How the Cerebral Cortex Subserves Psychological Functions Is Well Understood Essay Example

How the Cerebral Cortex Subserves Psychological Functions Is Well Understood Essay Example How the Cerebral Cortex Subserves Psychological Functions Is Well Understood Essay How the Cerebral Cortex Subserves Psychological Functions Is Well Understood Essay Martin G. N. , Buskist W. (2004). Psychology. 2nd ed. Great Britain: Pearson Education. Fuster, J. M (1997b). The Prefrontal Cortex –Anatomy Physiology and Neuropsychology of the Frontal Lobe: Philadelphia: Lippicott-Raven. Fuster, J. M (2002). Frontal lobe and cognitive development: Journal of Neurocytology 31, 373-385. Godefroy. O, Rousseaux, M. (1997). Novel decision making in patients with prefrontal or posterior brain damage. Neurology 49: 695 – 701. Harlow, J. M (1868). â€Å"Recovery after severe injury to the head†: Publications of the Massachusetts Medical Society 2: 327- 347. Kolb, B. and Wishaw, I. (1990). Fundamentals of Human Neuropsychology. W. H. Freeman Co, New York. Levin et al. (1987). Magnetic resonance imaging and computerized tomography in relation to the neurobehavioral sequelae of mild and moderate head injuries. Journal of Neurosurgery, 66, 706-713. Luria, A. R (1966). Higher cortical functions in Man: New York. Basic Books. Meyers, C. A, Berman, S. A, Scheibel, R. S, and Hayman, A. (1992). Case Report: Acquired Antisocial Personality Disorder Associated with Unilateral Left Orbital Frontal Lobe Damage: Journal of Psychiatry and Neuroscience 17 (3): 121- 125. Parkins, A. J. (1996). Explorations in Cognitive Neuropsychology. United Kingdom. Blackwell Publishers Ltd. Saver, J. L. and Damasio, A. R. (1991). Preserved access and processing of social knowledge in patient with acquired sociopathy due to ventromedial damage. Neuropsychologia 29, 1241 – 1249.

An Effective Teacher Evaluation Includes Questions

An Effective Teacher Evaluation Includes Questions The most effective method for evaluating a teacher effectively is dual, mutual involvement and ongoing collaboration in the evaluation process.  The teacher, being guided by the evaluator, is consulted and involved throughout the evaluation process. When this happens, the evaluation becomes a tool to springboard true growth and ongoing improvement.  Teachers and administrators find authentic value in this type of evaluation process. The biggest drawback is that it is a time-consuming process, but ultimately it proves worth the extra time for many teachers. Many teachers feel like there is often a disconnect in the process because they are not involved enough. A first step in actively involving teachers in the process is to have them answer questions about the teacher evaluation. Doing so before and after the evaluation gets them thinking about the process that naturally makes them more involved. This process also gives both sides some critical talking points when they meet face-to-face as some evaluation systems require the teacher and evaluator to meet before the evaluation takes place and after the completion of the evaluation. Administrators can utilize a short questionnaire designed to get the teacher thinking about their evaluation. The questionnaire can be completed in two parts.  The first part gives the evaluator some prior knowledge before they conduct the evaluation and helps the teacher in the planning process. The second part is reflective in nature for both the administrator and teacher. It serves as a catalyst for growth, improvement, and future planning. The following is an example of some questions you can ask to improve the teacher evaluation process. Pre-Evaluation Questions What steps did you take to prepare for this lesson?Briefly describe the students in this class, including those with special needs.What are your goals for the lesson? What do you want the student to learn?How do you plan to engage students in the content? What will you do? What will the students do?What instructional materials or other resources, if any, will you use?How do you plan to assess student achievement of the goals?How will you close or wrap up the lesson?How do you communicate with the families of your students? How often do you do this?  What types of things do you discuss with them?Discuss your plan for handling student behavior issues should they arise during the lesson.Are there any areas you would like for me to look for (i.e. calling on boys vs. girls) during the evaluation?Explain two areas that you believe are strengths going into this evaluation.Explain two areas that you believe are weaknesses going into this evaluation. Post-Evaluation Questions Did everything go according to plan during the lesson? If so, why do you think it went so smooth. If not, how did you adapt your lesson to handle the surprises?Did you get the learning outcomes you expected from the lesson? Explain.If you could change anything, what would you have done differently?Could you have done anything differently to boost student engagement throughout the lesson?Give me three key takeaways from conducting this lesson. Do these takeaways impact your approach moving forward?What opportunities did you give your students to extend their learning beyond the classroom with this particular lesson?Based on your daily interactions with your students, how do you think they perceive you?How did you assess student learning as you went through the lesson? What did this tell you? Is there anything that you need to spend some additional time on based on the feedback received from these assessments?What goals are you working towards for yourself and your students as you prog ress throughout the school year? How will you utilize what you taught today to make connections with previously taught content as well as future content?After I finished my evaluation and left the classroom, what immediately happened next?Do you feel that this process has made you a better teacher? Explain.

Voting Research Paper Example | Topics and Well Written Essays - 500 words

Voting - Research Paper Example Currently, voting instruction seems to be developed largely by election. Administrators, sometimes in collaboration with election system vendors, sometimes in collaboration with other interested parties. Rarely, and possibly, never, are proposed voting instruction subjected to any type of experimental or field testing before their implementations†. (Voting Instructions) In Europe and USA side Direct Recording Electronic voting machines are use. The DRE’s processes are not all the same everywhere. Each has its own style, and that style has significances for where instructions are needed or not needed. Sometimes, the instructions are inconsistent, don’t consider voters likely mistakes, don’t cover important situations, use words which voters may not know and put the action before the context. While writing the instruction of voting we should always think about the possible ways in which people will misread the instruction from their other experiences. Consider US, its order to register vote for all states. An applicant must be a U.S. citizen, a legal resident of state, and 18 years old on before Election Day. A person who declared mentally incomplete or a person who is serving time in prison does not allow permission to vote. In developed countries, voting registration is the responsibility of the government; either local or nati onal, some form of compulsory voting is required as a part of each citizen’s civil duty. In other countries, if people are eligible to vote must opt in to be allowed to participate in vote, as a rule by filling out a specific form registering them to vote. (Voter Registration Information) Voting is important because its provide an authoritative way to voice our opinions regarding elected leaders and overall policies, voting helps us to decide our own future by electing a person who might muse our own views. If the right to vote no longer existed, the country would no longer survive as

Materials Essay Example | Topics and Well Written Essays - 250 words - 1

Materials - Essay Example The main differences occur in the mixtures that were made and used in the construction of the structures. For structure A, a water concrete ratio of o.4 has been applied while for structure B, water concrete ratio of 0.45 is applied. Structure B applied a higher ratio of water to cement than structure A. This indicates that structure B will be stronger that structure A. In structure B 8% of silica fume is applied. Silica fume enhances strength and durability to the concrete (Yudelson, Jerry). The concrete used for structure B is, therefore highly durable. For structure A, 30% fly ash was mixed with the cement. This may not add as much durability as compared to the addition of silica fume. For structure A epoxy coated rebar is used at 5% volume for reinforcement while structure B applies black steel rebar at 4%. For reinforcement, we can therefore say that structure A is better than structure B. structure A has used 15.5 liters of inhibitor free while structure B has used 10 liters. T his indicates that structure A is more protected from corrosion effects than structure B. According to the results provided, the cost of both structures will be increasing as time goes on but the rate of increase for structure A will be a bit higher than that of structure B. the results indicate that the location of structure A is more stable than that of structure

Methods of Ordering Essay Example for Free

Methods of Ordering Essay When using the fryer you must be careful because the oil is hot and it may spit. There must always be a sticker above the fryer at average height for a human that reads Warning, danger Hot this sticker is replaced every 6-7 months depending on how clean and clear the writing is. What is it? This is called a flat top grill. Its like a large version of a grill. It has heaters underneath the silver plate which heat up the plate, so that bacon and eggs can be cooked on it, the spatula in the bottom left hand corner of the picture helps the chef to get the food of the plate. How do you clean it? When cleaning it you have to use a special cleaning product called D12, this is special because it helps to get the fat and grease of the plate and also if some of the chemicals get underneath the plate it wont ruin the heater. You must wait at least 12 hours until you can use the grill again, this is just in case there is still cleaning fluid on the plate which could be transferred on the food. Is it serviced? Again its the same as the pot wash and the fryer. Its checked every 6-12 months, however if this brakes down then its not as critical as the others the chefs can cook it in a frying pan. It may be less healthy than using the silver plate, but this is simplest way if its broke. Health and Safety? If you are using this then you must beware the silver plate gets hot. Its the same as fryer there is a warning sticker which says Hot Beware. You must remember when putting food on to the plate that you dont over stack it otherwise the it smokes a lot and the plate automatically turns the heat up which mean it can overload the plate with too much food. What is it? This piece of equipment is called a pot wash. All your have to do it rinse the dirty dished and plates stack them in a blue create, then lift up the sliver handle and slide in the crate once this is done pull the handle back down and the pot wash will wash it depending on the setting that you set it on. How do you clean it? Cleaning this piece of equipment can take up to 48 hours depending on how many times you use it a week. Firstly you have to take out the wash blade and take them apart, by unscrewing the screw in the middle, and place them in a bowl of hot soapy water for 12-24 hours. The valves and drain link need to be unattached and socked in anti bacterial liquid for 24 hours. Finally there are blue crates which are mainly self cleaned my water and liquid soap. Is it serviced? The pot wash needs to be serviced every 6 12 months if there is anything wrong with the pot wash it need to be repaired quickly as if its broke it can not be used until fixed meaning that service of the food may slow down as all dishes have to be hand cleaned. Health and Safety? If you are using a pot wash you must remember to stack all cutlery and dishes upside down and in a neat way. Dishes cant be stacked on top of each other as the blades may get jammed. If you are cleaning the cutlery then you need to do it all at once with no other dishes or bowls. The childrens menu is colourful and bright to interest the young children. The layout of the menu is appealing to the correct age range. The food is well priced on the childrens menu. The puddings on the childrens menu are well sized, also their choose is very child friendly. The inside of the childrens menu is coulorful and has pictures of some of the food. The vegtable chance is very useful to the children as it has picture of the vegatables in the right hand cornor. However some of the portion sizes are quite big for a child, I also noticed that there was mainly chips with every meal and not just in the childrens menu. As well on the childrens menu there is starters and I think that children under the age of 12 dont need starters, because the starters size would fill them up. Finally, as an overall view of the childrens menu I think that the food has a good balance of healthy foods, It has a colourful and funky look as an overall menu. The main menu is more sacfistercated for the older customers such as teenagers, adults and OAPs. The front of the menu has a picture of an appetizing picture of a plate of steak and chips. Below this there are 4 smaller boxes which have different offers such as: Golden Greats, Curry club, Sunday roast and homemade specials. On the back of the menu there is puddings menu and this consists of individual puddings, hot and cold, also there are sweet sharers which are large puddings which you can share they also do a selection of hot drinks. Finally on the back they have bigger boxes explaining the offers in more detail. The inside of the menu is set up well because each section has its own box. They have mega meals which are extra large meals which just have more on than your average meal. They have salads and sides which your can be ordered as an extra. Storage space: At the three crowns and sugar loaf they have two different sections for storing food a wet cupboard and a dry cupboard. The dry area is for crisps, nuts, food in packets that you find on a bar and they do keep some for the dry kitchen food. The wet area is for the drinks, such as fruit shots, alcohol, cans of pop, J20s and water. They have got other storage places they have two fridges and a freezer, one fridge is a walk in fridge where you can get your food, and the other fridge is a normal fridge which only holds cooked or uncooked meat there are two separate compartments for the meats that are cooked and uncooked. The freezer is outside and is for frozen meat and other frozen goods. Methods of Ordering: The manager will order all the stock they need on the Tuesday online and it will be delivered on the Thursday, Its all done on the internet to make it easier and less paper work, also it is quicker. Ordering on the internet is a bit like online shopping you login with the certain user name and password, then you get to pick what foods you need and how much off it. The company that the pub uses are Churchill china, Marstons, Blakemore and PH Snacks direct. At the 3 crown and sugar loaf they have to follow certain safety procedures and regulations. They have to have clear posters of accident and emergency procedures; they have to have fire drills and large posters telling people where the fire exits are. Also above the fire exits they have to have a green light in case the electric goes out and the customers can still find the exits. In the kitchen they have to have fire extinguishers and fire blankets these have to been placed in an easy to access place. The pot wash has a area which is for dirty dishes and place, no one is allowed to bring glasses in to the kitchen they have to be taken to the bar and they are put in a separate dishwasher, this is to insure that people dont cut themselves and also glass has to be put on to a different wash because otherwise it will crack the glass. The posters have to be clean and be read able, the warning signs need to be replaced every six months to insure that they dont fall off the wall or they dont get dirty. All the knifes are covered in a well fitting plastic cover and placed in a container. Knifes have a separate wash because they could get jammed in the machinery, also no one is allowed to hand wash them because you may cut your self, and if the knifes were hand washed they would have to be done in D12 formula which could mean painful if you cut yourself and hand your hand in D12 solution. The chopping boards are in 3 different cupboards red, white, green. They are in different cupboards to stop cross contamination, from the meat and the vegetables. The pub have special cleaning products which are stronger than household cleaner, They will clean the surface and get rid of nay bacteria or bugs. The cleaning products are stored by the door in the kitchen, They have signs that warn people that they are toxin and dangerous. First aid is a high priority in a kitchen because if someone is cooking then there is a high risk off being injuries mostly minor injuries, however there has been some cases where people have seriously burnt there arm therefore everyone in the kitchen should know at least basic first aid. Monday 8th June 2009 Today, I used the pot washer, which was a hose which was over a large sink. Then you have to stack the plates and dishes in a crate, and push it into a large grey box, and push the lid down and press the go button and it cleans the dishes on a certain setting. I also learnt how to lay the tables, and that each customer must have a napkin, knife and folk and that each table must have a bottle of salt, pepper and vinegar. If the customer has ordered a steak then they have a steak knife. In the kitchen there were several metal rail which were next to a machine which transferred the orders from the bar to the kitchen. I had to take the ticket from the machine and slot it in to the metal rail. Tuesday 9th June 2009 Today the head chef, Helen let me chop the tomatoes and lemons in to sixes. Then Scott showed me how to cut the lettuces. Then I helped to waitress for a while and then Denise asked me to start on the puddings, There are several different puddings and each one has custard or ice cream, each pudding has its individual time in the microwave. Finally the stock was meant to have arrived to day however it failed to turned up because of the internet connection failure. Wednesday 10th June 2009 Today I laid the tables with the menus and cleaned down the tables. Later on I had to chop two crates of tomatoes in to slices, wedges and halves. I then chopped pepper, lemons, cucumber and a bucket full of lettuce. For the rest of the day I was on the mains station which is where they prepare all the mains and starters. I also helped waitress with Scott. Thursday 11th June 2009 Today I was on mains again and starters, I was allowed to help make the sandwiches but only for a while because the sandwich station is in the middle of the kitchen and I wasnt quicker enough for the orders coming in. Later on I went into the main seating area and collected the empty glasses and wiped down the table, I also laid the tables in the morning. Friday 12th June 2009 Today I went on to the Puddings station, I had to work quickly because the orders fro pudding were quick and a lot of people were sat outside in the sun and wanted ice cream. I put the menus out again in the morning and was on the pot was for half of hour because today was very busy and the dirty plates and dishes were getting stacked up. Name: Helen Green Do you enjoy working her? Why? Yes, I do enjoy working her it is fun and the other members of the team are all very friendly. I enjoy working here because the hours are good and I enjoy the adrenaline cooking give me. Is it safe? Yes, as you know all the staff are first aid trained in case of an emergency and we check that the first aid case if full with the correct equipment every week. Is the food that you cook healthy? We try and make it as healthy as we can, however if we are busy then cooking it the healthier way does take longer and means that the customers have to wait, however we would always try and keep to the healthiest possible way of cooking our food. Is the food safe to eat? Yes, all are products that we cook with are very safe and all the chefs are trained to cook the food correctly. The meat is also safe to eat as we check the temperate of food before we give to the customers Do you have any dislikes about the pub? Yes , Only one thought I would like the kitchen to be bigger because as you know we have a lot of members of staff due to the high amount of customers, and it can get very hot in the kitchen and also can get a bit over crowned. Why are the childrens meals such big portions? Well we are looking I to the childrens menu portion sizes, due to complaints from the customers. We have written to Marstons HQ about changing the menu. Although if it was my decision I would defiantly have smaller portion sizes. Do all the plates of food, stay within the movement guidelines? All the menus are created by Marstons HQ, and I believe that they keep to the RDA for the customers.

Anti-Nepotism and the Loss of Privacy :: Argumentative Persuasive Essays

Anti-Nepotism and the Loss of Privacy Introduction When employees bring their personal problems to work and it affects their performance or the performance of others, clearly you can coach, counsel, warn, and ultimately terminate their employment. In cases where employees did not cause a problem at work but were fired merely because of an anti-nepotism policy, courts in some states found the employees had been discriminated against on the basis of marital status. Such policies penalize employees who are married, as compared to unmarried employees whose relationships are equally intimate. Currently, thirty-eight (38) states prohibit marital status discrimination. Having a more general policy prohibiting employees who co-habit from working in the same area would not violate marital status laws, but could be considered an invasion of common law privacy, which is recognized in most states (Risser 1997). In my paper, I will address the issue of anti-nepotism, and invasion of common law privacy. What business is it of the organization if p eople co-habit? How are employers supposed to know who is living together? The prohibition against invasion of privacy by the government is enforced, yet anti-nepotism policies seem to supercede even those more strictly. Anti-Nepotism What is Nepotism? Nepotism comes about whenever an employee makes decisions affecting a close relative or domestic partner. Included in these decisions are those that pertain to "hiring, appointment, reappointment, classification, reclassification, evaluation, promotion, transfer, discipline, supervision, or pay increases". According to the King County Board of Ethics, nepotism is a conflict of interest based on familial relationship or domestic partnership, and is inconsistent with the basic principles of ethics (Edwards 1998). The practice of nepotism is said to be inconsistent in instances that require impartial decision-making and attempts to ensure that private interest or personal benefit does not override the public’s interest. In addition, nepotism creates situations that appear of improper influence or favor. As such, anti-nepotism policies have been written to protect public organizations from adverse lawsuits. There are many discriminatory clauses of anti-nepotism policies, as they pertain to individual lifestyle and privacy. Although an anti-nepotism policy does not expressly discriminate against an applicant based on the condition of being married or unmarried, it may exclude a person because of the particular identity of his or her spouse. Whether spousal identity – as opposed to marital status per se — is a prohibited basis for discrimination is an unanswered question under many discrimination laws

In Support of Liberalism In Harry Potter Essay

In the series of books written about Harry Potter by J. K. Rowling, liberalism and civil rights are a major point of concern. In the early books, there are allusions to the idea that different types of people, wizards, should be treated differently. There are direct corollaries between the Harry Potter books and the 1960s civil rights movement, as well as the current fight for gay rights. Each subject concerns discrimination: individual rights that should be protected by law and the ongoing fight to ensure those rights. â€Å"To discriminate means to treat a person or a group of people badly because of who they are† (Graf). Harry Potter went through an extreme shift in civil rights; from all individuals having the same protection to a severely prejudicial and suppressed society and back again. Changes in civil rights are not generally so extreme, usually being more evolutionary, yet the concept of equality under the law relates to the real-world’s ongoing battle for individual freedom. The second book of the series, Harry Potter and the Chamber of Secrets, introduced the reader to house elves. Severely suppressed and controlled, this faction of the wizarding world had no rights and many responsibilities. Dobby is a house elf owned by the Malfoy family and they treated him like with obvious scorn and prejudice. Dobby was a slave to the Malfoy’s, not even allowed articles of clothing to wear, and beaten and abused. This is similar to the condition of black slaves in the United States through the civil war. Even granting African-Americans their freedom did not change the public’s perception that their race was less than Caucasians. Dobby’s situation was even more pronounced as he was compelled to punish himself whenever he believed he did something wrong or broke his master’s rules. When Dobby gains his freedom through Harry’s slight of hand, Lucius Malfoy is angry because he had lost something he viewed to be property. The introduction of Winky in Harry Potter and the Goblet of Fire paints a different picture of house elves. She is proud to serve her master and obeys his every command. When she is punished and given clothes, thereby releasing her from her master, she is shamed and feels as though she had failed. Her depression becomes so severe that she takes to drinking copious quantities of butter beer to ease her mind. By contrast, Dobby is happy to be free and wears his clothes proudly. Yet his quest to find work is challenging because of the wizarding world’s opinion of house elves and their ranking in the social hierarchy. Dobby is demanding to be paid for his services rather than doing it out of obligation or duty. Finding work at Hogwarts was his only viable option as Dumbledore was the only person willing to meet Dobby’s request, and recognize house elves as significant. Hermione’s efforts to obtain freedom for house elves, the House Elf Liberation Front, are futile because house elves, with the exception of Dobby, are content with their position in society and do not view themselves as equals. They are servants, duty-bound to serve one master for their entire lives. Another prominent issue in the Harry Potter books was the idea that muggles, or non-magical people, were less than wizards, and wizards born from muggle families were inferior to those descending from wizards. The issue is first raised when the character of Draco Malfoy is introduced in the first book. He states that some wizarding families were better than others and condemns the Weasley family because his father condemns the Weasley family based on Arthur Weasley’s affection and approval of muggles. The Malfoys believe that muggle-borns are insignificant and treat Hermione with great prejudice because of her muggle heritage. Draco calls her a â€Å"mudblood,† a great insult to wizards of muggle families. Even Professor Slughorn admits to surprise that muggle-born wizards are so adept at magic though he claims to have no prejudice. He does not treat them unfairly but he does have different expectations from them. The entire basis for Voldemort’s play for power was the concept that muggle-borns and half-bloods were inferior to pure-bloods. Vodemort himself is descended from a muggle father, yet he denies this connection. In Harry Potter and the Deathly Hallows, Vodemort’s objective becomes glaringly obvious. Muggles are murdered without concern and made to be subject to the wizards in control. Any wizard of muggle ancestry was prosecuted and imprisoned for stealing magic from wizards. Harry’s blatant opposition to this viewpoint places him in great risk as he continually defies the new order and their oppression. The reason for the wizarding war was to prevent an entire class of people from being enslaved and reclassified as less than human. Harry’s parents also fought for individual freedom and defied Voldemort, which lead to their death. Harry’s success in this arena was a victory for equality, freedom and individual rights. Harry Potter’s battle to maintain equality and stamp out prejudice and bigotry enforced by law ties into the 1960s civil rights movement and the fight for gay rights that is not being waged in America. Entire groups of people are being discriminated against, not for anything they did but for who they are. â€Å"On trains and buses, in schools and restaurants, and even in public bathrooms, blacks were kept apart from whites. Some laws made it illegal for blacks and whites to shake hands or play checkers† (Graf). African Americans were targeted because of the color of their skin and homosexuals due to their sexual orientation, neither of which a person has the ability to control. Discrimination is becoming more and more intolerable as civil rights groups gain ground in obtaining equality. Civil rights and the subject of liberalism are issues very close to me that I feel very passionate about. Growing up, my mother told me a story of her first trip to Washington State to meet friends of my father. They were in a grocery store and an American Indian family came in to buy some ground meat. Even though they had the money for the fresh meat in the case, they were not allowed to purchase it. The store would only sell them the meat that had turned green because the store owner did not view American Indians as equal under the law. My mother protested and had to be dragged out of the store. The others in her group did nothing. My mom was only seventeen, yet she recognized discrimination when she saw it. As a child, I lived in a very white town, there were no Asians or African Americans and a handful of Hispanics. When I was nine, a man knocked on our front door. I looked up, seeing him through the glass, and screamed. It was the first black person I had ever seen. I embarrassed myself, but moreover, I humiliated him, a nice man who mere wanted to know if my father was interested in selling his car. Being that segregated in not common in today’s society. In my eighth grade graduation, I walked down the aisle with the only black member of my graduating class and my father felt ashamed because of the town’s perception of African Americans. Even my church, a place of acceptance and equality, treated a black singer so differently that he stopped coming to church. The town was prejudice and I felt embarrassed to live there, believing that by doing so, I supported their beliefs. As I grew older, I worked to support the rights of minorities and those groups that society treated differently, giving to their causes, raising money and awareness and voting for measures that would protect them. I felt that it was my obligation to society to try to end intolerance when my father had raised me to believe in it. The Harry Potter series serves as a direct reminder of what kind of world societal intolerance can take by showing giant steps backwards in personal freedom and liberty. Voldemort and his Death Eaters attempted to obtain control for the sake of control and used discrimination and oppression to achieve it. Heterosexual Caucasians have been using this method for centuries to maintain the status quo and quell change. Worst of all is the oppressed group’s own perception of themselves. Like house elves, African Americans and homosexuals are not accustomed to being treated fairly and that concept has to change (Yoshino). People â€Å"will soon be forced to acknowledge that it is not gay behavior, but antigay attitudes, that need to be adjusted† (Yoshino). What is important to remember is that the fight for equality is ongoing: that it is imperative for all races of people â€Å"to do something about the personal and institutional racism that still exists in our church and society† (Schlumpf ). Liberalism is growing in many areas and these books demonstrate exactly what this movement can achieve – individual rights, personal freedom and the practice of treating each individual as equal under the law.

In Cold Blood Analysis

Mandeep Kaur Analysis 3B The film Capote is based on the novel In Cold Blood about the murder of the Clutter family. The novel does in the depth about the charters and the plot but the movie leaves out many important details to leave the viewer’s wondering why something happened. Capote focuses on the text and characterization In Cold Blood, as the film Capote challenges the characterization of Perry Smith and Dick Hickock. Perry Smith was described in the novel with crucial details as in the film they skip the introductory details.Perry grew up under difficult circumstances as stated in the book â€Å"six of us riding in an old truck, sleeping in it, too, sometimes, and living off of mush and Hershey kisses and condensed milk. † (131) The film doesn’t’ tell Perry’s upbringing but instead skips to after the murder and his struggle to be free. Being abandoned by his family he went through many traumatic experiences and suffered severe abuse, â€Å"t here was this one nurse†¦ she'd fill a tub with ice-cold water, put me in it, and hold me under till I was blue.Nearly drowned. † (128) Smith later develops a lifelong aversion to which is written in the novel but in the film is not acted out which leaves the audience to wonder why he acts the way he does. The novel portrays Perry’s reoccurring dream about a large bird that saves him from bullies and abusers, â€Å"felt all breath and light leaving me,' he said, in a subsequent description of his sensations. â€Å"The walls of the cell fell away, the sky came down, and I saw the big yellow bird. †(257).While in jail the film shows Perry having a hard time sleeping but ne He is described as a small, muscular man whose body is unique and unproportional â€Å"†¦who could never find trousers to fit his truncated lower half, who wore blue jeans rolled up at the bottom and a leather windbreaker. † (32). Perry never passed the third grade but as an adu lt he has an incredible thirst for knowledge, vocabulary, and literature. His desire to be educated is well portray in the film when Capote gives him laws books to read ad he starts to learn that he may be able to escape death.In the book the author only hints around to his innovation to learn. This characters leaves a first impression that he is calm and gentle, but we later come to know that he is the more brutal of the two murders as we read in the novel, â€Å"'But a nigger,' said Perry. ‘That's different. ‘† (105) When Perry is quoted saying the killed a person for no apparent reason, he is portrayed as a cold hearted killer. The film focuses on only the Clutter murder and not the pervious murder that Smith has committed as we have read in the novel.Dick Hickock, motivated by carnal impulses such as lust, greed, and vanity, was the other murder of the Clutter family. He was described as the master mind and instigator of the murders in the novel. One of his pr ison friends had told him about the Clutter ranch and immediately Dick was drawn to what he called a â€Å"big score†, this was stated in the novel and not in the film Being told that there was a teenage girl living at the Clutter residence names, Nancy, he was further motivated by that fact as well, â€Å"Before I ever went to their house I knew there would be a girl there.I think the main reason I went there was not to rob them but to rape the girl. Because I thought a lot about it. That is one reason why I never wanted to turn back when we started to. † (270) In the film while interviewing with Capote, Perry admits that Dick was intending to rape Nancy. While reading the novel, the author hints around the idea of Dick having sexual desires for the innocent teenager. After the murders had happened Dick shows no remorse or interest in discussing the crime, he remains focused on finding a place to live, stealing, getting money and women.Once the murder had taken place Dick goes back home and acts like nothing ever happened, â€Å"Dick was consuming a Sunday dinner. The others at the table†¦ where not conscious of anything uncommon in his manner† (72) The film never gave background information on what Dick did or felt like when he killed the Clutter family. As described in the novel Dick is educated very street smart, athletic and charming, â€Å"Basketball! Baseball! Football! Dick was always the star player. A pretty good student, too, with A marks in several subjects. (158) The books goes into depth of his education and his sports career but the film leaves it out to give a sense the Hickock was uneducated and a slum. As stated in the book he is able to con shop owners and vulnerable women out of money and property. By conning shop owners is how the two murders were caught. In the film the show the capture of the two, but doesn’t show how or when. Challenging the characterization of Perry Smith and Dick Hickock, the film Cap ote leaves out many descriptive details of the characters and the plot, while the novel In Cold Blood goes above and beyond to explain the characters.

Mass Incarceration in the United Kingdom The WritePass Journal

Mass Incarceration in the United Kingdom WRITEPASS SOCIAL SCIENCE DISSERTATION CUSTOM ESSAY WRITING Mass Incarceration in the United Kingdom ).   The increased need for spaces due to higher rate of imprisonment   led to the emergence of the prison-industrial complex, whereby people were incarcerated without a mechanism for reintegrating them back to the society. Prisons became contracted out, and the influence of the government was reduced. As Panchamia (2012) concludes, ten percent of the prisons in the United Kingdom and Wales are currently contracted out. Davis (1998: 3) states: â€Å"while government-run prisons are often in gross violation of international human rights standards, private prisons are even less accountable†. The emergence of these prison-industrial complexes is attributed to the criminological theory, hinged on the conflict theory, arguing that t there is a   struggle between different groups (Akers 1979: 527).Crime is perceived as a function of the conflict within any society based on Marxist theory, calming  Ã‚   that social and economic situations facilitate criminal activities. This paper argues that the emergence of the prison-industrial complex in England and Wales was attributed to mass incarceration, the lack of effective social policy, and early interventions. Mass Incarceration Mass incarceration is characterized by the removal of people from communities and taking them to   prisons.   (Newburn 2002: 165). Sparks and McNeill (2009) define mass incarceration as restricting the freedom of a group of people, subjecting them to surveillance and regulation, while increasing their dependency.   According to a recent publication by Wacquant (2001), the plain aim of prison complexes and mass incarceration is to segregate people. The author goes further, and compares prisons with Ghettos. Focusing in the American context, the article highlights the impact of class segregation on the demographics of prison population. The above argument is powerful, as both prisons and ghettos are considered to be places extremely hard to escape from. The main aim of mass incarceration is to remove the criminal from the neighbourhood to ensure that they are detained. Often this priority means that prisoners are denied rehabilitative facilities (Harnett 2011: 7). As an implicati on,   prisons become areas for punitive segregation, for the criminals who must be removed from the society. Therefore, most of these prisons are detention centres where people enter   a perpetual cycle of incarceration for crimes committed because of their economic need. Davis (1998) states that prisons are not providing adequate solution for crime or social issues. The author goes further, claiming that prisons reflect that racial bias and social injustice of the society. Studying American prison population, the author states that â€Å"the political economy of prisons relies on racialized assumptions of criminality – such as images of black welfare mothers reproducing criminal children and on racist practices in arrest, conviction, and sentencing patterns† (Davis 1998: 2).   The defining features of mass incarceration are that it is characterized by comparatively high number of people in prisons. In Reagan’s United States prosecution patterns and conviction rates increased the proportionate representation of   African Americans and Hispanics,   as well as those from lower socio-economic statuses (Wacquant 2010, p. 74). This was during the New Deal and Great Society, which contributed a lot towards   the increasing tren d of   mass incarcerations, and the adoption of the prison-industrial complex system that emphasized governance through punitive acts (Downes 2001, p. 62). At the advent of economic reforms introduced by Britain’s Prime Minister, Margaret Thatcher, the rising rate of unemployment hit   the working class the most. With the   labour market in crisis,  Ã‚   urban areas had to bear the burden of   the high proportion of lower class and unemployed population. As social issues increased, the government resorted to the creation of a prison-industrial complex, to deal with the people that suffered most (Wehr 2015, p. 6). The newly created prison-industrial complex that emphasized mass incarceration was based on cultural bias and social injustice (Sparks and McNeill, 2009). These institutions symbolised thee society’s thoughts and prejudice,   suggesting that the degradation of a person may be a way to solve the social conflict. As a result, the British   society started to increasingly rely on   criminological theories to support mass incarceration of the lower classes, whereby the prison-industrial complexes become a large enterprise for the state. Democracy, Inclusion and Social Policy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is worth noting that mass incarceration in England and Wales led to the economic and social exclusion of people within the prisons. This segregation and incarceration endangered democracy (Sparks and McNeill, 2009). In line with the conflict criminological theory, mass incarceration of offenders who mostly belong to a particular race or class enhanced the structures of oppression and privilege (Van 2007, p. 189). This occurred when mass incarceration gave undue advantage to one group as opposed to another. Today, both in the United States and the United Kingdom, it is   evident that   people of colour or lower classes are disproportionally overrepresented within the prison-industrial complex. While the mass prison complex created privilege to higher classes, it created a situation whereby the victims were stigmatized, criminalized, and did not enjoy the privileges of democracy and inclusion. The economic and social drivers of mass i ncarceration are explained by Downes (2006), who confirms that there is an inverse relationship between a state’s spending on welfare and imprisonment rates. Mass incarceration also hindered democracy by preventing means through which people could share ideas or communication (Young 2000, p. 208). An incarcerated person experienced political disempowerment and a lack of influence, power, while he became extremely dependent on the prison complex (Travis 2002, p. 19).   Despite several attempts of inclusion, provision for rehabilitation, training, and work opportunities,   current social policies   have not been successful in reinstating the equal representation of lower classes, and the mass incarceration continues. (Reiman 2004, p. 5). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The above review of publications and research studies, it is evident that the conflict theory accurately explains the emergence of mass incarceration during the reign of Thatcher in the United Kingdom, and Reagan in the United States. Historically, the upper class, that was more advantaged socially, economically and politically created laws and policies that increasingly criminalized the less powerful, creating a policy of segregation. Increased incarceration within the prison-industrial complex removed people who were not wanted. Apart from enhancing exclusion and stifling democracy, it helped the powerful class to maintain its influence, wealth and position within the society. Bibliography Akers, R.L., 1979. Theory and ideology in Marxist criminology.  Criminology,  16(4), pp.527- Davis, A. (1998). Masked racism: Reflections on the prison industrial complex.  Color   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lines,  1(2), 11-13. Downes, D., 2001. The Macho Penal Economy Mass Incarceration in the United States-A European Perspective.  Punishment Society,  3(1), pp.61-80. Downes, D. (2006). Welfare and punishment The relationship between welfare spending and   Ã‚  Ã‚   imprisonment. Hartnett, S. J. 2011.  Challenging the prison-industrial complex: activism, arts, and educational alternatives. Urbana, University of Illinois Press. Newburn, T. 2002. Atlantic crossings: ‘Policy transfer’ and crime control in the USA and Britain.  Punishment Society,  4(2), pp. 165-194. Panchamia, N., 2012. Competition in prisons.  Institute for Government,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Instituteforgovernment. org. uk/sites/default/files/publications/Prisons,  2. Reiman, J. H. 2004.  The rich get richer and the poor get prison: ideology, class, and criminal   justice. Boston, Pearson/Allyn and Bacon. Sparks, R. and McNeill, F., 2009. Incarceration, social control and human rights. THE   Ã‚  Ã‚  Ã‚  Ã‚   INTERNATIONAL COUNCIL ON HUMAN RIGHTS POLICY Project on Social   Ã‚  Ã‚  Ã‚   Control and Human Rights Travis, J. 2002.  Invisible Punishment: An Instrument of Social Exclusion (From Invisible Punishment: The Collateral Consequences of Mass Imprisonment, P 15-36, 2002, Marc Mauer and Meda Chesney-Lind, eds.). Van der Linden, H. 2007.  Democracy, racism and prisons. Charlottesville, Va, Philosophy Documentation Center. Wacquant, L., 2010. Class, race hyperincarceration in revanchist America.  Daedalus,  139(3), pp.74-90. Wacquant, L., 2001. Deadly symbiosis: When ghetto and prison meet and mesh.  Punishment   Ã‚  Ã‚  Ã‚  Ã‚   Society,  3(1), pp.95-133. Wehr, K. 2015.  Beyond the prison industrial complex: crime and incarceration in the 21st century. [Place of publication not identified], Routledge. Young, I. M. 2000.  Inclusion and Democracy. Oxford, Oxford University Press.

The History and Domestication of Bananas

The History and Domestication of Bananas Bananas (Musa spp) are a tropical crop, and a staple in the wet tropic areas of Africa, the Americas, mainland and island Southeast Asia, South Asia, Melanesia and the Pacific islands. Perhaps 87% of the total bananas consumed worldwide today are locally consumed; the rest is distributed outside of the wet tropical regions in which they are grown. Today there are hundreds of fully domesticated banana varieties, and an uncertain number are still in various stages of domestication: that is to say, they still are inter-fertile with wild populations. Bananas are basically giant herbs, rather than trees, and there are approximately 50 species in the Musa genus, which includes the edible forms of bananas and plantains. The genus is split into four or five sections, based on the number of chromosomes in the plant, and the region where they are found. Furthermore, over a thousand different types of cultivars of bananas and plantains are recognized today. The different varieties are characterized by wide differences in peel color and thickness, flavor, fruit size, and resistance to disease. The bright yellow one found most frequently in western markets is called the Cavendish. Cultivating Bananas Bananas produce vegetative suckers at the base of the plant which can be removed and planted separately. Bananas are planted at a typical density of between 1500-2500 plants per square hectare. Between 9-14 months after planting, each plant produces some 20-40 kilograms of fruit. After the harvest, the plant is cut down, and one sucker is allowed to grow up to produce the next crop. Banana Phytoliths The evolution of bananas are difficult to study archaeologically, and so the domestication history was unknowable until recently. Banana pollen, seeds, and pseudostem impressions are quite rare or absent at archaeological sites, and much of the recent research has been focused on the relatively new technologies associated with opal phytoliths- basically silicon copies of cells created by the plant itself. Banana phytoliths are uniquely shaped: they are volcaniform, shaped like little volcanoes with a flat crater at the top. There are differences in the phytoliths between varieties of bananas, but variations between wild and domesticated versions are not as yet definitive, so additional forms of research need to be used to fully understand banana domestication. Genetics and Linguistics Genetics and linguistic studies also help in understanding banana history. Diploid and triploid forms of bananas have been identified, and their distribution throughout the world is a key piece of evidence. In addition, linguistic studies of local terms for bananas support the notion of the spread of the banana away from its point of origin: island southeast Asia. Exploitation of early wild forms of bananas has been noted at the Beli-Lena site of Sri Lanka by c 11,500-13,500 BP, Gua Chwawas in Malaysia by 10,700 BP, and Poyang Lake, China by 11,500 BP. Kuk Swamp, in Papua New Guinea, so far the earliest unequivocal evidence for banana cultivation, had wild bananas there throughout the Holocene, and banana phytoliths are associated with the earliest human occupations at Kuk Swamp, between ~10,220-9910 cal BP. Todays Hybridized Bananas Bananas have been cultivated and hybridized a number of times over several thousand years, so well concentrate on the original domestication, and leave the hybridization to botanists. All edible bananas today are hybridized from  Musa acuminata  (diploid) or  M. acuminata  crossed with  M. balbisiana  (triploid). Today,  M. acuminata  is found throughout mainland and island southeast Asia including the eastern half of the Indian subcontinent;  M. balbisiana  is mostly found in mainland Southeast Asia. Genetic changes from  M. acuminata  created by the domestication process include the suppression of seeds and the development of parthenocarpy: the ability of humans to create a new crop without the need for fertilization. Bananas Across the World Archaeological evidence from the  Kuk Swamp  of the highlands of New Guinea indicates that bananas were deliberately planted by at least as long ago as 5000-4490 BC (6950-6440 cal BP). Additional evidence indicates that  Musa acuminata  ssp  banksii  F. Muell was dispersed out of New Guinea and introduced into eastern Africa by ~3000 BC (Munsa and Nkang), and into South Asia (the Harappan site of Kot Diji) by 2500 cal BC, and probably earlier. The earliest banana evidence found in Africa is from  Munsa, a site in Uganda dated to 3220 cal BC, although there are problems with the stratigraphy and chronology. The earliest well-supported evidence is at Nkang, a site located in southern Cameroon, which contained banana phytoliths dated between 2,750 to 2,100 BP. Like  coconuts, bananas were most widely spread as a result of the sea exploration of the Pacific by Lapita peoples ca 3000 BP, of extensive trade voyages throughout the Indian Ocean by Arab traders, and of exploration of the Americas by Europeans. Sources Ball T, Vrydaghs L, Van Den Hauwe I, Manwaring J, and De Langhe E. 2006.  Differentiating banana phytoliths: wild and edible Musa acuminata and Musa Journal of Archaeological Science 33(9):1228-1236.balbisiana.   De Langhe E, Vrydaghs L, de Maret P, Perrier X, and Denham T. 2009. Why Bananas Matter: An introduction to the history of banana domestication.  Ethnobotany Research Applications  7:165-177. Open Access Denham T, Fullagar R, and Head L. 2009.  Plant exploitation on Sahul: From   Quaternary International  202(1-2):29-40.colonisation to the emergence of regional specialisation during the Holocene. Denham TP, Harberle SG, Lentfer C, Fullagar R, Field J, Therin M, Porch N, and Winsborough B. 2003.  Origins of Agriculture at Kuk Swamp in the Highlands of New Guinea.  Science  301(5630):189-193. Donohue M, and Denham T. 2009.  Banana (Musa spp.) Domestication in the Asia-Pacific Region: Linguistic and archaeobotanical perspectives.  Ethnobotany Research Applications  7:293-332. Open Access Heslop-Harrison JS, and Schwarzacher T. 2007.  Domestication, Genomics and the Future for Banana.  Annals of Botany  100(5):1073-1084. Lejju BJ, Robertshaw P, and Taylor D. 2006.  Africas earliest bananas?  Journal of Archaeological Science  33(1):102-113. Pearsall DM. 2008.  Plant . In: Pearsall DM, editor.  Encyclopedia of Archaeology. London: Elsevier Inc. p 1822-1842.domestication Perrier X, De Langhe E, Donohue M, Lentfer C, Vrydaghs L, Bakry F, Carreel F, Hippolyte I, Horry J-P, Jenny C et al. 2011.  Multidisciplinary perspectives on banana (Musa spp.) domestication.  Proceedings of the National Academy of Sciences  Early Edition.

A Letter to Dean Personal Statement Example | Topics and Well Written Essays - 750 words

A Letter to Dean - Personal Statement Example This disoriented me making me to lose track of my studies. Time flew and before I knew it, examinations approached before I was adequately prepared. I am sure that this unpreparedness played a big role in my poor performance and I regret having misplaced my priorities by having secondary interests. Lack of enough credits partly translated into my GPA falling short of 2.0. The other reason why my GPA fell below 2.0 was that I failed to consult with my professors about my failing grades. I shied away from asking my professors for guidance because I was afraid that they might not listen to me. I regret that I relied on the stories I had form my friends that some professors are unfriendly and today I am positive that had I talked to them, I would have saved my failing grades. I also attribute my poor performance to my failure to consult with my academic advisor because I contacted him when it was a bit too late. I mismanaged my time by prioritizing things that were not helpful to my studies and the company I kept did not make it any better. This flawed prioritization made me to spend very little time in the library and to get to class late. Somehow, I was not aware of how much I had lost track of my studies even when the indicators were so obvious. However, this one year of suspension from college has taught me important lessons that will help me improve when you reinstate me. I have learnt to take responsibility for my mistakes and this is what has given me confidence to write to you appealing to be reinstated. I approached my academic advisor and he advised me to take more credits from other schools in order to help raise my credits and GPA. Acting on this advice, I enrolled into Westwood College where I earned twelve credits. It was disheartening to learn, later, from my advisor that these credits could not be counted. The difficulty that I have encountered looking for a school has taught me how wrong I was taking for granted the chance to