Disorders Involving the Sex Chromosomes Term Paper

Disorders Involving the Sex Chromosomes - Term Paper Example The chromosomes are numbered such that they are given the numerical figures 1†¦..22 and the 23rd is the one that determines the individual sex. In total there are 23 chromosomes in human beings, the 23d being the sex chromosome with x and y as the determinants. In the normal female, the chromosome number 23 will read xx while that of the male will be reading XY (Pinsky, Erickson and Schimke 234). The alteration of the normal reading leads to what is called chromosomal disorders. The chromosomal disorders leads to the addition or deletion of either X or Y-chromosomes. Several disorders have been identified as disorders in the sex chromosomes and demonstrate distinct characteristics as manifested phenotypically (Goldberg 157). It must be noted that there are significant difference between the disorders that arise from the autosomal chromosomes (1†¦22) and those of the sex chromosomes (Passarge 98). The chromosomes that determine sex in man is coded as XY while that of females is XX, the alteration of the arrangements may lead to any of the following conditions. Turner Syndrome It is coded as XO; it is referred to as monosomy X given that the complement Y-chromosomes is missing. The fact that the syndrome results into just one X chromosome without the Y chromosome, such individuals are always females (Milunsky and Milunsky 245). The incidence of the syndrome is quite uncommon and can only be found one in every five thousand people. One of the most significant effects of the condition is sterility (Milunsky and Milunsky 256). Klinefelter Syndrome This is also a rare syndrome as for every 1000 there is only one person with the condition. Unlike Turners syndrome that involves deletion of the Y chromosome, it involves the addition of the X chromosomes (Goldberg 165). The syndrome can appear in two forms XXY or XXXY. Most of the individuals affected by this kind of disorder are males due to the presence of the Y-chromosomes. The presence of the compounded X c hromosomes makes the individuals with the condition to posses female like qualities. The individuals are sterile and in the cases of the XXXY type retardation may results (Goldberg 184). Jacobs Syndrome In the Jacobs syndrome the individuals have the sex chromosomes coded as XYY, there is an additional Y chromosome and the individuals are always males or abnormally manifest male characteristics (Passarge 112). These individuals are supper human beings as they are very tall and in many cases may suffer from acne. Research also indicates that most of these people are criminals as they show abnormally high-level aggression and most of the inmates are of these conditions. The frequency of this syndrome is 1 in every 2000 (Passarge 119). Triple-X Most of the individuals in this category are females as the syndrome involves the addition of the X chromosome and the various codes are as follows XXX, XXXX, and XXXXX (Pinsky, Erickson and Schimke 253). Due to the extra X chromosomes, the casu alties assume abnormal female characteristics and the associated problems such as those of infertility as well as retarded mental acuity. The occurrence of this syndrome is in the frequency of 1 in every 700 individuals (Pinsky, Erickson and Schimke 257). With the realization of the fact that sex chromosomes have defects that can lead to the changes in the phenotypic characteristics of individuals has sparked a series of researches in the field of genetics. One of the current research researches that is currently on going is the identification of the component of that is essential

Discussion Board Forum Forrest Gump Movie Review

Discussion Board Forum Forrest Gump - Movie Review Example By contrast, the All American hero (Gump) kyte-flyes above the drama, blissfuly ignorant of what is really going on, to raise from a crippled moronic child and become a sports star, a Superman during the war, chummy to three Presidents, and a billionaire, of course. So, if you are a conservative, you come out of the theater thinking "They got what they deserved, both of them" and wholeheartedly adhere to the movie's morals and sociological analysis. However, if the metacodes are read with more sensitive antennae, a different picture can be perceived. Existentialist ideas are in the background throughout the movie. Chance and destiny are counter played in the lifes of Jenny and Gump; there is no higher purpose, no good and evil, no God. There is only life. In this context, the countercultures are just one aspect of life. It is just by chance that Jenny is immersed in them and Gump is not, their roles in the movie are starkly black and white, to drive home the message. They could easily have exchanged their roles, their trajectories, their "destinies". Real life is a mixture of both, and any human being can during his/her lifetime partake in hell and heaven. The elements of the counterculture have always been there and will always be, as long as there is a human alive.

Philosophy of education Essay Example for Free

Philosophy of education Essay Philosophy is a set of beliefs or ideas one has towards their discipline or line of work. Don Kauchak and Paul Eggen, authors of the textbook â€Å"Introduction to Teaching: Becoming a Professional,† define philosophy as â€Å"The study of theories of knowledge, truth, existence, and morality† [ (Kauchak Eggen, 2011) ]. The philosophy of education is a very important aspect of teaching. It is meant to guide teachers in the classroom and offer insight to the thinking of past experts [ (Kauchak Eggen, 2011) ]. It often will answer the main questions any new and even seasoned teachers have when preparing to teach in the classroom. There are various degrees of philosophy, for example; there is the philosophy of life, the philosophy of religion, and the philosophy of education. However, there are four philosophies of education they include: Perennialism, Essentialism, Progressivism, and Social Reconstructionism. After calculating my scores on the philosophical assessment in the Kauchak and Eggen textbook, I found that my personal philosophy of education is an equal combination of Perennialism and Social Reconstructionism. According to Kauchak and Eggen, Perennialism consists of the teaching of classic knowledge [ (Kauchak Eggen, 2011) ]. This includes literacy, mathematics, and science. Another way of looking at this is teaching student’s subjects that they will use in the future, even if it does not seem relevant now. The definition of perennial is â€Å"long-term† and that is exactly how a teacher with a Perennialism philosophy teaches. Social Reconstructionism, according to Kauchak and Eggen is â€Å"An educational philosophy suggesting that schools, teachers, and students should lead in alleviating social inequities in our society† [ (Kauchak Eggen, 2011) ]. In other words, a teacher with this philosophy teaches their students about social problems, improving society and teaching their students about personal responsibilities. Perennialism and Social Reconstructionism are each on opposite ends of the spectrum. Social Reconstructionism focuses more on the society in which the student lives, while Perennialism focuses more on the intellect of the student. Having these two as my personal philosophies is a bit difficult. While I do believe teaching tolerance and understanding is important, I also know that learning mathematics, science and literacy is equally important. After reading the scenario on page 219 of the Kauchak and Eggen textbook, I would respond to the students by first trying to motivate them. Offering incentives is a great way to get students’ attention; they are more eager to pay attention if they are pursuing it to get something out of it. You can use anything as a motivator; my favorite was always free dessert at lunch! You can also give extra credit points on the next quiz or for younger students you could offer an incentive such as â€Å"line leader† or â€Å"bathroom monitor† for the day. The younger students love when they think they are in charge of something, it can also help their self-esteem knowing they are doing something important. I do believe this is more of an example of Perennialism, however, depending on the specific motivator and the response it gets; it could be Social Reconstructionism as well. The second response I would try is starting a discussion. I would try getting the students’ attention by putting them in discussion groups or having a discussion as a whole class. This would definitely be an example of Social Reconstructionism. This encourages the students to work together and to come up with a solution together. It gives them a chance to ask each other questions before asking the teacher. It also compels them to stay focused on the topic and eliminates the â€Å"my hand wasn’t raised† excuse. My third response, though I would make it my last resort, would be to write a summary on what was taught during the instruction. By doing this, it makes the students want and need to listen in order to do their assignment correctly. This also offers a chance to get some feedback from the teacher and allows you to reflect on what you learned and what you need to work on. This is an example of Perennialism, as it deals with the thought process and encouraging literacy. While Perennialism and Social Reconstructionism are complete opposites, they also share some characteristics, making it easier to teach using both philosophies. Many common knowledge subjects can be transitioned to include activities that work well to alleviate social problems. In math, you can have the students work in groups. This promotes team work and logic. In literacy, you may give reading assignments dealing with a specific problem in society (e. g. poverty, bullying, etc) and have the students write summaries on what they read. This can promote logical thinking as well as establishing knowledge of the society issue in the reading.

Strengthening Community Action Through Community Development Social Work Essay

Strengthening Community Action Through Community Development Social Work Essay Although the term empowerment is frequently used, the availability of high-quality research which demonstrates its success for improving the wellbeing of communities is fairly minimal (Woodall et al. 2010). There is, however, some evidence that shows that empowerment programs can lead to improve outcomes for participants. For example, in examining the effectiveness of interventions using community development approach, the Migrant Resource Centre of South Australia, which provides programs that targets particular community groups, including women, younger people, has recorded some promising ability to impact the lives of young refugees (MRCSA Annual Report, 2009). In fact, this essay argues that while community development interventions are difficult to measure, the migrant Resource Centre of South Australia has registered significant gains in the area of youth empowerment. This essay will highlight the various intervention programs implemented by the Migrant Resource Centre of South Australia (MRCSA). However, case study will focus on its youth empowerment component and to evaluate the overall effectiveness of community development approach of the organisation. To achieve this task, the essay is partitioned as follows. The first part will examine the definitions of empowerment. The next section will discuss about community development as a strategy and a model of practice by the Migrant Resource Centre of South Australia (MRCSA). The third section discusses the impact and challenges of this intervention. The final part of the essay will evaluate the impact of MRCSAs youth empowerment program among a number of interventions. Background and definition of the Concept of Empowerment In the 1990s the term empowerment began to replace community participation (Rifkin, 2003). Empowerment according to Rifkin has conceptually evolved from the idea of lay participation in technical activities to a broader concern of improving life situations of the poor. This evolution can be traced historically in the areas of policy and in community activities. In the policy area, Rifkin proposes that three theoretical constructs can be identified to trace the changing view of participatory approaches from consensus building to empowerment. These Rafkin stated correspond to the political and political environment of the time. The historical development of the concept of empowerment helps explain why there is no universally accepted definition of empowerment (Rifkin, 2003). However a number of scholars defined it as a process (McArdle, 1989; Laverack, 2005; Werner, 1988; Kilby, 2002). McArdle (1989) defines empowerment as a process whereby decisions are made by the people who will wear the consequences of those decisions. Similarly Werner (1988) and Laverack (2005) describe the concept of empowerment as a process by which people are able to gain or seize power to control over decisions and resources that determine their lives. Moreover, Kilby (2002) describe a process by which disadvantaged people work together to increase control over events that determine their lives. Expansion of individuals choices and actions, primarily in relation to others à ¢Ã¢â€š ¬Ã‚ ¦ fundamentally a shift of power to those who are disempowered. From a public health perspective, empowerment involves acting with communities to achieve their goals (Talbot Verrinder, 2005). This implies working with disadvantaged individuals or groups to challenge structural disadvantaged (on the basis of class, gender, ethnicity or ability) and influence their health in a positive way. The application of the concept into the field of health promotion as outline by Laverack and Labonte (2000) is categorized in two folds; the bottom-up programming and the top-down programming. The former more associated with the concept of community empowerment begins on issues of concern to particular groups or individuals and regards some improvement in their overall power or capacity as the important health outcome. The later more associated with disease prevention efforts begin by seeking to involve particular groups or individuals in issues and activities largely defined by health agencies and regards improvement in particular behaviours as the important h ealth outcome. Laverack and Labonte (2000) thus viewed community empowerment more instrumentally as a means to the end of health behaviour change. They argue that community empowerment which is defined as a shift towards greater equality in the social relations of power is an unavoidable feature of any health promotion efforts. On a much broader scale empowerment promotes participation of people, organisations and communities towards the goals of increased individual and community control, political efficacy, improved quality of community life, and social justice (Wallerstein, 1992). The next section is a case example of how this approach is applied by an agency in dealing with question of social inclusion. Community Development: A case of Migrant Resource Centre of South Australia (MRCSA) By reviewing the previous definitions of empowerment and examining MRCSAs framework, It is clear that the worker in (MRCSA) understand and adopt empowerment concept similar to which all of McArdle (1989); Laverack (2005); Werner (1988); Kilby (2002) and WHO (1986) do understand and adopt where empowerment is a matter of giving people the right and the opportunity to exercise power and control regarding making decisions that affect their health promoting. In addition, in order to empower migrant people and communities, the (MRCSA) provide and still providing number of interventions based on community development model of practice. According to Tesoriero (2010), community development is the use of a set of ongoing structures and processes which enable the community to meet its own needs. Similar to Tesoriero (2010), Community Development is understood and implemented by the (MRCSA) as a multifaceted program of activities that concentrated on supporting the need of new arrivals and their new and emerging communities to understand their rights and obligations, to link into training and employment pathways and to develop networks of support within their local and in the broader community (www.mrcsa.com.au). In fact, The MRCSA has adopted Laverack and Labontes (2000) bottom-up approach in implementing their programs by consult sing and working closely with leaders and key representatives of new and emerging communities, including women and young people, to support them in gaining the knowledge and skills that they need to further their independence as well as their capacity to support and provide assistance to their members. Moreover, beside community development programs, MRCSA is providing number of womens advocacy programs, youth leadership and participation and employment advocacy programs, As well. The programs also include Refugee Mens Talk, an initiative supporting men to adapt to their new social environment. To ensure and facilitate the participation of new and emerging communities in their local areas and in regional areas where they settle, or resettle, the program includes local government and regional initiatives. MRCSA believes that new and emerging communities require a place in which to implement their own activities. The organisation provides these through its own community centres and through linkages with other community facilities. Also, Given that community development as an approach require working across divergent spheres, the Migrant Resource Centre of South Australia (MRCSA) maintain link with a number of stakeholders. These include the Commonwealth Government, the state of South Australia and the NGO community.(www.mrcsa.com.au). At the level of the Commonwealth Government, the links include; Department of Immigration and Citizenship, Centrelink, Employee Advocate, Department of Families, Housing, Community Services and Indigenous Affairs and Australia Council for the Arts. At the level of the State Government the links are; Multicultural SA, Department of Health, Department of Families and Communities, Department of Education and Childrens Services, Skills SA, English Language Services TAFE SA, Arts SA, Office for Women, Womens Information Service, Womens Health State Wide, Local Government Association of SA and Be Active. The links within the Non-Government Sector includes; Settlement Council of Austra lia (SCoA), Refugee Council of Australia, Federation of Ethnic Communities Councils of Australia (FECCA) LM Training Specialists, SA Council of Social Service (SACOSS), Service to Youth Council (SYC), Working Womens Centre, Migrant Womens Support and Accommodation Service, Youth Affairs Council of SA (YACSA), Anglicare SA, African Communities Council (ACCSA), Middle Eastern Communities Council (MECCSA), Volunteering SA and Northern Territory. Analysing this web of networks from Labontes, (1992) community development continuum, the MRCSAs programs deal with individuals which transcend to small groups, community organisations, coalition advocacy and political action. With this wide array of networks, the organization has been facilitated to maintains a huge amount of social capital and through careful co-ordination, it stands a lot to gain in achieving its primary objectives (Butter et al. 1966) The next section will focus on one of its many programs in the area of youth enhancement. Youth Empowerment Program The Migrant Resource Centre of South Australia (MRCSA) works closely with the leadership and key representatives of its client communities, including women and young people to support them in acquiring the knowledge and skills that they need to further their independence and self-determination, as well as their capacity to assist their members with their settlement and participation (www.mrcsa.com.au)). These goals are achieved through a number of programs including ethnic leaders forum, adult migrant education, community management and leadership forum by way of funding and leadership training. This section focuses on its youth empowerment program with emphasis on the Newly Arrived Youth Settlement Services (NAYS). The primary objective of this program as outlined in the MRCSA Annual Report (2008-2009) is to empower young people to develop their own programs and to become advocates for themselves, their families and communities. In partnership with TAFE SA, the MRCSA conducted a number of training programs for young people who were not engaged in school or work. Specific training includes Certificate II in Information Technology, Productively Places Program Certificate II, Volunteering, work experience capacity building, apprentiships and traineeships (MRCSA Annual Report (2008-2009). Through its new arrival humanitarian settlement program, the MRCSA has been an advocate and a voice for the inclusion and participation of young people of refugee background (www.mrcsa.com.au). According to the 2010 MRCSA Youth Empowerment Program Annual Report, the program has since 1998 addressed the needs of young people from new and emerging communities in South Australia through a multi-faceted program. The program provides young people with a range of services that aim to further their resilience, leadership skills and pathways to employment and independence. The MRCSA Youth Empowerment Program for 2008-2009 provided assistance to five hundred and twenty-nine (529) young people of refugee background, most of them recent arrivals to South Australia, to achieve some of their goals (Annual Report 2009-2010). These achievements were based on strong foundations upon which MRCSA operate. The next section will discuss the guiding principles which form the basis of MRCSAs operations. MRCSA Guiding Principles The Migrant Resource Centre of South Australias philosophy and approach in working with young people from refugee backgrounds outline a number of guiding principles (Annual Report, 2008-2009). The principles discussed below indicate that MRCSA operates Laverack and Labontes (2000) bottom-up approach of community development. The guiding principles include the following: Firstly, any youth programs, initiatives or activities are shaped and driven by the young people themselves through consultation with their peers. Secondly, young people are encouraged and supported to speak for themselves to drive their own development; the role of the MRCSA is that of mentor and advisor only. Thirdly, the importance of young peoples connection to family and community is recognized, valued and supported. Fourthly, the ethnic, religious and cultural identity and heritage of young people is affirmed and respected. Fifthly, respect for gender differences and how these impact on the planning and delivery of the youth program. Also, young people are active decision makers. Finally, an action research approach informs continuous service improvement and best practice. These guiding principles are based on the premise that empowerment strategies focus on what people can do to empower themselves and so deflect attention from social issues (Keleher et al. 2007; Keleher, and Murphy, 2004) . However, Labonte (1990) warns that unless national and international trends are taken into account, the decentralization of decision-making may shift from victim blaming of individuals to victimizing powerless communities. In view of such warnings, Wilson et al (1999) suggest that effective primary health care as in the case of public health functions depends on efforts to link local issues to broader social issues. Intersectoral action can be used to promote and achieve shared goals in a number of other areas, for example policy, research, planning, practice and funding. It may be implemented through a myriad of activities including advocacy, legislation, community projects, and policy and programme action. It may take different forms such as cooperative initiativ es, alliances, coalitions or partnerships (Health Canada http://www.hc-sc.gc.ca) What are the Barriers? In achieving their goal of empowering communities, the Migrant Resource Centre of South Australia (MRCSA) faces a number of challenging issues. When young refugees arrive in Australia they face a number of challenges. They need to begin a new life, establish new friends and networks and find pathways that link them into mainstream community (MRCSA Annual Report, 2008-2009). Some young people may also be at risk and need to deal with issues around language, religious identity, grief and loss, the justice system, consumer culture and intergenerational tension (MRCSA Annual Report, 2008-2009). Young people also need ways of dealing with race, racism and their identity (MRCSA Annual Report, 2008-2009). There are fewer opportunities for young women from new and emerging communities to participate in sport due to the barriers they experience from within sporting environments and their own communities (MRCSA Annual Report, 2009). These barriers can be based on cultural, religious, and gender expectations of young women and their roles in their community. The report (MRCSA, 2009) also highlighted other factors affecting young women participation in sports. These include; lack of parental support, perceived fear of racism, lack of knowledge about the structure of sport in Adelaide and high cost of membership and registration fees. On the other hand, community development approach can pose barriers to Public Health Practitioners in a number of ways. Epidemiological, sociological, and psychological evidence of the relationship between influence, control, and health, provide a rationale for a community empowerment approach to health education. For example, studies show an association between powerlessness (or similarly, learned helplessness, alienation, exploitation) and mental and physical health status. Examining the application of community empowerment approach to health education, Israel (1994) identified a number of limitations and barriers to this approach. Firstly, situations where community members past experiences and normative beliefs result in feelings that they do not have influence within the system (powerlessness, quiescence) and hence, they may feel that getting involved in an empowerment intervention would not be worthwhile. Secondly, differences in, for example, social class, race, ethnicity, tha t often exist between community members and health educators that may impede trust, communication, and collaborative work. Thirdly, role-related tensions and differences that may arise between community members and health educators around the issues of values and interests, resources and skills, control, political realities, and rewards. Fourthly, difficulty in assessing/measuring community empowerment and being able to show that change has occurred. Fifthly, the health education profession does not widely understand and value this Approach. Next, risks involved with and potential resistance encountered when challenging the status quo, for the individual, organizations, and community as well as the health educator. Seventhly, the short time-frame expectations of some health educators, their employers, and community members are inconsistent with the sustained effort that this approach requires in terms of long-time commitment of financial and personal resources. Finally, the collecti on and analysis of extensive amounts of both qualitative and quantitative data to be used for action as well as evaluation purposes may be perceived as slowing down the process. Inspire of these barriers, community development is still relevant to Public Health Practitioners. Epidemiological, sociological, and psychological evidence of the relationship between influence, control, and health, provide a rationale for a community development approach to health education (Israel, 1994). For example, studies show an association between powerlessness (or similarly, learned helplessness, alienation, exploitation) and mental and physical health status (Israel, 1994). The challenges posed by community development approach also extend to the wider arena of state level. The demand on government and competition for resources by professionals is a major obstacle. Similarly, Inter-professional distrust and reluctance to share information also remains a major obstacle. The way in which governments fund departments can be an obstacle to collaboration (Baum, 1993). It is therefore argued that Stability of an organisation and its staff is important for interagency agreements and establishing trust (Walker et al. 2000). Walker (2002) further argued that Competition for resources can affect trust and intergroup conflict can occur when there is a lack of adversaries. However, insecurity brought on by political and economic uncertainty can facilitate political coalitions (Weisner, 1983). Overcoming the barriers Overcoming the barriers will require a concerted effort from communities, concerned organisations and government. The Proceedings of 2008 the Conference on Social Inclusion for New and Emerging Communities, outline some of the areas that need urgent interventions are discussed below. Racism and discrimination Identified as a major area of concern, combating discrimination requires coordinated and targeted social inclusion and human right measures. The focus should not be limited to what occurs in a social context (e.g. schoolyard, public places etc.) but also the systemic racism that supports discrimination, the perpetuation of racial stereotypes, and institutional inclusion e.g. within the justice system, the employment sector and in the blocks to the recognition of overseas qualifications and experience as well as the registration and utilization of these. Women and safety Women should have the right to feel safe in their homes as well as the broader community, to access culturally appropriate services for themselves and their families (e.g. health, childcare, education etc ), to learn English without it compromising their chances at finding a job and to undertake training that prepares them for work and improve their employment potential. Empowering young people The voices of the diversity of young people rather than a token representative from new and emerging communities must be listened to and give strong credence in the advance of a national or state framework for social inclusion. Supporting the empowerment and participation of young people as future citizens and leaders of Australia will serve the country culturally, socially and economically. Base on the above discussion in the case of challenges to MRCSA operations, solutions to barriers could be summarized therein; Barriers can be overcome through integrated structures, developing responsibility within structures Support of local leaders, developing leadership skills for negotiation and collaboration. Enhancing Regional networks/structures, established processes and relationships are important for collaboration. Conclusion From the case studies, it was found that the Migrant Resource Centre of South Australia (MRCSA) utilize community mobilization approaches to improve equity of services, reduce institutional barriers within the society, enhance participation in new and emerging communities, strengthen civil society associations and create healthy social policies. The programs demonstrated that opportunities for community voices to be heard had been increased and this had raised community capacity to maximise their needs and create change. This study also found that empowerment can have a positive impact on participants self-efficacy, self-esteem, sense of community and sense of control and, in some cases, empowerment can increase individuals knowledge and awareness and lead to behaviour change. These findings were particularly apparent on youth empowerment approaches and those programmes concerning young women.

What literary techniques does F. Scott Fitzgerald use to present :: English Literature

What literary techniques does F. Scott Fitzgerald use to present Gatsby's party in Chapter III of the novel The people of 1920's America often lead a very extravagant lifestyle, rich people often overspent in vast amounts, a term known as Conspicuous Consumption. This basically means the rich spend so much and waste their money to such an extent on highly expensive and pointless things, that it actually makes the less fortunate people living in their midst even more poorer then they already are. The richer people of 'The Jazz Age' often wasted time by simply lounging around and getting drunk, having nothing better to do. This was due to the fact that many rich people had more or less done everything that there was to be done and had achieved everything they wanted in life, therefore becoming bored with life, so they wasted their vast fortunes showing off with expensive merchandise, throwing lush parties and going out every night. However the vast amounts of spending through this time soon came to an end, with the Wall Street crash just as Fitzgerald had predicted. The chapter opens up with a very descriptive and detailed introduction given to us by Nick. He seems to give us a lavish description of one of Gatsby's summer night parties, Nick seems to be looking on from his house watching the party in his usual voyeuristic fashion. It's possible that he's maybe slightly envious of the guests, possibly wishing to be there himself; it seems to give the reader that impression as the chapter goes on. This could be a good reason for the extra amount of descriptiveness. Nick also uses a simile at the start: "In his blue gardens men and girls came and went like months among the whisperings and the champagne and the stars." The term 'whisperings' could be referring to the guests usual gossiping of their host, another interesting quote shows that it's possible his parties can last for a very long time and is also a perfect example of Nicks excessive use of description: "at high tide in the afternoon I watched his guests diving from the tower o his raft, or taking the sun on the hot sand of his beach while his two-motor boats slit the waters of the sound, drawing aquaplanes over cataracts of foam." This also shows Gatsby's immense wealth. During the build up to the party, Nick sees a variety of events taking place, these events help display the sheer amount of money and extravagance that Gatsby must put into these parties, for example: " Every Friday five crates of oranges and lemons arrived from a What literary techniques does F. Scott Fitzgerald use to present :: English Literature What literary techniques does F. Scott Fitzgerald use to present Gatsby's party in Chapter III of the novel The people of 1920's America often lead a very extravagant lifestyle, rich people often overspent in vast amounts, a term known as Conspicuous Consumption. This basically means the rich spend so much and waste their money to such an extent on highly expensive and pointless things, that it actually makes the less fortunate people living in their midst even more poorer then they already are. The richer people of 'The Jazz Age' often wasted time by simply lounging around and getting drunk, having nothing better to do. This was due to the fact that many rich people had more or less done everything that there was to be done and had achieved everything they wanted in life, therefore becoming bored with life, so they wasted their vast fortunes showing off with expensive merchandise, throwing lush parties and going out every night. However the vast amounts of spending through this time soon came to an end, with the Wall Street crash just as Fitzgerald had predicted. The chapter opens up with a very descriptive and detailed introduction given to us by Nick. He seems to give us a lavish description of one of Gatsby's summer night parties, Nick seems to be looking on from his house watching the party in his usual voyeuristic fashion. It's possible that he's maybe slightly envious of the guests, possibly wishing to be there himself; it seems to give the reader that impression as the chapter goes on. This could be a good reason for the extra amount of descriptiveness. Nick also uses a simile at the start: "In his blue gardens men and girls came and went like months among the whisperings and the champagne and the stars." The term 'whisperings' could be referring to the guests usual gossiping of their host, another interesting quote shows that it's possible his parties can last for a very long time and is also a perfect example of Nicks excessive use of description: "at high tide in the afternoon I watched his guests diving from the tower o his raft, or taking the sun on the hot sand of his beach while his two-motor boats slit the waters of the sound, drawing aquaplanes over cataracts of foam." This also shows Gatsby's immense wealth. During the build up to the party, Nick sees a variety of events taking place, these events help display the sheer amount of money and extravagance that Gatsby must put into these parties, for example: " Every Friday five crates of oranges and lemons arrived from a

Paideia, Prejudice and the Promise of the Practical Essay -- Philosoph

Paideia, Prejudice and the Promise of the Practical In an age of radical pluralism it is increasingly difficult to affirm and sustain the educational aspirations of Greek paideia (Latin humanitas). The most challenging attacks on these aspirations come from standpoints which share a postmodern attitude of opposition towards inherited cultural ideals, especially those which claim universality. This paper first examines optimistic and pessimistic prospects for the educational heritage of humanitas, concluding that, in the face of cultural disparateness which is increasingly evident in post-Enlightenment cultures, the pessimistic case seems to be more convincing. Recognizing that this gives added impetus to postmodernist standpoints, the second section examines some key features of these, taking as its examples arguments of Lyotard, Foucault and Rorty. I show that the prejudices of the postmodernist arguments are as invidious as the discriminatory assumptions and the neglect of the quality of educational practice in the Western cultural inheritance. Recalling some insights which can be gleaned from the educational practices of Socrates, the last section joins these with findings of contemporary philosophers on the pre-judgements and partiality which are inescapable features of human understanding. This is a reclamation and elucidation of a practical and promising humanitas which does justice to the claims of diversity and universality. Introduction: Hard Times for Paideia To many it may seem quaint or quixotic to make the ancient notion of paideia the theme of a world conference of philosophy in cultural circumstances which are variously described as post-industrial, post-Marxist, post-Christian, post-religious, or post-mod... ..." in R. Hollinger (ed.) Hermeneutics and Praxis (Notre Dame: University of Notre Dame, 1985). (16) Richard Rorty, "Private Irony and Liberal Hope" in his Contingency, irony, and solidarity (henceforth CIS) (Cambridge: Cambridge University Press, 1989). (17) Richard Rorty, Philosophy and the Mirror of Nature (henceforth PMN) (Oxford: Basil Blackwell, 1980) pp.357-365. (18) Hans-Georg Gadamer, Truth and Method (T&M) translation of Wahrheit und Methode (W&M) by G. Barden & J. Cumming (New York: Seabury Press, 1975). (19) T&M, pp.10-11; W&M, pp.6-7. (20) PMN pp.358-359. (21) PMN p.351. (22) CIS, p.73. (23) CIS, pp.74-75. (24) Heraclitus, Fragment 45, quoted by Jaeger in Paideia, Bk.1, p.179. (25) These earlier Dialogues include Gorgias, Protagoras, Euthyphro, Apology, Crito and Bk.1 of Republic. (26) Plato, Apology, 23. (27) D&P, p.27.

Forensic Dentistry

Forensic Dentistry is used as a major part in solving cases where people are unidentifiable. Forensic evidence is any evidence that can be legally used in a court of law. Many people know what forensics are because of shows such as Bones, Criminal Minds, and Without a Trace. What most people don’t know are the minor details that have to be sought out when using any forensics to solve a case. Odontology; commonly referred to as dental forensics is highly unrecognized by the general population and can be very useful in forensic science.In forensic science odontology is used to identify the unknown in many unique situations, and can act as evidence in the court of law. Even though most people don’t know about the growing scientific art Odontology, the history goes back decades. Dental forensics began around 66 A. D. , although the study wasn’t as useful as today’s due to the lack of technology it was still useful to those who chose to use it. During World War II the study of Odontology was used to identify both Adolf Hitler and Eva Braun.Odontology isn’t a specific job on its own; it is studied by dentists, hygienists and other forms of specialists who have correct knowledge about the oral cavity. These citizens work together using the technology created to help in the identification of the deceased. Two common technological systems that are important in finding the records needed in Odontology are the panto morphograph registry and CAPMI (Computerized Assisted Postmortem Identification System). CAPMI was developed by the U. S. Army Dental Research institute. Many other kinds of databases have been created to help aid in the study of Dental forensics.Together the knowledge of those who choose to study the oral cavity, and the people dedicated to help broaden today’s dental databases has changed the outlook on what can possibly be achieved in the future. Forensic Dentists are responsible for identifying human remains and as sess bite mark on the human body. The forensic dentist is to determine age, whether it be the age of an unidentified living individual or the age of the deceased. The only two methods that are used more commonly in the identification process are fingerprint and DNA evidence.When these two means of identification cannot be found, investigators rely on dental records and evidence to back up their case. Teeth are very durable and strongly resistant to deterioration or harm, due to their hard outer shell known as enamel. Far after decomposition has ended. The oral cavity can be used as evidence, because no one person can have the same dental work and dental structure as another. Generally adults may have up to 32 teeth present in their oral cavity, but a child’s mouth can only accommodate 20 teeth total. When a body is found an odontologist can look at the tooth development to determine the John or Jane doe’s age.Using dental forensics to determine an age can be extremely accurate. As age increases, the means to identification vary from person to person. The age of a teenager can be estimated by looking at the third molars, when these teeth come into the mouth at an age ranging from 17 to 25 years old. Determining the age of an adolescent can be precise because the oral cavity is somewhat at a standstill. When odontology is used to determine the age of an adult or someone referred to as elderly, the age estimation may not be as accurate. After all of the adult teeth have grown in, the oral cavity goes through slight changes.As someone gets older their gum tissues soften and their teeth usually become more mobile as the ligaments attaching the teeth grow weak. This alone is not an accurate indication as to how old an adult is because every adult uses and takes care of their teeth in a different manner. Forensic dentists use previously taken FMX (full mouth set of x-rays) and BWX (bitewing x-rays), along with dental records to figure out a subjects ide ntity. When new x-rays are taken, the forensic dentist can try to find x-ray matches in dental records and world wide databases.This makes it possible for the deceased to be legally identified, if the forensic dentist is able to provide the proper evidence. Both the x-rays of an individual’s teeth and the small amount of nasal passage that can be seen on upper dental x-rays can help to be proper evidence for the odontologist to prove their case. When patients at dental offices receive things such as fillings, crowns, bridges, and braces, the information has to be written down in the patient’s dental chart. These charts can be used as legal references when the forensic dentist looks into the mouth of an unidentified individual.Postmortem dental profiling technology has made it so when using the overall dental and facial structure of a deceased individual, the general appearance of this individual can be correctly portrayed. After producing a postmortem dental profile, i nvestigators are then able to look through missing person cases and reports so that they can match the postmortem profile created to an individual that fits within the correct age frame, sex and build. Dental profiling is also a common way forensic dentists identify bite marks. Bite marks appear on many individuals, both dead and alive. Usually these injuries occur during carious types of crimes.Odontology uses impressions of a suspect’s teeth in order to link that specific suspect to the crime they may be accused of committing. Bite mark evidence is also used in cases such as assault, abuse, or murder. When clear human bite marks are present on bodies, it is simple to link the bite mark to a suspect and the suspect to the crime. Specific people such as police and forensic examiners have access to worldwide data records; this means that when an unidentified body is found an odontologist is then able to access the records so he/she can compare previous dental records to the ne wly found evidence.When a name needs to be given to an unidentified body the odontologist may take impressions of the oral cavity using various dental procedures. When impressions are taken in alginate: impression trays, wax pieces, or alginate paste may be used. These means of acquiring evidence can help to identify a body, or to link a suspect to a case. The different classifications of dental identification are major parts of the evidence needed to prove forensic based identification to a judge. The amount of evidence that can be gathered from an individual’s new and previous dental records is necessary in the field of Odontology and forensics.The ABFO (American Board of Forensic Odontology) and the ABFD (American Board of Forensic Dentistry) are two major groups involved in dental forensics. As it is, forensic dentistry is still commonly studied and used as evidence in court cases around the world today. Forensic evidence is widely used in courts of law to ensure correct prosecution of those who are on trial. The jury wants to know all of the legitimate information and evidence, in a criminal investigation so they can give an accurate verdict. It is here that the involved odontologist provides them with all of the knowledge they need.A forensic scientist may be present in a court case to provide and explain the evidence that ties the accused into the crime presented, in court they will be used as what is known as an expert witness. A development known as LUIS (a machine) has made it possible to trace bite marks left a few weeks before the victim’s body was found. LUIS works after an impression of the suspect’s teeth has been taken, and the plaster model made. The plaster model gets scanned onto a computer where it can be placed digitally on an image of the bite mark wound found on the victim’s body.This new technology moved dental forensics from tracing the tooth pattern of the bite mark, to actually being able to digitally move the suspect’s teeth onto the bite mark. This makes for a more accurate and quicker paced way of matching a suspect’s bite to the victim’s bite mark. It makes it possible to see if the digital scans of the teeth match up with the marks on the victim. When the bodies of the diseased are so badly mangled that a general picture cannot positively identify them, dental forensics can use dental records instead. Around 99% of forensic cases can be solved using dental knowledge and records.When other means of identification are used and fail, or simply cannot be used, dental technology will aid in finding the information needed for proper identification. A body’s teeth are extremely durable; they can withstand much force and still be well preserved. When the teeth are affected greatly, DNA can be found deep down in the dried pulp (in the center nerve) of the tooth. Without the knowledge of these dentists, many people in the world would go without emotional closur e; identities would be left unfound during events such as brutal accidents, murders and environmental disasters.References Burnie, David. The Concise Encyclopedia of the Human Body. Dorling Kindersley, 1995. â€Å"Forensic Evidence† http://www. buisnessdictionary. com/definition/forensic-evidence. html â€Å"Forensic Odontology† http://www. all-about-forensic-science. com/forensic-odontology. html â€Å"History behind Forensic Odontology† http://www. biology-online. org/articles/forensic-odontology/history-behind-forensicodontology. Html â€Å"How Forensic Evidence is presented to a Jury† http://www. exploreforensics. co. uk/forensic-evidence-presented-to-a-jury. html MacKay, Jenny.Forensic Art. Detroit: Lucent Books, 2009. MacKay, Jenny. Forensic Biology. Detroit: Lucent Books, 2009. Orwell, Mark. â€Å"Forensic Dentistry Information† http://www. ehow. com/about_6815602_forensic-dentistry-information. html Phinney, Donna, and Judy, Halstead. Delma r's Dental Assisting. United States: Delmar Learning, 2004. Thomas, Peggy. Talking Bones: the Science of Forensic Anthropology. New York: Facts on File, 1995. Cover Art credited to http://dental-times-magazine. blogspot. com/2009/10/forensic-dentistry. html By Stephanie Myers 2012