Night World : Black Dawn Chapter 12

No, we're not!† Maggie said. She kicked the heavy cover off and jumped up, grabbing Cady's arm. â€Å"Come on!† â€Å"Where?† Jeanne said. â€Å"The castle,† Maggie said. â€Å"But we've got to sticktogether.† She grabbed PJ.'s arm with her otherhand. â€Å"The castle?† Maggie pinned Jeanne with a look. â€Å"It's the onlything that makes sense. They'll be expecting us totry to find the pass, right? They'll find us if we stayhere. The only place they won't expect us to go is the castle.† â€Å"You,† Jeanne said, â€Å"are completely crazy-â€Å"†Come on!† â€Å"But you just might be right.† Jeanne grabbed Cady from the other side as Maggie started for the door. â€Å"You stay right behind us,† Maggie hissed at P.J. The landscape in front of her looked differentthan it had last night. The mist formed a silver netover the trees, and although there was no sun, the clouds had a cool pearly glow. It was beautiful. Still alien, still disquieting, butbeautiful. And in the valley below was a castle. Maggie stopped involuntarily as she caught sightof it. It rose out of the mist like an island, blackand shiny and solid. With towers at the edges. Anda wall around it with a saw-toothed top, just like the castles in pictures. It looks so real, Maggie thoughtstupidly. â€Å"Don't stand there! What are you waiting for?Jeanne snapped, dragging at Cady. Maggie tore her eyes away and made her legswork. They headed at a good pace straight for the thickest trees below the shack. â€Å"If it's dogs, we should try to find a stream orsomething, right?† she said to Jeanne. â€Å"To cut off our scent.† â€Å"I know a stream,† Jeanne said, speaking in shortbursts as they made their way through dew-wetferns and saxifrages. â€Å"I lived out here a while thefirst time I escaped. When I was looking for thepass. But they're not just dogs.† Maggie helped Cady scramble over the tentaclelike roots of a hemlock tree. â€Å"What's that supposedto mean?† â€Å"It means they're shapeshifters, like Bern andGavin. So they don't just track us by scent. They also feel our life energy.† Maggie thought about Bern turning his face this way and that, saying, â€Å"Do yousense anything?†AndGavin saying, â€Å"No. I can't feel them atall.† â€Å"Great,† Maggie muttered. She glanced back andsaw P.J. following doggedly, her face taut with concentration. It was a strange sort of chase. Maggie and hergroup were trying to keepas quietaspossible,which was made easier by the dampness of the rainforest around them. Although there were fourof them moving at once, the only sound from closeup was the soft pant of quick breathing and the occasional short gasp of direction from Jeanne. They slipped and plunged and stumbled betweenthe huge dark trunks that stood like columns in themist. Cedar boughs drooped from above, making ittwilight where Maggie was trying to pick her wayaround moss-covered logs. There was a cool greensmell like incense everywhere. But however still the world was around them,there was always the sound of the hounds baying in the distance. Always behind them, always getting closer. They crossed an icy, knee-deep stream, but Maggie didn't have much hope that it would throw the pursuit off. Cady began to lag seriously after that.She seemed dazed and only semiconscious, follow ing instructionsas if she weresleepwalking,and only answering questions with a fuzzy murmur.Maggie was worried aboutP.J., too. They were all weak with hunger and shaky with stress. But it wasn't until they were almost at the castle that the hunt caught up with them. They had somehow finished the long, demandingtrek down the mountain. Maggie was burning withpride for P.J. and Cady. And then, all at once, thebaying of the hounds came, terribly close and get ting louder fast. At the same moment, Jeanne stopped and cursed,staring ahead. â€Å"What?† Maggie was panting heavily. â€Å"You seethem?† Jeanne pointed. â€Å"I see the road.I'm an idiot.They're coming right down it, much faster than we can go through the underbrush. I didn't realize wewere headed for it.† P.J. leaned against Maggie, her slight chest heaving, her plaid baseball hat askew. â€Å"What are we going to do?† she said. â€Å"Are theygoing to catch us?† â€Å"Not† Maggie set her jaw grimly. â€Å"Well have togo back fast – 2†² At that moment, faintly but distinctly, Cady said,†The tree.† Her eyes were half shut, her head was bowed,and she still looked as if she were in a trance. Butfor some reason Maggie felt she ought to listen to her. â€Å"Hey, waitlook at this.† They were standing at the foot of a huge Douglas fir. Its lowest brancheswere much too high to climb in the regular way,but a maple had fallen against it and remainedwedged, branches interlocked with the giant, forming a steep but climbable ramp. â€Å"We can go up.† `You're crazy, â€Å"Jeanne saidagain.†We can't possibly hide here; they're going to go right by us. And besides, how does she even know there's a tree here?† Maggie looked at Arcadia. It was a good question, but Cady wasn't answering. She seemed to bein a trance again. â€Å"I don't know. But we can't just stand aroundand wait for them to come.† The truth was that herinstincts were all standing up and screaming at her,and they said to trust. â€Å"Let's try it, okay? Come on,P.J.,can you climb that tree?† Four minutes later they were all up. We're hiding in a Christmas tree, Maggie thoughtasshe lookedout between sprays of flat aromatic needles. Fromthis height she could see the road, which was justtwo wheel tracks with grass growing down the middle. Just then the hunt arrived. The dogs came first, dogsasbigasJake the Great Dane, but leaner. Maggie could see their ribsclearly defined under their short, dusty tan coats.Right behind them were people on horses. Sylvia was at the front of the group. She was wearing what looked like a gown splitfor riding, in a cool shade of glacier green. Trottingbeside her stirrup was Gavin, the blond slave traderwho'd chased Maggie and Cady yesterday and had run to tattle when Delos killed Bern with the blue fire. Yeah, they're buddy-buddy all right, Maggiethought. But she didn't have time to dwell on it.Coming up fast behind Sylvia were two other people who each gave her a jolt, and she didn't knowwhich shock was worse. One was Delos. He was riding a beautiful horse,so dark brown it was almost black, but with reddish highlights. He sat straight and easy in the saddle, looking every inch the elegant young prince. The only discordant note was the heavy brace on his left arm. Maggie stared at him, her heart numb. He was after them. It was just as Jeanne hadsaid He was hunting them down with dogs. Andhe'd probably told Sylvia that he hadn't really killedtwo of the slaves. Almost inaudibly, Jeanne breathed, â€Å"You see?†Maggie couldn't look at her. Then she saw another rider below and froze inbewilderment. It was Delos's father. He looked exactly the way he had in Delos'smemories. A tall man, with bloodred hair and acold, handsome face. Maggie couldn't see his eyes at this distance, but she knew that they were afierce and brilliant yellow. The old king. But he was deadMaggie was tooagitated to be cautious. â€Å"Who is that? The redhaired man,† she murmured urgently to Jeanne. Jeanne answered almost without a sound.†Hunter Redfern.† â€Å"It's not the king?† Jeanne shook her head minutely. Then, whenMaggie kept staring at her, she breathed. â€Å"He'sDelos's greatgrandfather. He just came. I'll tell youabout it later.† Maggie nodded. And the next instant it wasswept out of her head as P.J.'s hand clutched at her and she felt a wave of adrenaline. The party below was stopping. The hounds turned and circled first, forming ahesitant clump not twenty feet down the road. When the people pulled up their horses they werealmost directly below Maggie's tree. â€Å"What is it?† the tall man said, the one Jeannehad called Hunter Redfern. And then one of the hounds changed. Maggiecaught the movement out of the corner of her eyeand looked quickly, or she would have missed it. The lean, wiry animal reared up, like a dog tryingto look over a fence. But when it reached its fullheight it didn't wobble or go back down. It steadied, and its entire dusty-tan body rippled. Then, as if it were the most natural thing in theworld, its shoulders went back and its arms thickened. Its spine straightened and it seemed to gainmore height. Its tail pulled in and disappeared. Andits hound face melted and re-formed, the ears andmuzzle shrinking, the chin growing. In maybetwenty seconds the dog had become a boy, a boy who still wore patches of tan fur here and there,but definitely human-looking. And he's got pants on, Maggie thought distractedly, even though her heart was pounding in herthroat. I wonder how they manage that? The boy turned his head toward the riders. Maggie could see the ribs in his bare chest move withhis breathing. â€Å"Something's wrong here,† he said. â€Å"I can't followtheir life force anymore.† Hunter Redfern looked around.†Are they blocking it?† Gavin spoke up from beside Sylvia's stirrup. â€Å"Bern said they were blocking it yesterday.† â€Å"Isn't that impossible?† Delos's cool voice camefrom the very back of the group, where he wasexpertly holdinghisnervous,dancinghorsein check. â€Å"If they're only humans?† Hunter didn't move or blink an eye, but Maggiesaw a glance pass between.Sylvia and Gavin. Sheherself twisted her head slightly, just enough tolook at the other girls in the tree. She wanted to see if Jeanne understood whatthey were talking about, but it was Cady whocaught her eye. Cady's eyes were shut, her headleaning against the dark furrowed trunk of the tree.Her lips were moving, although Maggie couldn'thear any sound. And Jeanne was watching her with narrowedeyes and an expression of grim suspicion. â€Å"Human vermin are full of surprises,† Hunter Redfern was saying easily down below. â€Å"It doesn't matter. We'll get them eventually.† â€Å"They may be heading for the castle,† Sylvia said.†We'd better put extra guards at the gate.† Maggie noticed how Delos stiffened at that. And so did Hunter Redfern, even though he waslooking the other way. He said calmly, â€Å"What do you think of that, Prince Delos?† Delos didn't move for an instant. Then he said,†Yes. Do it.† But he said it to a lean, bearded man beside him, who bowed his head in a quick jerk. And he did something that made Maggie's heartgo cold. He looked up at her. The other people in his party, including the hounds, were looking up and down the road, orsideways into the forest at their own level. Deloswas the only one who'd been sitting quietly, lookingstraight ahead. But now he tilted his chin andturned an expressionless face toward the cluster ofbranches where Maggie was sitting.And met her gaze directly. She saw the blaze of his yellow eyes, even at thisdistance. He was looking coolly and steadily-at her. Maggie jerked back and barely caught herselffrom falling. Her heart was pounding so hard itwas choking her. But she didn't seem to be able to do anything but cling to her branch. We're dead, she thought dizzily, pinned into immobility by those golden eyes. He's stronger thanthe rest of them; he's a Wild Power. And he couldsense us all along. Now all they have to do is surround the tree. Wecan try to fight-but we don't have weapons. They'llbeat us in no time†¦. Go away.The voice gave her a new shock. It wasclear and unemotional-and it was in Maggie'shead. Delos?she thought, staring into that burning gaze. You can-? His expression didn't change. I told you before,but you wouldn't listen. What do I have to do to make you understand? Maggie's heart picked up more speed. Delos, lis ten to me. I don't want I'm warning you,he said, and his mental voicewas like ice. Don't come to the castle. If you do, I won't protect you again. Maggie felt cold to her bones, too numb to evenform words to answer him. I mean it,he said. Stay away from the castle if you want to stay alive. Then he turned away and Maggie felt the contactbetween them broken off cleanly. Where his presence had been she could feel emptiness. â€Å"Let's go,† he said in a short, hard voice, and spurred his horse forward. And then they were all moving, heading on downthe path, leaving Maggie trying to keep hertrembling from shaking the tree. When the last horse was out of sight, P.J. let outher breath, sagging. â€Å"I thought they had us,† she whispered. Maggie swallowed. â€Å"Me, too. But Cady was right.They went on by.† She turned. â€Å"Just what was that stuff about us blocking them?† Cady was still leaning her head against the treetrunk, and her eyes were still closed. But sheseemed almost asleep now-and her lips weren'tmoving. Jeanne's eyes followed Maggie's. They were stillnarrowed, and her mouth was still tight with something like grim humor. But she didn't say anything.After a moment she quirked an eyebrow andshrugged minutely. â€Å"Who knows?† Youknow, Maggie thought. At least more thanyou're telling me. But there was something elsebothering her, so she said, â€Å"Okay, then, what aboutthat guy who looks like Delos's father? HunterRedfern.† â€Å"He's a bigwig in the Night World,† Jeanne said.†Maybe the biggest. It was his son who foundedthis place back in the fourteen hundreds.† Maggie blinked. â€Å"In the what's?† Jeanne's eyes glowed briefly, sardonically. â€Å"In thefourteen hundreds,† she said with exaggerated pa tience.†They'revampires,allright?Actually, they're lamia, which is the kind of vampire thatcan have kids, but that's not the point. The point is they're immortal, except for accidents.† â€Å"That guy has been alive more than five hundredyears,† Maggie said slowly, looking down the pathwhere Hunter Redfern had disappeared. â€Å"Yeah. And, yeah, everybody says how much helooks like the old king. Or the other way around,you know.† Delos sure thinks he looks like him, Maggiethought. She'd seen the way Hunter handled Delos,guiding him as expertly as Delos had guided hishorse. Delos was usedto obeying somebody wholooked and sounded just like Hunter Redfern. Then she frowned. â€Å"Buthow come heisn'tking?† â€Å"Oh†¦Ã¢â‚¬ Jeanne sighed and ducked under a sprayof fir needles that was tangled in her hair. She looked impatient and uneasy. â€Å"He's from the Outside, okay? He's only been here a couple of weeks. All the slaves say that he didn't even know aboutthis place before that. ‘Me didn't know†¦Ã¢â‚¬  â€Å"Look. This is the way I heard it from the oldslaves, okay? Hunter Redfern had a son namedChervil when he was really young. And when Cher vil was, like, our age, they had some big argumentand got estranged. And then Chervil ran off withhis friends, and that left Hunter Redfern withoutan heir. And Hunter Redfern never knew thatwhere the kid went was hem.† Jeanne gesturedaround the valley. â€Å"To start his own little kingdom of Night People. But then somehow Hunter found out, so he came to visit. And that's why he's here.† She finished and stretched her shoulders, lookingdown the tree-ramp speculatively. P.J. sat quietly, glancing from Jeanne to Maggie. Cady justbreathed. Maggie chewed her lip, not satisfied yet. â€Å"He'shere just to visit? That's all?† â€Å"I'm a slave. You think I asked him personally?†Ã¢â‚¬ I think you know.† Jeanne stared at her a moment, then glanced atP.J. Her look was almost sullen, but Maggieunderstood. â€Å"Jeanne, she's been through hell already. Whatever it is, she can take it. Right, kiddo?† P.J. twisted her plaid cap in a complete circleand settled it more firmly on her head. â€Å"Right,† shesaid flatly. â€Å"So tell us,† Maggie said. â€Å"What's Hunter Redferndoing here?†

Ways to Keep the the Neighbourhood Clean

Ways to keep your neighborhood clean and green Good morning to†¦. Today, I would like to talk about â€Å"Ways to keep your neighborhood clean and green†. It is important to keep our neighborhood clean and green. There are many ways to do this but they need to be done correctly. Some jobs we can do are to make sure we clean up our garbage and recycle items around the house. I love my community and I do not like to see it littered and dirty. We need to do our best to keep our community looking clean.Everyday, plants and animals become extinct as their habitats are destroyed by human influence. At this rate, our world will become extinct quickly. Picking up trash when people are out in public would greatly help this situation. It is not hard to find a trash can in parks. Making sure people clean up would benefit everyone. If people see trash which is not theirs, they could pick it up themselves knowing they did something to help the world. You can make your neighborhood a c leaner and safer place by organizing a neighborhood cleanup.Another great way to make sure we keep our neighborhood clean and green is to pick up garbage we find in ditches and highway. This purposes is keeping our Earth healthy. Ways to keep the highways clean are being cautious trash is not thrown out of car windows and going outside to clean up the ditch. Always keep a litter bag in your car so you won’t be tempted to toss unwanted trash out the window. Going out once a week to clean up ditch would not only make it look nicer, but also keep the neighborhood healthy. The litter found in ditches can harm our environment.People need to do their best not to pollute. Prevention is an important step, so set a litter-free example for your family, friends, co-workers and neighbors to help keep your community. Each year, each person uses almost a 100-foot tall Douglas Fir Tree in paper and wood products. There is a great importance for recycling to reduce the amount of trees cut do wn. It is not a hard task to separate your recyclable items from trash items. Recycling would save about 75,000 trees. Recycling is a great way to keep your neighborhood clean and green.Besides that, growing trees and other plants in your community is a healthy step toward keeping your neighborhood beautiful. Take part in an effort to plant a tree along residential streets. These ways about are simple jobs which can make a big difference in our world. If everyone does their part, then we will live in a cleaner and greener neighborhood. Doing these can give people the opportunity to make their neighborhood clean and green so get started today in making your neighborhood clean and green. Thank you.

Anzaldua’s Struggle with Language Essay

Gloria Anzaldua, the author of â€Å"How to Tame a Wild Tongue,† expresses a very strong tie that she has to her native language. Anzaldua grew up in the United States, but spoke mostly Spanish. She did not speak the normal form of Spanish though; she spoke Chicano Spanish, a language very close to her heart. The text focuses on the idea of her losing her home accent, or tongue, to conform to the environment she is growing up in. From a very young age, Anzaldua knows that she is not treated the same as everyone else is treated. She knows that she is second to others, and her language is far from second to others as well. Anzaldua stays true to her language by identifying herself with her language and keeping it alive, when everyone else wants it gone. She strategically expresses herself in the text through her personal experiences with the language, the use of narration and structure, and her gender role within her language. Anzaldua uses appeals such as ethos, pathos, and log os to show the audience the use of these three strategies. Anzaldua’s text begins with her visit to the dentist. This is where she introduces the main, reoccurring, theme of â€Å"taming a wild tongue.† This theme, depending which way it is looked at, can be seen as a rhetorical question in the sense that her â€Å"tongue† cannot be tamed. In this case it metaphorically represents her native language she speaks. The dentist is getting frustrated with her tongue getting in the way of his work, and he mentions how her tongue is so strong and stubborn. He states that something must be done about her untamed tongue. Ironically, everything the dentist says about to tongue is true for her native tongue as well. Anzaldua knows that she cannot stand up for herself and her tongue, because her language is frowned upon in America. There is no way to tame her tongue; she must completely get rid of it. In these first opening paragraphs, Anzaldua is using the rhetorical strategy of her personal experience at the dentist. When reading this, one may think that the author is trying to portray a young girl at the dentist and that her tongue is being stubborn. The author is using a metaphor, and is not only talking about her actual tongue, but her accent as well. Anzaldua is showing an appeal such as pathos. The author shows this emotional appeal to demonstrate the love that she has for her language. Anzaldua identifies herself with her language, and is very emotional about it. The author has many personal experiences with the language that she is punished for. At school if she was caught speaking Spanish, she would be punished for it. For instance, she was once punished and accused of â€Å"talking back† to the teacher when all she was trying to do was tell her how to pronounce her name. The teachers were very disrespectful to her and her companions who spoke Spanish. One of the teachers stated, â€Å"If you want to be American, speak American. [i]f you don’t like it, go back to Mexico where you belong† (59). The Spanish speaking students were frowned upon and were not only taught to speak English, but to speak English without slang or a Mexican accent. Anzaldua identifies herself with her language, and is offended if someone talks poorly about it. The author uses her emotional tie to her language to connect with the audience and give the reader a sense of how she feels. She uses ethos to show her strong connection with her background. She speaks her â€Å"home† tongues only with her sister and brothers, and her friends. There are five different languages but the two that she feels closest to are Chicano Spanish and Tex-Mex. She also speaks Pachuco, the language of rebellion, which she speaks in secret with kids and people her own age. According to Americans, her language is considered a bastard language and that it is illegitimate. This is something that she takes to heart because her language is so important to her and it is so close to her and her family. Anzaldua shows this in the narration and structure of her writing. Her reading is bilingual instead of just in English. She will write a whole sentence in English but change one or two words in the sentence to Spanish. An example is when she says, â€Å"Often with mexicanas y latinos we’ll speak English as a neutral language† (64). Here is just a small example of how she includes her Spanish language in her English text. There are many different times when Anzaldua does this in her reading. This is something that may confuse an English reader with no Spanish experience. Often times when I came across words in Spanish I got confused and almost embarrassed because I had no clue what she was trying to say. I think this is a great way to show readers how she felt as a Chicano trying to learn a whole new language. Anzaldua’s strategy of narration and structure of the text really catches a reader’s eye. She also italicizes any Spanish words that she includes in her text. This is just another way of showing the audience how important her language is to her. Another strategy she uses in her writing is how she splits up her story. She has many different titles throughout her text including: Overcoming the tradition of silence, Oyeá ¿ ½ como ladra: el lenguaje de la frontera, Chicano Spanish, and Linguistic terrorism. These titles all represent a new important part of her life and her life growing up in America. This is a strategy that works well with an audience because it attracts a reader to want to know more about the next topic of her life. Anzaldua uses these strategies to build appeals with the audience. She demonstrates ethos to the audience because of the emotional tie she has with her background. A reader can connect with her when she reveals her emotion to the audience. The use of her two languages in the text also exhibits her use of logos. Anzaldua struggles to keep her language alive because it is something that is so dear to her heart, but in turn she is not treated as well as she should be treated. In her text, Anzaldua explains how women are treated differently within the language. From a young age, girls are taught not to talk much, and to not talk back. In Spanish when speaking about a group of girls, including yourself in the group, you would say nosotras, and when speaking about a group of guys you would say nosostros. Anzaldua did not know that the word nosotras, the feminine reference, even existed until an older age. A group of women was always referred to as the masculine meaning. She states, â€Å"We are robbed of our female being by the masculine plural. [l]anguage is a male discourse† (60). Although women are treated differently than men, she does not take this to heart because she has grown up this way, and she still loves her heritage and language. She stands up for her language because it is part of who she is as a woman. She is proud of whom she is, and the language she speaks. Anzaldua values her language because it is a part of her identity. She says, â€Å"Ethnic identity is twin skin to linguistic identity-I am my language† (65). If you really want to make her mad or hurt her feelings, say bad things about her language. She takes pride in her language and respects it. This is the closest thing to her and is part of who she is. Anzaldua’s gender role within the language shows a reader how she is viewed as a woman. This established ethos to the reader because of how she feels about the illegitimacy of the language. She cannot accept legitimacy of herself until she is free to be like a typical American and do all the same things as them. Anzaldua says after this is done, â€Å"I will overcome the tradition of silence† (65). Throughout the text, â€Å"How to Tame a Wild Tongue,† by Gloria Anzaldua, she consistently refers to the pride she takes in the language. Her Chicana Spanish is something that is very important to her, and very dear to her heart. A reader realizes this by the author’s use of personal experiences with the language, the use of narration and structure, and her gender role within her language. Anzaldua also uses these strategies to aid in the use of her appeals such as ethos, pathos, and logos. She uses ethos frequently throughout her text because Chicano Spanish is something that is so important to her. Anzaldua takes pride in who she is and where she is from, and she will never let anyone take that away from her.

Diffusion and Osmosis Lab Report Example | Topics and Well Written Essays - 1000 words

Diffusion and Osmosis - Lab Report Example One particular example is the absorption of water and other nutrients from the soil by root hairs in plants. The following experiments demonstrate these basic concepts in action, and how distribution of substances in two regions with different concenration gradients occurs. In order to determine osmolarity of a potato and how it is effected by the process of diffusion, a simple experiment is performed. 7 cylindars are carved out from a potato, and then cut to a uniform size of 5 cm. One very important aspect of this experiment are the 6 sucrose solutions, ranging from 0.1 to 0.6 molars, 100 ml each, and placed separately in 6 250-ml beakers together with 100 ml of distilled water. A sensitive balance is also necessary to accurately determine the weight of each potato piece, before and after incubation. Another experiment is performed to determine the process of osmosis. For this experiment a 500 ml beaker is used which is filled with 300 ml of water. A 25-30 cm dialysis tubing bag is essential, since it represents the semi-permiable membrane that is present during osmosis. 4 ml of a 30% glucose and starch (placed in the dialysis bag) and a small amount I2KI represent diffusing substances. Benedict's reagent is also necessary to determine the diffusion pattern of the substances involved. The carved out and cut pota... All the pieces are incubated for 45 minutes, and then their weights are measured and recorded. The percentage change in weight for each of the pieces is also calculated and recorded using the following formula: Percentage change in weigh= weight change/initial weight * 100 In the second experiment is prepared by soaking it in water, closing one end with a rubber band or string as not to let any solution to enter into the bag, and by adding a 4 ml of a 30% glucose solution into the bag. A 4 ml starch solution is also added, and the color of the glucose-starch solution is recorded. Then, 300 ml of distiled water is placed in a 500 ml beaker in which a small amount of I2KI is added. The color of this solution is also recoded. The dialysis bag is placed in the beaker and they are left for 45 minutes. It should be noted that the free end of the bag is not in contact with the solution of the beaker, as it is left lying out of the beaker. The color of both solutions (in the dialysis bag and beaker) are recorded, after which 3 ml samples are taken from each solution, as well as a sample of distilled water, representing the control tube. Placed in 3 different tubes, a small amount of Benedict's reagent is added to each tube. The final colors are then recorded. - Results Using the data collected from the first experiment, a graph can be plotted (Table 1). The y axis represents the osmolarities of the sucrose solutions, representing the independent variable while the x axis represents the weight of the potato pieces after incubation, represents the dependent variables, with the negative value being a decrease in potato piece weight, and vise

Animals in American History Essay Example | Topics and Well Written Essays - 250 words

Animals in American History - Essay Example Slideshow 4:2 contain a dog and horses coexisting with human beings. The picture demonstrates a democratic society where even animal rights are observed. The crowd seems to be busy with their own agenda and no one interferes with the freedom of the dog. Further, slideshow 4:3 demonstrates a free dog in the middle of a crowd. The picture is also an exclusive indication of a democratic society where animal rights are observed as those of humans. In the gilded age is characterized by championing the rights of children and animals in the society. The pictures in slideshow 7:33 of a child holding a horse statue, portrays the defenseless in the society. Children and animals needed protection from abuse in the eve of nineteenth century and in modern American society. In the slideshow 9:27, there is a police dog near a policeman inspecting a car. The presence of the dog in the picture resonates with safety claim of the car model. Dogs have been for a long period considered as a source of

The Effect of Rising Sea Levels on Global Coasts Essay

The Effect of Rising Sea Levels on Global Coasts - Essay Example Hence, the additional burden of climate change on these resources is a matter of concern. The rise in sea level is correlated with a global rise in temperature. The geographical impacts of rising sea levels include the flooding of major coastlines, changes caused to the coral reefs and marine life, the effects on wetlands, marshlands and tidal inlets, the outcomes on hurricanes and other occurrences, and changes in the chemical composition of oceans. The future effects of global warming on ice-bound polar regions may result in increasing rises in sea levels. The purpose of this paper is to determine the various geographical effects of rising sea levels on global coasts. The ways in which these will impact on mankind will be discussed, and the measures to reduce the adverse effects will be identified. Research evidence points to a discernible effect on the earth’s climate caused by greenhouse gases which emerge mainly from anthropogenic or human activities. These effects are intensifying in the 21st century with various climatic effects including a higher rate of global sea level rise (Warrick et al: 257). Wthin 30 kilometers of the coastline, 21% of the world’s population already lives and these populations are growing at twice the global average (Nicholls et al: S69). The potential impacts of sea-level rise are being assessed, in order to formulate policies and implement appropriate remedial measures. Major changes in sea level have occurred over the centuries, which is evident from eroded landforms such as cliffs, depositional features such as coral reefs, biological indicators such as organisms whose fossils indicate the position of the old shoreline, archaelogical remains such as submerged dwellings or ports, and historical documents and records (Haslett: 128). Unlike other forms of climate change, increasing rise in sea-level is already a global problem. Rising sea levels can directly submerge low-lying wetland and dryland

A short film Script about Zach's phobia's Movie Review

A short film Script about Zach's phobia's - Movie Review Example Oh no I need to check if the door locks from outside hold on just a sec (Has already dropped the phone and rushes to the direction of the bathroom but he is still talking albeit in a lower voice almost as if he is talking to himself)†¦ I wonder locks automatically last time tried to shut my door bathroom just a bit, it shut itself and scared the heck out of me. (In a whisper walking towards the bathroom), oh dear this door is too heavy, what if I lock myself in? In the other room Emily can be heard trying to make herself heard on the mouthpiece Emily Hey Zack where did you go off to..Zaaack you want me to come or not? Zack (Suddenly remembering that he had been on the phone, he rushes and picks it up). You really must come Emily, he says I have unpacked luggage, a bathroom whose door’s heavier than a bunch of Two ton Trucks Emily (Sarcastically) You know what Zack? I think I will come†¦ Zack (Cutting her off not getting the tone) Oh thank goodness I had no idea how I was going to get through settling in the darkness is setting in and my new bulbs are in my suitcase and I can’t stand the tough of being alone in the dark. I just love the way you handle this stuff, I would be lost without your savage courage and brute strength Emily (Irritated)Hey where did that come from what’s wrong with you? or also have a phobia for courtesy? As I was saying, before your cut me off I will definitely come, I will come tomorrow and see if your million phobias will have killed you or if you can deal with them without acting like a 6 foot baby. (Slams phone) Zack Uh something I said? Oh boy now I have to do this all by myself. (Light bulb moment) hah! I know, necessity as they say, is the mother of all evil, tonight am going to face up to my fears, what’s the worst that can happen anyway? Emily is right, I need to grow up. (He sits down) now, now, now, but that’s a tall order, let me see what do I need to do first? I should make a list of things I am afraid off , that that could take all night. Maybe I should make list of things I am not afraid off, that can’t be very wrong. (Wrings his hands) this is never going to work (He sits down and scribbles on a paper for a minute or so) Luggage, darkness, bathrooms doctors, bridges closets bridges). Zack Am tired of always having to beg for help, (Marches confidently to the bags at the corner, but stops and almost does not touch them when he gets close up he bites his lower lips)Here goes nothing (opens the first suitcase and jumps back nothing happens) Ok not bad I think is could open them all then, all these locked bags give me the creeps who knows what could have snuck in. (As he opens suitcase 2, 3 and four a mouse moves in from the corner and sniffs briefly around the first suitcase, it then climbs in and disappears into the bag. Zack is getting pretty confident and opens all the suitcases). Zack Phew, that’s the worst of the first part, but one phobia is good enough for one day,

INFLATION TARGETING AS A STRATEGY FOR THE CONDUCT OF MONETARY POLICY Research Paper

INFLATION TARGETING AS A STRATEGY FOR THE CONDUCT OF MONETARY POLICY (IN CANADA) - Research Paper Example Monetary policy is one of public intervention measure around at influencing the level and pattern of economic activity so as to achieve certain desired goals. The task of keeping the rate of inflation low is given to authority bodies such as the central bank. Monetary policy covers all the action of the bank of Canada and the government which influence the quantity, the cost and availability of money credit in the economy through open market operations and setting of banking reserve requirements. 2. DIFFERENT STRATEGIES TO CONDUCT MONETARY POLICY I. Attainment of full employment Full employment simply refers to involuntary unemployment. Monetary policy can raise the level of employment by encouraging credit availability to labor intensive section like rural agriculture and other small scale factories. Policies that lower the interest rates constitute expansionary monetary and is likely to lead to an increase in investment hence more employment opportunities. II. Price stability Econo mics sometime suffer from inflation and deflation; both have their effects either positively or negatively. Monetary policy helps in controlling inflation pressure. Price stability can be maintained by regulating money through tools of credit control like discount rate and minimum reserve requirement ratio. It helps in maintaining equilibrium in income and wealth inequalities. III. Economic growth expansion Money policies are put in place to ensure that more money is injected in circulation to finance developments of projects, which may in turn cause a price increase. Monetary also controls real interest rates and its effect are clearly reflected in investment. If the central government goes for an affordable and available credit policy by cutting down on the interest rates, the investment level of the economy is encouraged (Ben and Woodford 94). Increase in investment simply means higher economic developments. IV. Balance of payments equilibrium The balance of payments has two aspe cts, that of surplus and that of deficit. The latter reflects stringency of money and the former an excess of money. If the monetary policy succeeds in maintaining monetary equilibrium than the balance of payments, equilibrium can be achieved. V. Exchange rate stability This refers to the value of home currency expressed in terms of any foreign currency. If the exchange rate is volatile, causing rapid changes frequently, the international society might lose confidence in the economy. The monetary policy hopes to achieve and maintain relative stability in the exchange rate. The central bank tries to influence the demand for foreign exchange and also maintaining its stability. VI. Equal income distribution Fiscal policy was s used to maintain economic equality according to some economist. In recent years, it is believed that the monetary policy can also play a role in attaining that equality. It can make unique provisions for the neglect availability like small scale factories, agricu lture and many more by providing for them cheaper credits for longer terms, thus assisting in reducing economic inequalities. Inflation is the increase in general level of prices of commodities in an economy over time. When prices rise, a buyer of goods and services is forced to pay more money for lesser goods and services. This simply means that inflation erodes the purchasing power of money. Inflation rates are used to measure the price of inflation. Economists argue that inflation is generally caused by a growth of the money

Internet Security Research Paper Example | Topics and Well Written Essays - 1750 words

Internet Security - Research Paper Example the computers being used to access the internet, or the user. The subjects pertaining to the security against these threats are internet safety and internet security. There is a slight difference in internet security and internet safety, with the most basic one being that the former focuses more on the direct safety of a computer network from threats that can attack through the internet, such as viruses or data corruption, while internet safety relates more to the security and safety of the user, such as identity fraud, money scams, false information etc. Although both forms of security threats can are important to understand and counter, this paper will concentrate mostly on the more technical aspect of internet security, and will focus on the various threats that are encountered and the preventative measures taken against them. As mentioned, internet security is the necessary measures taken and rules laid out which make the use of the internet more secure for a user in terms of the safety of their computer from various threats. To understand where these threats rise from it is first important to understand the basic working of the internet. ... IP transfers the required bits of data, firs within each individual network, then between secondary levels of networks, starting from the most basic level, and then progressing regionally and then globally, thus allowing the information to reach from one point to another. TCP checks these bits of data, ensuring they are correctly being transferred and offering corrective feedback measures when they aren’t (Reed, 2004). Data threats enter this system of information management when at any of these many levels data is encrypted and corrupted. To prevent this, a number of measures are taken, which include SSL (Secure Sockets Layer), TLS (Transport Layer Security) and IPsec, with the most effective one being the IPsec protocol, which in turn further uses the AH (Authentication Header) and ESP (Encapsulating Security Payload) protocols as the mechanism for its protection. AP authenticates the data and then sends it further on, and ESP provides confidentiality. All three protocols ba sically revolve around the same principal of securing communication by authenticating the sender at each level where these protocols are implemented, and by encrypting the data so that in case of unwanted interception, it is not altered. Internet security threats are also widely transferred through email messages. Again, understanding how email messages work greatly explains the reason for this. Email messages can also be considered bits of data that are transferred through the many networks of internet, with the main difference being that users can easily edit and change this data at the various levels it is transmitted to. How email messages basically work is that first a user composes a message. This message is converted into a certain standard form and is transferred to the mail

Critical Response Papers Research Paper Example | Topics and Well Written Essays - 1250 words

Critical Response Papers - Research Paper Example In the meantime, the three candidates have to confront the disapproving society that considers their relationship as somewhat unconventional. The homosexual relationships illustrate some form of deviation from normative practices, which disallow sexual relationships that fall outside the accepted forms of behavior in the society. In essence, the three men have to build a private world that exists within the larger external world and attempt by different means to redefine the conventions that determine the rules of sexuality. It becomes important to consider the fact that some of the issues that connect to the reality around the world have to be considered from the point of view of masculinity and sexuality. In normal practice, it is important to consider the fact that some issues that relate to matters of general interest have to be determined from the point of view of desire as it affects the male characters. The kind of relationship that defines the character of the different peopl e has to be considered within the context of a range of issues that influence perceptions and conventions. Desire, according to the conventions of the society, relates to the differences in perceptions involving sexual orientations, which appear to challenge and disrupt normative practices. The confusion that characterizes the lives of the characters in the movie is most telling when considered from the point of view of Tina’s life. The film explores the question of gender in a way that opens up the possibility of individuals converting into another gender. Tina switches from being a boy to a girl in order to engage in a love relationship with her father. The film illustrates the aspect of transcending normative practices and increasing the possibility of transformation across the lines of gender. In essence, it becomes important to consider the fact that some of the issues that connect within the structure have to relate to various issues that affect and are, in turn, affect ed by the practices of the main characters. Lesbianism and gay relationships are explored in ways that demonstrate the variations from norms and dominant perspectives of the society. Male attraction to fellow men features prominently in the film in ways that illustrate the unconventional nature of inner feelings and unstable conditions that define the kind of relationship between the male subjects. The male characters are portrayed as generally capable of engaging the major differences between the main actors and the different issues that affect perceptions on matters of sexuality and sexual relationships of one gender. In this manner, it becomes appropriate to consider the fact that some of the issues that concern the differences in character are considered as a sum of various influences that determine the worldview of the characters as perceived from the relationship of the major characters. Tina’s relationship with her father shows the extreme form of sexual disorientation that redefines the relationship between the male subjects. Generally, the movie explores the various angles of gender and sexuality with specific attention to the male characters. The definition of gender acquires multiple understandings because it is separated from the dominant perceptions

Rides Control Essay Example for Free

Rides Control Essay To establish a firm background for all these systems an efficient network had to be installed in order to ensure a fast and comprehensive method of linking all those users. The FDDI network on a token ring topology is used as our backbone (FDDI stands for Fibre-Distributed Data Interface) and this gives us the requirements we need for speed, distance and capacity. The nature of our business and the way the Park is spread over a large area, necessitates our using several methods of communication. E-mail is used increasingly: our current software is Microsoft exchange server 5. 5 and Outlook 98. It should help to cut down considerably on memos, forms, notice board information and bulky reports. This has the dual effect of saving paper, ink and printing costs and conserves environmental resources. E-mail address and website: www. thorpepark. co. uk. E-mail goes directly to The Tussauds Group Head Office, and via networks from there, to the other attractions in The Tussauds Group using an ISDN link (Integrated Services Digital Network). The main telephone switchboard is also ISDN. Voicemail is used to prevent unanswered calls, and an automated attendant kicks in on the rare occasion when our receptionists are unable to answer all the lines, and it automatically operates after office hours. Through a desktop interface we can monitor calls. This is an invaluable tool for analysis of calls, determining our busiest times of day and helping us to plan our casting resources accordingly. Some cast use mobile phones, particularly those whose work takes them away from the office. Nearly all our cast rely on radios to keep in touch with each other when they are spread about the Park which enables cast to be diverted to specific areas wherever and whenever necessary. Cast can relay information about queue lines on rides and alert security cast to any emergency situation. There are 8 channels all of which can contact, and be contacted by, the Control Room. If a Park-wide emergency situation should arise, cast in the control room can broadcast simultaneously to every radio holder in the Park. The main security system is CCTV (Closed Circuit Television) which uses infra red cameras throughout the Park, linked to 24 hour video recorders. Black and white and colour monitors in the Control Room can pan and zoom to any area. In this way cast response to a particular incident can be co-ordinated cast response to a particular problem. Our own security cast are on site 24 hours a day. In merchandising, sophisticated till systems are in use in all the shops and food outlets. EPOS (Electronic Point of Sale) is used for our products with barcode scanning facilities for the whole range of goods on sale. This is linked to the central stock control to monitor the movement of all our merchandise and food items from both our warehouses. This is essential for maintaining sell-by dates and to forecast sales accurately. EFTOS (Electronic Fund Transfer Point of Sale) is the system through which credit and switch cards are debited immediately and automatically through the national banking system. Any credit or switch cards used in the shops are attached to a polling machine. This is essentially a communications technique which determines when a terminal is ready to send data the banks own computer will check all its attached terminals on a regular basis. All of the ride attractions have computer control systems that are fed by mechanical levers and optical sensors. The rides, that are all mechanical, fall into three categories water, motor and track. The computer, through the use of optical sensors, detects the locking of safety bars and the speed and number of carriages passing. This information enables the operator to dictate how fast and how often the ride runs. Each ride has a very comprehensive range of fail-safe devices that are mechanical or electrical. There is video surveillance on each ride cameras are trained on the tracks and on the carriages. This helps us to detect any faults or potential problems. Software programmes are applications that are bought in from major manufacturers such as Microsoft, Oracle (database), Computer Associate (backup) and Network Associate (anti-virus). These can be specifically suited to a particular business function, such as Finance packages, which include wages and payroll systems, spreadsheets, etc. Other more sophisticated software, such as AutoCAD, may be necessary for our Engineers and the production team for our Entertainments Department. We primarily use Microsoft Office 97, which contains a comprehensive range of applications such as Word, Excel, Outlook, Access, PowerPoint. It is possible to customise our own databases for instance, we have one specifically written for our Guest Services Department, Charter 2000. This logs comments made by guests, produces a personalised reply, and collates information so that it can be reproduced in report form using a programme called Business Systems. It is currently used at Thorpe Park and Chessington with a planned introduction to the other Tussauds Group attractions in 2001. This information is confidential between the guest and the company. We are registered under the Data Protection Act to declare any information we may hold. The Tussauds Group Marketing Database on the other hand is common information shared by every attraction in the company. It helps us gather marketing information in order to improve our service. There is an electronic booking service for groups so that they can arrange their visit and tickets by phone, with a credit card. Individuals can make advanced bookings. This helps us to build up a profile of our guests and their requirements. The sales and admission system is called Omni Ticket Network. OTN have supplied all the hardware apart from the hard drives, VDU screens and key boards, which are standard hardware made by Compaq. The software used is called Overview. The Attractions General Database (AGD) has been designed by Syntegra, the Systems Integration Business of BT and is a component of the Sales and Admissions system. Its primary purpose is to provide a data repository for Sales, guests and admissions data and to provide tools to allow analysis of this imported data. A secondary function is to facilitate the exchange systems, and General Marketing Database (GMD), the external guest contact system. AGD configures all the information taken from Overview (information collected through Admissions on the tills each day) and turns it into reports for Finance and Marketing.

Discuss Mr. Collins Proposal to Elizabeth Bennet in Jane Austens Novel Pride & Prejudice Essay Example for Free

Discuss Mr. Collins Proposal to Elizabeth Bennet in Jane Austens Novel Pride Prejudice Essay It is a truth acknowledged, that a man in possession of a good fortune, must be in want of a wife This quote not only opens the novel, but also sets the tone of the narrative story. It says that a man in possession of money and being an eligible bachelor would have every spinster in the neighbourhood wanting to be his wife In the nineteenth century women were below men in status. Men owned everything. After the death of the master of the house all his possessions were given to the next male relative. In the novel as there were only five daughters Jane, Elizabeth, Kitty, Mary and Lydia and no males in the immediate family, so their mother, Mrs. Bennet, as she is called in the novel is determined to get her daughters married as soon as possible. When the Bennet family received the letter from Mr.Collins, which included the words, .. Assure you of my readiness to make them every possible amends, but of this hereafter this shows that Mr. Collins was hinting that he is looking for a wife. When Mrs. Bennet read this she was pleased at the news. When the daughters heard of his visit, they were not as pleased as their mother, He must be an oddity I cannot make him out The is something very pompous in his style. They also added that in his letter there was a mixture of servility and self-importance. Elizabeth was stuck with his extraordinary deference to Lady Catherine de Bourgh, his patroness. Mr.Collins visited the family with the sole purpose of finding a wife, in his letter he states, I feel it my duty to promote and establish the blessing of peace in all families.. this is just an excuse to come to Longbourn because he really wanted to admire the girls and propose to one of them. Mr.Collins didnt really want to get married, it was actually his patroness; Lady Catherine de Bourgh who had recommend, advised or rather orders him to marry and wished to comply with her wishes. When Mr.Collins arrived, out of all the sisters only Mary thought anything of him but everyone else found faults in him. Mrs.Bennet also had the same opinions as her daughter, she knew he would be a suitable husband for one of her daughters because he knew Lady Catherine and lived near her. When he arrives D he wished to propose to the eldest daughter, Jane, but soon found out she was to be engaged to Mr.Bingly. Mr.Collins had only to change from Jane to Elizabeth and it was, Done while Mrs.Bennet was stirring the fire Mr.Collins obviously didnt have true feelings towards Jane or Elizabeth, since he was able to change his mind so quickly. He obviously only wanted to please his patroness. Elizabeth was very intelligent, independent and her interests in many different things like reading, playing the piano, singing, needlework and dancing. She believed marriage had to have an element of love and not just wealth like her mother believed. When Mr.Collins proposed to her, as a reader we knew that she had an independent mind. In the proposal, Mr.Collins made it quite obvious that the proposal was more of a business transaction and he asked for a chance to speak with Elizabeth, May I hope, madam, for your interest with your fair Elizabeth, when I solicit for a private audience with her.. before Elizabeth could even blush with surprise, Mrs.Bennet instantly answered. Elizabeth begged her mother not to go, but Mrs.Bennet obviously knew what Mr.Collins had in mind and insisted that she stayed with Mr.Collins. At this time Mr.Collins really thought she was being shy and modest tried to add it to a compliant, .. your modesty, so far from doing disservice, rather adds to your perfections. Elizabeth would have had a clear idea that he was about to propose to her. Mr.Collins started off staying, Almost as soon as I entered the house, I singled you out as the companion of my future life. This was not true to the reader, as the truth is that he was going to propose to the eldest daughter, Miss Jane Bennet, but when he heard the news of her engagement he changed to Elizabeth. Mr.Collins then came out with his first reason for his proposal, first that I think it a right thing for every clergyman in easy circumstances (like myself) to set the example of matrimony in the parish; This shows he obviously wants to marry her to set a good example to his parish, it also this shows her doesnt care about her, but what Lady Catherine de Bourgh wishes and his reputation. He then states, ..secondly, that I am convinced it will add very greatly to my happiness;.. Once again he is showing that he thinks marriage will bring him happiness, he has no idea that marriage is suppose to be about being in love, trust, companionship and getting to know each other beforehand. .. and thirdly-which perhaps I ought to have mentioned earlier, that it is the particular advice and recommendation of the very noble lady whom I have the honour of calling patroness. This is actually the only true reason that he wants to marry her, to please Lady Catherine de Bourgh. Mr.Collins is frightened of not complying with her wishes. He sees her suggestion as an order or a command and he would never disobey her because he is very aware of her superior rank in the society, this shows him to be cowardly, weak and rather silly man who can be easily intimidated. He wants Elizabeth to see Lady Catherines advice and recommendation as her wanting to see Mr.Collins happy, settled down and to carry on working for her. He then went on and tried to compliment Elizabeth and make her see that Lady Catherine will welcome her into her estate. In his reasons for the proposal he had no references to Elizabeths happiness which showed how self-centred he really was. The connection that she could have with Lady Catherine and show she could boast about knowing a person of high status, was the real reason that he could give her for accepting the proposal. This showed how little he knew about Elizabeths personality, as this reason would not have meant anything to her. Elizabeth would bot feel inferior to people of higher rank in society. Mr.Collins then went on about how she would have pressure to wed when she gets to her late twenties, As I am to inherit this estate after the death of your honoured (who, however may live for many years), I could not satisfy myself without resolving to chuse a wife among his daughters, that the loss to them might be as little as possible. This comment was to persuade Elizabeths decision and make her feel guilty if she was to refuse his proposal, because her unmarried sisters and mother would have nothing if they were made to move out of their home. He was certain she would accept his proposal when he used his persuasive comment because he thought himself was a worthy choice, that he was already making plans for their married life, you may assure yourself that no ungenerous reproach shall ever pass my lips when we are married. Elizabeth found it necessary to interrupt him by telling him that she hasnt given him an answer and politely. Mr.Collins being so full of self-importance saw he refusal as a way to make him more passionate, It is usual with young ladies to reject the address of the man whom they secretly mean to accept. Elizabeth was not that type of girl to lead a man on or to keep him waiting and stated she was not the girl who would have been foolish enough to risk her future happiness on the chance of being asked again by someone she truly loved and Mr.Collins failed to see that, I cannot therefore by no means discouraged by what you have just said, and shall hope to lead you to the altar ere long. Elizabeth tried to make it even clearer, without being rude and even added that Lady Catherine would not approve of her independent mind and he would not want to upset his patroness by choosing an inappropriate partner. Even when Elizabeth gives him these reasons for refusal he still continues, I cannot imagine that her ladyship would at all disapprove of you The reader will know that he has once again mis-judged her character. Later on in the novel Elizabeth and Lady Catherine are introduced to each other. Lady Catherine clearly despises Elizabeths outspoken manner and lack of awe. Elizabeth, getting annoyed by the lack by his persistence still behaved as a young lady and had to remain polite and assure him that he could only leave Longbourn feeling he has done his duty. In making me the offer, you must satisfied the delicacy of your feelings with regard to my family. She then went to leave the room, thinking he had finally understood her, but Mr.Collins was persistent and had not understand why she refused such a great and wonderful proposal, as he thought himself eligible and worthy husband. He tried once again to change her mind, My situation in life, my connection with the family of de Bourgh and my relationship to your own, are circumstances of high favour. Mr.Collins the greatly insulted her, as she was just to leave the room, it is by no means certain, that another offer of marriage may be ever be made to you , but as a reader we know that that is certainly not true.

Learning Management Systems (LMS) in Universities

Learning Management Systems (LMS) in Universities Abstract Learning Management Systems (LMSs) are the typically adopted technology and they provide a significant tool in supporting blended learning in universities. Therefore, these systems are being explored from various aspects. Educational technologists conclude that every university or even departments within the same university differ in its experience in adopting these systems. Department of Industrial Management, University of Kelania is adopting the LMS portal for supporting blended learning. This university administration raises considerable attention in assessing the actual extent of staff and student adoption of the LMS. In this regard this paper presents data collected from the surveyed 100 students at the Department of Industrial Management, university of Kelaniya regarding their LMS adoption. Keywords: Introduction The significance to the advancements of web-based technologies is the development of powerful software systems, known as learning management systems (LMS), have become a widely-used technology and a key instrument in supporting e-learning in higher educational institutions. As LMS offers numerous benefits to individuals and institutions, many universities have deployed some form of LMS. Students can access course materials independent of time and location. Significantly, it opens up fresh potentials for initiating academic innovations where students function as dynamic, control their own learning, develop critical thinking and become collaborative participants. In addition, LMS provides an automated mechanism for teachers in the management of online courses, allowing them to create, add, modify, customize, and reuse digital content and learning objects and tracking learner progress. Blended learning is defined as a combination (blend) of e-learning and face to face classroom learning environments (Graham,2006; Wu and Hwang, 2010; Murshitha S.M and Wickramarachchi A.P.R, 2015) Recently, blending learning has been increasing in higher education, as students are involved in collaborative learning and interaction with instructors and classmates (Wu et al., 2010). Almost all universities in Sri Lanka have developed their own LMS portal for the use of their own lecturers and students. The administrators of Sri Lankan universities are keen on assessing the actual status of faculty and students usage of the LMS as the acquisition or construction of such a system and its annual cost of operation are significant. Investigating and assessing the usage of LMS within a department and especially between different departments and universities is essential for its continuous use. The objective of this study is to investigate the status (extent of use) of LMS adoption in blended learning at university level. This research will be interested to both researcher and university community, as it will significantly contribute and improve the body of knowledge in the context of LMS adoption. Literature Review All learning management systems are not the same; they can be adopted in different ways. Different tools such as activity tools (Lesson, HTML page, Glossary, Assignments, Quiz, Choice, Database, Workshop, Wiki, Chat and Forum etc.), blocks (People, Calendar, Online Users, Latest News, Upcoming Events, Search, etc.) and filters (associated components to the activity tools and the blocks) are integrated in a single system which offers all necessary tools to run and manage an e-learning course. All learning activities and materials in a course are organized and managed by and within the system. Significant dedication in universities using an LMS is how to evaluate the actual extent of LMS usage by the staff and student. While the trends are towards more student centric learning tools, the research done has shown that yet the teaching staff is the key driver of an LMS usage. The need for a reliable guide of the extent of LMS usage becomes apparent when one considers the complexity of assessing to what extent an LMS is actually used within an university. In this direction, range of aspects of LMS adoption, implementation, support, and usage have been the subject of numerous studies (McQuiggan, C. A. 2007). Lane determined that the manner of LMS usage was largely shaped by the nature of the product as introduced to faculty [14]. Kincannon earlier studied the reaction of faculty to use of a C/LMS and determined that faculty expressed dissatisfaction at the time demands imposed by using it [13]. Amrein-Beardsley, et. al [4], Allen and Seamans for the Sloan Consortium [2], the Georgia Vista Implementation Enterprise Wide study [25], Harrington [12] and Morgan [19] all attempted to gain insight into C/LMS usage via student or instructor-supplied data, and to assess the level of faculty adoption of C/LMS via the use of surveys, determining that 96% of the largest institutions of higher learning were, as of 2006, using C/LMS to support online learning in addition to in-class courses. Vonderwell, et. al [26], Cramer, et. al [9], Mandinach [15], Tobin [23], Shiratuddin [22], and Bork [8] attempted to evolve methods for the assessment of student performance, or propose reasoned suggestions for the improvement of performance, when C/LMS software was involved in the process of education. Yet a glaring omission exists in the empirical measurement of the actual extent of usage of C/LMS by faculty derived from the databases supporting a given C/LMS, that is, regularly measuring the extent of faculty usage of the C/LMS as evidenced by the contents of the database supporting it, making it possible to detect and respond to trends. The lack of adequate means of assessing C/LMS usage has prompted some researchers to propose the application of data warehousing technology to the problem of providing a base of readily accessible faculty and student C/LMS usage data. Van Dyk and Conradie [24] proposed such an approach in 2007 in support of action research, defined by ZuberSkerrit as a critical enquiry by academics themselves into their own teaching practice, into problems of student learning and into curriculum problems[30]. The prototype data warehouse they proposed was intended to be used directly by instructors who were interested in studying the relationship between learning styles as defined and measured using the Felder index of learning styles [11] and student interaction with the C/LMS, and potentially conducting other similar ad hoc studies. Their prototype data warehouse was formed according to established dimensional techniques and In order to assess the usage and extent of use of LMS this research adopted Janossys, J (2008) assessment method that make it possible to assess usage between units of a university and between universities, drove the development and proposal outlined in detail in Figure 2.2 , which depicts a model for the derivation of a simple metric expressed as a number from 0 through 13. Figure 2. 2 Janossys LMS Usage Level and Metric Values       The formation of this model proceeds from the definition of five overall levels of possible C/LMS use. These five levels span the continuum from no use of the C/LMS by an instructor through a level which exceeds the capabilities of most C/LMS systems using the technology currently available to many institutions (Janossy,J., 2008). The Figure 2.3 provides greater detail concerning the functional usage represented by each metric value, proceeding from the lowest value through the highest: Figure 2. 3 A Level-Model for Assessing The LMS Usage among Staff and students Level 0 refers to no LMS usage. Thus, the lecturer does not create a course in LMS or does not activate student access to the LMS for the students in the course if a course is automatically created in the LMS. Level 1, refers to the very basic usage of the system only for uploading lesson content by the teaching staff and downloading lesson content or submitting assignments by the students. Level 2, refers to the usage of communication tool in an LMS. It includes the usage of modules such as email, discussion forum or chat. Level 3, refers to the usage of the testing tool (quizzes, pool or survey). For instance, students can take some quizzes and tests online, with some scores provided immediately possibly with feedback answers for incorrect items and similar. Level 4, is defined with a view to the current technological developments which require to share knowledge and to treat users as co-developers. Currently this was achieved by adding a blog module on the system but in the future there might be other modules to enrich this level of LMS usage. It is interesting to note that one could draw a parallel between the levels of this model and the theories of learning. In fact, the lowest levels of the LMS usage actually correspond to the more teacher centered approach which is typical for a basic level of learning and behaviorism. As we go upper in the level spectrum of LMS usage actually we move towards constructivism and social constructivism and end up in Level 4 which promotes building knowledge through sharing experiences and co-developing which on the other hand are some of the main principles of connectivism. Assessment of the LMS adoption in learning process. A total of 100 questionnaires are distributed and all of them are returned and usable. Table 1 summarizes the demographic profile and descriptive statistics of the respondents. Item Frequency Percentage Gender Male Female 38 62 38 62 Age or Level 20-22 (Level 2) 23-25 (Level 3) 48 52 48 52 PC ownership Yes No 84 16 84 16 Laptop ownership Yes No 94 06 94 06 Often of LMS use Regular Just-to download 30 70 30 70 Table 1: Demographic profile and descriptive statistics of surveyed students This section describes the answer for the research question, thus how is the status of LMS adoption in learning process? In doing so, descriptive profiles for each of the adoption variables are explored. Table 4.59 exhibits the descriptive profile of the five LMS adoption tools i.e. downloading lesson, chat, discussion forum, e-mail and assessment. Table 4. 59 Descriptive Profile of LMS Adoption Tools The conceptualization of students LMS adoption consists of five LMS tools namely, downloading lesson content, chat, discussion forum, e-mail and assessment. However based on the analyzed data only two LMS tools i.e. downloading lesson content and assessment were prominently adopted by students at Department of Industrial Management, University of Kelaniya. Downloading lesson content relates to the utilization of LMS for downloading notes that are uploaded by their lecturers. In this instance, lecturers impose the students to use this tool by uploading their lesson contents. In fact, findings of this study revealed that students downloading lesson contents was the highest in terms of mean compared to other LMS tools. Since being a student, one is always subject to lecturers decision. Hence, by uploading lesson content lecturers insist or impose students to use this tool and students without any questions must abide and adhere. Moreover, findings from lecturers questionnaire also indicted that all most all lecturers use this tool to upload their lesson content. Chat denotes to the utilization of LMS for the purpose of pedagogical chatting via LMS and students are being monitored by the administrator. Hence, they use this tool only for the above purpose. Findings of this study showed that chat tool recorded the lowest mean. There would be two reasons behind this lowest mean. The first reason is, normally students are being more interested and constantly engaged in chatting other than pedagogical one and use chatting tools such as facebook, twitter, skype, whatsup, viber, tango etc. The second reason is, a very few lecturers use this chatting tool as evident by lecturers questionnaire and they do not insist or impose the students to use this tool as they insist the students to download the lesson content. Discussion forum, relates to the utilization of LMS for the purpose of discussing on a certain topic with their peers and lecturers to enhance the critical thinking, analytical skills and exchange of their knowledge. Findings of this study showed that the tool of discussion forum also recorded lower mean. There would be two reasons behind this. The first reason is, as the respondents are the internal students, they have enough time for discussing face to face. The second reason is, according to the data derived from lecturers questionnaire only 25% of lectures use this discussion forum. Hence, students also do not give preference to this tool as their lecturers. E-mail denotes the adoption of LMS for communication purposes. This is also same as the previous two tools. Thus students use other mail accounts in yahoo, gmail for their e-mailing purpose. Assessment tool relates to the utilization of LMS for the purpose of assessing students through various sub assessment tools such as quizzes, short answers, multiple choice, essay questions etc. Results revealed second scoring for assessment tool in adopting LMS. This is because; students are being imposed by their lecturers to adopt this tool, as they are imposed by lecturers to download lesson contents. Findings from lecturers questionnaire indicted that 80% of lecturers use the assessment tool to assess their students. From the above discussion it is obvious that, subjective norm has a strong predictive power in determining individuals behavior. Thus, subjective norm in the form of lecturers acceptance and use of technology were found to influence students acceptance and use of the same. Thus if lecturers use or adopt LMS, students also believe it as important to them and they also imitate their lecturers and vice versa. Research Methods This study is descriptive in nature and self-administered questionnaires were used to collect data. The questionnaire was divided into three sections. References Graham, C.R. (2006) Chapter 1: Blended Learning System: Definition, Current Trends, Future Directions in Bonk, C. J. and C.R. Graham (eds.) Handbook of Blended Learning, San Francisco, CA: Pfeiffer. McQuiggan, C. A. (2007). The role of faculty development in online teachings potential to question teaching beliefs and assumptions. Online Journal of Distance Learning Administration, 10(3). Lane, L. M. (2007). Course Management Systems and Pedagogy. Retrieved October 10, 2007, from http://lisahistory.net/pages/CMSandPedagogy.htm Wu, W. C, Hwang, L. Y.(2010) The Effectiveness of e-Learning for Blended Courses in Colleges International Journal of Electronic Business Management, Vol. 8, No. 4, pp.312-322 (2010)

Personal Reading Study :: English Literature

Personal Reading Study Personal Reading Study – â€Å"Cry Freedom† by John Briley Q: Choose a novel in which a relationship between two different characters is developed. Show how the developing relationship between Steve Biko and Donald Woods explores the theme of racism and how the novel portrays the effects of racism in South African society. In your answer you must refer closely to the text and to the themes explored, characterisation and Key incidents. â€Å"And towards that day, when the isolation that creates hostility becomes the closeness that permits friendship, let us join in the song of South Africa†¦Ã¢â‚¬  As the above quotation suggests ‘Cry Freedom’ by John Briley, is a fascinating study of the real life relationship between Donald Woods and Steve Biko. The author employs a variety of literary techniques to demonstrate how two very different men with disparate lifestyles become close, and how their relationship develops under complex circumstances. In my essay I will show how the relationship between Steve Biko and Donald Woods develops and I will also explore the portrayal of the theme of racism and the effects it has on the society in which it exists. Briley portrays this through his characterisation, the themes explored and the key incidents throughout the novel. John Briley has successfully engaged my interest in the developing relationship between the two protagonists. Before their first meeting I believe that Donald Woods was not very sure of what he thought of blacks in South Africa and how much freedom they should be allowed to have. It seems to me that Donald Woods, as a white liberal and an editor contradicted himself many times. An example of this is, â€Å"He did not believe blacks should be given the full right to vote.† But a few sentences later there is a quotation saying, â€Å"When he caught the Government violating those basic ethical premises, he struck at them with a pen so sharp and so precise that his paper was quoted from one end of South Africa to the other.† I believe that in these quotations Woods contradicts himself as he believes blacks should not be given the full right to vote yet when he caught the Government violating those ‘basic’ ethical premises he would argue with them. It seems to me that Woods is not too sure what he believes is acceptable for blacks, and how far they should be allowed to go in the justice system. Furthermore, before their first meeting Woods did not approve of Biko’s black consciousness principles. He believed that Biko’s principles were all about black prejudice and that he did not want everything to be fair in South Africa but instead to be the way the

Cruel World :: essays research papers

Cruel World During the twentieth century, many Haitians lived a life full of poverty and terror; do to the many wars and epidemics that were established in the country. Throughout her novel Krik? Krak!, Edwidge Danticat depicts the violence, brutality and cruelty her people suffered during that time. In her first two stories, we get a glimpse of the horror in which the Haitian culture had to endure. Whether it was a group of protesting students getting gunned down, a young women being gang raped, or an innocent women being sentenced to life in prison because she was believed to be a witch, the terror and horror seemed endless. How could a human being treat another in such a manner? How could a Haitian treat another Haitian with so much cruelty and have that kind of malice for his own people? Danticat shows us the pain of her people through her words and demonstrates their healing power through her various short stories. In her first short story, "Children of the Sea" we are introduced to two young adults who are in love with one another but who are separated because of the terror which existed in their Haitian society. Because they feared for their lives, they had to part in hopes that they would stay alive to see each other once again. The society in which they lived was became incredibly violent due to the Haitian army trying to rid the country of anyone who was against the government or who they thought was a traitor. The army or macoutes, as they were referred to, were cruel and ruthless. One of the young narrators in the story wrote in her journal "a group of students got shot in front of fort dimanche prison today†¦. our neighbor madan roger came home with her son's head†¦. the macoutes by the house were laughing at her. they asked her if it was her dinner" (p.7). The mascoutes mocked and laughed at helpless women carrying around the head of her dead son, who they had previously shot. They shot him because he didn't agree with the government and its policies. But the mascoutes did not stop at just taunting Madan Roger, they also severely beat her. "the soldiers came looking for her son. madan roger was screaming, you killed him already †¦. he hated you like I hate you criminals. you killed him.

State and Church Essay -- essays research papers fc

Christopher Columbus and Cabeza de Vaca were two known adventurers, one being an explorer and the other as a treasurer. Both men had great reputations, which led to positions of high status. Cabeza de Vaca became the treasurer on an expedition to explore the Gulf coast as a young nobleman and Christopher Columbus went on many expeditions to explore lands of treasure and jewels of all sorts. Both men explored in a time in which the lands were controlled by church and state and because of this, pressure of enormous amounts were placed on the shoulders of these men. The misfortunes these men encountered on their expeditions led them to choose a side in which they tried to disguise their true outcomes. Cabeza de Vaca and Christopher Columbus used the power the church possessed and embellished in the writings as a means to escape ridicule and or conviction from the state.   Ã‚  Ã‚  Ã‚  Ã‚  One can get a sense from the works of Cabeza de Vaca that he went through hardship when captured by the Indians. In addition you can a sense that he uses much imagery of his men being killed and picked off one by one because he knew that the state and church would read his writings. My opinion of chapter seven is very skeptical because I feel that Cabeza de Vaca wanted to show the state and church that life over in the New World was very troubling and full of challenges so great no man can bare. He embellishes his writings in purpose of being forgiven for the money and manpower spent on the expedition. In chapter seven Cabeza de Vaca shows in his writings how he was attacked numerous times, â€Å"The day following, others came against us from a town on the opposite side of the lake, and attacked us as the first had done, escaping in the same way,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  pg. 1 except one who was also slain† (pg. 130). He keeps showing the reader that he was attacked numerous times but yet the Indians escaped the same way as the first did. These accounts could show the church that Cabeza de Vaca was strong in his encounters with harsh conditions and that these experie... ...ed this statement with the hoping he will return to explore because he feels that the third voyage did not find riches and other valuable items.   Ã‚  Ã‚  Ã‚  Ã‚  Both men used the church to somewhat cover up the unsuccessful expeditions and voyages that occurred. I feel that the writings were intentional in the fact they were not only made to keep accounts but also to show the church that they are still skilled as before they left. They also write with a manner in which they want to be rewarded somehow for their findings or misfortunes they encountered in such harsh conditions.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pg. 4 Works Cited Columbus, Christopher. The Four Voyages of Columbus. Trans. J.M. Cohen   Ã‚  Ã‚  Ã‚  Ã‚  1969. Cabeza de Vaca, Alvar Nunez. Relation of Alvar Nunez Cabeza de Vaca. Trans.   Ã‚  Ã‚  Ã‚  Ã‚  Buckingham Smith. 1871.

Moral Mutation and the apocalyptic future Essay

The two texts, the film and the book, were set in a post-Hiroshima world where arsenals were being further improved to generate a more efficient way to participate in warfare and be the leader in these developments. By lumping two stories together in an analysis, it is inevitable for traits to be observed in the chosen texts. Dewey in his analysis of Cat’s Cradle described Dr. Hoenikker as a â€Å"man-child curiously unfamiliar with concepts such as sin and God† (57). He then identified in the doctor a â€Å"moral mutation who believes with Faustian pride that humanity can manipulate, dominate, even annihilate nature† (57). When the Russians and the Americans in Dr. Strangelove developed their own military hardware in order to upstage the enemy and scare them into submission they demonstrated the characteristics of this mutation. Because of the belief that man can dominate nature, these weapons were made to possess qualities that rivalled the greatest strength of the natural world. Hence, should the enemy ever attack, they could immediately launch a counter-attack and prove their superiority. The will to dominate and annihilate nature is not the only characteristic of this moral mutation. Egocentrism plays a focal point in this mutation, for it fuels the foolishness of the characters and magnifies their ignorance. Dr. Hoenikker announced that he saw himself as a child that allowed curiosity to get the better of him and strove to study anything that caught his interest. All his studies he did for himself and he seemed to have no regard for others: he did not take good care of his wife who turned her back on everything for him; he pulled out Angela from school because he wanted someone to take care of him; and he never considered the effects of his inventions, he saw them only as playthings and never thought of the consequences that will affect the lives of millions of people. Westfahl interprets this as a jab at notion that the scientist can be relieved of responsibility in developing such instruments because he is only interested in science and not in wealth and fame (957). After his death, his children distributed the ice-nine between themselves, as he had neglected to keep such a dangerous substance in an appropriate place. The children used the seed crystal to suit their own wants, provided warring powers with the weapon and caused the apocalypse. General Jack D. Ripper acts as the Dr. Hoenikker of Dr. Strangelove. He allowed a theory that he had formed out of sexual fatigue to dictate his decisions as a general; he was too confident in his analysis of the situation and stubbornly stood by his actions, not bothering to consult with other officials. In the last stages before the explosions, he never checked on how the people around him were doing and only worried of what will become of him should his building be stormed and his enemies come after him. In the end, he chose to save himself rather than face the consequences of his actions. The two texts present the end of the world in a manner of a ticking bomb. The countdown in Cat’s Cradle starts after the reader is made aware that the events presented lead to the unfortunate end. In Dr. Strangelove, the countdown is in the form of time-measure; the length of time it would take for the B-52s to reach their targets thus activating the doomsday device. Looking at the two texts, the direct causes of the end of the world stand on a far distance from the other. Dr. Strangelove’s tension before the cataclysm was between two world powers, and elements that sprout from this tension eventually sprouted the doom. The film’s end was caused by the actions of people and abrupt: showing only scenes of the bomb explosions but none of what happened after. Perhaps this hinted that nothing survived after the event and it was truly the there were no more stories to tell. In Cat’s Cradle, what caused the end was the body of a dictator of a small island which nobody wanted to rule. The narrator believed that this was destined and all that he experienced were pointing to that event and to his destiny after the apocalypse. As he still had something to accomplish after the ice-nine incident, Jonah kept accounts of what had happened up until the point he meets Bokonon face to face. The two texts tackle different viewpoints regarding scientific development and the participation of people in history. The suggestions and portrayals of Cat’s Cradle may not completely coincide with those of Dr. Strangelove’s, but similarities still exist between the two texts. Dewey, Joseph. In a dark time: the apocalyptic temper in the American novel of the nuclear age. Indiana: Purdue University Press. 1990. Dr Strangelove or: How I Learned to Stop Worrying and Love the Bomb . Dir. Stanley Kubrick. Perf. Peter Sellers, George C. Scott, Slim Pickens, Sterling Hayden, James Earl Jones. 1964. DVD. Columbia Pictures, 2004. mininova. Cat’s Cradle. 1 June 2009. Westfahl, Gary. The Greenwood encyclopedia of science fiction and fantasy: themes, works, and wonders. Connecticut: Greenwood Publishing Group. 2005.

Diversity and Multiculturalism Essay

Minority is a word describing a group representing a population smaller than the State. They are people of distinct culture, religion, language and ethnicity from the norms of the Society. Any group resembling the stated characteristics is a Minority. This description clearly emphasizes the rebuttal of Human Rights to people who are not living within the standards of the society. Group Rights or Minority Rights, in a popular manner, speaks of the Ethnic discrimination to some and a due right to others. Moreover, a conflict begins when an individual claims of his/her minority group and yet, the State does not recognize a Minority. The group rights tend to protect a certain group and reflects the other laws excluded on their existence, which for many individuals is a direct discrimination. Primarily, rights are powers to act in accordance with the existing system having values and principles approved by the society. It is a claim or title, whether legal, descriptive and moral (Sutton, 2001). The controversy exists regarding group rights on the term called Multiculturalism. This kind of group right often pertains to a member of an ethnic or religious group. Scholars perceive this kind of group right as a barrier to the actions that most ethnic groups have before there was â€Å"civilization. † It is a form of oppression because the majority opposes those traditional beliefs and pursues the so-called â€Å"equality† to such people. Group rights exist to discriminate, oppose and eliminate the traditional acts for the satisfaction of the majority. MULTICULTURALISM Multiculturalism is the opinion that all cultures, from tribesmen and modern civilization, to be equal. However, equality does not address the century old problem because of diverse conditions. Thus, multiculturalism confers with egalitarianism. The objective of multiculturalism is to obliterate the value of free, industrialized civilization, by declaring such civilization no better than the primitive tribalism. It wants to incapacitate the mind’s ability to differentiate good from evil, to differentiate life promoting to what life is negating. Some oppose this principle because they reason out that everyone has a right to moral judgment. The ideas and culture of a specific community should have recognition and respect. ISSUES ON MULTICULTURALISM Many question how the individuals would respect such minority rights if the problem remains on cultural differences. The argument of the multiculturalists’ defenders is that all cultures are equal and some factors coming from this culture are superior to the universal values. Some fruits of Enlightenment and egalitarian movements root from the cultural proponents. Colorful ethnic attire and interesting cuisine may seem interesting and attractive. Nevertheless, with the reality of women and children’s oppression worldwide, multiculturalism is increasingly a policy to maintain that oppression (Kamguian, 2005). The crimes against women become the celebration of traditional cultures and religions with the ignorance on it disadvantages. Governments of Western foundation utilized the policy of multiculturalism in the past, which encourage and uphold the demands for group rights coming from native populations, ethnic minorities or religious groups. However, these cultures have societal cultures that employ members of meaningful ways of life across the full range of human activities, including social, educational, religious, and recreational life. Because these societal cultures play an essential role in the lives of members and because these cultures face extinction, they should have special rights for protection. This accord with group rights but that is not the case with the societal norms like slavery, female genital mutilation, forced marriages, honor killing and other horrors respected by the society. These horrible practices are within the multicultural principle but it the proper action is to eradicate it. The argument begins with multiculturalism, which acts as a substitute policy to ensure a tolerant and democratized compliance in a world that conflicts between cultures eradicate such values. Moreover, the argument leads to racism and tyranny, as the dominant group want to create a universal norm. Another argument consists of the human basic need for cultural attachments. This need then should have protection from validating and protecting different cultures. The supporters of multiculturalism contrast that individual rights is sufficient enough for protection of minority cultures or their way of life that has a consequence of having special group rights and privileges such as arbitrations from Sharia in Canada and allowances fro polygamous men in France. In other cases, group rights claim to have political exclusions, govern their principles and exempt them from the general law. Often, cultures are patriarchal and many cultures claim group rights are more patriarchal than the surrounding cultures. Examples are the common gender inequalities like child marriages, forced marriages, divorce systems biased against women, polygamy and clitoridoctomy. These cases violate women and children’s individual rights of the society. This respect for cultural traditions resulted to lack of support and voices for women and children and the marginalization of progressive forces. When one observes the culture of these minority groups, they would see how oppression and repression reside within their own communities. Not all cultures are equal even though humans’ possess culture, some may be better that the other cultures and others may possess values unacceptable to the society. Indeed the very idea of equality is the product of the Enlightenment and the political and intellectual revolutions that it unleashed (Kamguian, 2005). Forcing equality means to challenge accepted practices and believing in possibility of transformation. However, permitting the differences by the dominant culture is the acceptance of the society as a whole. The â€Å"diversity† movement is not imparting knowledge to students, but promoting racism. – Michael S. Berliner Racism is a notion directing one race as superior to another race. The affirmative action viewed by some is a form of ethnic diversity, a form of politically correct disguise. The belief of racism is that one’s convictions, values and character is particularly based on anatomy or â€Å"blood† and not by judgment. This view tends to see people of different pigmentation as different from the superior pigmentation. The spread of racism causes destruction of the individual in one’s mind. This individual then clings to another race, wanting to have that belongingness because of race diversity. Proponents of diversity seem to be the true racists because they see the world through the color of lens, hair and skin. To multiculturalists, values, thinking and human identity all cling to race. Multiculturalism establishes the oppression in equality. Proponents of diversity teach the youth that people having different cultures also have different capacities resulting to recognition of separatism and glorifying a specific race. This revolutionizes â€Å"racial identity† that aims to erect an unbridgeable perception on race differences. Hence, any cooperation between races is impossible because of their differences being emphasized. ETHNICITY AND GROUP RIGHTS The Ethnic Group has group rights that defend their members who want to exercise their right to behave and enables them to act diversely from the majority. The ethnic group supports their group rights and their representatives, subsequently. It is unnecessary and undesirable to put these rights in a metaphysical entity, which bear their independent human characteristics. In addition, the right in question resorts to be a negative claim. The majority should not forbid such groups to defend their rights. In fact, for the reason that they have the utmost power in defense, they should assist the minority to respect and bear the minority rights in a positive way. However, this can apply to a situation where the ethnic group does a grave misconduct not prevented by the existing rules and regulations. Another is that the ethnic group should observe the group rights, voluntarily and autonomously. People cannot defend a right not chosen by them. Sutton defines that in order to enact such rights they must show the capacity to understand to successful claimants (Sutton, 2001, p 21). The ethnic group rights should correspond with the human rights, as it would give them the right to protect such liberties whenever the majority, which also has human rights, opposes their ethnic habits. Nonetheless, the civil liberty of individuals and ethnic group rights come from the principle of prima facie rights, which explains the liberty experienced by the ethnic group due to these rights has limitations whenever the ethnic habits impose grave suffering or serious restrictions of liberty on other human beings. In general, the obligation of the majority has a duty not to restrict freedom when they wish to observe harmless habits and if the majority’s opposition puts a grave suffering to the ethnic group, then, they have to restrict such opposition (Hayry, 2007). Ethnic minorities do not have a group right to force or coerce their members into observing duties, which are not required by the principles of liberty and the avoidance of suffering (Hayry, 2007). Individuals have three duties, the duty not to inflict harm to another individual, the duty not to restrict unreasonably the freedom of others and the duty not to breach voluntary, harmless contracts. The first duty means for the individuals to act accordingly to the rule of the group without coercing such right. The argument then is the term ethnic group coerces their right because they did not choose the term themselves but a group will not defend a right not made by them. Hence, the general implication is to coerce such freedom, which they themselves have not freely assumed. The second duty restricts any enforcement of freedom, which proves to be unnecessary to the ethnic group. The majority would see that being a member of a minority group would enforce the second duty that is false in belief that will alter the norms. Conversely, everyone has the duty to restrict or condemn habits that will impose suffering and unwarranted restrictions of freedom. In general, the second argument gives the majority the right to restrict ethnic habits given that it will impose harm to the society but it should exceed the principles of equality and fairness. Most of the majority will regard the thesis of defense concerning ethnic habits, which they find different from the norms, false. This is natural, as the dominant groups want a homogenous society supplying the best foundation for human flourishing, even if it costs the principle of liberty and avoidance of suffering. Nonetheless, the significant patterns that endow social conformity should have actions in eliminating cultural diversity (Hayry, 2007). INDIVIDUALISM VERSUS MULTICULTURALISM The principle on individualism is the individual as the primary unit of reality and the ultimate preference of value. Contrary to what other opinions say, individualism does not deny the existence of a society rather the society as a group of individuals not above those individuals. Individualism sees every person as the end of himself and there should be no sacrifice of an individual for another (Stata, 1992). The achievement of an individual credits for himself/herself and not based on the achievements of others. Even though the society believes of individualism as isolation, it does not deny the cooperation but is a theory of the conditions living and working with other people as beneficial. In general, individualism gives credit to an individual and not on the individual’s membership with a society. The probable cure for racial differences is individualism or seeing the person not because of his/her race but because of his/her abilities. The diversity movement aims to teach the following: diversity awareness, diversity training, diversity hiring and submissions and diversity accommodations, which all refer to racial preference. The proper dose on racial issues is to appreciate individually and treatment of collective merits (Locke, 2000). CONCLUSION Protection of human rights in various fields becomes depressing in the past century. Many have resulted to war, as they protect their community from discrimination and sustenance of group rights. Before group rights, many institutions protected the safety of minorities. Three major periods existed in favor of minority group rights. The first period appeared in a non-systematic protection comprising mainly of incorporation of protective clauses, particularly in favor of religious minorities. The second period existed after World War I within the framework of the League of Nations. Lastly are the developments following World War II (Lerner, 2003) on group rights. With all these developments in minorities and group rights, still the existing truth on racial discrimination is emerging. Many say of diversity as an act of racism, that employing group rights does not prove to be efficient in eradicating discrimination. Briefly, group rights is not a power rather a suppression, racial diversity and oppression hiding in equality. References Berliner, M. Diversity and Multiculturalism. 24 May 2000 14 November 2007 Sutton, P. Kinds of Rights in Country: Recognising Customary Rights as Incidents of Native Title. 2001. 14 November 2007 p. 29 National Native Title Tribunal. Hayry, H. Ethnicity and Group Rights, Individual Liberties and Immoral Obligations. 14 November 2007 Minority. 14 November 2007 Kamguian, A. Universal Rights versus Individual Rights. 6 July 2005 14 November 2007 Culture and Multiculturalism. 14 November 2007 Locke, E. Individualism – The Only Cure for Racism. 12 December 1997 14 November 2007 Lerner, N. Group Rights and Discrimination in International Law. Boston: Martinus Nihjoff Publishers, 2003.