How to teach :: Employment, Education, Staffing

Tenure is a topic that has produced much heated discussion in recent years. Some argue that tenure is an outmoded conce and, if institutions are going to remain competitive, they need to be able to have more flexibility to hire and fire faculty as student needs change. Others argue that tenure is vital to the protection of academic freedom and that without tenure we will return to the days when faculty were dismissed for teaching unpopular opinions. Several state legislatures have mandated post-tenure review for faculty, i.e. Texas, Florida, Tennessee, and Arkansas. New campuses have been created in Florida and California that do not have faculty tenure. In addition, to the arguments about tenure, institutions have not been filling tenure-track positions as faculty retire or resign to take another position. Instead we are seeing an increase in the numbers of faculty hired on limited term contracts of five years or less and an increase in the numbers of part-time temporary faculty hired. Tenure is a topic that has produced much heated discussion in recent years. Some argue that tenure is an outmoded conce and, if institutions are going to remain competitive, they need to be able to have more flexibility to hire and fire faculty as student needs change. Others argue that tenure is vital to the protection of academic freedom and that without tenure we will return to the days when faculty were dismissed for teaching unpopular opinions. Several state legislatures have mandated post-tenure review for faculty, i.e. Texas, Florida, Tennessee, and Arkansas. New campuses have been created in Florida and California that do not have faculty tenure.

Frances Ecconomy :: essays research papers

France is one of the world's richest nations. Industrialization began at the end of the 18th century. Unlike England and the rest of Europe, France failed to maintain the momentum of its early industrial start and was still an agricultural nation at the end of the 19th century. Most growth has occurred since the end of World War II. France now ranks among the world's most economically advanced nations. A distinctive feature of the postwar French economy has been national economic development plans. The first, the Monnet plans named after Jean Monnet who thought of it. Railways were nationalized in 1937, and many other sectors of the economy, including the coal, natural gas, electricity, banking, and transportation came under state control shortly after World War II. Other major industries were nationalized in the early 1980s. In the early 1990s, manufacturing employed between 20% and 25% of the labor force. Many French business enterprises are small to moderate in size, although the competitive business climate created by membership in the EC has forced many companies to be restructured and combined to form powerful corporations. The leading manufacturing industries are metallurgy, mechanical and electrical engineering, chemicals, and textiles. In 1986, France ranked third in Europe in steel production, with an output of 14.8 million metric tons and second in aluminum output. These and imported metals are fabricated into a wide range of mechanical and electrical equipment marketed throughout the world. French locomotives, turbines, electronics equipment, nuclear power plants and submarines, and television systems are famous for their innovative design, as are French automobiles, such as Citroen, Peugeot, Simca, and Renault, and French aircraft, such as Mirage, Concorde, and Airbus. In 1985, France ranked fourth in the world in production of passenger cars and third in output of commercial vehicles. A wide range of chemicals, including perfumes, pharmaceuticals, nitric acid, sulfuric acid, and fertilizers, are also produced. The French textile and garment industry has long been known for its high fashion, alth ough in recent years the industry has lost many former markets to lower-priced imports from countries with lower labor costs. Less than 1% of the labor force is engaged in mining. In 1988 coal production was 14.5 million metric tons. Most of it from two principal coalfields the Lorraine coalfield near METZ, which is an extension into France of the Saar coalfield and the Nord-Pas de Calais coalfield around Lille, which is an extension into France of Belgium's Sambre-Meuse coalfields and is similarly thin-seamed, faulted, and difficult to work.

The Night :: Essays Papers

The Night Characters: Moshe the Beadle— was one of the first of the Jew to be taken away that Elie knew closely. Moshe then escaped the massive ditches of death and was able to return to Sighet to tell them of what the Germans were doing. The rest of the people even Elie, thought that he had gone mad, so he pitied him. Oberkapo— was apart of the 52nd cable unit at Buna who was Dutch. He also sabotaged the PowerStation. He had stocks of arms and was found and arrested. He was tortured for weeks, but never gave names of who else was involved. He was then transferred to Auschwitz. Madame Schachter — she was one of the ladies on the train to Auschwitz that was having illusions and screaming out loud on the train that there was fire outside of the windows. Everytime she that, the other people being gullible as they were, would look out the window. They soon tired of this, so they tied her up and gagged. The ordeal continued as she was able to free herself from her restraints and began yelling again. The other men finally smacked her around a little bit to knock a little common sense back into her, as her 10 year old son watched and tried to comfort her. She must have been suffering from terrible dehydration. Akiba Drumer— He is a man that puts all of his faith into god, no matter what is happening at the moment, he believes that god will save him or protect him. He doesn’t want to open his eyes to the reality of things, where he could be the next one hanged in the middle court of the camp as an example of their relentless power over them. He even calculated that their deliverence was to be only a few weeks away, I think people began to tire of him as Elie did who realized that if their was a true god, they would have to be so many suffering like they were. Settings: Sighet— This is the town that Elie came from with his family in the country of Transylvania. It was a moderate town that was mainly Jews at the time. Auschwitz— The camp they were first taken to when they were deported from their recent country. It didn’t seem to be all that bad in the way they treated them personally, unless the camp itself killed them.

Reading Teacher Essay

How should the proper balance between teacher freedom and responsibility be determined? Position 1: Fir increased Academic Freedom: * Schools are at the center of local debates about touchy subjects such as, morals, sex and sexual orientation, religion, politics, economics, racism, and a host of other social value controversies. * Censorship denies, defeats, or diminishes academic freedom! * Sex, Politics, and Religion: A few Cases * A parent in Loathe, Kansas, demanded that John Steinbeck’s Of Mice and Men be banned from the school curriculum and classroom because the book is â€Å"worthless† and â€Å"profanity filled. † The Majority rejected the effort. * In Oakley, California, some parents wanted the same Steinbeck book banned for racial descriptions. * Schools use the popular Philip Pullman book The Golden Compass was protested by a group of parents and Christian leaders in Winchester, Kentucky; because Pullman was call â€Å"an atheist† and the book â€Å"anti-Christian. † * A high school history teacher in Denver Public Schools was dismissed because the city newspaper published his and other candidates’ views as they ran for congressional seat† the district thought his views were too controversial. He won the case but the district limited him to teaching Basic English and erased his teaching history. * A high school student paper in Bakersfield, California, was prohibited from publishing a story with interviews about gender identity, but a county judge ruled that student to have the right to exercise freedom of speech. * Most frequently banned books: Harry Potter, Diary of Anne Frank, Catch-22, Farewell to Arms, Deliverance, The great Gatsby, Adventures of Huckleberry Finn, To Kill a Mockingbird, The Chocolate War, and Slaughterhouse Five. Even some comic books suffered censorship. * Most censored authors: Judy Blume, Mark Twain, Maya Angelou, John Steinbeck, J. D. Salinger, Toni Morrison, R. L. Stine, Maurice Sendak, William Golding, and Rovert Cormier. * Quotes about censorship from famous figures: * Supreme Court Justice Potter Stewart: â€Å"Censorship reflects a society’s lack of confidence in itself. † * Historian Henry Steele Commanger: â€Å"Censorship always defeats its own purpose, for it creates in the end the kind of society that is incapable of real discretion. † * Actress, playwright, screen writer, and sex symbol Mae West: â€Å"I believe in censorship. I have made a fortune out of it. * Climate of Fear * Challenges to school and library books have been 400 to 500 per year over the past three decades. A lot of the challenges were mostly by individual parents. Organized efforts have joined. * Parents Against Bad Books in Schools (PABBIS) and safelibraries. org. * On safelibraries. org they have published the most shocking and inappropriate segments of each book. * A lot of schools try to limit controversy by passing strict policies that are even sometimes illegal. * Good school districts have splices and practices that promote academic freedom which doesn’t allow for parents, students, and the public to challenge or raise questions about what is taught and how. * What happens? Teachers lose jobs, students can be suspended, and teachers avoid controversy, and education suffers. * We need freedom: Intellectual freedom! * A Necessity, Not a Frill * Academic Freedom = Free Society, which is what our Nation was founded on. * It is increasingly important for teachers to become more active advocates for academic freedom in public discourse and in political arenas. * Democratic education requires debate and discourse – only with teacher freedom can this happen. * Freedom to teach and learn is basic to good education. * Arguments against Academic Freedom * Based on traditional ideas that teachers are not â€Å"scholars,† they have a captive audience, they can influence impressionable minds and they are public employees subject to the will of board and administrators. * The argument against those that believe in those traditional ideas is that our education system now requires teachers to have scholarly qualities; students are expected to inquire and challenge rather than just be a captive audience. * Mischief in Defining Academic Freedom * Zealots everywhere (Zealot being someone who believes their way is superior) has tried to use schools as agents to impose their views and values on the young. They don’t want schools to present opposing views or conflicting evidence and are against real critical thinking. * Academic Bill of Rights – is a bill of rights that demands neutrality for institutions and requiring a diverse faculty along political lines. This bill of rights is for colleges but is popping up in precollegiate schools. * Academic Freedom Petition – a single-issue document that argues that academic institutions should ensure student and teacher freedom to discuss scientific strength and weaknesses of Darwinian evolution. * The problem with these two laws/bills is that they contain seeds of censorship and self-censorship to avoid controversial subjects. This twisted use of academic freedom can cloud the more valuable condition needed for critical thinking in schools and colleges. * A threat to academic freedom – self-censorship – When teachers screen ideas from classroom use in order to avoid controversy. * Conclusion: Fear threatens academic freedom! * The Essential Relationship of Academic Freedom to Democracy. * Democracy states that people are capable of governing themselves. People can make knowledgeable decisions and select intelligently from among alternative proposals. * The Evolution of Expansion of Academic Freedom. * We have adopted German theory – Lehrfreiheit and Lernfreiheit – the freedom of teachers to teach and learners to learn without institutional restrictions. * Socrates – was said to be sinful and wicked because he and his students had the freedom to pursue truth. All wickedness, he argued, was due to ignorance; freedom to teach and learn would uncover knowledge, eliminate ignorance and improve society. The judges at that time did not agree and Socrates was sentenced to death. * Courts, in general, have exhibited an expanding awareness of the need for academic freedom in schools and have provided protection for teachers. * Educational Grounds for Academic Freedom * Where if not in schools will students be able to explore and test various ideas, new concepts, and challenge propaganda in a safe and guided environment? * The classroom serves as a â€Å"safe place† to explore without social condemnation or ridicule. * Education consists of ideas and challenges, increasingly sophisticated and complex. * Learning best occurs as people test new ideas against their own experiences and knowledge. – that testing requires academic freedom. * Not operating in this manor will risk conformity. Students will not examine controversial material in schools that students will not be challenged and participate in critical thinking. * The Center of the Profession * Basically we’re currently trained and we know what we’re doing. Professional Development and certification has equipped us uphold ethics and values. * A professional teacher must be free to examine controversial issues openly in the classroom. * Teacher jobs must not be at risk because they explore controversial material or consider ideas out the mainstream. * We need individuality. * Academic Freedom and Teacher Competency: the Tenure Process * Non Tenure – Incompetent teachers do not deserve and should not receive that extra protection; they should be dismissed if a fair and evidential evaluation find them incompetent. * Teacher competence is a mix of knowledge, skill, and judgment. * Knowledge of the material. * Of the students in class * Professional skill in teaching. * Professional judgment. * Under tenure law teachers cannot be fired without due process and legitimate cause. The tenured teacher who is threatened with firing has a right to know specific allegations, a fair hearing, and an evidentially based decision. * Obstacles for Academic Freedom * Religious schools sometimes fired teachers for anti-moralistic requirements, sin, not attending religious services, and not exhibiting sufficient religious enthusiasm. * At the beginning of the nineteenth century teachers were fired for not remaining single, avoiding drinking and smoking, dancing, political views, etc. * At the first half of the twentieth century, political restraint and censorship replaced religious and moralistic restrictions on teachers. * John Dewy and other scholars founded the American Association of University Professors in 1915 which recognized that even then all teachers, not just those in colleges, needed academic freedom. * Some states have tons of censorship attempts each year by parents, school boards, administrators and parents. * The internet * Scare tactics are set up to block access to many â€Å"good† internet sites (our school, example). * Many teachers avoid significant topics to sterilize to the point of student boredom. * National Coalition Against Censorship has been created. Position 2: For Teacher Responsibility * Teachers use classroom for political platforms (especially in colleges). * Power and Responsibility in Teachers * Teaching is among the most influential position in society. Teaching is next to parenting in its power to carry values and ideas from generation to generation. * The influence of teachers goes will beyond the classroom doors, school grounds, and school term; teachers exert influence that can last for years and even lifetimes. Teacher’s ability to influence their students is a huge responsibility. * Parental Rights * If parents can be held accountable for their children, so should teachers. (Even though they don’t) * Schools must give supportive social and family values among our youth. * Public school teachers are even more accountable than private ones to the community and to parents for what they teach and how. * Teacher Responsibilities to Parents * Teachers must remain sensitive to parent interests. * Teachers have responsibilities for providing a safe, healthy classroom environment, and assume protective moral ethical and legal duties. * Parents sometimes don’t know what’s going on in the classroom until the damage is already done. * Parents have the right to monitor. * PABBIS lets parents see various pieces of literature and provides evidence to help them make rational judgment about the material. * Internet Access is becoming a huge problem. * There exists a serious problem in Internet usage when websites continue inhumane, anti-American, racist, Antiauthority, sexual, antireligious or other inappropriate material that can be accessed at schools. * Teacher Responsibility to Children. * Children are vulnerable * Children look to teachers for direction. * Children are immature and unformed. Teachers must be careful. * Teacher Responsibility to Society * Society trusts teachers to develop the young into positive, productive citizens. * Teacher Responsibility to Their Profession. * Teachers can be the key to good education, or poor education * Teachers have the responsibility to recognize children’s needs and academic development. * Teacher Irresponsibility * Tenure covers poor teachers and socially dangerous teachers. * Sometimes teachers will start to threat a school with atheism, Satanism, sicalism, communism, and take other extreme positions after they’ve been tenured. Deeming themselves as â€Å"untouchable. † * Tenure laws make it almost impossible to rid schools of poor teachers. * Academic Freedom of License * A license to teach is not a license to impose one’s views on others. * Sometimes teachers who â€Å"mind bend† for years and teach in an unethical manor gets by because administration is afraid to reprimand them. * Tenure teacher firing is rare. * Tenure laws create burdensome requirements that save teacher jobs even when those teachers have demonstrated a lock of respect for parents, students, and community values. * We need to make it easier to fire teachers. * 18 states have modified tenure regulations; the Education Commission of the States website shows current state approaches. Idaho has completely eliminated teacher tenure and other states are considering major reform. * Conclusion : * Teachers deserve respect and appreciation for their contributions to society, decent salaries, and comfortable working conditions.

Comparative between Oedipus and Lord of the Flies

A person's goals and ambitions often times do in fact interfere with the people around them. If someone is so determined to fulfill their dreams they often times do whatever it takes to do so, some people may even turn into a whole new person. Two characters from two different pieces of literature who face this struggle are: Oedipus from the play ‘Oedipus' by Sophocles and Ralph from the novel ‘Lord of the Flies' by William Golding. Oedipus' goal of seeking the killer of Lauis and finding out the truth about his life and Ralphs goal of survival and getting off the island both conflict with he others around them.Oedipus was very determined to figure out the truth about who killed King Lau's and the truth about his life and who his real parents were. The people around him kept telling him that he was the one who murdered Lauis and the woman, Jocasta that he was married to was in fact his biological mother and his father, who he had killed was Lau's. Oedipus of course could not face the truth and accept the fact that everyone was right so he was determined to keep seeking the killer.Oedipus talks to the blind prophet, Teresias about the truth and he ells him the same thing that everyone else has been telling him all along, that his mother was his wife and the man he killed was Lauis and Lauis was his father. ‘You are the cursed polluter of this land' ‘ (pg. 38) and again Oedipus disagrees with him, Teresias then calls him blind because he could not face the truth. This causes interpersonal conflict because the both of the men then start insulting and fighting with each other. â€Å"When you prove me wrong then call me blind† (pg. 8) Oedipus and Teresias argue and Oedipus says to him when you can prove me wrong about ctually killing Lau's and that He and Jocasta were actually my parents then you can call me blind to the truth. Before Oedipus accepts the fact that everyone was right he asks questions about where and when Lauis was kill ed because he ensures that it is actually the truth before he tells everyone he knows. (Did you not say that Lau's was killed in a place where 3 roads met? † (pg. 46) . Oedipus makes himself look bad for not listening to what people say and Just listening to himself and telling himself that nothing was true when it turns out it did.Oedipus then cannot live with himself for illing his biological father and then having a relationship with his mother so he then makes a decision to claw his eyes out and become blind because he was blind to the truth all along anyways. Oedipus cannot live with what had happened in his life so he claws his eyes out because after all he was blind to the truth after all. Before he does so he states † To a land of exile; brother as it shall be shown and father at once, to the children he cherishes , son and husband to the woman who bore him.Father- killer and father-supplanter† (pg. 38) basically meaning that he knew he done wrong nd that e veryone was right, but he was a good man through it all. Overall, someone goals can on fact cause a person to have conflict and arguments with society around. Not only does Oedipus' goals interfere with society around him in the play ‘Oedipus' by Sophocles but also in the novel ‘Lord of the Flies' by William Golding. The character Ralph has a goal and desire of surviving to live on the island and also being rescued trom the island.This struggle ot the character, Ralph causes contlict wit n the other boys on the island because after being on the island, isolated from family and friends hey basically change into other people or as they call themselves†animals†. They try to put order and rules in on the island for everyone to follow so they can at least be a little civil. Everyone agrees to put Ralph in charge on the island but after a while of taking orders from him the boys separate, Ralph needed to rules to ensure survival but everyone eventually turned on hi m for it. â€Å"There was a ship out there, you said you'd keep the fire going and you let it out! † (pg. 4) This quote is said by Ralph to the boys. Jack, another one of the boys on the island had a team of boys with him and heir goal was to keep the fire going on top of the mountain Just in case there had to be a ship out in the ocean, they were hoping there would be one out there so that the smoke from fire would inform the men/women from the ship that there were people on that island, but of course Jack did not complete this task, instead he and the boys went hunting, that is all they cared about it seemed. Ralph gave each and every boy a job on the island and to be fair, they all had to finish them, but that is not the way it went down.Ralph noticed no one was doing their given task so he got mad. Been working for days now and look! And they keep running off. You remember the meeting? How everyone was going to work hard until the shelters were finished† (pg. 51). O ne of the boys, Simon had some medical problems with having seizures, one night they got bad and he ran out of the woods uncontrollably, he could not talk right, the other boys ran after him like a pack of wild animals, they had â€Å"mistaken† him for the beast that they thought had been on the island, the boys unknowingly killed him brutally, stabbing him continuously.Afterwards Piggy and Ralph realized that it was ot the beast that they had killed, it was actually Simon, they felt nothing but guilt, they felt that they could have been more cautious. Piggy tried to get rid of the guilt by saying they were under pressure because they were scared but they both knew that was not the case. â€Å"Don't you understand,Piggy? The things we did. † (pg. 173) Ralph talks about the things they did, referring to the death of the boy, Simon, you can tell that they felt guilt. l wasn't scared, I was – I don't know what I was† (pg. 173). Here Ralph states that he knew they were not scared of the thing that popped out of the oods, that turned out to be Simon, he knew that that was not the reason why everything went wrong,deep down they all knew that it was because of how much they changed and turned into savages from being isolated on the island with nothing. In comparison of the two works, they both have similarities in terms of society being affect by a specific character. Comparative between Oedipus and Lord of the Flies A person’s goals and ambitions often times do in fact interfere with the people around them. If someone is so determined to fulfill their dreams they often times do whatever it takes to do so, some people may even turn into a whole new person. Two characters from two different pieces of literature who face this struggle are: Oedipus from the play ‘Oedipus’ by Sophocles and Ralph from the novel ‘Lord of the Flies’ by William Golding.Oedipus’ goal of seeking the killer of Lauis and finding out the truth about his life and Ralphs goal of survival and getting off the island both conflict with the others around them. Oedipus was very determined to figure out the truth about who killed King Lauis and the truth about his life and who his real parents were. The people around him kept telling him that he was the one who murdered Lauis and the woman, Jocasta that he was married to was in fact his biological mother and his father, who he had killed was La uis. Oedipus of course could not face the truth and accept the fact that everyone was right so he was determined to keep seeking the killer.Oedipus talks to the blind prophet, Teresias about the truth and he tells him the same thing that everyone else has been telling him all along, that his mother was his wife and the man he killed was Lauis and Lauis was his father. â€Å"You are the cursed polluter of this landâ€Å" (pg.38) and again Oedipus disagrees with him, Teresias then calls him blind because he could not face the truth. This causes interpersonal conflict because the both of the men then start insulting and fighting with each other. â€Å"When you prove me wrong then call me blind† (pg.38) Oedipus and Teresias argue and Oedipus says to him when you can prove me wrong about actually killing Lauis and that He and Jocasta were actually my parents then you can call me blind to the truth.Before Oedipus accepts the fact that everyone was right he asks questions about wh ere and when Lauis was killed because he ensures that it is actually the truth before he tells everyone he knows. (Did you not say that Lauis was killed in a place where 3 roads met?† (pg.46) . Oedipus makes himself look bad for not listening to what people say and just listening to himself and telling himself that nothing was true when it turns out it did. Oedipus then cannot live with himself for killing his biological father and then having a relationship with his mother so he then makes a decision to claw his eyes out and become blind because he was blind to the truth all along anyways.Oedipus cannot live with what had happened in his life so he claws his eyes  out because after all he was blind to the truth after all. Before he does so he states â€Å" To a land of exile; brother as it shall be shown and father at once, to the children he cherishes , son and husband to the woman who bore him. Father-killer and father-supplanter† (pg.38) basically meaning that he knew he done wrong and that everyone was right, but he was a good man through it all. Overall, someone goals can on fact cause a person to have conflict and arguments with society around. Not only does Oedipus’ goals interfere with society around him in the play ‘Oedipus’ by Sophocles but also in the novel ‘Lord of the Flies’ by William Golding.The character Ralph has a goal and desire of surviving to live on the island and also being rescued from the island. This struggle of the character, Ralph causes conflict with the other boys on the island because after being on the island, isolated from family and friends they basically change into other people or as they call themselvesâ€Å"animals†. They try to put order and rules in on the island for everyone to follow so they can at least be a little civil.Everyone agrees to put Ralph in charge on the island but after a while of taking orders from him the boys separate, Ralph needed to rules to ens ure survival but everyone eventually turned on him for it. â€Å"There was a ship out there, you said you’d keep the fire going and you let it out!† (pg.74) This quote is said by Ralph to the boys. Jack, another one of the boys on the island had a team of boys with him and their goal was to keep the fire going on top of the mountain just in case there had to be a ship out in the ocean, they were hoping there would be one out there so that the smoke from fire would inform the men/women from the ship that there were people on that island, but of course Jack did not complete this task, instead he and the boys went hunting, that is all they cared about it seemed.Ralph gave each and every boy a job on the island and to be fair, they all had to finish them, but that is not the way it went down. Ralph noticed no one was doing their given task so he got mad. â€Å"Been working for days now and look! And they keep running off. You remember the meeting? How everyone was going t o work hard until the shelters were finished† (pg.51). One of the boys, Simon had some medical problems with having seizures, one night they got bad and he ran out of the woods uncontrollably, he could not talk right, the other boys ran after him like a pack of wild animals, they had â€Å"mistaken† him for the beast that they thought had been on the island,  the boys unknowingly killed him brutally, stabbing him continuously.Afterwards Piggy and Ralph realized that it was not the beast that they had killed, it was actually Simon, they felt nothing but guilt, they felt that they could have been more cautious. Piggy tried to get rid of the guilt by saying they were under pressure because they were scared but they both knew that was not the case. â€Å"Don’t you understand,Piggy? The things we did.† (pg.173) Ralph talks about the things they did, referring to the death of the boy, Simon, you can tell that they felt guilt. â€Å"I wasn’t scared, I w as – I don’t know what I was† (pg.173). Here Ralph states that he knew they were not scared of the thing that popped out of the woods, that turned out to be Simon, he knew that that was not the reason why everything went wrong, deep down they all knew that it was because of how much they changed and turned into savages from being isolated on the island with nothing.In comparison of the two works, they both have similarities in terms of society being affect by a specific character. Both of the books are affected by setting as well, the characters, Ralph and Oedipus have goals that have to do with setting, which then causes conflict with society. In the play ‘Oedipus’ by Sophocles, Oedipus’ goal of setting is trying to figure out the truth of his life; who killed Lauis and who his real parents were. This causes conflict with the citizens around him because he constantly shuts people down when they try to help him and tell him the truth. â€Å"Y ou are the cursed polluter of this land† (pg.38) Teresias states that the one who ruined the land was, Oedipus, him saying that then caused argument, because Oedipus listened to no one he just believed he was right.Conflict with others helped him piece together the truth of his life, he then states â€Å" To a land of exile; brother as it shall be shown and father at once, to the children he cherishes , son and husband to the woman who bore him. Father-killer and father-supplanter† (pg.38) it causes conflict with others because when Jocasta realized what had happened, she then killed herself. This play is similar to the novel â€Å"Lord of the Flies† by William Golding because the setting of the Lord of the Flies influence the goals of the character Ralph which then causes conflict with others, the setting in which the boys are in causes Ralph to have a goal of survival and to get off the island, he puts rules in order which not everyone agrees to so that then ca uses conflict and uproar on the island. â€Å"we’re on an island, we’ve been on  the mountain top and seen water all around† (pg.31)This shows when the boys have just arrived there and when they first realized where they actually were and that they were there alone. â€Å"we saw no houses, no smoke, no footprints, no boats, no people, we’re on an uninhabited island† (pg.31) this quote states the struggles they have ahead of them with being so young and having to be able to survive alone, Ralph knew they needed to put some order in so he does, he becomes captain but not everyone agrees with the jobs he puts in place, which is why it caused conflict. As you can see both of these books are similar in the sense of setting, and how it eventually aids in making conflict.Overall these two pieces of literature do show how a person’s desires and goals, conflict and interfere with the ones around them, whether they mean to or not, sometimes they may not even mean too, but if someone is so determined to complete their goal it can have a big impact on people’s lives around you, it can affect the way they live for the rest of their lives.

Forensics Text Questions Essay

1. What is liver mortis? How might this reveal information about the time of death? Liver mortis is one sign of death that occurs when blood settles in the lower parts of the body. The part where the blood accumaltes can be discolored or turn a purple color after a certain time and reaches its limit at 8-12 hours after death and can help investigators reveal info about time of death. 2. What three aspects does a forensic autopsy seek information about? Describe each of these aspects? They seek information about the cause of death, mechanism of death, and manner of death. The cause of death is the medical reason that caused or led to the death. The mechanism of death refrences to a tool or mechanism used to cause the death. The manner of death has to do with if the death had to do with murder or suicide, not natural causes of death. 3. How can digestion rates give information to forensic scientists about the time of death? Digestion stops whenever somone dies so that means investigators can look at how far along a food eaten by the viticm is along in the digestion process. 4. What is mummification? Mummification is the drying of tissues and bones. 5. How can human bones give forensic scientists an indication of age? Describe some of the aspects that would give this information. Investigators can get some indication of the bones size by looking at the length of the bones or how much wear the bones have. If the bones are smaller then this could indicate that it was a child. If the borns have arthritis or wear in the joints, this can help them iindicate that it was an older person or adult. 1. Imagine that you are at a crime scene. You find skeletal remains, but the skeleton is not complete as some of the smaller bones are missing. The bones are within a twenty feet radius. Based on this information, what would you be able to ascertain about the time of death and the individual who was killed? Investigators could indicate how long it has been since time of death by the location of the bones. The time of death would probably be around a year if the bones are 20 feet apart and smaller bones are missing. The missing bones could have been carried away by animals or insects. 2. Out of the different methods to help determine the time of death, which one do you think is most effective? Why? I think algor mortis is effective  becuase the body starts to cool down after death. If a body is cold or at room temperature, investigators can indicate that the victim has been dead for awhile whereas if the body is warm they can indicate the time of death has been not too long. 3. Do you think you would like to participate in an autopsy? Why or why not? I would like to participate in an autposy because I would be interested in seeing how the death affected the boody. It would be interesting the inspect a body and try to figure out the actual cause of death instead of what was said about the cause of death.. It’s like you be able to have the facts instead of just what was heard. 4. If you were a forensic anthropologist and were studying human remains, what information would you look for in the bones? Why would this information be helpful? I would look for the location of the bones to figuer an estimate of time of death. I would also look at bone lengths to figure out the age or sometimes gender. I would also look at the wear of the bones and wear around the joints to get an estimate of the age of the victim. I would also look for any arking to see if they had a disease that could have caused the death. I would also look for any fractures or injury in the bones to figure the cause of death. 5. What can the distribution of bones tell a forensic scientist? What do you think would be the most challenging aspect of collecting skeletal remains at a crime scene? The distribution of the bones can help investigators get an estimate of the time of death. If the bones are not atached and spread out, then the time of death is longer then if they were attached. I think the most challenging aspect in collecting skeletal remains would be figuring out the age oof the victim. There are only few methods in figuring oout the age and it wouldn’t be that precise either, just a guess of around an age.

Go and Come Back Essay

The author of Go and come back, Joan Abelove, acutely makes us realize that. The author, Joan Abelove has won many awards for Go and come back; It was chosen as ‘an ALA notable book,’ ‘an ALA best book for young adults,’ and ‘a 1999 Los Angeles Times book prize finalist. ’ Her first book, Go and come back is a fiction based on real places, experiences, and people. The people who live in the village of Poincushmana in Peru only know each other. However, one day, two white women, who are strangers come to Poincushmana to study the people’s lives. Everybody is fascinated and mesmerized by the two white anthropologists, Joanna and Margarita. So, the tribe people allow Joanna and Margarita to live with them in the village. Despite the fact that Joanna and Margarita’s unique behaviors and boxes full of mysterious things seem very interesting to the Peruvian tribe, the main character, Alicia does not like that Joanna and Margarita are going to live in the village. However, due to the fact that Alicia, Joanna, and Margarita are not friends from the beginning, makes this book more impressive. Reading that total strangers have become part of the family, even though when there is no similarity between them, is beautiful enough to warm our hearts. Everybody would be able to feel the line that connects each person in the tribe, including Joanna and Margarita. Although there are no big sensations, the quiet and tranquil friendship between Alicia and Joanna is so intimate that it is enough to make us not lonely, And thus, I want to recommend this book to people who are lonely and apart from their families. Go and comeback made me(whose family is in another country) realize that there is always a line that connects a family, even though the family is 1000 miles apart from each other. Moreover, I also realized that I have a place to return to. For example, at the end of the book , when it is time for Margarita and Joanna to leave, Alicia tells them, â€Å"†Catanhue†, I said, Go and come back. † (177) The word â€Å"Catanhue† was more powerful than â€Å"I love you,† or â€Å"I will never forget you,† or any other words. The phrase, â€Å"Go and come back† to me, seemed like a sign of eternal connection between family. Moreover, Go and come back plant abiding belief in people, about people. For example, when Joanna feels guilty because she thought that she made Margarita sick, Alicia goes to her and tells her, â€Å"How can you think you have such power, to be able to harm people? No, it can’t be. Only if you ate a tabooed food, or asked a witch to cast a spell. People don’t have that kind of power over each other by accident, by chance, for no reason, without spending much time learning to be a witch. No. You can only harm people if you mean to. † (75) Everybody knows that people have power to harm other people. However, influenced by the author’s unique and memorable writing style, we are mysteriously convinced that people do not have such power to harm people. We are strangely assimilated with the author, and Abelove’s writing leads us to have credence in people. Go and come back is a book that people can finish in a short time, despite the fact that it contains a theme that can affect many people, especially people who are lonely. This book tells us that a family is always connected and we all have place to return to. At the end, Joan Abelove’s dreamy yet, realistic style of writing is not a waste of time to explore. In Joan Abelove’s †Go and Come Back,† married women have boyfriends, teen-agers have sex and become mothers, couples invent excuses to slip off to the bushes for amorous encounters and everyone skinny-dips in the river. Were all this activity happening in the Hamptons it would raise an eyebrow or two, but since the ovel takes place in a village in the Peruvian jungle we have to look with fresh eyes, brows at ease. The author did her doctoral research in cultural anthropology in the Amazon jungle more than 25 years ago, and this, her first novel, is based on her experiences there. Instead of narrating events as the pale explorer recording the oddities of the dark savages, she has written the story through the eyes of a young woman in the village who is alternately intrigued and appalled by the behavior of the two strange white women who come to stay for a year. Missionaries pass through and want to change the toilet habits of the Isabo (the fictive name the author gives the people of the region), but the anthropologists are there to observe and take notes. While the narrator, Alicia, does gain a measure of new perspective (she gets a ride in an airplane near the end of the book to see her village from a bird’s-eye view), it is the two visitors, Joanna and Margarita, who change the most. Alicia instructs them in everything from cleanliness to the proper behavior of boyfriends. They learn what it means to be hospitable and generous. Abelove offers us a radical view of property. When the two white women have more sugar, more beads or more liquor than the villagers, the villagers simply take what they want: the sin is in having too much when others have less, not in stealing. When property is theft, theft is proper. We also learn that when you wash a turtle, it will rain. What is work? What is hygiene? What is family? What is death? Alicia explains about sex: †Even little boys who have sex for the first time bring their little girlfriends gifts, just a little something, some fruit or nuts. It is what sex is about, a trade, a barter, an exchange. ‘ †Go and Come Back† provides a nice antidote to the fear that surrounds sex in our culture. It has no steamy scenes of lovemaking, just matter-of-fact conversation and giggling. Abelove’s writing is charming, although in striving for the simple language used between people who don’t understand each other it reads as though intended fo r a younger audience than it really is. There is not enough plot to the novel, but by its end the reader has nonetheless become attached to the characters and their relationships. We are left with a lot to think about in our own culture — why we think the things we think and do the things we do. On the afternoon the white women arrive at her village, Alicia is baffled: Why do they sing songs that have no meaning? †Shboom, shboom† is nice music, but it’s nonsense. After a year of sharing and learning on both sides, she and Joanna listen to a cassette and have this conversation: † ‘What does it say? ‘ I asked. If she talked she wouldn’t cry. ‘It says, †In the end, at the end of it all, the love you have, the friendship you have, the love you are left with, is just the same, is only the same, as the love you gave, the love, the friendship you had for others. ‘ ‘ † ‘Of course,’ I said. Who didn’t know that? ‘That is why it is so important to learn not to be stingy,’ I said. ‘Now, in the end, you finally understand. ‘ † ‘Yes,’ she said. † ‘But your music, your bug music, was telling you that all along. ‘ † ‘Yes. Bu t the Beatles, our bug music, said it a little different. They also are saying that as much love as you have in the end is only how much love you made, how much push-push you did in your life. ‘ † ‘These bugs know something about life, don’t they? ‘ I said. ‘ The lesson: We all live in a yellow submarine, and it’s a good idea to try to understand one another so we can enjoy the ride. I saw this book at one of the big bookstores downtown and just couldn’t take my eyes off the cover. I was fascinated by the pattern of the tattoo and perhaps because it is kinda greenish. I assume this is Alicia’s picture, the main character of the book. The background location was her village of Poincushmana, located deep inside the Peruvian Jungle of Amazon. It was during early 1970s. Alicia’s tribe is called Isabo, the people of little monkeys. â€Å"Go and come back† is said as â€Å"catanhue† in Isabo language to reply when someone says good bye. Alicia, in my opinion, is a sweet and sensitive person. She thinks and considers others’ feeling before she does something or says something so that it wouldn’t hurt people. Alicia felt herself to be less attractive because she is rather serious and skinny compared to Elena, her cousin (also her best friend), who is short, fat, with round cheeks and has a big hearty laugh. Definition of beauty for the Isabos reflects the culture and lifestyle. A beauty is for someone who is fat and round (because eating meat was quite luxurious in the village, perhaps only once a week after the men returned from hunting), has flattened forehead, has bind anklets and wears loads of beads and accessories. Days at the Poincushmana changed one day after two white females (nawa) anthropologists arrived to live with the Isabos for one year, in exchange for medicine supplies. They were doing research for their thesis. It turned out that these two nawa were weird (because they wore pants though they didn’t have penises), stingy (they had so many things and never shared, so the Isabos had to steal from them), lazy (never worked like any of Isabos women, only sitting and writing and asking so many questions) and impolite (they were so dirty and insulting the cleanliness of the village because they didn’t wet their hairs on morning showers while morning is the most important time to start your day). The difference in thinking and sharing is part of one’s upbringing. To survive in their jungle, Alicia and the Isabos were used to share everything (especially food) with everyone. Alcohol is a famous thing in the jungle because its taste and effects to the drinkers could lighten a party, thus the presence of alcohol in the village for the Isabos means party time. In contrast, that wasn’t the case with Margarita and Joanna, because they came from America, they were more used to alcoholic drinks. Alicia and the Isabos only knew their own world so they thought their culture was the correct one. Alicia believed that these nawa were very ignorant about many things, so she tried to help them to understand her culture. I have been to a similar situation so I could feel the confusions, angers and depressions of Margarita and Joanna being strangers in the middle of the Isabos. It’s like whatever you do is always wrong, even though you’ve tried so hard to please them. It’s never going to be enough! Alicia’s decision to adopt one nawa baby emphasised more of her personality. She was only a teenager and still unmarried; young and naive, I suppose. Adopting a nawa baby is surely one big responsibility even for adults in her village. But from Alicia’s perspective, she was just saving a life and it had nothing to do with skin colours. She did try hard to care for the baby. Her motherhood ability was provided by nature (Sure every woman has the thing. Remember when we were young we used to play with dolls and barbies pretending they were our kids? :). As the book is targeted for younger readers, the flow is simple and easy to follow. I could easily imagine how the village looks like with its neat lines of river, houses, path and kitchens, as described by the author. The wordings are a mixture of English and Isabo, which confused me in the beginning. Nevertheless, I could grasp some Isabo words later on to add onto my vocabulary database, how cool is that? hehe†¦ 😉 Cultural clashes on the story reminded me of my first months in the foreign country where I now live. Trust me, we could always learn something good from other cultures by being open-minded (listen more and ask more, that really helps). With that, foreign country would not be so â€Å"foreign† in the end. Hahuetian raibirai, whatever that would be.