result is not having an equal education to their peers and not having the better paying jobs that the other teens may have. Teens that become pregnant while still young and their unborn child face huge health issues, such as low birth weight, pre-eclampsia, possible stroke, and possible death. Reference List Albert, B. (2010). With one Voice 2010: America’s Adults and Teens sound off about Teen Pregnancy. Washington, D. C. : The NCPTP and Unplanned Pregnancy. Audit Commission, (1999) Chandra, A. (2008). Study: TV influences teen pregnancy stats. Retrieved from Coleman Dennison, (1998) Department of Education and Skills, (2001), 5. Educational Policy, (January and March 2006) 20,(1). Mahavarkar, S. H. , Madhu, C. K. , Mule, V. D. (2008). A comparative study of teenage pregnancy. Journal of Obstetrics Gynaecology, 28(6), 604-607. doi:10. 1080/01443610802281831. Males, M. (2008). http://articles. latimes. com/2008/jul/13/opinion/op-males13. National Campaign to Prevent Teen Pregnancy (March 2010). Why It Matters: Teen Pregnancy and Education. Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks Realities. Retrieved from http://www. webmd. com/baby/teen-pregnancy-medical-risks-and-realities. Social Exclusion Unit, (1999). Sugland, B. (n. d). Sex, Pregnancy and Contraception: A Report of Focus Group Discussions with Adolescents. N/A, Retrieved from EBSCOhost. Vincent, K. , Thomson, P. (2010). ‘Slappers like you don’t belong in this school’: the educational inclusion/exclusion of pregnant schoolgirls. International Journal of Inclusive Education, 14(4), 371-385. doi:10. 1080/13603110802504580 How to cite Teenage Pregnancies and the Health Risks to the Unborn Child, Papers

Teenage Pregnancies and the Health Risks to the Unborn Child Free Essays

string(96) " a college degree by age 30† \(National Campaign to Prevent Teen Pregnancy, March 2010\)\." Running Head: Teen Pregnancy Teenage Pregnancies and Health Risks Betty Samuelsen Western Governors University Teen girls should refrain from the peer pressure of becoming pregnant. Becoming pregnant at a young age may have consequences with the range of seriousness. Pregnant teens are encouraging others to become pregnant in the form of peer pressure. We will write a custom essay sample on Teenage Pregnancies and the Health Risks to the Unborn Child or any similar topic only for you Order Now Teens are watching too much television that encourages them to become pregnant. Pregnancy is a major reason that the dropout rate of teen girls is so high. Teens need to be informed of the health risks that they may be faced with if they become pregnant. Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager’s education, and the health risks faced by pregnant teens and their unborn children. Television shows are one example of media that complicates the issue of teen pregnancy. Studies show that teens, 12-17 years of age, that watch television shows that have the most sexually suggestive information, are twice as likely to become pregnant (Chandra, 2008). The television industry needs to have more of a balance between sexual content and the risks that pregnancies have upon teens (Chandra, 2008). These television shows also influence others to become pregnant because it is the thing to do. For example, MTV program content implies that if a girl gets pregnant, then the teen has a one-way ticket to fame and MTV is also promoting teen pregnancy instead of stating it as a serious problem in America (Montalvan, 2011). Television increases the complexity of this issue when watching television shows that make teen pregnancies appealing leads to peer pressure to become pregnant. For example: Girls 16 and younger have gotten together to â€Å"plan† their pregnancies and how they are going to raise their children together. When the girls would find out if their pregnancy test came back positive, they would high five each other, like they were proud to be pregnant at such a young age and they will be ok (Males, 2008). Peer pressure is usually male-to-male and female-to-female, this pressure seems to be harder to withstand from males due to status and being accepted. On the other hand, females fall into peer pressure to â€Å"fill a void† in their lives and maintain a relationship with the opposite sex (Sugland, 1997). Not only is peer pressure a problem, research shows that 20% of teens have stated that their parents (46%) are also a big influence on them having sex compared to the 20% of friends pressure (Albert, 2010). What is this saying about parents’ influence on their own teens? Teens state that they wish they could have more open conversations about sex with their parents and be more open in conversation about contraception. They believe that this could reduce teen pregnancies (Albert, 2010). There are also various cultural practices that complicate how teens think about pregnancy. In adolescents’ views about sex, it is on their minds most of the time whether or not they are sexually active themselves. Views differ from race to race as to the frequency of sex among their peer groups, for instance African-American perceive more sex than among peer groups in the European-and Mexican-American peer groups. (Mahavarkar, Madhi, Mule, 2008). Teen pregnancy is not only a local problem, but is a global concern even with the conflicting information from study to study. The previous new labor government in England identifies pregnant schoolgirls as a particularly vulnerable group. In addition, research shows different effects of pregnancy on the education of pregnant teens. The leading cause, 30%, of teens dropping out of high school is pregnancy and parenthood (National Campaign to Prevent Teen Pregnancy, 2010, March). In England, the 1st cornerstone of a four cornerstone campaign is to increase the participation of pregnant teens in education, training and/or employment. According to the Social Exclusion Unit, the second strategy is getting 60% of young mothers into training, employment, and education (as cited in Vincent Thomson, 2010). The Social Exclusion Unit assumes that meeting the second cornerstone will help reduce the negative health, social and economic correlates of teen pregnancies. Researchers appear to agree with policy-makers on the challenges that the pregnant teens and mothering teens face in their education. The Department of Education and Skills put out a guidance on the education of school-aged girls and parenting mothers which outlined the expectations that the teens should be getting. England’s local authorities have a low priority in helping teen mothers get back into education. Audit Commission, 1999, Coleman and Dennison 1998). In the 2001 guidance, the Department of Education and Skills state, â€Å"The school should ensure that the young woman continues learning as long as possible up until the birth by exploring all opportunities for curriculum support available (Department of Education and Skills, 2001, 5). Schools are also required to provide an elective official to be in charge for the pregnant teenagers–someone whose main function is to facilitate the on-going education of the pregnant pupil and her successful reintegration to education after the six-week post-natal check-up. This official should be made aware of all the schoolgirl pregnancies within the local authority. The local authorities are encouraged to provide the same education as those of pregnant teens. Pregnancy should not be the reason some of these parenting mothers are not being allowed to attend school. Schools should be partially accountable for the education of these parenting teens. In order to make this goal happen, schools would need to provide work for the pregnant teen to do at home when she is unable to attend school. About half of the teens that are pregnant have a high school diploma vs. 9% of those that were not teen mothers. â€Å"Other data find that less than 2% of young teen mothers (those who have a baby before age 18) attain a college degree by age 30† (National Campaign to Prevent Teen Pregnancy, March 2010). You read "Teenage Pregnancies and the Health Risks to the Unborn Child" in category "Papers" Pregnancy can have negative effects on education. According to As hley, study 1 of 4, was an average student that found out at 6 weeks she was expecting. She thought, â€Å"I’m not going to get my GCSE’s [General Certificate of Secondary Education], I’m not going to go to college and I’m not going to get the job I want to get† (as cited in Vincent, Thompson, 2010). Ashley was hoping to be able to say goodbye to her friends. The school implied that she would be able to maintain her education with a pupil referral unit; therefore, the school was expressing its concerns of the health and safety of her pregnancy. Poor communication of the students mainstream school with the pupil referral unit made Ashley miss coursework and failed some of her GCSE’s that she was optimistic in passing. The school just did not care. In some cases pregnancy has mixed effects on a students education but still presents complications. Shae, study 2 of 4, had mixed reactions, peers were mostly accepting, but among staff they are mixed, some accepting, others not so much. The meeting was a different situation from Ashley’s. Shae was able to stay in her school until most of her GCSE’s were complete with minimal accommodations, such as leaving class a little early to avoid being â€Å"crushed† in the hallways. Her teacher also took on making sure the Pupil Referral Unit had coursework for her to do, unlike to first study. Shae felt more apart of her school still (as cited in Vincent, Thompson, 2010). Pregnant teens will need to make complicated decisions on education. Shae was able to stay in the mainstream school until her 7th month of pregnancy, but at the same time still felt like she was apart of the school. Unlike Ashley’s school, Shae’s was more supportive of her situation. Children of teen mothers are affected in the long term, such as, becoming a teen parent later (National Campaign to Prevent Teen Pregnancy, 2010). Pregnant teens will have a much harder time finding well paying jobs if they are not able to have the proper education available to them†¦ Without a high school education, it is much harder to be accepted into college (National Campaign to Prevent Teen Pregnancy, 2010). Shae was aware that she had a choice and made that known to the school and staff members and stuck to convincing them to allow her to stay and accomplish her dreams and goals that she had set for herself. Title IX actually protects pregnant teens to have an equal education to those of their peers, no matter the situation. (Educational Policy, January and March 2006, 20(1). Shae was aware of the choice that she had on her education and made it known to the school and the staff members and stuck to convincing them to allow her to stay. As stated above the Title IX, is an American statue, that should also prepare pregnant teens the same opportunity as those in other countries. For example, a non-educational consequence of teen pregnancy is the health risks to the mother and the baby. Prenatal care is critical in the first months of pregnancy. Prenatal vitamins with folic acid are suggested to be taken before becoming pregnant to prevent certain birth defects, such as neural tube defects (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Some of the health risks for both the pregnant teen and unborn child are as follows: Teens have more complictions in delivery than those in their 20’s and later. Pre-Term deliveries for the unborn child are a major complication. The teen is 3 times more likely to develop anemia, than those that are not teens. Pre-term deliveries are higher in some studies while other studies do not have the higher rates. Poor prenatal care and late identification of complications could explain the high rate of pre-term delivery. (Mahavarkar, Madhu, Mule, 2008). Any baby born before 37 weeks is considered pre-term or â€Å"preemie. † Full term lasts 40 weeks. The baby can have respiratory, digestive, vision, cognitive, and many more problems (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Pregnant teens are still growing themselves which puts their unborn child at a greater risk of being a â€Å"premee† and being under weight. Pregnant teens are 1. 8 times more likely to have low birth weight babies. Research shows that in a controlled and study low birth weights are as follows: 2. 5 (42% study, 59% controlled). (Mahavarkar, Madhu, Mule, 2008). Babies that are less than 3. 3 lbs. ay have to be put on a ventilator to help them breath after birth due to their lungs not being fully developed. Premature babies usually have not had enough time in the womb to develop fully (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks Realities). Complications for the pregnant teen may be very severe. Pre-eclampsia is a severe condition for the mother such as bleeding problems, pre-mature separation of the placenta from the uterus before the baby is born (placenta abruption), rupture of the liver, stroke, and death (rarely). (Mahavarkar, Madhu, Mule, 2008). For example, pre-eclampsia, can cause swelling in the hands and feet of the mother along with organ damage (as cited in Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks Realities). Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager’s education, and the health risks faced by pregnant teens and their unborn children. In conclusion, outside influences account for some of the reasons that teens are becoming pregnant in high school. If teens are not sexually active in high school, teen peers torment them and encourage them to become pregnant. In return, the pregnant teens and teen mothers suffer the natural consequences of becoming pregnant. One result is not having an equal education to their peers and not having the better paying jobs that the other teens may have. Teens that become pregnant while still young and their unborn child face huge health issues, such as low birth weight, pre-eclampsia, possible stroke, and possible death. Reference List Albert, B. (2010). With one Voice 2010: America’s Adults and Teens sound off about Teen Pregnancy. Washington, D. C. : The NCPTP and Unplanned Pregnancy. Audit Commission, (1999) Chandra, A. (2008). Study: TV influences teen pregnancy stats. Retrieved from Coleman Dennison, (1998) Department of Education and Skills, (2001), 5. Educational Policy, (January and March 2006) 20,(1). Mahavarkar, S. H. , Madhu, C. K. , Mule, V. D. (2008). A comparative study of teenage pregnancy. Journal of Obstetrics Gynaecology, 28(6), 604-607. doi:10. 1080/01443610802281831. Males, M. (2008). http://articles. latimes. com/2008/jul/13/opinion/op-males13. National Campaign to Prevent Teen Pregnancy (March 2010). Why It Matters: Teen Pregnancy and Education. Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks Realities. Retrieved from http://www. webmd. com/baby/teen-pregnancy-medical-risks-and-realities. Social Exclusion Unit, (1999). Sugland, B. (n. d). Sex, Pregnancy and Contraception: A Report of Focus Group Discussions with Adolescents. N/A, Retrieved from EBSCOhost. Vincent, K. , Thomson, P. (2010). ‘Slappers like you don’t belong in this school’: the educational inclusion/exclusion of pregnant schoolgirls. International Journal of Inclusive Education, 14(4), 371-385. doi:10. 1080/13603110802504580 How to cite Teenage Pregnancies and the Health Risks to the Unborn Child, Papers

This Awesome Peice of Writing Essay Example Essay Example

This Awesome Peice of Writing Essay Example Paper This Awesome Peice of Writing Essay Introduction A fox is a omnivorious mammal that is part of the Canidae family. Foxes are a small – medium canid, that are extremly cunning. The ModernEnglishword â€Å"fox† isOld English, and comes from theProto-Germanicwordfukh. The average fox lives for 5 years, which then they usually die of hunting, road kill, and diseases. Reynards (male foxes) weigh on average, 5. 9kilograms and vixens (female foxes) weigh less, at around 5. 2kilograms. Foxes are normally extremely wary of humans and are can be kept as pets.Foxes usually live in forest where there is easy prey nearby. Some foxes like the Chilla fox live in the desert. In many fictional stories, the fox appearsas a symbol of cunning andtrickery, or as afamiliar animalpossessed of magic powers. In stories foxes are said to be ingenius creatures that are also swift and flexible. In both stories and in reality foxes seem to be very cunning and smart. Foxes are also very swift and have extremly high leaps as they move. However in m ost stories foxes have magical powers whilst in real life this is obviously false. | | | | | | | | |Habitat |forest |desert | | | | | | |Strengths | | | | | | | | |Weaknesses | | | | | | | | |Diet (animals) | | | | | | | | |Diet | | | | | | | | |(plants) | | | | | | | | Books I have read that include foxes: 1 Foxes book of martyrs The fox diaries 3 Foxes 4 The Midnight Fox 5 In many cultures, a fox is the symbol for a cunning person; in others a vixen is the symbol for the lascivious woman. But what do you really know about this animal? 1. During the Ice Age, 400-650,000 years ago, the red fox and polar fox split from a common ancestor, Vulpes alopecoides. 2. Foxes can live solitary, in couples with their offspring or in groups of 4-6 adults. The territory of the groups, depending on the resources, varies between 100 and 600 hectares, usually with a ray of 7 km (4. 2 mi). The normal gait of a fox is a slow trot. Foxes can be found up to altitudes of 2,500 m (8,330 ft). 3.A fox can t ell the sex, hierarchical position, status and the location of another fox with the help of its smell. When two foxes meet, the lower status one lowers its ears and displays its abdomen (the vulnerable part) as a sign of submission. Foxes can emit up to 46 different calls. Their calls resemble a nasal dog bark. They hear sounds with frequencies between 700 to 3,000 Hz and have kin hearing (they hear the squeak of a mouse from a distance of 100 m or 330 ft). Their eyesight is weak and foxes hardly distinguish immobile objects. A fox emits a heavy scent, given by glands located near anus, like in skunks. These mammals have very kin smell (they can keep the track of the prey for several kilometers). 4.Foxes hunt alone, during the night, preferentially rabbits and rodents (mice, voles, ground squirrels), but also moles, song birds, ducks, quails, partridges, pheasants, eggs, insects (like locusts and beetles, including their larvae), earth worms, but they also eat fruit (in some cases a nd in some species up to 90 %), cadavers of big hoofed animals (or even their living offspring) and red kangaroos (in Australia), fish, frogs and crayfish in wet areas and garbage in urban areas. A sole fox can destroy in one year 5,000-6,000 rodents. In fact, there are large fox populations in London, Paris, Hamburg, New York, Toronto, Amsterdam, Berlin and others, advantaged by the lack of predators and abundant food sources represented by human wastes, rodents and birds. The young of these urban foxes are prone to be victims of car accidents. Foxes can consume plant food, too, like raspberries, cranberries, (fallen) apples, pears, grapes. A fox needs 300-600 grams of food per day; a lactating female 700 grams.The animal travels about 12 km (8 mi) per night in search for food. They decimate the populations of nesting birds (shearwaters, ducks and so on). In US, following the extermination of the wolves and coyotes the number of the foxes boomed and the number of ducks plummeted. S till, foxes control rodent populations. When spotting a rodent or bird on the ground, the fox approaches slowly to a distance from which it jumps over the prey. Foxes are hunted by wolves, lynxes and eagles. 5. Foxes use dens dug by badgers, marmots, rabbits, shelducks and other foxes. They can cohabit with the badgers (but keeping the distance) and the comfortable den has many entrances for aeration and escape in case of danger.The fox dens use to be plagued by fleas and impregnated by the heavy smell of the anal glands. 6. Monogamous family is the rule for foxes, a rare case amongst mammals. They mate in January-February and gestation lasts 50-56 days. Females give birth to 3-12 cubs. Newborn have closed eyes and woolly dark gray hair. In two weeks the offspring open their eyes and can eat pre-digested meat, by the age of 5 weeks they go out of the den and play. They are independent at the age of 5 months. In 9 months they are sexually mature. These animals can live up to 12 years . 7. Foxes can reach 48 km (30 mi) per hour. The tail serves for balancing when making sudden movements. . There 48-77 races of red fox, depending on fur color and size. The fox appears in many pieces of literature. As well as several references in the bible, the fox is central inAesop’s fablesfrom about AD500, features inCanterbury Talesand is the main component of the epic poemReynard the fox. Even today foxes have an important part in language and literature. Many famous children’s stories contain foxes as protagonist. These includeThe Gingerbread Man, Chicken Licken, The Sly Red Fox and the Little Red HenandFantastic Mr Fox. Such stories typify the stereotype that foxes are cunning and deceitful, but also successful and to be admired.In language,to foxmeans to trick or deceive. It can also be used to refer to a cunning or deceitful person, though more recently a fox or foxy can be used to refer to an attractive woman [pic] |T | |[pic] | HERE was once a little red h en that lived in a house by herself in the wood. And over the hill, in a hole in the rocks, lived a sly, crafty old fox. Now this crafty old fellow of a fox lay awake nights, and prowled slyly about days, trying to think of how he should get the little red hen. He wanted to carry her home to boil for his supper.But the wise little hen never left her house without locking the door and putting the key in her pocket; so the old fox watched and prowled and lay awake nights till he grew pale and thin, but he found no way to get the wise little red hen. At last one morning he took a big bag over his shoulder, and said to his mother: â€Å"Mother, have the pot boiling when I come home, for I’ll bring the little red hen for our supper. † Away he went over the hill and through the wood to where the red hen lived in her snug little house. Just at that moment out came the little red hen to pick up sticks for her fire, and in slipped the fox and hid behind the door.In came the hen in a minute and locked the door, and put the key in her pocket. When she saw they fox she dropped her sticks and flew with a great flutter up to the beam across the house under the roof. â€Å"Ah,† said the sly fox, â€Å"I’ll soon bring you down. † And [190] he began to whirl around and around and around, faster and faster and faster, after his big, bushy tail. The little red hen looked at him till she got so dizzy that she fell off the beam to the floor. The fox caught her and put her into his bag and started straight for home. Up the wood and down the wood he went with the little red hen shut tight in the bag. She thought it was all over with her. After a while the fox lay down to rest.Then she came to her wits, and put her hand into her pocket and took out a bright little pair of scissors. With them she snipped a hole in the bag. She leaped out and picked up a big stone and dropped it into the bag and ran home as fast as her legs could carry her. The fox wa ked up and started again with his bag over his shoulders. â€Å"How heavy the little red hen is,† he said, â€Å"that I am to have for my supper. † His mother was standing at the door of his den waiting for him. â€Å"Mother,† he said, â€Å"have you the pot boiling? † â€Å"Yes, to be sure! † said she, â€Å"and have you the little red hen? † â€Å"Yes, here in my bag. Lift the lid, and let me put her in,† said the fox.The fox untied the bag and held it over the boiling water and shook it. The heavy stone fell into the water with a splash which went up over the fox and his mother and scalded them. And the little red hen lived safe in her house in the wood This story is about afoxnamed Mr Fox. In order to feed his family, Mr Fox stealschickens,ducks, andturkeys, each night from three mean and wealthy farmers: Boggis, Bunce, and Bean. The farmers are fed up with Mr Fox’s theft and try to kill him. One night, the farmers wait out side Mr Fox’s foxhole in an attempt to ambush him. When Mr Fox emerges from his home, the farmers fire at him. However, the farmers only succeed in blowing off Mr Fox’s tail. [1]Determined to catch him, the farmers use spades and shovels to dig their way into the foxes’ home. However, Mr and Mrs Fox and their four children escape by digging a tunnel deeper into the ground. The farmers then usebulldozersin order to dig deeper into the ground, but to no avail. The three men therefore decide to watch the entrance to the fox tunnel withshotgunsat the ready, while the farmers’ men patrol the area to make sure the foxes do not escape. After three days of starving, Mr Fox comes up with a plan. He and his children dig a tunnel into Boggis’ chicken house. There, they steal some chickens and depart without leaving any sign of their presence.They also raid Bunce’s storehouse of ducks,geeseand vegetables as well as Bean’s underground cellar ofcid er. Along the way, the foxes meetBadgerand other digging animals who are also starving due to the farmers’ siege of the hillside. Mr Fox, feeling responsible for the whole affair, invites the other animals to a feast made from the loot. At the feast, the animals decide to make an underground town where they will be safe, while discreetly obtaining food from the farmers. Meanwhile, Boggis, Bunce, and Bean keep guard on the tunnel entrance in pouring rain, unaware that Mr Fox and his friends are stealing their food right under their noses. The book ends with the indication the three will be waiting forever This Awesome Peice of Writing Essay Thank you for reading this Sample!

Autonomy Essays

Autonomy Essays Autonomy Essay Autonomy Essay In Canadian history, as Canada changing state, including economic and population growth, the twentieth century was the climax for the Canadians. Bravely, autonomy was rewarded to the Canadians in many different levels. Canada, now, made itself as one of the middle power in the world. The 3 major events during this era that gradually helped Canada drift apart from Great Britain are the King-Byng Crisis, the Statue of Westminster , and the creation of the Canadian National Flag. In 1926, the King-Byng Crisis made a huge difference for Canada independence. When King became Prime Minister, he wants to take the independence to a higher level. King refused to support Britainâ„ ¢s plan to invade Turkey and publicly challenged Britain over its influence on Canadaâ„ ¢s internal politics, which became the King-Byng Crisis. The Conservatives called for a motion of censure against Kingâ„ ¢s government, which meant that if itâ„ ¢s successfully passed on, King would no longer be Prime Minister and is required to resign from his position. It came to that King asked Governor General Byng if he can call an election, but King got rejected. King quoted that once heâ„ ¢s back in power; got his position again, he would strip certain powers away from the Governor General, in this case Byng. After the event, Canada can freely pass down laws and bills as they wish to without any interruption and refusal by the Governor General. King said about Byng, It is a complet e control by an individual. It shows how the governor general was like before the King-Byng Crisis and how he uses power for control. The Statue of Westminster was another road to freedom in Canada. The statue erased laws, that restricted Canadaâ„ ¢s Independence, which now Canada have the freedom apart from Britain, another step of success. The outcome of this, Canada did not have to follow the laws under Britain. The statue helped Canada because of removing binding acts and gave opportunities for Canada to make their own laws for themselves, which they donâ„ ¢t have to follow any other laws of Britain and the UK. Canada is noticed as an independent country worldwide in 1965 when they created their own flag. The Union Jack, which was their old flag before they have the Canadian Maple flag, was bonded tightly with the UK making them not dependent, but when the Maple flag appeared, the bond is no longer existed and Canada can now be able to represent their flag. They also can represent their flag in international events, like the Olympics. Now with the Maple flag soaring in the sky, it shows independence from England and shows how great of a step they made to become independent. Canada now got respect and is no longer trouble by any other countries. Throughout the twentieth century, Canada had grown significantly and showed with pride. Autonomy was shown greatly throughout the events of the King-Byng Crisis, the Canadian Maple flag and the Statue of Westminster. Canada should have been rewarded by something useful for them, like money or a remembrance, but to be independent is more than enough to ask for.

Which SAT Score Do Colleges Use

Which SAT Score Do Colleges Use SAT / ACT Prep Online Guides and Tips Standardized test scores are an important component of the college application process. However, since most people take the SAT multiple times, it's not always clear which scores colleges will look at when judging an applicant's potential. In this article, I'll give you an overview of which SAT scores colleges use in the admissions process. The Basics When colleges look at your SAT scores, they will usually consider your composite score more strongly than the scores from individual sections.Some more specialized tech and engineering schools (think a school like MIT) will be interested to know what your Math scores are because these schools place a high value on quantitative reasoning abilities.However, they will still look at your composite score to make sure that your overall academic abilities will allow you to keep up in college. Schools may use different scores to judge your application based on what you decide to send them and what their individual score policies are.Some schools require SAT scores but use Superscoring and allow Score Choice, some schools ask that you send all of your SAT scores, and some schools don’t require you to submit the SAT at all.I’ll discuss the various possible scenarios in the next two sections. Score Choice and Superscoring Score Choice and Superscoring are two policies that will affect which scores colleges look at when evaluating your performance on the SAT.Score Choice is under your control; you can decide whether or not to send your scores from each test date to colleges.If you choose to send scores from just one test date, those are the only scores that a college will look at in judging your application. With Score Choice, you're only allowed to send full score reports.You can’t, for example, send your Math score from one test date and your Reading and Writing scores from another date.Score Choice is a good option if you performed particularly poorly on one test date and don’t want to advertise it to colleges.If you don’t use Score Choice when sending SAT scores to colleges, they will look at all of your test scores. In many cases, colleges will use a process called Superscoring to make judgments about your scores as a whole.Superscoring is when colleges combine your best score from each section on the SAT across different tests to create your best possible composite score. Say you took the SAT twice. The first time you got a 700 on Critical Reading, a 650 on Math, and a 710 on Writing, and the second time you got a 670 on Critical Reading, a 700 on Math, and a 750 on Writing.A college that uses Superscoring would take the 700 on Critical Reading, the 700 on Math, and the 750 on Writing and combine them into your best possible composite score of a 2150 rather than using the slightly lower composite scores of 2060 and 2120 from the two individual test sessions.See this article for a list of colleges that Superscore the SAT. In general, even if they don’t use Superscoring, most schools will look at your highest scores.Colleges don’t want students to get too stressed out about any one test date.Taking the highest score also means that colleges can boost their score statistics and improve their reputations, so it’s a win-win. Colleges will usually only look at the tip of your metaphorical SAT iceberg. What About the New SAT? With the arrival of the new SAT, there's another issue to consider: How will colleges view the new scores, and will they superscore between the old and new versions of the test if you submit both? The consensus is that colleges will NOT superscore between the two different versions of the test. The changes are too significant for superscoring between tests to be a valid method of assessing scores. You will be able to submit scores from both the old and new SAT (at least for the time being), but each set of scores will be viewed completely separately. Exceptions and Special Cases There are some exceptions to these general rules about which scores colleges consider.Some schools only look at Critical Reading and Math scores and don’t care about Writing scores (including the essay).There are a couple reasons why they might do this. Since the Writing section was only added in 2005, it doesn’t have as much data as Critical Reading and Math to back it up in terms of how accurately it predicts success in college. The Critical Reading and Math sections are given more weight because many colleges believe that a student’s level of college preparedness can be determined by looking at the scores for these sections alone.Critical Reading and Math scores are often used as benchmarks to determine whether a student should place out of introductory classes during their freshman year. Other schools don’t require you to submit scores at all!These â€Å"test optional† schools won’t look at any of your scores unless you decide to submit them. More and more schools have decided to loosen their standardized testing requirements based on these tests’ limited predictive value of success in college academics.These colleges want to give students a choice about how they present themselves in their applications.If a student feels that their test scores are not representative of their academic ability, then they may choose not to submit them.If you do submit your scores, you can expect these colleges to consider them just like schools that explicitly require SAT scores. Some schools are also â€Å"test flexible.†This means that they do require you to submit test scores in some form, but they don't have to be from the SAT or ACT.NYU, for example, will allow students to submit three AP test scores or three SAT Subject Test scores in lieu of the regular SAT or ACT.These policies vary from school to school, but they cater to students who want to demonstrate mastery in an academic area that's not explicitly covered by the regular SAT. There is only one college, Hampshire College, that is currently "test blind."This means that they won't look at any of your test scores in judging your application. DON'T SHOW ME YOUR SCORES! DON'T YOU KNOW I'M TEST BLIND Conclusion Most colleges will only see the scores that you want them to see.Through Score Choice and Superscoring, the vast majority of schools give you the option of sending just your best scores, or they will formulate your best possible score based on your performance across different test dates. For the most part, colleges are only looking at your best composite SAT score or a composite score that represents a combination of your best scores on each section of the test. You can submit both old and new SAT scores for the time being, but colleges won't superscore between the two versions of the test. Some schools don’t require you to submit the SAT or will only look at certain sections of the test. You should check the websites of the colleges that interest you to see whether they might have special policies towards test scores. With these types of schools, you have even more choice as to how you present yourself on your application. You can decide to leave your scores out of the equation completely. Which SAT score colleges use to judge applicants depends on the policies of each institution, but most schools that explicitly require you to send in your SAT results will use your highest scores. What's Next? Now that you know which scores colleges use in the admissions process, you can set a score goal for yourself. Read our article on what a good SAT score might mean for you. If you're currently working on improving your SAT scores, take a look at this list of quick tips that will help you adjust your strategy appropriately. The most important part of this whole process is sending in the score reports. Read more about how to send your SAT scores to collegesand whether you should send the four free SAT score reportsthat you get with each test. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Skills and Perspectives Needed for Working with Families from Diverse Research Paper

Skills and Perspectives Needed for Working with Families from Diverse Backgrounds - Research Paper Example The current research paper is aimed at identifying the skills needed for working with families from diverse backgrounds. Moreover, perspectives are critical in understanding intercultural problems in the modern industrial world. In the paper, perspectives helpful to comprehend family related issues have also been discussed in detail. Introduction In this paper, the main skills and perspectives needed for working with families from diverse backgrounds will be reviewed and analyzed. The principal focus of the research is on the situation in the western countries such as USA and other developed countries such as Australia where issues of intercultural relationships, migration, assimilation, etc. have drawn considerable public attention and debate at various levels of family and consumer studies. In writing this paper, academic literature including scholarly articles and practitioner’s resources have been used from reputable journals and university databases and libraries. The pap er is divided into sections dedicated to introduction, background research, problem, thesis statement, objectives, discussion, and conclusion. Background Family is the unit of society and nation that provides the most critical needs such as physical security and emotional support to its members. Family system brings coherence among individuals, begets mutual trust, legitimizes sex and synthesizes the civilization (Samovar, Porter, & McDaniel, 2009). Given the importance of family in any civilized society, immigrants have to be assimilated keeping in mind the need of fostering social coherence. Particularly in the developed countries where social constructs are highly complex and mechanistic industrialization booms, advent of immigrants is a major trend. For example, USA receives thousands of immigrants from different parts of the world every year. The institution of family becomes critical in such circumstances, where immigrants are being received either in groups, in families, or s imply as isolated individuals and/or asylum seekers (Gold & Nawyn, 2013). Furthermore, the issue of social justice for the relatively more marginalized populations also remains a significant question. For example, aboriginal population in Australia needs more social care and empathetic treatment because of their poor economic conditions. In America, the American Indians and African Americans also have similar problems. Problem In working with the families with diverse backgrounds, there are different issues in different countries. For example, in the countries such as Australia and New Zealand where immigration is still rather limited, issues of the families from aboriginal cultures must be addressed. These issues are absent in UK, yet the problem of assimilating the immigrant population in the country is very serious. And in the countries such as USA, ethnically and culturally varied families are highly common. Historically, USA has faced numerous hurdles in assimilating the variou s minority ethnic groups, immigrants, American Indians, different religious groups, etc. The practical aspects of the overall problem relate to three important issues: (1) handling the difficulties faced by children; (2) handling the difficulties faced by female family members; and (3) creating a holistic coverage of intercultural

Skills and Perspectives Needed for Working with Families from Diverse Research Paper

Skills and Perspectives Needed for Working with Families from Diverse Backgrounds - Research Paper Example The current research paper is aimed at identifying the skills needed for working with families from diverse backgrounds. Moreover, perspectives are critical in understanding intercultural problems in the modern industrial world. In the paper, perspectives helpful to comprehend family related issues have also been discussed in detail. Introduction In this paper, the main skills and perspectives needed for working with families from diverse backgrounds will be reviewed and analyzed. The principal focus of the research is on the situation in the western countries such as USA and other developed countries such as Australia where issues of intercultural relationships, migration, assimilation, etc. have drawn considerable public attention and debate at various levels of family and consumer studies. In writing this paper, academic literature including scholarly articles and practitioner’s resources have been used from reputable journals and university databases and libraries. The pap er is divided into sections dedicated to introduction, background research, problem, thesis statement, objectives, discussion, and conclusion. Background Family is the unit of society and nation that provides the most critical needs such as physical security and emotional support to its members. Family system brings coherence among individuals, begets mutual trust, legitimizes sex and synthesizes the civilization (Samovar, Porter, & McDaniel, 2009). Given the importance of family in any civilized society, immigrants have to be assimilated keeping in mind the need of fostering social coherence. Particularly in the developed countries where social constructs are highly complex and mechanistic industrialization booms, advent of immigrants is a major trend. For example, USA receives thousands of immigrants from different parts of the world every year. The institution of family becomes critical in such circumstances, where immigrants are being received either in groups, in families, or s imply as isolated individuals and/or asylum seekers (Gold & Nawyn, 2013). Furthermore, the issue of social justice for the relatively more marginalized populations also remains a significant question. For example, aboriginal population in Australia needs more social care and empathetic treatment because of their poor economic conditions. In America, the American Indians and African Americans also have similar problems. Problem In working with the families with diverse backgrounds, there are different issues in different countries. For example, in the countries such as Australia and New Zealand where immigration is still rather limited, issues of the families from aboriginal cultures must be addressed. These issues are absent in UK, yet the problem of assimilating the immigrant population in the country is very serious. And in the countries such as USA, ethnically and culturally varied families are highly common. Historically, USA has faced numerous hurdles in assimilating the variou s minority ethnic groups, immigrants, American Indians, different religious groups, etc. The practical aspects of the overall problem relate to three important issues: (1) handling the difficulties faced by children; (2) handling the difficulties faced by female family members; and (3) creating a holistic coverage of intercultural

Skills and Perspectives Needed for Working with Families from Diverse Research Paper

Skills and Perspectives Needed for Working with Families from Diverse Backgrounds - Research Paper Example The current research paper is aimed at identifying the skills needed for working with families from diverse backgrounds. Moreover, perspectives are critical in understanding intercultural problems in the modern industrial world. In the paper, perspectives helpful to comprehend family related issues have also been discussed in detail. Introduction In this paper, the main skills and perspectives needed for working with families from diverse backgrounds will be reviewed and analyzed. The principal focus of the research is on the situation in the western countries such as USA and other developed countries such as Australia where issues of intercultural relationships, migration, assimilation, etc. have drawn considerable public attention and debate at various levels of family and consumer studies. In writing this paper, academic literature including scholarly articles and practitioner’s resources have been used from reputable journals and university databases and libraries. The pap er is divided into sections dedicated to introduction, background research, problem, thesis statement, objectives, discussion, and conclusion. Background Family is the unit of society and nation that provides the most critical needs such as physical security and emotional support to its members. Family system brings coherence among individuals, begets mutual trust, legitimizes sex and synthesizes the civilization (Samovar, Porter, & McDaniel, 2009). Given the importance of family in any civilized society, immigrants have to be assimilated keeping in mind the need of fostering social coherence. Particularly in the developed countries where social constructs are highly complex and mechanistic industrialization booms, advent of immigrants is a major trend. For example, USA receives thousands of immigrants from different parts of the world every year. The institution of family becomes critical in such circumstances, where immigrants are being received either in groups, in families, or s imply as isolated individuals and/or asylum seekers (Gold & Nawyn, 2013). Furthermore, the issue of social justice for the relatively more marginalized populations also remains a significant question. For example, aboriginal population in Australia needs more social care and empathetic treatment because of their poor economic conditions. In America, the American Indians and African Americans also have similar problems. Problem In working with the families with diverse backgrounds, there are different issues in different countries. For example, in the countries such as Australia and New Zealand where immigration is still rather limited, issues of the families from aboriginal cultures must be addressed. These issues are absent in UK, yet the problem of assimilating the immigrant population in the country is very serious. And in the countries such as USA, ethnically and culturally varied families are highly common. Historically, USA has faced numerous hurdles in assimilating the variou s minority ethnic groups, immigrants, American Indians, different religious groups, etc. The practical aspects of the overall problem relate to three important issues: (1) handling the difficulties faced by children; (2) handling the difficulties faced by female family members; and (3) creating a holistic coverage of intercultural

The Ethical Dimension of Climate Change Essay Example | Topics and Well Written Essays - 250 words

The Ethical Dimension of Climate Change - Essay Example Climate change manifests in skewed vulnerabilities in terms of contributors, affected nations, repercussions, and pattern (Gardiner & Hartzell-Nichols, 2012). Martin firmly believes that the current generation holds the solution to the climate change problem, especially when it comes to ecological and generational justice. He states that all nations have the moral responsibility of protecting the earth through formulating international policies. He states so because any nation that contributes to climate change breaches some standards of responsibility and fairness that spanning generations and nations. In this regard, Martin asserts that the world, particularly developed nations, ought to inculcate responsibility and fairness as serious ethical concerns in climate change. Gardiner,  S.  M.  &  Hartzell-Nichols,  L.  (2012). Ethics and Global Climate Change. Nature Education Knowledge, 3(10), 5. Retrieved from

Organizational Culture :: Free Essay Writer

Organizational Culture "†¦Japanese culture is very different from ours. For one thing, it consists almost entirely of Japanese people." (Barry, 43) Perhaps that seems an obvious statement, but how true it is. The culture of any business, organization, or even government is made up of the people that make the organization. Throughout this paper we will use the culture of the Japanese government as a medium, to see how culture affects the management and decision-making processes. Specifically we will look at how the culture affected the decisions of the government, and how those decisions affected the very lives of the Japanese people on a very dreadful day just over six years ago. A 20-second earthquake, measuring 7.2 on the Richter scale, devastated the city of Kobe, Japan on the morning of January 17th, 1995. Many were still sleeping at 5:46 when the earthquake struck, but they would soon awaken to find great frustration as the lack of public and personal transportation, communication lines, and open roads became increasingly apparent. Indeed, Japan's 6th largest city was facing a problem, and one that needed to be addressed immediately. (Adamson, par 1) q Is America an Autocracy? You have probably read in a newspaper, or watched on television a documentary about a natural disaster on American soil. It could be anything from an East-coast hurricane, to a Mid-west tornado, to a California earthquake. Typically, by the time you are just hearing about the event, the President of the United States will have already declared a "state of emergency." Local and national armed forces are immediately dispatched to help assist in any way possible. The way that the President took the information available at the time, and promptly made the decision reflects an autocratic leadership style, as defined by Dessler. (301) Why wasn't there a session of congress held to determine if it was really necessary to declare the emergency? Why weren't the citizens allowed to vote whether or not they deemed it wise spending of their tax-dollars? The President of the United States (obviously, by his title) has the authority to make decisions that affect the United States. Our cult ure allows him to have the power that he does, whether he is backed by congress or not. We allow him to declare a state of emergency because our culture defines a "state of emergency" as a problem that needs to be fixed.

Assignment Devry

While genetic engineering is only being applied at crops at the moment, one has to wonder how long it will be before humans are unethically engineered and what will be the implication of such actions. An analysis of science fiction films, where genetic engineering is applied could provide a view Into the Implications of genetic engineer of humans on society. The popular science fiction film Cataract Is a perfect film to show the possible affects human genetic engineer could have on society. In Cattle the technology to engineer people to near perfection has been made possible and the fate of everyone is known at the very moment of birth.The number of genetically enhanced humans is far rater than the number of natural born people, which has lead to a new form of social segregation. The film follows the life of one of the few of the natural born humans, named Vincent. Being a natural born, Vincent does not have many options and even worse he is diagnosed with a severe heart condition. F rom the start, it would seem that society (even Vincent own farther) would not consider him worthy of their attention. The only person that actually seemed to care about Vincent was his mother, who actually seemed to disapprove of the genetic engineer being done.One as to feel bad for Vincent and others like him, because nobody seemed to want anything to do with him. The schools would not accept him, because of his heart condition and his own farther did not consider Vincent worthy to care his name. Vincent parents eventually have another child who Is genetically altered: this son would be superior to Vincent in every way possible and the father would consider him worthy of his name. The film presents several important and very symbolic scenes, where Vincent and his brother Anton compete in swimming.Throughout their childhood, Anton would always win without ever having to give any effort. One day something Impossible happened Vincent the Imperfect natural born beat his perfectly gen etically engineered brother. Years later, Vincent and Anton compete once more and when Vincent wins, he says he is able to do it, because he never saves anything for the swim back. One could view the swimming scenes as a metaphor for life. In life people have to compete against the forces of nature and others. Some people seem to be given everything on a silver platter, while others are given nothing.Just because mom people are given everything, It does not mean that those less fortunate cannot succeed. Violent Is a perfect example AT ten previous example; even tongs Nils brother is genetically superior, Vincent is able to beat his brother by training and working for his goals every day. Another interesting point of the film is the character Irene. Even with societies great technology there is still the possibility of errors and Irene is the best example of this statement. Irene is one of the many â€Å"perfect† beings except for one minor flaw, she has a heart murmur.This he art murmur proves that regardless of all of the advances made in technology cannot guarantee perfection 100% of the time. One has to feel for Irene, because despite being genetically engineered to near perfection she is not accepted by her fellow genetically altered brothers and sisters. The last significant character in the film is Jerome. Jerome is another one of the perfectly genetically engineered people, but he is described as being the best of the best. Unfortunately for Jerome, being perfectly engineered does not mean he would be successful at everything or that he would live a perfect life.Jerome had apparently laced second place once, which apparently demoralized him to the extent of attempting suicide. Groomer's attempt of suicide was unsuccessful and it resulted in him becoming paralyzed, which would make him the perfect partner for Vincent. Groomer's final action in the film is interesting, but not surprising. Jerome had tried to kill himself once before and it would onl y be a matter of time before he would try again. The ending of the film was the most informative and fascinating part of the whole film.When Vincent is his heading for the space shuttle he is given a surprise gene inspection by the doctor. Vincent does not have any of Groomer's blood/urine samples and so it would seem that he is caught. Surprisingly, the doctor who conducted all of the testing on Vincent knew he was an In-Valid the entire time. The doctor let Vincent pass, because he had a son that apparently was an In-valid. In conclusion, it is apparent that Andrew Niccole, the director of Cattle, does not approve of genetic engineering. Niccole uses his film to paint the bleak picture of the future of genetic engineering.Now some people may doubt the relevance a film may eave on real world situations, but there are plenty of writers, scientist, and even scholars who would disapprove of genetic engineering. Victor Mafia wrote that genetic engineer would create a risk that the info rmation discovered from genetic engineering would create a form of discrimination in the workforce (Mafia, 2001, p. 83). This fact is evident from the film Cattle. Discrimination in the workforce has always been a problem in the past and it would seem like the problem may evolve if genetic engineering becomes possible.Elizabeth Fenton, a philosopher, believes that genetic engineering will lead to the reaction of a new sub-species of humans and that the differences between the two species would lead one species to enslave or destroy the other (Fenton , 2008, p. 8). While in the film the enhanced beings never directly enslaved or destroyed the naturals, the naturals would never be more than lower class individuals. While there are plenty of people who argue against genetic engineering, there are still a few people who say that genetic engineering can have a place in the world. Clifton E.

Womens Relationships And Sandra Cisenerors Only Daughter

How woman are portrayed, and how they are oppressed of power, has been a hot topic for a long while. Although the situation for women has significantly improved, men and women are unfortunately still today not seen as equal. In this essay, two stories are going to be compared and analyzed to describe how two different authors portray women’s power in their respective stories. In Sandra Cisenerors Only Daughter, she writes about the life of a girl living with six brothers and her parents. The author describes the difficulties of the main character constantly being undermined by both her father and brothers. Her brothers do not want to spend time with her because of her gender and her father often refers to her as a boy in the story. The†¦show more content†¦Each time, my father would seek out the parish priest in order to get a tuition break, and complain or boast: ’’I have seven sons.’’ He meant siete hijos, seven children, but he translate d it as ’’sons.’’ ’’I have seven sons.’’ To anyone who would listen. (Quoted in Only Daughter, page 1-2) This quotation shows that the author undermines the woman in the story as she is neglected by her brothers because they do not want to spend time with her and feel that it would be embarrassing to do so. Her father also undermines her by calling her a boy whenever he mentions his children to other people. However, in Joyce Carol Oates text, the main character is also undermined by her family, but the description of how she suffers unfair treatment is clearer and richer in details compared to Sandra Cisneros Only Daughter. In a conversation by the main character Connie and her mother in Where Are You Going, Where Have You Been the author gives several types of ways that Connie becomes undermined: ’’Stop gawking at yourself. Who are you? You think you’re so pretty?’’ ’’Why don’t you keep your room clean like your sister? How’ve you got your hair fixed - what the hell stinks? Hair spray? You don’t see your sister using that junk.’’ (Quoted in Where Are