How much aggressive behaviour is shown on television? Essay

The average American child sees 32,000 murders, 40,000 attempted murders, and 25,000 acts of violence on television before the age of 18 (Ahmed, 1998). Gerbner’s studies of violence on American television (Gerbner, 1972; Gerbner & Gross, 1976; Gerbner et al. , 1980, 1986) Defining violence as: ‘†¦ the overt expression of physical force against others or self, or the compelling of an action against one’s will on pain of being hurt or killed’, Gerbner’s team have found that since 1967 the percentage of television shows containing violent episodes has remained about the same, but the number of violent episodes per show has gradually increased. In 1986, there was an average of around five violent acts per hour on prime-time television. On children’s weekend shows, mostly consisting of cartoons, about 20 violent acts per hour occurred. British research by Halloran & Croll (1972) and the BBC’s Audience Research Department were both based around Gerbner’s analysis. Both studies found that violence was a common feature of programming, although it was not as prevalent on British as on American television. Cumberbatch (1987), commissioned by the BBC, analysed all programmes broadcast on the (then) four terrestrial channels in four separate weeks between May and September 1986. The main findings from Cumberbatch’s (1987) study: Cumberbatch found that 30% of programmes contained some violence, the overall frequency being 1. 14 violent acts per programme and 1. 68 violent acts per hour. Each act lasted around 25 seconds, so violence occupied just over 1% of total television time. These figures were lower if boxing and wrestling were excluded, but higher (at 1. 96 violent acts per hour) if verbal threats were included. Death resulted from violent acts in 26% of cases, but in 61% of acts no injuries were shown, and the victim was portrayed as being in pain or stunned. In 83% of cases, no blood was shown as a result of a violent act, and considerable blood and gore occurred in only 0. 2% of cases. Perpetrators of violent acts were much more likely to be portrayed as ‘baddies’ than ‘goodies’, and violence occurred twice as frequently in law-breaking than in law-upholding contexts. Cumberbatch argued that whilst violence, and concerns about it, had increased in society in the decade up to 1987, this was not reflected by a proportional increase on television, even in news broadcasts. He concluded that: ‘While broadcasters may take some comfort from our data on trends in television violence, they must expect to be continually reminded of their responsibilities in this area and be obliged to acknowledge that a significant minority of people will remain concerned about what’s on the box’. More recently, the BBC and ITV commissioned Gunter & Harrison (1998) to look at the frequency of violence on terrestrial and satellite channels. Some findings from Gunter & Harrison’s (1998) analysis of violence on British television: The researchers monitored 2084 programmes on eight channels over four weeks in October 1994 and January/February 1995. The findings include: On BBC 1 and 2, ITV and Channel 4, 28% of programmes contained violent acts, compared with 52% on Sky One, UK Gold, SKY Movies and the Movie Channel.   Violence occupied 0. 61% of time on the terrestrial channels and 1. 53% on the satellite stations.   The greatest proportions of violent acts (70%) occurred in dramas and films; 19% occurred in children’s programmes. Most violent acts occurred in contemporary settings in inner-city locations. The majority of perpetrators were young, white males. One per cent of programmes contained 19% of all violent acts. Double Impact, shown on the Movie Channel, for example, contained 105 violent acts, as against on average 9. 7. The United States was the most common location for violence (47%), followed by the United Kingdom (12%). The third most likely location was a cartoon setting (7%), and then science fiction locations (4%). On the basis of the finding that violent acts account for 1% of programme content on terrestrial channels and less than 2% on some satellite stations, and the fact that 1% of programmes contained 19% of all violent acts, Gunter and Harrison concluded that: ‘The picture that emerges is not one of a television system permeated by violence, but rather one in which violence represents only a tiny part of the output and where it tends to be concentrated principally in a relatively small number of programmes’ (cited in Frean, 1995). An almost identical conclusion was reached by the American Academy of Paediatrics (Murray & Whitworth, 1999). As well as television, violent behaviour can also be seen at the cinema or on video (and what is shown may or may not be subsequently screened on television). Evidence indicates that a large percentage of 9-11 year olds have watched 18-rated videos, including particularly violent Nightmare on Elm Street, The silence of the lambs, and Pulp Fiction (Ball & Nuki, 1996; Wark & Ball, 1996). The effects of television on Children’s behaviour: Research into the effects of television on Children’s behaviour began in America in the 1960’s, following the publication of the results of Bandura et al’s ‘Bobo doll experiments’. These ‘first generation’ (or ‘Phase one’: Baron, 1977) studies involved filmed or symbolic) models. Essentially, Bandura et al. showed that children can acquire new aggressive responses not previously in their behavioural repertoire merely through exposure to a filmed or televised model. If children could learn new ways of harming others through such experiences, then the implication was that media portrayals of violence might be contributing to increased levels of violence in society (Baron, 1977). However, Bandura (1965) warned against such an interpretation in the light of his new findings that the learning of aggressive responses does not necessarily mean that they will be displayed in a child’s behaviour. Nevertheless, the possibility that such effects could occur was sufficient to focus considerable public attention on Bandura et al. ‘s research.

Current State of Education in Nigeria

CURRENT STATE OF EDUCATION IN NIGERIA INTRODUCTION/BACKGROUND: Education can be referred to as an act or process of developing and cultivating, whether physically, mentally or mortally, ones mental activities or senses; the expansion, strengthening and discipline of ones mind, faculty etc; the forming and regulation of principles and character in order to prepare and fit for any calling or business by systematic instruction.The result of these is determine by the knowledge/’skill acquired, the discipline of character acquired, the act/process of training by a prescribed or customary course of study discipline. Education is also seen as a means towards understanding, awareness creation, enlightenment, controlling, altering and re-designing human destiny and environment with a view to achieving and sustaining a better quality of life for the individual and towards the full integration of the individual into his environment in particular and then his nation in general; making rea sonable contributions towards national developments.The nation’s view on education is government’s way of realizing that part of the national goals that can be achieved by using education as a tool. No views on education can however be formulated without first identifying the overall philosophy and goals of the nation viz: I. To live in unity and harmony as one indivisible, indissoluble, democratic and Sovereign nation founded on the principles of understanding. Freedom, equality and justice. II. To promote inter-African solidarity and world peace through mutual understandings and interactions.The main goals of education in Nigeria which have even been endorsed As the necessary foundation for the National policy on education are towards the building of: i. A fair, equitable and democratic society ii. A just and egalitarian society iii. A united, strong and self- reliant nation iv. A great and dynamic economy and v. A land full of bright opportunities for all citizens. In Nigeria’s own philosophy of education, we collectively believe that: i. Education is an instrument for national development and to this end, the formulation f ideas, their integration for national development and the interaction of persons and ideas are all aspects of education. ii. Education fosters the worth and development of the individual, for each individuals sake and for the general development of the society/nation iii. Every Nigerian child shall have a right to equal educational opportunities irrespective of any real or imagined disabilities and each according to his/her own ability. iv. There is the need for functional education for the promotion of a progressive and United Nigeria.To this end therefore, school programmes need to be relevant, practical, comprehensive and research oriented while interests and ability should determine the individual’s direction in education, which is an aspect of sustainability. STAGES OF EDUCATION IN NIGERIA: EARLY CHILDHOO D/ PRE PRIMARY EDUCATION IN NIGERIA: Early childhood/Pre-primary education refers to the education given in an educational refers to the education given in an educational institution to children prior to their entering the primary school. It includes: the creche, the nursery and the kindergarten stages.In Nigeria, the purpose of pre-primary education shall be to: i. Effect a smooth transition from the home to the school. ii. Prepare the child for the primary level of education. iii. Provide adequate care and supervision for the children while their parents are at work iv. Inculcate social norms into the children even from the earliest stages v. Inculcate into the child, the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys etc. vi. Develop a sense of co-operation and team spirit ii. Learn good habits, especially good health habits and viii. Teach the rudiments of numbers, letter, colours, shapes, forms etc through p lay. The responsibilities of government and other stakeholders for pre-primary education in Nigeria shall be to promote the training of qualified pre-primary school teachers in adequate number; contribute to the development of suitable curriculum, supervise and control the quality of such institutions as well as establish pre-primary sections in all existing public schools.In specific terms therefore, government shall: i. Establish pre-primary sections in all existing public schools and encourage both community and private/corporate efforts in the provision of pre-primary education. ii. Make provision in teacher education programmes for specialization in early childhood education. iii. Ensure that the medium of instruction is principally the mother-tongue or the language of the immediate community. And to this end, develop the orthography of many more Nigerians languages and produce textbooks in Nigerian languages. v. Ensure that the main methods/medium of teaching play and that the curriculum of teacher education is oriented to achieve thuis. v. Regulate and control the operation of pre-primary education in Nigeria by setting and monitoring minimum standards for early childcare centres in the country. vi. Ensure full participation of government corporate organizations, entrepreneurs communities and teachers associations in the running and maintenance of early childhood education and educational facilities throughout the country BASIC EDUCATION:In Nigeria, basi education shall be of 9- years duration comprising 6-years of primary education and 3-years of junior secondary education. It shall be free and compulsory. It shall also include adult and non-formal education programmes at primary and junior secondary education levels for the adults and out-of-school youths. The specific objectives of basic education in Nigeria shall be the same as the goals of the levels of education to which it applies (ie primary education, junior secondary education and adult /non à ¢â‚¬â€œ formal education). 1) PRIMARY EDUCATION IN NIGERIAPrimary education in nigeria as referred to on this document is the education given in institutions for children between the ages of 6 – 11 years and above. Pupils spend six years in the primary school level in Nigeria and graduate with a school-leaving certificate. And since the rest of the education system is built upon it, primary level is the key to the success or failure of the whole system. This being the case, the goals and objectives of primary education in Nigeria are to: i. Inculcate permanent literacy and numeracy as well as the ability to communicate effectively. i. Lay a sound foundation for scientific and reflective thinking iii. Give citizenship education as a basis for effective participation in and contribution to the life of the people in the society. iv. Mould the character and develop sounds attitude as well as morals in the child. v. Develop in the child, the ability to adopt the child’s cha nging environment. vi. Give the child opportunities foe developing manipulative skills that will enable the child function effectively in the society within the limits of his capacity and capability. vii.Provide the child with basic tools for further educational advancement, including preparation for trades and crafts of the locality. these goals from the basis of primary education in all the states of the federation and, in pursuance of the above goals, primary education in Nigeria shall be tuition free and compulsory. The curriculum for primary education therefore include: language (language of the environment, English, French and Health Education, Religious Knowledge, Agriculture/Home Economics, Social Studies/citizenship Education, Culture and Creative arts (ie Drawing, Handicraft, music and cultural activities), Computer Education etc.Teaching at the primary level shall be by practical, explanatory and experimental methods and the following educational services are expected to be provided: school library, basic health scheme, counseling, educational resource centre, specialist teachers of particular subjects like: mathematics, science, physical Education, language Arts (in relation to English, French, Sign language and Nigerian languages), librarians, music, Fine Arts and Home Economics. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government Secondary Schools.The UBE came as a replacement for Nigeria’s universal primary education scheme of the 6-3-3-4 system of primary Education. The 9 – 3 – 3 – 4 system of primary education. The 9 – 3 – 4 system of education was designed in conformity with the MDG’s and education for all. The UBE involves 6years of primary school and 3 years of junior secondary school. Culminating into 9 years of uninterrupted schooling. Transition from one class to another is automatic but assessed through continuous assessment.This scheme is however monitored by the Universal Basic Education Commission (UBEC) and has been made free as well as a right of every child in Nigeria. To law stipulates a 9 –years formal schooling, adult literacy and non-formal education, skill acquisition programmes as well as the education of special groups such as: nomads and migrants, girl-child and women, Al-majiri, street children and the physically challenged. SUSTAINABILITY OF PRIMARY EDUCATION IN NIGERIA: To these effects, i. Special efforts shall be made by all appropriate agencies to encourage parents to send their children, especially, their daughters to school ii.Everything possible shall be done to discourage the incidence of dropping out at the primary level of education. But where this occurs, provisions shall be made in the context of adult and non-formal education to enable such early leavers to continue with their education. iii. Government therefore welcomes the contributions of vol untary agencies, communities and private individuals in the establishment and management of primary schools alongside those provided by the states and local governments as long as they meet the minimum standards laid down by the federal government. v. In recognition of the prominent role of Information and Communication Technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is therefore urgent needs to integrate Information and Communication Technology (ICT) into education in Nigeria even at the primary level. v. Government shall therefore strive to provide basic infrastructure enabling environment and training facilities for the realization of all these goals at the primary school level. SECONDARY EDUCATION IN NIGERIA:Secondary education in Nigeria is the education children receive after primary education but before the tertiary stage. The Federal Republic of Nigeria is made up of thirty six states and the federal capital territo ry. There are about two federal government colleges in each state and these schools are funded and managed directly by the Federal Government through the ministry of Education. Teachers and staff of these schools are Federal Government employees and they possess at least, a bachelors degree in Education and/or in any particular subject area such as mathematics, physics etc. hese schools are supposed to be model schools carrying and maintaining the ideals of secondary education for Nigerian students. Admission is based on merit and determined by the national Common Entrance Examination taken by all final year elementary school pupils tuition and fees are very low, appropriately one hundred dollars ($100. ), because funding comes from the Federal Government State owned cesondary schools are funded by each state government and are not comparable to the Federal Government colleges.Although education Is supposed to be free in the majority of the state owned institutions, students are req uired to purchase books and uniforms costing them an average of two hundred dollars ($200). Teachers in state owned institutions usually have a National Certificate if Education or a Bachelor’s degree. Often, these schools are understaffed due to low state budgets, lack of incentives and irregularities in the payment of staff salaries Private secondary schools in Nigeria tend to be more expensive with average annual fees averaging from one to two thousand dollars ($100 – $200).These schools however have smaller classes, modern equipment cand better environments. Teachers n these schools all posses at least, a Bachelors degree in specific course areas and are sent for workshops or short – term programmes on a regular basis. The broad include the preparation of the student for: i. Useful living within the society ii. Higher education IN SPECIFIC TERMS HOWEVER, SECONDARY EDUCATION SHALL: i. Provide all primary school leavers with the opportunity fo education of a h igher level, irrespective of sex, social states religious and /or ethnic background. i. Offer diversified curriculum to cater for the differences in talents, opportunities and future roles. iii. Provide trained manpower in the applied science, technology and commerce at sub-professional grades. iv. Develop and promote Nigerian languages, art and culture in the content of world’s cultural heritage. v. Inspire students with a desire for self improvement and achievement of excellence. vi. Foster National unity with an emphasis on the common things that unite us in our diversity. vii.Raise a generation og people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under our THE PLANNING AND GUIDING EDUCATIONAL RESEARCH AND DEVELOPMENT. Educational research and development in this context refers to all efforts aimed at facilitating the implementation of educational polices in the country, the attai nment of policy goals the promotion of effectiveness as well as the broadening of the entire educational system.STRATEGIES AND SUSTAINABILITY OF PLANNING AND GUIDING EDUCATIONAL RESEARCH AND DEVELOPMENT IN NIGERIA. The strategies for the planning and guiding of educational research will include the following: i. Develop, assess, improve and expand educational programmes in line with what is obtained in the developed economies. ii. Enhancement of the teaching and then, improve the competence of teachers with state of the art equipments. iii. Making education more cost-effective. iv. Promoting in-service education v. Development and promoting effective use of innovative materials in schools and vi.Making learning experience more pragmatic and more meaningful for students so that the entire economy will be served with a more focused and committed labour force. In terms of sustainability, we suggest the following: i. State and local governments shall establish Teacher’s Resource centres where teachers will meet for discussions, investigations, study workshops, short courses and conferences. ii. Federal and state governments shall establish Educational Resource cntres whose activities would be multi-disciplinary. iii. Federal, state and local governments hall set aside a pre-determined percentage of their allocations to support research and development in line with UN resolutions. iv. Federal, state and local governments shall establish more public/mobile libraries as well as actively promote readership. v. Private establishments and proprietors shall also support research and development efforts in education especially in the establishment of state of the art libraries with established standards. They shall also provide for the training of librarians and library assistants for this service. i.MONITORING PROGRESS IN RESEARCH AND DEVELOPMENT AMONG THE INDUSTRIAL AND EDUCATIONAL COMMUNITIES/ESTABLISHMENTS. This concerns itself with all efforts by the concerned authorities in the education ministries in ensuring that R/D efforts are strictly adhered to by educational establishments and even industrial organizations. STRATEGIES AND SUSTAINABILITY: All educational authorities in the country from the local to the federal levels should be held responsible for: I. Enunciating a National Policy on Education II. Setting-up and maintaining uniform standardsIII. Co-ordinating sound educational practices in Nigeria IV. Establishing a federal Inspectorate services would responsibities amongst others would include: to encourage the dissemination of information on innovations and progressive educational and research principles practices in the school system through publications, workshops, meetings, seminars, conferences and other means of interactions between and among the industrial and educational communities. V. Planning and organizing educational research on a national scale. VI.Acquiring storing and disseminating national educational data and ag encies research finding to communities, and industrial organizations. VII. Co –ordinating non-formal education including adult education, vocational improvement centres, correspondence cources etc etc. VIII. Co-ordinationg international co-operation in educational researches. For all the above strategies to be sustained, I. Special and adequate inducement shall be provided for all teachers and researchers even in the rural areas so as to make them stay on their jobs.II. Government must establish efficient services at federal, state and local government levels for the monitoring and maintaining standards at all levels of education and research III. Government must also establish an efficient research control and monitoring body to ensure that the findings of quality researches are dessimated to all desening communities agencies institutes and industrial organizations ii. ENSURING THAT PUBLIC AND EDUCATIONAL (R/D) EFFORTS WITH THE OVERALL DEVELOPMENTAL PLANNING OF THE NATION.It has already been stated that Nigeria’s philosophy of education believes that education is an instrument for national development. And to this end, the formulation of researches towards the development of ideas, their integration for national development and the interaction of persons/ideas are all aspects of effective education. STRATEGIES AND SUSTAINABILITY: The recommended strategies here would be to align our educational system so as to: i. Foster the worth and development of the individual for each individual’s sake and for the general development of our society. i. Ensure that every Nigerian child has a right to equal educational opportunities irrespective of any real or imagined disabilities, hindrances and shortcomings, each according to his/her ability. iii. Foster functional education for the promotion of a progressive and united Nigeria. And, to this end, school programmes need to be made relevant, practical and comprehensive while interest and ability shoul d determine the individual’s direction in his/her educational pursuit.For the above aim/objective to be sustainable in view with proper alignment with the overall development al planning of the nation as well as to be in harmony with Nigeria’s national goals, educational research and development has to be geared towards self realization of the students, better human relationship, individual and national efficiency, effective citizenship, national consciousness, national unity as well as towards social, cultural, economic, political, scientific and technological progress. All these will involve the following: i.Thorough inculcation of national consciousness and national unity into the students. ii. Through the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society. iii. Through the training and re- training of the mind in the understanding of the world around and iv. Through the acquisition of appropriate and re quisite skills as well as the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society. iii.LINKING RESEARCHERS WITH ENTREPRENEURS FOR THE COMMERCIALIZATION OF R/D RESULTS. Academic institutions the world over, are set up to provide an environment for teaching, research, community participation and the moulding of characters. Unfortunately, they have failed, in the case of Nigeria to meet the needs of the individuals in the promotion of economic self-reliance and self sufficiency. The starting point of research here would be on such educational services that would offer a range of educational experiences which would depend on the needs of the individual and the requirements of potential work places.Also, it must emphasize on the development of the job skills and work behaviours directed towards specific occupational requirements. Having done the above, a rapport would have been e stablished between researchers , their finding/ results and industrialists/entrepreneurs with a view towards the commercialization of R&D results. It is however expected that the concept of entrepreneurial skill development recently introduced by the NUC will be imbibed by all institutions of learning in Nigeria. Some of the mandates of the entrepreneurship section of the NUC is to: i.Promote linkage between academic institutions researches on the one hand and industrial/financial institutions on the other hand. ii. Promote the exhibitions of commercialized researches in Nigerian institutions of learning and. iii. Promote Knowledge Transfer Partnership (KTP) between Nigerian Universities and the individual, manufacturing and service sectors etc. For sustainability, the following are proposed: i. A serious partnership between our institutions of learning industrialists, entrepreneurs etc so that the findings of the volumes of researches conducted in our institutions will definitely g et to the end users. i. Findings/results of researches in our institutions should be collected and published periodically so that individuals, organizations and the government at all its tiers, levels and agencies would study and where necessary adopt such findings in their policy making processes iii. Our institutions of learning should be upgraded to become more research oriented. And to the effect, government and the organized private sector should advance more funds in upgrading our libraries, laboratories and research institutions across the country. iv.NURTURING PROJECTS BY THE USE OF FACILITIES OF TECHNOLOGY INCUBATION AND EDUCATIONAL PARKS. A project by definition is an optimum set of investment oriented activates by means of which a defined combination of human and material resources are expected to bring about a determined amount of economic and developmental benefits. It is also, an agreed fact in both private and government/public circles that a project involves the use of one or more scare resources within a specific period of time snd for the purpose of yielding some economic and social benefits/returns at a much later time.Projects are usually classified into: i. Current and/or capital projects ii. Private sector and /or public sector projects Men invest for the purpose of profit maximization, share holders wealth maximization, stock value maximization, market share maximization, capital gains and other intrinsic ownership/personal reason. Government on the other hand invests so as to improve peoples standard of living, provision of security, protection, social welfare, employment provision, health, education etc. No matter the type or form of a project, it involves the covering of several tages, each involving a different set of decisional processes too. While the starting point of any project is known as its â€Å"operation stage†. However, the entire series of activities that must be covered for the idea to the operation stage is refer red to as the â€Å"project Cycle†. Projects, either of the private or of the public sector type are most inevitable for the growth and development of any nation. It is also said that ideas rule the world, and this is the reason why our educational institutions are veritable breeding grounds for fresh ideas via technology incubation and educational parks.Technology education however incorporates post secondary education in technology offered in polytechnics, Monotechnics and Colleges of Education Technical. And the strategy here shall include: i. The provision of full-time and part time courses of instruction and training in engineering, other technologies, applied sciences business and management, leading to the production of trained manpower. ii. The provision of technical knowledge and skills necessary for agricultural, industrial, commercial and economic development in Nigeria. iii.Giving training and imparting the necessary skills for the production of technicians, techn ologists and other skilled personnel who shall be enterprising and self – reliant. iv. Training people who can apply scientific knowledge to solve environment problems for the convenience of man and v. Giving exposure on professional studies in the technologies. In the pursuance of the above goals and for the purpose of sustainability, Government shall adopt the following measures: In the pursuance of the above goals and for the purposes of sustainability, government shall adopt the following measures: i.Develop and encourage the ideas of polytechnic education through student’s industrial work experiences. ii. Improve upon immediate and long term prospects of polytechnic graduates and other professionals with respect to their status and remuneration. iii. At the very early phase of the education system, efforts shall be made to include an attitude of respect for and appreciation of the role of technology in society iv. Students shall be made to appreciate the dignity o f labour by using their hands in making repairing and assembling things. v.Polytechnics shall be encourage to conduct applied research relevant to the needs and aspirations of the nation. vi. polytechnics shall continue to maintain a two-tier programme of the National Diploma (ND) and the Higher National Diploma (HND) with one year period of Industrial experience. Serving as one of the pre-requisites for entry into the HND programmes. vii. Polytechnics that meet the requirement above shall be allowed to run post professional HND programmes. viii. The modes and operations of polytechnics shall be the same as in the monotechnics 6.PROMOTING STRATEGIC PROJECTS THROUGH DIRECT INTERVENTION WOTH PUBLIC AND PRIVATE BODIES: INTERACTION We had previously and comprehensively explained what public and private projects are. However, Strategic projects are those that expected to have far reaching effects on the life of the ordinary man, Corporate organizations and even the government. These proj ects are also those that are expected to impart positively on the development processes of the nation. Some of them would include: health educational, Transport, Aviation, Military and para-military, Information, Telecommunication and even space related projects.The importance of these projects permeated both the private and public sectprs of any nation and the need to promote and facilitate such projects require the simultaneous interation of our educational/research –based institutions with both the organized private sector and appropriate government agencies. Strategies for the achievement of the above would include the following: i. The government to understand that the success of any system of education research institute is hinged upon proper planning, efficient administration and adequate financing. ii.That administration is a function of organization and structure, proprietorship and control as well as inspection/ supervision. iii. School systems and research institut es as well as their management and administration shall grow out of the life and social ethos of the communities which they serve. iv. Shared responsibility for the funding and management of all educational research facilities by the three tires of government. v. Close participation and corporate organization at even he local levels in the administration and management of all educational research facilities. vi. Effective line of ommunication between local communities and government on the one hand and then educational/ research institutes and corporate organizations on the other hand vii. The integration of educational and research development policies with national objectives and programmes especially, as it concerns the evolution of strategic national projects. Sustainability here will require the following: i. Ensuring adequate and effective planning management and monitoring of educational/research services ii. Provide efficient administrative and management control for the mai ntenance and improvement of the entire systems. ii. Ensuring quality control through regular and continuous of supervision of instructional and other research related services. iv. Providing adequate and balanced financial support for all educational/research related services. v. Ensuring that the findings of all these research instituted are disseminated to the necessary public and private institutes that would need them. vi. The organized private sector to be more responsible to the needs of our academic/research institutes in partnership with government. 7. ADVISING THE GOVERNMENT ON EDUCATIONAL MATTERS AND IMPLEMENTING THESE POLICIES AND PROJECTSEducation all over the world is an expensive social services that require adequate financial provision from all tiers of government and even the private sector for the successful implementation of all the educational programmes and for the expected end results to be achieved. Government ultimate goal is to make education free at all leve ls and for the dividends of education to permeate across the strata of the entire society. The financing of education should be a joint responsibility of the faderal, state and local governments on the one hand, and the organized private sector, communities and even religious organizations on the other.In this vain and while government welcomes and encourages the participation of local communities, individuals and other organization. She must be adviced along the following lines: I. That the curricula of all the academic programmes taught in all our educational institutions need to be updated in order to reposition Nigeria’s manpower requirements to be able to keep-up with the constant dynamics of technological advances globally. II. There hould be an inclusion of a course on â€Å"entrepreneurship development† in allour institutions of higher learning so as to encourage corporate sector participation, encourage corporate sector participation, encourage corporate secto r participation, encourage self-employment and boost the ability of graduates to create jobs. III. Institutions should adhere to the quaota assigned to them for admission so as to portray national policy prescription with regards to the science/Arts ratio of 60% for science and 40% for Arts. IV.Youths and fresh graduates should be empowered primarily through the development of new government and corporate development of new governmental and corporate strategies/policies to teach, mentor, monitor and create new platforms for adequate self-expression and socio-economic mental alertness. V. Higher institution should strengthen their practical training programmes and skills acquisition through industrial attachment, field/practical training, university – industry interaction forum and adequate supervision of students on industrial attachment.VI. There should be a strong linkage between entrepreneurship and technology so that entrepreneurs can benefits form research and developmen t (R/D) outputs of our educational and research institutes VII. Research must be intensified on the various aspects of entrepreneurship such as educational, training, new ventures, finance, marketing, organizational strategies, technology, entrepreneurship characteristics and behavior, citizenship education etc. VIII.The public and private sectors should establish an effective feedback mechanism with graduates and their prospective employers so as to monitor graduate performance at work/industrial attachments in terms of knowledge, skills and adaptability that are needed in addition to the provision of adequate funding for institutions so as to enable them revitalize their academic and physical facilities/laboratories and equipments on a continuous basis in order to maintain high academic/research standards.IX. Finally and for all the above to be both possible and feasible, government should adhere strictly to the 25% of annual budgetary allocation to the educational sector of the e conomy. This however is in line with the UN budgetary prescription for educational. The will ensure adequate availability of funds for education at all levels and will also ensure that our educational institutions would bounce back to the days of glory when they were the veritable centres for urturing private and public projects with the use of the facilities of improved facilities of technology incubation and educational parks. This is exactly how it is in the developed countries of the world. Government must stop destroying itself will inconsequential issues of tenure elongation and financial indiscipline/corruption and set the pace for our technological breakthrough via spiritual ad serious improvements in our educational sector in all ramifications.

Chemistry - Fluoridation of Water Essay Example | Topics and Well Written Essays - 1000 words

Chemistry - Fluoridation of Water - Essay Example The world has realized the importance of regular fluoride intake. Hence there are many dental products are available in the markets that have fluoride as chief component. With the changing climatic conditions, high mobility rate of the population and availability of wide range of fluoridated products, people have started experiencing side effects of fluoride. Hence water fluoridation needed or not is still controversy. About Fluoridation Water fluoridation process is defined as â€Å"the adjustment of the natural fluoride concentration of fluoride-deficient water to the level recommended for optimal dental health† ("American Dental Association").Fluoride is an ionic form of Fluorine which is thirteenth naturally found element in the soil. Fluoride is abundant near the mountainous area where it can readily get dissolved with groundwater or surface water. Fluoride has great affinity towards calcium and hence found at the bones and teeth. ("Oral Health in America†).As per t he facts sheet released by American Dental Association (ADA), fluoride has capacity to reduce incidences of dental cavities in children up to 60% whereas for adults it is 30-35 %. (â€Å"American Dental Association†). ... Dr McKay was startled to see so many patients having brownish spots on their teeth. This was something he never experienced before. He kept observing such patients for almost 6 years while having discussions with fellow dentist but he failed to diagnose correctly. He started suspecting drinking water supply. Later on these mottled enamel stains were coined as â€Å"Colorado brown stain†. ("NIDCR") Further Dr McKay got opportunity to work with Dr G.V Black, who was a renowned Dental research scientist. They put immense efforts to solve brown stains mystery came up with two distinct findings. The first finding was children whose permanent teeth are yet to erupt are getting more affected with Colorado Brown Stains than the adults. Second finding was that brown stained or mottled enamel teeth are less susceptible to decay. In spite of so much of thesis both these geniuses could not identify the prime causative factor and continued doubting drinking water. Dr Black worked on the sa me topic till his death ("NIDCR"). Later on, in 1923, Dr McKay was invited to Oakley, Idaho to inspect some pediatric cases where children were having similar brown stains on their teeth. Parents told that brown stains appeared only after they started drinking water through newly created pipeline of nearby water source .Dr McKay asked the civilians to cut off this water supply and he got the hint that drinking water could be the probable cause of mottled enamel. Water samples were sent for lab investigations but there were no conclusive findings ("NIDCR"). In 1931, Dr. McKay and Dr Grover Kempf started investigating Bauxite water sample with the help of chemist of Mr. H.V Churchill. They conducted â€Å"photo spectrographic analysis† with the water sample couple of times to make sure the

Management Case Analysis (Boeing Case) Essay Example | Topics and Well Written Essays - 750 words

Management Case Analysis (Boeing Case) - Essay Example Place: As an international player, it has a broader market base to serve which can ensure a perennial demand for its products that a down trend in one economy may be compensated by the demand hike in another. However, being an international player in itself has its own costs that if all the segments of the market are not properly served, chances that when one economy is experiencing a downtrend, the other segment may be favoring its rival’s products. Thus search for newer markets like the developing nations etc. should always be forayed into. Product: Customizing and at the same time convincing officials to save the jobs of its workers like the incident at Los Angeles proves that the company is striving hard to make the both ends meet to gain the confidence of both the workers and customers also. The main point to note is that pricey contracts cannot be struck by anybody’s intention to help. The deals are struck only when the company identifies the needy customers who are ready to pay for the services of the company. The developing markets may throw an opportunity in this regard to the company. Promotion: The Company exhibits confidence in its estimates to grow up to 35% from the current 26% of the market share within 20 years from now which amounts to sale of 3890 Cargo flights in a year in place of current number of 1,950 flights per year. Investments for this size of market have to be arranged at a low cost model failing which; the company may fall short of its estimates. With other players lagging behind in the cargo section, a diligent performance can win accolades to the company in the cargo section. Price: The currently operating commercial flights are aptly priced that the company is able to maintain its second position in the market notwithstanding the evils of delay in the trial run. However, the rival is gaining more on the basis of pricing that its products are delivering higher advantage for the price they demand. If the

Apples from the desert Essay Example | Topics and Well Written Essays - 500 words

Apples from the desert - Essay Example What is strange here, and made me curious if this really happens in Israel, is the fact that despite the divorce, the man remained in the house of mother and daughter – with Hannah continuing to support the needs of the man she divorced. In â€Å"Hayuta’s Engagement Party†, Bella, the mother of Hayuta, is a daughter of a concentration camp survivor, Grandpa Mendel. The horror and trauma that Grandpa Mendel experienced during the war remained hidden in his heart for a long time, until six years ago. The impending wedding of Hayuta was feared to be another venue for Grandpa Medel’s expression of Holocaust stories. The family’s efforts to silence him created tensions between the older generations and the new generations of Israelites. What is striking in this story is that despite the probable embarrassment that Grandpa Medel could create during the party, the family recognized the importance of his presence in an occasion like this. They are willing to go through all the trouble of trying to silence him against all odds. In â€Å"Apples from the Desert†, Victoria, the mother of a rebellious daughter, only recognizes the depths of her own marital misery when she sees the loving relationship Rivka has formed outside the legal bonds of matrimony. This story presented that older generations still believed and practiced arranged marriages without knowing the desperate consequences both man and woman experience during their married life. This is a sad plight if, indeed, it still happens in Israel today. The universal issues eminent in the stories are: (1) the unconditional love that a mother has for the child (or daughter, specifically) in her stories; (2) the value one gives to one’s family and (3) the option of divorce for unhappy marriages. These issues are considered universal because they encompass people from all cultures. Definitely, there might be differences in

Three Main Concepts Of Leisure Essay Example | Topics and Well Written Essays - 1250 words - 1

Three Main Concepts Of Leisure - Essay Example The past experiences, leisure have been defined as the free time or something that one wants to do freely. Others define it as relaxing and spare time or time for doing nothing. The approach is different from the considered diverse because the definition of the term is not static but dynamic. Therefore, the first concept of the leisure is defined as time. In this definition, leisure is defined as the time that allows an individual to have greater freedom. For instance, if the work schedules offer time off, the time that one has to do his own stuff can be considered leisure. However, the definition of free time is challenging based on the concept of free. Freedom is a factor that is defined by the culture and the nature of the society. For working class, it may be considered as the off time given by the company or the organization. However, the case becomes complex if looking at the retired persons because the definition changes completely because the available time increases thus mak ing the situation complex when looking at leisure as a time-based subject. Leisure can also be defined as the activity which is considered as leisurely. The Greek definition of leisure is a serious activity without pressure. It means that the activity is not done as a compulsory subject but is defined done by one’s personal appeal. While addressing the challenge of leisure as an activity, it is evident that all the activities done cannot be classified as leisure with some considering playing softball as leisure. While activity as leisure offers an absurd ideology, others consider leisure as the stat of existence or mind which can be addressed differently and handled based on the mood contemplation. The difference of ideologies are different but do not address the challenge of definition differences. The challenge of the word is the diverse nature of the activities and states associated leisure.

Book Review Essay Example | Topics and Well Written Essays - 750 words - 14

Book Review - Essay Example Additionally, it explains the social and cultural phenomena in relations to creativity philosophizing and critical thinking. The expands on the sharp insights, individuals wittiness and most importantly advice on personal development. Both the writer and the readers of this literary work overly must have critical thinking in relating to the whole concepts of the book. Example of critical ideas from this book is, â€Å"selling out is harder than it looks† (MacLeod 130)†. This implies that a dilution of your products marketing procedures will definitely make people like it well. Through this line of the book, critical commercial markets are competitive, and it is only through provision of outstanding products to the markets that will capture the attention of consumers. The book views life in a different dimension and the writer tends to believe that nobody abruptly discovers things, but things are made slowly in pain. This pain involved in the struggle for success is not physical thus; the writer blends his work with a bit of philosophical wise sayings. The writer believes in self-image of an i ndividual as the secret behind their successes. Each and everybody’s plans according to Hugh, should solely depend on them and not being discovered by the economically stable people or the ‘big shots’ as he puts it. Most people, in order to make it in life, always depend on others. Individually, you can easily make it in life. For instance, Hugh argues that avoiding a crowd ensures a uniquely and self-made struggling by different individuals. Doing the same thing as a crowd of 250000 people is definitely being lost in hopes thus looking forward to a miracle to happen (Macleod 137). Hugh believes that in the modern contemporary world, both socially and culturally miracles do not happen. Making it in life, therefore, is dependent solely on handwork and determination, albeit personal developments. Creative ideas, no

The growth of inequality in many countries and it's impact on U.S Research Paper

The growth of inequality in many countries and it's impact on U.S multinational companies and future strategies to deal with its impact - Research Paper Example (Buckley & Ghauri, 2004 p.86) United Nations Human Development Report (1999) said â€Å"Poverty is everywhere. Gaps between the poorest and the richest people and countries have continued to widen. In 1960, the 20% of the world’s people in the richest countries had 30 times the income of the poorest 20% . In 1977, 74 times as much. This continues the trend of nearly two centuries. Some have predicted convergence, but the past decade has shown increasing concentration of income among people, corporations and countries.† (Sala-i-Martin, 2002 p.1; Sala-i-Martin, 2002) Recent research by Soysa and Oneal (1999); UNCTAD (1999); Ram and Zhang (2002); Dollar and Kraay (2002); Bhalla (2002) show us that globalization raises the growth of average incomes in developing countries. However, the standard of living of the poor in these societies could decline if consolidation into the global economy negatively affects the distribution of income. Quite a few researchers conclude that the fears over globalization and letting foreign companies operate in domestic markets: multinational corporations further increase income inequality in developing countries, and thus, marginalize the poorest of the poor. (Brussman et al, 2005 p. 286). Peter Woicke, former executive vice president of the International Finance Corporation, says that 20% of the population in the world controls approximately 80% of the assets and that roughly 1.2 billion people live below the poverty line. Moreover, he says that most of the population growth over the next two to three decades shall take place in poor countries, which means another two billion people will be born poor. (Wilson & Lodge, 2006 p. 9) (Wilson & Lodge, 2006) He believes that this huge challenge of reducing poverty and inequality cannot be handled by the Governments alone. The private sector, particularly the MNC’s must come forward and share this burden and help countries develop socially as well as

Corporate Social Responsibility Theories Essay Example | Topics and Well Written Essays - 1500 words

Corporate Social Responsibility Theories - Essay Example This theory postulates that companies aim at demonstrating their legitimacy to the society by acting in accordance with the bounds and norms of the community. The bounds and norms consist of all behaviour that the society accepts. Rendtorff (2009, p.145) argues that organizations safeguard the social contract between them and the society by displaying acceptable behaviour. The researcher explains that the social contract between company and the society requires organizations to deliver benefits and desirable ends to the community (Rendtorff, 2009). The failure of conforming to the expectations of the society ruins the society’s view of the company; this view is known as corporate image. Therefore, to avoid conflicts with the society, corporations aim at achieving a balance between their objectives and those of the community. Organizations adopt social and environmental reporting as a technique of maintaining legitimacy and an excellent image to the society. This is because the society expects companies to give back to them and to protect their environment (Gossling, 2011). The public expects organizations to maintain low levels of pollution because high levels threaten the health of individuals. The public also anticipate companies to support them in community projects because the society gives them a chance to conduct business in their environment (Tench, Sun, & Jones, 2012). Companies, therefore, have to report to the society about their environmental and social activities to improve their legitimacy and hence, their image and credibility to the community. Edward Freeman developed stakeholder theory, which argues that organizations aim at providing their stakeholders with value.

The Logic behind creating Software Prototypes from a usability point Research Paper

The Logic behind creating Software Prototypes from a usability point of view, and how they support Human centered Design - Research Paper Example Automobile manufacturers, architects, and sculptors develop models: circuit developers make â€Å"bread-boards†, aircraft designers test prototypes; artists usually experiment with working sketches. B. Identify key terms (software development cycle, prototyping, piloting, usability, human centered design, etc.) Software development life cycle (abbreviated as SDLC); prototyping; usability; piloting; and human centered design are the key terms that will be used and mentioned a lot in this paper (Source 1). Of course there are other terms that will be used but they are not as important as the abovementioned. C. Discuss types of prototyping used There are 4 types of prototyping, but only 2 are predominant and commonly used. They include the following: a) Throwaway Prototyping Also known as rapid or close-ended prototyping and refers to the development of a model that will be finally be discarded rather than forming a part of the eventual delivered software. After accomplishing pre liminary requirements collection, a simple functioning model of the system is built to visually demonstrate to users what their requirements may be when they are implemented into a complete system. Throwaway prototyping involves the creation of working models of different parts of a system at an extremely early stage, after a seemingly short investigation. The method employed in constructing it is normally quite informal, the most critical factor being the pace at which the model is released (Source 2). The model then becomes the foundation from which users can re-evaluate their expectations and clarify their needs. When this has been realized, the prototype model is discarded (disposed of; thrown away) and the system is officially developed based on the highlighted requirements. The most common reason for using this type of prototyping is that it can be executed quickly. If users can receive prompt feedback on their needs, they can be able to refine them in the early stages of soft ware development (SDLC). Making alterations early in the SDLC is very cost-effective because there is nothing to redo at that point. If a project is altered after much work has been done then small alterations may require significant efforts to implement since software systems come with numerous dependencies. Speed is important in implementing throwaway prototypes, since with a small budget of money and time little can be spent on a prototype that will be abandoned (Source 3). Another positive of rapid prototyping is its ability to build interfaces that users are able to test. User interfaces are often seen by users as the system, and because they see it in front of them, it is much easier to understand how the system will function. It is asserted that revolutionary throwaway prototyping is a more effective way in which to manage user requirements-related issues, and hence a greater improvement to software productivity in general. Requirements can be identified, piloted, and tested far much faster and cheaply when issues concerning software structure, maintainability, and evolvability are overlooked (Source 1). This, in turn, aids in the accurate identification of requirements, and the subsequent development of a valid and functional system from the perspective of the user via normal software developm

Lab Report Banana Dna Essay Example for Free

Lab Report Banana Dna Essay DNA is organized into genes and stores genetic information. DNA molecules are long, slender molecules that carry the heritable information of organisms on to future generations. Because of their size, it is impossible to see a single DNA molecule with the naked eye. It would take about 300,000 DNA molecules side by side to make a bundle as thick as a human hair. When subjected to certain conditions, it is possible to collect â€Å"large† amounts of DNA to make it visible. As part of the chromosomes, the information contained in genes can be transmitted faithfully by parents through gametes to their offspring. For the gene’s DNA to subsequently influence an inherited trait, the stored genetic information in the DNA in most cases is first transferred to a closely related nuclei acid, RNA or ribonucleic acid. In eukaryotic organisms, RNA most ofther carries the genetic information out of the nucleus, where chromosomes reside into the cytoplasm of the cell. In the cytoplasm, the information in RNA is translated into proteins, which serve as the end products of most all genes. The process of transferring information from DNA to RNA is called transcription. The subsequent conversion of the genetic information contained in RNA into a protein is called translation. DNA molecule exists in cells as a long coiled structure often described as a double helix. Each strand of the helix consists of a linear polymer made up of genetic building blocks called nucleotides. There are four types of nucleotides which vary depending on the four nitrogenous bases of the molecule. The four nitrogenous are A(adenine), G(guanine), T(thymine) and C(cytosine). These comprise the genetic alphabet which in various combinations, will specify the components of proteins. It was established in 1953 by James Watson and Francis Crick that the two strands of their proposed double helis are exact complements of one another, such that the rings of the ladder always consists of either A=T, or G=C base pairs. This complementarity between adenine and cytosine nitrogenuos base pairs and between guanine and cytosine nitrogenuos base pase pairs, attracted to one another by hydrogen bonds, is critical to genetic function. Complementarity serves as the basis for both the replication of DNA and for the transcription of DNA into RNA. OBJECTIVES * To learn basic DNA extraction processes. * To properly and successfully extract DNA from banana using cell disruption and separation techniques. * To investigate the effect of temperature on DNA extraction from bananas. * To observe the extraction of genomic DNA from plant cells. * To understand how a buffer solutions disrupts the plasma membrane and releasing cellular components into the solution. MATERIALS AND APPARATUS PER CLASS * (60-70 oC) Water bath * 95% Ethanol * Extraction solution * Cheesecloth Ice chest containing ice PER GROUP * 40g Banana * 2 ziplock bags (Label ‘Extraction 1’ and ‘Extraction 2’) * 2 funnels * 2 test tubes * 50ml conical tube (2 pieces) * 500ml beaker (2 pieces) * Glass Rod (2 pieces) * Shampoo 4ml * Distilled water 40ml * Table Salt (NaOH) 0. 3g PROCEDURE (A) Extraction solution recipe: 4ml of shampoo was mixed with 36ml of distilled water. The solution was stirred well and slowly. The mixture was divided into two 50ml conical flasks (20ml each). The conical flasks was labelled S and SS. 0. g of salt was added into flask SS. The salt was dissolved by stirring slowly to avoid foaming. (B) Banana Extraction 1. A water bath was prepared. (60 oC) 2. 20g of banana was added into each ziplock bag labeled ‘Extraction 1’ and ‘Extraction 2’ 3. Extraction solution ‘S’ was added into ziplock ‘Extraction 1’ and extraxtion solution ‘SS’ into ziplock bad ‘Extraction 2’. The bag was closed with minimum content of air. 4. The bananas were mushed carefully to avoid the bag from breaking. The bananas were mashed for about 5 minutes. 5. The banana mixtures were cooled in the ice chest containing ice for 2 minutes. Then the bananas were mushed more. The banana mixtures were cooled, the mushed again. This process was repeated for 4 times. 6. The mixtures were filtered through cheesecloths. 7. Approximately 3ml of banana solution were dispenced into each test tube. 8. The test tubes were carefully handled to avoid shaking. Approximately 2ml of cold 95% ethanol was added into each test tube. 9. The test tubes were then observed. Result Photo 1: Test tubes containing solution S and SS CONCLUSION We manage to learn basic DNA extraction processes. We are able to properly and successfully extract DNA from banana using cell disruption and separation techniques. We succesfully investigated the effect of temperature on DNA extraction from bananas. We are able to observe the extraction of genomic DNA from plant cells. We understood how a buffer solutions disrupts the plasma membrane and releasing cellular components into the solution. REFERENCES: BOOKS: * Neil A. Campbell, Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson, Biology (8th Ed), Pearson International Edition: Pearson, Benjamin Cummings. * Peter J. Bowler (1989). The Mendelian Revolution: The Emergence of Hereditarian Concepts in Modern Science and Society. Johns Hopkins University Press. * Pragya Khanna. Essentials of Genetics. I. K International Publising House. * Elof Carlson (The Unfit), Mendels Legacy: The Origin of Classical Genetics, Cold Spring Harbour Laboratory Press, USA * Benjamin Cummings(2005), iGenetics: A Mendelian Approach, Pearson; University of Chicago, USA

Botany-Passive Transport Answers Essay Example for Free

Botany-Passive Transport Answers Essay Substances necessary for normal growth and development of plants must continually be transported into cells while metabolic wastes must be eliminated so that they won’t accumulate inside the cells. For instance, water as well as mineral salts from the soil solution enter root cells while carbon dioxide and oxygen through tiny pores known as stomata in leaves and lenticels in stem. Excess oxygen not utilized during cell respiration as well as oxygen produced during photosynthesis is released to the atmosphere. In most cases, movement of these substances is along a concentration gradient, that is, from regions of greater concentration to regions of less concentration. Such type of transport is known as passive transport. Diffusion is a type of transport which is concerned with the movement of solute particles. Aside from concentration gradient, factors affecting the rate of diffusion include the temperature, size of diffusing molecules and presence of other molecules aside from the diffusing one. Osmosis, on the other hand, is another type of passive transport, which is involved in the movement of solvent (e.g. water) through a semi-permeable membrane. In osmosis, the presence of a differentially permeable membrane as well as differences in the concentration of the medium and the intracellular substance (i.e. cell sap) are factors to consider in determining the direction of water flow. (madel, dito gawa k ng visuals na puede,.. kung aong maisip mo di ko nga alam kung ano puede ndin ilgay †¦. Ano kaya gagamitin ntin? Naka-acetate oh sa manila paper kaw n bhala..;) Now the walls of these cells are made of a stuff a bit like a really fine netting that will let water through but not salt (a partially permiable membrane). Now water and salt prefer being mixed together than seperated, and water will move through the cell wall towards whichever side is the saltiest, this is called osmosis. This means that because outside is saltier the water leaves the cells, so the cells empty, and like a half full bag of water, go all floppy so the whole lettuce leaf goes floppy Now if you put the leaf in fresh water there are more salts in the leaf than in the water, so water will move back into the cells making them blow up like balloons again and become all strong and rigid. So if you have some old limp Lettuce soaking it in water for a while for a while will make it go crisp again. -The leaf in the salt water would be dehydrated, as its internal osmotic pressure would make water from the leaf seep through the cellular membranes. -its osmosis. the cells in the leaf are permeable to water but not salt,so if you immerse the leaf in salt water the cell will absorb water trying to balance the osmotic pressure .if you put the leaf in fresh water the cells will dump water,the salt water will cause the cells to absorb too much water and they will burst,the fresh water leaf will dehydrate and wrinkle,i think i got it right but dont quote me. -Your talking about tonicity, the salt solution is hypertonic and would pull fluid from the plasmodesmata in the plant cellsthe plain water being relatively isotonic would have little loss of fluid depending on where you live in the country and if you used tap water or bottled. Its the same concept of cellular dehydration and water toxicity in human cells.

Public Opinion and Military Intervention

Public Opinion and Military Intervention For modern day states, especially democracies, the outcome of a military intervention is not just determined by the outcome on the battlefield but is also to a huge extent determined by the public opinion. The â€Å"Vietnam syndrome† and the much recognized and debated topic regarding Vietnam as a political loss for the American is deeply interconnected with public opinion on the intervention. The aim of this paper is two understand how public opinion can ‘make’ or ‘break’ a military intervention. I will do this by firstly looking at how an activated opinion of the masses can dictate a government’s decision to intervene or not. Secondly, I will look at the casualty hypothesis wherein in a loss-averse public starts to view an intervention negatively as casualties start mounting up. For a long time public opinion was disregarded by academicians. Numerous communication models, like the Hypodermic Needle model or the Magic Bullet model, assumed that the public were mere consumers of information and that they lacked the element of rationality. As a result of this belief, which largely stemmed from the works of the Chicago School during the aftermath of the Second World War and the tragedy of Nazi Germany, it was believed that the public were vulnerable to any information being â€Å"injected† into them as a result of which their opinion was inconsequential. It was in this context that the idea, â€Å"the President doesn’t follow public opinion, he leads it† emerged.[1] However, this dismissal attitude towards public opinion started to change as more and more research started to point towards the inherent rationality of the public and their ability to assimilate, analyze and impact policies, especially in the case of liberal and democratic societies.[2] Public opinion can in the words of V.O. Key be described as, â€Å"those opinions held by private persons which the government find it prudent to heed†. The monumental impact of public opinion can be seen through the electorate decisions that the public makes. Therefore, democratic states need to pay attention to the demands of the public and are to huge extent dictated by the public opinion. In democratic states, the civil-military relations are such that the power of decision making pertaining to military intervention largely lies with the executive and the legislative, which in turn is affected by public opinion, and not with the military. The inter-connectedness of civil-military relations is not just limited to the decision of making a military intervention or not. It includes the use of military to promote democratic values in other countries and is also reflected in the â€Å"cultural dimensions of strategy and policy†. In fact, post the Cold War era there has been an increased acceptance of the fact that culture, which includes identity, political culture in the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..of the structure of decision-making and public opinion, has increasingly become a factor in determining the course of today’s complex and interconnected world.[3] Here it is important to note that every time the state makes the decision for or against a military intervention it does not proactively seek the public’s opinion. This can be attributed to the fact that the public does not always have a well articulated opinion. However, this does not mean that the public does not have any opinion; it only means that the opinion is â€Å"latent†. Latent public opinion refers to â€Å"ingrained sets of values, criteria for judgement, attitudes, preferences, dislikes – pictures in [the] head- that come into play when a relevant action, event, or proposal arises†.[4] It shows that the public can many a times be considered as detached and/or uniformed. However, it is important to note that an unsophisticated public is not necessarily an irrational one.[5] Latent opinion when manifested can translate into active opinion. Therefore, it can be said that latent opinion has potential for expression- provided it is activated by some message or event. According to Mood theory that was articulated by Gabriel Almond, opinion becomes activated when two things happen simultaneously- a) events that directly threaten the normal conduct of affairs, and b) occurrence of assertive or self-confident moods among the public. Here the role of elite debate and media is crucial. A polarized public debate between key decision-makers which is covered by the media provides the public with signals that helps convert latent into activated opinion. The existence of latent public opinion is most visible in the case of foreign policy. Given the remoteness and the complexity of foreign policy the public is not very well informed about the foreign policy neither does it have a consolidated and concrete opinion on foreign policy matters. It is, particularly, difficult to assess Public opinion in the matters of Foreign policy. For instance, Public is unlikely to have refined views on issues of arms control and trade agreements as there are significant gaps in public knowledge on these issues. In the context of military intervention the public opinion is driven by two key factors- a) the relation between domestic and international politics, and b) the number of casualties sustained. ‘Making or Breaking’ a military intervention Two- Level Game A government’s foreign policy and domestic policy have a deep impact on each other. That means a state does not intervene independent of domestic considerations. In fact, international negotiations between states, including the decision to militarily intervene, occur simultaneously with negotiations at the intra-national level. That means the executive needs to take into consideration the internal political environment while trying to deal and decide on an external policy. Economic, political and social factors all come into play while making such decisions; this is where public opinion, whether active or latent, also comes into play by either making a case for or case against military intervention. Japanese PTF Brazilian Domestic politics can have a direct bearing on international politics and vice versa. It is, therefore, important for policy makers to achieve domestic policy goals so as to maintain  international bargaining power. On the other hand, international negotiations must also be in tandem with domestic constraints. These premises are integral to Putnams Two-Level Game theory of international relations. At the national level, domestic groups often pressurise the government to adopt favorable policies to promote their interests. In turn the politicians seek power by forming coalitions among those groups. At the international level, national governments seek to maximize their own ability to satisfy domestic pressures, while minimizing the adverse consequences of foreign developments. Putnams theory involves two levels of interaction among players. It is important to note  that the two-level game is incredibly complex; moves that are rational for a player at one  stage may be injudicious for that same player at the other stage (Putnam 434). To  simplify the game, it is broken down into two levels international and domestic. At  Level I, the international level, bargaining between the negotiators leads to a tentative agreement. At this level of negotiations, the chief negotiator is the main negotiating force. The chief negotiator can be an individual, multiple persons, or single/multiple organizations depending on the situation. Level II, the domestic audience, constitutes separate discussions by supporters of the chief  negotiator about whether to ratify the agreement. Level II can be characterized as a parliament, ratification vote, or any number of other instances requiring acceptance of the Level I agreement. The agreement formulated at Level I must be voted up or down by the constituents at Level II. Crucially, the important inter-relationship between the two levels is that any Level I agreement must be ratified by Level II (Putnam 436). Any modification of the agreement at Level II counts as a rejection of Level I and will require a re-opening of negotiations at Level I; final ratification must be voted either up or down by Level II (Putnam 437). II)  Causalities and Public Opinion In contemporary times the growing awareness and concern for human rights has led to the birth of a strong correlation between the number of casualties sustained and the public opinion about the military intervention. Sensitivity to causalities is believed to be the â€Å"Achilles’ heel of modern-day democracies†.[6] Favorable public opinion is an essential element to any administration’s ability to prosecute war. This is because public opinion can constrain an administration’s ability to carry out its foreign policy goals, especially if the boundaries of what is acceptable to the public are breached. If the war drags on, casualties are sustained, the principal foreign policy objectives are considered illegitimate or the public perceives that the policy is not being successful, it may â€Å"push back† against or punish an administration by voting against it in the next election. This relationship is extremely strong and visible in the West as a result of, what Gerard Chaliand terms as, â€Å"the West’s inability to stomach the losses†. With the establishment and recognition of human rights coupled with a demographic trend that suggests lower fertility and birth rates as compared to other parts of the world ensures that each and every life counts. These trends can be seen all throughout military interventions post the Second World War- ranging from the Vietnam and Korean War to Afghanistan and Iraq War, including the humanitarian interventions in Kosovo and Somalia. As a result of a loss-averse public, the decision to intervene is to large extent determined by the public’s understanding of a) the possible swiftness of an attack, and b) the mounting cost of the intervention, especially in terms of the human lives. If the public is convinced that an intervention will be quick and will not protracted then it is more likely to create a favourable environment for the intervention amongst the people. However, if there are indicators that hint towards a long drawn-out conflict then the public opinion is bound to be largely against any such intervention. This can be seen during the Gulf War during Sr. Bush’s administration. Even though America’s ability to go for an ‘all-out’ war in other countries had been largely crippled as a result of the â€Å"Vietnam syndrome†, America was able to make a case of its intervention in the Gulf as a result of the swiftness of the attack. Additionally, given the heavy-dependence on aerial attacks the Americans and their allies were able to minimize personal losses which created a further favourable public opinion. Having said this, the public opinion can start to wither away as the public becomes aware of the mounting casualties. Over four thousand American casualties and over four years of conflict have  had a significant influence on public support for the war in Iraq. The media response to  the climbing casualty rate, the November 2006 mid-term election results, and recent elite  political rhetoric demanding withdrawal are important indicators that public support for  this conflict has deteriorated. A good example of this is the public’s response to the Bush administration’s Iraq policy in the November 2006 election. In fact, â€Å"public opinion, the support and mobilization of which is required for sustaining an extended conflict, plays a critical role in resolution, especially when  government preferences diverge from majority opinion.†So important is public opinion  that it may be America’s Achilles Heel. BIBLIOGRAPHY Kim, Jiyul.Cultural Dimensions of Strategy and Policy. Strategic Studies Institute, 2009. http://www.strategicstudiesinstitute.army.mil/pubs/display.cfm?pubID=919 (accessed September 25, 2014). Key, V.O.Politics, Parties, and Pressure Groups. Crowell, 1964. Schwarz, Benjamin C.Casualties, Public Opinion and U.S. Military Intervention. Arroyo Center: RAND, 1998. Smith, Eric R.A.N.The Unchanging American Voter. California: University of California Press, 1989. [1] The Followership Model of Public Opinion states that the general public is more likely to be lead by the decision-makers rather than lead them. [2] Refer to the work of Benjamin Page and Robert Shapiro (1992) [3] Jiyul Kim,Cultural Dimensions of Strategy and Policy, (Strategic Studies Institute, 2009) http://www.strategicstudiesinstitute.army.mil/pubs/display.cfm?pubID=919 (accessed September 25, 2014). [4] V.O. Key,Politics, Parties, and Pressure Groups, (Crowell, 1964), 264. [5] Eric R.A.N Smith,The Unchanging American Voter, (California: University of California Press, 1989). [6] Benjamin C. Schwarz,Casualties, Public Opinion and U.S. Military Intervention, (Arroyo Center: RAND, 1998), chap. 1.

The Bubonic Plague: Crisis in Europe and Asia :: essays research papers

The Bubonic Plague: Crisis in Europe and Asia   Ã‚  Ã‚  Ã‚  Ã‚  There have been many natural disasters throughout history that have caused great damage physically, emotionally and mentally. The Bubonic Plague is considered by most to be the second worst disaster to have occurred throughout history. It all began in October 1348, when Genoese trading ships dropped anchor at the port of Messina, Sicily. The Ships had come from the Black Sea port of Kaffa (Truitt, 2001). The few of the crew members that were left alive carried with them a deadly disease so perilous that it would ultimately lead to death (Douglass, 1996). The sailors became infected when sick rats from Central Asia boarded their ships and the fleas that were feasting on the rats bit the sailors (Truitt, 2001). It was thought that the disease originated from the Far East and was spread along major trade routes. When it became clear that the ships from east carried the plague, Messina closed its port. The Ships were forced to seek harbor elsewhere around the Mediterr anean, which allowed the disease to spread very quickly (Truitt, 2001). This would be the beginning of a very traumatic event that would affect all aspects of European society.   Ã‚  Ã‚  Ã‚  Ã‚  The Bubonic Plague generated from a bacterium called Yersina pestis, which is a one-celled organism that multiplies rapidly once inside its host and produces three types of symptoms, depending on how it is spread (Aberth, 2000). The bacterium that leads to the Bubonic Plague usually is found in the bloodstream of wild black rats. It is then posed to humans by fleas that feed on the blood of rats and then bite humans, in which the bacterium is passed into the human bloodstream (Aberth, 2000). It takes between four and six days for a person infected with the Bubonic Plague to exhibit symptoms (Truitt, 2001). The most common symptom is swellings known as buboes (hence bubonic) that appear in the lymph glands near the initial flea bite (Douglass, 1996). The buboes are red at first, but later turn a dark purple or black they eventually bust open oozing blood and pus (Douglass, 1996). Other symptoms may include a high fever, often causing delirium, violent headaches, su bcutaneous bleeding, and damage to the nervous system caused from the bleeding, which leads to uncontrollable twitching and jerking (Aberth, 2000). There is also a foul odor that is associated with the excrement of blood, pus and sweat of those who are infected (Aberth, 2000).

Prejudice in Telephone Conversation and Dinner Guest-Me Essay -- Wole

Prejudice in Telephone Conversation and Dinner Guest-Me In the two poems, ‘Telephone Conversation’ and ‘Dinner Guest-Me,’ each poet uses their poetry as a means of confronting and challenging prejudice. In ‘Telephone Conversation’ by Wole Soyinka, a phone conversation takes place between an African man and a very artificial lady about renting out a room. When the lady finds out he is African she becomes very prejudiced and racist towards him. ‘Dinner Guest-Me’ by Langston Hughes is about a black man going to a dinner party where he is the only coloured person there, like he is the ‘token black.’ Anger and a sense of humour are shown in both of the poems. In ‘Telephone Conversation’ the African man is angry at the â€Å"peroxide blond† and is disgusted at her for being so rude and racist towards him, â€Å"HOW DARK? ARE YOU LIGHT OR VERY DARK?† The capital letters emphasises the loudness in her voice, whereas, in Langston Hughes poem the other dinner guest are not being prejudiced to the only black dinner guest directly. Although they would ask him â€Å"the usual questions that come into white mind.† Here they are set apart from him as a different race, â€Å"to be part of a Problem on Park Avenue at eight is not so bad.† He’s angry because he is still part of the Negro Problem even though he is with elegant, upper-class people. Hughes is laughing at the white people complaining about not being black, â€Å"I’m so ashamed of being white,† also at the democratic process and him self. He uses satirical humour at the dinner party by poking at establishment. He acknowledges that â€Å"I know I am the Negro Problem† and is aware they have to be polite about him. Wole Soyinka uses sarcastic humour and makes fun of the landlady when he wr... ...ws plenty of anger from Wole Soyinka towards the artifical, white, public. Hughes also seems to be mad at the white populace and thoroughly benefits from poking fun at them. I think Soyinka is trying to make a point of the phony and vulgar individuals there are and draw everyone’s’ attentions to them, Hughes is trying to make us realise just how obnoxious some can be to different races, likewise to Soyinka. I believe both poets succeeded, the poems did make me consider how prejudice many persons are. In conclusion I prefer ‘Dinner Guest-Me’ by Langston Hughes because I enjoyed the satirical humour he used in his poem and how he made the ‘token black’ stand out from all the other guests. Although I think that both use their poetry well as a means of confronting and challenging prejudice that was around back in the 1900s when the two poems were written.

Custom Essays: Hamlet as an Accessory to Ophelias Suicide

Hamlet as an Accessory to Ophelia's Suicide  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚   William Shakespeare's character of Ophelia in Hamlet, suffers greatly, from the time she learns of her father Polonius' death, until her own mysterious death.   In Hamlet, Gertrude, Horatio and Claudius refer to her state, and conclude that she is crazy1[1].   Though there is some truth to their claim, Shakespeare created Ophelia as an overly- dramatic character, who is somewhat exaggerating her emotions to give an impression of madness.   Although their impression of Ophelia can be supported, evidence is not shown as much in her words, as it is shown in her actions.   Ophelia's songs seem like riddles and nonsense2[2], yet they are similar to the patterns of speech by Hamlet, revealing truths and true emotions, and at times sarcasm.  Ã‚   However, Ophelia's whimsical, and child-like behavior is quite different than the prim, reserved Ophelia at the beginning of the play.   Still, this behavior is not consistent with the   sad words in her grief-lad en songs, nor is it consistent with a woman in grief rather Ophelia's physical behavior is the strongest evidence that Ophelia may exhibit signs of madness.   Hamlet's act to convince his insanity to all that knew him influenced Ophelia to perform following Hamlet's lead with   his feigned madness, eventually leading to the girl's suicide, thus implicating Hamlet in her death.    In act four, scene five; Gertrude and Horatio discuss Ophelia's worsening condition directly prior to her entrance.   They attribute the young girls' decline to her concern for her recently dead father.   Ophelia displays signs of being overly sensitive and volatile, which concerns Horatio: "Spurns enviously at straws, speaks things in doubt / That carry but... ...    Notes: 1[1] Hamlet, (4.5.3,5-10). 2[2] Hamlet, (4.5.7) 3[3] Hamlet, (4.5.6-7).   4[4] Neely, Carol Thomas, "Document in Madness", University of Illinois, Shakespeare Criticism Yearbook 1991, Volume 19, pp 333-334. 5[5] Hamlet, (4.5.21).   6[6] Hamlet, (4.5.29-32) 7[7]Hamlet, (2.2.186) 8[8] Turner, John, "Hamlet: The Court in Transition".   University College of Swansea, Shakespearean Criticism, Volume 16, Yearbook 1990, p. 253. 9[9] Neely, p. 333. 10[10] Hamlet, (4.5.47-54) 11[11] Neely, p. 333. 12[12] Hamlet, (4.5.55). 13[13] Neely, p. 333. 14[14] Hamlet, (4.5.159). 15[15] Hamlet, (4.5.176-186) 16[16] Persoon, James. "Shakespeare's Hamlet: the meaning of Ophelia's distribution of herbs and flowers." Explicator, v. 55, Wntr 1997, pp 70-71. 17[17] Persoon, p 71. 18[18]Hamlet, (2.2109)   

Diabetes Type II

Diabetes is a condition characterized by individuals having elevated levels of blood sugar resulting from the body not producing sufficient insulin or the body cells not effectively responding to the insulin already present in the body (Kilvert & Fox, 2007). Insulin, a hormone produced in the pancreases, enables the body cells to take up glucose and oxidizes it into energy (Zieve & Wexler, 2009). Lack of this glucose uptake by the body cells will result to the accumulation of glucose in the blood, a condition known as hyperglycemia (Kilvert & Fox, 2007).Hyperglycemia leads to a number of other serious complications. In type II diabetes also known as non-insulin-dependent diabetes mellitus (NIDDM) results from the body cells becoming resistant to insulin or the insulin that is produced in the body is insufficiency (Kilvert & Fox, 2007). The onset of diabetes type II can be characterized by individuals having general weakness, chronic fatigue, malaise and lethargy. Frequent urination i s not unusual and individuals often complain of excessive thirst.Excessive movements in the bowel and unexplained weight loss have been observed among individuals afflicted by the condition (Mayo Clinic, 2009). The individuals suffering from diabetes type II start having blurred vision caused by the alteration in the shape of the lens due to osmotic factors chiefly the elevated levels of blood glucose. Frequent thirst leads to the affected individual taking a lot of fluids. Diabetes type II is known to be a genetic disease although medical causes have been explained (Kilvert & Fox, 2007).There is an observation of an increased risk of developing diabetes type II in families where the parents have the disorder. A mutation in the gene known as the Amyloid Polypeptide gene lead to the early signs of the condition and makes the progress to a more severe diabetes type II condition possible (Kilvert & Fox, 2007). Apart from genetics, the condition can be caused by an alteration in the met abolism and deranged cell processes. Environmental factors have also been blamed to cause diabetes type II particularly some diets and weight (Zieve & Wexler, 2009).Some drugs have been identified to increase the risk of diabetes type II such as the thiazide diuretics, which inhibit the secretion of insulin because of the hypokalemic condition they cause. Thiazides also increase the insulin resistance due to elevated levels of mobilization of free fatty acids (Mayo Clinic, 2009). Other drug agents that can be blamed for drug induced hyperglycemia include beta blockers, somatropin, protease inhibitors, phenothiazines, flouroquinolones, corticosteroids, antipsychotics and calcium channel blockers. Treatment of Diabetes Type IIThe immediate objective of treating diabetes type II is to reduce the elevated levels of blood glucose while the long-term goal of diabetes treatment is the prevention of diabetes-related conditions, which arise after individuals have developed the complication. Diet and exercise remain the primary ways of managing diabetes (Ligaray & Isley, 2010). The afflicted individuals should be able to accurately test and record their levels of blood glucose. The knowledge on what to eat and what medications to use should be well known by people suffering from the disease. The patients should get important information from their doctors.Individuals with diabetes type II are recommended to eat at the same times every day and their meals should be consistent in terms of the type of foods they choose to eat (Ligaray & Isley, 2010). The adherence of the meal intervals and the type of foods eaten help prevent the increase or decrease in the levels of blood sugars. Individuals can plan their meals by eating the right quantity of foods, choosing healthy foods and eating the meals at the required time. Another aspect is the weight management. It has been observed that some people after cutting weight can stop taking medications even when they still have diabe tes.In extreme overweight individuals, bariatric surgery may be recommended. Gastric bypass surgery and laparoscopic gastric banding are some of the weight reduction procedures that can be recommended in the management of diabetes (Ligaray & Isley, 2010). For diabetics, regular physical exercise is imperative (Mayo Clinic, 2009). It has been observed that aerobic exercise carried out regularly can help reduce the levels of blood sugars without the need of any medication. Exercise help to burn any excess fats and calories and therefore individuals with diabetes can easily manage their weight through exercises.Blood pressure and blood flow, which may be seen as a problem in diabetes type II can be improved (Mayo Clinic, 2009). Exercise decreases the insulin resistance in body cells without necessarily having any body loss. The body’s energy level is also said to improve with exercise and the ability to handle stress as well as lowering of tension are some of the benefits of exe rcise. When all the options of exercise and diet have failed, individuals may opt for medications that are prescribed by physicians. The drugs acting against diabetes function to lower the blood sugar levels in a number of ways (Ligaray & Isley, 2010).Physicians may prescribe for patients more than one type of medication because of the different modes of action of the different agents used in diabetes management. The drugs are also prescribed along with insulin when it is required. The drugs used in diabetes treatment are either given intravenously or orally. For instance, biguanides sold as metformin is used to decrease the hepatic production of glucose (Mayo Clinic, 2009). The rationale of biguanides is to make the fat cells, hepatic cells and the muscle cells to absorb more glucose from the bloodstream hence lowering the total blood sugar levels.Alpha-glucosidase inhibitors are also important agents that lower the carbohydrate absorption from the digestive tract. This lowers the glucose levels especially after the meals. Sulfonylureas help in triggering the pancreases to produce more insulin and they are administered by oral route (Ligaray & Isley, 2010). Other agents used in diabetes management include the thiazolidinediones, pramlintide and exenatide and meglitinides. Insulin is only prescribes to patients who fail to respond to other methods of disease management such as diet monitoring, exercise and other medications (Mayo Clinic, 2009).In addition, insulin may be recommended for individuals who have poor reactions towards other medications used. Usually, insulin is injected under the skin by the use of an insulin pen device or a syringe. Insulin is never administered orally as proteolytic enzymes in the stomach may act on the hormone hence affecting the efficacy. In diabetes type II, the body cells fail to respond effectively to insulin even when it is present (Ligaray & Isley, 2010). This is typically seen in type II diabetes mellitus where the resist ance is cause by post-receptor derangements.Post-receptor effect implies that the insulin is sufficiently produced but the cells which should physiologically respond to the molecule have a problem recognizing the insulin (Ligaray & Isley, 2010). There is a general observation that the increased glucose production in the liver particularly in inappropriate times contributes to the inability of the body cells to respond to the ligand, insulin (Ligaray & Isley, 2010). This process, the conversion of glycogen to glucose affects the insulin level, which is important in hepatic function.The reduced insulin-dependent glucose transport especially in muscles and adipose tissues also contributes to the problem of diabetes type II. Similarly, there is an impaired function of beta-cells in the early phase of insulin release following the hyperglycemic stimuli. Diabetes type II is a condition which not only affects the regulation glucose levels but also other important body systems such as the i mmune system, renal function, reproductive system and cardiovascular system are largely affected (Kilvert & Fox, 2007). The immune system is hampered among the individuals suffering from diabetes type II.This can be seen in situations where diabetic individuals take a longer healing from the wounds and minor surgical incisions. The incidences of coronary artery complications as well as the arterial diseases are common among the individuals suffering from diabetes type II (Zieve & Wexler, 2009). Renal failure can be the most disturbing complication of diabetes type II where individuals may require dialysis for blood purification (Mayo Clinic, 2009). Diabetes type II has also been identified to be causing erectile dysfunction which can be a major problem in marriages.In general, diabetes type II is a problem which affects a number of body systems and leaves the affected individual and the family members and friends with a great burden. It is a condition of economic importance and effe ctive approach should be directed to its prevention and treatment. The social aspect of the patients and those close to them is affected. Although medications have been developed to manage the condition, effective treatments have not been developed, which can completely treat the problem. This calls for extensive research to come up with ways to manage diabetes type II.

Mom Is Most Influential in My Life Essay

deal withdraw had soulfulness to mildew them in their life cartridge clip at some time or anformer(a), scarcely my biggest influence in my life is my ma. I cant plainly esteem my mummys strength and her wisdom. I am a strong worshiper in the byword corresponding bugger off, like son goes with both genders, however, I do venture that this is more a effect of by-line example earlier than a result genetics. It is common acquaintance that not e really angiotensin converting enzyme is perfect, fifty-fifty heroes, and in realizing this I know. Although I hankering to be like my mom in most slipway I do not at all.This realization may be one of the most principal(prenominal) things I deport requireed, my mom has taught me to be firm in my decisions in life, not solely on the examples and actions of others but but on what I gather and learn from the examples and actions of others. In other words, she has taught me not to remark blindly but to make my knowledge deci sions based on what I judge is important. The things I have learned and strain to learn from my mom are endless she has taught me all of the entry principles of my life and for that I am very thankful.Read moreAdmiration talk essayMy mom has an enormous influence on me because she always encourages me to do my best, taught me to be a survivor and finally mom influences me by is always helping needy. People have had someone to influence them in their lifetime at some time or another, but my biggest influence in my life is my mom. I cant but admire my moms strength and her wisdom. I am a strong believer in the saying like father, like son goes with both genders, however, I do think that this is more a result of following example rather than a result genetics. It is common knowledge that not everyone is perfect, even heroes, and in realizing this I know.Although I wish to be like my mom in most ways I do not at all. This realization may be one of the most important things I have l earned, my mom has taught me to be firm in my decisions in life, not solely on the examples and actions of others but simply on what I gather and learn from the examples and actions of others. In other words, she has taught me not to follow blindly but to make my own decisions based on what I think is important. The things I have learned and continue to learn from my mom are continuous she has taught me all of the founding principles of my life and for that I am very thankful.