Policing Practices and Operations Essay

Law enforcement officers have many duties. Law enforcement officers are sworn to serve and protect society as well as to fight crime. They also maintain order within their jurisdiction, as well as providing other services that the community will benefit from. Most of the time, police officers are considered to be crime fighters, in which this image has been brought to citizen’s attention by the media. The styles of policing should match the community in which they serve, so there is no conflict between the community and the law enforcement officer. The future policing structure does have a huge impact socially, economically, and politically within the community and the police departments general needs so that they can provide the proper policing that is needed. Life threatening situations take place in different circumstances, which includes the law enforcement agencies. Dangers Law enforcement officers face being wounded or murdered as they are on the line of duty in the United States, every year. The greatest threat a police officer will ever face is bodily harm and death. When a law enforcement officer is called to a scene and responds to a disturbance call, the law enforcement officer is confronted with the possibilities of violent actions from an armed suspect. Although, bodily harm as well as death upon a law enforcement officer are not the only dangers in policing. Family issues and stress related illnesses also can be contributing factors to the danger of a law enforcement officer and policing. Law enforcement officer’s jobs can surely take a toll on their lives as well as their well-being. If the pressures of their type of work are handled and coped with property, it could end up becoming life threatening. Today’s law enforcement officers are faced with many dangers within their everyday duties, like rival threats of getting shot. Examples are: vehicle pursuits, traffic control, and foot pursuit, stress, making an arrest, and sun exposure/duty equipment and biohazard exposure. These dangers are exposed to law enforcement officers on a daily basis. This is why it is important for law enforcement officers to wear their bulletproof vests as well as their belts that contain pepper spray, radio, handgun, baton, and handcuffs. All of this specified equipment usually will weigh up to about twenty pounds, which adds stress to the law enforcement officers hips, feet, knees, and back areas. Stress to the law enforcement officers body by getting in and out of their patrol vehicle up to about fifty times within one day, as they have to wear all of their equipment. Law enforcement officers are exposed to the extreme temperatures for many hours at a time. They may have to be in extreme heat c onditions, such as one hundred degree heat, while conducting traffic control at a scene of an accident. They also sometimes have to provide crime scene security when the weather may be in freezing conditions. Law enforcement officers are at the mercy of all weather conditions. Also, a lot of the times law enforcement officers are called to a scene and they are not properly prepared for it because of the weather conditions and they do not have the time to stop somewhere to get what they need to prepare themselves. They may have to stand out in extremely hot or freezing weather without the proper protection they may need or hydration they so desperately have to have. Law enforcement officer’s physical dangers have to be dealt with as well as trying to always be ready for the worst. As this can add so much mental and physical stress upon the law enforcement officer. They have to be aware of their surroundings and environment all the time. Law enforcement officers have to be alert as well as being prepared for all situations that may occur. The officer will rarely have time to get prepared for an emergency call. They have to sometimes rely on the training the received to be able to make important, split second decisions that are based on different circumstances. The September 11, 2001 terrorist attacks gained the attention from all the departments within law enforcement. Within the federal policing agencies, they took precautionary measures to make sure that the people of  the United States were safe. Even though, the local and state agencies have managed to keep the people’s fears under control within the United States and communities as well. All of the agencies in the United States have to work fearlessly on preventing and reducing the citizen’s fears caused by terrorism. When terrorism is looked into, law enforcement agencies and Homeland security across the world are very imperative that the agencies try to work together in solving the crimes by using shared information and by having departmental as sistance. All in all, terrorism is always a danger for law enforcement officers. Statistics As reports were published by the National Police Officer Memorial Funds said that in 2010, officer’s fatalities treacherously rose. There was a two year drop of law enforcement mortalities in 2010 that rose to 160. This was intensified by about forty percent compared by looking at the year before. The data gathered by the National Law Enforcement Officers Memorial Fund indicated that for the thirteenth consecutive year, the number one cause of law enforcement officers deaths were contributed by traffic fatalities, within thirty nine states. Puerto Rico and the District of Columbia were also involved in law enforcement officer’s related deaths in 2010. Within the third consecutive year in a row, Texas, Florida, and California were ranked on top of the five states that involved the most of law enforcement fatalities. The Federal law enforcement Officers had a total of eleven law enforcement officers that were lost, including the Federal agents that lost their lives in the line of duty during 2010, along with United States Customs, two United States Border Patrol agents, and three Border Protection officers. According with the Federal Bureau of Investigations (2011) website, it stated that fifty-six law enforcement officers were killed in the line of duty. Thirty two law enforcement officers that were among the fifty-six, were employed within city police departments. Thirteen of them were employed for law enforcement agencies within cities of a population consisting of 250,000 or more people that reside there. In Puerto Rico and twenty two other states, there was also line of duty deaths as well. There were fifteen law enforcement officers who lost their lives in ambush situations as well. There were fourteen law enforcement officers that lost their lives in felonious attacks while involved in arrest situations. There were eight law enforcement officers that were killed when they were investigating suspicious persons/circumstances. There were seven law enforcement officers that were killed while working on traffic stops/pursuits. Six law enforcement officers were killed while answering to disturbance calls. There were three law enforcement officers that were killed while they were involved in tactical situations, like high risk entry, barricaded offender, hostage situations, etc. There were two law enforcement officers that were killed upon conducting investigations while searching, interviewing, and looking at surveillance. And one law enforcement officer was killed as they were maintaining custody of a prisoner or while transporting a prisoner. With future policing, I feel that it is important to have close communication with the homeland security. I personally feel that the more communication there is, the more we will progress and bring better policing skills. It is equally as important to have communication with all law enforcement agencies to help in improving all policing operations that are dealt with. In future policing, the importance of keeping law enforcement agencies relationships maintained will build better and stronger agencies. With the relationship within law enforcement agencies and homeland security are not as accurate as seemed. It is understood that all agencies serve different purposes, as they are all in charge of different types of areas within society to serve and protect. I believe that joining forces with other agencies would be beneficial. It would be beneficial because by all working together, there could be issues that could be addressed a lot better. Along with lack of communication among law enforcement agencies and homeland security, we would be able to better handle the various criminal issues better. I feel that this can also improve community policing and law enforcement relationships. With the new technology equipment that police officers receive, they can work on their policing styles, such as being reactive or proactive. Once these issues are changed, there will be better communication with other law enforcement agencies, as they would be able to serve and protect in much more positive ways. This will decrease crime rates as well as increasing practices that  are reactive. As crime rates decrease, and proactive and reactive practices are being practiced, then the start of confidence will show within all law enforcement agencies. Although, there are many differences in the power as well as the authority, responsibilities and roles, and the difference in jurisdiction at the local, state, and federal levels within law enforcement officers. It is clearly apparent that all of the dangers within them remain equally the same. References American bar association. (2011). Standards on urban police functions. Retrieved from http://www.americanbar.org/publications/criminal_justice_section_archive/crimjust_standards_urbanpolice.html Federal bureau of investigations. (2011). Officers feloniously killed. Retrieved from http://www.fbi.gov/about-us/cjis/ucr/leoka/leoka-2010/officers-feloniously-killed Crime in America.NET. (2011). Law enforcement fatalities dramatically increase in 2010. Retrieved from http://crimeinamerica.net/2011/01/04/law-enforcement-fatalities-dramatically-increase-in-2010/

Differentiated Instruction Paper

Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R & Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , & Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall.

Ebonics & Education Essay

The Ebonics controversy in America has developed into a major conflict over the years. It has become a more serious concern within the public school system. The complex where the nation’s school systems lower their expectations of black youth to coincide with the patterns of Ebonics, the word used to refer to African American Vernacular English, has resulted in an epidemic where blacks graduate from High School reading three grade levels below their white counterparts. For the multiple number of theories that attempt to explain this phenomenon, very few have been able to counter the adverse culture that has developed in America as a product of Ebonics being considered a valid dialect. A wide range of theorists and politicians have used the American educational system as a platform on which to gain civil approval. There is a popular consensus that income designates the quality of one’s education in America. This state of socioeconomic prejudice has a detrimental effect on the face of our society. It can be argued that a single standard curriculum should be equally implemented and taught throughout the nation, and that this curriculum should be similar to the elite executive curriculum, which Jean Anyon identifies as the best education our country has to offer in her article Social Class and the Hidden Curriculum of Work. She identifies how many believe that private and public sector schools should be merged together, along with their curriculums (2006). She breaks down education into two curriculums, upper class and lower class, or working and executive class. Equalizing the differences between these two forms of education has always been the job of standardized testing. Initially standardized testing in America was used to asses one’s calculative ability. It is now being replaced, starting at the middle school level, with a format that revolves around authentic assessment (Wiggins, 1990). Authentic assessment is the direct evaluation of student performance through tasks that exercise their intellect. The tests are also known to evaluate creativity, listening and comprehension skills, experimental research in science, speaking and discussion skills and historical inquiry. It has been designed to replace traditional standardized testing, which means it eventually will be used in all schools across the nation to identify the intellectual elite. This is considered to be a major advent in education that will counter act the nation’s stigma of low expectations ushered in by the validation of Ebonics. A major cause of the low expectations placed on black youth in schools can partly be credited to those doing the research, as Kimberly Griffin points out in her article Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students’ Academic Motivation, when she says, research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e. g. , competition or compliance) rather than internally (e. g. love of learning) generated forces (Griffin, 2006). This heavy focus on those blacks who have low quality achievement, has led to a neglect in the understanding of what drives the higher achieving students to be successful. Findings show that self-determination theory, socio-cognitive theory, and attribution theory cannot individually explain the motivation of these Black high-achievers. Instead, a multidimensional framework that incorporates all three models and that highlights internal and external sources of motivation best accounts for these students’ experiences (Griffin, 2006). Griffin goes on to cite an interview with a young black student that was less affluent than others. The dialogue reveals that the pressure of stereotypes and low expectations has a weighing effect on the level of effort and achievement that black students have in the class room. This is a stigma that is present whether the student is of a lower or higher class, but the lower the class of the student the even heavier the stereotypes are that weigh on them. I think probably intrinsically I might have felt at one point that I needed to try harder, because I was Black, to not be a stereotype . . . not just chill, you know, talk with Ebonics or stuff like—the stereotype that people have of Black people. I purposely try to steer away from that. I think that’s certainly definitely, in a certain respect, that’s true (Griffin, 2006). This pressure that stems from the inherent stereotypes perpetuated through the use of Ebonics is even further enhanced by a misunderstanding of this complex between the students and their teachers. Griffin points this out as well when she says, the fact that many [teacher education] students do not share the same ethnic, social, racial and linguistic backgrounds as their students may lead to cultural incongruencies in the classroom which can mediate against educational effectiveness( Griffin, 2006). It is Griffin’s belief that these incompatibilities between the black students and their predominantly white teachers results in a complex to be maladaptive, in a way that is very evident. These incompatibilities are evident in value orientation, behavioral norms and expectations and styles, social interactions, self presentation, communication and cognitive processing (Griffin, 2006). Griffin’s article proves that even the system through which these students are studied for the purpose of better improving their achievement is a vicious cycle itself filled with misunderstandings and blatant neglect of the methods that may actually be successful, specifically teaching methods like andragogy and reflective learning. Androgogy and reflective learning are two educational forms that have become very prevalent at the collegiate level. They are considered to be the two best teaching methods in educating adults. This has been found to be specifically true for pre-med and science majors in college, due to andragogy’s focus on authentic assessment (Kolb 2001, p. 1975). Authentic assessment is the direct evaluation of student performance through tasks that exercise their intellect. These evaluations tend to exercise their: creativity, listening and comprehension skills, experimental research in science, speaking and discussion skills and historical inquiry. It largely corresponds with standardized testing (Kolb 2001, p. 1975). Authentic assessment asks that students acquire knowledge and be able to practice logic as apposed to just being able to regurgitate pre-fed facts. The main characteristics of these evaluations, is that they apply standardized test curriculum to real life circumstances. Authentic assessment is the product of a reform in education. This shift is to make standardized testing less drill oriented and applicable to what is expected will be necessary in the students’ adult life. These tests hold students to higher standards as well as create a growing body of accurate awareness pertaining to student learning. This way the teacher learns from the student as well. The key argument these test pose is that for the traditional testing method, the right answers are not rationales. This basically acknowledges that the level of logic required for traditional standardized tests is lacking. This is due to a relationship that involves test takers who simply cram for their tests, and instructors who feel the tests have no relevance to their teaching ability. This is a common occurrence that has resulted in resentment for traditional standardized testing on the behalf of both parties involved. Authentic assessment is a genuine push towards the implementation of more authentic tasks. Instructors find it easier to apply these tasks to their curriculum and students find it easier to assess what is expected of them. It is considered a form of improving overall performance, in a testing system traditionally structured solely to monitor it. This fault in western education is the main catalyst for shifts in standardized testing that focus more on authentic assessment and experiential learning. Medical students and students pursuing the sciences, like psychology or sociology, are expected to have certain skills appropriate for the practice of their profession. This requires a form of learning that can assesses curriculum and then apply it to real life situations. As well as the medical and science field, andragogy and reflective learning is being used to enhance the productivity of multimillion dollar corporations. Experiential learning thus involves a, ‘direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses. Kolb, David A. , ‘david a. kolb on experiential learning’ Kolb breaks down understanding of experiential learning into an understanding of the American educational systems use of the field trip and project based learning (Kolb 2001, p. 1975). While project based learning is considered to be one of the best methods of learning for all individuals because it promotes authentic assessment, and thus provides young black students especially to expand their understanding of the Western culture from which they have been systematically alienated, it is also very expensive to organize. Anyon discovers that the majority of contemporary textbook instruction is designed for the working class. PBL programs are usually not supported in public schools because of the amount of funding they require. This discrepancy is usually applicable to public schools and whether one is located near high income housing or low income housing. Jonathan Kozol describes the discrepancies between these two types of schooling in his interview with Marge Scherer. In the interview titled, On Savage Inequalities: A Conversation with Jonathan Kozol, he talks about his experience in St. Louis and how the schools in low income areas, which are predominantly black, barely have money for water, while the schools near by in the wealthier districts could buy advanced school supplies as well as carryout project based learning, such as field trips. Kozol credits this problem to the use of property tax to fund schools in low income areas. He states: we ought to finance the education of every child in America equitably, with adjustments made only for the greater or lesser needs of certain children. And that funding should all come from the collective wealth of our society, mainly from a steeply graduated progressive income tax. (Kozol) This particular tax could make project based learning more affordable, which would be the most influential step to improving classroom education. The most common contemporary example of PBL is dissecting insects and animals. It has become an American tradition and almost a right of passage in high school. Project Based Management has a very beneficial influence on the education of our country. One might wonder why it’s not the only curriculum used. The use of chaperones, instructional tools, and methods of transportation are often required and considered expensive. The benefit is that people tend to remember more from their field trips than textbook lessons and many of these labs require authentic assessment, which is good considering the new shift in standardized testing. The downfall is in the fact that authentic assessment is dependent on the student’s past experiences. This allows for some projects to result in the isolation of certain students. The inner city children are deprived because their school systems can’t afford implementing PBL curriculums. Chairperson of the Department of Education at Rutgers University, in her essay From Social Class and the Hidden Curriculum of Work Jean Anyon analyzes the nature of underprivileged education. Anyon argues that depending on their social class, different levels of educations are available to young people. This mostly applies to schools in different districts and social communities and it can particularly be seen in the difference between private and public schooling. To make the concept clear, she further applies this to a description of a kind of mental segregation happening within the classroom; in which, students sitting next to one another are rewarded differently solely based on their socioeconomic standing in the community. She does this by pointing out that, students in different social-class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata – the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness. (Anyon) This is the key ideal of Anyon’s theory. An example of the theory at work can be seen in research that finds project based learning prepares students for more abstract assessment, and prepares them to handle real world situations, as opposed to those in the textbook. PBL is most prevalent in private and high income community public schools. This creates a system where the students taught in the private schools are taught to think independently in a rational but unconfined way, while the lower income children are only taught to follow instructions. These differing perspectives on education have had a controversial and conflicting history in America. Gary Colombo based much of his research on this conflict. Gary Colombo argues that the majority of the Founding Fathers were wealthy conservatives who were honestly opposed to democracy. This signifies them as an elitist class constructing laws that will better maintain their control of the government. Their initial goal was to keep power in the hands of the wealthy, and prevent the majority from realizing their strength. One major modern day justifications for this elitist view is that, these framers were the same men who risked their lives for the good of others by signing the declaration of independence, and they are getting what is owed to them. It is Garry Colombo’s view that these patriots did not intend to revolutionize democracy, but that their sole intention was to gain independence from Britain in order to get the country out of their pockets. Aware that the Constitution would be opposed by the working class, who made up the majority of the people, the construction of the deceleration and its signing were held in private. The media was used conceal the constitution’s actual goal, while at the same time to persuade people in its favor. Along with a literate media Colombo points out that the American government found it necessary, particularly during Thomas Jefferson’s presidency, to promote and finance a literate working class. It is Colombo’s view that the sole purpose of their education was to develop individuals who would maintain the nation. These educated individuals were viewed as secondary to their task. This is the first sign in American history of education being used to exploit people for the benefit of the government. By identifying the failure of Thomas Jefferson to educate the Native American people, Colombo shows that American education was initially designed with absolutely no regard for the people. He best displays this conflict when he cites a letter written by a Native American to the President. our ideas of this kind of education happen not to be the same with yours†¦several of our young people were formerly brought up at the college of the northern provinces they were instructed in all your sciences; but when they came back to us, they were bad runners; ignorant of every means of living in the woods; unable to bear either cold or hunger; knew neither how to build a cabin, take a deer, or kill an enemy†¦they were totally good for nothing. (Colombo) Here Colombo identifies that, quality in education is deemed only as good as its ability to assimilate one into the culture in which they live. This assimilation is not one that produces equal opportunity for its participants. As previously proven by Anyon, socioeconomic conditions impede this dream dramatically from coming into fruition. In sum, Anyon argues that today’s working class curriculums center more on teaching black students to follow instructions rather than teaching them how to authentically assess problems. She undeniably proves that the children of higher income families are not taught in this fashion, and they are steered more towards developing skills in problem solving and decision making. Ebonics only further expands this gap between classes, considering the level of stereotypes that come along with its practice and the powerfully influential stigma that blacks are subject to as a result. If students are subject to the exact same nationwide testing, it would only be just that they receive the same educational curriculums. By using Ebonics in the school system, the nation is alienating blacks from the main stream through both class and race. Lower income students are being herded into remedial work, while the upper class students are being prepared for executive positions. This is an immoral practice, but there are risks that can occur if Anyon’s elitist curriculum is equally distributed throughout the country. Everyone can not manage the corporation some have to toil for the sake of the company. The working class may potentially have a better understanding of executive duties, if Anyon’s curriculum is implemented. With a greater appreciation for the business structure, working class employees may be educated enough to demand more benefits from their companies. The end result of implementing Anyon’s theory is that there will be a more diverse group of qualified candidates from which corporations select. This makes the face of corporate America as cultured as the nation it’s in, and it eliminates much of the disadvantaging prejudice that comes with elitism. This is proof that it is wise to utilize Anyon’s elite curriculum throughout all school systems. Every income scale should be accessible among all races and nationalities, but to assume that the children of high income families will work remedial jobs so the poor can be executives is irrational. Anyon’s curriculum must be set into action with the hope that it levels the playing field, and Ebonics needs to be abolished as a credible English vernacular.

Motivation towards Becoming a PA Personal Statement

Motivation towards Becoming a PA - Personal Statement Example Biomedical research is an effectual medium through which I can understand not only the reason behind the health inequalities but also enhance my knowledge and intellectual experience through a knowledgeable and diverse Master of Science in Biology program. I have been interested in the biomedical field and related subjects since my undergraduate years when I used to enjoy the laboratory practical work in the microbiology, genetics and biochemistry subjects. Laboratory work inspired me more as it challenged positively to flourish as a leader in the laboratory groups and as a scientist who enjoys research and practical work. My experience in the laboratory work polished my analytical skills, critical analysis and articulating my scientific ideas in a systematic and comprehensive manner. My experience during the undergraduate years urged me to pursue my career as a Physician Assistant and the Master of Science in Biology program will support and help me to gain my goal in an efficient and proficient manner. My first encounter with the biomedical research was through the McNair Scholars Program in which I had to assist Dr. Floyd Wormley for eight continuous weeks. His research work focused on investigating a vaccine that prevents and treats a fungal pathogen called Cryptococcus neoformans. I mastered various pathological and biochemical procedures and techniques during my assistance program. I worked on the lab rats observing their lung tissue pathologies and mastered immunohistochemistry after several attempts. After several tedious efforts I was able to come up with a rewarding outcome, which I could present at the Annual McNair Scholars Seminar at the Penn State University. This experience was extremely rewarding and the different biochemical laboratory techniques aided me learning and pathological skills as well. I have also been a part of a medical Anthropology upper-level course.

Contrast the conception of international organizational life explored Essay

Contrast the conception of international organizational life explored in C.F. Amerasinghe's textbook, Principles of the Institutional Law of International Orga - Essay Example One group believes the UN is controlled by the big four and simply a pawn of the United States, because the other three most powerful member states are economically dependent upon the U.S. economy. There is another smaller group which believes quite the same is true of the small member nations controlling the votes. The other main reason for considering the U.N. ineffectual is that it has no teeth and cannot ever be impartial (unless we find a Martian or two to run it). These people mostly believe that the U.N. has outlived it usefulness and should be disbanded. â€Å"Most of the influential members of international organizations have a common cultural background. The style of the United Nations is Western European, as many observers have remarked. The countless shared values, preferences, behavioral patterns and cultural assumptions of this international - and inter-organizational - elite of international organizations’ western or westernized members strongly orient their eventual innovative efforts. On the one hand, these common traits provide an impetus towards innovations, since western cultures prize novelty, dynamism and change. On the other hand, they limit its scope, since only those innovations compatible with the tenets of western cultures are favoured by this group.† (Harari, and Bouza 50) This has the effect of alienating many members and non-members which do not value western culture and who may even see it as the enemy. The U.N. is seldom seen as really impartial, and is viewed by many as the puppet of western imperialism. Even those who see it as essentially good and necessary have doubts. â€Å"Dissatisfaction with the way the UN system and the development experts operate is steadily increasing. Their whole approach to development issues and the style of functioning are being openly questioned. In the eyes of critics, the results achieved are not commensurate with the effort. Development has not lived up to its

Struggle for Womens Vote Essay Example | Topics and Well Written Essays - 2500 words

Struggle for Womens Vote - Essay Example P. 15, John Smart (2001). "20th Century British Drama," Cambridge University Press,UK. The other side of that era had come to be known as the Great Depression in the US. This was brought on by the Wall Street crash of 1929 which swept the world's financial markets. P. 17 As economic conditions deteriorated, coal mine owners reduced miners wages to trigger a massive strike of coal miners. In England, the Labour Party itself and the Trade Union Congress joined 4 million workers in supporting the widespread protest of miners. Hunger marches were later held in London and elsewhere. While the world economy went into a tailspin, a crisis of ideology came along with it. Many begun to doubt the capability of capitalism, already found difficult to defend morally as it were, to deliver jobs and prosperity. Many thinkers saw in the crisis the fulfillment of Marx's ideas that capitalism was doomed. They began to look at communism as one that offered a fairer and more efficient system. Against this backdrop of unfilled needs and prevailing mood for protest, women picked up the fight for suffrage with greater determination and, after a long and hard struggle, won it. "The developing sense of women's rights and their roles in society is a major theme of the 20th century" Smart,p.8 The protest movement began and ended in Britain such that the coining of the term"suffragette" was attributed to London's Daily Mail. Ruth Rasnic (2006) "The 20th Century - The Century That Made an Impact," Jewish Women International, Vol. 1, Issue 5. It was coined in a derisive vein, which reflected the general attitude towards the movement. Why - Reasons for the protest As far back as the Edwardian era in the 19th century British women had rebelled against their condition as the largest underclass of that time. P.7, Smart. The more educated women became, the sharper their awareness grew on the discrimination they had suffered in a male-dominated world. This was among the topics taken up by the "Blue Stocking" ladies in England, who had counterparts in the US, France and other countries in Europe, as they gathered regularly for tea and literary, intellectual or entertainment discussions. Ruth Rasnic (2006) believes schooled women actually begun to vocalize their concern over their stifled rights during that era. Calmly at first, they started calling attention to the fact that for so long, women had been relegated to an inferior position in all cultures, societies and religions. By tradition, the man was lord and master for women to love, honor and obey. Women are given away in marriage, sold on dowry like cattle. Only the husband can divorce his wife and never the other way around. In some cultures, women cannot choose their spouses and female castration was a popular custom. In China, women were subjected to "foot-binding" as girls so that they would be controlled by men in their lifetime.3 ________________________ 3 In this custom, the girls' feet are bound in cement in childhood to make movement painful. Such discrimination against

At Aetna, a C.E.O.s Management by Mantra Article

At Aetna, a C.E.O.s Management by Mantra - Article Example The significant HR function done very well in Aetna is employee motivation and encouragement. The article presents a relatively new approach that Aetna is using to motivate employees. Based on the interview, there have been changes noted since the employees started to take part in the Yoga classes. The success being experienced at Aetna starts with the company leadership and its view on employee motivation and management. Mr. Bertolini points out that the organization does not try to force employees to take part in things they do not want. The bottom line is that Aetna leadership does not endeavor to control employees. Instead, the management is working hard to encourage employees and make them feel part of the company. The approach taken by Aetna in managing its human capital is the reason the company has registered increase in output. The provision of Yoga classes and the pay increase for those earning minimum wage are clear indications that Mr. Bertolini views employees as human beings who have feelings and ambitions. During the interview, Aetna CEO, Mr. Bertolini keeps on repeating the importance of treating employees as human beings who have feelings (Gelles, 2015). He narrates how he was moved by an article on minimum wage that made him increase the salaries of the employees who were earning minimum wage. The transformational leadership approach taken by Mr. Bertolini has been the driving force of the changes being witnessed in Aetna. Mr. Bertolini has been able to inspire employees by showing them how it is done instead of just commanding. In the article, Mr. Bertolini discusses how he convinced the company doctor to create Yoga classes. He did not take a commanding approach. He found a way to convince the doctor by appealing to the doctor’s thirst for science. A critical review of Aetna’s success story shows that the form of the leadership used in the company has

A psychological disorder Essay Example | Topics and Well Written Essays - 500 words

A psychological disorder - Essay Example Disastrous events and life changing experiences can elevate our level of stress. While many people deal with this day to day stress without medical intervention, it may have a long-term connection with cancer or heart disease (Myers 539,544). Intense feelings of stress are known as anxiety disorders. They seem to have no rational cause and leave a person agitated and out of control of their emotions. The anxiety disorders are further broken down into sub groups that include phobias and panic disorder. These cases of extreme anxiety are treated through conditioning and medication. Depression may be viewed as similar and may be confused with anxiety. While anxiety is the uneasy feeling in regards to a future event, depression is a reaction to a past event (Myers 646). While these feelings may be normal, they become a disorder when they are unrealistic and begin to impede a person's normal activities. Depression is not an abnormal feeling, but when it reaches an ongoing and insidious level, a professional should treat it. There are many modern medications that address both anxiety and depression. More severe forms of psychological disorders are seen in schizophrenia and dissociative disorders. In the former, the mind may be severely disorganized. The victim may suffer from delusions and inappropriate emotions.

Ethnographic and Community Analysis Essay Example | Topics and Well Written Essays - 1500 words

Ethnographic and Community Analysis - Essay Example However, with the changing nature of the world, education has become a prime reason for which people move from one place to other. Owing to this aspect, cultural and ethnic diversity can be apparently observed to be prevailing in educational institutions (Parvis 120-130). In order to depict their specific identity and main cultural heritage, students in educational institutions form clubs based on culture or ethnicity. The Saudi Students Club (SSC) is one of amid those cultural clubs which exist in various educational institutions. It has been noted that the mission and the vision of the club in Boise State University (BSU) is to promote knowledge along with awareness of culture and historical significance of Saudi Arabia. The sole aim of the group is to remove cultural and ethnic barrier between students from Saudi and students belonging to other community within the university (3Boise State University, â€Å"Enjoy Saudi Culture at Sept. 27 Celebration†). THESIS STATEMENT The principle intent of the paper is to analyze SSC at Boise State University (BSU). Contextually, the paper would present the sameness and the differences that exist between the members of the groups. This would be performed through practical understanding and research. THE SAUDI STUDENTS CLUB (SSC) IN BOISE STATE UNIVERSITY (BSU) As mentioned earlier, almost every university has clubs based on diverse culture or nationality. The Saudi Students Club (SSC) is quite common in this regard in various universities. Usually, these groups aim at promoting the interest and the welfare of the richness of culture and history of Saudi Arabia. Other cultural groups also set similar kind of objectives for their existence. The SSC in various universities also seemed to be inclined towards ensuring formation of greater affiliation amid the students and the faculties. In this regard, the group strongly believes that by forming greater association between the students and the faculties, the students o f Saudi and others belonging to diverse culture along with community can develop their overall performance and career by a considerable level. Apart from that, such cultural and ethnic groups also work towards maintaining understanding between two nations which further impacts beneficially on the welfare of overall community of the university. Correspondingly, the SSC of BSU also depicts their presence with similar kind of objectives. It has been noted that out of 579 international students in BSU, 262 of them are from Saudi Arabia. This aspect depicts the strong presence of Saudi students in the university. The SSC of BSU intends to develop an environment within the university wherein people from different cultures can recognize and respect each other’s culture and ethnicity. Contextually, the group celebrates Independence Day of Saudi Arabia, observe the festival of Eid within the institute and organize various other cultural events wherein each and every member of the univ ersity is heartily welcomed and their valuable ideas are greatly valued. Notably, the group also assists the newly joined Saudi students in the university every year by helping them to get acquainted with the prevailing atmosphere of the university and ensures a better future by forming greater association between them and BSU. In precise, it can be stated that the SSC in BSU intends to develop a strong affiliation between the Saudi students and students of other community in the same campus. The main principle of the club is to assist new and existing students of Saudi community so that they could be able to reap significant benefits both socially and academically. This aspect might permit the Saudi students to succeed in their academic career by a certain degree. Ahmad Almotairi, the President of the SSC

ORGANIZATIONAL DEVELOPMENT Question # 1 Essay Example | Topics and Well Written Essays - 250 words

ORGANIZATIONAL DEVELOPMENT Question # 1 - Essay Example As such, it is important for the management to come up with strategies to change job satisfaction into positive employee behavior. To begin with, the manager must come up with means of rewarding employees who register exemplary performance. This will increase the employee satisfaction levels of such employees as they feel that their hard work is being appreciated by the organization. The manager should also involve employees in decision making especially on matters that directly affect them (Robbins & Judge, 2011). This will make employees feel like being part of the organization thus boosting their morale. Further, managers need to come up with occasional surveys to determine employee satisfaction levels. This will enable the management ascertain areas, which they need to improve in order to satisfy their employees. In particular, if I was in the position of a manager, I will begin by undertaking employee satisfaction survey in order to ascertain areas of dissatisfaction. Thereafter, I will implement the recommendations thereof in order to improve employee job satisfaction levels. Once implemented, I will undertake an employee satisfaction exit survey. The exit survey will help in evaluating the success of the strategies employed with the aim of boosting employee job satisfaction

Cohesive Groups Essay Example for Free

Cohesive Groups Essay In general terms, a group is said to be in a state of cohesion when its members possess bonds linking them to one another and to the group as a whole. Groups that possess strong unifying forces typically stick together over time whereas groups that lack such bonds between members usually disintegrate. Advantages of cohesive groups Firstly, members of cohesive groups tend to communicate with one another in a more positive fashion than non cohesive groups. As a result, members of cohesive groups often report higher levels of satisfaction and lower levels of anxiety and tension than members of non cohesive groups. Secondly, group cohesion has been linked to enhanced group performance in non laboratory based groups. This bi directional relationship is strongest when the members of a group are committed to the group’s tasks. Limitations of cohesive groups Membership in a cohesive group can also prove problematic for members. As cohesion increases, the internal dynamics (e.g., emotional and social processes) of the group intensify. As a result, people in cohesive groups are confronted with powerful pressures to conform to the group’s goals, norms, and decisions. In many instances these pressures to conform are so great that members suffer from groupthink. Individuals who refuse to yield to the ways of the majority are typically met with additional negative consequences, including hostility, exclusion, and scape goating. Furthermore, group cohesion can trigger distress and mal adaptive behavior in members following changes to the structure of the group (e.g., loss of a member). The five stage model of group development Stage 1: Forming In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction. Group members have a desire for acceptance by the group and a need to be known that the group is safe. They set about gathering impressions and data about the similarities and differences among them and forming preferences for future sub grouping. Rules of behavior seem to be to keep things simple and to avoid controversy. Serious topics and feelings are avoided. The major task functions also concern orientation. Members attempt to become oriented to the tasks as well as to one another. To grow from this stage to the next, each member must relinquish the comfort of non threatening topics and risk the possibility of conflict. Stage 2: Storming The next stage, called Storming, is characterized by competition and conflict in the personal relations dimension an organization in the task functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes, and beliefs to suit the group organization. Because of fear of exposure or fear of failure, there will be an increased desire for structural clarification and commitment. Although conflicts may or may not surface as group issues, they do exist. Questions will arise about who is going to be responsible for what, what the rules are, what the reward system is, and what criteria for evaluation are. These reflect conflicts over leadership, structure, power, and authority. There may be wide swings in member’s behavior based on emerging issues of competition and hostilities. Because of the discomfort generated during this stage, some members may remain completely silent while others attempt to dominate. In order to progress to the next stage, group members must move from a testing and proving mentality to a problem solving mentality. The most important trait in helping groups to move on to the next stage seems to be the ability to listen. Stage 3: Norming In the norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members’ contributions, community building and maintenance, and solving of group issues. Members are willing to change their preconceived ideas or opinions on the basis of facts presented by other members, and they actively ask questions of one another. Leadership is shared, and cliques dissolve. When members begin to know and identify with one another, the level of trust in their personal relations contributes to the development of group cohesion. It is during this stage of development that people begin to experience a sense of group belonging and a feeling of relief as a result of resolving interpersonal conflicts. The major task function of stage three is the data flow between group members: They share feelings and ideas, solicit and give feedback to one another, and explore actions related to the task. Creativity is high. If this stage of data flow and cohesion is attained by the group members, their interactions are characterized by openness and sharing of information on both a personal and task level. They feel good about being part of an effective group. The major drawback of the norming stage is that members may begin to fear the inevitable future breakup of the group; they may resist change of any sort. Stage 4: Performing The Performing stage is not reached by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility. Their roles and authorities dynamically adjust to the changing needs of the group and individuals. Stage four is marked by interdependence in personal relations and problem solving in the realm of task functions. By now, the group should be most productive. Individual members have become self assuring, and the need for group approval is past. Members are both highly task oriented and highly people oriented. There is unity: group identity is complete, group morale is high, and group loyalty is intense. The task function becomes genuine problem solving, leading toward optimal solutions and optimum group development. There is support for experimentation in solving problems and an emphasis on achievement. The overall goal is productivity through problem solving and work. Stage 5: Adjourning The final stage, adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes. Concluding a group can create some apprehension in effect, a minor crisis. The termination of the group is a regressive movement from giving up control to giving up inclusion in the group.

Styles of Two Great American Writers Essay Example for Free

Styles of Two Great American Writers Essay A writer’s style distinguishes him from other writers. The style a writer uses to write a story clearly indicates the tone of a story,vital for the reader to understand the story. The style of a writer is made up of different traits and characteristics used to write the story. These traits and characteristics include and are not limited to symbolism, characterization, and other elements. When evaluating a literature piece for style one should analyze the following five elements: diction, images, details, language, and sentence structure. Two well-known American writers with completely different styles are Ernest Hemingway and William Faulkner. Hemingway and Faulkner’s similarities and differences in style become apparent when comparing and contrasting two of their famous short stories, â€Å"A Clean, Well-Lighted Place† by Ernest Hemingway and â€Å"Barn Burning† by William Faulkner. Diction involve word choices a writer makes for his story. These word choices may be used to achieve an overall feeling from a reader toward a story. Diction also reflects the writer’s attitude toward his subject. Ernest Hemingway’s choice of diction in â€Å"A Clean, Well-Lighted Place† are simple words that directly mean what they stand for. Hemingway uses simple, less complex words to describe both characters and setting. Examples of diction usage for setting are found in the title, â€Å"A Clean, Well-Lighted Place† (Hemingway 141) and â€Å"pleasant† (Hemingway 143). The two waiters describe the customer as a â€Å"clean old man a good client† (Hemingway 141). Hemingway’s choice of diction was blunt and to the point. The diction usage does not let the reader get funny ideas or leeway to think anything other than what Hemingway says. This element of Hemingway’s style reflects when the young waiter states the old man is â€Å"drunk† (Hemingway 141). The young waiter does not suggest he was tipsy or that he seemed intoxicated, he simply meant he was drunk. Hemingway uses the Spanish word for nothing, â€Å"nada† (Faulkner 145) to substitute words from the Lord’s prayer, in the old waiter’s speech of despair and loneliness to interrelate the theme. Building a sympathetic feeling from the reader toward the character’s way of seeing his lonely world as nothing, was Hemingway’s intention in doing so. In comparison to Ernest Hemingway, William Faulkner’s use of diction involves more complicated words due to the fact they’re slang and misspelled. Some misspelled words and slang are â€Å"kin hisn [and] hit† (Faulkner 145) which stand for the words can, his, and it. The reason for the use of a southern accent as diction is to set the mood of where the story takes place. Racist slurs such as â€Å"nigger† (Faulkner 146) also make up the diction of the story. Such racist slurs are used to build a certain attitude toward the character who says them. Faulkner describes Abner’s walk as â€Å"stiffly† (Faulkner 146) which also affects the reader’s feelings about a character. Sarty uses the word â€Å"bovine† (Faulkner 152) to describe his fat sisters. For many readers who are not familiar with the south or the last century the complex word usage in â€Å"Barn Burning† mean many things and nothing at times, this affects the reader’s attitude toward the story as a whole. The overall use of language in an entire story also makes up the writer’s style. Different types of language would be formal or informal, scientific or abstract, etc. There are no rules to correct language for a writer’s style. â€Å"A Clean, Well-Lighted Place† uses informal and conversational overall language. Incomplete statements and fragments that cast full scenes in form of conversation create informality of the story . â€Å"‘He hung himself with a rope. ’† (Hemingway 142) Also, a device Hemingway uses when a characters pauses and then speaks again in the following line make up the informal language. ‘â€Å"He’s drunk now,’ he said. ‘He’s drunk every night. †Ã¢â‚¬â„¢ (Hemingway 142) The language used in â€Å"Barn Burning† by William Faulkner includes colloquial, informal, with some interior monologue. The southern drawl creates a particular colloquial dialect. â€Å"‘Naw,’ he said. â€Å"Hit don’t hurt. Lemme be. ’† (Faulkner 147) Interior Monologue also makes up the element of language. â€Å"I could run on and on and never look back, never need to see his face again. † (Faulkner 155) is Sarty’s interior monologue. Faulkner uses interior monologue to prove Sarty was not allowed to express himself freely out of fear. The sentence structure used in a story has an impact on the reader’s attitude. The sentences may be structured in a variety of ways to get certain points and feelings across. Types of sentence structure include short, long, simple, complex, and even interrupted sentences. Sentence structure in Ernest Hemingway’s â€Å"A Clean, Well-Lighted Place† includes regular speech patterns. This would include short, choppy, simple and direct sentences. Examples of these types of sentences include, ‘â€Å"He has plenty of money. †Ã¢â‚¬â„¢ (Hemingway 141) and â€Å"‘Nothing. †Ã¢â‚¬â„¢ (Hemingway 141) Hemingway’s sentence structure also includes long, compound but simple sentences. â€Å"In the day the street was dusty, but at night the dew settled the dust and the old man liked to sit late because he was deaf and now at night it was quiet and he felt the difference. † (Faulkner 141) Formal, complex and long drawn-out sentences make up the sentence structure in â€Å"Barn Burning† by William Faulkner. Faulkner’s style, most of the time formal and excessively detailed, creates sentences extremely complicated that many times the best way to understand them is to go back and reread the sentence. â€Å"The boy, crouched on his nail keg at the back of the crowded room, knew he smelled cheese, and more: from where he sat he could see the ranked shelves close-packed with the solid, squat, dynamic shapes of tin cans whose labels his stomach read, not from the lettering which meant nothing to his mind but from the scarlet devils and the silver curve of fish-this, the cheese which he knew he smelled and the hermetic meat which his intestines believed he smelled coming in intermittent gusts momentary and brief between the other constant one, the smell and sense just a little of fear because mostly of despair and grief, the old fierce pull of blood. † (Faulkner 145) The five basic elements interrelate to create the style of a writer. After the reader understands style, the tone and the true meaning of a story become apparent. The style of both Ernest Hemingway and William Faulkner are different with only a few similarities. One style (Hemingway) being simple and to the point, the other (Faulkner) complicated and full of details. Although the differences are many, one apparent similarity is the informality in the overall language of both stories. Neither style ranks better than the other. The reader changes the value of each style depending on what they appreciate reading.

Discuss the challenges facing forensic scientists

Discuss the challenges facing forensic scientists GENETICS FOR IDENTIFICATION ESSAY Discuss the challenges facing forensic scientists for DNA-based identification of the remains of the victims of war or other conflicts (both civilian and military personnel). Illustrate with a range of examples. Discuss the challenges facing forensic scientists for DNA-based identification of the remains of the victims of war or other conflicts (both civilian and military personnel). Illustrate with a range of examples. Introduction The remains of victims of war often pose numerous challenges to forensic scientists enlisted to aid in the identification process using DNA analysis. Foremost, the remains of victims of war have frequently been buried for long periods of time, often over 50 years, and this can cause degradation and contamination of DNA. This affects the quality and quantity of extracted DNA, making it difficult to amplify and generate a genetic profile. This concise report highlights the problems facing forensic scientists during the analysis of war remains and the methods used to overcome some of these issues. DNA techniques The DNA techniques which can be used in DNA identification of skeletal bones include: mitochondrial DNA analysis (mtDNA); autosomal Short Tandem Repeat (STR) and Y-STR analysis; and mini-STR profiling. STRs, also known as microsatellites, are DNA repeat units between two and seven base pairs long that can easily be amplified by Polymerase Chain Reaction (PCR). The number of repeat units varies considerably amongst individuals, hence why sensitive STR analysis is highly discriminative for identification, even in degraded DNA samples (Butler et al., 2012). Fifteen years ago, results of a study where teeth were buried in soil for up to eighteen weeks revealed that mtDNA analysis using primers for the HV1 and HV2 regions generated the best results in comparison to other DNA techniques; thus mtDNA was a reliable method for the identification of skeletal remains (Pfeiffer et al., 1999). Developments in technology mean that analysis of mtDNA alone is now insufficient information for positive identification, and more specific methods are employed, such as STR analysis. Nevertheless, when nuclear DNA (nDNA) samples are too degraded to be processed using STR analysis, identification using mtDNA and hypervariable regions is used. This is because mtDNA is present in high copy numbers and the circular structure of mtDNA makes it more resistant to degradation, but again there are limitations (Higgins et al., 2013; Coble et al., 2005). Mitochondrial DNA is passed on maternally; therefore it will be the same throughout generations of females of the same maternal lineage and could identify a familial match to a sister or aunt, for example. However reference samples are solely restricted to maternal relatives, thus its discriminatory power is far less than an STR match (Lee et al., 2010). Finally, where female relatives are absent, Y-STR analysis can be carried out to identify paternal lineage of the Y-chromosome. Mutations within the Y-chromosome are possible, and they may occur between generations as well as within the same bone samples, particularly if they are old skeletal bones. This must be considered when making conclusions from Y-STR analysis as it may cause problems for the forensic scientist during the identification process (BoriĆ¡ et al., 2011). DNA samples from skeletal remains With war victim skeletal remains DNA sample options are minimal, but the preferential samples to obtain for DNA analysis are teeth and bones, which contain both nDNA and mtDNA. DNA in teeth is generally considered more protected against degradation and destruction than bones due their unique composition and their location in the jawbone protecting them against degrading exogenous organisms, making them useful for analysis decades after death. Additionally, they normally yield a higher quality of DNA than bones, and the results of a study by Pilli and colleagues looking into the effect of contamination on samples revealed that teeth have a greater refractory to contamination by exogenous DNA than bones (Higgins et al., 2013; Pilli et al., 2013 respectively). Another reason for utilising teeth is because there are a number of sources of DNA within the tooth, including dentine, and this dentine powder is rich in mtDNA (Muruganandhan et al., 2011). Nevertheless, both of these samples are used because the internal content is unlikely to be contaminated with contemporary DNA compared to other samples, and the recovery of one or both of these is observed in a number of case studies identifying war victims (Lee et al., 2010; MarjanoviĆ¡ et al., 2007; AndelinoviĆ¡ et al., 2005; Ivanov et al., 1999). However, although these sources of DNA are the most likely to be preserved over time, DNA analysis can still be affected by the presence of PCR inhibitors (for example environmental and biological chemicals), insufficient quantity of DNA material, and high levels of DNA degradation (MarjanoviĆ¡ et al., 2007). DNA degradation DNA degradation and PCR inhibitors occasionally cause allele and/or locus dropout, thus not reflecting the true profile of the individual and can cause problems for forensic scientists during the analysis of genotypic DNA profiles, especially if heterozygotes are interpreted as homozygotes (Coble et al., 2005). Exposure to environmental conditions affects DNA, and factors such as heat and humidity affect the rate of DNA degradation and the resulting quantity of DNA, with cooler temperatures delaying the degradation process. This DNA degradation caused by endogenous intracellular enzymes results in smaller DNA fragments sizes and may also cause base mutations (Higgins et al., 2013). Despite the development of sensitive DNA typing identification methods, in some cases excessive DNA degradation can still pose an issue, as seen in Lee et al., 2010. One sample (SR0014) had an exceptionally low DNA yield for both extractions, 28.7 ±20.69 pg/ µL and 27.2 ±16.81 pg/ µL, in comparison to the average yield of 217.5 pg/ µL and 199.1 pg/ µL, respectively (table 1). This DNA yield produced genotypic results at eleven autosomal STR loci; however nine of these were homozygotic and this was interpreted as allelic dropout, which in turn causes problems for profile determination and does not allow for identity inclusion or exclusion. Another example of degraded DNA amplification being below 100% was seen using AmpFISTR Yfiler amplification, which revealed only 34 out of 49 profiles, and MiniFiler which produced 40 out of 49 genetic profiles, with the other profiles being incomplete, likely due to only small amounts of degraded DNA being amplified (BoriĆ¡ et al., 2011). Table 1 – DNA concentrations (pg/ µL) extracted from twenty-one skeletal samples belonging to Korean War victims. Two DNA samples were extracted from each bone sample and quantified to try and replicate the profile for consistency and to highlight any contamination issues. (See Lee et al., 2010. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1556-4029.2010.01411.x/pdf. Last accessed on: 24th February 2014) DNA extraction Another issue facing forensic scientists is the quantity of DNA extracted from bones or teeth. Degraded samples offer a paucity of template DNA concentration, hence the smaller PCR products (Ivanov et al., 1999). If precise procedures are not employed then DNA essential for producing a genotypic profile may be lost, and methods are required to maximise the potential from the extraction process. Recently, developments in such methods have massively impacted on the success of obtaining profiles from skeletal remains which are highly degraded. Extraction techniques employed by forensic scientists to overcome this challenge include the standard organic (phenol/chloroform) method, the PrepFiler Forensic DNA Extraction kit, the Qiagen DNA extraction procedure, and a large-scale silica based extraction method, with a minimum of two independent extractions for each sample usually taken. Lee and colleagues used the latter in 2010 alongside demineralisation to maximise the DNA yield, and the p ositive effect of this method was reflected in the high DNA yields observed following quantification, with all samples, except two, being greater than 50pg/ Ã‚ ­L (Lee et al., 2010). Additionally, during the extraction of DNA from 109 bone samples from victims of war in mass graves in Croatia, an advanced extraction method, alongside the phenol/chloroform method, was used. The standard method yielded 20-100ng of extracted DNA across samples, whilst the advanced Promega DNA IQ system produced 20-200ng of DNA (AndelinoviĆ¡ et al., 2005). Contamination The sensitivity of new DNA typing methodologies to minute amounts of DNA brings with it the challenge of contamination. Remains buried for a long period of time and then excavated for analysis are subject to natural cross contamination from foreign material from the surrounding environment as well as from human handling, and this can affect the validity of the findings and interfere with DNA profiles. Thus, procedures are implemented to remove any foreign matter from the outer surface which may contaminate the probe extracting the DNA from the core of the bone or tooth. Common protocols forensic scientists use to overcome the issue of contamination on bones include sanding down the outside of the bone, washing it in mild detergent, irradiating it with UV light and storing it at -20oC until it is required for DNA extraction (Ossowski et al., 2013; BoriĆ¡ et al., 2011; Lee et al., 2010; MarjanoviĆ¡ et al., 2007; Imaizumi et al., 2002). However, in cases where excess contamination has occurred from archaeological handling and repeated excavation and reburial, it is impractical for forensic scientists to remove this extent of contamination, further limiting the samples which can be used for DNA. It is of paramount importance that sterile environments are used for sample analysis and that gloves are worn when handling bones to avoid contamination from humans, and gloves should be changed between the handling of bones belonging to different individuals to avoid DNA transfer. Another issue regarding contamination is the processing of ancient skeletal samples in proximity to contemporary relative reference samples, therefore, DNA from these two sample types should be extracted and amplified in separate laboratories. The majority of studies referenced in this report have not stated whether they adhered to this, with the exception being Ossowski et al., 2013 who reported that all laboratory staff wore masks, lab overalls and sterile gloves and everyone who handled the samples had previously had their DNA sample taken for reference purposes. As a result of the strict procedures implemented, no contamination was seen throughout the examination process, and they successfully identifi ed two individuals through DNA analysis when it was determined that they could not be identified through anthropological methods (Ossowski et al., 2013). Finally, a complete record of everyone that has handled the samples pre- and post-excavation should be kept (Pilli et al., 2013). Issues with mass grave DNA samples A further problem forensic scientists are confronted with is the high number and poor quality of the remains discovered, particularly in mass graves, due to wars being open events with large numbers of unknown individuals involved. The violent nature of wars and conflicts and circumstances of death often renders a number of remains fragmented, meaning that prior to DNA analysis, an anthropologist must examine and match bones suspected to belong to the same individual. This should be considered during DNA analysis in case different profiles arise from bones supposedly belonging to the same individual. Furthermore, explosives can cause bones to become incinerated, damaged and carbonised which will affect DNA extraction and amplification (Ivanov et al., 1999). This issue was presented during the recovery of approximately 10,000 skeletal remains, belonging to approximately 53 war victims in 2009, more than sixty years after World War II. In the majority of cases, it was impossible to conclude which bones belonged to one individual due to the vast number of separated, damaged and intermingled bones and the small grave area to which they were confined. Additionally, a number of victims showed obvious gunshot wounds, which further shattered the skull bones into multiple fragments (BoriĆ¡ et al., 2011). DNA reference samples Prior to DNA analysis, it is paramount that circumstantial investigative research is carried out to narrow down and establish possible victims in the grave to allow for identification of their surviving relatives. This is problematic in the first instance if ante-mortem records of soldiers have not been kept. It is reasonable to assume that relatives of military personnel would be easier to identify, compared to civilians, because records are often kept of the soldiers that fought in a war, as well as when they were reported missing or pronounced dead. Reference swabs are required from these presumptive relatives to compare their DNA profiles with the profiles obtained from the unknown remains to determine if a familial match is seen. Ivanov et al., 1999 reported absent DNA samples on record during their involvement in the identification of the remains recovered following the Chechen War (1994-1996). Few remains were available due to the lethal force of missiles, and this was an additional problem to the lack of DNA samples on record, which meant the absence of comparative reference samples. Accordingly, the timely process of locating potential relatives and collecting their DNA samples began. In comparison to some cases where excavated war remains are over 60 years old (MarjanoviĆ¡ et al., 2007), these remains were excavated three years after the end of the war, however skeletonisation and advanced decomposition, with mummification, was still observed. Bones had been scavenged by animals, further exposing them to contamination alongside the reported careless excavation of the bodies (Ivanov et al., 1999). Mini-STRs Applying mini-STR loci to severely degraded DNA samples is effective in genotyping nDNA profiles that would otherwise yield a negative result with standard STR kits, which use STR loci of up to 250 base pairs and are likely to cause loss of signal (AndelinoviĆ¡ et al., 2005). In comparison, mini-STR technology can amplify loci with alleles that have fewer than 150 base pairs and works by annealing primers as close as possible to the STR repeat region, creating the smallest possible amplicon (Figure 1) (Martin et al 2006; Pizzamiglio et al., 2006). When there is not enough intact DNA to produce full profiles using the larger CODIS loci, mini-STR loci markers are small enough to amplify alleles less than 150 bp in length (Hill et al., 2008). It is important to remember that mini-STRs are designed to profile high quantity, low quality, degraded DNA and should not be used for small amounts of DNA. Fig. 1 – Mini-STR analysis uses primers which anneal as close as possible to the STR repeat region along the genome, creating a small amplicon to be amplified. Successful application of mini-STRs was seen in 2010 when skeletal remains from the Korean War were subject to DNA analysis in the hope to identify the 55 year old remains of the missing casualties (Lee et al., 2010). Twenty-one skeletal samples were extracted from the remains of the victims of the Korean War and, following decontamination, were subjected to PCR amplification and sequencing of the mtDNA HV region, and PCR amplification of autosomal STRs and Y-STRs using common STR kits and in-house miniplex plus systems that use smaller amplicons to optimise the genetic material from degraded samples. Results revealed that mtDNA hypervariable regions were efficiently amplified and determined in all 21 samples. A combination of AmpFISTR Identifiler alongside size-reduced amplicons in AmpFISTR MiniFiler and the in-house miniplex NC01 plus system for autosomal STR, successfully genotyped 17.2 loci out of 18, and the miniplex NC01 system showed 100% success in genotyping the four loci du e to the reduced amplicon size. Additionally, twenty samples were successfully genotyped at 11 or more loci using standard STR kits, but with the in-house system, they were genotyped at 15 or more loci. The results of amplifying autosomal STRs showed the importance of mini-STRs when working with highly degraded DNA, as reduced-sized amplicons genotyped samples with a low quality of DNA in comparison to the standard kits. The same success of genotyping samples of poor quality DNA was seen using the Y-miniplex plus system in conjunction with AmpFISTR Yfiler during Y-STR genotyping (Lee et al., 2010). Profiles were also generated using mtDNA PCR amplification and miniplex NC01 analysis using the buccal samples provided by the 24 suspected relatives (Lee et al., 2010). Smaller quantities of template DNA were extracted from the relatives, as although more DNA was available, it was of a higher quality compared to the degraded unknown samples, so a smaller amount was required. If too much high quality template DNA is used, excess peaks and spurious bands would be observed, making the results unclear (Ivanov et al., 1999), and alternatively too little, or degraded DNA, may reduce the height of some alleles so the peak heights may be too low to distinguish from background noise (NFSTC Science Serving Justice, 2007). Conclusion In conclusion, it is evident that DNA degradation affecting the quality and quantity of DNA, fragmentation of bones, numbers of bones in mass graves, contamination and poor extraction procedures are all challenges that forensic scientists face during DNA based identification of skeletal war victim remains. However, as efficient DNA extraction methods to optimise the template DNA concentration are advancing, and technology is consistently being refined to develop methods such as the mini-STR system, identification of war victims using DNA analysis, alongside anthropological measures, is becoming more successful. Word count: 2668 Page | 1

Barbie Essay -- essays papers

Barbie Since the beginning of time, toys have often been an indicator of the way a society behaves, and how they interact with their children. For example, in ancient Greece, artifacts recovered there testify that children were simply not given toys to play with as in the modern world. The cruel ritual of leaving a sick child on a hillside for dead, seems to indicate a lack of attention to the young (Lord 16). The same is true of today’s society. As you can see with the number of toy stores in our society, we find toys of great value to our lives and enjoy giving them to children as gifts. Ask just about any young girl what she wants for Christmas and you’ll undoubtedly get the same answer: â€Å"A Barbie.† But what exactly has caused this baby boomer Barbie craze, and how did the entire world get so caught up in it? The answer lies in Ruth Handler’s vision for the first children’s adult doll. Mrs. Handler’s eleven and one-half-inch chunk of plastic began causing problems even before it’s public debut in 1959, yet has managed to become one of America’s favorite dolls. Ruth Handler and her two young children, Barbara and Ken, were merely sightseeing in Lucerne, Switzerland, when Mrs. Handler first saw the doll she herself had been trying to create (Lord 29). In the window of a small gift shop was an eleven and one-half-inch tall plastic doll with a slender woman’s body and a long blond ponytail. Her name was Lilli (â€Å"Bad Girl† 1). She had been created from a cartoon character in a West German tabloid similar to the National Inquirer (Lord 8). Dressed provocatively, and with a seductive look in her eye, Lilli had become a â€Å"popular pornographic gag gift for men† (â€Å"Bad Girl† 1). Excited to see her long-time idea a reality, Mrs. Handler bought three of the dolls and hurried home to begin work on her own doll (â€Å"Bad Girl† 2). It was 1956, and within three years, Mattel Creations began marketing the â€Å"teenage fashion model† as â€Å"a new kind of doll from real life† (Tosa 30). The new doll, deemed â€Å"Barbie†, was named after her own daughter Barbara, who’s many years of play with paper dolls had actually inspired her to begin designing the three-dimensional adult doll (Lord 30). Though Mrs. Handler’s version of the doll was not as racy or alluring as Lilli, her imitation of the â€Å"German streetwalker† would come back to haunt her many years later (†Bad ... ...body and a new focus, she has plans to become even more spectacular with many new adventures and many new friends. Barbie’s new look includes a wider waist, smaller hips, a less â€Å"torpedo-like† bust, and flat rather than pointy-toed feet (â€Å"Bad Girl† 3). She is also playing an active role in new research in prosthetics. Jane Bahor, a woman who makes replacement body parts, had experimented with the plastic knee joints in Barbie’s legs. She has found that they work well as prosthetic fingers for her patients because they â€Å"are more realistic-looking and useful†. So far, Bahor has provided the replacement joints for more than a dozen of her patients and has been extremely successful in her studies (â€Å"Bad Girl† 27). As Barbie gets ready to turn the big 4-2, it is unreal to think that she has completed her last makeover. No doubt that as time changes and people’s attitudes towards life change, this timely doll will also be forced to adjust to the needs of society. With more than 75 successful careers, her own official website, and a namesake magazine, this little doll has become more than a child’s plaything. Whether we love her or hate her, she will always be a part of us all.

Essay --

The War of 1812, which is also called the second war for independence is really important because this is where our freedom, liberty and democracy was earned. In this war, the great Britain and America tried to protect their land and fought for their country. Compared to the other wars like World War II, not many people died, but it certainly brought some changes and even the beginning of the new America. How did the war start? In 1803, Britain was involved in some situations with France. At this time, the Emperor of France was Napoleon Bonaparte. Later on, Britain and France was in a war. American people traded their goods with France but Britain stopped it. This became a problem for Americans because they had to stop in Britain first and do whatever the British generals demanded. The British treated Americans as if they were still under their control. After few months, they created new treaties, in which Americans could not trade with Europe, unless they were English ships. Other causes of the war were the impressments of the American sailors and the British’s help for the Indians. Every year, British lost thousands of sailors. They thought that if they will lose the battles at sea, then they would definitely lose the war. Then, they started to impress American sailors to be in the British Royal navy. If any of the American sailors refused to do what the British said, then British army attacked their ships. Third reason was that the Indian warfare on the frontier. Indian people alliance's from Alabama to Canada with the British’s help. They gave the Indian people the supplies to fight against americans, so that America could not expand. In 1810, two war hawks named John C Calhoun and Henry Clay stood up for the wa... ...ough, women got paid less than men, they still received some status. Shipping goods was a huge problem before and during the war, but it was solved by the improvements in the transportation system. This system helped the goods to reach faster at it’s destination. There were more railroads, steam ships, which carried goods to other states, turnpikes, and canals which allowed everything to work at a much faster pace than it used to. Overall, the war of 1812 brought us freedom and liberty. The nation, for which all of the soldiers fought, was recognized as a great, free and independent land. This war helped Americans to realize that they can protect their country if they get threatened by foreign countries. Americans started to settle their western country. Shipbuilding and commerce flourished. The United States began to rise to the top position of a world’s power.

The Dirty South :: essays research papers

The Dirty South During the times of the Civil Rights Movement the black communities of Birmingham, Alabama suffered severely due to the notorious acts of racism geared towards them simply because they were black. They boldly endured beatings, lynching, bombings, and demeaning treatment from the white community and especially from the Clan. The September 15, 1963 racially motivated bombing of the Birmingham’s Sixteenth Street Baptist Church, which resulted in the deaths of four innocent black girls, was one of the darkest moments of the Civil Rights Movement and perhaps one of the darkest days in Birmingham, Alabama’s history. Betty Blackman was born and raised in Birmingham. Her life was engulfed by the racism and left her with dramatically scaring memories of Birmingham.   Ã‚  Ã‚  Ã‚  Ã‚  I grew up in the city of Birmingham, Alabama. I was born there December 11, 1947. Most of the memories I have of growing up there are the most painful memories that I have, which is strong racism and living in every day fright. I remember not being able to drink out of the cleaner water fountains around town; they were for the white people. The water fountains that were available to us were few, far between and very filthy. The black people were treated like dogs in Birmingham. I remember having to enter of the all stores and restaurants in town through the back entrances. One place I remember so vividly was a restaurant called Stadium Grill. We ordered food there every week while we were doing the wash across the street at the Laundromat. We enter in the back door into a very tiny poorly lit room. There were no tables or chairs for us to sit and eat there, it wasn’t allowed. There was only a small window to which we placed our orders and left. The front of the restaurant was large; it had tables with real cloth coverings and beautiful flowers sitting in the middle of the tables. I never once stepped foot inside the front of that restaurant. The way our communities were much different than they are now. Black people were not allowed to live among the white people. The white people lived in big lavish homes on the far east side of town and the blacks lived on the west side of town in small run down homes. There was, however, one subdivision that the wealthier black families lived. The name of it was the Goldwire Area and even now it never compares to the homes in which the poverty stricken families live now. The Dirty South :: essays research papers The Dirty South During the times of the Civil Rights Movement the black communities of Birmingham, Alabama suffered severely due to the notorious acts of racism geared towards them simply because they were black. They boldly endured beatings, lynching, bombings, and demeaning treatment from the white community and especially from the Clan. The September 15, 1963 racially motivated bombing of the Birmingham’s Sixteenth Street Baptist Church, which resulted in the deaths of four innocent black girls, was one of the darkest moments of the Civil Rights Movement and perhaps one of the darkest days in Birmingham, Alabama’s history. Betty Blackman was born and raised in Birmingham. Her life was engulfed by the racism and left her with dramatically scaring memories of Birmingham.   Ã‚  Ã‚  Ã‚  Ã‚  I grew up in the city of Birmingham, Alabama. I was born there December 11, 1947. Most of the memories I have of growing up there are the most painful memories that I have, which is strong racism and living in every day fright. I remember not being able to drink out of the cleaner water fountains around town; they were for the white people. The water fountains that were available to us were few, far between and very filthy. The black people were treated like dogs in Birmingham. I remember having to enter of the all stores and restaurants in town through the back entrances. One place I remember so vividly was a restaurant called Stadium Grill. We ordered food there every week while we were doing the wash across the street at the Laundromat. We enter in the back door into a very tiny poorly lit room. There were no tables or chairs for us to sit and eat there, it wasn’t allowed. There was only a small window to which we placed our orders and left. The front of the restaurant was large; it had tables with real cloth coverings and beautiful flowers sitting in the middle of the tables. I never once stepped foot inside the front of that restaurant. The way our communities were much different than they are now. Black people were not allowed to live among the white people. The white people lived in big lavish homes on the far east side of town and the blacks lived on the west side of town in small run down homes. There was, however, one subdivision that the wealthier black families lived. The name of it was the Goldwire Area and even now it never compares to the homes in which the poverty stricken families live now.