What Makes a Good City?

What makes a good city ?There are far to many to enumerate but here are a few: A secure water supply and sanitation system. A solid economy. A transportation network on every level. A strong tax base. Good to great schools. Better then Good police protection. Affordable housing, A built in arts and culture environment, Affordable medical, social services, sanitation and fire protection. A community spirit, a Love Thy Neighbor attitude.The ideal cityBuild housing, construct infrastructure like roads and plumbing, provide public services like electricity and garbage collection, coordinate commerce, provide recreational facilities such as parks, stadiums and museums, and facilitate transport.What makes a perfect city ?A good transport system, low traffic, lots of money, beaches and rivers, big CBD. High Helth and good education system plus near to oter big cities.Ideal CityCORRECTION OF THE ESSAY : â€Å"Imagine the Ideal City† The city of my dreams is neither too big nor too sma ll. (Jenna) It is clean, there aren’t any cigarette butts, chewing gums, papers or dog dirt on the floor.( Angà ©lique /Marjorie) It is Green, ecological (Stà ©phanie): there are less traffic and pollution because people use alternative means of transport (Gamzà ©/ Maria) and the cars run with solar energy. The houses are equipped with solar panels too to protect the Earth (Fanny/Stephanie) People recycle their wastes (Gamze ) The environment is respected (Jenna) &the scenery is pleasant because the huge sky scrappers & tower blocks have been replaced by detached houses. (Marjorie/Sabrina)The city is built with recycled materials to fight global warming (Fanny) In this ideal town People are happy & safe, they can have walks in the streets & gardens even at night. The pavements are large enough for parents with buggies and accessible for  disabled people (Vanessa). Car Parks are free (Maria). You can borrow free bikes or take a stylish cheap taxi. (Anthony) Drivers respec t pedestrians and don’t insult other drivers. Everybody is civilised & smiles (Angà ©lique/ Sabrina) You can go shopping in low cost stores (Angà ©lique). There are many activities & services for everyone: for children and elderly people . Drama groups and artists perform in the street and a music festival regularly takes place for everyone’s Greatest pleasure. (Fanny)Criminals & delinquents are supervised by cameras. In case of a problem the police or the firemen are there immediately (Vanessa) No Poverty in this ideal town.There aren’t any homeless & beggars. Charities accommodate them in decent buildings. Students no longer sleep in cars or squats. (Marjorie /Mrs Lombrana) The rents are not excessively high, everybody can afford buying a home.

Healthy fear Essay

Fear is a feeling; it is a reaction to something we are frightened of, a natural instinct when faced with something we feel may endanger us. However, fear can be healthy and/or unhealthy; for instance, being afraid of spiders is slightly unhealthy as they can not actually do any harm but if a person is afraid of developing cancer and as a result of this they stop smoking, this is a healthy fear. In biological terms, when any fear is experienced, certain areas of the brain such as the amygdala and the hypothalamus are activated which control the initial, physical response to fear. Chemicals such as adrenaline and the stress hormone cortisol are then released into the blood stream causing certain physical reactions such as; a rapid heart rate, increased blood pressure, tightening of muscles, sharpened or redirected senses, dilation of the pupils (to let in more light) and/or increased sweating. (Native Remedies) Having a phobia is a fear of something. Whatever this phobia may be, it creates a feeling of fear and causes irrational and sometimes inexplainable behavior. Being afraid of confined spaces can cause some people to avoid travelling in elevators at all costs, others who are are fearful of flying may never travel abroad. There are fears in everyone, a fear of growing old or a fear of dying is possibly an unhealthy fear as ageing and death comes to us all. Fear can present itself when feeling nervous about something, perhaps before an important occasion or a speech in front of people; there may be a fear of forgetting what to say or a fear of embarrassing oneself. Apprehension is fear and sometimes an apprehensive manner is due to the unknown, expecting something bad will happen creates a sense of apprehension. Anxiety is also fear, having experienced something that created dissatisfaction or dislike, there can be a fear in this feeling recurring, therefore an anxious fear is felt. In some people anxiety can control their lives and medication is necessary, normal worries and healthy fear are less likely to make you feel this way. Fear in children is slightly different to fear in adults. As they are unable to rationalize and compare their fears to anything other than the way they feel, a child feels an actual threat by what they are in fear of, sometimes this can cause inconsolable behavior, only rationalized when they are able to understand they are not in any real danger. Fear can be controlled by the mind. It is the brain that gives the message of something to be afraid of; if that fear is an irrational fear (spiders), then it is possible to overcome this fear by thinking logically. Unless you are faced with a wild tarantula, the tiny spider can do no harm. By telling yourself that the spider is more fearful of humans may put your fear in its place. Fear is completely normal and is a useful tool when recognizing and distinguishing danger; how we respond is according to our fear.

Thinkers In Ancient Greece And In The Enlightenment Education Essay

AbstractionIn the centuries between Ancient Greece and the Enlightenment, revolutions irrevocably altered the position quo in many Fieldss. One of the largest beginnings of extremist alteration was found in the instruction system. Whether analysing the methods of Socrates, Plato, Aristotle, Jean Jacques Rousseau, John Locke, or Mary Wollstonecraft, the importance of the parts made by each mind is manifested non merely in their several period, but besides in the modern universe. The most of import differences in the instruction systems of the Enlightenment and Ancient Greece lie non in the lessons taught, but in their deductions on pupils and society. The displacements in progressive attitudes held by the minds of these periods, the focal point and importance of humanistic disciplines instruction, and the function of adult females in the schoolroom are the extreme representations of alteration between two of the most radical periods in history.Thinkers in Ancient Greece and in the Enl ightenmentAncient Greek minds Sappho, Socrates, Plato, and Aristotle are arguably the most outstanding educational revolutionists of the period, and their replies sing inquiries of humanity, citizenship, truth and morality have held influence relevant beyond their old ages ( Murphy, 2006 ) . Murphy argues that Sappho ‘s educational political orientations revolved around cultivating the pupil as a whole while besides functioning as a wise man for immature adult females in order to better their abilities as married womans and Greeks, while Socrates questioned the function of the instructor in inquiring inquiries to develop their pupils ‘ abilities – known as the Socratic Method – and the importance of the morality in the schoolroom ( 2006 ) . Socrates besides argued that the ultimate donee in social instruction was society itself ( Harris, 2009 ) . Influenced by the methods and theories of Sappho and Socrates, Plato and Aristotle developed their ain doctrines ; Plato ‘s political orientations argued that the â€Å" intent of instruction is to assist the pupils to turn and develop their character, † ( Murphy, 2006 ) and that instruction is straight correlated and catered to those who will hold power in their state. Aristotle saw instruction as â€Å" enquiry into everything, plus airing of the end point cognition, † particularly when separating between â€Å" right † and â€Å" incorrect † ( Harris, 2009 ) . While the minds in Ancient Greece aimed to understand the human encephalon and how to outdo cultivate it, radical heads in the Enlightenment sought to understand the deductions of this cultivation. In a survey sing schools in the Enlightenment conducted by Owens ( 2011 ) , it was found that â€Å" early schools focused on instilling pupils with proper cognition to i ¬?rst be good members of the church, and secondly be good Christian members of their immediate community. † Outstanding minds of the Enlightenment, including Jean Jacques Rousseau, John Locke and Mary Wollstonecraft held positions that built upon the Ancient Greek foundation of instruction. Rousseau ‘s purposes, as argued by Jonathan Israel ( 2012 ) , were to guarantee that instruction and nature were in harmoniousness ; he advocated gender segregated instruction under the comprehension that males and females of course learned in different ways. Authority, Rousseau argued, could non be used as a instruction method ; if a kid was taught under a rigorous authorization, they would larn nil but the power of this force ( Zuckerman, 2012 ) . John Locke sought a liberated pupil. Through learning a â€Å" natural equality † ( Ruderman & A ; Godwin, 2000 ) , therefore leting him to use his rules in a general manner, Locke opposed political intercession and segregation in instruction while recommending for the modern thought of home-schooling. Mary Wollstonecraft has been hailed as the outstanding â€Å" feminist pedagogue † of the Enlightenment ( Murphy, 2006 ) . Her educational theories included speculations on Locke ‘s doctrine and the Socratic Method ; through recommending equality for adult females in the schoolroom and in society, Wollstonecraft was able to construct her theories around moral individualities of pupils and the deductions of gender on instruction ( Murphy, 2006 ) . The attitudes of minds in Ancient Greece revolved around groking the basic capablenesss of human cognition, while their Enlightenment-based opposite numbers sought the ability to construct upon and use these instructions in order to make an ideal pupil. Assorted theories, such as the Socratic Method or John Locke ‘s â€Å" clean slate † attack to instruction, have been introduced through these minds and their prevalence in the schoolroom is still noteworthy. The displacements between centuries manifest themselves in the sense of â€Å" higher † believing achieved by the philosophers of the Enlightenment ; without Ancient Greek contemplations on character development through instruction, there could be no doctrine sing how best to use and maximise the potency of the head.The Value of an Humanistic disciplines EducationIn a duologue between Ancient Greek philosophers Socrates and Glaucon, in which the virtues and hurts of an humanistic disciplines instruction are de bated, the value of groking poesy or engaging in art, Socrates argues, is good merely for personal growing – there can be small to no benefit for the province ( Of what value is humanistic disciplines instruction? , 2002 ) . Traditional instruction in Ancient Greece necessitated merely a basic comprehension of the humanistic disciplines for male pupils while females were taught chiefly through dance, vocal and poesy ( Murphy, 2006 ) . The end of Socrates, Plato and Aristotle was to accomplish a virtuous pupil through instruction ; merely Sappho aimed to accomplish this virtuousness entirely through demonstrating and learning the humanistic disciplines to her pupils – with the ultimate end of doing them nubile ( Murphy, 2006 ) . The position of the pupil as a animal necessitating to be tamed with cognition left no room for the docile chase of groking the humanistic disciplines. Ancient Greece, though the pinnacle of early progressive thought in the field of instruction, focused more entirely on the cultivation of people who could lend their able heads to society instead than lending their exactness for understanding the humanistic disciplines. Jean-Jacques Rousseau contributed assorted positions on the deductions of learning pupils the humanistic disciplines. He argued that if his co-workers taught scientific disciplines and the humanistic disciplines as a exclusive course of study, â€Å" they would be destroying the state ‘s kids by fixing them for leisure and enjoyment, alternatively of for labor, for luxury alternatively of asceticism, for refinement alternatively of simpleness † ( Israel, 2012 ) . Sing the deficiency of humanistic disciplines in Sparta, Rousseau viewed the early metropolis as oppressive to poets, and its abilities to throw out from its walls artists a point of virtuousness ; an inflexible sense of moral virtuousness and instruction could non be intertwined with disingenuous chases if successful teaching method were to be achieved ( 2012 ) . While the Enlightenment was a clip of higher acquisition and diverse thought, the purposes of instruction were to cultivate reasonability in pupils an d give them the tools to successfully oppugn their universe ( Murphy, 2006 ) . Friedrich Froebel advocated the usage of these tools in humanistic disciplines instruction, as he believed kids could heighten larning through hands-on comprehension and develop a autonomous sense of drama and creativeness ( Murphy, 2006 ) . Cultivating the â€Å" whole kid, † it could be argued, included guaranting all of their possible involvements were explored, irrespective of social benefits. The ends of minds in the Enlightenment in mention to instruction frequently overlap ; their methodological analysis of accomplishment, nevertheless, shows obvious contempt or intent for cultivating the disingenuous gustatory sensations of the pupil. The benefits associated with teaching pupils about humanistic disciplines, as argued by Socrates, could be merely personal, or, as argued by Rousseau, largely useless in society. Basically, the deductions of learning pupils about the humanistic disciplines are still considered in modern instruction. Between Ancient Greece and the Enlightenment, positions became more polarizing sing the humanistic disciplines, and the development of course of study in both periods reflects these alterations.The Education of WomenThe end of educating adult females in Ancient Greece was chiefly to develop them for a life of matrimony and family responsibilities. Women ‘s schools, such as that of Sappho, existed merely to heighten pupils ‘ abiliti es to execute undertakings in the place sphere ( Murphy, 2006 ) . Even within Sappho ‘s school, non all adult females were equal in their lowered position ; Sappho taught adult females about appropriate behaviors and appropriate frock, but held obvious disdain for adult females who did non partake in properness. Ingalls ( 1999 ) found that Sappho viewed behavior as the extreme representation of accomplishment, saying that â€Å" a adult female who has wealth without civilization will lend nil worthwhile, nil memorable to her community. † The virtues of a school chiefly covering with the instruction of adult females become overshadowed by the fact that these adult females were viewed merely every bit objects to go mistily civilized and married off to work forces, at which point their lives would go around around maintaining a place and raising kids in order to be ideal representations of society ( Murphy, 2006 ) . During the Enlightenment, the political orientations environing the deductions of gender became more outstanding ; instruction, it was argued, should be based on ability instead than gender ( Murphy, 2006 ) . Rousseau argued that boys entirely should larn practical, â€Å" manfully † accomplishments such as measuring and woodworking, while misss entirely would larn of spinning, run uping and cleaning. This segregation was in concurrency with Rousseau ‘s theory that instruction should fix kids for work ( Israel, 2012 ) . Differences in gender besides served to explicate sensed differences in head. Biology, it was argued, was the ground adult females had â€Å" presence of head, trenchancy, and elusive observations, † yet these accomplishments were non suited in practical facets of life, and should be utilized largely in developing feminine functions of female parents and married womans ( Sobe, 2012 ) . Mary Wollstonecraft, one of the first women's rightist pedagogu es, argued against the sensed restrictions of sex ; by actively disapproving of traditionally â€Å" female † chases such as usage of cosmetics and unreal idiosyncrasies, Wollstonecraft was able to run for the release of the female pupil in the schoolroom and in society ( Murphy, 2006 ) . The deductions of gender in the schoolroom in both Ancient Greece and the Enlightenment played of import functions in the construct of instruction and equality. Womans in society – as pupils, kids, female parents or married womans – faced segregation based on their sex and their sensed inability to execute the same undertakings as their male opposite numbers. In Ancient Greece, the construct of feminist intercession was to farther segregate adult females pupils in order to learn them properness through stringency and the humanistic disciplines. The Enlightenment, though immensely improved in the rights of worlds, played host to revolutionary ideas sing the instruction and capablenesss of females, in so far as that their abilities may fit those of work forces. The growing in instruction systems following each period is representative of the changes in social focal point and an obvious illustration of the difference between Ancient Greece and the Enlightenment.DecisionTho ugh centuries apart, both Ancient Greece the Enlightenment are vastly brooding of non merely each other, but modern society. The foundations for instruction discovered and built upon in Ancient Greek society served as the basis for gestating and overhauling instruction during the Enlightenment. The differences and similarities of attitudes held by radical minds of each clip period, the virtues and hurts of an arts instruction and the deductions of adult females in instruction service as representatives of some of the greatest displacements between the periods. Contributions of these clip periods hold unreplaceable value and obvious deductions on the instruction systems of today ; groking the huge differences of these two radical clip periods gives a great trade of penetration sing perceived values of instruction and the patterned advance of cognition within society.

Advanced Clinical Nutrition Research Paper Example | Topics and Well Written Essays - 1000 words

Advanced Clinical Nutrition - Research Paper Example Many theories have been advanced to explain this analogy. But the most acceptable is as follows; the trigger in heart attacks and some forms of stroke is the accumulation of cholesterol rich plaques (atheromas) in blood vessels of the heart and brain. The body detects these plaques as foreign and unwanted in the body; hence, through the process of inflammation, the body tries to remove the plaques from the walls of blood vessels. However, as the body is trying to remove the foreign plaques from the walls of blood vessels, circumstances may go wrong in that the plaques may rupture causing aneurysms or it may trigger blood clot formation. These clots normally obstruct blood flow to vital organs of the body causing heart attacks or cerebral infarcts (strokes). 2) Choose a nutrient or food that is considered both â€Å"anti-inflammatory† and â€Å"heart healthy†. Provide evidence that supports that your nutrient/food is â€Å"heart healthy† using key studies from the literature (described sufficiently and referenced appropriately). Beans. Foods like beans are anti-inflammatory in the sense that they do not have triggers of inflammation which may predispose to cardiovascular diseases. ... Beans are anti-inflammatory from many respects. Clinically, beans have been observed not to cause any heart conditions. Basically, beans do not have any cholesterol; hence, they do not trigger any inflammatory response in arteries of the heart. Epidemiologically, studies have revealed that incidences of heart conditions with plant products are rare, but animal products have been implicated. 4) Is the anti-inflammatory evidence clear? Why or why not? The anti-inflammatory response is clear in that there is no content of LDL cholesterol in beans and bean products. 5) Briefly, how would you design a study to provide information that would strengthen your case for the anti-inflammatory effects of your nutrient/food in humans? I would conduct biochemical tests on beans to ascertain that they do not have LDL cholesterol that triggers inflammation to cause cardiovascular diseases. QUESTION #2: Consider the National Cholesterol Education Program (NCEP), adult treatment panel III (ATP III) re commendations for reducing CVD risk. Discuss EITHER the dietary soluble fiber OR plant sterols/stanols recommendation and answer the following questions: 1) First, mechanistically speaking, how is that particular recommendation supposed to lower CVD risk? Be specific Introduction of soluble dietary fibers is a strategy for reducing cardiovascular disease. These foods have trace amounts of saturated and trans fats, hence, they reduce incidences of cardiovascular disease. The therapeutic lifestyle changes that are recommended to reduce cardiovascular disease risk are that fiber should be between 20 to 30 g per day. 2) Where did the recommendation itself come from? In other words, what research led to this recommendation?

Energy needs Annotated Bibliography Example | Topics and Well Written Essays - 250 words - 2

Energy needs - Annotated Bibliography Example The combination of all three energy sources, water, wind and solar power are much advantageous and achievable because it keeps the capacity of fulfilling the full energy needs of the world. The authors categorize the combination better than other energy sources based on their negative impact on environment in terms of global warming and all kinds of pollution. The authors support their choice with analysis of costs involved, impact of the energy sources and research work done on related issues. The costs involved in using natural sources are much less as compared to other means. The authors have done enough research work on the topic and are from educational backgrounds. The authors are in favor of natural energy resources. Overall, the article is quite useful in terms of informing about the advantageousness of natural resources over energy from biomass and nuclear power. This article can be used as a supportive piece for my research that is about energy needs as natural resources ar e a major mean of fulfilling energy needs if they are utilized

Sicko by Michael Moore Essay Example | Topics and Well Written Essays - 1000 words

Sicko by Michael Moore - Essay Example Its runtime is 113 minutes and its language is English. The documentary is an interesting one since it comes from the directorial stint of Michael Moore who is a name unmatched globally. He has been known to producer similar movies and documentaries in the past, which have taken a gibe at the American President George W. Bush in more ways than one. At the same time, the movie turns out to be pretty entertaining as well and hence makes all the more reason for an ordinary person to watch it to know better about the prevalent healthcare regimes within United States. (Fengkov, 2007) The movie presents different facts related with this industry, which might at times look a bit biased more than anything else. The movie has a typical Michael Moore style and aims to project the different shortcomings which are present within the very system nonetheless. It contains a lot of sarcastic remarks as well as wit which suggests that he has directed his guns towards the said system as well as the American President who is running the show within the lengths and breadths of the American nation. Some people have suggested that Sicko has just touched the surface level of the problems which have haunted the very system within the country. Others are of the view that Moore should have gone much deeper than where he already has. Sicko has aimed to take a strong stance on the American drug companies and the like. Some critics suggest that he has made use of people who are in distress and portrayed them in a manner which makes them look real bad. In other words, Moore has used people with their ailments and distressing situations which are ethically wrong at the end of the day. This kind of criticism is being raised left, right and center since freedom of expression does come part and parcel with such movies and Moore must take the same in his stride in a head on manner all said and done. Sicko took two years to get completed and

The Ideology of Liberalism Essay Example | Topics and Well Written Essays - 500 words

The Ideology of Liberalism - Essay Example This essay discusses terminology of Industrialism, Liberalism, Socialism and Romanticism. Also it describes some societal and economic factors, that led to the birth of mentioned ideologies. Industrialism witnessed the dilution of the absolute power of the monarchy and the old aristocracy. The middle class, comprised of newly prosperous manufacturers, merchants and bankers, and professionals, used their economic strength to demand a greater role in the political structure. The tenets of early Liberalism included the belief in meritocracy, as opposed to inherited privilege, the guarantee of property and contract rights, the enshrinement of the Bill of Rights, and the rejection of state interference in the economy: a laissez-faire policy. The ideology of Socialism also had its roots in the rise of industrialism. The rise of the middle-class to economic and political prominence, and the unfettered pursuit of profit, widened the social and economic divide between the working classes and the new bourgeoisie. Romanticism, which emphasized the search for direct communication with nature, and the concept of humans as unique individuals, is another ideology which can trace its origins to the reaction of intellectuals to the materialism and mechanization of Industrialism, and to the tenets of Liberalism. In conclusion, the essay states that the ideologies, that were engendered by the Industrial Revolution continue to influence the principles which govern politics and society in the twenty-first century.

Emergency room Assignment Example | Topics and Well Written Essays - 250 words

Emergency room - Assignment Example In most cases nurse in the in-patient units do not work during irregular hours (Burgess, 2014). In the ER, documentation focuses on addressing acute symptoms through use of ICD-10-CM codes. This is different from documentation that is used in the in-patient setting since it does not involve coding. In the in-patient unit documentation is done in paper format or electronically but without coding (Burgess, 2014). In the ER, there are several legal issues involved. One of them is determination of how emergent a situation is for the patient since some situations can be deceiving and accurate decisions have to be made. Another common legal issue is ensuring that patients are screened and treated appropriately while keeping them informed of the treatment being given. The legal issues arising from in-patient unit are less compared to the ER. The patients in in-patient unit need to have informed consent of the treatment they receive (Burgess, 2014). Safety and privacy of the patient can be maintained by ensuring that there is always a technician to help the patient at any given time and that there is no displayed information on the patient that other people can see. The client can also be provided privacy through use of curtains to cover his bed area. Through use of curtains around his bed area, only restricted people can intrude his personal space. The protocols related to communication include ensuring protection of the information that the patient gives for purposes of medical records. Such information should be treated with a lot of privacy and should be secured. The technicians should not share a patient’s information by any chance and should ensure that the patient is aware of the results (Burgess, 2014). In such a situation, the nurses and physicians are allowed to carry out the procedure on the patient without any consent to save his or her life. The patient will then be told about the procedures carried out when he is conscious and can

Faith as a Comprehension of Nature and Reality Essay

Faith as a Comprehension of Nature and Reality - Essay Example   Angel Gabriel approached him and proclaimed him as Allah’s messenger to spread the faith among the Arabian people. Consequently, he openly announced to the people that he was Allah’s prophet commissioned divinely to guide the Arabians to a monotheistic faith. Muhammad condemned idol worshipping that was prevalent among the people but contrary to expectation, his own people turned against him and abused him. Some Arabs planned to kill him, prompting him to seek refuge in Medina. Surprisingly, he gathered more followers in Medina while he preached his religion. Apparently, Muslims believe in five pillars of Islam. The first statement is Allah is the only God and his messenger is Muhammad. Secondly, every person must pray five times each day while facing Mecca. The third is offering of alms and the fourth pillar is fasting during the holy month of Ramadan, which happens to be the ninth month in the Muslim year. The fifth pillar is making of the pilgrimage once in an individual’s lifetime (Lewis & Buntzie, 43). Muslims worship in a mosque and in every mosque, there is a place where individuals leave their shoes. However, the mosque has no furniture or statues because we believe that they are blasphemous. Women also go to worship in the mosque but sit separately from men as a sign of modesty and avoiding distraction, but mostly women pray at home. Moreover, Islam religion values and respects women highly. The Holy Quran depicts equality of both women and men before God.

Eukaryotic organelles Essay Example for Free

Eukaryotic organelles Essay Eukaryotic organelles Living things have evolved into three categories of closely related organisms, called domains: Archaea, Bacteria, and Eukaryota. Life as we see it each day — including plants and animals — belongs to the third domain, Eukaryota. Eukaryotic cells are a more complex opposed to prokaryotes (simpler based cells), and the DNA is linear and found within a nucleus. Organelles are small structures within cells that perform specialized functions. They are found within the cytoplasm (a semiliquid substance that composes the foundation of a cell) Just as the name indicates, you can think of organelles as small organs. There are a dozen different types of organelles commonly found in eukaryotic cells. Some structures of organelles are membrane bound. The Plasma Membrane is a membrane boundary of a cell, and sorts cell transport and is the outermost cell surface. It separates the cell from the external environment. The plasma membrane is made mostly of proteins and lipids, especially phospholipids. The lipids occur in two layers (a bilayer). Proteins embedded in the bilayer appear to float within the lipid, so the membrane is constantly in flux. The membrane is therefore referred to as a fluid mosaic structure. Within the fluid mosaic structure, proteins carry out most of the membranes functions (prokaryote and eukaryote cell structure, 2000. ). The nucleus of eukaryotic cells is composed primarily of protein and deoxyribonucleic acid, or DNA. The DNA is organized into linear units called chromosomes. Functional segments of the chromosomes are referred to as genes. Approximately 100,000 genes are located in the nucleus of all human cells. Within the nucleus are two or more dense organelles referred to as nucleoli. In nucleoli, submicroscopic particles known as ribosomes are put together before their passage out of the nucleus into the cytoplasm. The endoplasmic reticulum (ER) is an organelle that is a series of membranes extending throughout the cytoplasm of eukaryotic cells. In some places, the ER is studded with submicroscopic bodies called ribosomes. The endoplasmic reticulum (ER) consists of two types the rough endoplasmic reticulum and the smooth endoplasmic reticulum. This type of ER is referred to as rough ER. In other places, there are no ribosomes. This type of ER is called smooth ER. The ER is the site of protein synthesis in a cell. Within the ribosomes, amino acids are actually bound together to form proteins. We can take a look at another organelle called the Golgi body (also called the Golgi apparatus). The Golgi body is a series of flattened sacs, usually curled at the edges. In the Golgi body, the cells proteins and lipids are processed and packaged before being sent to their final destination (prokaryotic and eukaryotic cell structure, 2000. ). Lysosomes and vacuoles are membranous sacs. The lysosome is derived from the Golgi body. It is a drop like sac of enzymes in the cytoplasm. These enzymes are used for digestion within the cell. They break down particles of food taken into the cell and make the products available for use. In other words break down old worn-out cell parts within the cell. Vacuoles Eukaryotic cells have their own internal power plant, called mitochondria. Mitochondria are organelles in eukaryotic cells where cellular respiration takes place. Mitochondria contain a short loop of DNA that is distinct from the DNA contained in the cells nucleus. These tiny organelles in the cell not only produce chemical energy, but also hold the key to understanding the evolution of the eukaryotic cell. The mitochondria play a central role in making chemical energy available to the cell. Cells which require and expend a lot of energy typically have a lot of mitochondria (Muscle cells). Plastids are major organelles found in the cells of plants and algae. They are the site of manufacture and storage of important chemical compounds used by the cell. Plastids often contain pigments used in photosynthesis and the types of pigments present can change or determine the cells color. They possess a double-stranded DNA molecule, which is circular. Microbodies are Membrane-bound organelle sacs that contain enzymes that manage many different metabolic reactions. One type of micro body, the peroxisome, regulates the conversion of fats to carbohydrates. Peroxisomes in the liver and kidney cells could also show important in the detoxifying of certain compounds such as ethanol in alcoholic beverages. Peroxisomes occur in both plant and animal cells. Organelles, which generally do not contain membranes, are ribosomes, cytoskeletal structures, centrioles, cilia, and flagella. Centrioles are small cylindrical-shaped structures that are found just outside of the nucleus. Their purpose is to produce microtubules that help move chromosomes during cell division. The cytoskeleton gives strength and flexibility to the cell. It consists of four major components microfilaments, intermediate filaments, thick filaments, and microtubules. Each of these four components provides different functions related to the overall purpose of the cytoskeleton. Cilia, tiny hair-like structures are numerous and are found on the surface of the cell. Their purpose is to move fluids or solids across the cell membrane. The trachea and bronchi are lined with cilia to move mucous that is secreted by the cells lining the trachea up to the pharynx (throat) where the mucous is either coughed up or swallowed. A flagellum is a long hair-like structure that performs a whip-like movement. The male sperm cell is the only cell in humans that contains a flagellum, which helps the sperm cell swim up the female oviduct. Ribosomes are small granular structures that are either attached to the endoplasmic reticulum or are free, floating in the cytoplasm. Proteins are produced on the surface of ribosomes (Unknown, 2012. ). Every part of the cell has a function. Membranes are essential to the organization of living processes within cells because they separate the cell from the outside world. They also separate compartments inside the cell to protect the important processes and events that occur. Cellular membranes have many functions in the different regions and organelles of a cell. All membranes contain proteins and lipid. However, the amount of each may vary depending on the membrane. Cell membranes are made up of two layers of phospholipids. Phospholipids have hydrophilic (water-loving) heads and hydrophobic (water-repelling) tails. Water exists on both the exterior and interior sides of the membrane. The hydrophobic tails hide behind the hydrophilic heads on both sides of the membrane, forming a non-rigid boundary around the inside of the cell. This non-rigid membrane is held in its shape by microfilaments (thin and solid tubes composed of protein) of cytoskeleton (Membrane structure and function, 2009. ). Proteins determine most of the membrane’s functions. One protein can have several functions. Integral proteins – those that penetrate through the phospholipid bilayer – regulate what comes in and out of a cell. Peripheral proteins are like appendages bound to the surface of the membrane. Peripheral proteins can also act as enzymes and transporters, but they only interact with different parts within the same cell. They help transport small hydrophobic molecules, toxins, and antimicrobial peptides. A cell membrane is a great example of a super molecular structure, where many molecules are ordered into a higher level of organization with emergent properties beyond those of the individual molecules (Membrane structure and function, 2009.). As every part of the eukaryotic cell works together to perform a task and function it seems apparent that without the team work of these components, the world would lack mammals, birds, invertebrates, fish, plants, fungi, and complex single celled organisms. The capabilities of long term functionalities are in conjunction with the growth stemming from this wondrous cell called a eukaryote, a milestone in the evolution of life. of the eukaryotic cell was a milestone in the evolution of life.

Characteristics Affecting Consumer Behaviour

Characteristics Affecting Consumer Behaviour Consumers buying behaviour has been comprehensively researched by marketers in order to understand how, what and why customers buy products and on what are the basis of their decisions. The fundamental basic approach into analysing consumer buyer behaviour is considered the Stimulus Response model developed by Pavlov shown in Figure . In this model consumers are subject to marketing stimuli as well as other stimuli such as economic, technological, political and cultural events. These are then evaluated by the customers black box which is based on personal buyer characteristics and decision processes, and hence different buyer responses are observed (Kotler Armstrong, 2001). Figure : Model of Buyer Behaviour Kotler Armstrong (2001) define the traditional buying decision process in five consequent steps which consist of: Problem identification Information search Evaluation of Alternatives Purchasing decision Post purchase behaviour The above model implies that the buying process initiates quite before the actual purchase and continues after. The process starts with the need recognition where the consumer recognizes a problem or a need, which could be caused by internal or external stimuli. The consumer will hence start to search and gather information in order to satisfy their needs. Information can be obtained from a variety of sources such as personal sources, commercial sources, public sources, and experiential sources. Once the consumer is armed with the required information, the consumer uses this information to evaluate alternatives in selected the brand. Following the evaluation of the options available, the consumer is required to make the purchase decision and select which brand to purchase. The loop doesnt close with the purchase of the product, but rather post purchase behaviour recognises whether the product meets the consumers expectations. Customer satisfaction is key because it will result in rep eat customers and positive word of mouth. Characteristics affecting consumer behaviour Consumer behaviour is highly influenced by external and internal factors. The external factors are divided into five sectors: Demographics, socio-economics, technology and public policy; culture; subculture; reference groups; and marketing. The internal factors include a variety of psychological factors, such as beliefs and attitudes, motivation, perception, learning and self-image (Malcolm, 2001). Studies have shown that these factors and others that fall beyond the marketers control have a significant impact on consumers behaviour and purchasing decisions (Dibb, et al., 2001; Solomon Stuart, 2003). Shah (2010) refers to traditional consumer behaviour in purchasing goods and services as the process of selecting, purchasing and consuming of goods and services that satisfies consumer wants. Consumers select the product they would like to consume by identifying the good or product that provides them with the greatest value in return. Hence the consumer will focus on the available spending power to obtain the commodity. Following the analysis of cost and price of the commodity, a final decision is taken to select the best option that satisfies the consumer needs. This process does not occur in vacuum, and is highly influenced by various factors such as social, cultural, personal and psychological factors. Although marketers have little or no influence on the mentioned factors, they still have some very important tools which may affect the buying decision process. The marketing mix, also known as the 4Ps product, price, place and promotion, is the set of controllable marketing tools that the firm uses to influence consumers behaviour in order to obtain a desired response from the target market (McCarthy, 1960). Online Buying Behaviour Since the expansion of the World Wide Web in the mid-1990s, the Internet has grown to become one of the most powerful distribution channels with a rapid increase in ecommerce transactions. This raised the need for marketers to discover the customers online behaviour and understand their decision making process when making purchases online. There are substantial differences between offline and online consumer behaviour. In his study, Vijayasarathy (2001) tried to clarify consumer online shopping behaviour by integrating web specific factors into the Theory of Reasoned Action (TRA). Furthermore Song and Zahedi (2001) examined the effects of website design on the adoption of internet shopping by developing on the model of the Theory of Planned Behaviour (TPB). Oppenheim and Ward (2006) argue that consumers are motivated to buy online because of the convenience provided. The internet provides unlimited opportunities for potential customers to purchase products at any given time and place. The internet also provides limitless information about products and services which is easily accessible to online visitors. Furthermore when comparing online shopping to traditional shopping, there are no waiting lines for shoppers on the internet and no pressure coming from sales people (Smith Rupp, 2003). However studies show that the internet has become a useful tool for comparative shopping, where users browse the web to search and compare products, whilst making it easy to abandon the purchasing process (Degeratu, et al., 2000). Furthermore Anfusos research (2004) shows that the online search for information about products drive offline sales. Consumers prefer to search for product information online since it is much more convenient, and hence purcha se the product from a brick and mortar store. Different authors have identified various divergent personas describing what the online buyers look like. Marker (2011) suggests that online buyers tend to exhibit the following psychological characteristics: egocentric, impatient, impulsive, educated, informed, thrifty, private, cautious, indecisive and pleasure-driven. In their study Donthu and Garcia (1999) propose that online shoppers tend to be convenience seekers and tare easily influenced by marketing campaigns. Furthermore they also put forward that internet users are less price and brand conscious, whilst also suggesting that these have a higher purchasing power. Other studies show that online customers are more likely to be of a young age with a high disposable income. It is also propose that they have a solid level of education especially in computer literacy, as well as being big retail spenders (Allred, et al., 2006). As mentioned earlier there are various factors which impact the traditional consumer behaviour. Liang and Lai (2000) suggest that online consumer behaviour has similarities with the traditional consumer behaviour, where consumers recognize a need for a product or service, use the internet to search for information, evaluate alternatives to choose the best solution and finally purchase the product followed by post purchase evaluation. However other studies indicate that there exist various factors that differ from the traditional consumer markets to the online environment. Refernce groups effecting consumer behaviour online have taken the form of virtual communities, consisting of blogs, forums and other forms of discussion groups (Huarng Christopher, 2003). Social influences, such as experiences, recommendations and tastes of online bloggers have an effect on online consumer buying behaviour and have a significant impact on the final decision the consumer makes. In their study Hasslinger, et al., (2007) highlight the fact that cultural differences also highly influece online consumer behaviour, especially the difference in social class the consumer belongs to. Consumers who form part of a higher social class have a higher probability of owning a computer with internet access, and thus they are more likely to purchase online than consumers from lower social classes. Personal influences effecting online behaviour also relates to the income the consumers earn, since there exists a positive correlation between households with higher income and computer possession, internet access and advanced level of education (Monsuwe, et al., 2004). Age was also recognised as being another determinant for effecting online shopping behaviour (Smith Rupp, 2003). Younger people are more pertinent in using the internet as a shopping medium compared to the older generation, since the latter tend to have less technical know-how and are far less inclined to commit and trust online vendors. Furthermore Smith and Rupp (2003) classify motivation, perception, personality, attitude and emotions as the set of psychological characteristics influencing online consumer behaviour. With the launch of Web 2.0 in 2004, the interaction between online consumers and vendors has become a reality, which became possible due to evolution of high-speed broadband connections. Web 2.0 consists of a collection of interactive tools and social communication techniques which are aimed to increase user participation and engagement online through its virtual word of mouth (Chaffey, 2011). In their study, Wirtz, et al., (2010), identify social networking and interaction factors as the two most important factors affecting online consumer behaviour from the Web 2.0 era. Moreover social networking provides online consumers with enhanced trust factors and helps retain online customers, which is fundamental for online retailers (Jarvenpaa, et al., 2000). In their research, Cheung, et al., (2003), analysed 351 publications and classified the theories used to understand online consumer behaviour. They conclude that the principal models in assessing this area are the Theory of Reasoned Action (TRA) together with the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB). Other theories which have been tested include The Expectation Confirmation Theory (ECT) and Innovation Diffusion Theory (IDT). Table provides the list of the most frequently tested theories in the area online consumer behaviour together with their references. Cheung, et al., (2003) take a holistic view of the online consumer purchase process, where they investigate the connection between the intention, adoption and continuance of purchase from online consumers. Their Model of Intention, Adoption and Continuance (MIAC) recognised that businesses primarily focused their efforts in attracting online customers. However due to stiff competition, organisations changed their attention from initial purchase to retaining customers and building customer loyalty. Table : References of Online Consumer Behaviour Research Online marketers persuasion tools Consumers are subject to influences from marketers which might impact their purchasing behaviour. Marketers provide stimuli to the consumers black box in order to try and influence the consumers decision prior to making their purchase decision (Kotler Armstrong, 2001). The set of controllable (i.e., traditional marketing) and uncontrollable (i.e., environmental factors and personal characteristics of the consumer) factors between online and traditional markets do not vary fundamentally, where both markets have factors which are within the influence of marketers and some factors which fall beyond their reach. As discussed above, most uncontrollable factors are quite similar for both the traditional and online markets (Dibb, et al., 2001; Solomon Stuart, 2003). However a thorough analysis of the online consumer purchasing decision indicates that the controllable factors influencing the traditional markets are distinct from those influencing the online market. Although most of the traditional marketing activities, such as mass advertising and sales promotions, can be applied to the online market in order to try and influence the online consumer behaviour, they are likely to be futile due to the changing nature of the online consumer (Urban Hauser, 2003). Moreover, Constantinides and Geurts (2005) suggest that traditional marketing tools are ineffective when targeting potential global online customers dispersed across different geographical regions. Since most of the interactions between online customers and online vendors occur on the web, a logical assumption is that the main marketing influences produced from the online vendors are experienced by customers online. Online marketers can influence the online consumer behaviour primarily by delivering the proper online experience, more known as the Web Experience. The virtual marketing elements constructing the online consumers Web Experience are under the e-marketers control and can shape or influence the consumers behaviour during an online interaction (Constantinides, 2004; Constantinides Geurts, 2005). Forces influencing customers purchase intention (Model) The Web experience is a combination of online functionality, information, cues, stimuli and products/services (Constantinides, 2004). The company website is primary medium of delivering the Web experience, which is the gateway between the organisation and the online customers. Constantinides (2004) explores the idea of introducing the Web experience as one of the controllable marketing factors influencing the online consumers behaviour. Figure illustrates the controllable and uncontrollable elements influencing the online consumer behaviour. Figure : Forces influencing the online consumers behaviour Source: Based on Constantinides framework (2004) Web Experience Web Experience Elements Content Category Aesthetics Marketing Mix Psychological Category Trust and Commitment Functionality Category Usability Interactivity

Impact of Stereotypes in McQueens 12 Years a Slave

Impact of Stereotypes in McQueens 12 Years a Slave Introduction Stereotypes are a piece of our ordinary life. We hear Stereotypes consistently and all around. In some cases we can end up in a circumstance where we make Stereotypes for a vast gathering of individuals. Each individual, youthful or old, is named with either positive or negative Stereotypes. Every gathering is called by name, which does not so much fit to everybody in that particular gathering. Stereotypes influence individuals social lives, feelings, and how individuals interface with their surroundings. There are times that you are not all that open to the thought of meeting new individuals, and making new companions. You would prefer not to go outside, in light of the fact that we have put our own particular set of tenets in this world. We realize that we get censured about what we wear each and every day! We are scrutinized in which music we listen to, how we look like, how we act, and who we hang out with. We are likewise reprimanded on every other individual characteristic and blemish we have. We have put the bar far up high, perhaps excessively high for our possibilities. 12 Years a Slave Summary Steve McQueens 12 Years a Slave stars Chiwetel Ejifor as Solomon Northup, a free dark man in 1840s America. He makes his living as a fiddle player, and his wife is an educator. He is shanghaied by a couple of evil white men, and soon ends up on a boat headed to New Orleans where he is educated he will be called Platt and is sold into bondage by a deceitful agent (Paul Giamatti). As he works away for the charitable yet clashed estate holder Mr. Passage (Benedict Cumberbatch), who perceives that Platt is both taught and a craftsman, he butts head with Fords subordinates, particularly the calmly pitiless Tibeats (Paul Dano). After they have a fierce quarrel, Ford fears for his slaves life and offers him to Mr. Epps (Michael Fassbender), a dipsomaniac cruel person who claims a cotton estate. Despite the fact that Epps peruses from the scripture to his property, as he often alludes to his slaves, he is himself not resistant to sins of the flesh. He has taken the youthful Patsey (Lupita Ny ongo) his best cotton picker as his significant other, and this doesnt sit well at all with his serious wife (Sarah Paulson), whose specific scorn for blacks and her envy energizes her numerous corrupting activities to Patsey. Solomon awaits his chance, endeavors to protect a pinch of self-confidence, and sits tight for the opportunity to recover his legitimate name and additionally his crew. Perry Seibert, Rovi. Stereotype in 12 Years a Slave You dont require $20 million and 134 minutes to say something that everybody knows and concedes to so absolutely that you cant even have a level headed discussion on it any longer, in particular, bondage is awful. English producer Steve McQueens 12 Years A Slave, which discharged in India a week ago, doesnt simply show that subjection is terrible and merciless and grisly and malicious however goes ahead to exhibit, on the off chance that you missed it the first run through, or the second time or the third or fourth or fifth time, that subjugation is awful and ruthless and abhorrent and fiendish and arent we happy that this is all over and we are such decent individuals on the grounds that we have the benevolence of heart and affectability of soul to be moved and bothered by the graphically delineated torment and enduring of estate slaves in pre-civil War America. 12 Years a Slave is not a simple motion picture to be discriminating about. Its got so huge numbers of the more evident th ings right that it’s hard to wrap your head around the not really clear ways it happened. The cinematography is incredible, the acting is extraordinary, the altering is tight, and the music is more than skillful. At the same time this specialized virtuosity winds up adjusting an aesthetic extend whose fakeness is surpassed just by its clichà © both covered sublimely by the alluring appeal of the medium. The fakeness and clichà ©, as is common of such endeavors, are halfway apparent in the films steadfast generation of each Hollywood stereotype about bigotry and subjugation: Black individuals enduring – tick; psycho-cruel person slave manager – tick; gut-agitating brutality – tick; white supporter – tick. Anyhow the stereotypes alone dont clarify the lacking honesty of this great motion picture, for Django Unchained (2012), an alternate film around a slave set in before the war America, ticks off all these account buzzwords but delivers the goods as a far prevalent film. Not at all like 12 years a Slave, Quentin Tarantinos Django Unchained has a point: to excite the viewer with a basic story of retribution. In the event that Tarantinos characters are highly contrasting, it is on account of satisfying sensational necessity of the story that needs personifications to capacity. McQueens film, then again, dazed on the virtue and honorability of its imaginative mission and the ethical certitude of its topic, sways from one scene of anguish and remorselessness to an alternate from a lynching to a whipping, from a beating to a wounding, from a slapping to a hanging to a lashing to an assaulting. The cam separates the last ounce of tasteful result for each second of cam time contributed, which is not through and through amazing given that McQueen comes to silver screen from workmanship school, having been a feature establishment craftsman before turning to filmmaking. Anyhow it is stunning that McQueens characters are as one-dimensional as Tarantinos, despite the fact that 12 Years a Slave, not at all like Django Unchained, is purportedly a genuine, straight, unfazed take a gander at bondage and slave-owning America. Stereotype in Today’s Society I for one disdain stereotypes. I aversion the way that individuals think I ought to act one route due to my sex, identity, or nationality. I detest that individuals think I ought to like games on the grounds that I am a man. I loathe that individuals think I ought to be cleric in light of my identity. I detest the greater part of this on the grounds that individuals are making an idea of me situated in what they see, yet not in who I truly am. Stereotypes are an enormous issue in our general public. It puts marks about how an individual ought to act or live as per their sex, race, identity, and different actualities. This could influence people who maybe like distinctive things or do diverse exercises, however feel embarrassed about doing as such due to stereotypes. Stereotypes like all men like games or ladies are not as solid as men, are among the most well-known in our general public. Stereotypes have made a twisting of how every individual ought to be. We as a feature of the era Y ought to know how these stereotypes could influence us as people. We ought to learn not to judge and prejudge about individuals due to what we think they ought to be similar to, and ought to change our perspective about the stereotypes that are profoundly established in our general public. The negatives impacts that stereotyping causes in individuals are numerous. A percentage of the negatives impacts are mischief, poor execution in distinctive exercises, and even wellbeing issues. As per the article Long Time Effects of Stereotyping distributed in psychcentral.com, Rick Nauert contends how individuals can be influenced by stereotypes even in the wake of being presented to them. Nauert built his contentions based with respect to an investigation of the University of Toronto that demonstrates how individuals get hurt on account of stereotypes, and how it could influence their execution in distinctive undertaking. Individuals are more inclined to be forceful after theyve confronted partiality in a given circumstance. They are more inclined to show an absence of restraint. They experience difficulty making great, reasonable choices. Whats more they are more inclined to over-enjoy on undesirable sustenances says Michael Inzlicht, who drove the examination. This shows how p eople are influenced in a contrary manner due to antagonistic stereotypes. In any case not just awful stereotypes reason negative impacts in people. Great stereotypes can likewise be destructive and cause new issues. They are far more atrocious in light of the fact that individuals are not mindful they are bringing about mischief. In the article Why stereotypes are terrible actually when theyre great', distributed in the site guardian.co.uk, Oliver Burkeman clarify how great stereotypes could make an alternate issues, for example, sexism and bigotry. This can be unsafe to numerous people. Burkeman contention is situated in a study by the Duke University that found that constructive stereotypes can be destructive in diverse circumstances without individuals acknowledging they are doing as such. In this study the members were presented to fake articles identified with dark individuals. The primary article was certain and demonstrated that dark individuals are better at games. In this first article the members didnt understand this was a stereotype. Next the members were presented to an antagonistic article about that dark individuals are more inclined to brutality. At the point when asked to gauge the likelihood that a theoretical arrangement of individuals with ordinarily African-American names may carry out a wrongdoing, individuals presented to the positive stereotype appraised that probability as higher than did those presented to a negative one. The constructive stereotype (great at games) evidently prompted stronger pessimistic convictions about dark individuals than the negative one (inclined to viciousness) (Burkeman). This shows how great and terrible stereotypes are just as awful on the grounds that it causes prejudgment and prompts more concerning issues. Book: Native Son by Richard Wright All through the novel, Wright delineates the routes in which white prejudice strengths blacks into an influenced and accordingly perilous perspective. Blacks are plagued with the hardship of monetary abuse and compelled to act subserviently before their oppressors, while the media reliably depicts them as bestial beasts. Given such conditions, as Max contends, it gets to be inexorable that blacks, for example, Bigger will respond with brutality and contempt. Nonetheless, Wright accentuates the horrible twofold edged impact of prejudice: however Bigger’s viciousness originates from racial scorn, it just builds the bigotry in American culture, as it affirms bigot whites essential apprehensions about blacks. In Wrights depiction, whites successfully change blacks into their own particular negative stereotypes of darkness. Only when Bigger meets Max and starts to see whites as people does Wright offer any expectation for a method for breaking this circle of bigotry. Just when thou ghtful comprehension exists in the middle of blacks and whites will they have the capacity to see one another as people, not only as stereotypes.

equalization :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Introduction   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The intent of this paper is to explain the equalization program and Atlantic accord. First, what is equalization, why does the program exist, and how is it calculated? Are there problems with today’s equalization program? Next, what is the Atlantic accord and generic solution and why has it been an issue in the past six months? What were the offers the federal government gave Newfoundland and what was finally accepted by Newfoundland’s provincial government? Finally, what do the future hold? Can the Atlantic accord deal affect the equalization sustainability? What are the other equalization formula, policy options? These are the issues that this paper will try and address.   Ã‚  Ã‚  Ã‚  Ã‚  What is Equalization? The equalization program has its roots in the Rowell–Sirois report of 1940 and in 1950 James M. Buchanan defined payments that the federal government made to â€Å"weaker† provinces as equalization payments. Canada implemented the equalization program in 1957 and has been making unconditional grants since then. Today the department of financial Canada defines equalization as a: â€Å"Federal transfer program that allows provinces, regardless of their ability to raise revenue to provide roughly comparable levels of services at roughly comparable   Ã‚  Ã‚  Ã‚  Ã‚  levels of taxation. Eligibility to receive equalization funding is determined by a   Ã‚  Ã‚  Ã‚  Ã‚  formula measuring each province’s revenue – raising capacity against five –   Ã‚  Ã‚  Ã‚  Ã‚  province standard.† Note: The five provinces are British Columbia, Saskatchewan, Manitoba, Ontario and Quebec. Equalization is so important that it has been acknowledged within the Constitution:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Parliament and the government of Canada are committed to the principle of   Ã‚  Ã‚  Ã‚  Ã‚  making equalization payments to ensure that provincial governments have   Ã‚  Ã‚  Ã‚  Ã‚  sufficient revenues to provide reasonably comparable levels of public services at   Ã‚  Ã‚  Ã‚  Ã‚  reasonably comparable levels of taxation.† However, equalization today is not the same as in 1957 due to updating and renewing (Equalization is renewed every 5 years). The Principle idea that all citizens within Canada should have the same quality of public goods no matter what the provincial government’s revenue capabilities are remains the same.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Why Equalization?   Ã‚  Ã‚  Ã‚  Ã‚  There are several reasons why Canada has adopted the equalization program. First, there are the vertical and horizontal imbalances between provinces and country. Next, Canadian provinces have a strong preference for provincial autonomy. Third, there is need for economical and political equity between provinces. Finally, equalization is needed for economic labour mobility efficiency within the feudalism.   Ã‚  Ã‚  Ã‚  Ã‚  The first step in understanding why Canada has an equalization program is to understand what is meant by vertical and horizontal imbalances.

Protein Synthesis Essay -- Papers

Protein Synthesis Protein Synthesis is the process whereby DNA (deoxyribonucleic acid) codes for the production of essential proteins, such as enzymes and hormones. Proteins are long chains of molecules called amino acids. Different proteins are made by using different sequences and varying numbers of amino acids. The smallest protein consists of fifty amino acids and the largest is about three thousand amino acids long. Protein synthesis occurs on ribosomes in the cytoplasm of a cell but is controlled by DNA located in the nucleus. Protein synthesis is a two-part process that involves a second type of nucleic acid along with DNA. This second type of nucleic acid is RNA, ribonucleic acid. RNA differs from DNA in three main respects. First, the sugar units in RNA are ribose as compared to DNA's deoxyribose. Because of this difference, RNA does not bind to the nucleotide base Thymine (T), instead, RNA contains the nucleotide base Uracil (U) in place of T. (RNA also contains the other three bases: Adenine (A), Cytosine (C) and Guanine (G). Secondly, RNA, unlike DNA is a single stranded molecule and is therefore not bonded to a complimentary base. The third difference between RNA and DNA is that there are three different types of RNA, mRNA (messenger RNA), tRNA (transfer RNA) and rRNA (ribosome RNA). mRNA carries the genetic code (instructions how to assemble the protein) from the DNA in the nucleus to ribosomes in the cytoplasm. tRNA picks up and transfers amino acids from cytoplasm to the mRNA on the ribosomes and is shaped similar to a cloverleaf. rRNA forms a structural part of ribosome that helps join the amino acid... ...RNA strand can then either be used again to create more proteins or be broken down into their separate nucleotides. Protein Synthesis is the process whereby DNA codes for the production of essential proteins. This process can be divided into two parts, transcription and translation. Transcription is the production of mRNA from a DNA template. mRNA carries the information from the nucleus to the cytoplasm, which is where protein synthesis occurs. Before the synthesis of a protein begins, amino acids are attached to the tRNA molecule, which transport and attach them to the mRNA with the aid of rRNA, this is known as translation. Peptide bonds then form between the amino acids. Once the chain is completed the polypeptide chain separates from the tRNA and move in to the cytoplasm and in this way a protein is formed. Protein Synthesis Essay -- Papers Protein Synthesis Protein Synthesis is the process whereby DNA (deoxyribonucleic acid) codes for the production of essential proteins, such as enzymes and hormones. Proteins are long chains of molecules called amino acids. Different proteins are made by using different sequences and varying numbers of amino acids. The smallest protein consists of fifty amino acids and the largest is about three thousand amino acids long. Protein synthesis occurs on ribosomes in the cytoplasm of a cell but is controlled by DNA located in the nucleus. Protein synthesis is a two-part process that involves a second type of nucleic acid along with DNA. This second type of nucleic acid is RNA, ribonucleic acid. RNA differs from DNA in three main respects. First, the sugar units in RNA are ribose as compared to DNA's deoxyribose. Because of this difference, RNA does not bind to the nucleotide base Thymine (T), instead, RNA contains the nucleotide base Uracil (U) in place of T. (RNA also contains the other three bases: Adenine (A), Cytosine (C) and Guanine (G). Secondly, RNA, unlike DNA is a single stranded molecule and is therefore not bonded to a complimentary base. The third difference between RNA and DNA is that there are three different types of RNA, mRNA (messenger RNA), tRNA (transfer RNA) and rRNA (ribosome RNA). mRNA carries the genetic code (instructions how to assemble the protein) from the DNA in the nucleus to ribosomes in the cytoplasm. tRNA picks up and transfers amino acids from cytoplasm to the mRNA on the ribosomes and is shaped similar to a cloverleaf. rRNA forms a structural part of ribosome that helps join the amino acid... ...RNA strand can then either be used again to create more proteins or be broken down into their separate nucleotides. Protein Synthesis is the process whereby DNA codes for the production of essential proteins. This process can be divided into two parts, transcription and translation. Transcription is the production of mRNA from a DNA template. mRNA carries the information from the nucleus to the cytoplasm, which is where protein synthesis occurs. Before the synthesis of a protein begins, amino acids are attached to the tRNA molecule, which transport and attach them to the mRNA with the aid of rRNA, this is known as translation. Peptide bonds then form between the amino acids. Once the chain is completed the polypeptide chain separates from the tRNA and move in to the cytoplasm and in this way a protein is formed.

Does Herodotus Offer Adequate Explanations for Colonisation

Does Herodotus offer adequate explanations for Greek colonisation in the archaic period? Herodotus gives all ancient historians invaluable insights into colonisation in the archaic period, despite having his well known limitations. We must overall regard his work ‘The Histories’ as an equal to archaeological evidence and Thucydides’ work when it comes to studying colonisation in this period. Before I begin this essay, however, I must first quickly define two crucial terms.The term ‘colonisation’ (as we mean it during the during the archaic period) has for some reason been debated at great length by ancient historians, who seem determined to remove it as far away from the imperial meaning of the word as possible. I don’t see why, as both have glaring similarities and only minute differences. They both involve one kind of people moving in significant numbers to a new place (where either a different kind of people or no people were present) and es tablishing their way of life in said location.The only real differences being the literal translation of the word in Greek meaning ‘home away from home’ or ‘trading place’ and the imperial meaning of the word leaning more towards the subjugation of the local inhabitants rather than the replacement of them (which was more common in archaic Greece). The second term is ‘Archaic Period’ which in this essay will be defined as the period from 800 to 478BC.To examine in detail Herodotus’ explanations for colonisation during this period I will examine to what extent he informs us on: land-hunger, trading considerations, drought[1]and I will also comment on his references to the Delphic oracle. I have picked these areas to judge Herodotus on, because they are the most regularly agreed upon reasons for colonisation occurring and therefore his comments on these areas have the potential to be most informative to us, as A.Graham eloquently sums up wi th ‘though a very large number of extant authors provide some piece of information relevant to the history of Greek colonisation only a few are of overriding influence†¦ their [Herodotus and Thucydides] importance lies in their relatively early date, although they belong to a period after the Archaic colonising movement, they are nearer to it than our other substantial sources’[2]. It is for this paramount reason that Herodotus’ comments on these subjects are so crucial to our study of colonisation.In scrutinizing Herodotus’ comments in this field I will look some of the examples that he uses, namely: Chalkedon, Sigeion, Egypt, Olbia and of course Cyrene. So through looking at the four main reasons for colonisation and cross-referencing it with the examples stated I will fully evaluate whether or not Herodotus is an adequate source to look to regarding the archaic colonisation period. It must also be mentioned at this point that ‘political facto rs’ would have also been a strong factor to consider, however, would take up the word count fully all by itself, so will be left for a another time.Land–hunger refers to one of the push factors that are widely believed to have caused many Greeks to leave their original homes in search of more land and in particular, more fertile land. We see this especially in the case of mainland Greece and the Peloponnese where there were less fertile plains and more arid and mountainous terrain Although Herodotus never explicitly tells us that this was a major cause for colonisation, we can infer from some of his writing that this would have been a factor.Herodotus enlightens us to the existence of a colony on the coast of the black seathat ‘have sanctuaries dedicated to the Greek gods and †¦ whose language is a mixture of Scythian and Greek’[3]. Now this alone does not specifically tell us that the Greeks moved to this area because it was particularly fertile or t hat their home region was lacking in enough land, but when you continue to read on and see that it was the Megarians who colonised Chalkedon[4] and Byzantium (located either side of the Bosphorus) then one can easily see the extent to which a Peloponnesian city-state would go to find new lands.This is a weak argument on its own, however, twinned with some basic knowledge of Antiquity it grows in strength. For instance anyone with knowledge of mainland Greek states will know that the Megarians were indeed very restricted with regards to land. They were squashed between the Peloponnesian League members such as Corinth, to the south, and Attica (ruled by Athens), to the north and east. The fact that they set up at least three colonies: Megara Hyblaea, Chalkedon and Byzantium, clearly indicates land-hunger, just as their geography would suggest.On top of this, anyone with a basic knowledge of antiquity would also be aware of the huge agricultural resources available around the black sea , proved by Athens’ later dependency on grain imports from this region during the Peloponnesian wars. The way in which Herodotus describes Cyrene as having a ‘hole in the sky’[5] (i. e. it rains more making the ground more fertile) can also be taken as a heavy hint as to why Cyrene was set up.My point being, when reading Herodotus, sometimes he must be used in conjunction with elementary knowledge to support or disprove points. In this case he has supported the idea that land-hunger was an adequate explanation for Greek colonisation though not explicitly telling us. One has to admit though that over the course of the whole work, Herodotus does fail to fully support this factor. Unless you are a primitivist, trading advantages had to be a substantial pull factor for your city to advocate colonisation.I will develop this argument assuming that the Greeks were an enterprising race because this is the argument that will prove to be entirely accepted in due course. Th e finest example of Herodotus explaining colonisation, in regards to trading motives, is his account of the settlement set up at the mouth of the River Nile called Naukratis. He declares ‘Naukratis was the only trading-station and there was no other in Egypt’[6] and goes on remark on the religious temples set up in honour of Zeus, Hera and Apollo naming Aeginetans, Samians and Milesians all present in the city.This was clearly a settlement set up with the aim of extending trade relations with the Egyptians for the benefit of Greeks. In a separate example though, one can again use basic knowledge of Hellenes in antiquity (the basic knowledge being that the Bosphorus was extremely important to trade even in archaic times) combined with Herodotus’ passage on Chalkedon[7] to see that control of the Bosphorus was important enough to trade that colonies were set up here on numerous occasions.Sigeion, just south of the Bosphorus and situated on the mouth of the river St rymon was (as Herodotus informs us) fought over furiously by Athens and Mytilene[8], again signifying the importance of trade to the foundation of colonies in the archaic period. So Herodotus then giving us comprehensive proof of trade being an adequate factor in the establishment of colonies in the archaic period. Dillon points to drought as one of the factors that lead directly to colonisation. No better example of this, in ancient literature, exists than the account of Cyrene’s foundation. For the next seven years, however, no rain fell on Thera, and all their trees, with a single exception, withered. ’[9] Now, following this short passage, we again encounter a common limitation of Herodotus, ‘The islanders consulted the oracle, and the Pythia reminding them that they were supposed to colonise Libya’[10]; that is his continuous permeation of oracles into most of his work. This is not to say that we can disregard ancient historians’ reference†™s to all oracle’s all the time, but it is of my own opinion that we take much of Herodotus’ oracular reports with a pinch of salt.So although Herodotus may have been reported a tale of curses and prophecies regarding Thera’s drought, I would take his account and remedy a notion that what was most likely to have occurred was: that the Therans had some bad luck with the weather for a indeterminate period of time and as a result could not sustain the population they included†¦ so, decided to relieve pressure on the city by sending a portion of its population to a land where they could survive (or perhaps even sustain the original colony? . To clarify my earlier ‘pinch of salt’ phrase it moves me to use the words of M. Giangiulio expressing the idea that ‘cultural memory does not ‘reflect’ historical reality, even if it expresses a form of historical self-awareness’[11]. This is the sense in which I believe we should us e Herodotus, using our modern sense of hindsight and sensibility to understand ‘historical reality’ more accurately. For further details on ‘intentional history’[12] see footnote.This is the most blatant example I have touched on so far of Herodotus supporting one of the five stated reasons for colonisation and therefore yet again going some way to adequately explaining Greek colonisation in the archaic period. The Delphic Oracle is central to the explaining of why many colonies are set up. Maurizio Giangiulio supports this line of argument by telling us ‘The decisive role played by the Delphic oracle is very strongly emphasized, through various narrative devices’[13] in this case Herodotus: ‘the oracle declared that he would found a community in Libya’[14].It is ion this way that Herodotus is able to properly shed light on a crucial part of explaining the colonising process, making evident that it was foolhardy to go on an expedit ion without the expressed will of the gods ‘the importance attached to the god’s will is an integral part of a representational strategy [of a colony]’ states Giangiulio, extending this with ‘Cyrene represent themselves- it would seem –as a polies which stood high in Apollo’s favour’[15]. To conclude, there is no denying that Herodotus has his flaws in providing explanations for Greek colonisation.I am not pushing the argument that Herodotus is an infallible source on every case study he mentions either. What must be clear though after reading this essay is that Herodotus can be used with great effectiveness to inform us on the explanations of Greek colonisation. Simple guidelines can be fitted to reading his work that allow one to see past what modern minds would usually consider fantasy, but which can really help reveal the truth in many of the cases he does use.He supports three of the four reasons very strongly, and even if he does fall short in regards to land-hunger he more than makes up for it by placing huge emphasis on the importance of oracles and trading which must be considered the principal reason for explaining in the archaic period. Words: 1,961 ———————– [1] Dillon, Ancient Greece, 2000, Routledge, pp. 1 I have not looked at political consideration only due to my word count being limited to 2000, not through sloth or lack of interest. 2] Boardman, 1982, pp. 85 (Cambridge Ancient History) [3] Herodotus, 4. 108. [4] Herodotus, 4. 144 [5] Herodotus, 4. 159 [6] Herodotus, 2. 152-154, 178-181 [7] Herodotus, 4. 144 [8] 5. 94-95 [9] 4. 151 [10] 4. 151 [11] M. Giangiulio, Constructing the past: colonial traditions and the writing of history ‘the case of Cyrene’, in N. Luraghi The Historian’s Craft in the age of Herodotus, 2001, pp. 120 [12] H.Gehrke, Mythos, Geschicte, Politik-antik und modern, 1994 pp. 239-64 [13] M. Giangiulio, Co nstructing the past: colonial traditions and the writing of history ‘the case of Cyrene’, in N. Luraghi The Historian’s Craft in the age of Herodotus, 2001, pp. 117 [14] 4. 150 [15] M. Giangiulio, Constructing the past: colonial traditions and the writing of history ‘the case of Cyrene’, in N. Luraghi The Historian’s Craft in the age of Herodotus, 2001, pp. 118

Pro Con Gay Marriage

Pros of gay marriage: Two People who love eachother should be able to publicly celebrate their commitment Equality is protected in the due process clause in the constitution ( Constitutional Right) Same sex marriage helps adoption 100,000 children in the united states are waiting to be adopted!Refusing people the right to marry causes psychological damages ( this effects society in a negative way) Access to hospitals and care ( Marriage benefits healthcare coverage) Marriage has been changing over the years ( interracial marriage) there is no one definition for Marriage Massachussets was the first state to legalize gay marriage and they have the lowest divorce rate ( highest divorce rates occur in the states that have the more strict â€Å"gay† laws If marriages sole purpose is to procreate than why are infertile couples granted the right to still marry It doesn't hurt society or anyone in particular.The only thing that should matter in marriage is love Denying them is a viola tion of religious freedom (civil and religious marriages are two separate institutions). Born gay argument : â€Å"Although all people in all societies with rare exceptions are socialized to be heterosexual, the predictable, universal appearance of homosexual persons, despite socialization into heterosexual patterns of behavior suggest not only that homosexual orientation is biologically based but that sexual orientation itself is also biologically derived. Experiences argument: â€Å"While there are different theories about how the sexual orientation develops, experts in the human sexuality field do not believe that premature sexual experiences play a significant role in late adolescent or adult sexual orientation. † Mental disorders DEBUNKED!!! â€Å"Psychologists, psychiatrists and other mental health professionals agree that homosexuality is not an illness, mental disorder or an emotional problem. Over 35 years of objective, well-designed scientific research has shown t hat homosexuality, in and [of] itself, is not associated with mental disorders or emotional or social problems.When researchers examined data about these people who were not in therapy, the idea that homosexuality was a mental illness was quickly found to be untrue Con’s of gay marriage: The institution of marriage has been defined as the union between a man and a woman ( Supreme court decision (oct 15 1971 baker v nelson) – definition has some connection with the book of genesis It may cause a slippery slope effect where people who are into beastiality and other â€Å"taboo† relationships could seek the right to marry if gay is allowed.People who are against gay marriage should not have to support something with tax dollars they find wrong such as health benefits for gay couples ( extending to gay couples would result in 596 million dollars being spent plus an additional 302 million) Children being raised in a same sex home would not be provided an optimum envi ronment because they need mother and father rearing ( studies link to earlier sexual activity also a report was done the American psychological review?Children raised with gay parents were more likely to become gay themselves) Marriage should not be extended to same-sex couples because homosexual relationships have nothing to do with procreation. Allowing gay marriage would only further shift the purpose of marriage from producing and raising children to adult gratification. Marriage is a religious right According to a July 31, 2003 statement from the Congregation for the Doctrine of the Faith and approved by Pope John Paul II, marriage â€Å"was established by the Creator with its own nature, essential properties and purpose.No ideology can erase from the human spirit the certainty that  marriage solely exists between a man and a woman. Most religions consider homosexuality a sin. It would further weaken the traditional family values essential to our society. It confuses childre n about gender roles and expectations of society, and only a man & woman can pro-create The gay lifestyle is not something to be encouraged, as a lot of research shows it leads to a much lower life expectancy, psychological disorders, and other problems BORN GAY: NO!! What is clear, however, is that the scientific attempts to demonstrate that omosexual attraction is biologically determined have failed. The major researchers now prominent in the scientific arena-themselves gay activists-have in fact arrived at such conclusions. There is no support in the scientific research for the conclusion that homosexuality is biologically determined. † Concerns for parenting and childhood : A good relationship with the same-sex parent meets a child's psychological needs for love, worth and affirmation as a boy or a girl. Where there is a lack of affirmation or even rejection, these legitimate needs are not met.If a girl's femininity is unaffirmed, she may come to believe that she is unacce ptable to her mother and therefore to women in general. In an attempt to fill the hole in her heart, she may look to other women for acceptance, perhaps even hoping (at a subconscious level) to gain femininity by association. Puberty later eroticizes these emotional needs, adding a sexual dimension. † http://gaymarriage. procon. org/ http://www. balancedpolitics. org/same_sex_marriages. htm http://borngay. procon. org/view. resource. php? resourceID=000005

Body Language in the Workplace

The book deals with how Body Language affects your business career and illustrates you step-by-step examples on the effect of Body Language and how to use it in favour of your success. The author’s Allan & Barbara Pease both come from the Business World and established this book together, developing specific techniques trough personal experiences. Allan Pease made his first personal experience with the effect of Body Language as a Teenage Boy, working as a door-to-door salesman for a rubber sponge company. He quickly learned, by watching the people’s Body Language on what they were thinking and then found a way to persuade them to willingly buy the rubber sponges without them noticing it. He later worked as a successful salesman for an Australian Life Insurance Company. The Book is a â€Å"How to† Book and designated to prospective and current Business People. The author adresses the reader directly, which gives a more personal approach to the Book. The author’s style is very informal, the quality of writing is very clear and original which makes it easier for the reader to follow and not get bored. It suits the intended audience. Body The book contains seven Chapters, each chapter representing a different situation the reader is confronted with in his/her everyday Business Life, making it easier for the reader to identifiy himself/herself in the examples and adapting them more easely. Each example is given an additional illustration or specific situation so the reader is directly involved in the situation and understands better what the author is refering to. Furthermore, there are 14 Business rules spread out over the book. More precisely, each chapter contains 2 Business Rules that have to be remembered. Moreover, the book is divided into two different categories: ‘A woman in Business’ and ‘A man in Business’. The first chapter has the Title â€Å" Interviews: How to Get the Job†¦Every Time; Are you Sitting Comfortably ? How to Sit, Where and Why â€Å" . It discusses how a First Impression is made and how to work on it. The first impression is more important than what is written on your Curriculum Vitae. The Interviewer will remember your appearance rather than what College you attended. This chapter also tells you what to do and what not to do in an interview, by example not to wear a Goatee because it represents Satan and people will most likely repel people subconciously. Furthermore, the chapter sow the reader how seating arrangements can change your whole position and what type of Table is most suitable for a Conference. The second chapter has the Title â€Å" How to Take Your Career in Your Hands: the Art of Handshaking, Networking and Surviving the Office Party†. In this chapter the reader learns what a Handshake can do to his/her professional career, in other words : â€Å"A good handshake can be the difference between a career boost and career suicide†. Furthemore, the reader learns how to behave at an Office Party and how to boost your popularity. The third chapter, â€Å"Persuasive Presentations† shows the reader how to behave during a Presentation, taking a close look at the audience and work with Power Point Presentations. In this chapter the reader learns that the audience sitting on their left is more likely to be attentive and respondend to Jokes than the audience sitting on their right. The fourth chapter, â€Å"Mastering Meetings and Perfecting Phone- and Video-Conferencing† tells the reader how to behave during a Video Conference, watching his/her Body Language and adapting the speed of Voice and sound to the other person during Phone- and Video-Conferences. The fifth chapter, â€Å"The Best-Kept Secrets of Successful Businesspeople† demonstrates the reader how to make himself/herself â€Å"taller† in the Businessworld, since it is proven that taller people get higher positions and therefor higher salaries. Moreover, this chapter shows the reader how to use eye contact and moderate smiling in specific situations. The sixth chapter, â€Å"Globalisation: The Perils and Pitfalls† shows the reader to take into consideration foreign Body-Language, especially in the Business World where people travel a lot. The authors give the most common example of Japan,where certain aspecst of Body Language are perceived differently than in Europe and how misleading Body Language can ruin a Business Plan. For example, when Japanese people nod their head while you are speaking does not mean that they are in complete agreement with you, but they are rather telling you that they are listening and that you should keep on talking. The seventh and last chapter, â€Å"Office Politics, Power-Players, Office Romances and Other Ticking Bombs† gives the reader examples on how to avoid intimidation by superiors,seeing who’s surfing on the internet and who’s really working at home, how to spot and â€Å"office romance† and most importantly how to deal with stress. Conclusion The Book gives a clear and specific Guideline on â€Å"How to† Behave in different situations , but also shows the reader the Consequences of the mistakes he/she might be making without being conscious about them. The book is easy to follow and would rather be used by people preparing for an interview. In my opinion, it is very interesting to see how such little things that are thought to be unnoticed can have such a big impact on your professional career. Personally, I encountered the same experience as the Author, Allan Pease working as a â€Å"sales person â€Å" for an NGO, but instead of doing door-to-door I had to accost the people on the street. Opening your arms to the person and showing your palms is more likely to make people stop and listen to you than moving towards them, arms crossed. It was very interesting for me to find myself in certain aspects of the book and and learn ways to improve your own appearance. I would definetly recommend this book to any person who is looking for a Job or changing Workplace and/or preparing himself/herself for a presentation.

Future of Educational Finance Essay

Gary Marx stated â€Å"identifying, monitoring and considering the implications of trends is one of the most basic processes for creating the future† (Stevenson, 2010 p. 1). The world of education is forever changing at a pace that gets more rapid as the years go on. The decisions made in the past have laid the foundation of education today, as will recent changes affect the future. Programs such as choice schooling and No Child Left Behind will impact school funding. Rulings such as the Lemon Test and separation of church and state will impact decisions that can potentially result in litigation and court rulings dictating educational decisions. In his work regarding educational trends, Kenneth Stevenson (2010) stated, â€Å"a continuing recession, escalating political polarization, rising racial/ethnic tensions, a growing national debt, and a widening divide between the haves and the have nots portend a future fraught with unprecedented challenges to and clashes over the form and substance of public education in America† (p.1). Analysis of the Lemon Test The Lemon Test was created by Chief Justice Warren Berger as a result of the court case Lemon v. Kurtzman (1971) and is based on the principles stated in Everson v. Board of Education. The case of Lemon v. Kurtzman (1971) centered on Rhode Island’s Salary Supplement Act. This act approved a salary supplement of up to fifteen percent for teachers who taught secular subjects in private religious schools or non-public elementary schools. The courts determined that approximately twenty-five percent of Rhode Island’s students attended non-public schools. Furthermore, ninety-five percent of the parochial schools were Roman Catholic. Pennsylvania offered a similar program that reimbursed non-public schools for expenses related to secular education and required schools to account for the expenses separately. Approximately twenty percent of Pennsylvania’s children attended non-public schools and ninety-six percent of the schools had a religious affiliation. The high courts looked at its own precedents and determined that, in order  for a law to be in compliance with the Establishment clause it, â€Å"must have a secular legislative purpose; second, its principal or primary effect must be one that neither advances nor inhibits religion; finally, the statute must not foster â€Å"an excessive government entanglement with religion† (Barnes, 2010, p. 2-3). The Lemon test was created to, â€Å"determine when a law has the effect of establishing religion† (The Basics, 2014, p. 3). The court applied the Lemon test to the Pennsylvania and Rhode Island supplemental funding programs and deemed that the programs in both states were unconstitutional (The Lemon Test, 2009). Both programs met the first requirement of the Lemon test as they had a secular purpose. However, the court determined that it was unclear if the programs met the second set of criteria as â€Å"while the aid was intended for secular use, it was not entirely secular in effect† (The Lemon Test, 2009, p. 1). The court decided that it did not need to establish if the programs met the second part of the Lemon test as they failed to meet the third criterion as both programs â€Å"excessively entangling state administrators with the operations of parochial schools† (The Lemon Test, 2009, p. 1). The Lemon test has â€Å"become an extremely influential legal doctrine, governing not only cases involving government funding of religious institutions but also cases in which the government promoted religious messages. Over the years, however, many justices have criticized the test because the court has often applied it to require a strict separation between church and state† (The Lemon Test, 2009, p. 1). The test has been the foundation for many of the court’s ruling regarding the establishment clause since 1971. The â€Å"choice†Ã‚  The idea of vouchers for education was first introduced in early 1950 in a move to privatize education. In that same year, as a result of Brown v. Board of Education, the southern states put the first voucher program into action as a way to â€Å"enable white students of all income levels to attend the segregation academies and continue receiving a publicly-funded, all white education† (Save our Schools NJ, 2014). In 1989, Wisconsin’s more modern voucher programs, focused on poor children of all races. (Save our Schools NJ, 2014). Regardless of the nature of the voucher program, the impact is the same- taxpayer funds being diverted from public school funding. In 2002, the Supreme Court ruling of the case of Zelman V. Simmons-Harris  stated that it was not a violation of the Establishment Clause to provide scholarships for so me students to attend private or parochial schools. This ruling had a subsequent impact on the development of S1872, also known as the Opportunity Scholarship Act. This act allowed for vouchers to go to private or religious schools. Changes from S1872 resulted in an almost $1 billion dollar revenue loss for school funding by the end of its fifth year (NJEA, 2011). In addition to the government revenue lost, a 100% tax credit is given to companies who donate to these funds thus losing additional revenue. The children given these scholarship vouchers are children from targeted failing school areas, which then result in that already failing district to lose additional weighted funding for those children. â€Å"Shifting a handful of students from a public school into private schools will not decrease what the public school must pay for teachers and facilities, but funding for those costs will decrease as students leave† (NCSL, 2014). A study by the American Federation of Teachers in 2011 looked at the revenue lost in several states as a result of money being diverted to voucher programs. In most cases, these programs obtained funding by either increasing taxes or by reducing state aid to local school districts. Both the Milwaukee Parental Choice Program and the Cleveland Scholarship and Tutoring Program did just that. The Milwaukee program, in 2009, cost taxpayers roughly $130 million and the Cleveland program reduced Disadvantaged Pupil Impact Aid to the Cleveland public schools by $11,901,887 in 2007 (American Federation of Teachers, 2011). One of the most significant issues with voucher programs is the fact that they do not have the same monitoring and regulations as public schools in order to obtain funding. â€Å"Perhaps the biggest critique of market-based reforms, such as school choice and performance based accountability is that they will further exacerbate inequalities in education† (Fusarelli and Young, 2011, p. 92). Not all program funding is distributed in the programs based on poverty. Parents of special education students are not guaranteed special education services. In addition, many programs are not monitored for the way they appropriate money. When a review of the Arizona tax credit programs was conducted, it was discovered that â€Å"almost two-thirds of all voucher orga nizations kept more funds for overhead than allowed under state law† (AFT, 2011, p. 7). Per student revenue that local districts lose to  these programs is not guaranteed to be 100% applied to the students attending the private school. In 2011, the U.S. Department of Education had a budget cut of $5 billion (The Education Trust, n.d.). In 2013-2014, over 35 states are providing less funding per students, more than 10% in fourteen of them. (Leachman & Mai, 2014). With decreasing numbers such as these, voucher programs only continue to threaten to take limited funding away from local districts. Continued funding cuts will have an impact on the economic future of our country. As stated by Brimley et al. â€Å"the more education provided, the more wealth developed; the more wealth created, the more funds available for investment; the more investment undertaken, the more wealth available for investment in physical and human capital: (Brimley et al., 2012, p. 3). The Impact of No Child Left Behind (NCLB) The No Child Left Behind Act of 2001 (NCLB) is the largest federal funding program in the history of the United States. No Child Left Behind is a, â€Å"reauthorization of the Elementary and Secondary Education Act (ESEA), which originated in 1965 as part of the War on Poverty† (Braden and Schroeder, n.d., p. 1). While NCLB provides additional funding from the federal government it also imposes mandates that states must follow. The supplementary funding provided under the No Child Left Behind Act is not necessarily enough for states to meet the standards required by the act. The main focus of NCLB is Title I funding which the federal government allocates to states to help provide an education to economically disadvantaged students. No Child Left Behind includes eight other forms of Title funding such as school safety, teacher quality, assessments, and American Indian education (Braden and Schroeder, n.d., p. 1). Title I funds are the most important part of No Child Left Behind as the majority of the funds are earmarked for Title I purposes and Title I funding holds states accountable for student achievement as evidenced on state assessments. The move towards holding states accountable for student achievement began prior to the No Child Left Behind Act of 2001. Most states included accountability in their education reform acts during the 1990s (Ladd, 2001). By the year 2001, the same year as NCLB, more than forty states published a school report card, more than half had some type of school achievement rating, and numerous states offered assistance or sanctions to schools with low student  performance (Meyer, Orlofsky, Skinner, & Spicer, 2002). In January of 2002, No Child Left Behind was signed into law and for the first time in history the federal government was involved in, â€Å"setting broad parameters, implementation timelines, and sanctions for state accountability systems† (Du ncombe, Lukemeyer, &Yinger, 2006, p. 1). States began to implement NCLB in 2002 during a time of financial difficulties. This created concerns based on the cost involved in funding a program of its magnitude as well as questions regarding the extent to which the NCLB program was funded. Most estimates concerning the cost of implementing the program were far from accurate. This prompted states, such as Connecticut and Utah, to pass legislation which allowed them to either ignore the parts of NCLB that required funding from the state or sue the federal government for a lack of funding (Duncombe et al., 2006). While NCLB involves many federal education programs, the act’s requirements in regards to school improvement, accountability, and testing are a priority. No Child Left Behind required states to test students in grades three through eight yearly in math and reading. Students in grades ten through twelve must be tested once. In addition students must be tested in science once in grades three through five, six through eight, and tenth-twelfth. In addition, states, school districts and individual schools are to â€Å"publicly report test results in the aggregate and for specific student subgroups, including low-income students, students with disabilities, Eng lish language learners, and major racial and ethnic groups† (New America Foundation, 2014). Another requirement of NCLB is that all teachers must be highly qualified. Teachers must pass a licensure exam and be certified by the state they teach in. Teachers who teach a specific subject area must demonstrate their subject knowledge by passing the subject knowledge portion of the licensure exam. NCLB specifies that states develop a plan â€Å"to ensure that low-income and minority students are not taught by teachers who are not highly qualified at higher rates than are non-minority and low-income students† (New America Foundation, 2014). In addition, NCLB give parents and guardians the right to know the qualification of their child’s teacher and if their child is receiving instruction from a paraprofessional and if so the qualifications of that individual. NCLB requires that school district’s notify parents in writing if their child will receive instruction from a teacher who is not highly  qualified for longer than four weeks (New America Foundation, 20 14). No Child Left Behind stated that all school districts in the United States were to guarantee that each child enrolled in their district would score proficient in the state’s reading and math assessments by 2014. Each state was given the freedom to define what grade level proficiency meant in regards to their state standards. NCLB required that schools make â€Å"adequate yearly progress† (AYP) towards achieving their goal. Proficiency rates increased yearly up to 2014 and individual states were allowed to choose their rate of increase. In order for a state to make AYP they must meet their goal for student achievement in reading and math every year (New America Foundation, 2014). Forty-three states, Washington D.C., Puerto Rico, a group of California school districts as well as the Bureau of Indian Education applied for waivers exempting them from being required to meet their targets and other requirements of NCLB from the Department of Education. In September of 2011, President Obama and Arne Duncan, Secretary of Education, announced that the Obama administration, â€Å"would allow states to request flexibility in meeting some of the requirements under NCLB in the absence of the law’s reauthorization† (New America Foundation, 2014). For a state to qualify to receive flexibility throu gh a waiver, the state needs to show they have adopted or will implement reforms to their, â€Å"academic standards, student assessments, and accountability systems for schools and educators† (New America Foundation, 2014). According to No Child Left Behind schools that do not make AYP for two consecutive years will be identified for school improvement, and will have to create a school improvement plan (SIP), and apply a minimum of ten percent of their federal Title I funds to professional development. Schools that do not make AYP for a third year will be under corrective action, and will be required to apply interventions to improve school performance, â€Å" from a list specified in the legislation† (New America Foundation, 2014). If a school fails to make AYP for a fourth year they will be, â€Å"identified for restructuring which requires more significant interventions† (New America Foundation, 2014). If a school fails to make AYP for a fifth year, â€Å"they must implement a restructuring plan that includes reconstituting school staff and/or leadership, changing the school’s governance arrangement, converting the school to a charter, turning it over to a private management company, or some other major change†Ã‚  (New America Foundation, 2014). Specific school districts that have a high percentage of schools that fail to make average yearly progress for multiple years could be, â€Å"identified for school improvement, corrective action, and restructuring† (New America Foundation, 2014). The Future of Church-State Relations As religion continues to hold influence on the American culture the U.S. judicial system remains the authority for interpreting the constitutionality of matters of religion. The separation of church and state comes as a result of America not having an established religion for all of the residents to follow; the people were given freedom of religion. According to Thomas Jefferson, God is acknowledged as the creator of mankind and government is not a divine organization therefore it is the responsibility of the citizens to oversee the institution of government. In 1791 the government discontinued support or promotion of any religion. The decisions made so long ago continue to greatly impact organizations such as schools today. In the classroom teachers are held accountable to the state that they will remain neutral on the subject of religion while on school grounds (The Boisi Center, n.d.). Cases such as Committee for Public Education and Religious Liberty v Nyquist (1973) and Mueller v Allen (1983) have kept the courts busy on the subject of funding religion in the educational system (Pew Research Center, 2008). The Free Exercise Clause permits students to practice their faith privately on campus as long as it does not cause disruptions to the academic day and students are not being persuaded to follow his/her beliefs. School vouchers and tax credits that were distributed from 1983-2002 were considered constitutional under the Establishment Clause as they approved a parent’s choice to have their child attend a religious school. The courts accepted these practices because they did not show intent to persuade on the side of religion (The Boisi Center, n.d.). During this time all over the country courts were hearing cases to oppose the allowance of vouchers to religious organizations as they felt it went against the separation of church-state. In some states courts ruled that vouchers could only be used for parents that wanted to move their child to a higher performing public school so that private religious schools did not receive state education funds. Now and in the future the United States  will continue to permit religious liberty to the people, the government will not be accountable nor will it dictate ones religious practices (The Boisi Center, n.d.). With the increased cases that continue to build against religion in schools and educational funding to religious private schools it is predicted that the future of church-state relations in educational funding will give more authority to the state education departments on the placement of funds. The state will seek more control of religious private schools, as the voucher program seems to be here to stay. The state is going to want more control of curriculum if they will be providing financial support (Pardini, 1999). Tax credit programs are also popular and seem to offer a compromise of church-state relations. Tax credits provide financial support to families that choose to place their child in private schools. As time progresses state government will advocate for an increase in charter schools, this will allow for state funds in the form of vouchers and tax credits to support schools that do not have a religious focus (Pardini, 1999). This battle will continue until a decision is m ade by the U.S. Supreme Court on the constitutionality of the Blaine Amendments. These amendments were established in 1875 to disallow states to financially support private schools that teach religion. At this time there are approximately thirty states that incorporate Blaine language in their constitution, which disrupts the success of vouchers being used by parents that wish to relocate their child to a higher performing and/or religious private school (DeForrest, 2003). Future Trends in Court Decisions and Power over Educational Financing The courts have had a hand in education dating back to the creation of the United States Constitution. Although there was no specific mention in the Constitution as to who was responsible, who carried the power in terms of financing education, education was valued in the early days, and many early settlers used the Bible to teach the young to read. As time went on people challenged the use of teaching the Bible in Public Schools. People used the First Amendment of the United States Constitution to argue about the intermingling of church and state and the use of direct government support for parochial, and private schools (Brimley, Verstegen, & Garfield, 2012). The courts found themselves hearing cases of people challenging the use of government funds in schools other than public schools and, in the case of Pierce v. Society of Sisters  (268 U.S. 510-1925), the courts ruled for using public funds for church-relate d schools. Because of this ruling financing public schools has seen some great changes, and will continue to see changes. This court ruling could potentially change the makeup and the system of education in the United States. States will implement more stringent guidelines as to what they expect from schools in regards to performance standards since they are the ones providing the funds. These guidelines are the result of schools continuing to fail to meet state requirements, running low on funds due decreased income from property taxes, or the need for states take over more schools or shut them down, To date there has not been a proven method that will solve the problems of educational financing. Politics have a large influence in financing education. This was evident during the Bush administration, when money went into funding Laura Bush’s library after other school programs were cut. For nearly forty years the constitutionality of the way schools are financed has been scrutinized. There have been one hundred thirty-nine lawsuits in forty-five states promoting finance reform after the ruling of Serrano v. Priest (Education Next, 2010). The states are required by their individual state constitutions to provide an adequate education to all students. Currently there is no solution to the challenges of financing public schools so that all individuals feel like they are being treated equally. The debates and challenges have been going on for decades and will continue for years to come. Responsibility is placed on the states to ensure that their State Constitution requirements are being met and to provide funding for local schools. Conclusion As previously stated education as it is known today continues to change at a rapid rate and will continue to change forever as the world that we all reside in is ever changing. Technology has had a major influence on education, and the world in general. â€Å"If students are not being taught to use technology, and not being taught adequate math, science, and communication skills, the United States will continue to lose its superiority to other countries† (A Nation at Risk, 1983). In order for the United States to keep up with the competitive commerce, today’s students need to be pushed a little more to achieve more and not just be satisfied with mediocrity. There was a time when funding private and/or parochial  schools was not even an issue, as it was clearly understood that government monies was allocated for public schools. As time went on, needs changed, be it individual needs such as students with disabilities, or families of low income. With these needs came reasons to challenge the norm. Attorneys were contracted, and the status quo was challenged. Nobody could have predicted the changes that would happen nor is it possible to predict the future from today. It is impossible to guess the future of financing education because no one knows what the needs will be in fifteen to twenty-five years from now. It is crucial that past rulings be thoroughly examined to assist with preparing for future financial direction, although that is not the magic solution. 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