Environmental Literacy and Sustainability Essay

Environmental Literacy and Sustainability - Essay Example However, many economists disagree with this approach, claiming that constraints on the use of natural resources will inhibit the advancement of modern and creative societies (Allen, Tainter, & Hoekstra, 2003). It has been commented upon that the current discourse may be confounded by political biases, which serve only to limit the ability of societies to plan for a sustainable future (Allen, Tainter, & Hoekstra, 2003). It is generally conceded within the ecological community that there are limits to the human ability to produce and consume of the natural environment. Present research concerns are oriented at global unsustainable development and the threat to human survival within the 'earth household' (Allen, Tainter, & Hoekstra, 2003). From the research findings has arisen an emphasis on sustainability education, both at the academic level, and at the level of the every-day consumer or the corporate executive, all of whom are inter-connected systems of the global ecosystem called Earth. Hence, it is anticipated that this paper will; provide the reader with a reflective review of past and present human activities impact within ecological systems; extend the reader's insight into the core elements of biophysical ecology; inform teacher/researchers about ways to enhance sustainability education; and to contribute toward raising the awareness of consumers as to the critical need for sustainable lifes tyles, industry and economic-political institutions.First, this paper will review the definitions of terms common to sustainability discourse, such as environmental literacy and sustainability. Secondly, three popular theories of sustainability will be outlined. Next, the implications of these theories in regard to ecological education will by highlighted. Finally, a conclusion will synthesize the main points of this paper, present recommendations for future research directions, and emphasize the importance for ecological education in 21st century living. Landscaping the Discourse Environmental literacy Gaining momentum during the early 1970s, the concept and application of environmental literacy has achieved depth and comprehensiveness, and has been adopted into education systems of many industrial and developing nations (Goodland, 2002). In North America, over 1.5 million primary to secondary teachers deliver and participate in environmental education (EE) courses. As such, numerous models of how best to present new information regarding environmental behaviors have been developed. An emphasis is placed on positive engagement of the student will novel forms of new knowledge about ecosystem energetics and the value of biodiversity. However, it had been pointed out by Golley (1998) that, in general, North Americans are unable to articulate environmental knowledge that could be put to practical use such as protecting community health and natural resources, empowering people to live for a sustainable future. Ironically, the discrepancy between public support for EE, and actual sustai nable behaviors, has occurred for over three decades (Golley, 1998). Humans have been remiss in the application of environmental knowledge and some attribute this to a deep believe within industrial cultures that nature is an object to be used, exploited and profited from. Unfortunately, this mindset appears to be embedded across academic

Jade Peony Essay Example for Free

Jade Peony Essay This excerpt from â€Å"The Jade Peony† by Wayson Choi conveys the mystery and insightful fear of the unknown of a young boy who has just lost his mother. Although the passage refrains from giving sufficient details, the reader is still able to understand the essentials of the situation: A young boy is lying in a bed with his dying mother and is then taken into the care of a family friend. The reader confirms the death of the mother with the narrator’s description of the â€Å"rigid arms† (line 8), which implies the limpness of the mother’s lifeless arms, and the boy’s realization that â€Å"my mommy’s voice†¦would never say again†¦Ã¢â‚¬  (lines 23-24). Also, from the apparent urgency and, perhaps, panic of the first paragraph, the reader may infer that something – most likely an emergency – has gone terribly wrong. The development of the Chin family characters then expands on this confirmation (of the mother’s death) to help develop the reader’s understanding. Mrs. Chin is shown as a very nurturing and maternal woman – a foil to her husband’s practical leadership in giving instructions (line 3) – who comforts the boy as the mother dies. She pulls the boy â€Å"up, up, up, from the dark†¦Ã¢â‚¬  and carries him away to her family’s cabin, a safe place. These actions indicate the switching of maternal roles between the boy’s mother and Mrs. Chin as the biological mother passes on. Also, the other Chin characters help to convey the situation. For example, in line 13, the expressions of the Chin children reflect back the â€Å"vacant stare† of the young boy to indicate his scared yet insightful awareness of the situation. Once they are in the Chin family’s cabin, Mr. Chin dynamically changes from practical leader to nurturing father, mirroring the comfort given by Mrs. Chin. His actions to return to normality – telling old stories, singing songs, etc. (lines 17-21) – further indicate the absence of the boy’s mother, showing how the Chin family is so kindly taking in the now motherless boy. Considering that the reader is left void of a complete description of the situation, the mysteriousness of this lack of detail also effectively helps to convey the similar mysteriousness felt by the boy, the narrating voice. It seems that the boy is aware of his mother’s death, at least to some degree. For example, he has a â€Å"vacant stare† (line 13) and he does not say anything as he eats his jook (line 16). Still, he does not fully grasp the concept, or the repercussions rather, of his mother’s death. For example, he remembers the â€Å"joy and excitement† of the storytelling night just before realizing his â€Å"mommy’s voice†¦would never say again†¦Ã¢â‚¬  (line 24). Aside from a paralleled mysteriousness experienced by both the reader and the boy, Choi also cleverly uses tone and sensory descriptions to convey the context and feeling of the narrating voice (of the boy). Especially in the first paragraph, Choi appeals to the auditory senses; he narrates and sets the scene by describing what the boy hears. First there is the voice of Herby Chin calling for help, then the boy hears the back door open and the sound of voices coming from the kitchen. In lines 1-3, the boy describes the scene by telling everything he hears from the other bedroom. This conveys the uneasiness of the unknown, since the boy is only hearing what is going on; he cannot see anything in the other room. Surely the boy is scared, but his observant mind conveys his insight and awareness of the situation. Choi also uses an appeal to the tactile senses, developing a tone of urgency, which helps to convey the uneasiness felt by the boy. For example, in line 17, Mrs. Chin scrubs her hands furiously simultaneously as the boy hears the siren to indicate her urgent and almost unsatiable desire to clean the blood from her hands. This may also demonstrate (figuratively) the feelings of the boy and the Chin family to move past the mother’s death – they hope to get ride of the stains of the pain in an attempt to return to normality. Aside from his sensory appeal, Choi also uses an effective word choice to convey the sense of urgency. Most noticably, he uses the word â€Å"rush† twice (line 1 line 5) as well as other phrases with a connotation of quickness (which indicates the level of panic felt in the emergency). For example, a chair falls over (due to the rushing of people in the kitchen), the curtains are â€Å"whipped† back, the blinds â€Å"whirled† and â€Å"snapped† up. Mrs. Chin â€Å"shoves† aside the pillows on the bed to comfort the boy. As the passage progresses, the sense of urgency slows as Choi picks up another more reflective and observant tone. The diction, especially of lines 25-30, is much less urgent and has a sense of calmness to it (conveyed by the sensory description of the freshly baked pie, the epitome of comfort). Ultimately this helps to demonstrate the probable acceptance and understanding of the boy. This gives the reader a final peace of mind, as the mysteriousness and urgency that are conveyed at the beginning finally come to a close, and the reader solidifies his or her understanding of the characters and the situation. Questions for sample commentary on â€Å"The Jade Peony† 1. What is the central assertion of the commentary? 2. What makes it an effective central assertion? 3. What contextualizing details does the student provide? 4. In your oral commentaries, what kind of contextualizing details will you be able to provide that this writer can’t? 5. A) Identify the topic sentence in paragraph 6. B) What details of content and literary features does the student use to support the topic sentence? C) What are the effects of these details, according to the student? D) How do these details and effects relate to the central assertion? 6. How does the student bring a sense of closure to the commentary? 7. Identify a point or explanation of a quotation that is underdeveloped. 8. How does the student bring a sense of closure to his commentary?

Its Time for Uniforms in American Schools Essay -- School Uniforms Ed

It's Time for Uniforms in American Schools Works Cited Missing School uniforms have been debated in the public school system for what seem like fifty years. Understand the constructive views that most administrations envision, you start to recognize the goals associated with having students wear them; however, there is a flip side. The unenthusiastic views that are associated with school uniforms present an equally intriguing question. Should schools incorporate them into the curriculum or not? Who opposes it and why it may be used to insure our children’s future. All views will be presented for you to make the decision. Why is this an issue? Well it seems that clothes have become the status maker and not grades, attendance and behavior. They say never judge a book by its cover; however, it seems that in today’s society looks mean everything. A child’s mental demeanor can change with what he/she is wearing. The age-old problem of â€Å" mom I have nothing to wear† has become a burden, even when there is a wardrobe stuffed behind over sprung closet doors. This is the issue. Fashion and the status of a student should not coincide. If anything a student’s statues should be reflected by the grades they receive from class. That should be the only determinant; unfortunately, this is not the case. So what role does various clothes and fashion portray, according to Swain (2002) cloths are used to portray individualism (p53). Individualism is an important feature for a student to possess. But again it seems that individualism can be achieve through other venues. From a teacher†™s stand point the main issue with student wearing uniforms is the impact uniforms can have on behavior and grades. Student’s behaviors can be influenced from a uni... ...mes to there children’s future. With television and the media promoting a way of life that is out of reach for most of the populous, parents need to help there children realize that school is important in obtaining a grasp and gaining that desired future? A proper education and the desire to sacrifice time and the superficial individuality needs to be completed now at a young age. Sacrifices must be made to gain the, now required high school diploma to insure their place in the middle ground of society. The more sacrifices the student learns to make at a young age the better prepared he/she will be for hurtles that one faces in everyday life. With the rise of tabloid television it seems that the â€Å"dumbing of America† has begun. This uniform policy is the first step that needs to be taken to insure the success of our children. Education is the issue here not fashion. It's Time for Uniforms in American Schools Essay -- School Uniforms Ed It's Time for Uniforms in American Schools Works Cited Missing School uniforms have been debated in the public school system for what seem like fifty years. Understand the constructive views that most administrations envision, you start to recognize the goals associated with having students wear them; however, there is a flip side. The unenthusiastic views that are associated with school uniforms present an equally intriguing question. Should schools incorporate them into the curriculum or not? Who opposes it and why it may be used to insure our children’s future. All views will be presented for you to make the decision. Why is this an issue? Well it seems that clothes have become the status maker and not grades, attendance and behavior. They say never judge a book by its cover; however, it seems that in today’s society looks mean everything. A child’s mental demeanor can change with what he/she is wearing. The age-old problem of â€Å" mom I have nothing to wear† has become a burden, even when there is a wardrobe stuffed behind over sprung closet doors. This is the issue. Fashion and the status of a student should not coincide. If anything a student’s statues should be reflected by the grades they receive from class. That should be the only determinant; unfortunately, this is not the case. So what role does various clothes and fashion portray, according to Swain (2002) cloths are used to portray individualism (p53). Individualism is an important feature for a student to possess. But again it seems that individualism can be achieve through other venues. From a teacher†™s stand point the main issue with student wearing uniforms is the impact uniforms can have on behavior and grades. Student’s behaviors can be influenced from a uni... ...mes to there children’s future. With television and the media promoting a way of life that is out of reach for most of the populous, parents need to help there children realize that school is important in obtaining a grasp and gaining that desired future? A proper education and the desire to sacrifice time and the superficial individuality needs to be completed now at a young age. Sacrifices must be made to gain the, now required high school diploma to insure their place in the middle ground of society. The more sacrifices the student learns to make at a young age the better prepared he/she will be for hurtles that one faces in everyday life. With the rise of tabloid television it seems that the â€Å"dumbing of America† has begun. This uniform policy is the first step that needs to be taken to insure the success of our children. Education is the issue here not fashion.

Gender Trait Chart Essay

Complete the chart by listing seven traits you believe are associated with male or female behavior. Examine the differences of these traits between genders. Identify whether the differences are biological, social, inherent, or learned. Explain why. Gender Trait What are the trait differences between genders?  Are the trait differences biological or social? Are the traits inherent or learned? Why? Nurturing Women are more nurturing than men re. They show signs of being more emotional and caring. inherent and learned it seems to be associated with genetics but also through the expectations of society- women are expected to be more nurturing and caring. Sympathetic Women are sympathetic then men are however some males have carry the same trait Learned and inherent women tend to be more sympathetic and nurturing which is mostly learned but can also be inherent. Dominant More of a male trait, being dominant tends to show the male is in charge. Inherent and learned this trait can be inherited but also learned men are obligated to be more â€Å"macho† and being dominant proves masculinity. Aggressiveness Male trait Inherent and learned men are suppose to be rough and show fearlessness in some sort of way, this is the perspective from society.

Ways to Keep the the Neighbourhood Clean

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

The Countries of the World in French

The Countries of the World in French Learning the French names for countries is relatively easy if you are already familiar with the name in English. In most instances, the translation is as simple as attaching something like  -ique  or  -ie  to the end of the name.  That means that this a very easy French lesson which students of any level can learn. Les Pays en Franà §ais Below is a list of virtually all of the countries in the world, organized alphabetically from English to French. As you study geography in the French language, you will find it useful to learn how to speak about the countries and be able to use them in sentences. Remember that you need to use a definite article (the the, such as  le or  la)  for countries. Some of the countries do not have a  definite article  because they are islands. Articles are normally not used with islands. You will also need to know the gender of the country in order to use it in a preposition.  Nearly all countries that end in -e are feminine, and the rest are masculine. There are just a few exceptions: le Belizele Cambodgele Mexiquele Mozambiquele Zaà ¯rele Zimbabwe In those cases and for  countries that use  l  as the definitive article, the gender is indicated next to the name. English French Afghanistan l'Afghanistan (m) Albania l'Albanie (f) Algeria l'Algà ©rie (f) Andorra l'Andorre (f) Angola l'Angola (m) Antigua and Barbuda l'Antigua-et-Barbuda (f) Argentina l'Argentine (f) Armenia l'Armà ©nie (f) Australia l'Australie (f) Austria l'Autriche (f) Azerbaijan l'Azerbaà ¯djan (m) Bahamas les Bahamas (f) Bahrain le Bahreà ¯n Bangladesh le Bangladesh Barbados la Barbade Belarus la Bià ©lorussie Belau Belau Belgium la Belgique Belize le Belize (m) Benin le Bà ©nin Bhutan le Bhoutan Bolivia la Bolivie Bosnia la Bosnie-Herzà ©govine Botswana le Botswana Brazil le Brà ©sil Brunei le Brunà ©i Bulgaria la Bulgarie Burkina-Faso le Burkina Burma la Birmanie Burundi le Burundi Cambodia le Cambodge (m) Cameroon le Cameroun Canada (learn the provinces) le Canada Cape Verde Island le Cap-Vert Central African Republic la Rà ©publique centrafricaine Chad le Tchad Chile le Chili China la Chine Colombia la Colombie Comoro Islands les Comores (f) Congo le Congo Cook Islands les ÃŽles Cook Costa Rica le Costa Rica Cà ´te d'Ivoire la Cà ´te d'Ivoire Croatia la Croatie Cuba Cuba Cyprus Chypre (f) Czech Republic la Rà ©publique tchà ¨que Denmark le Danemark Djibouti le Djibouti Dominica la Dominique Dominican Republic la Rà ©publique dominicaine Ecuador l'Équateur (m) Egypt l'Égypte (f) El Salvador le Salvador England l'Angleterre (f) Equatorial Guinea la Guinà ©e à ©quatoriale Eritrea l'Érythrà ©e (f) Estonia l'Estonie (f) Ethiopia l'Éthiopie (f) Fiji les Fidji (f) Finland la Finlande France (learn the regions) la France French Polynesia la Polynà ©sie franà §aise Gabon le Gabon Gambia la Gambie Georgia la Gà ©orgie Germany l'Allemagne (f) Ghana le Ghana Greece la Grà ¨ce Grenada la Grenade Guatemala le Guatemala Guinea la Guinà ©e Guinea Bissau la Guinà ©e-Bissao Guyana la Guyana Haiti Haà ¯ti Honduras le Honduras Hungary la Hongrie Iceland l'Islande (f) India l'Inde (f) Indonesia l'Indonà ©sie (f) Iran l'Iran (m) Iraq l'Irak (m) Ireland l'Irlande (f) Israel Israà «l (m) Italy l'Italie (f) Jamaica la Jamaà ¯que Japan le Japon Jordan la Jordanie Kazakhstan le Kazakhstan Kenya le Kenya Kiribati Kiribati (f) Kuwait le Koweà ¯t Kyrgyzstan le Kirghizstan Laos le Laos Latvia la Lettonie Lebanon le Liban Lesotho le Lesotho Liberia le Libà ©ria Libya la Libye Liechtenstein le Liechtenstein Lithuania la Lituanie Luxembourg le Luxembourg Macedonia la Macà ©doine Madagascar Madagascar (m) Malawi le Malawi Malaysia la Malaisie Maldives les Maldives (f) Mali le Mali Malta Malte (f) Marshall Islands les ÃŽles Marshall Mauritania la Mauritanie Mauritius ÃŽle Maurice (f) Mexico le Mexique (m) Micronesia la Micronà ©sie Moldavia la Moldavie Monaco Monaco Mongolia la Mongolie Montenegro le Montà ©nà ©gro Morocco le Maroc Mozambique le Mozambique Namibia la Namibie Nauru la Nauru Nepal le Nà ©pal Netherlands les Pays-Bas New Zealand la Nouvelle-Zà ©lande Nicaragua le Nicaragua Nieu Niouà © Niger le Niger Nigeria le Nigà ©ria North Korea la Corà ©e du Nord Northern Ireland l'Irelande du Nord (f) Norway la Norvà ¨ge Oman l'Oman (m) Pakistan le Pakistan Panama le Panama Papua New Guinea la Papouasie-Nouvelle-Guinà ©e Paraguay le Paraguay Peru le Pà ©rou Philippines les Philippines (f) Poland la Pologne Portugal le Portugal Qatar le Qatar Romania la Roumanie Russia la Russie Rwanda le Rwanda Saint Kitts-Nevis Saint-Christophe-et-Nià ©và ¨s (m) Saint Lucia Sainte-Lucie Saint Vincent and the Grenadines Saint-Vincent-et-les-Grenadines San Marino Saint-Marin Sao Tomà © and Principe Sao Tomà © et Principe (m) Saudi Arabia l'Arabie saoudite (f) Scotland l'Écosse (f) Senegal le Sà ©nà ©gal Serbia la Serbie Seychelles les Seychelles (f) Sierra Leone la Sierra Leone Slovakia la Slovaquie Slovenia la Slovà ©nie Soloman Islands les ÃŽles Salomon Somalia la Somalie South Africa l'Afrique du Sud (f) South Korea la Corà ©e du Sud Spain l'Espagne (f) Sri Lanka le Sri Lanka Sudan le Soudan Surinam le Surinam Swaziland le Swaziland Sweden la Suà ¨de Switzerland la Suisse Syria la Syrie Tajikistan le Tadjikistan Tanzania la Tanzanie Thailand la Thaà ¯lande Togo le Togo Tonga les Tonga (f) Trinidad and Tobago la Trinità ©-et-Tobago Tunisia la Tunisie Turkey la Turquie Turkmenistan le Turkmà ©nistan Tuvalu le Tuvalu Uganda l'Ouganda (m) Ukraine l'Ukraine (f) United Arab Emirates les Émirats arabes unis (m) United Kingdom le Royaume-Uni United States (learn the states) les États-Unis (m) Uruguay l'Uruguay (m) Uzbekistan l'Ouzbà ©kistan (m) Vanuatu le Vanuatu Vatican le Vatican Venezuela le Venezuela Vietnam le Vià ªt-Nam Wales le pays de Galles Western Samoa les Samoa occidentales Yemen le Yà ©men Yugoslavia la Yougoslavie Zaire (Congo) le Zaà ¯re (m) Zambia la Zambie Zimbabwe le Zimbabwe (m)

INTRAORAL PIERCINGS COMPLICATIONS AND RISK MANAGEMENT essays

INTRAORAL PIERCINGS COMPLICATIONS AND RISK MANAGEMENT essays Ornamental body alteration, tattooing and skin piercing has played a various human cultural traditions since antiquity. In the United States, has become another means of self-expression, and as often as not, teenage Some of the more popular anatomical piercings include the navel, septum, as the cartilage (rather than the lobe) of the ear. Any piercing of the skin carries the risk of infection and subsequent complications, but perforation of oral tissues and the installation of ornamentation poses more serious consequences than other types of alterations elsewhere on the body, despite the fact that oral trauma tend than damage to the epidermis.(1) Tongue piercings are particularly a medical perspective, owing to the structural complexity and functional tongue in comparison to other popular piercing sites. Despite its healing properties from its very generous blood supply, healing time for tongue is often prolonged because the tongue is almost always in motion, from eating, talking, or merely perpetual swallowing of saliva.(2) To some extent, the potential dangers and complications inherent in piercing are related to the structure of the particular tissues involved, these physiological sources of danger is the informal, entirely unregulated which the procedures are typically performed. Oral tissues feature some of the most intricate and concentrated blood vessels, mucosa and nerves in the human body. The tongue especially, muscle, interlaced with a network of nerves and four different types of it is susceptible to several different types of injury and functional If not for the very high tissue turnover rate of oral tissues that or three times as fast as other types of tissues, infection rates from perforations would likely be a much worse problem than it is, already. abundance of blood vessels in oral tissues also contributes to quicker associated with...

PSAT Score Range Where Do You Rank

PSAT Score Range Where Do You Rank SAT / ACT Prep Online Guides and Tips Although the PSAT and SAT share many similarities, their score ranges are actually pretty different. Unlike the SAT score range, which has a maximum score of 1600, the PSAT score range only goes up to1520.But why? What are thescore ranges for each PSAT section? Also, canyou use the PSAT scoring scale to predict your SAT score? In this article, we’ll go over the current PSAT scores range and PSAT score distribution.We'll then compare PSAT score ranges with SAT score ranges before concluding with a list of estimated PSAT score cutoffs for the National Merit Scholarship Program. What Is the PSAT Score Range Overall? For Each Section? The total PSAT scoring scale is320-1520 in 10-point increments.Like the SAT, the PSAT has three major sections: Math, Reading, and Writing and Language (hereafter Writing). Each section is first scored on a scale of 8-38 in one-point increments;these areyourPSATtest scores.These test scores are then converted into section scores on scales of 160-760 in 10-point increments(which combine to give you a total PSAT score out of 1520). To get your Math section score, simply multiply your Math test score by20. To get your Evidence-Based Reading and Writing (EBRW) score, add your Reading and Writing test scorestogether and then multiply the sumby 10. There are also subscores and cross-test scores,which measure your mastery of specific skills and knowledge on each section. Subscores are scored on scales of 1-15 and encompassthe following seven areas: EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Cross-test scores are a little different in that they apply to all PSAT sections and use scoring scales of8-38.The two cross-test scores are as follows: Analysis in History/Social Studies Analysis in Science Finally, you’ll geta Selection Indexwith a score range of 48-228.To calculate this score, multiply the sum of your three PSAT test scores by2. The Selection Index score isused solely to determine your eligibility for National Merit distinction (we’ll explain this in more detail later). Hereis a table showcasing thecurrent PSAT score rangeas well as the score ranges for each PSAT section, subscore, and cross-test score: PSAT Score Range PSAT Section Score Range Evidence-Based Reading and Writing (EBRW) 160-760 Reading 8-38 Writing and Language 8-38 Command of Evidence 1-15 Words in Context 1-15 Expression of Ideas 1-15 Standard English Conventions 1-15 Math 160-760 Math (Test Score) 8-38 Heart of Algebra 1-15 Problem Solving and Data Analysis 1-15 Passport to Advanced Math 1-15 TOTAL (EBRW + Math) 320-1520 Cross-Test Scores* - Analysis in History/Social Studies 8-38 Analysis in Science 8-38 Selection Index 48-228 Source: PSAT/NMSQT Understanding Scores 2018 *Cross-test scores are for all sections of the PSAT. Before October 2015 (and the introduction of the redesigned SAT in 2016), the PSAT looked quite differentthan it does now. Back then, the PSAT scores range was 60-240,the Critical Reading and Writing scores didnot combine for a total EBRW score, and test takers received neither subscores nor cross-test scores. To help you better visualize these differences, hereis an overview of the old (pre-2015) PSAT scores range: Old (Pre-2015) PSAT Score Range PSAT Section Score Range Critical Reading 20-80 Math 20-80 Writing 20-80 TOTAL (All Sections) 60-240 Source: PSAT/NMSQT Understanding Scores 2015 The old PSAT has made way for the new PSAT to shine. PSAT Score Distribution The PSAT scores scale makes it so that most test takers score around 920 (the halfway point between 320 and 1520). And the data backs this up: the average PSAT scores are934 for 10th graders and 1014 for 11th graders. This pattern in scoring creates a bell curve on which most PSAT takers score around the middle of the PSAT scoring scale and veryfew score at the lowest and highest ends of the scale: Now, let's look at thePSAT score distribution using percentiles. These percentiles will tell us what percentage of test takers you scored higher than on the PSAT. In general, a score in the 75th percentile or higher means you’re doing well, a score in the 50th percentile means you’re about average, and a score in the 25th percentile or lower means you have some room for improvement. Below is a condensedlistof the mostrecent PSAT percentiles for 11th graders.For more info onPSATpercentiles for 10th graders, read our article on good PSAT scores for sophomores. PSAT Percentile EBRW Math TOTAL 99 or 99+ 730-760 750-760 1460-1520 90 650-660* 640 1280 75 590* 570 1150 50 510* 490-500* 1000-1010* 25 430 430* 860-870* 10 370 380 760 1 or 1- 160-300 160-300 320-640 Source: PSAT/NMSQT Understanding Scores 2018 *Estimated score or score range (exact score for designated percentile unavailable). In 2018, approximately 1.6 million juniorstook the PSAT.The data above tells us thatthe top 1% of test takers- about 16,000 juniors- scored between 1460 and 1520.Contrary to what many believe, youdo notneed aperfect PSAT score to get into the99th percentile. In fact, you can miss up to 60 pointsand still getin the top 1%! Likewise, very few test takers scored at the lowest end of the PSAT spectrum:only 16,000 or so juniors scored 640 or lower.In other words, your chance of scoring below 640 is quite rare, as 99% of test takers score above this range. But what about the percentiles for individual sections?As you probably noticed, the score ranges for the 99th percentiles for EBRW and Math are not the same. For EBRW, ascore as low as 730 guarantees you aspot in the99th percentile. For Math, on the other hand, you must score at least 750- a near-perfect score! This discrepancy between thePSAT score ranges for the sections indicates thatMath is slightly more competitive than EBRW is,as more people receive high scores on Math than they do on EBRW. So if you want to get 99th percentile scores on Math and EBRW, you’ll have to work a little bit harder on Math than you will on EBRW. On the opposite end of the percentile scale, EBRW and Math maintain identicalscore ranges: any score below 300 falls in the 1st percentile for both EBRW and Math.Once again, though, very few students actually score in this range, so you’re more likely to get above 300 on both sections. Cupcake distribution: 99% for me, 1% for you. SAT vs PSAT Score Range: Is There a Correlation? We've covered the basics ofPSAT score distribution, so let's address another question: how does the PSAT score range compare with the SAT score range?Although the PSAT and SAT share several striking similarities, their score ranges are more like siblings than they are twins. Here is a side-by-side comparison of the current SAT and PSAT score ranges: Section PSAT Score Range SAT Score Range Evidence-Based Reading and Writing (EBRW) 160-760 200-800 Reading 8-38 10-40 Writing and Language 8-38 10-40 Command of Evidence 1-15 1-15 Words in Context 1-15 1-15 Expression of Ideas 1-15 1-15 Standard English Conventions 1-15 1-15 Math 160-760 200-800 Math (Test Score) 8-38 - Heart of Algebra 1-15 1-15 Problem Solving and Data Analysis 1-15 1-15 Passport to Advanced Math 1-15 1-15 TOTAL (EBRW + Math) 320-1520 400-1600 Essay* - 2-8 | 2-8 | 2-8 Reading - 2-8 Analysis - 2-8 Writing - 2-8 Cross-Test Scores - - Analysis in History/Social Studies 8-38 10-40 Analysis in Science 8-38 10-40 Selection Index 48-228 - Source: The College Board *There is no Essay section on the PSAT, but there is an optional Essay on the SAT. Note that the Essay score does not factor into your composite SAT score. At a glance, the two tests look as though they mirror each other, but in reality the PSAT and SAT differ in a fewkey ways. According to the table, the maximum PSAT score is 1520 and the maximum SAT score is 1600. But if the two tests are so similar in terms of form and content, why does the PSAT score scale only go up to 1520 and not 1600? Thisdifference in maximum scoresis due to thetwo tests' differences in difficulty.Because the PSAT is a preliminary to the SAT, it has fewer questions and is overall less challenging than the SAT. As a result, the PSAT score rangedoesn't reach as high as the SAT score range does. But wouldn't a 1520 on the PSAT simply correspond to a 1600 on the SAT? Nope! Even though both scores are the two tests' respective maximums, a 1520 on the PSAT is not the same as a 1600 on the SAT; rather, a 1520 on the PSAT is the same as a 1520 on the SAT. This pattern applies not justto the maximum scores but to all possible PSAT scores. For example, a1050 on the PSAT equals a 1050 on the SAT, a 1300 equals a 1300, a 1280 equals a 1280, and so on.In other words, scaled PSAT and SAT scores always signify the same level of ability. The reason for this is thatyour PSAT score ismeant to be a direct indicatorof your SAT score. If I scored 1170 on the PSAT, then- at that exact point in time and without any additional studying- I should also be scoringaround 1170 on the SAT. The PSAT essentially acts as acrystal ball, revealing the level ofyour current (and possibly future) SAT ability. Unfortunately, the PSAT doesn'temit bright, magical lights like a Magic 8 Ball does. (bark/Flickr) What Is the PSAT Score Range for National Merit Scholarships? As I mentioned briefly at the beginning of this article, high PSAT scorers (who are juniors) might qualify asSemifinalists for the National Merit Scholarship Program.This competitionis a big deal in the academic world. Not only does the program look great on college applications, but it also hands outa$2,500scholarship to every winner! Sowhat PSAT scores do you need to qualify? The National Merit Scholarship Corporation (NMSC) uses Selection Index scores to determine which students are eligible for scholarship consideration. Each year,the top 3-4% of test takers become Commended Students, and the top 1% proceed as Semifinalists.This works out to around16,000 Semifinalists, of whom 15,000 will move on and become Finalists. (And of that 15,000, about 8,000 will eventually win scholarship money.) But here's the caveat:the Selection Index score you need in order to qualify as a Semifinalist varies by state.Below are theestimated cutoff scoresneededto qualify as a Semifinalist in each state. Beside each Selection Index score is an estimated total PSAT score cutoff. I calculated these estimated PSAT score cutoffs by working backward. First, I divided each state's Selection Index by 2. Then, I divided the quotientby 3 to get (estimated) PSAT test scores for Math, Reading, and Writing. Next, I converted each test score into a section score. Finally, I combined the EBRW and Math section scores to get an approximate PSAT score for each Selection Index cutoff. State Selection Index Cutoff PSAT Score Cutoff Alabama 216 1440 Alaska 215 1440 Arizona 220 1470 Arkansas 214 1430 California 223 1490 Colorado 221 1480 Connecticut 222 1480 Delaware 222 1480 District of Columbia 223 1490 Florida 219 1460 Georgia 220 1470 Hawaii 220 1470 Idaho 214 1430 Illinois 221 1480 Indiana 219 1460 Iowa 216 1440 Kansas 218 1460 Kentucky 218 1460 Louisiana 217 1450 Maine 217 1450 Maryland 223 1490 Massachusetts 223 1490 Michigan 219 1460 Minnesota 220 1470 Mississippi 215 1440 Missouri 217 1450 Montana 214 1430 Nebraska 216 1440 Nevada 218 1460 New Hampshire 219 1460 New Jersey 223 1490 New Mexico 215 1440 New York 221 1480 North Carolina 220 1470 North Dakota 212 1410 Ohio 219 1460 Oklahoma 215 1440 Oregon 221 1480 Pennsylvania 220 1470 Rhode Island 220 1470 South Carolina 216 1440 South Dakota 215 1440 Tennessee 219 1460 Texas 221 1480 Utah 215 1440 Vermont 216 1440 Virginia 222 1480 Washington 222 1480 West Virginia 212 1410 Wisconsin 216 1440 Wyoming 212 1410 AVERAGE 218 1460 As you can see, the PSAT score required to be a Semifinalist can vary significantly bystate. In North Dakota, West Virginia, and Wyoming you can become a Semifinalist with a score of about1410. But in California, Maryland, New Jersey, and Washington, DC, you’ll need a far higher score of around 1490- that’s an 80-point difference! Luckily, in no state do you need a perfect PSAT score to qualify as a Semifinalist.In fact, in all states you can miss at least 30 points and still qualify for National Merit! But what scores should you aim for on each PSAT section? To calculate your individual section goal scores, divide your state’s Selection Index cutoff by 2 and then again by 3.This number will act as your approximate goal score for Reading, Writing, and Math. (Note that it will be a test score out of 38 and not a section score out of 760.) For example, if you lived in New Mexico, your Selection Index cutoff would be 215. Using thisscore, do the math as described above to get your goal (test) score for each section on the PSAT: 215 / 2 = 107.5 107.5 / 3 = 35.83 35.83= 36 (Always round up!) Of courseyou don’t need to aim for the exact same score on each section.If you’re stronger at Reading and Writing than you are at Math, you could instead aim for 38 on both the Reading and Writing sections and 32-33 on the Math section. This combination will still get you a Selection Index score of 215 (just do the math to check it!). Ultimately, if you plan to strivefor National Merit status, it's important to know the cutoff score for your state.Always aim, at a minimum, for your state's cutoff score,though I suggest aiming a little higher if possible. Doing this will give you a solid buffer should thecutoff score for your state go up a little the year you take the PSAT. If you don't meet the PSAT score cutoff, you can't ride the roller coaster to Free Money Land. Takeaways for the PSAT Score Range The PSAT score range is 320-1520 in 10-point increments.This composite range includes two score ranges of 160-760 for EBRW and Math. In terms of test scores, Reading, Writing, and Math are all scored separately on scales of 8-38.You'll also receivesubscores with ranges of 1-15 and cross-test scores with ranges of 8-38. In regard to PSAT score distribution, most test takers score at or around 920,the halfway point between the minimum and maximum scores. As recent percentiles show,Mathis slightly more competitive thanEBRWsince youneed a higher Math score to get into the 99th percentile than you do to get into the same percentile for EBRW. PSAT and SAT scores are analogous, meaning thata scaled score on the PSAT will always equal that same scaled score on the SAT.Therefore, you canuse your PSAT score to get a rough idea of how your SAT performance might look. ThePSAT also assigns each test takera Selection Index score on a scale of 48-228.This is the score used to determine your eligibility for National Merit consideration. Each state maintains a different Selection Index cutoff score,with the lowest being 212 and the highest being 223. To ensure you have thebest shot at winning a scholarship, try to aim for your state's cutoff score- ideally, even higher! What’s Next? Got more questions about the PSAT scoring system? Our guide to PSAT scoring explains how PSAT scores are calculated, and gives you tips onhow you can use thisinfo to your advantage on test day. Confused about what's tested on the PSAT?Get the rundown with our guides to what the PSAT is and what you should know about its structure and question types. Want to know exactly when you'll take the PSAT?Our guide to PSAT test dateswill give you info onwhen the next PSAT will be, where you'll take it, and what you can do to prepare for it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Risk Register Essay Example | Topics and Well Written Essays - 250 words

Risk Register - Essay Example There is a fundamental need for their frequent review to ensure that all the identified risks are managed in the ideal way. The project manager involves all the stakeholders and if need be, end users to provide input information. In addition, it is critical in maintenance of confidentiality and integrity as some items may be sensitive in nature. For instance, examples of risks managed by the register includes, but are not limited to, risk owner information, risk analysis scores, risks controls, operational risks, compliance risks and environmental. The author states that information technology needs thorough analysis of risks because of retrieval of critical information. IT risk practitioners define risk register as a database that provides information on each risk identified. It can benefit from the use of risk register in various ways, as it is able to cope up with risks such as software and hardware failure, viruses, human terror, natural disasters, malicious attacks, accidents an d other emergencies. Several studies show that most projects share common sources of risk. The documented register determines the ideal precautions and steps to undertake in order to manage the IT business risks. The manager and the stakeholders record in the register person in the organisation who owns the risk. Therefore, the level of accuracy is definite, which grants the project manager an easy time in provision of solutions to the risks. Furthermore, there is ease of continuous monitoring and evaluation secondary to improved records.

Threats to the Global Security Essay Example | Topics and Well Written Essays - 1000 words

Threats to the Global Security - Essay Example As the research declares the major world super powers (United Kingdom, Germany, France, China, Russia and the United States) followed a two-track policy that encouraged Iran to take part in the diplomatic negotiations as they continuously impose comprehensive sanctions a gains energy and financial sectors in Iran. Both the U.S and Israel encouraged the imposition of the sanctions and the search of the diplomatic resolutions as they give serious warning that there will be limited time for the policies and that all the available options for example military actions had only to be put on the table for discussions. According to the report findings nuclear -armed Iranian military in most cases posed a lot of threat to the Americas closest allies who were mostly in the Middle East. Israel on the other hand was also at great security risks as most of the leaders from the Iran continuously declared a war of trying to wipe out the Israel from the global map. Close allies of America like the Saudi Arabia had already been alarmed of the Iran’s aggressive policy thereby increasing their feeling bout threat by the Iran. For a very long period of time Middle East remained a significant source of the energy that was used in the U.S and the whole world . And for this reason, a nuclear-armed Iran sparked a nuclear arms race in the better part of the Middle East that for a very long time destabilize the volatile and vital region.

Cultural Sensitivity in China Assignment Example | Topics and Well Written Essays - 1000 words

Cultural Sensitivity in China - Assignment Example The language should be easy to comprehend, easy to relate to their culture and should be attractive to woo clients from diverse social settings. This issue will specifically enable the company to know how to advertise and promote their new set of engines. When doing an advertisement, it is necessary to understand their culture and languages to avoid misconception of the original idea intended or annoy the audience instead. For example, it is not allowed to discuss business at meals, they prefer conservative dress codes either male or female as revealing clothes are considered offensive. Their behavior dictates that one should not use hand movements while communicating and avoid pointing while speaking. Understanding these basic norms will help company A to establish when, how, where and what to advertise. According to Confucius, music is highly regarded and appreciated by the Chinese people hence incorporating music in advertisements will capture the attention of the people. The othe r cross-cultural issue is one of an image as presented by the market as perceived by the company and the globe at large. Their historical background of the automobile industry and their current major strategies are the major concern regarding the noted issue. The Chinese automobile industry has come a long way since 1931 during the Republican era till date whereby it is currently rated the largest automobile manufacturer with BYD, Geely and Chery, three major Chinese brands being among car brands ranked top ten in 2009. This shows the potentiality of company A to succeed in the Chinese market since there is a large market for extra heat hardened engines and specialized machined engine components for Chinese automobile manufacturers. This comprehensive understanding of the Chinese history of automobiles and its current state will contribute to the larger automobile image of China as perceived by foreigners and this will assist company A to design appropriate adverts and formulate a p roper marketing plan to propagate the media campaign. The traditions, beliefs, and religion of China will influence company A’s branding and packaging of the engines. For instance, the dragon is a major symbolic aspect central to Chinese culture. Knowing this, company A could easily attract notable client attention by including the word dragon or its actual image on the engines’ models. In this case, cultural beliefs or traditions will act as the main basis of company A’s strategic approach. For instance, the majority of Chinese are Buddhists; they worship in shrines located mostly in mountainous terrains. It is their culture to walk through long distances to places of worship. Company A can take advantage of this long distance and mountainous terrains to promote its strong engines as better options for transport.  

Short answer 3 Essay Example | Topics and Well Written Essays - 750 words

Short answer 3 - Essay Example One of the key elements of the union’s struggle was related to social movement unionism. Staley workers played an integral role in motivating the union members and other public to raise their voice against unlawfulness and the exploitation of rights of the workers. Members of the union worked on the strategy of reaching the community to create a grassroots support network in order to get the workers involved in the struggle. Staley workers not only organized their efforts to gather the required support for the movement but also made use of non-violent civil disobedience for the cause. The most effective part of the struggle was that the union members tried to motivate and gather people even without much involvement of an effective leadership. The Staley workers’ activism proved to be the greatest effort of the union activists in this regard as they successfully brought a lot of workers on a single platform. The union members effectively organized the movement by involving the Staley workers in the struggle which not only revealed social movement activism in their fight but also left a message for future generations that struggle is always the first step towards achievement of a common goal regardless of the result. In order to be effective, there should have been a proper support and communication with international UPIU in order to avoid the major pitfall. Secondly, they should not only have developed a result-oriented strategy but should also have listened to the advice of other larger unions in order to succeed in the struggle. If I would have been one of the union’s members, I would have made every effort to create awareness among the workers as well as local public regarding the basic aim of the movement. I would have educated them that the goal of the union is not to create disturbance or anarchy in the country; rather we want to fight for the protection of our basic labor rights. If AFL-CIO

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Risk Management on Solar Thermal vs. solar photovotaic system in the Uk - Dissertation Example ulation Trend in UK 36 Appendix VIII – Trend of Oil and Gas Reserves 36 Appendix IX – Employment and Unemployment Trend in UK 37 Appendix X – Computation of 5 x 7 meters Solar Photovoltaic System Facing North, East, South and West 37 Introduction In UK, the renewable energy industry is rapidly expanding so as to minimize the volume of fossil fuels used in the production of electricity, and also reduce their associated carbon dioxide gas emissions for the purpose of reducing pollution to the levels or targets set by the governmental policy. As of 2008, the United Kingdom has been increasingly dependent over the use of renewable energy resources. In line with this, 5.5% (approximately 4.3 million tonnes of oil equivalent) of the total electricity that was generated in UK was produced from the use of renewable resources such as bio fuels (76.19%), wind power (14.29%), and hydroelectricity (9.52%) (Office for National Statistics, 2011). Even though the use of renewab le energy resources has been increasing, there is still a long way for the UK government to reach its goal of generating 30% of its electricity from renewable resources aside from decreasing its carbon dioxide emission by 40% by year 2020 (Department of Energy & Climate Change, 2011). (See Appendix I – Historical Trend of Electricity Generated by Renewable Resources in UK on page 22) It is a universal knowledge that the burning of oil and natural gas could produce and emit excessive carbon monoxide and carbon dioxide that could trigger global warming. To combat the global climate changes, the UK government decided to gradually shift from the use of non-renewable to renewable energy resources (Committee on Climate Change, 2010). Recently, the Committee on Climate Change announced that the Scottish Government will reduce the carbon gas emission by 3.5% annually between2020 to 2050 (Committee on Climate Change, 2011). As a result of increasing the use of non-renewable energy res ources, the annual emission of carbon dioxide throughout the United Kingdom decreased from 8.95 metric tons per capita in 1995 down to 8.6 metric tons per capita in 2007 (Federal Statistical Office Germany, 2010). (See Appendix II – CO2 Emission in UK on page 23) Renewable energy significantly contributes towards a low carbon economy and thereby, provides a secure supply of valuable energy. Numerous years of development and research in the field of the production of energy have introduced many renewable energy technologies however the progress of the renewable energy has been constrained by the various perceptions of the risk associated with such technologies. As of 2008, the Un

The impact of Wireless technology on the field of Communication and Essay

The impact of Wireless technology on the field of Communication and computer engineering - Essay Example Today, we have wireless technology. Examples of wireless technology are all around us including mobile phones, laptops, USB internet, and cameras etc. These technologies are very important because they help us stay connected with each other all the time. The impact of wireless technology on communication and computer engineering is very big. In this paper, it has been discussed how big the impact of wireless technology on communication and computer is engineering. Communication is conversation, interaction, or change of words, ideas, or messages between two or more than two people at the same time. For a long time in the history, when there used to be no wireless technology or even wired technology, people used to send letter to each other through post. That was a very time consuming process. The postman delivered the letters by hand. It took even more time for the sender to get the reply from the person through letter. Then came wired technology. The history of wireless technology c an be traced back to â€Å"1896 [when] Marconi took his apparatus to England where he was introduced to Mr. (later Sir) William Preece, Engineer-in-Chief of the Post Office, and later that year was granted the world's first patent for a system of wireless telegraphy† (nobelprize.org, 2013). When telephone was created, it changed communication a lot. It took the quality of communication and its speed to a whole new level. People contacted each other by phone. Those used to be large phones with bells and buttons containing digits. Although those wired telephones improved communication a lot, yet they were difficult to set up as one needed to do proper wiring in order to be able to talk through them. Then came mobile phones. In the start, only few people had mobile phones and it was considered a status symbol. However, over the last decade, mobile phones became very common and even very poor people started having them. Mobile phones took the communication to an even higher level . Using mobile phones, people did not have to connect to each other through wires because mobile phones were wireless. They worked by catching signals from the air. This shifted the responsibility over to the mobile phone companies and the telecommunication companies to install their towers everywhere so that the signals would propagate everywhere. Once these towers were installed, people became very free. They could talk to each other both within the country and outside using mobile phones. Communication became completely wireless. Over the passage of time, mobile phones improved in quality. They became thinner, smarter, and sharper in that their features were improved. Then came mobile phones with cameras installed in them. This further improved communication because people could not only talk to each other, but also exchange photos with each other that were captured using the mobile phone’s camera. Internet is another technology that is available in wireless form and has h ad a great impact over communication and computer engineering. Today, internet is available in different forms. There is a wired form and there is a wireless form also. In the wired form, internet companies provide wired connection to the users at their homes. They connect their computers or laptops to the internet device using wires. Wires are inserted in ports, one in the desktop computer and the other in the internet device. Laptops have an edge over desktop computers because they consist of wifi facility. Wifi catches signals of the internet device so that internet can be run on the laptop without having to connect it to the internet device using a wire. Using such internet connections, people started communicating with each other in an

Risk Management on Solar Thermal vs. solar photovotaic system in the Dissertation - 1

Risk Management on Solar Thermal vs. solar photovotaic system in the Uk - Dissertation Example ulation Trend in UK 36 Appendix VIII – Trend of Oil and Gas Reserves 36 Appendix IX – Employment and Unemployment Trend in UK 37 Appendix X – Computation of 5 x 7 meters Solar Photovoltaic System Facing North, East, South and West 37 Introduction In UK, the renewable energy industry is rapidly expanding so as to minimize the volume of fossil fuels used in the production of electricity, and also reduce their associated carbon dioxide gas emissions for the purpose of reducing pollution to the levels or targets set by the governmental policy. As of 2008, the United Kingdom has been increasingly dependent over the use of renewable energy resources. In line with this, 5.5% (approximately 4.3 million tonnes of oil equivalent) of the total electricity that was generated in UK was produced from the use of renewable resources such as bio fuels (76.19%), wind power (14.29%), and hydroelectricity (9.52%) (Office for National Statistics, 2011). Even though the use of renewab le energy resources has been increasing, there is still a long way for the UK government to reach its goal of generating 30% of its electricity from renewable resources aside from decreasing its carbon dioxide emission by 40% by year 2020 (Department of Energy & Climate Change, 2011). (See Appendix I – Historical Trend of Electricity Generated by Renewable Resources in UK on page 22) It is a universal knowledge that the burning of oil and natural gas could produce and emit excessive carbon monoxide and carbon dioxide that could trigger global warming. To combat the global climate changes, the UK government decided to gradually shift from the use of non-renewable to renewable energy resources (Committee on Climate Change, 2010). Recently, the Committee on Climate Change announced that the Scottish Government will reduce the carbon gas emission by 3.5% annually between2020 to 2050 (Committee on Climate Change, 2011). As a result of increasing the use of non-renewable energy res ources, the annual emission of carbon dioxide throughout the United Kingdom decreased from 8.95 metric tons per capita in 1995 down to 8.6 metric tons per capita in 2007 (Federal Statistical Office Germany, 2010). (See Appendix II – CO2 Emission in UK on page 23) Renewable energy significantly contributes towards a low carbon economy and thereby, provides a secure supply of valuable energy. Numerous years of development and research in the field of the production of energy have introduced many renewable energy technologies however the progress of the renewable energy has been constrained by the various perceptions of the risk associated with such technologies. As of 2008, the Un

Cancer Treatment Research Paper Example | Topics and Well Written Essays - 1000 words

Cancer Treatment - Research Paper Example The choice for treatment depends on factors such as location, degree of severity, grade of tumour and the general state of the patient. In essence, the goal of cancer treatment is to remove or destroy the malignant cells without excessive damage to the body. Surgical treatment involves surgical excision of a tumour or an entire organ but the propensity of cancer cells to microscopically metastases makes it effective only in localized small cancers such as breast and prostate tumours. Radiation therapy can come in the form of radiotherapy, X-ray therapy and irradiation and uses ionizing radiation to kill cancer cells. This kind of therapy is used for the treatment of cancers of the brain, cervix, larynx, breast, lung, pancreas, skin, prostate, stomach, uterus or soft tissue sarcomas. It is also used in the treatment of leukemia and lymphoma. Chemotherapy involves the treatment of cancer with cytotoxic drugs that can have many effects specifically geared towards the elimination of cancer cells. One of the effects of the drugs is to interfere with cell division by hindering the duplication of DNA and the separation of chromosomes. The anticancer drugs travel through the bloodstream making it useful for cancers that have spread. Leukemias a nd lymphomas and cancer of the testicles can be treated with chemotherapy but breast, colorectal, lung and prostate cancer cannot be cured by chemotherapy alone. Monoclonal antibody therapy involves the administration of antibodies that bind to a protein on the surface of the cancer cells. Anti-HER2/neu antibody trastuzumab (Herceptin) and the anti-CD20 antibody rituximab are examples of this type of treatment. Immunotherapy makes use of a variety of strategies to enhance the immune system of patients. Examples of these include interferons and cytokines for renal cell carcinoma and melanoma and intravesical BCG. The most common combination of cancer treatment is surgery or radiation therapy followed by chemotherapy. There are many factors that determine the effectiveness of each method but there is increasing preference for combined modalities. This includes not only the physical uniqueness of the patient but also the socioeconomic limitations of the patient and the state which may be sponsoring the treatment. It is quite well known that cancer treatment is a financially challenging enterprise. 2.0 Research Aim The financial cost of treatment varies according to the degree of treatment required and the goal of the research to be conducted is to determine whether price differentials have an effect in morbidity and mortality in cancer treatment. To be specific, the inquiry would look into whether costlier procedures would to lead better results which would be taken as the lowering or eliminating the cancerous cells in the patient's body. 3.0 Methodology As previously mentioned, there is an increasing trend towards multidisciplinary treatment of cancer implying that there could be difficulties in comparing efficiency and effectiveness due to the overlapping of treatment. There are also many forms of cancer which further compounds the complexity of the issue. These concerns necessitate the need to define and limit the scope of the

Strategies that could positively encourage self-reliance Essay Example for Free

Strategies that could positively encourage self-reliance Essay Describe four strategies that could positively encourage Sophie’s self-reliance, self-esteem and emotional resilience. Molly is Sophie’s key worker in a nursery she attends, Molly has realised that Sophie is at the right stage of development but Molly has also realised that Sophie has problems eating and doesn’t like socialising outside although she spends lots of time with her friends. Molly is concerned about Sophie and the nursery want to know what things may help the situation. I am now going to explain the 4 categories that I think might help Sophie. These are: Focusing Attention- I think this may help Sophie when she is in nursery as I feel like she is lacking attention when she is at home as she doesn’t spend much time with her parents. Giving Sophie lots of attention may take her mind off not eating and make her less self-conscious of when she may have to eat around other children and also making her used to getting attention. This will help Sophie’s self-esteem as she will feel good about herself wanting to go and talk to her friends and feel comfortable eating around them. Trying new activates- I think that trying new activities with Sophie when it comes to meal times may make her feel more Setting personal goals- I think that setting personal goals for Sophie may make her feel as though she has a reason to go to Nursery and Sophie may realise that people are actually caring about her making her feel good about herself and also making her realise that she doesn’t have to deal with things on her own. The personal goals that we could set are things like trying new foods are giving her positive feedback and treats such as trips out to farms to see her favourite animals and also giving her a sticker chart that she could have hamster stickers for whenever she eats a full meal and cleans her plate, but whenever she doesn’t eat a meal take away the stickers and tell her that â€Å"hammy the hamster isn’t happy† having teddy’s to help her focus.

Discuss the role of friendship in Northanger Abbey. Essay -- Essays Pa

Discuss the role of friendship in Northanger Abbey. This essay will discuss the role of friendship in Northanger Abbey by examining the different types of friendships between Catherine Morland, Isabella Thorpe and Eleanor Tilney in the novel, alongside the significance of friendship to the plot and themes of the novel. Whether one can regard only true friendships as important will also be explored. In Northanger Abbey (NA) there are two main friendships, that of Catherine and Isabella and Catherine and Eleanor. These two friendships can be seen as a total contrast to one another. Catherine is very pleased to meet Isabella after being disappointed in not seeing Mr Tilney again. The narrator informs the reader that Catherine is fortunate in finding a friend as ‘Friendship is certainly the finest balm for the pangs of disappointed love.’ (p.18 NA). Isabella being the elder of the two has much more knowledge of fashionable society than Catherine and is, therefore, able to teach her a great deal about the expectations of society at that time. Catherine initially looks up to Isabella and considers herself lucky to have found such a good friend (p.19 NA). Isabella and Catherine’s friendship grows very quickly, unlike that of Catherine and Eleanor, which progresses much more gradually. Isabella is very free with her friendship, professing to do anything for her friends, even when she has known them only a short time. In contrast, Eleanor takes her time to get to know Catherine. She is far more sophisticated than Isabella and does not jump into a friendship without getting to know someone first. It is only during Catherine’s stay at Northanger Abbey that the two women become close friends. There are v... ...expecting nothing in return. (www.kettering.edu). Eleanor would not quite do anything for her friend. Even though she regarded Catherine as a true friend, Eleanor still puts family loyalty before Catherine even though she disagreed with her father. Nevertheless, both Isabella and Eleanor’s friendships in Northanger Abbey are crucial for developing and maturing Catherine’s character. Bibliography Austen, Jane. [1818] 1990 Northanger Abbey, ed. by John Davie, with an introduction by Terry Castle, Oxford World’s Classics, Oxford: Oxford University Press Regan, Stephen. Ed. 2001. The Nineteenth-Century Novel: A Critical Reader, London: Routledge Da Sousa Correa, Delia. Ed. 2000 The Nineteenth-Century Novel: Realisms, London: Routledge www.sparknotes.com/lit/northangerabbey [Accessed 21 January 2004] www.kettering.edu [Accessed 21 January 2004] Discuss the role of friendship in Northanger Abbey. Essay -- Essays Pa Discuss the role of friendship in Northanger Abbey. This essay will discuss the role of friendship in Northanger Abbey by examining the different types of friendships between Catherine Morland, Isabella Thorpe and Eleanor Tilney in the novel, alongside the significance of friendship to the plot and themes of the novel. Whether one can regard only true friendships as important will also be explored. In Northanger Abbey (NA) there are two main friendships, that of Catherine and Isabella and Catherine and Eleanor. These two friendships can be seen as a total contrast to one another. Catherine is very pleased to meet Isabella after being disappointed in not seeing Mr Tilney again. The narrator informs the reader that Catherine is fortunate in finding a friend as ‘Friendship is certainly the finest balm for the pangs of disappointed love.’ (p.18 NA). Isabella being the elder of the two has much more knowledge of fashionable society than Catherine and is, therefore, able to teach her a great deal about the expectations of society at that time. Catherine initially looks up to Isabella and considers herself lucky to have found such a good friend (p.19 NA). Isabella and Catherine’s friendship grows very quickly, unlike that of Catherine and Eleanor, which progresses much more gradually. Isabella is very free with her friendship, professing to do anything for her friends, even when she has known them only a short time. In contrast, Eleanor takes her time to get to know Catherine. She is far more sophisticated than Isabella and does not jump into a friendship without getting to know someone first. It is only during Catherine’s stay at Northanger Abbey that the two women become close friends. There are v... ...expecting nothing in return. (www.kettering.edu). Eleanor would not quite do anything for her friend. Even though she regarded Catherine as a true friend, Eleanor still puts family loyalty before Catherine even though she disagreed with her father. Nevertheless, both Isabella and Eleanor’s friendships in Northanger Abbey are crucial for developing and maturing Catherine’s character. Bibliography Austen, Jane. [1818] 1990 Northanger Abbey, ed. by John Davie, with an introduction by Terry Castle, Oxford World’s Classics, Oxford: Oxford University Press Regan, Stephen. Ed. 2001. The Nineteenth-Century Novel: A Critical Reader, London: Routledge Da Sousa Correa, Delia. Ed. 2000 The Nineteenth-Century Novel: Realisms, London: Routledge www.sparknotes.com/lit/northangerabbey [Accessed 21 January 2004] www.kettering.edu [Accessed 21 January 2004]

The Innocence of Socrates Essay -- essays research papers

The Innocence of Socrates The goals of this paper will be to explore the death of Socrates and to support the thesis that the jury at Socrates' trial was not justified in its decision to sentence him to death. One of the major charges against Socrates in his trial was that of "impiety." This allegation specifically referred to Socrates' neglect of the accepted public gods of the city and introducing new gods. "Neglecting the public gods" may have referred to Socrates' individualistic optimism when regarding their nature. He believed that the gods were benevolent beings and disagreed with the written legends that depicted them as evil. Most Greeks did believe the pessimistic theological speculation of popular poets, and Socrates' failure to follow this trend likely contributed to his being accused of neglecting the gods. As for the charge of introducing new deities, it was actually a common practice for Greek cities to modify their roster of public gods. Therefore, Socrates' only crime may have been doing so on his own rather than following changes in accepted religious dogma. A second charge against Socrates was that of "corrupting the youth." Specifically, this referred to the allegation that he made his followers idle, lazy, and weak. He also supposedly undermined parental authority, encouraged disrespect for one's elders, and promised to make youths wiser and otherwise superior to their parents. It was feared that Socrates' teachings would...

Vygotsky’s Socio Cultural Learning Applied to Teaching

VYGOTSKY’S SOCIO – CULTURAL LEARNING INTRODUCTION Who is Lev Vygotsky? Birth: Lev Vygotsky was born November 17, 1896 Death: He died June 11, 1934. Vygotsky's Early Life: Lev Vygotsky was born in Orsha, a city in the western region of the Russian Empire. He attended Moscow State University, where he graduated with a degree in law in 1917. He studied a range of topics white attending university, including sociology, linguistics, psychology and philosophy. However, his formal work in psychology did not begin until 1924 when he attended the Institute of Psychology in Moscow and began collaborating with Alexei Leontiev and Alexander Luria.Vygotsky's Career: Lev Vygotsky was a prolific writer, publishing six books on psychology topics over a ten year period. His interests were quite diverse, but often centered on topics of child development and education. He also explored such topics as the psychology of art and language development. Lev Vygotsky is considered a seminal thin ker in psychology, and much of his work is still being discovered and explored today. While he was a contemporary of Skinner, Pavlov and Piaget, his work never attained their level of eminence during his lifetime.Part of this was because his work was often criticized by the Communist Party in Russia, and so his writings were largely inaccessible to the Western world. His premature death at age 38 also contributed to his obscurity. Despite this, his work has continued to grow in influence since his death, particularly in the fields of developmental and educational psychology. http://psychology. about. com/od/profilesmz/p/vygotsky. htm What is Sociocultural Theory? http://www. docslide. com/vygotskys-sociocultural-theory/This theory stresses the interaction between developing people and the culture in which they live. Sociocultural theory states that children’s learning and cognitive development is a result of social interactions with more knowledgeable others and their culture . Children learn behavior and ways of thinking from interactions with others. Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live.Vygotsky explained areas in how social processes form learning and thinking. The areas are: * The Social Sources of Individual thinking * The role of Cultural tools in Cognitive Development * The role of Language in cognitive development We will also discuss how we can apply Vygotsky’s theory to teaching through: * Assisted learning – Scaffolding and Zone of Proximal Development. The Social Sources of Individual thinking Vygotsky believed that the social source of individual thinking is their interactions with people who are more capable or advanced in their thinking.He assumed that â€Å"every function in a child’s cultural development appears t wice. † First, it appears in an interpsychological way and then in an intrapsychological way. Interpsychological means on the social level – interaction with others. Intrapsychological means on the individual level or inside the child. Higher mental processes first come about through a co-constructed process between people during shared activities and then later on it is internalized by the learner.For example, the solving of problems during class group discussions, a student may not know how to solve the problem before but after the group discussion and the help provided by all members of the group, he is able to solve the problem on his own. In other words, the steps of solving the problem have been grasped by the individual and he is now able to solve the problem on his own. This problem solving process has been adopted by the learner and now it has become part of the learner’s cognitive development. So for Vygotsky, social interaction is not merely an influen ce on a person but also a staircase to higher mental processes.Vygotsky unlike Piaget believed that the more knowledgeable others fosters the cognitive development of children because of the children’s interactions with such people who are more advanced in thinking, experiences and behavior. These people can be their parents and their teachers. Cultural Tools and Cognitive Development mortempo. net donsmaps. com What are cultural tools? These consist of the real tools and the symbolic tools that allow people to communicate, solve problems, think and acquire new knowledge.The real cultural tools can be the abacus which is commonly used by the Chinese, rulers, printing presses, scales for measuring weight and modern tools such as what we mainly use – computers, cell phones, calendars, clocks or wrist watchers and the internet to name a few. The symbolic tools can be numbers and the mathematical system. The Roman numerals are an example of a symbolic tool that is widely u sed today. Sign language and Braille system for the blind, maps, works of art, signs and codes and language which is the most integral part of acquiring knowledge and learning which contributes greatly to cognitive development.These tools are used by adults in a day to day basis and are taught to the young and passed down to younger generations. Today, people use modern technology such as computers and the internet to find information that they need and they acquire new knowledge from such real tools. Vygotsky emphasized that these tools are what the young use to make sense of what is around them. He also believed that higher mental processes are accomplished through the help of language, signs and symbols. He concentrated mainly on language which is a common factor to all societies.The Role of language In the case of language acquisition, children learn to associate sound with meaning or actions. Talking is one of the earliest cognitive developments in a child – How a child associates the sound with an action or what something means. Another way is through private speech. Have you watched a child play with a toy and talk to himself at the same time? Studies have found that children who frequently talk to themselves at play or any other time learn challenging tasks more effectively than children who seldom use private speech.Later on in life, private speech is no more said out loud but becomes silent. For example, when trying to fix something or when you are attempting a critical thinking question do you silently talk to yourself during the process? Or when you are in bad situation some people mutter swears to themselves either out loud or in silence. These are just examples of private speech and how it relates to cognitive development. Furthermore, communication with more knowledgeable others are done through language. Here is where the role of the teacher, parents and peers comes in.They serve as guides and mentors in providing the support and informa tion that the learner needs in intellectual development. All these guidance and support is communicated through language. But we have to be mindful that not all learning takes place through talking. In some cultures, observance of a skilled performance is sufficient enough to guide the learner. For example, mat weaving, dancing, and sewing involve more observance than relating myths and legends through speech. These are some ways according to Vygotsky, in which language helps in cognitive development and learning.Implications of Vygotsky’s theory to Teaching The Zone of Proximal Developmentwww. glogster. comThis is an implication of Vygotsky’s theory. Vygotsky believed that children’s learning take place when they are working within this zone. What is this zone of proximal development? It is the level of development immediately above the present level of the learner. Tasks within this zone of proximal development are ones that a learner cannot tackle alone but o nly with temporary assistance from teachers and peers who are known to be more knowledgeable.This zone describes tasks that a learner has not yet mastered but will master later on after all the assistance that will be provided. This is where the idea of scaffolding comes in to place. Scaffoldingurpages. com. auScaffolding is the assistance provided by teachers, peers and parents to the learner. This is just the support provided to the learner at early stages but as the learner is more capable the learner is left to tackle the problem or the task alone. For example, the teacher can give problems for the students to solve.Before the students are able to solve the problems, the teacher will be assisting the students by showing them the steps that need to be taken in to consideration in solving the problem. Once that assistance is given, the teacher then leaves students to solve the problem on their own. Once a student gets the answer wrong the teacher then assists the student again. So here the teacher intervenes only when the need arises but does not solve the problems for them. Application of Vygotsky’s theory to Teachingoisbengaluru. blogspot. omTeachers should allow for group activities where more capable students are grouped together with the less capable ones. * Apply scaffolding in teaching methods so that students learn to be responsible and not be spoon fed most of the time by the teacher. * Reciprocal teaching – where the teacher starts up a discussion by asking questions on materials that require reading and then turn over the responsibility of the discussion to the students * Teacher must prepare a lesson plan which includes activities that not only can be performed individually but which involves the help of others. Allow for activities where students interact with each other such as games, group work, class picnics and social nights etc. This will help develop their social skills and self-confidenceConclusionIn conclusion, Vygotskyâ₠¬â„¢s theory is widely practiced today. He believed that children learn through their interactions with more skillful people – this can be their peers, parents and teachers. He also believed that culture shapes the mind of people and their view towards what is around them.Cultural tools help people make sense of the world in which they live. Language is one such tool in which contributes greatly to cognitive development. Providing the idea of scaffolding in teaching will help students to be responsible independent learners. Therefore, taking in to consideration Vygotsky’s theory will help us as future teachers to be aware of what teaching methods that we should implement and how we should deal with students effectively in regards to their learning and task performance and also how to enhance their social skills. | | Reference * Slavin, R, ‘Educational Psychology – Theory and Practice,’ 7ed(2003), Pearson Education Limited, USA, pgs 43-47. * Woolwort h, A, ‘Educational Psychology,’8ed(2001), Allyn and Bacon, Pearson Education Co, USA, pgs 44-51 * https://sites. google. com/site/jfielportfolio/philosophystatement * www. docslide. com * http://psychology. about. com/od/profilesmz/p/vygotsky. htm * www. glogster. com * www. donsmaps. com * www. oisbengaluru. blogspot. com * www. urpages. com. au * Lecture notes

Babette’s Feast and the Power of Art Essay

When all deadlines are met and time is out in my favor, one can usually find me sitting comfortably on the couch with a bowl of popcorn on one hand and a remote control on the other. Watching movies has always been one of my favorite leisure. Although I try to see films from different parts of the world as much as I can, perhaps like the many others who belong in my generation, Hollywood movies are always top of the list. Seldom do I find fascination with other international productions especially European ones. They are slow-paced, often more serious and â€Å"less entertaining† than those produced in Hollywood. However, watching the Danish film â€Å"Babette’s Feast† made me reconsider and view European films with a different lens – one with a little more appreciation and interest. While the slow pacing is inherent to this kind of cinema, they also present a different style and meat altogether, leaving more room for its audience to think rather than just instant gratification offered by most American movies. This is very evident in Babette’s Feast. In its subtlety and simplicity, together with the use of brilliant metaphors and symbolisms, it was able to uncover the transforming power of art with beauty and sophistication. Babette’s Feast tells the story of two pious sisters whose lives were changed by their French servant, who was apparently an unspoken artist, Babette. One of the images that constantly reappear all throughout the movie, especially in the beginning, is the image of the dried fish. This symbolizes the life of Martina and Philippa and perhaps even those in the community who was devoted to the preaching of their father that to attain salvation, one must deprive himself all physical or worldly pleasures including food. They lived a life of unhealthy simplicity and unreasonable meagerness. Their simple and puritan way of living is so extreme that it has become dreary and ironically â€Å"lifeless†, like a dried fish in contrast to the delectable meal of Babette in the end. Another powerful symbolism is Babette’s washing of the window from the outside. It speaks to me as if Babette was trying to show the sisters what they have been missing for the longest time. Their world and their lives are similar to the dirty windows Babette were washing – dark and clouded by their austere beliefs. Because of the hyperbolic focus on spirituality, they were blinded from the beauty and joy of the outside world, from the other things that life has to offer including the love from men they rejected when they were young. Through Babette’s feast, which they initially refuted as they believed it was sinful, the sisters were opened to a new world from which they were hiding, to a reality where â€Å"righteousness and bliss [..] kiss†, where the spirit and the flesh are both nourished and nurtured without choosing or isolating one from the other. This reconciliation is symbolized by the candlelight snuffed out in the end. Aside from Babette’s art which is the sumptuous food she prepared very well, another integral element that played a significant role in the transformation of the sisters and the other members of the congregation is the character of General Loewenhielm, one of the sisters’ ex lover. If the sisters lived a deprived life, a deprivation not of accident but of choice, the general was at the other end of the spectrum. He symbolizes everything the sisters were not – luxurious and powerful. He enjoyed a life of abundance and glory. Because of this background, the general honestly and wholeheartedly enjoyed the feast while the others remained skeptical, refusing to surrender to their delight of the food. It was also the general who had this realization that there is joy both from bodily and spiritual nourishment, as he was dumfounded to partake in such kind of dinner in an unexpected place, considering it then as a grace and blessing from the heavens. All in all, Babette as an artist was successful. Like a masterpiece that brings joy to its audience, her feast was able to transform and bring love and happiness on the table, to the people who received her art. And this is what is meant by her statement, â€Å"an artist is never poor.† Her talent, which was able to transcend the material, and her ability to do her very best, is her wealth. Indeed, art has a very strong power to transform. Not only did Babette’s art transformed the characters in the story but the movie itself, as a form of art, was able to transform its viewers, me included. It may not be able to provide the â€Å"fun† from the thrilling and idealistic yet shallow plot of Hollywood movies but it was able to deliver something deeper and more delicate, something worthy of admiration and appreciation.

Slasher Films in the Pakistani Cinema

Pakistan is a developing country that has been struggling for decades in its many eras, ranging from business to the cinema. Despite the tussle, it has managed to develop its film and television industry rapidly. â€Å"Lollywood† is a term that was coined back in the day to glamorously describe the cinema culture of Pakistan. Though, as we all know, in comparison to Bollywood and Hollywood, Lollywood, in majority has not been much popular. Nevertheless, upon profoundly observing the television industry of Pakistan, one learns that it is much more refined and efficacious in contrast to the film sector.Particularly, in the present times, the drama or television industry, as you may call it, is flourishing not just locally but all around the globe, reaching out to many Pakistanis and providing them with twenty four hours of fruitful entertainment. Pakistani Cinema has touched upon a variety of genres which predominantly revolve around documentaries, dramas, thrillers, horror, rom ance and action. This paper will, however, depict and deliberate upon a subgenre of horror films; slasher films in Pakistan.A slasher film is preeminently defined as a horror film which involves the use of an unearthly weapon such as an axe by a psychopathic slaughterer who mainly pertains to aggressively slaying a number of victims. These movies follow specific cinematic techniques where close-ups and special effects are used in a variety of ways, primarily representing women as sexual objects. The conception of showing the â€Å"Final Girl† rescuing herself is the foremost ideology a slasher film ordinarily focuses on.Over the years, Lollywood has managed to accomplish the two most successful horror films using the true slasher and storyline techniques; Zinda Laash (â€Å"Dracula in Pakistan/The Living Corpse†) and Zibah Khana (â€Å"Hell’s Ground†) produced in 1967 and 2007 respectively. It is interesting to know that the recent production; Hellâ€℠¢s Ground makes continuous relations with the thirty year old film; Zinda Laash. However, the two devour excessive amount of differences; in regard to the slasher film techniques and gender based critique which will be discussed in this essay. Dracula in Pakistan† was filmed in the late 60’s; however, when released, it sprang a cascade of fear amongst the Pakistanis. According to (The Indian Express, 2012), a woman from the audience was agonized by a heart attack. It was also the first movie produced in Pakistan to be categorized as â€Å"X-rated† along with being screened at two international film festivals. (IMDB) Zinda Laash is considered as a plagiarized production; an elucidation of Hammer’s Classic â€Å"Dracula. † (The HotSpot Online) The plot begins with a scientist; Dr.Tabani accomplishing his test experiment to gain immortality followed by the introduction of his assistant; a buxom woman who discovers the â€Å"dead body† of the sci entist and decides to store it in a coffin. To her astonishment, the corpse comes to life and she is his first victim. The story continues with a somnolent traveller, Dr. Aqil who does not consider the rumors of the existence of the immortals to be true, entering the mansion of the â€Å"Khabees Rooh†. Though, he soon discovers the veracity and chooses to end the cycle of plague, but is evidently futile.The film further revolves around a Dr. Aqil’s wife-to-be; Shabnam, who is also a victim of Dr. Tabani and how immortality fails her appallingly. As petrifying Zinda Laash might have been in the 60’s, it most certainly isn’t disturbing in relation to the modern day standards. One might find it rigorously monotonous but humorous at the same time as it depicts alluring and peculiar dances by women. Zinda Laash strongly caters to the â€Å"Male Gaze† throughout the hundred minutes of its run time; from the introduction to the climax and the conclusion.T hroughout the course, the audience experiences a range of dance numbers by either one or many women. The initial portrayal of the sexuality of women instigates when the assistant is lured by her â€Å"dead† boss in the middle of the dark hours. The woman is dressed in a knee length night gown with revealed skin and cleavage; identifying her as a sex object. For being a Pakistani production of the 60’s era, the cinematic techniques capturing the body of the woman can definitely be labeled as â€Å"obscene. The attack demonstrates sensuality in the facial expressions of the woman with the sluggish movement of closeness between the victim and the attacker pouring a sense of sexual tension amongst the audience. Followed by the frightening shrieks of the woman, violence against women is highlighted significantly; a woman is powerless in front of a man. Later, as the weary traveller arrives and adjusts comfortably at the mansion after a warm welcome by Dr. Tabani, one notic es Dr. Aqil setting a photo frame of his beloved fiancee he truly misses. Dr.Tabani enters his room to ensure comfort and malignly admires the photo by calling it â€Å"Khoobsurat. † It is enigmatically bizarre how Dr. Tabani ignores to make Dr. Aqil his next victim who is right there and instead wishes to suck blood out of a woman. Malevolent thoughts instantly stutter through the attacker’s head about the woman; further enhancing the violence against women. As the night gets gloomy and murky, one notices Dr. Aqil being effortlessly distracted by the giggles of a woman; the vampire bride. He gets up to follow the chuckles; his facial expressions visibly expose his urge for sexual desire.Discovering the origin of the chortles, Dr. Aqil finds a mysterious female, dancing with â€Å"voluptuous sensuality† (The HotSpot Online) dressed in a lightly lined white dress to attract him towards her. There is undeniably a connotation attached to the actions of the woman in this scene; she uses her sexuality to fulfill her need to feed upon the man for survival. The man finally submits himself to her and is attacked by the vampire bride. This explains how the religion of Islam fears the power of female sexual attraction over men.Imam Ghazali’s interpretation is also highlighted during this part of the film; female aggression is tuned outwards and she sexually entices men. Captivatingly, this occurrence is intermittent by Dr. Tabani; the vampire, who pushes the woman; once again showing the physical power of man over woman. Wretchedly, Dr. Aqil is masticated and is fated to earn immortality. Nonetheless, before fronting his destiny, he tries to put an end to the outrageous veracity by using a â€Å"knife† as the weapon of destruction, but fails terribly. Incongruously, a dance number is presented right after Dr.Aqil becomes a casualty of immortality. This dance sequence is similar to the many others shown during the film at odd intervals. This particular sequence comprised of a woman dancing dressed in a half sleeve top and pants in front of a crowd of men in majority. Vulgarity strikes not only in her clothing this time, but in the movement of her physique in sync with the song lyrics which were chanted by a man as he made hand gestures pointing towards the dancer; â€Å"Udhar Jawani, Idhar Nasha. † The lyrics clearly indicate the drunken men relishing the â€Å"jawaani† of the female performing.The theme of sexuality is reinforced with the entrance of Dr. Aqil’s brother as he is interrupted with another dance number, this time comprising of many women dancing for their own entertainment instead of one woman dancing to entertain a crowd. This dance comprises of Dr. Aqil’s fiancee, Shabnam dressed in shalwar kameez; the national dress of Pakistan, dancing with her friends. However, the fitting of the clothing catered to the male gaze once again. The shirts are of normal length but tremend ously body-hugging from the hip, hence outlining he body shape. These women also wore perfectly winged eyeliners and hair done gracefully, further emphasizing the gender socialization of women; how they are required to dress up. The theme of men giving in for the sexuality of women is reversed when Shabnam desperately waits for Dr. Tabani to suck her blood. On his arrival, Shabnam lies down on her bed in an inviting posture outlining her curvaceous body and reveals her neck; women objectification. Once again, sexual tension is built as Dr. Tabani goes close to her neck and feeds on her.The difference between the earlier attacks and this once is that Shabnam was willingly letting Dr. Tabani feed on her; she felt pleasure. The photograph below shows her exact position on the bed. (The HotSpot Online) There is also a female child in the narrative who Shabnam intends to feed on. The question here evolves as to why there was not a male child instead of a female child named â€Å"Babyâ⠂¬ ? Baby constantly made relations with Shabnam throughout the course of the film, for example, she teased Shabnam by snatching Dr. Aqil’s photograph from her hand and ran away.The film comes towards a climax where the family discovers the Dracula Shabnam who intended to trick Baby and suck her blood out. Shabnam’s brother confronts her as she convinces him to hug her; she decides to feed on him. This plot comes to an end when Aqil’s brother acts as the macho man and pushes Shabnam away and stabs her to death by a dagger. Patriarchy is promoted via this prospect as well. Nonetheless, a dance sequence is a must input at the pinnacle; this time a female wearing a sequin dress entertaining a group of men by dancing. Most importantly, we notice that the dupatta in many of these dance numbers is eliminated.The movie further progresses with the development of an aim to eradicate the immortals by Shabnam’s brother and Dr. Aqil’s brother. Zibah Khaana or Hell’s Ground, on the other hand, follows a completely different narrative with underlining various subjects such as Gender Roles, Social Concerns and Pakistani Culture. It truly depicts the use of slasher film techniques like showing the world from the eyes of the attacker and use of the â€Å"Final Girl† notion. It is an Urdu-English slasher film directed by Omar Khan in only 30 days and has won many awards at Film Festivals around the Globe. Wikipedia) Zibah Khaana is a journey of five teenage friends who decide to take a short cut through a place known as â€Å"Dozakh Pur† to attend a rock concert. On their way, they face many difficulties such as the toxic water, zombies, a daunting hitchhiker, a witch and a man dressed in a burkha with an ancient spiky weapon which makes the movie a modern gore flick. The diversity in characters chosen makes the film even more exhilarating. The movie begins with a boy having an accident upon seeing a Burkha Man standing i n the middle of the road with a medieval weapon.However, the first victim is massacred with a spade, in comparison to Zinda Laash, where the first victim was a woman attacked by fangs. In the case of Hell’s Ground, woman objectification is hardly given any attention. The film sets the surroundings of Pakistan by showing detailed shots about the culture of Pakistan; daily activities. Gender socialization is highlighted when Roxy, a modern American girl is introduced and specifically asks her maid for a â€Å"pink† colored shirt to wear as she has to spend the night at her friend â€Å"Ayesha’s† house.Pakistani culture is further laid stress upon when the maid reacts in astonishment to Roxy, being a girl and spending the night at a friends’ house. Next, a low class Christian boy, Simon is presented with his parents; where the father uses abusive language to degrade his son. In relation to Zinda Laash, here we experience that the wife; Simon’s mother screams back to her husband in support of her child. Patriarchy is not laid stress upon; it does exist but not to a critical extent in the modern day and this is what Zibah Khaana probably aimed to demonstrate.As the introduction progresses, the audience meets the Final Girl, Ayesha. Her first appearance in a traditional shalwar kameez serving her mother tea immediately clicks; she is different from the previous two characters introduced. Once more, the Pakistani Culture and Gender Bias are tinted when Ayesha seeks permission from her mother to go on a â€Å"school trip† for the night. Receiving a hesitant reaction from her mother and commentary upon how her father would be against this act if he were alive, instantaneously converses with the Pakistani audience as to how girls should not be let out for the night.It emphasizes upon traditional beliefs on gender socialization; girls should spend the night at their own house and not elsewhere. However, there are a lot of modern families in today’s time who are also against girls spending the night elsewhere. In the Pakistani society, it is definitely considered as indecent. Inevitably, Ayesha lies to stay out for the night to go to a rock concert. However, her socialization restricts her from doing things that she has been taught are wrong; for example later in the film all her friends smoke hashish, but she doesn’t.Ayesha also wears an â€Å"Allah Hu Akbar† necklace throughout the course of the film. We also observe, upon exiting the house Ayesha gets rid of her books and grabs a pair of jeans and t-shirt to change later for the trip; Ayesha belongs to a local ordinary family. Later, when she changes her attire from a traditional one to modern, her friends are surprised. Roxy, Ayesha, Simon and another boy OJ meet at the ice cream parlor, â€Å"Hot Spot† and wait for the last character of the film; Vicky to arrive with transport. He brings a van with old fashioned Pakist ani Horror Film Paintings, one of which consisted of a plump woman posing.Pointing out the sexuality in the old times; OJ instantly reacts to the painting of the woman as â€Å"sexy. † This shows that young boys are easily drawn towards sexuality with being open about their desires. The friends continue to head out and on their way are disturbed by a group of transgenders while waiting for the traffic signal to go green. An effective use of queer theory has been applied as the reaction of the teenagers is shown. Transgenders are a huge part of the Pakistani society and are treated with disgrace.They are usually perceived as infuriating while they beg at the traffic signals; the reaction of Vicky and the body language of the transgenders have clearly been captured. As the transgenders approached and touched Vicky, his facial expressions stressed upon irritation and repulsion. Youth culture has been shown via sarcastic conversations amongst the five friends. Roxy is an American -Pakistani modern girl who did not hesitate to smoke hashish in comparison to the Final Girl, Ayesha who denies the offer and feels uncomfortable. Roxy and OJ have a conversation about the socio-economic situation of Pakistan.This was amusing to observe as women in the earlier day were not included in such conversations, and today we see a positive change in the role of women. In Roxy’s imaginary world, she â€Å"can’t wait to get out of this sticky shithole. † Use of abusive language by both the genders has been highlighted, which serves as a change in the norm of our society as all such instances are censored by the censor board of Pakistan. Hell’s Ground, was however, successful in mirroring the reality. From zombies, a freaky hitchhiker and a witch to the serial killer in a burkha, Zibah Khana covers it all.Generally, older women are always associated with darkness, magic and evil. Hell’s ground uses the same ideology and uses an unusual strang e woman in the story who is involved in the village killings. The hitchhiker and the main psychopathic killer Burkhaman which the teenagers come across are the old woman’s children. Earlier in the film, the teenagers have managed to escape from the creepy hitchhiker by throwing him out of the van and crushing him in the process. Motherly instincts are shown when the mother finds her injured son and commands the Burkhaman to cut them up into â€Å"botis. The old woman also continuously addressed the Burkhaman as her daughter; further highlighting the use of queer theory. The Burkhaman is in reality a man, but is continuously referred as a female; this is because the old woman always wanted a daughter but never had one. I believe, the use of such a dogma is an indirect reference to the LGBT community in Pakistan. Throughout the film, the serial killer being the main lead remains silent. According to my analogy, it has been done purposely to lay stress upon the fact that societ y wants the LGBT community to remain silent and act as the underdog of the society.Being a slasher film, the plot revolves around The Final Girl throughout. Before the zombie attacks, she senses incongruity but chooses to ignore and stays determined. This is the most ideal strategy used in the production of slasher films. Her psychological turmoil is continuously tested till the very end where she saves herself. In completion, Ayesha is the only individual left who has not been successfully victimized. Slasher films intend to show women in terror, and Zibah Khana explicitly follows this rule. It shows both the women, Roxy and Ayesha, in terror, running for their lives and screaming.The only difference is that Ayesha is the final girl and remains determined to save herself. Another stratagem used in Zibah Khana is the eradication of all the irrelevant characters one by one leaving the Final Girl as the last victim. This is to build tension amongst the audience to experience the rever sal of gender roles. When Ayesha faces the Burkhaman, she fights back for herself and saves herself by getting hold of a spade and a stone, and smashes the head of the man dressed in a Burkha. There is no man to rescue her; she is her own hero. A hidden side of the innocent girl is shown; she makes sure to kill the attacker.Typically, in slasher films, the Final Girl is given intense strength and masculinity all of a sudden with the urge to protect her rather than being dependent upon a man to save the day. There are many differences we observe between the two films. Firstly, we notice that the first victim in Zinda Laash is a woman where she is shown as a sexual object. However, in Zibah Khana, the first victim is a boy; OJ. Secondly, Zibah Khana adopts the technique of showing the world from the attacker’s eyes to its fullest whereas Zinda Laash hardly makes use of it.Thirdly, another distinctive feature of a slasher film is to show women in terror; building the tension and finally reaching the climax. Zibah Khana renders this trepidation to a great extent in comparison to Zinda Laash, where the women feeling fear is shown minimally in comparison to Zibah Khana. Lastly, the concept of Final Girl is completely ignored in Zinda Laash, assuming that Shabnam was the main girl who was expected to save herself and not enter the realm of death; that too by being stabbed by a man. Zibah Khana, on the other hand, stresses all the attention on the Final Girl, Ayesha.In the end she is the only survivor. Horror film is a genre which has come a long way in the Pakistani Cinema. It started off with showing women as sex objects to the girl becoming the main lead and surviving on her own terms. To conclude, I absolutely agree with Omar Khan, the director of Zibah Khana as he claims, â€Å"Horror is at its most effective when it taps into real fears. Our real fears are connected to things that are sensitive politically and difficult to discuss. † (Telegraph, UK , 2007) 3286 Words Bibliography (n. d. ). Retrieved November 27, 2012, from IMDB: http://www. imdb. om/title/tt0360232/trivia Telegraph, UK. (2007, August 11). Retrieved December 4, 2012, from http://www. telegraph. co. uk/culture/film/starsandstories/3667146/Zibahkhana-Beware-zombies-wearing-saris. html The Indian Express. (2012, July 2). Retrieved December 4, 2012, from The Indian Express: http://www. indianexpress. com/news/be-scared-very-scared/969038/0 The HotSpot Online. (n. d. ). Retrieved December 4, 2012, from http://www. thehotspotonline. com/moviespot/bolly/reviews/xyz/zindalaash. htm Wikipedia. (n. d. ). Retrieved December 4, 2012, from http://en. wikipedia. org/wiki/Zibahkhana