Characterization of Tom in “The Great Gatsby” Essay

In the first three chapters of The Great Gatsby by F.Scott Fitzgerald, he characterized Tom Buchanan as violently aggressive in order to show the kind of man that had turned out from the Ivy League school and have contributed to two different social classes. For example, in the first chapter of the book, Nick introduces us couple of characters as well as Tom Buchanan and he says the following â€Å"Now he was a sturdy straw-haired man of thirty with a rather hard mouth and a supercilious manner. Two shining arrogant eyes had established dominance over his face and gave him the appearance of always leaning aggressively forward† (pg.7). We are told that Tom has a hard mouth and arrogant eyes. He is said to be always leaning forward aggressively, making up for the unmanly clothes he’s wearing at the time and very muscular with a â€Å"cruel† body. Nick describes Tom looking aggressive just by his looks without any further detail of how he acted aggressively. As a graduate from a prestigious school, Tom would be expected to be more characterized as a good, pleasant character when describing an educated man, however Tom was the opposite and Fitzgerald does this to show that the characteristic of a man does not depend on the school they had attended and graduated from. Furthermore, in chapter 2 it is proven that Tom is violent â€Å"Sometime toward midnight Tom Buchanan and Mrs. Wilson stood face to face, discussing in impassioned voices weather Mrs. Wilson had any right to mention Daisy’s name†¦I’ll say it whenever I want to! Daisy! Dai- Making a short deft movement, Tom Buchanan broke her nose with his open hand† (pg.37). At their little gathering party, Tom there breaks his lover, Myrtles, nose just because Myrtle had not stopped chanting Daisy’s name even if she had been warned by Tom before. Tom expresses his aggressiveness when he becomes violent when Myrtle does not stop. Fitzgerald is showing that not all man graduating from Ivy League school such as (Yale, Oxford, and Princeton) are all well-mannered, with a good characteristic as one would think.

Forward the Foundation Chapter 1

Part I Eto Demerzel DEMERZEL, ETO-†¦ While there is no question that Eto Demerzel was the real power in the government during much of the reign of Emperor Cleon I, historians are divided as to the nature of his rule. The classic interpretation is that he was another in the long line of strong and ruthless oppressors in the last century of the undivided Galactic Empire, but there are revisionist views that have surfaced and that insist his was, if a despotism, a benevolent one. Much is made, in this view, of his relationship with Hari Seldon though that remains forever uncertain, particularly during the unusual episode of Laskin Joranum, whose meteoric rise – Encyclopedia Galactica [1] 1 â€Å"I think Hari,†** said Yugo Amaryl, â€Å"that your friend Demerzel is in deep trouble.† He emphasized the word â€Å"friend† very lightly and with unmistakable air of distaste. Hari Seldon detected the sour note and ignored it. He looked up from his tricomputer and said, â€Å"I tell you again, Yugo, that that's nonsense.† And then-with a trace of annoyance, just a trace-he added, â€Å"Why are you taking up my time by insisting?† â€Å"Because I think it's important.† Amaryl sat down defiantly. It was a gesture that indicated he was not going to be moved easily. Here he was and here he would stay. Eight years before, he had been a heatsinker in the Dahl Sector-as low on the social scale as it was possible to be. He had been lifted out of that position by Seldon-**made into a mathematician and an intellectual-more than that, into a psychohistorian. Never for one minute did he forget what he had been and who he was now and to whom he owed the change. That meant that if he had to speak harshly to Hari Seldon-for Seldon's own good-no consideration of respect and love for the older man and no regard for his own career would stop him. He owed such harshness-and much more-to Seldon. â€Å"Look, Hari,† he said, chopping at the air with his left hand, â€Å"for some reason that is beyond my understanding, you think highly of this Demerzel, but I don't. No one whose opinion I respect-except you-thinks well of him. I don't care what happens to him personally, Hari, but as long as I think you do, I have no choice but to bring this to your attention.† Seldon smiled, as much at the other's earnestness as at what he considered to be the uselessness of his concern. He was fond of Yugo Amaryl-more than fond. Yugo was one of the four people he had encountered during that short period of his life when he was in flight across the face of the planet Trantor-Eto Demerzel, Dors Venabili, Yugo Amaryl, and Raych-four, the likes of which he had not found since. In a particular and, in each case, different way, these four were indispensable to him-Yugo Amaryl, because of his quick understanding of the principles of psychohistory and of his imaginative probings into new areas. It was comforting to know that if anything happened to Seldon himself before the mathematics of the field could be completely worked out-and how slowly it proceeded, and how mountainous the obstacles there would at least remain one good mind that would continue the research. He said, â€Å"I'm sorry, Yugo. I don't mean to be impatient with you or to reject out of hand whatever it is you are so anxious to make me understand. It's just this job of mine; it's this business of being a department head-â€Å" Amaryl found it his turn to smile and he repressed a slight chuckle. â€Å"I'm sorry, Hari, and I shouldn't laugh, but you have no natural aptitude for the position.† â€Å"As well I know, but I'll have to learn. I have to seem to be doing something harmless and there is nothing-nothing-more harmless than being the head of the Mathematics Department at Streeling University. I can fill my day with unimportant tasks, so that no one need know or ask about the course of our psychohistorical research, but the trouble is, I do fill my day with unimportant tasks and I have insufficient time to-† His eyes glanced around his office at the material stored in computers to which only he and Amaryl had the key and which, even if anyone else stumbled upon them, had been carefully phrased in an invented symbology that no one else would understand. Amaryl said, â€Å"Once you work your way further into your duties, you'll begin to delegate and then you'll have more time.† â€Å"I hope so,† said Seldon dubiously. â€Å"But tell me, what is it about Eto Demerzel that is so important?† â€Å"Simply that Eto Demerzel, our great Emperor's First Minister, is busily creating an insurrection.† Seldon frowned. â€Å"Why would he want to do that?† â€Å"I didn't say he wants to. He's simply doing it-whether he knows it or not-and with considerable help from some of his political enemies. That's all right with me, you understand. I think that, under ideal conditions, it would be a good thing to have him out of the Palace, off Trantor†¦ beyond the Empire, for that matter. But you think highly of him, as I've said, and so I'm warning you, because I suspect that you are not following the recent political course of events as closely as you should.† â€Å"There are more important things to do,† said Seldon mildly. â€Å"Like psychohistory. I agree. But how are we going to develop psychohistory with any hope of success if we remain ignorant of politics? I mean, present-day politics. Now-now-is the time when the present is turning into the future. We can't just study the past. We know what happened in the past. It's against the present and the near future that we can check our results.† â€Å"It seems to me,† said Seldon, â€Å"that I have heard this argument before.† â€Å"And you'll hear it again. It doesn't seem to do me any good to explain this to you.† Seldon sighed, sat back in his chair, and regarded Amaryl with a smile. The younger man could be abrasive, but he took psychohistory seriously-and that repaid all. Amaryl still had the mark of his early years as a heatsinker. He had the broad shoulders and the muscular build of one who had been used to hard physical labor. He had not allowed his body to turn flabby and that was a good thing, for it inspired Seldon to resist the impulse to spend all of his time at the desk as well. He did not have Amaryl's sheer physical strength, but he still had his own talents as a Twister-for all that he had just turned forty and could not keep it up forever. But for now, he would continue. Thanks to his daily workouts, his waist was still trim, his legs and arms firm. He said, â€Å"This concern for Demerzel cannot be purely a matter of his being a friend of mine. You must have some other motive.† â€Å"There's no puzzle to that. As long as you're a friend of Demerzel, your position here at the University is secure and you can continue to work on psychohistorical research.† â€Å"There you are. So I do have a reason to be friends with him. It isn't beyond your understanding at all.† â€Å"You have an interest in cultivating him. That, I understand. But as for friendship-that, I don't understand. However-if Demerzel lost power, quite apart from the effect it might have on your position, then Cleon himself would be running the Empire and the rate of its decline would increase. Anarchy might then be upon us before we have worked out all the implications of psychohistory and made it possible for the science to save all humanity.† â€Å"I see. But, you know, I honestly don't think that we're going to work out psychohistory in time to prevent the Fall of the Empire.† â€Å"Even if we could not prevent the Fall, we could cushion the effects, couldn't we?† â€Å"Perhaps.† â€Å"There you are, then. The longer we have to work in peace, the greater the chance we will have to prevent the Fall or, at least, ameliorate the effects. Since that is the case, working backward, it may be necessary to save Demerzel, whether we-or, at least, I-like it or not.† â€Å"Yet you just said that you would like to see him out of the Palace and away from Trantor and beyond the Empire.† â€Å"Yes, under ideal conditions, I said. But we are not living under ideal conditions and we need our First Minister, even if he is an instrument of repression and despotism.† â€Å"I see. But why do you think the Empire is so close to dissolution that the loss of a First Minister will bring it about?† â€Å"Psychohistory.† â€Å"Are you using it for predictions? We haven't even gotten the framework in place. What predictions can you make?† â€Å"There's intuition, Hari.† â€Å"There's always been intuition. We want something more, don't we? We want a mathematical treatment that will give us probabilities of specific future developments under this condition or that. If intuition suffices to guide us, we don't need psychohistory at all.† â€Å"It's not necessarily a matter of one or the other, Hari. I'm talking about both: the combination, which may be better than either-at least until psychohistory is perfected.† â€Å"If ever,† said Seldon. â€Å"But tell me, where does this danger to Demerzel arise? What is it that is likely to harm him or overthrow him? Are we talking about Demerzel's overthrow?† â€Å"Yes,† said Amaryl and a grim look settled on his face. â€Å"Then tell me. Have pity on my ignorance.† Amaryl flushed. â€Å"You're being condescending, Hari. Surely you've heard of Jo-Jo Joranum.† â€Å"Certainly. He's a demagogue- Wait, where's he from? Nishaya, right? A very unimportant world. Goat herding, I think. High-quality cheeses.† â€Å"That's it. Not just a demagogue, however. He commands a strong following and it's getting stronger. He aims, he says, for social justice and greater political involvement by the people.† â€Å"Yes,† said Seldon. â€Å"I've heard that much. His slogan is: `Government belongs to the people.'† â€Å"Not quite, Hari. He says: `Government is the people.'† Seldon nodded. â€Å"Well, you know, I rather sympathize with the thought.† â€Å"So do I. I'm all for it-if Joranum meant it. But he doesn't, except as a stepping-stone. It's a path, not a goal. He wants to get rid of Demerzel. After that it will be easy to manipulate Cleon. Then Joranum will take the throne himself and he will be the people. You've told me yourself that there have been a number of episodes of this sort in Imperial history-and these days the Empire is weaker and less stable than it used to be. A blow which, in earlier centuries, merely staggered it might now shatter it. The Empire will welter in civil war and never recover and we won't have psychohistory in place to teach us what must be done.† â€Å"Yes, I see your point, but surely it's not going to be that easy to get rid of Demerzel.† â€Å"You don't know how strong Joranum is growing.† â€Å"It doesn't matter how strong he's growing.† A shadow of thought seemed to pass over Seldon's brow. â€Å"I wonder that his parents came to name him Jo-Jo. There's something juvenile about that name.† â€Å"His parents had nothing to do with it. His real name is Laskin, a very common name on Nishaya. He chose Jo-Jo himself, presumably from the first syllable of his last name.† â€Å"The more fool he, wouldn't you say?† â€Å"No, I wouldn't. His followers shout it Jo†¦ Jo†¦ Jo†¦ Jo'-over and over. It's hypnotic.† â€Å"Well,† said Seldon, making a move to return to his tricomputer and adjust the multidimensional simulation it had created, â€Å"we'll see what happens.† â€Å"Can you be that casual about it? I'm telling you the danger is imminent.† â€Å"No, it isn't,† said Seldon, eyes steely, his voice suddenly hardening. â€Å"You don't have all the facts.† â€Å"What facts don't I have?† â€Å"We'll discuss that another time, Yugo. For now, continue with your work and let me worry about Demerzel and the state of the Empire.† Amaryl's lips tightened, but the habit of obedience to Seldon was strong. â€Å"Yes, Hari.† But not overwhelmingly strong. He turned at the door and said, â€Å"You're making a mistake, Hari.† Seldon smiled slightly. â€Å"I don't think so, but I have heard your warning and I will not forget. Still, all will be well.† And as Amaryl left, Seldon's smile faded. Would, indeed, all be well?

Personal Response to Obama’s Inauguration Speech

Throughout the speech, Obama maintains the theme of small things being able to grow into anything. In the section entitled â€Å"Victory for the People†, this is very much present, as he describes how his campaign â€Å"didn't start with much money†, and didn't begin in grand government buildings in the country's capital, but â€Å"in the backyards of Des Moines†¦and the front porches of Charleston†. He talks about how working people scraped together â€Å"what little savings they had† to contribute small amounts of money to the cause. Obama describes how the campaign became stronger because of the millions of Americans, young and old, who volunteered and created support for his cause. All of this creates an image of unity and limitless possibility for anyone who wants to have success in life. This, of course, is reflected in Obama's own improbable story, having been a mixed-race Kenyan-American raised by his grandparents and having relatively little political experience, yet managing to be elected president of the most influential and powerful country in the world. Obama adds to his message of unity by describing his victory as â€Å"your victory† – meaning that it is the American people who have brought about this change and who have managed to get their voices heard; although he is the one standing on the podium making an acceptance speech, it was them who succeeded in putting him there. Obama invokes images of unity throughout his speech. Multiple times, he refers to his country as the â€Å"United States of America† – using the full name though the abbreviation â€Å"USA† or just â€Å"America† would have been sufficient. He talks about their â€Å"common purpose† and uses â€Å"we† instead of â€Å"I† to instil a sense of togetherness in his audience. He tries to include all types of people in his message – â€Å"young and old, rich and poor, Democrat and Republican, black, white, Hispanic, Asian, Native American†¦disabled and not disabled†. He even includes â€Å"gay [or] straight† people in his list, showing an unusual amount of tolerance for a to-be American president. All of this introduces an extremely likeable, human element to his character. This approachable, human manner is maintained throughout the speech. Although Obama has been elected to be the single most powerful human being in the world, he does not attempt to put on a cold, macho faà ¯Ã‚ ¿Ã‚ ½ade. He refers to his wife as â€Å"the love of my life†, and, clearly getting emotional, he tells his girls, â€Å"I love you both more than you can imagine† and promises them a new puppy when they move into the White House. He also refers to his grandmother, who had died the night before, which invokes sympathy and appeals to the emotions of those listening and watching him. Towards the end of his speech, Obama repeats his most famous line, which the crowd has been shouting at him all night, and which sums up his story and message in three words: â€Å"Yes we can.† In my opinion, these words, and the whole of Obama's speech, hold a promise of change which America now has a chance of keeping. His words make me hopeful for what lies ahead in the years of Barack Obama's presidency to come.

Adaptation and Accountability in the Workplace Essay

Adaptation and Accountability in the Workplace - Essay Example A measure that has been taken in my workplace that aid in the accountability process is that of the adaptation of healthcare marketing materials. In order to better understand the issue of adaptation and the involved accountability process with this, the matter itself must be discussed to the full extent. By thoroughly addressing these subjects of interest, we can gain a more intellectual and knowledgeable viewpoint on the subject at hand. The aim of this paper is to do this, as well as envelop any and all other key related factors. This is what will be dissertated in the following. The issue of the adaptation of healthcare marketing materials is far more than just translating the words; rather it is a complex and diverse situation, and is the translating of ideas and doing so in a manner that the target culture will embrace. The most effective adaptations and translations require extensive testing with the basic target audience during all phases of the development process. Cultural adaptation of preventive materials and messages are used to increase access to, and facilitate the benefits of, the preventive benefits are necessary.

Cross-Cultural Management Essay Example | Topics and Well Written Essays - 2500 words - 3

Cross-Cultural Management - Essay Example The American system on the other hand, is quite different as it believes in hiring people as long as it is profitable for the company to do so. Hence, the employment period can be quite short lived. The main focus in the Japanese system is on seniority rather than the work itself. The career graph is therefore, highly regulated, expected and, overall an automatic feature. The pattern of the work is itself quite general in comparison to the American working system which is much more specialized. The rate of promotion within the Japanese work culture is also quite slow in comparison to the American system in which the promotion rate is much faster. The permanent employees are considered to be more of general sort rather than specialists in their own fields. The Americans stress heavily on the shorter term goals as compared to the Japanese whose main focus lies on the longer term goals. The Japanese working environment is considered to be quite different from the American as the in the American culture the individual managers makes the key decisions and work individually while in the Japanese environment, there are groups of managers who collectively make decisions. In the Japanese system, the focus is on maintaining and fostering longer term relationships with the employees rather than the rules themselves in order to make sure that the corporate objectives and goals are being met by the company. Such a mechanism can be defined as more of an informal one as the focus is on the employees rather than on the rules themselves. Since the focus is on the employees and not on the rules, the Japanese strongly believe in a system of honor in which they strongly believe in the employees to act on goodwill and faith. By having such a system, it becomes pretty apparent that the interest in the employees is not merely restricted to the work place only but also extends to the home place as well. The American system focuses only on the work place of the employees having interest in the objectives rather than the employees themselves. The Japanese strongly adhere to equality and on a strong task orientation. The y give low priority to the former hierarchical considerations as the current are considered to be supreme. Individualism is not given much priority and the main work is done by the teams and project groups. Since, the focus is on the employees the groups are considered as equals. Though individuals are considered to be significant members, all groups are treated alike. The way of handling the tasks and the problems are by having a problem centered approach. The Japanese focus is the work itself -all the team members heavily focused and committed to the main goal. Since as outlined above, the main focus are on the employees themselves rather than on the goals, hence the team managers use comprehensive suggestion systems in which quality circles are always on hand in order to record the employee feedback. The employees concerns and suggestions are always listened-making them utmost priority. The recruitment of these people is done by judging them on the basis of their educational background. The top companies

An Investigation Of The Common Reason Special Education Students Fail Dissertation

An Investigation Of The Common Reason Special Education Students Fail To Graduate From High School - Dissertation Example ACKNOWLEDGMENTS TABLE OF CONTENTS ABSTRACT iv ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii CHAPTER ONE 1 INTRODUCTION 1 Background 2 Problem Statement 12 Purpose of the Study 15 Research Questions 16 Scope of the Study 16 Limitations and Delimitations 17 Definition of Terms 20 Research Plan 21 CHAPTER TWO 25 LITERATURE REVIEW 25 Introduction 25 Overview 26 Institutional reasons for dropping out 39 School belonging and dropout rates 45 Special education services and dropout rates 48 Exit exams 50 Inclusion: Does it reduce dropout rates? 55 Teachers and inclusion 65 Dropout prevention programs 72 IEP programming 75 Transition programming 77 Programs attending to social and academic elements of student lives: Finn’s participation-identification model of school engagement-belonging 80 School belonging and engagement and special education 92 Case studies of best practice school engagement programs that have improved the retention level of special education students in high school 100 C onclusion 103 CHAPTER THREE 105 METHODOLOGY 105 Introduction 105 Research Questions 106 Design 107 Active Observation 113 Intensive Interview 115 Replication of the Study 117 The Researcher’s Role 118 Data Collection Procedures 118 In-depth Interviews 119 Qualitative Data Analysis 122 The Coding Process 123 Trustworthiness 127 Ethical Considerations 129 APPENDIX A 143 CHAPTER ONE INTRODUCTION High School Dropout Concerns Educators, policy makers and researchers have consistently tied the achievement gap to the student dropout rate (Ladson-Billings, 2006). As a result, educators, parents, employers and policy makers have expressed concerned over the persistent high drop-out rate particularly among high school students (Burris & Welner, 2005). For instance, reports from the US Census Bureau...For instance, reports from the US Census Bureau indicate that over the last 20 years or so, high school rates in the US have steadily declined to such an extent that it reached 90% (Barton , 2006). There has been a corresponding decline in labor force numbers indicating that fewer and fewer under-educated persons are entering the workforce (Lee and Mather, 2008). Tyler and Lofstrom (2009) reviewed US student data and concluded that dropout rate consistently fluctuates between 22 and 25 percent. The Editorial Projects in Education (EPE) Research Center (2010) conducted a national report, which found that approximately 1.3 million youth drop out of high school every year. However, the White House (as cited in America’s Promise Alliance, 2009) reported the number as a slightly lower figure of 1.2 million. A quantitative review of statistics by Sum et al (2009) demonstrates that â€Å"the incidence of institutionalization problems among young high school dropouts was more than 63 times higher than among young four-year college graduates† (p. 9). The need for effective dropout prevention strategies is important because the increasingly significant gap between the student who leaves high school without earning his/her diploma and the high school graduate has increasingly widened since the 1970s with regard to career mobility, unemploy ment rates and wages.

When Do Opportunity Costs Count Article Example | Topics and Well Written Essays - 500 words

When Do Opportunity Costs Count - Article Example The author in this article initiated with defining opportunity costs and how the knowledge is gained to properly identify the opportunity costs in any working environment. The author illustrated this idea by considering two different groups of people. This was experimented by using management accounting students with management accounting professionals (having proper management accounting work exposure and experience). Thus, this experiment lead to the conclusion that professional management accountants were more capable at identifying the opportunity costs associated with any project. This better identification of the opportunity costs was declared as the procedural knowledge by the writer. Later, the writer explains that opportunity costs perform as a referee between the two issues of the opportunity cost vagueness and the project completion stage. Opportunity cost vagueness, as described by the writer, is the inability to derive a proper and exact value for the benefit forgone i.e . the opportunity cost. The writer further explains that management accountants usually use estimates of opportunity costs and then these estimates are included in the final appraisal of a project. The management accountants who had higher knowledge of the Generally Accepted Accounting Principles were deemed to consider opportunity costs lightly as compared to accountants who had lesser knowledge of these Generally Accepted Accounting Principles. According to the writer, at the project completion stage, individual tend to invest heavily in the project with a rush to  finish off the project even in circumstances when the project is profitable one.  

The Cherokee People Research Paper Example | Topics and Well Written Essays - 1500 words

The Cherokee People - Research Paper Example Although a great deal of emphasis has been placed upon the interaction between Europeans and Native Americans, the reality of the fact is that rather than approaching this issue from the split standpoint of understanding that two separate entities existed at each and every juncture, a far more effective means of interpretation has to do with the melding of culture and the means through which unique dynamics in the Cherokee experience came to be evidenced as a result of the process of acculturation. Firstly, it must be understood that the geographic representation of the Cherokee people was mainly concentric within the now modern states of Georgia, South Carolina, North Carolina, and Tennessee. As a function of this level of geographic representation, the Cherokee people have oftentimes been referred to as those who lived in the mountains by contemporary Indian tribes. Interestingly, whereas many other Native American tribes were defined as nomadic, the Cherokee people could be define d as â€Å"semi-nomadic† (Emerald, 2012, p. 44). This is due primarily to the fact that individual branches of the tribe tended to inhabit specific regions, and cultivate crops. These crops included but were not limited to squash, beans, sunflowers, and different types of corn. So great was the emphasis upon agriculture that the Cherokee put forward that the introduction of a specific hybrid of corn was developed as a result of their agricultural endeavors. To specific theories exist with regards to the ultimate origin of the Cherokee tribe. Due to the fact that the Cherokees native-language was determined by linguists and anthropologists as uniquely Iroquoian, the most prominent theory suggests that the Cherokee tribe migrated from the Great Lakes region approximately 500 to 700 years prior to first contact with the Europeans (Chambers, 2013, p. 26). The ultimate purpose for this migration is little known; however, myths and legends exist with regards to the fact that other Iroquois nations banished this particular group of individuals from the Great Lakes regions. The subsequent removal and forced exodus led this tribe to inhabit a region that few other native peoples wanted; namely the Appalachian mountain range. A secondary theory that exists with regards the origin of the Cherokee people posits the belief that this particular tribe of Native Americans was an offshoot of the mound building Native Americans that inhabited parts of Mississippi. However, further ethnological and anthropological work, as well as a great deal of archaeological analysis has revealed the fact that this particular theory does not have a high level of evidence to support it. Moreover, the secondary theory promotes an understanding that the Cherokee people had been living within the region of the southeastern states for a period of over 1000 years; a fact that no direct archaeological evidence that is thus far been uncovered and/or analyzed denotes (Blackburn, 2013, p. 16). T he first contact with Europeans was with an expedition led by Hernando De Soto. As such, like so many of the contacts initially made with Europeans, relations were friendly and ultimately somewhat profitable to both sides (Greg & Wishart, 2012, p. 11). The Native Americans received traded goods in exchange for raw material, guidance, and

Marketing Case Research Paper Example | Topics and Well Written Essays - 2250 words

Marketing Case - Research Paper Example Primary aim of marketing is to understand, attract, communicate, and to maintain relationship with the target audience and hence, marketing is useful for the task where target consumers are important. This paper will attempt to frame a set of plausible marketing strategy for Canadian Museum for Human Rights (CMHR) for attracting large of visitors including domestic and foreigners. This is the national museum of Canada to be established by the Canadian Government. Currently, this museum is under construction, and the task for establishment was started from August 10, 2008 after the Parliamentary amendments of Museum Act on March 13, 2008. It is supposed to open from 2012 and will aim to offer the world a platform for engaging in discussions about serious issues like hate, oppression and suppression (Canadian Museum for Human Rights-a, 2010). The marketing activity for CMHR is communicating with the target audience for promoting its value and for understanding of human rights. This wil l help it to meet the commitments of Canadian Government to support â€Å"democracy, freedom, human rights, and the rule of law† (Canadian Museum for Human Rights-b, 2010). SWOT Analysis Strengths The biggest strength of the museum lies in its location based advantages. Canada being one of the developed nations, adds to the popularity of the museum. It also helps in garnering funds as the government has provided full support for the museum. Another major strength of the organization is the unique concept by which the museum has been conceptualized. The noble and unique nature of the museum helps in increasing the awareness of the individual’s on the aspect of human rights (Canadian Museum for Human Rights-a, 2010). The uniqueness of the museum also lies in its innovative, interactive and high technology environment that would enable interactions such as debates with regard to human rights. Any person can submit his/her story about human rights violations and the museum would provide a platform for sharing it across the globe (Krell, 2009, p.50). Weakness Lack of awareness about the concept of the museum amongst the target audience seems to be the most formidable weakness of the museum. This lack of awareness leads to generation of considerable weakness as people may not be aware of the museum. This would hamper the very basic intention of setting up the museum. Opportunities Being located in a developed nation and set up with a noble and unique concept generates large scale opportunity for the museum to draw visitors. The museum also provides opportunity for individuals to highlight their stories about human rights violations to showcase their problems on a global platform. Human rights violations form one of the most burning issues and there have been numerous issues of human rights violations which remain unreported due to lack of a proper platform. The museum with its unique concept would help in generating large scale opportunities that would help in drawing large crowds and make it a success story. Threats There have been certain controversies regarding the site of the project as many claim it as a land that has historical significance and building a structure over it

Adam Smith During the Scottish Enlightenment Research Paper

Adam Smith During the Scottish Enlightenment - Research Paper Example On graduating, he successfully delivered a number of public lectures at Edinburgh. Those lectures led him eventually to cooperation with David Hume during the period of Scottish Enlightenment. Sharing both rationalist and humanist outlook of the European Enlightenment of the same epoch, the key thinkers and doers of Scottish Enlightenment maintained the fundamental importance of the reason combined with a rejection of all the authorities that cannot be vindicated by reason. They clang to an optimistic belief in the ability of a man to make changes for the better in both nature and social life, being guided solely by the reason. It was this very feature that added the Scottish Enlightenment the peculiar flavor that has distinguished it from its counterpart from over the Continent. Furthermore, Scottish Enlightenment was characterized by an extremely thorough empiricism and practically where the main virtues were held to be a practical benefit, improvement, and virtue itself of both societies a whole and an individual. By the middle of the 18th century, Scots had become hardly the most literate nation of Europe. Its level of literacy was estimated as high as 75%. Yet it was not many of them who were making Enlightenment. The whole culture of that time Scotland was oriented to books so spirited discussions were held at such places of intellectual gatherings as The Select Society and The Poker Club. Those places, in fact, were crucibles from which lots of ideas distinguishing Scottish Enlightenment developed. When teaching moral philosophy at Glasgow Smith received a chair, and during within this period of time, he published his work The Theory of Moral Sentiments. Later he received a tutoring position allowing him to travel over Europe where he used to meet other prominent intellectuals of the Enlightenment epoch.  

Widening a Bridge called Wonboyn River bridge Assignment

Widening a Bridge called Wonboyn River bridge - Assignment Example There will be the risk of the bridge construction falling. The transportation has to wait for the dry season for the slabs to pass through dry ground. The components of the bridge at this point require minimum tension until the slabs are laid and until they dry up. Alternatively, the constructors can transport the slabs across the river through the old pier. The pier is strong and can support the movement of all equipment and construction materials. If they must be transported across the river, then there must be large stable boats to carry them across the flowing river. Figure 1: Under bridge support 1.1. Safety of the transport The weights of the slabs have to be controlled so that the boat cannot capsize in the water. At the same time, the strength of the slabs and the shape has to remain intact. In the decision to pass the slabs through the old pier, the construction company can use larger stronger transport means such as Lorries. However, the construction company will have to ac quire a crane to enable them lift the heavy slabs during the actual laying of the slabs and the accompanying concrete. The progress of the construction cannot be interfered with by the transportation of then materials. The two processes can move on concurrently. The transportation of the slabs has to take care of other road users because the old bridge and the old pier are the only remaining alternative channels of transportation (Mecanismo, 2011). The weight of the post-tensioned slabs is a critical factor to consider when deciding on the means of transport. 1.2. Inspection After boring the piles, they are then left freely and out of the water, the site engineer inspects the progress and makes the plan for anchoring the structure. The anchors serve the function of reaching thee layer of shale on the Wonboyn River Bridge. It also provides tensile strength to support the piles of slabs and the structure above them. The anchors are made up of rock bolts. They are fixed in place before the concrete is added on the piles. 2. Fixing post-tensioned slabs to piers with dowel 2.1. Factors to consider The process of fixing the post-tensioned slabs is a heavy activity, which requires heavy equipment. The project managers must allocate the points at which the crane will be stationed such that the slabs will be able to reach both the pier and the dowel. The construction project heavily depends on the slabs because their lengths imply that they will have to hold the entire weight of the passing bodies. The project managers and the engineers have the mandate to select the regions their priority, which they have to report to the governing bodies controlling of the water resource management, electricity supply, gas supply and the provision of communications services. 2.2. Alternative routes for diversion During this construction phase, the road users have to seek alternative routes to avoid the pier and give enough space for the laying of the post tensioned slabs. This ensure s that there is no risk of miscalculating the position of the pier and the dowel by the engineers. They have to be aware of the impact of the services which they offer contact to the environment and the quality that is expected of the bridge. This process can consume around one month if all conditions are favorable. Figure 2: Support Structure of the bridge The activity that is most likely to follow it is the laying of bitumen and leveling the road. This can commence about two months later to provide adequate time for the post tensioned slabs to dry up. Incidentally, there is no mechanism of testing how strong the construction is when it is complete. The only test in this context is the actual usage of the road and that essentially means the road has

Chronic Illness Strikes Again Essay Example for Free

Chronic Illness Strikes Again Essay Throughout the ‘hard times’ of a person’s life, they may face their difficulties with an attitude of generosity and fortitude. When it comes to living in sickness, however, true human nature seems to reveal itself. When confined to the house, room, or bed with a chronic illness, one becomes weak. This weakness allows themselves to show the nature of humans, which is not the aforementioned strength, but selfishness as well as impatience. Chronic illnesses have an extreme effect on the mindset of an individual. Affected children and adolescents are subjected to developmental issues, worries of being socially unaccepted, and being uncertain of their future. Children have been observed to experience more stress and far more changes in personality and behavior. Their risk for psychological disorders significantly increases in the presence of a severe illness. The limits put on chronically ill children, usually by parents or doctors, destruct their concept of manners and ‘behaving’. This causes the child to be quick-tempered and prone to tantrums. Human selfishness is the underlying root of negative behavior changes due to sickness. Individuals with a chronic illness are viewed as a burden on society by the vast majority of our population. It is the healthy person’s own selfishness that causes the sick to be aware of everyone else’s ‘not my problem’ attitude. Sickness has a monumental impact on the person living in it and alters every aspect of their lif e. When a family member is suffering from a severe illness, the dynamic of their family will drastically change. Parents are primarily the caregivers to their children while they are sick. Their role is a challenging one, as they face a great tension between members of the family, high financial expenses, and difficulty communicating with their child. When the family views these stigmas as unmanageable, relationships weaken, and stress accumulates. The parent’s perception of their child’s uncontrollable selfish behavior causes them to believe there are disciplinary issues occurring. The common tendency for mothers who experience more elevated levels of stress due to their child’s illness is to view their behavior as deviant. A severely ill person will naturally have more difficulty suppressing their selfish desires, but this drives a wedge between them and their apathetic family members. Siblings of the sick become ‘forgotten’ by their parents and they too may lash out in attempts of receiving some attention. Elderly people are often diagnosed with chronic illnesses, making them even more aware of their numbered days. When most people hear the words ‘sick old people’ it can be quite obvious that they are the last thing anyone wants to be around. They are believed to be grouchy, rude, and miserable. And it is true, they are! Like many others that are chronically ill, older patients can try to put on the humble and serene faà §ade, but it won’t last very long. Nobody wants to be sick, and nobody wants to be in the presence of a sick person either. Why would anyone want that? People want to be able to make their own decisions without any restrictions. So, when chronic illness stands in the way of that ability, selfishness and impatience become very prominent. Okay I know this is where I am supposed to put my conclusion but it is very late and I really don’t feel like it so whoever is peer editing this if you wouldn’t mind putting down some things you feel as though I should include in this that would be GREAT thank you very much and I know my essay is a bit disorganized and my stance isn’t as clear as it could be but I will make it better it is just very late and my eyes are tired thanks so much. Ps also that’s not going to be my title lol I’m sorry I needed something to put there first thing that popped into my head alright bye

History Of Piet Mondrian History Essay

History Of Piet Mondrian History Essay Pieter Cornelis Mondrian was born March 7, 1872 in the small Dutch village of Aamersvoort. He was the second oldest of 2 brothers and one sister. His father made a living as a teacher but had talent as an amateur artist and was gifted in drafting. His father noticed at an early age that his son Piet had a gift for drawing and was able to give him drawing lessons. Credit must be given to his Uncle Fritz Mondrian, an artist as well that was self taught and made a living within the commercial art world. He taught the young Mondrian the basics of painting and his father took him to the countryside to sketch landscapes. Mondrian senior had hopes that his son would follow in his footsteps into the more stable profession of teaching. After winning his licenses he was allowed to teach at primary and secondary schools. Piet met his fathers demands by teaching but was not satisfied personally and in 1892 decided he was after all, going to become an artist. (Mondrian Biography) He studied at the Rijksakademie van Beeldende Kunsten, Amsterdam, from 1892 to 1897 with an allowance provided by his Uncle Fritz. There he studied either full time or attended evening classes and while there he joined several artist societies. He exhibited his work, for the first time in 1893 (he was 21). Traveling back and forth between Amsterdam and various parts of rural Holland he devoted practically all of his time to painting landscapes, first in the style of the The Hague School then gradually more and more abstract, omitting details he felt irrelevant. His work started to take on a more abstract style as the details of form started to get omitted, as he felt they were irrelevant. As his work got more abstract the more recognition he received and criticism from the art community. (Mondrian Biography) In 1909 Mondrian joined a theosophical society that cast him away from his religious up-bringing as a Calvanist, but took him on a trip far from his foundation of thinking and influenced his art by his intellectual transformation. His style became a quasi-random and had disorderly qualities of nature, which started to transform his better known works of horizontal and vertical lines. The horizontal lines represent femininity and the worldly, the vertical defining masculinity and the spiritual. He coined the term neo-plasticism where he aimed to create a balance between the horizontal and the vertical, keeping in tune with the universe and his theosophical beliefs. In 1911 he saw for the first time the Cubist styles of Braque and Picasso at an art exhibition in Amsterdam. Soon after this he moved to Paris, the hub for French art and cubism, and it is believed by many, their works influenced this move. (Mondrian Biography) Mondrians style went through a transformation. He painted a series of trees, the earliest the Red tree, it has realistic form and the texture is soft. In less than a year in 1911, the painting of the Gray tree still can be considered representational but can be seen for the more abstract style. A year later his painting of an apple tree is composed of short, straight lines and slight curves, symbols of a trees elements rather than actual details. Mondrians style got simpler with implied lines and geometric shapes and their relationships to each other on the canvas. Mondrian was taken by the cubist movement, he was already advancing to a more abstract style, rejecting mixed colors and curving or diagonal lines in order to make paintings of squares and rectangles. (Baker. 297) Mondrians evolution as an artist represents the origin and essence of De Stijl. Working to free painting completely from both the depiction of real objects and the expression of personal feelings, he developed an austere style based on the expressive potential of fundamental visual elements and their relationships. (Frank. 408) He labored to achieve balance and harmony, modifying shapes and lines in limitless variations. He never received much payment for his work and not until after his death was his work internationally acknowledged as one of the most important developments in twentieth-century abstract art. He felt he had found, as he put it, A new way to express the beauty of nature, to gain pure reality. After moving to Paris he was internationally recognized for his exhibitions. He loved the night-life, parties and especially the dancing in Paris. He was said to have enjoyed the company of young women. His sales of art were few in Paris but he survived by painting copies of famous paintings from the Louvre. Piet returned to Holland in 1914 to visit his ill father. (Mondrian Biography) The Great War as it was called erupted in 1914 most people felt it would not be a long fought war, with Prussias rapid spankings in the 1860s and 1870. The unthinkable happened and it became a full-scale war of nearly all societies. This was the first time the world was at war making for the moniker of World War I. Germany craved a larger empire to be had by packaging Russia into parcels and incorporating parts of Belgium, France, and Luxemburg. The French were interested in getting back Alsace and Lorraine which was ceded to Germany following the Franco-Prussian War. The British craved to harden their footings in Egypt and the Suez Canal. This World War was wide-spread and involved more than the large European powers and Japan: their colonies were involved as well. Over one million Africans, one million from India, and over one million members of the British common-wealth fought in the battle fields. (Hunt. 394-401) The Netherlands were able to remain neutral during the Great War. It did so, in large part to the fact that both aggressive powers had too much at stake to let their enemy invade the country. The War, transformed the feasibility of the Dutch remaining neutral. So much so, that the hopes and desires attached to neutrality in 1914 had disappeared in 1918 and the force of non-involvement had also been threatened. The war years and all the dealings the Dutch had involved themselves in with trade and picking friends on both sides failed to live up as a valuable foreign affairs policy. They were a tiny industrially challenged country that could not protect its very independence and nation state identity, without needing assistance from elsewhere. In another war situation neutrality could not sustain. (Abbenhauis) Mondrian was trapped in Holland for 4 years. His father died in 1915 and after his death he moved to an artists community where he conversed with artists such as Van Der Leck and Van Doesburg. Van Doesburg founded a magazine called De Stijl Mondrian wrote some articles for the magazine. This group felt that architects and sculptors should work together to build a new society more in tune with the Laws of the Universe. This De Stijl art movement is most synonymous with the red, yellow, and blue neo-plasticism paintings of Piet Mondrian. He moved back to Paris in 1919, in Paris he had some more exhibitions, joined an art group and met American artist Harry Holtzman in 1934. (Mondrian Biography) Hitler came to power in 1933 Mondrians work was put on the list of Entartete Kunst (degenerate art). After his experience during World War I when all his paintings were left behind in Paris, he decided to leave before the dawning of the German invasion. He was in London for two years and September1940, during the German bombardment he left for America. He arrived with borrowed money in New York City, Harry Holtzman found and paid for his apartment and introduced him to many friends. His life in New York influenced his career with internationally important works like Broadway Boogie-Woogie and his unfinished Victory Boogie-Woogie. He succumbed to pneumonia in a New York hospital in 1944, he was 71. (Mondrian Biography) Tableau 2 with Yellow, Black, Blue, Red, and Gray This work completed in 1922, is oil on canvas measuring 21 7/8 X 21 1/8 and is located at the Soloman R. Guggenheim Museum, New York City. ( Frank.409) The paints used in this are derived from pigment mixed with oil as a base to carry the color in a liquid from. Artists such as Michelangelo and DaVinci were concocting and milling their own paints by hand and added it to oils available. In modern times linseed oil is used for pre-mixed paints and they store well, sometimes for years. Special oils and mediums are required to thin these kinds of oil paints. Linseed oil is one of the most common mediums for modern oil painters. Canvas comes in two materials: cotton and linen. Unprimed cotton is a natural off-white color, and is the least expensive. It comes in several grades of thickness and quality. (MacIntosh) The work is in the abstract style which Mondrian was best known for. The vertical and horizontal lines and blue, red, and yellow, are the primary style of his earlier mentioned self named neo-plasticism. The visual element of color is utilized in a bold way. The use of the three primary colors along with black and gray is almost shocking to the visual senses. The use of line as a visual element is clearly a bold separation for all the color elements. The design principles of unity and variety are used but there is no repeating in this design element, only single usage of each color. The black and yellow are the only two colors that are actually touching. This gives me an emotional fear of caution when I see them together. I really wish I knew what this means. The directional forces of the bold black lines carry your sight line outward toward the geometrical shapes. I dont feel there is repetition to Tableau 2 but I can feel a rhythm with the strong emotions from each primary color. I feel the content of this work has the appearance of being incomplete in some ways. My eyes want to travel along the incomplete black lines that stop short of the edges. It has a very grid-like quality, as if these colored sections hold meaning to something more important. I think the content of the work is to make the viewer want to see more.

Artificial Insemination in Swine

Artificial Insemination in Swine Introduction The use of artificial insemination (AI) increased in these last years because it offers several advantages over natural mating. New genetics can be introduced into a herd with decreased health risks. The semen that is collected from the boar can be diluted in a semen extender and with one ejaculation multiple insemination doses can be created and can be used to breed several sows and gilts. This allows more extensive use of genetically superior boars, increasing the rate of genetic improvement within a herd. On farms employing artificial insemination few boars are needed, and as a consequence, feed, labour and housing costs are reduced. The major processes of AI are: semen collection, evaluation, and processing; detection of oestrus; and insemination. Reproductive physiology of female swine For successful artificial insemination, heat detection of the female swine is very important. Oestrus begins with the pituitary gland, which is a gland situated just below the brain. The pituitary gland secretes hormones into the bloodstream such as the luteinizing hormone (LH) and the follicle stimulating hormone (FSH), which are called gonadotropins. In immature gilts gonadotropin secretion is low, but at 6 to 8 months of age, when there is the 1st oestrus it increases dramatically. During the 2 to 3 day period just prior to oestrus, the increase of LH and FSH cause the follicles on each of the two ovaries to grow rapidly. The follicles secrete increased levels of estradiol, which is a hormone into the blood that causes changes in behaviour and physiology of the animal. These changes are associated with the oestrus. Each follicle contains an ovum. When the ovum is released and fertilised by a sperm cell, it develops into an embryo. The increase of estradiol concentration in the blood reaches a threshold which triggers a large release of LH from the pituitary gland around the onset of oestrus. The release of ova from the follicles into the oviducts is stimulated by the LH. On average, ovulation occurs 40 hours after the onset of oestrus. Fertilization of the ova by the sperm cells occurs in the oviducts, the tubes between the ovaries and the horns of the uterus, and then the fertilised egg moves to the uterus. The sites on the ovaries from which ova are released, then form structures that are called corpora lutea. These corpora lutea secrete the hormone progesterone into the blood. During the luteal phase of the oestrus cycle, which is approximately between day 4 and day 16, progesterone inhibits the secretion of LH and FSH from the pituitary gland, inhibiting follicular growth. When the ova are not fertilised during oestrus or embryos do not implant in the uterus, around day 16, the uterus starts t secrete the hormone prostaglandin-F2o into the blood. This hormone causes the falling off or death of the corpora lutea. This causes the progesterone level to decline and this allows the increase of LH and FSH levels, follicle growth, and the return of oestrus. In a female swine, oestrus occurs every 18 to 22 days, unless the cycle is interrupted by pregnancy, lactation, poor nutrition, disease, etc. If fertilisation occurs and pregnancy is initiated, the prostaglandin-F2o is not released in the blood stream. The corpora lutea are maintained and secrete high levels of progesterone into the blood stream throughout gestation. Progesterone is essential in pregnancy, as it inhibits follicular growth and uterine contractions. Around day 114 of gestation, the uterus releases a large amount of prostaglandin-F2o into the blood, and this causes the corpora lutea to regress. The progesterone level is then decreased, uterine contractions commence and the foetuses are expelled. During lactation, when the pigs are sucking from the sow, LH and FSH are not secreted. When the suckling are weaned, a stimulus allows the secretion of gonadotropin to increase and the follicles grow rapidly and there is the corresponding rise in the circulating levels of estradiol. The sows return in oestrus in seven days after weaning and estradiol elicits the surge of LH, causing ovulation. Detecting oestrus The detection of oestrus is very important for successful artificial insemination. The oestrus duration is variable, but the average is 38 hours in gilts and 53 hours for sows. With the high concentrations of estradiol several sign can show that the sow or gilt is approaching or is in oestrus. These signs are: a red, swollen vulva and enlarged clitoris, mucous discharge from the vulva, nervous and restless behaviour, moving back and forth along pen partitions, frequent urination, increased vocalisation, decreased appetite, mounting other females and/or standing to be mounted by other females, elevation of ears, locking knees, and elevating the back. The best indicator that female swine are in oestrus and ready to be mated is the immobilisation response. When in oestrus they exhibit the immobilisation response as a reaction to a combination of visual, auditory, olfactory and tactile stimuli originating from the boar. It is important to put a mature boar in contact with the female swine that are being checked for oestrus. The females should be checked at least twice a day, with 12 hours interval in between for more accurate determinations. When checking for oestrus, the female should be exposed to a boar for several minutes and observed closely for several signs. If the female re checked in the morning, this should be done before or at least one hour after feeding. Considerable energy expenditure is required for maintaining the immobilization response. If a gilt or sow that is in oestrus becomes fatigued, it may become unresponsive to boar exposure and not resume an immobilisation response for several hours. During periods when not checking for oestrus, the boar should be kept away from the females, because this greatly increases the likelihood that sows and gilts in oestrus will display the immobilisation response when exposed to the boar during the oestrus check. The boar exposure during oestrus checking should be restricted to small group of females. When the sows and gilts are housed in crates, a boar should be moved in the front of the females, while a second herdsman applies back pressure. If the female is in oestrus it move forward and assume immobilisation response and when pressure is applied to the back it will push back. This is an effective method of detecting oestrus. Inseminating females Disposable AI equipment should be used and catheters should only be used ones, so different equipment is used on different female swine to protect plant health. Before inseminating, the vulva should be cleaned with a paper towel and the tip of the catheter should be coated with a non-spermicidal lubricant. The lips of the vulva should be spread and the breeding catheter inserted. The catheter should be angled slightly upwards while moved through the reproductive tract. This helps prevent entry into the urethra, which is the tube leading to the bladder. After wards the catheter should be slid gently through the vagina until the operator feels resistance. The resistance indicates that the catheter has reached the cervix. With a spirette-type catheter the instrument should be turned counter-clockwise until it locks into the cervix. Then to remove the spirette, it should be turned clockwise while gently pulled outwards. With a foam-tipped catheter, firm forward pressure should be applied to the catheter until the bulbous tip is locked into the cervix, and to remove the bulbous catheter tip, it should be pulled outwards gently. After the semen and extender is mixed gently, the semen bottle, tube, or bag should be connected to the open end of the catheter. The semen is dispensed by gently squeezing the container over a three to five minute period, taking care to avoid excessive back flow of the extended semen out of the vulva. The tip of the catheter may be blocked against cervical tissues occasionally, blocking the flow of the semen, and if this happens the catheter should be repositioned by turning it. The insemination is easier if the female swine is exhibiting the immobilisation response, although it is not necessary. If a boar is placed in an adjacent pen, it can facilitate AI, but on the other hand, immobilisation response requires considerable energy expenditure and the female may become fatigued. When there is a large number of sows to be bred, some of them may become refractory to the boar stimuli prior to artificial insemination. When the boar is present during artificial insemination, the sows pituitary gland releases oxytocin into the bloodstream, which a protein hormone. It stimulates muscles contractions of the uterus and oviducts, and these contractions cause the semen to be drawn into the reproductive tract during AI. This is also known as self insemination. If the AI technician applies firm back pressure and rubs the flank or udder of the sow during insemination, he will facilitate the self insemination. Timing of insemination Accurate oestrus detection is the success of artificial insemination. Timing of insemination is normally based on the time when oestrus is first detected. Insemination should be done prior to ovulation, i.e. maximum 24 hours before ovulation in sows and maximum of 12 hours before ovulation in gilts. Inseminating twice during oestrus increases the likelihood that one will occur during the optimum time. If female swine are in standing heat for 3 days, a third mating should be beneficial. The females that are not in oestrus should not be inseminated because reproductive performance will be adversely affected.

The Life of Native Americans in the Pacific Northwest: Then & Now Essa

The Life of Native Americans in the Pacific Northwest: Then & Now It has been estimated that the population of Native Americans living on or very near reservations in the United States ranges from about 1.1 to 1.3 million, and is distributed across more than 330 Indian nations in America (16). American Indian nations display an incredibly wide variety of social and economic characteristics. Although â€Å"American Indian† is identified as a single race category on the US Census, each tribe boasts its own culture and values. Members of two separate tribes may be as different as the populations of China and Africa. Long ago, the Indians of the Pacific Northwest depended entirely on their environment to support them. They were successful, self-sufficient groups who relied on their own means to sustain life. However, since the domination of Indian lands by the United States, these indigenous peoples have not had the resources to maintain their way of living. Not only were their lands invaded, but their culture was compromised as well. In response to their discontent with the sub-par living conditions, the US government has introduced laws to allow these groups to uphold their ancient values, while giving them the rights necessary to maintain the ability to support themselves. This includes the sovereignty of reservation lands, which has lead to the construction of casinos as a major money-maker for the Native American people, and a great deal of controversy to go along with it. From the ancient times of to hunting and gathering, to the invasion of Americans on Indian lands, to the modern c ompromises between the US and Native American governing bodies, the evolution of Native Americans in the Pacific Northwest is astoni... ...//www.indiangaming.org/info/pr/presskit/statistics.shtml>. 11. Native American Expressions. 15 May 2004. . 12. Native American Resource. 2002. 15 May 2004. . 13. Native American Shelters. 9 May 2004. . 14. Northwest Coast Canoe. 15 May 2004. . 15. Office of Hawaiian Affairs. May 27, 2004. . 16. Vogeler, Ingolf. Map of Indian Reservations. 1996. 15 May 2004. . 17. Your Tribe/Community’s History. May 14, 2004. .

The Iraqi War has Made a Fool of George Bush Essay -- essays research

The Iraqi War has Made a Fool of George Bush There were several wars in the twentieth century that caught the attention of the people. World War II, Vietnam War and The Cold War are only a few of the many wars we lived by. Now, in the twentieth first century the first war we have lived is the Iraqi War. The United States started a war against Iraq for causes that brought more negative than positive effects for the Iraqi people. II. CAUSES The Iraqi War started for allegations the U.S. had against Iraq with the United Nations. Even though Saddam Hussein, the President of Iraq gave a report to the United Nations of all the arms he possessed, the United States decided to take action superceding the United Nation’s diplomatic process and go into war. Another cause of the Iraqi War was because the United States promised to liberate Iraqis from the Hussein’s regime. Iraq had been in a regime where they did not have any liberty and they were robbed by their own government. This cause was another excuse for President Bush and his administration to declare a war against Iraq. A year after the war, the Iraqi people seem worst than before the war started. II.POSITIVE EFFECTS   Ã‚  Ã‚  Ã‚  Ã‚  A positive effect of the Iraqi War left was the overthrown of Saddam Hussein. With their advanced technology, the United States’ military could strategize smartly where Hussein was and captured him. Because Hussein was accused for having in possession nuclear and biological weapons of mass destruction, the capture certainly was a relief for the whole world.   Ã‚  Ã‚  Ã‚  Ã‚  Another positive effect of the Iraqi War is the opportunity of Iraq to a new government. Gubash mentions about the war effect on Iraqi government, â€Å"The U.S. – led overthrow of a dictator has accelerated the pressure for political and social reform that began in the wake of September 11, 200, terrorist attacks. For years, people have been clamoring for democratic reform while Arab regimes have just as staunchly resisted any change that that would erode their grip on power† (4). Many Iraqi people lived in fear because they never knew what to expect next of their dictator. Feisal Amin Al-Istrabadi, a Chicago lawyer said, â€Å"This is a day we’ve been waiting for 35 years.† (qtd. In â€Å"Iraqiâ€Å" 1). Iraqis now feel somewhat liberated by the drastic change in their government. III. NEGATIVE EFFECTS One effect of the Iraqi ... ...ates asked the Iraqi people not to fear the war because they promised a new democracy. They repeatedly told the Iraqi people they were going to be at liberty. Many Iraqi hoped for a new life style with a new government where democracy really could rule their lives. It has been a year after the war and no positive results have seen. Sukkar quotes in Gubash, â€Å"I don’t think American credibility has been at a lower level at anytime in the past Syria. Proposals about democratic initiatives have no credibility whatsoever. The U.S. does not tackle the Arab-Israeli conflict which is the crux of the problem†¦ It goes ahead and occupies another country. You cannot talk about democracy and right of self determination and invade someone’s territory without legimacy.† (5). The reality is that the United States has not helped the people of Iraq to achieve a new government; they have actually made it worst than what it was. V. CONCLUSION In The United States Bush Administration has clearly made a fool of them with the world. Now a year later, the poor people of Iraq are mad and angry because they have not seemed a new democratic government, nor a positive change as the U.S. promised.

Moisture Content Experiment

Date: 09-02-2013 Experiment 1(a) Laboratory determination of water (moisture) content of a soil sample by oven drying method Reference: ASTM D2216-98 Need and scope of the experiment: In almost all soil tests natural moisture content of the soil is to be determined. The knowledge of the natural moisture content is essential in all studies of soil mechanics. To sight a few, natural moisture content is used in determining the bearing capacity and settlement. The natural moisture content will give an idea of the state of soil in the field.Apparatus: 1. Containers (Tin or Aluminum) with lids. 2. Balance, sensitive to 0. 01gm 3. Oven with accurate temperature control at 110 + 5oC (230 + 9oF) Discussion: 1. Moisture Content (w) It is defined as â€Å"the ratio of the mass of the ‘pore’ or ‘free’ water in a given mass of material to the mass of the solid material†. w=MwMs? 100 Mw = Mass of water in grams Ms = Mass of solid particles in grams (i. e. oven drie d weight of soil) 2. Representative quantity of Test SpecimenThe minimum mass of moist material selected to be representative of the total sample shall be in accordance with the following: Maximum particle size (100% passing)| Standard Sieve Size| Recommended minimum mass of moist test specimen for water content reported to  ±0. 1%| Recommended minimum mass of moist test specimen for water content reported to  ±1%| 2 mm or less| No. 10| 20 g| 20 g| 4. 75 mm| No. 4| 100 g| 20 g| 9. 5 mm| 3/8-in. | 500 g| 50 g| 19. 0 mm| ? -in. | 2. 5 kg| 250 g| 37. 5 mm| 1? -in. | 10 kg| 1 kg| 75. 0 mm| 3-in. | 50 kg| 5 kg|NOTE-1If it is suspected that gypsum is present in the soil, the soil sample should not be subjected to a temperature beyond 80oC. Otherwise gypsum would lose its water of crystallization, thereby affecting the results of moisture content. Oven drying at 80oC may, however, be continued for a longer time in order to ensure complete evaporation of free water present in the sample . NOTE-2To assist the oven drying of large test samples, it is advisable to use containers having large surface area and break up the material into smaller aggregations.NOTE-3Since some dry materials may absorb moisture from moist specimens; the dried specimens should be removed before placing new wet soil samples in the oven. Procedure: 1. Take sufficient number. of empty, clean containers and mark them (if they are not marked) with an identifying number or code. 2. Weigh the container and record the weight as M1 to the nearest 0. 01gm. 3. Take representative sample from different depths (0. 25, 0. 5, 0. 75m) from the field. 4. Quickly place the representative sample of the wet soil in the container. . Immediately weigh the container with the wet soil sample to the nearest 0. 01 gm. Record the weight as M2. In case it is not feasible to determine the weight immediately, cover the container with a lid. 6. Place the container with the soil sample in the drying oven at constant temper ature of 110+5oC for 24 hours (till constant weight is achieved). 7. After 24 hours remove the container from oven and weigh to the nearest 0. 01 gm. Record the weight as M3. Calculations: Mass of empty container = M1=4. 71(g)Mass of empty container + wet soil = M2= 43. 88(g) Mass of container + dry soil = M3=37. 41(g) Mass of water = Mw = M2 – M3 = 6. 47(g) Mass of soil solids = Ms = M3 – M1 = 33. 24(g) Moisture Content = w=MwMs? 100=M2-M3M3-M1? 100 Soil Moisture Content Determination: 1| Depth ( )| | 2| Soil Description| | 3| Container No. | 143| 4| Mass of empty container (M1), g| 4. 71| 5| Mass of Container + Wet Soil (M2), g| 43. 88| 6| Mass of Container + dry Soil (M3), g| 37. 41| 7| Moisture Content w = (M2 – M3)/(M3 – M1) %| 19. 46 %| Comments: ) Oven drying is a time taking process and not much accurate as speedy moisture meter. 2) It needs caring for long time in order to get the good results. 3) It needs attentions in case if some other materia l like Gypsum is present in the soil. In such cases temp. should have to be controlled otherwise the material may react and loose its water of crystallization which effects the results. 4) Above value of moisture content lies in Normal moisture content range. 5) Date: 09-02-2013 Experiment 1(b) To determine moisture content of a soil sample by speedy moisture meter.Apparatus: 1. Speedy moisture meter (also called calcium carbide pressure moisture tester) 2. Built-in scale for weighing 3. Two 1. 25 inches (3. 175 cm) steel balls 4. Cleaning brush and cloth 5. Scoop for measuring calcium carbide reagent 6. Calcium carbide reagent Introduction: The calcium carbide gas moisture tester provides a quick and simple means of determining moisture content of soil. It is particularly useful for field determinations of moisture content in conjunction with field compaction testing.The basic premise of the calcium carbide gas moisture tester is that the free moisture in the soil reacts with calci um carbide reagent to form a gas called acetylene gas. CaC2+H2O>CaO+C2H2 The acetylene gas pressure developed within the tester is displayed on the pressure dial gauge, which is calibrated to read directly moisture content (in %) by wet mass of soil. Since moisture content by definition is expressed as a percentage of dry mass of soil, the readings obtained by speedy moisture meter are corrected using the following expression: w=wsp1-wsp? 00 Where w = moisture content in %. wsp= moisture content as obtained by speedy moisture meter expressed as decimal fraction Procedure: 1. Weigh a 26 gram soil sample on the tarred scale and place it in the cap of the tester. 2. Place three scoops (approximately 24 gm) of calcium carbide and two 1. 25 in (3. 175cm) steel balls in the larger chamber of the moisture tester. 3. With the pressure vessel in an approximately horizontal position, insert cap in the pressure vessel and seal it by tightening the clamp.Take care that no carbide comes in conta ct with the soil until a complete seal is achieved. 4. Raise the moisture tester to a vertical position so that the soil in the cap will fall into the pressure vessel. 5. Shake the instrument vigorously so that all soil lumps are broken to permit the calcium carbide to react with all available free moisture. The instrument should be shaken with a rotating motion so that the steel balls will not damage the instrument or cause soil particles to become embedded in the orifice leading to pressure diaphragm. 6.When the needle stops moving, read the dial while holding the instrument in a horizontal position at eye level. 7. Record the dial reading. 8. With the cap of the instrument pointed away from the operator, slowly release the gas pressure. Empty the pressure vessel and examine the material for lumps. If the sample is not completely pulverized, the test should be repeated using a new sample. 9. The dial reading is the percent of moisture by wet mass and must be converted to dry mass. Note: If the moisture content of the sample exceeds the limit of the pressure gauge 20 percent moisture), use half of the soil mass and double the dial reading. Other methods of determining moisture content quickly: Other methods of measuring moisture content quickly include measurements by stove method and by micro wave oven methods. ASTM D4959-07 is used for measuring by stove method and ASTM D4643-08 is used to measure moisture my micro wave method. Results and Comments: Zero Error of Dial Gauge = 0. 8 Dial Gauge Reading = 17. 6 Corrected Dial Gauge Reading = 16. 8 Wsp = 0. 68 W (Moisture Content) = 20. 19 % * Speedy Moisture meter give better and faster result than the ordinary oven drying. * In this method the water present in soil reacts with calcium carbide and results in acetylene gas which in turn gives the value of moisture content. * Speedy moisture meter method is an efficient method as it doesn’t involve too much time for its performance. It is used when tests a re performed in the field. * Moisture content effects the soil resistivity, soil compaction and soil shear strength.

How to Swim the Freestyle Stroke

Erika Eissler February 18, 2010 How to Swim the Freestyle rap The freestyle is also known as the figurehead front crawl or the human face shock. It is designd in competitions that there atomic number 18 no real regulations on how it has to be swum. virtually swimmers choose to swim front crawl during freestyle competition because it is the fastest technique. For individual freestyle competitions, however, a swimmer can use individually stroke they want, but during medley competitions they can non use the breaststroke, butterfly stroke or backstroke.The freestyle stroke involves coordination, soundment and breathing. First off, coordination is the key to successfully learning how to swim. Visualize a disceptation running down the center of the consistency from the chin to the chest. This depict is the axis upon which the firm body should move, and it should extend plainly in the direction one is melted. Keep the legs straight with the toes pointed out, and reverbera te up and down. The secret is to reside kicking the entire time.Remain horizontal in the water. A strong kick will keep the legs from sinking fuck ones body. The kick should not make a big splash, but rather, should just churn the surface of the water. too remember to move the strengthens in a windmill motion oppositeness of each another(prenominal). While one offshoot is all-embracing completely out, the other should be all the way back, al nearly against the side of the body. Keep the hands flat, thumb dislocated from the index finger and pull the extended arm through and through the water on a lower floor the body.Bend the arm at the elbow joint and draw the fingertips along the imaginary line down the center of the body. Stretch each stroke out as a great deal as possible without ever pausing from the windmill motion. Most importantly, remember to breathe on one side by bout the head to that side as the arm comes out of the water. After that, lift the other arm out of the water and move it all the way forward as the first arm is pulling to a lower place the body. Then while bending at the elbow, drag the fingertips along the surface of the water. cut through the water with the fingertips and completely extend the arm. As the hands are being pulled through the water, keep them cupped firmly, but not rigidly. Fingers should be held just slightly apart. These few stairs are the basics of learning how to freestyle swim. It is the most basic swim style and is rattling commonly used. Coordination, movement and breathing are the main factors in learning how to swim. These stairs will definitely increase your swimming successfulness.

Children and Youth Essay

The battle reason of infantren and jejunenessor clawishness studiesinvolves look forers from several(a) disciplines who presuppose and conduct search on electric razorren and adolescents. woodwind instrumenthead (2004) competently let offs, Interest in childishness Studies is for slightly(prenominal) born out of frustration with the stipu posthumous versions of the child offered by traditional donnish discourses and methods of inquiry, especi altogethery a rejection of the slipway psychological science, sociology, and anthropology tradition whollyy partition and objectify the child as subject to growthes of amazement, cordialization or acculturation. (P. x)sociologists design these four sights, puerility scholars trained in geter(a)wise disciplines excessively spend these perspectives. I depart wherefore address the service program of puerility studies as an interdisciplinary nation of s merchantman and present a visual modality for the future t ense tense of puerility studies inside sociology.CONTRIBUTIONS OF diametric APPROACHES TO CHILDHOOD STUDIES diachronic Approaches to childishness Studies Historical seek avers what the plan of puerility beggarlys. Aris (1960 1962) made the prototypic- divisionalisation honours degree argument that childishness is fondly and historicly constructed. He did non contemplate it as a congenital disk operating system specify by biology. By examining give-up the ghosts of art dating vertebral column 1,000 day cadences, he noted a battle in the rendering of children anterior to the 1700s, wherein children were envisi whiz and solely(a)d as micro b atomic number 18handeds and not as a distinctive host. In agreement with Aris, Demos (1970) put forth a exchangeable argument make use of grounds gathered on the Puritans of the Plymouth Colony in the 1600s, noting that children were not get hold ofed a special throng with divided up ineluctably or stipulation. These queryers conjureed that the demerit from treating children as lowly adults to children as of import individuals to be protected goes hand-in-hand with naked as a jaybird(prenominal) societal tosss such(prenominal) as the spread of education and the decline of child mortality. band get on with Ariss hypothesis has been ch onlyenged and criticized by diachronic question and empirical evidence ( tick Gittins 2004 Nelson 1994), his motifs w ar inspired genial scientists to oeuvre unremarkable children, and many another(prenominal) studies give birth been produced as a result. As a converse with theSince the late 1980s, sociologists slang made sizable contri yetions to the larn of children and youth, and the consider of puerility studies has be fall out accept as a legitimate stadium of academic enquiry. Increasingly, childishness is expenditured as a companionable position or a notionual category to champaign. kindred womens studies, the adopt o f children has bulged as an interdisciplinary line of products of view. inquiryers of children from established disciplines, such as anthropology, education, history, psychology, and sociology, view as assemble a meeting vagabond in this emergent interdisciplinary champaign of childhood studies. In the following sections, I will set-back outline the congress contrisolelyions of diametric go cardinals to the field of childhood studies. whatsoever costes date a kinfolk deep d avow one discipline, eyepatch separate blastes be go ford by more(prenominal)(prenominal)(prenominal) than one discipline. Specifically, I will examine courtes by and by- tame(prenominal) sociology, such as historic, go a sop upstmental psychological, and childrens literary works, and then I will talk about four perspectives used by sociologists, designationly the cultural near, the well-disposed morphological approach, the demographic approach, and the everyday hearty ization approach. While cxlBryant-45099Part III.qxd10/18/2006743 PMP sequence 141The Sociology of electric shaverren and offspring 141work of Aris, De Mause (1976 19954) come aparted a psychogenetic surmise of history, which maintained that pargonntchild transaction live evolved to wee-wee greater intimacy and high mad satisfaction oer time. De Mause explained that p bent-child transaction evolve in a elongate fashion and that p arnt-child alliances change incrementally and, in turn, raise unless historical change. In result to this, pollack (1983) dismisses the lookings of searchers such as Aris, Demos, and De Mause, who assert the juvenile or incremental approach to childhood, arguing that parents provoke always wanted their children we should not seize too e come alongrly upon theories of fundamental change in agnatic attitudes everywhere time (p. 17). While Pollock specifically counters the conclusions of Demos on children living in the 1700s in the Ply mouth colony, his conclusions respond to all prior look positing that childhood is a modern concept. Historical explore documents that the idea of childhood emanates from the shopping mall class as members of the middle class first ripe laws to square off child labor and produced education and egis of children (Kehily 2004).The pitch of children from economic to emotional contri entirelyors of the family after the s compensateteenth carbon took put up first among middle-class boys and later became the expectation for all children, regardless of accessible class or gender (Zelizer 1985). A good lesson of this middleclass perspective is illustrated in the writing of Mayhew, a kindly commentator from the nineteenth speed of light (1861, in Kehily 2004), who writes about a disadvant bestride eightyear-old street vendor from the working class who has lost all childish ways in the Watercress Girl in London Labour and the London Poor. While Mayhew calls attention to the plig ht of workingclass children in the mid-nineteenth century, another(prenominal) seek (Steedman 1990 Gittins 1988) signifys that it is not until the early twentieth century that the childhood concept is re specialized for low-class children in the unite Kingdom. Child distress and ill health were viewed as impinge onionate problems and resulted in a shift away(p)(p) from economic to summationd emotional prize of children and altered expectations that children should be protected and enlightened (Cunningham 1991). The idea of lost or stolen childhood upholds to be prominent in pop discourseions of childhood (Kehily 20043). With this, historical approaches offer a great deal to the field of childhood studies because they result us to view the concept of childhood as malleable. The childhood concept does not have the same intend today as it did 300 years ago in a precondition conclusion, and it does not have the same inwardness from finis to tillage or hitherto cr osswise societal classes during a historical moment. Most historical research localizees on westerly forms of childhood, yet these constructs whitethorn be utilizable for intelligence certain(a) aspects of childhood in non-Western contexts, especially when equal socioeconomic factors, such as industrialization, and a shift from an agrarian to a cash prudence, whitethorn frame conditions.Ideas about how childhood is kick back by culture, policy-making economy, and earned run average conduct to be beed out today in many non-Western contexts. For example, Hollos (2002) be that a new partnership family type emerged on base the lineage- base system as a small Tanzanian community underwent a shift from subsistence agriculture with hoe cultivation to engross labor. These family types exhibited twain distinct parental perspectives on what childhood should be and how children should spend their time. league families emerging with a cash economy tend to view their childr en as a means of enjoyment and pleasure, whereas lineage-based families typically see their children as necessary for labor needs in the near destination and as investments and old-age insurance in the long term. In this way, historical perspectives have the potential to inform contemporary cultural and social shaping theories on children and childhood studies. The succeeding(prenominal) blackguard is to continue beyond Aris and the dialogue he weed to address the persistence of menses social issues that involve children such as child indigence, child labor, and disparities across childhoods general (see Cunningham 1991). preparemental Psychological Approaches to childishness Studies infects Studies of puerility (Sully 1895 2000, quoted in Woodhead 2003) notes, We immediately speak of the beginning of a sleepless and methodological investigation of child nature. By the early twentieth century, increaseal psychology became the preponderating paradigm for mulling childr en (Woodhead 2003). Developmental psychology has studied and marked the stages and transitions of Western childhood. Piagets (1926) model of studyal stages stands as the run agroundation. inside the developmental psychology framework, children are adults in training and their age is conjugate to physical and cognitive developments. Children travel a developmental highway taking them in due time to a state of cosmos adult members of the society in which they live (Kehily 2004). Children are therefore viewed as assureers with potential at a certain position or stage in a journey to child to an adult office (Verhellen 1997 Walkerdine 2004). kindly and cultural researchers have critiqued the developmental psychological approach, largely faulting its intervention of children as potential subjects who dismiss only be understood along the child-to-adult continuum (Buckingham 2000 Castenada 2002 throng and Prout 1990 1997 Jenks 2004 Lee 2001 Stainton Rogers et al. 1991). Qvortru p (1994) notes that developmental psychology frames children as human becomings rather than human organisms. Adding to this, Walkerdine (2004) suggests that eon psychology is useful in concord children, this usefulness may be entrap to Western democratic societies at a specific historical moment. Still, Lee (2001) cautions that we should not give developmental psychology a wholesale toss, noting, What could growing up mean once we have distanced ourselvesBryant-45099Part III.qxd10/18/2006743 PMPage 142142 THE SOCIOLOGY OF THE LIFE COURSEfrom the dominant frameworks account of socializing and development? (p. 54). Likewise, Kehily (2004) notes that considering differences amid sociology and developmental psychology is useful, yet it is similarly useful to consider what is partd or complementary across the cardinal. Developmental psychologists have not reached consensus on the relative splendour of physical, psychological, social, and cultural factors in shaping childrens development (Boocock and Scott 2005). Gittins (198822) urges social scientists studying children to acquire in mind the nature versus name debate. Bruner (2000) explains that both biological and social factors are grand because babies are born with start-up knowledge, which they then add and amend with purport get a lines. concur with this approach, Chomsky (1996) explains that a childs biological organization is awakened by knowledge and sharpened and enriched with interactions with other earthly extend to and objects. Walkerdine (2004) considers developmental psychology as peculiar(a) because of its deterministic trajectory and sociology as peculiar(a) because of its omission of psychological factors alongside sociological or cultural factors. Walkerdine (2004) points to several developmental psychological approaches to consider the social issue of children as subjects, namely situated schooling (Cole and Scribner 1990 Haraway 1991), acquiring knowledge finished and through and through reading or apprenticeship (Lave and Wenger 1991), actor network theory (Law and Moser 2002), and the idea of assemblages as children learn to accept a child role in society (Deleuze and Guattari 1988). These approaches allow the researcher to take on childrens internal and external encyclopedism practices and make fores. As such, developmental psychology atomic number 50 continue to contribute to childhood studies. In the mid-nineties, sociologists helped cull and identify useful concepts and light beams for childhood studies by criticizing developmental psychology. As the field of childhood studies continues to grow into a defined and accept discipline, useful tools and concepts from developmental psychology should be included. Likewise, Woodhead (2003) asserts that several concepts and tools from developmental psychology notably scaffolding, zone of proximal development, manoeuvre elaboration, cultural tools, communities of practiceare besides re levant for childhood studies (see Lave and Wenger 1991 Mercer 1995 Rogoff 1990 Wood 1988). Psychologists business organization with the individual child dirty dog complement sociological research that considers children as they interact within their surroundings. arrangeings are earnd. ladder (2004) notes that childrens literature may be unreliable for understanding childhood because childrens books typically reflect the aspirations of adults for children of a situation epoch. Hunt (2004) holds however that childrens literature stay ons a meeting place for adults and children where variant visions of childhood can be entertained and discussd. In agreement with historical research on the concept of childhood, childrens books were first produced for middle-class children and had moralisation purposes. Later, childrens books were produced for all children, filled with middleclass set to be spread to all. There is agreement and variableness on the definition of childhood whe n examining the childrens literature of dissimilar time periods and several(predicate) cultures. For example, several books of the 1950s and 1960sincluding The Borrowers, tomcats Midnight Garden, and The Wolves of Willoughby Chasedepicted adults facial expression at back spot children are looking forward (Hunt 2004). Likewise, Spufford (200218) notes that the 1960s and 1970s produced a second golden age of childrens literature that presented a coherent, agreed-on idea of childhood. Furthermore, an question of childrens literature indicates different childhoods were being offered to children in the unify States and Britain during the nineteenth century. British children were depicted as being restrained, sequence American children were described as expireaway and having boundless opportunity (Hunt 2004). In this way, culture and childrens material world blend in to offer very different outlooks on life to children. The goal of books may change, from moralizing to idealisti c, yet across epochs and cultures they teach children congenial roles, rules, and expectations. Childrens literature is a regent(postnominal) platform of interaction wherein children and adults can come together to discuss and negotiate childhood.ethnical and Social Construction Approaches to Childhood Studiesanthropological cultural studies have laid important seat for research on children, and sociologists have extended these initial boundaries to develop a social construction of childhood. Anthropological research (Opie and Opie 1969) first noted that children should be recognized as an autonomous community free of adult concerns and filled with its stimulate stories, rules, rituals, and social norms. Sociologists then have used the social construction approach, which draws on social interaction theory, to include childrens delegacy and daily activities to interpret childrens lives (see throng and Prout 1990 1997 Jenks 2004 Maybin and Woodhead 2003 Qvortrup 1993 Stainton Ro gers et al. 1991 Woodhead 1999). Childhood is viewed as a social phenomenon (Qvortrup 1994). With this perspective, message is interpreted through the arrives of children and the networks within whichChildrens Literature as an Approach to Childhood StudiesChildhood as a pick out stage of life is portrayed in childrens books, and the medium of books translates a real part of the material culture of childhood. Books may be viewed as a windowpane onto childrens lives and a useful tool for comprehending how and why childrensBryant-45099Part III.qxd10/18/2006743 PMPage 143The Sociology of Children and callowness 143they are embed (Corsaro 1988). seekers broadly speaking use ethnographic methods to murder reflexivity and include childrens voices. In this section, I will first discuss the social constructivist approach of childhood research in two battlefields, childrens lives within institutionalsettings such as day care centers and schools, and childrens worlds as they are co nstructed through material culture. Evidence suggests that unripe children actively add means and create confederate cultures within institutional settings. For example, observations of tot mates groups test preferences for sex emerge by two years of age and race can be elevated by three years of age (Thompson, Grace, and Cohen 2001 cutting edge Ausdale and Feagin 2001). Research in addition indicates that round builds on itself and across good turngroups or companion groups. Even when the composition of childrens groups changes, children develop rules and rituals that regulate the continuation of the play profound action as well as who may join an existing group. Knowledge is keep up within the ally group even when there is fluctuation. School-based studies (see Adler and Adler 1988 Corsaro 1988 Hardman 1973 LaReau 2002 Thorne 1993 Van Ausdale and Feagan) have added a great deal to our understandings of childhood. Stephens (1995) examined pictures drawn by Sami Scho ol children of Norway to learn how the 1986 Chernobyl nu micturate chance and its nuclear fallout touch on their lives.The children evince themselves through their drawings to show how the depleted environment tinted their health, diet, work, daily routines, and cultural identity. Van Ausdale and Feagan (2001) explain how racism is created among preschool childrens play patterns and speak. They find that children experiment and learn from one another how to identify with their race and learn the privileges and outwearings of their race in comparison with other races. Using participant observation of children in a primary school setting, Hardman (1973) advanced the idea that children should be studied in their own right and treated as having agency. She found that children represent one train of a societys beliefs, values, and social interactions. The childrens take aim interacts as quiet voices with other levels of societys beliefs, values, and social interactions, shaping them and being chassisd by them (Hardman 1973). Corsaro (1988) used participant observations of children at play in a nursery school setting to augment Hardmans idea of a childrens level. He observed and described children as active makers of meaning through social interaction. Likewise, Corsaro and Eder (1990) conceptualize children as observing the adult world but using elements of it to create a peculiar child culture. A few studies (see mate Power by Adler and Adler 1988 and Gender fit by Thorne 1993) show how the cultural world of children creates a stratification twist similar to that of the adult world in a way that makes sense for children. Thornes (1993) study of childrens culture is set in an elementary school setting, wherein children have circumstantial say in making the rules and grammatical construction. Still, she findschildren create meaning through playground games that use pollution rituals to reconstruct bigger social patterns of inequality as they occur t hrough gender, social class, and race (Thorne 199375). Similarly, other studies show how behaviors within peer culturessuch as racism, masculinity, or sexism (see Frosh, Phoenix, and Pattman 2002 Hey 1997 James, Jenks, and Prout 1998) and physical and emotional laugh at (Ambert 1995)are taught and negotiated within childrens peer groups. In addition, childhood can be interpreted through the material makeup of childrens worlds, generally taking the form of toys (see Lamb 2001 Reynolds 1989 Zelizer 2002). Zelizer (2002) argues that children are producers, consumers, and distributors. Lamb (2001) explains that children use Barbie dolls to share and communicate sexual knowledge within a peer group producing a secretive child culture. get to (2004) contends that the concept of child has been constructed through the securities industry. finished a social history of the childrens clothing industry, restore explains how childhood became associated with commodities. He contends that chi ldhood began to be commodified with the earthation of the first childrens clothing trade diary in 1917. By the early 1960s, the child had fit a legitimate consumer with its own needs and motivations. The consuming child has over time been set asided a separate childrens clothing department stratified by age and gender. As in Cooks thesis, others (e.g., Buckingham 2004 Jing 2000 Postman 1982) provide evidence to add certify to the idea that childrens consumption defines childhood. Jing (2000) explains how the marketing of snack foods and tight foods to children has dramatically busheled childhood in China. Likewise, television (Postman 1982) and computers (Buckingham 2004) reshape what we think of as childhood. Children are argued to have a transposed personnel relationship with adults in scathe of computers because children are more comfortable with this applied science (Tapscott 1998). In addition, access to the Internet has created a new space for peer culture that is q uite separate from adults. Through chew up rooms and e-mail, children can communicate and share information among peers without baptistery-to-face interaction. As a result, the stage on which childrens culture is created is altered.Social Structural Approaches to Childhood StudiesSocial structural approaches to childhood studies can be divided into two areas, those that distinguish childrens experience by age military position and those that distinguish childrens experience by generational status. Because age is the primary metre for defining childhood, sociologists who study children have found aging and life course theories that sharpen on generation to be useful. Thorne (1993) argues for the use of age and gender constructs in understanding childrens lives as well as consideringBryant-45099Part III.qxd10/18/2006743 PMPage revenue144 THE SOCIOLOGY OF THE LIFE COURSEchildren as social agents. Therefore, it is how children actively construct their worlds as a response to the constraints of age and gender. Passuth (1987) asserts that age is the salient factor for understanding childhood based on her study of how children 5 to 10 years old define themselves as little and big kids in a summer camp setting. Passuth found that age was more important than other stratification markers such as race, social class, and gender. Likewise, Bass (2004) finds that children are active agents but also that age should be considered first as it may structure the opportunities uncovereded to children who work in an open market in sub-Saharan Africa however, other petty(a) factors such as economic status and gender also structure the life chances of these children. Studies based on childrenin the united States suggest that age should be considered along with race, gender, and social class to explain how children negotiate power and prestige within their peer groups (Goodwin 1990 Scott 2002). For other sociologists, generation provides the most useful concept to explain the lives of children (Mayall 2000120). Other researchers (Alanen 2001 Qvortrup 2000) assert that generational relationships are more meaty than analyses emphasising on gender, social class, or ethnicity. While the concept of childhood is not popular, the dichotomy of adult and child is oecumenic and differentiated by age status. This age status patterns differential power relations wherein adults have more power than children and adults typically regulate childrens lives.Childhood is produced as a response to the power of adults over children even when children are viewed as actively shaping their childhoods (Walkerdine 2004). Adults write childrens books, create childrens toys and activities, and often speak on behalf of children (e.g., the law). In this way, the generational divide and unequalised authority between adults and children define childhood. Mayall (2002) uses the generational approach to explain how children contribute to social interaction through their position in the big social order, wherein they hold a child status. The perspective of children remains important even through the disadadvantaged power relationship they hold vis--vis adults in the big social order. It can therefore become a balancing act between considering structural factors or the agency of children in understanding childhood. The life course perspective holds that individuals of each generation will experience life in a ridiculous way because these individuals share a bad-tempered epoch, political economy, and sociocultural context. Foner (1978) explains, Each age bracket bears the stamp of the historical context through which it flows so that no two cohorts age in exactly the same way (p. 343). For example, those who entered maturity during the Depression have different work, educational, and family experiences compared with individuals who entered adulthood during the affluent 1950s. Those of each cohort face the same larger social and political milieu and the refore may develop similar attitudes. The social structural child posits that childhood may be identify structurally by societal factors that are larger than age status but help create age status in a childhood operation (Qvortrup 1994). Children can be treated by researchers as having the same standing as adult research subjects but also may be handled differently based on features of the social structure. The resulting social structural child has a set of universal traits that are related to the institutional structure of societies (Qvortrup 1993). Changes in social norms or values regarding children are tied to universal traits as well as related to the social institutions within a particular society.demographic Approaches to Childhood StudiesMuch of American sociology takes a top-down approach to the study of children and views children as being interlinked with the larger family structure. It is in this vein that family instability leading to carve up, family poverty, and fa mily employment may affect childrens experiences. For example, Hernandez (1993) examines the American family using U.S. nosecount data from the twentieth century and notes a series of revolutions in the familysuch as in decreased family coat and the emergence of the two-earner familythat in turn affected childrens public assistance and childhood experiences. Children from smaller families and higher incomes typically attain more education and take higher-paid employment. Hernandez (1993) contends that mothers increased participation in work outside the home led to a labor get revolution, which in turn initiated a child care revolution, as the proportion of preschoolers with two working parents increased from 13 part in 1940 to 50 percent in 1987.to a greater extent novel data indicate that about 70 percent of the mothers of preschoolers work outside the home (U.S. Bureau of the Census 2002). This child care revolution changes the structure of childhood for most American child ren. date diary data indicate that the occur of childrens household chores increased from 1981 to 1997 (Hofferth and Sandberg 2001). Lee, Schneider, and Waite (2003) further note that when mothers work in the united States, children do more than their fathers to make up for the household labor gap caused when mothers work. Hence, expectations for children and childhood are altered because of a larger family framework of considerations and expectations. Family life structures childrens well-being. When marriages break up, there are real consequences in foothold of transitions and loss of income that children experience. The structural effects on children of living in smaller, more diverse, and less stable families are lock in being investigated. Moore, Jekielek, and Emig (2002) assert that family structure does matter in childrens lives and that children fare wear in families headed by two biological, conjoin parents in a low- strife marriage. Some research indicates that fin ancial support from fathers after a dissociate is low (Crowell and Leaper 1994). Coontz (1997) maintains that divorce and single parenthood generally worsen preexisting financial uncertainty. These impoverished conditions may diminish childrens physical and emotionalBryant-45099Part III.qxd10/18/2006743 PMPage cxlvThe Sociology of Children and youth 145development and adversely affect school performance and social behaviors. However, this is not in all cases. Research (Cherlin et al. 1991) shows that children of separated or divorced families have usually experienced parental conflict and behavioral and educational problems before the family stony-broke up. Hernandez (1993) suggests that the parental conflict and not the divorce or separation may provide more insight into childrens disadvantages. Hetherington and Kelly (2002) found that about three-fourths of children whose parents divorced modify within six years and graded the same on behavioral and educational outcomes as children from intact families. Another study (Smart, Neale, and Wade 2001) finds positive attributes of children of divorce as children reported that they were more independent than friends who had not experienced divorce. The demographic study of children has interpreted place predominantly from the indemnity or public family vantage point with the trust that there are consequences for children. Childhoods are typically framed with a perspective that views childrens worlds as being derivative of larger social forces and structures. Very little agency is noted or measured in these studies. While the demographic approach does not offer detailed explanation deal research put forth by social constructivist childhood scholars (see James and Prout 1990), this approach provides a valuable perspective for material body and interpreting childrens lives.Socialization Approaches to Childhood StudiesResearch indicates that culture may affect both children and parents. Developmental psych ology allows us to consider how children are affected by the socialization provided by parents, and more recent research put forth by psychologists and sociologists suggests that this exchange of information may be a two-way process. LaReau (2002) puts forth a more traditional model of socialization as she details how American families of different races and classes provide different childhoods for their children. In her research, the focus is on how children and parents actively construct childhood even as they are maybe constrained by race and class. She found evidence for two types of child rearing, design cultivation among middle- and upper-middle-class children, and the emergence of natural growth among working- and lower-class children. LaReaus study describes the process that puts lower- and higher-class children on different roadstead in childhood that translate into immensely different opportunities in adulthood. Rossi and Rossi (1990) studied parent-child relationships across the life course and found that parents shape their children as well as their grandchildren through parenting styles, shared genes, social status, and belief systems. Alwin (2001) asserts that while rearing children is both a public and private matter, the daily teaching of children the rules and roles in society largely falls to parents. Furthermore, Alwin (2001) explains how American parental expectations for their children have changed over the stick out half-century, noting an increased emphasis on will power through childrens activities that help develop autonomy and self-reliance.Zinnecker (2001) notes a parallel track in Europe toward individualism and negotiation, and away from coercion in parenting styles. In contrast, Amberts (1992) The Effect of Children on Parents questions the assumptions of the socialization perspective and posits that socialization is a two-way process. Ambert argues that having children can influence ones health, income, occupational group o pportunities, values and attitudes, feelings of control, life plans, and the quality of social relations. She questions the causality of certain problematic childrens behaviors, such as clinginess among some raw children or frequent crying among untimely babies. Ambert contends that childrens behavior socializes parents in a patterned way, which agrees with the sentiment of de Winter (1997) regarding autistic children and that Skolnick (1978) regarding harsh child-rearing methods. Likewise, psychologist Harris (1998) argues that the parental nurture or socialization fails to ground the direction of actor with empirical data. She explains that parenting styles are the effect of a childs temperament and that parents socialization has little influence compared with other influences such as heredity and childrens peer groups.Harriss approach, known as group socialization theory, posits that after controlling for differences in heredity, little variance can be explained by childrens socialization in the home environment. Harris provides evidence that most children develop one behavioral system that they use at home and a different behavioral system for use elsewhere by middle childhood. Group socialization theory can then explain why immigrant children learn one verbiage in the home and another language outside the home, and their native language is the one they speak with their peers (Harris 1998). Likewise, other studies (Galinski 1999 Smart et al. 2001) find evidence that children play a substantiative role and nurture their parents. In a parallel but opposing direction, other studies suggest that having children negatively affects parents lifestyles and standards of living (Boocock 1976) and disproportionately and negatively affects womens career and income potentials (Crittenden 2001). Indeed, research indicates that socialization may affect both children and parents. While most research concentrates on the socialization of children by parents and socie tal institutions, more research should focus on the socialization of parents. In this way, children may be viewed as affecting the worlds of their parents, which in turn may affect children.Interdisciplinary Involvement and ImplicationsChildhood research benefits from the involvement of a diverse range of disciplines. On the surface these approaches bulge out to have disagreement in cost of methods and theoretical underpinnings, yet these approaches challenge more traditional disciplines such as sociology, psychology, and anthropology to consider what best interprets childrens lives. In some cases, the interaction acrossBryant-45099Part III.qxd10/18/2006743 PMPage 146146 THE SOCIOLOGY OF THE LIFE COURSEdisciplines creates new approaches, such as those of sociologists who use general socialization theory from developmental psychology. Similarly, historical research on the value of children being tied to a certain epoch with a specific level of political economy can inform the ra ting of children and their labor in poorer countries approximately the reality today. There is a need for act interdisciplinary collaboration, and thought is being tending(p) to how children and childhood studies could emerge as a recognized interdisciplinary field of inquiry. Woodhead (2003) offers three models for interdisciplinary effort for advancing the study of children and childhoods (1) a clearinghouse model, (2) a pick n fluff model, and (3) a rebranding model. The clearinghouse model (Woodhead 2003) would include all studies of children and childhood, all research questions and methodologies, and all disciplines that are interested. This clearinghouse model would view different approaches to the study of children for their complementary value and would support researchers to ask different but evenly valid questions (James et al. 1998188).The pick n mix model (Woodhead 2003) envisions that an array of child-centered approaches would be selectively included in the stud y of children. If this were to happen, the process of selection could complicate and hamper the field of childhood studies in general. Fences may be useful in terms of demarcating the path for childhood scholars but also may obstruct the vista on the other side. The rebranding model (Woodhead 2003) would involve researchers collaborating across disciplines on research involving children while informing and be housed within more traditional disciplines such as sociology, anthropology, and psychology. In this scenario, children and childhood scholars remain within sociology while also being committed to interdisciplinary involvement. This scenario has served to strengthen sociological research in general. For example, James and Prout (1990) coined the term sociological study of childhood, and later James et al. (1998) develop the concept of sociological child. More recently, Mayall (2002) has suggested the use of the term sociology of childhood to move children and childhood studies to a more primal place within sociology. In turn, this strengthens children and childhood studies across disciplines by forging a place for children in the traditional discipline. The field of interdisciplinary childhood studies has the potential to diversify its reach by creating constituencies across sr. disciplines. Additionally, childhood studies can learn from the development experience of other interdisciplinary handle such as womens studies or gerontology. Oakley (199413) asserts the shared concerns across the academic study of women and children because women and children are socially linked and represent social minority groups. In a similar vein, Bluebond-Langner (2000) notes a parallel in studious potential for childhood studies of the magnitude of womens studies, predicting that childhood studies will affect the twenty-first century in oftentimes the same way as womens studies has the twentieth century.Weighing the contributions across disciplines, it is clear tha t developmental psychology has laid the groundwork for the field of childhood studies, yet the resulting colloquy across scholars and disciplines has produced a field that is practically greater than the contributions of any one bestowdiscipline. Therefore, childhood scholars have such(prenominal) to gain through conversation and collaboration.CONSIDERING SOCIOLOGY AND CHILDHOOD STUDIESWithin sociology, scholars approach the study of children in many ways. Some sociologists take a austere social constructivist approach, while others meld this approach to a prism that considers social structures that are imposed on children. Some sociologists focus on demographic change, while others continue to focus on aspects of socialization as childhoods are constructed through forces such as consumer goods, child labor, childrens rights, and public policy. all told these scholars add to the research vitality and extensiveness of childhood studies. In addition, children and childhood stud ies research centers, degree programs, and courses began to be established in the 1990s, most of which have benefited from the contributions of sociologists and the theories and methods of sociology. Childhood studies gained riotous ground in 1992 in the United States when members of the American Sociological necktie (ASA) organize the Section on the Sociology of Children. Later, the section name was changed to the Section on the Sociology of Children and Youth to promote inclusiveness with scholars who research the lives of adolescents. In addition to including adolescents, American sociologists are also explicitly open to all methods and theories that focus on children. The schedule of the Children and Youth Section has been furthered by its members debut and continued publication of the annual account book Sociological Studies of Children since 1986. In agreement with the ASA section name addition, the volume recently increase the volume name with and Youth and became dec lare as the annual volume of ASA Children and Youth Section. The volume was initially developed and alter by Patricia and Peter Adler and later change by Nancy Mandell, David Kinney, and Katherine Brown Rosier. Outside the United States, the study of children by sociologists has gained extensive ground through the International Sociological Association Research Group 53 on Childhood, which was established in 1994. Two productive international journals, Childhood and Children and Society, promote scholarly research on children from many disciplines and approaches. In particular, British childhood researchers have brought considerable steam to the development of childhood studies through curriculum development.Specifically, childhood researchers wrote four prefatorial textbooks published by Wiley for a levelBryant-45099Part III.qxd10/18/2006743 PMPage 147The Sociology of Children and Youth 147class on childhood offered by the Open University in 2003. The books are instinct Chi ldhood by Woodhead and Montgomery (2003), Childhoods in Context by Maybin and Woodhead (2003), Childrens pagan Worlds by Kehily and Swann (2003), and Changing Childhoods by Montgomery, Burr, and Woodhead (2003). The relationship between the discipline of sociology and childhood studies appears to be symbiotic. Even as sociologists assert that the study of children is its own field, this does not preclude the development of childhood studies across disciplinary boundaries. Sociologists scram the social position or status of children and have the methods for examining how childhood is socially constructed or situated within a wedded society. Sociologists can also continue to find common ground with other childhood scholars from other disciplines to develop better methods and expand theories that explain childrens lives. Advances in the interdisciplinary field of childhood studies serves to strengthen the research of sociologists who focus their work on children. Likewise, sociolog ical challenges to the interdisciplinary field of childhood studies since the 1990s have provided useful points of critique and forward motion to the study of childrens behavior and childrens lives.CURRENT AND FUTURE RESEARCH fond POLICY AND CHILDRENS RIGHTS Current andfuture research on children falls into two main areas, social policy and childrens rights. Arguably, there is some overlap between these two large themes. Indeed, Stainton Rogers (2004) maintains that social policy is motivated by a concern for children, yet children have very little to no political or legal voice. Children do not vote or decide what is in their best interests or what childrens rights are. Social policy requires us to consider the intersection of children as dependents or not yet adults and children as having certain rights. It has previously been noted that children are citizens and should be treated as citizens but with their own concerns (James and Prout 1997), yet there is still much to be clari fied. Public policy can be used to improve the lives of children. Research has established that poverty matters in the lives of children, as measured in child well-being indicators, and public policies have been enacted to help families stick out out of poverty (Hernandez 1993). Research on the impact of increased income after a casino opened on a Cherokee reservation indicates that Native-American children who were raised out of poverty had a decreased incidence of behavior disorders (Costello et al. 2003). At other times, public policies affect children as a byproduct or consequence. One example is the 1996 Welfare tidy Law (or PRWORA), which made work authorization for able-bodied, American adults and put time limits of vanadium years and a day on receiving public assistance. Still, much is to be wise(p) as to the effect, if any, ofthis legislation on children (Bass and Mosley 2001 Casper and Bianchi 2002). In addition to income, public policy shapes the experience of family life by recognizing some forms while ignoring others. A substantial number of children will experience many family structures and environments as they bury through childhood, regardless of whether the government legitimates all these forms (Clarke 1996). Likewise, examining childrens experiences in various family forms is a useful area of current and future study. Childrens rights can be examined in terms of protecting children from an adult vantage point or in terms of providing children civil rights (or having a legal voice).The view of protecting children is a top-down approach positing that children are immature, and so legal protections should be accorded to keep children safe from harm and vitiate and offer children a basic level of developmental opportunities. In contrast, the civil rights approach asserts that children have the right to participate amply in decisions that may affect them and should be allowed the same freedoms of other citizens (Landsdown 1994 Saporiti e t al. 2005). In addition, the physique of childrens rights takes different forms in richer and poorer countries around the globe. For richer countries, granting children rights may involve allowing children civil and political voice, whereas in poorer countries, basic human rights bear out as more important. Child labor is an issue that has been examined in terms of the right of children to learn and be developed and the right of children to provide for oneself (see Bass 2004 Neiwenhuys 1994 Zelizer 1985). upcoming studies will also need to consider the relationship between childrens rights as children become study subjects. Innovative approaches are being used to include childrens voices and input in the research process (Leonard 2005), yet there is still much to be done in this area in terms of developing methodologies that allow children to participate in the research process. Indeed, incorporating children in the research process is a next logical step for childhood studies. H owever, childhood scholars are adults and therefore not on an equal footing with children (Fine and Sandstrom 1988). Furthermore, there is urge to include childrens perspectives in the research process at the same time that there is a growing concern for childrens well-being, which may be adversely affected by their participation as subjects in the research process. Future research on children should focus on the childrens issues through social policies yet also consider childrens rights in bicycle-built-for-two or as follow-up studies. It is generally the matter of course to take children or youth as a unequivocal given and then seek to clobber their problems or create policies for them. Future research should focus on practical childrens issues and use empirical research projects to increase our knowledge of the nature of childhood. The last 15 years provide evidence to support the idea that childhood researchers should continue to bridge circuit disciplines and even continen ts to find common ground.