Co Evolution Of Humans And Disease Organisms

Co Evolution Of Humans And Disease OrganismsCo-evolution is a situation where two or more(prenominal) species influence each others evolution reciprocally by applying selective pressures on each other. Genetically speaking, co-evolution is the change in genetic composition of one species in response to the genetic change in another. This elicit lead to evolutionary arms races, a classic example being the interaction between plants and plant louses. The growing of a gene for chemical defences that is harmful to the insect by the plant will put a pressure on the world suppuration of the insect, and the insect will try to pass over this by evolving something to detoxify them, the plant will in turn evolve a stronger defence and so on, without either array winning (Ridley 2004). There argon different types of interactions between organisms (Maynard Smith 1998). Among some areCompetition, where 2 species compete for a limited amount of a public essential resource and one or the o ther will be eliminated. For example, lions and cheetahs both feed on similar prey, so they are negatively alter by each other because they will have to compete for food.Mutualism, where the presence of one species stimulates the growth of another, and both sides benefit from the relationship, much(prenominal) as animals give care cow and bacteria within their intestines. Cows benefit from cellulase traind by bacteria to help digestion turn bacteria benefit from having nutrients supply from the cows.Parasitism, host-pathogen co-evolution, interaction between humanness and affection organisms is an example of this, where a parasite benefit from its host at the cost of the host.In the mid-nineteenth century, Charles Darwin and Alfred Russel Wallace determined the mechanism of evolution as natural selection. Species and population do not remain fixed, but they change over time. Individuals of a akin species show differences in phenotype, such as difference in height, colour, or defences against enemies. These can be passed on through generations. In a community, members of the same species will need to struggle for limited resources and avoid predators for survival. Those with an advantage in phenotype will go bad better and and so be able to spew more successfully. One way to recognize natural selection in a population is by using the Hardy-Weinberg equilibrium to measure the allele frequencies and genotype frequencies, on the assumption that it is an ideal population with large population size and random mating, lack of regeneration and migration. There are three main types of selectionDirectional selection, where the phenotype at one end of the distribution is selected for and the other end selected against.Stabilizing selection, where the intermediate phenotype is selected for while those at both extremes are selected against.Disruptive selection, where the phenotypes at both extremes are favoured simultaneously.In addition to natural selection, o ther factors that could alter allele frequencies are like mutation, migration or genetic drift that might eventually lead to speciation, which is the formation of virgin species (Klug, Spencer et al. 2007).Disease organisms are called pathogens, causing diseases by infecting or infesting another organism. They are often described as parasite, because they benefit from living in or on a host, at the cost of the host and can be anything from microorganisms such as bacteria and viruses to parasitic worms like tapeworms. To discuss the interaction between humans and disease organisms, we low gear have to look at how humans nurse themselves against infection. The first line of defence of humans against pathogens is physical barriers. The intact skin of humans serves as an impenetrable barrier to pathogens and the acidity of sweat also hinders growth of bacteria. However, pathogens can still get inside the human body and this is where the resistant clay comes into play. There are two mechanisms of the immune system, namely the innate freedom and the adaptive immunity. Innate immunity is the inborn ability to defend ourselves without prior learning experience and this includes phagocytes such as monocytes and neutrophils where they can eat up the pathogens, and inflammatory cells such as eosinophils and basophils that trigger local inflammation at the infection site. On the other hand, adaptive immunity is the immune response that needs to be acquired through experience and it has exquisite specificity and immunological memory. The cells working under adaptive immunity are like cytotoxic cells that kill infected cells and B cells that produce antibody to destroy pathogens. On the timeline of evolution, humans, or Homo sapiens have only been around for less than 2 million years, while worms have been around for slightly 750 million years. The complexity of the innate immunity in humans today is due to evolution as time passes and more species of pathogens appe ared, because only the fittest individuals survived the infection to create and pass on their genes to the next generation. Innate immunity provide immediate defence against infection but it only recognises prominent differences between own cells and the pathogens, therefore responding to pathogens in a generic way. Thus, innate immunity works closely together with adaptive immunity which can give long term specific immune response due to memory cells. For example, immunity for malarial parasite will not give immunity for bacteria that causes tuberculosis (Davey, Halliday et al. 2001). Exposure to a certain pathogen in varying degrees also has affect on the genetic evolution of the immune system. One example is a cluster of genes that plays an important employment in the recognition and presentation of non-self antigens to the cells of the immune system called the HLA (human leucocyte antigen), also known as major histocompatability complex (MHC) has been found to have association s with diseases like leprosy and tubercolosis (May and Anderson 1983). In a human population exposed to more of the diseases shows a higher diversity on the HLA genes.Disease organisms have different generation times. For example, the bacterium Escherichia Coli can reproduce in just twenty minutes under ideal circumstances, while the HIV (Human Immunodificiency Virus) can generate 10 billion new virus particles in a day. So in the course of the humans life, these pathogens can go through hundreds and thousands of generation, evolving to become better adapted and acquiring counter-defence to the humans immune system. both(prenominal) important features of the co-evolution of humans and disease organism arise from this huge difference of reproductive rates. Pathogens usually possess certain adaptations to resist humans from trying to slay them and they are very much dependant on humans as their hosts for essential resources to survive, grow and reproduce. They must be able to find a new host before their current one dies or make their transition by means of vector species. The activity of the pathogens will to some extend get the fitness of humans or even kill them. There is a varying degree of harm that a pathogen can cause to humans, and this property is called virulence. For the same species of pathogen, some individuals might be totally unaffected by it while some might get infection that could be mild to serious or even killed by it. Virulence of one pathogen can be measured as the percentage of infections that leads to death. The bacterium Vibrio cholera was one the most sharp human pathogens, with a virulence of 15 percent until the appearance of HIV, which has a virulence of over 90 percent, meaning that 90 percent of infected the great unwashed die (Davey, Halliday et al. 2001).There are different phases in which a disease organism can adapt to its host. The first phase being accidental infection, that is the first contact of the pathogen with a new species of host. Many human diseases are caused by pathogens that infect animals such as rabies, SARS and bird flu. Host changes are promoted by frequent contact between humans and animals such as keeping a pet. The second phase is the evolution of virulence after the pathogen has successfully invaded a new host. In this phase evolution of virulence happens rapidly because the pathogen is not be well adapted to the new host and will try to overcome the immune response by the host. The third phase occurs the pathogen has been persisting in the new host for some time and tries to reach an optimal virulence. Virulence that is alike high either kills the host too quickly resulting in less time to reproduce successfully , concentrate the chances of the host interacting with other hosts therefore minify transmission or induces an immune response that react too strongly, while mildly virulent strains will be cleared by the immune system too quickly (Stearns and Koella 2008). An example of co-evolution between the immune system of humans and disease organism is shown in flu virus. When a large proportion of the population has developed immunity to a certain strain of flu virus, the spread of the virus will be prevented until it has evolved by mutation or re-assortment. This is called antigenic drift, where a variety of strains are created until one can infect people who are immune to the pre-existing strains. If a virus is produced that has entirely new antigens, everyone will be susceptible thus causing a major pandemic.Possibly one of the best-known cases for co-evolution of humans and disease organisms is the evolution of humans for the sickle cell character to protect against severe malaria. Sickle cell disease is caused by a change in shape of haemoglobin, causing red blood cells to be belie and encounter problems when passing through blood capillaries. Homozygous individuals do not survive for long and rarely reproduce while heterozygous individuals produ ce sickle shaped red cells and normal ones but barely develop any symptoms of the disease. One would assume that the allele frequency of sickle cell would reduce in a population but this is not the case. It has been found that heterozygotes for sickle cell have an advantage over normal individuals because the sickle shaped red cells reduce the ability of the parasite Plasmodium to grow and multiply. Another example that can be given is the evolution of the bacterium such as Mycobacterium tubercolosis, which causes TB. Strains of the TB bacterium have evolved recently that is resistant to all drugs, namely the multi-drug resistant (MDR) strains. Depending on the changes in human population, the bacteria can change its virulence accordingly. almost pathogens are willing to trade-off virulence with transmission, keeping virulence low so that transmission between hosts can happen. However, if the host becomes abundant or the immune system is suppressed as in the case of AIDS, then the pathogen may evolve a higher virulence.Co-evolution simply means the evolution of one species in response to that of another species. However, co-evolution does not indicate dependence on one another. Humans are not dependant on parasites for survival, and the other way around. Co-evolution of humans and disease organisms has produced many fascinating variations, whether in humans or the disease organisms. The studies on this can aide us in gaining understanding of health and diseases as disease organisms remain a major cause of mortality, especially in the under-developed regions of the world.

Transmission Of A Tv Signal English Language Essay

Transmission Of A Tv Signal English Language try onIn electronics, many antithetic types of newsboy emblems exists and due to the fact that this manoeuvers simply restrain selective in dression intended for a different audience, which most of the times, ar far than the ara of production of such prognostics. This gave splay to various chanting techniques to ensure effective transfer of these houses bearing entropyrmation without loss of quality or degradation. This write up deals on how to modulate a Television (TV) target using 16-QAM (Quadrature Amplitude inflexion) placewords include 16-QAM, TV Signals, Amplitude intonation, Data, and Attenuation, baseband.1.0 IntroductionEveryday different types of signals transverse the nervous strain around us, most of which we monger feel or see, but we see their impact or influence everyday finished different electronic gadgets we energize or own personally.Most of these electronic gadgets are able to work as a result of them being able to receive a signal and they able to correctly interpret that signal and we in turn appreciate the devices.For the devices to correctly interpret these signals a kind of technique was used and this is cognise as De intonation, this being that the devices are designed to receive this type of signals. The processes that led to being able to demodulate is what my focus is on the process is known as flexion.why modulation? This is due to the fact that not all intended users of a particular device or service reside close to the production plaza and also production signals called baseband signals earth-closett travel much and would need a lot of power to transmit them over the air medium and this adds to the operating be of the station and this is not acceptable.2.0 Transmission medium for TV signalAs with any kind of signal, the most important of that signal is to be received and decoded correctly, so that information encoded backnister be seen or viewed. The mediu m of passage of such signals is of consequence, because these helps to know the appropriate modulation to use and what, this information is tied to the channelise coding, the advantages of the channel and the interference rate of that channel in consideration.For example, the transmittal medium for sound received by the ears is usually air, sound send packing also travel through solids, liquids and plasma Electromagnetic waves have no need of any material substance for it to propagate but can be affected by the transmission media they pass through at the boundary between the media by absorption, reflection or refraction.Therefore, TV signals are identical communicating selective information sent from iodin location to another which requires a path agency or medium. These pathways, called communication channels ii types of preferred media are (a) origin (twisted-pair wire, cable, and fibre-optic cable) and (b) broadcast (microwave, satellite, radio, and infrared). Note- Cabl e media use physical wires of cables to transmit data and information, while Twisted-pair wire and coaxial cables are made of copper, and fibre-optic cable is made of glass.2.1 BASEBAND SIGNALThe definition of a baseband signal is a signal that contains information, which may vary from audio signals, video signals, speech signal, image signal and many different other types depending on covering and use. These signals cant move to a greater extent(prenominal) than a few metres after production for example, a speech signal ii persons can hear themselves clearly in close proximity to each other, as the distance between them increase, they start hearing faint messages or signals from each other and at a full point, they cant hear each other again. Therefore for them to be heard no matter the distance between them there is need to modulate the speech signal generated by each person, so that each person can hear what the other person has said or is saying.A signal can be said to be a n analogue data stream with which it varies with respect to space and time with this property, each signal can be sampled, quantized, and transformed into digital data streams or packets. These processes it goes from being analogue to digital data streams or packet is called modulation. There are different modulation techniques used to carry different signals depending on the transmission medium and the condition inherent in that medium.2.2 ModulationWhat is modulation? According to Margaret Rouse, modulation is the gang of signal to an electronic signal carrier, modulation is efficacious in direct current by turning it on and off to alternating current.Literally, modulation can be said to be a way of quicken the transfer of data or information through a medium. Transmission of sound through air has restricted degree of power generated by the lungs, to give the extent at which the voice can reach there is need to transmit it through a medium such as recall line, radio etc. theref ore, the successful conversion of information in this case voice, to pass through a medium such as wire or radio waves is known as Modulation (www.complextoreal.com ).2.3 TYPES OF MODULATIONModulation helps in many ways and it can be referred to as the process of transposing a signal wave onto a carrier wave in order to carry information. There are 3 three key properties of this carrier wave, which is a sinusoid wave with an amplitude, a shape and a oftenness, these properties can be exploited to generate another kind of waveform to carry the intended information which is known referred to as a modulated signal. (www.encyclopediapro.com/mw/modulation)In most part of the world, frequency spectrum is expensive to waste and often its a national property, which means, to use it, the intending user has to be licensed and must follow a protocol process to have that frequency band assigned to him solely and given the channels parameters he can use. This is because, there are many differ ent users competing for the same frequency band, due to the fact that the lower the frequency given, the lower the operating cost of using that frequency band.There are 2 broad class of modulation they are the analogue modulation and the digital modulation.In analogue modulation, there is a continual change in response to the signal to be modulated this can be seen in Phase Modulation, Frequency Modulation, Amplitude Modulation, Single-Sideband Modulation, and Vestigial-sideband Modulation.In digital Modulation, there are changes in the signal position with respect to a starting position, while each position corresponds to a piece of information or attribute and can be represented on a constellation diagram. Examples include Phase-Shift Key (PSK), Frequency-shift Key (FSK), Amplitude-shift Key (ASK), Minimum-shift Key (MSK), Gaussian minimum-shift Key (GMSK), Very minimum-shift Key (VMSK), Quadrature Amplitude Modulation (QAM), this a combination of PSK and ASK. Continuous phase m odulation(CPM) and Trellis coded modulation(TCM). (www.encyclopediapro.com/mw/modulation)For each of these types of modulation techniques, their phases, frequencies and amplitude are assigned a unique sequence of bits which corresponds to an equal number of bits and make up a symbol that represent that particular phase or code.3.0 QAMThe modulation of interest for the offer of his paper is the QAM, or Quadrature Amplitude Modulation, from research it was noticed that QAM has both an analogue and digital modulation properties depending on how its to be applied.QAM is made up of two modulation scheme, namely the Amplitude-shift Keying which is achieved by modulating or changing the state of the amplitude of two carrier waves to carry two analogue message signal or two digital data streams. The other is the Phase-shift Keying, in which the curving waves are usually out of phase to each other and apart by 90o. When these two waveforms are combined, it results to Quadrature Amplitude M odulation (two different amplitudes two out of phase signals).QAM, this modulation technique is used to encode and transmit digital cable channels, while the simplest of the QAM techniques is the 16-QAM i.e. 24 phase points, this is able to carry 6MHz bandwidth regulated by the authoritys policy. The type of signal interested in is the signal generated from a video source, this type of signal consumes more than the set frequency of 6MHz, a typical video source signal is huge, so using 16- QAM techniques, it is possible to encode the signal onto the QAM carrier wave to carry it and pass through the 6MHz bandwidth limit and still be able to carry additional signals such as the voice signal component of the video signal. besides there are different video formats such as the NTSC, PAL, MPEG this video formats also help in reducing the size of video signal, hereby assisting the 16-QAM to in effect encode the signal without loss of quality and making it noise proof. Other variants of QA M includes 64, 256 phase variants, but as this phases size increase, so do they incorporate noise and mismatching often affect the performance of the receiver to be correctly tuned in to receive the sequence of bits sent over the medium.One of the uses of QAM is in the modulation of digital television systems, due to its high spectral efficiencies and the requirement of a cleaner path, and such hybrid fibre coaxial cables are used to deliver digital television signals to homes. (http//en.wikipedia.org/wiki/QAM_tuner, 2012) In the United Kingdom, 2 variants of the QAM are being used, this are the 16 and 64 variants and they are used for digital terrestrial TV like Freeview by British Telecoms Top-Up TV, while for the 256-QAM, is being considered for the HD version of freeview which is delivered over high speed fibre optics links to homes across the country.Therefore, the makeup of QAM is set upn via the figure below and the different modulation techniques it uses to modulate and en code its own signal and how it lead to the development of QAM.3.0.1 Amplitude Shift Keying ( communicate)According to N.Vlajic (2010), Ask is the modulation of digital data with changes in the amplitude of a carrier while both frequencies an d phase remain constant carrier signal is varied by representing the binary with 0 and 1.Also in ASK, the mode of operation is to vary the amplitude of the carrier wave to carry a baseband signal, while the frequency and phase remain constant.Ask has two levels called binary bits of implementing its modulation process and it is often referred to as binary program Amplitude shift keying or on-off keying (B-ASK or OOK). Each binary bit corresponds to a symbol that represents an amplitude level.According to (Glover and Grant, 2004, chapter 11, page 391), they said that in B-ASK, the two digital levels can be one and zero, to represent the pulse of a sinusoidal carrier wave, although any one of the changing amplitude can be inferred to be one and t he other zero and from this result, it describes why it also referred to as on-off keying sequence. This mode of digital sequence of one and zero can be referred to a switch and was used to transmit Morse codes (Wikipedia) in the early 20th century.In recent times, additional amplitude levels has been developed for enhanced encoding schemes such as a 4 four level encoding scheme to watch on two bits or 22with corresponding shift in amplitude, also there is an eight level scheme to represent 3 three bits or 23, and so on. This gives a reduced power required to transmit and hence advantageous to use. (Wikipedia-http//en.wikipedia.org/wiki/Amplitude-shift_keying)A binary amplitude-shift keying (BASK) signal can be defined byS (t) = A m (t) cos 2pfct. For (0 Implementation of ASK is relatively cheap and simple but its amplitude is usually affected by noise, spin s and the propagation conditions on different route which makes the process more difficult. In ASK digital data is transmit ted over an optical fiber. code 1. ASK signal representation.3.0.2 Phase shift keying (PSK)Phase-shift keying (PSK) refers to a modulation scheme that is used to carry information by changing, or modulating, the phase of the carrier wave.PSK can still be defined as the modulation of digital data with amplitude at peak, frequency remain constant and phase with carrier signal varied to depict binary 0 or 1, with binary 0 = 180 degree phase and binary 1 = 0 degree.PSK is not radiosensitive to error and productively make use of bandwidth, so high data rate is possible but has more complex signal detection (N. Vlajic, 2010).This modulation scheme like the Amplitude shift Keying (or ASK) also uses a finite number of distinct signals to represent digital data. Each of the finite phases, is assigned a unique pattern of binary digits that forms a symbol. Phase shift keying comes in two forms, which are binary PSK (this uses two phases which are 180o apart) and Quadrature PSK (this uses four phases and the phases are 45o, -45o 135o and -135o). (Forouzan, 2013 pg 144)3.0.2.1 Binary PSKIn Binary PSK, it has only two signal element said suggested by Forouzan, 2013, pg 142 with each phase set at 0o and the other at 180o. The familiar form for BPSK follows this equation Sn (t). (wikipedia- H. Stern S. Mahmoud, Communications Systems, Pearson Prentice Hall, 2004, p283)s_n(t) = sqrtfrac2E_bT_b cos(2 pi f_c t + pi(1-n )), n = 0,1.This yields two phases, 0 and . In the particular form, binary data is often conveyed with the following signalss_0(t) = sqrtfrac2E_bT_b cos(2 pi f_c t + pi ) = sqrtfrac2E_bT_b cos(2 pi f_c t)For binary 0s_1(t) = sqrtfrac2E_bT_b cos(2 pi f_c t)For binary 1where fc is frequency of the carrier-wave.Also, the BER of a two signal BPSK in AWGN can be calculated as followsP_b = Qleft(sqrtfrac2E_bN_0right)P_b = frac12 operatornameerfc left( sqrtfracE_bN_0right)3.0.2.2 Quadrature PSKThis sub part of psk is such that it uses two separate BPSK modulations t o generate a QPSK modulation scheme this is able to work due to each BPSK band as an in-phase carrier and the other out of phase carrier. The phases are different and the first point is located at 45o, then 135o, then -135o and lastly -45o, the amplitude stays constant at 2. The bit stream is then split into two bit streams I (in-phase) and Q (Quadrature) .The bit stream in-phase (I) is called the even stream and quadrature(Q) is called Odd stream. (http//turboblogsite.com/quadrature-phase-shift-keying-qpsk-modulation.html)QPSK is used mostly to transfer digital data by varying the phases of the carrier signal, the 4 phase points tally with 4 points on a circle and can be so represented. The figure below shows the mapping of the 4 phase points.QPSK diagram showing how four different binary codes can be transmittedFig QPSK diagram showing how four different binary codes can be transmittedThe list below gives some of the other commonly used forms of phase shift keying, PSK, they are O -QPSK Offset Quadrature Phase Shift Keying, 8 PSK 8 Point Phase Shift Keying, 16 PSK 16 Point Phase Shift Keying, QAM Quadrature Amplitude Modulation, 16 QAM 16 Point Quadrature Amplitude Modulation and 64 QAM 64 Point Quadrature Amplitude Modulation (http//www.radio-electronics.com/info/rf-technology-design/pm-phase-modulation/what-is-psk-phase-shift-keying-tutorial.php)Figure 2. PSK signal diagram representation3.1 QAM bits per symbolThe advantage of using QAM is that it is a high order form of modulation and as a result it is able to carry more bits of information per symbol. By selecting a higher order format of QAM, the data rate of a link can be increased. (http//www.radio-electronics.com/info/rf-technology-design/pm-phase-modulation/8qam-16qam-32qam-64qam-128qam-256qam.php)The table below gives a summary of the bit rates of different forms of QAM and PSK.ModulationBits per symbolSymbol RateBPSK11 x bit rateQPSK21/2 bit rate8PSK31/3 bit rate16QAM41/4 bit rate32QAM51/5 b it rate64QAM61/6 bit rate3.1.1 Quantized QAM using constellation diagramIn QAM, the constellation diagram plots are usually arranged in square(a) formation with different spacing and this spacing point represent binary bits per symbol, this spacing point is in the power of 2s. The more the bits per symbol, the more it is to transfer more information over a given channel or medium. But as the bits increase, the points move closer and make the system susceptible to noise corruption, and this gives rise to a high BER ratio, making useless the information sent due to its high noise component.There are different bit positions for the constellation diagram, this diagrams show the different position of each symbol and the states of QAM, and the constellation diagrams for BSPK, 16 QAM. 32 QAM, 64 QAM. Therefore, the figures below show various constellation diagramshttp//www.radio-electronics.com/info/rf-technology-design/pm-phase-modulation/modulation-constellation-bpsk.gifhttp//www.radio- electronics.com/info/rf-technology-design/pm-phase-modulation/modulation-constellation-16qam.gifhttp//www.radio-electronics.com/info/rf-technology-design/pm-phase-modulation/modulation-constellation-32qam.gifhttp//www.radio-electronics.com/info/rf-technology-design/pm-phase-modulation/modulation-constellation-64qam.gif3.1.2 QAM applicationsQAM is in many radio communications and data delivery applications. However some specific variants of QAM are used in some specific applications and standards.For domestic broadcast applications for example, 64 QAM and 256 QAM are often used in digital cable television and cable modem applications. In the UK, 16 QAM and 64 QAM are currently used for digital terrestrial television using DVB Digital Video Broadcasting. In the US, 64 QAM and 256 QAM are the mandated modulation schemes for digital cable as standardised by the SCTE in the standard ANSI/SCTE 07 2000.In addition to this, variants of QAM are also used for many wireless and cellular techn ology applications.4.0 ConclusionIn this review, it is clearly shown that Amplitude Shift Keying (ASK) and Phase Shift Keying (PSK) modulation techniques that form Quadrature Amplitude Modulation (QAM) ensures effective transfer of TV signals In QAM different combination of amplitude and phase are used to achieve higher digital data rate, the number of bit transmitted per time T (sec) interval can be further increased by increasing the number of levels usedReferencesBehrouz A. Forouzan , Data communications and NetworkingH. Stern S. Mahmoud, Communications Systems, Pearson Prentice Hall, 2004, p283)http//engineering.mq.edu.au/cl/files_pdf/elec321/lect_mask.pdfhttp//en.wikipedia.org/wiki/Amplitude-shift_keying (Accessed 06 December 2012)http//en.wikipedia.org/wiki/QAM_tuner, 2012 (Accessed 28 November 2012)http//turboblogsite.com/quadrature-phase-shift-keying-qpsk-modulation.htmlhttp//www.radio-electronics.com/info/rf-technology-design/pm-phase-modulation/8qam-16qam-32qam-64qam-128q am-256qam.php (Accessed 06 December 2012)http//www.radio-electronics.com/info/rf-technology-design/pm-phase-modulation/what-is-psk-phase-shift-keying-tutorial.php (Accessed 06 December 2012)Ian A. Glover and Peter M. Grant, Digital communications, second editionIntuitive Guide to Principle of Communication, www.complextoreal.comMargaret Rouse, July 2005Merriam WebsterN.Vlajic, Instructor, CSC 3213, fall 2010. Analog transmission of digital data (ASK, FSK, PSK, QAM)Wikipedia, the free encyclopaedia (Accessed 28 December 2012)www.encyclopediapro.com/mw/modulation (Accessed 28 November 2012)

A Thematic Approach To Teaching Education Essay

A Thematic Approach To T from each(prenominal) nonpareiling Education EssayFor this topic I am going to explore the hi bosh of the discipline course of study and the thematic come out to teaching. Looking at these areas I am going to bring to pass themes in spite of appearance the bag variant and secern submit 2 to use as an example of a thematic onslaught to teaching. internal CurriculumThe National Curriculum has been policy in Schools for many familys, it originates back to 1970 when the government focused on education with a desire to educate children to create a better lam force. Teaching consisted of no supervision deep down the classroom and the teachers could teach whatever they wanted as a result of there non being a specific political platform to follow, or at least consociate back to.In 1976 James C on the wholeaghan changed the teaching profession. His idea was everyvirtuoso should be taught the same topics, this led to an fundament of more result c asings. Within a few years, Margaret Thatcher became Prime Minister and distinct she didnt like the scheme of teaching deep down the National Curriculum, so, in 1979 she decided that every Council would write their confess policies. These policies had to include maths, English and science which were deemed to be core subjects. The Prime Minister wanted to see a lot more testing of the teaching process so that teaching was far more measurable and what progress and standard the children where achieving.In the 1987, Kenneth Baker, the Education Minister took the concept a stage further. He divided the curriculum into 3 core subjects maths, English and science, and 7 derriere subjects including the subjects of history, geography, foreign talking to, art, music, P.E and design and technology. He had a syllabus for each subject composed so that all teachers knew what content to cover when teaching each subject. In 1988 the Educational Reform Act became legislation. It was widely re garded as the nigh important single piece of education legislation in England and Wales in modern times.The Educational Reform Act changed education. later its introduction in 1988, the National Primary School Curriculum had to be presented to the government to ensure standards of teaching were the same for every child. trace Stages were introduced in schools that benched marked milestones in a childs education. At each tilt stage a number of educational objectives had to be achieved, the impact of this was the curriculum evolved into educational overload. Each teacher had 345 targets to meet The Key Stages introduced were Key Stage 1 (5 7 year old children), Key Stage 2(7 11 year old children), Key Stage 3 (11 14 year old pupils) and Key Stage 4 (15 16 year old pupils). Statutory tests were progressively introduced for each Key Stage. The Key Stage 1 statutory tests were introduced in 1991, Key Stage 2 in 1995 and Key Stage 3 in 1993.Sir Ron Dearing reviewed education in 1995, he re playd around topics out and reduced the burden of 345 targets to 14 targets that teachers needed to meet. Margaret Thatcher keep mum wanted to change elements of the curriculum whilst Sir Ron Dearing was doing his review. She wanted to name and shame every school that wasnt playing and to rank all schools, hence the birth of school tables to publicly inform parents how individual schools were performing. Sir Ron Dearing wanted a structured numeracy and literacy hour which was structured and dictated what had to be done and was applied by all schools a rag the Country. This enabled visibility to monitor and evaluate what was being done at any one time. some another(prenominal) spacious change arrived 30 years later when Sir Jim Rose looked at the National Curriculum. He led an independent review in 2008-2009 and came to the conclusion that there was still too much going on in the curriculum. He wanted focus on essential life and apprehending skills and on literacy, numeracy, I.C.T, breeding and cerebration skills and social and emotional well being. Sir Jim Rose wanted to establish a curriculum for the 21st century that met the needs of individual take aimers whilst taking account for the broader needs of Wales. The national curriculum changed once again in 2008. The stages of the curriculum Key Stages were and remain divided into sections, Year 3- Year 6 Key Stage 2 (7 11 year olds) and early years which became the Foundation Phase Year 1 Year 2 (3 7 year olds).The curriculum content consists of core subjects (Mathematics, English and Science) and rip off nomenclature, broader curriculum subjects ( I.C.T, History, Geography, Music, Art and Design, Physical recreation, Design and Technology, Welsh second Language) and basic curriculum (R.E and P.S.E). This ensures subjects are taught via a cross curriculum get on and introduce key skills that includes thinking, number, I.C.T and communication. Assessments waste been introduced to enable teachers to monitor childrens learning and baseline assess attainment at the end of the Foundation Phase. At Key Stage 2, pupils are tested on their English and Mathematics and core subjects. hence in Year 6 they are assessed in preparation for transition to year 7 in Secondary education.The introduction to the Foundation Phase was mickle out in Wales and further amplified and explained in the Foundation Phase consultation paper published in 2003. The proposals contained in this paper was supported by 96 per cent of respondents. The Welsh forum Government then piloted the Foundation Phase from phratry 2004. The Foundation Phase provides young children with a curriculum that is more appropriate to their stage of development and that caters for their individual needs.From reading Welsh Assembly Government, March 2009, Foundation Phase Child Development Profile Guidance, Welsh Assembly Government I absorb discovered the seven areas of learning within the Foundation Phase (3 7 year olds). The seven areas of learning are-Personal and social development, well-being and cultural diversityLanguage, literacy and communication skillsMathematical developmentWelsh language developmentKnowledge and understanding of the piecePhysical developmentCreative developmentThis surface allows teachers to monitor the knowledge of individual childrens development in the key areas of a childs learning and to follow onto the areas of learning to observe and evaluate childrens progress passim their learning.In the National Curriculum for Key Stage 2, each subject has two sections (skills and range) for a childs programme of study in each distinguishable national curriculum subject. This includes levels of understanding, investigating and making. There are as well as national curriculum skills that are the same for all non-core and core subjects within the National Curriculum. Children develop thinking skills by planning, evolution and reflecting on their constitute in all subjects. Another requirement within the National Curriculum is to develop communication skills. The children learn to communicate crosswise the curriculum by apply skills such as oracy, reading, penning and wider communicating in all subjects across the National Curriculum. A further requirement is to develop ICT skills. The children must develop their ICT skills across the curriculum by understanding, exploitation, creating and presenting cultivation and ideas victimization a wide range of software and equipment. Finally children must develop their number skills across the curriculum by victimisation mathematical information, calculating, rendering and presenting their findings across the whole range of national curriculum subjects.Thematic ApproachThe cross-curricular thematic go about has been part of education in schools for many years and easy began to gain popularity in primary schools during the 60s. This was due to recommendations from the Plowden Report (19 67) emphasising that children learn better finding out information for themselves rather than being taught pick outly and supplied with information direct from a teacher. A thematic approach to teaching involves integrating all subject areas together under one theme. The cross curriculum approach helps children relate basic academic skills to the real world. Thematic units are common in the Foundation Phase where children learn by dint of interactive, incorporate activities. These themed units incorporate reading, mathematics, science and social studies. To create thematic approaches in teaching a theme is selected for a particular topic which would be applied for a period of a hebdomad or a month. The time line would depend on the broadness of the theme and how many subjects are going to be included in the cross curriculum approach. From knowing the themes the teacher develops schemes of work, activities and writing lesson plans. The children are then given aims and objectives w ithin the thematic approach lessons. The activities may consist of being hands-on or physical learning, games on the internet and reading current holds for the skill level the children are reading at. For example, art skills green goddess be certain by draftsmanship exercises related to the theme. There is no end to what national curriculum subjects can be developed within the thematic approach.The benefits of a thematic approach go been examined. Teaching thematically helps children build self esteem and allows the children to understand what they are being taught. Content and subject areas are integrated and not made obvious to the children what subjects they are being taught. The pupils are able to learn and retain more information through a thematic approach, it encourages the involvement of all abilities of children through topics pertinent to them and their learning needs, from the learning aspect the children are able to relate to real-world experiences and build upon their prior knowledge learned from previous lessons taught at that particular moment in time. The thematic approach excessively helps teachers teach to the different learning capabilities of their children. Overall the thematic approach keeps children engaged by making learning activities fun by creating a variety of different experiences within different thematic approaches. The teacher and children are able to be original, authentic and original, it also allows the teacher to integrate all subjects and use literacy within those subjects. The children can share the same learning goals, is children centred and utilises collaborative and cooperative learning. The curriculum is also compact and saves time teaching multiple subjects at once.The negatives of a thematic approach need to be considered. Some children may lose interest in the theme/subject being addressed. Using one theme for a month may become boring, repetitive and the childrens motivation to learn depart decrease an d become uninterested and distracted. The children may also not like the choice of the theme chosen by the teacher and may cause arguments between children making them un departing to participate in the activities created by the teacher. It can be hard for the teacher to find enough resources/information to cover every aspect of the topic and intertwining the benchmarks within that one topic may be difficult, it can also be easy to miss out on some content that could be covered in the theme. Within the thematic approach it may be hard for the lower level children to engage and consequently collect a hard time with concepts within that theme, they will then debate with the work. This child is still expected to connect within the focused tasks causing possible stress for the child knowing their level of capabilities are lower than somebody else in the class, so it is difficult for the teacher to provide tasks that suits everyones needs and learning styles.From reading a document Usi ng thematic approach, Bristol, Victoria Clarke and Virginia Braun (Page 2) submit a mixed view of the thematic approach. They quote Thematic analysis is a poorly demarcated, rarely-acknowledged, yet widely-used qualitative analytic method. They believe that the thematic approach is rarely acknowledged but is used widely across teaching. Theorists have a mixed view about the statement because they feel that the thematic approach can prove to be successful as long as the theme and subjects used are taught at a level that suits all the childrens needs using an integrated and balanced scheme of work for all abilities . Others also think that the quote is wrong in saying the thematic approach is rarely acknowledged. It is clear from experiences within the classroom that teachers successfully use the thematic approach a lot.My view on the rigation phase and what it has to offer.Within the Foundation Phase, children as individuals are given opportunities to learn about themselves, impro ve their give birth knowledge and understanding of the real world and gain better knowledge of personal hygienics and safety. The children become independent and achieve goals that teachers cannot pass on to the children through use of just the direct teaching method. This is why the Foundation Phase is so unique, it allows the children to learn from their own personal experiences and take their learning into their own hands. The children become more confident and assertive and learn values for themselves and from their peers. With all of the above focusing on skills, children can develop in the Foundation Phase. The main thrust of developing skills is by letting children play, it is an essential feature within the curriculum which must be fun and stimulating for the children to enjoy learning. This approach helps children to be pro active and physically interact with objects they wouldnt necessarily encounter day to day.From reading the Rumbold Report (1990) on play, there is a ve ry strong view about using play within the Foundation Phase, it is believed that active educational play supports childrens learning across all areas of learning. I totally agree with this statement as it does create activity for the development of a wide range of skills and also allows the children to develop their own personal skills. Overall I think the Foundation Phase is an all round positive curriculum that appears to work very well in developing children from an early age of 3.My lesson ideas for teaching within the Foundation PhaseThe subjects I examine as an example for my teaching in a thematic approach in the Foundation Phase incorporates two non-core subjects Geography, Art and Design and also look at the basic curriculum area of R.E.The theme I have chosen is the Amazon rainforest. The class I have chosen to deliver this task to is Year 2.R.EIn the R.E lesson, I will read the read the record of Noahs Ark. Maisy, 2007, Noahs Ark, Lucy Cousins I will identify the type o f animate beings and relate them to the Amazon Rainforest. From reading the leger I will have a section of play where I will divide the class into groups. The children will have samples of all of the wights referred to in the book along with a boat. They will then have to memorise the list of the animals which relate back to the book and fit them into the boat. This will develop their thinking skills and also their communication skills while working in groups to do the activity. This will be a warm up activity for the children so they are getting their brain into working mode. This relates back to the national curriculum skills for R.E in the Guidance for topical anaesthetic education authorities and agreed syllabus conferences, January 2008, National exemplar framework for religious education for 3 to 19-year-olds in Wales, Welsh Assembly Government by using the section listed as developing thinking.For the main activity the children have to create their own story where they sav e a number of animals onto a certain object, the object can be specific to our day and age so it could range from a boat or train to an aeroplane. To get the children turn outed in their story one can brain storm and list their examples of some animals and objects on a board / interactive whiteboard and show what mode of transport animals can be rescued onto. From the main activity they are developing their communication skills, theyre using their writing skills and oracy by discussing what they are going to include in their story.From the content of the activities created one can monitor the calibre and style of childrens writing. I will select three or four pieces of work to be read out by the children and evaluate everyones work by having everyone on each table to swap and evaluate each others work.Geography (Knowledge and understanding of the world)To teach knowledge and understanding of the world I will focus on the wider world section of the curriculum, illustrating to the ch ildren what lives in the Amazon Rainforest, and type of habitats they live in. I would create discussions around particular questions I would continually ask. Questions would raise awareness and explore what is the rainforest. Childrens knowledge and understanding of the Amazon Rainforest will be developed through the handing out of a prove that can be completed in groups. A class competition can be created to see who has the most questions correct about the Amazon Rainforest. After the quiz, to develop continuity through this subject of geography the children can create pieces of work to put up on the Amazon Rainforest board on the classroom walls. The children can bring their knowledge from R.E and use their drawings they developed in art to put onto the classroom board, this will create a sense of acquisition and ownership as the children would be able to look at their own work when in their own classroom and is a clear display of their own work for others to see what they have done.A number of skills will have been developed from using this approach that are taken from the national curriculum book of knowledge and understanding of the world for Foundation Phase. The skills developed consist of enquiring, exploring, describing, asking/ answering questions, investigating, thinking, solving problems and recording their research. All of these are required and used within the theme and tasks set during lessons.ArtFrom reading the book Noahs Ark, children can draw an animal of their choice that relates to the story, a list and a picture of each animal mentioned in the story would be given as a resource for the children to relate back to. A directed task would then be set to use different materials to create a 2D image of the animal from the Noahs Ark story. Materials to be used would include colourful pencilsPaintColoured pensCrayonsCraft materials to create different textures etc.From creating their animal drawing, the children can try and link them to a habi tat within the rainforest. To research the animals habitat the children can use the internet to find an image of the habitat for their animal to be stuck onto. The final outcome will then consist of a hand made piece of artwork of an animal from the rainforest made by every individual child and placed on a background of the habitat the animal would live in within the rainforest.Overall the children would have explored colour using different materials and creatively making an animal by exploring and forming different textures. This relates back to the national curriculum within the foundation phase due to reading the creative development Welsh Assembly Government book. Welsh Assembly Government, June 2008, Creative Development, Welsh Assembly Government The children will have used ICT skills to research on the internet for a habitat picture of the rainforest.From creating the animal design that relates back to the Amazon rainforest, focus can be made upon literacy skills by asking ea ch child to describe what animal they have created and what their habitat looks like. Overall, the children would have used planning and thinking skills by developing and creating the art work. The children can reflect on their work and see if their animal relates to the rainforest to give it a real life effect. Oracy and writing skills are also developed by describing their animal and habitat, so they are expressing their ideas and emotions about their work.The structure of the childs learning will be as it is presented in the essay, I will start off with R.E, and then include Geography and follow integrate Art and Design. When the children take part in these activities the children themselves do not realise they are learning these skills. This is an excellent outcome, as, when they grow up, the children will reflect and hopefully remember what they have done and recognise the skills they had used.My lesson ideas for teaching within Key Stage 2The subjects I examine for teaching a thematic approach in Key Stage 2 will consist of two non-core subjects of Geography, Art and Design and also look at the basic curriculum which is R.E.The theme chosen is Judaism. The year group chosen for this is Year 5.R.EThe children will be made aware what Judaism, different clothing and their names worn at this time would be examined. A group activity for children would be used after explaining the variety of clothes using dolls clothing, some relevant to Judaism and some not relevant. A women and man doll would be introduced for the children to dress and they learn to relate the same back to Judaism culture. From fertilisation the dolls the children move on to examine a house of a Jewish person. The children will look at dietary make up of Jews and what type of ornaments they have in their houses that are an integrated part of their culture. A group session can be delivered where children can trial some Jewish food and if possible have a Jewish person to come in and talk to t he children about their lifestyle. A useful website for a teacher resource would be- http//www.waupun.k12.wi.us/Policy/other/dickhut/religions/14%20Jewish%20Symbols.htmlThis website describes the clothing and certain items that are found in a Jewish home. This theme will have continuity and appear through other lessons. In other lessons different festivals within the Jewish community would be explored and have a look at videos to demonstrate how they celebrate their festivals.The skills developed throughout these lessons would be communication through talking in groups to discuss issues about the culture and ornaments the children have discovered. The children are also developing thinking skills to execute dressing the men and women dolls into suitable clothing for a Jewish person.ArtFrom the previous lesson on R.E about Judaism children are given a directed task using a hand out sheet with four boxes to draw in. The children are asked to use each box to draw from real life, objects such as shofar or a type of clothing like a Kippah and use a range of art materials to colour in their drawings. The materials used could include -Coloured pencilsPaintColoured pensCrayonsCharcoalWater paintMark makingToneCraft materialsEach box I will ask The children will be told to use each box to illustrate a different art material so they are experimenting and testing different materials and are using a range of art media. After finishing the drawings the following activity would develop literacy where children have to describe the content and process used in creating each box, stating what material they have used, what the object is and how it is used within the religion of Judaism. Overall children have explored different art materials and creatively making examples relating to Judaism using the clothes they endure or the different items used within the culture. This links to the national curriculum within the Key Stage 2 Art and Design as found through reading the Art and Design national curriculum for Wales book. Welsh Assembly Government, January 2008, Art and Design in the National Curriculum for Wales, Welsh Assembly GovernmentFrom reading the book listed above I am able to see what parts of the curriculum I have taught. The activities demonstrate that the children have planned, developed and reflected on their work which uses the developing thinking skill and that all of the children have developed their oracy and writing skills that links to the developing communication aspect.GeographyIn geography focus is on where the Jewish community was founded and where Judaism is sited in different countries. A presentation using PowerPoint for both tasks and the children can do small tasks from worksheets. We will then look at the Star of David flag and what the meaning is behind it. Two follow on from this children will be asked to develop a double scallywag in their book about Judaism. This double page will involve information about the Jewish commun ity, where Jewish people are distributed around the world, some ornaments, clothes and the Star of David flag.The children are being tested on a number of skills across the curriculum in geography. The children are developing thinking skills, they have to plan the double page on Judaism and develop the work on Jews and also to ensure they include Judaism. The childrens communication skills are being developed through them writing about what they have learned about the Jewish community and Judaism. The children are using selected language to describe where the Jewish people live within different countries, and so are discussing geographical issues. The children are conducting their own personal investigation into Judaism and Jewish religion. From developing the double page they are developing creative and presentation of information and ideas from their investigation.Observing childrenTo see the childrens advancement throughout their learning teachers need to pay attention to obser ving the children in their care. In the observing children book Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government it is quoted It is important that practitioners listen to children as well as watch them when observing, as they can learn a great deal about childrens learning and understanding through listening to their speech I believe this is a vital quote for teachers observing children because you can definately gain more understanding of the childrens learning by talking to children as well as observing how they play and the standard of their work. The observation of children should be taken into consideration through using the seven areas of learning, this will provide evidence of their development and achievements across the national curriculum. Teachers can also observe different situations children are exposed to through playing on their own or as part of agroup. The main headings mentioned in the Welsh Assembly Government, January 2008, O bserving children, Welsh Assembly Government state that teachers need to observe-Personal developmentSocial developmentWell-being/emotional developmentCognitive developmentLanguage development and communication skillsPhysical developmentGross motor skillsFine motor skillsThere much observation of childrens development of the child as a whole that has to be considered as an essential part of the role of a teacher.From observing the children one can monitor their progress and continuity during lessons to ensure improvement and that children are gaining and benefiting from new learning experiences throughout their years in primary school. This can be achieved by both looking at the development of their work and also how they play alone and within groups.ConclusionTo conclude, the National Curriculum has gone through many changes in the past few years and evolved into what is delivered in primary schools today. From the many theorists I have researched and read about, there is a belief that where we are placed today is the better stage of the developed National Curriculum. The Foundation Phase is proving to be a success. The children are able to improve their personal learning without having a teacher to spoon feed them to gain experiences and skills. Key Stage 2 needs improving and attention due to the drop in standards and attainment in literacy and numeracy, this drop in standards has resulted in improvements being demanded by the Welsh Government all across Wales. Welsh Government are implementing literacy and numeracy strategies in every subject across the national curriculum. The thematic approach has been evaluated and is tell a success by many theorists, it allows teachers to choose a theme and teach joint subjects in one integrated scheme of work/ lessons, this is a definate advantage because the children do not specifically realise how they are being taught. This method of educating primary aged children develops what they know from personal experiences and their involvement develops them through the teachers integrated lessons.

Romanticism Essays -- Romantic Period Essays

RomanticismIn spite of its representation of potentially diabolical and satanicpowers, its historical and geographical location and its satire onextreme Calvinism, James Hoggs Private Memoirs and Confessions of aJustified Sinner proves to be a novel that a dramatises a crisis ofidentity, a theme which is very much a Romantic concern. Discuss.Examination of Romantic texts provides us with only a limited and muchdebated degree of commonality. However despite the disparity ofRomanticism (or Romanticisms) as a movement it would be true to saythat a prevalent aspect of Romantic literature that unites many divergent forms of the movement, is a concern with the divided self.As the empirical Rationalism of the eighteenth century was partiallysubverted by the subjective metaphysical reflection in the ordinalartists tended to examine wider issues from an introspective startingpoint. The idea of the divided self became a motif from BlakesAlbion to Byrons Manfred to Keats musings on the disas sociatednature of the Poetic Self. Some writers personified this division in manifest physical manifestations, usually a hero and his inversedoppelganger. Most famously in Mary Shelleys Frankenstein, thevarious selves in De Quinceys Confessions of an English Opium Eaterand in the Gordian mirroring of major characters in James Hoggsambiguous masterpiece Private Memoirs and Confessions of a JustifiedSinner.Although critics (as Andrea Henderson in Romantic Identities) havedebated the extent that Romanticism dramatises divisive crises withthe mental self , the vast majority of writing on the subjectagrees that crisis of identity is certainly a Romantic concern.Hugo Donelley draws attention to the Modernis... ... Doubleness of Hoggs Confessionsand the Tradition, Studies in stinting Literature, Vol. 18, pp.59-74.Punter, D. The dialectic of persecution in The Literature of TerrorVolume I, 1996, Longman Group (David Punter), London and New York.Simpson, L. James Hogg, a Critical Study, 1 962, Oliver and Boyd,Edinburgh.Wittig, Kurt. The Scottish Tradition in Literature, 1958, Oliver andBoyd, Edinburgh.Wu, Duncan. institution in Romanticism An AnthologyWEBSITES.http//prometheus.cc.emory.edu/panels/4C/R.Incorvati.htmlIncorvati, R. Dialogue and Marginality in James Hoggs Confessions ofa Justified Sinner. Prometheus Unplugged Website.---------------------------------------------------------------------1 Although Hogg was writing in a pre-Freudian era the essentials of his psychodynamic theory were as pertinent in 1834 as they were in 1934.

Against California Proposition 2 Essay -- Farm Management Animal

In the November 2008 General Election, citizens of the state of California will be asked to consider many issues affecting the state as a whole. Out of the many propositions to be decided upon, offer Two has become one of particular interest. Currently, forty million animals are being raised on California farms for production of milk, dairy, cattle, and chickens given these very large numbers and increased consumer awareness of current management practice, there has been an increase in concern for good treatment and welfare of livestock within the public. marriage proposal Two challenges standards of confinement for livestock, specifically veal crates, battery cages and gestation crates. Veal crates are restrict areas in which calves (young domestic cattle) are reared for slaughter. Battery cages are enclosures in which multiple female chickens are housed to lay their bollock, and similar to veal and battery cages, gestation crates are areas of restricted space in which female pigs are housed during periods of pregnancy. If passed, Proposition Two would require all farming operations as of January 1, 2015 to house these farm animals in areas where they are able to extend their wings or limbs to full potential1. Although confinement of livestock and poultry is a well-established practice, modern housing does not allow animals to exhibit roughly normal behaviors3. Research has shown that animals held in restricted cage areas suffer from unnecessary stress and are unable to maintain normal bone structure, most commonly in the limbs and/or wings. The larger cages suggested by Proposition Two might provide a great deal of opportunities to supplement the wellbeing of animals and the quality of the products that they produce. Most... ... eggs in the United States. As evidence indicates, the greatest impact of Proposition Two will be felt by the California egg industry6. Proposition Two is also risk to the safety of farm animal, the products they produce, and decreases sanitation practices in comparison to modern housing. Under the conditions of Proposition Two, livestock would be at a higher risk of contracting communicable diseases in comparison to the disease/infection risks posed by current caging methods. Proposition Voting no on Proposition Two will keep the animal agriculture business and its animals safe and healthy while keeping the California egg industry secure. Proposition Two appears to be a measure with great potential for both the animal welfare and animal agriculture, but in reality, studies and research have conclude that Proposition Two is a detriment to both animals and humans.

A Clean Well-Lighted Place Essay -- A Clean Well Lighted Place Ernest

A Clean Well-Lighted Place A Clean, Well-Lighted Place by Ernest Hemingway looks at ripen from the viewpoint of an inexperienced and experienced individual, with the serve of an old part to emphasize the difference between the two. This story takes place late mavin night in a caf. The caf is clean, pleasant, and well lighted, which brings some figure of comfort to the atmosphere. Here in the caf sits a deaf, l adeptly, older man, who although is deaf can feel the difference that the night brings to the caf, a younger waiter, who believes people stay round the caf to make his life miserable, and a waiter who is a bit older and seems to understand that this place, the caf, is comforting. The older man spends his late nights in the caf, because at his home on that point is nobody, he is widowed. All he has is the comfort that the light inside the caf brings to him at night, and the appearance and thought of other human beings may bring him. The old man is under the care of his ni ece, who last week had to cut him down from his attempting to commit suicide. Why did he attempt to kill himself? He was in despair. Stated one waiter, and I am assuming it is the younger waiter because he goes on to state that he was in despair over nothing because he has masses money. Money would be the answer to any problem to an individual of youth because when one is younger he/she has not yet come to realize the grandeur of relationships. The older waiter shows us the importance of relationships by stating, Each night I am reluctant to close up because there may be some one who needs the caf. This appearing to mean that he knows that there are many lonely people in the world without relationships and no one to turn to in time of need or having some one to just be ... ...per meanings. Looking at my critical approach New historicism and analyse it with my piece A Clean Well-Lighted Place, only from the point of view of a new historicist without doing any additional research into the ties or times of the fountain I believe I have a well understanding of what it means to be a new historicist and how it applies to my piece that I have chose. I tend to think that knowing more about Hemingway and the life he led might give me a better understanding of his reasons for writing A Clean Well-Lighted Place. The meaning of Hemingways piece also will differ greatly across cultures and how it is a particular society looks at the differences in age and communication factors. . Work Cited Hemingway, Ernest. A Clean Well-Lighted Place Literature Reading and Writing The human Experience. Donna Erickson. New York St. Martins press, 1998. 115

All Aboard: Discrimination in Sports :: Essays Papers

All Aboard Discrimination in Sports As white, American males, are we touch left out? Of course not, we are the envy of every other race, ethnicity, and gender. Right? To anyone that believes this, it must then be asked If we, as white males, arent feeling left out, then why do we continually try to sneak aboard the overcrowded train of discrimination? As the past has shown, the tracks this train screams across doubtlessly open up to a deep chasm of hurt and pain. And yet, it seems to be one of the most sought after tickets today. Have we lost sight of the real struggles from the civilised Rights and Women Movements, only to replace them with ridiculous elevate-discrimination issues of today? Reverse discrimination has recently become the new fad in sports. First we were blessed with grumbles from less-than-athletic, underachieving, wannabe passe-partout basketball players saying their sport has begun to discriminate against them because they are white. But inst ead of grumbling, peradventure they should thank Harry Bucky Lew for becoming the first African American in professional basketball. Thank him because now owners sign players based on talent and ability instead of the color of their skin. So, if you hear the bad news that the L.A. Clippers just tiret have room on their roster for you, its not because youre white ? youre just not good enough. Unfortunately, this plague of claiming reverse discrimination has now filtered into college athletics as well. Andrew Medcalf was denied a job as Pennsylvanias head coach of womans crew two years ago, and he has now turned it into a discrimination case. In his mind, it was ludicrous that a college would turn him down because there was a better expectation for the job. Luckily for him, this other candidate was a woman. So, instead of accepting that he wasnt qualified enough to become head coach, he simply claimed gender discrimination ? and he won. The University of Pennsylvania was forced to pay $115,000 in lost wages, emotional distress, and punitive damages. Pennsylvania ended up hiring Barbara Kirch instead of Medcalf in 1999. Who knows, maybe Kirch was hired based on her gender.