Landscape in the style of Mi Fu Essay Example | Topics and Well Written Essays - 1250 words

Landscape in the style of Mi Fu - Essay Example The subjugation of the Northern Song dynasty by the Yuan Dynasty failed to infiltrate the Chinese culture. The Mongol empire fell short in experience with regards to administration of the complex Chinese empire. Consequently, they slowly adopted political and cultural models of the Chinese. Nonetheless, the repercussion of the Mongol Empire was significant. The empire refused to recognise the Chinese literati. Most of them resigned to pursue personal interests and as such a culture of self-expression in painting was birthed and that of nature done away with. Through the learned scholar-artists, brushwork become the new calligraphy and assumed an independence that exceeded its function as a tool of developing representational forms. This period made variations in expressions to move beyond landscape to political expressions of the political frustration that was bombarding the Chinese during that era. Nonetheless, Kao K'o-kung’s work is associated with earlier work in (1051-1107 ) as observed by the characteristics similar to art by Mi Fu (1052-1109). Mi Fu’s most recognised work is his calligraphy as well as the landscape painting. His artwork was a termination of previous paintings common in the Song dynasty. During the Song era, landscape artwork in China relied on lines for its portrayal of the world. It was in his depiction of the mystic river along with the hills and Lake District in Henan province however that led Mi in the development of extreme moist washes as well as horizontal texture strokes.

Proposal writing Essay Example | Topics and Well Written Essays - 250 words

Proposal writing - Essay Example It is very important not to omit the mission statement in the writing. It should demonstrate the company’s goals and expectations. Each proposal is based on a particular budget. The latter consists of the following elements: 1) management, 2) labor, 3) facilities and equipment, 4) materials, 5) travel and 6) communication. It is necessary to mention that there are several types of budget. They are: itemized budgets, nonitemized budgets, fixed budgets, flexible budgets, fixed costs, variable costs and semivariable costs. Despite all costs, there are many benefits of proposal. They are hard and soft benefits. Hard benefits stand for the guantifiable outcomes of the project that are easy to see, measure or read. Soft benefits mean abstract things you will get in the process of working with the company. It may be trust, satisfaction, confidence, efficiency, etc. The success of the proposal is begun with its introductory part. To prepare a perfect introduction it is necessary to do the following things: 1) identify the subject of the paper, 2) introduce the purpose of the writing, 3) suggest some main point to prove in the paper, 4) persuade the readers that this subject is very significant, 5) give some background information, 6) foresee the organization of the writing. Conclusion is as important as introduction; here the main point of the proposal should be

Is Compost Tea Fact Or Fiction Environmental Sciences Essay

Is Compost Tea Fact Or Fiction Environmental Sciences Essay Horticulturists, scientists, teachers, gardeners, practioners and farmers all rave about compost and the benefits to the soil, like improving soil structure, reducing water use, improving aeration, attracting earth worms and many more. I want to believe the same thing holds true for compost tea, is it the cure all for damping off disease, will it make my tomatoes luminescent(6), will it make my lawn greener, will my plants have less disease and eliminate pest problems, will it make my soil a better place for my plants, the claims for compost tea are numerous, does it really work? Compost tea has been around for thousands of years perhaps as far back as the Roman Empire (6). Somebody noticed that plants grew better around manure or on manured ground. But solid manure was hard to work with. So it went into a container of water to let it steep for awhile and we can be sure that it got stirred. When used as a drench, plant growth improved. In the late 1990s aeration was first introduced into the compost tea.(4) Aeration claims to increase beneficial microbes and accelerate the process by creating optimum levels of oxygen for growth and reproduction of beneficial aerobic microorganisms. So there are now numerous definitions of compost tea. Compost leachate which is the runoff of water from compost or worm bins. The material is a brown colored water that runs out of compost or worm bins when the bins or piles become too wet. The liquid is a product of compost or worm casting that has not completely finished the compost process. Most likely rich in soluble nutrients; but in the early stage of composting it may also contain pathogens(11) Compost extract is what was originally called compost tea. Compost is wrapped in coarse fabric and soaked in water for days. The primary benefit of the extract will be a supply of soluble nutrients, which can be used as a liquid fertilizer(11) Compost tea is an aerated mixture of compost and food sources for microbes; such as kelp, molasses, fish hydrolysates, rock dust and humic acids. The compost-tea brewing technique and aerobic process extracts and grows populations of beneficial microorganisms. (11) Compost tea can be added to soil to improve soil life and impacts plants more quickly than a composted mixture. (7) The reasoning behind compost tea is that once the mixture has completed and is applied as a soil drench it will add microbes to soils which in turn help to break down organic material in the soil and can then be used for food for plants. And the need for synthetic fertilizers becomes less. There are many different recipes for compost tea based on your needs, there are fungal teas which are good for acid loving plants and trees and shrubs, there is some evidence that beneficial fungus will help with some diseases like powdery mildew and downy mildew. And there are bacterial teas which are good for vegetables, annuals, perennials and grasses. What is compost tea? The soil food web defines compost tea as: essentially, is a brewing process that extracts microorganisms from compost followed by microbial growth and multiplication. This includes beneficial bacteria, fungi, protozoa, and nematodes. When compost teas are sprayed onto the leaf surface, these beneficial organisms occupy spatial niches on the leaf surface and gobble up leaf exudates that pathogenic organisms would otherwise feed on to prosper; other microbes directly interfere with pathogenic organisms through antagonism. A more simple definition: Compost tea, in modern terminology, is a compost extract brewed with a microbial food source-molasses, kelp, rock dust, humic-fulvic acids. The compost-tea brewing technique, an aerobic process, extracts and grows populations of beneficial microorganisms (11) based on the ingredients that you use you will either have bacterial tea, fungal tea or a combination Compost Tea has been field tested to be effective in suppression of the following diseases: black spot, mildew (downy), needle cast on pine, vertilcillium wilt, white flies, mealy bugs, rust, aphids, tent caterpillars, mites, leaf curl, red thread (early and late), fungal diseases in ornamental cherries per the website http://www.simplici-tea.com/disease_suppression.htm. However, I have not found any science based information to back this claim. What about the science? A trial at the University of Oregon conducted on black spot on roses showed Roses in locations with shade suffered from powdery mildew. Compost tea did not seem to affect powdery mildew. One private location observed that the roses sprayed with tea at that location seemed healthier overall than those that were not sprayed. They had glossier leaves and more blooms overall. Two of the three test groups in 2007 showed a slight improvement in incidence of disease over plants that were not sprayed. The difference was not statistically greater. The average between 2006 and 2007 still showed control group doing better than the experimental group. (8) In comparing the matched pairs of eight Prunus spp., the compost tea extract was not significantly different from the water application for any of the eight cultivars tested. In fact, for some trees it made the problem worse. (9) An excerpt from a study on aerated compost tea to suppress dampening off disease While further work is needed to directly quantify the residual sucrose concentrations in aerated compost tea produced with molasses-based additive to determine the effect on damping-off suppression, there are strong indications that the use of simple sugars as additives should be avoided when producing compost tea for disease suppression. In addition to the potential of residual nutrients increasing Pythium damping-off, the use of simple sugars in producing compost tea has been linked to growth of E. coli in aerated compost tea makers when compost contaminated with E. coli was used. (1) Turf quality ratings initially were very low for the tea drenches, therefore it was decided to apply liquid fertilizer over the tea treated plots to maintain acceptable turf quality. This addition masked any further differences in turf quality. The foliar tea applications suppressed dollar spot 40 to 60 percent when compared to untreated plots in one of three years. It is unlikely that due to the variability of brewing results, little microbial benefit, and the labor required for brewing tea that this technology will see widespread adoption in its current form. (2) However a trial at Harvard University (Prepared by Harvard Facilities Operations Maintenance) which used a combination of compost tea, compost and organic fertilizer, increased the depth of turf roots, decreased water usage, and increased available nitrogen, since they were using a combination of organic methods there is no definite proof that the compost tea was a main contributor. When asked if they had done any studies on compost tea, they said We only use compost tea as a portion of our organic program so unfortunately we have not done any studies on compost tea alone. Dr Linda Chalker-Scott PH.D. WSU states that clearly the science is not strong for aerated tea use on crop plants, much less on lawns, shrubs and trees. (3) After twelve weeks of compost tea treatment, there are evident responses among the microbial community, however, its too early to draw conclusions about the efficacy of the compost tea treatment. (5) The production and application of compost tea is primarily focused on: disease suppression, supplementing plant nutrients, and increasing soil microbiology to improve soil structure, water percolation/retention, rooting depth and consequently improved plant growth. The research conducted worldwide on compost tea is scarce and the results are highly variable. Results vary from suppression of some diseases to no effect in disease suppression at all, or in few cases increased incidence of diseases. Where compost teas are compared with conventional fungicides, in most instances compost teas have been relatively ineffective. Compost tea producers estimate that up to 5,000 farms are using compost tea in New South Wales, Australia these are mainly organic farms. Use of compost teas is based on faith or anecdotal evidence rather than based on replicated scientific research at this stage. Researchers acknowledge that there are significant limitations in our knowledge of compost teas and its u se, and hope that an increased understanding of compost tea microbiology and the survival and interactions of microbes on plants surfaces will enable compost tea production practices and application technology that optimizes disease suppression. (15) Lee Reich PhD in horticulture wrote in Fine Gardening Magazine January 2007 an article titled The Jury is Still Out on Compost Tea where he says Benefits from compost teas are on even shakier ground when the tea is used to improve the soil. Compost has been shown to improve soil tilth, help soil retain nutrients, enhance nutrient availability, increase rooting depth, and suppress root diseases. Compost tea, by extension, is credited with providing these same benefits. Therein lies part of the great appeal of compost tea. Who  wouldnt rather improve an acre of soil with the recommended 15 to 20 gallons of compost tea rather than have to heave around 2 to 5 tons per acre of compost? But compost and compost tea are not the same. They differ quantitatively and qualitatively in microbial makeup, and most dramatically, one is a relatively small volume of liquid and the other is a relatively large, mostly solid mass. Composts bulk comes mainly from carbon compounds, which are the major fo ods for beneficial microorganisms. Compost tea contains relatively little of these carbon foods. The beneficial microorganisms of composts and compost teas are already present in most soils and will multiply rapidly if food supplies permit. If your soil does not have beneficial microorganisms, it probably means the conditions arent hospitable to them. Unless you improve those conditions, any added microorganisms will die.   This article provided a lot of discussion on the internet when it was first published and now includes a new string of posts on http://www.redwormcomposting.com/worm-tea/is-compost-tea-just-a-fad/ dated January 13th 2011 since that date there have been fifty eight posts. Most of the posts favor the use of compost tea and the major opinion is no compost tea mix is the same and if it works for you continue to use it. If you have good soil conditions and your plants are healthy there may be no reason for compost tea. But if you have a small amount of compost and need a vast improved soil, when plants are struggling, showing signs of stress or when you want to apply composts benefits to a lawn these might be good reasons to use compost tea (Plesand). With so many claims about compost tea, in 2003, the National Organic Standards Board convened a Compost Tea Task Force to review the relevant scientific data and report their recommendations on compost tea. The Task Force was composed of 13 individuals with knowledge and expertise in organic farming practices, organic certification, EPA pathogen regulations, compost, compost tea production and analysis, plant pathology, food safety and environmental microbiology. The final report can be found at http://www.ams.usda.gov/AMSv1.0/getfile?dDocName=STELPRDC5057213. They came back with ten steps to be used in making compost tea, found a lot of practioners that use compost tea and also established there was not a lot of science based evidence behind the use the compost tea, and a possibility of contaminating crops. In conclusion there could be benefits from compost tea but there have not been a lot of scientific studies on the use as prevention for diseases and pests or that it increases dramatically the growth of plants. Compost tea has a lot of different variables by the type of compost used; vermicompost, manure compost, leaf and grass clipping compost, and any other possible compost mix. Another variable would be the additives to the tea molasses, kelp, humic acid, granite dust, fish hydrolysates, fungal foods like oatmeal and powdered baby oatmeal. And then there is the time and temperature of mixing with aeration. There appears to be some advantage of using compost tea but a lot more studies need to be done to prove the claims of the some websites and even some famously written books. The question has been asked why not more research on compost tea? Compost teas are highly variable in their microbial and nutrient content from batch to batch. This translates to high variation within data sets and often leads to inconclusive results. Unfortunately, these results are often not published even though they are just as important as positive outcomes. In other words, if a particular treatment doesnt work well under controlled experimental conditions, its unlikely to work consistently anywhere else.(18) With that being said, there is no harm in trying to make your own compost tea and doing your own experimentation. There has been some back and forth discussion on the use of molasses and e coli in compost tea, so if one uses molasses read the scientific data before applying to edible plants. Per Dr. Linda Chalker-Scott, PhD While the scientific evidence is certainly lacking for Aerated Compost Tea activity in disease control, there is a serious, documented concern with these types of compost teas, says Dr. William R. Schneider, a research scientist in the Biopesticides Pollution Prevention Division (Office of Pesticide Programs) of the USEPA. He continues it is very difficult to do a microbial pesticide risk assessment on a mixture of unidentified microorganisms that could easily contain human and nontarget organism pathogens. Indeed, this risk is significant in ACTs that have been enhanced with molasses, kelp, and other high-nutrient additives. Such ACTs have been documented throug h scientific research to contain E. coli and Salmonella populations, both of which are human pathogens. The recent deaths due to E. coli-contaminated spinach illustrate how dangerous compost tea applications can be, particularly on food crops. Even though there have not been any reports of problems from compost tea make sure you read all the reports. The use of compost tea as part of an integrated plant health management strategy will require much additional whole systems research by a cohesive team of farmers and experts in composting, plant pathology, phyllosphere biology, molecular microbial ecology, fermentation science, plant physiology, plant breeding, soil science, and horticulture. From the Organic Agriculture Centre of Canada posted April 2010 (13) A controversial name in compost tea is Dr Elaine Ingham with Soil Foodweb who has published The Field Guide I for Actively Aerated Compost Tea, Compost Tea Manual 5th ed. and a number of other books, CDs and offers seminars on compost tea. She has done a lot of research on soils, and helps farmers all over improve their soils; but has not published a lot of peer reviewed research on compost tea. In January 2011 the Rodale Institute a non-profit dedicated to pioneering organic farming through research and outreach named her Chief Scientist; and will be in charge of research at the institute, hopefully now, there will be more research on the benefits of compost tea. So despite all the hype, compost tea is not the silver bullet everyone is looking for.   Unfortunately, nature is not that simplistic.   But its fun to experiment.   (I do lots!) If you do experiment, and come up with a formula that you think works-try replicating it in a scientific way (16) per the Whatcom County Master Composter Recycler Program. How do I make compost tea? The USDA suggests using a sump pump to bubble air into the extract for 24-36 hours (Sac Bee). First you need a brewer you can purchase a brewers which makes 500 gallons for around $11,647.00 to $50.00 for a 5 gallon brewer. And then purchase packaged mixes and just add water. You can also buy brewers and make your own mixture, using your own compost or vermicompost. Another option would be to make your own brewer using a five gallon bucket, an inexpensive aquarium pump, an air stone, some aquarium tubing and a porous bag of some type. There are numerous directions on the internet. Once you have a brewer to make the tea; there are numerous recipes on the internet. One simple recipe is five gallons of chlorine free water, six cups of compost or vermicompost, three tablespoons unsulfured black strap molasses. Cover the container Brew this for twenty four to forty eight hours at 75à ¢Ã‚ Ã‚ ° let rest ten minutes and then use immediately.(Remillard) The compos t tea should smell good (earthy) and have a brownish tea color. If the tea smells bad it has gone anaerobic it could contain ammonia and dangerous bacteria and should not be used. Once the tea is made it can be diluted one to three, one to two or used full strength. It can be used as a soil drench on a wet soil any time of the day. It can be used as a foliar spray in the early morning or evening. If you are using a foliar spray it would be a good idea to filter the tea first so you do not clog your sprayer. When making compost tea make sure you start with good smelling compost or vermicompost the better the compost the better the tea. Another easy recipe for compost tea Home-size compost tea recipe comes from W.F. Brinton at Woods End Laboratories Inc., Maine. 1) Use well-aged compost, at least 4 months old. 2) Put in a large pail or barrel outdoors between 59à ¢Ã‚ Ã‚ ° and 68à ¢Ã‚ Ã‚ °C. 3) Add water, 1 part compost to 5 to 8 parts water (i.e. 1 cup of compost to 5 cups of water). 4) Stir daily for five days. The strong smell should slowly dissipate. 5) On the fifth day, pour through a sieve or a cheese cloth. 6) Spray on plants in periods of disease outbreak, or drench the soil at the base of the plant. 7) Do not spray edible plant parts to be harvested in the following 2 to 3 weeks. CalRecycle (a CA.gov website) on their website says But why go to all the trouble of brewing and spraying this tea instead of just working the compost into the soil? Two reasons: To inoculate microbial life into the soil to feed the foliage of plants, and to add soluble nutrients to the foliage or soil in order to feed your plants. Compost tea is a readily available form of compost that will impact the plant more quickly than compost mixed into the soil. I am not sure how they came up with this information as no scientific evidence has been found that all this is true. When it comes to state Master Gardener programs there is also a lot of different opinions. The state of Pennsylvania tells you how to make compost tea at http://www.dep.state.pa.us/dep/deputate/airwaste/wm/recycle/tea/tea1. Arizona state university extension tells you how to make compost tea at http://ag.arizona.edu/yavapai/anr/hort/byg/archive/composttea.html. However, Washington state master gardeners cannot recommend compost tea. Because Washington State University Master Gardeners are volunteer educators who rely on science-based information, they cannot recommend a practice or product that lacks a legitimate scientific basis. Furthermore, it is illegal to sell unregistered substances for use as pesticides. There are no compost tea products registered as pesticides within the U.S. Environmental Protection Agency. Neither WSU Master Gardener volunteers nor Web sites may encourage the use of compost tea as a pesticide. (9) Then Oregon State University extension tells you how to make compost tea on their website and their Master Gardeners sell compost tea as a fund raiser . In California per Pam Geisel Statewide University of California Master Gardener Coordinator We dont recommend compost tea because we do not have science based information on it at this time.   Also, compost tea is so variable in terms of content that making a generalized recommendation would be impossible as to the quality and the plant response. Organic Gardening senior editor says he is convinced that There is the potential for a health hazard from its use (compost tea) that being the possible presence of E. coli.   And hes concerned that some Cooperative Extension Service websites happily provide the recipe for making compost tea at home with no warning about the health risks if its applied to food crops. Finally, I think the Extension Horticulture Agent, in Anchorage Alaska, Julie Riley sums it up best, Compost tea is like a religion-you have to have faithà ¢Ã¢â€š ¬Ã‚ ¦ I know there are Anchorage Master Gardeners who feel they get good results with compost tea. Ive always said to gardeners if you are happy with your results, keep doing what you are doing' Bibliography and Citations (1) Scheuerell Steven J. and. Mahaffee Walter F First author: Department of Botany and Plant Pathology, Oregon State University; and second author: U.S. Department of Agriculture- Agriculture Research Service-Horticulture Crops Research Laboratory, Corvallis, OR 97330. Compost Tea as a Container Medium Drench for Suppressing Seedling Damping-Off Caused by Pythium ultimum Accepted for publication 14 June 2004. Web March 2011. (2) Rossi Frank, Cornell University, Cornell University, 134a Plant Science Bldg., Ithaca, NY 14853 Effects of Compost Tea on Turfgrass Performance, Disease Incidence, and Soil Microbial Populations. Nov. 8, 2007 Web March 2011. (3) Chalker-Scott, PhD. Linda, Extension Horticulturist and Associate Professor, Puyallup Research and Extension Center, Washington State University www.MasterGardenerOnline.com à ¢Ã¢â€š ¬Ã‚ ¢ MASTERGARDENER winter 2007 pages 8-10, Web March 2011 (4) Moore, Robert C; History of Compost Tea thesoilguy.com N.p, n.d web March 2011 (5) Stevenson, Emily; Yale School of Forestry, Alexander Felson and Mark Bradford Environmental Studies Advisors, Closing the Loop: Alternative Land Management at Yale, Hixon Fellowship 2010, web April 2011 (6) Remillard Marc, Compost Tea Making, Ascension Press, April 2010 (7) Author unknown, What Is Compost Tea, and Why Use It? CA.Gov CalRecycle, California Department of Resources Recycling and Recovery, March 24, 2005, web April 2011 (8)Wise, Cindy, Compost Specialist Compost Tea Trial 2007, OSU/Lane County Extension Service Compost Specialist tea trial, December 2007, web April 2011 (9) Chalker-Scott, Linda Ph.D., Extension Horticulturist and Associate Professor, Puyallup Research and Extension Center, Washington State University The Myth of Compost Tea Revisited: Aerobically-brewed compost tea suppresses disease, April 2001, Web May 2011 (10) Lanther, Mario, Compost Tea and Its impact On Plant Diseases, BC Organic Grower, Volume10, Number 2, spring 2007, Web April 2011 (11) Diver, Steve, NCAT Agriculture Specialist Notes on Compost Teas The National Sustainable Agriculture Information Service ATTRA 2002 Web March 2011 Ingham, Dr Elaine, Rollins, Carole Ann ed., Sustainable Studies Inc. and Natural Technologies, The Field Guide 1 for Actively Aerated compost Tea (AACT) April 2001-June 2003 Second Edition, Second Printing March 2007 Pleasant, Barbara and Martin, Deborah; The Complete Composting Guide, Storey Publishing, LLC February 13, 2008 Arrington, Debbie, Now theres distinction between compost tea, extract', Sacramento Bee, Saturday, February 26, 2011, page D5. Geisel, Pam, Personal interview May 10, 2011 (12) Harvard Facilities Operations Maintenance, Harvard Yard Soils Restoration Project, 2009 President and Fellows of Harvard College, February 2009, Web March 2011 (13) Scheuerell S. and Mahaffee W., Compost tea: Principles and prospects for plant disease control Organic Agriculture Centre of Canada, April 2010, Web March 2011 (14) Aerated Compost Tea Oregon State University Extension Service Douglas County, November 14, 2009, Web April 2011 Chalker-Scott, Dr. Linda PhD Associate Professor and Extension Urban Horticulturist WSU Puyallup Research and Extension, Compost Tea: Examining the science behind the claims N.d., Web April 2011 (15) Overview of Compost Tea Use in New South Wales. Recycled Organics Unit (2006). Recycled Organics Unit, internet publication: 2007 second edition, Web March 2011 (16) To Tea or Not to Tea Whatcom County Master Composter Recycler Program, Bellingham, WA, N.d. Web May 2011 (17) Harris, Susan, Still confused about compost tea, I turn to Rodale Garden Rant, Uprooting the Gardening World, February 25, 2010, Web May 2011. (18) Reeves, Walter, The Georgia Gardener, Compost Tea Does it Work? N.d, web May 2011 Martin, Deborah L. and Gershuny, Grace, Ed., The Rodale Book of Composting, Rodale Press, 1992

Teacher Ethics Essay -- moral code ethics ethical educators

Teacher Ethics â€Å"Ethics are defined as a set of principles of right conducts; the rules or standards governing the conduct of a person or the members of a profession† ( Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with many daily problems that face educators, but there are ways to handle situations that are better then others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way; as well as a guide to help deal with dilemmas. It is important that teachers give children a fair chance to show their knowledge when assessing. â€Å"The purpose of assessment is to provide feedback that can be used to improve student performance† ( Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children especially tests should never be the only criteria of assessment. Instructors should always make sure that their assessment is fair. When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular it is important to look for more then simply right or wrong. An in depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to critiqued in more then one way to be sure that they really do ... ...o put a leash on teachers' pets. Retrieved November 2, 2002 from http://www.mbhs.edu/silverchips/articles/apr2001favoritism.html . Dictionary of the human language. (2000). Retrieved November 5, 2002 from www.dictionary.com. Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass Gushee, M. (1984). Student discipline policies, 12. 5. Retrieved November 4, 2002. ERIC Digest. Hanson K., & Shwartz W. (1992). Equal mathematics education for female students, 78. 4. Retrieved November 4, 2002. ERIC Digest. Isenberg, J. P., & Jalongo, M. R. (2000). Exploring your role: A practitioner’s introduction to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall. Orange, C. (2000). 25 biggest mistakes teachers make and how to avoid them. Thousand Oaks, California: Corwin Press. Teacher Ethics Essay -- moral code ethics ethical educators Teacher Ethics â€Å"Ethics are defined as a set of principles of right conducts; the rules or standards governing the conduct of a person or the members of a profession† ( Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with many daily problems that face educators, but there are ways to handle situations that are better then others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way; as well as a guide to help deal with dilemmas. It is important that teachers give children a fair chance to show their knowledge when assessing. â€Å"The purpose of assessment is to provide feedback that can be used to improve student performance† ( Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children especially tests should never be the only criteria of assessment. Instructors should always make sure that their assessment is fair. When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular it is important to look for more then simply right or wrong. An in depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to critiqued in more then one way to be sure that they really do ... ...o put a leash on teachers' pets. Retrieved November 2, 2002 from http://www.mbhs.edu/silverchips/articles/apr2001favoritism.html . Dictionary of the human language. (2000). Retrieved November 5, 2002 from www.dictionary.com. Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass Gushee, M. (1984). Student discipline policies, 12. 5. Retrieved November 4, 2002. ERIC Digest. Hanson K., & Shwartz W. (1992). Equal mathematics education for female students, 78. 4. Retrieved November 4, 2002. ERIC Digest. Isenberg, J. P., & Jalongo, M. R. (2000). Exploring your role: A practitioner’s introduction to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall. Orange, C. (2000). 25 biggest mistakes teachers make and how to avoid them. Thousand Oaks, California: Corwin Press.

Animal Mitochondrial Genome

One of the most essential organelles in the animal cell is the mitochondrion, as it is not only the center of ATP production, it also have a phylogenetic value that reveals taxonomic relationships among organisms. These are rod-shaped organelles convert oxygen and glucose into adenosine triphosphate (ATP), otherwise known as the chemical energy â€Å"currency† of the cell that powers the cell's metabolic activities. This kind of respiration is termed aerobic and it supplies energy to most cellular activities.This mode of respiration is more efficient than in the absence of oxygen as anaerobic respiration can only produce two ATPs, as opposed to the 36-38 ATPs produced by the aerobic mode. This is why higher life forms are adapted to utilize oxygen for their ATP production (Davidson, 2004). Mitochondria are hypothesized by scientist to have evolved from a symbiotic relationship between aerobic bacteria and primordial eukaryotic cells (Wallace, 2005), otherwise known as the endo symbiont theory. It functions in common physiological processes such as metabolism, apoptosis, disease, and aging. Being the primary site where oxidative phosphorylation occurs, these double-membrane organelles are efficient in aerobic respiration which allows eukaryotic cells to generate the necessary amount of ATP (Chan, 2006).The mitochondrion maintains its own set of genes although most of its proteins (about 900) are synthesized within and imported from the nuclear genome necessary for its respiratory function (Wallace, 2005).The genome contained by this subcellular organelle separate from the nuclear chromatin is otherwise referred to as the mitochondrial DNA (mtDNA). Particularly in animals, mtDNAs commonly have a closed-circular molecule, with the exception of certain classes containing linear mtDNA chromosomes (Boore, 1998).These extrachromosomal genomes contain 37 genes composed of 13 protein subunits for enzymes coding for oxidative phosphorylation, two ribosomal RNAs of mitochondrial ribosome, and 22 tRNAs for protein translation. Together with proteins and RNAS synthesized in the cytoplasm, products of these 37 genes allow the mitochondrion to possess its own system facilitating DNA transcription, translation, mRNA processing and protein translation. This circular genome is comprised of a mixture of covalently closed circular monomers and different amounts of concatenated dimers and higher oligomers (Burger et al., 2002).Genes contained in the animal mitochondrion are usually encoded on both strands. The H-strand, or the heavy strand, and the L-strand, or the light strand, are these two mentioned strands that comprise the genome. Their names are derived from their molecular weight differences caused by their varying base compositions. 12 out of the 13 protein coding genes comprise the H-strand while only the single gene left belongs to the L-strand. The genome also contains noncoding regions which are restricted to certain areas known as the D-Loo p (Shadel and Clayton 1997).These two strands, the H-strand and the L-strand, originated within the D-Loop, or the displacement loop, region and within a cluster of five tRNA genes respectively. The entire replication process only commences in the initiation of the H-strand synthesis, while the L-strand lags behind. The L-strand synthesis can only begin when two-thirds of the H-strand synthesis across the circular genome is already completed. Therefore, only in the intiation of H-strand synthesis can mtDNA start replicating. Aside from its mentioned function, the D-Loop region is also the location of two transcriptional promoters (HSP and LSP), one for each strand of mtDNA. Synthesis of polycistronic transcripts for the expression of the majority or all of the genes encoded in each strand are directed by these promoters (Chang and Clayton, 1985).Scientists have speculated that the mitochondria are derived from eubacterial endosymbionts. This is due to the possession of mitochondria their own genetic material (DNA) and their own system for genetic expression. Although mitochondria are contained in species belognoing to different kingdoms, they offer considerable differences and even reveal phylogenetic relationships and distances.There are characteristic variations among the three major kingdoms Animalia, Eukaryomycota, and Plantae (including protests). Among animals, their mitochondrial genome is relatively small, having an approximate measurement between 16 and 19 kb, and are compactly arranged as they lack introns or spacer regions. Fungal mtDNAs are considerably larger that animal mtDNAs. Their size is within the range of 17-176 kb and they encode more gene sequences than those of animals.It can be observed that the size range is quite vast, reflecting great variations in genome size. This is not due to coding capacities, instead it can be attributed to the presence of varying sizes of introns and spacer regions. In the case of plants, the genome size range is even more variable as it spans 16 to 2400 kb. Its mtDNA is distinctly characterized by a wide variety of gene content and molecular structure, and the variation of the length of spacer regions and introns (Ohta et al., 1998).One of the most extensively studied group are those of the protists. Their mtDNAs are considered intermediate in size with a measurement range of 6 to 77 kb. Most of protist genomes are compact having little or no non-coding regions. Although present, intergenic spacers are sparse and are generally small, with some coding regions overlapping. There is an general high concentration of Adenine and Thymine that are particularly elevated in non-coding intergenic regions (Gray et al., 1997).Mitochondrial genome composition in vertebrates predominantly includes a standard set of genes coding for 13 inner mitochondrial membrane proteins for electron transport and oxidative phosphorylation functions. Included genes for this function are nad1-6 and 4L, cob, cox1-3 an d atp6 and 8. Genes for both large subunit (LSU) and small subunit (SSU) rRNAs are also contained within the animal mitochondrial genome.The mentioned set of mtDNA-encoded genes (plus atp9) is also found in fungal organisms such as Allomyces macrogynus mtDNAs. However, particular ascomycete fungi such as Schizosaccharomyces pombe lack all nad genes. Both animal and fungal mtDNAs do not encode a 5S rRNA nor, with the exception of rps3 in A. macrogynus mtDNA, do they carry any ribosomal protein genes. Terrestrial plants contain mitochondrial genomes with a few extra respiratory chain protein genes such as nad9 and atp1 in M.polymorpha. But the most distinct variation of the plant mtDNA from the animal and fungal mtDNAs is the presence of both the 5S rRNA (Gray et al., 1997).Animal mtDNA sequences are found to evolve rapidly however they maintain their genetic arrangements for long periods of evolutionary time. A notable example is the identical arrangement of humans and trouts. Althou gh there are few exceptions, gene arrangements are considered stable within major taxonomic groups but are variable between them. We can potentially utilize these data comparisons in reconciling phylogenetic conflicts. Greater differences would entail divergence among the taxa. Comparisons of mitochondrial gene arrangements have provided convincing phylogenies in several cases where all other data were equivocal, including the relationships among major groups of echinoderms and arthropods (Burger et al., 2002).Although studies in mitochondrial genomes of different taxonomic groups are still inconclusive, it still holds a large potential in revolutionizing the taxonomic field. It has opened avenue for prospective discoveries on the currently unknown areas of biological sciences. Therefore, mitochondrial genome research studies are yet to reach their pinnacle and would surely still be an essential focus of phylogenetic sciences.BibliographyBoore, J.L. (1998) Animal Mitochondrial Genom es. Nucleic Acids Research. 27 (8), 1999, pp.1767-1780.Burger, G., Forget, L., Zhu, Y., Gray, M.W., and Lang, B.F. (2002) Uniquemitochondrial genome architecture in unicellular relatives of animals. PNAS, 100 (3), 04 February, pp. 892-897.Chan, D.C. (2006) Mitochondria: Dynamic Organelles in Disease, Aging, and Development.Cell. No. 125, 30 June, pp. 1241-1252.Chang, D. and Clayton, D. (1985) Priming of human mitochondrial DNA replication occursat the light-strand promoter. Biochemistry. Vol. 82, January, pp. 351-355.Davidson, M. (2004) Mitochondria [Internet], Florida State University. Available from:;http://micro.magnet.fsu.edu/cells/mitochondria/mitochondria.html;Gray, M., Lang, B.F., Cedergren, R., Golding, G.B.,Lemieux, Sankoff, C.D., Turmel, M., Brossard, N., Delage, E.,Littlejohn, T.G., Plante, I., Rioux, P., Saint-Louis, D., Zhu, Y. andBurger, G. (1997) Genome structure and gene content in protest mitochondrial DNAs. Nucleic Acids Research. 26 (4), 1998, pp. 865-878.Ohta, N. , Sato, N., and Kuroiwa, T. (1998) Structure and Organization fo the MitochondrialGenome of the Unicellular Red Alga Cyanidioschyzon merolae Deduced from the Complete Nucleotide Sequence. Nucleic Acids Research. 26 (22), 24 September, pp. 5190-5198.Shadel, G. S., and D. A. Clayton. (1997) Mitochondrial DNA maintenance in vertebrates.Annu. Rev. Biochem. 66:409–435.Wallace, D.C. (2005). A mitochondrial paradigm of metabolic and degenerative diseases,  aging, and cancer: A dawn for evolutionary medicine. Annu Rev Genet. 39, pp. 359–407

Summary of Becoming Human’s Interactive Documentary

This is a documentary by Donald C. Johanson, a paleoanthropologist. It discusses about the evidences that prove where humans did originate. The story starts in Africa where our ancestors are believed to have first stood up and eventually continued to evolve and spread out across the globe.Insights of our ancestors In Johanson’s trip to Hadar Ethiopia in 1973, he made a discovery that firmly placed this geographical location as one of the most significant hominoid fossil sites in the world.He discovered bones of a hominid, which they called Lucy. Johanson called her Lucy because when her fossils were being examined, the song â€Å"Lucy† of the Beatles was playing on the background. He suspected it to be a female because of the skeleton’s petite stature. This discovery opened a major opportunity for the study of human origin. Kaye Reed, a paleoecologist, said that Hadar Ethiopia was a place full of trees three million years ago so it was a good place for animals to live in, more importantly there was enough food for hominids to eat.In line with this, the long arms of Lucy helped her to climb trees and get away from these predators and survive. There were also fossils in Saddaman, which were probably Lucy’s species, whose foot prints proved them to be hominids for they are bipedal. The brain size and body size of the fossils also prove that they are hominids. The Homo neanderthalensis are closely related to Homo sapiens, the genus for modern humans.One paleoanthropologist thinks that Homo sapiens succeeded to survive and Neanderthals went on being extinct without contributing to the modern human gene but another one thinks that modern humans have Neanderthal genes. The culture of man’s ancestors can be seen in Australia where human expression is visible through writings. It was also conducive for aboriginal artists to paint on. Reference: Institute of Human Origin (2008). Becoming Human. Retrieved May 16, 2010, from http://www. b ecominghuman. org/node/interactive-docume

Whats the Difference Between AP Physics 1, 2, and C Which Should You Take

What's the Difference Between AP Physics 1, 2, and C Which Should You Take SAT / ACT Prep Online Guides and Tips Are you interested in taking AP Physics? You might have noticed that the AP program offers more than one physics course. So what’s the difference between the different AP Physics classes- AP Physics 1, AP Physics 2, and AP Physics C? We will introduce you to them and help you decide which one to take. What AP Physics Classes Are Offered? The AP Program used to offer three physics classes: AP Physics B, AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. However, the AP program recently replaced AP Physics B, a one-year course, with two one-year courses: AP Physics 1 and AP Physics 2. These are both algebra-based physics courses, which means they don’t require a math background beyond Algebra II. The AP program still offers AP Physics C, which is broken into two courses and exams: Physics C: Mechanics and Physics C: Electricity and Magnetism. Many schools teach these as the same class, or just teach one topic. Both of these courses are calculus-based. This means that there are now four AP Physics exams: AP Physics 1 AP Physics 2 AP Physics C: Electricity and Magnetism AP Physics C: Mechanics The fact that there are now four AP Physics exams can be confusing. So do you take Physics 1, Physics 2, and Physics C in order? What’s new about Physics 1 and Physics 2? We will introduce you to all of the courses and help you decide which class is right for you. AP Physics 1 AP Physics 1 is an algebra-based, introductory, college-level physics course. It explores Newtonian mechanics (including rotational motion), work, energy, power, mechanical waves and sound, and circuits – in other words, fundamental physics concepts. AP Physics 1 was designed to be a first-year physics course which you can take without prior physics experience. This is the main difference from the old AP Physics B course, which was designed to be a second-year physics class. The AP program recommends that students have at least taken geometry and are concurrently taking Algebra II while taking this course. If you’re not that far along in math yet, consider taking a different science class until you’re caught up, as math is very important in physics. AP Physics 2 AP Physics 2 is also an algebra-based, college-level physics course. However, it delves into some more advanced topics than Physics 1. Physics 2 explores fluid statics and dynamics, thermodynamics with kinetic theory, PV diagrams and probability, electrostatics, electrical circuits with capacitors, magnetic fields, electromagnetism, physical and geometric optics, and quantum, atomic, and nuclear physics. AP Physics 2 was designed to be a second-year physics course. This means it could come after AP Physics 1 or any first-year physics course. Much of its content is similar to the old AP Physics B course. You can read the full descriptions of AP Physics 1 and Physics 2 at the Advanced Placement website. AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism Both AP Physics C courses are calculus-based, meaning you should have already taken calculus or concurrently be taking calculus while you take either AP Physics C course. This is the main factor that makes Physics C more challenging than Physics 1 and Physics 2. But what’s the difference between AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism? Mechanics covers kinematics, Newton’s laws, work, energy, power, linear momentum, circular motion and rotation, oscillations and gravitation. As you can see, these are many of the same concepts explored in Physics 1. However, this course goes into more depth than Physics 1 and uses calculus, making it much more challenging. Electricity and Magnetism covers electrostatics, conductors, capacitors, dielectrics, electric circuits, magnetic fields, and electromagnetism. Notice there is some overlap with the Physics 2 curriculum, though again, Physics C will be more difficult since it incorporates calculus. The two topics are sometimes taught as the same course even though there are two different exams, with each topic being taught over one semester. When taught as a single class, Mechanics is usually taught first, and Electricity and Magnetism comes second. If schools only teach one topic, it tends to be Mechanics, since it builds on material most commonly taught in beginning physics classes (Newton’s laws, work, energy, power, etc). Each topic is supposed to be equivalent to one semester of college calculus-based physics. Because of this, AP Physics C is highly recommended to be at least a second-year physics course. You can read a full description of Physics C at the AP website. Which AP Physics Class Should You Take? Now that you know a little bit about the different AP Physics classes, you’re probably wondering which class you should take. Or, if you want to take more than one, you’re probably wondering the best order to take the classes in. We will present a few possible sequences, but we will also give you some steps to follow up with your school so you can choose the class that’s best for you! Option 1: Regular/Honors Physics, Then AP Physics 2 If your school doesn't offer AP Physics 1 or you don't want the first physics class you take to be an AP class, then one option is to start with a regular or honors physics class, where you learn the basic concepts of physics. Then, you can take AP Physics 2 as your second physics class. This option is ideal for students whose schools don't offer multiple AP Physics classes as well as students who don't have the time or desire to take multiple AP Physics classes. Physics 2 is the best AP Physics class to take after a regular or honors physics class (Physics 1 would pretty much just repeat what you already learned), although AP Physics C is also an option if you're taking/have already taken calculus. Option 2: AP Physics 1, Then AP Physics 2 The AP program says taking Physics 1 and 2 provide a solid physics background for future pre-med, geology, and life sciences students. They also say it’s a good option for students attending colleges where they will have to fulfill a science requirement but will not be studying science as their major. If your school teaches AP Physics 2 but not AP Physics 1, you can just replace AP Physics 1 with whatever introduction to physics course your school offers. Don’t jump straight into AP Physics 2 – it’s meant to be a second-year physics course! If your school teaches AP Physics 1 but not AP Physics 2, you could take Physics 1 and then take another natural science course (including chemistry and biology), a science elective, or consider taking AP Physics C if your school offers it. Option 3: AP Physics 1, Then AP Physics C AP recommends Physics C (along with AP Calculus AB or Calculus BC) for students aiming for engineering or physical science majors in college. However, taking AP Physics 1, Physics 2, and Physics C might be overkill – you would lose time for biology and chemistry. Getting exposure to all three natural sciences is important for a well-rounded, challenging high school career, especially if you're going into science or engineering. You also want to make sure you can fit in at least one of the AP Calculus classes. So if you want to take Physics C, start with AP Physics 1 (or a regular physics course), and then take AP Physics C, which will give you a total of two physics classes during high school. Physics C is intended as at least a second-year course, so don’t jump into it unprepared. Also make sure you have taken or are taking calculus while you take AP Physics C. Next Steps Now that you have a better idea of what the AP Physics classes cover and the general order they should be taken in, what should you do next? Read this section for the five steps you should follow. #1: Meet with your guidance counselor and find out which physics courses your school teaches. Do they offer both AP Physics 1 and AP Physics 2, or do they just offer a basic introductory physics course? Do they teach AP Physics C? If so, do they teach Mechanics, Electricity and Magnetism, or both? Getting these answers is the first step to planning your schedule. Also keep in mind that since Physics 1 and Physics 2 are new classes, schools might still be working them into their schedules over the next few years. #2: During the meeting, ask about the recommended physics course sequence at your school. There may be required prerequisite courses or placement tests for the AP Physics courses, or your school might have a recommended order of science classes that includes biology and chemistry. #3: Find out who teaches the AP Physics classes Ask your counselor and ask other students. You can ask other students currently taking AP Physics what they think of the teacher and how prepared they feel for the AP test. You can ask your counselor what the AP Physics test pass rate is like at your school. Getting some background on how the classes are taught at your school can help you decide if AP Physics is right for you. As a brief example, at my high school, our AP Physics class included a lot of independent work and self-studying. It was great for students who were self-motivated, but challenging for students who wanted more support. Many students decided whether to take AP Physics based on whether they thought they could handle the independent nature of the class. #4: Ask for the syllabi for the different physics classes if you want to find out about the workload and topics they cover. This might help you choose between taking a regular introduction to physics course or AP Physics 1, or choose between AP Physics 2 and AP Physics C. #5: Find out about any summer assignments. AP courses often have summer assignments. AP Physics C in particular is likely to have summer work, especially if your school teaches both topics. Make sure to consider your schedule and summer commitments (like camps, jobs or trips) before signing up. And finally, be aware that Physics 1 and 2 are fairly courses so there are still kinks to be worked out. They won't have as many old-free response questions and other official practice materials to study with. If your school has a very strong, established AP Physics C class, it might be a better option for you if you’re up to the challenge. Bottom Line Aim to take AP Physics C if you are a future engineer or natural sciences major – but take it alongside or after taking calculus. If your school doesn’t offer Physics C, take AP Physics 2 or honors physics if you can. Taking AP Physics 1 and Physics 2 is plenty if you aren’t going to study natural sciences or engineering, but want to take challenging science courses in high school. If you’re considering college engineering but aren’t sure if it’s right for you, taking AP Physics C could be a good way to find out if you are up to the challenge and enjoy the topics you would continue to explore in college. What’s Next? Want to dip your toe into the physics pool to see if physics is the right AP science for you? We have straightforward articles on the law of conservation of mass, the specific heat of water, and the three formulas you need to calculate acceleration. How many AP courses total should you take? What if you want to get into an Ivy League school? Read our advice on AP course load here. Also studying for the SAT/ACT? Learn the difference between the two tests, including why one tests science and one doesn’t. Also figure out which test you will do best on. Curious about what it takes to get a perfect SAT score? Read advice from our full-scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

20 Cause and Effect Essay Topics Top Issues Related to Chinese Students’ Discrimination in the US

20 Cause and Effect Essay Topics Top Issues Related to Chinese Students’ Discrimination in the US New students who come to America either for a full scholarship or even a partial study abroad program face many forms of discrimination in the classroom and outside the classroom. Below are some topics on the subject matter to help you select a cause and effect essay topic for your next assignment: How Some Chinese Students Who Do Not Read or Write in English at Fluent Levels Are Unable to Properly Understand Any Forms They Are Required to Fill out, often Resulting in Misunderstandings about Things such as School Policy or Legal Matters How Chinese Students Do Not Receive Interpreters and May Be at a Disadvantage in terms of Medicinal Treatment They Need while Attending School in the United States How Chinese Students Face Barriers in Their Belief System How Chinese Students Might Find It Difficult to Find the Medical Attention They Require How Chinese Students Are Mocked by Other Subgroups in the Classroom Racial Slurs and Racial Discrimination Chinese Students Face in and out of the Classroom Discrimination against Chinese Students in the Food Available through Student Food Programs and on Campus Discrimination against Chinese Students in the Sports and Athletic Options Available to Students, such as Football and Soccer but Not Thai Chi or Kickboxing or Yoga Discrimination against Chinese Students in the Form of Ignorant Comments and Questions Discrimination against Chinese Students by the Government or Authority Figures Who May be Suspicious That the Student Is Conducting Cyber Warfare Discrimination against Chinese Students after They Complete Their Education, by Not Allowing Them to Get Jobs in and Remain in the United States, Forcing Them to Return Home with All of the Knowledge They Learned for Free in America Discrimination against Chinese Students in terms of Housing, Whereby Many Are Placed with Other Study-Abroad or International Students, often from Conflicting Cultures as a Way to Force Immersion How Chinese Students Face Social Differences without Any Guide of Proper Behaviors, Turns of Phrase, and Demeanors in America How Chinese Students Might Be Unaware of Proper Greetings or How to Use Body Language and Physical Contact How Chinese the Fact that Students Might Not Understand Colloquialisms and Proper English Taught in Schools May Be Grounds for Mocking How Chinese Students May Be Limited in Their Transportation Abilities How Chinese Students Face Discrimination in terms of The Classes They Can Take, often Only Allowed to Select from a Predetermined List for International Students How Chinese Students Face Discrimination by Teachers and Administrators Who May Have Cultural Conflicts. How Chinese Students Face Discrimination by Military Personnel Who May Be Biased because of the Cyber Warfare with China How Chinese Students Face Discrimination in terms of the Language and Terms Used by Culturally Centric People Which Might be Offensive to Someone of Chinese Background Sample Cause and Effect Essay on Cultural Barriers to Medicine Today, many students spend time abroad for their education. Whether a student is visiting for one semester or for many years, there are some forms of discrimination they might face which are not always as noticeable as things such as racial slurs but are just as trying and challenging for Chinese Students to overcome. One of these items is access to medicine. Many Chinese Students who are in America might find that at some point or another they require medical treatment. This might come in the form of an emergency treatment or in the form of simple healing herbs to stop a cold or cough. In such situations cultural and communication barriers can inhibit the student from getting the medical care they need, which is founded in discrimination against Eastern medicinal treatments. It is very difficult for Western medicine to accept the legitimacy of Eastern medicine, even if some treatments have scientific evidence behind them or are backed by insurance companies and the FDA. Communicating medical needs is one part of this discrimination. Not all medical facilities have the funding to supply full time interpreters in a variety of languages. In fact, most hospitals who are unable to afford such staff members will seek instead to hire employees for other roles such as that of nurse who can also speak another language. Then that person is called upon in the event that a patient needs a translator. However, the level of fluency here often fluctuates as there is no standard to which such translation skills are held, in addition to which most hospitals will only have employees who can interpret for the most common languages they have among their patients. Students from China who are studying abroad in the United States might become ill and need medicinal treatment while they are abroad, and without their parents, friends, or family, or even regular practitioner and medical records nearby, they might have problems communicating their needs and the doctors may ha ve similar problems communicating the treatments. Even with someone to interpret, something that would only be afforded if many Chinese migrants- for example- visited that medical facility, there are still many medical terms that might be unfamiliar. Another issue with communication is that of cultural barriers and not just linguistic ones. The student may have strong beliefs that do not align with some medicinal treatments, and may be unable to find a local Chinese practitioner who can provide them with the herbs or other Eastern medicinal treatments preferred such as cupping. While a Chinese Students might prefer a simple herbal tea, the western practitioner who is assigned- often by the school- to offer treatment may only be authorized to provide antibiotics or other pill treatments which the student may not want or need. With each of these, there is a need to help mitigate the discrimination faced by Chinese Students. This starts with recognizing that each culture is different and that students from all over the world may require different treatments. But it also requires people not to look at others through the lens of their own culture. References: Bourne, Peter G. The Chinese student- acculturation and mental illness.Psychiatry  38.3 (1975): 269-277. Goto, Sharon G., Gilbert C. Gee, and David T. Takeuchi. Strangers still? The experience of discrimination among Chinese Americans.  Journal of Community Psychology  30.2 (2002): 211-224. Hanassab, Shideh. Diversity, international students, and perceived discrimination: Implications for educators and counselors.  Journal of Studies in International Education  10.2 (2006): 157-172. Lyman, Stanford M. Chinese Americans. (1974). McClain, Charles J.  In search of equality: the Chinese struggle against discrimination in nineteenth-century America. Univ of California Press, 1994. Rosenbloom, Susan Rakosi, and Niobe Way. Experiences of discrimination among African American, Asian American, and Latino adolescents in an urban high school.  Youth Society  35.4 (2004): 420-451. Spencer, Michael S., and Juan Chen. Effect of discrimination on mental health service utilization among Chinese Americans.  American Journal of Public Health  94.5 (2004): 809-814.

Costo y trámites para visa C-1 de tránsito por EE.UU.

Costo y trmites para visa C-1 de trnsito por EE.UU. La visa de trnsito C-1 permite a una persona extranjera hacer escala en Estados Unidos cuando sus viajes tienen origen y finalizan en otros paà ­ses. Por ejemplo, la visa C-1 puede ser una opcià ³n para un latinoamericano que le desea visitar un paà ­s europeo y le gustarà ­a viajar en una aerolà ­nea que hace escala en Estados Unidos porque el boleto de avià ³n es ms barato que si compra un vuelo directo. Otro caso para solicitar la visa de trnsito serà ­a el de un extranjero en un barco cuyo origen y destino no es Estados Unidos y en el transcurso del viaje el barco atraca en un puerto estadounidense. En este caso no se tiene permiso para bajar a tierra. Si se quiere pasear y hacer turismo se necesita una visa de turista, conocida en algunos paà ­ses como de paseo o placer o tambià ©n por las iniciales B2 o B1/B2. Quià ©nes no necesitan solicitar la visa C-1 de trnsito No requieren sacar la visa de trnsito los extranjeros que hacen en escala en Estados Unidos pero se encuentran en una de las siguientes categorà ­as: Residentes permanentes legales en EE.UU.Personas con una visa de turista vigenteExtranjeros de un paà ­s participante en el Programa de Exencià ³n de Visas. Las personas de este à ºltimo grupo y que, por lo tanto, no necesitan visa para ingresar a EE.UU. debe solicitar, sin embargo, una autorizacià ³n electrà ³nica que se conoce como ESTA. En este momento, de todos los paà ­ses hispanohablantes solo Chile y Espaà ±a estn incluidos en dicho programa. Cà ³mo se tramita la visa C1 de trnsito La visa C1 forma parte de las denominadas visas no inmigrantes. Debe solicitarse una visa por cada miembro de la familia que planee hacer escala en los Estados Unidos, incluidos los nià ±os y los bebà ©s. Esta regla aplica incluso en los casos en los que los menores no tienen pasaporte propio por estar incluidos en el de uno de los padres. El primer paso para solicitar la visa de trnsito es rellenar el formulario DS-160 y, al finalizar, imprimir la confirmacià ³n con el cà ³digo de barras. A continuacià ³n, proceder a elegir la pgina del paà ­s al que pertenece el consulado en el que se aplica por la visa. Para los hispanohablantes son las siguientes: ArgentinaBoliviaChileColombiaCosta RicaCuba. Estn suspendidos la mayorà ­a de servicios de visados. Consultar con Embajada.EcuadorEl SalvadorEspaà ±aGuatemalaHondurasMà ©xico. Tambià ©n hay telà ©fonos disponibles.NicaraguaPanamParaguayPerà ºRepà ºblica DominicanaVenezuela Si nunca se ha utilizado con anterioridad una de esas pginas, debe crearse un perfil antes de seguir. Ahà ­ se realizan importantes trmites como, por ejemplo, cerrar la fecha y hora para la entrevista con el oficial consular.   Debe verificarse con las reglas de cada consulado para la entrevista si nià ±os y ancianos deben presentarse y a partir de quà © edad. La regla general es que los menores de 13 o menos y los mayores de 80 o ms no deben presentarse, pero puede haber excepciones. Otros trmites importantes durante este paso son el pago de la tarifa de la visa MRV, que deber hacerse segà ºn los requisitos de cada consulado y, finalmente, seguir los pasos segà ºn va indicando el formulario en lo que respecta a la toma de huellas digitales y fotos, que dependen de las directrices de cada consulado. No hay confusià ³n posible, ya que al elegir el consulado en el que se aplica, el formulario que aparece en pantalla solo da la opcià ³n a los trmites especà ­ficos que aplican en el mismo. Asà ­, en paà ­ses como Mà ©xico, Argentina o Repà ºblica Dominicana la toma de datos biomà ©tricos como huellas tiene lugar antes de la entrevista en el consulado en una ubicacià ³n habilitada para ello. En otros consulados, por el contrario, ese trmite se realiza el propio dà ­a de la entrevista y en el consulado. En este caso, al llenar la solicitud prestar atencià ³n a las fotos, ya que algunos consulados requieren que las tome el propio solicitante de la visa, en cuyo caso deber ajustarse a los parmetros que exigen las autoridades estadounidenses. Finalmente, a la entrevista debe acudirse en hora, llevando ordenados los documentos necesarios. Entre estos destacan el pasaporte vlido con visa del paà ­s de destino, si fuera necesaria, el resguardo del pago de la solicitud de la visa y el cà ³digo de barras y confirmacià ³n de haber completado el formulario DS-160. Adems, debe llevarse copia del itinerario del viaje o de la reserva del mismo y los documentos que sirvan para probar que el solicitante tiene lazos econà ³micos, familiares y sociales sà ³lidos en su lugar de residencia habitual. Esta documentacià ³n es importante porque la causa principal por la que se niega la visa es falta de acreditacià ³n de dichos lazos. Costo de la visa MRV de tipo C-1 de trnsito En la actualidad, el costo no reembolsable de solicitar la visa de trnsito es de $160 dà ³lares americanos. A las visas estadounidenses se las conoce habitualmente por las iniciales MRV, que son las siglas en inglà ©s de Visa que pueden leer las mquinas. Adems de la tarifa siempre obligatoria, los ciudadanos de algunos paà ­ses deben pagar una cuota o arancel adicional que se conoce como issuance fee, pero sà ³lo si es aprobada.   Debido a su alto costo es posible que solamente resulte rentable si se estima que se realizarn con dicha visa varios viajes con esa visa. Aprobacià ³n o rechazo solicitud de visa C-1 de trnsito Si la solicitud de visa es aprobada se entregar al solicitante segà ºn las reglas de cada consulado. En la actualidad en la mayorà ­a de los paà ­ses se entrega el pasaporte con la visa estampada en el mismo utilizando los servicio de mensajerà ­a de DHL. Cabe destacar que la visa puede ser negada. Las razones son mà ºltiples y pueden ser calificadas en dos grandes categorà ­as: inadmisible, en cuyo  caso a veces  se puede pedir un perdà ³n,  o inelegible. Estas son 20 razones por las que la peticià ³n de visa puede ser no aprobada por esta à ºltima causa.  En este caso, el consulado entrega una hoja donde se indica la causa de la misma. Para aplicar de nuevo con posibilidades de obtener una aprobacià ³n es necesario que cambie la circunstancia por la que se produjo la negacià ³n. Si todo sigue igual, la respuesta seguir siendo la misma.  ¿Por cunto tiempo es vlida la estadà ­a en EE.UU. con una visa de trnsito? La visa C-1 permite el trnsito inmediato y continuo a travà ©s de Estados Unidos desde un paà ­s de origen hacia otro de destino. Cuando se llega al control migratorio de EE.UU. el oficial decide el tiempo mximo de estancia en el paà ­s que, en ningà ºn caso, puede exceder de los 29 dà ­as. Esto no quiere decir en ningà ºn caso que la persona con la visa C1 puede permanecer todos esos dà ­as en EE.UU. Por el contrario, quiere decir que se est obligado a salir de EE.UU. en fecha primera de las dos siguientes: en la del boleto en el avià ³n o en el barco para el cual se tiene la reservadentro del tiempo autorizado por el oficial de migracià ³n –que puede ser 29 dà ­as o menos. Por ejemplo, si la escala en Estados Unidos implica que entre el avià ³n de llegada y el de salida hay horas suficientes como para visitar una ciudad, puede hacerse. Sin embargo, no se puede utilizar para hacer turismo aprovechando que se para en Estados Unidos, asà ­ sea de solo por un dà ­a. Para este à ºltimo caso, la visa adecuada es la de turismo o, en el caso de pertenecer a un paà ­s en el Programa de Exencià ³n de Visados, una autorizacià ³n electrà ³nica ESTA es suficiente. La intencià ³n es fundamental. Si es hacer turismo, el oficial del consulado negar la visa o el oficial del paso migratorio negar el ingreso a EE.UU. por carecer de la visa correcta. Si la intencià ³n es hacer escala de paso entre un paà ­s y otro, la visa a solicitar es la C-1. Puntos Clave: visa C1 de trnsito La visa C1 sirve para pasar en trnsito por EE.UU. cuando se viaja desde otro paà ­s de origen a otro de destino.No es necesaria la visa C1 si se tiene visa de turista o ESTA vigente.El costo de la visa C1 es de $160.Debe salirse de EE.UU. en el vuelo o barco para el cual se ha hecho la reserva. Este es un artà ­culo informativo. No es asesorà ­a legal.

Explain the role and significance of sponsorship in marketing an event Essay

Explain the role and significance of sponsorship in marketing an event and identify the positive and negative impacts associated - Essay Example The events provide the company with an opportunity of face-to-face interaction with the target customers who have grown and have become significant contributor towards the marketing communication program. Research studies have shown that about 22 percent of the total marketing budget is dedicated towards the sponsorship of events and activities (O'Connor, 2004). Sponsorship is defined as â€Å"the alignment of a brand with an activity in order to exploit the commercial potential created by the association, thereby positively impacting the brand image and/or sales amongst the sponsor’s target market, in order to attain marketing and corporate objectives† (Koekemoer, 2004, p. 456). In simple terms sponsorship can be defined as the provision of resources like equipment, people and money by an organization who acts as the sponsor, to the sponsoree or the beneficiary. As compared to the traditional advertising sponsorship acts as an alternative that provides opportunity for selling the product and services of the marketer and building brand image for the organizations. Sponsorship is a very powerful marketing tool. It has the capability to cut through the clutter, provide a unique opportunity to create relationship with the customers by producing emotional bondage with them and speak something rare as far as the business is concerned. This study focuses on gaining an in-depth knowledge regarding the role and importance of sponsorship and the negative and positive impacts it creates. Roles of Sponsorship The role that sponsorship plays can be understood from the objectives that the companies look for achieving through sponsorship. The success of sponsoring an event by the company is well defined by the objectives, evaluation of the end results and benefits that the organization enjoys. As per Andreff & Szymanski (2006), there are two types of objectives that can be classified as indirect and direct objectives. A dramatic change in the behavior of the ex isting and the new customers due to sponsorship is signified as direct objective. On the other hand indirect objective is signified by the increased visibility of the product and the brand, enhancement in the brand image and contact with the target segment. By accomplishing the indirect objectives the organization look for attaining growth in sales as the long term goal of the organization. Five significant principles of sponsorship objectives have been proposed by Jobber (2007). The objectives include gaining publicity, creating opportunities for entertainment, nurturing favorable company and brand association, enhancing the community relations and generating opportunities for promotion. Sponsorship provides an effective way to the organizations to promote their products, logos and brands; thus, providing opportunities for promotion. The company can use products like pens, sweatshirts and bags with their logos on them to create a wider recognition and retention among the audiences. Social responsibility is another reason that drives the company towards going for sponsorship. Companies engaged in sponsoring schools can create a socially responsible and caring image of the organizatio

Safety Essay Example | Topics and Well Written Essays - 500 words - 5

Safety - Essay Example Before ignition process likewise, it is important that all the personnel on the site should be well acquainted by the attached FMEA. FMEA provides for systematic and qualitative tool, typically created from a spreadsheet during the testing, to assist the personnel anticipate what can go wrong with the process, and then to develop plans to mitigate various risk of failure. It is important to point out that all the debris from the test site must all be cleaned up before setup. Despite the distance, they should always ensure they wear protective gear for both their ears and eyes. This ensures that they are protected at all time with the sound and any unforeseen eye direct infection. However, all these are only done after a 10-12 second countdown to ignition has been in place to ensure every at the site is attentive. The testing is procedural to ensure safety at all times and whenever ignition is not in place, the rocket must be covered by a cap and all materials will be stored safely af ter are disassembled by the in-charge at the site. Likewise, Subscription to all Smart Monitoring System is also provided. All chemical materials containers and must be easily stored and transport availed to and from the test area. Connected to this is the fact that the ventilation system & emergency light must be provided based on site size. Nonetheless, instances misfire are common during testing. In case of such, the first thing to do is to close the remote bottle opener and immediately put off the main power supply. This procedure is important as it ensures deactivation of the closed solenoid. After successfully doing this, it is important to give an allowance of about 70 seconds before anyone can approach the rocket motor housing. Safety before and after the ignition is of importance since if the assumption is made and some of the safety precautions are ignored, it may be risky to the operators and likewise losses may be incurred unnecessarily. When the process

Structure of Eukaryotic Cells Essay Example | Topics and Well Written Essays - 1250 words

Structure of Eukaryotic Cells - Essay Example The eukaryotic cells are made up of numerous rod-shaped chromosomes. They are structured to compose of several membrane-bound organelles such as the mitochondria, Golgi apparatus, chloroplasts and endoplasmic reticulum. These organelles found in the eukaryotic cells have remarkable cellular functions. The eukaryotic cells are well structured and protected by a membrane-bound nucleus. This nucleus that surrounds the membrane is considered as a true nucleus (Lanza, 2009). Additionally, almost all eukaryotic organelles are divided with the rest of the cellular space by a membrane. The eukaryotic organelles are surrounded by a membrane that is based on lipid bilayers which are relatively comparable to the cell's outer membrane, but it is not similar. In summary, the aggregate area of a cell's internal membranes by far-off surpasses that of its plasma membrane. Similarly, organelle membranes just like the plasma membrane role are to retain the interior fluids in and the exterior fluids ou t. This separation allows several types of biochemical reactions to take place in diverse organelles (Lanza, 2009). Each of the organelles has a particular role in the cell and all of the cell's organelles work collectively in a unified manner to achieve the inclusive essentials of the cell. For instance, in a mitochondria cell's, the biochemical reactions send energy from pyruvate molecules and fatty acids into a molecule rich in energy called adenosine triphosphate (ATP).  

Pathway to RVCC Essay Example | Topics and Well Written Essays - 1000 words

Pathway to RVCC - Essay Example At the time I took that job, I had planned on enrolling in college to get a degree in Nursing. But working full-time and raising my son by myself proved to be very demanding, so I decided to put school on the back burner for a while and concentrate on paying my debts and spending quality time with my son. It was at this time that I met a lovely man, and we decided that since we liked each other so much, we might as well make a commitment to each other. We combined the money we were spending on rent and got a home for ourselves. We found a charming cape-cod-style house in Somerville with a yard big enough for my son and his two active golden retrievers. We thought we were the luckiest people alive! Fast forward to February 14, 2004-our lucky streak ended. The job I had just lost was a union job that required only a high school diploma, and it paid well. Now I realized that without a "proper" education, I could never make as much money as before. It was a difficult time, and I feared for the future of my family. But my lack of a college education trapped me where I was. One day, while waiting for the blue unemployment checks to arrive, I ventured out on Route 22 West searching for a Walmart, and saw a sign that said "Raritan Valley Community College: next right." Something took over me, and I made the right almost instinctively, which led me to the college campus. I found the perfect parking space and wandered into the building. At the student advisement center, I poured my heart out to the college counselor. She listened and guided me through the college enrollment process, which was easier than I had thought. I did some research on their Nursing program and knew right away it was the degree I wanted to pursue. It was one of the best decisions I ever made in my life! I later came to realize that I loved college, making new friends, and just being in a learning environment. I think I will be a student for life. Eventually, I found a great job working in the medical practice. I even turned down the union when they came calling with a job offer. I had decided to finish what I started in college, and I never looked back-a choice that sets a good example for my son as well. He's very proud of me-and one day his Mommy will be a Nurse and help others feel better. His sweet words made me feel lucky

The effect of Indian culture on McDonalds advertising Research Paper

The effect of Indian culture on McDonalds advertising - Research Paper Example Like McDonald’s advertisement in Hindi which was made to reach out to majority of the people seeking happiness, as Hindi is the prominent language in India. It has also named its product in Hindi like Chicken Maharaja-Mac. In any country non-verbal communication plays a vital role in its culture. India is rich with her ceremonial greetings. Each gesture has its own language. Hence marketers need to be clear about the meanings associated with each of the symbols and signs. Like McDonald. The logo of McDonald now not just represent a hamburger restaurant, it has changed in India to represent vegetarian foods also. Since in India, the concept of beef was not allowed across many states, hence McDonald changed their strategy to introduce vegetarian restaurants in India. Also it uses a mannequin representing a joker with folded hands doing Namaste in Indian style. It represents greetings in Indian culture. Rituals and customs are ways in which a society practices of follows their religious beliefs. These are also passed down from generation to generation. The purpose of rituals is to maintain social acceptances, social bondage, and satisfaction. Consumers are also guided by these rituals. McDonald had to change their marketing strategy to introduce items of Indian origin like Wraps Pizza McPuff, McAloo Tikki Burger, Mc Veggie, and Curry Pans to make win over the consumers. Traditions are the rules which society follows and each religion has their unique tradition to follow. Over the years this tradition does evolve to accommodate new traditions. For a company this tradition guides the responses of consumer in response to a strategy. Indians by are vegetarian by religion. Hence McDonald understood the huge potential of making money from vegetarian outlets. Hence they also opened vegetarian outlets to adapt to Indian society. In a country like India, which has many subcultures in it, good taste means many different things to a variety of

The relationship between advanced technology and Green supply chain Research Paper

The relationship between advanced technology and Green supply chain - Research Paper Example Source: LMI, 2005 In short, it integrates supply chain management with environmental management to achieve positive, sustainable results. This rooted to the acknowledgment on the role of manufacturing and other business processes on their disproportionate environmental impact with the understanding that operations are improved and savings are accrued in the process. Savings may not always mean cut in direct operational costs but environmental in nature through less reliance on raw or new materials that directly impacts on the environment. Objectives and Research Questions In the adoption of green supply chain techniques, many corporations or business entities have resorted to either age-old environmental practices or emerging technologies that facilitate green practices. It is therefore the aim of this paper to Provide the history and background in the development of green supply change Explain the significance of greening the supply chain Point our issues relating to the flow of pro ducts and services within the green supply chain context Explain how green supply chain management as a practice has been changed over time. These will be achieved by answering the research questions: 1. What is the importance of the history of green supply chain? 2. How green supply chain management as a practice has changed over time? 3. What is significance of greening the supply chain? 4. What are the issues relating to the flow of products and services within a Green Supply Chain context? Relevance of the Study The continuing depletion of natural resources, growing population, consumption, and lifestyle demands, negative changes in the environment and many other major problems have alarmed policy-makers, businesses, and even individuals in the last several decades. Current conditions of many of the world’s population and projections of the future are seen as very bleak so that it has become imperative to adopt short and long-term measures to address these issues. Thus, t he birth of eco-related movements such as the green supply chain in the business process. The importance of exploring background and history of the green supply chain lies on the possibilities of fast-tracking ways to improve production and design of consumption products. This study hopes to contribute in that segment. Background Extensive efforts are forwarded by nations and international organizations not only to their governments but also to the business and private sector to step up and address environmental problems. Climate change global warming, environmental degradation, and insurmountable economic and social problems directly linked with the abuse and neglect of the environment have been hounding humanity for several decades now so that the need to integrate acceptable business practices were proposed in order to reduce or decrease negative impacts. These are strengthened by governmental regulatory mandates as well as organisational requirements for acceptable continuance o f business operations in a given community or industry. It has been found that day-to-day practices from population growth to consumption are all connected to the continuing environmental changes which resulted to depletion of natural resources that may soon unable to support the population, increased carbon dioxide releases by each individual that leads to trapping of heat, increased temperatures elsewhere, water shortages, among others as reported by World Bank. Specifically, there are more than 2 billion people without access to clean water and sanitation, or roughly 40%

The effect of Indian culture on McDonalds advertising Research Paper

The effect of Indian culture on McDonalds advertising - Research Paper Example Like McDonald’s advertisement in Hindi which was made to reach out to majority of the people seeking happiness, as Hindi is the prominent language in India. It has also named its product in Hindi like Chicken Maharaja-Mac. In any country non-verbal communication plays a vital role in its culture. India is rich with her ceremonial greetings. Each gesture has its own language. Hence marketers need to be clear about the meanings associated with each of the symbols and signs. Like McDonald. The logo of McDonald now not just represent a hamburger restaurant, it has changed in India to represent vegetarian foods also. Since in India, the concept of beef was not allowed across many states, hence McDonald changed their strategy to introduce vegetarian restaurants in India. Also it uses a mannequin representing a joker with folded hands doing Namaste in Indian style. It represents greetings in Indian culture. Rituals and customs are ways in which a society practices of follows their religious beliefs. These are also passed down from generation to generation. The purpose of rituals is to maintain social acceptances, social bondage, and satisfaction. Consumers are also guided by these rituals. McDonald had to change their marketing strategy to introduce items of Indian origin like Wraps Pizza McPuff, McAloo Tikki Burger, Mc Veggie, and Curry Pans to make win over the consumers. Traditions are the rules which society follows and each religion has their unique tradition to follow. Over the years this tradition does evolve to accommodate new traditions. For a company this tradition guides the responses of consumer in response to a strategy. Indians by are vegetarian by religion. Hence McDonald understood the huge potential of making money from vegetarian outlets. Hence they also opened vegetarian outlets to adapt to Indian society. In a country like India, which has many subcultures in it, good taste means many different things to a variety of

The Gothic Mode as Subversive Essay Example for Free

The Gothic Mode as Subversive Essay Why is Gothic literature considered subversive? First we consider the definition of subversive. Anything that works against the dominant culture is called subversive. Gothic literature focuses on death and decay, which is a negative attitude. The majority of Gothic writers are not motivated by any high ideals. Instead they are intent on making money, and so aim for cheap thrills. A good example is the â€Å"penny-dreadfuls† of the Victorian era, which were cheap serializations of bloodthirsty tales carrying titles like ‘Varney the Vampire’. The Gothic mode is not necessarily subversive. If it can be shown that the Gothic mode is expressive of culture, and therefore does not work against it, we may conclude that it is not necessarily subversive. It may be argued that Gothic is a subgenre of Romanticism, which is acknowledged to be a cultural phenomenon. There are possible exceptions, and authors may always take advantage of a popular medium, and will strive to pander to basic instincts. But the strategy is to show that there is an underlying social need that Gothic literature addresses to, and therefore it cannot be called antisocial. What it Romantic literature, and how do the Romanticists evaluate Gothic? Romantic literature is professed to be that which emphasizes imagination over reason. William Wordsworth is a leading light of Romanticism, and the Preface which he wrote for the second edition of his Lyrical Ballads is seen by many to be the manifesto of the movement. In the same Preface Wordsworth reacted violently against the Gothic genre, averring that â€Å"the human mind is capable of excitement without the application of gross and violent stimulants; and he must have a very faint perception of its beauty and dignity who does not further know that one being is elevated above another in proportion as he possesses this capability† (2004, p. 6). Wordsworth conceives Romanticism as an philosophical ideal. According to this ideal Romantic literature is meant to ennoble human passion and feeling. Gothic literature does not seem to measure up to this ideal, and so it is rejected by the Romanticists. Why the Romanticists are wrong in their assessment of Gothic literature, in the context of Horace Walpole’s The Castle of Otranto? The Romanticists fail to acknowledge that their philosophy is rational, and therefore they are advocating a merger of reason and imagination, and they are not merely surrendering themselves to imagination alone. Analysing the substance of Horace Walpole’s The Castle of Otranto, we also find a marriage between the imaginary and the factual. The novel is of imaginative content, and yet it is eager to establish itself as factual. To this end Walpole interposes himself as mere translator of an ancient manuscript that has newly been discovered. The long title and the extended Preface go to great lengths to establish this pretence. The substantive part of the novel is also engaged merely in keeping up this pretence, and therefore to keep the original mood intact. There is a succession of mysterious occurrences, laced with energizing diction, which creates an aura of continuous suspense and action, without any effort towards a coherent and unified story. The setting of the story is all important, and it is meant to be evocative of a mysterious past. The pretence towards factuality is merely meant to be a trigger to the imagination. Thus, the factual leads to the imaginative, and the imaginative to the factual. In this way the two aspects are merged. This is why Walpole’s novel should be classed as Romantic. Gothic literature as protest. Romanticism was a protest against the ethos of the Enlightenment. The latter was a 18th century phenomenon that emphasized reason above all else, and looked back to ancient Greece and Rome for inspiration. The Romanticists felt that too much stress on reason suppresses the imagination. If Gothic be classed as Romanticism we should be able to identify in it the same protest. Indeed, the earlier manifestation of Gothic in the context of architecture was indeed a protest of the same sort. The â€Å"Gothic revival† was a phenomenon that originating in Germany, and was a protest against the humanist tendencies of the Italian renaissance. It meant to re-establish the medieval values of religion and community against the atheist and cosmopolitan tendencies of Italy. It was mainly expressed through the architecture of churches, abbeys and cathedrals. Its ornateness was deliberately pitched against the homogenizing tendency in classical art. Its elongated spires and arches were deliberately pointed towards heaven, emphasizing the otherworldly, which was a protest against the humanist ethos which wants to flatten all things to the earth. Gothic architecture is indeed a precursor to the Romanticism of the 18th century, which was also a reaction against neoclassicism and the humanist ethos. Margaret Drabble suggests that the ‘Gothic’ in the title merely means medieval, so that â€Å"Gothic tale† merely means â€Å"medieval tale† (1995, p. 412). This may be true, but the term carries far more significance. It originally referred to the architectural style, which originates from Germany, the land of the Goths. The eponymous Castle of Otranto is a Gothic building. Following Walpole’s cue the genre itself came to be heavily dependent on such ‘Gothic’ settings. It may be argued that Gothic literature is not only characterized by setting. Indeed, we may detect in it the same philosophy which has animated the Gothic revivalism of Germany. In this way Gothic literature is a protest, and coincides with the protest of Romanticism. This will establish the Gothic mode of literature to be a subgenre of Romanticism, and therefore no longer subversive. Why the fascination with death? The Marquis de Sade offers a contemporary explanation of the Gothic fascination with death. In his Ideas on the Novel suggests that it was the shock of the French Revolution that caused literature to react in such an unusual way. He continues, â€Å"For one who knew all the miseries with which the wicked can afflict humanity the novel became as difficult to create as it was monotonous to read† (qtd. in Bruhm 1994, p. 161). In short, a new form of literature was required to take the place of the defunct optimistic strain of the Enlightenment. The chaos and terror unleashed by the Revolution represents a terrible shock to the general ethos of the age, and something that defied comprehension. The reflection of this in literature was the advent of the Gothic mode. The unsettled imagination refocused on death, instead of on light and life, as was characteristic of the Enlightenment. But against this it may be argued that in previous ages people has turned to the supernatural for comfort in periods of discontent. The supernatural is not a part of the the Gothic, which is more inclined towards the natural and the factual. It may also be argued against Sade that Gothic literature begins well before the storming of the Bastille. In this light, it is more reasonable to see the genre as an extension of Romanticism, and as constituting part of the same Romantic protest. From this point of view the French Revolution itself is a confirmation of the fears inherent in the Romantic protest. Gothic as a corrective to the ethos of the Enlightenment. Gothic should be properly seen as a protest against the cold calculation of extreme rationalism. The Enlightenment focused on light and life, and therefore tended to overlook death. It believed that with the light of reason all obstacles could be overcome. But the French Revolution functioned as a staggering reminder of death. Even before the revolution the subconscious sought to explain death, which clarifies the Gothic fascination. Karl Marx warns us that â€Å"the tradition of all the generations of the dead weighs like a nightmare on the brain of the living† (1963, p. 1). To ignore death is a form of suppression. Therefore, Gothic taste for death is best explained as a corrective to the ethos of the Enlightenment. In the age of reason men were reluctant to turn to the supernatural. Instead the focus was on death in outlandish and displaced circumstances. Analysing the issue David Punter comes to the conclusion that â€Å"[w]ithin the Gothic we can find a very intense, if displaced, engagement with political and social problems† (1994, p. 56). The engagement, as we have seen, is through a focus of death, and the displacement takes place through setting the narrative in the medieval period, or in ‘Gothic’ setting which is evocative of a bygone age. How Gothic relates to Romanticism proper, and the question of being subversive revisited. The proper strain of Romanticism claims to work against the rationalist ethos. But it too fails to consider death, and prefers to dwell on the ‘higher’ ideals of feeling and imagination. The Gothic mode makes up for this lack in Romanticism, and therefore must be considered more Romantic, than a typical work of Blake or Wordsworth, for it is spontaneous in its composition, and is not burdened by a conscious philosophy. Gothic literature can be said to have sprung from the context of its age. It professes all the Romanticism does, but in an entirely natural way. If Romanticism is a protest against the strictures of rationalism and neoclassicism, then Gothic literature is too. In this context it is significant to note that the Gothic mode is still vigorously active to this day, while Romanticism is now studied as a historical phenomenon. This is testimony of the authenticity of the Gothic, as against the measured cadences penned by Wordsworth. The essential value of Gothic literature is attested to from many respectable quarters. Commenting on the genre, Edgar Allan Poe says that â€Å"terror is not of Germany, but of the soul† (qtd. in Asselineau 1970, p. 17). Assessing the works of Ann Radcliffe, arguably the greatest of the early Gothic writers, Donald Spector says that â€Å"she united terror and beauty† (1963, p. 6). These comments are indicative of the profundity and beauty contained in works that are otherwise merely sensationalist and lightweight on the surface. In Northanger Abbey Jane Austen provides a spoof of the genre which is at the same time an affirmation. The naive heroine, Catherine, who is addicted to Gothic fiction, and lives in her imagination, in thrown headlong into the world to learn the ropes. Henry Tilney is attracted to her because of her naivete, and enthuses about her literary taste: â€Å"The person, be it gentleman or lady, who has not pleasure in a good novel, must be intolerably stupid† (Austen 2003, p. 77). Austen portrays Henry as a paragon of common sense, and so it is not unlikely that his opinion is that of the author. Catherine has an irresistible urge to believe in Gothic literature, so when she comes upon a real Gothic abbey she begins to imagine dark designs in every unusual detail. Austen demonstrates that even in parody the gothic mode is intrinsically exciting, and to deny such pleasure is a mark of literary snobbishness. She intends to explain rather than condemn. The continuing relevance of the Gothic mode. The inference is that the Gothic genre tries to make sense of death when the rational core of society is in denial. Rationalism is by nature retrospective, and Emerson explains, â€Å"Our age is retrospective. It builds the sepulchres of the fathers. It writes biographies, histories, and criticism. The foregoing generations beheld God and nature face to face; we, through their eyes† (2003, p. 181). Out failure to apprehend nature directly leads to alienation, which Gothic literature means to address. In its original context the Gothic was a protest against the cold calculation of extreme rationalism, and the same argument may be provided to explain its continuing appeal in modern mechanized society. Rationalism argues selectively from the past, but carefully ignores death. This is a form of suppression. Gothic literature is deemed to be subversive because of a seemingly unhealthy appetite for death. But when seen in the context of overcoming suppression and alienation, we must conclude that it is a mistake to classify Gothic literature as necessarily subversive. References ASSELINEAU, R. , 1970. Edgar Allan Poe. Minneapolis: University of Minnesota Press. AUSTEN, J. , 2003. Northanger Abbey, Lady Susan, The Watsons, Sandition. Oxford: Oxford University Press. BRUHM, S. , 1994. Gothic Bodies: The Politics of Pain in Romantic Fiction. Philadelphia, PA: University of Pennsylvania Press. DRABBLE, M. , 1995. The Oxford Companion to English Literature. Oxford: Oxford University Press. EMERSON, R. W. , 2003. Selected Writings of Ralph Waldo Emerson. Eds. W. H. Gilman, C. Johnson. New York: Signet Classic. MARX, K. , 1963. The Eighteenth Brumaire of Louis Bonaparte, With Explanatory Notes. New York: International Publishers. PUNTER, D. , 1996. The Literature of Terror: A History of Gothic Fictions. Upper Saddle River, NJ: Longman. SPECTOR, D. , (Ed. ) 1963. Seven Masterpieces of Gothic Horror. New York: Bantam. WALPOLE, H. ; BECKFORD, W. ; SHELLEY, M. W. , 1968. Three Gothic Novels: The Castle of Otranto; Vathek; Frankenstein. Eds. P. Fairclough, Mario Praz. New York: Penguin Classics. WORDSWORTH, W. , 2004. Lyrical Ballads with Other Poems 1800. Whitefish, MT: Kessinger Publishing.