Womanism or Black Feminism free essay sample

Black women started to speak up in 1970s and during the 1980s and 1990s black womanhood started to be an important point of debates and since then African American women? s thoughts and ideas are a very significant part of literature. Gender studies are taught at universities and black women writers are known of. Their books are studied and researches done. They took a long and hard journey from slavery until today and it was not easy. Despite all disadvantages, critiques, obstacles and problems, they managed to get a word in the world which had only three categories: White men, White women and Black men. In this essay I would like to deal with two terms which are topical in current debates: Womanism and Black Feminism. Womanism is described in the first paragraph, Black feminism in the second followed by the conclusion. First I will focus on Alice Walker? s multiple definitions of â€Å"womanismâ€Å" in In Search of Our Mother? s Gardens. We will write a custom essay sample on Womanism or Black Feminism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She offers several meanings. She sees the term as rooted in history which was full of racial and gender oppression. â€Å"You acting womanishâ€Å" taken from the black folk tradition meant that the girls acted in outrageous, courageous and willful ways – it freed them from conventions. They behaved like white women could not, they wanted to know more than was good for them. To understand what she means we have to know that the history of black women and white women is different. Not only as a history of events but history of language. The conventions for black women were different, they were supposed to behave differently and the society took them less serious. But Alice Walker in her definition says that â€Å"womanishâ€Å" is also being serious, grown up, responsible – which is an opposite to white understanding of black women. Walker somehow implies that black women are superior to white women because of black folk tradition. Also Walker? s much cited phrase â€Å"womanist is to feminist as purple to lavenderâ€Å" black women are womanists and white women are only feminists. Then, we have to think about the colours purple and lavender. According to my opinion purple is almost red, full, and shining with energy. It is a colour darker, more lovely, and richer than lavender. Lavender is pale, poorer, and relaxing. It is an opposite to purple, yet there is a similarity. Both are connected to violet as violet would be something which connects them. I would say that this something could be a metaphor to humanity. They are different but both human, different race but still human. Walker also presents a visionary meaning for womanism. As part of her second definition, Walker has a girl asking a question â€Å"Mama why are we brown, pink and yellow, and our cousins are white, beige, and black? â€Å" The response is â€Å"Well, you know the colored race is just like a flower garden, with every color flower represented. â€Å" It criticizes the colorism within African American communities and broadens the notion of humanity to make all people people of color. Women and men coexist in the same garden but retaining their cultural distinctiveness. Womanism provides a space for Black women and women of color to create a dialogue in a non threatening environment. According to Katie Cannon, womanism is always in the making – it is not a closed fixed system of ideas but one that continually evolves through its rejection of all forms of oppression and commitment to social justice. Another definition concerns wholeness â€Å"A woman is committed to survival and wholeness of entire people, male and female,â€Å" which proposes that males are not the enemy whereas in feminism they are. Walker also sees womanist as a woman who loves other women, which implies that womanists could be lesbians but it remains unacknowledged in the work of African American writers (Collins 10). Secondly I would like to comment on feminism and Black feminism. According to Pearl Cleage, feminism is the belief that women are full human beings capable of participation and leadership in the full range of human activities. I think that for white women and also black women, it already works. Well, almost. Because there are still women who are not equal to men, their salaries are lower, they are supposed to work and also take care of the family but on the other hand, there are lot of women who work as managers and on the top-list positions or they are prosperous businesswomen. There are female presidents and governon generals, white and black. For example, Park Geun-hye from the South Korea, Joyce Banda from Malawi, Slavica Dukic Dejanovic from Serbia, Dilma Rousseff from Brazil, Cristina Fernandez de Kirchner from Argentina and others. I was really impressed how many white and also black women occupy high positions in the politics because in the Czech republic, there are not many of them. Even now in the twenty-first century I would find it rare to have a female president. But there is going to be time in the future when it will be normal, I hope. Then I would like to comment on Black Feminism. It is the acknowledgement that women of color have been oppressed by sexism and racism, that there was a failure to recognize and address these issues in the Feminist Movement and the Black Liberation Movement, and that women of color have their own agenda that neither movement can take on. Black Feminism focuses on the experiences, needs, and desires of women of color (Aldridge 193). In establishing why Black Feminism is relevant, it must be established that women of color have been thrice victimized: by racism, sexism and economic exploitation. These three oppressive forces affect women of color simultaneously and equally relentlessly (Gordon 166). The goal of Black Feminism is to create a criterion by which women of color can assess their realities, both in thought and in action (Hudson-Weems 210). Black women have long struggled with the exclusionary white feminism and challenged the racism within feminist organization. The specific issues worked on in the Black Feminist Movement, according to Barbara Smith, were/are: reproductive rights, sterilization abuse, equal access to abortion, health care, child care, the rights of the disabled, violence against women, rape, battering, sexual harassment, welfare rights, lesbian and gay rights, aging, police brutality, labor organizing, anti-imperialist struggles, anti-racist organizing, nuclear disarmament, and preserving the environment. To this end, several organizations were established during the late 1970s and early 1980s. Most importantly, the movement must find a way to broaden support among black and Third World women. Education about the true nature and goal of the movement as well as resources and strategies for change must reach the women who have little or no access to the movement. There is a need for the development of mentor relationships between black women scholar/activists and young black students, both female and male. Individual struggle must be connected with a larger feminist movement to effect change, and so that new black feminists need not reinvent theory or search again for history that was never recorded. There is also a need to develop black female subjectivity to address black women as the primary audience of theoretical and critical black feminism. Black women and men need to develop a critical style which encourages further dialogue and development of ideas rather than merely trashing and silencing new black feminist voices. Respect for fellow black women must be developed and guarded in spite of the sexist, racist, and classist cultural baggage with which all Americans are weighed down. Differences among black women must be acknowledged and affirmed, rather than ignored. Finally, alliances must be strengthened between the black feminist movement and its parent movements. The black feminist movement must hold the current male-dominated black liberation movement accountable for its sexism and at the same time work with the movement to end the oppression of black people. As well, there must be a working dialogue between the white-dominated feminist movement and the black feminist movement to continue to develop theory and action which strives toward the end of sexism. The power and influence that each of these groups has cannot be ignored. As one NBFO (National Black Feminist Organization) member has said, White women are our natural allies; we cant take down the system alone. (Hull, Scott, Smith). As previously mentioned, there are differences between Black Feminism and Womanism. Black Feminism is still a derivative of Feminism, which is female-centered. Womanism is centered around the natural order of life, family and a complimentary relationship with men and women. It is all-inclusive and universal. Black Feminism tackles the social, political, and educational struggle of African-American women in the United States but it does not address all the global issues that women in the African origin are dealing with. It should be noted that in no way is Black Feminism any more or less important than Womanism. In fact, there are many elements in Black Feminism that are considered womanist values, such as the recognition of African roots, the pattern of defining a Black woman’s standpoint and the struggle to correct sexist attitudes. Rather, Womanism is the direction that Black Feminism should be evolving towards. Since Black Feminism is primarily focused on issues in the United States, it is not enough for the current conditions of the world. Currently, as more women around the world take a stand against the injustices each respective country has, the need for global solidarity continues to grow.

The action of lipase Essays

The action of lipase Essays The action of lipase Essay The action of lipase Essay AIM: Lipases hydrolize fats into glycerol and fatty acids1, therefor to investigate how different amount (1 cm3, 2 cm3, 4 cm3, 8 cm3, 12 cm3, 20 cm3) of 3% lipase solutions break down the fat in 5 cm3 of milk.RESEARCH QUESTION: how fast can different amount (1 cm3, 2 cm3, 4 cm3, 8 cm3, 12 cm3, 20 cm3) of 3% lipase solutions break down the fat molecules in 5 cm3 of milk?INDEPENDENT VARIABLE: amount of 3% lipase solution (1 cm3, 2 cm3, 4 cm3, 8 cm3, 12 cm3, 20 cm3)DEPENDENT VARIABLE: the speed (measured in minutes) of hydrolizing fat moleculesCONTROLLED VARIANLE: concentration of lipase solution, amount of milk, amount and concentration of sodium carbonate solutionHYPOTHESES: à ¯Ã‚ ¿Ã‚ ½ lipase hydrolize fats into glycerol and fatty acid1 therefore as the amount of lipase is increased, the fat molecules will be hydrolized faster and fasterà ¯Ã‚ ¿Ã‚ ½ boiled lipase will not break down fat molecules, because the enzymes denaturate on high temperatureMaterials: Equipments:-milk -test tu bes-0.05M sodium carbonate solution -test tube rack-phenolphthalein indicator -test tube holder-3% lipase solution -dropping pipette-graduated pipette-Bunsen burner-beaker-watchPROCEDURE:1. Using a graduated pipette, 5 cm3 of milk is placed in seven test tubes.2. 7 cm3 sodium carbonate solution is placed in each test tube.3. Using a dropping pipette phenolphthalein is add to each tube until the contests are bright pink. The test tubes are shaken well after adding each drop.4. In a spare tube about 15 mm 3 % lipase solution is placed and the liquid is heated over a Bunsen burner until it boils for a few seconds. The tube is cooled and 1 cm3 of boiled liquid is transported to test tube 1.5. With a graduate pipette 1 cm3 unboiled lipase solution is placed in test tube 2.6. With a graduate pipette 2 cm3 unboiled lipase solution is placed in test tube 3.7. With a graduate pipette 4 cm3 unboiled lipase solution is placed in test tube 4.8. With a graduate pipette 8 cm3 unboiled lipase solu tion is placed in test tube 5.9. With a graduate pipette 12 cm3 unboiled lipase solution is placed in test tube 6.10. With a graduate pipette 20 cm3 unboiled lipase solution is placed in test tube 7.11. The test tubes is shaken to mix the contents.DATA COLLECTION:à ¯Ã‚ ¿Ã‚ ½ Colour of the solution (milk, sodium carbonate solution): whiteà ¯Ã‚ ¿Ã‚ ½ Colour of the solution (milk, sodium carbonate solution, phenolphthalein): bright pinkà ¯Ã‚ ¿Ã‚ ½ To the seven test tubes 5 0.5 cm3 milk and 7 0.5 cm3 sodium carbonate solution was placed.Table 1. Observations of the action of lipaseTest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Time taken to become white/ min 0.51yes1-2no1403no2354no4265no8116no1257no202Table 2. Observations of the action of lipase Student ATest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Time taken to become white/ min 0.51yes1-2no1493no2264no4155no876no1257no203Table 3. Observations of the action of lipase Student BTest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Time taken to become white/ min 0.51yes1-2no1313no2194no4105no886no1257no203à ¯Ã‚ ¿Ã‚ ½ In each case the measurement of time started after placing the lipase solution, and shaking the test tube.à ¯Ã‚ ¿Ã‚ ½ Regarding the scale of numbers (from 3 to 40 in average see Table 4.) it was uneccasary to measure the time with the accuracy of seconds.à ¯Ã‚ ¿Ã‚ ½ In each case the test tube containig the unboiled lipase solution (tube 1) did not reach the stage of becoming white during the time of lab (about 90 min), this is denoted with a - sign.à ¯Ã‚ ¿Ã‚ ½ The scaling of the graduated pipette was 1 cm3 therefor the accuracy might differ by 0.5 cm3 .DATA PROCESSING AND PRESENTATION:Table 4. The action of lipase average time taken for the solution to become whiteTest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Average time/ min half of the range1yes1-2no140.9 9.03no226.6 8.04no417.0 8.05no88.6 2.06no125.0 0.07no 202.6 0.5à ¯Ã‚ ¿Ã‚ ½The average is reported with half of the range (instead of standard deviation), because of the small number of replicates. The samll number of replicates did not allow to leave out any of the obtained data. see conclusion and evaluation to see the possible way of avoiding this problem.à ¯Ã‚ ¿Ã‚ ½Graph 1. represents the data of Table 4. plotted on a graph. On the x axis the independent variable (amount of lipase) and on the y axis the dependent variable (the time taken for the solution to become white) can be seen. The best-fit line is drawn linear, going through the range boxes. If the x and the y values were of the same distance from the origo, then the best-fit line would be 45o.à ¯Ã‚ ¿Ã‚ ½Tube 1 boiled lipase is not plotted on the graph because it was the contol test, to make sure that the colour change does not happen anyway and that the role of the lipase is responsible for the colour change, since the enzymes denaturate in high temperature, change shap e, therefore do not work any more.à ¯Ã‚ ¿Ã‚ ½ The horizontal error bars represent amount of lipase (cm3) 0.5à ¯Ã‚ ¿Ã‚ ½ The vertical error bars represent the average time (min) half of the range (in case oftube 2 2 cm3 the range was 0)à ¯Ã‚ ¿Ã‚ ½ No systematic error occured during this experiment, the random errors are discussed above graduating pipette, watchCONCLUSION AND EVALUATION:à ¯Ã‚ ¿Ã‚ ½ The hypotheses were supportive, because as it can be seen on Graph 1, as the amount of lipase was increased, the solution changed colour faster and faster, in sciantifically speaking more and more lipid was broken down to glycerol and fatty acid. The boiled lipid did not change to colour of the solution no lipid was broken down.à ¯Ã‚ ¿Ã‚ ½ In this experiment the time taken for the solution (milk, sodium carbonate solution, phenolphthalein, lipase solution) to become white was tested. Phenolphthalein is and acid/base indicator. It starts to be bright pink because the carbonate ions i n the sodium carbonate give the overall pH to be alkaline. It is transparent in acid solution. When the lipase breaks down the fat molecules (lipids) into fatty acid and glycerol, the pH decreases into the acid range and the colour of the phenolphthalein fades. This allows the white colour of milk to come through.à ¯Ã‚ ¿Ã‚ ½ The lipase in the controll test (tube 1) denaturated on high temperature, and could not function any more, so no fat molecule was broken down, therefore the pH of the solution did not change, and the colour of phenolphthalein did not indidcate the change of pH, and the white colour of milk could not come through. This is why it is dangerous for humans to have a raised temperature (fever), because the heat unables the enzymes to function, on which the human body is reliant. Lipase is used as biological washing powder (since it breaks down the fat molecules) but if it is put in hot wash, the fat does not come out of the clothes, because lipase denaturates.à ¯Ã‚ ¿Ã‚ ½ On Graph 1. it can be seen that the action of lopase is in inverse proportion to time.SUGGESTIONS FOR FURTHER IMPROVEMENT:à ¯Ã‚ ¿Ã‚ ½ To calculate the average time taken for the solution to become white, more students data should be used.à ¯Ã‚ ¿Ã‚ ½ The action of lipase could have been tested in another way as well: the test tubes should be observed at a certain time, and the dependent variable would be the ratio of pink and white in the test tube. It would show that as the amount of lipase is increased, the ratio of white will be greater and greater. For the contol test boiled lipase the ratio of pink and white would be 1:0. Although there are many source of error for this experiment, mainly measuring the ratio. I would suggest using ruler, but cause difficulties how to measure the u-shaped bottom of the test tubes.à ¯Ã‚ ¿Ã‚ ½ Testing tube 1 and 2 the conclusion was that the enzyme lipase denaturates on high temperature. To go further, I would suggest an experiment to tes t at what temperature does enzyme lipase denaturate. For this, lipase on room temperature (about 21 Co) and heated lipase (25, 30, 35, 40 and 45 Co) should be used. The independent variable: temperature of lipase, the dependent variable: time taken for the solution to become white, and the controlled variable: amount of solutions added, including lipase.à ¯Ã‚ ¿Ã‚ ½ I would suggest to use 1 drop of 1 M sodium hydroxide insted of sodium carbonate, because glycerol has three alcohol groups and each of these weakly dissociates to give acid character. The carbonate ions react in acid giving off CO2 and a froming a hydroxide after the hydrolysis of water molecules. These then neutralise the acid, so carbonate ions act like a buffer therefore the acid production cannot be registered as fast as it should be. Therefore 1 drop of1 M sodium hydroxide should be use, to avoid the buffer effect.à ¯Ã‚ ¿Ã‚ ½ The random error of using graduated pipette cannot be avoided. Measuring the time could h ave been done with the accuracy of seconds, the reason for not doing so is discussed above in the data collection section.

Posthuman Figures Movie Review Example | Topics and Well Written Essays - 2000 words

Posthuman Figures - Movie Review Example 2). Posthumanism views the human body as a prosthesis that humans learn to manipulate and replaces it with other prostheses, which is a continuation of a process. Likewise, the posthuman view looks at the human body as something that can be seamlessly articulated with intelligent machines through configuration (Hayles, 1999, p. 3). In the posthuman, absolute demarcation or even essential differences do not exist between bodily existence and computer simulation. The analysis of possessive individualism by C. B. Macpherson is significant of underlying assumption about subjectivity signaled by the posthuman. This analysis posits that the posthuman possessive quality is found in how it conceives the individual as the essential proprietor of his own person or capacities, in which he owes nothing to society. There are convenient points of departure for measuring the distance between the human and the posthuman, exemplified by this notion of "owing nothing to society" (Hayles, 1999). Hobbes and Locke have initially claimed that humans in a 'state of nature' owe nothing to society before the emergence of market relations. It is argued that a foundation upon which those market relations can be built, such as selling one's labour for wages, since ownership of oneself is viewed to predate market relations (Hayles, 1999). Posthumanism and Cultural Identity One of the most frequent criticisms made of cybernetics is that apart from being a new science it is merely an extended analogy between men and machines. It was argued by Michael Foucault that man is a historical construction whose era is about to end (Hollinger and Gordon, 2002). Posthuman has then become a subject in cultural studies and the discourse about the body signals the emergence of the posthuman subject. There is the recognition of masculinist cyberpunk narratives of the possibilities of the elimination of the boundaries between human and machine. However, dualistic gender identity in the interactions between material bodies and technological devices has failed to dislodge (Hollinger and Gordon, 2002, p. 77). It may be furthered that a denaturalisation of the relationship between the body and cultural identity is facilitated by the multiple entanglements of the body with technology. This in turn is said to destabilise the structure and modes of reproduction of Western iden tity, alongside nature of culture (ibid). It is however noteworthy to mention that pertaining to cultural identity, the posthuman view supports the perspective that the wired body is perfect because the technoid life enables the human being to crack out from the dead shell of human culture (Hollinger and Gordon, 2002). The formulation of the technoid life form through the cyborg undermines the knowledge that the human body has a productive and inscriptive capacity of its own, functioning through historical, social, and cultural practices. Culturally constituted bodies do not only experience and live, but are also gendered bodies that define their environments as much as they are defined by them. Information is the defining environment for the contemporary technological body. Thus, the posthuman context must inevitably address the complex and shifting relationship

The ethical problems of illegal immigration in the united states Essay

The ethical problems of illegal immigration in the united states - Essay Example al sovereignty and border protection can find themselves at odds with advocates for migration who see in it a cheap labor force and a means of preventing further outsourcing overseas. In similar fashion, ideologues of the Left can find themselves divided between those who support the interests and needs of American workers (industrial and agricultural) and those according to whom the human rights of immigrants deserve to be recognized and protected. Illegal immigration as an issue is not, however, simply a political one. It also presents a host of complex and not easily answered ethical questions. As both a nation of immigrants and one whose founding was greatly influenced by Enlightenment ideas of universal rights and dignity, the United States is sometimes hard pressed to reconcile some of its historic-philosophical values with its more immediate and typical needs regarding its national sovereignty and the rule of law. Furthermore, as a country for whom the Christian religion has long been an influential belief system, Christ’s message of â€Å"treat thy neighbor as thyself† (Leviticus 19:18) presents certain difficulties for resolving and, even more fraught with conflict, prosecuting illegal immigration. The American Constitution guarantees certain rights to all United States citizens. Included is the Thirteenth Amendment which grants citizenship to all persons born within the borders of the country. When illegal immigrants come to the United States and have a child, that child is automatically an American citizen with rights to education, health care, Social Security, and other legal protections. These services all cost money. Though this area might represent a â€Å"loophole† in the law, until changed, these newborns deserve the same treatment as anyone else born here in America. Technically the child’s parents are still illegal and have no true legal claim to any benefits or services. It would hardly be ethical or moral, however, to separate the

Statapult (catapult) strike experiment Essay Example | Topics and Well Written Essays - 750 words

Statapult (catapult) strike experiment - Essay Example Afterwards, 6 trials of that best possible angle are done and checking done to see whether we are getting similar distances as those we obtained theoretically. The results gotten indicate nearly similar distances as those obtained from equation which is 160cm.Furthermore,we have to determine the 95 percent CI from Minitab which is (151.99,168.01)cm ,whereas the anticipated confidence level is in the range of 95 percent CI. Introduction This experiment assists in coming up with a prediction equation for the statapult to strike a specific target. Multiple projectiles will be fired at differing angles, arm and peg settings. Through doing this; adequate data can be collected so as to establish the equation that controls the distance of the projectile. By utilizing this equation the maximum as well as the minimum distances that the projectile can travel can be figured out. A target distance that we can hit is then provided. By use of the Minitab software, the optimal settings will be computed and so as to establish the needed target distance and then 6 trials of the distance we get from the optimum settings are done. After trials are done, the uncoded angle (1500) is then converted to coded angle (-0.5) so as to determine the theoretical target distance of Y (-0.5, 1, 1) = 164.05 cm which is almost near the specified targeted value; 160 cm. Finally we have to determine the confidence interval from those 6 trials data wh ich is (154.76, 165.90) and it lies well within the confidence for interval for the mean, (151.99, 168.01), found out in the Minitab.

The Importance Of Socio-Cultural Factors

The Importance Of Socio-Cultural Factors Abstract The aim of the research project is to find out how two different schools within the same borough cater to children learning EAL and bilingual children. Observing two children aged 4-5, within a reception class setting was one research method used. Notes were made on their verbal and non-verbal interactions, with either an English-speaking student or a Tamil speaking student and their overall involvement in routine activities. To follow, interviews were also conducted with each schools EAL/EMA coordinators to gain first had information on exactly what each school provides, and to see if there were any differences in their approach. The paper looks into theories behind mainstreaming EAL students, the difficulties that settings come across and the key strategies and acts that have been put in place to narrow the gap between EAL student and English speaking students. Introduction English is described as the primary language, which is spoken and written in the British Isles (Oxford English Dictionary 1989). Hence it is empirical that all children in an early years setting linguistically aquire the language in order to be able to understand and complete the work that is put in place by the national curriculum. This case study will look into bilingual children and children learning EAL (English as an additional language) particularly focusing on children from an ethnic-minority background. In England (2009), 856,670 pupils were recorded as having a mother tongue other than English; this represented a total of 492,390 pupils or 15.2% at primary school (Statistical First Release August 2009). Inner London was recorded as having 54.1% of pupils learning English as a second language making it a prime researching ground for this topic. Research from the same statistical evidence also showed that there were more than 200 languages that are spoken in the homes of children attending schools in England (DFES 2001). The large statistical evidence begins to unravel the rapidly increasing number of EAL pupils. An increasing amount of pressure is put on mainstream classroom teachers to be able to handle both English-speaking students and Children learning EAL within a mainstream setting. This stresses the importance of all the ever-changing policies and strategies that have been implemented by the government and local authorities. These are not in place for the best intreset of the pupils but also to enable settings to achieve their highest potential. Most of the educational theories and practices are derived from research completed in Europe, Australia or northern America; a limited area of the world (Cable, C 2005). Research findings from these areas of the world will not be applicable in settings with children from ethnic minority backgrounds.This becomes another barrier for both the members of staff and pupils; expectations will begin to vary especially for a child from an ethnic minority background. Teachers with a lack of experience in a socially diverse field will base and derive mos t of their way of practice/ teaching from research which may limit the extent of help and support they can offer children, from any other background than those that the research has been based upon. Maslows work recognised the importance of socio-cultural factors, he believed that all children needed to feel safe, valued and needed a sense of belonging (Catlow.J 2006). This will be very difficult if the teacher has not got a wider understanding of a childs specific cultural background, beliefs and a general way of life. It will restrict interactions, as no familiarity would be available for the child to feel a sense of belonging. It is crucial to have a general understanding of an individual pupil, especially if they have arrived from a war-torn country or if theyve had no previous experience in an educational setting. This means that the child will not only have to acquire a new language but immerse themselves in completely new settings and environment with the possibility that no extra support will be provided by the family and parents, as they also may not be accustomed to the life and ways of schooling of this country. In 2006 the primary national strategy (Excellence and enjoyment, 2006) said that significant progress had been made in raising standards for primary schools and that many individual children from minority ethnic groups and those learning EAL were achieving impressive results; but this was not the case for all the children. Achievement gaps between different social and ethnic groups are still prevalent and needs further work (Mahon, Crutchley and Quinn 2003). Through observations and interviews it leads to the main research question of how do schools cater to children learning English as a second language? As the main question was very open, it was broken down by only looking at two different schools with a high population of ethnic diversity (evidence from Ofsted reports, 2008 and 2010). Then the different approaches they have in assisting children learning English as a second language and new arrivals into the school was looked into. The main aim was to see how well each setting pro vided conditions for learning with valued diversity, promote confidence and a sense of belonging, along with how well they developed effective partnerships with parents, carers, families and communities. First hand information was gained via interviews with the EMA (ethnic minority coordinators) to see how the school deals with LEA and bilingual children. Observations in a classroom setting were to see how their strategies were being implemented and how this affected or enabled the LEA or bilingual children to participate and understand the basic curriculum. The first hand research was then related back to secondary research to see how well the settings were using/complying to strategies, and policies such as the EYFS framework, work from NALDIC, Dfes, ECM, EMAG Aiming High and Primary national strategies. Literature review English as additional language (EAL) has only been mainstreamed in English school education since the mid 1980s(leung). From then onwards, over the past thirty years, the concept of integrating EAL learners into the mainstream curriculum has been a major point of interest for policy makers and educationalists(nalidc). As Lamb 2001 stated we currently live and teach in a highly complex and increasingly multilingual society. This is evident from the data collected via CILT; the annual school census: language data collection showed that in 2008 14.3% (466,420) of all LA (local authority)maintained primary school children have a first language known to be other than English. The latest data from the same census showed that the percentage had increased to 16.0% (518,020). Reason s for the rapid increase could be due to the current economical state and labour demands leading to the recruitment of workers from other parts of the world (Leung) and the growing numbers of asylum seeker/refugee children. Data from (DfES 2002) found that 70% of the children who were in those circumstances came from homes where little or no English is spoken (DfES 2002). These movements within the UK has led to English as an additional language becoming an important social and educational policy concern (for example, Bullock 1975; Department of education and science (DES) 1985; commission for racial equality (CRE) 1986; Department of education and science DES 1998; Department for education and employment (DfEE) 1999 qualifications and curriculum authority (QC a) 2000; DfEE 2001 The current EAL policy was first implemented at a time when there was a perceived need to tackle racism(leung). It was designed to remove any barriers and allow an equal access to education. The main aim was to give all children an equal opportunity by integrating them into the mainstream curriculum regardless of their English language competence. In England the way EAL has been perceived has shifted over the years. Even the label has evolved from English as a foreign language (EFL) which only focused on learning the language. This term failed to integrate the broader curriculum and overlooks the importance of ones first / home language. At a time when the term EFL was used students were often taught in separate language centres where no social links could be formed with native English speakers.soon after the findings of the 1986 Commission for Racial Equality report was released the separate language centres were closed down and specialist language support was incorporated within t he context of mainstream classrooms. Further research from (DFES 2010) has now shown that Children who are learning English as an additional language will learn more quickly alongside fluent users of English who can provide good language and learning role models. This is evident in (reference the case study) and many other school who use a Buddy system to ease children into school seetings throughout the induction period. Globally, there now exists a broad spectrum of literature on the education of EAL and bilingual pupils (Bourne Reid, 2003). Most of the ideas and developments that have risen in the field of EAL can be seen as falling into the following four categories. Language content orientation is based on a very structural approach , an example of this is the Scope material(1978). This advsed teachers that from the very beginnng you have to see it that your pupils learn correctly organized language. The incorporation of grammar , spoken laguage and written skills were developed through themed work eg; shopping or farm animals. With the use of visual enhancement and group discussion it allowed eal pupils to develop all of the conventional aspects of learning English. Content- language orientation is when subject specific uses of vocabulary and expressions are identified and classroom strategies are built around these in order to promote both understanding of he subject content and learning of English at the same time. An example of this is seen n (dale cuevas, 1987) workthey pointed out that maths uses English language vocabulary in a particular way hence pupils needed to be aware of the context each xpressions belonged to e.g the notion of subtraction can also be reffered to as; take- away, subtract from and etc. following fro this ( Mohan 1986; 1990; 2001) proposed an content language intergration approach which ties language expressios and curriculum content together via a set of underlying knowledge stuctures . he also suggested that the use of visual representations should be used to assit understanding of the key language and content meaning by students. Trans curriculum language orientaton is another form of eal pedagogy. An example of this is Cummins (Cummins, 1992; 1996; 2000; Cummins and swain, 1986) suggestion that language proficiency can be distinguished between basic interpersonal communicative skills (BICS) and cognitive/academic language proffiency ( CALP). BICS is usually when the meanings communicated is familiar to those involvrd in the conversation or when gestures and actions are provided for better understanding e.g greeting friends or going to play in the playground. CALP is language that is embedded in the context of a curriculm usually the language that contributes to educational success. This work went on to show that children learning an additional language can become conversationally fluent in the new language in 2-3 ears but may take 5 years or longer to catch up with monolingual peers in the development of CALP. Along with Cumins work the conceptual framewok prposed by snow, met gensee ( 1989; 1992) that enab les EAL and content teachers to share a common teaching agenda. Both of their ideas are pedagogically relevant to second language development within the mainstream curriculum. Cummins work can be used to plan out classroom strategies whilst the framework drawn up by Snow et al can be used for both language and subject content analysis and planning The fourth category is student orientation. The early work of Levin (edited by Meek 1996) was most influential in this theory. This was the first that saw mixed ability teaching in mainstream classrooms as a potentially effective response to meeting the language learning needs of eal pupils . Unlike the content and language orientated approaches this focuses more on the pupils level of progression and emphasies that social interaction between students and between students and teachers as pivotal. Another example of the important role of the first language is Cummins work on the underlying proficiency. This work showed that those who have developed CALP in their first language can transfer much of this learning to additional languages. The same theory is also prevalent in Colliers (1995) theory , the previous experience of leanring, apptitiued ,leanring style which was developed through the acquisition of the first language can be adapted into the way that the second language is learn t. As mentioned in (Naldic) the label of EAL itself appears to be part linguistic, part educational, part social and part political therefore the learners social and cultural experiences will impact on their progress in language acquisition as well as on their cognitive and academic development(ref). the development of a second language should not be seen as a problem or hinderance but as an opputunity to enhance her/his cultural heritage by adding a new language to their repertoire without losing proficiency in the first. Eal pedagogy has also been influenced by social constructivist theories; this emphasizes the importance of scaffolding learning, which highlights the socio-cultural and emotional factors. These factors are largely influenced by the attitude towards the children, culture, language, religion and ethnicity (ref) . This is mirrored by the work of Vygotsky (1962) who emphasized the influence of social interaction, cultural context and language in cognition and the role of a more experienced person in supporting childrens learning through scaffolding in the Zone of Proximal Development (ZPD) (Cable, 2005). Another socialists theory was Maslows work on recognising the importance of socio-cultural factors, he believed that all children needed to feel safe, valued and needed a sense of belonging (Catlow 2006) whilst Bruners work was focused more on the linguistic and coginitive side the link between high order language functions and thinking and learning skills. Each of these theories are ver y interlinked yet focus on different apectss of the leanring process a central characteristic of each policy development is a recognition of the overlapping social and cultural phenomena which impact on attainment in school (TTA, 2003). Bilingual learners and children learning EAL face two main tasks in school: they need to learn English and they need to learn the content of the curriculum (Excellence and enjoyment, 2006). Both aspects need to be equally balanced, particular focus on just grasping the language can leand to children falling behind on their academical process. One of the difficulties that is faced by schools is wheter to place children in settings with a lower cognitive demand to place the focus on improving the language aquisition skills or keeping them in classroom with peers of the same age group so they feel included and not made to feel reduced academically. There are national educational documents which suggest that along with English minority languages should also be considered languages of the mainstream curriculum; an example of this is found in the English (subject) national curriculum documents teachers are advised that in realtion to the development of spoken and written English they shou ld be building on pupils experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another (DfEE and QCA 1999). For optimal educational outcome both the every child matters outcome and the EYFS key principles must always be followed in every setting to ensure that each individual child has an equal opportunity to succeed (Excellence and enjoyment, 2006). the overall ethos and curriculum of a school should be inclusive and welcoming (Sure start for everyone. 2004) as Leung stated children who do not feel a sense of belonging and do not feel comfortable in their surrounding will not learn. This links back to the pivotal relationships and attachments formed with members of staff. Schools need to stress the importance of cultural relevance for all families and ensure that they feel the setting is a place where they can feel comfortable, respected, valued and included (Excellence and enjoyment, 2006). The Race Rel ations (Amendment) Act 2000 states that every school should have a race equality policy which should cover staff, pupils, parents/carers and the wider community (DfES 2004). It is through language and the interactions with proximal society that culture is transmitted to the child. In this context the learners sense of identity develops, and language is central to this process (Franson, 2009). many parents would want their children to perform to their best abilities at a school level their first language plays a crucial part within the context of the family and community. In many cases the first language is the only means of communication with the extended family such as grandparents and family living abroad ( ref) . not only is the first language helpful in coding a second languageas stated in(Excellence and enjoyment, 2006) it is widely accepted that home language skills are transferable to new languages and strengthen childrens understanding of language use but a crucial factor in keeping the family close. A difficulty that arises in settings is when the teachers are not given enough information on how to work with these children.a teachers identity is not only conceived within an individual practitioners head, but it is also identified by the set of core values and beliefs that have traditionally been linked to that role. Society places a particalur ideology on what teachers should be able to handle children ( Hanworth 2008) but current research shows that most teachers felt that the level of trainining given throughout the intial teacher training stage (ITT) was inadequate. . The percentage of trainees who felt that their training was good or very good in preparing them to work with pupils with English as an additional language has remained static at 34% in 2007 and 2008(Hendry, 2009).This is due to EAL not being a main subject specialism and also as it requires no mandoatory specialist qualification (Haworth 2008; Butcher, Sinka Troman 2007). (10 case studies) Via the case studies they found that teachers who did one year of PGCE did not have enough time for reflection as most of the emphasis was doing it by the book reducing the input on EAL. With the increased population of EAL learners it is important to note the demand for different types of EAL provision with the new pattern of immigration. the mismatch in the system between the demand and the available specialist workforce is shown via the figures from NALDIC;; between 2004-2008 the number of EAL pupils rose by approximately 25% to stand at 824,381 but the number of EAL/EMA teachers had just increased by 8% during the same period. Socially perceived boundaries such as subject specialisation and hierarchial roles within a school setting can lead to a lack of collaboration (Haworth 2005). Coplllaboration has not historically been associated with class teaching (Lortie 1975). This is a downfall in the develepoment of EAL pedagogoy as teaching practice may benefit from collaboration on a personal level, through providing moral support and confidence; a professional level, enhancing reflective learnin; as well as on a practical level, resulting in increased effieciency and reduced workload (Hargreaves 1994). All teachers develop an individual self identity (Nias 1989) this then develop into self- efficacy beliefs which is an interweaving of the cognitive factors and affective dimensions (dufva 2003; Marland, 1986). Once self efficacy is achieved teachers are said to have strong beliefs about their ability to impart knowledge and enhance learning outcomes (Haworth 2005). But in a setting with a high population of EA L pupils the confidence/ self- efficacy is said to be challenged as teaching unpredicatibilty is often heightened and appropriate schemas many not be available (Pajares 1992). In these cases teachers may then become reluctant to seek help even when they need it ( Young kram, 1996) as their competence may be judged on their own ability to solve problems on their own( Lortie 1975). Other issues around this context is the status levels of support teachers and class teachers. Class teachers usually hold more powerful positions than support teachers (Haworth 2005) this can lead to a lack of communication on a childs progress. It is empirical that both sides are communicating effectively to discuss any problems or notes that have been made and to combine the curriculum work that the class teacher is focusing on (butcher et al 2007). Class teachers have also been reported to have unrealistic expectations of support teachers; they are expected to hold multiple roles and have cultural awa reness in all cultures that each child brings into the setting. All of this is expected out of sometimes non-qualified volunteers. Other teachers fear to show that they have specialism in the field of EAL as once established they are given the label of EAL specialist and expected to handle all children learning EAL. Hargreaves (1994) ideal vivison of a moving mosaic would be ideal where all professional contributed and discussed ways of Improvements. A lack of clarity between SEN and EAL is also a major concern.the (case studies ref) states the reason for this to be the lack of clearly identified criteria for identifying the language needs of pupils. Without clear assessment it is difficult to tell whether the delay is caused due to confidence issues using the language or because they have real learning difficulties independently of the language difference (cline 2009) As a pupil has further exposure to English, special educational needs may become apparent. It may be appropriate to follow both courses of action for some bilingual pupils. All answers should be based on good evidence collected in a variety of circumstances over a period of time. Children should only be involved with the SEN co-ordiantors if there is an actual need that needs to be dealt with. The SEN framework works completely differentlt to the EAL one, the wrong diagnosis could lead to the cognitive ability of the child to be supreesed due to the lack of challe nge. Over the main issues pointed out by researchers that have been a cause for concern are; the roles and reponsibilties over staff and support members, the staus of each member of staff and the crossover with specialists and mainstream teachers, the use of first language, community links and the teaching of English itself. Theories and frameworks have been developed (reference all above) but an international framework that will relate to all settings has yet to be created. Different approaches and methods are used by different settings but they are all costumly accomadeted to suit each setting, one approach that may be successful in one setting may not work at all in a different one. It all dpends on the geographical location of the settings and the particular outcomes it needs to reach. Methodology: The topic was chosen due to personal experience and an innate interest. At the age of 8 I was moved to the united kingdom and was considered to be an EAL learner. With no previous experience of English I was enrolled in a mainstream primary school setting. The main central research question is to look into how effectively pupils learnng EAL are intergrated within mainstream school settings. This was then broken down into 3 categories; to research current frameworks and theories, how interaction amongst peers effect the development and what kind of provision teachers/members of staff provide in supporting children learning EAL. The research was conducted in the manner of a case study. A Case study can be described as a spotlight on one instance/ situation or an in depth study to uncover what is happening and to shed fresh light (Aubrey et al 2000). The concept of EAL is a rapidly increasing area of interest and as set rules and regulations have yet to be adapted the process of a case study allows the opportunity to focus on all aspects of relevant research. The advantage of conducting one is; that it is richly contextualized allows for plenty of detailed descriptions and gives a better sense of what is being studied (Roberts-Holmes, 2005). This is contradicted by Flyvbjerg (2006) who pointed out the misunderstandings of case studies. The claims included One cannot generalize on the basis of an individual case and, therefore, the case study cannot contribute to scientific development ;and The case study contains a bias toward verification, i.e., a tendency to confirm the researchers preconceived notions. The overall aim of the case study was to focus on children learning English as a second language. With the use of internet serach engines and the universities library resource the process of filtering journals and information that was already produced began. As journals were read it became very apparent that there were no set guidelines for teachers to follow. Members of staff were facing a number of issues that hindered their ability to enable children learnig EAL to achieve their full potential. As the overall EAL issue was very wide the central research question (CRQ) was then refined to How are children learnig EAL intergrated into mainstream settings. First hand information is to be gained by looking into the interactions amongst pupils and how much supported is provided by the teacher. This is to be gained by the use of a semi- structured interview with the EMA/ EAL coordinators of each setting and an observation of 2 children within their natural classroom setting focusing on the interactions amongst peers and how the teachers expertise supports the children. As per the London government website (ref) London has the highest population of people from an ethnic minority background. With this information the search for two appropriate settings with a high number of EAL pupil began. With the use of the OFSTED reports the settings were narrowed down and then chosen according to proximity and access. First contacts were made via e-mail (see appendix ?) this outlined the aims of the research my intentions and what I would require. Both schools were content with the intial information that had been provided and requested to meet in person for further details to be discussed. The brief meetings with each head-teachers allowed me to be put in contact with the right members of staff and for them to provide me with children learning EAL in the appropriate class/age group. Two criterias were empirical in this research one was the chosen age group; 4-5 as an appropriate level of cognitive and language development is essential for any developments in ac quiring a second language to be noticed.the second is the ethnicity/ first language. The requirements were for 2 tamil speaking (as a first language) pupils. As I also have the ability to speak and understand the language it would allow me to gain first hand information on the discussions and thoughts amongst the peers. Once permission was granted to enter the school premesis the head teachers briefly introduced me to the class teachers that were in charge of the allocated classrooms and to the EAL/EMA co-odinators of each schools. The teachers allowed me to get aquainted with the class before the observation process had began enabling children to accept my presence and getting a chance to understand the purpose of why I was there. Ethical consideration was empirical as the research method consisted of first hand contact with children. Concerns have been related to the appropriateness and desirability of involving children directly in research, in terms of their competence and vulnerability as research subjects (manon et al 1996). The day observation commenced, a CRB had to be presented to both schools for security reasons before access was given to work with children. On the day of observation the teachers had pre- allocated two children as per the request and gave me a brief background. This included how long they had been in the u.k, when they joint the setting and what their current level of EAL was (see appendix?). as the children arrived at school the class teacher pointed out the parent of the pupils of interest. This enabled me direct contact in order to gain parental consent. A consent letter (See appendix 4) was also handed to them giving them a brief explanation of what my research consisted of and how their child would be involved allowing objection at anytime. Verbal consent was gained from the children to avoid deception. Further ethical evidence was specified (See Appendix 2). One of the chosen research methods was observation looking at day-to-day events within a setting without altering anything (Clough Nutbrown cited in Roberts-Holmes. 2009). This was considered to be the most suitable for acquiring information on the interactions amongst peers and witnessing exactly what kind of support was given by the teachers if any it involves first hand evidence collection and real-life situations (Roberts-Holmes, G, 2005, P92). This was extremely important as the children would need to behave exactly as they would in their daily lives without the researchers presence influencing the outcomes.The downfall to the method was that it was only conducted for a day hence the data collected may not have been be a true reflection of real life situation, as participants may know they are being observed. (Robson, C.2002). this should always be kept in mind when analyising the results. That said observation is the only method provides the closest representation of real life situations (Robson, C. 2002 It allows a researcher to be a part of their everyday life at school, seeing how they interact, play and learn, also allows observer to take account of emotions, tensions and behavior. (Bell, 1999). This was conducted as a mixture of structured observation and unstructured observation. The purpose was kept in mind, hence anything in relevance to how teachers facilitated children and the interactions between the peers was noted down as reflective diary notes (Holmes P.97). As soon as the initial raw observations were noted certain aspects specifically realted to the main focus were elaborated on,including the details of how the members of staff used materials and techniques to aide children learning EAL. The aim was to observe from an outsiders point of view but when working with children the nature is always unpredictable. At times participants would ask direct question or help which had to be responded to,at this point the role of a participant observer would be taken on. Although it disrupted the validity of the research it his allowed a deeper understanding through clarifications of their behaviour or actions that were at times unclear. To gain the information that was required from the EAL/ EMA co-ordinator a semi structured one on one interview was conductuded. This allowed information from the direct source, the researcher to ask the participant to elaborate, confirm and clarify what they are saying (Roberts-Holmes, 2005:110). Due to the close proximity the use of follow-up questions can be used to clarify something that has been said, or to expand on something raised by probing (Mac Naughton, 2001). The questions were prepared using the information that were highlighted as key areas in the literacy review and based onf current frameworks and policies. The interview was recorded via the use of a

Degeneration of Kurtz, Colonialism, and Imperialism in Heart of Darknes

Degeneration of Kurtz and Colonialism in Heart of Darkness       Kurtz was a personal embodiment, a dramatization, of all that Conrad felt of futility, degradation, and horror in what the Europeans in the Congo called 'progress,' which meant the exploitation of the natives by every variety of cruelty and treachery known to greedy man. Kurtz was to Marlow, penetrating this country, a name, constantly recurring in people's talk, for cleverness and enterprise. Joseph Conrad's Heart of Darkness is a portrait of the degeneration of the ideal of Kurtz symbolizing the degeneration of the ideal of colonialism as 'civilizing work'.    The fading of the idealist mirage of 'civilizing work' in Africa has to be one of the central themes of Heart of Darkness. This theme forms the background of the whole story, from beginning to end, before the character of Kurtz is even introduced.    The focus of Heart of Darkness is not on the direct effect of the colonial presence on the native population, but on the reflected effect on the colonial occupiers. Centrally, the whole story being told directly is the effect on Marlow of his colonial adventure. Marlow here reflects or represents his Western ideological origins coming to terms with the reality of the Congo. It was not merely the economic relations of commodity exchange which so often in the colonies, it was the respectability of society; it was the very identity of the occupying force and it was the emptiness of the western colonial myth of individualism. The degeneration of Kurtz is thus inseparable from the 'other' degeneration.    Marlow, on his return to civilization, learns from Kurtz's cousin that he was a "universal genius" (Conrad 71). What ... ...ause the heart of humanity does not lie in the individual, it lies outside, in society, in language, in active engagement with a human world. Kurtz was more capable than anyone else of conquering the world, but the world, and the savagery, conquered him.    Works Cited Adelman, Gary. Heart of Darkness: Search for the Unconscious. Boston: Little & Brown, 1987. Bradley, Candice. "Africa and Africans in Conrad's Heart of Darkness." (24 Jan. 1996). Online Internet. 3 October 1998. Available: http://www.lawrence.edu/~johnson/heart. Conrad, Joseph. Heart of Darkness. Ed. Robert Kimbrough. 17th ed. New York: Norton, 1988. Rosmarin, Adena. "Darkening the Reader: Reader Response Criticism and Heart of Darkness." Joseph Conrad Heart of Darkness: A Case Study in Contemporary Criticism. Ed. Ross C. Murfin. New York: St. Martin's, 1989.       Degeneration of Kurtz, Colonialism, and Imperialism in Heart of Darknes Degeneration of Kurtz and Colonialism in Heart of Darkness       Kurtz was a personal embodiment, a dramatization, of all that Conrad felt of futility, degradation, and horror in what the Europeans in the Congo called 'progress,' which meant the exploitation of the natives by every variety of cruelty and treachery known to greedy man. Kurtz was to Marlow, penetrating this country, a name, constantly recurring in people's talk, for cleverness and enterprise. Joseph Conrad's Heart of Darkness is a portrait of the degeneration of the ideal of Kurtz symbolizing the degeneration of the ideal of colonialism as 'civilizing work'.    The fading of the idealist mirage of 'civilizing work' in Africa has to be one of the central themes of Heart of Darkness. This theme forms the background of the whole story, from beginning to end, before the character of Kurtz is even introduced.    The focus of Heart of Darkness is not on the direct effect of the colonial presence on the native population, but on the reflected effect on the colonial occupiers. Centrally, the whole story being told directly is the effect on Marlow of his colonial adventure. Marlow here reflects or represents his Western ideological origins coming to terms with the reality of the Congo. It was not merely the economic relations of commodity exchange which so often in the colonies, it was the respectability of society; it was the very identity of the occupying force and it was the emptiness of the western colonial myth of individualism. The degeneration of Kurtz is thus inseparable from the 'other' degeneration.    Marlow, on his return to civilization, learns from Kurtz's cousin that he was a "universal genius" (Conrad 71). What ... ...ause the heart of humanity does not lie in the individual, it lies outside, in society, in language, in active engagement with a human world. Kurtz was more capable than anyone else of conquering the world, but the world, and the savagery, conquered him.    Works Cited Adelman, Gary. Heart of Darkness: Search for the Unconscious. Boston: Little & Brown, 1987. Bradley, Candice. "Africa and Africans in Conrad's Heart of Darkness." (24 Jan. 1996). Online Internet. 3 October 1998. Available: http://www.lawrence.edu/~johnson/heart. Conrad, Joseph. Heart of Darkness. Ed. Robert Kimbrough. 17th ed. New York: Norton, 1988. Rosmarin, Adena. "Darkening the Reader: Reader Response Criticism and Heart of Darkness." Joseph Conrad Heart of Darkness: A Case Study in Contemporary Criticism. Ed. Ross C. Murfin. New York: St. Martin's, 1989.      

Economics and Sino-Japanese Relations

Sino Japanese Relations in the 20th Century Relations between China and Japan are contradictory; they both rely heavily on each other economically, but they are distrustful of each other and there are huge cultural and political tensions between them. Japan helped provide infrastructure that allowed for the rapid industrialization of China, and if it were not for all of the foreign trade opportunities in China, Japan’s economy could have collapsed. At the same time however, China is still offended by the massive massacres and inhumane acts committed by the Japanese.Japan’s government is also very weary, and almost threatened, by China’s continuing growth economically, politically, and militarily. Despite the fact that China and Japan rely on each other economically and are so similar culturally, relations remain tense because of unresolved historical issues. The relationship between China and Japan really began to sour after Japan became industrial and imperialis tic during the mid nineteenth century. This period, known as the Meiji restoration, changed Japan from a feudal society to a more capitalist one.Japan’s military was also greatly strengthened during this time, and taking after the British and other western ideas, began to occupy China. This led to the First Sino-Japanese war in 1894. At the time, China was still relatively weak and a very primitive country compared to the new imperial Japan. This war was fought mainly over control of the Korean peninsula and was easily won by the powerful Japanese military. This wasn’t a particularly bloody or violent war, but it was the first incident that caused China to think negatively of Japan.Japan’s imperialism continued throughout the twentieth century, but never turned into a full out war until the Second Sino-Japanese war in 1937. The Second Sino-Japanese war was one of the most brutal wars in Asian history, and it is a significant root cause for the bad relations betw een China and Japan. This is mostly due to The Rape of Nanking, which was a gruesome mass murder and war rape committed by the Japanese in 1937. The Rape of Nanking occurred during a six-week period after the Japanese took over the city of Nanking (the capital of China at the time).During this time, the Japanese military proceeded to kill hundreds of thousands of civilians, and rape tens of thousands of innocent women. In fact, the acts of violence were so unnecessary and horrid, that this is also known as the â€Å"forgotten holocaust of world war two†. Pregnant women were often a target of murder, and they would often be bayoneted in the stomach, sometimes after rape. Tang Junshan, a survivor and witness to one of the Japanese army’s systematic mass killings, testified: The seventh and last person in the first row was a pregnant woman.The soldier thought he might as well rape her before killing her, so he pulled her out of the group to a spot about ten meters away. A s he was trying to rape her, the woman resisted fiercely  Ã¢â‚¬ ¦ The soldier abruptly stabbed her in the belly with a bayonet. She gave a final scream as her intestines spilled out. Then the soldier stabbed the fetus, with its umbilical cord clearly visible, and tossed it aside What has really caused the Rape of Nanking to be such a pressing issue though, is that Japan has done almost nothing to apologize to China. What’s worse, is that some Japanese scholars and officials claim the entire incident to be a hoax.Members of the Prime Minister’s Party state the â€Å"no evidence to prove the mass killings by Japanese soldiers in the captured [Nanking] and they even accused Beijing of using the alleged incident as a â€Å"political advertisement. † Of course, the Chinese government is very offended by these claims and since then, relations have deteriorated greatly. China also does nothing to try to forget about the unpleasant incident, and many Chinese textbook s horrifically describe the acts of the Japanese, which darkens the image of Japan to the Chinese populace even further.The brutal occupation of China was finally over after Japan was defeated at the end of World War Two. China and Japan then entered a brief period where relations remained stable; this was mostly due to the Japanese military being dismantled. The establishment of The People’s Republic of China also made Japan feel more respect towards them because China was becoming a â€Å"civilized† nation like themselves. During this short period, Japan assisted China through its first years as a newly developed, struggling nation. Many trade policies were agreed upon and Japan and China started to cooperate and coordinate on many levels.This helped both countries thrive culturally and their economies, especially Japan’s, boomed. Without these trade agreements, China never would have developed so quickly, and Japan wouldn't have been able to come out of the d evastation they suffered from World War Two as strongly. But even though the Japanese military was disbanded, China still viewed Japan as a threat because of the numerous atrocities that Japan had committed. China was worried about a remilitarization of Japan, as Japan’s army was slowly recovering from World War Two.But Japan remained peaceful, probably due to the increasing amount of business happening between the two countries. During the next few decades, Sino- Japanese diplomatic relations slowly improved, while economic ties increased exponentially. In the 70’s and 80’s, negotiations took place for a peace and friendship treaty between the two countries. There were also many VIP visits between the countries involving high ranking government officials, at even the Prime Minister of Japan visited China in 1984. After long term trade agreements and Chinese economic reform, bilateral trade rapidly increased.This is also known as the â€Å"golden age† of Sino- Japanese relations, as they made significant progress during the 70’s and 80’s. But a lot of these visits and treaties were mostly for show, and today, we realize that although it seemed like the two countries were finally starting to cooperate with each other, there were still many problems surrounding Sino-Japanese relations. Because of this purely economic relationship, China and Japan’s economies have become closely intertwined. They are almost completely dependent on each other economically, and wouldn't be the powerful countries that they are today without each other.As I said before, China never would have developed so quickly if it weren't for the early investments and trade from Japan. On the other hand, after Japan’s economic bubble popped in the 90’s, many investors needed to find new places to invest and trade, and China was filled with such opportunities. The continuous growth of China’s economy could not be sustained if i t weren’t for the steady stream of investments and trade coming from Japan, but on the other hand, Japan’s economy would be in shambles if it weren’t for all of the financial opportunities in China.But even a close trading relationship can’t fix a relationship stained with violence and distrust. Japan, for example, is worried that China is becoming too strong of a rising power in today’s society. As of just this last year, China has overtaken Japan as the worlds second biggest economy, trailing only behind the United States. China’s military is also quickly becoming modernized as the Chinese government gradually spends more and more on their national defense budget. As of today, there has been billions of dollars spent on advanced missiles and submarines. The rest of the world doesn’t event know the full extent of he power of the Chinese military, and China could posses more weapons than even the United States. This is not only concer ning to Japan, but also other developed countries as well. Although Japan is worried about the continuous growth of China, Japan is still in the lead developmentally and has been for the last century. China has been influenced greatly by Japan’s actions and took their development as a model for their own. When Japan first industrialized, it showed China that industrialization was a reachable goal that would make them more powerful. And until recent years, China has just been slightly behind Japan developmentally.In fact, China is very similar to what Japan was just 40 years ago. Just like China today, Japan was a rising Asian power that many westerners feared would become too powerful. Many indicators of a growing economy are also evident in China; literacy rates, infant mortality rates, and GDP (gross domestic product) are all on the rise, similar to what Japan’s were four decades ago. It’s no coincidence that China hosted the Beijing Olympics 44 years after To kyo, and they hosted the world expo 40 years after Osaka. China has a unique opportunity though, they can learn from Japan, and not make the same mistakes that Japan did.Japan doesn't want China to leap frog over them though, and has started to invest less into China, causing trade between the countries to decrease in the last decade. Japan has been deliberately putting less business into China, mostly because they don't want to contribute to the growth of a country that they view as a threat. But at China’s current rate of expansion and technological development, they could soon be losing their dependence on Japan. And it seems as though the only thing supporting a stable relationship right now is economics, and if that is gone then what will come of their already volatile relationship?Without the economic dependence that China and Japan have for each other, their relationship would almost certainly crumble. Having bad relations between these two countries is not only detrim ental for China and Japan, but also damaging for world politics, and the world economy as a whole. Creating healthier relations between them would allow for collaboration and cooperation which would help push Japan out of recession and let Japan help guide China in the right direction. It would also benefit the many Japanese investors who have billions invested in China to have improved communication with the country.Better relations between them would also greatly impact the outside world, especially the US. The United States has had a huge impact on the shaping Sino- Japanese relations. Having trusting political relations would allow the United States to become a more prominent contributor to Asian politics without having to choose sides on any touchy, historical issues. We wouldn't have to worry about starting a political flame war and we could focus more on building stronger relations with each other, making it easier to come to agreements and make decisions on major issues.It s eems like China and Japan are both going to have to put in more effort to improve Sino- Japanese relations in the long term. Both Japan and China are going to have to try much harder to establish relations that are built on something more than just trade. Due to this, it is advisable for them to make an effort to construct a new and healthier relationship that is not reliant on their economic structures. But how should they approach fixing a relationship that is stained with hatred and tension? First, Japan should focus on making sure that China forgives them for their past actions.It is important that China believes that this is a sincere gesture, as it has been attempted many times before. Japan should make sure to take full responsibility instead of just loosely apologizing as they have done in the past. They should also not view each other as threats, and become more trusting of each other’s intentions. China could make this easier for Japan by being more open about their military intentions. China and Japan should also be public about their diplomatic relations to keep their people informed about what state their countries are in.Fixing Sino-Japanese relations is going to be a long journey for both countries. Because of such a complicated and violent past things aren’t going to be easy, but their economies and cultures are so intertwined; it would be beneficial to them and the rest of the world to repair their broken relationship. But only once we look back at the history between these two countries can we understand how to look to the future. Bibliography: Anonymous â€Å"KEIDANREN : JAPAN-CHINA RELATIONS IN THE 21ST CENTURY (2001-02-20). † Nippon Keidanren. 20 Feb. 2001. Web. 1 Mar. 2011. . Anonymous â€Å"Nanking Massacre. † Nanking Massacre. Web. 8 May 2011. . â€Å"China and Japan, Rival Giants†, BBC, http://news. bbc. co. uk/2/shared/spl/hi/asia_pac/05/china_japan/html/history. stm (accessed February 21, 2011) â₠¬Å"The China-Japan Economic Relationship (sidebar). † Issues & Controversies. Facts On File News Services, 20 Dec. 2010. Web. 21 Feb. 2011. .Calder, Kent, â€Å"China and Japan’s Simmering rivalry†, Foreign affairs. April 2006. , http://www. foreignaffairs. com/articles/61515/kent-e-calder/china-and-japans-simmering-rivalry, (accessed February 21) * * Cave-Bigley, Anna. â€Å"The Paradox of Sino-Japanese Relations. † ISN. 26 Sept. 2008. Web. 20 Mar. 2011. . * * Chan, John. Sino-Japanese Relations Remain Tense. † World Socialist Web Site. 29 Oct. 2010. Web. 12 Mar. 2011. . * * Chanlett- Avery, â€Å"Sino- Japanese Relations: Issues for US policy†, Congressional research service, December 19, 2008. * * Deh Chien, Chen. â€Å"THE FORGOTTEN HOLOCAUST. † People. bu. edu — People on the Web at Boston University. Web. 12 Mar. 2011. . * Don Lee Times Staff Writer. China-Japan Economic Ties Glow Amid Political Chill; Last year's anti-Japa n protests gave companies pause, but the market is too vast to ignore.. † Los Angeles Times. 17 Apr. 2006: C1. eLibrary. Web. 21 Feb. 2011. Rose, Caroline. Sino-Japanese Relations: Facing the Past, Looking to the Future? New York [u. a. : Routledge, 2005. Print. Xin, Geng. â€Å"Sino-Japanese Relations Still Worryingly Uncertain – GlobalTimes. † Globaltimes_Opinion. Web. 21 Feb. 2011. . Soderberg, Marie.Chinese-Japanese Relations in the Twenty-first Century: Complementarity and Conflict. London: Routledge, 2002. Print. Xinhua. â€Å"China, Japan Economic Relations Complementary. † Chinadaily US Edition. Web. 9 Mar. 2011. . Yuqing, XING. â€Å"JAPAN’S UNIQUE ECONOMIC RELATIONS WITH CHINA: ECONOMIC INTEGRATION UNDER POLITICAL UNCERTAINTY. † Web. 9 Mar. 2011. . â€Å"MOFA: Japan-China Relations. † Ministry of Foreign Affairs of Japan (MOFA). Web. 12 Mar. 2011.

Free Essays on Single Parented Families

‘To what extent are children bought up in single parented families worse off?’ In this essay I will be writing how children are affected by being bought up in single parented families. I will be looking at whether their lives are better or for worse. I will also question whether all single parented people are bad parents or are just as good as two parents. I will also look at some of my friends who have just one parent. Are break up marriages the cause of children being bought up for the worse? Or is it just general opinion by people? Well lets look at why marriages are broken up in the first place. There are plenty of reasons for failure in marriages, such as the two people who are getting married to each other did not really know each other in the beginning or one of them had changed after the marriage. Other reasons include that the husband was treating the wife badly. Another reason is that the partner of the couple had an affair with another person. Marriages might not break up, but it could be that the mother or the father of the family has died when the child was at a young age, causing the child to act differently due to the death of the father or the mother. Also the single parent might never have been married in the first place which would lead to the child hardly knowing his father. Many kids are offended when something is said about the fact that their parents are divorced and lea! d them into doing some stupid things. A single mother said, "Sometimes you don't feel like a real person, you don't feel like you're doing your job as a parent no matter how much you love them, because of money. You don't have any time with them because you're working all the time. It's going so fast. Suddenly your child is walking and talking, and you've missed it. But then there's the child-care bill, and you have to put it off with excuses, and your child runs a fever for three days and you haven't the money to pay for a docto... Free Essays on Single Parented Families Free Essays on Single Parented Families ‘To what extent are children bought up in single parented families worse off?’ In this essay I will be writing how children are affected by being bought up in single parented families. I will be looking at whether their lives are better or for worse. I will also question whether all single parented people are bad parents or are just as good as two parents. I will also look at some of my friends who have just one parent. Are break up marriages the cause of children being bought up for the worse? Or is it just general opinion by people? Well lets look at why marriages are broken up in the first place. There are plenty of reasons for failure in marriages, such as the two people who are getting married to each other did not really know each other in the beginning or one of them had changed after the marriage. Other reasons include that the husband was treating the wife badly. Another reason is that the partner of the couple had an affair with another person. Marriages might not break up, but it could be that the mother or the father of the family has died when the child was at a young age, causing the child to act differently due to the death of the father or the mother. Also the single parent might never have been married in the first place which would lead to the child hardly knowing his father. Many kids are offended when something is said about the fact that their parents are divorced and lea! d them into doing some stupid things. A single mother said, "Sometimes you don't feel like a real person, you don't feel like you're doing your job as a parent no matter how much you love them, because of money. You don't have any time with them because you're working all the time. It's going so fast. Suddenly your child is walking and talking, and you've missed it. But then there's the child-care bill, and you have to put it off with excuses, and your child runs a fever for three days and you haven't the money to pay for a docto...

Purchasing Your First Small Chainsaw

Purchasing Your First Small Chainsaw Chainsaw manufacturers are using newer and lighter materials to build more powerful but durable machines. Inspired by an article in Arbor Age magazine, I ask you to consider six chainsaw brands for potential purchase. These chainsaw manufacturers were selected for their small model compactness and reviewed for use by arborists who work in an urban environment but need plenty of sawing power. These companies have smaller saws that would also be the perfect fit for a tree owner or occasional woodcutter or limb trimmer. An important first note: Reviewer Tom Bernosky, owner of Green Thumb Power and Equipment Corporation, suggests you always remember when buying any machine to buy from a dealer who can service. Your chances go up that you may hurt yourself and your business by buying something at a mart-type store. I am not saying you cant buy mail order, just make sure there is a repair shop in your area for service work. If the saw cant be serviced locally, your warranty isnt worth the paper its printed on.† 6 Great Companies That Make Small Chainsaws This list represents great picks from a broad array of small chainsaws who provide excellent dealer service. Obviously, there are many others you can choose that are not on this list. But these saws are arguably the best for all but the professional woodcutter as a first saw around the yard and woodlot. This review is based on company reliability, professional arborist popularity, and one chainsaw shop experts opinion. Any of these chainsaws manufacturers make great first small saws for purchase. All quotes are from Arbor Age. Ive tried to include links to lists of branded saws available for purchase on the Internet. Echo Small Chainsaws - It truly packed a wallop when it came time to do limb and trim work. - Available in 14 and 16 guide bars - Retail cost range: $190 to $300 US    Note: my personal favorite is the Echo CS 310. Stihl Small Chainsaws- â€Å"This particular unit cuts extremely smooth and had plenty of power in reserve† - Available in 14 and 16 guide bars - Retail cost range: $180 to $250 US  Ã‚   ​Note: this saw is an arborists favorite due to minimal weight, adequate power and bang for the buck. Husqvarna Small Chainsaws- My first impression of this was wow, what a little powerhouse. - Husqvarna saws are available in small guide bars - Retail cost range: $210 to $350 US Craftsman Small Chainsaws - I picked this chainsaw because of its quality and service availability. A Sears Craftsman chainsaw is an economical alternative to the more expensive saws and a growing favorite!- Available in 14 and 16 guide bars - Retail cost range: $150 to $200 US Jonsered Small Chainsaws- â€Å"Known for its reliability and durability, this little saw has that and more.- Available in 16 guide bars - Retail cost range: $250 to $300 US Solo Small Chainsaws- â€Å"This is quite a nice saw with plenty of power.† - Available in 14 and 16 guide bars - Retail cost range: $250 to $450 US

CFD Assignment Example | Topics and Well Written Essays - 1250 words

CFD - Assignment Example g for the small wind controlled turbines is not as essential as other factors since the passive over speeding regulates the smaller relative influences of the drag on the engine performance. The total improvement is measured by the cruise lift and the high-lift root of the airfoil to reduce the inboard solidity apart from enhancing the starting torque. The different aerofoil shapes have three possible cruise lift measures 0.1, 0.4 and 0.6. The velocity of the aerofoil increases with a steeper gradient from the beginning of the take-off and then the gradient gradually reduces as the aircraft stabilizes. With the airfoil positioned in the stream of air with the speed V∞, the air flow parts closer to the leading edge and then passes the upper surface and the lower surface of the airfoil at the same time. At that point, when the air flow splits up, the speed of the air flow reduces to 0, a point referred to as the point of stagnation. It is placed near the aerofoil leading edge, but the position changes in relation to the angle of attack (Bertin & Cummings 2009, p. 49). Pressure and Velocity have a significant effect on the performance of the aerofoil. It is found that in higher pressure zones, the velocity of the aerofoil is reduced because of strong turbulence. On the other hand, low pressure caused weak turbulence, enabling the aerofoil to experience faster cruise (Clancy 1975, p. 48). High pressure is required only in two conditions, during the takeoff and landing, where an air craft is expected to change altitude. Los speed id desired for safe landing and for climbing. The relationship between velocity and pressure is shown in figure 6 below. For the following explanations it is assumed, that a stream of air is directed against an airfoil, which is fixed in space (Houghton & Carpenter 2003, p. 83). This is equivalent to an airfoil moving through the air - just a question of the reference system. A typical wind tunnel works in the same way. The qualitative

Research Paper Essay Example | Topics and Well Written Essays - 1250 words - 1

Research Paper - Essay Example This resulted in great economic down turn and also loss of lives, the United States up to date still compensates the veterans of the war, not forgetting that they spent a lot of money in the war, which they eventually withdrew from in the long run. Many soldiers got permanent injuries and billions lost their lives. It is estimated that 58,000 American soldiers died during the war, 300,000 were physically wounded, and 2387 reported missing (Murrin et al 143). The war not only affected the United States troops that had been in the battlefield. The wars also affected the Americans who had constantly watched the happenings on the war front, as they had been aired endlessly in the media. Many had to deal with the post war trauma while others, had to deal with the death of their loved ones. Many children were orphaned, other families never got to know what had happened to their relatives as many other soldiers were reported missing. Despite the fact that the government compensated the veterans’ families, most people had believed it had not been in its place to get involved in the war. Others argued against the government’s move to recruit young people and send them to war. The nation lost a vast number of its young gen eration through the war. The Vietnam War resulted in a financial setback that was felt throughout the United States. The country lost an estimated $167 billion spent on the war (McNamara 186). The government spent a vast amount of money to purchase and produce supplies and weapons for the army involved in the war. A failure by President Lyndon’s government to increase taxation while financing a major war and a great society simultaneously led to a notable increase in a double digit inflation that resulted in federal debt (Buckallo 87). The mounting debt served to ravage the American economy and contribute to a decrease in living standards witnessed from the late 1960s into the 90s. Further, the war veterans had to be compensated, and