Death Ceremonies in Luhya Tribe

Death Ceremonies in Luhya Tribe Introduction Scientifically, death refers to a point in which biological functions of a once living organism become terminated. It could simply be referred to as a cessation of living of a certain biological being, in this case, a human being. The word itself has its origin from the Old English language.Advertising We will write a custom research paper sample on Death Ceremonies in Luhya Tribe specifically for you for only $16.05 $11/page Learn More Further, it comes from a reconstruction of analysis by etymology of the dauthaz of a Proto-Germanic origin. All living things, inclusive of human beings, have to succumb to death. In humans, however, there seems to be various causes other than the normal biological aging or the so-called senescence in the technical term. The latter is mostly common in wild animals. Nowadays, human beings do succumb to their inevitable end from such causes as suicide, homicide, war, accidents and malnutrition. There is also the un common predation by other living organisms or other human beings who are crazy enough to prey on fellow human beings (GrowthHouse, 2005). Therefore, no matter how lucky a person can get to survive the many years on this earth; eventually the person succumbs to old age and goes to an unknown afterlife, if at all it exists. However, it is intriguing to note that the proper declaration of whether a person is still alive or dead gets a bit complicated because of some medical reason. A person, declared to be clinically dead, might legally be alive. On the other hand, a person might be pronounced legally dead from the fact that the person is brain dead even if the victims’ lungs are still working. Such a person on the contrary is still clinically alive. Unfortunately, however, the law is just the way it is and so we have no choice but to take the legal option in such matters. This, therefore, just shows the paradox surrounding this issue (Ashkenazi, 1988). The Luhya Away from all t he medical and legal terminology to a certain tribe in the Western part of the Republic of Kenya. This tribe is called the Luhya tribe and is one of the 42 tribes of the Republic of Kenya. This Bantu tribe is believed to have migrated from the now Egypt and most of its cultural practices are shared amongst its 18 sub tribes including some of the Bantus’. Death According to the Luhya Despite the early introduction of the Christian religion in the early 1902, most Luhya families especially in the rural parts of Kenya still practice their traditional death ceremonies. This has lead to most of the tribes mixing the Christian religion with their traditional practices thus leading to syncretism (Ayot, 1996). This phenomenon has lead to a continually weakening of the Christian faith.Advertising Looking for research paper on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Superstitions Surrounding Death The Luhya have v arious superstitions with regard to death. This is from their profound believe that an outcome of something or just an undertaking that is very important and which might happen in a future that is not so far could be easily told through various portents or omens. One of the most common presages in this tribe includes the sighting of an antelope. This to the Luhya people implies that the person will be very lucky on his or her journey. Unfortunately however should one sight a night owl while on a journey, then that is a signal of a looming death in the family. This harmful omen has to driven away therefore by use of a firebrand. On the same note, should an owl be heard near ones homestead, it would as well be a signal of a looming death in that homestead and therefore a firebrand has to be again used to drive the owl away. This seems to be the only sure way of averting the death in that family. Other superstitions regarding death in this tribe include a belief that if an excessively crying child without any probable cause is an expression of a looming death to the parents. On the other hand, a woman climbing the roof of a hut is taken to imply that she has a desire to kill her husband. Other superstitions that are more common even in many cultures across the world are trying as much as possible to avoid mentioning death to a severely sick person. Even if the person seems to eventually die given a short time, the Luhya customs strictly prohibit any person from making utterances that might seem to be implying that the said person will die. Death Ceremony In the Luhya tribe, there was always enough time that was devoted towards taking care of the sick and in the unfortunate event of occurrence of a death, they always had enough time to bury their dead. Occurrence of death in a family was always followed by a ceremony to remember the departed person. The great ceremony that was usually performed in the home of a deceased person used to take up to 40 days. This is b ecause this tribe always did hold funerals with lots of high regards. To the tribe, their belief in spirits and animisms led to them trying to their level best to please the spirits of their ancestors. This is clearly from the fact that a departed person has automatically joined the ancestral world and the Luhya tribe really fears displeasing their ancestors. During the death ceremony or the mourning period of 40 days, sacrifices would often be made to please the spirits. Although due to influence from other cultures and general change in cultural practices these sacrifices are still made even though the ceremony takes only one week nowadays. Some other practices like uprooting of a big tree so as to bury an influential man in the society are rarely practiced now days.Advertising We will write a custom research paper sample on Death Ceremonies in Luhya Tribe specifically for you for only $16.05 $11/page Learn More However, the one thing that is still largel y practiced despite the high presence of Christianity is the burring of the dead either on their sides while facing east where the sun rises or seated upright. Additionally, the grave has to be always 3 -4 feet deep. All these practices are done with one aim of making sure that the ancestors and the departed spirit is well pleased. Another tradition that is still in practice is the thrusting of a spear on the grave of a person who was a warrior in the society. Nowadays however, this honor is given to any person in the society that was fighting in any way for example through political means for the rights of the Luhya people. Rituals Surrounding the Death It is mandatory that a bull is slaughtered during the Luhya funeral ceremony. Along with it, several chickens are usually slaughtered to feed the mourners. Some pieces of the meat from the bull would then get roasted in a ceremony to please the ancestors and the departed spirit. In this ceremony, only the elderly in the family and t he clan that forms that sub tribe of the Luhya would partake of the meal. Children and women would not be allowed to eat the roasted meat or in more know terms the barbecue. It is also customary that if death has occurred in a certain Luhya family, then all the immediate members in that family have a clean shave. The shaving of the hair can be extended to the extended family if at all they live next to each other. This is because in most cases, the cousins would rarely consider themselves as cousins but would most likely consider themselves as brothers and sister. In that sense, extend families that tend to live next to each other would eventually start functioning as one family with any elder ,member in that family being the head of that family. If the dead individual happens to be a man past 18 years of age and had not yet been married, the Luhya believe that the dead person has to be punished for not making enough efforts towards ensuring the continuity of his tribe. It is almost a crime for any man as long as he has successfully passed through the circumcision ceremony to die before having furthered an offspring somewhere. This is because a clan might actually size to exist due to the death of a man in the society. The main reason is that the Luhya tribe believes that male children are the true members of the tribe and not women. As a matter of fact after a lady has been married of to another tribe she automatically seizes to be a member of the Luhya tribe.Advertising Looking for research paper on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore dire consequences which involve the piecing of the scrotal suck of a man are performed prior to his burial if he died before producing any known offspring. This procedure is performed one night prior to his burial. Again this is performed so as to ensure a reduction of anger carried by the ancestors on the failure of one of their descent (Were, 1967). The Bonfire During the whole mourning period especially before the burial of a deceased person, a bonfire is usually light. 2 days prior to the burial of a deceased person especially if the person was fully grown and was capable of making his or her own decisions, some matters relating to debts that a deceased person had are discussed. At the bonfire, it is agreed on who is to pay for any debts that the deceased was holding prior to their dead. Additionally, if someone owed the dead person that is usually the best time to let the people know especially the next of kin. This is because the Luhya tradition forbids that one shou ld complain of debt that a deceased person had after the person has been buried. Of course with most people opting to write their wills, this practice is has greatly diminished. Instead, the bonfire is only used to keep the mourners warm at night during the mourning period. Effect of the Changing Times With most of the Luhya population having moved to larger cities of Nairobi, Mombasa and other great cities across East Africa and the world over, the 1 week ceremony has become unpractical let alone the 40 days ceremony. Therefore especially due to the related pressures of working and other commitments in life, these burial ceremonies would always take 1 week unless if the deceased was very influential in the society for example the death of the form Vice President of the Republic of Kenya, the Late Kijana Wamalwa. Most of the Luhya’s living far away would only attend the official burial day and again return to commemorate the 40th day after the burial ceremony. Another effect of the changing times is the fact that the Luhya tribe initially rarely talked of harmful acts that had been done by the dead. However nowadays, they are more open to clearly lay out the life of a departed person with few exaggerations. Conclusion Clearly, from the various superstitions and myths present in this tribe, the Luhya people, just like any other person out there, dread death. This tribe believes that death is as a result of displeasing the ancestors or having come in contact with harmful omens. On the contrary, death is inevitable to each and every human being. It ought to be embraced if it comes along. Human beings are probably the only animals who are nowadays in a position to have some form of understanding towards the mortal nature of life. Therefore, we humans ought to have an understanding that as much as we all have wishes as to where we are going after death, no one knows for sure. However, one way or another we will all be dead one day (Nuland, 1994). Therefore, death, as much as it impacts on the loved ones left behind, ought not to be such a vital issue. Rather, it should be embraced as an essential passage of each and every one of us (Lienhard, 1997). Some unnecessary superstitious measures ought to be scraped off. This is because if each one knows the principal causes of death, and if one successfully manages to beat all those famous causes, then old age is always there to provide the last straw. Ashkenazi, Allan. Death Receptors: Signaling And Modulation. Science, 281(1988), 12-23. Ayot, Henry. The Luhya of Kenya. August 1996. Web. GrowthHouse. Handbook for Mortals : How We Die -Then And Now. 2003. Web. Lienhard, John. How we Die. 1997. Web. Nuland, Sherwin. How we die: Reflections on Life’s Final Chapter. London: Alfred Knopf Inc., 1994. Were, Gideon. A History of the Abaluyia of Western Kenya. Nairobi: East African Publishing House, 1967.

Verb Agreement

7 Classes of Noun/Verb Agreement 7 Classes of Noun/Verb Agreement 7 Classes of Noun/Verb Agreement By Mark Nichol Below youll find seven classes of noun/verb agreement you need to understand. 1. Indefinite Pronouns Most indefinite pronouns correspond to singular verbs: â€Å"Someone has left her plate on the table.† â€Å"Everybody is entitled to his or her opinion.† â€Å"Each boy is responsible for his actions.† To confirm, test for the proper verb form by writing a simple sentence in which is follows the pertinent pronoun: â€Å"Someone is missing† (not â€Å"Someone are missing†). The proper verb form for some indefinite pronouns depends on the reference: â€Å"All of the soup is gone. (Soup is a single entity.) â€Å"Some of the comments are favorable. (The comments are counted as separate entities.) The indefinite pronoun none can be singular or plural depending on the context: â€Å"None of the jewels are missing.† (None of the components of the whole entity in question are missing.) â€Å"None of the jewelry is missing.† (Not one part of the whole entity is missing.) 2. Conjunctive Phrases The simple conjunction and cannot necessarily be replaced by such phrases as â€Å"along with,† â€Å"as well as,† and â€Å"together with†: â€Å"The doe along with its fawns is resting in the meadow.† (This sentence is correct, however, if â€Å"along with its fawns† is inserted into the sentence â€Å"The doe is resting in the meadow,† which requires bracketing commas. The same is true of the other phrases.) 3. â€Å"Either/Or† and â€Å"Neither/Nor† Neither and either refer to two compared or associated objects as individual entities and are therefore usually employed with singular verbs: â€Å"Neither she nor I are ready for that.† â€Å"Either option will work for me.† Informally, however, an exception is made in such constructions as â€Å"Are either of you ready?† In â€Å"either/or† and â€Å"neither/nor† constructions with a mixture of singular and plural nouns, the verb form is determined by whether the closest noun is singular or plural: â€Å"Either the captain or one of the lieutenants are leading the patrol.† â€Å"Neither the students nor the teacher remembers hearing anything.† However, because the plural noun and the singular verb still clash in the second sentence despite their lack of proximity, it is advisable to construct the sentence so that the singular pronoun precedes the plural one: â€Å"Neither the teacher nor the students remember hearing anything.† 4. Positive and Negative Subjects in Combination A subject consisting of positive and negative sentiments that differ in singular and plural form should be followed by a verb that corresponds with the positive element: â€Å"The delivery of the speech, not its contents, is the issue.† As with â€Å"either/or† and â€Å"neither/nor† constructions, perhaps it is best to rearrange the sentence so that the singular noun is in proximity with the verb: â€Å"It is not the contents of the speech, but its delivery, that is at issue.† 5. Expletives In sentences beginning with such expletives as here and there, the actual subject, which follows the verb, determines the verb form: â€Å"There is a word for that.† â€Å"Here are several choices.† 6. Plural Nouns for Single Objects Plural nouns that name single objects, such as scissors and pants, are matched with plural verbs unless the phrase â€Å"pair of† precedes the noun; in that case, pair is the subject: â€Å"Scissors are dangerous.† â€Å"A pair of scissors is required for this activity.† Some other nouns ending in s are also singular in meaning: â€Å"The mumps is a disease you don’t hear much about anymore.† Meanwhile, others stand for a single thing but call for a plural verb: â€Å"Thanks are in order.† 7. Fractional Phrases Phrases referring to a mathematical portion may, depending on the context, be singular or plural: â€Å"A small percentage of the employees are opposed.† â€Å"A large percentage of the cargo was damaged.† â€Å"Three-fourths of the land is forested.† â€Å"One-third of the trees are oaks.† Numbers expressed as part of a mathematical operation are linked with a plural verb, but the outcome of a computation is expressed as a single entity: â€Å"Ten and six are added together to equal sixteen.† â€Å"Ten minus six is four.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:The Letter "Z" Will Be Removed from the English AlphabetWhen Is a Question Not a Question?

Human genetic disorders can arise as a consequence of mutations in Essay

Human genetic disorders can arise as a consequence of mutations in either nuclear or mitochondrial genomes. Using specific examp - Essay Example These are called so because they carry genes for the determination of the sex of the newborn and they are also of two types i.e. X & Y chromosomes where X is for female and Y for Male. The chromosomes are mainly classified either on the basis of their banding or on the basis of the position of the centromere i.e. the central point of every chromosome. The basic constitutive component of these DNA molecules, euchromatin and heterochromatin is the main factor on which the DNA on all these chromosomes differ from each other. Still, on some of the chromosomes e.g. 1, 9 and 16 show heterochromatin in their centromere region where as Chromosome Y is also considered to contain more heterochromatin. (T. STRACHAN and A. READ, 2004,p19) Mitochondrial genes There usually are two strands in mitochondrial genome i.e. H and L strand. The H strand is supposed to encode more genes i.e. 28 out of 37 where as the L strand encodes the remaining number of genes. The mitochondrial genome is not very much similar to the nuclear genome as it does not contain any introns as well as it is very much compact and tightly packed as compared to the loosely packed nuclear genome. Most of the coding sequences are separated by one or two of the non coding bases while overlapping is observed in only some of the coding sequences. In some genes post transcription introduction of of UAA codon i.e. termination codon is necessary since they lack their own termination codons. (T. STRACHAN and A. READ, 2004,p19) Figure 9.3 The organization of the human mitochondrial genome. The H strand is transcribed from two closely spaced promoter regions fl anking the tRNAPhe gene (grouped here as PH); the L strand is transcribed from the PL promoter in the opposite direction. In both cases, large primary transcripts are produced and cleaved to generate RNAs for individual genes. All genes lack introns and are closely clustered. The symbols for protein-coding genes are shown here without the prefi x MT- that signi fi es mitochondrial gene. The genes that encode subunits 6 and 8 of the ATP synthase (ATP6 and ATP8) are partly overlapping. Other polypeptide-encoding genes specify seven NADH dehydrogenase subunits (ND4L and ND1–ND6), three cytochrome c oxidase subunits (CO1–CO3), and cytochrome b (CYB). tRNA genes are represented with the name of the amino acid that they bind. The short 7S DNA strand is produced by repeat synthesis of a short segment of the H strand (see Figure 9.2). COMPARISON OF NUCLEAR AND MITOCHONDRIAL GENOME (T. STRACHAN and A. READ, 2004,p21) Single gene disorders These mainly include autosomal, X linked and Y linked. These disorders are called as Mendelian disorders as they follow the mendelian order of inheritance. Some other disorders such as Non mendelians ones are also included in the list. (AKUL MEHTA.2012) Both the sperm and the egg contribute to the formation nuclear genome in the zygote whereas the mitochondrial is supposed to take the sequence from t he egg only.(T. STRACHAN and A. READ, 2004) Autosomal dominant These disorders are usually common in the offsprings who have one of the two parents with the abnormality. These disorders are mainly caused by mutation in one of the genes only with the 50 % possibility of getting the mutated gene. The disease usually develops later in the life or it would even not appear at all as the penetrance

Bullying Essay Example | Topics and Well Written Essays - 750 words - 6

Bullying - Essay Example It is agreeable that bullying is practiced mainly in schools and over the internet and this form of harassment comes with adverse negative impact on the youths among other victims. However, the author has stated that the problem can be effectively controlled through several measures. Notably, this article is not only educational and exciting, but also comprehensive. For instance, it has discussed different forms of bullying, their causes and effects. Most of the articles addressing issues on bullying have always failed to discuss how bullying has affected students. The assertions in the article concerning bullying have also been comprehensively substantiated using clear examples. The claim that school bullying has led to enormous number of suicide incidences in United States has been substantiated by using the case of Phoebe Prince, who committed suicide as a result of school bullying. To validate the assumption that cyberbullying can lead to serious psychological and mental problems, the article has provided an example of the death of a thirteen-year-old Megan Meier that came because of a serious psychological problem. Moreover, the arguments involve more than one principle. The opinions in the article are convincing because they are explicit, logical and have been presented using a plain language. Reading through the article, there are no technical words that can cause problems to the readers. The use of technical words always affects the readability and understanding of the main ideas being presented. The clarity of the first paragraph clearly brings the message that the article is about bullying. Arguably, with the use of complex words, it would not be easy for the readers to understand the main arguments by going through the first paragraph. The article is explicit because the readers can easily recognize the

Fundamentals of Research Essay Example for Free

Fundamentals of Research Essay Research is a vital part of someone life because for the person to find information or wants to know anything he or she would need to conduct a research. People use other scientific approaches to conduct testing on data and research. The most common scientific approach people uses are scientific method because they can find the most reasonable solution to his or her testing. When working in the human services field research is one of the major tools used by case workers, managers, and counselors, and therapist. The scientific methods provide workers with enough information to make important decision on a regular base. Before human services professionals enter the field they conduct research or gathered information from his or her research so they could have information about his or her client. This type of research helps human service professional on his or her cases. The description, definition, and explanation of the scientific method on how human services professional uses research to conduct business will be present in this paper. The definition of quantitative, qualitative, and mixed method research will be presented and an example on when to apply mixed method research in human services works. The definition of the scientific method is a â€Å"general expression for the methodology of science, or systematic research approach or outlook emphasizing the use of empirical reasoning† (Rosnow, Rosenthal, 2008, pg. 1). Other books or dictionary defined scientific methods as the â€Å"principles and procedures for the systematic pursuit of knowledge involving the recognition and formulation of a problem, the collection of data through observation and experiment, and the formulation and testing of hypothesis† (Merriam-Webster Dictionary, n.d.). When people think of the word â€Å"scientific,† the first thing pop into people minds is the study of the human body, geography, chemistry, biology, or even natural sciences. In human services there is also some form of scientific method demonstrate by workers. Human services worker demonstrates social science when working with clients, organizations, business, and other professional working in the same field. Human services workers used scientific method to take survey, answer questions, and conduct assessments in human services work. The scientific method provides statistic on children and elderly abusive, domestic violence, and teenage pregnancy, just to name a few. The scientific method helps human services workers find statistic or information on why children and elderly are being neglect and abusive by family members and friends. There are so much homeless veterans on the street, or even why sex-offenders are released from prisons back into society where they could harm children again. The steps involved in the process of scientific inquiries are observation, research, testable hypothesis, experiment hypothesis, analyze results, and draw conclusions. The next few paragraphs will describe the steps in the scientific inquiry. Observation provides information base on the real-world. Human service workers use social science to work on cases in the real world. The real-world provides workers with the knowledge they need, when working in the field. The information taken from the real-world is passed on to the research stage. The research stage allows case works to understand the basic information being observed. Some case workers may end-up finding the same information other workers has found already. It is the responsibility of the case workers to continue researching the information the case worker found. This process still has unanswered questions, which makes it easier to continue the research process and investigate into the information from the observation process. The next stage becomes the most vital stage in the scientific inquiries. Next the testable hypothesis is basically the background information from the research work. In, this process case workers have an opportunity to explain the observation he or her has made and ensure accurate the testing is. Some time, the information from the research data case workers collected for the experiment might be off from the hypothesis. This type of demonstration allows case workers to gain some kind of knowledge about the areas they might need to investigate more. It does not mean the first experiment is not accurate but other testing needs to be conducted. This allows case workers to make knowledgeable experiments so he or she could find answers to the questions that were unanswered. This is how case workers conduct business in the real world-by working on finding reliable and accurate understanding of the world. The fourth stage consists of conducting an experiment to test the hypothesis. This stage allows case workers to test their hypothesis to discover if the data they collected from his or her observation, research, and testable hypothesis is accurate. The steps followed according to the formula of the data for the experiment. It is important to identify the structure of the testable hypothesis. The variable from the testable hypothesis might be off so it is important to retest the experiment. Case workers take notes to determine any finding or mistakes that might happen, it is best to document the experiment so there is no repeat of the same experiment. This process ensures the data case workers collected is reliable and consistent to his or her hypothesis. One mistake could cause the whole experiment to go wrong. If the hypothesis is not constant the conclusions case workers draw from the observations, the research collected for the experiment will not have any type of meaning to the hypothesis. The next two final stages are analyzing the data and draw the conclusions. In the analyzing stage case workers data are presented, the facts are organizes, relationships are built, and the information is calculated so it could be analyzed and interpreted. In this process case workers could take the information gathered and determine if the hypothesis could be approved, rejected, or revised. After this process human services worker could start preparing his or her report and summarizing each stage for discussion. If the report is good enough the conclusions will relates to the body of the research. The report should still have room to modify any new information needed. This opens up the door to unanswered questions and leave room for additional studies. Human Services workers use the scientific method to conduct assessment and survey on domestic violence on women and children in the community. The problem here is how to conduct the necessary assessment to determine the number of women or children who are victims of domestic violence. The hypothesis should be to use the number chart with W’s representing the number of women and C’s to determine the number of children in domestic violence. The experimentation is conducted within two facilities where women and children are held. There is four associated available to help out with the experiment. Each associated will have his or her data which will be used to answer the question. The hypothesis will be tested and if additional testing is needed it will be conducted. The case workers will have an opportunity to analyze the results of the assessment. Finally the conclusion could be executed in the proper way and everyone could agree on the findings. Qualitative research is the studies in which the raw data exist in a non-numerical form (Rosnow, Rosenthal, 2008, pg. 4). Qualitative research discusses the type of research human services workers used when working in the field on different type of psychology, social sciences, and sociology cases. Quantitative research is the studies in which the raw data exist in a numerical form (Rosnow, Rosenthal, 2008, pg. 4). Quantitative research discusses the type of assessment or survey case workers used to conduct experiment. The areas are Physics, Chemistry, and Mathematics human services used to determine the hypothesis and draw conclusion using the natural science tools. Both could be used in the human services field for example, in the number of domestics’ violence cases among women and children on the number chart. Using the qualitative research the study would be the age of the women and children. Using quantitative research on the number chart is the study of children taken out of their homes. It depends on the situation or case being studies to determine, which research between the qualitative and quantitative to use. The mixed method research is defined as the procedures for collecting both quantitative and qualitative data in a single study, and for analyzing and reporting this data based on a priority and sequence of the information (Creswell, 2008, pg. 552). The mixed method research demonstrates more of a complete indication of the study to any problems compared to either the qualitative and quantitative method. Mixed method research provides answers to questions and analysis statistic where qualitative and quantitative method cannot provide. An example of the mixed method research is the study of quantitative measurement to determine the impact of the treatment base on the outcomes. The qualitative part exactly comes before the experiment. Researchers collect the data to qualitative to determine the used of the design for the treatment being conducted. The fundamental of research is to determine if the information gathered is accurate enough to advance to the next stage. This process in human services work is vital because case workers the information gathered must be observe, research, test the hypothesis, perform the experiment hypothesis, and analyze the results, and finally draw a conclusion. The research method is beneficial to any human services workers or facility. The accuracy of the experiment must be strong enough to stand on its own for human services organizations to offer this type of services. Once the scientifically area shows improvement services will advance and goals of the human services organization and workers will be accomplished. References Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Merriam-Webster Dictionary. (n.d.). Retrieved December 23, 2012, from Scientific method: http://www.merriam-webster.com/dictionary/scientific%20method Rosnow, R. L., Rosenthal, R. (2008). Beginning behavioral research: A conceptual primer (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Descriptive Essay on Basketball Gym -- description, Observation Essay

The gym where I practice to win, the YMCA, is a place where I know who I am. It is a place I can go to escape my problems for awhile and release some stress. It is not the actual physical building, but rather the events that have occurred over the years. It is where I have formed some of the closest friendships. It is the place I have invested years of hard work for many of my accomplishments. To some it may seem odd that a place associated with sweat and physical pain can mean so much to one person. However, in my eyes it is almost like a second home. A certain familiarity has developed over time that makes it home. As I sit here, I can vividly picture myself there. I drive my car into the pot-hole filled parking lot off the main street, and park in the same spot I always have, people just seem to know that’s my spot. Walking around the back I gently push open the wooden door, which is like a barrier between two different worlds. The hot thick air quickly rushes out and escapes past my body. The familiar damp smell of sweat still inundates my nose when I walk into the ...

An exploration into play, provision and pedagogy

Greek children enjoyed making balls for pigs' bladders showing heir creativity side and Roman children liked to play with toy soldiers. They also took part In running and Jumping games and piggybacked flights. Hoops were made out of the iron frames of wheels. Depending on the society in which children live, children's play would be reflected. In the case of Greek and Roman children, physical activities took place alongside adults. During this period, play was never documented as it was not considered worthy of doing so. By the 18th Century play was valued.Rousseau believed that children should be able to roam freely and explore the outdoors ready to learn and read through play. He believed that children looked at play and work as a whole and that children should play as a right for it showed their potential. In 1998, Scratch and Spoke (2007, pap) describe two approaches to play in the 19th and 20th centuries; classical and modern dynamic. The classical theories were to explain the re ason that play existed. The reasons being: – The relaxation theory in which individuals recharge energy that they exhaust in work.Therefore play is relaxation and a source of energy before beginning work again. – The surplus energy theory, in contrast to the relaxation theory, viewed play as a means of eliminating excess energy. Play therefore was regarded as an instinctive behavior with no immediate goal. Herbert Spence's theory was heavily influenced by the work of Schaller. – Play as pre-exercise. According to this perspective play is an instinctive way of preparing children for adult life. Play experiences are similar to those they will experience as adults, and therefore children are rehearsing adult skills In their play.Gross adopted this view in the late nineteenth century, he believed play was functional and characterized by undefined activity, pleasure and dominated by process rather than reduce. He believed that experimental play developed mental skill s and self-control, and Imitative play developed Inter-personal skills. In contrast to the classical theories. The modern perspectives have a different view on the context of play. The theorists 1 OFF that Piglet believed children's knowledge was increased through engaging with the environment.He studied play primarily from a cognitive viewpoint. From Piglet's perspective, learning takes place through two processes, these being ‘assimilation' and ‘accommodation'. Assimilation is when new knowledge is accepted from the oral and accommodation is adapting this new information to make links with previously developed understanding or schemas. Piglet believed that learning is a continuing process of adaptation to the environment. Piglet viewed the child's development as leading learning, with play having a strong influence on development.Therefore play has an important educational purpose however Piglet paid less attention to the role of language in learning. McLeod (2007) sta tes that Weights believed all children's learning happened within a social context. He was a social constructivist and in his theory he placed the support of others such as adults which is well known as scaffolding. These adults are as central to developing children's understanding. Therefore, language makes a critical contribution to the development of the child's learning. The adult has a distinct role in moving children on from their present, to their potential development.In contrast to Piglet, Weights understood learning to lead development. He believed children create play that has purpose which in turn determines their affective states. Weights stated that the child's greatest achievements were possible in play because: ‘In play a child behaves ended his average age, above his daily behavior; in play it is as though he were a head taller than himself (Augusto 1978: 102). Essentially then, the child moves forward through play activity. One approach to play in which the s etting have shown some links to is Regis Emilie.This approach believes that collaboration and documentation is vital to a child's development. Regis also sees the environment as the third teacher. The settings behavior policy (2013 p. L) states that We place great emphasis on our values of mutual trust and respect for all and for the community ND environment in which we live' This can therefore link into the fact of the environment acting as a third teacher as the children are able to use the outdoors area for a number of different occasions such as learning days and playtime's.The settings play provision supports this evidence as the main form of play which is offered is free play. Free play is when a child is able to choose what activity they would like to do, how they want to do it, when to stop and start something else. Free play does not have any external goals that are set by the adults and there isn't a curriculum in which to follow. Although practitioners usually provide the space and resources for free play and might be involved, the children take the lean and the adult responds to cues from the children.The setting provide a set period of time when the children are able to access whatever resources they wish, including the outdoors, and they are able to develop their play and learning in this time, in their own way. Developing different hypothesis about life and make their own conclusions. The setting has a number of children that acquire challenging behavior and therefore, supports the theory of Surplus energy. Today it is evident that children have fewer opportunities for outdoor play. The environment for outdoor play is generally understudied and the role of the adult in this is frequently involved.In play children tend to seek out risks, because through these they develop their self-esteem these skills. Adults in the setting are now overly cautious and their fear reduce children's opportunities to set themselves challenges and take risks. Early E ducation (2012) states that ‘Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong readership between practitioners and parents and careers. ‘ It has become evident that the behavior in the children has seen to be more challenging when the weather is bad and the outdoors area is shut.Perhaps down to the fact that the children are then not able to access all areas of play in which they feel benefits them. The setting should therefore have an undercover area, or an area in which children who feel they need to work off any additional energy that they may have, can do so. This should be accessible for these children in all weather situations. If this is not available for the children to access, then it will slow down part of their development in which play helps to aid. Children are highly motivated to play, although adults' find defining and understanding children's play a challenge.All a spects of development and learning are related in play, especially their cognitive development. When children have time to play, their play grows in complexity and becomes more cognitively and socially demanding. Through free play children are able to explore different materials and discover their properties which will help them then to use heir knowledge of materials to imaginative play such as role play. During role play, children are able to express their emotions and reveal their inner feelings which is a key time for the adults to be observing the children and ways in which they handle different situations.It helps to give an insight into each child's interests. If a child is experiencing any traumatic experiences, play can help that child to deal with these in their own way which is helping them to maintain emotional balance, physical and mental health, and well-being. Free play not only lets a child to explore different activities but it also enables them to develop a sense o f who they are, their value of themselves and others. Play also helps a child's language and social development as they are learning the skills to communicate and share. Play England (2007, p. 6) state that Early pioneers in early childhood studies such as Forbore, Interiors and Steiner, who were influenced by the work of Rousseau, influenced the early year's curriculum. They all believed that childhood is a distinctly different state from adulthood and that adults therefore should not seek to prepare children for adulthood. This is therefore in contrast with the play as pre-exercise theory. Forbore, Interiors and Steiner all believed children are self-motivating that adults have a tendency to be too dominant and cut across this motivation.Interiors, however, did not believe in play or toys. Children in her kindergartens experienced real household tasks. Forbore believed that children were strong and confident and that through play they saw things through to completion. The setting supports Steiner's theory as he believed that children need free, creative play to develop their spirit, their bodies and heir minds and in the setting there are many different creative resources available for the children to access such as a craft area, outdoors area and role play.Steiner also believed it was important to provide real life tasks for children which will then give them a sense of belonging and connectedness to the environment and again this is achieved through the outdoor area. The setting offers the opportunity for allows children to cook different recipes based on ingredients found in the outdoors. Steiner also believed that educators needed to provide rhythm and structure in the hillside's day. The setting has a visual timetable in order for the children to understand the structure of the day ahead.There is also circle time in which the children are able to communicate with both their peers and their adults and can talk about their own individual interests. These are then taken into account for future planned activities. However, if for whatever reason the setting is unable to stick to this plan this can confuse the children's understanding of the day and put them on edge. It also makes it harder for practitioners to be able to take the time to observe ND document the interests of children and therefore resulting in activity plans that aren't quite suitable to the needs of the children.In conclusion, I feel that the play provision in the setting could use a lot more structure in the sense of planned activities which are more vital to the children's development. These activities should be based upon their interests and although it is hard to find the time in the day to document these interests, I believe it should be made a priority as the children will not gain all that they could from their play time. I also believe that the outdoors area deeds more accessible and more appropriate resources to help aid their development; not Just in there c ognitive aspects but also their social and language development.

Queer Theories African American Homosexual

Trapped: The Dilemma of the African American Homosexual Colin Chastain April 1, 2013 Dr. Wayne Brekhus Sociology 3300: Queer Theories Introduction When someone hears the word â€Å"gay† or â€Å"queer†, they most often think of the middle class, Caucasian gay male. For my research proposal, I plan on studying what is very often overlooked in queer identity: the struggle of queer identity in the African American gay male. I am interested in studying this because I grew up knowing I was gay in a small, middle class town in rural America.I wish to argue how gay African Americans are restricted by Black stereotypes, gay stereotypes, acceptance with stipulations in the gay community and black community, racism in the gay community, homophobia in the Black community, perceptions of blackness and masculinity attitudes toward homosexuality and their effect on gay Black men living openly, homosexuality and religion (the black church), and media perceptions of Black homosexuality . The majority of the black community stated they wished to live restriction free lives. They are not able to fully be themselves in their daily lives and often have to assimilate to be accepted.While much research has been conducted on white gay males, there is very little study on African Americans who identify with the queer identity. African Americans already have to struggle with the racism and stereotypes of being â€Å"black† as an extremely masculinized and heterosexual environment while struggling with the internal conflict of being gay, which makes their experience unique. â€Å"Because African? Americans have already encountered a very traumatic experience with oppression, one could safely assume that African? Americans would be more sensitive to socially oppressive practices such as being gay so most decide to conceal it.Sadly, African? American homosexual males are largely viewed by Black heterosexuals as: not really Black, deviant, a disgrace, an embarrassment and, worse yet, an agent of genocide aimed against their own race† (Alexander, 2004: 76, 78). Racism within the Gay Community It is sad to see that racism is still prevalent even within the gay community; a community that is oppressed almost as much as African Americans. The relationship between the gay community and Black community has been one of association and disassociation. The gay community throughout history has likened their struggle to that of Blacks in America.The Black community has had little interaction with the gay community and has attempted to distance itself from being compared to the gay community. Keith Boykin, author of One More River to Cross, often speaks to the dissensions between the Gay community and the Black community. He analyzes both the gay community and Black community’s relationship to each other and gay Black men. Boykin states, â€Å"The dirty little secret about the homosexual population is that white gay people are just as racist as white straight people† (Boykin, 1996: 234). To be â€Å"gay† has taken on a white face as well as white experiences† (Boykin, 1996: 235).Homophobia within the Black Community One thing I never realized is how many African Americans feel they have to choose between â€Å"being Black† or â€Å"being gay† based on homophobic pressures within the Black community. In her book, The Truth that Never Hurts, Smith dedicates a chapter specifically to this issue. . Smith states, â€Å"The underlying assumption is that I should prioritize one of my identities because one of them is actually more important than the rest or that I must arbitrarily choose one of them over the others for the sake of acceptance in one particular community† (Smith, 1998; 125-132).This is an issue gay Black men face as they have â€Å"loyalties† to each of their respective communities. Smith acknowledges the double consciousness that many gay Black men face in choosing b etween the gay community and the Black community. In my experience, being a Caucasian gay male, I never had to go through this since being gay, like Boykin states, has taken on a white face as the most researched and highlighted community of gay men. Gay Black Men and Issues of Masculinity and Homosexuality Afrocentricity: a mode of thought and action in which the centrality of African interests, values, and perspectives predominant.In terms of action and behavior, it is a devotion to the idea that what is in the best interest of African consciousness is at the heart of ethical behavior (Asante, 1998; 2). It seeks to highlight the idea that to be black is to be against all forms of oppression, racism, classism, homophobia, patriarchy, child abuse, pedophilia, and white racial domination. According to Asante, one cannot be afrocentric and gay. With this being said, afrocentrism recognizes homophobia’s existence, but cannot condone homosexuality to be accepted as good to furthe r the national development of a strong people.This is what most Black men struggle with yet again. To choose to embrace their black heritage and furthering an oppressed race over embracing their sexuality. It’s almost as if Black men are â€Å"trapped† between conflicting interests of different communities. Perceptions of Homosexuality leading to Risky, Dangerous, and Rash Behaviors Studies have also been conducted which look at the Black gay community and riskier sexual behavior leading to AIDS. Previous research has shown a link between riskier sexual behavior and beliefs regarding homosexuality in the Black community (Peterson, 1992).This link this creates an added barrier for Black gays when compared to white gays. Previous research has also shown that gay Blacks do not seek refuge primarily within the LGBT community and tend to be less involved than gay whites (Stokes, 1996). In fact, as Lewis points out in his study, gay Blacks experience racism in interactions w ith white gays (Battle, 2002). Attitudinal differences are important to understand as we attempt to uncover those obstacles gay Black men view as restricting their life chances. Self? estructive behaviors directly related to a negative self-concept are also the result of internalizing heterosexual ideology. High incidence of substance abuse, increasing rates of suicide, and risky sexual behaviors are the most common self? destructive behaviors exhibited by homosexuals. This is even more prevalent among Black gay men because the way they perceive themselves correlates to W. E. B. DuBois double consciousness. Gay Black men research often feel torn between the gay community, the Black community, and being a man in society.Having to combat stereotypes makes it difficult for these gay Black men to find a home in either community (Alexander, 2004). Acceptance with Stipulations in the Gay Community and Black Community While gay Black men did feel accepted at times within the gay community and the Black community†¦ that acceptance often came with a stipulation. Stipulations in the gay community were assimilation and/or sexual interest. The participants stated that if they demonstrated traits that were similar to the white community, they were often accepted into the community without any problems.Some participants even stated that they felt more accepted in the gay community when they muted their â€Å"Blackness. † The participants also stated that if the whites had an interest in gay Black men, then they also were accepted into the community. Stipulations in the Black community were usually silence (vocally and visibly) and explanations of what it means to be homosexual. Black gays often felt that they were accepted into the Black community as long as they did not speak about their lifestyle or demonstrate their lifestyle (i. e. holding hands with another man, kissing another man, being flamboyant or effeminate, etc. . Many Black gays claim to feel accept ed in the Black community once they get a chance to talk to a Black individual one on one to show them that not all gay people are what the media has portrayed. Ultimately, Black gays, like many gays, have to act â€Å"straight† and not reveal any inclination that they were homosexual. Homosexuality and Religion (The Black Church) The understanding of homosexuality within the realm of religion is also important to consider because religion has been a primary aspect of Black liberation for centuries.Homosexuality remains a major taboo in religious talk which has prompted many researchers to analyze why homophobic attitudes exist. In Delroy Constantine-Simms text, The Greatest Taboo: Homosexuality in Black Communities, the question is asked whether or not homosexuality is the greatest taboo? Constantine-Simms, E. Patrick Johnson, and Horace Griffin all provide articles that analyze the relationship between homosexuality and religion (specifically the Black church). All authors agree that the bible has been co-opted by the religious right wings placing a greater emphasis on separation rather than integration.The authors all compare the homophobia that revolves around religion to the racism and sexism that still today clouds religion. Constantine-Simms states, â€Å"With the interpretive grid provided by a critique of domination, we are able to filter out the sexism, patriarchalism, violence, and homophobia that are very much a part of the Bible, thus liberating it to reveal to us in fresh ways the in breaking, in our time, of God’s domination-free order† (Constantine-Simms, 2000: 87).In Keith Boykin’s book One More River to Cross, he speaks of several ministers he’s interviewed regarding homosexuality and religion. The majority of reverends interviewed agreed that homosexuality is a sin often quoting the Bible to reinforce their opinion. Boykin highlights one reverend in particular who has targeted the gay community as sinners. Boykin cites the Reverend James Sykes as one of best known opponents of homosexuality in the Black church. Boykin quotes Sykes defending a Klu Klux Klan meeting, â€Å"If I like pork chops and the Klan likes pork chops, nobody has nothing to say.But because the Klan agrees that homosexuality is wrong, and I agree that homosexuality is wrong, then all the sudden I’m sleeping with the Klan† (Boykin, 1996: 127-128). This attitude toward homosexuality is appalling considering Sykes is the pastor of a four hundred plus member church. Boykin, along with several other scholars, assert that the language of religion has been corrupted by right wing moralists who want nothing more than to eradicate homosexuality from the church. Media Perceptions of Black Homosexuality Images of Black homosexuality have been predominately negative in popular culture today.Across the board all individuals who have researched this topic agree that gay Black men are represented negatively in popula r culture. Gay Black men have been portrayed as void of masculinity, hyper-sexual, sassy, and flamboyant. Marlon T. Riggs, author of Black Macho Revisited: Reflections of a Snap! Queen, discusses his anger towards the straight men of the Black community. Riggs states that he expected the obstacles in life from the White community because of his race, but never expected obstacles from his own brothers regarding his sexuality.Riggs believes that they should understand what it is like to be oppressed, and therefore should reject any notion of oppression since they have to face a form of it every day as well. Riggs cites several Black men who have done nothing but participate in the degradation of the gay Black male. His best example lies in a comedy show that used to air entitled In Living Color, in which two straight Black men portrayed gay Black men to review movies from a â€Å"man’s point of view. † Riggs also brings the discussion up again regarding the ‘trapâ €  of being gay and Black. I am a Negro Faggot, if I believe what movies, TV, and rap music say of me. Because of my sexuality, I cannot be Black. A strong, proud, â€Å"Afrocentric† Black man is resolutely heterosexual, not even bisexual. † (Riggs, 1991: 389-394) Various video productions have been produced that attempt to acknowledge the difficulties of being both gay and Black. Films such as Tongues Untied intimately deconstruct the experience of the gay Black male. Tongues Untied is directed and produced by Marlon Riggs.The film addresses the struggle gay Black men face silenced and torn between both the gay and Black communities. Riggs video encapsulates the pain, fear, and hatred gay Black men deal with negotiating their identities within a community that does not recognize their race and a community that rejects their sexuality. The film presents a positive message for gay Black men to love not only themselves but their Black brethren. Tongues Untied presents the best visual representation of what it means to be Black and gay in America.Current media is attempting to expand cultural stereotypes. While some of those negative stereotypes that have been reinforced by popular media still exist, these new forms are seeking to eliminate those past stereotypes and show the world that there isn’t just one image of the African American gay man. Attitudes toward Homosexuality and their effect on Gay Black Men Living Openly White and Black attitudes toward homosexuality have directly affected gay Black men to a greater degree than gay White men. Previous studies have yielded an array of mixed results.Levitt and Klassen (1974) found in their research that whites significantly maintain more negative attitudes toward homosexuality than Blacks. Years later Hudson and Ricketts (1980) and Schneider and Lewis (1984) found the opposite. The most common results regarding Blacks and whites and their attitudes toward homosexuality displayed that Blacks were more likely to support anti-discrimination laws but Whites were typically more accepting of the homosexual lifestyle. Gregory Lewis (2003) conducted research that measures Black-white differences in attitudes toward homosexuality and gay rights.His article uses responses from almost seven thousand Blacks and forty-three thousand whites in 31 surveys conducted since 1973 to give more definitive answers on Black-white attitudinal differences and their demographic roots. Lewis’s findings correlate with the research of the past displaying Blacks as â€Å"percentage points more likely than whites to condemn homosexual relations as â€Å"always wrong† and percentage points more likely to see them warranting â€Å"God’s punishment† in the form of AIDS, but no more like to favor criminalizing gay sex† (Lewis, 2003: 63).Lewis also found that while Black’s attitudes regarding homosexuality were predominantly negative; Blacks are percentage point s more likely than whites to support laws prohibiting antigay job discrimination. Difference in attitudes matter because as Lewis states, â€Å"First, Black lesbians, gay men, and bisexuals (LGBs) may rely on same-race heterosexuals for acceptance even more than white LGBs do (Icard, 1986)† (Lewis, 2003: 61). Those same researchers concluded that Blacks attracted to their own gender often experience more pressure than whites to hide their homosexual behavior, have children, or marry (Icard, 1986).This fear of â€Å"coming out† represents a problem within the gay Black community and they become trapped which prevents them from living the lives they feel they ought to be living. Conclusion The Black gay male struggle certainly is a rough one. Compared to my experiences with homosexuality, it seems that Black gay males have much more pressure on them to conform to the heterosexual social sanctions of society, their own black community, and racism. I can definitely relate to the substance abuse and acting straight (such as pushing the thoughts out of my mind).The way society views all homosexuality needs to change, and is slowly changing. Black gay males should be paid a little more attention to in the media, research, and other forms of communication so that the weight of these pressures may be lifted off of their shoulder. Even other minorities such as Hispanic, Asian, or Indian should be more looked upon to open the nation’s eyes to the diversity and struggle of all homosexuals, not just the white gay male. With this being said, I feel we are taking great strides with the LGBTQ community to further the goal to include all who are struggling.We just need to find a way to eliminate any prejudices that make it even harder for Black gay males or any ethnicity/orientation to find happiness and acceptance. Works Cited Alexander, William H. (2004) â€Å"Homosexual and Racial Identity Conflicts and Depression Among African? American Gay Males,â₠¬  Trotter Review: Vol. 16: Iss. 1, Article 8. Available at: http://scholarworks. umb. edu/trotter_review/vol16/iss1/8 Bailey, Robert W. (1999) Gay Politics, Urban Politics: Identity and Economics in the Urban Setting. Chichester – West Sussex, New York: Columbia University Press.Boykin, Keith (1996). One More River to Cross. Doubleday Dell Publishing Group, Inc. Anchor Books. Constantine-Simms, Delroy. , ed. The Greatest Taboo: Homosexuality in Black Communities. Alyson Publications. 2000. Hudson, Walter W. , and Wendell A. Ricketts. 1980. â€Å"A Strategy for the Measurement of Homophobia. † Journal of Homosexuality 5(4):357-72 Icard, L. (1986). Black gay men and conflicting social identities: Sexual orientation versus racial identity. Journal of Social Work and Human Sexuality, 4, 83-93. Levitt, Eugene E. , and Albert D.Klassen. 1974. â€Å"Public Attitudes toward Homosexuality: Part of the 1970 Nation Survey by the Institute for Sex Research. † Journal of H omosexuality. 1(1):29-43. Lewis, Gregory B. Black-white differences in attitudes toward homosexuality and gay rights. Public Opinion Quarterly. Chicago: Spring 2003. Vol. 67, Iss. 1; pg. 59, 20 pgs. Peterson, J. L. (1992). â€Å"Black Men and Their Same-Sex Desires and Behaviors. † In Gay Culture in America, edited by Gilbert Herdt. Boston: Beacon Press Riggs, Marlon T. Black Macho Revisited: Reflections of a Snap! Queen.Black American Literature Forum, Vol. 25, No. 2, Black Film Issue. (Summer, 1991), pp. 389- 394. Riggs, M. (director). Tongues Untied. 55 min. Frameline, Inc. , 1989. Available at: http://www. dailymotion. com/video/xe80ww_tvxs-gr-tongues-untied_people#. UWRkFE7n9Ms Smith, Barbara. The Truth that Never Hurts. Rutgers University Press, New Brunswick, New Jersey, and London. 1998. Pgs 125-132. Stokes, Joseph P. , and John L. Peterson. 1998. â€Å"Homophobia, Self-Esteem, and Risk for HIV among African American Men Who Have Sex with Men. † AIDS Education and Prevention 10(3):278-92

Example Term Paper on Abortion

Example Term Paper on Abortion Abortion is knows as a disgusting but a very common term in the lives of people and youth.  Ã‚   Many students of colleges and universities also make use of this term in their educational and communal perspectives. All know about this universally acknowledged term and its influence over different societies. Students are puzzled in poles apart accreditation related with this word in different societies around the world. They face similar obstacle on their way when they need to write a research paper on abortion. Research paper on abortion is often a demand by their professors in college and university. While writing research papers on abortion, students may look around for abortion research paper help from different sources. Other than getting help from external sources, students can do an abortion research paper at their own. Abortion research papers can be finished only from side to side research and after consulting several books, websites and studying different researches conducted in this regard. For writing a research paper on abortion, students necessitate direction on different abortion research paper topics.   Abortion is forbidden strictly in all religions and is illegal in most of civilized societies. Even though it is never appreciated in any society, some groups argue to allow abortion as a legal right to individuals. This thought provokes hot debates in different countries. Students could do their work with some guidance for writing research paper on abortion. A research paper on abortion will consists on different parts like: Introduction to the concept Abortion Legality involved in abortion and its application Religious perspective of Abortion Need and requirement of abortion Societal perspective of Abortion and its impact Cultural influence for and against abortion View of Church and Mosque along with governmental perspective You can buy custom research paper on abortion from us anytime CustomWritings.com.   We have practiced writers who are trained in writing a research paper on abortion and its related issues.   We can do a research paper on abortion in the shortest time possible.   We have a huge support staff that remains online at all times when you are placing an order for research paper on abortion.   Abortion term paper help of all kinds is provided at CustomWritings.com, and you can post an order for any kind of research paper on abortion you want. A large percentage of customers at CustomWritings.com are students.   We promise our student patrons full marks or the best possible grades in their academic research paper on abortion. We provide full refund if it is found that our research paper writers did not fulfill the customer’s requirements. We have a number of customers who have always bought their research on abortion done through us, and still they buy from us. CustomWritings.com has always been a favorite among students and teachers alike.   We have thousands of customers who have their custom research paper on abortion  prepared by us.   We have never been blamed for providing clichà ©d material to our clientele, and that is why CustomWritings.com is one of the most favorite online companies to write on abortion writing scenario.

Biography of Sukarno, Indonesias First President

Biography of Sukarno, Indonesias First President Sukarno (June 6, 1901–June 21, 1970) was the first leader of independent Indonesia. Born in Java when the island was part of the Dutch East Indies, Sukarno rose to power in 1949. Rather than supporting Indonesias original parliamentary system, he created a guided democracy over which he held control. Sukarno was deposed by a military coup in 1965 and died under house arrest in 1970. Fast Facts: Sukarno Known For: First leader of an independent IndonesiaAlso Known As:  Kusno Sosrodihardjo (original name), Bung Karno (brother or comrade)Born:  June 6, 1901 in  Surabaya, Dutch East IndiesParents: Raden Sukemi Sosrodihardjo, Ida Njoman RaiDied: June 21, 1970 in Jakarta, IndonesiaEducation: Technical Institute in BandungPublished Works:  Sukarno: An Autobiography, Indonesia Accuses!, To My PeopleAwards and Honors:  International Lenin Peace Prize (1960), 26 honorary degrees from universities including Columbia University and the University of MichiganSpouse(s): Siti Oetari, Inggit  Garnisih, Fatmawati, and five polygamous wives: Naoko Nemoto (Indonesian name, Ratna Dewi Sukarno), Kartini Manoppo, Yurike Sanger, Heldy Djafar, and Amelia do la Rama.Children: Totok Suryawan, Ayu Gembirowati, Karina Kartika, Sari Dewi Sukarno, Taufan Sukarno, Bayu Sukarno, Megawati Sukarnoputri, Rachmawati Sukarnoputri, Sukmawati Sukarnoputri, Guruh Sukarnoputra, Ratna Juami (adopted), Kartika ( adopted)Notable Quote: Let us not be bitter about the past, but let us keep our eyes firmly on the future. Early Life Sukarno was born on June 6, 1901, in Surabaya, and was given the name Kusno Sosrodihardjo. His parents later renamed him Sukarno after he survived a serious illness. Sukarnos father was Raden Soekemi Sosrodihardjo, a Muslim aristocrat and school teacher from Java. His mother Ida Ayu Nyoman Rai was a Hindu of the Brahmin caste from Bali. Young Sukarno went to a local elementary school until 1912. He then attended a Dutch middle school in Mojokerto, followed in 1916 by a Dutch high school in Surabaya. The young man was gifted with a photographic memory and a talent for languages, including Javanese, Balinese, Sundanese, Dutch, English, French, Arabic, Bahasa Indonesia, German, and Japanese. Marriages and Divorces While in Surabaya for high school, Sukarno lived with the Indonesian nationalist leader Tjokroaminoto. He fell in love with his landlords daughter Siti Oetari, who he married in 1920. The following year, however, Sukarno went to study civil engineering at the Technical Institute in Bandung and fell in love again. This time, his partner was the boarding-house owners wife Inggit, who was 13 years older than Sukarno. They each divorced their spouses and married each other in 1923. Inggit and Sukarno remained married for 20 years but never had children. Sukarno divorced her in 1943 and married a teenager named Fatmawati. She would bear Sukarno five children, including Indonesias first female president, Megawati Sukarnoputri. In 1953, President Sukarno decided to become polygamous in accordance with Muslim law. When he married a Javanese woman named Hartini in 1954, First Lady Fatmawati was so angry that she moved out of the presidential palace. Over the next 16 years, Sukarno would take five additional wives: a Japanese teen named Naoko Nemoto (Indonesian name Ratna Dewi Sukarno), Kartini Manoppo, Yurike Sanger, Heldy Djafar, and Amelia do la Rama. Indonesian Independence Movement Sukarno began to think about independence for the Dutch East Indies while he was in high school. During college, he read deeply on different political philosophies, including communism, capitalist democracy, and Islamism, developing his own syncretic ideology of Indonesian socialist self-sufficiency. He also established the Algameene Studieclub for like-minded Indonesian students. In 1927, Sukarno and the other members of the Algameene Studieclub reorganized themselves as the Partai Nasional Indonesia (PNI), an anti-imperialist, anti-capitalist independence party. Sukarno became the first leader of the PNI. Sukarno hoped to enlist Japanese help in overcoming Dutch colonialism and unite the different peoples of the Dutch East Indies into a single nation. The Dutch colonial secret police soon learned of the PNI, and in late December 1929, Sukarno and the other members were arrested. At his trial, which lasted for the last five months of 1930, Sukarno made a series of impassioned political speeches against imperialism that attracted widespread attention. Sukarno was sentenced to four years in prison and went to the Sukamiskin Prison in Bandung to begin serving his time. However, press coverage of his speeches so impressed liberal factions in the Netherlands and in the Dutch East Indies that Sukarno was released after just one year. He had also become very popular with the Indonesian people. While Sukarno was in prison, the PNI split into two opposing factions. One party, the Partai Indonesia, favored a militant approach to revolution, while the Pendidikan Nasional Indonesia (PNI Baroe) advocated slow revolution through education and peaceful resistance. Sukarno agreed with the Partai Indonesia approach more than the PNIs, so he became the head of that party in 1932 after his release from prison. On August 1, 1933, the Dutch police arrested Sukarno once again while he was visiting Jakarta. Japanese Occupation In February 1942, the Imperial Japanese Army invaded the Dutch East Indies. Cut off from help by the German occupation of the Netherlands, the colonial Dutch quickly surrendered to the Japanese. The Dutch forced-marched Sukarno to Padang, Sumatra, intending to send him to Australia as a prisoner, but had to leave him in order to save themselves as Japanese forces approached. The Japanese commander, Gen. Hitoshi Imamura, recruited Sukarno to lead the Indonesians under Japans rule. Sukarno was happy to collaborate with them at first, in hopes of keeping the Dutch out of the East Indies. However, the Japanese soon began to impress millions of Indonesian workers, particularly Javanese, as forced labor. These romusha workers had to build airfields and railways and grow crops for the Japanese. They worked very hard with little food or water and were regularly abused by the Japanese overseers, which quickly soured relations between the Indonesians and Japan. Sukarno would never live down his collaboration with the Japanese. Declaration of Independence for Indonesia In June 1945, Sukarno introduced his five-point Pancasila, or principles of an independent Indonesia. They included a belief in God but tolerance of all religions, internationalism and just humanity, the unity of all Indonesia, democracy through consensus, and social justice for all. On August 15, 1945, Japan surrendered to the Allied Powers. Sukarnos young supporters urged him to immediately declare independence, but he feared retribution from the Japanese troops still present. On August 16, the impatient youth leaders kidnapped Sukarno and then convinced him to declare independence the following day. On August 18 at 10 a.m., Sukarno spoke to a crowd of 500 in front of his home and declared the Republic of Indonesia independent, with himself serving as president and his friend Mohammad Hatta as vice president. He also promulgated the 1945 Indonesian Constitution, which included the Pancasila. Although the Japanese troops still in the country tried to suppress news of the declaration, word spread quickly through the grapevine. One month later, on September 19, 1945, Sukarno spoke to a crowd of more than one million at Merdeka Square in Jakarta. The new independence government controlled Java and Sumatra, while the Japanese maintained their hold on the other islands; the Dutch and other Allied Powers had yet to show up. Negotiated Settlement With the Netherlands Toward the end of September 1945, the British finally made an appearance in Indonesia, occupying the major cities by the end of October. The Allies repatriated 70,000 Japanese and formally returned the country to its status as a Dutch colony. Due to his status as a collaborator with the Japanese, Sukarno had to appoint an untainted prime minister, Sutan Sjahrir, and allow the election of a parliament as he pushed for international recognition of the Republic of Indonesia. Under the British occupation, Dutch colonial troops and officials began to return, arming the Dutch POWs formerly held captive by the Japanese and going on shooting sprees against Indonesians. In November, the city of Surabaya experienced an all-out battle in which thousands of Indonesians and 300 British troops died. This incident encouraged the British to hurry their withdrawal from Indonesia and by November of 1946, all British troops were gone and 150,000 Dutch soldiers returned. Faced with this show of force and the prospect of a long and bloody independence struggle, Sukarno decided to negotiate a settlement with the Dutch. Despite vociferous opposition from other Indonesian nationalist parties, Sukarno agreed to the November 1946 Linggadjati Agreement, which gave his government control of Java, Sumatra, and Madura only. However, in July 1947, the Dutch violated the agreement and launched Operatie Product, an all-out invasion of the Republican-held islands. International condemnation forced them to halt the invasion the following month, and former Prime Minister Sjahrir flew to New York to appeal to the United Nations for intervention. The Dutch refused to withdraw from the areas already seized in Operatie Product, and the Indonesian nationalist government had to sign the Renville Agreement in January 1948 as a result, which recognized Dutch control of Java and the best agricultural land in Sumatra. All over the islands, guerrilla groups not aligned with Sukarnos government sprang up to fight the Dutch. In December 1948, the Dutch launched another major invasion of Indonesia called Operatie Kraai. They arrested Sukarno, then-Prime Minister Mohammad Hatta, Sjahrir, and other Nationalist leaders. The backlash to this invasion from the international community was even stronger; the United States threatened to halt Marshall Aid to the Netherlands if it did not desist. Under the dual threat of a strong Indonesian guerrilla effort and international pressure, the Dutch yielded. On May 7, 1949, they signed the Roem-van Roijen Agreement, turning over Yogyakarta to the Nationalists and releasing Sukarno and the other leaders from prison. On December 27, 1949, the Netherlands formally agreed to relinquish its claims to Indonesia. Sukarno Takes Power In August 1950, the last part of Indonesia became independent from the Dutch. Sukarnos role as president was mostly ceremonial, but as the Father of the Nation he wielded a lot of influence. The new country faced a number of challenges; Muslims, Hindus, and Christians clashed; ethnic Chinese clashed with Indonesians; and Islamists fought with pro-atheist communists. In addition, the military was divided between Japanese-trained troops and former guerrilla fighters. In October 1952, the former guerrillas surrounded Sukarnos palace with tanks, demanding that the parliament be dissolved. Sukarno went out alone and gave a speech, which convinced the military to back down. New elections in 1955 did nothing to improve stability in the country, however. Parliament was divided among all the various squabbling factions and Sukarno feared the entire edifice would collapse. Growing Autocracy Sukarno felt he needed more authority and that Western-style democracy would never function well in volatile Indonesia. Despite protests from Vice President Hatta, in 1956 he put forth his plan for guided democracy, under which Sukarno, as president, would lead the population to a consensus on national issues. In December 1956, Hatta resigned in opposition to this blatant power grab- a shock to citizens around the country. That month and into March 1957, military commanders in Sumatra and Sulawesi ousted the Republican local governments and took power. They demanded that Hatta be reinstated and communist influence over politics end. Sukarno responded by installing Djuanda Kartawidjaja as vice president, who agreed with him on guided democracy, and declaring martial law on March 14, 1957. Amid growing tensions, Sukarno went to a school function in Central Jakarta on November 30, 1957. A member of the Darul Islam group tried to assassinate him there with a grenade. Sukarno was unharmed, but six school children died. Sukarno tightened his grip on Indonesia, expelling 40,000 Dutch citizens and nationalizing all of their property, as well as that of Dutch-owned corporations such as the Royal Dutch Shell oil company. He also instituted rules against ethnic-Chinese ownership of rural land and businesses, forcing many thousands of Chinese to move to the cities and 100,000 to return to China. To quell military opposition in the outlying islands, Sukarno engaged in all-out air and sea invasions of Sumatra and Sulawesi. The rebel governments had all surrendered by the beginning of 1959, and the last guerrilla troops surrendered in August 1961. On July 5, 1959, Sukarno issued a presidential decree voiding the current Constitution and reinstating the 1945 Constitution, which gave the president significantly broader powers. He dissolved parliament in March 1960 and created a new Parliament, for which he directly appointed half of the members. The military arrested and jailed members of the opposition Islamist and socialist parties and shut down a newspaper that had criticized Sukarno. The president also began to add more communists to the government so that he wouldnt be solely reliant on the military for support. In response to these moves toward autocracy, Sukarno faced more than one assassination attempt. On March 9, 1960, an Indonesian Air Force officer strafed the presidential palace with the machine gun on his MiG-17, trying unsuccessfully to kill Sukarno. Islamists later shot at the president during Eid al-Adha prayers in 1962, but again Sukarno was unhurt. In 1963, Sukarnos hand-picked Parliament appointed him president for life. As a dictator, he made his own speeches and writings mandatory subjects for all Indonesian students, and all mass media in the country was required to report only on his ideology and actions. To top his cult of personality, Sukarno renamed the highest mountain in the country Puntjak Sukarno, or Sukarno Peak, in his own honor. Suhartos Coup Although Sukarno seemed to have Indonesia gripped in a mailed fist, his military/communist support coalition was fragile. The military resented the rapid growth of communism and began to seek an alliance with Islamist leaders, who also disliked the pro-atheism communists. Sensing that the military was growing disillusioned, Sukarno rescinded martial law in 1963 to curb the Armys power. In April 1965, the conflict between the military and communists increased when Sukarno supported communist leader Aidits call to arm the Indonesian peasantry. U.S. and British intelligence may or may not have established contacts with the military in Indonesia to explore the possibility of bringing down Sukarno. Meanwhile, the ordinary people suffered enormously as hyperinflation spiked to 600%; Sukarno cared little about economics and did nothing about the situation. At the break of day on October 1, 1965, the pro-communist 30 September Movement captured and killed six senior Army generals. The movement claimed that it acted to protect President Sukarno from an impending Army coup. It announced the dissolution of parliament and the creation of a Revolutionary Council. Major General Suharto of the strategic reserve command took control of the Army on October 2, having been promoted to the rank of army chief by a reluctant Sukarno, and quickly overcame the communist coup. Suharto and his Islamist allies then led a purge of communists and leftists in Indonesia, killing at least 500,000 people nationwide and imprisoning 1.5 million. Sukarno sought to maintain his hold on power by appealing to the people over the radio in January 1966. Massive student demonstrations broke out, and one student was shot dead and made a martyr by the Army in February. On March 11, 1966, Sukarno signed a Presidential Order known as the Supersemar that effectively handed control of the country over to General Suharto. Some sources claim he signed the order at gunpoint. Suharto immediately purged the government and the Army of Sukarno loyalists and initiated impeachment proceedings against Sukarno on the grounds of communism, economic negligence, and moral degradation- a reference to Sukarnos infamous womanizing. Death On March 12, 1967, Sukarno was formally ousted from the presidency and placed under house arrest at the Bogor Palace. The Suharto regime did not allow him proper medical care, so Sukarno died of kidney failure on June 21, 1970, in the Jakarta Army Hospital. He was 69 years old. Legacy Sukarno left behind an independent Indonesia- a major achievement of international proportions. On the other hand, despite his rehabilitation as a respected political figure, Sukarto also created a set of issues that continue to plague todays Indonesia. His daughter, Megawati, became Indonesias fifth president. Sources Hanna, Willard A. â€Å"Sukarno.†Ã‚  Encyclopà ¦dia Britannica, 17 June 2018.â€Å"Sukarno.†Ã‚  Ohio River - New World Encyclopedia.

How to reform the United Nations security council Essay

How to reform the United Nations security council - Essay Example One may wonder how solutions to could solutions to peace be reformed? The â€Å"efforts† in the form of resolutions presented by the United Nations Security Council holds the terms of peace. The resolution system set in place in accordance to all parties present to reach peace is a good start. The follow up on the resolution is where reform could be used. A resolution that is not followed is only reacted to by another resolution. The reaction to such a resolution was formulated on March 27, 2011 (Resolution 1973) in regards to the Libyan Government’s failure to follow the original (Resolution 1970) formulated on February 26, 2011(Evans) The United Nations Security Council is known for peace not punishment and unfortunately rebel groups only respond to punishment. The resolutions should incorporate strict â€Å"if not followed consequences† to the parties involved. The healthy fear of the United Nations Security Council needs to be implemented, just as the healthy fear of a loving parent. A parent who corrects a child with no follow through with discipline the child will not only continue but have no regard for the parent. Works Cited Evans, Gareth. â€Å"The U.N. Security Council Mandate does not call for Gadhafi’s head.† pkarticleshub.com. pkArticlesHub.com A complete repository of news articles on Pakistan, 27 March 2011.

Solving Ethical Problem Case Study Example | Topics and Well Written Essays - 1000 words

Solving Ethical Problem - Case Study Example Ben Garishon,a senior loan officer with first national Federal bank ,the second largest institute in Wyoming does not really understand what ethics are when dealing with bank loans customers. This is proved by the fact that he puts the burden of the cost of trip to assess the collateral of loan application on Dough Whitton, a loan applicant. Ben further states that loan customers were obliged to donate prizes for annual fundraisers picnic. Shelby Grant, a loan officer feels that asking the customer to pay the cost of trip to assess the collateral and asking loan customers to contribute prizes to annual fundraisers as being unethical. As a result, Ben and Shelby are at loggerhead and this clearly brings out the fact that ethical standards when dealing with customers need to be assessed and a solution found to avoid confusion and misunderstanding. The point of contention to loan department within the bank is whether it is ethical to transfer the cost and obligations of the bank to the customers which brings out the problem as lack of understanding of business ethics by members of staff.. Input Loan department has been placing financial burdens to its customers on matters which the bank can carry out. This has raised ethical issue and has raised concern and misunderstanding between staff of the loan department. Some members of the loan department such as Ben Garishon is resistant to change about the new ethical issues facing businesses. He fears that change in covering the cost of trips to assess customer's collateral will be costly to the bank and that the bank will not enough money for charity if it do not compel the loan customers to contribute prize to annual fundraiser picnic. Andrew law states," You don't get creative by staying in the same place" and that is why failure by the organization to change has been left behind in ethics related matter and this is the bone of contention between Ben and Shelby. In the cause/ effect aspect of a problem, the cause of the problem is failure to apply ethics when performing business operations and this has several effects to the business, employees and the customers. According to the case, the problems are as a result of failure to accept changes in business ethics. The assumption by Ben is that the business does not have to maintain ethical standards as doing so is likely to be costly to the business and since he is the senior loan officer, his decision are the best and does not consider the opinion of other members. Due to this fact, disagreement will arise between the members of the staff which is likely to cause disappointments to the customers as in the case where Shelby Grant refused to call customers to contribute prizes in fundraising picnic and his refusal to go and evaluate loan collateral. These problems can be solved through dialogue and constant education on changes in business ethical trends within organizations. Solution The best solution to tackle the ethical problem within the organization is through educating the staff about the importance of maintaining ethical standards within the business and allowing dialogue among different officials within the organization to iron out contentious issues and reach an amicable consensus on why and how to apply different ethics in business. Through education and dialogue, different view points will be considered and a solution obtained to ensure that all members comply with modern business ethical standards. This will also enhance consultation before any decision is made. Swot analysis of educating staff on ethics Strength: Through ethics education, members of staff will be taught new information about ever changing ethical trends in business cycle and so they will be able to cope with any change without much problems. Weakness: Since ethical issues within the organization are varied and ever-changing, education tend to be time consuming and most aspects of ethics are not likely to be covered. Opportunities: Education will arm the staff with business ethics that will