Child Development for Social and Developmental-myassignmenthelp

Question: Discuss about theChild Development for Social and Developmental. Answer: Child development is a process that entails psychological, emotional and social changes. These changes happen right from the birth through adolescence. Essentially, the changes are fundamental as one transit from dependency stage to autonomy stage (Zarra?Nezhad et al. 2014). Moreover, the changes may be influenced by past events as well as the genetics determination. Child development is unique for every child although the sequence is highly predictable. In other words, child development takes place at different rates in different children. Every stage is influenced by the previous developmental experiences. Child development occurs in stages. While all stages of child development are critical, early childhood is a more crucial development stage. Chiefly, the experiences of early childhood influence the child's outcomes in the rest of their lives and also determine who the child becomes (Gentzler, Ramsey Black, 2015). While focusing on the theory of child development and that of int elligence, this paper seeks to reflect on how the two have been applicable in my personal life. Parenting style and attachment between a child and a caregiver are important and influence the development of a child (Jones, Cassidy Shaver, 2015). My childhood is one that had several twists. I am a victim of separated parents whereby my parents separated when I was only thirteen years. I was left under the custody of my mother. After separation, it was evident that mother was going to be the sole provider of the family. For this reason, my mother who is a security guard works for longer hours probably due to the nature of work and the burden of proving for the family. Consequently, although I am emotionally attached to my mother, the distance, longer hours of work, and minimal family time is a stabling block to physical attachment. However, these factors do not affect our relationship whatsoever. Additionally, the role of mother as my caregiver grows exponentially to meet my needs. She has consistently expressed immense support and psychological attachment towards me. The kind of attachment I have with my mother has led to positive consequences on my development especially in improving intelligence. Additionally, I have been able to avoid aggression, delinquency, and depression. Conversely, both attachment and parenting style have adversely affected my present relationships. It is evident that the effects of spouses divorce or separation have adverse effects on the development of children and may affect them through their entire lives (Jones et al. 2014). Although my parents separated when I was thirteen years old, my father has not been so concerned about me even before the separation. Therefore, I have known mother as the only caretaker of the family. Being brought up by a single mother and who spends a lot of time working has had detrimental effects on my relationships. The absence of one parent and the assumption of all roles by mother rendered her so controlling. It is the outcome of what is stressed by Uji and the colleagues (2013). Although she is nurturing and supportive, she makes the major decision at home. Consequently, it affects my relationship with others in that I do not want instances where I feel controlled. I disconnect from friends and pee rs who are controlling and who are always up to seek attention. John Bowlby's attachment theory and the later advancement by Mary Ainsworth contend that emotionally and psychologically attached children tend to have trust, feel secure and loved (Bowlby Ainsworth, 2013). I live a lonely life when I am away from school and when my mother goes for job and this has affected my relationships in that I cannot establish trust with friends or people close to me. Additionally, as earlier mentioned, my mother works for long hours, so we have limited time together. Thus, it is replicated in the relationships I form such that I do not have lasting ties with those that I relate with. The consequence is that I become socially withdrawn and pursue personal things on my own. I am not also talkative and avoid trouble at all the times. Although I have a challenge in maintaining a large number of relationships, I do not express negativity towards others. I listen carefully to others and respond positively if need be, and I am also happy while sharing with others. I also express enthusiasm, but I act like myself and never allowing negative influence from others. However, the major problem is building trust with the majority of peers. My mother has been my life-long primary teacher. Other than providing material necessities, she also ensures that there is an environment where I can learn skills necessary for social participation. She also compels me to embrace personal responsibility in whatever thing I engage in. another form of parenting style she expresses is the creative use of techniques, knowledge and experience. In this case, therefore, she guides me on what is wrong or right and leaves me to act responsibly. Howard Gardner discredits the determination of intelligence by evaluation of a person's IQ. He maintains that knowledge is a totality of a person's talents and skills (Gardner,1987). He also contends that people possess different talents and skills hence have varying levels of intelligence. He, therefore, proposed a multiple intelligences theory and listed eight types of intelligences (Gardner, 1987). This section of the paper explains the benefits of the theory of multiple intelligences in a school setting. Gardner (2004) contends that the theory of multiple intelligences is critical to both learners and teachers at all levels. However, in the recent decades, schools have had their main attention on only logical-mathematical and linguistic intelligence. Consequently, Nadi, Maktabi, and Hashemi (2014) compel both teachers and learners to adopt the philosophy of the multiple intelligences. Nadi, Maktabi, and Hashemi (2014) also maintain that there lie various skills and talents in designers, entrepreneurs, musicians, dancers, artists, therapists, naturalists, and architects. Noddings (2015) thus emphasize that teachers and learners should be trained on how to employ art activities, music, inner reflection, multimedia, cooperative learning, role play, and field strips in learning or teaching. Multiple intelligences are important in supporting learners both academically and behaviorally (Morgan, 2014). The centrality of the teaching philosophy is to meet all the student's academic needs. However, these needs may not be adequately satisfied when a teacher employs a single teaching strategy say like the logical-mathematical intelligence. Students' needs vary considerably since they do not possess similar or equal abilities. Therefore, Sternberg (2015) asserts that the adoption of one form of intelligence may not be beneficial to all the students hence the need to involve a broad range of intelligences in the teaching-learning milieu. Although a teacher cannot prepare a lesson for every student, Linsley, Digan, and Nugent (2016) argue that the multiple intelligences operate when a teacher allows students to work cooperatively. Such an approach gives students an opportunity to express their intelligences. Teachers also design lessons that integrate different strategies that allow all the students to participate fully in class activities. In other words, Linsey, Digan, and Nugent (2016) stress that students are gifted differently. While one form of intelligence can work effectively to one student, another may not. Thus, teachers ought to encourage students to work cooperatively and interdependently for better results. That way, every student will feel involved and have the feeling that their needs have been met. One of the intelligences that I possess is intrapersonal intelligence. Intrapersonal intelligence provides me with self-reflection opportunities. It is thus easier for me to adjust my tasks as well as select the most effective studying conditions. It is this kind of intelligence that enables me to read widely and think critically when it comes to problems solving. Besides, intrapersonal intelligence has helped me a great deal in discovering that which works for my success. Through the intelligence, I have discovered the many solutions that I can employ to improve my academic performance. For example, since I do not find it comfortable and effective to discuss a lot of things with my fellow students, I result to reading and researching widely. Similarly, I do not pay attention to what works for others since it may not work for me. I pay attention to the effective study materials since it easier for to gather information, understand it, internalize it and also apply the same. Consequen tly, I retain knowledge and perform excellently in academics. The approach has also enriched the manner in which I process information as well as how I process knowledge. Principally, gaining awareness about myself is important in that I allow more time for concentration and development better moods. In conclusion, schools focus on promoting students' self-confidence as well as helping them accomplish their dreams. Garden's multiple intelligences theory is such a framework that provides different talents and abilities for students. The theory recognizes that all the students may not possess linguistically or mathematical abilities hence may be gifted in different areas including spatial relations, interpersonal knowledge, music, and many others. The theory is an effective tool that allows a wide range of students to participate in classroom learning. The theory is beneficial to both teachers and students. Again, intrapersonal intelligence is critical in learning, information processing, and in the retention of knowledge. It involves discovering about the self. It allows individuals discover what works best for them. Essentially, intrapersonal intelligence does not only improves a person's moods but also provides them boost their concentration. References Bowlby, J., Ainsworth, M. (2013). The origins of attachment theory. Attachment Theory: Social, Developmental, and Clinical Perspectives, 45. Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, 37(1), 19-35. Gardner, H. (2004). Audiences for the Theory of Multiple Intelligences. Teachers College Record, 106(1), 212-220. Gentzler, A. L., Ramsey, M. A., Black, K. R. (2015). Mothers attachment styles and their childrens self-reported security, as related to maternal socialization of childrens positive affect regulation. Attachment human development, 17(4), 376-398. Jones, J. D., Brett, B. E., Ehrlich, K. B., Lejuez, C. W., Cassidy, J. (2014). Maternalattachment style and responses to adolescents negative emotions: The mediating role of maternal emotion regulation. Parenting, 14(3-4), 235-257. Jones, J. D., Cassidy, J., Shaver, P. R. (2015). Parents self-reported attachment styles: A review of links with parenting behaviors, emotions, and cognitions. Personality and Social Psychology Review, 19(1), 44-76. Larzelere, R. E., Morris, A. S. E., Harrist, A. W. (2013). Authoritative parenting: Synthesizing nurturance and discipline for optimal child development. American Psychological Association. Linsley, P., Digan, J., Nugent, S. (2016). Emotional intelligence as part of clinical engagement. British Journal of Mental Health Nursing, 5(1), 32-37. Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34-38. Nadi, N. F., Maktabi, G. H., Hashemi, S. S. S. (2014). Exploring The Relationship Among The Multiple Intelligences And Emotional Intelligence In High School Students. Noddings, N. (2015). The Challenge to Care in Schools, 2nd Editon. Teachers College Press. Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 28(3), 475-493. Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115. Uji, M., Sakamoto, A., Adachi, K., Kitamura, T. (2014). The impact of authoritative, authoritarian, and permissive parenting styles on childrens later mental health in Japan: Focusing on parent and child gender. Journal of Child and Family Studies, 23(2), 293-302. Zarra?Nezhad, M., Kiuru, N., Aunola, K., Zarra?Nezhad, M., Ahonen, T., Poikkeus, A. M., ... Nurmi, J. E. (2014). Social withdrawal in children moderates the association between parenting styles and the children's own socioemotional development. Journal of Child Psychology and Psychiatry, 55(11), 1260-1269. Zhao, W., Young, R. E., Breslow, L., Michel, N. M., Flett, G. L., Goldberg, J. O. (2015). Attachment style, relationship factors, and mental health stigma among adolescents. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 47(4), 263.

Preventing Aboriginal Suicide Essays - Cognition, Neuropsychology

Preventing Aboriginal Suicide PREVENTING ABORIGINAL SUICIDE: DOES A SHIFT IN THE DOMINANT SCHOOLING PARADIGM HOLD SOME PROMISE? by R. Lloyd Ryan, PhD R. Lloyd Ryan, Ph.D. P. O. Box 1072 Lewisporte, NF Phone: 709 535 8464 email: [emailprotected] It is with growing alarm, concern and compassion that we witness the continuing (and growing?) high rate of suicide in Canada's Aboriginal community. This phenomenon has numerous far-reaching and negative implications and, up to the present, few satisfactory explanations and fewer proposed solutions. It is, thus, imperative that aspects of contemporary Aboriginal personal and community living that have not yet come under sufficient scrutiny be examined and analyzed, not for anthropological or abstract sociological purposes, but for intensely personal and life purposes. It must be realized that, sometimes, it is that which is most ubiquitous and familiar which may be most ignored, the assumption being that what is common is not significant. An example is parasites borne by the river that has fed us for generations, or heavy metals in our staple food, both contributing to chronic health problems, and both ignored because we expect severe dysfunction to have exotic and unfamiliar dress. It is, thus, proposed that the existing predominant model of schooling, in this case schooling of Aboriginal children, come under careful scrutiny. Aboriginals, like most other Canadians, have accepted, now almost without question, the principle that education is the key to a secure and happy future. This principle may be as fraught with problems as the one-time equally-accepted principle that the earth was the centre of the universe and that the sun was just one of earth's satellites. Just as it was heresy to question the geo-centric universe, it is now similar heresy to question the principle, the dogma, of the value of education. It is now being questioned! This may not be merely a questioning of the value of education (whatever it is we mean by that). Indeed, Aboriginal communities have recognized that some elements of the schooling system have potential for negative impact on life and living. Now, having taken over some control of their educational systems, they have made some significant curricular changes ... and, that is good - as far as it goes. The major aspect of the problem, however, does not necessarily rest simply with the content of the curriculum, although that is undoubtedly important, so much as with the very concept of schooling, and the concomitant and consistent concepts of the nature of learning and of the child as learner. It may be the fact that the product of the educational system may not be the expected and hoped for education. In fact, that which is actually delivered and received may be antithetical to that which is anticipated and hoped for. Rather than the schooling experience providing the hoped for emancipation, it may be providing an insidious enslavement and addiction to dysfunctional concepts of what constitutes learning, and dysfunctional perceptions of personal response to that learning. In other words, the hoped for education may not be that which is supportive of Aboriginal communities or of individual Aboriginal youth or adults. There is no doubt that one could engage in a rather extensive (and possibly stimulating) philosophical discourse about what constitutes education, without arriving at an answer that would be satisfactory, either generally, or particularly to the Aboriginal community. There is, no doubt, a great need to have that debate in the general population, as well as in the Aboriginal community. To some extent, that debate, however one-sided and unfinished, has been on-going, giving rise to a number of royal commission reports and to the growth of a whole new testing industry in Canada, for example. The solution for Aboriginal communities, and indeed for the general community, does not lie in that direction, primarily because the crucial questions have been neither asked nor answered. The major question has to be How do children learn, naturally? That is, how does a child's brain learn? How do children learn? What are the implications for schooling? What are the implications for children's developing self-concept and personal confidence and conceptualization of personal value and self-worth? Is the very model of contemporary schooling so out-of-step with natural brain functioning that it precipitates the destruction of children's self-esteem, so much so that their personal and social deterioration -

Chapter 9- Effective Participation (Wilson 253-255) Essays

Chapter 9- Effective Participation (Wilson 253-255) What: I will go through each of the five categories under effective participation and tell what I observed on our group for each one. First- I think each member of our group was committed to do their best as time and resources allowed. Each contributed to the group in meetings and in presentations. Keith often was the leader behind our group presentations. I would say that he always was but I'm not sure that my memory is accurate. He came up with the ideas for the presentations that we ended up using, he coordinated them, made sure that everyone knew what they were doing and that they were going to do their part and be there on the day of the presentation. Charley did his part well and helped contribute ideas and suggestions for ways of presenting. Jessica and Salena came through and completed every assignment that they were given. When given parts to do for presentations they did them. Second- In our group members had differing goals that they wanted to accomplish. Though as it became closer to the due date of the final I think those goals became more the same but because of these differences it is difficult to determine for sure if every group member was committed to the good of the group or not. Over all I think the common goal of the group especially towards the end was to complete the final. This goal was shared both as a group and individually and the group was used to help all of the individuals complete the final. Third- Our group did not deal much with facts and opinions that would cause much tension as it might have had it been formed in an organization. But when it came to how to do the final conflict arose as different members had different ideas of how to do the final. As individuals expressed the way they saw that it was supposed to be done conflict ensued. Fourth- the best example I saw of possible competition in our group, though it didn't damage the group, was between Charley and Keith. They often competed on ideas as to whose idea would be used, or whose was the best, what ever it may have been. I'm not sure of any other examples of competing. Fifth- I think everyone at one time or another in our group has not been as good a listener as they could have been. I recall on one occasion when one member of the group accused another member of not listening to them. The best listener in our group though would have to be Jessica whether she chose that role or not that was one that she played often. With in our small group there was strong cohesiveness between the females and between the males. Besides the gender issue I think this cohesiveness was stronger because from the beginning of the semester the girls usually sat together and the guys usually sat together. Though there was cohesiveness between these two there was not strong cohesiveness between the group as a whole. As a group, things that contributed to our cohesiveness were: similar interest in the mission of the group, success in giving our presentations, and most members of the group were successful in completing the group goal, which was to complete 5 evaluations of our selected groups. Why: Each member was committed to do their best because of the people we were and because at least half of the group felt that there was pressure to be as close to a perfect group as could be. This idea pushed us to be committed to doing our best and in a sense it hurt us, in that we felt hindered to do anything that might break that shell of behaving and being as close to a perfect group as possible. In our group there was not enough discussion about our goals, regarding what we thought needed to happen in our group, other than completing 5 evaluations of our groups. Because we didn't make sure, that as a group there was consensus, as to what needed to be achieved, in our group, we had separate goals that didn't always agree with each other. This

Rhinoceros Facts

Rhinoceros Facts There are five species of Rhinoceroses- Ceratotherium simum, Diceros bicornis, Rhinoceros unicornis, R. sondaicos, Dicerorhinus sumatrensis- and for the most part, they live in widely separated ranges. By most counts, there are less than 30,000 rhinoceroses alive today, a steep plunge in population for a mammal that has existed on the earth, in one form or another, for 50 million years. Fast Facts: Rhinoceros Scientific Name: Five species are Ceratotherium simum, Diceros bicornis, Rhinoceros unicornis, R. sondaicos, Dicerorhinus sumatrensisCommon Name: White, Black, Indian, Javan, SumatranBasic Animal Group: MammalSize: 4–15 feet tall, 7–15 feet long, depending on speciesWeight: 1,000–5,000 poundsLifespan: 10–45 yearsDiet:  HerbivoreHabitat: Subharan Africa, Southeast Asia, Indian subcontinentPopulation: 30,000Conservation Status: Three species are Critically Endangered (Javan, Sumatran, black), one is Vulnerable (Indian), one is Near Threatened (white) Description Rhinoceroses are perissodactyls, or odd-toed ungulates, a family of mammals characterized by their herbivorous diets, relatively simple stomachs, and ​an odd number of toes on their feet (one or three). The only other perissodactyls on earth today are horses, zebras, and donkeys (all belonging to genus Equus), and the strange, pig-like mammals known as tapirs.  Rhinoceroses are characterized by their large sizes, quadrupedal postures, and single or double  horns on the ends of their snouts- the name rhinoceros is Greek for nose horn. These horns probably evolved as a sexually selected characteristic- that is, males with bigger, more prominent horns were more successful with females during mating season. Considering how big they are, rhinoceroses have unusually small brains- no more than a pound and a half in the largest individuals, and about five times smaller than a comparably sized elephant. That is a common attribute in animals which have elaborate anti-predator defenses like body armor: their encephalization quotient (the relative size of an animals brain compared to the rest of its body) is low. WLDavies/Getty Images   Species There are five extant rhino species- the white rhinoceros, black rhinoceros, Indian rhinoceros, Javan rhinoceros, and Sumatran rhinoceros. The largest rhinoceros species, the white rhinoceros (Ceratotherium simum) consists of two subspecies- the southern white rhinoceros, which lives in the southernmost regions of Africa, and the northern white rhinoceros of central Africa. There are about 20,000 southern white rhinoceroses in the wild, the males of which weigh over two tons, but the northern white rhinoceros is on the brink of extinction, with a mere handful of individuals surviving in zoos and nature reserves. No one is quite sure why C. simum is called white- this may be a corruption of the Dutch word wijd, which means wide (as in widespread), or because its horn is lighter than that of other rhinoceros species. Actually brown or grey in color, the black rhinoceros (Diceros bicornis) used to be widespread across southern and central Africa, but today its numbers have dwindled to about half those of the southern white rhinoceros. (In Greek, bicornis means two-horned; an adult black rhinoceros has a larger horn toward the front of its snout, and a narrower one directly behind.) Black rhinoceros adults rarely exceed two tons in weight, and they browse on shrubs rather than grazing on grass like their white cousins. There used to be a bewildering number of black rhinoceros subspecies, but today the International Union for the Conservation of Nature recognizes only three, all of them seriously endangered. The Indian or greater one-horned rhinoceros, Rhinoceros unicornis, used to be thick on the ground in India and Pakistan until a combination of hunting and habitat destruction restricted its numbers to the puny 4,000 or so individuals alive today. Full-grown Indian rhinos weigh between three and four tons and are characterized by their long, thick, black horns, which are prized by unscrupulous poachers. On a historical note, the Indian rhinoceros was the first rhino to be seen in Europe, a single individual shipped to Lisbon in 1515. Plucked from its natural habitat, this unfortunate rhino quickly died, but not before it had been immortalized in a woodcut by Albrecht Durer, the sole reference point for European  enthusiasts until another Indian rhino arrived in England in 1683. One of the rarest mammals in the entire world, the Javan rhinoceros (Rhinoceros sondaicos) consists of a few dozen individuals living on the western edge of Java (the largest island in the Indonesian archipelago). This cousin of the Indian rhinoceros (same genus, different species) is slightly smaller, with a comparably smaller horn, which has not, sadly, prevented it from being hunted to near-extinction by poachers. The Javan rhinoceros used to be widespread across Indonesia and southeast Asia; one of the key factors in its decline was the Vietnam War, in which millions of acres of habitat were destroyed by incendiary bombing and poisoning of vegetation by the herbicide called Agent Orange. Also known as the hairy rhinoceros, the Sumatran rhinoceros (Dicerorhinus sumatrensis) is almost as endangered as the Javan rhinoceros, with which it once shared the same territory of Indonesia and Southeast Asia. Adults of this species rarely exceed 2,000 pounds in weight, making it the smallest living rhinoceros. Unfortunately, as with the Javan rhinoceros, the relatively short horn of the Sumatran rhinoceros hasnt spared it from the depredations of poachers: The powdered horn of a Sumatran rhino commands over $30,000 per kilogram on the black market. Not only is D. sumatrensis the smallest rhino, but its also the most mysterious. This is by far the most vocal rhino species and herd members communicate with one another via yelps, moans, and whistles. Habitat and Range Rhinoceroses are native to Subharan Africa, Southeast Asia, Indian subcontinent, depending on their species. They live in a variety of habitats, including tropical and subtropical grasslands, savannas and shrublands, tropical moist forests, and deserts and xeric shrublands. Diet Rhinos are all herbivores, but their diets depend on their habitat: Sumatran and Javan rhinos feed on tropical vegetation, including some fruits, while black rhinoceros are primarily browsers that feed on herbs and shrubs, and Indian rhinos feed on both grasses and aquatic plants. They require a great deal of time to forage and spend most of their active time doing that. Rhinos can be active day or night and generally regulate their activity depending on the weather. If its too hot or too cold, they will stay near water. Behavior If theres one place the average person does not want to be, its in the path of a stampeding rhino. When startled, this animal can hit top speeds of 30 miles per hour, and its not exactly equipped to stop on a dime (which may be one reason rhinos evolved their nasal horns as they can absorb unexpected impacts with stationary trees). Because rhinos are basically solitary animals, and because they have become so thin on the ground, its rare to see a true crash (as a group of rhinos is called), but this phenomenon has been known to occur around watering holes. Rhinos also have poorer eyesight than most animals, another reason not to linger in the path of a four-ton male on your next African safari. The closest rhinoceros bond is between a mother and her offspring. Bachelor rhinos congregate in small crashes of three to five, and sometimes as many as 10, to cooperate against predators. Rhinos may also gather around limited resources, water pools, wallows, feeding areas, and salt licks, always staying one body length apart. Reproduction and Offspring All rhinoceroses are polygamous and polyandrous- both sexes seek multiple mates. Courting and mating can occur at any time during the day. During courtship, males engage in mate-guarding behavior until the female is in full estrus and will permit males to approach her. Indian male rhinos whistle loudly to announce reproductive condition and location, six to 10 hours before breeding activity. Gestation takes 15–16 months, and by two months of age, calves are weaned and may be left alone while the female forager a few feet away. When separated temporarily, the female and her calves stay in contact through vocalizations. Calves suckle until the calf is two or the mother conceives again; they become completely independent at three years. Females become sexually mature at 5–7, and males at 10 years. Rhinos typically live between 10 and 45 years, depending on the species.   mantaphoto/Getty Images Evolutionary History Researchers trace the evolutionary lineage of modern rhinoceroses back 50 million years, to small, pig-sized ancestors that originated in Eurasia and later spread to North America. A good example is Menoceras, a tiny, four-footed plant-eater that sported a pair of small horns. The North American branch of this family went extinct about five million years ago, but rhinos continued to live in Europe until the end of the last Ice Age (at which point Coelodonta, also known as the woolly rhino, went extinct along with its fellow mammalian megafaunas like the woolly mammoth and the saber-toothed tiger). One recent rhinoceros ancestor, Elasmotherium, may even have inspired the unicorn myth, as its single, prominent horn struck awe in early human populations. Daniel Eskridge/Stocktrek Images/Getty Images Conservation Status All of the five species of rhinoceroses are listed as endangered or vulnerable ty the IUCN. Three are listed as Critically Endangered (Javan, Sumatran, and black rhinos); one is Vulnerable (Indian), and one is Near Threatened (white).   Ã‚  Klaus Vedfelt/Getty Images Threats Rhinoceroses have been continually driven relentlessly to the brink of extinction by human poachers. What these hunters are after is rhino horns, which, when ground up into powder, are valued in the east as aphrodisiacs (today, the largest market for powdered rhino horn is in Vietnam, as Chinese authorities have recently cracked down on this illicit trade). Whats ironic is that the horn of a rhinoceros is composed entirely of keratin, the same substance that makes up human hair and fingernails. Rather than continuing to drive these majestic animals into extinction, perhaps poachers can be convinced to grind up their toenail clippings and see if anyone notices the difference! Sources Emslie, R. Ceratotherium simum. The IUCN Red List of Threatened Species: e.T4185A16980466, 2012.-. Diceros bicornis. The IUCN Red List of Threatened Species: e.T6557A16980917, 2012.  Hutchins, M., and M. D. Kreger. Rhinoceros Behaviour: Implications for Captive Management and Conservation. International Zoo Yearbook 40.1 (2006): 150-73. Print.Talukdar, B.K. et al. Rhinoceros unicornis. The IUCN Red List of Threatened Species: e.T19496A8928657, 2008.  van Strien, N.J. et al. Rhinoceros sondaicus. The IUCN Red List of Threatened Species: e.T19495A8925965, 2008.van Strien, N.J., et al. Dicerorhinus sumatrensis. The IUCN Red List of Threatened Species: e.T6553A12787457, 2008.

Slavery and the Mississippi Secession Essay Example | Topics and Well Written Essays - 1750 words

Slavery and the Mississippi Secession - Essay Example Using that as the basis, they argued that the Union was taking away their right to own said property and land; and taking the ability to succeed in commerce with the property owned. They felt the Union had interfered with their ownership by allowing escaped slaves to take fugitive in the Free states, by denying protection to the slave ships on the high seas, and removing the ability to acquire more land. In President Lincoln's inaugural address, he specifically addressed the slavery issue with this statement: "I have no purpose, directly or indirectly, to interfere with the institution of slavery in the States where it exists. I believe I have no lawful right to do so, and I have no inclination to do so." In fact, the emancipation proclamation did not necessarily free all slaves but those who lived within the Union States. President Lincoln was much more interested in preserving the Union of the United States and felt the South had no right to just arbitrarily seceded: "Again: If the United States be not a government proper, but an association of States in the nature of contract merely, can it, as a contract, be peaceably unmade by less than all the parties who made it One party to a contract may violate it-break it, so to speak-but does it not require all to lawfully rescind it" There is particular irony between the reason statement: "It advocates negro equality, socially and politically, and promotes insurrection and incendiarism in our midst." and the further reason statement: "It has enlisted its press, its pulpit and its schools against us, until the whole popular mind of the North is excited and inflamed with prejudice." followed by the announcement: "Utter subjugation awaits us in the Union, if we should consent longer to remain in it." (Readings # 109, p. 406) In the first statement, written as one of the reasons for the declaration of secession, they claim that the Union was promoting equality among the slaves, and promoting the slaves to violence if necessary. Within the same document the authors cite their own personal freedoms as reason to secede. But the majority of the document is about how the north (or the Union) is treating the south (or the Confederate States) as non-equal members telling them what they may or may not do. The document descri bes that the result of following the Union dictates would be utter social ruin and complete loss of property, valued at 4 billion dollars. Looking at the value only, one could understand their desire to remove themselves from the Union and by the same token, one could understand the desire of the north not to lose such value. Abraham Lincoln summed it up better in his Gettysburg address, which was written after the start of the Civil War: "All men are created equal." "This nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth." November 19, 1863 "A Declaration of the Immediate Causes which Induce and Justify the Secession of the State of Mississippi from the Federal Union" Reading 109. Third Edition. Readings in U. S. History to

Business Environment in United Kingdom Essay Example | Topics and Well Written Essays - 2750 words

Business Environment in United Kingdom - Essay Example An economic system are the consists of the people, institutions, processes, procedures that must be followed when making economic decisions to help solve the economic problems that face different economies. The different types of economic systems will determine the decisions on what to produce, how to produce, and who to consume the output. Economic Concepts and Problems The major economic problems that face economies include: the scarcity problem, competition, choice, resources, opportunity costs, needs, efficiency and wants. These are the key concepts that are fundamental in the understanding of the economic problems and that influence the kind of economic decisions that must be made for economic stability purposes and for the attainment of the solutions to the economic problems. The first concept is scarcity. This is a major economic problem that states that human needs are unlimited and resources are insufficient to satisfy all the diverse needs. The society is therefore faced wi th the challenges of the allocation of the scarce resources to attain maximum satisfaction of the unlimited needs. The economic system will therefore determine what to be produced and who to consume. It therefore also mean that a trade off must be made while making the economic decisions. Due to scarcity problem, the individuals in an economy will compete for the limited resources in order to survive. Competition is the scramble for the limited resources in order to acquire a fair share. Businesses and individuals both have to compete for the limited and scarce resources in order not to get eliminated in the system. When competition arises, the government agencies may formulate policies that are aimed at ensuring that the allocation of resources and that the competition is fair for all the participants. Competition has always been desired in order to increase efficiency and improve on the quality. The third important concept is opportunity cost. In economics the pursuance of one dec ision will mean a sacrifice to another possible action. Opportunity cost is the cost forgone for selecting the best alternative. Because the resources that are available in each economy is not enough to produce enough goods and services for everybody, some decisions must be made while others will be sacrificed. Economic systems will assist in the determination on what to produce and what to sacrifice. Needs are the requirements for existence or survival. Individuals in an economy will need food, shelter and good infrastructure for them to have a good life. Businesses as well will need resources e.g. raw materials in production or economic conditions that are favourable for operation. In addition, resources are the commodities or assets that are needed for production of goods and services that are demanded by individuals. Resources have the characteristics that they are limited, get depleted and have utility. The allocation of resources in production determines the manner in which th e economy performs and the output that will be attained. Economic systems are instrumental in the allocation of these scarce resources to maximize the satisfaction that will be achieved in the economy. Moreover, the scarcity of resources in production and in the satisfaction of human needs will mean that a choice must be made in relation to what to produce, quantity to produce, when to produce and who to consume. Choice can be defined as the choosing from among alternatives. In economic problems, a choice must be made on what to pursue among the various alternatives that are existing. The economic system influences the choices that are adopted in the

My Idea of a Professional Teacher Essay Example for Free

My Idea of a Professional Teacher Essay A student is nothing without his/her teacher. Without them we would know nothing and be nothing. The teacher is the one that helps the student understand everything around him/her. The teacher’s pride and glory is to know that he/she helped create a student that would someday live a successful life. When the word â€Å"professional teacher† was said, Sir Camacho comes to my mind. Even though there are a lot of great teachers in Regional Science High School, I chose him because he is a teacher that everyone likes, he is a teacher that is strict but very fun to be with, and he is a teacher that turns something so hard to something very understandable, he is a teacher that understands his students, and helps them in times of need. I remember the first day of being a junior; Sir Camacho was our first subject teacher, I thought he was a very strict teacher that wants every lesson he teaches to be understood by the students immediately, but I was proven wrong. We got along very well and he even shared his experiences to us—his students. Aristotle loves him, he gives us some advices, and we share some secrets with him. I consider Sir Camacho as one of the great teachers that taught me. He is a man that can be a teacher at the same time a friend. Words can’t be enough to describe how much I’m thankful of him and the great knowledge he shared us. Sir Camacho should really be called Superman.