Two Articles

Assignment 2: LASA 1—Analytical Summaries For this assignment, you will compose two short critical essays explaining and evaluating arguments by other authors. This assignment allows you to analyze an issue from a variety of perspectives and assess arguments for or against the issue. By focusing your attention on how the original authors use evidence and reasoning to construct and support their positions, you can recognize the value of critical thinking in public discourse.Read the two articles â€Å"Predictive Probes†, and â€Å"New Test Tells Whom a Crippling Disease Will Hit—and When† from the textbook and write two separate analytical summaries. These articles can be found in the chapter titled: Deciding to accept an argument: Compare the evidence. This assignment has two parts. Part 1—First Article Write an analytical summary of the article focusing on the article’s main claims. Include the following: †¢Identify the three ways the a uthor uses evidence to support assertions. †¢Identify the places where evidence is employed as well as how the author uses this evidence.Discuss evidence â€Å"as the reason† vs. â€Å"the support for the reason. † Also discuss evidence as dependent on the issue/context. †¢Analyze how the author signals this usage through elements such as word choices, transitions, or logical connections. Part 2—Second Article Write an analytical summary of the article focusing on the article’s main claims. Include the following: †¢Identify the author’s use of the three elements: experiment, correlation, and speculation to support assertions. †¢Analyze how the author signals the use of these elements through language.For example, word choices, transitions, or logical connections. Write a 4–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2. doc. 1. What kind of evidence would you expect in the following arguments? †¢a. An argument that people who eat a special diet will have less chance of getting cancer. †¢b. An argument that God exists. †¢c. An argument that human cells secrete some substance under certain conditions. †¢d. An argument that stealing is unethical. †¢e.An argument that owning a pet tends to lower one’s blood pressure. Answers (a) evidence after the fact; (b) philosophical evidence (a general principle, for instance that the universe is orderly); (c) direct scientific experimentation; (d) philosophical evidence; (e) evidence after the fact 2. Underline the language in the following argument that you believe indicates that it does (or does not) admit its limits. It’s an obvious fact that living in the suburbs is better than city life. Everyone knows that cities are far more polluted and dangerous. And of course, people don’t even know their neighbors.On the other hand , suburbs are peaceful havens from the workaday world. READINGS The following two articles show breathtaking advances in the ability to detect whether a person will suffer from a particular genetic disease. The first article contains references to all three types of evidence discussed in this chapter. Compare the language used to depict direct experimentation, after-the-fact evidence, and values questions. Predictive probes by Jerry E. Bishop Several years ago, Nancy Wexler’s mother died of Huntington’s disease, a hereditary and always-fatal affliction that strikes in midlife.Since then, Ms. Wexler, the 38-year-old president of the Hereditary Diseases Foundation in Santa Monica, Calif. , has lived with the uncertainty of whether she, too, inherited the deadly gene. That uncertainty may soon be resolved. A few months ago, scientists announced they were on the verge of completing a new test to detect the gene for Huntington’s disease (formerly called Huntingtonâ⠂¬â„¢s chorea). But deciding whether to submit herself to the test is an anguishing choice for Ms. Wexler. â€Å"If I came out lucky, taking the test would be terrific, of course,† she says. But if I came out unlucky, well †¦Ã¢â‚¬  Her dilemma is an extreme example of the kind thousands of Americans will face in the not-too-distant future as scientists learn how to pinpoint genes that cause or predispose a person to a future illness. The test to detect the Huntington’s disease gene should be ready within one to two years. Researchers already have detected some of the genes that can lead to premature heart attacks and, in the near future, hope to spot those that could predispose a person to breast or colon cancer.Eventually, scientists believe they will be able to detect genes leading to diabetes, depression, schizophrenia and the premature senility called Alzheimer’s disease. New Test Tells Whom a Crippling Disease Will Hit—and When Amy Jo Snider, a college senior, has put her career plans and romantic life on hold until she settles a gnawing question about her genetic legacy. During her Christmas break, the Charleston, SC, student plans to be tested for a gene that causes ataxia, a disease without a cure that destroys the brain cells governing muscle control.The disorder crippled and ultimately killed her father in middle age. Because of a recent breakthrough in genetic research, the 21-year-old Miss Snider will be able to find out whether she inherited the disease, and, if so, how soon and how hard ataxia may strike her. â€Å"I want to be tested before I start to show symptoms,† she says unflinchingly. â€Å"I’m graduating in May, and I have to start planning my life. † As agonizing as the knowledge might be, she says the uncertainty is worse. â€Å"If I’m in limbo, it’s not fair to people around me,† she says. â€Å"I can’t deal with not knowing. †

Conflict Resolution (Team Dynamics for Managers) Essay

A major conflict that appears in many, if not most, groups appears to be miscommunication or lack of communication. There are several solutions available to resolve miscommunication. Each member of a team has certain strengths and skills that help resolve occurring issues. When a team is confronted with miscommunication or lack of communication, having a plan is a necessity. Lack of communication can easily lead to miscommunication in a group and cause many reoccurring issues. Certain confliction techniques can be used to not only eliminate the issue, but also understand the underlying issue at hand. Conflict and Solution Personal Strengths to Resolve Issue Creating a detailed learning team charter that involves all members allows each individual to contribute their strengths in problem solving. Generally, charters are mainly used as a tool to contact other members outside of the team environment. The other members offer their information and would be responsible to check into the team in a reasonable amount of time. This is the beginning opportunity to highlight each member’s strengths and especially how willing they are to participate. Participation is one of the main behaviors that help a team strive or fail. How little or how much a person chooses to participate confides solely within them. This is especially true since individuals learn and retain information in different ways; the application of strengths can be applied in separate and unique formats in a team. The most appropriate conflict management would be Jerry Wisinski’s A-E-I-O-U Model, which focuses on collaboration and what he calls positive intentionality, the assumption that other people are not trying to cause conflict (Engleberg & Wynn, 2010). After completing the charter and knowing what is expected of each member, the most appropriate method of communication would be speaking with and checking in with members outside of the group. Conflict Management Techniques Each conflict is special in its nature and requires customized care depending on the situation or context with which the problem resides. â€Å"†¦all managers—whether they be supervisors, middle managers or chief executive officers—must learn to manage conflict if they are to be effective in leading their particular organizational units† (DuBose & Pringle, 1989, p. 1). The idea that a problem should be â€Å"managed† crops up because conflict is a known and necessary part of organizational development. Conflicts shape organizations; but why must an organization go through a difficulty or hardship in order to understand conflict management? â€Å"The term ‘managing’ implies that conflict is not inevitably destructive† (DuBose & Pringle, 1989, p. 1). Conflicts are not unchangingly damaging because it is necessary for growth to come across a few growing pains. Organizations with good management almost always succeed and dreams of growth come into fruition when conflicts are appropriately managed and managers understand the integrality of their interpretation of conflict management and its many different techniques. The team was very natural in its ability to choose a proper technique and utilize it in order to overcome the conflict at hand. The collaboration technique was used successfully as the team was forced to put their heads together and come to a decision with regard to the conflict. The collaboration was effective due to the participants’ unwavering objectivity and understanding of the conflict and how to manage it. Each party had their responsibilities laid out neatly in order to quickly and professionally get the job done. The team was highly prepared for any conflicts and managed them upon manifestation due to the highly comprehensive group. Accommodation is another technique the team productively used. Accommodation is used when the conflict is more important to the other party involved in the conflict and is treated with thoughtfulness by the other members; this technique was also successful because the team was able to â€Å"pick their battles† and strive to meet all the expectations of the team leader, and their teammates (DuBose & Pringle, 1989). Additional Conflict Management Techniques Team communication generally appears to be a conflict that exists within the members of the group. This can only be solved within the members and the willingness to strive, learn, and accomplish together as a group. It takes personal inactive and being open to other’s suggestions to make communication strong and effective. Strong communication would prove to eliminate miscommunication and therefore lack of communication. Setting goals can always be a productive approach to ensuring success and keeping members focused on what needs to be accomplished, and the most effective route to complete tasks. The important balance of goal setting in groups is making sure that personal and team goals do not outweigh one another. Goals are more productive when they are shared and known with other individuals. Making, keeping, and sharing goals in the team environment are essential to success and eliminating miscommunication. In some cases where conflict is stronger than problem solving, it is necessary to seek help outside of the group. Third-party intervention occurs when a group seeks the services of an impartial outsider who has no direct connections to the group, but has the skills needed to analyze the conflict and helps resolve it (Engleberg & Wynn, 2010). In learning team environments, the instructor is the third-party intervention and has authority to make decisions as deemed necessary to help keep the team productive and functioning as a whole. Arrival of Decision The group’s natural understanding of conflict management, and the team leader’s fantastic ability to choose proper techniques, strengthened the team’s ability to get the job done. When conflicts arose, the team effortlessly went through a decision process and effectively outlined the techniques that worked the best. The team was able to utilize all participating members’ strengths to move on with the project after nipping all problems in the bud. While some issues call for more drastic measures, accommodation and collaboration was the team’s two most valuable assets when managing conflict internally. Some issues require an entire modification of the organizational structure which could set back the team, and even the organization, for a very long time. Good management within the organization knows the proper way to take care of problems that arise from conflicts. Good management understands that the symptoms and the disease are two completely different things and should be handled as such. When managers â€Å"settle† problems for lower-level managers, it implies that they do not fully understand the real problem and how to fix it. Symptoms are stopped once the root of the problem is remedied. Conclusion When lack of communication occurs in a group, miscommunication is often followed. Certain personal strengths, such as a willingness to strive and learn from others are important in a group setting. Creating a team charter helps eliminate the issue of miscommunication. Setting goals, being open to other’s thoughts and opinions, and seeking help from outside of the group are all techniques to resolve a conflict in a group setting. The arrival of decisions are done by working as a team, using proper problem solving techniques, communicating, and having a good leader. References DuBose, P. B. & Pringle, C. D. (1989). Choosing A conflict management technique. SuperVision,50(6), 10-10. Retrieved fromhttp://search.proquest.com/docview/195581288?accountid=35812 Engleberg, I. N. & Wynn, D. R. (2010). Working in groups (5th ed.). Boston: Pearson/Allyn &Bacon.

Research paper Example | Topics and Well Written Essays - 1250 words - 17

Research Paper Example Identity such as language, religion amongst others implies sovereignty, and from the struggle of the Native Americans in Hawaii and Alaska, albeit approached differently, defines the process towards sovereignty. This paper explores and discusses the sovereignty claims of the native tribes in Alaska and in Hawaii, the 49th and 50th states of the country respectively. As a matter of fact, efficient public service delivery can be disregarded for a chance to indulge in self governance. Nonetheless, with the federal government and the state governments responsible for a number of services for the people in Alaska, including the natives, the relevance of the Alaskan sovereign and the Hawaiian push for tribal sovereigns has been brought into question. The native Hawaiians situation with regards to sovereign assertions is markedly different from the Alaskan situation. However, the tribes in Native Hawaiians tribes had a centralized governing system with a royal queen being at the helm of the authority of the land before colonization and eventual annexation by the United States. Presently, the United States of America exhibit a three spiral form of sovereignty: federal, state and tribal governments. The sovereign status of the native tribes in Alaska has been defined as axiomatic, and this implies that the right to self govern is self evident. The Alaskan natives, similar to other tribes in the Americas, have governed themselves for thousands of years a similar pattern across America’s native tribes came. Assertions of tribal sovereignty as it is presently exist amongst the native Alaskan tribe took very many years to achieve fruition. During the years of sovereignty claims, the tribes used a combination political as well as legal activism. Sovereign assertion achieved by the native Indian tribes over the years is acknowledged within the federal corridors of justice, and entails the

What does a parent face to raise their children Essay

What does a parent face to raise their children - Essay Example It is surprising that as children grow, they adapt certain set of values some which are totally different from what they learned from their parents. Some of the challenges faced by parents as they raise up their children include dealing with drinking, premature sexual habits as well as drugs (Thomas 24). Recent studies have shown that, in recent years, children get into drug use as early as at eleven years. Parents, therefore, get faced with the challenge of putting measures in place to protect their children from such deadly traps. In fact, they have the responsibility to lead by example. With the rising trends of premarital sex and drinking, parents get faced with the challenge of constantly been in touch with their children class teachers so know their children progress. Drinking, as seen by teenagers, is just but as a symbol of fun and most of them see the vice as a way of spending their generous time (Thomas 29). Parents, therefore, face the challenge of instilling soberness in their way of thinking. Sex is yet another challenge that faces parents dealing with children in their teenage. With porn sites in the internet, television programmes, children eagerly grow up to learn more about sex and, therefore, the value of virginity gets lost among them. It is certainly an energy draining task for parents to install proper morals to such children. Moreover, with increased cases of sexual predators, parents become faced with the challenge of offering protection to their young children and ensuring their safety. However, despite the many challenges, parents also have their reward as they raise children. Children can teach parents many things that they could never have learned if they never had them. Parents with children, who have some disorders such as temper tantrums, experience a lot of satisfaction when they help their child overcome the problem without the parents

Economic Concepts Essay Example | Topics and Well Written Essays - 500 words

Economic Concepts - Essay Example e) Michelle seems to be much more efficient than James at utilizing the same space and resources for the purpose of both raising chickens and growing potatoes. Perhaps Michelle is a much more experienced farmer than James or perhaps the soil in Michelle’s farm is much more fertile. Regardless Michelle has the absolute advantage in both the chicken and potato production compared to James. f) Since Michelle can produce potatoes at a ratio of 4 pounds of potatoes per chicken versus James ratio of 2 pounds of potatoes per chicken, so to Michelle’s the potato crop is more valuable compared to her chicken production. Michelle holds the comparative advantage in the production of potatoes. g) Since James can only produce 80 pounds of potatoes year, but yet he is able to produce 40 chickens which are more valuable than the 80 pounds of potatoes he can produce in his farm; James holds the comparative advantage in the production of chickens. h) If both James and Michelle were to s pecialize in the area where they both hold a comparative advantage they would both be better off. Since based the exchange rate is 2.5 pounds of potatoes for each chicken Michelle’s 200 pounds potatoes are worth 80 chickens versus her capability of producing 50 chickens. This represents a 60% increase in her overall production. In the case of James 40 chickens are worth 100 pounds of potatoes versus his farm production capacity of capacity of 80 pounds of potatoes.

Current Event Paper Assignment Example | Topics and Well Written Essays - 250 words - 17

Current Event Paper - Assignment Example The main objective is to make an analysis of the direction of food packaging equipment in the future. Packaging material will be an important tool within the processing and packaging of food industry. The article discusses on the improvisation of market and the possible setbacks. Details on the advantages and disadvantages of different food processing and packaging equipment are discussed as well. Analysis of the structure of the equipment used in food processing and packaging is discussed and how revenue can be generated more. The impacts of use of packaging to customers are also discussed in the article (pr, 2014). This research is related to the concept learned in class because they both discuss how producing goods in a certain way is useful to an organization. The article discusses on how to make products attractive to the customers. This is related to how the concept in class discusses process choice to sell new products in the market. Newswire US.

Environmental Leaders and Laggards in the European Union Essay

Environmental Leaders and Laggards in the European Union - Essay Example Moreover, the author also argued that the problem took place due to shortage in the administrative capacities for effectually implementing EU based environmental policies. It has been viewed in the article that the southern member provinces of EU did not possess adequate technical know-how, potential working staffs and well-structured infrastructures for applying as well as enforcing EU environmental based legislative policies. The author suggested that the southern member provinces belonging to EU should implement environmental policies competently for the purpose of developing their financial progression, increasing economic interests and most significantly generating employment. The effective execution of the EU environmental schemes or policies would ultimately promote the economic advancement of the different southern member provinces belonging to EU as well as enhance their environmental quality level by a greater extent. The author identified a significant reason which eventua lly restricted the southern member provinces of EU to implement EU environmental based policies effectively. The significant reason was that the southern member provinces belonging to EU possessed the political systems which were conventionally dominated by clientelism, disrespect and patronage for the public authority. On the basis of the article, the author argued that there lays significant disparities in meeting with the EU environmental laws throughout the different European member provinces which cannot be escorted.

Critical thinking Essay Example | Topics and Well Written Essays - 1250 words - 1

Critical thinking - Essay Example Though, theories and methods are proven or disputed, still due to the critical thinking these conclusions are not final and they are always exposed to comments and criticism. Thanks to critical thinking knowledge is added to all fields allowing for the perpetual evolution of disciplines. Critical thinking and critical approach contribute for the desirable skills that all students aim to - to be able to assess decisively situations. Universities insist on critical thinking because it develops and evolves intelligence and associative thinking. Critical thinking has been interpreted and measured in numberless ways. According to Pascarella and Terenzini (1991) critical thinking "typically involves the individual's ability to do some or all of the following: identify central issues, make correct inferences from data, deduce conclusions from the information or data provided, interpret whether conclusions are warranted on the basis of the data given, and evaluate evidence or authority" (p. 118). They note that the impact of the activated critical thinking is evidenced in postsecondary education. The imperative that students have to concentrate and develop their critical thinking in their postsecondary education identifies the need for scholars to accent on other aspects of thinking while at university. Very often students receive feedbacks on... zing, synthesizing and/or evaluating information gathered from, or generalized by, observation, experience, reflection, reasoning or communication, as a guide to belief and action (1)." For them critical thinking is a process and not an end. Paul and Elder (2002) emphasize that there are 9 qualities that transform the language into an optimal use: clarity, precision, depth, accuracy, relevance, significance, logic, breadth and fairness. Usually students who master the critical thinking technique will be able to: Search patterns and underlying rules; Connect ideas to previous knowledge and examine and compare theories and real life experience; Verify and substantiate evidence and relate it to the conclusions; Explore the arguments for and against and ask critical questions and made assumptions; Recognize alternative viewpoints and being able to built counterarguments; Generalizing main concepts and seeking clarifications to build sustainable knowledge; At university level critical thinking is essential for combining discussion with peer-editing activities and to stimulate the collaboration between pupils. An example of encouraging critical thinking at university is establishing "buzz groups" within the class and each groups will discuss a certain aspect of the topic and the other will try to build counter-arguments and critique the conclusions. A research conducted by Johnson et al (1991) shows that "buzz group" discussions following the guidelines of covering main concepts and then critically evaluating if a counter-argument can be built helps students to develop problem-solving skills and to enhance their independent thinking. In "buzz group" discussions learners are able to formulate problems and to be involved in the process of exploratory learning. This is so,

Philosophy paper Essay Example | Topics and Well Written Essays - 1750 words - 2

Philosophy paper - Essay Example In this proposition, my major premise is ‘All mortals die’ while my minor premise is ‘All men are mortal.’ Meanwhile, my conclusion will be ‘All men must die.’ In this syllogism, the main issue of concern is mortality. It seeks to justify the claim that all human beings are destined to death upon the end of their lifetime. For a very long time, philosophers have debated the issue of mortality. However, as a matter of fact, everyone dies. As a natural occurrence, human beings can not do anything about death. Once a time reaches, they eventually die regardless of the actions they take (Sober, E., 2001). The main proposition claims that no single creature can enjoy a perpetual life. Meaning, because they are created, they can be uncreated. This is a common feature of the living organisms which have to undergo a well defined life cycle starting from conception, birth, growth and death. This is because they can not live permanently. Therefore, by saying that all mortals die, it simply means that any living creature can not live forever. Instead, it reaches a point when their mortal lives must come to an end. After all, they are not immortal, but mortal creatures whose lives can come to an end at any given time. As for the minor proposition, it is asserted that all men are mortals. This is a right argument because human beings are part of creatures that do not enjoy a permanent life, but live for a limited duration of time. Since most philosophers subscribe to the Biblical accounts of creation, it is apparent that human beings are part of God’s creatures. This signifies that they are subject to manipulation by their creator. Just like all the other creatures, they are destined to live for a shorter time before their lives eventually come to an end. This is a clear indication that they are mortals. Therefore, their lives are terminated

Counter Terrorism & Emergency Responders Assignment

Counter Terrorism & Emergency Responders - Assignment Example There was a report of the use of biological weapons during the World War I. Alpha, beta, gamma, and neutron radiation result from nuclear decays of some reactive metals such as uranium. All the four types of radiation cause almost similar problems in human health. For humans, they cause stochastic and non-stochastic effects. Stochastic effects result from prolonged exposure to too low levels of the radiations. Among the disorders in this category, cancer is the most common though there are also problems such as mutations. The non-stochastic disorders result from short-term exposures to high levels of radiations. Such disorders have adverse effects on the health of animals and humans. The associated problems develop faster than the stochastic. Cancer is still top of the list, with others in this category being aging of the skin, burns and radiation conflict (US, EPA, 2015). While investigating the course of fire, experts depend on several observations as well as training techniques. Before the 1970s, fire investigation personnel did not depend on scientific approaches, but instead used witness-based methods. However, currently, they use experimental methods by first looking for the point of origin. They then proceed to look for ignition possibilities. In the event, that the fire investigators realize that the fire could have resulted from terrorism, they immediately inform the intelligence systems as a precaution. Usually, in the US, the counter-terrorism unit forms the core of the fights against terrorism (National Geographic, 2015). Usually, if someone swallows poison, the doctors induce vomiting after finding out from evidence what type of poison the victims might have consumed. For acids and alkalis, they do not induce vomiting because of the corrosive nature of such poisons. The vomit used gives a specimen for use in investigation and determination of the correct medication. For the case of corrosive vapor poisoning, the doctors do not have a

Halal and Haram Issues in Food and Beverages Essay Example for Free

Halal and Haram Issues in Food and Beverages Essay Halal and Haram Issues in Food and Beverages In food industry, modern science and technology lead to creation of variety foods and beverages. The evolution comes together with booming of additives and ingredients to match with demands and perfections in food production. Different types of beverages as well as variety of foods offered in the market often confuse the consumers especially Muslims and most of them are unaware of what they have consumed. Generally Halal means clean and healthy food which has also being proven scientifically. In Islam, the consumption of Halal food and beverage and using Halal consumer products are obligatory in serving Allah, the Creator and the Almighty. Therefore, Muslims communities are very mindful of food ingredients, handling process and packaging of food products. The foods and beverages are only Halal if the raw materials and ingredients used are Halal and it is fully compatible to the Islamic guidelines. Nowadays, â€Å"Halal† oriented foods and beverages get food industry attention in all over the country as is expected to become a significant contributor to economic growth. It must be understood that the production of Halal food and beverage are not only beneficial to Muslims, but also to food producers, by means of increased market acceptance of their products. In food production, sugars are widely used as it could make the food and beverage taste sweet and delicious. There are many types of sugars such as glucose, fructose, lactose and maltose. A problem occurs as those sugars might transform to an alcohol named ethanol (or ethyl alcohol) by natural fermentation process which is not performed by enzymes. According to scientific review, both natural and manufactured products contain small amount of alcohol; for example, fruits, juices, vegetables, breads, cheeses, beef, and honey. Those food and beverage usually contain not more than 0. 5% of alcohol. Therefore, anything containing sugar is fermentable into alcohol. Other manufactured products such as Coca Cola, Pepsi, and Mirinda contain alcohol at percentage range of 0. 2% 0. 3% as Beta Carotene (the colouring used) is melted by using the alcohol method. In addition, according to Eastern Standard Time on July 8, 1999 (4:00 pm); â€Å"The oils that they use to make Pepsi have minute trace of alcohol which combined make up a percentage of alcohol. † The problem of alcohol that might contain in food or beverage has been debated by Mujamma’ Al-Fiqhi Al-Islami as certain types of alcohol are beneficial in food production. According to the Islam guidelines, Muslims are allow consuming ethanol as it is not harmful but only can be taken at small amount which is not more than the specified percentage.

Screening of Refractive Errors Models

Screening of Refractive Errors Models Original Article Student Research Communiquà © TITLE: Comparison of two models for screening of Refractive errors in school going children of rural area in Vadodara, Gujarat Abstract:- Introduction Globally there is 18.2% of blindness due to the uncorrected refractory errors. Most of the children with uncorrected refractive error are asymptomatic and hence screening helps in early detection and timely interventions. Aim- To compare validity and reliability of refractory error screening by trained school teacher with trained medical students. Methods- Training was given to the teacher of the standard 5-8 regarding how to diagnose the refractory error among School children by using snellan’s chart. Result reports were collected from teachers. After two week investigator team visited the school and screen for refractory error in the same school children by using snellan’s chart. Results of these screening methods were analyzed and compared. Result- Kappa statistics: 0.4482 indicate the reliability and Sensitivity = 31.25%, Specificity = 96.40% indicate the validity of screening method 1 (screening by school teacher ) compare to method 2 (screening by medical students) Conclusion- screening by school teacher is not useful model for diagnoses of refractory error among school going children. INTRODUCTION:- In the visual impairment both Blindness Low vision included. Worldwide 285 million people are suffering from visual impairment, among these 39 million are blind and 246 million have low vision. Globally, uncorrected refractive errors are the main cause of visual impairment. 43% of visual impairment is due to refractory errors. 80% of all visual impairment can be avoided or cured.1 In India refractory error is the second most leading cause for all age group but it is the first among child age group for visual impairmnet.2 Refractive Error is defined as a state of refraction, when the parallel rays of light coming from infinity are focused either in front of or behind the sensitive layer of retina, in one or both the meridians.3 It is also known as Ametropia. The Ametropia includes Myopia, Hypermetropia and astigmatism. Myopia or Short-sightedness in which parallel rays of light coming from infinity are focused in front of the retina when accommodation is at rest. Hypermetropia or Long-sightedness is the state of the eye wherein parallel rays of light coming from infinity are focused behind the retina with accommodation being at rest so the posterior focal point is behind the retina which therefore receives a blurred image.3 The children aged 5 – 15 are school going students. Refractive error in such age group can harm their learning capicity. So Early diagnosis in schools for refractive error can be useful to stop the increasing number of such disability and qualitative education can be got by the school going students. A simple Eye test and glasses can restore sight to most of affected people. As for WHO, correction of Refractive error is a component of currant global initiative to reduce avoidable or treatable blindness, in Vision 2020 which is considered a current top priority and challenge for all the nations.4 Strategies to address eye health of children in India have focused on school eye health programme. School eye health screening is also part of the national blindness control programme.5 If, we trained the school teachers for identification of refractory errors among school children using vision chart than it will serve as alternative of tradition eye screening programme. Routinely eye screening was done annually but if, school teacher is trained in such procedure they can screen every student systematically using appropriate time and also do such screening twice in a year. So here this study was conducted to find alternative of refractory error screening by health profession. By this way the burden over existing health care system will reduce. Here we compare two screening model and check the validity and reliability of new model (Refractory eye screening by school teacher). METHODOLOGY Study Population:-School going children (Standard 5-8) Design of the study:- Screening study Study Area:- Rural area of Vadodara taluka Sampling:- Random sampling mthods Sample size:- 150 Inclusion criteria:- School going children of standard 5th to 8th Exclusion criteria:- Study participant suffering from refractory error and already diagnosed for refractory error. Participant does not want to participate in study. Methodology:- Before Study started, we obtained the permission from the ethical committee of Sumandeep Vidyapeeth. Then we obtained the list of rural schools in Vadodara taluka from DEO office, Vadodara. We selected randomly one school from the list by lottery method. Selected school was Government school, Amodar. After selecting the school, we also obtained the permission from school principal to conduct this study in their school. We discussed with teacher regarding the various aspects of study. All teachers agreed to volunteer participate in the study. We gave training to the teacher of the standard 5-8 regarding â€Å"how to diagnose the refractory error in School children by using snellan’s chart†. Training of Teacher- Those school teachers, who ready to voluntarily participate in this project, were trained for identification of refractory error by using snellan’s chart. First we gave some basic information about refractory error in understandable local language (Guajarati), then we demonstrated them how to diagnose refractory error by using snellan’s chart. Every teacher had to perform this procedure in front of us to insure that they understand the whole procedure. Those who had doubts and difficulties was discussed, and corrected so every teacher uses this procedure with same standard. We included all the students from class 5th to 8th of selected school in to study. Total 150 students participate volunteer. After obtaining informed consent from students and their parents, visual acuity was measured and recorded by teachers. On another convenient day same children were examined by Investigators (medical students) in absence of teacher using the identical protocol and same vision charts. To avoid bias we masked the teachers results (first screening result) during second screening . Statistical analysis Data collected in individual forms for every student were compiled in Microsoft Excel sheet. Validity and reliability of model 1 â€Å"refractory error screening by school teacher† is compared with model 2 â€Å"refractory error screening by medical students†. Sensitivity and specificity, positive predictive value and negative predictive value indicate validity and Kappa statistics indicate reliability. RESULTS Figure 1- Sex and Age wise distribution of study participant Figure 1 shows the sex and Standard (Class) wise distribution of the study participant. Table 1- Distribution according to Diagnosis by School teacher and medical students Kappa statistics: 0.4482 Sensitivity = 31.25% Specificity = 96.40% PPV = 50.00% NPV=92.41% Table 1 shows that screening result of two models, kappa statistics is an indicators of reliability. In our study kappa statistics is found 0.4482, it indicates poor reliability it indicate only 44.82% of result has similar results between two screening methods. In our study, validity is determined by sensitivity and specificity. Sensitivity is very low 31.25% while specificity is 96.40%. it shows that Screening model 1 (screening by school teacher) identify only 31.25 % of students suffering from refractory error and missed 68.75% of students suffering from refractory. DISCUSSION Study shows the diagnostic ability of trained school teacher in diagnosis of refractory errors as compared to diagnosis of refractory errors by medical students by using same vision chart. A refractory error is the one of the common ocular morbidity among the school going children.6 School health programme is the only one opportunistic screening where refractory error can be diagnosed in Indian health system. Due to the lack of the health worker, every school student is not screened using standard methods.7 Here we tried to compare another model of refractory error screening (screening by school teacher). This is the cost effective model because training of teachers and vision chart is the only requirement for implementation of such health delivery model. If refractory errors is missed to identify than it will lead to considerable disability to the students so sensitivity must be high enough. But in our study the sensitivity is very poor (31.25%). In the study of Anand sudhan sensitivity was found very good and specificity was very low as opposite to our study result.8 CONCLUSION In our study, we compare the Model 1 (Screening by Teacher) with Model 2 (Screening by Medical student). Screening by teacher has poor sensitivity and reliability compare to screening by medical student. So the model 1 (Refractory error sceening by scholl teacher) is not useful health delivery model because it is unable to identify the student with refractory error by required sensitivity. ACKNOWLEDGEMENT We are thanks to the District education officer (Vadodara), Principal (Government school, Amodar) and teachers of Government school, Amodar, without their kind support this project is not possible. BIBLIOGRAPHY 1.http://www.who.int/mediacentre/factsheets/fs282/en/ dated on 09/03/2013 2. Park.K, Non Communicable disease, Textbook of preventive and Social medicine, 21th edition, Jabalpur (India), M/s Banarsidas Bhanot Publisher, 2011:335-379. 3. A K Khurna, Refractory Error, Comprehensive Ophthalmology, 5th edition, New age international publisher, 2012, 28-32 4.http://www.scielosp.org/scielo.php?pid=S004296862001000300013script=sci_arttext dated on 04/09/2013 5. Limburg H, Kansara H. Result of school eye screening of 5.4 million children in India- a five year follows up study. Acta opthalmo scand: 1999; 77: 310-314 6. B.T.Prasanna Kamath, B.S.Guru Prasad, R.Deepthi, C.Muninrayana. Prevalence of ocular morbidity among school going children (6-15years) in rural area of Karnataka, South India. Int J Pharm Biomed Res: 2012, 3(4), 209-212. 7. GVS Murthy. Vision Testing for refractory errors in schools- â€Å"Screening Programmes in Schools† Community Eye Health: 13(33). 3-5 8. A sudhan, A pandey, suresh pandey, P shrivastav et al. Effectiveness of using teachers to screen eyes of school going children in Satna district of Madhya Pradesh, India: Indian J Opthal: 2009; 55: 455-458. Comments: Colored texts are entirely copy pasted Answer: corrected The author has mentioned medical professionals at one place and medical student at another place. There is a scope for ambiguaty. In this type of study where comparision is made between layman and medical man, it would be nice to mention 1st year, 2nd year or degree holder doctor. It will increase the importance of parameters of comparison. Answer:- here we are not compare the laymen with the medical student. here we compare the teacher trained to diagnose refractory error with third year medical students ( already skilled to diagnose refractory error). Under national school health programme teacher has to screen the children for the refractory error. Here we check the validity of this method. Materials and Methods section should be written in paragraph format Answer: corrected The entire texts need a meticulous copy editing. Answer: corrected Reference no. 4 is not opening Answer :- It is not accessed now, but on it 04/09/2013 was accessible. The content may be removed by the website. Overall comment: Comparing the ability to perform a task which concern to medical expertise between a medical man and a layman need more justification. It shall be incorporated in the background and/or Introduction part of the manuscript. In other words, the author has failed to justify the â€Å"need of the study†. Answer: In the last paragraph of introduction it is already mentioned the need and purpose of the study added the some sentences Final comments: 14-08-2014 I believe that the manuscripts send to the reviewers are already checked for pliagarism. Therefore I am not scrutinizing whether the copy pasted portion shown during 1st review are taken care or not. I still believe that the research conducted is not worth publishing for the reason of deficiencies in Justifying the need of the study b. Material and method section (it even does not mention the total no of participants, instead has mentioned all students belonging to stad 5-8). C. Professional scientific writing.

Gender Language Acquisition And Language Use Psychology Essay

Gender Language Acquisition And Language Use Psychology Essay INTRODUCTION Over the last thirty years there has been a sharp increase of research on the differences between men and women, in particular the extent to which men and women use language differently. The purpose of this project is to identify the differences between male and female speech and how societys attitude towards gender has an impact on language acquisition and language use. Firstly this project will introduce the subject of sociolinguistics with a focus on stereotyping, language acquisition and the general differences in speech between males and females. Secondly, current opinions and attitudes will be discussed along with recent research that has been carried out examining if gender stereotyping exists and whether it has an impact on language acquisition and the way language is used. Lastly it will analyse findings from my own research of colour terms used by a sample of 10 children. Sociolinguistics is the study of the relationship between language and society, and how society influences or affects the way in which language is used by individuals or groups (Crystal, 2008). Gender Difference is a branch of sociolinguistics that focuses on how males and females communicate and what differences there are between the two sexes. Over the last 20 years research has been conducted to try and answer such questions as Do women really talk more than men? Do men swear more than women? and Do women gossip more than men. The main differences identified between the way men and women communicate are: mens language is more dominant, aggressive, assertive, confident and forceful and womens language is submissive, cooperative, emotional and sincere (Pearson, 1985). Research has been carried out to examine whether these differences are due to biological or social factors. LITERATURE REVIEW Early research examining the relationship between gender and language was first carried out by Lakoff in 1975 and published in her book Language and Womans Place. Lakoff identified several factors that make womans language different to mens. Womens language contains more: Hedge phrases: sort of, it seems like; Polite forms: would you mindà ¢Ã¢â€š ¬Ã‚ ¦; Tag questions: you are coming to dinner, arent you?; Standard English and tend to avoid using expletives. Lakoff stated that women are reluctant to force their views on another person which explains the use of hedge phrases. This view was supported by McMillan et al (1977). In relation to tag questions, Mulac Lundell (1986) found similar results with their research however studies by Dubois Crouch (1975) contradicts this as they found that men were more likely to use tag questions than women. Holmes (1984) also disagreed with Lakoffs suggestions of tag question and found that in most cases women used them to give the person being spoken to an opportunity to speak. Lakoffs research also found that women notice more detail than men causing women to be more perceptive; they notice things such as tone of voice, facial expression, and body language. She noted that women use a greater variety of descriptions when describing colours, (violet instead of purple or crimson rather than red. Glass (1992) carried out research to identify biological differences and found that in males the right hemisphere of the brain matures faster than the left where as the opposite occurs in females with the left hemisphere of the brain developing first. Therefore men are more adept at right hemisphere tasks such as solving mathematical problems while women are better with left hemisphere tasks such as developing language and vocabulary. Differences that arise due to social factors could be due to the fact that there is an element of sexism in language which instils gender stereotyping. Words that represent women or refer to women tend to have negative connotations (Romaine, 2008). If we look at the words that describe a single male (bachelor) and a single female (spinster), for many people the word bachelor would imply a young, single, professional male with prospects where as the word spinster would suggest a lonely, old female, yet they both mean the same for each gender. Nilsen (1977) carried out research using 500 dictionary words which had either male or female connotations. 385 were found to have male connotations compared to only 132 with female connotations. Nilsen looked at the words for negative connotations and found that the number of words with negative female connotations outweighed the number of male ones by 25%. There has been a lot of research examining whether the impact of gender stereotyping at an early age has had an influence in the use of language. Eisenberg et al (1985) found that parents will more often than not choose toys that are associated with their childs gender. Caldera (1989) looked at the type of toys children play with and the role they have in language development. He found that boys toys such as cars and trains have low levels of teaching and questioning and require little or no interaction with a parent. Boys will often mimic the sounds related to the toy (e.g. beep beep for a car or choo choo for a train) but the toy requires no conversation. In contrast, girls toys such as dolls and prams require a certain amount of role play that elicits constant verbal interaction with the toy with the child giving a step by step account of what will happen next (e.g. it is now time for your nap), which often leads to a parent becoming more involved making comments and questioning ( Caldera, 1989). By the end of a childs first year gender differences are already evident in the way they play and dress and the way adults interact and communicate with them. Parents will typically choose to dress a boy in blue or a girl in pink because that is what gender stereotyping dictates. Pearson Davilla (2001) found that baby boys are often described as strong, solid and independent where as baby girls are described as loving, cute and sweet thus reinforcing gender stereotypes. This type of gender stereotyping has also been found to occur in school textbooks with language often emphasising the ideas of males and females (Cameron, 2007). The use of terms like he, him and his, and men when referring to a person or people reinforces gender language with females made to look inferior to males. Males and females are typically represented in traditional gender roles with women as mothers and housewives, and men as professional breadwinners. Again women are portrayed in more submissive and inferior roles. This was more noticeable with reading schemes from the 1960s and 1970s. Males are also seen as having more opportunities than females as they are portrayed as being more adventurous and physically stronger than women. Females seem more caring and are seen as more interested in domestic matters taking a submissive role to allow male dominance. However Bradley (1981) and Weatherall (2002) have argued that there are no significant differences between male and female speech. METHODOLOGY In order to obtain comparable data I needed to ask a sample of children to look at a picture and give the name of each colour of a specific object within the picture. As this research was to be conducted during the Christmas season I used a sample of children who were attending a Christmas party. I devised a questionnaire which contained a colourful Christmas themed picture of Santa flying his sleigh along with five questions asking to name the colour of different objects within the picture (Appendix 1). The picture chosen had different shades of colour in order to allow a variety of answers for a particular object. The research was carried out on a small scale using a mixture of interpretive and positivist methods. A sample size of 10 children was used ranging from age 4 to 9 with an equal number of males and females to allow a more accurate comparison of data relating to gender. The children sampled were enjoying themselves at a Christmas party. Each child was sat down individually at a quiet table and asked to describe the colour of the various objects in each question. They were also asked their age. The time taken to answer the questions was an average of 4 minutes per child. FINDINGS I have analysed the findings for each question individually in order to compare the differences between genders. Q.1. What colour is Santas hat? In the picture, Santas hat is a standard red colour therefore it is not surprising that red was the answer given by 100% of the children. Q.2. What colour is the sky? The sky is a shade of blue which could be described as a light blue or sky blue. 80% of the boys gave the answer blue where as this answer was only given by 20% of the girls. Sky blue was the most popular answer which was given by 60% of the girls. Light blue was given by 20% of girls and 20% of boys. Q.3 What colour is Rudolph? Rudolph is a brown colour that could be described in a number of ways. 80% of boys answered brown compared to 40% of girls. Interestingly one girl (20%) gave the answer nutmeg while a second girl (20%) answered fawn and a third girl (20%) answering light brown. Fawn brown was also given by 20% of boys. Q.4. What colour is Rudolphs scarf? Rudolphs scarf is a dark shade of green. Green was the answer given by 80% of boys and 80% of girls. Only two other shades were given; moss green (20% boys) and sage (20% of girls). Q.5. What colour is Santas sleigh? Santas sleigh is red but it is a much darker shade of colour than his hat. Of the boys sampled, 80% gave the answer red with only one boy (20%) giving a different answer of burgundy. None of the girls gave the simple answer of red. 60% distinguished that is was a much darker red than Santas hat and therefore described it as dark red. One girl (20%) gave the answer maroon and another girl (20%) gave the answer burgundy. The table below shows the results along with each Childs gender and age: Response to Questions Child Gender Age Q.1 Q.2 Q.3 Q.4 Q.5 A M 8 Red Light Blue Fawn Brown Moss Green Burgundy B M 8 Red Blue Brown Green Red C M 9 Red Blue Brown Green Red D M 4 Red Blue Brown Green Red E M 7 Red Blue Brown Green Red F F 6 Red Sky Blue Nutmeg Sage Maroon G F 7 Red Light Blue Fawn Green Burgundy H F 5 Red Blue Brown Green Dark Red I F 6 Red Sky Blue Light Brown Green Dark Red J F 6 Red Sky Blue Brown Green Dark Red DISCUSSION/ANALYSIS The results show that females take more notice of details than males as the female children were more perceptive when looking at the picture and therefore gave a greater variety of colour descriptions. These results agree with Lakoffs research of Language and Womens Place. Lakoffs research was published more than thirty years ago and her specific claims about the way language is used by woman have been overturned as more recent research does not support them as the research was based on intuition. (Cameron, 2007). However, Lakoffs arguments that language-use, gender and power are all connected is still supported (Cameron, 2007). Individual differences may account for some of the variations in the results. Child A, a male child, gave colour terms of Red, Light Blue, Fawn Brown, Moss Green and Burgundy which suggests that other social factors besides gender stereotyping may have an influence. The way people use language is affected by the context of the situation they are in and to whom they are engaging in conversation with (Cameron, 2007). Holmes (1984) uses the analogy of a tightrope to explain: Women are obliged to walk a tightrope of impression management, continually demonstrating their professional competence while also making clear that they have not lost their femininity that they are not, for example, aggressive or uncaring (Cameron, 2007). Factors such as socio economic background, parent influence and other interests may have a direct effect on language acquisition and needs to be researched further. CONCLUSION The differences between males and females can be attributed to biological and social factors. Research by Glass (1992) shows that the brain develops differently in males and females which results in the two genders having a preference for tasks that are associated with that part of their brain that matures faster. Social factors such as gender stereotyping has a significant influence on language use as it helps to reinforce the roles that society dictates men and women should have. Gender stereotyping occurs from birth Females use language as a way to develop personal relationships where as men use language to assert independence and status. People adapt their language to different contexts therefore gender differences is a difficult area to study. Gender alone cannot account for differences in language use and as such other factors such as socio economic background, education and individual differences should be taken in to account. Much of the research carried out has identified what the differences are between male and female speech but with little suggestions as to why these differences occur. REFERENCE LIST Bradley, P. H. (1981) The Folk Linguistics of Womens Speech: An Empirical Examination. Communication Monographs. 48, pp73-90 Caldera, Y.M. (1989) Social interactions and play patterns of parents and toddlers with feminine, masculine and neutral toys. Child Development, 60, pp70-76. Cameron, D. (2007) The Myth of Mars and Venus. New York: Oxford University Press Crystal, David. (2003) The Cambridge Encyclopedia of the English Language. Second Edition. Cambridge: Cambridge University Press, p.298 Dubois, B. L., Crouch, I. (1975) The question of tag questions in womens speech: They dont really use more of them, do they? Language in Society, 4(3), pp.289-294. Eisenberg, A.R. et al (1985) Childrens Talk: Learning to use Language. New York: Norton. Glass, L. (1992) He Says, She Says. Closing the Communication Gap Between the Sexes. New York: G.P. Putnams Sons. Holmes, J. (1984) Hedging Your Bets and Sitting on the Fence: Some Evidence for Tag Questions as Support Structures. Te Reo, 27, pp.47-62. Lakoff, R. (1975) Language and Womans Place. New York: Harper Colophon Books. McMillan, J. R. et al (1977) Womens language: Uncertainty or interpersonal sensitivity and emotionality? Sex Roles, 3, pp.545-559. Mulac, A., Lundell, T. L. (1986) Linguistic contributors to the gender-linked language effect. Journal of Language Social Psychology, 5, pp.81-101. Nilsen, A. et al (1977)  Sexism and language. Illinois: National Council of Teachers of English, pp.161-179. Pearson, J. C. (1985) Gender and Communication. Iowa: W.N.C. Brown Publishers. Pearson, J. C., Davilla, R. (2001) The Gender Construct: Understanding Why Men and Women Communicate Differently. In Borisoff, D. Women and Men Communicating. Illinois: Waveland Press. Weatherall, A. (2002) Gender, Language and Discourse. London: Routledge

Bilingual Ed Essay -- essays papers

Bilingual Ed BILINGUAL EDUCATION IS BENEFICIAL TO STUDENTS ABILITIES TO ASSIMILATE IN THE MAINSTREAM CULTURE English only--sink or swim? Yeah right! Instead of English Only Advocates worrying about bilingual education cost in our school system, why not take advantage of the skills our ethnic minorities possess to move our economy forward? They are obviously not thinking clearly, because the benefit of bilinguals, significantly outweigh the bad. To deny our youth the opportunity for upward mobility and skill to become more marketable in a worldwide capacity is inhumane. They believe bilinguals threaten to sap our sense of national identity and divide us along ethnic lines. They also fear that any government recognition of minority languages à ¬sends the wrong messageà ® to immigrants, encouraging them to believe they can live in the U.S.A. without learning English or conforming to à ¬The Americanà ® way. That is an overt, racist, and paranoid view, donà ­t you think? The most significant issues that support bilingual education for students ability to assimilate in the mainstream cultur e are, the development of students linguistic resources and preserve their cultural heritage, contributions to the American economy, and diversity. The development of a students language and preservation of their culture is essential for the upward mobility of todayà ­s youth. There always have been some immigrants who viewed themselves explicitly as the preserver and savior of their languages and heritages. Since the late 1800s, ethnic minorities in America have been consistently characterized as culturally inferior. Their language right has consistently been the subject of political review. Politicians do not have (PCC(SW) Taylor/16603/M... ... IV a. Preservation of culture/language b. Ethnic minorities culturally inferior c. Language subject to political review. d. Encourage bilingualism e. Students face difficulty in school f. Educational failure V a. American economy b. English one language c. Information Techmnology. d. 4 year study. e. WEB pages. VI a. We discussed the development of students linguistic resources b. As Equal Opportunity Advisors c. Assimilate ethnic minority personnel into the mainstream of society d. No matter what the theoretical conclusions e. They should be afforded the opportunity to judge for themselves Bibliography: James Crawford Homepage, RethinkingSchools à ± Bilingual Education Summer 1999 http://ourworld.compuserve.com/homepage/jwcrawford. James Crawford Homepage, MAY 1987 http://ourworld.compuserve.com/homepage/jwcrawford

Regret and Obligation :: Just Assassins Camus Essays

Regret and Obligation ABSTRACT: In Albert Camus' 1950 play Just Assassins, terrorists are at work in nineteenth-century Russia. They kill people, and they all believe that there is a superior moral reason for doing so. But they also know that killing is wrong. In their own view, they are innocent criminals; innocent, because their action is justified, but criminals, because they kill. So tacitly they conclude that they deserve punishment that will remove the regret from their shoulders. Their execution, by the same despotic authorities they are attacking, completes their actions: regret, caused by justified killing, gets its counterpart. Regret is an interesting mental phenomenon. Some people say that feeling regret is irrational, or even that it is immoral. But surely the usual opinion is that in some situations regret is an appropriate way to react. An interesting question is what it means to say that sometimes it is 'appropriate' to feel regret. Do we have a moral obligation to feel regret sometimes? H ow could one have an obligation to feel anything, since, at least seemingly, feelings are not voluntary acts. If we do have a moral obligation to feel regret in some cases, does it follow that all good people are emotionally "hot," while "cool" persons, who are not able to feel deep regret, are bad? It is not crucial what one does; it is crucial what one does after that. Robert Musil, Der Mann ohne Eigenschaften Regret is an interesting mental phenomenon. (1) Some people say that feeling regret is irrational, or even that it is immoral. (2) But surely the usual opinion is that in some situations regret is an appropriate way to react. An interesting question is what it means to say that sometimes it is 'appropriate' to feel regret. Do we have a moral obligation to feel regret sometimes? How could one have an obligation to feel anything, since, at least seemingly, feelings are not voluntary acts? If we do have a moral obligation to feel regret in some cases, does it follow that all good people are emotionally 'hot' while 'cool' persons, who are not able to feel deep regret, are bad? If persons feel automatically regret when they realize that they have done something blameworthy, is it not useless to suppose that they have a moral obligation to do so? In the next few pages, I would like to briefly consider the above questions and to explicate ways how regret might be a moral virtue.

Be Careful :: essays research papers

Liz looked at Sarah, regretting she had come along with them in the first place. â€Å"Relax, Liz.† she said. â€Å"I really shouldn’t be here, Sarah. Can’t I go home?† Liz said. John smiled. â€Å"He’s not gonna bite. He’s really nice. You know he is, he’s been at your place a billion times.† He said. Liz nodded, but looked pleadingly at Sarah. â€Å"We’ll be right back. Hold him here when he arrives.† Sarah said and John nodded. â€Å"Can do!† he said, and she smiled at him as she grabbed Liz’ arm and dragged her along into the toilets. â€Å"You are not going home.† Sarah said, turning to look at her. â€Å"But... I don’t belong here. Me and love... we’re incomparable.† Liz said. Sarah smiled at her. â€Å"You are not!† she said. Liz sighed and turned to the mirror to make sure the bruise wasn’t showing. She bit her lip, and Sarah placed her hand on her sh oulder. â€Å"Lizzy...† she said softly, and Liz turned to her with teary eyes. â€Å"Sorry.† She said quietly and smiled a little. Sarah smiled back as she hugged her. â€Å"Don’t be.† She said. â€Å"It wasn’t your fault. Besides, he was an idiot and you were far too good for him anyway.† Liz laughed a little and looked at her. â€Å"Yeah?† she said. â€Å"Yeah.† Sarah said smiling. â€Å"Now, will you stay? John is right, you know. Mark is really nice, and John should know. You know he is too. They’ve been best mates for ages. They moved here together like you and me.† Sarah said. â€Å"Really?† Liz asked. Sarah nodded. â€Å"Yeah. And you wanna know a little secret?† she asked. â€Å"Go on.† Liz said smiling. â€Å"He told John that he thinks you’re really nice.† Sarah said and grinned when Liz blushed. â€Å"He did not!† Liz said. â€Å"Did too! Will you stay?† she asked. Liz shrugged. â€Å"It’s just a movie, then we can go home ... with company.† Sarah said. â€Å"And it’s not like you’ll be alone. John and I are here.† Liz nodded. â€Å"All right.† She said. â€Å"I’ll stay.† Sarah cheered. â€Å"Yay!† she said, making Liz laugh. â€Å"Come on, bet they’re waiting.† They walked back out, finding Mark had showed up and he and John were stood talking when they walked over. â€Å"Hey babe. You okay?† John said, placing his arms around Sarah. â€Å"Hello. Yeah, fine. Hi Mark.† She said. Mark smiled at her.

Interview: Police and Law Enforcement Essay

For your Unit 9 Interview Analysis you will conduct two interviews with practicing professionals in the field of law enforcement. These individuals may occupy positions in federal, state, county, or municipal police agencies, probation, parole, or prosecutors’ offices. It is preferable that you conduct the interviews in person, but telephone interviews will be acceptable if in-person interviews cannot be arranged. Focus on the following questions in your interviews: Why are ethics and character so important in the field of law enforcement? Do the interviewees feel that police are more ethical today, or were they more ethical ten years ago? Why do police officers become involved in misconduct? Do the interviewees feel that there is enough training offered in ethics at the police academy level? If not, why is that? Should ethics training be offered as an on-going process for law enforcement officers? Do the interviewees feel that education and/or training in ethics would reduce incidents of police corruption? Report the results of these interviews in a paper that answer the proposed questions. Apply information that has been read and discussed in class on various ethical issues to your paper to form a synthesis of practical law enforcement ideologies. Be sure to discuss with the interviewees at least four contemporary ethical issues that they are dealing with as criminal justice practitioners. Finally, offer your own insights on the perspectives of the individuals you interviewed and materials covered in the text readings and Seminar discussions. The paper will be a minimum of 10, double-spaced pages using a 12-point font. It must be in American Psychological Association (APA) format. Submit your Assignment to the Dropbox by the end of Unit 9 in the basket titled Unit 9: Interview Analysis Why are ethics and character so important in the field of law enforcement? Do the interviewees feel that police are more ethical today, or were they more ethical ten years ago? Why do police officers become involved in misconduct? Do the interviewees feel that there is  enough training offered in ethics at the police academy level? If not, why is that? Should ethics training be offered as an on-going process for law enforcement officers? Do the interviewees feel that education and/or training in ethics would reduce incidents of police corruption? Report the results of these interviews in a paper that answer the proposed questions. Apply issues read and discussed in class to your paper to form a synthesis of practical law enforcement ideologies. Finally, offer your own insights on the perspectives of the individuals you interviewed and materials covered in the text readings and seminar discussions.

Talking to Your Mom and Talking to Your Friends

Talking to your mom and talking to your friends Every teen has their own secrets, which they might tell to either mom or friends. However, someone cannot tell it to his or her mom, because he or she very afraid to mom’s reaction to their secrets , also they are might be shy. Therefore, a lot of teens prefer to tell it to their best friends more than to thier moms. Mother, who always helps, loves, believes, listens and gives a good advice to you, is one of the best people in the world, but not often you can tell her all your feeling inside.Nevertheless, sometimes you won’t want to hurt her with your a few problems, so you do not tell it. But sometimes you tell her about your situation or problem and she always give you better advice to solve your problem than friends who cannot to do anything and help you. Everyone has a best friend, who know everything about you and your problems. Moreover, you spend a lot of time with this person and always tell your secrets, which you cannot tell to your mom.Furthermore, he or she can change your mistakes to joke, your sadness to happiness, whereas attitude with mom is on another level of mutual relations. In conclusion, talking to your mom or friends is depends on the person relationship between them. You can tell your secret or problem to your friend, in the same way to your mom. But no one wants to hurt his or her mom, so he or she just tells it to their friends.

A Critique of a health promotion tool Essay

The purpose of this essay is to critically analyse a health education resource, to show knowledge and understanding of the use of health behaviour models and to understand the concept of health promotion. The health education resource chosen by the author is presented in the form of a leaflet promoting breast awareness. Health promotion is â€Å"any planned combination of educational, political, environmental, regulatory, or organisational mechanisms that support actions and conditions of living conductive to the health of individuals, groups and communities†. (Joint Committee, 2001, p.101). The purpose of health promotion is to encourage the adoption of â€Å"healthy† behaviours. Health promotion is made up of 3 main concepts, which are Health education, Health protection and Prevention of disease, these also referred to as the health triad. There are many factors which may affect the implementation of health promotion, these are: educational background, sociocultural contexts, demographic position, attitudes, behaviour, socioeconomic groups and beliefs. Health promotion is also cost beneficial, although it appears to cost money, society saves money in the long run because treatment costs more than disease prevention, health protection and health education. Even though health promotion was being practiced in the 18th century, the most relevant changes have occurred in the past 20 years, this is primarily due to a change in the emphasis of health care. Health become more about prevention of illness rather than treatment in the early 1980’s, this paradigm shift in emphasis is directly related to cost benefits from health promotion and the change of responsibility for health onto the individual rather than the establishment (Health professionals). Health has been defined as: â€Å"a state of complete physical, mental and social wellbeing and merely the absence of disease or infirmity†. Health consists of five dimensions, which are: Physical health, Emotional health, Social health, Mental health and Spiritual health. Main Body Health promotion is a fundamental component of the health care systems. The health promotion relies on the health triad model, which consists of 3main domains as mentioned above in the introduction. The author will now go into more detail about these three domains. Health education – All aspects of  positive health education are comprised in the domain. This includes helping individuals, groups or communities develop positive health impute, such as self-esteem and life skills by influencing behaviour (Butler, 2001). Health Protection – This domain focuses on the increase of positive health and the prevention of ill health. It also comprises regulations and policies (Downie et al 1998). Disease Prevention – Planning and measures taken to stop disease or health problems before health event occur. This domain is split into three levels of prevention: primary, secondary and tertiary. Primary prevention – seeks to stop the onset of illness or injury during the pre-pathogenesis period. Secondary prevention measures leads to early diagnosis therefore treatment can be carried out promptly to prevent more severe pathogenesis. Tertiary prevention measures focus on the rehabilitation following significant pathogenesis, the role of tertiary prevention is to limit the affects of the pathogenesis has on individual’s lives (Cottrell et al 2002). A model is a framework used as a tool in health promotion to plan actions. Health behaviour is the focus of health promotion models, is to promote health successfully the models purpose is to promote a change in the individuals behaviours or to adopt new behaviours. Behaviours are modified by a number of internal and external factors, such as demographic variables e.g. gender, age, socio-psychological variables e.g. personality, social class and structural variables e.g. Knowledge about disease (Butler, 2001). There are numerous models used in health promotion but the author is going to concentrate on 3 of these models. The first model the author is going to look at is â€Å"The Health Belief Model† (HBM). The HBM is one the first behavioural change models to be developed; it is one of the most influential approaches to explaining health related behaviour. The HBM is a model of cognition, based on the predictors and precursors to health behaviours. Changes in behaviour are dependent on 5 factors – Perceived severity – cues to action, the belief that a health problem is serious. Perceived threat –  susceptibility, the belief that one is susceptible to a problem. Perceived benefit – the belief that changing one’s behaviour will reduce the threat. Perceived barriers – a perception of the obstacles/costs of changing one’s behaviour, self efficacy – the belief that one has the ability to change one’s behaviour (Butler, 2001). This model is most commonly utilised in primary and secondary preventions such as breast screening, testicular examination, cervical smears and the prostate cancer screening to name a few (Pender et al 2002). The second model the author is going to look at is the Transtheoretical Model. This model is also referred to as the Stages of Change Model. In this model behaviour change is viewed as a process which concentrates on the individual’s readiness to change. The difference with this specific model is that it is a cyclical process. Client’s often drop out of the interventions but may later re-enter where they left off or alternatively return to the initial stages. According to this model the are 5 stages of change: Pre-contemplation – not thinking about changing behaviour, Contemplation – thinking about changing behaviour in the near future, decision – making a plan to change behaviour, Maintenance – continuation of behaviour change. This model is most commonly associated with secondary prevention such as smoking, alcoholism, drugs abuse. Exercise and dietary change (Butler 2001). The third and final model the author is going to look at is the Dia gram of Reasoned Action (Appendix 1) which interlinks with the diagram of theory of Planned Behaviour (TPB) (Appendix 2). The above models consist of attitudes towards the behaviour, subjective norms, intention and behaviour but the TBP also includes perceived behavioural control. The purpose of both of these frameworks is not to study behaviour itself but to study attitudes towards behaviours. These models are most commonly associated with primary and tertiary preventions, primary preventions such as immunisation, contraception and nutrition, tertiary preventions such as smoking cessation, Coronary Heart Disease (CHD) Human Immuno Deficiency Virus (HIV) Auto Immune Disease Syndrome (AIDS) (Cottrell, 2002). In the United Kingdom (UK) approximately 1 in 12 women will develop breast cancer at some time in their lives. There are 25,000 new cases and 15,000 deaths due to breast cancer annually; approximately one percent of breast cancer incidence occurs in  men. The main risk factors associated with breast cancer are as follows: Family history, increasing age, late menopause, first child after 30 years of age, nuliparity (no pregnancies), social class (this is the most significant risk factor), and geographical location (e.g. UK has higher mortality than Japan). Other factors which are under evaluation are, stress, high alcohol intake and high – fat diet. (Alexander et al 2000). The incidence of breast cancer in women very rarely falls below the age of 35 years, rates being to increase steadily from then, affecting over 300 of 100,000 of the population by the time women reach the age of 85 years. The greatest numbers of women are diagnosed between the ages of 45 and 65 years of age. Breast cancer in men is almost always detected beyond the age of 65 years (Alexander et al 2000). As a requirement of this health promotion essay the author h As chosen a breast awareness leaflet to critically analyse. When critically analysing a health promotion resource, there are 5 important points to consider: links – The material should contain obvious and direct links to the discussion, Intelligibility – The material Should be understandable and a reasonable learning resource, the use of complex language and over long sentences or statements should be avoided to maintain concentration, print size should be of a reasonable size to prevent audience squinting to read the text and the font also should be pick with care such as sans seril (e.g. Ariel) use of pictures and diagrams. Colours should also be appropriate to the subject e.g. discreet subject, plain neutral colours, should be chosen. General style – style of the material should remain consistent to avoid distractions. Highlighting – This is a useful way of emphasising important points. Some methods of highlighting are bold text, underlining, changing c olour of the text, shaded area of importance. Targeting – This is aiming at the target audience e.g. age, gender. In relation to the leaflet the author is going to critically analyse the leaflet using the 5 points above. : Links – All points of the discussion mentioned in the leaflet were relevant to breast awareness. Intelligility – simple language is used throughout the leaflet although sentences so tend to be long winded/ Print size is of a reasonably readable size, the fonts is reasonable and consistent, two pictures are included in the leaflets but the audience would have benefited  more from diagrams as the pictures were not self explanatory, the front cover is appealing to the eye (see Appendix) and relevant to the subject, the background is purple which fades in form the top to the bottom and the pink ribbon which is the motif for the breast cancer this make the leaflet automatically recognisable to a person who was looking for a leaflet on this topic, yet not necessarily noticed by someone who isn ’t. Breast awareness is printed in white, with fairly large print size and an acceptable if muted font. The front cover specifies the main purpose of the leaflet is to provide information and support; there is also a clear indication of who is promoting this learning resource. General style – The style and format of the leaflet is consistent from start to finish. Highlighting – Highlighting was used throughout the leaflet to determine headings and subheadings this was achieved by changing the print colour to purple. Shading was also used to highlight important points. Targeting – The target audience of this learning resource is women, although men are briefly mentioned. The author feels that the leaflet would most likely be targeting women from quite a young age as it is a precautionary action so the quicker adaptation to new behaviours are absorbed the earlier the individual becomes familiar the there own breast and what normal form them.

Families of the Forest

ANTH 418 Final Paper This paper will be discussing the ethnography by Allen Johnson titled Families of the forest. The ethnography describes the Matsigenka people of Shimaa that live in the Peruvian Amazon. The paper will examine the Matsigenka culture, the needs and resources of the culture, and proposed projects to meet the needs of the culture. The Matsigenka of Shimaa live in isolation along river valleys and forested mountains in the Peruvian Amazon (Johnson,1999, p. 24). They live in small villages of about 7 to 25 people, that make up three to five nuclear family households (Johnson, 1999, p 3).The Matsigenka prefer to live in these hamlets and avoid interacting with people outside of their immediate family. The Matsigenka live a family level society and this helps them to avoid being exploited or to encounter enemies (Johnson, 1999, p. 6). Their isolated hamlets are very self-sufficient; â€Å"good land for horticulture is ample, however, and the low population density and w idely scattered small settlements has meant only minimal competition between family groups for what wild foods do exist† (Johnson, 1999, p. 21). They live off of fishing, foraging and horticulture and the most important food to the Matsigenka is insect larvae.This provides them with protein and dietary fats, which they can get year round from moths, butterflies, beetles, bees and wasps (Johnson, 1999, p. 36). The cultural values of the Matsigenka are not to far from that of Western culture. Much of their religious beliefs are stemmed from folklore and spirits which promote proper behaviors within the group. They can be calm, quiet, gentle, but also mean, aggressive, and violent. They might be less sociable in large groups, but â€Å"they are more courteous and thoughtful in individual interactions. They are less attracted to the lure of commerce and new value systems.Their commitment to freedom of the family unit is truly remarkable† (Johnson, 1999, p. 50). The Matsigen ka are a people that are at their happiest when left alone from outsiders and in their isolation. Much of their happiest in isolation stems from the fear of outsiders bringing in infectious diseases, which happened in the 1950s and 1960s when they first encountered Peruvians and Euro-Americans (Johnson, 1999, p. 75). They maintain societal standards for their hamlets that require independence and being able to live peacefully within a group.They do not have or give proper names to one another and when they do name a person it is usually referring to a deformity or amusing incident (Johnson, 1999, p. 20). â€Å"Somehow individual men and women must be highly self-reliant, motivated to do the necessary thing according to their own judgment with little encouragement (or interference) from others, and yet at the same time be generous in the family and avoid the impulsive expressions– especially of sex, aggression and greed– that can shatter even the strongest interpersona l bonds in closely-cooperating family groups† (Johnson, 1999, p. 10). â€Å"Courtship is generally open and a topic of delighted conversation at large. For many couples, courtship is a more or less public expression of mutual interest as they test the possibility of marriage† (Johnson, 1999, p. 120). A married couple within the Matsigenka culture have established roles, they are partners with skills in separate areas of surviving. They seek to marry well and make sure to not marry a lazy person. They think that this will lead to an unequal marriage and the lazy person will always be dissatisfied (Johnson, 1999, p. 121). Matsigenka husbands and wives spend much time together in evident harmony and enjoyment of each other’s company. We frequently find them sitting side by side at home, working quietly at some task, talking and laughing together. At times they become playful and giggle or wrestle erotically† (Johnson, 1999, p. 120). Anger does not play a large role in their marriages, but it does happen occasionally when there are beer feasts and the men become drunk. The men may even beat their wives who in return will runaway to the home of their brother or father.The Matsigenka understand that intercourse between a man and woman is what leads to pregnancy and that the woman always knows who the father of that infant is (Johnson, 1999, p. 78). They do practice abortions and infanticide if the child is not wanted or is believed to not be the husband’s baby. Abortions are used if the mother is a widow or already has enough young children, and it is considered the mother’s choice (Johnson, 1999, p. 82). In early childhood, â€Å"the matsigenka overtly do little to hasten a child’s development. Their style is best described as a gradual raising of expectations.They do not cajole a child to rise up and toddle toward them, but they welcome her when she does† (Johnson, 1999, p. 85). The child learns responsibility from interacting with the mother. The families feel they need to tame the willful child, so that the family can survive and multiply (Johnson, 199, p. 78). â€Å"Matsigenka siblings are close and affectionate. They spend most of their childhood in each other’s company, and interact seldom with other children. This is partly because there may be few other children around, but it is also a reflection of the nuclear-family centeredness of Matsigenka behavior† (Johnson, 1999, p. 14). Some hamlets send their children to school. The school is about an hour walk each way for most children. â€Å"The school acts as both a magnet and a repellent for Matsigenka households. Attraction to the school, for trade goods, medicines, and a general sense of security comes into conflict with many of their most basic preferences about where and how to live best. It is these conflicts that account for the aversion many Matsigenkas have toward school communities† (Johnson, 1999, p. 19 7).When reading the ethnography by Allen Johnson there are a few specific needs that would benefit the Matsigenka people of Shimaa. When assessing the needs of the Matsigenka community it begins with gathering the information from the ethnography and then applying it to the community problems. The first need involves their drinking water and the access to it. The Matsigenka get their water from the river closest to their hamlets but because of their desire for isolation and the danger, they do not live close to the river banks.When they are in a the season of high water or Kimoariniku the trails become become muddy and make it hard to travel. During low season the â€Å"little streams that supply household needs during dry high water dry up, forcing people to lug river water in heavy, sloshing gourds up steep trails to their houses. And dry spells occur of long enough duration that crops in well-drained fields begin to wilt under the intense sun and Matsigenkas anxiously watch the skies for welcome signs of rain† (Johnson, 1999, p. 34). The second need of the Matsigenka people is a latrine.Johnson mentions in his book that a house did have a latrine but most of the people would use strips of land where brush or cane grow to defecate (Johnson, 1999, p. 207). â€Å"These are preferred areas for urination and children’s defecation. Adults are fastidious about defecation, however, and prefer whenever possible to refrain until they are at the edge of an old garden or out foraging in the forest† (Johnson, 1999, p. 207). By having effective latrines they can ensure proper sanitation, the prevention of infectious diseases, and help keep their drinking water safe and clean. The Matsigenka are disgusted by feces (itiga), not only of other people but of any animal. The feces of toddlers, not yet toilet trained, are quickly collected into a leaf and disposed of† (Johnson, 1999, p. 208). The Matsigenka do try to maintain good health but they do n ot have the proper tools and means to make sure they do not develop any infectious diseases. They try to locate their homes in areas where a family is not living upstream from their location, this ensures that the water will not be contaminated by urination or feces. They have standards of cleanliness to which they adhere, and they respond to injury and illness with all the tools at their command. But their technology for dealing with health threats, and particularly with infectious diseases, is of limited effectiveness† (Johnson, 1999, p. 431). Johnson notes that they do not go around with dirt all over them and smelling bad. They usually sit on the dirt floor with a mat, wash themselves daily, wash their garments daily, and wash their hands before preparing food (Johnson, 1999, p. 431).They also make sure that any waste or garbage is thrown away from their homes and in a designated area. â€Å"But efforts at hygiene are in a sense a losing battle in Shimaa. In addition to p arasites, infections pass freely between members of a household or hamlet because of the continual affectionate touching and sharing between them† (Johnson, 1999, p. 434). The third need for the Matsigenka is the prevention of infanticide. â€Å"A small but significant proportion of women, again perhaps one in ten, contemplate killing their infants rather than raise them.Men may have attitudes in the matter, and may promote infanticide if they believe another man is the father, but it is primarily the woman’s decision and her action† (Johnson, 1999, p. 81). Johnson discusses that some women feel the need to kill their infant because they have been unable to stop it from crying after a few days. Not everyone in the hamlet feels that infanticide is right but most do feel that it is the mother’s choice. â€Å"The general belief is that troublesome children should be bathed in hot water, not given up on† (Johnson, 1999, p. 82).There is a need of prevent ion not only with the mother but also with those closest to the mother. Some of the mothers were told by others to kill their babies, either because they needed them to continue working or because a co-wife told them they cannot raise children (Johnson, 1999, p. 82). â€Å"In the difficult choices of abortion and infanticide, the mother has the ultimate say and performs the act, even when her husband or parent tries to influence her decision†(Johnson, 1999, p. 82). The final need involves the Matsigenka’s access to school and their participation in school.Education is important because it helps to increase income and knowledge which makes future generation better able to survive. Many Matsigenka people do not like the school communities because they involve being around people they do not know. â€Å"Although social relations are peaceful and courteous, in private there is a good deal of suspicion and accusation leveled against members of other hamlets† (Johnson , 1999, p. 49). Other Matsigenka school communities besides Shimaa are much more integrated, visit each other more often, and trade goods (Johnson, 1999, p. 49).This is why it would be beneficial for all members of the community to be more open and involved in the school systems. With more students attending the school there is more opportunity to have better teachers and a better education. Discussing the proposed needs of the Matsigenka cannot happen without having a proposed development project to accompany each need. The first need discussed was drinking water and the access to it. To gain better access to drinking water the Matsigenka people need manually drilled wells to help secure their water and make it more accessible. By working with the school ommunities they could work to gain donations and funding through organizations to help manually drill wells for the people. While doing this, information could be explained to the different hamlets on the importance of boiling the water to prevent infectious disease. The second need for the Matsigenka is latrines. This is an important project because it helps to prevent disease and keep people healthy through proper sanitation. Many places that use latrines collect the waste and transport it out to be processed for future use as compost. With Matsigenka’s isolation and lack of roads and transport this makes this process very difficult.The project being proposed is to still use latrines but use biodegradable clay or stones to build it so that when the latrine fills up, it can still be used for farming in the future. Another possibility is to use good bacteria to help compost the human waste faster to help prevent the odor and flies from accumulating. When there is too much smell and flies people will prefer to defecate other places than the latrines. An additional way to cut down on the flies and smell is to install a type of sky light or vent that is at the top of the latrine.By building the latrine it will help sanitation and prevent water from being contaminated. While building the latrines it will be important to inform people in the community of the importance of not to defecating in the surrounding areas that they are living. To help keep infectious disease and bacteria from spreading it will be important to inform the community on the important of washing their hands after use of the latrine. The Matsigenka are already practicing good habits by avoid the areas of used for urination and defecation, so this would help in their transition to using latrines.The third proposed development project involves the prevention of infanticide. The Matsigenka people also practice abortions which are done before a child is born. This will not be a debate regarding whether or not abortion is right or wrong but rather a discussion on preventative measures to protect babies that are already born. Infanticide is usually used as a way to control the population or because of stressful parental situations. The community in Shimaa leaves the decision to the mother on whether or not to kill her infant. This is why it is important to inform the mother on etter ways to soothe a crying infant and ways to handle stresses regarding the infant. A project could be to implement awareness in the schools on how to handle infants and what are the options outside of infanticide for them and their infant. This is not a problem that could be change overnight. It may take many years of education and awareness to see the number of deaths decrease. The last proposed development project is the need for more school communities and access to education. Education is incredibly powerful and when that knowledge is obtained it is something that cannot be taken away.Education for the Matsigenka people can mean opening up their communities to more opportunities to trade and increase their incomes. With more income they can afford to have stronger and more functional housing. More income can also mean better access to medicines and clinics so illnesses can be treated early. â€Å"Attraction to the school, for trade goods, medicines, and a general sense of security, comes into conflict with many of their most basic preferences about where and how to live best. It is these conflicts that account for the aversion many Matsigenkas have toward school communities† (Johnson, 1999, p. 197).The Matsigenka people fear outsiders because of their fear of illness and their history with outsiders bringing influenza to their communities. â€Å"Always a topic of conversation, news of a viral infection in the neighborhood travels quickly. Families scatter to their alternative residences. They will stay away until they believe the danger has passed and the locale is again safe† (Johnson, 1999, p. 198). This will be a hard part of the project to handle but with proper sanitation, clean water, and awareness of proper hygiene their fear of outsiders bringing infection can be lessened. The Matsigenka are unique in their want of isolation.Most communities are looking to make sellable goods or use of their land, so that they can reach more people to have the possibility of more income. With more people coming to the Amazon in search of natural gas and to exploit their resources the Matsigenka people are going to have to become more aware and take more preventative action with the outside world. This means they need more information to protect against infectious diseases and to keep their community in the changing world. References Johnson, A. , (1999). Families of the Forest. Retrieved from http://www. sscnet. ucla. edu/anthro/faculty/johnson/ethnography. html

Industrial production of laccase Essay Example | Topics and Well Written Essays - 1000 words

Industrial production of laccase - Essay Example This enzyme is mostly seen in higher plants and fungi. In plants, laccases can be seen in trees, turnips, cabbage, asparagus, beets, apples, pears, potatoes and other vegetables. It is also detected in other plant species like mango, mung bean, prune, syncamore, peach, pine and lacquer. It is also evident among insects likeCalliphora,Diploptera,Drosophelia, Sarchophaga,Rhodnius and Papilio.However, wood rotting fungi are the most common producers of Laccase. Even though laccase is present in plants, insects and fungi it’s activity is limited in bacteria like Marinomonas meditteranea, Azospirillium lipoferum. Laccase is an enzyme with less saccharide compounds in bacteria and fungi compared to plants. The studied that conducted are on extracellular proteins although intracellular proteins are found in several insects and fungi. The purified form of laccase exhibits a blue appearance. The production of laccase from fungi is practiced for industrial use. As per Mayer( 2002, pg 55 1-65)â€Å"Laccases are involved in fungal virulence and possibly in lignification in higher plants† History and Development The laccase enzyme was discovered in Japanese tree Rhus Vernicifera more than one century ago. For many years it was believed that only the ligninolytic system of some white rot fungi could aid in production of lacasse. However, it was Bourbonnais andPaice who found that laccase can catalyze the oxidation of non – phenolic benzylalchohols with the aid of redox mediator. This led to the discovery that laccase mediator system can degrade effectively residual lignin. Because of its extensive reaction capabilities and broad usage in biotechnology it was further studied. In most fungi, lacasse is produced at low level which is not enough for commercial purpose.Lacasse are promising enzymes which has a conventional usage in industries like textile, pulp and paper, pharmaceuticals and nanobiotechnology. Lacasse is generally produced by fungi grown on ba sal media at low concentration. As per Gedikli(2010,pg.9 -16) â€Å"Lacasse activity depends on the type of fungal strain used, growth conditions employed, the presence and the absence of inducers, incubation time, nature and composition of culture medium and genetic manipulation†.In order to obtain higher concentration various supplements need to be added like metal ions. White rot fungi is known to have diverse response to inducers in lacasse activity. If inducers are added it can enhance the concentration of lacasse.The lacasse production is highly depended on the cultivation conditions of the fungi strains. The lacasse is primarily produced in industries by submerged cultivation method. However, the excessive growth of mycelium is one of the disadvantages of this method as it hampers the production yield due to mass transfer and metabolic limitation. But this situation can be controlled by the immobilization of cells. Solid state fermentation is also a method to produce l accase. The laccase enzyme is extracellular and secreted in to a medium through filamentous fungi. The secondary metabolism of different fungi generally produces lacasse. The lacasse production is influenced by different factors like type of cultivation, concentration of