What good in TV Essay Example | Topics and Well Written Essays - 250 words

What good in TV - Essay Example Firstly, watching TVs makes people smart and improves on their memory, especially the fictional movies which encourage imagination among viewers (Frings, Mader and HÃ ¼ll 2010). This is because viewing TV series such as fringe or prison break does call for a great deal of thinking and concentration in order to understand what is going on. Moreover, TV are good source of fun, for instance, watching TV shows like Just for Laughs: Gags, sports and shows such as American Idol, ensures that somebody is entertained making TVs a source of happiness. TVs have also helped us to learn about different cultures and places, considering that due to reasons of time and money most people are not in a position to travel to various places to appreciate different cultures and practices (Steuer and Hustedt, 2002). However, TV opens up the world and through watching documentaries we are able to learn about different cultures. In addition, TV encourages social interactions since it can often give people with little in common topics especially relating to programs aired and News to talk about. In recent times, TV has started to air How-To programs through which one can actually learn how to do many things like cooking nutritious meals. TVs also enlighten people when they watch the National Geographic and the History Channels, and at times, this can be as informative as going to a learning institute (Steuer and Hustedt, 2002). TV is now being used more in learning institutions since it has been confirmed that pupils recall and understand better than from regular lessons. Finally, televisions make family links stronger for families that watch Television programs together often find something to talk about, and this helps to strengthen family ties and eases tension that could be there between family members. In conclusion, watching TV has many benefits to the modern society since apart from the educational and moral

Eleanor's Shareholds in the Comany Assignment Example | Topics and Well Written Essays - 2500 words

Eleanor's Shareholds in the Comany - Assignment Example The director owes a fiduciary relationship to the company; the director has to exercise the duty of care in discharging his/her duty. In Re Smith and Fawcett Ltd, it was held that the directors were required to act â€Å"bona fide in that they consider – not what a court may consider – is in the interests of the company, and not for any collateral purpose. In RE: Marquis of Bute Case where a director who failed to attend a board meeting once in 38yrs was exonerated from being negligence. However, the company is free to impose a duty on directors to attend board meetings iii.The directors may delegate work to some official whose past record may not cast doubts and distrust may be exonerated on negligence on the ground that he exercises due care.this is illustrated in Dovey vs. Cory where it was held that the director was not liable for negligence as he had failed to verify company accounts. It, therefore, implies that the directors can promote the success of the company when he owes the duty of care avoiding negligence. However, the employee’s mistake cannot be bound to be that of directors provided he showed that he acted in good faith. 5. An accountant is a person who prepares the financial statement of a company in line with the IFRS.the quality of information should enable the users of accounts to make accurate and transparent judgments regarding the company’s financial statement. The reports or the books of accounts, for example, the balance sheet and income statement laid in, show the true and fair view of the company at a given period of time. Therefore, on a company’s board of director needs to have an accountant so that he can communicate the economic information to the non-accountant directors for decision-making.  

A Case Against Slavery & Uncle Tom’s Cabin Essay Example for Free

A Case Against Slavery Uncle Tom’s Cabin Essay HB Stowe’s Uncle Tom’s Cabin was a powerfully evocative condemnation of slavery, and was famous in its own time. While many held that Stowe herself knew nothing about slavery or southern life, having never seen southern plantation life, it had its intended effect regardless: to stir up anti-slavery sentiment in the north, and to a lesser extent, in the South. Chapter VII is called â€Å"A Mother’s Struggle,† and it brings together many of the themes that dominate this book. First, the centrality of motherhood and the invincible power of a mother that is soon to be separated from her only son leads the action of this work. Second, the dominance of the Protestant Christian faith, a faith that serves to both assist slaves in tolerating their condition as well as providing them the strength to escape is the engine of the action. Since God is on the side of those who oppose slavery, ultimately, their struggle will emerge victorious and hence, the strength to persevere is present. Hence, this chapter is a central part of the work as it synthesizes the main themes of the book in rather stark terms, since this chapter is really the first â€Å"action† chapter of the book, that is, it is the beginnings of Eliza’s escape from her bondage and traces her moves northward to the Ohio river. The first real issue that drives Eliza to escape is the fact that she and her son are possibly to be sold. The Shelby family that owns them seeks to sell several slaves to pay off debts, and Eliza, who is not poorly treated by her mistress, Mrs. See more:  First Poem for You Essay Shelby, will not be separated from her only son (1-2). Here, the institution of slavery is shown in its worst aspect: the breaking up of families in the interest of the financial solvency of their masters. It was debated how often this was actually done, but this first few pages show the slave owning Shelby family as more or less humane, but forced due to circumstances to part with slaves, slaves, like Tom himself, who has befriended the son of the Shelby family. But stronger than all was maternal love, wrought into a paroxysm of frenzy by the near approach of a fearful danger. Her boy was old enough to have walked by her side, and, in an indifferent case, she would only have led him by the hand; but now the bare thought of putting him out of her arms made her shudder, and she strained him to her bosom with a convulsive grasp, as she went rapidly forward (1). This passage is an important part of the introduction to this chapter in that it places maternal power at the center of the war against slavery. It is this fear mixed with love that will keep Eliza moving forward. â€Å"Sublime is the dominion of the mind over the body, that, for a time, can make flesh and nerve impregnable, and string the sinews like steel, so that the weak become so mighty. † It is love, ths power of mind, the love for her son that keeps her moving forward, rather to face death, freezing, or torture if caught rather than be apart from her boy (2). It seems that, as Eliza continues her trek forward, that her body has become completely subsumed under her mind, and her love. Hence, she refuses to eat what she has packed for the trip North, and instead only wants her son to eat (3). But along with the power of a mother’s love, is the power of the belief in God and his Scriptures: â€Å"An hour before sunset, she entered the village of T , by the Ohio river, weary and foot-sore, but still strong in heart. Her first glance was at the river, which lay, like Jordan, between her and the Canaan of liberty on the other side. † (4). This passage is telling, in that it provides Old Testament references to the move toward liberty. The move of slaves northward to freedom is likened to the move of Israelites, themselves slaves to the Egyptians, over the Jordan river to the Canaanite valley which God has chosen for his people. For the slave treated harshly and not given even basic freedoms, the move northward was considered the promised land, the land of freedom, regardless of the hardships of slavery: this is the indictment of the institution as a whole. Slaves wold risk everything to avoid the institution, even a more or less comfortable existence that Eliza enjoyed with the Shelby’s. In this chapter, the mood is that if God closes one door, He opens another. So with Eliza gets to the river, the barrier between herself and freedom, it has been largely iced over (5). Given this, the ferry will not run. However, she is briefly taken in by a family connected with the ferry house on her side of the river. The action quickly and awkwardly shifts back to the slave quarters at Mrs. Shelby’s, where the slaves are speaking about the upcoming sale. Speaking of the slave trader, Chloe says, â€Å"He desarves it! † said Aunt Chloe, grimly; â€Å"hes broke a many, many, many hearts, I tell ye all! † she said, stopping, with a fork uplifted in her hands; â€Å"its like what Masr George reads in Ravelations, souls a callin under the altar! and a callin on the Lord for vengeance on sich! and by and by the Lord hell hear em so he will! † (7). This is very important, since it is clear that the slaves hold that God is on their side, not the other way around. On the other hand, this point of view is made more ambagious by Uncle Tom’s statement that damming people to Hell is not a very nice thing to do, and that eternal punishment is not a fit crime for selling slaves, which after all, is not eternal (7). This creates a concept of equivocalness where two factions of the slave population have two different points of view: the first, that of Chloe, that slavers are evil and will be punished to Hell, and the more moderate view of Uncle Tom, that slavers are victims of circumstance, who themselves, did not invent this institution. But Aunt Chloe responds, though indirectly to Uncle Tom: â€Å"Dont natur herself kinder cry out on em? † said Aunt Chloe. â€Å"Dont dey tear der suckin baby right off his mothers breast, and sell him, and der little children as is crying and holding on by her clothes, dont dey pull em off and sells em? Dont dey tear wife and husband apart? † said Aunt Chloe, beginning to cry, â€Å"when its jest takin the very life on em? and all the while does they feel one bit, dont dey drink and smoke, and take it oncommon easy? Lor, if the devil dont get them, whats he good for? † And Aunt Chloe covered her face with her checked apron, and began to sob in good earnest. (8) Again, Stowe is making another attack on slavery here, using the splitting up of families as her center line of argument. Since she is dealing with a family that treats their slaves moderately well, she cannot really rely on the physical violence argument so common in anti-slavery polemics. Since motherhood is at the center of this work, it seems that the basic argument against slavery is that since slaves have no freedom, they cannot fight back when their families are taken apart. Hence, Stowe holds that the family, especially the mother, is the institution of society that maintains moral norms and hence, will be the institution that takes slavery apart. If anything, this is the primary case against slavery being made here. Moving back to the action on the Ohio river, Eliza has been spotted by the slave trader, the very focus of evil throughout this book. It must also be pointed out that the trader and his style of life are equally repugnant to the Shelby’s (10). But as far as Liza is concerned, when she is spotted, A thousand lives seemed to be concentrated in that one moment to Eliza. Her room opened by a side door to the river. She caught her child, and sprang down the steps towards it. The trader caught a full glimpse of her just as she was disappearing down the bank; and throwing himself from his horse, and calling loudly on Sam and Andy, he was after her like a hound after a deer. In that dizzy moment her feet to her scarce seemed to touch the ground, and a moment brought her to the waters edge. Right on behind they came; and, nerved with strength such as God gives only to the desperate, with one wild cry and flying leap, she vaulted sheer over the turbid current by the shore, on to the raft of ice beyond. It was a desperate leap impossible (14). This passage is worth extended comment. First of all, as God has closed the door of the ferry, he has opened another, more dangerous door, that of skipping over the ice cakes. This seems powerfully symbolic: the ice represents the cold hearts of the slave traders and even the good slave owners. Under intense pressure, the power of family–of motherhood–takes over, what seems impossible is not so, if God is on your side. Slavery, it seems, will be defeated by slave mothers trampling on the cold hearts of the slave owners through material love and devotion to get to freedom. On the other side, Eliza meets a friendly farmer, Mr. Symmes, who assists in her escape. Stowe remarks on page 10, â€Å"So spoke this poor, heathenish Kentuckian, who had not been instructed in his constitutional relations, and consequently was betrayed into acting in a sort of Christianized manner, which, if he had been better situated and more enlightened, he would not have been left to do. † Again, a powerful statement is being made here: since slave owners were normally of the â€Å"gentlemanly† class, that is, the civilized class, civilization is equated with the dominating of slaves. Since poor whites were not slave owners (and treated only little better than the blacks) and were not part of their civilization, they had not â€Å"learned† about the inferiority of blacks and the racial and class hierarchy of the South. Therefore, their lack of civilization is a good thing, since simple common sense seems to dominate over â€Å"civilized manners. † Hence, the hero of the story (or at least of the chapter) is this simple farmer from Kentucky who does not represent civilization, but simple agrarian manners and common sense morality. Hence, in conclusion, Stowe is making several points here. First, that the real evil of slavery is the destruction of the family. If the family is the center of social life in that it is the bearer of tradition and moral values, then its destruction must lead to the beastialization of society. This might explain the evil of the slave traders, since they seem to specialize in breaking up families, and hence, are the very symbol of this beastialization. Second, a mother’s love, coupled with God’s force, will lead the southern slaves to freedom. Third, that freedom must be earned, and this is applicable to slaves and slave owners, both of which have not known freedom. Slave owners are as debased by slavery as the slave, since he is dependent upon them and hence, not free. Lastly, that nothing is impossible with God, and with a love of freedom. This is the case against slavery, in that it crushes all of these impulses, impulses that God as implanted in the human spirit and hence, are part of His creation, now enslaved by others. All quotes above are from the Virginia University edition of Uncle Toms Cabin, Published by the University of Virginia E-Text Center of the University of Virginia Library System. (http://etext. lib. virginia. edu/etcbin/toccer-new2? id=StoCabi. sgmimages=images/modengdata=/texts/english/modeng/parsedtag=publicpart=7division=div1)

Bilingual Education Essay Example for Free

Bilingual Education Essay A deeper sense of xenophobia has descended on America recently. The sleepy rural town of Pahrump, NV, reflected this animosity when it passed an ordinance that made English the official language and made it illegal to display foreign flags without an accompanying American flag (Curtis, 2006). In an act of civil disobedience, two Pahrump residents placed a Polish flag and an Italian flag (in reference to their own ancestry) on their front porch (Curtis, 2006). Vandals drenched the Italian flag with eggs overnight (the Italian flag looks similar to the Mexican flag). A majority of the voting citizens of Pahrump would eventually overturn the polarizing ordinance. This incident reflects a salient truth: many monolingual Americans feel uncomfortable with the influx of Spanish-speaking peoples because of the perceived lack of assimilation by Hispanics. This xenophobic atmosphere has trickled onto the realm of education: a movement for the elimination of bilingual education in public schools has gained more attention recently. Proponents argue that using native languages in the classroom impedes national unity (Brisk, 1998). Others feel that bilingual education impedes learning. This research paper examines a possible cause of the anti-bilingual movement. It also examines some arguments and counter arguments of bilingual education. Although by definition bilingual education may include English and any foreign language, this paper focuses on the Spanish-speaking population because of the perception many have about the Hispanic community: that it resists conforming to American culture. Such sentiments have contributed to the anti-bilingual education movement that has descended in many parts of America. This is unfortunate because bilingual education programs actually promote assimilation into mainstream American society. Bilingual Education 3 The bilingual education debate, as mentioned in the introductory paragraph, has garnished more dialogue lately because of another hot button issue; immigration. Newscasts often flash images of â€Å"illegal aliens† crossing our borders. Many talk shows often feature lively debates concerning effects of the undocumented workforce. The immigration debate finally sparked a massive protest in 20006 with the â€Å"Day Without an Immigrant† boycott that would affect American schools and businesses (Lendon, 2006). The topic of bilingual education has inevitably entered the debate. Editorial writers often slip in their stances on bilingual education when discussing immigration issues. Pugnacious talk show hosts such as Rush Limbaugh often host acidic debates on bilingualism in the United States. This issue will certainly not evaporate any time soon. What many opponents of bilingual education fail to mention is that there is an elephant in the room: xenophobia. Many monolingual citizens fear that American culture as they know it is morphing into something foreign. Considering America’s rich, colorful immigrant history, this fear baffles the mind. Why would the descendants of Poles, Germans, Czechs, Italians, and other European immigrants express such concerns? Critics of America’s evolving culture should focus on the similarities between the immigrants of their ancestors and the plight of today’s average immigrant. Many of America’s ancestors landed on our shores at the turn of the 20th century (Calderon, Slavin, 2001). Their European ancestors, like today’s immigrants, had the same dreams that many of today’s immigrants have: to escape the abyss of poverty or war. Although many immigrants faced linguistic and cultural obstacles, many witnessed their children succeed in school and acquire economic security. According to Calderon and Slaven Bilingual Education 4 (2001), â€Å"School is the ladder by which children of immigrants climb out of poverty and into mainstream society† (p. 8). The goal of the immigrants of yesteryear was clearly to assimilate by means of a quality education. If education is a major ingredient for assimilation of immigrants into mainstream society, then society should embrace bilingual education. A starting point is literacy, since reading cuts across all academic subjects. An effective strategy involves using a child’s native language in literacy instruction. We generally acquire reading skills by reading (Smith, 1994). By providing a child with reading material in his/her primary language, we provide the student with a healthier, stronger academic base from which to build on. Once a child acquires these basic skills such as identifying phonic blends in his/her mother tongue, the student digests the given topic easier. Equipped with reading and content knowledge skills, the transition into literacy in a second language then becomes smoother for the English language learner. Truly, a child’s native language is the best initial medium of instruction (Brisk,1998). I did not realize how important using a child’s native language was until I experienced an obstacle with a native Spanish speaker several years ago. Using only English, I was trying to teach a student fresh from Mexico the concept of active and linking verbs. I soon realized that she had never learned these basics about her own native language, let alone grammar of the English language. I soon resorted to teaching her grammar in Spanish. After she mastered the subject, I transitioned what she learned into the initial English lesson that I had tried teaching her earlier. This experience lends credence to the point that scholars make: children still have a lot to learn about their Bilingual Education 5 native tongue upon entering American schools (Brisk, 1998). Despite the fact that research supports using native languages as a tool for literacy, many continue their resistance to bilingual education; they argue for an all-English atmosphere in schools. An indirect but serious consequence of this approach is the psychological effect it may have on many Latinos. Many agree that language is a key component of every culture (Blanc, 2000). By discouraging Spanish from the classroom, the limited English proficient (LEP) student may feel that his or her native language or culture has less value than the mainstream culture. This may produce a sense of inferiority in the mind of many Hispanics and may cause strife among different ethnicities. Ironically, this moves many Latinos away from the assimilation ideal, which opponents of bilingual education do not want. In addition to affecting the morale of the LEP community, eliminating bilingual education programs may increase the already sky-high Hispanic high school drop-out rate. Lack of academic success is one reason Hispanic youths quit school (Lockwood, 1996). By removing their limited access to research-based programs such as bilingual education, they may suffer even less academic success. Eventually, this may produce a Hispanic community full of low-skilled, poorly educated people. In other words, it may produce a subclass. Again, this moves Hispanics away from the assimilation goal cherished by many Americans. Regardless of the benefits of bilingual education, anti-bilingual sentiments continue percolating. Some resort to using other Latinos as a means for obtaining their anti-bilingual agenda. Some cite Richard Rodriguez’s In Hunger of Memory: the Bilingual Education 6 Education of Richard Rodriguez as a case against bilingual education (Krashen, 2007). Rodriguez, a Mexican immigrant, enjoyed great academic success and assimilated into American society despite the lack of bilingual education. Some average Hispanics parallel Rodriquez’s anti-bilingual education stances. Forty-three-year-old waitress Ana Julia Duncan, daughter of Mexican nationals, received minimal bilingual services in the third grade (personal communication). Despite this fact, academically she performed moderately well (personal communication). Because of her success in school, Duncan feels that bilingualism has little value: â€Å"I didn’t speak English when I started school. I did OK. Why can’t anybody else do OK? † Unfortunately, her way of thinking strikes a familiar chord with other Latinos in her same situation. The Rodriquez and Duncan stories seem to act as support for the elimination of bilingual education. However, neither person represent the average, modern English language learner. In Rodriquez’s case, he grew up in a predominately white neighborhood (Kreshen, 2007). As a result, he was exposed to the English language a lot more than the average Spanish speaker. Since a child’s socio-cultural environment plays a major role in his or her intellectual development (Gregory, 2004), Rodriguez’s success should not surprise many. His peers, in essence, acted as quasi-tutors. Duncan’s situation parallels Rodriguez’s upbringing: she too grew up in a mainly white neighborhood (personal communication). Therefore she too received informal training or input from her peers. A majority of Hispanic LEP students, by contrast, live in predominately Spanish-speaking neighborhoods and lack the advantages Rodriguez and Duncan had as children (Kreshen, 2007). Bilingual Education 7 Despite the flaws in using Rodriguez and Duncan as microcosms in the bilingual education debate, some nevertheless insist in a total immersion approach in our schools. Although total immersion has no credible supporting evidence (Crawford, 2007), from a personal point of view, it does have a tinge of value. I had virtually no English-speaking skills as a very young child. My parents were Mexican nationals; my father worked at the post office while my mother stayed at home with the children. Thus, I had virtually no exposure to English. Upon entering my predominantly white kindergarten class in 1970, I realized that I was basically on my own since there were no other Latino children in that particular class. However, this sink or swim situation had a benefit. Within a year, I spoke conversational English. By the first grade, I became fairly fluent in English and would earn average grades. In my opinion, total immersion did play a role in my acquiring salient English skills. Unfortunately, by the time I reached the second grade, I felt as if I lost a part of my identity: I lost a good deal of my native language. I forgot some major Spanish vocabulary words, I started having trouble pronouncing many polysyllabic words, and I had developed a slight gringo accent. Mexican children noticed this and would often make fun of my awkward Spanish. To make things worse, my English skills still needed improvement. The presence of bilingual education may have prevented some of my linguistic obstacles by helping me maintain a healthy language base in both English and Spanish. Luckily, some of my teachers noticed my problem and placed me in a bilingual program along with three other students. One was in the same situation as myself; the Bilingual Education 8 other two were predominately proficient in Spanish who lacked major English skills. The bilingual teacher helped us maintain our strengths and helped correct our weaknesses by using our native language as a medium for instruction. By the end of the school year, I felt more confident. This research paper starts out with an anecdote that depicts a rural Nevada town struggling with xenophobia; it had voted in an English-only ordinance. Then, a connection between xenophobia in America and the anti-bilingual education movement is unveiled. Despite the fact that some school districts have pupils from as many as 130 different countries (Crawford, 2004), this paper focuses on the Spanish speaking English language learner because of a major criticism the Hispanic community endures; that it resists assimilation into the mainstream American culture. A â€Å"solution† for the this problem is the elimination of bilingual education programs in public schools. Proponents claim this would strengthen national unity. However, as this research paper demonstrates, purging such programs would actually gear the Hispanic English language learner away from assimilation, not towards it. If many opponents of bilingualism have their way, American schools will eventually have a monolithic, cookie-cutter approach to teaching its student population. In the United States, a country made from a rich tapestry of immigrants, this scenario would be very un-American. Bilingual Education 9 References Blanc, M. H. A. , Hamers, J. (2000). Bilinguality and Bilingualism. England : Cambridge University Press. Summary: This book is a very elevated, academic piece of work. It provides the reader with a guideline to language behavior, tools to measure levels of bilingualism, and addresses bilingual development. Other areas the book concentrates on include the cognitive development of the bilingual mind, and the cognitive consequences of the bilingual behavior. Brisk, M. E. (1998) Bilingual Education: From Compensatory to Quality Education. Mahway, New Jersey: Cambridge University Press. Summary: This book examines the traditional debates about bilingual education. It also examines influences, both internal and external, on the bilingual student’s education. The author presents strategies for implementing quality bilingual services. Calderon, M. , Slavin, R. (2001). Effective Programs for Latino Students. Mahway, New Jersey: Lawrence Erlbaum Associates. Summary: This book highlights programs that have worked well for the Hispanic population. It also addresses the unacceptable high drop-out rate of Latino high school students. The book goes a step further by unveiling the needs of higher-education for Hispanics, an area that has received relatively little attention. The authors also explain why many Latinos are at risk in America. Curtis, Lynette. (2006, Nov. 15). Pahrump Targets Illegal Immigrants. The Las Vegas Review Journal. Curtis, Lynette. (2006, Nov. 23). Backlash: Pahrump flag ban won’t fly. The Las Vegas Review Journal. Lockwood, A. T. Caring, Community, and Personalization: Strategies to Combat the Hispanic Dropout Problem. (1996). Advances in Hispanic Education, 1. Washington, DC: U. S. Department of Education. Summary: This book focuses on the dangerously real issue of the Latino dropout issue. T Gregory, E. , Long, S. , Volk. (2004). Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents, Peers, and Communities. New York: Routledge Falmer. Summary: This book looks at literacy, including bilingual literacy, using a sociocultural approach. It taps into the family structure in various ethnic groups. The book addresses bilingual education in the home and highlights the benefits of this strategy. The authors unveil the importance of using cultural norms as a means to teach literacy (such as story-telling). Another aspect of this piece is its assessment of children’s everyday life experience and how that impacts learning. On a personal note, this book didn’t really catch my eye at first because it didn’t focus on Hispanics specifically. I am happy that I finally opened it up because I was able to see some parallels between the Hispanic experiences and other ethnic groups. Krashen, Stephen. ( 1997). Why Bilingual Education? Eric Digest. Retrieved April 4, 2006 from http://www. ericdigests. org/1997-3/bilingual. html. Lendon, Brad. (2006, May 1). US prepares for ‘A Day Without an Immigrant. ’ Retrieved on April 4, 2007, from http://www. cnn. com/2006/US/04/28/boycott/ Smith, F. (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read (5th ed. ). Hillsdale, NJ: L. Erlbaum. .

Communism Essay -- Communism Essays

I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Introduction Communism: A theory and system of social and political organization that was a major force in world politics for much of the 20th century. As a political movement, communism sought to overthrow capitalism through a workers’ revolution and establish a system in which property is owned by the community as a whole rather than by individuals. In theory, communism would create a classless society of abundance and freedom, in which all people enjoy equal social and economic status. In practice, communist regimes have taken the form of coercive, authoritarian governments that cared little for the plight of the working class and sought above all else to preserve their own hold on power. The idea of a society based on common ownership of property and wealth stretches far back in Western thought. In its modern form, communism grew out of the socialist movement of 19th-century Europe. At that time, Europe was undergoing rapid industrialization and social change. As the Industrial Revolution advanced, socialist critics blamed capitalism for creating a new class of poor, urban factory workers who labored under harsh conditions, and for widening the gulf between rich and poor. Foremost among these critics were the German philosopher Karl Marx and his associate Friedrich Engels. Like other socialists, they sought an end to capitalism and the exploitation of workers. But whereas some reformers favored peaceful, longer-term social transformation, Marx and Engels believed that violent revolution was all but inevitable; in fact, they thought it was â€Å"predicted by the scientific laws of history.† They called their theory â€Å"scientific socialism,† or communism. In the last half of the 19th century the terms socialism and communism were often used interchangeably. Ho wever, Marx and Engels came to see socialism as merely an intermediate stage of society in which most industry and property were owned in common but some class differences remained. They reserved the term communism for a final stage of society in which class differences had disappeared, people lived in harmony, and government was no longer needed. The meaning of the word communism shifted after 1917, when Vladimir Lenin and his Bolshevik Party seized power in Russia. The Bolsheviks changed their name to the Communist Party and installed a repress... ...that lacked the preconditions he and Engels considered essential, namely capitalism and a mature industrial economy. The first of these countries was Russia, a huge, poor, relatively backward nation that was just beginning to acquire an industrial base. IV  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Communism in the Soviet Union Communism as a concrete social and political system made its first appearance in the Union of Soviet Socialist Republics, the state erected by the victors of the October Revolution in Russia in 1917. Soviet communism took some of the core notions of Marxism to an extreme, realizing them through a tyrannical political structure. Within a decade, the Soviet dictatorship, having eradicated all dissent, unleashed an industrialization drive premised on near-total state control of physical and human resources. Authoritarianism reached its zenith during the long reign of Soviet leader Joseph Stalin. The limited reforms undertaken after his death in 1953 did not alter the essential character of communism in the Soviet Union. Destabilized by the far-reaching reforms initiated by Mikhail Gorbachev in the 1980s, the Soviet system disintegrated in 1991.

Gender Roles Essay -- Papers

Gender Roles The affects of gender roles on people greatly change the way the society runs. According to the Webster's dictionary the definition of gender are the behavioral, cultural, or psychological traits typically associated with one sex, and the definition of role is a character assigned or assumed. The key word in this definition is assumed; therefore, whether you are male or female, you know what role you must play in society. Traditional gender roles are beneficial to society. They benefit society in many ways including keeping stability, order and generally making life easier. Women have to work two jobs: outside the home and within the home, taking care of the children. Children that are not raised by their parents do not end up as well as kids that are. These are some of the many reasons why we should have traditional gender roles. Gender roles provide stability and order in society. For example, in societies with traditional gender roles there are arranged marriages. Arranged marriages provide stability and order, because it takes the stress off women and men. It also eliminates the fear of rejection from either side. It keeps order because the woman will stay in the house, take care of the kids while the men will go out and make a living for the family supporting them with money. Additionally, women work too hard in non- traditional role societies. In non-traditional role societies, women work too hard with the combined jobs of house and the workload outside the house. Men and woman have called a cease-fire on the fight between gender roles that took place during much of 20th century. However, now the problem is .. ...ty, and in non- traditional gender role societies woman are over worked by the stress of their job combined with household work. Lastly woman are better nurturers than men therefore they should stay home with the children. Traditional gender roles are beneficial to society. Work Cited ---------- 1) Anderson, Porter. CNN. 1998. 08 Apr. 2002 . 2)Gender Studies University of Gdansk. 02 Feb. 1991. University of Gdansk. 07 Apr. 2002 . 3) Morin, Richard, and Megan Rosenfeld. Washington Post. 22 Mar. 1998. 07 Apr. 2002 . 4) Role of Woman in Islam. 10 Apr. 2002 . 5) The Family: At Home is a Heartless World. Vol. 1. N.p.: Harper Collins, 1995.

Analysis of Tide Advertisements Essay examples -- Advertising, Marketi

Tide advertisements from the around the 1970’s only portrayed woman as washing the laundry. Perhaps our civilization has the image set that only women are the ones that do laundry and other household activities. What about men? Men are just as capable to wash their own clothes and clean the house. Tide ads from the 1970’s fit right into the category of women being somewhat degrading in comparison to men. â€Å"Equal opportunity regulations require the upgrading of women into high positions, but may woman who were offered positions had turned them down.† (DeSole 9) What this means is that in the 1970’s women were mainly advertised as being inferior to men. Women were apparently the only ones who use laundry detergents to wash all of their families’ clothes. But this is not only argument in Tide ads. Advertisements in general have changed drastically over the years. Ads have gone from simple black and white prints to prints with every color of the r ainbow, from having so many details on one page to just the image of the ad being sold. Ads in general have gone from being a story on a page to a general image that catches the readers’ immediate attention. Tide ads have come a long way from the 1970’s to 2009. Around the 1970’s Tide ads were very verbose and mostly on cartoons. Women would be in the ads cleaning and showing off the 2 â€Å"miracle tide.† Now when looking at Tide ads, women are not singled out. The Tide product is being advertised on the paper print ad alone. The older Tide ad can be viewed from a feminist prospection and can also be asked why vintage advertisements are so different than new advertisements. Why is it that Tide ads have changed their ways and gone from a woman’s story about the greatest laundry detergent... ...Service=showArticle >. Gloria, DeSole, and Dora Odarenko. "Notes toward an Analysis of Discrimination." Women's Studies Newsletter 3.3/4 (1975): 1-10. Web. 14 Oct 2009. . Prinsloo, Jeanne. "Where Are the Women?." Agenda 31 (1996): 40-49. Web. 14 Oct 2009. .

Alcohol Abuse :: Alcoholism Addiction Papers

Alcohol Abuse Alcohol is liquid distilled product of fermented fruits; grains and vegetables used as solvent, antiseptic and sedative moderate potential for abuse. Possible effects are intoxication, sensory alteration, and/or anxiety reduction. Symptoms of overdose staggering, odor of alcohol on breathe, loss of coordination, slurred speech, dilated pupils, fetal alcohol syndrome (in babies), and/or nerve and liver damage. Withdrawal Syndrome is first sweating, tremors, and then altered perception, followed by psychosis, fear, and finally auditory hallucinations. Indications of possible misuse are confusion, disorientation, and loss of motor nerve control, convulsions, shock, shallow respiration, involuntary defecation, drowsiness, respiratory depression and possible death. Alcohol is also known as: Booze, Juice, Brew, Vino, Sauce. You probably know why alcohol is abused some reasons are relaxation, sociability, and cheap high. But did you know that alcohol is a depressant that decreases the respo nses of the central nervous system. Excessive drinking can cause liver damage and psychotic behavior. As little as two beers or drinks can impair coordination and thinking. Alcohol is often used by substance abusers to enhance the effects of other drugs. Alcohol continues to be the most frequently abused substance among young adults. HERE ARE SOME STRAIGHT FACTS ABOUT ALCOHOL.... Alcohol abuse is a pattern of problem drinking that results in health consequences, social, problems, or both. However, alcohol dependence, or alcoholism, refers to a disease that is characterized by abnormal alcohol-seeking behavior that leads to impaired control over drinking. Short-term effects of alcohol use include: -Distorted vision, hearing, and coordination -Altered perceptions and emotions -Impaired judgment -Bad breath; hangovers Long-term effects of heavy alcohol use include: -Loss of appetite -Vitamin deficiencies -Stomach ailments -Skin problems -Sexual impotence -Liver damage -Heart and centra l nervous system damage -Memory loss Here are some quick clues to know if I, or someone close, has a drinking problem: -Inability to control drinking--it seems that regardless of what you decide beforehand, you frequently wind up drunk -Using alcohol to escape problems -A change in personality--turning from Dr. Jekyl to Mr. Hyde -A high tolerance level--drinking just about everybody under the table -Blackouts--sometimes not remembering what happened while drinking -Problems at work or in school as a result of drinking -Concern shown by family and friends about drinking If you have a drinking problem, or if you suspect you have a drinking problem, there are many others out there like you, and there is help available. You could talk to school counselor, a friend, or a parent.

Signal Transduction Exam 2018

This figure is from Labasque et al., 2008 (GPCR week). A) Describe the experiment shown here and what was learned as a result. B) Design a negative control for this experiment and describe why it is a good control. C) Design an experiment to confirm this result in living cells. Please include controls in your experimental design. Signal Transduction Exam 2018 A) The experiment was performed on human embryonic kidney (HEK 293) cell line. The extracts of solubilized proteins were taken under consideration for this experiment. These were then transfected with different vectors: CTL (empty vectors), co-transfected with GFP fused Calmodulin(GFP-CaM) and serotonin receptor either wild type 5-HT2C or 5-HT2CR376/377A which were treated with a vehicle or 5-HT for five minutes, they analyzed the binding reaction by Western Blot and Immunoprecipitation (IP) techniques. Immunoprecipitation was done of these soluble proteins with polyclonal antibody:anti-GFP. Furthermore, these immunoprecipitated proteins were blotted using a monoclonal anti-GFP antibody along with anti-5-HT2C receptor antibody.As a result of this experiment, it was found that the absence of agonist, 5-HT2C receptor did not co-immunoprecipitate with calmodulin in solubilized proteins that were co-transfected with Myc-5-HT2C receptor and GFP-CaM. However, serotonin receptor co-immunoprecipitated with GFP-CaM after treatment with 5-HT for 5 minutes. But the exposure with 5-HT2CR376/377A did not co-immunoprecipitate GFP-CaM with serotonin receptor. It proves that 5-HT2C receptors are linked with CaM depending on the presence of agonist. The experiment performed is to check the agonist dependent precipitation of GFP-CaM and serotonin receptors in the presence of Myc-5HT2C 5-HT exposure. So, the negative control to be designed here for this experiment can be simply of serotonin receptor and CaM. This would result in no immunoprecipitation and prove as a good negative control. On analyzing it through western blotting it could be proved that no immunoprecipitation had occurred in this control. To confirm the results in living cells the same experiment could be used to check the that whether the immunoprecipitation is agonist dependent or not. Take solubilized proteins from living cells and co-transfect them with GFP-CaM and 5-HT2C receptor followed by exposure to 5-HT, then analyze immunoprecipitation via western blotting. The negative control for this experiment will include only CaM and serotonin receptor, and further analyzing it with western blotting, the results of blotting will show no precipitation in negative.2. These figures are from Fig. 6A,C of Fan et al. (src kinase folder). (A) Explain the experiments shown here. What was being tested? What conclusions can be drawn? How can it be improved? (B) Design another experiment to test the same concept/hypothesis? Include your controls.4839335107886500A) In figure A: Human embryonic kidney cells were transfected with constructs for carrying out this experiment. Immuno-precipitation was carried out of tagged PAG with an antibody against regulator MYC, its interaction is studied here with SRC and BRK followed by immunoblotting analyzation. The result of this experiment was delaying in electrophoretic mobility of tagged PAG protein, when it was co-expressed with SRC. This delay is considered due to the hyper-phosphorylation. However, on co-expression of PAG and BRK this band shift was less evident. In figure C: Co-transfection of HEK 293 cells with MYC-PAG and SRC followed by treatment in the absence or presence of SRC kinase inhibitor SU6656 (5 M) for at least 1 hour. PAG was immunoprecipitated by antibody against MYC, and the binding of CSK was compared by immunoblotting. On the other hand, the disturbance of link b/w CSK and PAG was observed on weakening SRC activity by a small molecular inhibitor SU6656, this experiment concluded the importance of SRC kinase activity for functioning of CSK. Also, this study shows that distinct mechanisms have evolved to regulate the activities of two structurally similar and functionally related kinases, BRK and SRC, understanding of the signaling function of protein phosphatases, including definition of their substrate specificities, will allow us to exploit a greater spectrum of the changes in signaling in disease and to generate new and more effective strategies for therapeutic intervention in major human diseasesB) To test the same hypothesis with controls, take breast cancer frozen samples of different patients, divide the sample in two groups one will be the test group other the control group. The control group will be given doses of anti-tumor medication (like tamoxifen for breast cancer). RNA will be extracted from both groups using Trizol and will be followed by purification assay. The breast cancer cell lines will be transfected with empty vectors or pcDNA3-MKP3-V5. Furthermore, the transfectants will be placed in media like minimum essential media MEM with phenol red, followed by SDS PAGE electrophoresis, and transfer to nitrocellulose membrane. After transferring they will be incubated with primary antibody for an hour or more then with the secondary antibody to observe the chemiluminescence with a reagent. The cells will then be lysed in a buffer, phosphatase reaction carried out will be observed by assays and transfected cells will be compared with control ones to whom tamoxifen was given.36734750003. This is figure 4b from Gresset et al (phospholipases folder). (A) What is the hypothesis being tested in this experiment? (B) Describe how the experiment was done, including results. (C) Predict what might happen to PLC? activity if Tyrosine783 was ‘permanently' phosphorylated and explain why. The hypothesis being tested here is the enhancement in the lipase activity of phospholipaseC-?1 via phosphorylation of one or both specified tyrosine residues (Y775 and Y783) in the downstream process of signal transduction.To perform the experiment, equal concentrations of purified phospholipase-C-?1 were set on incubation with the active kinase domain of the Fibroblast growth factor receptor FGFR2 and ATP in bovine serum albumin containing buffer, the samples of this reactions were tested for two activities: 1) for lipase activity in the phospholipid vehicles indicated in the figure on left Y axis. Secondly the phosphate incorporation in phospholipase-C-?1 was studied, illustrated at right Y axis of the figure. 4 moles of phosphate were added to each test samples, the Wildtype inactive PLC?1 was taken as a normal control with its basal phospholipase activity, active PLC?1 with wildtype FGFR2K served as a positive control with phosphate and PLC?1 knockout mutant served as negative control to quantify the phospholipase activity among the mutants. This was performed to check the phosphorylation of tyrosine and auto inhibition of PLC-? isozymes, 775/783 of PLC-?1 were substitutes at the place of phenylalanine, they could be used individually or together, but in the experiment tyr783 is used individually. Phospholipase activity of resulting mutant after purification was quantified with active domain of FGFR2K (helps in phosphorylation and activation of phospholipase). Certain known moles of phosphates were added into purified PLC-?1 in wild type under above mentioned conditions and observed that phospholipase activity was enhanced 10 times. The mutation of tyr783 completely nullified the kinase stimulated acceleration of phospholipase activity along with reduction in FGFR2K-promoted phosphorylation of PLC-?1. This experiment proves that, phosphorylation of Tyr783 is vital for relief of auto-inhibition.Studies reveal that Tyr-783 was essential for auto inhibition. As discussed above, permanent phosphorylation of tyr-783 will completely nullify the kinase stimulated and FGFR2K stimulated phosphorylation of PLC-?1. Lipase activity of PLC-?1 will be enhanced across its limits and over-expression of PLC-?1 can induce malignant transformation. The results could be leading to production of carcinoma cells. It has been found in various studies that activity of PLC-?1 is more in cancerous cells as compared to normal cells. So, permanent phosphorylation tyr783 could be a way leading to malignant cancers.3416300-254000004. This figure is from Tsui et al. 2015. (lipid raft folder). (A) Explain the relationship between GFR and Ret51 and what they are testing in this paper (the overall idea). (B) Explain the experiment shown in this figure and what was learned. (C) What is a negative control that could improve the conclusions from this experiment?GFR and Ret51 both are receptors, GDNF is found to promote PNS development and kidney morphogenesis through the receptor complex consisting of GDNF family receptor 1 (GFR1) and the other receptor tyrosine kinase (Ret). Ret signal transduction is increased by translocation of GFR. GFR-mediated Ret activation is essential too for the kidney morphogenesis and for various other functions of abdominal precursors that form abdominal nervous system. Also, GFR has many lipid rafts because its GPI anchorage, but Ret is expelled from lipid rafts. In this paper, the gene replacement for GFR in mice results GDNF resulting in Ret activation but prevented its translocation into lipid rafts. These mice showed renal agenesis, and other disorders including loss of the enteric nervous system, and defects in motor neuron axon path similar to GFR mice that was knocked out, all this provided evidence along with lipid rafts GFR is also needed for neurotrophic factor signaling.Primary considerate neurons secluded from Gfr1and Gfr1TM/TM mice were maintained in vitro for some days. Then they treated the neurons with GDNF or medium for exact time of 15 minutes. The Detergent-resistant membranes quarantined from the neurons were examined by immunoblotting for Ret51. The comparative purity of detergent resistant and detergent soluble fractions was confirmed by using immunoblotting for caveolin and transferrin receptor, respectively B, the experiments shown in A, were computed and graphed. Otherwise, Substantial decline in the amount of Ret51 was recorded statistically that translocated into lipid rafts while GDNF stimulation in Gfr1TM/TM neurons compared with Gfr1 neurons. Similar Results were obtained after performing the experiment four times .Moreover, Lipid raft translocation experiments were performed to prove the concept that GDNF/GFR1/Ret complex does not translocate into lipid rafts in Gfr1TM/TM mice. Primary sympathetic neurons from Gfr1/ and Gfr1TM/TM mice were used to extract detergent-resistant membranes. Upon stimulation of Gfr1/ neurons with GDNF, Ret translocated quickly into lipid rafts. This was a contrast to Gfr1TM/TM neurons that an evident reduced movement of Ret into the detergent-resistant was recorded because of GDNF exposure. A small portion of Ret that did translocate into lipid rafts while stimulation may be owing to Ret kinase-dependent translocation of Ret into rafts that occurs with slower movements. There was a significant, 75% reduction in the kinetics of the Ret receptor complex into lipid rafts during GDNF exposure in Gfr1TM/TM neurons according to computation made by these experiments. The negative control design here for confirming the results that Ret doesn't translocate into lipid rafts during GFL activation in Gfr1TM/TM neurons, the primary sympathetic neurons isolated from Gfr1/and Gfr1TM/TM mice will be grown in the same way as test ones, with the only difference that there will be no treatment with GDNF or medium for 15 minutes, and the impact of this will confirm the result to much greater extent upon immunoblotting.

The Boy in the Striped Pyjamas – Year 10

The Boy in the Striped Pyjamas Teresa Ip Mark Herman, the director of the film, The Boy in the Striped Pyjamas, uses significant film techniques to create empathy towards the Jewish people involved in the Holocaust. Herman delivers thought provoking ideas to illustrate the horrid events the Jews had to suffer. The significant themes that are conveyed in this film are truth and revelation, betrayal, human suffering and death. The Boy in the Striped Pyjamas was set in 1942 at Auschwitz, Poland and is a historic didactic representation of the Holocaust.Truth and revelation, betrayal and death are important themes because Bruno’s betrayal of Shmuel, an inmate of the Nazi concentration camp, leaves him in a situation where he must attempt to properly mend his relationship with Shmuel, by going inside the camp to look for his father. This results in a tragic ending of both boys and they represent the thousands of people killed during the Holocaust. The truth and revelation of the Ho locaust are portrayed through the use of several dramatic film techniques allowing the audience to empathise for the Jewish people involved in the Holocaust.The audience is in disbelief and are horrified that the Nazi soldiers could be so inhumane. Truth and revelation are realised in the scene where Elsa discovers the truth about her husband’s work in the Nazi concentration camp and her opinion of him immediately changes forever. Herman uses the dialogue with Lieutenant Kotler’s rhetorical question, to Elsa, Bruno’s mother, â€Å"They smell even worse when they burn, don’t they? † to create the moment of truth for her and the audience.In this scene as the audience begins to understand the real truth and horror behind the Holocaust, they also begin to empathise with the Jewish people as the gravity of the situation begins to sink in. Furthermore, the symbolic allusion of smoke is a visual representation of the bodies being burned. The director uses this technique as a way to create further empathy towards the Jewish people. Moreover, the close-up shot of Elsa emphasises her shocked reaction and creates a more dramatic effect to the scene.In this way she represents the audience as this would hopefully be how they react. Thus, through the use of significant film techniques, Herman is able to convey thought provoking ideas based on truth and revelation to an audience. Betrayal is a theme delivered through various significant film techniques so the director is able to convey thought provoking ideas. The viewers are shocked when Bruno betrays Shmuel as they were finally united and the audience realises that Shmuel will have to suffer the consequences and the sense of hope is shattered.Setting is significant and symbolic in the scene where Bruno and Shmuel are in the same room of Bruno’s house as they are not separated by a fence here. Mark Herman has used this to heighten the betrayal even more by bringing the two of them t ogether. Furthermore, the dialogue â€Å"Little man, do you know this Jew? Do you know this Jew? † is used to manipulate Bruno to respond, â€Å"No, I just walked in and he was helping himself. I’ve never seen him before in my life. † In this way dramatic irony is used as the audience understands this to be a lie.The audience then sides with Shmuel and realise how many Jewish people were betrayed, leading them to empathise for them. Moreover, the low angle shot of Lieutenant Kotler and Bruno reinforce their superiority and power, therefore the audience see the pair as having power and this technique highlights one of the many soldiers who had authority over the Jewish people during the Holocaust. Thus, the zooming out shot of Lieutenant Kotler, Bruno and Shmuel heightening Shmuel’s innocence, lack of power and vulnerability as he is standing behind the table, covered by the glasses so the viewer can only just see his head and feet.On the other hand, Bruno is walking away with Lieutenant Kotler emphasising that he has sided with the Nazi’s. In this way, the audience realises that Bruno is not as innocent and angelic as they once thought and witness a darker side to him. Hence, the audience is able to understand betrayal through the use of significant film techniques. In the final scene of the film, death and loss are realised and these thought provoking ideas are conveyed through significant film techniques. In this way the audience is confronted with the shocking tragedy through the eyes of the director.Symbolism is portrayed in the scene where Bruno and Shmuel are inside the camp; both wearing striped pyjamas symbolically and they are finally seen as equals. The lighting gradually becomes dark, dull and grey as Bruno and Shmuel walk deeper inside the concentration camp, portraying the lack of life of the people living inside. The audience is in disbelief when they realise how horrible the concentration camps were and are is shock of how inhumane the Nazi soldiers were. Pathetic fallacy is used when the rain starts to pour and a storm begins to develop.This makes the scene more melancholic and the audience begins to anticipate that a tragedy is about to happen. Moreover, the zooming out shot of the silent anti-chamber emphasises the desolate loss of people, thus the empty striped pyjamas symbolically represent the mass death. The audience realises how many innocent people were killed and they begin to empathise for the Jews as well as having a better understanding of the Holocaust. This only resembles one of the many countless mass killings of the Jewish people that occurred.Therefore, Herman’s ideas on death and loss are able to be understood by the audience through these significant film techniques. The Boy in the Striped Pyjamas focuses on the major themes of truth and revelation, betrayal, human suffering and death and loss. Herman has successfully linked these themes together through Brunoâ €™s betrayal and consequential guilt as well as Shmuel’s continuous suffering. The death and loss of both Bruno and Shmuel represent the mass genocide that occurred during the Holocaust.Herman has thus effectively conveyed his thought provoking ideas through the use of significant film techniques allowing him to evoke a sense of empathy in the audience. Betrayal, truth and revelation and death and loss are important because Bruno’s betrayal leaves him in an attempt to properly mend his relationship with Shmuel, by going inside the concentration camp to look for his father. This results in the death and loss of both and they represent the thousands of people who were killed during the Holocaust.The Boy in the Striped Pyjamas focuses on the major themes of truth and revelation, betrayal and death. Herman has successfully liked these themes together through Bruno’s betrayal and consequential guilt to make things right again between him and Shmuel. The death and loss of both Bruno and Shmuel represent the mass genocide that occurred during the Holocaust. Herman has thus effectively conveyed his though provoking ideas through significant film techniques, allowing him to evoke a sense of empathy in the audience.

Federal Laws Protecting Employees in the Workplace essays

Federal Laws Protecting Employees in the Workplace essays Introduction: There are a number of federal laws protecting employees in the workplace. Included in them are the Fair Labor Standards Act, the Equal Pay Act, the Occupational Health and Safety Act, and the Age Discrimination in Employment Act. According to Dana Shilling in her book Human Resources and the Law, the Age Discrimination in Employment Act of 1967 (ADEA) was passed to protect older workers who are still able to carry out vital job functions. Under the ADEA, employers with twenty or more employees are prohibited from discriminating against employees over forty years of age in hiring, compensation or other employment related areas including training, promotions or layoffs and terminations. The ADEA does not prohibit the discharge of employees over the age of forty for good cause or employee misconduct. The ADEA does prohibit employers for retaliating against older workers that file complaints under the ADEA alleging that they are being discriminated against because of their membership in a protected class. Under the ADEA, the basis for termination must be a reasonable factor other than age. In any scenario in which retaliation by an employer is alleged, the burden of proving it can be difficult according to Shilling. Each federal law that protects workers has a different set of facts and factors used to determine if there is a prima facia case for a lawsuit. In the case of the ADEA, Shilling writes that a prima facia case for an ADEA lawsuit would be one in which the following criteria are met: The plaintiff or complainant is part of the protected group meaning he or she is over forty The plaintiff was qualified for the position that he or she held or was applying for The plaintiff was discharged, not hired, demoted, not given a raise, or in some other way was discriminated against on the basis of age (Shilling, 1998) Introduction: According to Mike Deblieux in his book L ...

Colostrum essays

Immunoglubins/Immunity/Colostrum essays Importance of Immunoglobulins at Birth The development of animals requires a sterile environment, and with mammals we call this place the womb. But after birth, the newborn enters a world with millions of bacteria, viruses, and other pathogens that may cause disease or even death. It is important that the newborn develop a healthy immune system so it is less likely to become diseased. While humans receive 90% of immunoglobulins, essential proteins that respond and protect the body, via the placenta, dogs and cats receive only 5-10%, and unfortunately, livestock receive no immunoglobulins. This is why it is important for livestock to receive immunoglobulins in some other way. Colostrum is another way immunity is transferred between a mother and her newborn. Colostrum is the first secretion from the mammary glands of mothers after parturition. Colostrum contains leukocytes, lactoferrin, lysozyme, cytokines, lymphokines, proline-rich polypeptides, and immunoglobulins. The most important of these being immunoglobulins because they can only be absorbed during the 24 or 36 hours after birth. This is the only time the immunoglobulins can be absorbed through the gut and intestines of the animal. In fact, the most immunoglobulins are in the colostrum during the first 12 hours (6%) and may decrease to only 1% after 24 hours. Thus, it is critical for animals to obtain as much colostrum as they can during the first day of life. There are a number of reasons why immonoglobulins are important to develop an animals first immunity. Immunoglobulins consist of five different forms of antibodies like IgM, IgD, IgE, IgG, and IgA. IgM antibodies are antibacterial and help neutralize endotoxins from gram-negative bacteria. IgD antibodies are found on lymphocytes and make up a small percentage of immunoglobulins. IgE antibodies mediate allergic and anaphylatic reactions and also serve a minor response to the immune syste ...

Free Essays on The Athanor

The Athanor Athanor was a large furnace used by alchemists who transmuted lead...into gold, as history states, "the fire which the alchemist tames is...not one of destruction but of purification." The nazis used this and in their minds it was for purification as well, but everyone else seen it as horrifying destruction. Anselm Kiefer created this painting in between the 1970’s and 1980’s. He himself a German, demonstrates the darkness of the holocaust in this piece of art. The Painting shows a hall that leads to a furnace door. The painting uses a good form of visual perspective. The vertical lines of the flooring tile lead you to the door, where as the horizontal lines drift you off to the sides some but not completely. The contrast of light and dark colors help with the continuation of this perspective as well. The lighter grays and other colors are up in the front of the painting, where as, the further back the painting goes the darker and darker it gets. The dark colors of gray, blacks and browns in this painting fully express the dismal tone the artist is trying to portray. There are burn marks toward the ceiling of the painting, an illustration that the fires that burnt then still leaves a mark today. Over the doorway of the furnace, it shows the word â€Å"athanor† blackened and faded, displaying a symbolic approach to the concept that what was is no more. In addition, the Athanor is painted with somewhat of an impasto, thus creating a t extured look throughout the painting creating an even more real look. Overall, Anselm Kiefer and his work on the Athanor created great visual imagery, eliciting deep poignant feelings upon its audience using an association of the holocaust, rather than elaborate gruesome depictions of it. It remains a very profound piece of art today, not only for its composition, but also for its idea and how it expresses it.... Free Essays on The Athanor Free Essays on The Athanor The Athanor Athanor was a large furnace used by alchemists who transmuted lead...into gold, as history states, "the fire which the alchemist tames is...not one of destruction but of purification." The nazis used this and in their minds it was for purification as well, but everyone else seen it as horrifying destruction. Anselm Kiefer created this painting in between the 1970’s and 1980’s. He himself a German, demonstrates the darkness of the holocaust in this piece of art. The Painting shows a hall that leads to a furnace door. The painting uses a good form of visual perspective. The vertical lines of the flooring tile lead you to the door, where as the horizontal lines drift you off to the sides some but not completely. The contrast of light and dark colors help with the continuation of this perspective as well. The lighter grays and other colors are up in the front of the painting, where as, the further back the painting goes the darker and darker it gets. The dark colors of gray, blacks and browns in this painting fully express the dismal tone the artist is trying to portray. There are burn marks toward the ceiling of the painting, an illustration that the fires that burnt then still leaves a mark today. Over the doorway of the furnace, it shows the word â€Å"athanor† blackened and faded, displaying a symbolic approach to the concept that what was is no more. In addition, the Athanor is painted with somewhat of an impasto, thus creating a t extured look throughout the painting creating an even more real look. Overall, Anselm Kiefer and his work on the Athanor created great visual imagery, eliciting deep poignant feelings upon its audience using an association of the holocaust, rather than elaborate gruesome depictions of it. It remains a very profound piece of art today, not only for its composition, but also for its idea and how it expresses it....

Women in the Development of Science Essay

Women in the Development of Science Essay The Role of Women in the Development of Science, Engineering, Technology Sectors Essay The Role of Women in the Development of Science, Engineering, Technology Sectors Essay The gender inequality in science, engineering, and technology fields has been a contentious topic among social scientists, lawyers, and feminists for decades. Despite their limited entry to the areas of science and technology, women have had significant roles to play in these fields. The majority of females who have had a significant impact on science and technology have been advocating for equal opportunities and for a smoother entry into these areas. Contrariwise, technological change has had both negative and positive influences on the roles of women in the development of science and technology. Regardless of that, bearing in mind that more women are earning degrees in science and technology than men are, the future advancement of the two fields depends on the contributions of females and their longevity in the scientific careers. Gender Differences in Science and Technology Fields For decades, numerous studies have been conducted in an attempt to explain the imbalance between men and women in science, engineering, and technology fields. Social scientists have studied the variances while lawyers have endeavored to fix the imbalance. Post-feminist society, on the other hand, seems to have come to terms with this fact. Nonetheless, men still outnumber women in science, engineering, and technology fields. In recent years, most blatant discrimination against women in engineering and technology fields has been diminished through academic, legal, and government measures. However, an atmosphere that is at least less than entirely friendly to women is yet to be realized, and its consistency is largely taken for granted. The percentage of females attaining doctorate degrees in engineering and technology fields has increased marginally in recent years. According to the National Science Foundation report, in 2003 women comprised just below one-third of doctorate degrees in science, while the engineering sector had just below one-tenth of doctorates awarded to females (Rossiter, 2012, p. 375). Yet, few women hold the top-level faculty spots. The National Science Foundation reveals that in 1972 women made up approximately 3 percent of full-time professors in engineering and technology fields; this figure has risen to 10 percent in less than three decades (Rossiter, 2012, p. 376). Roles Played by Women in the Development of Science and Technology Fields The science and technology sectors could not have attained their achievements with the exclusion of the contributions made by women. While their impact has been undeniably significant, it is necessary to highlight concrete examples of the contributions of females in these sectors. Jewel Plummer Cobb and Grace Murray Hopper are case examples worth to be mentioned. Jewel Plummer Cobb As a groundbreaking cancer researcher, cell biologist, and a brilliant professor, Jewel Plummer Cobb has had an unquestionable impact on the scientific community. Her research on skin cells that create melanin has reached its culmination when she has shown how the cells develop into cancerous cells (Ceci Williams, 2010, p. 7). Additionally, she has been in the forefront of campaigns for equal access to professional opportunities and education for women and minorities. Even with personal challenges such as increased sexism and racism Jewel Plummer Cobb has always been committed to utilizing her success for inspiring women to undertake the fields of science, mathematics, and engineering (Ceci Williams, 2010, p. 7). In the course of her professional life, Jewel Plummer Cobb worked determinedly to improve opportunities for women to venture into traditionally male-dominated occupations. Of course, there were monetary challenges, but she would turn to private sources for funds. Regardless of the obstacles she faced, she never deviated from her convictions that equal education was vital to a fruitful and independent life (Ceci Williams, 2010, p. 8). The woman believed that the hindrances that females face in the academic system were encouraged by cumulative disadvantage factors that prevented other women from careers in science, engineering, and technology fields. Jewel Plummer Cobb identified several aspects as deterrents to women in their advancing in male-dominated careers. They were the variance in socialization of the two sexes, weakened self-confidence, and hopes regarding the influence of children on womens educational careers (Ceci Williams, 2010, p. 8). Grace Murray Hopper Grace Murray Hopper is known for achieving great heights as a woman and an innovator in the technology sector. Having attained a PhD degree in math, her academic achievements were already a rarity among women in the 1930s. In fact, statistics reveals that during the period since 1862 to 1934, a mere 1,279 PhDs in math were awarded (â€Å"Grace Murray Hopper†, n.d.). Grace Murray Hopper joined the women volunteer service, which was headed by the Naval Reserve, where she aided in designing a machine that would compute complicated calculations for the military at war. Her dedication to the task helped her team build the first programmable digital computer (â€Å"Grace Murray Hopper†, n.d.). After the war, she worked on several projects with key innovators such as the developers of ENIAC, one of the first computers ever created. Her ingenuity helped develop the first computer that used punch cards and the first programming language to incorporate English words (â€Å"Grace Murray Hopper†, n.d.). In the developing world, women have also assumed vital roles in the development of science, technology, and engineering sectors. Lydia Makhubu, for instance, the leader of the Third World Organization for Women in Science and a vice-chancellor of the University of Swaziland, insists that females have to play a pivotal role in shaping of the policies for sustainable development in the changing world (Dickson, 2002). Women have customarily been involved in health, energy, and food production industries, which are the focus of development. Due to their intimacy with the family, females have an exceptional attitude to science and its relevance, which highlights the human element of science and technology, as well as its importance in empowering humankind (Dickson, 2002). According to Makhubu, the majority of women choosing scientific careers opt for life sciences (Dickson, 2002). The move should be deemed a strong and encouraging action considering the issues of the developing world. She also highlighted that women have been actively involved in dissemination of culture, taking into account their intimate devotion to the education of children. As a result, females have been significant transmitters of norms and values across generations (Dickson, 2002). Due to their success in other fields, women ought to be in the frontline of the incorporation of culture and science, as well as in creating policies for research, and building a future where human needs form a harmonious foundation for scientific and technological endeavors. There is, thus, a need to reevaluate the relevance of females in the technological and scientific enterprises. This is the only way to achieve feasible sustainable development strategies, according to Makhubu (Dickson, 2002). Importance of Women in the Development of Science and Technology Fields In a 2015 discussion on involving more women in the fields of science and technology for significant growth in Africa, Ayodotun Bobadoye, a Research Officer at the African Technology Policy Study Network, reviewed the overlooked state of science and technology in Africa (â€Å"Engaging Women for Africas Future: The Role of Women in Science, Technology, and Innovation†, 2015). He asserted that approximately 0.4% of GDP in Africa was dedicated to research and development activities, ranking the continent the underdog in research output, numbers of researchers, and the number of registered patents and publications worldwide (â€Å"Engaging Women for Africas Future: The Role of Women in Science, Technology, and Innovation†, 2015). According to Bobadoye, the African Union Strategy for Science, Technology, and Innovation Development is profoundly flawed in its disregard for marginalized groups such as women, despite the fact they make up more than a half of Africa’s po pulation (â€Å"Engaging Women for Africas Future: The Role of Women in Science, Technology, and Innovation†, 2015). For growth initiatives to flourish, they must include women. Bobadoye proposed various ways to increase female’s involvement in science and technology sectors. First of the proposals includes mainstreaming women into science and technology strategies and policies. Secondly, one can enhance the participation of females by expanding access of young women to scientific education at all levels. Additionally, one can raise awareness of the impact of women on science and technology sectors and ensure ample female representation in policy-making endeavors. Moreover, one can create a universal hub of female scientists that would help in mentorship programs (â€Å"Engaging Women for Africas Future: The Role of Women in Science, Technology, and Innovation†, 2015). Effects of Technological Change on Roles of Women and Ideas of Gender In the last three decades, there has been an impressive rise in the number of women earning degrees in engineering, science, and technology disciplines. The growth tends to conceal other characteristics of the science and technology workforce demography. For instance, it masks the decrease in the number of white US men in the fields over recent decades despite they had been dominating the engineering, science, and technology workforce in the United States. However, by trying to balance the numbers, women are now earning more master’s degrees than men. A 2007 National Science Foundation report affirms that in 2004, US women earned approximately 58 percent of all bachelor’s degrees and 59 percent of all master’s degrees in all fields (Laurence, 2010, p. 4). In 2000, US females earned more bachelor’s degrees in science and engineering fields than men did, although they earned nearly 44 percent of the master’s degrees in the same fields. In 2004, US women received approximately 61 percent of PhD degrees in sectors other than science and engineering while receiving roughly 45 percent of PhD in science and engineering (Laurence, 2010, p. 5). The majority of the women who receive PhD in science leave right after they commence with academic employment. They exit the workforce due to certain obstacles that prevent them from continuing in the field or from realizing their full potential as professionals. While some of the barriers are new, Rosser documents that obstacles from three decades ago still linger, but taking the form of different, behavior, language, and structure (Rosser, 2004). The answer to the question why women exit the science, engineering, and technology workforce is not genetic nature or a lack of interest; otherwise, female students would underachieve their male colleagues in colleges. Existing data reveals the contrary: women outdo men in academics and graduate at a higher rate, while having a better attitude towards studies (Jhon, Lee S, Lee K, 2006, p. 124). Statistical research and case studies concerning those two critical factors are noticeable among the various forces driving women to exit the science, engineering, and technology workforce: the requirement to balance family and career and the lack of proficient networks (Jhon et al., 2006, p. 124). Marriage and family come with responsibilities that can shorten a flourishing career of both men and female engineers and scientists. J. Scott Long, a sociologist and statistician, argues in his book that single men and women contribute equally to the science, engineering, and technology workforce (Long, 2001, p. 26). However, a married female with a PhD has a 13 percent less chance of being employed than a married man with equivalent credentials (Long, 2001, p. 26). Moreover, if the woman has young children, she stands a 30 percent less chance of being employed than a single man (Long, 2001, p. 26). Females’ biological nature is often a cause of the dwindling numbers of qualified women in the workforce. Numerous studies documented women’s tussle to balance family and career life. In a 2004 survey conducted by Rosser, for instance, reveals that of the 450 female engineers and scientists working in research universities, over 70 percent mentioned the mounting pressure they had in trying to strike the balance between family and career (Rosser, 2004). They further admitted that this was their primary challenge faced towards attaining professional advancement (Rosser, 2004). Today’s technology has, on the one hand, eased the pressures faced by women in science, engineering, and technology sectors, while, on the other hand, even worsened the situation. Many higher education institutions are revising and improving their policies in response to the global focus on women’s involvement in science, as well as the shortages in science, engineering, and technology workforce due to the security measures launched after September 11, 2001 (Rossiter, 2012, p. 379). The security measures made it hard for skilled non-US workers to acquire US visas. To attract and retain more women to high-tech entrepreneurship and science, there is the need to transform the culture of science and technology into a more family-friendly and inviting venture. Owing to technological advancements, science, engineering, and technology departments in universities in the United States are incorporating finance, marketing, and management business training programs into graduate education. The increased advancement in technology has forced tech employers seek for employees who are refined in leadership, project management, and business skills. Women often did not receive such mentoring in graduate school, but technology has accelerated the need for training programs, which would eventually help a smoother transition of females into the science, engineering, and technology workforce (Rossiter, 2012, p. 381). Although men are no longer prohibiting women from their academic laboratories, cultural and institutional biases still exist and cripple female scientists. A solution to curb the inequalities in the workforce, which is low-cost and potentially widely acceptable, is the enforcement of existing antidiscrimination laws by the government. When the sixth, seventh, and the ninth titles of the Civil Rights Act are enforced, biased distribution of resources in faculties in terms of salary supplements, laboratory space, start-up packages, salary supplements, and university funding will no longer exist (Rossiter, 2012, p. 383). Next, the United States, as a whole, must disallow the depiction of female scientists and engineers as special interest groups. Women comprise almost half of the country’s population and now receive more undergraduate degrees in science than men do. Due to the income advantage that science, engineering, and technology professions bring, the failure to establish family-friendly relationships threatens to segregate women economically. Additionally, a 2006 research by the ‘Engineers Dedicated to a Better Tomorrow’ group affirms that females are more enticed with science, engineering, and technology professions when they consider it a tangible contribution to the society, as well as in improving local communities and the world in general (Rossiter, 2012, p. 384). In conclusion, the imbalance between men and women in science, engineering, and technology fields has been a major concern for decades. Despite the then-existing barriers to prevailing in male-dominated fields, women have somehow overcome the challenges. Unsung heroes such as Jewel Plummer Cobb and Grace Murray Hopper have had significant roles to play in the areas of science and technology, where they prevailed in the male-dominated professions and inspired women across the globe. The developing world has taken a different shape in identifying the roles played by females in science, engineering, and technology fields, mainly due to their difference in priorities comparing to those of the developed countries. Nonetheless, the significance of women in these fields is acknowledged, and measures to ease the entry of women to these fields are being enacted. Lastly, technological advancements have had its fair share of positive and negative impacts on females in science and engineering fi elds. However, with the ongoing policies to offer equal opportunities for men and women in the three fields, the future is more promising for the latter of the male-dominated professions.

Nellie Bly - Investigative Journalist

Nellie Bly - Investigative Journalist The reporter known as Nellie Bly was born Elizabeth Jane Cochran in Cochrans Mills, Pennsylvania, where her father was a mill owner and county judge. Her mother was from a wealthy Pittsburgh family. Pink, as she was known in childhood, was the youngest of 13 (or 15, according to other sources) of her fathers children from both of his marriages; Pink competed to keep up with her five older brothers. Her father died when she was only six. Her fathers money was divided among the children, leaving little for Nellie Bly and her mother to live on. Her mother remarried, but her new husband, John Jackson Ford, was violent and abusive, and in 1878 she filed for divorce. The divorce was final in June of 1879. Nellie Bly briefly attended college at Indiana State Normal School, intending to prepare to be a teacher, but funds ran out in the middle of her first semester there, and she left. She had discovered both a talent and interest in writing and talked her mother into moving to Pittsburgh to look for work in that field. But she did not find anything, and the family was forced to live in slum conditions. Finding Her First Reporting Job With her already-clear experience with the necessity of a woman working and the difficulty of finding work, she read an article in the Pittsburgh Dispatch called What Girls Are Good For, which dismissed the qualifications of women workers. She wrote an angry letter to the editor as a response, signing it Lonely Orphan Girl- and the editor thought enough of her writing to offer her an opportunity to write for the paper. She wrote her first piece for the newspaper, on the status of working women in Pittsburgh, under the name Lonely Orphan Girl. When she was writing her second piece, on divorce, either she or her editor (the stories told differ) decided she needed a more appropriate pseudonym, and Nellie Bly became her nom de plume. The name was taken from the then-popular Stephen Foster tune, Nelly Bly. When Nellie Bly wrote human interest pieces exposing the conditions of poverty and discrimination in Pittsburgh, local leaders pressured her editor, George Madden, and he reassigned her to cover fashion and society- more typical womens interest articles. But those didnt hold Nellie Blys interest. Mexico Nellie Bly arranged to travel to Mexico as a reporter. She took her mother along as a chaperone, but her mother soon returned, leaving her daughter to travel unchaperoned, unusual for that time, and somewhat scandalous. Nellie Bly wrote about Mexican life, including its food and culture- but also about its poverty and the corruption of its officials. She was expelled from the country and returned to Pittsburgh, where she began reporting for the Dispatch again. She published her Mexican writings as a book, Six Months in Mexico, in 1888. But she was soon bored with that work, and quit, leaving a note for her editor, Im off for New York. Look out for me. Bly. Off for New York In New York, Nellie Bly found it difficult to find work as a newspaper reporter because she was a woman. She did some freelance writing for the Pittsburgh paper, including an article about her difficulty in finding work as a reporter. In 1887, Joseph Pulitzer of the New York World hired her, seeing her as fitting into his campaign to expose all fraud and sham, fight all public evil and abuses- part of the reformist trend in newspapers of that time. Ten Days in a Mad House For her first story, Nellie Bly had herself committed as insane. Using the name Nellie Brown, and pretending to be Spanish-speaking, she was first sent to Bellevue and then, on September 25, 1887, admitted to Blackwells Island Madhouse. After ten days, lawyers from the newspaper were able to get her released as planned. She wrote of her own experience where doctors, with little evidence, pronounced her insane and of other women who were probably just as sane as she was, but who didnt speak good English or were thought to be unfaithful. She wrote of the horrible food and living conditions, and the generally poor care. The articles were published in October 1887 and were widely reprinted across the country, making her famous. Her writings on her asylum experience were published in 1887 as Ten Days in a Mad House. She proposed a number of reforms- and, after a grand jury investigation, many of those reforms were adopted. More Investigative Reporting This was followed with investigations and exposà ©s on sweatshops, baby-buying, jails, and corruption in the legislature. She interviewed Belva Lockwood, the Woman Suffrage Party presidential candidate, and Buffalo Bill, as well as the wives of three presidents (Grant, Garfield, and Polk). She wrote about the Oneida Community, an account republished in book form. Around the World Her most famous stunt, though, was her competition with the fictional Around the World in 80 Days trip of Jules Vernes character, Phileas Fogg, an idea proposed by G. W. Turner. She left from New York to sail to Europe on November 14, 1889, taking only two dresses and one bag. Traveling by many means including boat, train, horse, and rickshaw, she made it back in 72 days, 6 hours, 11 minutes and 14 seconds. The last leg of the trip, from San Francisco to New York, was via a special train provided by the newspaper. The World published daily reports of her progress and held a contest to guess her return time, with over a million entries. In 1890, she published about her adventure in Nellie Blys Book: Around the World in Seventy-Two Days. She went on a lecture tour, including a trip to Amiens, France, where she interviewed Jules Verne. The Famous Female Reporter She was, now, the most famous female reporter of her time. She quit her job, writing serial fiction for three years for another New York publication- fiction that is far from memorable. In 1893 she returned to the World. She covered the Pullman strike, with her coverage having the unusual distinction of paying attention to the conditions of the strikers lives. She interviewed Eugene Debs and Emma Goldman. Chicago, Marriage In 1895, she left New York for a job in Chicago with the Times-Herald. She only worked there for six weeks. She met Brooklyn millionaire and industrialist Robert Seaman, who was 70 to her 31 (she claimed she was 28). In just two weeks, married him. The marriage had a rocky start. His heirs- and a previous common-law wife or mistress- were opposed to the match. She went off to cover a womens suffrage convention and interview Susan B. Anthony; Seaman had her followed, but she had the man he hired arrested and then published an article about being a good husband. She wrote an article in 1896 on why women should fight in the Spanish American War- and that was the last article she wrote until 1912. Nellie Bly, Businesswoman Nellie Bly- now Elizabeth Seaman- and her husband settled down, and she took an interest in his business. He died in 1904, and she took over the Ironclad Manufacturing Co. which made enameled ironware. She expanded the American Steel Barrel Co. with a barrel that she claimed to have invented, promoting it to increase the success appreciably of her late husbands business interests. She changed the method of payment of workers from piecework to a salary and even provided recreation centers for them. Unfortunately, a few of the long term employees were caught cheating the company, and a long legal battle ensued, ending in bankruptcy, and employees sued her. Impoverished, she began writing for the New York Evening Journal. In 1914, to avoid a warrant for obstructing justice, she fled to Vienna, Austria- just as World War I was breaking out. Vienna In Vienna, Nellie Bly was able to watch World War I unfolding. She sent a few articles to the Evening Journal. She visited the battlefields, even trying out the trenches, and promoted U.S. aid and involvement to save Austria from Bolsheviks. Back to New York In 1919, she returned to New York, where she successfully sued her mother and brother for the return of her house and what remained of the business she had inherited from her husband. She returned to the New York Evening Journal, this time writing an advice column. She also worked to help place orphans into adoptive homes and adopted a child herself at age 57. Nellie Bly was still writing for the Journal when she died of heart disease and pneumonia in 1922. In a column published the day after she died, famous reporter Arthur Brisbane called her the best reporter in America. Key Facts Family: Mother: Mary Jane Kennedy Cummings (her second marriage, the first was childless)Father: Michael Cochran (mill owner and county judge; had 10 [or 12?] children from a first marriage)Siblings: two full siblings, and 10 (or 12?) half-siblings from her fathers first marriageHusband: Robert Livingston Seaman (married April 5, 1895, when he was 70; millionaire industrialist)Children: none from her marriage, but adopted a child when she was 57 Education: early education at homeIndiana State Normal School, Indiana, Pennsylvania Known for: investigative reporting and sensationalist journalism, especially her commitment to an insane asylum and her around-the-world stunt Occupation: journalist, writer, reporter Dates: May 5, 1864-January 27, 1922; she claimed 1865 or 1867 as her birth year) Other Names: Elizabeth Jane Cochran (birth name), Elizabeth Cochrane (a spelling she adopted), Elizabeth Cochrane Seaman (married name), Elizabeth Seaman, Nelly Bly, Pink Cochran (childhood nickname) Books by Nellie Bly Ten Days in a Mad-House; or Nellie Blys Experience on Blackwells Island. Feigning Insanity in order to Reveal Asylum Horrors.... 1887.Six Months in Mexico. 1888.The Mystery in Central Park. 1889.Outline of Bible Theology! Exacted from a Letter by a Lady to the New York World of 2nd June, 1889. 1889.Nellie Blys Book: Around the World in Seventy-Two Days. 1890. Books About Nellie Bly: Jason Marks. The Story of Nellie Bly. 1951.Nina Brown Baker. Nellie Bly. 1956.Iris Noble. Nellie Bly: First Woman Reporter. 1956.Mignon Rittenhouse. The Amazing Nellie Bly. 1956.Emily Hahn. Around the World with Nellie Bly. 1959.Terry Dunnahoo. Nellie Bly: A Portrait. 1970.Charles Parlin Graves. Nellie Bly, Reporter for the World. 1971.Ann Donegan Johnson. The Value of Fairness: The Story of Nellie Bly. 1977.Tom Lisker. Nellie Bly: First Woman of the News. 1978.Kathy Lynn Emerson. Making Headlines: A Biography of Nellie Bly. 1981.Judy Carlson. Nothing Is Impossible, Said Nellie Bly. 1989.Elizabeth Ehrlich. Nellie Bly. 1989.Martha E. Kendall. Nellie Bly: Reporter for the World. 1992.Marcia Schneider. First Woman of the News. 1993.Brooke Kroeger. Nellie Bly: Daredevil, Reporter, Feminist. 1994.

Consumption and Leisure essay

Consumption and Leisure essay Consumption and Leisure essay Consumption and Leisure essayAccording to Kevin Latham (2011) â€Å"Consumption and Leisure†, there was observed huge progress in the spheres related to leisure and consumption in China during the previous three decades. The Chinese society stopped being a state-capitalist community as it was in the earlier years. Today, it represents a sophisticated society characterized by ever-growing wisdom and astuteness within the consumer and leisure sectors. The consumer society of modern China is likely to remain as it is now for a long period of time without losing its basic features in the predictable future. However, the article suggests that the pattern of consumption adopted by modern Chinese society is likely to move to the less developed and distant parts of the country. This may happen even if the drastic gap between the different parts of the country in terms of leisure and consumption is not eliminated and even if the economically undeveloped regions remain the way they look like nowadays. The author of the article assumes that the tendency of Chinese consumers to grow more and more sophisticated in their product selection is likely to penetrate the remote parts of China as well. The author concludes that this process is foreseen to continue developing at a high rate in the nearest future.Hugo de Burgh in his article â€Å"Kings without crowns? The re-emergence of investigative journalism in China† suggests that the fact that the journalists in China consider â€Å"investigative journalism† to be of much importance indicates the on-going changes taking place within the Chinese society and represents a proof of their own significance in the process of China’s development. However, â€Å"investigative journalism† arouses crucial differences in viewpoints as to what exactly such kind of journalism implies. The author of the article claims that one of the interpretations of the fact that â€Å"investigative journalism† ha s reemerged is the establishment of a new set of rights. In fact, â€Å"investigative journalism† can be viewed as an expression of the process of â€Å"Westernization†. In his article, Hugo de Burgh attempted to analyze possible interpretations of the â€Å"investigative journalism† phenomenon including myths and facts related to it. The author also explains the expression â€Å"Kings without crowns† suggesting that in modern days journalists fulfill the traditional and culturally acceptable roles, at the same time using certain renewed concepts. It suggests that journalists turned into the reproducers of the traditional and cultural values of China.According to Zhao Yuezhi (2008) â€Å"Entertaining the masses†, the essence of engaging the outside social powers in the system of Chinese communication has considerably changed since the times when the private newspapers have been part of the post-revolutionary mass media back in the 1950s. It also ha ppened along with the establishment of mass media run by the citizens during the reform process in the late 1970s. Nowadays, in terms of the citizen-run mass media still being oppressed and private capital still being prohibited, unstable organizations are officially acknowledged and encouraged to take part in a vast variety of activities within the cultural and mass media business spheres. As a result, a new system has been established. This newly formed system allows the country to keep to its ideologies in the mass media industry. The article suggests that all this is a complex process of involving private capital into the modern media industry in China. The author concludes that today, Chinese mass media and cultural industry is viewed as a new scene for conducting â€Å"the game of capital† rather than an area of cultural expression and social communication.