Domestic Violence Essay Example | Topics and Well Written Essays - 750 words

Domestic Violence - Essay Example Domestic violence has ruined the peace of the society. More and more people are falling into depression and anxiety with the grief of a lost or killed child, parent, sibling or spouse. Ethical dilemma to domestic violence: The ethical dilemma to domestic violence can be understood with the help of an exemplary case study. Let’s suppose that a woman who mothers three children gets hurt by her husband. She approaches a counselor who has newly started his career. The woman tells the counselor that she is physically abused by her husband. The counselor advises the woman to seek divorce and take her kids with her away from the husband. But the woman can not do that as she is afraid her husband would find and kill her along with her children if she attempts escape. In such a case, the counselor feels too inexperienced to give an informed suggestion. If he tells the authorities about this, his competence as a counselor would be suspected. If he gives a decision as he considers approp riate, this might take away four lives. Thus, the counselor is put into ethical dilemma because of the domestic violence experienced by his client. Likewise, several other points can be made from the same case study. Some common forms of abuses in domestic violence: Some of the most common forms of abuses people experience in the domestic violence are physical abuse, sexual abuse, social and emotional abuse, isolation, intimidation, discrimination, racism, threat and neglect. Each of these can be further divided into many forms of violence like punching, hitting, pulling, pushing, restraining, kicking and even hugging. Potential consequences of domestic violence: Consequences of domestic violence are very alarming. It causes homelessness. In order to escape interaction with the dangerous people, people put themselves into social exclusion. Many women who are offered physical, sexual, emotional or verbal abuse by their husbands take divorce get separated from them. This not only dist orts the whole family setup but also ruins the future of the children. Dysfunctional families, broken homes, depression, social exclusion and suicide are some of the potential consequences of domestic violence (Schweitzer, 2011). My stance on domestic violence and the basis for that: I hate domestic violence. I believe that domestic violence ruins the whole society by distorting the family system. I believe that in order to make a healthy society, people need to live in a strong family system. Almost all religions require their followers to live in nuclear family system. In a nuclear family system, everybody has well defined roles and responsibilities. A father earns bread for the family, while a mother nurtures the children. The children are perfectly brought up with the mutual efforts of both the mother and the father. The broken families harm the psychology of the children along with the separating partners, and they are not able to play a constructive role in the society. Applic ations that can be made to me professionally as a member of the Criminal Justice System: As a member of the Criminal Justice System, I can receive applications to make rational decisions and formulate policies that would address the individualistic concerns of the victims. â€Å"Professionals in criminal justice are called upon to enforce laws and also to implement policies. Policies can be formal or informal.† (Pollock, 2010, p. 154). Formal policies are formulated by the government’

Exam 3 Essay Example | Topics and Well Written Essays - 750 words

Exam 3 - Essay Example In the science of linguistics there are hundreds of commonly used terms and abbreviations that help linguists to simply analysis of language. The most fundamental task when looking at the diagram is to define the terms and abbreviations contained in the diagram, logically starting at the top left position and moving to the bottom right along with the flow of the arrows (another communication tool). This will assist the non-linguist onlooker, who can then drawn on his own background—as well as the help given in this paper—to comprehend the meaning of linguistic terms. The most prominent term in the diagram is Lexicon. The lexicon is the vocabulary a language is made up of, which a combination of words and expressions. It is considered to be made up of lexemes, or different forms of the same word or expression (SIL International, 2011). An example would be â€Å"run, runs, ran and running,† a single lexeme. ... The abbreviation LF in linguistics stands for â€Å"logical form† and the abbreviation PF stands for the â€Å"phonetic form†, both of which are listed on the same level indicating that they are semantically equivalent (Freely, 2009). The phonetic form is shown to give rise to the phonetic output, of the literal words communicated, while the logical form gives rise to the linguistic meaning, which relies much more on the background of the speaker as shown by the additional arrows connecting extralinguistic knowledge with the final utterance meaning. The utterance meaning may be understood by the non-linguist, as in the case of the friend given in the exam problem, to be the meaning of a word or phrase. By defining the abbreviations terms given in the diagram, one could explain to a non-linguistic, such as the friend in the problem, that the diagram ultimately represents a way to understand word of phrase meaning in a logical and scientific fashion. In linguistics there are many forms of diagrams. The form demonstrated in this diagram is a flow chart. It is read from top to bottom, and from left to right, which is the standard in western cultures. Because the diagram subject is United States English, this form is the most logical, implying that most people that are to use the chart are also from western societies. If the diagram was aimed at eastern cultures, for instance Chinese or Japanese readers, a right to left orientation would be more appropriate. In the diagram, lexicon is given the highest priority by its placement at the top left. The secondary category defines the language type, US English, which also has the implications that many other languages exist and may be treated by similar diagrams. The child of the language

Youth Culture Case Study & Play as the Childs Work Essay Example for Free

Youth Culture Case Study Play as the Childs Work Essay Almost every era has seen the emergence of youth sub-cultures specific to that time and place, socio-economic factors, geographical location and ideologies. Youth sub-culture could be said to be part of the way many young people connect to and take part in society. Most youth sub-cultures share common features such as distinctive dress styles, behaviours, music, appearance as well as shared interests and beliefs but the specifics of each youth sub-culture is unique to that group of individuals, for example the difference between Punks and New Romantics. Poverty in 1960’s Kingston, Jamaica saw the emergence of the youth street culture, â€Å"Rude Boys†. The name derives from a slang word for ‘wicked’ in Jamaica, used to describe the anti-social behaviour of the individual who identified with the sub-culture. The sub-culture was often associated with violence and delinquency that was present in the aftermath of independence and lack of employment opportunities for young people. Building discontent and bitterness led to hostility and fighting as a way of expression for the rude boys. Many youth sub-cultures according to Cohen (1955), â€Å"arise when people with similar problems get together to look for solutions† (Gallacher Kehily 2013). Within the sub-culture much of the music either promoted or rejected rude boy violence and so further sub-cultures became apparent. On the one hand some recording artists tried to persuade young people to be less aggressive, such as Stranger Cole’s 1962 â€Å"Ruff and Tough† where he sings â€Å"Don’t bite the hand that feed you† versus the 1967 recording â€Å"Tougher than Tough† by the Heptones which declared â€Å"rudies dont fear, tougher than tough, rougher than rough, strong like lion, we are iron†. Lyrically the songs reflected the social conscious of the times and motivated people to take action. Rude boys have distinctive stylised features such as their appearance, indicative of the significance of fashion. Suits, thin ties and hats (taken from the movie gangster image of the time) often based on a black and white two tone design, as shown in the illustration below. The style was seen as edgy with an emphasis on masculinity – appearance was important. The predominant musical influences of the sub-culture were a mix of big band and Mento, which was a fusion of African style music played in the West Indies. This gave way later to Ska and Rocksteady, which was based on a blended form of reggae, jazz and blues. A very rhythmic music with a steady â€Å"off† beat, the characteristic dance is one of stepping whilst keeping a straight back, rocking/punching arms side to side, the origins of which come from â€Å"Rudes† stabbing a rival. This way of dancing is referred to as â€Å"skanking†an immediately identifiable part of the sub-culture. â€Å"Rude† influenced British youth culture through immigration and in terms of music and fashion, but not so much the violence associated with its early origins. Young people adopted the music and fashion style of â€Å"Rude† boys and 1970’s Britain saw a â€Å"Rude† boy’s revival with the creation of bands such as â€Å"the specials† and â€Å"the beat†. The music and fashion became the primary focus for young people belonging to this exciting, upbeat sub culture. This youth sub-culture became known as â€Å"two-tone†, named after the integrated bi-racial youth that created it. The original â€Å"rudes† youth sub-culture was symbolic of the tormented, unemployed young population of Jamaica and its emergence in multicultural Britain as a dangerous and edgy, anti-mainstream movement made it extremely exciting to young people. As Wayne Hemmingway says in the Don Letts subculture series of documentaries, it was â€Å"everything British youth culture wanted to be† (Skinhead and Rude-boy Culture, 2012). The Rude Boy culture has contributed significantly overall to popular music culture and its historical impact been celebrated as such by the media. However, back in the 1960’s the media berated the youth culture because of its association with violence and anti-social behaviour. Realisation that ska music with its fast tempo and powerful lyrics had a part to play in the aggressive identity that â€Å"Rudies† adopted, so responsibility fell on the artists to influence a more peaceful approach to the culture and with a slower tempo and more anti-violent lyrics. Nicholas Stambuli 2011, points out â€Å"As much as ska had influenced these cultures, it also had the ability to change them†. The Rude boy culture was a community based on a common interest and a source of inspiration for the oppressed – this symbolism and historical meaning has been lost in subsequent years and whilst the culture does not exist in the format I have outlined above, the music, dancing, fashion of that culture is still relevant today.

Pest Detection on Leafs Using Robot and Processing Labview

Pest Detection on Leafs Using Robot and Processing Labview ABSTRACT: Recent century is a full of technology. None field cant remain without the use of the technology. Agriculture is one of those fields. Agriculture is the backbone of India. Most of the scientists are doing research to increase the cultivate of crops. But one problem still exist which is a major concern of the cultivation of crop and that is crop pests. Due to these problems, The cultivation decreases and hence all the farmers and in turn the country suffers from lack of cultivation of crop. With the recent advancement in image processing and similar related techniques, it is possible to develop an autonomous system for pest classification. Early detection of pest or the initial presence of a bio aggressor is a key-point for crop management. If we are able to detect it at the initial stage, we can prevent pest on leaves without spreading all over the field, which reduces the loss of crop and money. In recent years, the development of the robots in agriculture has agriculture introduced. These robots should be capable of working 24 hours a day, in all weather condition. So if we use robots instead of farmers for detecting the pests on leafs efficiently, we can reduce the loss of crop and money. I. INTRODUCTION Agriculture is the backbone of India. Most  of the scientists are doing research to increase the cultivity of crops. But one problem still exist which is a major concern of the cultivation of crop and that is crop pests. Due to these problems, the cultivation decreases and hence all the farmers and in turn the country suffers from  lack of cultivation of crop. Different types of pesticides are there in market which are used to avoid the damage to fruit and vegetable, but the amount of pesticides to be used is not known due to which the cost as well as the environmental pollution gets affected. A strong demand now exists in many countries for non-chemical control methods for pests or diseases. Greenhouses are considered as biophysical systems with inputs, outputs and control process loops. Most of these control loops are automatized (e.g., climate and irrigation control). However no automatic methods are available which precisely and periodically detect the pests on plants. In fact, in production conditions, periodically observes plants and search for pests. This manual method is too time consuming. Diagnosis is most difficult task to perform manually as it is a function of a number of parameters such as environment, nutrient, organism etc. With the recent advancement in image processing and similar related techniques, it is possible to develop an autonomous system for pest classification. Early detection of pest or the initial presence of a bio aggressor is a key- point for crop management. The detection of biological objects as small as such insects (dimensions are about 2mm) is a real challenge, especially when considering greenhouses dimensions (10- 100m long). For this purpose different measures are undertaken such as manual observation of plants. This method does not give accurate measures. Hence automatic detection is very much important for ea rly detection of pests. Hence we have to detect the pest at the earlier stage not to spread all over the field. If we are able to detect it at the initial stage, we can prevent pest on leafs without spreading all over the field, which reduces the loss of crop and money.  In recent years, the development of robots in agriculture has introduced. These robots should be capable of working 24 hours a day, in all weather conditions. So if we use robots instead of farmers for detecting the pests on leafs efficiently, we can reduce the loss of crop and money. II.  LITERATURE  SURVEY Recent papers are describing to detect  mainly pests like aphids, whiteflies, thrips, etc using various approaches suggesting the various implementation ways as illustrated and discussed below. [1] Proposed a cognitive vision system that combines image processing, learning and knowledge-based techniques. They only detect mature stage of white fly and count the number of flies on single leaflet. They used 180 images as test dataset .among this images they tested 162 images and each image having 0 to 5 whitefly pest. They calculate false negative rate (FNR) and false positive rate (FPR) for test images with no whiteflies (class 1), at least one white fly (class 2) and for whole test set. [2] Extend implementation of the image processing algorithms and techniques to detect pests in controlled environment like greenhouse. Three kinds of typical features including size, morphological feature (shape of boundary), and color components were considered and investigated to identify the three kinds of adult insects, whiteflies, aphids and trips. [3] Promote early pest detection in green houses based on video analysis. Their goal was to define a decision support system which handles a video camera data. They implemented algorithms for detection of only two bioagressors name as white flies and aphids. The system was able to detect low infestation stages by detecting eggs of white flies thus analyzing behavior of white flies. [4] Proposed pest detection system including four steps name as color conversion, segmentation, reduction in noise and counting whiteflies. A distinct algorithm name as relative difference in pixel intensities (RDI) was proposed  for detecting pest named as white fly affecting various leaves. The algorithm not only works for greenhouse based crops but also agricultural based crops as well. The algorithm was tested over 100 images of white fly pest with an accuracy of 96%. [5] Proposed a new method of pest detection and positioning based on binocular stereo to get the location information of pest, which was used for guiding the robot to spray the pesticides automatically.[14] introduced contextual parameter tuning for adaptive image segmentation, that allows to efficiently tune algorithm parameters with respect to variations in leaf color and contrast. III.EXISTING  SYSTEM In earlier days in order to detect the pest  on leafs they used early pest detection in green houses based on video analysis. Their goal was to define a decision support system which handles a video camera data. They implemented algorithms for detection of only two bioagressors name as white flies and aphids. The system was able to detect low infestation stages by detecting eggs of white flies thus analyzing behavior of white flies. But this project has many limitations like it is time consuming process and also the output will not get accurately. So in order to eliminate these limitations ,we are going to proposed a system named pest detection on leafs by using robot and processing in LabVIEW. IV.PROPOSED  SYSTEM In this proposed system we are making  use of robots in order to take the live images from field section to monitoring section. The images taken by the robot processed and the type of disease is displayed accurately. By using this project we can get the output accurately and the type of disease. As we are making use of LabVIEW (Laboratory Virtual Instrumentation Engineering Workbench) software ,in this software instead of text there are making use of icons in order to create the programs. compared to the other softwares this software as many advantages like it will not show any errors at the time of executing the program, whereas other softwares even a small error is there means we will not get the output showing there is some errors, it eliminates the limitations in the existing system. Once you taken the image and create the class mentioning the type of samples in LabVIEW, definitely we will get the output mentioning the type of diseases. Workload on farmers is minimized by using these type of system. By making a track for robot it will be worked properly in slippery and unequal surfaces. If we use chain instead of wheels in the field, robot can work more effectively on unequal surface of the field. Farmers dont have to go in the field because robots do their work properly and effectively. Time consumed by the robots for detecting the pest on leafs is less than mankind, which can work efficiently. Fig 1:Block Diagram V.WORKING In block diagram we are using the web camera in order to take the live pictures from field section to the monitoring section. We are using high definition web camera model number (jil-2247).This web camera takes the images of affected leaf which are caused due to pests. Generally we prefer this type of web camera because it has high flexibly, as well the cost of this type of web camera is very less. It will send  live pictures from field section to monitoring section up to 10 meters distance. We are using wired web camera and this web camera is connected to system through USB cable. This web camera is generally monitored through the system. Next we are using Arduino UNO. The Arduino Uno is a Microcontroller board based on the ATmega328 (datasheet).it has 14 digital input/output pins(of which 6 can be used as PWM outputs),6 Analog inputs,16 MHZ crystal oscillator , a USB connection , a power jack , an ICSP header , and a reset button. In this project we are making use of only 4 digital input/output pins (i.e. pin nos 8, 9, 10, 11), 5v in and Ground pin. These 4 digital pins acts as output pins and also we are making use of 5v output pin as well as ground Pin. Remaining pins we are not using in this project. These 4pins are connected to 4 relays . Relay is nothing more than a switch. A Relay is an electromechanical switch used for one or more of the four (4) purposes 1. To turn something ON. 2. To turn something or disable something. 3. To change the polarity of a wire. 4. To increase the current supply of a wire. In this project we are using four (4) relays 1. for moving forward 2. for moving backward 3. for moving left side 4. for moving right side The main use of these four relays is to move the robot either forward, backward, left side, right side. Based on our request, the particular relay will be on and move in particular direction. These four relays are connected to the two dc motors. In order to work the dc motors we need power supply, so we are using 5v battery. Based on our request the particular relay will be on and this relay will be connected to dc motors and move in a particular direction. Lastly this dc motors are connected to the wheels to rotate. Instead of wheels we can use chains ,this chains can move in even in uneven flat surfaces. This robot take the live pictures from field section to monitoring section without the use of human effort and it will finds whether the leaf had caused marks and based on the marks it will intimate the type of disease. VI.  SOFTWARE  REQUIREMENTS The following are the software requirements used  in this project i. Virtual instrumentation ii. LabVIEW Virtualinstrumentation Virtual Instrumentation is the use of  customizable software and modular measurement hardware to create user-defined measurement systems, called virtual instruments. The concept of a synthetic instrument is a subset of the virtual instrument concept. A synthetic instrument is a kind of virtual instrument that is purely software defined. A synthetic instrument performs a specific synthesis, analysis, or measurement function on completely generic, measurement agnostic hardware. Virtual instruments can still have measurement specific hardware, and tend to emphasize modular hardware approaches that facilitate this specificity. Hardware supporting synthetic instruments is by definition not specific to the measurement, nor is it necessarily (or usually) modular. Leveraging commercially available technologies, such as the PC and the analog to digital converter, virtual instrumentation has grown significantly since its inception in the late  1970s. Additionally, software packages like National Instruments Lab VIEW and other graphical programming languages helped grow adoption by making it easier for non- programmers to develop systems. LabVIEW Lab VIEW (short for Laboratory Virtual  Instrumentation Engineering Workbench) is a platform and development environment for a visual programming language from National Instruments. Originally released for the Apple Macintosh in 1986, Lab VIEW is commonly used for data acquisition, instrument control, and industrial automation on a variety of platforms including Microsoft Windows, various flavors of  UNIX, Linux, and Mac OS. The programming language used in Lab VIEW, is a dataflow language. Execution is determined by the structure of a graphical block diagram. LabVIEW programs are called virtual instruments (VIs).Controls are inputs and indicators are outputs. Each VI contains three main parts: a. Front panel How the user interacts with the VI b. Block diagram The code that controls the program In LabVIEW, you build a user interface by using a set of tools and objects. The user interface is known as the front panel. You then add code using graphical representations of functions to control the front panel objects. The block diagram contains this code. If organized properly, the block diagram resembles a flowchart. VII.  SCHEMATIC  DIAGRAMS  IN LAB  VIEW Front  Panel: When you have created a new VI or  selected an existing VI, the Front Panel and the Block Diagram for that specific VI will appear as shown in below figure In LabVIEW, you build a user interface, or front panel, with controls and indicators. Controls are knobs, push buttons, dials, and other input devices. Indicators are graphs, LEDs, and other displays. You build the front panel with controls and indicators, which are the interactive input and output terminals of the VI, respectively. Controls are knobs, push buttons, dials, and other input devices. Indicators are graphs, LEDs, and other displays. Controls simulate instrument input devices and supply data to the block diagram of the VI. Indicators simulate instrument output devices and display data the block diagram acquires or generates. Fig 2: Front Panel VIII.  BLOCK  DIAGRAM After you build the user interface, you add  code using VIs and structures to control the front panel objects. The block diagram contains this code. In some ways, the block diagram resembles a flowchart. After you build the front panel, you add code using graphical representations of functions to control the front panel objects. The block diagram contains this graphical source code. Front panel objects appear as terminals, on the block diagram. Block diagram objects include terminals, subVIs, functions, constants, structures, and wires, which transfer data among other block diagram objects. It will accompany the program for the front panel which is shown in below figure Fig 3: Block Diagram IX. WORKING Vision  Acquisition In order to detect the pest in leafs, first we have to acquire the image (i.e. take the image of any one leaf in the field).for taking the image of the leafs we require one web camera. This web camera sends live picture from field section to the monitoring section. The below figure shows the image of the affected leaf which was taken from field Fig4:  Acquiring  the  image  of the  affected leaf Vision  Assistant After acquiring the image of the  affected leaf, assist the image (i.e. mentioning the type of the disease).create a class mentioning the type of disease and take the different samples of the image and store these in particular class. The below figures shows how to create a class, the samples of the different classes and also the samples of the affected leafs created in a particular in a particular class is as shown below Fig 5: a class of the affected leaf Fig 6: Samples of the affected leaf RobotControl After creating a class and storing the samples of the affected leaf in that particular class, take photo of the another leaf which was affected by same pest in another field with the help of robot by moving either forward, backward, left side, right-side in front panel. The below figures represents the field section and monitoring section, photo taken in front panel Fig 7:Image taken with the help of robot Fig 8: Monitoring section and Field section RESULTCONCLUSION By using this project we can detect the pest on affected leafs and also we can detect two or more diseases in one particular leaf. after taking the image in front panel ,it will be displayed on the screen as image is detected and the type of disease is:.the below figure represents the result of the affected leaf mentioning whether the disease is detected or not. Figure represents the image taken for the affected leaf with the help of robot and figure represents the output of the image whether the leaf is detected or not: and also the type of disease is as mentioned in the figure INPUT: Fig 9: Image taken with the help of robot OUTPUT Fig10: screenshot showing the disease of the affected leaf We are taking the image of the affected leaf with the help of web camera using robot by moving either left side, right side, backward, downward and after processing it finds whether the disease is detected, if it is detected the type of disease is displayed on the screen. CONCLUSIONFUTURESCOPE Future scope of this type of robots are  very bright because it is very useful in agriculture and reduce the workload. It reduce the time consumed in spraying the pesticide liquid and works very effectively. It will help the farmers to do work in any season and conditions. It will reduce the danger for the farmers from different breathing and physical problems. This type of robots are being used in bicontrol of avocao posttharvest diseases. This type of robots are used for managing diseases in greenhouse crops as well as many other crops. This type of robots are also used in the  fields to detect the fruit is ripen or not and also used for many other purposes REFERENCES [1]. P. Boissard, V. Martin, S. Moisan A  Cognitive Vision Approach to Early Pest Detection in Greenhouse Crops Computer and Electronics in Agriculture Journal,  62(2):83-93, April 2008. [2]. J. Cho, J. Choi Automatic identification ofwhiteflies, aphids and thrips in greenhouse based on image analysis International journal of mathematics and computers in simulation March 27,2007. [3]. Sanjay B. Patil, Dr. Shrikant K. Bodhe Leaf disease severity measurement using image Processing International Journal of Engineering and Technology Vol.3 (5),  2011, 297-301. [4]. M. T. Maliappis, K. P. Ferentinos, H. C.  Passam And A. B. Sideridis [2008] Gims: A Web based GreenhouseIntelligent Management System,World Journal of AGRICLTURAL Sciences 4(5):640-647. [5]. C. Bauch and T. Rath, Prototype of a Vision Based System for Measurements of White Fly Infestation,Institute of Horticultural and Biosystems Engineering, University of Hannover. [6]. Ganesh Bhadane, Sapana Sharma and Vijay B. Nerkar, Early Pest Identification in Agricultural Crops using Image Processing Techniques, International Journal of Electrical, Electronics and Computer Engineering 2(2): 7782(2013). [7]. Presents an automatic method for classification of the main agents that cause damages to soybean leaflets,i.e., beetles and caterpillars using SVM classifier.[12] proposed Back propagation neural network for recognition of leaves, diseases, pests.

Voiced Opinion :: essays research papers

Voiced Opinion There are several people in this plain west Texas town that are constantly turning up their noses at people who are contrasting to their high society cradle of humanity. It has gotten to where people can no longer express their individuality without having the proverbial finger shaken at them. If a person is not wearing the most elite of brands, then at best, that person will be ignored; in most cases, they will receive ridiculing looks and hatred filled words. Although these upper echelons are not necessarily of Christian faith, they carry a 'holier than thou'; attitude that portrays that they are better than everyone else. Quite a few people prefer to illustrate their individual personalities, instead of being 'just another sheep in the herd.'; They may choose to wear apparel that is, at the least, distinct from the population around them. The freethinking female may choose to embellish a long, black broomstick skirt, with her favorite Marilyn Manson T-shirt, accessorized by her over worn combat boots. She may also choose to wear darker make up to show her beauty in a gothic fashion. An open-minded male may adorn a pair of well-adapted denim jeans with holes in the knees. He might choose to wear an over-sized shirt that is garnished with the name of some eighties band that is of no importance to anyone other than himself. Unfortunately, individualists are banned from their choice of clothes in several areas of society. They are informed they can not wear their pieces of flair in malls or other public scenes because of the biased fear: if a human being looks unusual, that person is a threat to society. It is a shame that people who are so enormously creative and out going are chastise from showing themselves in genuine manner. If everyone were to share this yearning to be distinct, our terrestrial sphere would be a much more kaleidoscopic place to subside. Distinct individuals should be allowed to break out of their predetermined 'egg shell'; and should finally be able stand up for what they truly believe in.   Ã‚  Ã‚  Ã‚  Ã‚  There is one other factor that does not support freedom of expression: there are no stores that allow a person to be one's self. Several stores in the area are said to bestow such freedoms. The Attic is made to sound as if it offers the world in a breadbasket, but instead it is selling clothes that would not have gone over well, even in the 'funked out'; seventies.

Colon Cancer Essay -- Biology Biological Medical Essays

Colon Cancer Disease Name: Colon Cancer Chromosome Number: #2 Locus Designation: 2p16 In the summer of 1993 researchers discovered a gene, known as MSH2, is lacking within colon cells. The MSH2 genes main function is to detect and correct small mutations that occur during cell division. The cause of colon cancer arises when this gene does not provide this protection to colon cells. This lack of protection causes multiple mutations within the colon cells until they become cancerous. Only about 6% of all colorectal cancer is said to be hereditary. Sporadic, or non hereditary colorectal cancer, makes up the other 94%. Hereditary colorectal cancer is made up of two syndromes- HNPCC (Hereditary Non Polyposis Colorectal Cancer) and FAP (Familial Adenomatous Polyposis). HNPCC is estimated to be 5% of the total hereditary colorectal cancer. HNPCC is a autosomal dominant disease, meaning that children have a 50% chance of inheriting the genetic trait from one of the parents being autosomally dominant. The parents who are autosomal dominant have a defect in their mis- match genes which identify and repair somatic mutations in DNA during cell division. Four genes have been identified as carrying this mutation; hMSH2, hMHL1, hPMS1, and hPMS2. ( h standing for hereditary) FAP constitutes only about 0.5 % of all hereditary colorectal cancer. It is also an autosomal dominant disease. Patients with FAP have a 100% risk of getting colorectal cancer, but it can be avoided. FAP is caused by a mutation in the APC gene on chromosome 5. The APC gene is able to be detected by a blood test. A study done in 1994 revealed that since the time the APC gene was identified 100 different mutations leading to st... ...er, making it the third leading cancer caused death rate. The main objective of doctors who deal with patients with colorectal cancer is not to cure, but actually to reduce mortality. With recent advancements research are finding new links to the effects of colorectal cancer genetically and physically. Works Cited: Caspari, Reiner. 3/12/94. Familial Adenomatous Polyposis: Mutations at Codon 1309 and Early Onset of Colon Cancer. Lancet. Vol 343, pg. 629. Key, Sandra W. and Marble, Michelle, 11/23/98, Study Finds Gene Marker Could Predict Colon Cancer. Cancer Weekly Plus, pg. 14, 2/3p. Goldinger, Michael. Colorectal Cancer- An Overview. The Colorectal Cancer Home page. Hochhauser, Daniel. 4/19/97, Colon Cancer Genotypes Change in Two Ways. Lancet, Vol. 349, pg. 1151. Newsweek, 12/13/93. Finding the Colon Cancer Gene. Vol. 122, pg. 72. Colon Cancer Essay -- Biology Biological Medical Essays Colon Cancer Disease Name: Colon Cancer Chromosome Number: #2 Locus Designation: 2p16 In the summer of 1993 researchers discovered a gene, known as MSH2, is lacking within colon cells. The MSH2 genes main function is to detect and correct small mutations that occur during cell division. The cause of colon cancer arises when this gene does not provide this protection to colon cells. This lack of protection causes multiple mutations within the colon cells until they become cancerous. Only about 6% of all colorectal cancer is said to be hereditary. Sporadic, or non hereditary colorectal cancer, makes up the other 94%. Hereditary colorectal cancer is made up of two syndromes- HNPCC (Hereditary Non Polyposis Colorectal Cancer) and FAP (Familial Adenomatous Polyposis). HNPCC is estimated to be 5% of the total hereditary colorectal cancer. HNPCC is a autosomal dominant disease, meaning that children have a 50% chance of inheriting the genetic trait from one of the parents being autosomally dominant. The parents who are autosomal dominant have a defect in their mis- match genes which identify and repair somatic mutations in DNA during cell division. Four genes have been identified as carrying this mutation; hMSH2, hMHL1, hPMS1, and hPMS2. ( h standing for hereditary) FAP constitutes only about 0.5 % of all hereditary colorectal cancer. It is also an autosomal dominant disease. Patients with FAP have a 100% risk of getting colorectal cancer, but it can be avoided. FAP is caused by a mutation in the APC gene on chromosome 5. The APC gene is able to be detected by a blood test. A study done in 1994 revealed that since the time the APC gene was identified 100 different mutations leading to st... ...er, making it the third leading cancer caused death rate. The main objective of doctors who deal with patients with colorectal cancer is not to cure, but actually to reduce mortality. With recent advancements research are finding new links to the effects of colorectal cancer genetically and physically. Works Cited: Caspari, Reiner. 3/12/94. Familial Adenomatous Polyposis: Mutations at Codon 1309 and Early Onset of Colon Cancer. Lancet. Vol 343, pg. 629. Key, Sandra W. and Marble, Michelle, 11/23/98, Study Finds Gene Marker Could Predict Colon Cancer. Cancer Weekly Plus, pg. 14, 2/3p. Goldinger, Michael. Colorectal Cancer- An Overview. The Colorectal Cancer Home page. Hochhauser, Daniel. 4/19/97, Colon Cancer Genotypes Change in Two Ways. Lancet, Vol. 349, pg. 1151. Newsweek, 12/13/93. Finding the Colon Cancer Gene. Vol. 122, pg. 72.

Early Childhood Curriculum Essay

Introduction: Early Childhood is an important stage of children’s life. By interacting with people around (each other and the adults), children explore and make sense of the world around them. A successful early childhood curriculum should fulfill children’s need to give children rich experience at the most important developmental stage of their lives. This paper will critically discuss, compare and contrast High/Scope, Reggio Emilia to Te Whariki, at the end of this paper the author will talk about own philosophy of early childhood education. Hi/Scope Curriculum was developed in US in 1962 in Michcigan, this programme was designed for at risk children from low income families. There were significant issues for thildren from lower class society and especially African-American children which were shown to be low achievers and low IQ scores comparing with the same-age children in the other area at this time. In 1962 David Weikart of Ypsilanti, Michigan, became distressed at the inability of the local school system to produce literate, functional adults (Holt, 2007). As an experienced teacher, Weikart took a hard look at best practice and current educational theories. He wanted to discover a preschool curriculum that would generate better academic outcomes in later years and equip children to deal successfully with life as adults. With colleagues, Weikart initiated an experimental preschool programme, comparing the progress of his children with a control group of the same age kept at home. Thus the construction of the framework known as the High/Scope approach began. The main features of the program was regular visiting home bade by teachers, during which teachers shared information about children’s learning and development, children’s interesting was informed teacher by parents. This programme was implemented within a number of countries based on the model (Holt, 2007). The deprived neighbourhoods of Ypsilanti started to see a positive turn in children’s academic success, and the High/Scope approach spread. The success of Weikart’s approach was borne out by statistics gathered as the years went by: his High/Scope students achieved better job retention, higher earnings, lower arrest rates, and less dependency on social services. The High/Scope philosophy is based on the work of Jean Piaget, Piage suggests that â€Å"When the active school requires that student’s efforts come from the student himself instead of being imposed, and that his intelligence undertakes authentic work instead of accepting predigested knowledge from outside, it is simply asking that laws of all intelligence be respected† (cited in Dunlap, 1997, p. 56) Piaget used the term â€Å"active school† to refer to a child being involved in active exploration of and ecperimentation with the environment rather than the child passively listening to a teacher provide instruction. High/Scope focuses on the importantance of active learning (Dunlap, 1997). The HighScope Curriculum emphasizes active participatory learning. Active learning means students have direct, hands-on experiences with people, objects, events, and ideas. Children’s interests and choices are at the heart of the HighScope programs. Children are active learners, they learn best through the experiences that they gained from the world around them and their own discoveries (Holt, 2007). They construct their own knowledge through interactions with the world and the people around them. In active learning settings, adults expand children’s thinking with diverse materials and nurturing interactions environment. The Wheel of Active Learning High/Scope is often pictured as a ‘wheel’ rotating on the ‘hub’ of active learning—learning through hands-on involvement with people, materials, events, and ideas. High/Scope’s wheel of active learning has four ‘spokes’: Adult/Child Interaction, Learning Environment, Daily Routine, and Assessment. Adult/Child Interaction means that shared control between adults and children is central to the High/Scope Curriculum. In addition to sharing control, adults in a High/Scope classroom participate in children’s play, conversa as partners with them, focus on children’s strengths and offer them support, and encourage children’s problem solving. Lists of recommended ‘key experiences’ (58 of them) have been compiled and incorporated into the High/Scope curriculum, to further children’s mental, physical, social and emotional development. These key experiences fall into ten categories: creative representation, language and literacy, initiative and social relations, movement, music, classification, seriation, number, space, and time. Learning Experience/environment is about how High/Scope settings set out their rooms to support children’s choices and interest. In High/Scope settings, a well-defined interest areas that typically include a home area, art area, block area, toy area, and other areas that reflect the children’s interests. High/Scope classrooms follow a predictable sequence of events called the Daily Routine. The daily routine in a High/Scope classroom includes plan-do-review, small and large group time, outside time, transition times, and eating and resting times. Plan-do-review is a key component of High/Scope approach, children first plan what materials they want to work with, what they want to do and whom they want do it with. Once they have made a plan they can go and do it. Then, after this chosen work -time, the children discuss what they did and whether it was the same as or different from what they had planned. Another key element of High/Scope is Assessment. In High/Scope settings, teachers assess children’s development with comprehensive observations, they record daily anecdotes describing what children do and says. Teachers review these anecdotes and rate each child using an assessment tool that is organized into six areas of development several times a year. These scores will help the teachers design developmentally appropriate learning opportunities and can be used to explain children’s progress during conferences (Holt, 2007) Holt stressed that there are five basic ingredients of High/Scope approch: a variety of interesting Materials; the opportunity to explore and work with materials-Manipulation; the opportunity to choose materials and decide how to use them- Choice; children talk about their experiences and learning-Language; Support for adult. (Holt, 2007, p,13) Roopnarine and Johnson argued that teachers new to the High/Scope curriculum sometimes confusing about their roles. They should see themselves as actively observers and setting up problem solving situations for children (Roopnarine and Johnson, 2003). Generally, Sheinehart described the Validity of the High/Scope Reschool Education Model as: â€Å"The High/Scope model of preschool education is an open framework of educational ideas and practices based on the natural development of young children, developed by David Weikart and his colleagues in the 1960s. Based on the child development ideas of Jean Piaget, the High/Scope preschool model views children as active learners, who learn best from activities that they themselves plan, carry out, and reflect upon. Adults arrange interest areas in the learning environment; maintain a daily routine that permits children to learn actively; and join in children’s activities, asking questions that extend children’s plans and help them think through what they do. They encourage children to engage in a variety of key experiences that contribute to their own development. † (Sheinehart, 2003). Comparing with Te Whariki (the National Curriculum Framework for Early Childhood of New Zealand), Te Whariki is adopted Vygotsky’s sociolcultural approach, it is a bicultural document, which is written in both English and Maori. â€Å"The developers of Te Whariki developed a framework that has implemented a bicultural perspective, an anti-racist approach and reciprocal relationships with the Maori Community in New Zealand†(Soler &Miller, 2003, p,62) Reggio Emilia is a small town of about 130,000 people in Northern Italy. The approach was developed at the end of World War Two by the local community. Since then, â€Å"the city of Reggio Emilia has been developing an educational system for young children through the collaborative efforts of parents, teachers, and the general community, under the guiding influence of Loris Malaguzzi† (Hewett, 2001, p,95). In 1991, Newsweek magazine noted that in Reggio Emilia, there are 33 infant/toddler schools and preschools of the system were among the ten best school systems in the world. Over the last 35 years, a process of collaborative examination and snalysis of teaching and learning about children were carried out by the teachers in the Reggio Emilia schools. This examination and analysis has broadened constructivist theory, and the results have been demonstrated to experts in education. (Klein, 2007) So far, â€Å"the schools in Regil Emilia have grown out of a culture that values children, out of the intense commitment of group of parents, out of the leadership of a visionary man† (Neugebauer, 1994, p,67). The key elements of Reggio Emilia approach include: Child as active leaner; Environment as the third teacher; three parties (children, parents and teachers) collaborating in children’s learning; Making learning visible. Regio Emilia approach requires children to be seen as competent, resourceful, curious, imaginative, innovative and possessing a desire to interact and communicate with others. The role of collaboration among children, teachers and parent, the co-construction of knowledge, the interdependence of individual and social learning and the role of culture in understanding this interdependence. (Baji Rankin, 2004). The approach is based on work of Dewey, Paiget & Vygotsky, these multiple influences led Reggio Emilia approach see children as active and competent learner. (klein, 2007) Although the approach draws many ideas and theories of the great thinkers, â€Å"the fundamental philosophy serving to guide this approach is much more than an eclectic mix of theories† (Hewett, 2001, p. 99). Cooperation and collaboration are terms that stress the value of revisiting social learning. First of all, in term of cooperation, children must become member of a community that is working together, once there is a foundation of trust between the children and adults, collaboration start. An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. (Klein, 2007). â€Å"Documentation† is one of the special features of the Reggio Emilia approach, it uses the environment to explain the history of projects and the school coommunity. It serves many pruposes but the most important is used as a research tool for studing children’s learning porcesses. According to Hong (1998) : â€Å"Documentation is about what children are doing, learning and grasping and the product of documentation is a reflection of interactions between teachers and children and among children. Because it is done on a daily basis, is a medium through which teachers discuss curriculum, keep it fluid and emergent, and develop a rational for its course. It provids a growing theory for daily practice† (p, 51) One of  the highlights of Reggio Emilia is the complex long term exploratio of the porjects. The projects of Reggio Emilia always involves in everyday subjects rather than remote or academic ones, such as: weather, rainbows, sunlight, city life, etc and it always be long term projects. In a Reggio Emilia setting, it always includes an art studio and mini-art corners adjoining the individual classrooms. An professional artist is a standard member of staff, complementing the work of teachers by helping children communicate in their ‘hundred languages,’as Malaguzzi referred to children’s many ways of expressing themselves. The Reggio teacher plays a role of artful balacing between engagement and attention (Edwards, 1998). Classroom teachers work in pairs, organize environments rich in possibilites and provocations that invite the children to undertake extended exploration and problem solving. Teachers also are as documenters for the children, help them trace and revist their words and actions to make the learning visible. They provide instruction in tool and material use for children, help find materials and resources, and scaffold children’s learning. The Reggio Emilia teachers are unique because they offer themselves to the process of co-construction of knowledge, they release the traditional roles of the teachers and open doors to new possibilities. The teacher start with the use of the children’s own theories, promote disequlibrium, and help children to think about their thinking to facilitate new learning (Klein, 2007). Different than High/Scope, the environment of Reggio Emilia set up as a â€Å"third teacher†, it is believed beauty helps with concentration, the setting of Reggio Emila always very attractive and pleasing. Different with the other early childhood setting, the layout of typical school set up like the traditional Italian town square with a central, indoor piazza, kitchen and the courtyard. The layout of the setting encourages encounters communication and relationships. (Thornton and Brunton, 2007) The educators of Reggio Emilia view the school as a living organism which sharing relationships among the children, the teachers and the parents. The school produces for the adults, but above all for the children, a feeling of belonging in a world that is alive welcoming and authentic (Malaguzzi, 1994, p. 58). One of the criticisms of the Reggio Emilia approach is that it has been in the absence of a written curriculum and it is a lack of accountability to the wider society. (Soler and Miller, 2003) Any early childhood setting want to apply Reggio Emilia approach to one’s own practice must be careful with the different cultural background. As Hewett stressed that â€Å"Reggio Emilia approach is strongly influenced by a unique image of the child and deeply embedded within the surrounding culture† (2001, p. 99) The Reggio Emilia approach can not be simply coped, it must be carefully uncovered and redefined according to one’s own culture. Similar as Te Whariki, Reggio Emilia is based upon sociocultural principles and emphasizes a child (learner)- centered practice to teaching and learning. The difference between Te Whariki and Reggio Emilia is that Reggio Emilia is not a compromise between the demands of a National Curriculum. The educator of Reggio Emilia do not follow any predetermined national framework, so the Reggio Emilia is always referred to as an ‘approach’ or ‘educational system’ not as a ‘curriculum’ (Soler and Miller, 2003). Early Childhood is an important stage in children’s lives when they find out about and make sense of their surroundings by interacting with others. An ideal curriculum should highlight this tremendous capacity that children have to learn and develop, and the importance of everyone working together to give children rich experiences in these early years. As an early childhood educator, the author has been working in different early childhood settings. The approaches that the setting applied include Montessori, High/Scope and play based. In author’s opinion, the curriculum play the important role of early childhood education, teacher’s role of implementing the curriculum to the daily practical work is more important. Conclusion: Early childhood is the most important time of great opportunity for children’s learning and development. The early childhood curriculum should provide children enjoyable and challenging learn experiences so that children can grow and develop as competent and confident learners. In this paper, the philosophy, features and development of High/Scope and Reggio Emilia approach have been discussed. Meanwhile, the author compares these two curriculums with Te Whariki and talk about the philosophy of early childhood education as well. Reference list Edwards, C. , Gandini, L. , & Forman, G. (1998). The Hundred Languages of Children: The Reggio Emilia approach—advanced reflections. New Jersey: Ablex Publishing Corporation. Hewett, V. M. (2001) Examining the Reggio Emilia Approach to Early Childhood Education. Early Childhood Education Journal, 29(2), 95-100. Holt, N. (2007). Bringing the high/scope approach to your early years practice. Oxon,UK: Routledge. Klein, A. S. (2007). Different Approaches to Teaching: Comparing Three Preschool Programs. Available From: http://www. earlychildhoodnews. com/earlychildhood/article_print. aspx? ArticleId=367 [Accessed 17 February] Neugebauer, B. (1994). Unpacking My Question and Images: Personal Reflections of Reggio Emilia. Child Care Information Exchange, 3, 67-70. Newsweek (1991, Dec. 2). The 10 Best Schools in the World, and what we can learn from them. 51-64. Schweinhart, L. J. (2005). The High/Scope Perry Preschool Study Through Age 40. Ypsilanti, US: High/Scope Press. Soler, J. , & Miller, L. (2003). The Struggle for Early Childhood Curricula: a comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education, 11(1), 57-67. Thornton, L. & Brunton, P. (2005). Understanding the Reggio approach: Reflections on the early childhood experience of Reggio Emilia. London, UK: David Fulton.