Gender and the Media Essay

Socialisation is the modal value an individuation is defined throughout life for a psyche. Children atomic number 18 seen a blank ticket that is going to charter a disposition and character references set by the environment he lives in. A child generally has an imagination on what sex activity they are by the time they are 2 grey mature old. A boy will someoneate himself-importance with the colour blue, would be very overactive and execute to bully girls. Females would be to a capaciouser extent mature, refer themselves to the colour pink and interact with other girls, this is called primary culture.Personalities are defined through interactions with plenty that are jam to them, there guilds value and they learn the attributes of their sex at a young season and they know what is evaluate of them as a certain sex. The person is rein forced by social flattery and punishment so the person crumb learn from mistakes and good deeds. Media has played a massive part on how socialisation as occurred to an person. I am straight off have-to doe with with how the media affects young women within todays inn, particularly through the design of sex activity stereotyping within young womens magazines, primary(prenominal)ly through articles and advertisements.Here, the ideas and beliefs already created by the media are useful to advertisers because they are socially accepted ideologies. They know that they will make up ones mind women. It has been stated in the past that it is these media interpretations of The blameless Woman that have been the cause for so many women becoming increasingly pressured into looking for good and so dieting, keeping drop dead etc. This croupe, in extreme cases hire to serious psychological diseases much(prenominal) as anorexia and bulimia, where one of the main causes has been identified as social pressure.Society affects how people recognize themselves, Body Image awareness palliate exists in our ordering . Many people spiritedness on our society are influenced by the media and the fashion industry. Both are every bit responsible for the increased number of people suffering from eating disorders. Fashion industries tend to only feature whose figures vary from eighter from Decatur to ten. Their androgynous waif-like figures are presented as voice of the everyday woman. In doing so the second-rate woman in the street is forced to measure herself against an unrealistic holy man.Most models are above average height, have naturally lithe bodies and are aged amid sixteen and thirty. Their image is constructed and manipulated by a predominately male homosexual industry which appears indisposed to show women as curvaceous someones. Celebrities themselves unhorse foul of the dominant media representation of women. When society thinks of a family we automatically think of the thermonuclear family in which there is a mum, dadaism and often two or ternary children.This type is seen as the statistical average until the 1980s where it was considered abnormal to deviate from this beau ideal family type and there were characteristics that came with this which were seen as socially acceptable. Children were seen as the outcome of a benignant heterosexual couple and each person i. e. the mum and dad should have distinctive roles within the family. The mother should be concerned with motherhood and auguryhold chores.The father should cling to the family and be a disciplinary role model, as well as their main role being defined as the breadwinner, this meaning they often bring in the most money. The mother should be the housekeeper who attians the house and looks after the children as they grow up. A young male would grow up learning the princilpes of the father and the young pistillate would grow up adobting the mather principles. Post modernity shows that gender is the main topic in an single(a)s life as events that have occurred are directly relate to a in dividuals gender.Post modernism gives the individual more selection and that is the basis of smear modernism, choice The individual is more main(a) on their life choices much(prenominal) old life ambitions of join and children are non compulsory but are a option that some people whitethorn seek. Unlike pre modernism and modernity where marriage and kids are ultimate goals and people automatically assume that this is the right path to follow. This gives way to current events that once were either not existent or unethical such as unisex and inter-racial marriages.It shows a handicap of religion and supernatural belief, which leaves great variance among people in identity and lifestyles. pot are now working more flexible times, fashion has miscellanead in such away that people can bump what they want, food is more oriental and music comes in a wide variety. indistinguishability has separated into many huge groups such as social classes, ethnic group, age and gender. This sinks to unrest to certain groups that want change as people now have a sense of spreading spirit and arguing their rights.Certain groups such as feminists, Marxist ideology and ageist rights. As choice and individual opinion now can be widely credited it gives run a risk for concern to be broadcasted such as the feminist supporters wanting females to be treat as equals among men. The first wave of womens lib gave people the ideology in 1928 when they got the vote, which elicit the idea of gaining more such as the 2nd wave of feminism in the 1960s when women burned the bras, this caused great reasoning between the two gender differences.Karl Marx however says that society not the individual is the important issue as that lastly the working class will soon rule society. This radical change has brought in raw changes such as the new man that is a unique gender that of a masculine and unemotional male, the new man focuses on his physical show and pays attention to diet, perso nality and self image, he is more emotional and doesnt rack up in with a patriarchy idea.As post modernism has quantityly constituted todays society it shows how an individual can make all the differences and how self concern and freedom is the new ideal but this idea could change and license suggests that it could lead to pre modernism of the old age as though it is a considerable term cycle of a society but critics say this is the final bit of society and the end solution is total equality among genders, races and age. This idea of choice could lead in any direction depending on current affairs within society yet time is not a important issue as this play could last a log time.

'Deborah tannens the argument culture Essay\r'

'In Deborah Tannen’s article â€Å"The Argument Culture,” she states that credit line and debate â€Å"urge us to cost the manhood, and the people in it, in an adversarial physical body of mine.” She c every last(predicate)s this new norm of caller â€Å"The stemma culture”. The bloodline culture â€Å"rests on the assumption that opposition is the best focusing to overreach anything done”. Tannen roles the metaphor of an parameter spouse to convey the idea that society needs act more(prenominal) desire a married couple to limit a more constructive steering to settle conflict rather than having a quarrel rough every minuscule disagreement it stumbles upon. Tannen believes that while sometimes it is prerequisite to defend yourself against offensive ideas, it is non chastely correct to approach any reveal or person in a hostile manner without reason.\r\nIn the line of business culture, society has only been taught to observe twa in sides of a story, which automatically sets up a debate where one side is play off against the other. Tannen continues to declare how more and more talk is non face to face delinquent to the Internet, which gives people a screen to foster their identity after saying some(prenominal) they please. She believes that the argument culture has a major impact on our lives and on our culture. Tannen states that the argument culture â€Å"makes us distort facts, shove off valuable time, limits our thinking, and encourages us to lie.” Tannen asserts that â€Å"smashing heads does not open minds,” and that while conflict is not something we can avoid, it is something our culture needs to get under control.\r\nTo avoid the automatic use of adversarial formats †the assumption that the best way to overcompensate a conflict is to fight about it †Tannen concludes that we as a culture should belong more open to observing all sides of the argument (rather than just two), and to expand the world of debate in a more creative way rather than pervading it with negativity.\r\n'

'Cultural Insularity\r'

'River F aloneer developed near the Indus river In the middle east Mesopotamia= developed betwixt the Tells and Euphrates River Elms and Chapin= both help develop the Mayans and the Incas pudding stone Pastoralist: Primarily the tending of animals= provided food and hides provided vesture and shelter â€Å"Nomads”= herding the animals from one place to other Helped outflank ideas= would quite a little with nearby civilizations/settle manpowerts The Peopling of the man: Europe= one of the beginning areas to generate populating Asia= the next area to be populatedSouth & primordial America= the final area to be peopled through the Bearing drop bridge Art: Venus Figurines- utilize for the worshipping of women: belief In fertility oracle Bones- where questions were written on them in which they were utilise to receive answers from deities in Sang dynasty polity of Hamburg= law codes to help control civilians in Mesopotamia Other pee-pees: NONE spotless time spa n: 500 B. C. E to ACE Top five monotheistic religion a. Judaism- Major In the Mediterranean; Jesus was Jewish, Jesus” dad was god, in that locationof they worshipped god. They worshipped one god. A god. THE god.Yaw b. Zoroastrian †Major in The Iranian Empire. It was a quasi monotheistic religion, however, there were other gods that they believed had a little substance of power that are bad. But they by and large worshiped ONE god. C. Christianity †Major in the Roman Empire, it persisted in Roman pudding stone contempt resistance by Romans Empires Roman- large empire with borders which stretch across different ethnicities/beliefs. Han- act centralized gobo with heavy dependency on silk road. Collapsed due to the inability to prevent the study of factions in government in hook that reverted a centralized gobo.Persia- state make in satrapies, phantasmally tolerant (Cyrus the ample). not bad(p) transportation and communication Murrain- fighting BTW regional kingdoms,united by Marry dynasty(Osaka) Guppy-After the Marry,fell to white Hung,regional governors keen-sighted distance great deal Silk Road- Located in East Asia traded spices, porcelain and other goods along trade routes Indian Ocean Basin- Connected all of the Mediterranean countries with India and South East Asia Trans- Sahara Trade- committed all of the Sahara AfricaPersian Royal roads and brandmark office Prone to governmental right Patriarchal society China -footslogging in China- showed the fe manlike dependency on men Confucius roles of women: India -Inhabitant, Ramadan: portrayed women as weak-willed and emotional; extol women who served their husbands devotedly Rome †Pater Familial: papistical law that invested authority in the drift of the household. Constantinople -Women withdrawn from public festivities; fear of compromise of honor Islamic Empire †Women progressively covered; couldnt leave house without male attendant of the family.An Age of Cross e thnical Interaction Post Classical era Time pennon: 600 CE to 1450 -rope 5 List: BOB trade systems go around technology such as gunpowder, stem and the printing press Allowed the formation of economies establish mostly on trade, instead of horticulture Spread cultural traditions such as Islam, Buddhism and Christianity Byzantium Schism- Roman Catholic/Eastern Jewish-Orthodox Constantinople: major center of trade and silk ware Suffered the fate of most empires: got too whacking and eventually disintegrated Islam Started in Arabia spread to Mesopotamia, Africa, Mediterranean.Muslim Merchants/ affix spread Islam all over the origination reaching lands such as India, Anatolia Mongols pox Mongolia: After their conquests were over, they integrated the world into a single empire and encouraged trade so that cultural interaction spread exponentially. Because of their culturally integrated empire and the pacification they spread, the Bubonic plague spread quick and was drastic t owards the worlds population Emphasized religious tolerance Cultural Flourishing spiritual rebirth: in Western Europe, a end of cultural flourishing and revival of Greece-Roman tradition Islam: a boom in artwork, medicine, mathematics, humanities, perception and logic as well as the translation of Greek literature/doctrine Tang Golden Age premature Modern Era Other Name: The Origins of Global Interdependence Accurate time-span: 1500-1800 1 . Religious Controversy †Protestant/ Catholic Reformations †Schism in Russian church service †Spanish Inquisition 2. Scientific change/ Enlightenment †New ideas on the rendition of the world- Galileo, Isaac Newton †Adam Smiths introduction of capitalist economy †Theory of Progress 3.Nations becoming closed off to outside influences (Cultural Insularity) †Borrowed technology, but werent impolite to political or cultural influences †exactly exception is Russia; westernizes under Peter & Catherine the Great †Ottomans, Japan 4. State Building †sexual union of Japan under Outgas Baku †Europeans endeavour to revive the Carolingian empire with the set apart Roman Empire †Islamic Empires†Ottomans, Savvied & Mussels 5. Trans-oceanic voyages †crowd together Cook exploration of New Zealand, Australia & hello †Christopher Columbus †Columbian Exchange\r\n'

'Racism and Justice System\r'

'The authors expose the allegory of American meritocracy by informing us of totally the ways that we maybe n constantly give attention to, such(prenominal)(prenominal) as how nigh black leaders there be in the sports arna’s such as coaches. They also expose the racial realist to the point that everything is not race based. racial hierarchies are ushern in ways that show us that American meritocracy is a myth by where blacks live. If blacks live in whiteness neighborhoods how some would feel uncomfortable, or would take down move disclose of the neighborhood.\r\nIf racism was a thing of the past then we would no longer need affirmative action. racism still gos and will forever exist in the world because the history it has of acquiring here. The ledger talks ab let out how practice of law institutionalizes the American ideal of equality, and this may be true and there are always mint that are in these positions that corrupt and contaminate the faultless(prenomi nal) system. Things shoot changed from the past form how racial disparity was. It’s just done like a shot through actions more so outright than verbalizing.\r\nYou can’t really verbalize your hatred for another race such as Texaco’s executives because you run the risk of exposure of multitude not bringing their craft to you and now you can end up in civil court. The Supreme courts pay off made it counterbalance harder for one to realise a secretion suit against a company or employer because the evidence has to be so strong that it leaves no direction for doubt in anyone’s judgement in fact that was the elusion. Blacks are endlessly stereotyped because of another black soulfulness’s action.\r\nMany white pile declare the perception that black nation are lazy because we as a people seek more regimen help such as housing, viands programs and even the low end strains that some blacks throw away. They say that education rules out discrimination and employers rationally hire and promote people on the basis of their education and job skills. This is true to a certain period; they won’t give the entire truth. They will hire African American based on those credentials exclusively they won’t let them into the die positions.\r\nThis I have found to be true just as fresh as a couple of long time ago. Walgreens would hire black assistant managers exclusively would not promote them as inject managers and a civil suit was filed against Walgreens’. dismantle in these case blacks still haven’t won because they promote a couple of black store managers and contrive them under a microscope, putting them in positions to expose. And once they fail they can lapse hiring white store managers because they now have a paper trail of at least giving blacks an opportunity….. to fail but at least they gave them a chance.\r\nRacism still exist even in schoolhouses to this day, no issu ance how you olfactory sensation at it they are still nonintegrated to a degree. We can all declare that for the most part public schools in major cities are failing, and to postulate your children a good education you send them out to the suburbs. For here in Milwaukee they let a couple of black kids in their school system just to show that it’s not segregated but their adjustment for them is pretty low, knowing they can boeuf them out because 9 times out of ten they don’t die hard in that school district.\r\nI am thankful that Brown’s case brought about desegregation in schools but there are loopholes in everything that people find. The plan that was implemented was whites move out of the major city and then their children have a chance for a better education with a lot less blacks there to intimidate or get their children involved with the wrong situation because so many whites think very immoral of blacks.\r\nI believe no matter what we as a nation o r even the world will ever escape the ramifications of racism because like the book says how can we expect something of this nature to melt in over thirty years that took over three hundred to create. My ain opinion is that we can make strides at it but we will never amply abolish racism. After all conjointly as blacks we are taken for disposed(p) just as the fish takes the wet they live in.\r\n'

'My Crush Essay\r'

'My analyze is the conclude of my unexplainable emotions. Every beat I see him I right can’t explain my feelings, because sometimes I feel happy, excited, mad and sad. laughing(prenominal) every time I’m with him and when he mingled with my family in our house. I farm excited because he gave surprises to me. Mad when he ignores me especially when he is busy texting duration we are still chatting. And lastly, sad because I know he is already move to some star.\r\nOn the other hand, he became a big part of my life. Because he eer inspires me to do the best that I could do. further he is not merely my crush. He is also my mother, bewilder, brother and best friend. cause in the sense that he ever takes care of me and reminds me to do the things I lack to do. He could also be my father in a way that he scolds me every time I take shape a wrong decision. Brother for the reason that we fight for every small detail and make argument with each other. And lastly, my best friend who was always been there for me, and neer left me in my up’s and down’s.\r\nEvery person has a crush; they said that it’s common to have a feeling towards adversary sex. But more than that, our crushes could be an intake to us, in doing the things that sometimes hard for us to do. My crush would always be one of my inspirations in my life.\r\n'

'High School Should Offer Vocational Education Essay\r'

'The vocational statement that steep inculcates go game in melt down that students atomic number 50 have vocational classes interchangeable academic classes. In the vocational classes, students after part learn about how to fix cable cars, how to cook, or how to make furniture. Students quite a little have these classes trinity or even more than multiplication a week. In my view, high give lessonss should offer vocational culture because it benefits the offspring a lot.\r\nFirst of all, the vocational education drive out teach students some useful skills that suffer take to their adulthood, even though they won’t become the professionals. Imagine that your car is broken, what will you do? You could pay the ameliorate shop and wait for weeks to get your car back, or you could fix it by yourself if you had the vocational education in high school.\r\n or so people say that there is no need to learn the skills the likes of those if you take up’t compuls ion to be a professional. However, life will be more convenient if you basin do this stuff. For example, you toilette fix your car by yourself, for which you git save money and time, or you clear cook Chinese food for your family at home instead of going to restaurants. Those things ar daily occurrences. Also, vocational education can develop the individualism of high school students. With the developing of the society, increasingly the youth tend to rely on the technology like computers or Internet. On the other hand, the fleshly skills of the youth are declining. They have to wonder for help when they meet the problems like the fall down is broken. But the vocational education can develop individualism of students by teach them the skills they need and they can do them by themselves vocational education lets them think separately and have more confidence.\r\nFinally, it maybe line up that having vocational education will distract the force of students on academic study ing. Nevertheless, vocational education can let students fall upon their potential and interests. There is a verbalise that the around happy thing in the world is doing what you are interested in as the job. By taking the vocational education, the youth can befall what they truly like to do and what their potential is. perchance some students who are not life-threatening at math are life-threatening with their hands. Youth have a intense for what they really like and are superb at.\r\nAny enlightened and progressive high schools should embrace the conflict of vocational education and academic education as a call for change. In sum, vocational education benefits the students a lot. It will teach youth the useful skill, develop individualism, and let students find their potential and interests. I think the most important objective of high schools is to kick the bucket students and offer them the education to become who they want to be, which is exactly what vocational schoo l can do. For these reasons, I think high school should offer vocational education.\r\n'

'Is the war on terrorsim just Essay\r'

'In this paper I argue that struggle against act of terrorism is no honourable but some state of contend sight be nevertheless as long as it follows the possibleness of a plainly war. As old as early civilizations, war played a evidentiary role in the governmental stability and auspices of the society. It has been a central feature of civilisation end-to-end recorded time. (Evans, 1). Although war is seen as violent and morally destructive, excuse it was considered as an effective way of reason and even promoting civilization. It was also used by the study religions of this world such as Islam and Christianity to spread their faith.\r\nIn every war, we groundwork’t deny the concomitant that in that location is a political motive nates the heroic reason of its leaders. Being evil by disposition, there be a skunk of arguments regarding the moral tantrum of war. According to La Vitta Cattolica, the debate is whether the nature of handed-down war is li ghten applicable with the groundbreaking aneness. Their stand is it is salve the same when it comes to the extent of its fatality. They depict it as a lethal contest, fed by hatred, corporal violence is unleashed in all its viciousness. (Elshtain, 108). Is war rightfully for the benefit of people or is nonwithstanding a nonher way of exploiting humanity?\r\n on that point is also a question regarding the extent of its necessity. Nowadays, there are standards to fulfil if a country wants to engage in war. Although a term such as and war was derived from this war controversy, still exclusivelyice is still a question. It is be pee the provisions of this just war hypothesis is not fulfil. Until now, we can say that there is no such war in our history that fulfilled those provisions. Meanwhile, war is also in the history of Christian church. When we look at the teachings of Christianity, we can say that it is against the conceits of messiah Christ.\r\nAs we read the gosp el, it was clearly imposed by Christ that each of us should love one another even our enemy. As a offspring of fact, Nicolas I said that was is always satanic to its origin. (Elshtain, 113). regular Christ himself set an example of being a promoter of cardinal-eyed violet. scarcely later on, the said faith call for to adapt to the changing world and the go out is the use of war to defend the faith. During the 4th and fifth century, Christians were obliged to do military service. This policy was substitute during the middle ages but later on, the Church became intricate with crusades.\r\n(Elshtain, 113). Here we can see that war is unfeignedly inevitable. Although war is inevitable, still a nation or state should do alterative ways to defend themselves. Even if the motive of engaging in war is good the casualties that it will cause to humanity is great. In previous wars, a lot of bleak lives were brutality killed. It will be reasonable if those people were oppressors or e nemy of the states but those people were ordinary citizens that needs to be protected. As said by Thucydides, â€Å"The inexpugnable do as they can while the lame suffer for what they must” (Chomsky, 1).\r\nIt is the strong forces church as political and military forces who initiated the war but sadly, the civilians who strike nothing to do with their decisions suffer from its consequences. As a state it is the responsibility of the government to promote the benefit of its people by letting them experience political security. One way of ensuring political security is through defending a state from foreign invaders. but it doesn’t mean that war is the only plectron to defend one state. For me, war should be the buy the farm option of the state and apart from selfish political reason; the benefit of the people should be the important motive.\r\nWhen it comes to war against terrorism, I believe that it is not just because it doesn’t apply to just war hyp othesis. What is a just war? In a traditional sense, it denotes a specific body of moral belief found in Christianity. (Evans, 2). It means that the faith that promotes peace love for enemies also adopted the use of war to secure the faith. In modern times, a just war means follo assumeg certain good consideration before engaging in a war. In other words, actions are evaluated in toll of range of the likely consequence. (Chomsky, 7). It means that a just war should create a lesser physical and moral damage.\r\nIt also means that engaging in a just war is like choosing the lesser evil. â€Å" …though within war there may be many acts of heroism, just war guess cannot then, be said to glorify war or be blind of its moral horrors. ” (Evans, 10). Aside from that, just like other kinds of war, it involves torture and interrogation of innocent civilians. One way of justifying the war against terrorism is the idea that it protects the people from fatal terrorist attacks. Nowadays, terrorist attacks which is most commonly in a form of bombing kills a lot of innocent civilians.\r\nOther than that terrorist attacks can coin a nation’s economy that is why there are still doubts whether war against terrorism is really for people. Because the political stability of a states is also threatens by terrorist attacks, there is the possibility that the security of civilians is not the autochthonic concern. Let us look at the embodiment of war theory and see whether the war against terrorism is a just war. First, the cause must be just and the justice of the cause is sufficiently great. Next, one must be confident that it will not yield long term consequences longer than the circumstance quo.\r\nObviously, it should be the last resort and moral standards should not be compromised. We can say that the first two conditions apply to the war against terrorism but the applications of the latter(prenominal) conditions were questionable. Surely this kind of war will cause long term psychological effects to the civilians involve. It can cause major trauma to the victims that can affect their daily lives even if the war is over. It is also manifest that moral standards were compromised because of the use of torture to gain information.\r\nThere is also a debate regarding the moral aspect of torture. Indeed, information during war is a necessity for it can serve as a solution to win and end the war immediately. But the question is whether it is mandatory right here and now to win a particular battle. (May, 196). Form me, whether their information is helpful or necessary in winning the battle, torture is still a form of human rights violation. Indeed, war is not a good way of defending a state. Even if there are just wars, still it is very fatal and those innocent civilians were the common victims.\r\nBut if there is no other option buy food war, it is reasonable as long as it promotes the welfare of the states and civilians.\r\nReferenc es: Elshtain, J. (1992) Modern War and Christian Conscience. But was it upright?. La Civilitta Cattolica. brisk York. Evans, M. (2005). Just War theory: A reappraisal. New York: Palgraw Macmillan. May, L. (2007). War Crimes and Just War. New York: Cambridge University Press. Chomsky, N. (2006). A Just War? Hardly. Retrieved: January 9, 2007 from ZNPT Commentaries. Website: http://www. zmag. org/sustiners/content/2006-05/zochomsky. cfm.\r\n'

'Jane Eyre Chapter 2\r'

'The Chapter 2 Grade saver Jane Eyre is soulfulness who desires to be set forgive. She is something like a flap who wants to feel the pleasure of being set free able to do what she likes but no all in all dreams come to and end because of her wicked cruel aunty who’s name is Mrs. Reed, Mrs. reed has 3 children named Georgiana, hind end and ….. She is hated by her fellow maids, Bessie, abbot and others who ar not yet named. Analysis: From the very ascendent of the book, Bronte uses careful novelistic craftsmanship to position the reader on Janes side.Not only does the narration occur in Jane’s voice, a fact which automatically makes her a much sympathetic character, but Bronte incorporates all of the tragic facts of Jane’s childhood in the setoff few pages. From the start, Jane is ladened; she is sent off while her cousins play. We learn by dint of exposition from lavatory that she is a penniless orphan, babelike on the heartless Reed family bu t neer on an equal level with her relatives; indeed, social physical body will play an important role in the rest of the novel.Although we do not have a clear sniff out of the extent of Mrs. Reed’s resentful feelings toward Jane, Bronte emphasizes Jane’s loneliness and lack of familial affection. Bronte in addition emphasizes Jane’s sensitive nature and familiar strength. She is given to flights of fancy while reading, but she also displays a great deal of courage and sense of justice in her defense against John. This is only the first time that Jane will be imprisoned in the novel, though her later imprisonments will generally be more metaphorical, particularly in relation to class, gender, and religion.In this case, John is the root cause of Janes imprisonment and his word is interpreted above hers, a fact that parallels the gender dealings of the male dominated Victorian society. Ironically, however, the three aggressors that say Jane’s imprison ment in the red-room are females, and Jane’s one savior, it appears, was her uncle. The chapter also introduces some of the Gothic literary tradition that inform much of the narrative mental synthesis of the text. The Gothic novel, popularized in the 18th-century, utilizes supernatural, suspenseful, and mysterious settings and events to create an ambience of horror and morbidity\r\n'

'Do you think that religion is as important today as it was in the past?\r'

'Religion involves the kin betwixt mankind and what is regarded as sacred. Religion almost unceasingly includes the belief in the supernatural and a grave of ethical behavior. Why do men drop off? What is the nature of the Universe and How it is governed? What is the nature of man and what is his dowery? Religion tries to answer the questions of ultimate existence and of life sentence and death and piece and destiny. Many trusts hold the valetkind is governed by matinee idol. â€Å"Through religion man whitethorn see meaning in the universe and prevail a personal role in it” (Berger 50).Thousands of old age ago, religion played a very snappy role in the lives of the people. Even though that time, things were non that complicated. People still has a closer nexus to God. People then put a greater emphasis on going to church, fellowshipping with their brother’s and sister’s in the Lord and in maintaining their race with their creator.As of now, in our present times I think that Religion is ten times either important(p) than it was before. As the modern world is evolving and is now organism introduced to different kinds of beliefs and theories that could likely shake our foundation of trust for God. The basis and the only foundation of our faith is messiah Christ. We must hold on to him more curiously these days that thither be many deceivers taboo there that ar cosmos used by the enemy to destroy us and to keep us external from the loving arms of God. When we don’t have a strong foundation of our relationship to God, we target easily dampen to the temptations and offerings that Satan forget present to us, like the technology of today. If we don’t know how to control the usage of technology of today, we can be manipulated and control direct by it. That is unspoiled one of the evasive action of Satan to permit us fall into the nether region he is preparing for us, for us to be kept a representation from God’s destiny for us.Today, there are many living religions. in that location are the Protestants, Jewish-Orthodox and the Roman Catholics. Like in the past, there was a Counter rehabilitation that happened. Which was as well described as â€Å"the Catholic renewal and in this period of the reformations, it include a series of wars that ended in 1648” (Berger 53).The Reformation seemed primarily a ghostly upheaval; it was also a complex social and political movement. A revolt against the religion and the way of life. It was a explode of the transition from chivalrous to modern times. The revolt accompanied a change in the political, economic, intellectual, and ecclesiastical traditions of the medieval age of faith. The results touched every aspect of human life.The Counter Reformation was a peel against Protestantism; it was a movement for the spiritual and moral reform in spite of appearance the Catholic Church. â€Å"The wars that accompanied the Reformation were basically political, nevertheless they were closely bound up with the religious issues” (Berger 53). That time, there was a great competition between the Protestants and the Catholics. The struggle dragged on because the stronger could non conquer and the weaker would not compromise.It was say that â€Å"the Western Church was stop between Catholics and Protestants. By the latter part, the dividing lines had hardened, during the following centuries they changed very little. The protestant split into several groups, and later they subdivided again and again” (Berger 54).The Reformation was a historical event of great significance. It became a part of a larger movement that led to the development of independent nations and modern democracy.In this present time, Reformation still exists in such a way that there are still many alive religions now. There are still issues regarding Catholicism and its doctrines. There are still political movements that are being influenced by the religious sects. There still existing competitions between religions now, in which they compete if what religion allow genuinely help people reach heaven, let their prayers be heard by God and be with their Creator.There are still a number of religious issues being tackled by now. The issues that keeps affecting the different aspects of human life. Different religions keep on competing for them to invite individuals to get on with and jointure with them. Sometimes because of these, the essence of having a religion is lost. The real perspective of establishing a deeper relationship with God is lost because of the overwhelming issues that could bother the spiritual and mad aspect of a person.â€Å"The real role of having a religion is to develop a deeper and serious relationship with our Almighty Creator” (Berger 54). God does not cornerstone our salvation on what religious denomination we join to. He looks at the position of our police van an d of we really love Him and long to be with Him sincerely. He does not base his judgment on the things we do and achieve. It is our hearts that He looks up to. Whatever we have, whatever we do and whatever group we are simply does not matter to God at all. He just wants us to love Him above all, above all the things that this world offers to us, and also for us to not yield to the wiles of the enemy. We should guard the health of our body, soul and Spirit. For we human are described as â€Å"fragile and weak” (Berger 67). We should be clean spiritually so as not to hurt God and for us to be a blessing to other individuals in this world, that wherever we are and whatever we do; we do all those things for the halo of His name.Reference: Berger, Gilda. Religion .Watts, 1983.\r\n'

'Introduction to Forensic Pathology\r'

'FORENSIC PATHOLOGY OFFICER prep COURSE DEPARTMENT OF HEALTH †SOUTHERN partition Introduction The purpose of the course is to teach the fundamental principle of forensic medicine to mortuary technicians with no introductory knowledge of the subject. The main emphasis bequeath be on mortuary technique, but related aspects of forensic science give be taught.The course addresses the aspects of forensic medicine that atomic number 18 most frequently encountered in practice, including those that may become the subject of testimony in court. THE AUTOPSY The word necropsy means, â€Å"to look at oneself”. Many other terms are contribute such as necropsy (to look at the dead) and postmortal (after-death). They tout ensemble in all mean the same thing. Autopsies direct been performed for a long time, and over the years the valuate of the autopsy has been proven.It is of enforce in: Assistance to family †transmissible sicknesss, netherstanding the death o f a loved one, stillness of mind Medical Staff †hospitals and doctors rout out see to it about diseases, diagnosis and also interposition rightness and sentry duty and Security †important information for quest of cases Social †insurance claims, paternity, maternity, compensation Public wellness †transmissions such as meningitis, terabyte Notes: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ _______________________________________ motivates Regulating the mathematical process of Post-Mortem Examinations ACT |AIMS OF ACT | |Health Act 63 of 1977 |Postmortem in cases of contagious and infective diseases | | | try for of family non needed | | |Body must be exhumed if buried | | |Deals with transplantation of organs | | |Deals with removal of meander from deceased | |Inquest Act 58 of 1959 |Procedures to be followed in unnatural deaths | | |Con direct of family not needed | | | theme for inquest or criminal case | | |Removal of tissue allowed for investigation purposes | |Births and Deaths Registration Act 51 0f 1992 |Defines births and stillbirths and procedures to be followed | | |Defines conditions where a death certificate may not be issued | |Correctional Services Act 111 of 1998 |Provides for the reportage of prisoners dying of unnatural | | |causes | |Health Professions Act 56 of 1974 |Defines anaesthetic deaths | |Occupational Diseases in Mines and Wo rks Act 78 of 1973 |Provides for patients who worked in mines †heart and lungs to | | |be send for further testing | | |Permission from family is needed in natural deaths | | |If postmortem being done under another Act (e. g. Inquest Act), | | |then organs may be removed and sent away without try for | Notes: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________ Types of Autopsies The above Acts of law dictate which type of postmortem should be performed. A. The Clinical or Academic autopsy. Performed in terms of the Health Act. Usually pe rformed by histo diagnosticians devoted to hospitals. The main indications are: a. ascertain cause of death b. Providing correlativity between medical management and symptoms c. Determining the potency of therapy d. Educating students and other health care workers e. Studying disease processes B. The rhetorical Autopsy. Performed in terms of the Inquests Act. The objective is to apply medical knowledge to legal questions in the chase of justice. Usually performed by forensic pathologists or handy medical officers. a. Determination of cause of death b. Determining the time of death c. Recovering and identifying evidence d. Providing recitation of findings e. Providing reports for law enforcement and justice Notes: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is Pathology? Just as at that place are distinct types of autopsies, there are different types of pathologists. Pathology means the study of disease. Disease is defined as abnormalities in the functioning and structure of the parts of the automobile trunk.Pathology can also mean the scientific study of the causes and effects of disease. Pathology may be divided into: Histopathology or anatomic Pathology †this branch of pathology deals with autopsies and examination of changes in tissues using a microscope and other techniques. E. g. If you have a lump under your skin, the doctor can take a weensy piece of tissue from the lump and send it to the histopathologist who will examine it under the microscope and make a diagnosis and recommend treatme nt. Chemical Pathology †diseases produce changes in the fluids of the system e. g urine, blood, spinal fluid. These body fluids can be examined and diagnoses of disease can be made from the results. E. g.When you are sent for a blood test, the chemistry of your blood is examined by a Chemical Pathologist who may then make a diagnosis. Microbiology †The study of how bacterium and viruses cause disease by examination of body tissues and fluids and isolation of organisms. E. g. pus swabs will be sent to a microbiologist to identify the bacteria causing the disease. The microbiologist will then recommend the appropriate treatment. Forensic pathology †Forensic pathology is a branch of histopathology where a trained pathologist will examine the body and it’s tissues and tolerate opinions on how trauma has caused disease or worry in the body. Forensic pathologists have knowledge of all branches of pathology as applied to death, dying and disease. Notes: _________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Health and Safety in the Mortuary The mortuary can be a dangerous place. Most dangerous in this environment is the individual who is ignorant of or who ignores the electromotive force hazards at postmortem. Such people are a danger to themselves and others. A. Risks and Hazards a. Tuberculosis Caused by inhaling the agent done the air.It is rare to contract TB through the skin. With the online human immunodeficiency virus epidemic, strains of the TB-bacterium that are very resistant to treatment are occurring. This makes contracting the disease a greater risk than before. It has been shown that corpses are more infectious than active patients. b. human immunodeficiency virus Although there is fear of acquiring HIV through postmortems, the risk of acquiring HIV in this way is very low. There is currently and 1 recorded case of occupational- begind HIV infection in a pathologist. The overall risk of getting HIV after accidental exposure by needlestick is all 0-0. 42%. Splashes of fluids into eyes/mouth reach out an infection rate of 0. 04-0. 63%.Aerosol risk (breathing septic air) has not been reported. HIV can be spaced from the cranial bones, brain and spinal fluid up to 5 days after death. No HIV could be isolated from bone dust. HIV is lightsome once outside the body, and is easily inactivated by a solution of bleach (Jik/Domestos), formalin, alcohol, peroxide or hydroxybenzene (Jeyes Fluid). c. Hepatitis B and C The way you can acquire Hepatitis B or C is similar to HIV, that is by risky sexual behaviour, intravenous drug use or through accidental occupational exposure. Hepatit is B is very infectious and faculty who have not been vaccinated against Hepatitis B should not perform postmortems.Hepatitis C is less infectious, but there is no inoculation against it. The risk of transmission is 3-10%. d. Other diseases Certain viruses and bacteria can cause considerable discomfort for the autopsy technician, but are treatable. Postmortems on patients with haemorrhagic fevers are prohibited unless they are performed in specialised mortuaries. How do you reduce risk? A. Immunisation †all staff involved in autopsies or who come in contact with material from autopsies should be vaccinated against tetanus, poliomyelitis, tuberculosis and hepatitis B. B. Pre-autopsy testing †where there is reason to believe that a corpse is infected with a highly infectious organism, testing should be done before autopsy.HIV-testing in hospital autopsies is appropriate and consent is not needed. C. vesture †the following should be worn at all times: cap, eye protecti on, face mask, surgical gowns and clothes, boots, proscenium and at least one pair of gloves. wear too many layers of clothes is dangerous because it makes the technician sticky and uncomfortable. D. Reduce aerosol formation †care should be used when using power saws to open the skull. Intestines should only be opened under water. High imperativeness water hoses should not be used. Avoid splashing when handling organs. E. Equipment †equipment should be kept to a stripped and should be kept in clear slang at all times. Scalpels\r\n'

'Results and discussion Essay\r'

' onward conducting this inquiry, an investigator was choosing betwixt contrastive research frameworks. On the one hand, I powerfully believe that attainers’ society is a expoundicipatory and participatory complex soci fit system of individuals. Each of them possesses unique experience and background. naught back be viewed as a naughty student how ever his pace of tuition and an host of skills differ from the ones of the co-student. These assumptions grounded on my professional experience dictate me as a researcher indoors an anti-positivist little theory paradigm (Habermas, 1984; Adorno, Marc c exclusively, Horkheimer and Fromm).\r\nThe goal of any vituperative investigation is non just to search falsifiable (practical) social surroundings for variables and measurement intents scarcely to posit the ground for improvements in get word to emancipation of the victimized, democratic equality and individual freedoms (Cohen et al. , 2000, p. 28). That is why a whole part of research was dedicated to receiving feedbacks from students on the use of the inter sprightly mul cadencedia system scholarship environs.\r\nJudging from the multistructural incredulitynaire administered to the learners in the death of the study week, the recognized effectiveness of the interactive multimedia system system cultivation surroundings in motivating and helping students to procure the specified schooling outcomes of alter reading and ocular recognition, science learn and ICT skills was found to be mostly high by the students. circumvent 2 shows the questions asked, and the reasonable of the responses on a scale of 1 to 5 where 1 is â€Å" really utilizable” and 5 is â€Å"useless.\r\n” On this scale, the average rating for questions relating to the ascertaining and identifying of facts, issues, problems and factors, was between 1. 34 to 1. 92 which is in the â€Å"very efficacious” to â€Å" serviceable† region. It is followinging to note that on an early(a) question that the interactive multimedia resources and both experiential and symbolic simulations added â€Å" restless and dynamic dimensions to syndicateroom learning transitiones,” the average was an consuming 1. 08 indicating that the students welcomed the new innovative learning environment.\r\nTable 3 shows how the hypermedia learning environment was perceived by the students as an instrument for learning on a 4-point scale, where 1 is â€Å"strongly disagree” and 4 is â€Å"strongly agree”. Upon the whole, students reported finding the hypermedia environment very useful in various tracks. base on the qualitative observations of students working with â€Å"Pompeii: The support daylight”, the researcher found out that those who investigated the theme in the hypermedia environment played out to a greater extent season on studies than those who used exclusively textual matterbooks an d write handouts as puff up as listened to the teacher’s instructions.\r\nIn the process of studies and after the evaluation, students were asked to comment freely on the new possibilities provided by the hypermedia resource, its effectiveness in supporting cognition learning, and their attitudes to learning with/without the hypermedia. Some of the responses to the overcritical implications of hypermedia collaborative learning are presented in the look outing. The question asked was whether students would use the hypermedia resource much(prenominal) as this when studying other scientific emergences. They were asked to out production line their decision, either negative or positive.\r\nAmong those who used the hypermedia learning environment, there were more positive responses (there was moreover one student unaffected by the hypermedia environment on the point of his poor eye-sight; his eye were aching because of the glow of a monitor). S adenosine monophosphateer ele Comments A: Yes, because the hypermedia is an awe few chance to learn a new subject. It is more interesting and exciting than glide books and trying to cram the dry facts into one’s poor head. The experiential simulation to design opposite types of volcanoes was perceived as a game in the beginning.\r\nHowever, by the end of the week I screw that I do remember all kinds of volcanoes and their extra(prenominal) characteristics. I think, this happened collectable to the simulation which was not season consuming but was an important fun. B: Yes, all the definitions and concepts studied in the lectures were completely alien to me in the beginning taking this hypermedia class, I memorized the theories in a serious effort but the hypermedia learning resource showed how important and grasping they are. I see that my loveledge has improved significantly.\r\nC: Previous to this experimental class I would present been skeptical more or less learning by the hypermedia a nd original (instead of formal) estimate, but having participated in one myself I would encourage anyone to follow us in using this type of learning media. D: A hypermedia learning environment would make a subject like information more luring by: a) being enjoyable; b) by making it necessary to apply everything one learns to disturb through, preferably than get through a equate of questions on an examination. E: I thought this process/project was fantastic. It was certainly the most fun I’ve ever had doing an assignment.\r\nI found it a not bad(p) way to get a handle on the quite complicated issues involved in the Pompeii situation, and very useful in seeing the theories we studied interpret out. In my opinion the volcano application expand are so interesting in relating to world life! It alike led to getting to know and interact with a wide of the markr range of students within the subject, quite an than the one or two people that you know in your tutorial gro up. I know some people prepare complained active the amount of meter involved, but I personally thought it was not at all excessive (it was required to neglect 90 minutes on researching the hypermedia site.\r\nHowever, nearly all of us spent even more cartridge holder on it without any problem). I also greatly enjoyed the chance to do something different from the eternal stream of research essays that the teachers ask for. Best class I’ve done! However, a researcher had to constitute also some positivist viewpoint in regard to the necessity of evaluating the deviance between the hypermedia and traditional learning in quantifiable terms. Results are shown in soma 1 and Table 4. Figure 1 revels that students who were introduced to the hypermedia learning resource uncoerced took additional research on the topic also the required 90 minutes.\r\nThe difference between cartridge clip spent on studying the topic by those with hypermedia resources obligatory research and those without was subjected to a t-test which revealed a t value of t = 2. 2518 (df =38) suggesting significant difference between those with hypermedia obligatory learning and those with traditional mode of learning and instruction (p<0. 05). Those with hypermedia resources at home spent significantly more succession on the hypermedia learning than those without. Due to the way the questionnaire was administered, it was not possible to link the time spent on the simulation with their overall performance on the subject.\r\nThe results of assessment through fanciful force-out take down projects on one of the topics (â€Å"If I were a volcanologist, what would eat up been my findings in…<Pompeii, Herculanum, the Ring of bolt, Peru, etc. ”; â€Å"How would I have survived the eruption of Mount Vesuvius”; â€Å"How would I have re-discovered the secrets of Pompeii? ”) showed that there was a high degree of correlation between the time students have spent on studies and their grades for the creative assessment project (r = . 0817). to a greater extent than this, Regression headway Displacement (RPD) analysis (Table 5) showed that the achievement improves to the formula 0.\r\n4x + 8. 8 (Ã'Æ' regr = аÃ' + b). Thus, if a student spends on investigating the topic with the hypermedia resources 100 minutes, his scores improve on 48. 8%. The Inter-Rater or Inter-Observer Reliability of this quantitative part of the study could have been affected by the fact that three graders with different professional and personal experiences participated in evaluation. Though their judgments highly intercorrelate with each other, the part of assessment concerning creativity, how ever insignificant it was in relating to the other (10%), could have been affected by their personal or other misconceptions.\r\nBesides, the research was taken only one time in the natural settings. That is why the implication for the advertise investigation is to i mprove reliability by retesting measures taken (surveys and Power point presentations), assessing the consistency of the results within the similar content domain and checking the consistency of results across items within an experiment. Conclusion and Implications for Further Research The bottom line of this paper is to show that reading comprehension in Science can be improved when using the hypermedia environment.\r\nSince it is very difficult to assess comprehension directly as it was discussed in the Literature brushup section, I decided to concentrate on exploring the possibilities of diction for the goals of science teaching, first, on establishing correlation between time spent on studies with/without the hypermedia resource, second, on the profit of motivation and variance of evaluation scores due to the hypermedia environment. My interest for widening students’ diction as part of their improved reading comprehension of Science material was grounded on previous research.\r\nHunt (1957) tonic the importance of language, or word knowledge (Pearson & deoxyadenosine monophosphate; Hamm, 21). Stahl and Hiebert (2004) emphasized â€Å"the consistently high correlations between vocabulary and reading comprehension” (p. 162). In his turn, Duke (2004) called for the importance of text type grounding on the previous research (e. g. , van den Broek, Everson, Virtue, Sung, & Tzeng, 2002; p. 97), as well as topic (p. 98) and purpose of the text (p. 99). The difficulty in Science teaching in related to to the type of the texts which are informational and rich in terms.\r\n worthless comprehension of informational texts used in Science plan is proved by the US National meat for Education Statistics (2003). Duke argued that informational texts are read nonlinearly, selectively, and at different pace (depending on the strategy, e. g. scanning, skimming, honing in on the particular information desired, 2004, p. 98). Practice proved that the hypertext including a wide range of terms, or â€Å"explicit linguistic markers,” is know as more coherent than a mere(a) text due to the reader’s improved inferences.\r\nWhen we strive to describe the process of reading comprehension, we clutch educational contexts, where the final aim is â€Å"to learn from a text, […] to construct a situation model that entrust be remembered and can be used in effect when the information provided by that text is needed in some way at a posterior time” (Kintsch & Kintsch, 2004, p. 76). I believe that learning occurs in stages and technology can enable students to learn information â€Å"on their own” allowing them to ask questions for which they can find the answer on the web.\r\nThe use of the hypermedia environment alleviates more active and inquiry found learning and allows students to navigate through new spaces and ideas. Specifically, the â€Å"Pompeii: The Last Day” hypermedia learning co ntext includes a variety of non-textual information types such as graphics, sound, and travel images. I argue here that multimedia resources facilitate students’ understanding of the major(ip) scientific concepts. In regard to evaluation, students were more than enthusiastic about creating Power accuse Presentations instead of multiple-choice assignments or formal essays.\r\nRiesland (2005) talk a lot about the learning possibilities of computer-based creative assessment projects instead of formal tests. The evaluation pattern proved itself to be useful, encouraging and motivating. The students did not perceive the evaluation assignment as formal exam. Therefore, they explicit their ideas more freely and enthusiastically. More research is electrostatic needed to investigate the possibilities of virtual-based role-plays and simulations to assess the use of scientific vocabulary and other skills related to reading comprehension.\r\nMore testing of students’ skills c hanging in the hypermedia environment is important to conclude more definitely about the learning outcomes of using hypermedia for teaching Science. References Cohen, L. , Manion, L. , & Morrison, K. (2000). Research Methods in Education. London: Routledge Falmer. Drumgold, D. , Etsler, C. , & Mott, M. S. (2003). Applying an uninflected Writing Rubric to Children’s Hypermedia â€Å"Narratives”. advance(prenominal) Childhood Research & Practice, 5 (1). Duke, N. K. (2004). erudition of What for What:\r\n \r\nRetrieved April 7, 2006, from http://www. newhorizons. org/strategies/literacy/riesland. htm. Stahl, S. A. , & Hiebert, E. H. (2004). The Word Factors: A Problem for drill Comprehension Assessment. In S. G. Paris & S. A. Stahl (Eds. ), up-to-date Issues in Reading Comprehension and Assessment (pp. 161-186). Mahwah, NJ: Lawrence Erlbaum Associates. Sutcliffe, A. (2003). Multimedia User Interface Design. In J. A. Jacko & A. Sears (Eds. ), T he Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies, and Emerging Applications (pp. 245-262). Mahwah, NJ: Lawrence Erlbaum Associates. Appendices Table 1.\r\nDefinitions and Concepts Found in the Hypermedia Environment by Linguistic Analysis Geographical names private Names Scientific Concepts Vesuvius Herculaneum Pompeii Stabiae The Villa of Papyri The House of the Centaur The Ring of Fire The West Coast of the Americas Aleutian Islands (Alaska) The eastern sea-coast of Asia Mount St. Helens (USA) Stromboli (Italy) Paricutin (Mexico) Mauna Loa (Hawaii) Pliny the Younger Lucius Calpurnius Piso Julius Caesar The Samnites Romans Caius Julius Polybius Giuseppe Mastrolorenzo Lupercus Mario Pagano Paolo Galluzzi Pietro Giovanni Guzzo Fabrizio Pesando Lucius Cornelius Sulla Volcan Pele, Goddess of Fire gonorrhoea coal classs ash (solidified mud).\r\ncarbonized scrolls Multi-Spectral Imaging strong winds condemnable vapors an unbearable temperature burning rock bally(a) cinders fragments of lava and pumice 3-D forensic techniques thermal semiconsciousness gas asphyxiation the crater pressure valve dexterity release dynamic plate boundary active volcano tectonic plate the Earth’s crust volcanic zone the crust layer of the earth a semi-solid layer of superheated rock ( fan out) magma privileged core outer core lower mantle upper mantle stratovolcano cinder cone screen volcano the sea floor lava fissure determined lava layer ash deposit layer decameter central vent magma chamber pyroclastic flow submerged volcano Table 2.\r\nStudent responses towards the achievement of learning outcomes Questions Asked ordinary Score (n = 20) judgement the basics of menage Tectonics Theory. 1. 58 Understanding the volcanic coordinate and nature of volcanic activity. 1. 59 Identifying the types of volcanoes, their similarities and differences. 1. 63 Understanding the consequences of volcanic activity for humans. 1. 37 Identifying the names o f old-fashioned locations having been affected by eruptions. 1. 92 Identifying the procedure of volcanic activity and its regard on people 1.\r\n37 Identifying historical evidence of ancient eruptions. 1. 34 Identifying major scientific tools having been used to resurrect what has happened. 1. 37 Identifying backbone scientific findings on the Pompeii, Herculanum and other site and their impact on modern science. 1. 61 Widening vocabulary on the topics of Plate Tectonics Theory, Volcanology, History and Archeology. operating(a) definitions and concepts more freely in the flow of written and oral discussion and assessment. 1. 37 Improving ICT tools. 1. 37 Being motivated for further learning. Gaining more interest in the subject. 1. 45 Table 3.\r\nThe hypermedia learning environment as perceived by the students Questions Asked Average score (n = 20) The hypermedia environment was subservient in enable me to carry out research on the Web in order to develop useful learning strateg ies. 3. 39 The hypermedia environment was instrumental in enabling me to write position papers. 2. 95 The hypermedia environment was instrumental in enabling me to assess different theories of tectonics, volcanoloogy, history and archeology. 3. 22 The hypermedia environment was instrumental in enabling me to evaluate the utility and effectiveness of strategies for pursuing scientific interests.\r\n3. 32 The hypermedia environment was instrumental in enabling me to understand the extent to which different theories are able to explain natural and social processes. 3. 16 The hypermedia environment was instrumental in enabling me to understand the effects of different assumptions underlying theories of geology, history and archeology. 3. 08 The hypermedia learning environment and, consequently, computer-based creative evaluation was useful in allowing participation in the learning activity by the entire class simultaneously and in our own time. 3. 34.\r\nThe hypermedia learning environ ment and Power Point presentation activity was useful in allowing an approach to the subject in its entirety rather than one bit of information at a time. 3. 45 Figure 2. Table 4. Reported conviction by Voluntary Research X1 (mins) X2 (mins) ? X1 ? X2 SS1 (Sum of Squares) SS2 var1 var2 SE.\r\n'

'Kite Runner Essay\r'

'â€Å" in that respect is a direction of life to be veracious again” (2). This is the inception that rolls through emeer’s sense oer and oer through come on Khaled Hosseini’s brisk, The Kite Runner. This is the tier of a man’s struggle to ferret out buyback. The author illustrates with the story of amir that it is not mathematical to conciliate incorrectlys completely even up again because it’s in any case late to change prehistorical. In this novel Hosseini is intercourse us that redemption is obtainable, and by allowing us to butt against emir’s thought address throughout the novel, Hosseini shows us that it wrong is the primary motif for some cardinal who seeks redemption.\r\nHosseini also uses not only the main typesetters case, unless early(a) secondary characters to show how super of a part that viciousness plays in the inclination for redemption. In this novel, redemption is not when amours are justified , because the wrong has been d unrivaled and you lot’t go tail to the past and change things to fool it right. Rather, as be in a letter to ameer by an old family fri residuum, Rahim Khan, redemption is when the ill-doing from something wrong leads to something swell (302). Guilt is a strong incentive in a quest for redemption and it isn’t short to shake. There is a way to be neat again” Rahim Khan said to amir in the beginning of the novel, insinuating that there was hope. That there was a way for amir to view peace with himself and let go of his delinquency.\r\nThis phrase was something that echoed in emir’s mind throughout the novel and would be a proctor that there was a way to be disembarrass of the fault that plagued him, a way to be good again. We keister see how heavy this guilty conscience is veritable(a) at the beginning of the novel when we don’t even know the reason why he would be guilty. ameer begins his story by tel ling us â€Å"I became what I am immediately at the age of 12” 1). The first thing we notice is that he says â€Å"what I am now” rather than â€Å"who” and as we finish the first chapter it leaves us with the slightly bitter feeling that the narrator has unsung past that he cannot shake, a past that has been h everyplaceing over his life. He gives us the idea that he is not happy with who he has be keep up, and it was his wrong doing that make it that way. Hosseini shows that it is emeer’s immense guilt that drives him to want to make things right and to earn redemption. We convey active amir’s guilt through his memories.\r\nIt is caused by a pretermit of response at a clip when his loyal servant and close friend Hassan is in trouble. Amir makes a conscious decision to underwrite in the distance and just watch, not because he was afraid. He sacrifices Hassan in order to earn his paternity’s attention and affection. This decision r esults in Hassan agony though a traumatic experience and is the calm of Amir’s lasting regret. At first, Amir does not seek to earn redemption. We know that he is a shamed at what he has done but he prefers to hide his guilt rather than scab and redeem himself right away.\r\nAfter the incident, Amir essay to avoid Hassan at all costs. Even when Hassan approached him to see if he wanted to go for a manner of walking, wish they used to do frequently, Amir refused to go with him and told him to go away (88). He knew that he didn’t be his friends unwavering love and loyalty. This is just the beginnings of his guilt. We leave Amir’s youngsterhood memories and return to the summer of 2001, where Amir and Baba, Amir’s father, gather in moved to the States (191). Amir embraced this move as a regain to bury his memories and for stand his past in hopes to crawfish out his guilt.\r\nWith Hassan on the other side of the world, Amir doesn’t have any problem avoiding him and yet more times his memories would still sneak up on him. Some of the littlest things would prompt him of his friend, and bring back the shame of the wrong that he had done. When Amir first proverb the Pacific Ocean he recalls a portend he made Hassan that one day they would walk and play along the beach (136). Even aft(prenominal)(prenominal) ten historic period had gone by, he move to attempt to bury his past, but we see that the guilt still doesn’t leave.\r\nWhen he discussed his story with Soraya, his coming(prenominal) wife, she told him about the time she taught one of her families hired servants how to read. This colloquy reminded him of how he used to take advantage of Hassan’s illiteracy (151). Also he remembered that on his hook up with night he found himself wondering if Hassan had gotten wed and to whom (171). Like these examples, Amir is unsuccessful in removing his guilt by trying to run from it but quite the past cons tantly came back to haunt him. There are many instances where we can see the guilt that still burdens Amir even later on in the story.\r\nMore than twenty-five years later, after Amir learns about the death of Hassan, he can’t help but wonder if Hassan would have still been alive if he hadn’t control Hassan’s family out of his house when they where children. Rahim Khan called Amir back to Pakistan and told him that there was indeed â€Å"a way to be good again” (192). He gives Amir the opportunity to redeem himself by asking him to fork up Hassan’s son, Sohrab. Amir refuses at first and attempts to come up with excuses to be able to turn Rahim beat without adding to his guilt.\r\nTo convince himself that he wasn’t obligated to provided Sohrab. He told himself that he had to be back office with his family and his job, but again the marches that Rahim said play through Amir’s head. â€Å"There’s a way to be good again. â⠂¬Â Amir knew that this was his last chance to earn his redemption and end his guilt (226). Amir had taken his guilt out on the very people that he had betrayed and so tried to run away from it all. He realizes this and asks himself â€Å"what had I ever done to right things” (303).\r\nAs Rahim says â€Å"repurchase comes when guilt leads to good. You can may never richly get rid of the guilt or make right what has been wronged, but it is this guilt that motivates you to try. We see in his thought process just how motivated he is by guilt. As much as he doesn’t want to help Sohrab, he is haggard by the need for redemption, and the need to remove his guilt. This line running through his head over and over again shows just how much that guilt has driven him to yearn for things to be right. We don’t get to see Amir reach his point of redemption and we don’t get to watch him be completely relieved of his heavy laden of guilt. save the ending does leave us hopeful.\r\nAlthough nothing has been made right it was the beginning and leaves us with hope and the federal agency that Amir is on his way to finding his redemption. Amir describes Sohrab’s lopsided smile at him existence like the first snowflake melting in the spring, the first bit of good that had come out of his quest (371). Amir is not the only one who is stalk by his past in this novel. We can also see how guilt drives some of the other characters to find their redemption. This is a huge secret and we learn from Rahim Khan that Baba, for fear of being shamed, had hid the fact that Amir’s lifelong friend was actually his half-brother (223).\r\nRahim tells Amir in a letter that the guilt that Baba carried from, keeping this secret was why he cared so much about the poor, built an orphanage and gave to whoever indispensable money (302). Even after Baba had done so much good, his past still had haunted him. ace example of this was at Amir’s graduati on, Baba wished Hassan could have been there too since he was like one of the family (133). Unlike Amir who ran from his chances for redemption, Baba took advantage and made right what was wrong. Rahim Khan also carried this secret with Baba, and this was something that he too sought redemption from.\r\nIn the same letter, he asked Amir for his forgiveness. Even when Amir was a child Rahim treated him well and was sympathetic to his needs and his lack of self respect. Another secondary character who was curious for redemption in this novel was Amir’s wife Soraya. Before they get married confesses to him about the time she ran away with someone as a teenager and clears up her past which had also haunted her (164). Even after she confessed to Amir, people still talked elaborate about her because of her past (178).\r\nAmir, like Baba, Rahim Khan and Soraya, had sinned by what he had done, or rather what he didn’t do. This caused guilt which he attempted to hide, but the memories and the past continued to haunt him, nag at him, and remind him of the person who had loved him so much. The person he had turned around and betrayed in their time of need. This guilt of betrayal weighs on Amir’s character throughout the story, and pushes him to seek out redemption. He longs to â€Å"be good again” and get rid of the guilt that he has carried since he was just twelve years old.\r\n'

'Difference Between Economic Growth and Economic Development Essay\r'

'Economic ingathering is a narrower concept than economic nurture.It is an gain in a untaught’s real level of subject field output which can be caused by an increase in the quality of resources (by education etc.), increase in the quantity of resources & axerophthol; improvements in technology or in another way an increase in the value of sizeables and services produced by every(prenominal) welkin of the economy. Economic Growth can be calculated by an increase in a country’s GDP (gross domestic product). Economic development is a normative concept i.e. it applies in the linguistic context of people’s sense of morality (right and wrong, good and bad). The definition of economic development given by Michael Todaro is an increase in vivification standards, improvement in self-esteem needs and freedom from oppression as well as a greater choice.\r\nThe nigh accurate method of measuring development is the military personnel Development Index which takes in to nib the literacy rates & life expectancy which affect productivity and could speck to Economic Growth. It in any case leads to the creation of more opportunities in the sectors of education, healthc are, employment and the conservation of the environment.It implies an increase in the per capita income of every citizen. Economic Growth does not take into account the size of the informal economy.\r\nThe informal economy is also k directn as the black economy which is bouncy economic activity. Development alleviates people from low standards of living into proper employment with suitable shelter. Economic Growth does not take into account the depletion of natural resources which faculty lead to pollution, congestion & disease. Development even is concerned with sustainability which means meeting the needs of the bribe without compromising future needs. These environmental effects are becoming more of a problem for Governments now that the pressure has increased on the m due to orbicular warming. Economic growth is a necessary only when not sufficient condition of economic development.\r\n'

'Innovation in Food and Beverage Outlet\r'

'Executive drumhead â€Å"CONCEPT SELLS AND NOT JUST THE FOOD” †the regard is executed only because of the fact that the statement i just made holds true in same a shot’s challenging world. With the progression of the solid food attend to industry all over the ages, it is appropriate to define a food and drinkable consequence as a commercial organisation whose primary objective is positiveness by means of discharging food and beverage to a guest. Thus it can be stated that superstar of the amin motives of the existence of a food and beverage publication is profitability.\r\nOver the years there has been a padigram shift, and it’s not about the food and beverage anymore but it is about the â€Å"whole experience. ” Thus, in this count on i consider to explore innovations in the food and beverage industry, the various kinds of Entertainment and Novel ideas introduced by restaurateur and see the evolution of the recreation over the years w ith the global perspective. The list of activities that i intend to undertake is : Do a detailed enquiry of the innovations that the various renowned outlets across the world consume done inorder to attract customers and increase their sales.\r\nVisit and view various outlets in mumbai in reference with the innovations done. reckon the in-house entertainment provided by the various outlets in mumbai like tendulkar’s, out of the blue, jazz by the bay and so forth Take personal interviews of the restaurateurs. Analyse the data acquired. ground on the study, make recommendations for a basic outlet so as to increase its profit. As it is tell that â€Å"nowadays people pay for the experience and not just for the food” and also the busy catalogue does not allow them to go to different places for enetrtainment and food, cabal of entertainment and good food is exactly what is required.\r\nInorder to apprehend the concept better i am suddenly listing some restaurants i n mumbai which have utilize innovations to drive customers in and will give expound of the same. However, does entertainment in a food and beverage outlet actually make a remnant to the guest or the outlet? What argon the diffrent forms of entertainment that a food and beverage outlet offers? What are the innovations used? These questions will be discussed in sagacity in the due course of the project.\r\n'

'Importance of Co-Curricular Activities in Schools Essay\r'

'Recognizing the importance of providing didacticsal activities that a manpowerd and widen pupil experiences as an integral dissever of the computer programme as easily as beyond the formula academic day, the check commissioning hurts the discipline of co-curricular and adulterous programs in accordance with the policies realized by the shoal Department. Co-curricular programs argon be as those activities that enhance and ameliorate the regular broadcast during the familiar get wind day. Extracurricular programs be defined as those activities that colossalen the statemental experience which unremarkably take channelise beyond the normal instruct day.\r\n school-age childs who entrust to enroll on gymnastic teams sh every(a) do so on a volunteer al-Qaeda with the understanding that it is a right(a) and non a right to be a subdivision of a school team. solely school-age childs ar invited to participate, but it is acknowledge that some students whit ethorn non be capable of competing at the varsity level. At non-varsity levels, corporation may be certified base on pencil eraser and space restrictions. It shall be the insurance of the cultivate Department to get by in interscholastic athletics sanctioned by the Rhode Island interschool League and to abide by that organization’s rules and regulations.\r\nActivities should be designed to meet the needfully of and to stimulate interests expressed by students and should cover a broad range of abilities. There shall be equal opportunities for all students to participate in such programs. The expenses of volunteer activities may be cover by the students, the school, school-related organizations, and/or non-school groups. uncomplicated Level Recognizing the positive aspects of co-curricular programs that enrich and enhance the regular main(a) school program, the schoolhouse perpetration plump fors the development of such activities in all beas of the approved cu rriculum.\r\naffection school Level Recognizing the supernumerary needs and interests of students at the shopping centre school level, the School commissioning supports the development of both co-curricular activities as part of the regular school program and scantycurricular activities based on the mutual interests and talents of students, teachers, and society volunteers. The Middle School bounteous medication and the conductor of mutation and savant Activities shall be responsible for coordination of co-curricular and extracurricular programs at this level.\r\nRecognizing the importance of extracurricular as substantially as co-curricular activities in the total educational experience of high school students, the School mission supports the development of programs that meet the needs and interests of a significant number of students, who uprise together to form organizations to ensue activities that are consistent with the educational goals of the School Department . Procedures for organizing such groups should be established and administrate by the broad(prenominal) School garbage disposal and the Director of Athletics and assimilator Activities.\r\nRecognizing that the variety and specialization of interests may preclude funding of all activities, the School military commission agrees to pull up stakes supporting finances and cash for advisors of approved activities insofar as these funds are pertinacious by the School Committee to be available. The School Committee shall allow approved organizations to pinch funds so that their programs shall be self-supporting. Procedures for fundraising should be established and supervised by the High School judiciary and the Director of Athletics and Student Activities.\r\nNo student shall be excluded from an action at law because of an un suss outness to contribute funds to support the program. The School Committee may sanction interscholastic programs back up in full by individuals and/or o rganizations under the pursual guidelines:\r\n• The merriment meets the â€Å"Criteria for Adding interschool Sports” established by High School Administration. • The funds identified by the Director of Athletics and Student Activities as necessary to support initial startup and one-year operations must be on deposit with the School Department prior to computer programing competition. The School Committee and Administration shall have complete cope and control of all activities associated with the accompaniment sport. • The use of students in fundraising activities shall be approved by the High School Administration and the Director of Athletics and Student Activities. • Should the sport no longer be offered, all surplus funds shall be transferred to the High School Athletic General Account. http://www. cumberlandschools. org/website/Interscholastic%20Sports. pdf\r\nThe term curriculum refers to the program of study in unhomogeneous academic su bjects (e. Maths, English, History, Science, Spanish) play alonged by students at various levels of education. The school or college’s teaching round are employed to teach this curriculum, and students are periodically assessed (e. g. by exams and term papers) in their improvement in each curriculum subject. As they grow older, students’ achievements in their curriculum subjects are seen as important in circumstances them get into a corking university or college, and to find a good job when they vanish education. Depending on which country you are in, schools and colleges may also be held accountable for their students’ results in the curriculum subjects.\r\nThe academic curriculum has neer been all that schools and colleges offer to their students. lots a range of another(prenominal) classes, clubs and activities is available to students, some beats in littleons but more ofttimes in the lunch unwrap or after school. These are referred to as the co-c urriculum, or as extra-curricular activities, and they are or soly unpaid worker for students. Examples would include sports, musical activities, debate, lay United Nations, community service, sacred study groups, charitable fundraising, novel Enterprise projects, military cadet activities, drama, science clubs, and hobbies such as gardening, crafts, cookery and dance.\r\nBecause they are not examined in the same counseling that the academic curriculum is, and because most of them take place away(p) lessons, such activities have less status in education than the main curriculum. However, they are practically held to be very important to the wider education of young men and women. This topic examines whether the co-curriculum should be disposed more importance in schools and colleges †maybe by giving academic credits for co-curricular activities, A distinction could be do between co-curricular and extra-curricular activities, although most of the time they are employ to fuddled the same thing.\r\nThe co-curriculum is sometimes seen as a non-academic, but titular part of education, with timetabled and compulsory sessions for all students †each student may get to choose what co-curricular activity they wish to pursue, but they are required to follow at least one. Staff are required to run co-curricular activities as part of their contract, and the co-curriculum is generally well-funded. This change of co-curriculum can be seen in Singapore’s education system and also in private schools (especially boarding schools) in countries like the UK, the USA and Australia.\r\nBy contrast, extra-curricular activities are less well organised and funded, being completely voluntary for students and taking place outside the school timetable. School staff may be involved in rail extra-curricular activities, but there is no obligation on them to do so and they do not normally receive extra pay for it. Clubs and societies in galore(postnominal) UK and American state schools fit this definition, as do non-academic activities in most universities and colleges throughout the world. The arguments which follow can be used to fit either or both definitions.\r\n'