Every Sunday free essay sample

As long as I can remember every Sunday has been the same, waking up with the smell of breakfast ready and sitting on the couch with our pj’s still on. Mom and Dad cook breakfast in the kitchen as us kids watch a show that we can never agree on. After filling our stomach with an immense amount of food, we head to church at 11:30. After church, I try to finish my weekend homework before all my uncles, aunts, and cousins show up. When they arrive, the first thing I hear is my uncle Chuck saying â€Å"It’s Sunday, you know what that means.† I go over to him and give my Sunday hug. Every Sunday I entertain my two younger cousins, playing board games, going to the park and having water balloon fights. We gather around the table, fill our plates with as much food as we can andtalk about our favorite part of the week. We will write a custom essay sample on Every Sunday or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My heart fills with joy. On every Sunday these past 17 years, Ive watched my family grow. Through every hardship and every laugh we stick together. I have a routine, a commitment to my family each Sunday. Ive learned from each person and I have become who I am today because of them. Every Sunday we all gather on the couch watching any sports game that is on that day. My Papa sits in the same spot and teases everyone in the room. As I walk over to him and hand him his absolute favorite candy, Reeses, every time I see his eyes light up and ask â€Å"Is this for me?†. Even though he usually isn’t aware of what is going on, he can make a laugh out of anything. I have always admired how easily he can bring joy to any room he steps into. Over the years Ive watched my Papa become more and more affected by Alzheimers disease and this has shown me how to deal with anything that is thrown in my way. I live day by day and dont worry about tomorrow. Looking on the positive side of all situations is important. Although some Sundays he will forget my name, I know his love for me is unconditional. Hes always his happiest on Sundays and so am I. We share that happiness. My whole family does. On Sunday afternoons I watch over my younger cousins Camryn and Colin. I take them to the park down the street on summer days or play board games inside. All day long we laugh and eat our favorite potato chips. For that day Im responsible for them. Playing and being around kids is one thing Ive always enjoyed doing, and it’s taught me to be forever young. As I sit at the table, with my whole family around me, Im proud of the love we share. Between my aunts, uncles, and parents having work and the kids having soccer practice and weekend homework, I can always rely on one thing. Every Sunday I know we will always be together at dinner time.

Petai Plants Essays

Petai Plants Essays Petai Plants Paper Petai Plants Paper Petai [pic] In the world of plants, petai plants can be classified in the family Leguminosae (Mimosaceae). Petai scientific name is parkia speciosa . Petai usually grow with the height of 5-25 meters and forms a lot of branching. Part of the petai that is most important  is the seed. Petai can be eaten raw as a fresh vegetable, boiled, fried or even baked. Petai is also widely used as food flavoring. It is very popular in Southeast Asian countries like Indonesia, Malaysia, Singapore, Thailand and also Laos. Parkia speciosa is quite similar with long beans with bright green beans inside. The shape is similar with almond shape. Petai is sold in various forms such as sold in bunches, in pods, seeds or petai seeds that are packed in plastic bag and some even sold in the form of pickles and in the form of frozen. Studies by Malaysian Agricultural Research and Development Institute [MARDI] indicated petai has a good amino acid profile, particularly essential amino acids. Essential amino acids help maintain blood sugar and energy level balance. They are needed to produce hormones, enzymes, muscles, tissues, bones and collagen. Essential amino acids also assist the process of metabolism in human’s body andfacilitates the function of the central nervous system (CNS) Parkia Speciosa Nutrition Components Parkia speciosa contains  nutrients  that are good for health and some of them are Vitamin A, B complex, C, Potassium, Magnesium, phosphorus, iron and fiber. [pic] Benefits of Parkia Speciosa Parkia speciosa contain three natural sugars -sucrose, fructose and glucose combined with fiber, it provides an immediate, sustained and boost the energy. Research has proved that with two servings of parkia speciosa provide sufficient energy for a exhausting 90-minute workout. No wonder parkia speciosa is the number one bean with the worlds leading athletes. Nevertheless, parkia speciosa can help people to retain fit as it can also help to overcome or prevent substantial number of illnesses and conditions. The benefits of parkia speciosa are: ? Depression According to a recent survey undertaken by MIND among the people suffering from depression, many felt much better after eating parkia speciosa. This is because it contains tryptophan, a type of protein that the body converts into serotonin known to make people relax, improve their mood and generally makes people feels happier. ? Anemia Parkias peciosa contains high iron and also can stimulate the production of red blood cells. Hypertension (High Blood Pressure) Parkia speciosa contains high calcium but low in salt, so it is good for reducing blood pressure. ? Strokes According to research in The New England Journal of Medicine,† eating parkia speciosa as part of a regular diet can cut the risk of death by strokes by as much as 40% ? PMS(premenstrual syndrome) The vitamin B6 in it regulates blood glucose levels which can affect mood. ? The brains ability High in calcium can help increase the brains ability to learn. ? Constipation Parkia speciosa contains high fiber to restore normal bowel action . Mosquito bites, itching, and swelling It can use to rub the affected area of bites using the skin of parkia speciosa Smoking Parkia speciosa also can help people trying to give up on smoking. Vitamin B6 and B12, as well as calcium and magnesium contained in parkia speciosa help the body recover from the effects of nicotine. Stress Potassium in it can help to normalize the heartbeat, sends oxygen to the brain and regulates bodys water balance. When people are stressed, their metabolic rate rises and therefore reduce the potassium levels. These can be rebalanced with the help of a high-potassium parkia speciosa snack. Temperature control Many other cultures see parkiaspeciosa as a cooling beans that can lower both the physical and emotionalt emperature of pregnant mothers. In Holand, for example, pregnant women eat parkia speciosa to ensure their baby is born with a cool temperature. Ulcers Parkiaspeciosa is used as the dietary food against intestinal disorders because of its soft texture and smoothness. It also neutralizes over-acidity and reduces irritation by coating the lining of the stomach. Morning Sickness Snacking on parkia speciosa between meals helps to keep blood sugar levels up and avoid morning sickness. Negative effects of ParkiaSpeciosa. Bad breath and smelly stomach gases A major effect of eating parkiaspeciosa is it gives bad breath and smelly stomach gases. It contains certain amino acids that give a strong smell to ones urine that can be noticed up to two days after consumption. High content of amino acids Although there are many  parkia speciosa benefits  to the human body, but by eating parkia speciosa too much every day also gives effect which is not good for the body because of the high content of amino acids can damage the kidneys. THE ISSUE : PHYTATES AND TRYPSIN INHIBITORS IN PETAI What is phytates? Also known as phytic acid and acts as the main storage form of phosphorous in plants. It also named as inositol hexakisphosphate It reduces the absorption of important vitamins and minerals such as niacin, calcium, iron, magnesium and zinc. What is trypsin inhibitors? Trypsin inhibitors  are chemicals that reduce the availability of  trypsin which is an  enzyme  essential to humans as well to animals. The issue There are many opinions and thoughts upon the effects of phytic acid towards human body. Phytic acid can cause negative impact in forming some  bonds with the basic vitamin  niacin that can cause  a condition known as  pellagra. It also involve in th process of bond creation between the  acid  and the vital minerals that make it insoluble and therefore useless. As our main issue is upon petai or the scientific name Parkia Speciosa contains phytates and trypsin, the phytic acid elements in petai can inhibits and interfere the protein digestion as well as zinc and calcium absorption. Other common foods also have been identified in containing phytic acid such as: Most whole grain cereal foods (wheat, rye, rice, oats) Nuts and seeds (pumpkin, sunflower) Soybeans and other types of beans Potatoes Artichokes Blackberries Broccoli Carrots Figs Strawberries Soaking and other cooking processes of the â€Å"smelly beans† may slightly reduce the effects. This might be one of the biggest and significant reasons why the traditional societies and also our a ncestors practice certain process on foods such as fermenting soybeans into tempeh and the glutinous rice to produce tapai. By conducting certain cooking methods and processes, the level of phytic level can be reduced in massive amount. Below are some of the cooking methods that might facilitates in reducing the phytic acid level: Baking Soaking Fermentation Cooking Many scientists and researchers clamied that people should avoid eating too much petai especially the raw beans as phytic acid in food reduces the bodys ability to absorb the minerals the food has to offer. Somehow, phytates or phytic acid have been viewed and labelled as â€Å"anti-nutrients†. This scenario might concern people nowadays as some of them depending on grains and legumes as a source of diet especially for the strict vegans. People usually consumed petai by eating the raw beans. As the phytic acid level only can be reduced through conducting and implementing cooking processes, the practice of eating petai in raw condition might be a sceptical and subjective question as it is a common practice in Malaysia especially among the Malays. For Malays petai is considered as ulam which can be as similar to the western people who consume ceasar salad as their complementary side dishes. In preparation of cooking petai, some dishes such as Sambal Udang Petai do involve in elaborate cooking process which certainly reduce the phytic acid level. But the main issue right now is that other food containing phytic acid such as soybeans do involve in cooking process unlike petai which basically eaten in raw condition. So, it trigger a question whether people should be expose and aware to the sense of concern when eating petai. [pic] [pic][pic]Parkia Speciosa also known as ‘EVIL-SMELLING BEAN’ Filipino : u’pang Javanese : pete Malay : chou dou, cong dou, nyiring, patag, patai, petah, petai Thai : sataw, sator, sator dan, sator kow, to dan, to khao The [pic][pic]secrete a nectar that attracts BATS and other POLLINATORS. Exported in jars or cans, pickled in brine or frozen[pic] The YOUNG LEAVES and fresh parts of the flower stalks can also be eaten RAW!! [pic]The WoOD is used in the manufacture of PaPER Creative products ranging from tea to milkshake[pic] IN HTF 523 FOOD SCIENCE[pic]

How the threat of an imminent fiscal cliff is directly related to Research Paper

How the threat of an imminent fiscal cliff is directly related to income inequality - Research Paper Example The whole problem was triggered by the quarrel over tax cuts for the wealthiest 1% percentage of Americans. It can be argued that the prospects of the future global economy depends much on the debate circling to distribution of income or equality among all sections of the society. The republicans support the tax cuts on the argument of the role played by income in the development of incentives. They argue that the role of the government is not ecstatic in managing the money of the tax payers. They put the example of the CEO who may feel the disincentive on working harder if the government levies a tax of 10% more on his income. The Republicans states the money that is paid by the tax payers can be more efficiently invested in profitable investments instead of wasting the amount in the inefficient programs of the government. Research question How the threat of an imminent fiscal cliff is directly related to income inequality? Literature Review The law makers of the country are facing three unattractive options. They can keep the policy on hold till the beginning of next year. With the implementation of the policy the spending rates are anticipated to go down and therefore the economy will again be on the verge of inflation. Again the deficit of the current balance is anticipated to fall as well. They can opt for the middle course which would address the issues of the budget to a certain extent and will also have modest impact on the rate of growth. Two dimensions can be put forwarded regarding the inefficiency of the government. The spending in the public sector cannot be identified as waste because some of the expenditures roll out to the private sector as well. In some cases the roll is large enough. Moreover some profitable investments can only be done by the government. An individual cannot be held responsible for his resources and the same individual can be held responsible for the choices he makes. It is undoubted that the policy maker will opt for the pro grams that bring equalization in the society rather than increase the taxes for the wealthiest population. The term economic inequality is used to define the gap between the rich and the poor. The disparities in distribution of the economic assets among individuals or groups of population are regarded as economic inequality (World Bank, 2005, p. 27-28). There are many causes for economic inequality and primary of them being the differences in wages and salaries of the employed. Inequality in the labor market leads to concentration of wealth in the hands of the few. Some of the other causes are racial inequality, gender inequality, tax loopholes and increasing costs of education. The distributive inefficiency gets reduced by economic inequality. Inequality acts to reduce the total personal utility. The simplest form of measuring inequality arranges the entire population from poorest to the richest and pictures the percentage of spending attributable to either quintile or decile of th e arrangement. One of the most popular measures on inequality is Gini coefficient (Cullis and Koppen, 2007, p. 2-3). It ranges from 0 showing perfect equality to 1 showing perfect inequality. It is derived from the Lorenz curve which also arranges the population from the poorest to the richest. The Lorenz curve is drawn using the cumulative proportion of the population and the cumulative expenditure on the horizontal and the vertical axis

Township Planning in and around Chennai City Limits Research Proposal

Township Planning in and around Chennai City Limits - Research Proposal Example With specific subject related colleges represented by Anna University and Madras Medical College. Despite its ongoing development as a leading commercial metropolis, Chennai is also responsible for housing 5% of the entire slum population of India, together with a significantly high migrant population.1 This proposal will outline a framework for consideration based on the principal that as a city Chennai needs to incorporate a great many factors into its attempts to expand and develop industrially, educationally and for the benefit of its existing residents and future population. In particular it will seek to demonstrate the advantages of recent city growth in the form of townships. How the city is developing and reinventing itself as a consequence of these new developments The literature for this research will broadly split into three categories. Each category will be the focus of the three fundamental chapters. With the fourth and final chapter dedicated to rationalizing the findings. The first category will focus on the history of Indian town planning. This will provide a context within which the current situation and consequences of modern day townships being developed throughout Chennai will be rationalized. It will explore the reminiscent British influence and the Victorian concept of municipality and how this was first established in Madras (now Chennai). Research Publications such as the Transformation of Housing Policy and other documentation sourced from the Indian Institute of Public Administration, together with books like Indian Government & PoliticsBy Sharma Manoj which detail the period of the 1960's amongst others as eras that can be defined as playing a major role in the development of urban planning models. The second category to be investigated will involve a demographic overview including the current economic and social situation in Chennai in the twenty first century. This will be achieved through the presentation of collated statistics the overall socio-economic situation of the population by illustrating the differences across the city and its outskirts. There have been a number of qualitative and quantative research studies carried out on the population of this particular city including Quality of Life of Migrant Households in Urban Slums, by S. Sundari, Alcohol Abuse Among The Coastal Communities In Chennai District, Tamil Nadu Tsunami Resource Centre, Prof. L. S. S. Manickam Ph.D. Dr. Joshi Basil PhD, An Adaptive Ecosystem Approach to Managing the Urban Environment for Human Health, Martin J. Bunch. The case for being able to demonstrate the current situation of the people of Chennai, their history of housing issues, poverty and deprivation as a result of demographic circumstance will help legitimise the overall picture of Chennai as a city whose population has suffered and continues to do so without the necessary changes to infrastructures a nd controls on building and residency issues. These statistics will be supported by a number of text based

Wp2 Essay Example | Topics and Well Written Essays - 500 words

Wp2 - Essay Example Nevertheless, some of the customer representatives may find the customer etiquette codes more rigid and outdated. Therefore, I would like you to consider these questions: This Memo comes to notify you that we have a problem with some of our products. There has been a complaint raised by customers, to the effect that some of the products they have purchased from our company are defective. This kind of complaint spells trouble for our company, if the issue fails to be addressed within the shortest time possible. Thus, while bringing this issue to your attention, I am also requesting that you liaise with the necessary authority, to ensure that the manufacturing process is effectively monitored and the products well supervised before they are packaged and availed to the customers. This will help to save the company from the looming problem of loss of business. Secondly, I would like to bring to your attention that I have discovered a problem with our customer service. Customers have raised a concern that some of the responses from our customer representatives are unfriendly and rude. To this effect, I have written to all the customer representatives warning on the same, and asked them to change this conduct. However, I would like to recommend that investigations start to establish the particular person who was involved in the unethical conduct, so that the necessary disciplinary action can be taken against the

Aquaculture And Fishing Industries Environmental Sciences Essay

Aquaculture And Fishing Industries Environmental Sciences Essay What are aquaculture and fishing industries? Aquaculture is the art, science and business of rearing aquatic organisms in fresh or marine water under controlled or semi-controlled conditions. The fishing industry activity concerned with culturing, processing, preserving and marketing of fish and fish products. Next, there are many types of aquaculture. For example, types of aquaculture are extensive farming or cage farming and intensive aquaculture. Furthermore, the types of fishing industries includes commercial fishing, fish farming, fish processing, fish products and fish marketing. Besides of types of aquaculture, there are also includes methods of aquaculture. Examples for methods of aquaculture involved open net pens or cages, ponds, raceways, recirculation systems and shellfish culture. However examples for methods of fishing industries included pole/troll fishermen, purse seining, gillnetting, traps and pots, harpooning and trolling. Aquaculture and fishing industries are considered as developing sectors in Malaysia. These industries are contributed to the Gross Domestic Product (GDP), economic growth and providing jobs opportunity to communities as well as to enhance the welfare and quality of life. Aquaculture is the art, science and business of rearing aquatic organisms in fresh or marine water under controlled or semi-controlled conditions. Furthermore, the definition of aquaculture can be break down to two components such as the term aquatic refers to a variety of water environments which including freshwater, brackish water and marine and the term of Aquatic organisms that means the interest with regard to human food include a wide variety of plants, invertebrates and vertebrates. Aquaculture also is the farming of freshwater and saltwater organisms such as finfish, mollusks, crustaceans and aquatic plants. It is also known as aqua farming. For examples, aquaculture involves cultivating aquatic populations under controlled conditions and contrasted with commercial fishing which is the harvesting of wild fish. 1.3 Type of Aquaculture There are two general types of fish farming which are extensive farming and intensive farming. What is extensive farming. Extensive farming means the farming which is easier to set up and maintain because no need for advanced water quality control systems. Ocean waters near the shore with good tidal flushing are the place that most suitable for extensive farming. However, reliance on nature for water management make environmental problems happened. For example, the algae bloom is happened by concentrated waste and nutrients. The ways to prevent and reduce the risks to the environment are more exposed sites and attention to cage density can be establish for those countries that have the species already native in that area. Another type of aquaculture is intensive aquaculture. Intensive aquaculture encourages the use of intensive and closed-loop systems for aquaculture. In these systems, almost all the water is recycled with at most 5%-10% of water being replaced each day. Furthermore, as the water is in a closed loop, the waste from the fish will not impact the surrounding environments. The ability to stack shallow tanks makes intensive farming particularly well suited to flat fish such as flounder. The primary downside is the complexity of the recycling systems. However, intensive aquaculture also provides an opportunity for landlocked nations to become involved and stacking tanks that allows for large numbers of fish in a single facility. 1.4 Methods of Aquaculture There are five methods of aquaculture that included by open net pens or cages, ponds, raceways, recirculation systems and shellfish culture. Firstly, Salmon, the fish enclose in open net pens or cages that mostly exist in offshore coastal areas or in freshwater lakes. The high-impact aquaculture method commonly refers to net pens. This is because the waste from the fish can passes freely into the surrounding environment and contaminate wild habitat. Farmed fish can flee and compete the natural resources with wild fish or interbreed with wild fish of the same species that will compromise the wild population. For examples, diseases and parasites can spread to wild fish through swimming past net pens. Next, ponds is the place that enclose fish in a coastal or inland body of fresh or salt water. This manner is use to raise shrimp, catfish and tilapia. After that, wastewater can be contained and treated. The surrounding environment and groundwater can be polluted by the discharge of untreated wastewater from the ponds. Moreover, the construction of shrimp ponds in mangrove forests has destroyed more than 3.7 million acres of coastal habitat important to fish, birds and humans. Raceways allow farmers convert water from a waterway, like a stream or well and to make it easily flows through channels that containing fish. Furthermore, farmers usually diverting it back into a natural waterway after treating the water. If the farmers untreated the water, wastewater from the raceways can affect waterways and spread out disease. Farmed fish can potentially escape and compete with wild fish for natural resources. Besides this, escaped fish can interbreed with wild fish of the same species which lead the health of wild population at risk. Recirculation systems raise fish in the tanks where the water must be treated and recycled through this system. All the types of finfish species like striped bass, salmon and sturgeon can be raised in recirculation systems. Recirculation systems can address many environmental concerns associated with fish farming in which fish cannot escape and wastewater is treated. However, the costs of treatment for wastewater are expensive and very rely on electricity or other power sources. Shellfish culture means that the types of shellfish such as oysters, mussels, and clams can grow on beaches or suspend them in water by ropes, plastic trays or mesh bags. Mostly, farmers use filter feeders and clean water to thrive. This is because filter feeders can filter excess nutrients out of the water but the farming shellfish with high densities in areas with tidal flow can lead the waste accumulated. 1.5 Species Groups Species groups of aquaculture include finfish, shellfish, crustaceans, echinoderms and algae. The farming of finfish consider as the most common in aquaculture because it raised fish in tanks, ponds or ocean with the main purpose that is to meet the demand for food. Fish hatchery is an adoption that used to release immature fish into the wild for recreational fishing. For examples, salmon, carp, tilapia, catfish and cod are the types of fish hatchery. Secondly, abalone and oyster farming is the types of shellfish farming. Abalone farming began in the late 1950s and early 1960s in Japan and China. Since the mid-1990s, this industry has become increasingly successful. Next, over-fishing and poaching have reduced wild populations to the extent that farmed abalone now supplies the most abalone meat. Thirdly, crustacean farming involve shrimp farming and fresh water prawn farming. Virtually all farmed shrimp are penaeids (shrimp of the family Penaeide). There are two species of shrimp that involved the Penaeus vannamei (Pacific white shrimp) and the Penaeus monodon (giant tiger prawn) account for roughly 80% of all farmed shrimp. These industrial monocultures are very susceptible to disease which has decimated shrimp populations across entire regions. Echinoderm farming is one of the methods of aquaculture. Commercially harvested echinoderms include sea cucumbers and sea urchins. For examples, sea cucumbers are farmed in articial ponds as large as 1,000 acres (400 ha) in China. Last but not least, algae farming such as microalgae also referred to as phytoplankton, microphyte or planktonic algae constitute the majority of cultivater algae and macroalgae that commonly known as seaweed. Despite seaweeds have many commercial and industrial uses but they are not easily cultivated on a large scale. 1.6 Benefits of Aquaculture The benefits can be categorized into three general types that are economic, social and environmental. In the case of aquaculture, the potential for financial gains was the initial cause of growth in the industry. Social and environmental benefits are also being totaled as valid reasons for growing aquaculture sector in the United States. First of all, economic benefits gain from aquaculture. The income of country is generated for the communities and countries by aquaculture. For examples, exporting of aquaculture product to the foreign country can provides security to our economies and cultures. Next, many job opportunities are provided by fish farming from the view of social benefits in aquaculture nowadays. Aquaculture is the potential agriculture to provide those fishermen put out of their works as well as new recruits with a job in aquaculture. Lastly, environmental benefits will decrease the pressure on wild fisheries. The fisheries in many worlds are categorized at unhealthy or unsustainable levels. A growing aquaculture sector can decrease the pressure on wild fish stocks and provide market demand for farmed fish as great as the demand for wild fish. However, fisheries economics and policies have implications for the ability of aquaculture to replace or provide an alternative to wild catches. 1.7 Impacts of Aquaculture The main impact of aquaculture is the pollution of inland and coastal waters. Aquaculture is different with mollusk farming because there are many species of fish rely on a diet of synthetic feed in pellet form. This feed is broadcast onto the surface of the water and feed by the fish as it settles through the water column. Due to not all the feed is consumed, a great deal of feed can reach the bottom where it is eaten by the benthos or break down by microorganisms. This modification of the natural food web structure can significantly affect the local environment. Many studies have indicated feeding exceedingly in fish farms is the effect of changes in benthic community structure because a high food supply may favor some organisms over others. Moreover, tame animals may die in water diminish of oxygen resulting from microbial break down while the mobile population may transfer to other areas. Next, eutrophication is the second impact of concentrate fish culture where the water surrounding raising pens or the rivers receiving aquaculture effluent. Fish waste matter and fecal wastes mix with nutrients released from the breakdown of overfeed to raise nutrient levels well above normal, creating an ideal environment for algal blooms to form. The way to compound the problem is most feed that formulated to contain more nutrients than necessary for most applications. When algal blooms die, they settle to the bottom where their decomposition can reduce the oxygen. There is potentially that algal toxins are produced before they die. Then, the impacts of aquaculture is on natural stocks. Clearly, feeding fish is a fish leads to a net loss of protein in a protein-short world and directly effect on natural stocks, but aquaculture may have a plenty of indirect impact on the natural environment. Almost all the marine or brackish water culture is relying upon natural fisheries for some aspect of operations. Although more and more hatcheries are being constructed to provide seed for shellfish and finfish culture, most farms still capture wild animals for brood stock or for a source of larvae. In some cases, collection of wild-caught shrimp larvae to stock ponds has damage thousands of other larval species in the process. The full effect of removing natural fish stocks from food webs is difficult to predict. When fish are removed to make fish meal, less food may be available for commercially valuable predatory fish and for other marine predators such as seabirds and seals. This effect exacerbates large-scale problems caused by global warming and the El Nino phenomenon. The El Nino of 1997-1998 is considered to be the second strongest warm event in the tropical and subtropical Pacific this century. The shift in water temperature make a severe decline in biomass and total production of small pelagic fish leading to change food webs and a lack of fish meal and fish oil. Furthermore, there is habitat destruction in mangrove forests. There are over 400,000 hectares of mangroves have been altered into brackish water aquaculture for the cultivating of shrimp in Asia. For examples, farmed shrimp is used to raise the earnings of a developing countrys foreign exchange. Tropical mangroves are the habitat that prevent erosion, good quality of coastal water and cultivate many marine organisms. A sustainable and renewable resource of firewood, timber, pulp, and charcoal from mangrove forests are contributed for the local communities. These habitats are destroyed and it is very difficult for the rehabilitation is the one of the ways to build the bank of ponds for shrimp farming. Unfortunately, shrimp ponds are profitable only for a short term because they are limited demand in the shrimp market. Besides that, socio-economic is also one of the impacts of aquaculture. There are many countries that accept the aquaculture because income generated from the export of aquacultures products that can substantially can lead to a long-range social benefits. Furthermore, many rural communities also enjoy the employment opportunities which related to aquaculture but there are some conflicts happened when crash occurred between traditional employment and the aquaculture industry. The important is resource ownership of aquaculture locations is questionable. The economic benefits are more emphasizes compared to the issues of pollution and social problems. 2.0 FISHING INDUSTRIES 2.1 Definition of Fishing Industry The fishing industry includes any industry or activity concerned with taking, culturing, processing, preserving, storing, transporting, marketing or selling fish or fish products. It is defined by the FAO as including recreational, subsistence and commercial fishing, and the harvesting, processing, and marketing sectors. The commercial activity is aimed at the delivery of fish and other seafood products for human consumption or for use as raw material in other industrial processes. Fishing is defined by the activity of catching fish. Fish are normally caught in the wild. Techniques for catching fish include hand gathering, spearing, netting, angling and trapping. The fishing industry is made up of a great number of independent operators who sell their produce as independent contractors to fish processing plants. It is also made up of fishermen and fishing boat crews working for commercial fleets some of which belong to processing companies. 2.3 Types of Fishing Industry Commercial fishing is the activity of capturing fish and other seafood for commercial profit, mostly from wild fisheries. It provide a large quantity of food to many countries around the world but those who practice it as an industry must often pursue fish far into the ocean under adverse conditions. Large scale commercial fishing is also known as industrial fishing. Commercial fishermen harvest a wide variety of animals, ranging from tuna, cod and salmon to shrimp, krill, lobster, clams, squid and crab, in various fisheries for these species. Commercial fishing methods have become very efficient using large nets and factory ships. Commercial fishing gears today are surrounding nets, seine nets, trawls, dredge, hooks and lines, lift nets, gillnets, entangling nets and traps. There are large and important fisheries worldwide for various species of fish and crustaceans. However, a very small number of species support the majority of the worlds fisheries. Fish farming is the principal form of aquaculture while other methods may fall under marine culture. Fish farming involves raising fish commercially in tanks or enclosures, usually for food. Fish hatchery is a facility that releases juvenile fish into the wild for recreational fishing or to supplement a species natural numbers. The most common fish species raised by fish farms are salmon, carol, tilapia, European seabass, catfish and cod. Increasing demands on wild fisheries by commercial fishing has caused widespread overfishing. Fish farming offers an alternative solution to the increasing market demand for fish and fish protein. Fish processing is the processing of fish and other seafood deliver by fisheries, which are the supplier of the fish products industry. Although the term refer specifically to fish, in practice it is extended to cover all aquatic organisms harvested for commercial purposes, whether harvested from cultured or wild stocks. The largest fish processing companies can have their own fleets. The products of the industry are usually sold wholesale to grocery chains or to intermediaries. Fish processing may be subdivided into two major categories that is fish handling and fish products manufacturing. Another natural subdivision is into primary processing involved in the filleting and freezing of fresh fish for onward distribution to fresh fish retail and catering outlets. The secondary processing that produces chilled, frozen and canned products for the retail and catering trades. Fish and fish products are consumed as food all over the world. Fish and other aquatic organisms are processed into various food and non-food products. Fish oil is recommended for a healthy diet because it contains the omega-3 fatty acids, eicosapentanoic acid (EPA) and docosahexanoic acid (DHA), precursors to eicosanoids that reduce inflammation throughout the body. Fish emulsion is a fertilizer that is produced from the fluid remains of fish processed for fish oil and fish meal industrially. Fish meal is made from both whole fish and the bones and offal from processed fish. It is a brown powder or cake obtained by rendering pressing the whole fish or fish trimmings to remove the fish oil. It used as a high-protein supplement in aquaculture feed. Sea horse, star fish, sea urchin abd sea cucumber are used in traditional Chinese medicine. The Sea snails Murex brandaris and Murex Trunculus are used to make the pigment Tyrian purple. Some sepia pigment is made from the inky secretions o f cuttlefish. Fish marketing is the marketing and sale of fish products. It would require special facilities for transportation and holding in wholesale and retail markets. When they have to process before marketing it will undoubtedly be advantageous to link the production centre with transport, storage, preservation or processing system of general fish marketing. This will allow fuller control of market outlets and prices, allowing grater marketing flexibility. Method of Fishing First method is using a fishing pole and bait by pole troll fishermen to catch the fishes, encompasses from tuna to cod. This type of fishing is called pole troll fishing. It is environmental friendly and a good alternative to pelagic longline. Unlike pelagic longlines, the rate of bycatch I pole troll fishing is diminishing. Next, purse seining is use with a large wall of netting to enclose fishes. Fishermen pull the bottom of the netting closed like a drawstring purse to herd fish into the center. The types of purse seines used depend on which species of fish like sardines or other animals like school of dolphins. Gillnetting is a net that uses curtains of netting and hang with floats and weights. Function of floats and weights are to fix the net to the sea ground or make it to float at the surface of the sea. The purpose of this netting makes the fish invisible to it so the fishes will swim into it. Gillnets are used to catch sardines, salmon and cod yet the sharks and sea turtles accidently. Longlining is string with small lines of baited hooks and swinging at flat spaced intervals. It can be put near the surface or place on the sea ground to catch pelagic fish like tuna and deep dwelling fish. Lonlining also cause bycatch problem because some of the animals like sea turtle, sharks and seabird can be attracted to the bait. However, by lowering the longlining to deeper sea bycatch can be reduced. Trawls and dredges are nets set at different depths to catch fish. Trawl nets are dragged along the sea ground to catch fish like pollock, cod, flounder and shrimp. Meanwhile, dredging is carry out by locating a heavy frame that attached with mesh bag along the sea bed to catch animals which is living in the sand catches, such as scallops, clams and oysters. Both trawls and dredge activities intentionally can damage the sea floor and results in bycatch risk. Fishermen submerged wire or wood cages on the bottom ocean to attract fish with bait and hold them alive until fishermen return to haul in the catch. This fishing method is known as traps and pot. Mostly, fishermen catch lobsters, crabs, shrimp, sablefish and Pacific cod by this method. They have less negative impact if compare to trawls in unintended catch and sea floor impact. One of the conventional method for catching large fish and still used until today by skilled fishermen is harpooning. When a harpooner spots a fish, he thrusts or shoots a long aluminum or wooden harpoon into the animal and hauls it aboard. Harpooners catch large, pelagic predators like blue fin tuna and swordfish. Harpooning is an environmentally responsible fishing method. Bycatch of unwanted marine life is not a issue because harpoon fishermen visually identify the species and size of the targeted fish before killing it. Trolling is a hook-and-line method that hauls a fishing lines behind or alongside of a boat. Due to different depths, fishermen use different types of lures and baits to troll and attract for different kinds of fish. Trollers catch the fish such as salmon, mahi mahi and albacore tuna which will following a moving lure or bait. Trolling is a fishing method that will not destroy or harm the environment. Since the fishing lines are reeled in soon after a fish takes the bait, fishermen can release fish that is unwanted from their hooks immediately. Effect of Fishing Industries Overfishing occurs when fishing activities reduce fish stocks below an acceptance level. This can occur in any body of water from a pond to the oceans. Ultimately overfishing may lead to resource depletion in cases of subsidized fishing, low biological growth rates and critical low biomass. For example, overfishing of sharks has led to the upset of entire marine ecosystems. The ability of fisheries to naturally recover also depends on whether the conditions of the ecosystems are suitable for population growth. Dramatic changes in species composition may establish other equilibrium energy flows that involve other species compositions than had been present before. For example, remove almost all the trout and the carp might take over and make it nearly impossible for the trout to re-establish a breeding population. A sustainable fishery produces consistent output over an indefinite period without damaging the environment. It combines with some theoretical disciplines, for example preventing overfishing through a few techniques, like quota of fishing for individual, lowering the practices of illegal fishing. This can be done by implementation of related regulation and law, protected areas is created, restoring destructed fisheries and also organizing some campaigns and certification program. The main issue about sustainability is heavy fishing pressure, such as over exploitation and growth overfishing will cause the loss potential yield, stock structure will erode to the point where it loses diversity and resilience to environment fluctuation, and economic infrastructure and ecosystem will cycle between collapse and recovery. The resource usage in political goal usually is the weak part in the system of fisheries management because both having different objective in fisheries management. The political objective are to maximize sustainable biomass and economic yield, increase the employment in certain areas, and also secure the supply of food and production of protein. Ways to Reduce the Effect of Fishing Industries One of the ways to reduce the effect of fishing industries is stopping the slaughter. WWFs Global Marine Programmer is having cooperation relationship with all fisheries around the world with aim to reduce harm of ecosystem that caused by damaging and wasting fishing practices. They are focusing on work o f by catch since it was one of the greatest and most pervasive threats to the life in ocean. In the year of 2004, WWF created a Global By catch Initiative with respect to sustainable fisheries and species conservation. The initiative along with fishing industry, conservation organization, government and academia in searching the ways of reducing by catch and promote the ways to world. In order to reduce the negative impacts of fishing, the task includes combining conservation of fisheries management and strengthening fisheries policy, terminating the practices of destructive fishing and identifying selective fishing gear. The second way is to stop overfishing. In order to stop overfishing, a key area of World Wildlife Funds work on sustainable fishing is engaging with the fishing industry and governments to improve fisheries management. World Wildlife Fund also pay attention on incorporating ecosystem-based management into the way of fisheries are managed, such as reduce capacity of fishing to the levels that can sustain the marine ecosystems, reduce fishing pressure to allow over-exploited fish populations to recover and ensure the maintenance of healthy populations. Other than that, fisheries policy should be strengthen and promote fairer Fisheries Partnership Agreements for fishing in foreign waters and reduce illegal fishing. The following way is promoting sustainable seafood. World Wildlife Fund is promoting economic and consumer initiatives, and trade management measures that encourage sustainable fisheries. A main focus of work involves supporting the activities of the Marine Stewardship Council, an independent organization. It is recognizes via a certification programme, sustainable marine fisheries and their products. World Wildlife Fund established a Sustainable Seafood Choices project in 2005 to aim at the retail and market end of the seafood industry to support the MSCs work. In partnership with other Non Government Organizations, the project combines advocacy, strategic partnerships, and communications to raise the profile of sustainable seafood products with consumers and markets, and provide guidance on their purchase. 3.0 CONCLUSION In a nutshell, aquaculture will be one of the most feasible and practicable methods use to supply the demands of the world. But there are many challenges and difficulties for maintaining the profitability and environmental compatibility of aquaculture occurred. Many governments wish for the development, evolution and expansion of aquaculture which is concentrate and centralize on the economic growth. But some of the governments have started to enforce and actualize stricter regulatory recommendations addressing environmental and social issues to assure and fight on the sustainability of aquaculture. Malaysia has made evolvement and development in the establishment of legal and regulatory scheme which are having a positive effect on aquaculture growth at the beginning and with the requirements that people also have to maintain the balance of ecosystems. Fishing industries also play a significant role in contributed and fulfillment the various demands of people among the world. People can get sufficient and enough supply of fish at anytime and anyplace from global. Besides, it also provides a large number and potential jobs opportunity to the community and it will reduce unemployment eventually. Because of the high employment, income of the community and the income earn by country will increase and it will improve the quality of life directly.

Animal Farm - The End Justifed the Means :: Animal Farm Essays

END – Achieve freedom from humans and be able to look after themselves The means to get this was by Napoleon and Snowball taking charge and organizing the events in the other animals’ lives JUSTIFY – To whom was justification needed? - Other Animals - Pigs The animals believed that whatever the means, no matter how hard their lives would become, all would turn out for the best. Therefore, Squealer and Napoleon were able to justify this means to an end for them. Napoleon and Squealer were happy and felt that the means was justified because they were advantaged over the others. HOWEVER WAS IT JUSTIFIED? Most people would say ‘no, the end does not justify the means because the pigs were cruel’. However the means can be justified because the animals knew what the means would be, and the end that they had accepted the means for did not include cruel pigs. They felt that as long as the end was good for everyone, the means was justified. What the people mean when they say that ‘the end does not justify the means because the pigs are cruel’ is that they don’t like how the end that all the animals were looking forward to did not eventuate. This didn’t happen because there were in actual fact two ends, not one. Both the pigs and the other animals felt that the means had been justified, but unbeknown to the other animals, the pigs had a different goal. The means of giving Napoleon absolute power to let all animals have freedom and the ability to look after themselves was justified, however, unfortunately, due to the power which corrupted him, Napoleon never let this end get achieved. Napoleon changed the purpose for which this means was to be used. It is the pigs’ end of benefiting themselves only and dominating the other animals that does not justify the means. It is this end that people refer to when they do not agree with this statement, because this end is not a good end. Of course, the pigs thought that their end was good, but it wasn’t because they only wanted to advantage a minority and didn’t care about the other animals. It wasn’t enough for them that they succeeded in living comfortably, everyone else had to fail and struggle to live. The means

Disabled Children and Education Essay

A lot of disabled children nowadays are taking to American schools in the pursuit of quality education. Even if there is some semblance of community support, or even school-wide support, it is alarming to note that there is still much to be done. There is still a lack of good studies and research made on the unique needs of disabled children. Also, there is a continuous threat of non-school intervention in cases that sometimes warrant to the harassment of disabled children within school premises, and even the lack of school facilities that are specially created for the comfort and enjoyment of the school’s disabled student populace. Finally, even a recent study suggests that even given the support the disabled child has in the form of the alignment of IDEA and NCLB, they have to contend with the many changes it could bring to present attitudes, what they believe in, as well as what they hold dear in helping disabled students achieve the best in their educational lives. Introduction Students with physical disabilities – especially those who have opted to enroll themselves in institutions that are meant for â€Å"normal† students – have always been beset with a lot of challenges through every step of their educational process. see more:importance of school facilities to students From the choice of the school, to its environment, and available curricula, physically disabled students have always been limited to what they could choose that also basically suits them. Abend (2001) stresses the importance of the entire school experience for the disabled students and has reported about the current laws and regulations put in place that were meant to protect them. These include the Education for All Handicapped Children Act of 1975 that was later renamed as the Individuals With Disabilities Education Act or IDEA in 1990, and the Americans With Disabilities Act of 1990. IDEA is a â€Å"refitted† version of the Education For All Handicapped Children Act, which has made it possible for disabled children to get equal educational rights. It was more concerned with knowing more about disabled children and focused on making special education and other related services available for them. IDEA on the other hand, with its amendments in 1997, made it possible for disabled students to be able to study with non-disabled students, and championed the said cause. Abend also tells of the Americans With Disabilities Act or ADA of 1990 that then enforces laws that made schools safer and more accessible for disabled students. The ADA is put in place for schools to either follow ADA Accessibility Guidelines or ADAAG or the Uniform Federal Accessibility Standards or UFAS. Unfortunately, the UFAS and the ADAAG are designed not with the disabled children in mind, especially the disabled students of school age. Giangreco, Dennis, Cloninger, Edelman and Schattman (1993) also noted the issue of teachers who are teaching disabled children as well. It is considered important because, aside from the school environment, disabled students would also have to deal with teachers who could or could not deal with them efficiently like their normal counterparts. As the concept of allowing the disabled children to join their non-disabled classmates in general education courses is supported by a lot of educators, some are rather still doubtful as to what extent should this inclusion would be. Giangreco, Edelman, Luiselli and MacFarland (1997) have also reported about the use of instructional assistants that now serve to support the said implementation of allowing disabled children to be able to study together with their non-disabled counterparts on a classroom. As part of the new efforts of being able to actually complement the increase of disabled children to be accommodated, school administrators, teachers and instructional assistants alike are facing increasing pressure from the parents of such children to provide better care. Aside from making the school actually safe and its environment actually conducive to ensuring equal opportunities for education between disabled and non-disabled children, school administrators would also have to deal with the â€Å"hostility† of the normal students themselves, especially in taking to bullying disabled children in their own classes. Hergert (2004) has reported that bullying has been increasingly getting the nefarious attention that it deserves from the media as well as educational journals. The report does include other factors that lead to bullying aside from the children having been physically impaired in some way, such as being ethnically diverse, the children being bullied of different ages, and live in communities where a lot of the people who live there could single them out from being â€Å"different†, such as small or big cities, and even those living in suburban areas. In light of such problems, the National Council on Disability has taken measures in order to improve the educational opportunities of such disabled students. Frieden (2004) has presented a paper which details all the research that the NCD has undertaken, with the cooperation of several schools as well as integration with IDEA as well as the No Child Left Behind Act or NCLB, one of the most ambitious educational laws that were put in place that sought to enhance American education especially through reading and mathematics, measured by their own respective standardized tests. Statement Of The Issue To Be Investigated Students with physical disabilities are enrolling in public schools all across America at an increasing rate. As is already indicated by the recent studies, American lawmakers are striving to get a better grip of this problem and introduce laws which would enable disabled students to have an equal chance at education like their non-disabled counterparts. Frieden (2004) has created a report that shows how very determined the American educational system is in actually curbing that said issue. The issue in question, giving disabled students a clear chance at education, already has several laws to its credit, but as Frieden also already states, the recent study that they have has its many implications. On one side, a lot of educators and schools are very much concerned in providing better schools for these disabled children, but on another side, they are grappling with the fact that the problem is enormous, and schools and school administrators are still quite daunted by the fact that there simply isn’t enough understanding and readiness as of yet as to handle this unique problem. The schools themselves are also beset with other problems such as meeting the yearly â€Å"report card† on their annual performance, and the impact that it could cause on the students with disabilities if things did not go as planned. The report also focused on the teachers as well as the strategies that they would most likely employ, with respect and with the support of the school administrators in question. It also details current research that the NCD has with regards to how they are coping with the problem at the moment. Despite this however, even if disabled students are afforded opportunities for equal chances for good education right now, they are still beset with a lot of problems. The report entails the findings that they have to a certain point that which still needs to be addressed. Literature Review Abend (2001) reports the various laws that were put in place in order to assure that disabled students, especially children, have the same opportunities just like their non-disabled counterparts when it comes to quality education . These laws and guidelines he discussed included: †¢ Education for All Handicapped Children Act of 1975 (Public Law 94-142) †¢ Individuals With Disabilities Education Act (IDEA) †¢ Americans With Disabilities Act (ADA) †¢ Uniform Federal Accessibility Standards (UFAS) †¢ ADA Accessibility Guidelines (ADAAG) There is also Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112) that worked in close tandem with that of the Education for All Handicapped Children Act of 1975. Whereas the 1975 Act was more concerned with the services that are given to disabled children, Section 504 deals with whether or not the disabled children would have need of such services. However, as it was already discussed, the use of the UFAS or the ADAAG was more tailored to suit disabled adults more than it can be used for disabled students. Abend goes on to discuss one of the key factors of the success of an overall rehabilitation of the current stand on disabled students bid on education – how the school should be set up. Schools are considered as the second homes to students throughout most of their school lives, and it is important that disabled children should also be comfortable with how they would be willing to spend almost an entire day in such a facility. The school facilities in question should not only be the furniture that could be found inside a classroom – it also deals with the environment of the classroom (if it’s comfortable, too noisy, or too cramped), where the disabled students could go to after school hours (such as playgrounds and the school grounds), and the security of the school. Concerns about air quality are also aired because of the fact that disabled children are highly susceptible to fluctuation in air quality, especially if the child is to go to a general education school. Ensuring that disabled children could actually go around in a school that is also designed for their comfort actually helps a lot in the process of ensuring that they also get quality education. Other important factors that contribute to sound and quality education for disabled children include highly qualified teachers as well as highly qualified instructional assistants. Giangreco et al. (1993) and Giangreco et al. (1997) report on the many benefits that highly qualified teachers and instructional assistants could give to disabled children in the classroom setting. There are educators who feel strongly that disabled children should be able to join their non-disabled classmates in a normal classroom setting, but there are some who are still worried up to what extent should it be made possible. It is also the same with instructional assistants who serve as â€Å"extensions† of the teacher in a classroom, especially when coordinating with the teachers to also include them in class discussion and attending to the special needs of their â€Å"charges†. As they are tasked with the overall management of the classroom, they are also in charge of looking over what happens within that classroom, and sometimes it is more than just staying within the lessons. However, as Hergert (2004) relates, such disabled students’ incidents concerned with bullying by other children are traditionally a â€Å"hands-off† matter when it comes to school affairs. There are cases however that some schools also act upon complaints made by the students who are harassed. Hergert is concerned about, along with the problems of teachers and educational assistants of the best caliber to educate and attend to disabled students’ needs, how the school community still seems to deny the fact that bullying is such a huge problem and dismissing such complaints as overreactions from the students. However, with Frieden’s (2004) report, all such problems are then equated and are meticulously laid out, in response to such problems. Aside from ensuring sound school environments for disabled children to actually find themselves become part of the classroom experience itself, the report has also talks about what the schools can do in order to combat these problems. These are accomplished by strategies that are based upon what typically goes on in a school during their disabled children programs like counseling and the like. Common factors were discovered and goals were also set out, along with the best strategies that could help bring about it. Findings Frieden’s (2004) report has noted several findings on the educational crisis faced by America’s disabled children. Although there is enough reason to believe that disabled children nowadays have better opportunities in getting a better education, it still comes up short. Aside from the overwhelming responsibilities of implementing new and improved means of getting disabled children the education that they deserve, the NCD also has to look over problems of reducing the percentage of disabled children who drop out of schools, ensuring that there are more disabled children who graduate with high school diplomas, and look over available strategies that would ensure the success of a school’s disabled children educational program. Based on Abend and Hergert’s independent studies, the focus on the needs of disabled children through adequate school facilities and the bullying problem are either ill-fit for the children themselves or largely ignored by the school. There is still an inadequacy in trying to solve this problem, and is reflected in Frieden’s report. Also, the problem of finding the best educators for the disabled children themselves counts as another task that needs to be attended to. Lastly, the problem of implementing such improvements on a school-wide basis, mainly through following the guidelines set by the IDEA and NCLB alignment, also needs a lot of attention. Implementing such guidelines is an entirely different thing when it has to be maintained successfully, and this is what the Frieden report has sought to recommend for future studies and research on the matter. Discussion Getting quality education for disabled children is a daunting task. This is more so if the current stakes are too high. In correspondence with the integration of both IDEA and NCLB, the Public Schools of North Carolina (2005) has released guidelines and procedures that schools found statewide would have to implement with regards to the reauthorization of IDEA back in 2004. The guidelines include also the various responsibilities that the test coordinators would have to accomplish in order to disseminate information to North Carolina statewide schools with regards to documentation, job responsibilities, staff training, and other procedures and guidelines. As part of the results that came after the alignment of IDEA and NCLB, the guidelines are a clear sign of, in the given North Carolina example that American education is indeed in an upswing. However, NCLB has, at that time, not actually improved American education as a whole, but mostly benefited schools who were grappling with their own adequate yearly performance or AYP woes. Aside from this, Frieden also noted how it was difficult to keep up with all the assessments that are needed by the NCLB in order to correctly gauge their academic skills. Also, it was very difficult for school leaders to realign assessments as well as other requirements that would allow disabled children to fully become part of the classroom discussion and cope with their own academic performance. Strategies meant to complement disabled children education also come up a little short at that time, because of limited research. The studies that are available are either aimed at younger students not fit for other levels, the studies in themselves where done with limited student participation in numbers, the studies are only concentrated on one kind of disability, or there are no programs available that would help to alleviate the disabled student dropout rate. Also, even if some education programs are set in place, there is still a lot of concern in regards to a lack of support from administrators, the time and effort used in order to implement them, lack of materials, ill-fitting teaching styles, limited teacher understanding of the practice or even not remembering it at all, and ill-fit between what is considered as â€Å"safe† for implementing in a state with regards to their own local guidelines. Conclusion The scope of undertaking the problem of the quality education of disabled children is very different from what one could expect when tackling educational concerns of non-disabled children. This is not to say that one is clearly much more important than the other, but it means that what American education has for now for disabled children is still continuously undergoing a lot of transformation, and is still in serious need of continuous study and research. Frieden’s report basically sums up everything about the problems that disabled children education currently face, and leaves a daunting message that clearly states there is still a lot to be done yet. This concern is not just because of what schools must do in order to make the annual â€Å"report card grade† of their performance – it means that disabled students who are enrolled in their schools need to be attended to, and have different special needs than their non-disabled counterparts. Nurturing such students and giving them equal educational opportunities are the keys in which the school thrives and survives in situations that warrant what â€Å"best education† could be expected from schools. This, alongside with their commitment to bringing the best education and American child could possibly have, should serve as their goal. References Abend, A. C. (2001) Planning and Designing for Students with Disabilities. Retrieved September 15, 2008 from www. edfacilities. org/pubs/disabilities. pdf Frieden, L. (2004) Improving Educational Outcomes for Students With Disabilities. Retrieved September 15, 2008 from www. educationalpolicy. org/pdf/NCD. pdf Giangreco, M. F. , Dennis, R. , Cloninger, C. , Edelman, S. W. & Schattman, R. (1993) â€Å"Experiences of Teachers Educating Students With Disabilities† in Exceptional Children, vol. 5. Retrieved September 15, 2008 from www. uvm. edu/~mgiangre/EC9359(4)359-372. pdf

Difference Between Por Qué and Para Qué in Spanish

Difference Between 'Por Quà ©' and 'Para Quà ©' in Spanish Although both para quà © and por quà © used in questions in Spanish are usually translated as why, there is a subtle difference in meaning between them. Simply, the question  ¿Por que? might be thought of as Why? the question  ¿Para quà ©? might be thought of as What for? Por quà © addresses the cause of something and looks back to the reason or motivation for the action. Para quà © looks forward to the purpose, goal, objective or intention of something. Note that there are four different ways to write  por  quà ©, such as one word, two words, with and without an accent over the e, and there are differences in meaning. Ways to Use Para Quà © and Por  Quà © It is often possible to substitute  por  quà ©Ã‚  for  para quà ©, but not always the other way around. In situations where  por  quà ©Ã‚  is substituted for  para quà ©, the point of emphasis in the sentence changes. Spanish Sentence English Translation Para qu vas al dentista? Why are you going to the dentist? [For what reason?] Para qu quiere pagar ms? Why does he want to pay more? [For what purpose?] Para qu estudias espaol? Para viajar? Why to do study Spanish? For travel? [For what reason?] Por qu muri el soldado? What caused the soldier to die? Para qu muri el soldado? For what purpose did the soldier die? Por qu gan la eleccin? What caused her to win the election? Para qu gan la eleccin? For what purpose did she win the election? Por qu es eso? Why is that? Para qu es eso? Whats that for? Por qu nieva mucho ms en Nueva York que en Madrid? Why does it snow much more in New York than in Madrid? Por qu hay pocos trompetistas en comparacin con otros instrumentistas? Why are there few trumpeters in comparison with other instrumentalists? Por qu brilla el sol? Why does the sun shine? The Difference Between Por Quà ©, Porque, Por Que,  El Porquà © Para quà ©Ã‚  and  por  quà ©Ã‚  are somewhat easier to differentiate, but what happens when there are four words spelled almost exactly the same way and each with slightly different meanings:  por quà ©, porque, por que and porquà ©? Something as simple as an accent mark can make all the difference in a sentence. Por quà ©Ã‚  is, together with  porque, one of the most often used of the four  porques. It means  Ã¢â‚¬Å"why,† very much the same way as it is used in English.  When you ask a question using  Ã¢â‚¬Å"why,† and you get an answer beginning with, â€Å"because, thats a good way to remember what  porque, as one word, with no accent, means. Spanish Sentence English Translation Por qu has venido? Porque tengo tiempo libre. Why have you come? Because I have some free time. Por qu no comes pizza? Porque no tengo hambre. Why have you come? Because I have some free time. Por qu te vas? Porque ya es muy tarde. Why are you leaving? Because it is too late already. El  porquà ©Ã‚  is a Spanish noun meaning the reason. It is written  with an accent mark over the  e and requires the definitive article el, meaning the. For example,  No entiendo  el porquà ©Ã‚  de tu decisià ³n, which means, I do not understand the reason behind your decision. Por  que,  two words without an accent mark, is the least commonly used.  It can be translated as â€Å"for which.† It is used as a prepositional phrase. For example,  Este es el motivo por que no llamà ©, translating to, This is the reason for which I didnt call.

Types of Spanish Pronouns

Types of Spanish Pronouns Almost all of us like to take shortcuts, and thats one way to think about what pronouns are: In both Spanish and English, theyre usually a shorter and quicker way of referring to a noun. Common pronouns in English include he, she, what, that and yours, all of which usually would be replaced by longer words or more words if we didnt have the pronouns at our disposal. Spanish and English Pronouns Compared In general, pronouns in Spanish function much as they do in English. They can fulfill any role in a sentence that a noun can, and some of them vary in form depending on whether theyre used as a subject or an object. Probably the biggest difference is that in Spanish most pronouns have gender, whereas in English the only gendered pronouns are he, she, he, and him. If a pronoun has gender, it is the same as that of the noun to which it refers. (In English, gendered pronouns nearly always refer to people are animals, although it is possible to refer to a few personified objects by gender, such as when a ship or a nation is referred to as she instead of it.) In Spanish, there are also a few neuter pronouns that can be used to refer to an unknown object or to ideas or concepts. In the list of pronoun types below, be aware that many of the pronouns can have more than one translation, many English pronouns can have more than one Spanish equivalent, and not all pronouns are listed in the examples. For example, the English me can be translated as both me and mà ­, depending on the context, and the Spanish lo can be translated as him, or it. Not all Spanish pronouns are listed here, but enough to convey how others would be classified. Note also that many of these words that function as pronouns, particularly the indefinite and relative pronouns, can serve as other parts of speech. Types of Pronouns Pronouns can be classified as to how they are used, and all of these classifications apply to both Spanish and English. Note that some pronouns, such as me and ella, can be more than one type of pronoun. Subject pronouns replace the subject of a sentence. Examples include yo (I), tà º (you), à ©l (he), ella (she), ellos (they), and ellas (they). Yo quiero salir. (I want to leave. I or yo replaces the name of the person speaking.) Demonstrative pronouns replace a noun while also pointing to it. Examples include à ©ste (this), à ©sta (this), à ©sa (that), and aquà ©llos (those). Note that many demonstrative pronouns have written or orthographic accents on the stressed vowel. Although such accents used to be considered mandatory, these days they are treated as optional if they can be omitted without causing confusion. Quiero à ©sta. I want this. (Ésta or this replaces the name of the object the speaker is referring to.) Verbal object pronouns functions as the object of a verb. Examples include lo  (him or it), la  (her or it), me (me), and los (them). Lo no puedo ver. (I cant see it. Lo or it replaces the name of the unseen object.) Reflexive pronouns are used when the direct object and the subject of a verb refer to the same person or thing. They are used much more in Spanish than in English. Examples include me (myself), te (yourself), and se (himself, herself, themselves). Juan se baà ±a. (John is bathing himself. John is the subject of the sentence, and he is performing the action of the verb on himself.) Prepositional object pronouns are used as objects of a preposition. Examples include mà ­ (me), ella (her), and nosotros (us). Raà ºl lo comprà ³ para nosotros. (Raà ºl bought it for us. Nosotros and us are the objects of the prepositions para and for, respectively.) Prepositional reflexive pronouns are used when the object of a preposition following a verb refers back to the verbs subject. Examples include mà ­ (myself) and sà ­ (himself, herself, itself, themselves). Marà ­a lo comprà ³ para sà ­ mismo. (Marà ­a bought it for herself. Sà ­ and herself are the objects of para and for, respectively, and refer back to Marà ­a, the sentences subject. Possessive pronouns refer to something owned or possessed by someone or something. Examples include mà ­o (mine), mà ­a (mine), mà ­os (mine), mà ­as (mine), and suyo (his, hers, theirs). La mà ­a es verde. Mine is green. (Mà ­a and mine refer to the object possessed. The feminine form in Spanish is used here because it refers to an object name that is feminine. The possessive pronouns in Spanish are usually preceded by el, la, los, or las, especially when they are subjects.) Indefinite pronouns refer to nonspecific people or things. Examples include algo (something), nadie (nobody), alguien (anybody), todo (all), todas (all), uno (one), unos (some), and ninguno (none). Nadie puede decir que su vida es perfecta. (Nobody can say his life is perfect.) Relative pronouns introduces a clause that gives more information about a noun or pronoun. Examples include que (that, which, who, whom), quien (who, whom), cuyo (whose), cuyas (whose), donde (where), and lo cual (which, that which). Nadie puede decir que su vida es perfecta. (Nobody can say that his life is perfect. The relative pronouns here are que and that. The clause su vida es perfecta gives more information about nadie.) Interrogative pronouns are used in questions. Examples include cul (what), quià ©n (what), and cundo (when). Spanish interrogative pronouns use an orthographic accent. Cul es tu problema? (What is your problem?)

The Academy Expansion Programme And The Newly Implemented Free School Essay

The Academy Expansion Programme And The Newly Implemented Free School Programme - Essay Example This report declares that school in British cities that experience overt poverty and social deprivation are likely to register significant lower examination success rates compared to schools in wealthy areas. Various government institutions and other related non-government often gather statistical data regarding nature schools in different cities. The kind of data gathered often include pupil teacher ratios, exclusions, number of pupils eligible for free school meals, unauthorized absenteeism and average class size and the figures normally vary in different social contexts. For instance, data from British inner city school often record a high percentage of the number of pupils eligible for free school meals. This essay makes a conclusion that schools in inner city areas have been found to be one of the most challenging areas for teachers. A number of reasons have been indentified to explain why schools in British inner cities are challenging and records below average examination pass rate. According to the Chief Inspector for Schools David Bell issues for inner city schools revolves around high pupils’ turnover, lack of adequate investment, difficulty in recruiting staff and low confidence from the immediate community. For instance, majority of teachers work in inner cities for limited period and then leave for less difficult working environments. There is no doubt that the trend of poor academic performance recorded year after year in disadvantaged areas particularly inner city areas has been a major policy issue in England for policy makers. For instance by the late 1990 at least 500 schools in both British and Wales inner cities were considered failing schools owing to their in ability to meet acceptable nation academic performance. Data gathered in 2001 indicated that paltry a fifth of pupils in disadvantaged areas on average could achieve five GCSE passes at grades A*-C compared with 50% nationally. In fact schools are currently being forced to turn into academies as in the cases of Downhills Primary in Tottenham, north London, and in the London borough of Haringey (Harrison, 2012). Poor performance is a long established patter in inner city schools taking into consideration that poverty presents a barrier to children education because they are caught up in a major interplay between learning and dealing with the tough social and economic problems. There is a strong link between education attainment and poverty in the sense that a more socially disadvantaged the community served by a school the higher the probability of the school appearing to be underperformer. Another major problem with inner city schools is the fact they perform poorly in inspections b y OFSTED (Lupton, R 2004: 1). An OFSTED inspection, which is often carried out at least once every four years on all school and those with unsatisfactory performance are described as having â€Å"a serious weakness†. Such schools with unsatisfactory performance are often put into a special measure to assess if they are â€Å"failing or are likely to fail in providing pupils with acceptable standards of education.† Despite strong evidence, demonstrate that broader social policies will contribute significantly in reducing the attainment gap between the pupils in inner cities and high-end

Discribe the impact of Darwin's evoluntionary theory on at least 4 Essay

Discribe the impact of Darwin's evoluntionary theory on at least 4 areas of American thought during the late 19th Century, inclu - Essay Example Through his 1859 book ‘The Origin of Species’, Charles Darwin instigated a change in the world views about the origin of humankind among other species, which challenged previously existing theories such as Creationism. With this new perspective, evolution began to affect the overall system of American thought. Some of the aspects of American thought include American philosophy, technology usage in the American society, religion, medicine, politics, environment, culture and globalization in the American context. This paper delves into the impact of Darwinism on some of these aspects of American thought in the nineteenth century. The paper also looks into the changes that took place with regard to each aspect and that saw some subjects gain more popularity and others decline. Keywords: Evolution, Changes, Philosophy, Darwinism, American Thought Introduction Evolution refers to the process of a string of natural modifications that a species of a population of organisms unde rgoes, which causes the species to develop, adjust to their surroundings, and eventually die out or become extinct (Smithsonian National Museum of Natural History, n.d.). All species including humans have developed through the process of biological evolution. Human evolution refers to the drawn-out progression of change which facilitated the development of people from apelike progenitors. Scientific evidence has revealed that the physical and developmental attributes shared by the entire human species originated from apelike predecessors and evolved over a period of time (Smithsonian National Museum of Natural History, n.d.). The theory of evolution has been subject to intensive scientific research over the last 150 years. There is numerous and convincing evidence that living organisms have undergone the process of evolution spanning over a period of millions of years. According to Andrews and Stringer the account of human evolution dates back to approximately 30 million years ago i n North Africa, when the now expansive Sahara desert was an expanse of lush rain forests and the region was inhabited by a species identified by historians as Aegyptopithecus (1989). This theory was developed by Charles Darwin and is detailed in his 1859 book ‘Origin of Species’. Following its development, the theory was adapted and accepted in many societies despite the fact that it faced acclamation and criticism in equal measure. In the American society as with many others in the world over, world views based on the origin of mankind as well as the development of world and human civilizations began to be shaped by the theory. In retrospect, Charles Darwin’s theory of evolution resulted in changes in many aspects of American thought in the nineteenth century. Multiple fields of science, research and education have been influenced by Darwinism. Some of these aspects are discussed below. Impact of Darwinism on Philosophy The realization of the theory of natural s election that is a component of Charles Darwin’s theory of evolution resulted in changes in American philosophy in the nineteenth century. Philosophy is applied and put into practice by humans in their development of world views and perspectives. Philosophy is developed within the human mind. The theory of natural selection to a great extent includes the development of humankind and the human brain; making them both results of natural selection. As a result therefore, Darwinism directly impacts on philosophy (Lemmens, 2006). The theory of