Winchester Model 1873 carbine .44cal Research Paper

Winchester Model 1873 carbine .44cal - Research Paper Example The present paper will describe the features of the Winchester Rifle model 1873 carbine .44 caliber. It will refresh and rediscover how such rifle model had been historically found with the classification who, where and when it was originally made. Moreover, the present paper would like to dwell more on its functions and how it is intended to use for. In addition, this paper will evaluate its features and its historical background. The shape of the rifle model is medium. The physical of the .44 caliber rifle model is brown that is somehow rusty. The texture itself is solid, which is wood and steel part. Chicoine indicated some physical features the Winchester Rifle model 1873 carbine .44 caliber has which includes the tubelike magazine that is used for the barrel and an â€Å"ironframe† that is used as a casing for the bullets (16). The current condition of the said artifact rifle model 1873 is great, and it is still very effectively functional. The Winchester model rifle 1873 .44 caliber was made and advertised last 1878-1879 (Chicoine 16). This rifle is also intended for the purpose of one’s safety and defense protection (Schwing, â€Å"Winchester Pocket Guide† 19). The manufacturing techniques of the Winchester Model based on how it was made and designed with the emphasis on its â€Å"barrel, butt, and furniture† that it shaped its unique features with the use of iron that is said to be â€Å"ferrous† (Jack). It also has musket form in which its barrel is round-shaped (House). Henshaw clearly depicted the general features or materials that are used to made the Winchester model rifle 1873 .44 caliber (15). Accordingly, this includes its style, which was intended with the sporting rifle (24 inch, round, octagon) and with muskets that are angular or saber bayonet (15). In addition, its carbine measured at least 20-inch and is round with a musket that is

Sociology and Ethics Essay Example for Free

Sociology and Ethics Essay Sociology is the study of social life and social structure by examining the groups and social institutions in which people shape. Sociologists are concerned with the characteristics of groups, organizations, and societies, and how peoples behaviors contribute within these contexts (www. smsu. edu). A sociology major provides a wide range of opportunities that requires only the B. A. or the B. S. degree, because almost any career requires the kind of skills and knowledge developed in studying sociology. This major ranges from the study of family relationships to the study of large bureaucratic institutions in major industrialized nations. Sociology majors may enter hundreds of career paths. They may specialize in criminology, demography, family relations, gerontology, social welfare, sex and gender, race relations, social change, and social status. Sociology majors can find jobs in social service agencies, public relations, government agencies, educational institutions, hospitals, management, and human resources. Employers search for people with the ability to work well under pressure, and to be able to read and write analytically (www. jmu. edu). Being a sociologist involves ethnographical, epistemological, and ideological that set sociologists with the dominant culture. Sociologists are attempted to analyze accurate and precise data through scientific methods that are as objective as possible, without any biases. They rely on careful recording of systematic observations and accumulative of data (Schaefer, 8-9). These principles may conflict with general ethical issues of the clients rights and treatment with due regard for their integrity, dignity, and objectivity. This potential ethical conflict provides one of the reasons for the development of a Code of Ethics. In general, sociologists should practice this Code to resolve ethical issues that they face almost daily, and strive for value neutrality with respect to their research. According to Max Webers view, sociologists must practice value neutrality in their research. Weber pointed out that researchers may brings any beliefs they wish, but they must not confuse their own values with the social reality being studied (Schaefer, 74). When researchers work on an investigation that they find repugnant, and they bring their deepest morals or religious beliefs to the investigation, the end result will be unsuccessful. Sociologists should strive to maintain objectivity and integrity in the process of conducting sociological research and practice. It is sociologist responsibility to ensure that their own personal feelings or views do not influence the interpretation of data.

Stepladder of Evolution in Picasso’s Acrobat’s Family with a Monkey Ess

Stepladder of Evolution in Picasso’s Acrobat’s Family with a Monkey In Picasso’s "Acrobat’s Family with a Monkey", the stepladder like orientation of characters demonstrates an evolutionary procession. At the top of the ladder sits the father, a high and mighty figure, like that of King Arthur. He towers above his family as if a king on a throne, looking down upon his royal subjects. He is the sole ruler and therefore must set himself apart from them. This is reflected in the position of his arms, which he keeps close to his body, like the independent child who refuses to hold his mother's hand when crossing the street. Even his manner of dress holds a stately aura. The yellow hat upon his head is golden and pointy similar to that of a royal crown worn by the great rulers of the past. The fringes on his costume surround his neck like the golden mane of a fearsome lion, king of the jungle. The leotard, itself, is an almost fleshy tone like soft peaches in the summer. It reminds one of an acrobat in costume during his death-defying tightrope act, high above the audience. His shoes, however, are thin and black like a bat in the night, contrasting sharply with the rest of the colors of the painting. It were as if they are demanding the well-deserved attention they have earned in all the effort it had taken them to get to the top. Yet, he looks down at the child with great hope, as would a king to his newborn successor, who would follow in his footsteps, performing great deeds to society and loved by all his people. It is also a look of unconditional love that cannot dissipate even if the child were to accidentally burn their house down or fall on top of him, breaking a few ribs in the process. On the next step is the mot... ...tates. At the bottom of the rung, rests the monkey who is lower than all of the other characters in the painting both socially and evolutionarily. He is like the serfs on a feudal manner who are expected to do the bidding of their master and unable to leave. The monkey’s lack of clothing and ignorance thereof also contributes to his subordination, thereby making him less powerful than humans. The lack of clothing is similar to the condition of Adam and Eve before they ate the apple. Their eating the apple allowed them to realize their nakedness, thus elevating them to an unignorant state. His contentment towards this disposition further exemplifies the blissful nature of his ignorance. Picasso’s spatial positioning deliberately portrays the position of each member of society and their respective roles in the hierarchy of social order and evolutionary theory.

Children’s day Speech Essay

Respected Headmaster, teachers and my dear friends, Today we have assembled here to celebrate the Birth Anniversary of Pandit Jawaharlal Nehru as Children’s day. He was fondly called as Chacha Nehru by all children in a loving manner. He loved children very much so he decided to celebrate his birth day as children’s day. Nehru was born on 14th November, 1889 in Allahabad. His father was Motilal Nehru and Mother was Swaroop Rani. Since from his childhood, he was very intelligent boy in all aspects. After completion of his schooling in Allahabad, he went to England for his higher studies . On completion of his studies, he returned to India in 1912 as a lawyer in profession. In India there were many movements started by different freedom fighters of India against the British people. So, Nehru also joined the Indian National Congress in 1920. It was the period of Mahatma Gandhi who leaded the whole freedom struggle. Nehru also got very much attached with the policies of Mahatma Gandhi that is ‘Peace & Non-violence’. see more:welcome speech in school function He actively took part in all freedom movement started by Mahatma Gandhi. This made a great change in the freedom struggle. Slowly and slowly people started joining the struggle finally it is possible to consolidate a huge mob in the movement like Non-cooperation movement, Dandi March, Quite India Movement and many more. He went to jail for many times but that didn’t stop him from fighting for the country . Finally India got its freedom on 15th August, 1947. Jawaharlal Nehru became the first prime Minister of India in 1951. He was honoured by the country with Bharat Ratna in 1955. So, on the behalf of the entire school I am wishing you all a very happy childrens day. Jai Hind! 3.How to attract audience with our speech on Children’s day Esteemed Directors, Respected principle, Dear colleagues and My dear Students, I am very much delighted to associate myself with all of you on the occasion of Children’s day today. I express my best compliments to you all from the core of my heart. Children’s day has its own significance . Jawaharlal Nehru was born on 14th November . He loved children very much. Children endearingly call him ‘Chacha Nehru’. So we are celebrating Children’s day to commemorate his birth aniversary.According to Nehru , â€Å"The students of today are the citizens of tomorrow†. No doubt, you are best students today. You will occupy important position in future career. All of you should be inspired by our beloved former Prime Minister, Jawaharlal Nehru . Some of you will become doctors , engineers , lawyers , I.A.S Officers ,teachers , lecturers ,leaders etc. You are the strength of our counrty. You are the nation builders. If the younger generation is brought up in a good environment, our country can prosper in the years to come. There is a proverb in English . Strike while iron is hot. It means we have to do certain things in right time. It is easy for us to mend the minds of the children. Thus we can shape their future beautifully and wonderfully. It is the duty of the children to love their parents and respect the teachers and elders. Without this quality , you cannot achive anything great. If achived it is useless. Dear students, Be sincere, Be Honest, Be Frank, Be Devoted, Be Dedicated, Be Determined and Be Disciplined. These words may be easy to utter but diffucult to fallow. You are the little masters today. Tomoro you will be the masters of your minds.It’s time to leave of you wishing you a bright career. Thankyou. Speech Good (Morning / Afternoon / Evening) every one . hearty welcome to my friends, respected teachers, honorable chief guests and media. on behalf of , on this auspicious occasion. I am here to deliver speech regarding the Children’s Day . Very Firstly let me wish you all a joyful Children’s day. All though it is officially declared to celebrate on 20th November in regard to The UN General Assembly as it accepted the Declaration of Children’s Rights in the year 1959.yet In India Children’s day is celebrated every year on the account of Jawaharlal Nehru’s birth day eve as on 14th November. Pandit Jawaharlal Nehru birthday has been chosen for the celebration of children. The ultimate reason behind this celebration is his UN fainted love and ardor towards children. Jawaharlal Nehru had worked passionately and perspicaciously for the betterment of children as well as youngsters right after the independence on august 15,1947. He was very much enthusia stic and whole hearted about welfare, valuable education and overall improvement of children in the country. He was greatly warmhearted about children and therefore & indeed became well-liked as â€Å"Chacha Nehru† for his little buddies. Chacha in the sense UNCLE and finally after his death in 1963, his birthday has been celebrated as children’s Day in India. Its simply not the day which one can assemble, lecture, eat and disband but one should keep in mind that a leader who determined the rosy way which ultimately laid the foundation to renovate a promising nation into a supreme body. The well known fact that all the time reminds me is that, Childhood is the best phase of one’s life which is in fact very free of personal responsibilities and financial burdens too. Intentions are very much clear and mind -body; heart –soul works genially. The impurity of mind makes the children different from others. On the Children’s Day a grand accolade is paid to all children. If truth to be told, Children are always liked and loved by each and every one. They straight away prevail our hearts with their adorable eyes and guiltless smirks. Often strikes that, it is the way the creator (GOD) wanted to see all of us. The back ground part is over now coming to the fun making arena. Children are very much enthusiastic to participate in games, activities and all. To their chance the children’s day clears the barriers and allows them to live how and what they actually want to. As to their wants the institution organizes many exuberant activities to let them show case their talent which cannot be displayed in the normal  course of academics. Various competitions such as essay writing, elocution, painting, modern dress, singing and cultural programs have been conducting by our institution to keep the momentum and encourage children beyond academics’. I hope and wish, all of you will definitely reach your dream destination in life and make your parents and teachers feel proud of your success by the way moving the nation forward with wonderful innovative thoughts striving for the up lift standards of the society. With this I would like to conclude and further proceedings will be taken up by the president of the function.

Importance Of Sociology As A Field Of Study Essay

Sociology as a field of study attempts to explain the relationship between an individual and society. Sociological theories are a tool used to explain sociological problems and social structures. (Blumer, 1969) Societies can be viewed as organic structures. This was first explained by Parsons and Durkheim as they developed structural theories. These theories can be applied in education i. e. how students view education. Societies can also be viewed as economic structures. Under this concept, falls the conflict theory developed by Carl Marx. Marx looked at a number of theories that attempt to explain how people’s lives are shaped by social structures. Other theories that share a similar perspective are the functionalist theories. Societies can also be looked as social action. This implies that society shapes how people view themselves. In line with this perspective, sociologists came up with the idea of symbolic interactionism. There are also other ideas that go hand in hand with this idea i. e. GH mead. Lastly, one must apply all the sociological theories stated above and many others that have not been mentioned. For example one can consider Medicalisation of society’s problems. This can be explained by a number of sociological theories like: Marx’s theories, interactionist theories and Durkheiman’ theories. Importance of sociology as a field of study Conflict theory Sociology assists in explaining social change. It helps us to understand what the role of the individual is in changing society. This is best explained by the Conflict theory. This theory does not have only one name connoted to it although the founder of the theory was Karl Marx. There are various regions in the world where sociologists elaborated on this theory. Some of these sociologists are; †¢ Ralf Dahrendorf – Germany †¢ Ludwig Gumpolvicz – Germany †¢ Lewis Coser and Collins – USA †¢ Max Gluchman and Rex – UK (Garfinkel, 1967) The conflict theory’s main idea is that there exists a constant struggle in society and every entity in society is trying to make the most of their reimbursement consequently bringing about social change. This change can come in form of revolutions or it may be political. It focuses on coercion by groups and individuals to alter or control others’ actions. The theory helps us to understand why ideologies like socialism and capitalism. There is a constant struggle within society for paybacks. This theory can be viewed from two angles. The first angle is a radical one; society will forever in conflict while the second angle is that conflict combines with struggle to make up society. This moderate angle is best explained by the functionalism. The latter mentioned theory postulates that every member of society has a specific role to play. Conflict theory can best be perceived as a pyramid. Influential people are at the top and they impose their will upon less powerful people who happen to be the majority. This implies that people in power are taken to be superior and they are the ones responsible for modern day laws, institutions and traditions. This theory can be stretched to explain how morality or deviance is defined. The powerful individuals in society label deeds or actions as immoral if those actions challenge their influence and power. Conflict theory also attempts to explain stratification in society but from an individualistic point of view. It looks at individuals needs instead of society’s needs as a whole. Every individual tries to struggle for respect, goods and services as well as power; these e all very scarce. In this light therefore, individuals belong to organisations that represent their own interests. The theory views organisations as entities that are mostly influenced by external rather than internal factors. (Goffman, 1958) In the theory, there are a number of conflicts that fall under. These include; †¢ Class †¢ Race and ethnicity †¢ Gender †¢ Religion Marx believed that class conflict was caused by differential ownership of property. However, this theory was later challenged by other sociologists who believed that there is more to class than property ownership. These sociologists believe that this is only one aspect. Racial conflict has its root cause in differential power. According to the theory, superior races are those one who are well endowed with power, prestige and education. There are four basic assumptions in this theory. The first is that there is inequality in society’s structures, secondly there is revolution as a result of struggle between a numbers of social classes, thirdly there is competition for resources and lastly war exists to unify or divide society. Conflict can take the form of a strike where workers struggle to gain back control after it has been taken from them by their employers. Another form of a conflict could be through wars. Wars usually represent clashes between social classes. Taking the case of military coups, this is an example of a conflict between the main population and the military. (Durkheim, 1915) Ethnomethodology Ethnomethodology is the study of how people interpret their social world. This theory has its history back in the mid twentieth century and was founded by Garfinkel who was an American sociologist. The theory is quite different form other well known theories. This theory is founded on the fact that there is no order in society; society is chaotic or has the potential to be chaotic. According to the theory, any semblance of order is created by the minds of actors within society it simply does not exist. This is in sharp contrast to other well known theories. Social order may be defined as the systematic pattern of behaviour within society. It opposes the fact that actions are not thought out and are simply haphazard. Ethnomethodologists believe that individuals encounter several experiences in their lives. These individuals try to make sense of these encounters by placing them into a form of organised system. They believe in a documentary method. Here, individuals simply pick out certain events within a social situation and try to make sense of them. After they have organised those events into a pattern, then they use that pattern as a template to explain other situations that may arise. Garnfinkel used an experiment to demonstrate this theory. He got a number of students and instructed them to ask a supervisor about a number of issues on their mind. The students could not see the advisor but could talk to him. They asked him a number of questions and this advisor could only say yes or no. What the students did not know was the advisor was reading out a list of responses that did not match their questions in any way. It was found that most of the responses did not make logical sense but most of the students tried to interpret them nonetheless. They did not question the integrity of the advisor but they tried to compare past responses with present ones in order to come up with an orderly pattern. For example one of the students thought that he should quit school and asked the advisor this. The advisor told him ‘no’ and out of disbelief the student repeated this same question after which the advisor said ‘yes’. It was found that this particular student did not dismiss the advisor but tried to make sense of the situation. According to the theory, the students were trying to form sense out of senselessness. They were trying to turn chaos into order. Garfinkel introduces the idea of indexicality. This means that human beings have a tendency to index things that occur to them i. e. they always try to put things within a certain social context. They must relate it to other things that have occurred to them before or during a particular scene. For example, the interaction that took place between the students and the advisor followed a certain path because the students held the advisor in high esteem. This implies that if the student could see what was happening with the advisor behind the screen that had covered him, or if their classmates asked answered their questions, then their reactions would have been totally different. This is because the students would simply have formed another documentary. People who adhere to this theory believe that all human beings have preconceived notions about their daily lives. This means that if a sudden change was brought into someone’s life their reactions are quite different. This is justified by the fact that it would be very chaotic if we looked at things differently at all times. We must become familiar with some aspects of our lives so as to be able to Symbolic interactionism This theory has its history in the late nineteenth century. It was pioneered by a sociologist from Germany called Marx Weber. The theory is best known for its subjectivity rather than its objectivity. Interactionists focus on individuals rather than on society as a whole. They perceive human beings as creatures whose behaviours are reactive or subject to the approval of others. This is because all actions, according to them, are like symbolic actions which are interpreted differently according to one’s perspective. This theory also looks at human beings as symbolic objects who can think and react to situations. This means that individuals within a society are active participants of their society. They determine what happens to them. Sociologists adhering to this theory believe that we are not passive entities who must mould themselves to society’s rules and standards. This theory focuses on external issues and simple interactions. It cannot be used to interpret deeper social settings like capitalism. It is also quite crucial to note that this theory perceives society’s norms as transient and constantly changing. Stability and order in society is determined by negotiations. The systems themselves are not stable but the means by which these systems in society are created is stable. (Merton, 1968) The theory therefore points one on the direction of roles played by people in society. The theory places importance in role making and role taking. This means that individuals must put themselves in a certain perspective in order to understand another person’s point of view. Studies on interactionism are therefore done through active role taking. This is because they believe that one must interact thoroughly with another party in order to understand the reason why they made their decision. However critics have claimed that the theory is too narrow and cannot be applied to macro situations. It has also been criticised for its impressionism during research methods. (George, 1964) Functionalism The theory was pioneered by a French sociologist called Emile Durkheim back in the mid to late nineteenth century. This theory compares the individual with his/her society and also scientific method of analysing society. This implies that one can be able to study the social world using observation and analysis. It also assumes that studies of society can be done freely and without any bias. Another crucial aspect of the theory is the organic aspect of society. It compares society to an organism. That there are various parts of the body that each has their own function. This is analogous to society and its members. It is also important to note the homeostatic nature of interactions. This theory looks at society as a system that must remain in equilibrium. Any deviation from this is corrected by a number of mechanisms like gossip or even imprisonment depending on the scenario. Conclusion Interactionists believe that social order is continuously remade as people interact. Social order is not static and changes with time. Functionalists believe that order within society exists as a result of an agreement between members of society. That is collective behavioural patterns that are regarded as the norm in society. Again, the theory strongly affirms that social order does exist. Marxists believe that social order is created from a struggle to gain control of limited resources while ethnomethodologists mould situations to fit into a certain behavioural pattern. All these theories attempt to explain why human beings behave the way the do either as individuals or as a group on a macro scale. This is the essence of sociology.

Euro essays

Euro essays In the global economy, the U.S. dollar dominates the market. In order to balance the overwhelming control the U.S. has, a new union was created, the European Union. In 1946, Winston Churchill first envisioned a union of this magnitude. In January of 1992, its initial 12 members founded the European Union (EU). They were, in alphabetical order, Belgium, Denmark, France, Germany, Greece, Ireland, Italy, Luxembourg, Netherlands, Portugal, Spain, and United Kingdom (XE 1). In 1995, Austria, Finland, and Sweden join the EU (CQResearcher 1027). A few years later, it was decided the EU would adopt a common currency. This new currency would be called the Euro. Its main function would be to reduce swings in currency values to make it cheaper to trade both within Europe, and with surrounding nations. It would also help to balance the power that the US Dollar has over the global economy. It would also help to stabilize prices. It has other benefits within the participating parties, such as making prices fall by forcing companies to become competitive by fighting for the lowest price. It will also raise awareness of unfair pricing by not having to convert between currencies (CQResearcher 1027). Consumers and businesses alike will enjoy lower borrowing costs. It will also make it easier for tourists to travel between the member countries by not having to trade currencies, and just being able to keep one large sum of money. All of the members of the EU were invited to adopt the common currency, but there were standards that needed to be met before they were allowed to join. Applicants needed to reduce inflation, and budget deficits, while stabilizing their exchange and interest rates. The countries inflation must also not exceed the average inflation rates of the three best performing member states by 1.5%. United Kingdom, Denmark, and Sweden all chose not to accept the invitation, and Greece did n ...

ACT in 8th Grade

Should You Start Prepping for the SAT/ACT in 8th Grade SAT / ACT Prep Online Guides and Tips Are you an 8th grader curious about the SAT and ACT? You might be surprised that you already have a lot of the skills you'll need to do well on these tests, and you're capable of picking up many more. Whether you're prepping to get a headstart for high school or taking the SAT/ACT to qualify for talent competitions, read on for some compelling reasons why you would benefit from prepping in 8th grade. First, why would you take these tests in the first place? Why Would You Take the SAT/ACT? There are a number of reasons why students take the SAT or ACT. The most obvious one would be to get into colleges and universities. Perhaps more immediate for many middle schoolers are the talent competitions and special programs that require the SAT/ACT as part of theirapplication processes. But what if the SAT/ACT is not required for you yet? Is there any reason to start preparing if you don't really have to? Absolutely. Below I'll discuss a bunch of other strong reasons to start prepping for these important tests. First,when are these tests required? For College Most 4-year colleges require the SAT or ACT as part of a student's application, along with a personal essay, teacher recommendations, high school transcript, and other records. Since admissions are so competitive, a strong SAT/ACT score can go a long way to making your application stand out. Prepping for these tests is key to performing well and achieving your target scores. The SAT and ACT are different from most tests you'll take in school, and they require you to be strategic, work efficiently, and demonstrate a variety of skills in a limited, often stressful, amount of time. Because prep is such a significant part of the SAT/ACT experience, many students take the tests several times to gauge their level, identify and overcome their weaknesses, and improve their scores the next time. Some students even build up their overall scores section by section, by focusing intensively on math on one test date and reading on another (to give just one example). Plus gaining familiarity with the test helps students breathe easier and feel less stressed out on test day. So once you understand the power of prep for the SAT/ACT, imagine if you started prepping even before you got to high school. If you devoted just an hour or two weekly or biweekly to learning concepts and applying them to sample test questions in the 8th grade, you'd be well-versed, maybe even an expert, by the time you take the tests. You might even finish taking the tests before junior or senior year, when your friends are scrambling to balance the SAT/ACT, finals, clubs, sports, and college applications. Getting these tests done early could be a welcome relief once you reach junior or senior year. If you're applying to a 4-year college, you're very likely to be taking the SAT or ACT at least once in high school, if not several times to build up your score. The other type of program that might require the SAT/ACT in 8th grade is a talent competition or special academic program. For Talent Competitions The other circumstance where the SAT/ACT is required is when applying for talent competitions. Some special programs for academically gifted and motivated students have application processes similar to those you'd undertake for college. And just like with college applications, you'll want to achieve a strong score to be a competitive candidate for these programs. Some of the programs for middle schoolers are Belin-Blank Exceptional Student Talent Search (BESTS) at the University of Iowa Center for Talented Youth (CTY) at Johns Hopkins University Joseph Baldwin Academy (JBA) at Truman State University Midwest Academic Talent Search (MATS) at Northwestern University Talent Identification Program (TIP) at Duke University If you're interested in any of these programs, then you'll want to prep and take the SAT or ACT toqualify. If you choose the SAT and want to preserve your scores, you'll have to contact College Board so they don't delete your score reports. With both the SAT and ACT, students applying to these programs can choosea one-step registrationoption. So applying to college and talent competitions are the main reasons why the SAT or ACT are absolutely necessary tests to realize your goals. But what about all the other advantages andbenefits that come from prepping for the SAT or ACT? Slow and steady wins the race! Also, I would love to watch this race. Reasons to Prep for the SAT/ACT in 8th Grade Prepping for the SAT or ACT in 8th grade will not just help you become an expert on the tests, it may also help you prep for other tests like ACT Aspire and thePSAT, as well as develop other academic and organization skills. First, what do I mean about becoming an SAT/ACT "expert"? Boost Your SAT/ACT Scores As I talked about above, prep is extremely important for doing well on the SAT or ACT. Doing well in math class does not necessarily equate to a high SAT/ACT math score, nor does being a lifelong reader guarantee you a high score on the reading sections. That's because these tests are unique in the way theyrequire strategy and time management skills. They also ask strangely worded questions designed to distract you from the correctanswers. Luckily, the way they do this stays the same year after year. This means that with careful studying, you can avoid the pitfalls and arm yourself against these tricky maneuvers. Does this sound like a tall order? It may require effort and focus, but every student is capable of improving their scores on these tests. And because all of this careful studying takes time, starting early, like in 8th grade, may be the best way to reach your goals. If you devote just a few hours every one or two weeks over the school year to SAT or ACT prep, then this studying will really accumulate over time. You'll see a great deal of improvement without having to stress about running out of time or having to study a ton of material all at the same time. As the tortoise and the hare taught us, slow and steady wins the race. Prepping will also help you on tests like the ACT Aspire and the PSAT, which you may choose to take earlier than junior year, when it counts for National Merit distinctions and scholarships. Get Ready for the ACT Aspire and PSAT The ACT Aspire, formerly the ACT Explore, is a computer-based ACT test that, like taking an official practice test, can help gauge your progress and give you a sense of where you need to improve. Since it's so similar to the ACT, prepping for the ACT can help you perform well on this test, as well. Since it's still a relatively new test, keep in mind that there are several variables that might not make it the most accurate predictor of how you'll score on the ACT. All th grade students in high school also take the PSAT, which is used to determine National Merit distinctions and scholarships. If you're looking to improve your scores on the PSAT and qualify for National Merit, then you might want to consider taking the PSAT even earlier, like in 9th or 10 grade. Since the new PSAT is so closely aligned to the new SAT, your prep will help you a great deal on both tests. This is another consideration if you're still deciding between the SAT and ACT and want to determine which one will better reflect your abilities and help you get a high score for your college applications. Apart from applying to college, enhancing your study skills and academic knowledge will help you in general in your 8th grade classes and as you make the transition into high school. Prepping for the SAT or ACT in 8th grade can be hugely beneficial for your academic understanding and performance in school. Get a Headstart on High School By studying SAT/ACT math, reading, and vocabulary, for instance, you can reinforce what you've learned in school. Timing yourself might have the added benefit of allowing you get more homework done in a shorter amount of time. Since the SAT and ACT are meant for high schoolers, you probably haven't learned all of the concepts that appear on these tests yet, like geometry or certain high-level reading. That doesn't necessarily mean that these concepts are out of reach, though. By prepping now, you can get a headstart on material you'll learn in high school. Not only will the SAT and ACT lose some of their mystique and become totally within your reach, but your high school classes won't seem so unknown, either. Instead, you can learn and become more confident in your knowledge by studying independently of your classes in school. Prepping for the SAT or ACT in 8th grade can have beneficial effects on your test scores, learning, time management, and study skills.If you agree that these are all worthy goals, then you're probably now wondering, how can I go about prepping for the SAT/ACT? Give yourself a headstart on high school. How Can You Prep for the SAT/ACT in 8th Grade? While there are lots of resources to help you prep for the SAT and ACT, the ones that you should never leave out are the official practice tests from the testmakers themselves. Official practice questions are the gold standard when it comes to studying, since they are the truest representation of the types of questions and format you will encounter when you take the test yourself. PrepScholar's online test prep can also be exceptionallyhelpful for 8th grade students. Unlike other test prep programs and books, PrepScholar doesn't assume you're already a high school student. Instead, it meets you at your level, determineswhat you know and what you need to learn, and helps you keep track of your progress with a planned out schedule and progress reports. Plus since it's an online program, it can further help you develop the skills you'll need for computer-based tests like the ACT Aspire. Test prep books are also good resources that cover a lot of material, but you've got to be discerning about their quality. They also require a lot of independence and discipline from you to make the time to study, score your own practice tests, and analyze your incorrect answers. One great place to start small and gradually build your test prep is with SAT Questions of the Day and ACT Questions of the Day. You can also find a limited number of practice questions on the College Board and ACT websites. Whiie these resources will offer you direct practice for the SAT or ACT, you can also integrate prep with your studies in school to ensure that you're covering the concepts you'll need. Let's briefly break down what's on the SAT and ACT so you can see how each sectionconnects to your classes. These sections are Math, Critical Reading, and Writing on the SAT, or Math, Reading, English, and Science on the ACT. Math The math section of the SAT covers numbers and operations, statistics and probability, algebra, and geometry. The ACT goes one step further and covers some trigonometry. The major emphasis on both tests is on algebra, with a substantial emphasis on geometry, as well. If you're in 8th grade, you probably haven't studied too much geometry yet, and may have only just started studying algebra. To get more practice, you could introduce yourself to a new concept every couple of weeks and practice it. You could also take the math you're learning in school, whether it's probability or algebra, for example, and seek out related SAT/ACT practice problems. While some of the math section on the SAT/ACT may be new, you likely have a lot of the foundational skills you'll need to do well on the SAT Critical Reading and ACT Reading. Critical Reading / Reading Both the Critical Reading section of the SAT and Reading section of the ACT ask you to read passages and answer questions that demonstrate your understanding and interpretation. Unlike your English classes (probably), these questions are not subjective or open to debate. Instead, there is only one 100% correct answer - the rest have some error or logical flaw in them. Your reading comprehension skills may be less easy to quantify than your understanding of specific math concepts. However, reading widely and practicing with SAT or ACT passages can help you become a more advanced reader over time. Plus you can study vocabulary and get a sense of how the same words may be used differently in various contexts, an important skill for both the SAT and ACT. If you like reading, then practicing these questions may not seem like so much of a chore. The random excerpts can actually have really interesting, unique information, and being a critical reader is a great skill to have for the tests, school, and life in general. The other sectionsthat overlap between the SAT and ACT are the Writing and English section. Writing / English The Writing section of the SAT and English section of the ACT also relate to the skills you develop in your English classes. They test your understanding of grammar and word choice. You may also write the essay, which is meant to be a persuasive essay with a 5 paragraph structure. Paying attention to these skills in your English classes will be beneficial for your SAT/ACT prep. Conversely, practicing with sample questions can help you improve your writing skills, which will help you in 8th grade and all four years of high school. Plus you might get a whole lot speedier at producing essays for class. Finally, the last section that you need to prep for only applies to the ACT: the Science section. Science You might be relieved to hear that the Science section of the ACT doesn't actually test very advanced scientific concepts or require too much specific recall of facts and figures. Instead, the science section is similar to Reading, in that you need to have the skills to comprehend excerpts, data, and graphs. All of this is in the context of biology, chemistry, and earth sciences. As an 8th grader, you can not only develop your science and lab skills with prep, but you can also take an SAT and ACT practice test and determine which one is better for you. That way you can focus all your prep on the test that will allow you to get the highest scores for your college applications. We should all be asprepared as this guy. To Sum Up... If you're starting to think about the SAT or ACT, prepping in the 8th grade can be very valuable. Not only can it help you get prepared for the SAT/ACT and PSAT, but it can also benefit your learning in school. Getting a headstart can also be a great challenge, ease the pressure once you get to high school, and put ahead of the curve in math, English, and maybe even science, if you're taking the ACT. Since you'll have years to prepare, you can start slowly and gradually become an expert on the tests. When you finally sit for the official tests, you'll now exactly what to expect and how to achieve your scores. Plus all your dedication and studying will pay off in a huge way once you get to high school and eventually, to college. What's Next? Are you planning to take the official SAT or ACT in 8th grade? Read about what makes a good score on the SAT and ACT for 8th graders and how you can boost your scores even higher the next time you take the test. Are you prepping for the PSAT, too? These are some good reasons you might consider taking it as a freshman. As you know by now, the best way to prep for the SAT and ACT are with official practice questions from the testmakers themselves. Download free pdfs of SAT practice tests and ACT practice tests here. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Top 10 Tech Tools for Grades K-5

Top 10 Tech Tools for Grades K-5 For many of us, its hard to keep up-to-date with the all of the latest tech toolsthat teachers are using in their classrooms. But, this ever-changing technology is changing the way students learn and the way that teachers teach. Here are the top 10 tech tools to try in your classroom. 1. Classroom Website A classroom website is a great way to keep connected with your students and parents. While it may take some time to set up, it also has some great benefits. It keeps you organized, it saves you time, it allows you to stay connected with parents, it helps students develop their technological skills, and thats just to name a few!   2. Digital Note-Taking Fourth and fifth graders will love the opportunity to take their notes digitally. Students can get creative and take notes that best suites their learning style. They can draw pictures, take pictures, type in whichever way works for them. They can also be easily shared and children and you will never have to hear the excuse that they lost their notes because they are always accessible. 3. Digital Portfolio Students can have access to all of their work in one place. This can be via the cloud or the schools server, whichever you prefer. This will allow you, as well as your students to access it from anywhere that they desire, school, home, a friends house, etc. Its changing the way student portfolios are, and teachers are loving them. 4. Email Email has been around for quite some time now, but it is still a tech tool that is utilized daily. Its a powerful tool that helps with communication and children as young as second grade can use it. 5.   Dropbox Dropbox is a digital way of being able to review documents (assignments) and grading them. You can access it from any device with WiFi, and students can submit there homework to you through the app. It would be a great app for a paperless classroom setting. 6. Google Apps Many classrooms have been using Google apps. This is a free application that gives you access to basic tools like drawing, spreadsheets, and word processing. It also has features where students can have a digital portfolio. 7. Journals Most elementary school classrooms have students journal. Two great digital tools are  My Journal  and  Penzu.These sites are a great alternative to the basic handwritten journals that most students use. 8. Online Quizzes Online quizzes have become quite popular among elementary school classrooms. Sites like Kahoot and Mind-n-Mettle are among the favorites, along with digital flash card programs like  Quizlet  and  Study Blue. 9. Social Media Social media is much more than just posting about what food you just ate. It has the power to connect you with other teachers, and help your students learn and connect with their peers. Websites such as ePals, Edmodo and Skype connects students with other classrooms all across the nation and world. Students get to learn different languages and understand other cultures. Teachers can use websites such as Schoology and Pinterest, where teachers can connect with fellow educators and share lesson plans and teaching materials. Social media can be a very powerful tool in education for you, as well as your students. 10. Video Conference Long gone are the days that parents say that they can not make it to a conference. Technology has made it so easy for us, that now (even if you are in another state) will have no excuse to miss a parent/teacher conference again. All parents have to do is use their Face-time on their Smartphone or get sent a link via the internet to virtually meet online. Face-to-face conferencing may soon be coming to end.

Human Sexuality- Prostitution Essay Example | Topics and Well Written Essays - 3750 words - 1

Human Sexuality- Prostitution - Essay Example Out of this the aspect of sociological context is the most important of all because every move made by an individual is done as a part of the social structure and defining the social trends relating to sexuality and intimacy would yield the result concerning pornography. Fundamentally, it could be stated that the answers lies in the different sociological factors that has dominant influence on the human mind in relation to pornography like prostitution, adolescent malfunction, marriage, concept of love, homosexuality and various sexual perversions. It could be stated that the history of pornography can be traced back to the site of prostitution. It should be remembered that during the excavation at the site of Pompeii a roman brothel was found which an all kind of sexual activities depicted on the wall. One of them included a man having sexual act with a goat and several had polygamous scenario. In another site in India near Tamluk several terracotta plates were excavated that has varieties of sexual orientations engraved on it including woman having sexual act with a dog or fox. That site was identified as a brothel. Though the sex manual of 400 AD India (Crooks, 2005) was not pornography but a philosophy concerning sexuality, it should be remembered that the site of this text was a brothel in Pataliputra. Thus the connection between pornography and prostitution could be well established. It is obvious that the establishment of prostitution was often implemented by the local rulers for various motives but it is true at the sam e time that these prostitutions only yielded detrimental effects on the society by harvesting different sexual disease like syphilis more often than not.

Respiration Essay Example | Topics and Well Written Essays - 1000 words

Respiration - Essay Example Therefore, aerobic respiration only occurs when oxygen is present. The main food product that is utilized in this process is glucose. When glucose is oxidized, there is a production of energy, carbon dioxide, and water. The released energy is the form of Adenosine Tri-Phosphate (ATP). The process of aerobic respiration can be summarized using the equation C6H12O6 + 6O2 = 6CO2 + 6H2O + Energy (ATP) (Starr & McMillan 2012, p56). There are three main stages through which aerobic respiration takes place; Glycolysis, Krebs cycle, and the Electron Transport Chain. This process of aerobic respiration occurs in cytosol part of the cell. During this process, glucose is oxidized partially and broken down into pyruvate, which is a 3 carbon molecule. Glycolysis produces 2 ATP molecules and 2 NADH molecules. Each NADH molecule is responsible for carrying 2 energy electrons, which are later used by the cell (Starr & McMillan 2012, p56). This can be regarded as the second stage in aerobic respiration whereby the pyruvate molecule is processed to produce energy that is later stored between the bonds that hold the pyruvate molecule. The synthesized energy is released in the form of ATP (Starr & McMillan 2012, p.57). This is the last stage in aerobic respiration. This process is responsible for releasing the energy synthesized during glycolysis and krebs cycle. The electron transport chain comprises of a network of electron carrying protein located on the inner membrane of the mitochondria. It is in this stage where electrons and protons are added to oxygen to produce water. Production of ATP occurs when protons move across the cell membrane, a process referred to as chemiosis (Starr & McMillan 2012, p57). In times of strenuous exercises, there is consumption of high levels of energy, which implies that excess of ATP is needed. When there is insufficient oxygen the body respires

Prostate cancer among African American men Essay

Prostate cancer among African American men - Essay Example In essay "Prostate cancer among African American men" author describes the connection between genetics, social status, health and cancer occurrence among Afro-American in the USA. Despite an intensive campaign that is directed to men in order for them to undergo regular medical screening, the majority of them are still reluctant resulting to increased cases of deaths caused by prostate cancer. Prostate cancer is a major type of cancer that affects the reproductive system of males especially those above the age of 45 years. However, there are cases of insistent prostate cancer that results in major complications on the reproductive system. This paper seeks to discuss medical compliance treatment of prostate cancer among African American men. As mentioned earlier, African-American men are at high risk of prostate cancer development. According to the 2003-2007 US medical report, for every 100,000 African American men, 234.6 cases of prostate cancer were reported in the US as compared to 150.4 cases per 100,000 white men. Due to the high number of cases of prostate cancer among the African American men, their mortality rate is more than double as compared to the white men. For example, between 2003 and 2007, 54.2 cases of mortality rates were reported for every 100,000 African-American while only 22.3 cases of mortality rates occurred among the white men. In 2001, more than 31,500 deaths due to prostate cancer were reported. Since 2001, at least 221,000 cases of prostate cancer are reported per year (Chronic Disease Indicators, 2012). One of the major obstacles that are affecting the efforts of the medical personnel is lack of early detection guidelines. In the same way, men are hesitant to screening thus making it difficult to curb the diseases during its early stages. In its endeavor to address the challenges faced by the African American men as far as control of prostate cancer is concerned, American Cancer Society, advocates for adoption of two major strategies . First, it recommends that men at the age of 45 years should emulate digital rectal examination (DRE). Secondly, the society recommends for prostate-specific antigen (PSA) blood test for men who are between the ages of 45 and 50 years. Even though a task force that is concerned with prevention services depicts that there is insufficient evidence on the implications of DRE and PSA on the prevention and control of prostate cancer, the task force argues that a strong relationship between doctors and patients should be maintained to ensure that men are interested in undertaking regular screening. Additionally, the task force maintains that PSA is a better strategy of early detection. However, it is still unclear of how early detection

Do the potential advantages of GM food outweigh possible drawbacks Essay

Do the potential advantages of GM food outweigh possible drawbacks - Essay Example With this in mind, it is therefore vital that we understand genetic modification as it relates to our food products, in order to explore more fully the science and controversy surrounding its risks and benefits in our world today. Using this information, we can then make an educated decision as to whether the sale and use of such products would be to our gain or to our detriment. Background First, it is vital that we understand what the words â€Å"genetically modified food† actually mean to the general public and to the scientific community. â€Å"Genetically modified†, or GM, food, is a food crop that has had its genetic code, as designated by the DNA of the plant, altered in some way that makes it different from the original food crop (Forman, 2009). The other commonly heard term GMO refers to a genetically modified organism. This is slightly different from a GM food crop in that it is a wider term. GMO can be any kind of genetically modified product, but the term is most often used in reference to food product organisms, such as soybeans that have been altered to resist colder climates or bacteria that have been designed to be useful in the manufacture of cheese (Whitman, 2000). The sale and human consumption of genetically modified food crops is generally more controversial than the usage of genetically modified organisms in food manufacture, as such organisms are used only in the manufacturing process and are not present in the final consumer product (Forman, 2009). In the approximately fifteen years that genetic modification have been in practice for food and consumer goods, there have been three major tiers of progress. The first level was changes to food at a level generally unnoticeable to the consumer. This included changes to products that primarily affect the growers, such as giving the plants insecticide resistance or a lengthier period of ripeness. While this tier was the only one in effect, most consumers were unconcerned about gen etic modification and there seemed to be little conflict. The second level, however, gained much more widespread coverage. This stage started to involve changes to product that were visible all the way down to the consumer level, such as altering colour and nutritional content. The newest and next generation of genetically modified foods is currently in the research phase, and primarily focuses on medicination uses for GMO. This involves the creation of pharmaceutically-active food crops, which could be designed to contain vaccines or medicines for developing nations (Magana-Gomez and Calderon de la Barca, 2009). All three of these categories are currently ongoing, and all have a wide variety of both helpful and harmful possibilities. Risks and Concerns One major concern for many consumers and companies that purchase food products is the relative newness of the genetic modification process (Forman, 2009). While most produce and meat that we eat today is already greatly modified from its â€Å"wild† phenotype to make it more palatable, have better yields, or for myriad other reasons, the traditional breeding methods used to produce these crops have been in use for hundreds and even thousands of years. The scientific community generally considers such methods proven safe by the basic fact that they are still in use after all this time with no serious detrimental effects on the human

International Business- Culture Essay Example | Topics and Well Written Essays - 2250 words

International Business- Culture - Essay Example For example; GlaxoSmithKline, a pharmaceutical giant has an intensive training program for managers and other employees in international assignments, which is better termed as AI (Wolper, 2004). The AI program has been strategically designed to ensure employees relocating to foreign countries are well aware of the new cultures; AI prepares them for any difficulties that would be encountered. The incentives are offered to encourage them to take the new assignments because; a research by Oudenhoven & De Boer (1995) observed that managers tend to have a stronger preference for doing business in countries with similar cultures to avoid such stresses of dealing with diverse cultures, which has been defined as a problem in current management of multinationals. The company has therefore to undergo an added cost to ensure such managers are motivated in taking their new assignments in such new environments. Language and aesthetics Language barriers in communication refer to the different lang uages and dialectics used in different countries and by different communities. ... er it refers to understanding the meaning of different symbolic behaviors by different people when communicating and how such symbolic meanings refer to which mostly is a challenge faced by managers in International business. Learning to communicate effectively and decoding symbolic communication in many cultures is necessary to enhance effective communication. Communication effectiveness depends on two aspects; high and low context communication (Schneider & Barsoux, 2002). High context communication implies that message will not require any background information, while in a low context communication , more information has to be given in the message for it to be effective (Schneider & Barsoux, 2002). Countries that exhibit more individualism as Hooker elaborates have low context communicant, while countries that exhibit collectivism have high context communication. In low context communication, the people will need signs and other images to remind them, or to communicate of a parti cular message, while in low context cultures, such is not required as individuals have values that enable them to assimilate such communication as a norm. Behavioral norms are more entrenched in such high context communication such that all are supposed to know and understand their norms to avoid breaking them and getting to the wrong side of the law. As explained earlier, Mexicans are a masculine society that finds more pleasure in saving face especially for a male employee. Direct confrontation with such people is therefore not appreciated; communication has to be in such a way that the individual will feel respected and save their face. Likewise Malays are a people who observe culture and exhibit high context communication. For example, using the left hand to give something or point

Do the potential advantages of GM food outweigh possible drawbacks Essay

Do the potential advantages of GM food outweigh possible drawbacks - Essay Example With this in mind, it is therefore vital that we understand genetic modification as it relates to our food products, in order to explore more fully the science and controversy surrounding its risks and benefits in our world today. Using this information, we can then make an educated decision as to whether the sale and use of such products would be to our gain or to our detriment. Background First, it is vital that we understand what the words â€Å"genetically modified food† actually mean to the general public and to the scientific community. â€Å"Genetically modified†, or GM, food, is a food crop that has had its genetic code, as designated by the DNA of the plant, altered in some way that makes it different from the original food crop (Forman, 2009). The other commonly heard term GMO refers to a genetically modified organism. This is slightly different from a GM food crop in that it is a wider term. GMO can be any kind of genetically modified product, but the term is most often used in reference to food product organisms, such as soybeans that have been altered to resist colder climates or bacteria that have been designed to be useful in the manufacture of cheese (Whitman, 2000). The sale and human consumption of genetically modified food crops is generally more controversial than the usage of genetically modified organisms in food manufacture, as such organisms are used only in the manufacturing process and are not present in the final consumer product (Forman, 2009). In the approximately fifteen years that genetic modification have been in practice for food and consumer goods, there have been three major tiers of progress. The first level was changes to food at a level generally unnoticeable to the consumer. This included changes to products that primarily affect the growers, such as giving the plants insecticide resistance or a lengthier period of ripeness. While this tier was the only one in effect, most consumers were unconcerned about gen etic modification and there seemed to be little conflict. The second level, however, gained much more widespread coverage. This stage started to involve changes to product that were visible all the way down to the consumer level, such as altering colour and nutritional content. The newest and next generation of genetically modified foods is currently in the research phase, and primarily focuses on medicination uses for GMO. This involves the creation of pharmaceutically-active food crops, which could be designed to contain vaccines or medicines for developing nations (Magana-Gomez and Calderon de la Barca, 2009). All three of these categories are currently ongoing, and all have a wide variety of both helpful and harmful possibilities. Risks and Concerns One major concern for many consumers and companies that purchase food products is the relative newness of the genetic modification process (Forman, 2009). While most produce and meat that we eat today is already greatly modified from its â€Å"wild† phenotype to make it more palatable, have better yields, or for myriad other reasons, the traditional breeding methods used to produce these crops have been in use for hundreds and even thousands of years. The scientific community generally considers such methods proven safe by the basic fact that they are still in use after all this time with no serious detrimental effects on the human

Sundiata Essay Example | Topics and Well Written Essays - 750 words

Sundiata - Essay Example Therefore, the study of myths and their interrelationship with the real-life is of the paramount importance for the deeper understanding of the very nature of any human society. As a perfect example for this purpose we may investigate the book written by D. T. Niane "Sundiata: An Epic of Old Mali", which is one of the most well-known traditional narratives of West Africa that provides an account of Sundiata Keita, a historical heroic figure renowned as the founder of the Mali Empire. This book contains important insights into the mythical component of the human perception of history, and exposes the intimate connection that the present always has with the past. Let us take a closer look at this narrative and examine the function of memory as the bridge connecting heroes of the book with the world they live in. Among the numerous personages of the epic, the story of the relationship between the great king of Mali Sundiata and his griot Balla Fasseke takes perhaps the central place in terms of its importance for the whole narrative. Griots can be seen as professional storytellers and public speakers, but the significance of their social role was much deeper in the African societies than it could seem from this superficial description. On the most fundamental level, a griot was perceived as the vessel of historical memory of a social group. Every king had a griot beside him whose task was to instruct his patron in such a way as to procure the inheritance of traditions of ancestors. Therefore, griots role was naturally wide-ranging, as they were speaking for their kings, were tutoring their children, and in this way aimed to ". . . bring to life the deeds and exploits of kings for younger generations" (Niane, 1995, p.1). By the way, to prove that griots could rely on orally transmitted tradit ions we may for instance consider such a stable phenomenon as proverbs, which are referred to in the narrative in the following way: "Mens wisdom is contained in proverbs, and when children wield proverbs it is a sign that they have profited from adult company" (Niane, 1995, p.29). In the full accordance with the elevated status of griots, Balla Fasseke becomes a close tutor of the prospective king Sundiata yet from his early childhood. Balla educates and instructs Sundiata on the rules of behavior, so that ". . . between his mother and the griot, the child got to know all that needed to be known" (Niane, 1995, p.23). Thus, from the very beginning of the story of Sundiata the role of his guardian angel is assigned to Balla. In his turn, Balla was very devoted to his patron, which can be seen from his faithfulness to Sundiata even during his exile at the court of a powerful sorcerer king Soumaoro. But for Sundiata the absence of the griot does not simply mean the loss of a counselor, but in essence signifies the disconnection of Sundiata from the memory of his ancestors. Such a deprivation of him of the link with the mythical ancestors is the sufficient reason even for war, and in the narrative one of the first signs of the imminent war between Sundiata and Soum aoro is symbolized by the proclamation of Balla Fasseke by Soumaoro as of his new griot. At the same time, the respect that Soumaoro had for Balla proves that the memory of the past is indispensable for all, including such a seemingly powerful personage as the sorcerer

Edmee Ferrer Essay Example for Free

Edmee Ferrer Essay Professor Anderson Listening to the Women’s Rights was very moving and it really touched me and I learned a lot about what women had to go through and are still going through. I learned about Elizabeth Cady Stanton and what an amazing and powerful woman she was. Stanton was born in November. 12, 1815 and died in October. 26, 1902. She was an American Social Activist, abolitionist, and leading figure of the early Women’s Rights Movement. Besides focusing on Women’s Rights she also addressed issues pertaining to voting rights, women’s parental and custody rights, property rights, employment and income rights, divorce, the economic health of the family and birth control. She was also an outspoken supporter of the 19th century temperance movement. In 1920 women gained the right to vote, right of citizens of United States to vote shall not be denied by the United States or any state on account of sex. In the 1940’s and the 1950’s men had to go out to war so it left women to depend on themselves and started working to provide for their family. I also learned about the first-wave feminism and the second-wave feminism. The first-wave feminism focused more on suffrage and overturning legal obstacles to gender equality, voting rights, and property rights. The second-wave feminism broadened the debate to a wide range of issues like sexuality, family, the work place, reproductive rights, and official legal inequalities. The second-wave feminism also focused on domestic violence and marital rape issues, establishment of rape crisis and battered women’s shelter, also changes in custody and divorce law. I can say that I am very proud to be a woman, we have had to go through many challenges, having to be slaves of our life as wife’s and mother’s and home makers. Being sex slaves to our husbands, looked down at or feel less than a man. Not able to work or feel independent. We women are powerful and strong and capable of changing the world forever, capable of showing how we can be as amazing as any man can. Women now have as many rights as any man have. An example of these rights are: the right to vote, to hold public office, to work, to fair wages or equal pay, to own property, to education, to serve in the military, ent er into legal contracts, and to have marital and parental rights.

Peripheral Neuropathy among Patients Living with Diabetes

Peripheral Neuropathy among Patients Living with Diabetes Update on Foot Care: Identifying Early signs of Peripheral Neuropathy among  Patients Living with Diabetes Mellitus Bernice S. Samuel DNP  and  Susan J. Appel, PhD, APRN-BC, CCRN, FAHA Introduction Among those individuals living with diabetes, peripheral neuropathy (PNP) is a major contributor in the development of foot ulcers.1 Even though there has been a decline in recent limb amputations due to advanced management of foot ulcers, 7% of those affected with type 2 diabetes (T2D) will still develop foot ulcers.2 Diabetes-related foot ulcers not only cause further physical disability, they also reduce the quality of life and increase the risks of lower extremity amputations. 3 The CDC 4 reports that 65,700 non-traumatic lower-limb amputations were performed among people living with diabetes. While diabetes is a major cause of complications such as vasculopathies and PNP, foot ulcers are the most easily prevented complications. 5 Therefore, practitioners must be fully apprised of tools and methods used to identify early PNP and prevent foot ulcers. Practitioners should also focus on actively educating the patient and family regarding PNP. Most practitioners are familiar with the Semmes-Weinstein Monofilament testing (SWMT) as the gold standard used in primary care to assess for PNP. Mayfield and Sugarman reported the use of the SWMT as a useful tool in the primary care office for practitioners to assess patients for PNP, but indicated it is not without limitations. 6 Further interventions are needed when there is a loss of sensation detected, such as proper footwear and patient education, to prevent trauma and foot ulcers. 6 Research has shown that practitioners can continue to assess patients with diabetes using the monofilament testing as long as PNP is not present. Once PNP is noted, additional assessment and management techniques are warranted. A yearly thorough foot exam by a podiatrist has been recommended by the American Diabetes Association for those living with diabetes. 7 In addition, persons with diabetes and one or more risk factors need frequent assessments of their feet during routine office visits. 5 Patients with known risk factors for foot ulcers (e.g., poor vision, previous foot ulcers or amputation, monofilament insensitivity, and fungal infections of skin or nails) deserve special attention. 8 When practitioners have available clinical information that can help to predict the development of diabetes- related foot ulcers, patients will have better outcomes. 8 These predictors were found to be helpful in accurately targeting clients at high risks of contracting foot ulcers for preventative interventions. The use of proper footwear such as diabetes specialized shoes with proper diabetes foot insoles has been found to be a protective intervention. Pathophysiology of Foot Ulcers Diabetes related foot lesions occur as a result of two or more risk factors: PNP and peripheral arterial disease (PAD). 9 Diabetes-related PNP is a leading contributor to foot lesions. 10 The presence of PAD increases the risk for foot infections and ulcers among people living with diabetes. 11 Foot lesions are less likely to heal due to vascular insufficiency. 12 Research shows that there are three factors that leads to foot ulcers and infections: foot deformities, PNP, and minor trauma. 13 It is important to understand that the longer an individual lives with elevated blood glucose, the more likely he or she will develop PNP. 2 Long term hyperglycemia can affect the skin and delay wound healing if minor cuts or sores occur on the foot. 14 PNP According to Benbow, 14 PNP can be classified as sensory, autonomic or motor. In sensory system PNP, an individual with diabetes has no feeling of sensation on his or her feet, does not feel hot or cold temperature, and does not feel cuts or trauma to his or her feet. 14 When PNP affects the autonomic system an individual will experience a decrease in sweat, resulting in cracked or fissured skin, dilated dorsal veins and an increase in temperature of their feet. 14 When the motor system is affected by PNP, the patient will be at risk for developing foot deformities such as Charcot foot. 14 Commonly, these patients report symptoms of aches and pains with tingling in their feet when PNP is present. 13 Foot Deformities According to Abad Safdar, 13 foot deformities are the second causative factor that leads to foot ulcers among people living with diabetes. People affected by neuropathy have decreased sensation in their feet, and are more prone to foot deformities. 13 These foot deformities affect the muscles and bones of the foot leading to bony protrusions that put the individual at increased risk for ulceration especially when PNP is present. 13 The correlation of PNP and foot deformities was examined by Soyupek, Ceceli, Suslu, Yorgancioglu, 15 utilizing x-rays. Their study showed that the patients with PNP commonly also have foot deformities such as pes planus, pes cavus, tendon calcifications and osteoporosis. 15 Patients living with type 1 diabetes are particularly at risk for developing Charcot neuropathy that causes destruction of the bones of the foot. 16The resultant bone thinning causes the bones to be fragile and leads to foot deformities. 16 Foot Trauma Abad Safar 13 identify foot trauma as the third factor that can lead to foot ulcers. Foot ulceration occurs when there is breaking of the skin, which leads to impaired healing of the lesion. 12 People affected by PNP have sensory loss of their feet and are unable to identify foot pain, trauma, calluses or injury to their feet. 13 Wearing ill-fitting shoes, calluses, onychomycosis, and foot infections that are not treated are all causes of foot trauma leading to ulceration. Once ulceration occurs due to trauma, the wound becomes infected. Testing Tuning Fork and Neurothesiometer A study by Kà ¤stenbauer, Sauseng, Brath, Abrahamian, Irsigler 17 investigated the effectiveness of the Rydel-Seiffer tuning fork in helping with the detection of diabetes-related neuropathy and compared its ability with that of the electronic neurothesiometer. In this study a 128-Hz tuning fork and a neurothesiometer were used at the bedside. 17 The results of the study showed that vibration perception threshold (VPT) was normal in 1917 individuals and abnormal in about 105 individuals when the tuning fork was used. 17 The participants who had abnormal results were older and also had elevated A1c results. The researchers used the neurothesiometer and the results showed that VPT was 2.5 times higher among patients who had an abnormal tuning fork test. 17 The researchers concluded that the tuning fork had a higher sensitivity and a better predictive value in diagnosing PNP at the bedside. 17 The tuning fork is a reliable instrument in helping to detect PNP in the outpatient setting. It is an appropriate clinical tool that practitioners can utilize either at the bedside or in primary care. Neurometer A double-blinded study by Nather and et al. 18 showed that there were other testing methods that were superior in comparison to the SWMT in detecting PNP. One useful tool was neurometer testing. The neurometer measures readings from rapid current perception threshold (R-CPT) which is derived from the lowest strength of stimulus that the patient could perceive. 18 Three different rates of current signals at levels measuring between 0 and 10 mA were applied by the neurometer to the big toe and ankle. 18 Neurometer testing was found to be highly sensitive as compared to the SWMT. Sensory neuropathy was detected with better accuracy when using the neurometer testing at the big toe and ankle sites in comparison to the SWMT. 18 Studies show that the neurometer is an effective tool that practitioners can use to detect PNP. Temperature guided avoidance therapy Research shows that the best intervention in the prevention of foot ulcers was foot temperature guided avoidance therapy (TGAT). 19 A study by Lavery et al. 20 sought to evaluate the effectiveness of infrared temperature monitoring among individuals at a high risk for diabetes related ulceration and amputations. Patients were placed in a usual therapy group or an enhanced therapy group. 20 The enhanced therapy group had additional tasks such as such as the use of a handheld infrared skin thermometer to measure the temperatures on the bottom of their feet twice a day. 20Participants contacted a nurse if they noted a difference in temperature >4 °F between the left and right foot. 20 The results of the study showed that the enhanced therapy group had notably fewer diabetes related foot complications. 20 The TGAT is an effective method in the detection of PNP where practitioners can assist patients in identifying sensory loss so that foot ulcers and complications can be prevented. Scales for Neuropathy Symptoms The Diabetes Neuropathy Symptom (DNS) score is a valuable tool that can be used to screen for and identify PNP. 21 The scoring is based upon symptoms such as ataxic walking, neuropathic pain, paraesthesia, and/or numbness. The DNS criteria are scored with 1 point each and there is a total of 4 points that can be given. 21 Presence of PNP is present with a score of 1, or more. 21 Similarly, the Diabetic Neuropathy Examination (DNE) is another valuable scoring system that helps to identify PNP. This scoring system consists of a total of eight items: two of the items describe the person’s muscle strength; one item addresses reflexes of the tendon and the other five items address sensation. 21 There is a total of 16 points that can be scored with this system. Any score above 3 points is considered to be abnormal and is PNP. 21 Treatment Educating patients Educational interventions are an important tool in reducing foot ulcers. A randomized controlled trial by Gershater and et al. 22 was designed to investigate the effectiveness of patients learning in groups versus learning on their own with information that is provided to them. The authors sought to understand what types of learning would decrease the incidence of foot ulcers. The study results showed that about 42% of the patients got foot ulcers. 22 Some of the reasons for ulcer development were: stress- related plantar ulcer and trauma. 22 The study showed that education in group sessions among patients who are at increased risk for foot ulcers did not have an effect on whether they would develop ulcers of the foot. 22 It was concluded that sessions conducted within a group educational method may be suitable for patients who have a low risk of getting foot ulcers. The authors of the study suggests that it is important to educate practitioners involved in the patient’s medic al care and also their caregivers regarding improved foot care such as footwear and signs of foot problems. Implications for Practice The conclusive results show the best methods to identify PNP and to prevent foot ulcers was the TGAT, the neurothesiometer and the tuning fork. The TGAT method shows that patients can complete this task at home and alert their practitioner about the results. The TGAT is valuable in showing the results of further neuropathy or damage if patients have a prior history of insensitivity to the SWMT. The SWMT is valuable for practitioners to use in the office setting as this is an inexpensive test. The SWMT is not valid once neuropathy is diagnosed. The practitioner should consider the use of the TGAT at this point and teach the patient how to use an infrared sensitive skin thermometer. The patient should be advised to keep a log book and if the temperature on the designated site is >4 °F, he or she will need to reduce the number of steps taken in the following days and contact their practitioner. The tuning fork was also validated as being highly sensitive in diagnosing PNP and is a goo d test for practitioners to use at the bedside. Certain clinical information about the patient is valuable in predicting future foot ulcers. These predictors were high A1c levels, poor vision, prior history of foot ulcer and/or amputation, monofilament insensitivity, tinea pedis and onychomycosis. The practitioner needs to be aware of these predictors and educate the patient about foot care. Practitioners need to increase monitoring of the patient’s foot at every office visit when these predictors are identified. Education is an important criterion in managing PNP. Patients need to be educated about PNP, foot ulcers, proper fitting shoes and the signs of foot infections. This review of the evidence- based literature revealed that basic SWMT is useful in predicting neuropathy but is not useful in preventing ulcers once neuropathy is diagnosed. There is a common misconception among practitioners that SWMT can be used even when neuropathy is diagnosed. The re-education of practitioners is important with the introduction of new testing methods such as TGAT once neuropathy is already diagnosed. This best practice will help to prevent ulcers among persons affected by diabetes and therefore improve the quality of their life. References Meaney, B. (2012). Diabetic foot care: Prevention is better than cure. Journal Of Renal Care, 3890-98. doi:http://dx.doi.org/10.1111/j.1755-6686.2012.00276.x Eddy, J., Price, T. (2009). Diabetic foot care: Tips and tools to streamline your approach. Journal Of Family Practice, 58(12), 646-653 Dorresteijn, J., Kriegsman, D., Valk, D. (2011). Complex interventions for preventing diabetic foot ulceration. The Cochrane Library. Retrieved from http://www.thecochranelibrary.com Centers for Disease Control and Prevention (2012). Diabetes data and trend. Retrieved from: http://www.cdc.gov/diabetes/statistics/prev/national/figraceethsex.htm Broersma, A. (2004). Preventing amputations in patients with Diabetes and Chronic kidney disease. Nephrology Nursing Journal, 31(1), 53-64. Mayfield, J. A., Sugarman, J. R. (2000). The use of the Semmes-Weinstein Monofilament and other threshold tests for preventing foot ulceration and amputation in persons with diabetes. Journal Of Family Practice, 49(11), S17-S29. American Diabetes Association. (2013). Standards of Medical Care in Diabetes. Diabetes care. Retrieved from http://care.diabetesjournals.org/content/36/Supplement_1/S11.full Boyko, E.J., Ahroni , J.H., Cohen, V., Nelson, K.M., Heagerty, P.J. (2006). Prediction of diabetic foot ulcer occurrence using commonly available clinical information: The Seattle Diabetic Foot Study. Diabetes Care, 29(6):1202-7. Retrieved from: http://care.diabetesjournals.org/content/29/6/1202.full.pdf+html Bakker, K., Apelqvist, J., . Schaper, N. C. (2012). Practical guidelines on the management and prevention of the diabetic foot 2011. Diabetes/metabolism Research and Reviews, 28, 225-231. doi:10.1002/dmrr.2253 Bakker, K., Apelqvist, J., . Schaper, N. C. (2012). Practical guidelines on the management and prevention of the diabetic foot 2011. Diabetes/metabolism Research and Reviews, 28, 225-231. doi:10.1002/dmrr.2253 Jarrett, L. (2013). Prevention and management of neuropathic diabetic foot ulcers. Nursing Standard, 28(7), 55-65. Nagoba, B., Gandhi, R., Wadher, B., Rao, A., Hartalkar, A., Selkar, S. (2010). A simple and effective approach for the treatment of diabetic foot ulcers with different Wagner grades. International Wound Journal, 7(3), 153-158. doi:http://dx.doi.org/10.1111/j.1742- 481X.2010.00666.x Abad, C., . Safdar, N. (2012). From Ulcer to Infection: An Update on Clinical Practice and Adjunctive Treatments of Diabetic Foot Ulcers. Curr Infect Dis Re, 14:540–550. DOI 10.1007/s11908-012-0283-3 Benbow, M. (2012). Diabetic foot ulcers. Journal Of Community Nursing, 26(5), 16 Soyupek, F., Ceceli, E., Suslu, F., Yorgancioglu, R. (2007). Neurologic and radiologic abnormalities of the foot in diabetic patients. Journal Of Back Musculoskeletal Rehabilitation, 20(2/3), 55-60 Holt, P. (2013). Assessment and management of patients with diabetic foot ulcers. Nursing Standard, 27(27), 49-55 Kà ¤stenbauer, T., Sauseng, S., Brath, H., Abrahamian, H., Irsigler, K. (2004). The value of the Rydel-Seiffer tuning fork as a predictor of diabetic polyneuropathy compared with a neurothesiometer. Diabetic Medicine, 21(6), 563-567. Nather, A., Keng, W., Aziz, Z., Ong, C., McFeng, B., Lin. C. (2011). Assessment of sensory neuropathy in patients with diabetic foot problems. Diabetic Foot Ankle.2(10). Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/22396819 19. Arad, Y., Fonseca, V., Peters, A., Vinik, A.( 2011). Beyond the monofilament for the insensate diabetic foot: a systematic review of randomized trials to prevent the occurrence of plantar foot ulcers in patients with diabetes. Diabetes Care, 34(4):1041-6. doi: 10.2337/dc10-1666. Lavery, L., Higgins, K., Lanctot, D., Constantinides, G., Zamorano, R., Armstrong, D., Kyriacos, A., Agrawal, M. (2004). Home Monitoring of Foot Skin Temperatures to Prevent Ulceration. Diabetes Care, 27 (11):2642-2647. Meijer, J.W., Bosma, E., Lefrandt, J., Links, T., Smit, A., Stewart, R., Van Der Hoeven, J. (2003). Clinical Diagnosis of Diabetic Polyneuropathy With the Diabetic Neuropathy Symptom and Diabetic Neuropathy Examination Scores Diabetes Care, 26(3), 697-701. Retrieved from: http://care.diabetesjournals.org/ Gershater, M., Pilhammar, E., Apelqvist, J., Alm-Roijer, C,. (2011). Patient education for the prevention of diabetic foot ulcers. European Diabetes Nursing, 8(3), 102-107b. Retrieved from: http://dx.doi.org/10.1002/edn.189

Biology :: essays research papers

Biology   Ã‚  Ã‚  Ã‚  Ã‚  1. The virus is made up of five parts and is in the size range of 10 nm-300 nm in diameter. The first is the coat made up of protein that protects the virus to a point. Next is the head that contains the genetic material for the virus. The genetic material for a virus is DNA. The two other parts are the tail sheath and the tail fibers that are used for odd jobs. I believe that a virus is not considered to be a living creature due to the fact it is a parasitic reproducer. To me it is just like ripping up a piece of paper because it is still the same thing and it isn't carrying out any other function besides reproduction. Since the virus cannot continue to do its functions without taking from a host and being a parasite it is considered an obligated parasite.   Ã‚  Ã‚  Ã‚  Ã‚  2. The adult fern plant in its dominate generation (sporophyte) develops sporangium on one side of its leaf. When meiosis is finished inside the sporangia and the spores are completed the annulus dries out releasing the spores. The spore germinates and grows into a prothallus which is the gametophyte generation. The antheridia and the archegonia are developed on the bottom of the prothallus. The archegonia are at the notch of the prothallus and the antheridia are located near the tip. Fertilization occurs when outside moisture is present and the sperm from the antheridia swim to the eggs of the archegonia. A zygote is formed on the prothallus and a new sporophyte grows.   Ã‚  Ã‚  Ã‚  Ã‚  4. Flowering plants have unique characteristics that help them survive. One is the flower itself that contains the reproductive structures. The color of the flower helps because it may attract birds and insects that spread the plants pollen which diversify the later generation of plants. Flowers also produce fruits that protect their seeds and disperses them with the help of fruit eating animals.   Ã‚  Ã‚  Ã‚  Ã‚  5. Fungi, Animalia, and, Plantae are all believed to be evolved from Protista. All 3 of these kingdoms are eukaryotic and their cells have a nucleus and all the other organelles. Fungi live on organic material they digest, Plants produce their own organic material, and Animals go out and find their food. Animalia are heterotrophic whereas Plantae are photosynthetic. Fungi who digest their own food on the outside are different from animals who digest their food on the inside. Plants and animals both have organs systems but animals have organized muscle fibers and plants do not.   Ã‚  Ã‚  Ã‚  Ã‚  8. The Gasreopoda , Pelecypoda, and the Cephalapoda all have three of

Marginal images – the potentials and limitations.

What are the potencies and restrictions of the fringy image?Why do fringy images exist? Before the traditional signifier of the book emerged in manuscript signifier, thoughts and events were codified onto coils. Because they were one uninterrupted axial rotation of stuff it was necessary to make divisions between the text and the border was the most practical and aesthetically pleasing solution. Medieval bookmans would hold to warrant the text by manus in order to heighten the aesthetic quality. Books of Hours are a common illustration of both cloistered authorship and the fringy image. Their intent was to aid people ‘s day-to-day supplications ; frequently merely including the first lines of certain supplications, anthem and extracts from the Bible, in peculiar the Psalms. Although originally for members of the clergy and the cloistered community, the wealthier categories started commissioning them to better their position. Marguerite ‘s Hours is a peculiarly utile illustration – a cardinal image shows the three Magi at Bethlehem, one points to a star. In the border we see the frequenter kneeling outside the cardinal infinite, she can non come in as it is holy. Around are monkeys or babewyns ( this term covers all composite animals ) and they reflect the actions of those in the cardinal image. Camille discusses the beginning of their presence: in Gallic ape is le scorch, really near to le signe. Monkeys hence signify representation itself. Their presence besides pertains to the head of a courtier – neither a profane or sacred province of head reflects their life at tribunal. Marguerite is concentrating her attending on the holy infinite but is still in the & A ; lsquo ; carnival ‘ border. At first glimpse the fringy images seem incoherent following to the cardinal 1s. Camille suggests that the images were a verbal and ocular manner for elect audiences [ 1 ] . He besides explain s that borders merely became an country for art when text as a cue for address was replaced by text as a written papers for its ain interest. Fringy imagination became more of import due to this different usage of text – words needed to be recognised more easy taking to a decreased amplification of the initials. Camille suggests that the frequently amusing nature of the images originates from the large-scale production of the texts – errors were bound to happen and the illuminators took advantage of this. In the Ormesby Psalter, Camille shows that people & A ; lsquo ; enjoyed ambiguity ‘ [ 2 ] as it is easier to bask and esteem the sacred when it can be contrasted with the profane. For illustration, there is a nun in the Psalter who is used to stand for the deficiency of celibacy in monasticism. She should be like the Virgin Mary yet she suckles a monkey, the scorch, doing the image a monstrous mark of the nun ‘s human wickedness. Maps besides offer an penetration into fringy images and the positions of the people who commissioned them. Friedman explains that there are two types of map: the Noachid or T-O map, a cosmogonic and theological map of the universe with & A ; lsquo ; ethnological purpose ‘ [ 3 ] ; and Macrobian which is region-centred and concerned with clime, taking to & A ; lsquo ; utmost people in utmost topographic points ‘ [ 4 ] . In Noachid maps, Jerusalem is the theological and geographical Centre of the universe. In Freidman ‘s illustration, the Hereford map ( c.1290 ) Jesus is at the top, or East of the map. It is the same in the Ebstorf map ( c.1240 ) , caput in the East, hands in the North and South and Feet in the West. Both maps have a set of & A ; lsquo ; monstrous races ‘ clustered at the border ( s ) of the map – they about appear pushed at that place. In the Hereford map, there are some of these races in the North, they are held back by Alexander Ã¢â‚¬Ë œs Gate of Brass to & A ; lsquo ; forestall the dirty peoples from nearing the Centre in the same manner the Nile confines the Plinian [ southern ] races ‘ [ 5 ] . Macrobian maps are wholly different as they illustrate climatic differences including a conjectural 2nd temperate zone in the Antipodes ( opposite-footed or Southern part ) . This poses sever fringy and doctrinal jobs – the Antipodes was an country which had the possible to host temperate peoples merely like themselves in the West, yet how would they hold a impression of their Godhead, the Christian God while they remained strictly conjectural? This type of map projected a general thought that morality and the visual aspect of monstrous races were due to habitat. Friedman offers descriptions of the Plinian Races which in our eyes is about amusive. The term Plinian originates from Greek and Roman descriptions. Pliny, being a Stoic, oversimplified the races, increasing their restrictions of accurate description s of them. Over the centuries new races were created by dividing and uniting bing 1s – the mediaeval people enjoyed big Numberss of them. However there are immense restrictions in their representations: why did n't the overdone representations disappear when coevalss went at that place? Friedman suggests that there was a psychological demand, to exert their imaginativenesss, to advance the fright of the unknown to maintain people faithful. Another ground is that some of the races really existed – pigmies, matriarchal & A ; lsquo ; Amazon ‘ societies and the Amyctyrae, perchance based on the Ubangi tribal usage of lip-stretching. He besides says that the description of the sciapod may hold been due to the extraordinary airss of yoga. Such mistakes in perceptual experience lead to decrease in the potency of such images. Cohen looks in to the thought of the fright of the unknown in the signifier of the Donestre. It illustrates the misperception and the psychological demands of & A ; lsquo ; others ‘ . Medieval people were marginal obsessed with unusual people. The Donestre represents the & A ; lsquo ; other ‘ who can place with you but has the power to transform you into a portion of itself. & A ; lsquo ; The Donestre transubstantiates the adult male ‘ [ 6 ] . Such representations reinforce the thought that the profane being utilised to heighten the sacred. Anglo-saxon England contained a intercrossed people [ 7 ] – the Donestre became of a form of & A ; lsquo ; a organic structure that absorbs difference without wholly cut downing or absorbing it ‘ [ 8 ] , a utile tool to reflect their intercrossed society and themselves within it. Maps and monstrous races offer the restrictions of fringy images of the other – faraway races which were non encountered everyday. They are limited as the medieval people fabricated or misinterpreted many of them. They do hold some possible nevertheless, as they provide an penetration into the mediaeval projection of the other and their position of themselves, for case the fright of being like those races and utilizing themselves to show or reassure themselves of their high quality. Marginalised Hebrews are wholly different as they were the seeable other within society. Art is non a mirror of historical society but it can intercede for us. In fringy images, harmonizing to Strickland, they were legally-bound to be identifiable within the crowd, they are frequently shown have oning odd-shaped chapeaus. This differentiation was required as, unlike Muslims or monstrous races, Jews were non easy to separate on a strictly ocular footing. Rubin explores Christian representations of host profanation ; in most rhythms they originate from a Parisian image- typically a Jew persuades a Christian adult female to steal the host from Mass and convey it to him in exchange for a garment. The Jew ( s ) proceed to knife the host to prove it as the organic structure of Jesus. This presents jobs in itself ; Jews did non accept Jesus as their Messiah so why would they experience the demand to prove it? The host begins to shed blood after they stab it, as the organic structure of Chri st this echoes or repeats the crucifixion which happened at the custodies of the Jews. The desecrators so seek to destruct it by firing, boiling or concealing it. However an phantom of Christ in assorted signifiers will emerge taking to either the host being found or Christians walk in during the phantom. The Jews are normally converted by what they have witnessed. This is due to a new focal point on the Eucharist and liturgical jobs the fold faced – it was hard to understand transubstantiation. The clergy could utilize these images to demo that if even Jews could be converted it would be foolish non to believe in the true organic structure and blood of Christ. Even after the Jews in the narratives convert they would normally be punished or executed. Hebrews were capable to force and humiliation throughout the mediaeval period, Christian images reinforce this outlook. Strickland besides talks about a thirteenth-century image showing the narrative of Theophilus, a Christian churchman who outwitted the Devil. In the image, a papers is passed to the Devil by a Jew. His facial characteristics are no different to the Christian but his chapeau identifies him. This image pertains to the thought that this Jew acted as an intermediary between Theophilus and the Devil. The Jew appears affluent, possibly due to the wickedness of vigorish, beef uping the statement of his association to the Devil. It is clear that Christians used art to project a negative image of Jews. It makes us inquire why they tolerated their presence in their society if they were so repulsed by them. Although we do cognize that England sent all Jews into exile some old ages subsequently. For me the most interesting fringy art is that made by Jews within this mostly Christian society. Harmonizing to Epstein, the Jews were present in mundane society but did non absorb to the full, taking to involvement anomalousnesss in lighted manuscripts. He besides points out that there are three variables for the manuscripts: did Judaic creative persons illuminate them? Did Christian artists light them? Does it non matter which artist as the frequenter may non hold allowed any free reign? Epstein talks about the thought of following and accommodating which is what a Judaic illuminator would make – accommodating recognized Christian iconography to accommodate a Judaic intent in a elusive manner. If Christians were lighting so & amp ; lsquo ; mediaeval Judaic art ‘ can non be, as they would hold conformed to acceptable traditions as good. The statement in basically inconclusive: the fact that the text is Hebrew does n't govern out a Christian creative person in the same manner that stylistic similarities do n't govern out a Judaic 1. Why would a Christian agree to do art for a Judaic intent, particularly if it was an anti-Christian one? Did the Jews non gain Christian creative persons were enforcing their conventions on them or was it strictly assimilation? It is possible that the Christians did n't gain what they were painting due to them non reading Hebrew. It is really of import to gain that these images were created for a Judaic audience, that is why it is & A ; lsquo ; Judaic art ‘ . They were to the full cognizant of Christian modern-day art and their unpopularity in society, so possibly by conforming to traditions they could defy in a less open mode. Strauss argues that erudite Jews would be able to decode the symbolic linguistic communication created which would protect the community from Christian persecution. Epstein discusses the fabrication of the fox and the fish which promotes the thought of the weak get the better ofing the str ong & A ; lsquo ; If we are afraid in the component in which we live, how much more so should we be in the component in which we would decease! ‘ [ 9 ] Animal symbols in the borders are really interesting as they show what the marginalised parts of society do with their ain borders. The hare-hunter is really utile in footings of animate being symbolism. In Hebraism it is out to run so why would a Judaic adult male return place with a non-kosher hare? Epstein discusses the thought that it may hold come from a similarity between Hebrew and Jewish words – it is non intended to be an amusive mnemonic but an identifiable symbol of the Jews as the hare, the prey. It allows them to keep their positive self-perception, necessary since the flight from Egypt as they can utilize such images to parallel modern-day societal fortunes. To summarize Epstein positions on & A ; lsquo ; Judaic mediaeval art ‘ it seems it provided a safe blowhole to let go of choler, hidden behind th e non-vernacular Hebrew, choler about expatriate and persecution while looking to accept the state of affairs on the surface. By analyzing art as a safety valve it can assist us understand Judaic self-perception and their internalized positions as a Western Medieval minority. In decision it seems the art of these Jews seems to hold the most possible in footings of fringy art. That is to state it gives a personal and & A ; lsquo ; honest ‘ penetration into their ideas. The jobs or restrictions of all the other signifiers discussed in the essay are they come from one western position, projecting positions onto others which will ever restrict their authorization.BibliographyM. Camille, Image on the Edge: The Margins of Medieval Art, ( London: Reaktion Books, 1992 ) M. Camille, The Gothic Idol: Political orientation and Image-Making in Medieval Art, ( Cambridge: Up, 1989 ) J.B. Friedman, The Monstrous Race in Mediaeval Art and Thought, ( Cambridge: Mass, 1981 ) J.J. Cohen, Monsters, Cannibalism, and the Fragile Body in Early England, hypertext transfer protocol: //www.gwu.edu/~humsci/facpages/cannibal.html D.B. Strickland, Saracens, Demons, and Hebrews: Making Monsters in Medieval Art, ( Princeton: Up, 2003 ) M. Rubin, Gentile Tales, The Narrative Assault on Late Medieval Jews, ( Yale: Up, 1999 ) M.M. Epstein, Dreams of Subversion in Medieval Art and Literature, ( University Park, Pennsylvania: Up, 1997 ) [ 1 ] Camille p. 13 [ 2 ] Camille p. 28 [ 3 ] Friedman p. 42 [ 4 ] Friedman p. 42 [ 5 ] Friedman p. 45 [ 6 ] Cohen p. 2 [ 7 ] Cohen p. 3 [ 8 ] Cohen p. 3 [ 9 ] Epstein p. 9