Benefits and Losses upon moving to Canada Essay

There have always been changes upon moving to another place whether it’s within the country or outside of country to abroad. When a person, after many years adjusts in a place his/she’s mind is set and comfortable with everything around him/her. Therefore, if that person moves to another place he/she will face different advantages and disadvantages. For example, I use to live in Pakistan and moving to Canada at the age of 8. I found few advantages in Canada such as the education system, and rules and regulations for all. But, disadvantages were leaving the culture, and the society. About 10 years ago, when moved to Canada, Pakistan was and still is a very slow developing country that had a medium education system even in the high end society. The system in schools in Pakistan were not based on any kind of levels such as academic, applied, and ESL compared to what it is here in Canadian high schools. Pakistani schools’ inside environment just seemed like if you are not in school rather at some tutoring center that only had rooms but no other activities or clubs going on except the sports. But Canadian school’s inside environment makes you feel like if you are actually in school the way it is decorated, different activities are going on, and every student has a locker. In Pakistan, teachers are putting too much of the load of homework and basic work on students no matter what the age, and without caring about how it will effective the student. But, I have seen in Canada that there are rules for teachers to put a certain amount of load on students. However, nowadays Pakistan has developed a better schooling system in high end society just like the British system. As you hear on the news regarding the bribery, and many more frauds happening in Pakistan that includes the government officials but solves the issues by bribing people or using power. There is just so much of the corruption in Pakistan due to the bribery. If you commit a murder and bribe the police then, you can get away easily and the police might just blame it on some poor guy who cannot even for two times a day food. There is just not bribery problem but political religion practices and the laws made. A female cannot just wear a bikini on a public beach unless that female is rich and has power. Powerful and rich people had made their own laws and if someone interrupts then, that person is punished. Some rules and laws are for everyone but are not enforced. For example, if a person is just walking on the road to his work and if police stops you for doing nothing and gives you two option that are to give some money to them or they will put the person in jail in a false case. A poor person is getting way poorer and a rich person is getting way richer. As compared to Canada, a place where everyone can practice their religion. In Canada, a person gets justice no matter who it is, rich or poor. There are different sectors made by the government for the justice of Canadian residents, for example, if you have been mistreated or stopped to practice your freedom and right then there are sectors like Charter of Rights and Freedoms, where you can claim any injustice done to you. There is no bribery or very less bribery as one out of a hundred percent bribery in Canada, therefore, the laws are fair and equal to every individual. However, Pakistan is the best place to live when comes to culture and society as the majority of people that I am more comfortable talking with are in Pakistan. Leaving the loved once around you and all that you have grown up doing will never be forgotten. I used to wake up in the morning by hearing the â€Å"ADHAAN† the holy call for prayer form the mosque on almost a daily routine and then getting ready for school, watching all kind of different people coming to your house for chit-chatting, socially gathering on a daily basis without any appointment, and playing with friends on the roof and all other stuff you are grown up in and with will not b found anywhere else. People helping each other in every little to huge problems, for example, if police came to your house and took you for just an investigation or has put a false charges on you then, the whole society or at least the people that lives by your house will just go and help you in any circumstances no matter its day/night or matter of money. Whereas in Canada, many people don’t even know their neighbours, and if in case they do still no one comes forward to help their neighbours in any circumstances. But since I have moved to Canada, I am trying to be myself but at the same time adopt the society and culture I am living in. There are always good and bad things about moving to another place, for some its good due to certain problems and for others it’s not. In this case of mine I would consider this to be as a good change as I am living in a society with the best education and everything works in an order. Everyone feels homesickness but slowly adjusts to the place they are living in. Therefore, there are always advantages and disadvantages in carious things, for example, the education, rules and regulation in Canada is an advantage for me but, the society and culture I had to leave is a disadvantage. Now that I live in Canada, I consider it as my own country.

Critical Analysis of Efficiency Market Hypothesis Essay

In this essay, firstly, the Efficient Market Hypothesis (EMH) is given an appraisal in relation to random walk, as well as its definition, revealing theories in context of empirical evidence. A brief explanation of the 3 forms of EMH is highlighted alongside a brief description of its tests for validity. The main focus of discussion is whether or not Technical & Fundamental Analysis can determine abnormal returns by investors strategically using a set of information to formulate buying and selling decisions to beat the efficient market. (Graphs and sets of equations may be applied). Following general empirical studies, the theory of Efficient Market typically asserts that, it would be impossible to consistently outperform the market by means of technical & fundamental analysis, consequently, in the light of this assertion, technical, fundamental and other anomalies are revealed that may suggest some levels of market inefficiencies. Finally, a conclusion, subjectively underlining the relevant points expressed above, putting to perspective facts conveyed through the topic of critical discussion. Appraisal of the Efficient Market Hypothesis and Random Walk The efficient market hypothesis is a financial theory widely accepted by most academic financial economists. It was generally believed that securities markets were extremely efficient in reflecting information about individual stocks and  about the stock market as a whole. The accepted view was that when information arises, the news spreads very quickly and is incorporated into the prices of securities without delay. Thus, when the term ‘efficient market’ was introduced into the economics literature in the 1960s , it was defined as a market in which prices at any time â€Å"fully reflect† and ‘adjusts rapidly to new available information’ (Eugene F. Fama, 1970, p 383.). In the context of this hypothesis, â€Å"efficient† empirically, means that the market is capable of quickly digesting new information on the economy, an industry, or the value of an enterprise and accurately impounding it into securities prices. In such markets, participants can expect to earn no more, nor less, than a fair return for the risks undertaken, hence failing to provide abnormal returns. Random Walk, is a Theory closely associated with the efficient market hypothesis, was originally created by Louis Bachelier (1900), and developed by Kendall, in 1950s. Kendall (1953) found that stock and commodity prices follow a random walk. Random walk varies with regard to the time parameter. According to capital markets theory, the expected return from a security is primarily a function of its risk. The price of the security reflects the present value of its expected future cash flows, which incorporates many factors such as volatility, liquidity, and risk of bankruptcy. However, while prices are rationally based, changes in prices are expected to be random and unpredictable, because new information, by its very nature, is unpredictable. Therefore stock prices are said to follow a Random Walk. Versions of the Efficiency Market Hypothesis and tests Following the concept of information, as stated in the above paragraph, it is useful to distinguish among three versions of the EMH, Fama (1970) identified as: the weak, semi-strong, and strong forms of the hypothesis. These versions differ by their notions of what is meant by the term â€Å"all available information.† The tests for each form, summarized in brief, empirically shows evidence in favor of EMH: According to Fama (1970), Weak form efficiency claims that all past prices of a stock are reflected in today’s stock price. Therefore, technical analysis cannot be used to predict and beat a market. The Weak Form Tests. The test of the weak form of the EMH is generally taken to comprise of; an autocorrelation test, a runs test and  filter rule test. An autocorrelation test investigates whether security returns are related through time. On the other, a runs test, for example, measures the likelihood that a series of two variables is a random occurrence. A filter rule (or trading test) is a trading rule regarding the actions to be taken when shares rise or fall in value by x%. Filter rules should not work if markets are weak form efficient. Overall, the tests highlighted, statistically tests for independence, to establish the weak-form holds, thereby invalidating strategic rules for technical analysis, to obtain abnormal profits. Following the weak-form EMH, is the Semi-Strong form efficiency in which Fama (1970) states that security prices reflect all publicly available information. The Semi-Strong Test. Tests for the semi-strong, significantly and reveals Event Study. The first event study was undertaken by Fama, Fisher, Jensen and Roll (1969), though the first to be published was by Ball and Brown (1968). An event test analyzes the security both before and after an event, such as earnings announcements, stock splits and analyst’s recommendations. The idea behind the event test is that an investor will not be able to reap an above average return by trading, on an event including the Fundamental Analysis strategy.

Jane Austen’s Portrayal of Darcy in Pride and Prejudice Essay

Mr Darcy is, in a single word, our hero. He is everything we should hate, in fact everything Lizzy does hate, but also everything we find irresistible. He is both interesting and enigmatic and his appeal stems from the fact that to understand him you have to delve down deeper. Jane Austen’s success in portraying him well is due to her style of writing. She teases, giving only snips of information. To put together a character you must build up what you know- which usually isn’t much. What is also engaging about her portrayal of Darcy is that we initially only see him through Lizzy’s prejudiced eyes. Darcy’s negative points are focused on and it’s only really on completion of the novel that you realise he isn’t who he is thought to be. This is very clever on Jane Austen’s part as the reader is always left wanting more. We are first introduced to Darcy in Chapter Three. Mr Bingley is first introduced- he is â€Å"good looking† and has â€Å"unaffected manners†. Also he has fine sisters with a â€Å"decided air†. However all this cannot help but pale in comparison when his friend is brought to the attention of the room. He grabs attention with â€Å"his fine, tall person, handsome features, noble mien†. It is also swiftly reported that he has ten thousand a year- making him a very eligible catch for any young woman (especially any of the five Bennet girls). However, within the same praising paragraph, another side is exposed. People are disgusted with his manners, â€Å"He was discovered to be proud, to be above his company, and above being pleased†. Here Jane Austen is already doing what she does best. Darcy has overshadowed his companions but he isn’t allowed his glory as the follow up is less than pleasing. This leads us to believe that Darcy is not blessed with his friends virtues- pleasantness and joy- but is fact vain and arrogant. Jane Austen starts us down a particular way of thinking and I believe it is a deliberate attempt to deceive us. It makes Darcy’s true nature all the more surprising. Ten he is overheard to have called Lizzy â€Å"tolerable† which is a despicable crime as she is our heroine and the one we feel closest to. Another shrewd move by Austen- first impression always last. Which is ironic because Darcy later talks of how fragile his good opinion is. What we know of Darcy now will constantly affect what we later discover. In Chapter Five Darcy’s behaviour is brought up in Lizzy’s conversation with Charlotte Lucas. This is most probably the topic of conversation for every lady present at the ball and it shows that Darcy is definitely a man to be talked about.. Only once we have formed an opinion of Darcy does Austin make it known that he find something very lovely in â€Å"the beautiful expression of her dark eyes†. However he puts down his feelings because she has not the suitable means to ever be anything to him. Once more Darcy’s pride and vanity surpasses what could have been a great virtue- affection for our heroine. It is obvious he likes her- he offer’s to dance with her although he gets no pleasure out of it- but his reserve and pride means his true, sensitive nature is covered up. Also we must remember that her portrayal of Darcy would have been affected by the period. Many criticise Darcy’s detachment from open feelings and his aloofness toward Lizzy but at this time formality was required of gentlemen. It may seem now that his attitude is rude and hostile but declarations of passion were not commonplace. Men of this time had to have absolute self-control. Which makes Bingley’s behaviour all the more pleasing and Darcy’s behaviour all the more surprising. Bingley is not at all formal but generous, open and very hospitable whereas Darcy, his closest companion, is still holding back. It surprising the reader that some of Bingley’s kindness hasnà ¢â‚¬â„¢t rubbed off on Darcy. Something which gives a hint of Darcy’s true nature is his attitude toward Miss Bingley. She has the same social standing as he and is the type of woman he was brought up to marry. She is also aware of the fact that Lizzy is , bluntly speaking, of a much lower social standing than he should marry. However he is not at all drawn into nastiness by her verbal attacks on others- â€Å"He listened to her with perfect indifference†. He lacks a cruel streak but is simply honest, if somewhat lacking in subtlety. What he doesn’t lack is modesty- especially where Mr Wickham is concerned. In Chapter Eighteen the pair dance and they discuss Wickham briefly. Darcy could have told Lizzy everything, recommending himself over Wickham and earning points. However he didn’t take advantage of the situation, preferring to wait until Chapter Thirty Seven when he writes to Lizzy. His proposal could have been a very successful event had his pride not stepped in and dwelt on the i nferiority of her family. There was a sense that great passion and feeling was behind the offer but again Austen degrades him using his incredible weakness- his pride. But even that doesn’t cushion him from the wound of her rejection. We feel maybe Darcy is human after all. His letter is what clinches this suspicion. This is raw Darcy- but even this is restrained. It is also very open and could turn the whole plot around. The proud man at Netherfield, who could well prove Wickham’s account of him, has not gone totally but is much reduced. He is still vaguely proud and reserved- â€Å"I write without any intention of paining you or humbling myself†- but he has lost the requirement he felt to be discrete about Wickham. He feels comfortable enough with Lizzy to be honest. This firmly suggests that his feelings are true as we know how little he discloses to anyone. Even this letter ends with a blessing, so even after rejection he is not the ogre he appears to be. I think Jane Austen had him write the letter immediately after he is rejected to prove that he has been humbled, looking at himself with the criticism Lizzy had of him. It makes us think better of him but we still struggle, as Lizzys does, with how he usually appears- so haughty and conceited. Austen doesn’t clear him of all charges which is clever as it adds more to the story if Darcy stays a little mysterious. Towards the end we are able to get a fuller picture of Darcy. When Lizzy goes to Pemberly with her aunt and uncle she gets her first, first-hand account of Darcy she has really had. His housekeeper, with no reason to lie, talks easily of his good-nature and thoughtfulness towards others. It surprises Lizzy but she doesn’t dismiss the idea- the letter has rattled her- and the reader’s- firm opinion of his hateful character. When she meets Darcy out walking he leads on from this description by politely addressing her relatives., inviting her uncle to fish with him and of course asking, most humbly, if he may introduce his sister to Lizzy. Here he is in his own territory and has no need to put up a front so he relaxes and becomes very amiable. In the next chapter we meet his sister and we know at once that Wickham has been lying as she is shy, gentle and unassuming. I think at this point Lizzy is feeling real shame for her presumptions and maybe after seeing Pemberly and Georgiana, slight regret in her total dismissal of Darcy. He has done more than enough to clear his name. Despite this he is kinder still when he learns of Lizzy’s family’s disgrace concerning Lydia’s elopement. Darcy could have turned away- it would have probably been in his best interests if he hadn’t got involved but his love for our heroine means he will do whatever it takes to ease her suffering. And he even has the grace and modesty to let Mr Gardiner take the credit for the money he laid down for the marriage. Here Austen does nothing to make his good deed bad- this time he is without fault She is allowing us to see Darcy in his rightful form. And coupled with his active role in preventing Wickham from marrying Georgiana we see he is truly a gentleman. His second proposal is certainly the best image we have of him- and rightly so. He is warm and compassionate, acknowledging his beastly behaviour, explaining it and apologising for it. I think Austen intends us to believe Lizzy is what Darcy needed to check his pride and overcome his shyness. Which makes the coupling all the more perfect. What is so good about Jane Austen’s portrayal of Darcy is that he is exactly what Lizzy needed in a husband. He is quick and can match her wit- smiling when she gets the better of him. They fit together perfectly, complementing all the best qualities in each other. Throughout the novel Jane Austen uses the character of Darcy and develops it in all the best ways. He maintains an air of mystery throughout until the end where we are all pleased with the result. Beautifully done.

Poetry Explication Essay Example | Topics and Well Written Essays - 750 words

Poetry Explication - Essay Example This means that the other half was inside the water. In the human world, the fish is an alien organism, while in the water, the fish is at home. To the fisherwoman, the fish is unpleasant organism, and it is weak (Bishop, 1983). It is therefore a victim of humanity, and it is vulnerable to the whims of the mankind. This paper analyzes the use of symbolism in the poem. This is because the entire poem is full of symbolism, which is used to explain the relationship that exists between man and the aquatic world. The poem by Elizabeth Bishop is not organized into stanza, but it is written in a prose form. It is kind of a narration that a fisherwoman gives on her experiences when she was out fishing. This poem is not rhythmic in nature, and the words used are easy to understand. This is even though there is a lot of symbolism and stylistic devices in it (Bishop, 1983). Furthermore, the poem is very descriptive in nature. The narrator of the poem manages to describe how the fish looked like, and the emotions that she felt towards the fish. She felt pity, and this is because the â€Å"Fish† was weak and vulnerable to human activities. There are numerous stylistic devices used in this poetry, and an important one is symbolism. The description that the speaker describes the â€Å"Fish† resembles as if it is dead, rather than alive (Bishop, 1983). Furthermore, the fact that the aquatic animal is caught means that death is imminent. For instance, the narrator denotes that the stripes of the Fish brown skin looked like an ancient wall paper, and the patterns of these wall papers were lost through the ages (Bishop, 1983). Furthermore, the narrator denotes that the Fish is bespeckled, and it is covered with white sea lice. This is a symbol of death. In symbolizing death, the narrator further denotes that the Fish is covered in rags of green weed. The narrator was

Causes and Impacts of the French Revolution Research Paper

Causes and Impacts of the French Revolution - Research Paper Example However, the long period of revolution had positive impacts for the country as the citizens acquired equal rights and terminated the oppressive regimes that had continuously oppressed the rights of the public. It marked an end for unreasonable tax policies, oppression of peasants, and the decline of dictatorship. From this perspective, the French revolution was an expression of the political, financial and social crisis that had affected the country, and its results contributed to a positive transformation of France. The looming financial crisis in France was a major contributor to the events that occurred during the French revolution. By the end of 1789, France was in great debt and the country was already heading to the worst financial crisis. The country’s debts were as a result of the country’s participation in the Seven years’ war and the American Revolution war (De Tocqueville 12-19). The government of France had invested in the war and the country was already in a financial crisis at the time the war ended. Besides, the government was spendthrift and the country resources were used extravagantly. Consequently, the government was under pressure to devise ways to alleviate the crisis and fund its extravagant spending. The king was in fear that it would soon become hard to run the government if new strategies of the financial collection were no passed. When the government introduced burdensome tax policies, the Peasants were resistant and felt that the regime was becoming unbearable. The social activists mobilized the public to resist these changes. What followed was resistance to pay taxes as the peasants felt the need to fight for a fairer society which would be the government with economic balance. Therefore, an oppressive tax policy was the trigger that initiated the French revolution.

The Long Term Effects of Divorce on Children Essay

The Long Term Effects of Divorce on Children - Essay Example They converse less and as a result open up negligibly. They seldom speak out what is within them and hurting from inside. They seem to be in a constant fight with their existence and life for them becomes a problem – a problem that has got no bearing on their actions and yet they are on the receiving end. Academically, these children fall back on the track of education and are less interested at gaining the new avenues of knowledge and information. They seem unwelcoming to the new technological changes and are happy with their lives, in a desolate area with no one in company. Life for them is a slow killer but a killer for sure. With the passage of time, these children grow up to a less secure financial environment and they fall back on their expenses most of the times. They are usually dependent on one of their parents, with the one they live most of the times or in instances where both the parents have let gone on them, they are dependent on their guardians, which could be just about anyone. They are always trying to make both ends meet and in this quest cry their hearts out for having more of the finances since they seem to go broke on most of the times. As stated before, academically, divorce leaves an indelible negative impression, which means that education takes the backseat for them. They seem to focus more on the material gains and yet fail to realize the importance of gaining quality education for their own betterment – education and knowledge which will guarantee them success in different areas of life. (Sun, unknown) They do not think of making a respectable career and their attention is more or less bent on extracting short term gains rather than long term profits, which could only be had in the wake of attaining education and that too in a consistent manner. Since these children are on the receiving end, they seem to end up using substances which are illegal and morally wrong for them. They indulge in

Substainable Construction Products Essay Example | Topics and Well Written Essays - 1500 words

Substainable Construction Products - Essay Example This can also assist in the restoration and enhancement of the environment (Kats et al 2003). LEED sustainable sites has the responsibility of encouraging the observance of the standards which are the best measures via strategies like using alternative transportation, efficient design for lighting of the site, developing high density sites, managing storm water among other concerns (Clevenger 2008). Many owners have also realized that there are financial advantages of selecting and maintaining sustainable sites particularly tax incentives for developing brown fields and reducing space conditioning by selecting cool roofing material. This is the finest management approach for storm water that makes use of soil, microorganism, and plants for filtering, retaining, and infiltration of storm water runoff from those sites that are developed. Bioretention is a very critical element of low impact development tactic since it is relatively simple, less costly, efficient and aesthetically attractive. Filtrexx growing Media TM is crucial for effective installation of bioretention. This product can be used on practically every site employing a range of design skills. The advantages are that it eases installation, controls pollution, durability, control runoff and establishes vegetation (Clevenger 2008). b) JM Reflective roof: TopGard 4000 This is a multi-use product 100 percent acrylic elastomeric coat used for several substrates like asphalt to be applied on roofing. The product offers an exceptional bleed-blocking characteristic that makes it especially well-suited to coat over asphalt. It has special qualities like wet bonding, elongation and tensile force. It is used as an outstanding reflective outside layer over smooth or granulated plane roofing structures on roofs. The benefits are that it is energy saving, prolongs roof life, acrylic permanence, totally adhered fitting bleed-blocking (Kibert 2008). 3) Water Efficiency LEED implements water efficiency to decrease production of waste water and enhance drinkable water whereas enhancing the home aquifer renewing. It is utilized in two options: option one - is reducing the potable water used for construction of sewage passage by half via use of water conservation fixtures or non-potable water. Or alternatively treating half of the wastewater on the site to tertiary standards: this water can be filtrated or reused on the site (Jones 2008). a) Toto ultra-low-flow water closets These types of toilets are easily cleaned. They utilize unique technology which makes it easy to clean and thus saves water. A research was conducted on their efficiency and it was found out that they bested about 46 models. They are slightly elongated for flow that clearly cleans effectively. TOTO's G max expertise guarantees efficiency, low cost, and low noise (Clevenger 2008). b) Delta 1.8-gpm sensor faucets These faucets are very efficient, they operate in hands free activation mode and they also automatically stop running to conserve water by preventing overflow. Their taps are sensor operated for this efficiency; they are able to save up to about

The Effect on Job Satisfaction Among Urban Police Officers Dissertation

The Effect on Job Satisfaction Among Urban Police Officers - Dissertation Example This research will begin with the statement that historically, police officers work is to protect life, liberty, and property, the role of police officers comes with many challenges such as fighting, deterring and preventing crimes. In the course of fulfilling this role police officers are exposed to various work situations which require different mental and physical abilities to handle their work efficiently and effectively. According to Gibbons and Gibbons, stress is associated with how an individual appraises situations and the coping strategies utilized to address the situation. Malach-Pines and Keinan stated that police officers are exposed to various occupational stressors which impact negatively on the health and the performance of the individual police officer. According to Rollinson, stress can be defined as a reaction to an external occurrence or any physical or mental demand, while Malach-Pines and Keinan, and Waters and Ussery defined stress as an adverse reaction people may have to excessive pressure or other demands placed on them. In this context, occupational stress or workplace stress refers to stress that is experienced as a direct result of their occupation. Previous research conducted by Malach-Pines and Waters and Ussery, indicated that stress results from a negative workplace environment and interactions at work constitute a major problem for police officers. Some stress can be regarded as a positive motivator, known as eustress, but in general stress is regarded as a destructive distress and may even function as a life threatening event. Police work has been classified as one of the professions rated highest in job stress next to air traffic controllers and firefighters (Gulle, Tredoux, & Foster, 1998). By the very nature of the profession, police officers are exposed to a variety of duty-related stressors that differ significantly in quality and quantity from those experienced by the general population. Examples of such stressors include killing someone in the line of duty, having a partner killed in the line of duty, managing or addressing public concerns on a daily basis, shift work and disruption of family time/family rituals, and lack of support by the department and supervisors (Gulle et al, 1998). Police officer stressors can further be categorized into two areas: internal and external work environment. Internal work environments are those areas that are related to organizational structure, climate, and supervisory support which can be an even greater source of stress for police officers than regular calls for service such as: a stolen car, missing person, and theft reports (Cooper, Davidson, & Robinson, 1982; Violanti & Aron, 1994; Kirkcaldy, Cooper, & Ruffalo, 1995). Lack of recognition, lack of resources, lack of promotion, and excessive paperwork are among the top internal stressors faced by police officers (Waters & Ussery, 2007; Stotland & Pendleton, 1989). External work environments include areas such as: weather, health problems, physical and psychological well-being (Bartol & Bartol, 2004: Waters & Ussery, 2007). Emotional intelligence (EI) has become of widespread interest to psychological research in recent years (Mayer & Salovey, 1997). Emotional Intelligence is the ability to process emotional information as it pertains to the perception, assimilation, expression, regulation, and management of emotion (Mayer & Cobb, 2000; Mayer, Salovey, & Caruso, 2000). According to Goleman (1995), EI is referred to as emotional literacy. Mayer and Salovey (1997) posit that emotional intelligence is one of the important factors that determine success in life and psychological well-being. Individuals with EI are therefore, able to relate to others with compassion and empathy, have well-developed social skills, and use this emotional awareness to direct their acts and behaviors. According to Ciarrochi,

Issue of Children in Aboriginal Community Essay

Issue of Children in Aboriginal Community - Essay Example Aboriginal children exercise full power and liberty in all aspects of their lives, a fact that surprised many of the European colonialists who later construed that Aboriginal communities were over empowering their children and giving them unexceptional status and freedom that they did not deserve as children. European colonialist were amazed disciplinary measures used by aboriginal parents for instance, teasing and storytelling as a way of instilling discipline and moral to children. The focus and value of children between Aboriginal and European societies was entirely different because children were increasingly significant in aboriginal societies than in European societies. Children were as a source of pride, status and respect to Aboriginal people, and had freedom and power to take part in adult meetings and events. Discussion Although aboriginal children were the key source of pride for the community and the most crucial gift from God, the children and the wider aboriginal societ y have faced a drastic challenge in the modern society. Numerous statistical evidence reveal that two out of eight aboriginal children are living in absolute poverty; therefore, this calls for state and provincial administrations to implements some actions to improve the chances of living of the aboriginal children un urban regions and reserves. ... Regrettably, Canadian antiquity with regard to the Native community consideration is something people cannot appreciate. French and British cultural and racial autonomy attitudes lead to marginalization and oppression of Aboriginal culture and morals. As a community, Native people are loaded with historical attitudes and acts that lead to their reputation and cultural erosion, intimidating their values and dialects, and marginalizing their spiritual practices. It is clear that the effects of such actions interrupted, restricted and ruined the status and reputation of the children by deprivation of Aboriginal historical land, displacement of the community and certain Indian Act requirements, (Francis, 1992). I think that the impacts of these actions led to the eradication of the educational, economic, and socio-political systems if the community (Aboriginal community). Aboriginal children of Canada have experience various injustices since the invasion of European. Before the arrival o f European colonizers, Aboriginal children learned through observation and apprenticeship and were morally cultured through this learning method. However, missionaries and other colonialists did not approve the traditional methods of Aboriginal education, (Francis, 1992). Similarly, in an attempt to subdue and dominate the land and the natives, they forced Aboriginal children to participate in Western system of education that involved daily attendance of residential schools leading to substantial conflict between Western and Native educational practices. Experts agree before colonizers arrival, Aboriginal societies had their own systems of

NIVEA Case Study Example | Topics and Well Written Essays - 750 words

NIVEA - Case Study Example optimization, it is important for the company to ensure that its budget is well allocated so that it can effectively meet its objectives in meeting the objectives outlined in its marketing mix (Jaccard 2013). This includes ensuring that besides achievement of the objectives, it should have a good and reliable supply chain for delivering the products to markets at the most convenient times as needed by the customers. Having made a good household brand, it is the company’s duty to ensure that it consolidates on its management and marketing strategies to consolidate its market share in the increasingly competitive world. With proper planning, Nivea Company can manage to rely on the success of this brand by creating and implementing growth and development strategies (Nivea Visage Young 2015). One of the ways to achieve this goal will be a consistent market research, which will ensure that the company understands knows new competitors emerging in the market as well as their competitive strategies (Jaccard 2013). In this regard, Nivea Company will be better placed to develop counter approaches that will ensure that it retains its market share and competitive advantage. Another important approach that the company will have to implement includes understanding methods of employee satisfaction, which will ensure that it has a pool of highly dedicated employees, who can discharge their duties in the interest of the company (Nivea Visage Young 2015). This is because, in many instances, the success of a company does not just rely on the best and innovative strategies that it develops but rather, it is their full implementation. Having the best and productive staff is as good as having monopoly over an essential resource in the industry, thus excellent company success. As the company heads in the future, its managers have a duty to ensure that they develop growth strategies ad systems that will cement its position as the market leader in the industry. According to Jaccard

Digestive System Essay Example for Free

Digestive System Essay The digestive system is a long tube inside the rat, with the mouth as the opening at the anterior end and the anus as the opening at the posterior end. The process of digestion, the enzymatic breakdown of complex food substances into their simpler components, occurs in the lumen (cavity) of the digestive tube. The small molecules resulting from digestion are then absorbed by the cells lining the gut and transferred to all the other cells of the body via the circulatory system. Within the cells, these molecules may be burned to release energy for cellular activity, built into the structural elements of the cell, or stored for later use. The undigested material passes along the gastrointestinal tract and out of the anus as feces. The mouth is the most anterior part of the digestive system. Within the mouth, the food is ground up by chewing and mixed with saliva, which contains carbohydrate-splitting enzymes and lubricating mucus. Incisors are the four front most long, sharp teeth in the mouth of a rat. The incisors are especially designed for gnawing. If you make an incision on one side of the body from the region of the shoulder to the angle of the jaw, and continue cutting along the lower jaw you will reveal the salivary glands. There are three pairs of salivary glands. The largest lies just behind the ear and extends to the ventrolateral surface of the neck. The other glands are more ventral and extend anteriorly under the lower jaw. The saliva, as previously mentioned, contains enzymes, which begin the digestion of carbohydrates, and mucus, which moistens food and sticks it together to facilitate swallowing. The tongue plays a big role in the swallowing response. The food moves from the mouth into a chamber shared by the respiratory system called the pharynx and on into the esophagus. The esophagus can be seen under the trachea which is a tube recognized by its cartilage rings in the neck region. The other organs of the digestive system are located within the body cavities. All the organs of the body cavity, particularly those of the digestive system, are called the viscera. These organs are supported from the dorsal body wall by mesenteries. The wall of the body cavities and the organs are lined with a thin, moist membrane, the peritoneum. The liver is a large, reddish brown mass that lies immediately posterior to the diaphragm, the muscle dividing the thoracic and abdominal cavities. The liver has a great number of functions. However, its role in digestion is to produce bile, a substance that emulsifies fats breaks them into minute droplets, making them easier to digest. In humans, the bile is stored in the gall bladder before being released into the small intestine. However, the rat lacks a gall bladder. Therefore, the bile is released through a duct directly into the small intestine, where it acts. The stomach is a muscular organ. It is located on the left side of the rat’s upper abdomen. Food enters through the mouth and travels to the stomach from the esophagus. The esophagus pierces the diaphragm and is next to the trachea. It is different from the trachea because it does not have cartridge rings. It looks like a tube and moves food from the mouth to the stomach. At the top, it receives food from the pharynx and at the bottom; it discharges it into the first portion of the stomach. As food reaches the end of the esophagus, it goes into the stomach through a valve called the lower esophageal sphincter. To digest food, the stomach secretes acids and enzymes that break the food down. The stomach is lined with layers of muscle tissue called rugae. The stomach muscles contract periodically, churning food to assist digestion. The pyloric sphincter is a muscular valve that opens to allow food to pass from the stomach to the small intestine. Most of the digestion and the absorption of the products of digestion take place in the small intestine. Glands in the wall of the small intestine secrete enzymes for the breakdown of both proteins and carbohydrates. Secretions of the pancreas enter the small intestine and contain enzymes for the breakdown of fats, carbohydrates, and proteins. The pancreas is an irregular mass of brownish glandular tissue in the mesentery dorsal to the stomach. It produces a hormone, insulin, which passes directly into the circulatory system and is not involved with digestion. The cecum is a large sac where the small and large intestine meet. This sac is often confused with the large intestine. It is the point at which the small intestine becomes the large intestine. Rats and rabbits, will produce a special feces formed from the cecum product. They will then ingest these feces again, to digest it a second time. This behavior is called coprophagy. Running from the cecum, the colon ascends, crosses the abdominal cavity, and descends again. The colon connects posteriorly with the poorly differentiated rectum of the rat. The rectum connects the colon and the anus. The primary function of the large intestine is to absorb most of the water of the digestive secretions, conserving it for use within the body. Cardiovascular system The rat heart is small so that the details of its structure are difficult to observe. The heart is located inside the rib cage of the rat. The heart is a very vital organ to the rat. The Pulmonary circulations carry blood through the lungs for oxygenation and then back to the heart. The blood enters the heart where it is pumped into the lungs for oxygenation. It is then distributed around the body only to return to the heart once again to start the process over. The rat circulatory system is almost identical to humans. The right side of the heart circulates blood to the lungs. The powerful contraction of the muscles of the left ventricle drives the blood out of the heart through the aorta to the rest of the body. The effectiveness of these contractions is increased by the presence of valves that prevent the backflow of blood. These valves prevent blood from flowing back into the ventricles from the arteries. The circulatory system performs the essential duties of transporting oxygen and nutrients to metabolizing body tissue and carries off carbon dioxide and other metabolic waste that will eventually leave the body. The rat has a closed circulatory system, which means that the blood remains within a system of vessels through which it is pumped by the heart. A vessel that carries blood away from the heart to a capillary bed is an artery. A vein carries blood in the reverse direction, from the capillaries back to the heart. The aorta is the largest artery in the rat’s circulatory system. Its purpose is to carry the oxygenized blood that is being pumped out of the heart. The aorta arises from the left ventricle of the heart, forms an arch, and then goes down to the abdomen. Once in the abdomen, the aorta branches off into two smaller arteries. These arteries carry blood to all the veins and eventually back to the heart. The renal arteries stem off of the abdominal aorta. The purpose of the renal arteries is to supply the kidneys with blood. The heart pumps oxygenized blood into the aorta, which pushed the blood into the renal arteries to be taken to the kidneys. Before reaching the kidneys, the artery divides into 4 or 5 smaller branches. Because of the anatomy of the rat’s body, the right renal artery is usually longer than the left renal artery. The arteries can usually be distinguished from veins because they are stiffer and lighter in color than veins. The vena cava veins returns blood from the body to the right atrium. The Pulmonary vein enters the left atrium with blood from the lungs. ?The Internal and external jugular veins is located in the neck region. These carry blood from the head region back toward the heart. Muscular System There are three different muscle tissues: skeletal, cardiac, and smooth. They all have different organizations. Skeletal muscle tissue cells are long, cylindrical, and are striated. Cardiac muscle tissue cells are short and branched. Smooth muscle tissue is not striated, cells are short, and spindle- shaped. The biceps brachii lie on the upper arms between the shoulder and the elbow on both arms of the rat. These muscles are anterior to the shoulder and have two anchors in the shoulder region. The biceps brachii’s main function is to help the rat flex the forearm. These muscles allow the rat to walk as well as use their arms to perform any type of activity. The center of the biceps brachii is thick and wide, while the ends are thinner and narrow. The masseter muscle is the primary muscle involved in chewing. It also acts to clench the teeth and raise the jaw. The sternomastoid is responsible for turning the head to the opposite side; it also helps extend the head. Pectoralis superficialis or Pectoralis profundus adducts the forelimb, and moves the arm toward the midline of the chest. The rectus abdominis helps compress the abdomen. The spinodeltoid abducts the humerus and pulls the humerus forward. The spinodeltoid is the muscle right about the arm. The latissimus dorsi pulls the humerus backwards, and rotates the scapula backward. The large triangular muscle that lies caudal to the shoulder and arm and fans out over the back is the latissimus dorsi. The triceps are the largest muscle, which covers most of the caudal, lateral, and medial surface of the humerus. The triceps arises by three heads: a long head from the caudal, a lateral head from the proximal part of the humerus, and a small medium head (which is very difficult to see) from he proximal two-thirds of the humerus. This muscle is the primary extensor of the forearm. The brachialis arises from the proximal part of the humerus and inserts the ulna. It flexes the forelimb, and flexes the forearm at the elbow. The gluteus medius is the largest of the gluteal muscles in the rat. It is seen in the lateral surface of the ilium and from the sacrum. The bicep femoris expands to form a broad muscle that is inserted along most of the length of the tibia. A group of three trapezius muscles covers the face of the shoulder. Different parts of the complex are inserted on different parts of the shoulder, which is the cranial cleidocervicalis. The middle muscle of the shoulder is the cervical trapezius and the caudal is the thoracic trapezius, which is the upper part of the spine. These muscles help hold the shoulder in place. The deltoid complex is a triangular muscle mass lying ventra to the trapezius group. In rats, but not in humans, it consists of two parts: a spinodeltoid and cleidobrachialis.

Scientific Theories Essay Example for Free

Scientific Theories Essay One of the major preoccupations of XX’s century scientific philosophers was the development of complex scientific theory explaining how science comes to be and how it works. Since 1900-s several basic theories have been proposed to explain science. This paper aims to provide an overview of those theories especially concentrating on ideas of scientific revolution by Thomas S. Kuhn. Already David Hume in â€Å"A Treatise of Human Nature† noticed, that we can never truly prove the existence of casual laws but we can only perceive them and their consequences. And as we can not know the truth about laws, we can never know the law itself, so it is always open for reconsideration. W.V. Quine went even further by proposing, that even mathematical theorems can from time to time be revised if necessary. Thusly they have created grounds for illogical negativism, under which no statement can be recognized absolutely true. In the 1920-s Moritz Schlicks and Hans Reichenbach offered another view which they called logical positivism. Basically recognizing that no statement can be true or false a priory, logical positivists held that every piece of knowledge is based on logics of â€Å"protocol sentences† based on observable events. In order to be recognized true or false a statement is to meet a verifiability criterion. Only in this case a statement can be recognized meaningful. However, some of the positivists noticed, that even non-verifiable statements may have some cognitive value[1]. In the 1930-s Karl Popper raised criticism against positivist model and introduced a theory based on ideas of practicing scientists. Under his idea scientific progress is achieved by rejection of earlier false theories and creation of a new theory when the old one no longer fits the empiric facts. The new theory is therefore closer to truth. So physics of Aristotle has been replaced by physics of Newton and physics of Newton by the one of Einstein. Every new theory explains the world in new terms and on a new level, Progressive theory has been sharply criticized by Thomas Kuhn in his â€Å"Structure of Scientific Revolutions†, published in 1962. Under his idea, scientific progress is a set of dominant structures, which he called paradigms.   Scientific research passes through stages of â€Å"normal† development including solving of current problems and â€Å"revolutionary stage†. Revolutionary stage or paradigm shift means testing of new theories and assumptions which causes a state of crisis in the old theories, when paradigms are sufficiently unprecedented to attract an enduring group of adherents away from competing modes of scientific activity[2] For Kuhn a new paradigm is not only a new theory, but a totally new view on the world and a new way of thinking. A paradigm is not a new answer to a question, but it is revolutionary new way of putting questions themselves. Core questions of the old paradigm are rejected by a new one as those, which are no longer applicable[3]. Moreover, one paradigm can not be understood in terms of another paradigm, so changing paradigms necessarily causes a crisis. Kuhn explained this using examples from astronomy by noticing that Given a particular discrepancy, astronomers were invariably able to eliminate it by making some particular adjustment in Ptolemy’s system of compounded circles. But astronomy’s complexity was increasing far more rapidly than its accuracy and that a discrepancy corrected in one place was likely to show up in another.[4] Paradigm changes the world itself, and Kuhn offers an example of Lavoisier, who saw nature differently after discovering oxygen[5]. After scientific revolution has happened, communications are to restored between advocates of new and old theories. This is a hard and long lasting process, which often ends by physical death of the â€Å"old† scientists, because Conversions will occur a few at a time until, after the last hold-outs have died, the whole profession will again be practicing under a single, but now different, paradigm[6].   This caused claims of relativism which Kuhn himself denied in the later editions of his book. However, despite of all, Kuhn’s idea have deeply influenced the modern philosophic vocabulary. Such terms as â€Å"paradigm†, â€Å"paradigm shift†, â€Å"normal science† and â€Å"revolutionary science† are now widely applied by scientists and philosophers, especially in social science, political science and international relations theory[7]. Among the latest critics one should mention reasoning by Paul Feyerabend. He noticed, that there were many cases in the history of science, when scientists considered their theories a priory accurate long after some facts are discovered, which demonstrate the weakness of the theory. Under Feyerabend’s assumption there exist certain forms of scientific thinking, which allow scholars to recognize certain theories as scientific. So methodology of science can be pluralistic and include methods from different periods. New methods of reasoning do not substitute old ones, but they enter the scientific cannon together and mutually influence each other[8]. Works Cited Friedman, Michael, (1999) Reconsidering Logical Positivism. Cambridge, UK: Cambridge University Press Thomas S. Kuhn (1996) The Structure of Scientific Revolutions, University Of Chicago Press; 3 edition Fuller S. (2000) Thomas Kuhn: A Philosophical History for Our Times. Chicago: University of Chicago Press Bird A. (2000) Thomas Kuhn. Princeton and London: Princeton University Press and Acumen Press Paul K. Feyerabend (1999) Knowledge, Science and Relativism. Vol. 3, Cambridge [1]   Friedman, Michael, (1999) Reconsidering Logical Positivism. Cambridge, UK: Cambridge University Press, p,- 43 [2] Thomas S. Kuhn   (1996) The Structure of Scientific Revolutions, University Of Chicago Press; 3 edition, p.-10 [3] Fuller S. (2000) Thomas Kuhn: A Philosophical History for Our Times. Chicago: University of Chicago Press. p.-70 [4] Thomas S. Kuhn   (1996) ibidem, p.-65 [5] Supra note, p.- 118 [6] Supra note, p.-152 [7] Bird A. (2000) Thomas Kuhn. Princeton and London: Princeton University Press and Acumen Press. p.- 113 [8] See: Paul K. Feyerabend (1999) Knowledge, Science and Relativism. Vol. 3, Cambridge University Press

Child Abuse in Ireland: Policies and Legislation

Child Abuse in Ireland: Policies and Legislation In recent years, child abuse has been acknowledged as a growing problem in Ireland (DoHC, 1999). Since the publication of the Child Abuse Guidelines in 1987 (DoHC, 1987), a number of reforms have been introduced which aim to promote the protection and welfare of children. Healthcare professionals play an important role in child protection and care (Crisp and Lister, 2004). Community-based nurses, such as public health nurses, are frequently among the first to detect signs of child abuse and it is therefore important for them to have a full understanding both of their professional responsibilities in relation to this key role, and of relevant legislation, strategies and guidelines. In recent years, the Child Care Act 1991, Children Act 2001, Children First guidelines and the National Children’s Strategy have served to place children at the forefront of health and social care in Ireland. Legislation There is a wide variety of legislation relating to children. The United Nations Convention on the Rights of the Child (UN, 1989) was the first legally binding document to address all aspects of human rights (i.e. civil, cultural, economic, political and social) in relation to children, and recognise that individuals under the age of 18 years require additional care and protection. The Convention states that the basic human rights of all children are: the right to survival; to develop to the fullest; and to participate fully in family, cultural and social life and is underpinned by 4 principles: non-discrimination; devotion to the best interests of the child; the right to life; and respect for the views of the child. In Ireland, the main legislation relating to child care is the Child Care Act 1991, which contains provisions relating to the care, protection and welfare of children in Ireland (Government of Ireland, 1991). This Act contains 7 parts which covers the promotion of child welfare, including taking children into care, homeless children and adoption services; rules on the protection of children in emergencies and care orders; jurisdiction and procedures to ensure the welfare of the child is paramount in court proceedings; rules relating to children in care; and rules on the supervision of pre-school services and children’s residential centres. Under this Act, the Health Service Executive (HSE) has a duty to ensure the welfare of those children who are not receiving adequate care and protection through identification of children at risk, and the provision of child care and family support services. Other key legislative provisions include the Domestic Violence Act 1996; Protection for Persons Reporting Child Abuse Act 1998; The Data Protection Act 1988; the Education Act 1998; the Non-Fatal Offences Against the Person Act 1997; and the Freedom of Information Act 1997. Strategies and guidelines The Children First: National Guidelines for the Protection and Welfare of Children guidelines (DoHC, 1999a) aim to offer assistance in identifying, reporting and responding to child abuse. Importantly, these guidelines promote an understanding of the relevant contribution of the different professions in cases of child abuse; in particular, the role of public health nurses in carrying out enquiries in cases where there are child protection concerns and where they already have a close relationship with the family involved. These guidelines highlight the need for family-centred child care and protection and the formation of effective partnerships for consistent service provision, as well as serving as a framework for multidisciplinary and inter-agency working practices. Throughout, the welfare of the child is emphasised as of paramount importance. Wider areas addressed within these guidelines include underage pregnancy, peer abuse, bullying, vulnerable children, abuse outside of the hom e, allegations of abuse against employees and volunteers, and organised abuse. The Best Health for Children: Developing a Partnership with Families strategy (DoHC, 1999b) is based on a model that focuses on a holistic approach to child health promotion encompassing emotional and psychological aspects of health in addition to physical health. This strategy also acknowledges the importance of the family in this process, particularly the value of parental observations and concerns about their children. This report outlines a core programme for child health surveillance which documents the role of the public health nurse in making home visits soon after birth and throughout the child’s early development. A follow-up report published in 2005 (DoHC, 2005) has reviewed the original programme and made recommendations for greater observation of child behaviour and development and increased awareness of the determinants of child health, together with the formation of partnerships between parents and healthcare professionals to improve child health outcomes. Role of the public health nurse Public health nurses often carry out home-based parental assessment and ongoing surveillance, particularly working with high-risk families; however, in these situations, it can be difficult to build a trusting, supportive relationship if parents feel threatened, powerless, or concerned about possible action being taken against them. Marcellus proposed a framework of rational ethics to develop trusting relationships with high-risk families, based on four themes: mutual respect, engaged interaction, embodiment and creating environment (Marcellus, 2005). Current legislation, guidelines and strategies emphasise the need for improved child protection and care to ensure the welfare of all children. The public health nurse can play a key role in surveillance of high-risk families and may be among the first to detect child abuse. Competence in procedures for identification, reporting and responding to child abuse are therefore essential. The public health nurse works as part of a multidisciplinary team and should promote effective inter-agency partnerships for optimum service provision for children and their families. References Crisp, B. R. Lister, P. G. 2004, ‘Child protection and public health: nurses’ responsibilities’, Journal of Advanced Nursing, vol. 47, no. 6, pp. 656-63. Government of Ireland 1991, Child Care Act 1991. Retrieved 11th December 2008 from:  http://www.irishstatutebook.ie/1991/en/act/pub/0017/index.html Government of Ireland 2001, Children Act 2001. Retrieved 11th December 2008 from:  http://www.irishstatutebook.ie/2002/en/si/0151.html DoHC 1999a, Children First: National Guidelines for the Protection and Welfare of Children. Retrieved 11th December from:  http://www.dohc.ie/publications/children_first.html DoHC 1999b, Best Health for Children: Developing a Partnership with Families. Retrieved 11th December from:  http://www.hse.ie/eng/Publications/Children_and_Young_People/Best_Health_for_Children_Developing_a_Partnership_with_Families.pdf DoHC 2005, Best Health for Children Revisited. Retrieved 11th December from:  http://www.google.co.uk/search?hl=enq=Best+Health+for+Children+RevisitedbtnG=Searchmeta= Marcellus, L. 2005, ‘The ethics of relation: public health nurses and child protection clients’, Journal of Advanced Nursing, vol. 51, no. 4, pp. 414-20. United Nations 1989, UN Convention on the Rights of the Child: the articles. Retrieved 11th December 2008 from:http://www.unhchr.ch/html/menu3/b/k2crc.htm Maths Teaching Guide: Geometrical Constructions Maths Teaching Guide: Geometrical Constructions 12 Geometrical Constructions You know using various instruments of the geometry box-ruler, compass, protractor, divider, set square etc. construction of lines and angles. construction of perpendicular and perpendicular bisector to a line construction of angle bisectors. Construction of special angles like 15 °,30 °,45 °,60 °,75 °,90 °,105 °,120 °,135 °,150 °,175 ° You will learn construction of parallel lines using different techniques- paper folding, set square and using compass. to identify whether a triangle can be constructed with the given measurements. construction of triangles with given measurement of sides and angles. We know parallel lines are lines that never meet. Now let us learn to construct parallel lines. Construction of parallel lines using ruler and set squares To construct a parallel line to a given line from a given point Steps for construction: 1.Draw a line l and take a point O outside the line.O 2.Place any side of the set square forming the rightl angle along the line l. 3.Place the ruler along the other side of the set square forming a right angle as shown. This ruler is to be kept fixed.O l 4.Slide the set square along the ruler upwards such that point O lies along the arm of the set square. O l 5.Remove the ruler and draw a line along the setOm square. Name this line as ml m is the required line parallel to l ∠´ l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬m Om l Construction of parallel lines using ruler and compass Steps for construction: 1. Draw a line l and take a point A outside the line. A l 2. Take any point B on the line. Join A to B. A l B 3. With B as the centre and any convenient radius, draw an arc intersecting line l at P and AB at Q. A Q l BP 4. With A as the centre and the same radius draw an arc to intersect AB at R. A Q l BP 5. With the compass measure the distance between points P and Q. 6. With R as the centre and radius equal to PQ, draw an arc intersecting the previous arc at S SA Q l BP 7. Draw a line through A and S. m is the required line parallel to l passing through the point A. l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬m SAm Q l BP Remember only one line can be drawn through A which is parallel to l. Lab Activity We have already studied parallel lines and their properties. We know that when 2 parallel lines are intersected by a transversal, the alternate angles so formed are equal. The above construction has been done using the same property. When 2 parallel lines are intersected by a transversal, then the corresponding angles so formed are also equal. Using this property, construct a pair of parallel lines. To construct a parallel line to a given line at a given distance To draw a parallel line at a fixed distance from a given line follow the steps given below Draw line l. Construct a perpendicular on the given line. Take a point at the given distance on the perpendicular. Construct a parallel line at that point as in the previous construction. Example 1Draw a line l. Draw another line m parallel to l at a distance of 4 cm from it. Solution To construct a line parallel to a given line at a fixed distance from it we will follow the following steps Take a point C on the line l. Draw a perpendicular at the point C. On the perpendicular mark a point at a distance of 4 cm from C (say G). At G draw a GH perpendicular to CG. Since GH ⊠¥ CG and CG ⊠¥ l ∠´ l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬ GH GHm F DE l ACB (since the sum of the interior angles on the same side of the transversal CG is 180 °) Thus, m à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬ l at a distance of 4 cm from l. Exercise 12.1 1.Draw a line AB = 6 cm. Mark a point P anywhere outside the line AB. Draw a line CD parallel to line AB passing through the point P a.  by drawing alternate angles b.  by drawing corresponding angles. 2.  Draw a line AB. Draw a line CD perpendicular to line AB. Now on CD mark a point P at a distance of 4.5 cm from C. At the point P draw a line parallel to given line AB. 3.  Refer to the figure given alongside. Construct a line parallel to AB passingD  through the point P. Draw another line parallel to CD also through the  point P. Name the geometrical plane figure so formedP AB C 5.  Draw a line XY= 8 cm. On the line XY mark a point A, 3 cm from X. At the point A draw a perpendicular AB to the line XY. Mark a point M on AB at a distance of 4 cm from A. draw a line CD parallel to XY passing through M. 6.  Draw a line parallel to a given line at a distance of 5.5 cm from it. Construction of triangles A A triangle is a three sided closed figure. It has 6 elements -3 sides and 3 angles. For triangle ABC given alongside, sides are AB, BC, and CA and the angles are ∠ ABC, ∠ BCA and ∠ CBA However to construct a triangle uniquely, we do not need the measure of all six parts. A triangle can be drawn with a definite given size if any BC of the 3 conditions given below are fulfilled. ÂÅ   The three sides of the triangle are given SSS criterion Two sides and the included angle are given SAS criterion. One side and any two angles are given AAS criterion or ASA criterion. Use a compass to draw angles of special measures 15 °, 30 °, 45 °, 60 °, 75 °, 90 °, 105 °, 120 °, 135 ° etc). For others you can use a protractor to construct triangles with given angles. Remember: A triangle cannot be constructed if 3 angles are given since the length of sides can vary. The triangles will be of the same shape; however the length of the sides will be different. Two sides and the non – included angles are given. Before we construct triangles we should make a rough sketch showing all the given measures. Construction of triangles when 3 sides are given. A triangle can be drawn only when the sum of any two sides is greater than the third side. When three sides of a triangle are given, check whether the sum of any two sides is greater than the third side. If yes, only then the construction is possible. Example 1Which of the following can be the sides of a triangle? a.12,24, 11b.10, 5, 7 Solution a.Add the sides by taking two at a time 12 + 24 > 11 24 + 12 > 15 However 11+12 < 24, hence these measures cannot be the sides of a triangle b.Add the sides by taking two at a time 10 + 5 >7 5 + 7 >10 10 + 7 >5 Since the sum of any two sides is greater than the third side hence these measures can be the measures of a triangle. Example 2Construct a triangle ABC such that AB = 6 cm, BC = 5 cm and CA = 9 cm. Solution In triangle ABC, 9 + 6 > 5, 6 + 5 > 9, 9 + 5 > 6 ∠´ triangle ABC can be constructed. Steps of Construction Draw a rough sketch of the triangle ABC. C 9 cm5 cm A6 cmB Draw a line segment AB = 6 cm A6 cmB With A as the centre and radius = AC=9 cm draw an arc A6 cmB With B as centre and radius = BC= 5 cm draw another arc to intersect the previous arc at C A6 cmB Join A to C and B to C. Triangle ABC is the required triangle. C 9 cm 5 cm A6 cmB Example 3Construct a triangle PQR with PQ = 7 cm, QR = 6 cm and ∠ PQR = 60 °. Solution: Steps of Construction Draw a rough sketch of the triangle PQR R 6 cm 60à ¢- ¦ P7 cmQ Draw a line segment PQ of measure 7 cm. P7 cmQ Using a protractor or a compass construct an angle of 60 °Ã‚  at the point P. X 60 ° P7 cmQ With P as the centre and the radius = PR = 6 cm draw an arc to intersect XP at a point R X R 6 cm 60 ° P7 cmQ Join RQ.X Triangle PQR is the required triangle. R 6 cm 60 ° P7 cmQ To construct a triangle when two angles and the included sides are given- ASA construction Example 4Construct a triangle ABC with ∠ B = 60 °, ∠ C = 70 ° and BC = 8 cm. Draw a rough sketch of the triangle ABC A 6 cm 60 °70 ° B8 cmC Draw a line segment BC of length = 8 cm B8 cmC At B draw ∠ PBC = 60 ° using a compass P 60 ° B8 cmC At C draw ∠ QCB = 70 ° using a protractor the point off intersection of PB and QC is the vertex A. Triangle ABC is the required triangle. QP A 6 cm 60 °70 ° B8 cmC To construct a triangle when two angles and the side not included between the angles is given- AAS construction To construct a triangle when the side is not the included side in the given angles, we will first the third angle using the angle sum property and then consider the given side and the two angles that include that side to construct the triangle using ASA construction criterion. Example 5Construct a triangle PQR with ∠ P = 110 °, ∠ Q= 30 ° and QR = 6.5 cm. Solution: The given side QR is not the included side between the given angles ∠ P and ∠  Q. ∠´ let us find the third angle ∠ R, using the angle sum property We know sum of angles of a triangle = 180 °. ∠ P + ∠  Q + ∠ R = 180 ° ⇒ 110 ° + 30 ° +∠ R = 180 ° ⇒ ∠ R = 180 ° 140 ° = 40 ° Now we can use the ASA construction criterion to construct triangle PQR with ∠ Q =30 °, ∠ R = 40 ° and QR = 6.5 cm. The steps of construction will be the same as in the previous construction Rough sketch PAB P 30 ° 40 ° Q6.5 cmR 30 °40 ° Q6.5 cmR To construct a right triangle when the hypotenuse and one side are given.RHS construction This construction is only for right angled triangles when the hypotenuse and one side are given. One angle is 90 ° as it is a right triangle. Example 6Construct a right triangle XYZ right angled at X with hypotenuse YZ = 5 cm and XY = 3 cm Solution: Since it is a right triangle right angled at X ∠´ ∠ X = 90 °, YZ = 5 cm and XY = 3 Steps of construction Draw a rough sketch of the triangle XYZ Z 5 cm X3 cmY Draw a line segment XY = 3 cm. X3 cmY At X draw ∠ AXY = 90 ° using a compass A 90 ° X3 cmY With Y as the centre and radius 5 cm , draw an arc to intersect AX at Z. A Z 90 ° X3 cmY Join YZ Triangle XYZ is the required triangle. A Z 5 cm 90 ° X3 cmY Remember in a right triangle, the hypotenuse is the longest side. Exercise 12.3 1.  Given below are some measurements of sides, which of the following can be the sides of a triangle. a. 6,8,12 b. 5,9,6 c. 11,6,6 d. 80,15,60 e. 8,6,10 f. 6,6,6 2.  Which of the following measures will form a triangle? Why or why not? a.∠ A = 45 °, ∠ B = 80 °, ∠ C = 65 ° b.∠ X = 30 °, XY = 5.6 cm, XZ = 3.8 cm c.AB = 7 cm, BC = 10 cm, CA = 6 cm d.∠ B = 60 °, ∠ A = 80 °, AC = 5 cm 2.  Construct a triangle ABC with each side measuring 6 cm. Measure the three angles of the triangle so formed. 3.  Construct a right triangle PQR right angled at P with PQ = 4 cm and PR = 6 cm. 4.  Construct a triangle XYZ with ∠ X = 60 °, ∠ Y = 45 ° and XY = 7 cm. 5.  Construct a triangle PQR with PQ = 6 cm, PR = 8 cm and ∠ Q = 75 °. 6.  Construct a triangle ABC with AB = 5 cm, BC = 6 cm, ∠ B = 105 ° 7.  Construct a triangle LMN with LM = LN = 5.8 cm, MN = 4. 6. What special name is given to such a triangle? 8.  Construct a right triangle ABC with AB = 5.5 cm, BC =8.5 cm and ∠ A = 90 ° 9.  Construct a triangle PQR with ∠ P = 45 °, ∠ Q = 75 ° and PQ = 5.5 cm Construct a triangle PQR with measures of sides PQ = 4.6 cm, QR = 5.6 cm and PR = 6.5 cm. 1.Draw the angle bisectors of ∠ P and ∠ Q. let these intersect each otherR at the point O. 2. From the point O draw a perpendicular to any side of the triangle. Name the point where it meets the side as M. 3. With O as the centre and radius OM draw a circle.O Does the circle touch all the sides of the triangle? Such a circle is called an inscribed circle and the centre is known as the  incentre.PMQ Can you draw another circle larger than this which can fit into the triangle? No the inscribed circle is the largest circle that will fit inside the triangle. Math Lab Activity Objective: to make students familiar with constructions Materials required: compass, ruler, paper, pencil and colours. Method: Each student will work individually to create a drawing of his/her initials using the parallel, perpendicular, and segment bisector constructions 1.Make a sketch of your initials and identify where each construction will be used. It is necessary to use at least one Ã…   perpendicular line through a point on a line, Ã…   perpendicular line through a point not on a line, Ã…   parallel line through a point not on the line,  other constructions what you have learned can H I J K L M N Ã…   also be used. 2.Construct using a compass and a ruler. 3.Colour the alphabets and make them as creative as you can. Hint: constructions will be easy if you use the straight lined alphabets as Recollections OPQRSTU V W X Y Z A parallel line can be drawn to a given line from a given point A parallel line to a given line can be drawn at a given distance from it. A triangle has 6 elements in all- 3 sides and 3 angles. A triangle is possible only if the sum of any 2 sides is greater than the third side. Construction of triangles is possible given the following criterions when 3 sides are given. SSS when two sides and an included angle are given.SAS when two angles and the included sides are given.ASA construction when two angles and the side not included between the angles is given. AAS construction a right triangle when the hypotenuse and one side are given. RHS construction Formative assessment 1.Fill in the blanks a.The sum of angles of a triangle is . b.A triangle has elements. c.If 2 angles and the side are given, a triangle can be constructed. d.In a triangle PQR, ∠  P = 45 °, PQ = 7.5 cm and PR = 6.3 cm, then triangle PQR can be constructed using criterion. e.To construct a triangle with given sides, the sum of 2 sides should be than the third side. 2.Which of the following can be the sides of a triangle? a.4 cm, 6 cm, 5 cm.b.2 cm, 5 cm, 4 cmc.8 cm, 6 cm, 12 cm d.5 cm, 6 cm, 12 cm 3.Construct a triangle ABC with the following measurements: a.AB = 5 cm, BC = 7 cm, AC = 13 cm.b.∠ A = 45 °, ∠ B= 65 °, AB = 7 cm. 4.Draw a line parallel to a given line at a distance of 7.5 cm from it. 5.How many lines parallel to a given line can be drawn through a point outside the line? Why? Review Exercise 1.Draw a line segment AB = 6.4 cm. On AB take any point P. At P draw perpendicular PQ to AB. On PQ mark a point at 5 cm from P. Draw a line parallel to given line AB. 2.Draw a right triangle PQR right angled at Q with PQ = 7 cm , QR = 6 cm. through P draw a line parallel to QR and through R draw a line parallel to PQ intersecting each other at S. measure PS and RS. What is the name of the figure so obtained? 3.Construct an isosceles triangle ABC with AB = AC= 7.5 cm and ∠ A = 75 °. 4.Construct an equilateral triangle LMN with each side measuring 6 cm. 5.Construct a right triangle XYZ with XY = 6.5 cm, YZ =8.5 cm and ∠ X = 90 °. 6.Construct an obtuse triangle ABC with ∠ B = 135  °, AB = 7 cm, BC = 8 cm. 7.Construct a triangle PQR with ∠ P = 55 °, ∠ Q = 65 ° and PQ = 6.3 cm 8.Construct a triangle ABC with ∠ A = ∠ B =75 °, and AB = 7.4 cm. What is the special name given to such a triangle? 9.Construct a triangle XYZ with XY = 5.4 cm and ∠ X=60 °, ∠ Z = 60 °. Measure the length of YZ and XZ. What is the special name given to such a triangle? 10.Construct a triangle ABC with the ∠ B = 105 °, AB= 6.3 cm and BC = 5.6 cm.

Monet Vs. Degas: Impressionist Aesthetics Essay example -- essays rese

Although from the same artist group, these Impressionists originated from backgrounds that seemed worlds apart. Claude Monet, known as the â€Å"Master Impressionist† varied the themes in his artwork more than any other artist did. Monet’s work â€Å"Impression Sunrise†, of which the term â€Å"Impressionist† originates also gives rise to the title â€Å"Master Impressionist†. Edgar Degas started his career as an artist with nothing in common with Monet but the era in which they lived. From themes to brushstrokes and choices of colours, Monet and Degas started their relationship as Impressionist artists on opposite ends of the earth. However, towards the climax of their lives as artists, Monet aided Degas in adopting Impressionist Aesthetic qualities. Monet chose to depict exquisite landscapes from his own gardens and elsewhere, particularly in France. He uses small, elegant brush strokes and vibrant colour to match the scenes he paints. In the mid-1870’s, Monet’s influence over Degas lead Degas to lean his colour choices nearer to those of other Impressionists. In addition to this, Degas began employing pastels, which gave his works a more granular affect that more closely resembled those of other Impressionists. For numerous years in his life, after attempting to paint his the first of his famous â€Å"Haystacks† ,and, being unable to seize the right shading or colours due to the rising sun, Monet was intrigued by the affect of weather and light on his outdoor projects. On the other hand, Degas, although also concentrated mainly in France, based his works on people, nudes and ballerinas in particular. Monet never painted a nude. Monet and Degas' earlier works have notably different brush stroke styles. While Monet has tended to lean towards the short, choppy and yet delicate, Degas’ strokes blended virtuously unnoticeable. However, these seem to correspond with their earlier themes and objectives. Monet mastered the art of illustrating waves with his brush stroke style, Degas, the curve of a woman’s body or the sheer coat of a young colt. The colours chosen by either artist’s match the scenes they tend to choose to paint. Degas normally chose colours that would show deep contrast between the background and foreground. Monet chose colours the gently blended and showed vibrancy but that created a kind of stable balance in the greater part of his paintings. Degas’ brushstrokes a... ...uring his later years; he painted almost no people in his work as he physically ripened. Both these artists’ lifestyles largely affected the aesthetic principals in their works. Degas depicts incredible detail on his subjects foreground and faces in particular while leaving the backgrounds of his works slightly hazing; therefore rendering them almost unimportant to his works. An example of this would be one of Degas earlier works: â€Å"Achille De Gas in the Uniform of A Cadet† c. 1855. However, Monet varied his work much more than Degas did. The evolution of Monet’s artistic style was extreme. Although both artists are of the Impressionist Movement, Degas and Monet started on very contrary bases in their approach to their production of painting and such. However, Monet influenced Degas into adapting his art to fit it into the Impressionist stereotype. Degas’ influence over Monet was minimal to non-existent putting aside his decision to add other colours to his palette. Since Monet was the leader of the Impressionists, this can be expected. If extensively examined, Degas’ later works and Monet’s works can be comparable; if not approach or style then in paint and pastel application.

The Last of the Mohicans as a Mixture of Genres Essays -- English Lite

James Fenimore Cooper's The Last of the Mohicans as a Mixture of Genres James Fenimore Cooper's The last of the Mohicans is often seen as a simple adventure story within the historical frame of the French and Indian war. Only if we analyze the novel in a closer way, we will realize that it goes beyond this label and that its sources are many and varied, giving the work the richness of the genres on which Cooper's novel is based. These are romanticism, western, (being its author one of the forerunners of these genres in the U.S.A.), captivity narratives and epic. In works belonging to Romanticism, nature is given a great important role. In fact, the action takes place in the open air, except for the chapters of the siege of Fort William Henry, so it is the setting which predominates along the work. The close connection between the characters of romantic novels and nature is exemplified in the characters of Chingachgook, Uncas and Hawkeye, which apart from knowing the place where they live and being completely adapted to it, they consider nature as a divine entity. In his introduction of this novel in the Oxford Classics edition, John Mcwilliams agrees with this affirmation of the concluding that for Cooper it was more than the place where they move; 'it was the very condition of life, the shaper of moral values and of human behavior, for good and for ill'. In a similar way, the same happens in other important romantic American novels such as Nathaniel Hawthorne's The Scarlet Letter and Herman Melville's Moby Dick. In the former, Hester and hi s daughter Pearl live in close connection with nature as a source of moral freedom, and in the latter, the Nantucketeers consider themselves as part of the sea. The theme of nationalism, a... ... In conclusion, The Last of the Mohicans does not belong totally to a particular genre since it displays some key aspects of epic, it is one of the most important forerunners of western and inherits some aspects of characters of captivity narratives, facts which help to create an special example of romantic literature close to Herman Melville's Moby Dick, works which seem to be adventure stories but in fact they are richer than that due to both their quality and the variety of their sources. WORKS CITED Cohen, Hennig and Levernier, James eds. and comps. The Indians and their Captives. Wesport, Connetcticut: Greenwood Press Inc, 1977. 299 pp. Cooper, James Fenimore. The last of the Mohicans. 3rd ed. Oxford: Oxford's World Classics., 1998. 433 pp. LÃ ³pez Estrada, Francisco. Poema del Cid. 12th ed. Fuenlabrada, Madrid: Odres Nuevos, 1986. 164 pp. www.britannica.com

The Future of Women in Sports :: Female Athletes Sports Essays

The Future of Women in Sports As the year 2010 has arrived, the problem of the portrayal of women in sports no longer lies in their fight for equality and opportunity, but in fighting off the competition with men. It is no longer an issue of women not being taken seriously or being looked down upon if they decide to be athletes, but that men want to take part in competition with women in sports. This film thus focuses on the struggles that the male protagonist faces in trying to compete with the popularity of women's sports and his desire to take part in the world of women's sports. Women in this film are portrayed as strong characters who are highly capable of doing what they do -- being professional basketball players. Their struggles lay in their dealing with fame and all the complications that it entails. These include rumors of financial problems, affairs, and infighting among teammates. The female protagonist is a character who can "do it all." She has a family, including two young children and a husband. She was raised in a proper household, but held on to her dreams of playing basketball for a living. The beginning of the film shows her struggles as a child in fighting against stereotypes, being taken less seriously than the boys, and being discouraged from playing sports. However, as she reaches high school and beyond, the sky is the limit. Her opportunities increase as women's sports in the general society are given greater emphasis and professional leagues are established for all sports that had an equivalent male league. The women's leagues' visibili ty and popularity rise among fans who become disillusioned with all the infighting that had been occurring in the male leagues. Soon, the financially disadvantaged male leagues decide to challenge the women's leagues to compete against each other. This is where the major climax of the film occurs. The male protagonist had been involved in a financial scheme within the male basketball league which ended in the murder of a major basketball star. He ends up broke, without friends, and with no possibility of playing professional basketball, especially in light of the financial distress that the league was experiencing. He knows of the success that the women's teams had been recently having and approaches the manager of his ex-team with a plan for reviving the popularity and financial wellbeing of the male league.

Ap Us Dbq Progressive Essay

The years between 1900 and 1920 were known as the Progressive Era. During this time period, the United States experienced reforms by the people and reforms brought about by the federal government at a national level. There were many issues during this time period like child labor, the formation of trusts and monopolies, bad working conditions, and mistreatment of the working class. The efforts to reform these issues were either completely unsuccessful or successful with limitations. One of the issues that occurred during this time was the horrible working and unsanitary conditions in factories. A factory that particularly stood out was the meat packing industry. The dirty and disgusting conditions caused people to get sick and die of various diseases. Things like this caused the emergence of Muckrakers, reporters that worked to expose the true story. An example of this was Upton Sinclair and his novel â€Å"The Jungle†, that warned Americans about the horrors of the meat packing industry. This kind of exposure led to reforms, like the formations of the FDA that would check factories for sanitary conditions (Document B). Another thing that people felt needed to be reformed was child labor. Most children barely got a school education, and went straight to work in factories in order to help support their families. Because this kind of lifestyle was inevitable for many children, reformers passed laws to set a minimal age for when children can begin to work(Document C). However, laws like this were minimally successful because children would go to school until the new minimum age that they could, and then continue to drop out in order to work in factories. Another reform that was greatly focused on during this time period was the women’s rights movement. Women fought for the right and ability to get more involved in outside life and government (Document H). One of the largest successes during this time was the ratification of the 19th Amendment which gave women the right to vote. It is now very clear that the people worked to help bring about reform; however, the federal government also brought about reform at a national level during this time period. In his speech, Theodore Roosevelt brought about the reform of direct election of senators. This meant that the people would now be able to directly elect their senators in the same way that they elect their president. This was a successful reform because it stuck with the American people from 1912, when this speech was given, until now. There were some laws that were passed by the federal government that weren’t very successful when it came to reform. For example, the Clayton Antitrust Act that was against the creation of trusts and monopolies. It wanted to kill competition by declaring that things shouldn’t be different prices because that leads to competition, which ultimately leads to the destruction of small businesses and the creation of monopolies. The law made sense when it came to getting rid of monopolies, but it was unsuccessful because of its idea to kill competition (Document E). On top of that, with these new laws, the federal government couldn’t differentiate between good trusts and bad trusts, so they ended up destroying all of them (Document A). The Hammer v. Dagenhart case particularly stood out during this time period. It argued about whether the government should be able to control interstate commerce and transportation of products made by the labor of overworked children under the age of sixteen. The final ruling transcended the authority delegated to Congress over commerce by the Constitution (Document G). All in all, the period from 1900- 1920 was an era of reform and that’s why it is known as the Progressive Era. The people brought about reforms when it came to child labor, exposing the truth about factories, and women’s rights. The federal government also brought about reforms about monopolies, labor, education, and much more. However these reforms were successful with certain limitations. For example, when it came to trusts, the government killed all of them whether they were good or bad. As Herbert Croly believed, President Wilson was a smart man but he was not thinking realistically. The national government can’t just pass a few laws of reform and expect all of society’s ills to be healed. Society needs more laws with stricter enforcement in order to provide a truly successful period of reform (Document F).

Indigenous Education in Canada & Australia Essay

INDIGENOUS PEOPLE AROUND THE WORLD HAVE BEEN A MAJOR TARGET FOR DISCRIMINATION AND THIS HAS BEEN THE CASE THROUGHOUT HISTORY, HOWEVER, THE INDIGENOUS PEOPLE OF AUSTRALIA AND CANADA HAVE QUITE RECENTLY FELT THE BURDEN. IT IS EVIDENT THAT DURING THE 1990’S TO THE EARLY 2000’S, A LOWER STANDARD OF EDUCATION RECEIVED BY INDIGENOUS AUSTRALIANS HAS A CLOSE SIMILARITY WITH THE EDUCATION RECEIVED BY INDIGENOUS CANADIANS. THE NON-INDIGENOUS RESULTS FROM STUDENTS IN BOTH AUSTRALIA AND CANADA HAVE EXCEEDED THE STANDARD OF INDIGENOUS STUDENT’S RESULTS WHICH HAS TERRIBLY DISADVANTAGED THE INDIGENOUS COMMUNITIES OF AUSTRALIA AND CANADA. THE NOTICEABLE DIFFERENCE IN EDUCATION RESULTS IS DUE TO THE UNFAIR TREATMENT OF INDIGENOUS PEOPLE IN AUSTRALIA AND CANADA, FROM TEACHING DIFFERENT AND DISHONEST CURRICULUM, MISSING OUT ON VALUABLE OPPORTUNITIES, NOT BEING ABLE TO INCORPORATE THEIR NATIVE TRADITIONS AND EVEN THE HARSH AND RACIST BULLYING. THESE ARE ALL WELL-FOUNDED EXAMPLES OF THE LACK OF QUALITY EDUCATION THE INDIGENOUS PEOPLE HAVE RECEIVED. SINCE COLONISATION IN CANADA, MISSIONARIES HAD ESTABLISHED SCHOOLS FOR INDIGENOUS CHILDREN. THE CANADIAN GOVERNMENTS BELIEVED THAT BY USING ASSIMILATION, INDIGENOUS CHILDREN WOULD BECOME CIVILISED AND WOULD BRING THEM INTO COLONIAL SOCIETY. (WIKIPEDIA, 2014) THE TWO MAIN TYPES OF SCHOOLS WERE BOARDING SCHOOLS THAT WERE LOCATED ON OR NEAR THE RESERVES AND INDUSTRIAL SCHOOLS THAT WERE LOCATED IN THE CITIES AND RESPONSIBLE FOR TRAINING INDIGENOUS CHILDREN FOR MANUAL LABOUR. DESPITE THE INDIGENOUS STUDENTS LEARNING READING, WRITING, MATHS AND LABOURING SKILLS, THEY WERE ON THE OTHER HAND TAKEN AWAY FROM THEIR FAMILIES AND UNABLE TO SPEAK IN THEIR NATIVE LANGUAGE. IN SOME SCHOOLS, SERVER PUNISHMENT WAS REQUIRED IF STUDENTS SPOKE IN THEIR NATIVE LANGUAGES (AUSTRALIAN HUMAN RIGHTS COMMISSION 2010). IN COMPARISON TO THIS, WHEN AUSTRALIA EXPERIENCED IT’S ‘STOLEN GENERATION’ OF ASSIMILATING INDIGENOUS AND HALF-CAST CHILDREN INTO MODERN DAY SOCIETY, THE CHILDREN WERE NOT ONLY FORCED INTO ATTENDING REGULAR SCHOOLING, BUT THEY WERE ALSO IN SOME CASES, FORCED INTO SLAVERY. (WIKIPEDIA, 2014) IN SOME CASES, THE INDIGENOUS CHILDREN COPED WITH THE TRAUMA OF LOSING THEIR FAMILIES, AND FLOURISHED, DESPITE THE PREVAILING SENSE AND KNOWLEDGE OF THEIR LOSS OF AND SEPARATION FROM THEIR BIRTH FAMILIES, COMMUNITIES, LAND AND CULTURE. HOWEVER, FOR MANY OTHER CHILDREN, WHO WERE PLACED WITH UNSATISFACTORY FOSTER PARENTS OR IN INSTITUTIONS, AS ADULTS THEY CONTINUE TO STRUGGLE TO OVERCOME THEIR EXPERIENCES OF TRAUMA, LOSS, ISOLATION, AND OFTEN, ABUSE. (NATIONAL SORRY DAY COMMITTEE, 2014) IN THE SAME MANNER, BOTH CANADA AND AUSTRALIA WERE LARGE SUPPORTERS OF ASSIMILATION AND WANTING INDIGENOUS CHILDREN TO GROW UP LEARNING THE SAME THINGS AS NON-INDIGENOUS CHILDREN. ALTHOUGH THE HIERARCHY IN BOTH COUNTRIES WERE SIMPLY ATTEMPTING TO ‘HELP THE NATION GROW’, THEY WERE IN THE LONG RUN, MAKING IT MORE DIFFICULT FOR INDIGENOUS CITIZENS TO BECOME ACCEPTED INTO SOCIETIES. STATISTICS SHOW THAT IN CANADA, MORE THAN ONE-THIRD OF INDIGENOUS PEOPLE HAVE NOT COMPLETED HIGH SCHOOL. (AUCC. CA, 2010) THESE LOW RESULTS STEM FROM THE GOVERNMENT’S EFFORTS TO ‘HELP THE NATION GROW’ WHICH MAY HAVE BACK-FIRED AS MOST INDIGENOUS PEOPLE FELT THAT THE EFFORTS MADE WERE NOT HUMANE AND COMPLETELY RIDICULOUS. IT IS EVIDENT IN MANY WRITTEN SOURCES THAT IN BOTH COUNTRIES, ABORIGINAL CHILDREN WERE BULLIED AND ISOLATED FROM MOST OTHER NON-INDIGENOUS STUDENTS. THIS WAS A MAJOR DOWNFALL FOR THE INDIGENOUS CHILDREN AS SCHOOL WAS NOT FUN OR ENJOYABLE BY ANY MEANS AND FOR THEM, THERE WASN’T MUCH REASON TO PUT ANY EFFORT INTO SOMETHING THEY WERE FORCED INTO ATTENDING. (ANDREW SHARPE, 2009) BOTH CANADA’S AND AUSTRALIA’S STATISTICS ARE VERY SIMILAR AND CAN BE COMPARED TO EACH OTHER WITH ROUGHLY THE SAME LEVEL OF OVERALL RESULTS. ALTHOUGH, AUSTRALIA’S STATISTICS TELL THAT IN 2007, 64% OF INDIGENOUS PEOPLE AGED 18-24 YEARS HAD COMPLETED GRADE 12. (HUMAN RIGHTS, 2012) THIS SCIENTIFIC STATISTIC SHOWS HOW OVER TIME, THE ‘YOUNGER GENERATION’ OF INDIGENOUS PEOPLE ARE STARTING TO PAY MORE AND MORE INTEREST INTO THEIR EDUCATION. EVENTUALLY AS TIME PASSED BY INTO THE EARLY 2000’S, EDUCATION IN BOTH CANADA AND AUSTRALIA BECAME AN ESSENTIAL FACTOR OF EVOLVING INTO AN ‘ESTABLISHED’ ADULT. BEING EDUCATED AND/OR HAVING AN EDUCATIONAL BACKGROUND OPENED MANY WINDOWS OF OPPORTUNITIES FOR MOST, RESULTING IN MAINTAINING A WELL-PAYING JOB, MAKING IT EASIER TO ASSIMILATE INTO SOCIETY AND ALSO BEING ABLE TO MAKE CONSCIOUS DECISIONS FOR THE BETTER. THIS INCLUDES UPHOLDING A HEALTHY LIFESTYLE WHICH CAN BE DEVELOPED AND USED TO PASS ONTO OTHER FAMILY MEMBERS FOR A CLEARER FAMILY WELL-BEING. (CPRN, 2007) NOT ONLY DID EDUCATION BECOME A HUGE PART OF EVOLVING INTO A WELL- ROUNDED PERSON, IT ALSO PROVIDED SOCIETY WITH DYNAMIC EXTERNALITIES ASSOCIATED WITH ECONOMIC GROWTH; STATIC KNOWLEDGE SPILL OVERS; NON-MARKET EXTERNAL BENEFITS SUCH AS REDUCED CRIMINAL ACTIVITY; AND SOCIAL BENEFITS ASSOCIATED WITH TAXATION. (RIDDELL, 2006) UNLIKE CANADA, AUSTRALIA HAS MADE MANY EFFORTS TO TRY AND MAKE UP FOR ALL OF THE SUFFERING THE GOVERNMENTS CAUSED DURING THE ASSIMILATION PROCESS. ONE OF THE MOST SIGNIFICANT FIRST steps to remission was made in 1990, when the establishment of the Council for Aboriginal Reconciliation was made by law of the federal Parliament. Another significant moment for reconciliation was when the human rights and equal opportunity commission presented ‘Bringing Them Home’ – the Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their families presented to Federal Parliament in 1997. (Australian Human Rights Commission, 2010). Through all of the memorial dates and events for reconciliation, Australia’s ‘National Sorry Day’, held annually on the 26th of May is an event that is close to many people’s hearts, and will continue to be a very momentous day. Despite the many attempts at reconciliation in Australia, assimilating Indigenous children into a modern day society with education will unfortunately always be remembered by the Indigenous community for decades to come. Although, because education can give you so many useful life-long skills, it is positive that more and more Indigenous people are attempting to become involved, especially after a past of such negativity.

Population: 485; Culture Essay

Michael Perry introduces several themes throughout Population: 485. Love, pain and acceptance are all touched upon in his memoir, but one that seems to stick out and is brought up again and again is death. As a volunteer firefighter, most of the connections he makes with the people of his community are caused by responding to emergency accident and fire calls- many of which result in death. In our culture, and every culture, death is an inevitable fact of life. We all, at some point in our lives, are going to encounter the death of someone close to us. Whether it will be a family member, friend or ourselves, young or old, it is going to happen and we will have to face it. Death affects everyone differently and the way we cope with loss varies with every person and with every culture. When the majority of us think of death, we see someone old and sick, frail and weak. While mourning the loss of a loved one is never easy, regardless of age or cause of death, losing a young friend or family member is an even more challenging reality to face. It is often the unexpected losses that don’t make sense. We ask ourselves â€Å"Why? † â€Å"Why did this happen? and try to bring meaning to the tragedy. â€Å"Surely we can’t die just because we hit a patch of pebbles on a curve. Surely there is preordination in the pea gravel. We are creatures of myth, hungry for metaphor and allegory, but most of all, hungry for sense. † (p. 132). This is one of the ways our culture copes with death. We refuse to believe that a you ng person could die so quickly and meaninglessly and we are swift to find a reason behind it all. In reality though, there is no answer. Seven years ago a close friend of mine died due to injuries caused by a motorcycle accident. He was twenty years old. It was a painful experience that left me questioning my faith and asking why such a good person was taken away at such a young age. I did try to find reasoning behind it, but never really came up with an answer. I cried for weeks, for hours at a time. I couldn’t stop thinking about how real this was, how I was never going to see his face or hear his voice again. So many things in life he didn’t get a chance to experience. I longed to go back in time to find a way to prevent his final outcome, but I soon realized there was nothing I could do. His death brought many people close together. We had huge gatherings, for a couple months after he passed, with all of his friends and family. We told stories and talked about our greatest memories we had with our friend, laughed and cried together. We supported each other, shared our feelings and listened to one another. It was our way to cope with our loss. We soon realized that the world doesn’t stop for people to grieve, so after a while, the parties died down and we all got back to our normal routines. Life forces you to get it together and to move on and time heals all wounds. I now hold my friend as a memory and know that I will see him again someday. We often see this in our culture. People come together to help each other through hard times. Emotional support and counseling are other ways people in our culture cope with death. This memory has been triggered by the story Michael Perry tells of Tracy Rimes. Tracy was killed in a motor vehicle accident while taking a corner too fast or too wide. She was just a teenager, not even graduated from high school. Parts of her story are brought up again and again by the author throughout the book. I think this incident got to him and he had a hard time coping with this one. Maybe it was because she was so young with a lot of life ahead of her. Maybe it marks a milestone or turning point for him. â€Å"Today we had tragedy, but it was our tragedy, and we dealt with it not only as public citizens, but also as friends and neighbors†¦ To feel at home is a rare, precious thing, and I began to feel at home that day. † (p. 16). It was the day he made his connection and found his place. Maybe he relates aspects of the incident to his own life. In chapter one there is a paragraph where he is talking about the accident and he describes how the girl was â€Å"pinned in silence† after the violent squalling, glass exploding, rubber tearing, steel tumbling and then just stillness. As if peace is the only answer to destruction†¦ The girl is terribly, terribly alone in a beautiful, beautiful world. † (p. 4). He describes the land and nature so much in the book with such life and love, and also comes off as kind of an outsider always looking in, trying to find a place to belong. Does he too feel terribly, terr ibly alone in a beautiful, beautiful world? I think this is another way to cope with death. Find a positive outcome from a tragedy. Death can make a person stronger. It can make someone open there eyes to life and not take it for granted. It can make someone open their doors a little wider to friends and family and let people in. Michael shares a lot of stories throughout his book that involve the unexpected deaths he has encountered. In fact, he has seen a dead person so many times he says, â€Å"I can look at you and know exactly what you would look like dead. † (p. 128). I can relate to this in a way. While I have never imagined what the person sitting next to me will look like when they’re dead, I have also seen many a corpse. It comes as part of the package when you choose a career in healthcare. I have worked as a respiratory therapist for four years now in a hospital. We respond to all the codes and traumas that come in and are basically responsible for a person’s airway. We also manage the ventilators and occasionally have to â€Å"pull the tube† when it has been determined that the ventilator is just prolonging the dying process, if that is what the family wishes. At first, it was hard for me to deal with the situations. I would go home still thinking about that pale, lifeless body. I couldn’t get the voices out of my head of the family screaming the patients name and crying and praying. It all got to me. I cried the first few times, but then I quickly learned that you have to somehow detach yourself from the emotional aspect of the situation, sort of take your mind somewhere else for a minute than get back to reality, like the author seems to do in his writing. Now, after seeing so many, a dead body doesn’t even phase me. It’s no big deal anymore to respond to a code, perform CPR, suction nasty stuff from an endotracheal tube that’s deep in the throat of a patient covered in blood and bowel†¦ and then go eat lunch. Sounds gross, but it’s our job. You just learn to block certain things out. I think Michael uses his ability and love for writing as a way to cope with death. He seems like sort of a loner, maybe he doesn’t feel comfortable talking with someone about what he’s thinking or feeling, so he writes stories and anecdotes about them. The way he starts a story of one his calls, than jumps to a completely different subject, and then later returns to finish the story maybe is a reflection of another way he handles death. It’s like he takes a break for a minute and shifts his thoughts somewhere else, so that he can return to the facts of the story, and not be interrupted by emotions. I think writing or keeping a journal with our own stories, thoughts and emotions is another way our culture copes with death too. I think death is an aspect of our culture that we don’t much like to talk about, or think about. We know that we are all going to someday die, and that everyone we know will too someday pass, but it is much more comfortable to take for granted tomorrow. Death is something that could potentially happen to anyone, at any given moment and I think it is our avoidance of death that creates such grief when the death of a loved one comes unexpectedly. For me, it’s the unknown part of the afterlife that scares me. That and the thought of not being with my children. In the book, Michael Perry shares his own feelings of dying. He brings the reader to the woods, where he feels that sleeping in the presence of the trees and in the dirt joins him with the earth and gives him a sense of what it is to be holy. â€Å"I have come to think of my sleeps in the forest as a rehearsal for burial†¦Ã¢â‚¬  (p. 140). He gives the impression that he is prepared for death and that we should ponder upon the fact that it is coming. Not how or where or why, just the simple truth that we will be gone someday and it may seem less discomforting if we just accept the fact and â€Å"give it a nod now and then. † (p. 140). Death can get to be a very sensitive subject in our world today. It means so many diverse things to different people and cultures and is handled in your own way by each individual. For the most part, I think coping with the loss of a loved one comes down to a person’s individual beliefs, traditions, and culture. It is a personal choice whether or not to prepare for and accept death. Michael Perry brings the subject to your attention several times throughout the book, almost forcing you to think about death. â€Å"Be grateful for death, the one great certainty in an uncertain world. Be thankful for the spirit smoke that lingers for every candle gone out. † (p. 142). We don’t know when or why or how, but death is coming. To you, to me, to everyone someday. It’s a scary thought, but I hope I can build an acceptance to the inevitable fact of life and be at peace with death when it knocks on my door, before it’s too late.