Ethnic Identity and African Americans Essay - 871 Words

Ethnic Identity and African Americans Ethnic Identity Ethnic identity is the sum total of group member feelings about those values, symbols, and common histories that identify them as a distinct group (Smith 1991). Development of ethnic identity is important because it helps one to come to terms with their ethnic membership as a prominent reference group and significant part of an individuals overall identity. Ethnic reference group refers to an individuals psychological relatedness to groups (Smith 1991). These reference groups help adolescents sense, reflect and see things from the point of their ethnic groups in which they actively participate or seek to participate. What is ethnic identity? The establishment of identity is an†¦show more content†¦He suggests that these families vary dramatically in backgrounds, social economic status, values, and degree of acculturation to the norms and values of mainstream America (1990). There are also, significant differences that may exist in preparation of African American adolescent, at the level of rearing family practices and in schools (1990). That is, schools continue to reflect historical values that deal with racial-stereotypes and prejudice and beliefs. At the same time there are families trying to avoid and make light out of such situations. These families and communities continue to show constancy by instilling their own beliefs and values through child rearing which maybe different from Caucasian Americas. Identity and ethnicity as adolescent issues Identity has been defined in many ways. It is the concept used to describe an individuals sense of who he or she is (Dashefsky and Shapiro, 1976). Changes in identity occur throughout the life cycle, however, the changes in identity are usually most notable during adolescence. Integrating a positive sense of ethnic identity into ones overall personal identity is an important task of late adolescence (Steinberg, 1996). Ethnic identity has been defined as the aspect of ones sense of identity concerning ancestry or racial group membership (Steinberg, 1996). Ethnic identity development is an essential human need because it provides a sense of belonging and historical continuity.Show MoreRelatedEthnic Unbonding in South Africa1644 Words   |  7 PagesManuel Castells notion of ‘ethnic unbonding’ refers to: the gradual withdrawal certain African-Americans are undergoing, so that they no longer are a member of their initial ethnic group. ‘Ethnic unbonding’ is a process where individuals remove themselves from their ethnic groups, because they are either ashamed or humiliated to be associated as part of a stigmatized ethnic identity. â€Å"So, race matters a lot. But, at the same time, the class divide among blacks has created such fundamentally differentRead MoreRace, Religion, Social Class, And Ethnicity1274 Words   |  6 PagesHow you do in school, your social ability, and your awareness of others are all guided by how you identify. Identification in one’s gender, race, religion, social class, and ethnicity are all driving forces behind your future self. Identity is a crucial part of who you are, and in recent studies and experimentation researchers have been trying to identify new, untested factors that influence behavior in people. Although, in the past there hasn’t been a strong focus on the positive and negative effectsRead MoreEthnic Variability Of Hispanic Latino936 Words   |  4 PagesAn Analysis of the Ethnic Variability of the Latino/Hispanic Group in the United States Census (112) The historical development of ethnic categorization as a distinct concept from race in the U.S. Census was defined through the Office of Management and Budget (OMB) in October 1997. This criterion was meant to discern between biological/genetic factors and the ethnic aspects of Latino/Hispanic identity as part of this governmental decree: â€Å"The racial and ethnic categories set forth in the standardsRead MoreAfrican American Studies : The Matrix Of American Ethnic Studies972 Words   |  4 Pagesfor a presence of Ethnic Studies in Academia. These â€Å"Area† Focused disciplines tries to distinguish their goals apart from other disciplines, which encourages Ethnic Studies to constantly change. Using Color-Line To Borderlands: The Matrix of American Ethnic Studies, I will focus on the following Ethnic Studies and their goals: African American Studies, Women’s Studies, Chicano/a Studies, Native American Studies, and Asian American Studies, and Queer Studies. African American studies, which canRead MoreExchanging Our Country Marks by Michael Gomez.1495 Words   |  6 Pagesa stunning fusion that points the way to a definitive history of American Slavery. In this fusion of history, anthropology, and sociology, Gomez has made expert use of primary sources, including newspapers ads for runaway slaves in colonial America. Slave runaway accounts from newspapers are combined with personal diaries, church records, and former slave narratives to provide a firsthand account of the African and African-American experiences during the eighteenth to the mid-nineteenth centuriesRead MoreImportance Of Race Ethnicity : An Exploration Of Asian, Black, Latino, And Multiracial Adolescent Identity Essay1047 Words   |  5 PagesSeptember 12th, 2015 Dr. Wang Article Critique #1 Importance of race-ethnicity: An exploration of Asian, Black, Latino, and Multiracial adolescent identity Article source- Charmaraman, L., Grossman, J. M. (2010, April). Importance of race-ethnicity: An exploration of Asian, Black, Latino, and Multiracial adolescent identity. Cultural Diversity and Ethnic Minority Psychology, 16(2), 144-151. doi: 10.1037/a0018668 (a) Contextual information about the purpose/intention of this study: Throughout theRead MoreIdentity : Socially Constructed Or Innate?1348 Words   |  6 PagesSurname 1 Student’s Name Professor’s Name Course Date Identity: Socially Constructed or Innate? The issue of whether identity is socially constructed or an innate characteristic remains a contested one. For some, identity is a product of the society, interactions, influence, and practices while for others, it is biological or rather primordial. At the very basic, identity is an essential personal characteristics as it encompasses the membership to different groups, including religion, genderRead Moreculture diversity1404 Words   |  6 Pagesï » ¿Individual Final Assignment- What information about diversity in the United States has helped you better understand or relate to others in ways that you may not have in the past? Have you learned something new about your own racial, ethnic, or cultural history? Trends in immigration will continue to shape the demographics of the United States. What will the U.S. population look like in the year 2050? Why do you think so? What challenges does the United States face due to the diversity of its peopleRead MoreThe Importance Of Sexual Id entity Development1243 Words   |  5 Pages The sexual orientation identity development is a theoretical model that conceptualized the resolution of internal conflict related to the formation of individual sexual identity. For sexual minority people, it is commonly known as the coming-out process (Bilodeau Renn 2005). There have been many different models elaborated to explain such process. All of them share similar stages: awareness, crisis, and acceptance (Loiacano 1989). When individuals become aware of their queer feelings and attractionRead MoreCultural Identity And Ethnic Identity1253 Words   |  6 PagesThe models of cultural identity share most of the same mutual characteristic but the experiences each individual endure in life will have the individual thinking about their belief. The cultural identity is the individuality or feeling of belonging. When thinking about a Native American understanding the racial and ethnic identity of an individual is important part o f that individual. Racial and ethnic identity is a contribution to complete understanding the Native American. For some mainly noticeable

An Analysis The Necklace By Guy De Maupassant - 873 Words

Satisfied Yet? An Analysis of Mathilde Loisel Are all the luxuries in the world worth destroying the peace and happiness of the family? Revolving one’s life around money can make or break the love and relationships of life which sometimes can take a lifetime to acquire. The Necklace is set in 1884 in Paris, France (Roberts and Zweig 6; 2). The story mainly consists of a family, which is about a husband, who works in the ministry of education and a stay at home wife named Mathilde Loisel. The story is mainly about the Mathilde, the wife who is determined to achieve all the comforts of life against the love of her husband, who risked his vacation money to buy his wife a dress for a one night party that she will never use again. In Guy de†¦show more content†¦With all these examples readers can see how delusional Mathilde’s life was. Reality is the state of mind where everything comes true. Some of us have trouble accepting reality and tend to live in a world of fantasy which is fictional and very far from the truth. Mathilde was a poor girl who really did not have much of a chance to get to live her dream because she did not have any â€Å" prospects, no way of getting known, courted, loved, married by a rich and distinguished man† (Maupassant 7;1). Reality is hard to accept and once you accept it you embrace life with full strength. During the party, Mathilde loses her borrowed diamond necklace and fires her only maid for saving to buy a new necklace for the replacement of the lost one and then reality kicks in when â€Å"She learned to do heavy housework, dirty kitchen jobs. She washed the dishes, wearing away her manicured fingernails on greasy pots and encrusted baking dishes,† and this makes her realize that one should always live within one’s means (Maupassant 12;98). To live in reality, one has to accept life as it is,Show MoreRelatedAnalysis Of The Necklace By Guy De Maupassant1355 Words   |  6 Pagesâ€Å"The Necklaceâ₠¬  by Guy de Maupassant is a timeless classic symbolizing different themes and meanings. The necklace itself symbolizes the effect of how greed and pride overshadows Matilde’s life, which lead to a series of conflicts. From the beginning to the end of the story, the theme shows that materialistic things do not always make people happy and to appreciate the things in our lives. In the story, the necklace sets a tone of irony because it represents wealth and the upper class, but in theRead MoreAnalysis Of The Necklace By Guy De Maupassant1405 Words   |  6 PagesOne of Guy De Maupassant s literary influences was Gustave Flaubert, who taught him to write. Flaubert s teaching principles suggested that the writer must look at everything to find some aspect of it that no one has yet seen or expressed,. Maupassant succeeded in being a writer He wrote realistic fiction and greatly influences writers still The Necklace was written in the 19th century Literary Realism period. The st ory focuses on everyday events, lives, and the relationships of middle/lowerRead MoreAnalysis Of Guy De Maupassant s `` The Necklace ``1681 Words   |  7 Pagessaid greed is the root of all evil was right. This is shown through irony in Guy De Maupassant’s short story, â€Å"The Necklace† in the fate of the main character Madame Mathilde Loisel and also her husband, Monsieur Loisel. The story about Madame Loisel reveals the effects excessive jealousy, ungratefulness, pride and greed have on the life of not only herself, but also her husband. Many critics have read â€Å"The Necklace† as a Cinderella tale in reverse. Like Cinderella, Madame Loisel lives a commonRead MoreAnalysis Of Guy De Maupassant s `` The Necklace ``980 Words   |  4 PagesGuy De Maupassant s, The Necklace, is a short story about Mathilde Loisel, a middle-class wife, who is dissatisfied with her life and believes that she was meant to live as an upper-class woman. When invited to her husband s ball, she manipulates her way into getting a new dress and borrows her friend s diamond necklace. After the ball, she discovers the necklace is gone. Both Malthilde and her husband delay returning the lost necklace, and secretly buy a replica. They both struggle ten yearsRead MoreAnalysis Of Guy De Maupassant s `` The Necklace `` Essay1463 Words   |  6 Pages Guy de Maupassant, a French writer, was born in August 1850 and died in July 1893, during which the Franco-Prussian war took place. Subsequently, many of his narrations were set during this w ar to describe its meaningless and disastrous aftermath to countless innocent people whose experiences were changed forever. He was known as a master of short stories and belonged to naturalist school of writers, in which he described human lives, along with society, in disillusioned and often pessimistic termsRead MoreAnalysis Of Guy De Maupassant The Necklace And Nikolai Gogol s The Overcoat1788 Words   |  8 Pageswhich it is produced and consumed, and this explains the incorporation of moral and ethical dilemmas in Guy de Maupassant’s â€Å"The Necklace† and Nikolai Gogol’s â€Å"The Overcoat†. The fact that the two stories are generally different is unchallengeable. However, a close scrutiny of character development reveals similar and different portrayals of moral and ethical dilemmas. In the context of this analysis, moral or ethical dilemmas are situations in which people must struggle with the â€Å"should or should not†Read MoreAnalysis Of The Necklace1358 Words   |  6 Pages â€Å"The Necklace† Analysis Plot Analysis - The plot analysis of (Exposition) â€Å"The Necklace† by Guy de Maupassant, take place in the late 1800s when Mathilde Loisel and her husband decides to go to a ball. The importance of the place is so you can fully appreciate how royal Mathilde is supposed to be at the ball, and let me tell you, she pulls it off. She was the most beautiful woman there, but surprisingly it wasn t the necklace that made her shine that night. She alreadyRead MoreLiterary Essay Of The Necklace By Guy De Maupassant829 Words   |  4 Pages Literary Analysis Essay of ‘The Necklace’ by Guy de Maupassant ‘The Necklace’ is a morality tale written by Guy de Maupassant where he portrays the life of a beautiful but dissatisfied girl named Mathilde who desires to live a luxurious life despite being born into a clerk’s family and marrying a clerk too. Mathilde’s discontentment in life instigates her to pretend someone rich that she is not. Moreover, it leads her to severe trouble that caused ten years of hardshipRead Moremarxism in the necklace1512 Words   |  7 Pages Textual Analysis of â€Å"The Necklace† In â€Å"The Necklace†, Guy de Maupassant uses a woman’s life, and very important event in it, to depict the Marxism of his or her lifetime, especially amongst women. He uses comparisons and downfalls of her life to depict society’s shortcomings and beliefs of class. Marxism looks at the economic and social structures of a society and the draws attention to the struggles between the classes. A Marxist might believe that people are born as creations of economical orRead More Comparing the Female Characters in The Necklace and Recitatif892 Words   |  4 PagesThe Use of Female Characters in The Necklace and Recitatif  Ã‚     Ã‚   In Guy de Maupassants The Necklace and Toni Morrisons Recitatif, materialism and the desire to be envied are vital ingredients in the themes of the stories. Both authors enhance their themes through the manipulation of plot and the use of women as their central characters. Maupassant and Morrison prove the notion that women are effective characters in depicting themes that deal with the social issue of craving material

Teen Pregnancy and High School Drop Out Prevention free essay sample

Teenage pregnancy is affecting the graduation rate in high schools. All over the nation the dropout rate of students is increasing, of which teen pregnancy is often a factor. â€Å"Approximately 1,000 high school students will drop out with each hour that passes in a school day in America. This means that 30 percent of the class of 2007, or 1. 2 million students, were estimated to have dropped out last year† (National Womens Law Center, 2007). Many factors combine to affect a pregnant or parenting teen’s decision to drop out of high school. This paper will discuss these factors, the statistics and history of teen pregnancy, strengths and needs of this population and finally an intervention plan will be proposed based on past evidence to help teen mothers graduate high school. Over the years, schools and districts printed false or incorrect graduation rates, and as a result, the American public knew little of the possibility and seriousness of the problems faced by far too many of the nation‘s high schools. Reputable research has uncovered alarmingly low graduation rates that were previously hidden behind incorrect calculations and inadequate data. Between 2007 and 2008, the State Event Dropout rate of Arizona’s was 6. 7% (Chapman, Laird KewalRamani, 2010). Policies regarding teen mothers have been lost in the education system and people aren’t aware there even is a policy. â€Å"†¦Under Title IX, passed in 1972 and implemented in 1975, public schools are explicitly charged with providing equal educational access and opportunity to pregnant and mothering students† (Pillow, 2006). Sometimes even the slightest forms of discrimination can be enough to drive pregnant teens out of school. They come in the form of schools refusing to allow excused absences when a teen has a doctor’s appointment related to pregnancy or teachers not allowing make-up work to be completed. Sometimes counselors convince pregnant teens to move to substandard alternative schools or do not allow them to participate in school activities based on disparaging, discouraging and disapproving comments from teachers and students. This can be illegal due to Title XI and contribute to the high dropout rates. In the past people did not worry about teen pregnancy as long as they were married before they had their child. It was encouraged for young couples to get married and have a family at a young age. School was not as important as starting a family. By the 1900’s people started to put education before early marriages. When the Great Depression occurred, marriages and teen pregnancies began to rise again causing a decrease in education (Lindenmeyer, 2008). If a teen was seen pregnant in school the family was shunned or extremely embarrassed. Families would take their pregnant daughter out of school for the year. Families hid the fact that their daughters were pregnant out of wedlock. They would send them to special schools or home school them until the baby was born. Sometimes they would go back and finish school and other times they would drop out in order to help support the family. A teen that dropouts of high school significantly reduces their chances to secure a good job and a promising future. In 2006, it was estimated that adult women without a high school diploma earned only $15,500 per year. This is $6,000 less annually than women with a high school diploma (National Womens Law Center, 2007). Moreover, not only do the individuals themselves suffer, but the children of parenting teenagers suffer as well. Often, young women are left to raise a baby on their own, without the father and many times without any financial aid. This leads to more women who rely on the welfare system, which is funded by taxpayers. Each class of dropouts is responsible for financial and social costs to the communities and states in which they live, so a lack of financial contribution affects the economy. Teenagers also lack the sex education information they need. Schools do not allow sex education to be taught without parent approval and parents do not believe it is appropriate to discuss in school, yet they do not discuss it at home either. Teenagers are not educated about the dangers of engaging in sexual activity, which does lead to teen pregnancy. Providing comprehensive sexual education does not increase the likelihood that kids will have sex (Males, 1993). It will only give them the chance to make a better decision and know their options. Once teen pregnancy occurs, their lives change and the female rarely continues with her education. Teen mothers do not realize they can meet the same educational goals they had prior but it might take a little longer (Lopez-Dawson, 2000). Girls, who leave because they become pregnant, report that they would have continued with their education if they had received greater support from the educators in the school (Lopez-Dawson, 2000). Teen mothers do not know their options and do not know where else to turn. They end up dropping out and getting their GED because they are not told of any other options. Everyone needs to be educated and learn other resources that might be out there. There are many strengths and needs of the teen mothers who have dropped out of high school. Their strengths include resiliency and being a parent. Many teen mothers have had difficult childhoods and have survived many struggles. Overall, 84% of teen pregnancies are unintended and since they have  overcome many hardships, this is just another obstacle (Sheaff Talashek, 1995). Hopefully, teen mothers will see a new beginning in their new role as a mother and in their child and will work to be a good parent, even if they do not complete high school. Another strength is that they are in fact a parent. Whether larger society approves of teen parenting or not, they are parents and raising part of our future generation. According to the NASW Code of Ethics, social workers need to respect a person for whom they are and this will in turn help build the teen mother’s self-esteem (2008). It is important to recognize this and treat teen mothers like any other parent and count their child as a blessing and a future contribution to society. There are numerous specific needs of this population in regards to finishing high school that can be  identified through their most common struggles. Only 2% of teen mothers earn a college degree by age 30 (Albert, 2010). This can be understood through  reasons why teen mothers do not complete their high school education. According to Lall (2007) many teen moms leave school due to peer pressure. Other teenagers may not accept the teen parent and ridicule them, which may cause them to self-exclude and eventually leave school. Parenting teens may also leave school due to health and safety reasons (Lall, 2007). Pregnant women are seen as a liability by the school as if they are injured on school premises, there could be litigation. Also, pregnant women have morning sickness and  teen mothers often have sick children, which prevent them from attending class. Therefore, many of these teens require a flexible program that is able to meet their unique needs. A program needs to integrate these students back into academic classes after their child is born as often they lose sight of their academic goals. A study completed by Brosh, Weigel, Evans (2007)  found that  teen mothers need support and resources to help reach their education goals as teens feel â€Å"defeated and hopeless when it comes to achieving their goals†. This same study found teen mothers were more likely to reach educational goals if they were supported, in order of importance, by their  boyfriend, parents, teachers, daycare and nurse. It would also be beneficial if  teenage mothers could attend school with other teen mothers as they could relate to each other and would not be ostracized. The NASW Code of Ethics (2008) states that social workers need to help strengthen human relationships, and teen mothers need someone to give them the support they need. Most importantly, teen mothers  need day care for their children  while they are receiving their education so they are able to attend academic classes. These specific needs for this population demonstrate that teen mothers need a special program to assist them in receiving their high school education. The issue of dropping out of high school as a result of teen pregnancy impacts the larger community. Teenage girls who are pregnant and have not completed their high school education are often seen as a burden to the social security system as they may end up on welfare (Lall, 2007). There is a greater chance of teen mothers relying on welfare when they do not have their GED, which may prevent them from employment. It is estimated that teen parenthood costs the larger society $9 to $29 billion annually (Allen, Philliber, Herrling, Kupermins, 1997). This comes in the form of being on welfare and other government assistance that they may not have had to utilize if they were not teen parents. These high school dropout rates also affect larger society because society loses income and tax revenue when young women are on welfare. Since these women often do  not work, or work low income jobs, each class of high school drop outs cost society approximately $260 billion throughout their lifetime (Allen et. al, 1997). It is for these  reasons that some studies report teen pregnancy is mediating the intergenerational transmission of poverty (Bonnell, 2004). Society is failing to fully support teen mothers and prevent issues before they occur. This is why as social workers it is our duty to provide services and address the social problems of teen pregnancy in order to help (National Association of Social Workers, 2008). Society responds  poorly to teen mothers by a lack of education, social care, training and welfare provision (Bonnell, 2004). If social workers and society played a larger role helping these young women proceed, perhaps they would not fiscally harm the greater community. There are many cultural issues to take into consideration about the population of teen mothers who drop out of high school. These include socio economic status, ethnicity, age and religion. Since this paper is focused on teen mothers, the gender is only female. The economic status of teen girls affects their chances of having a child and dropping out of high school. Poor people have disproportionately high rates of teen pregnancy compared to their population size, but number wise, the majority of teen mothers are not poor (Albert, 2010). In fact, 41% of teen moms come from homes 200% or above poverty. A study by Sullivan (1993) determined the pattern of teen pregnancy out of wedlock in poverty is characterized by a lack of effective contraception, refraining from abortions, sexual activity and being unwed. It can be concluded that poorer people have less life options and therefore often have less motivation to avoid teen pregnancy. Ethnicity and nationality are also a crucial factor of teen mothers dropping out of school. Sullivan (1993) found that of those in poverty, African Americans had the highest amount of teen pregnancy, then Latinos then Whites. The majority of teen pregnancies was unplanned and half chose abortion. Latinos were least likely to abort and Whites were the most likely to abort. In Sullivans (1993) study, he found that many reported a lack of social supports to get them through high school or college so they did not have many options for the future. Childbearing was highly accepted for teens in poor neighborhoods as they often had a lack of educational and career goals. Dogan-Ates (2007) found among Latinas, one third of pregnant teens drop out of school right before or right after childbirth. The maternal role is highly valued among many Latinas and for some pregnancy signified a planned goal or the desire to become an adult. Dogan-Ates (2007) also found that Latina teens experienced greater support for their pregnancies than pregnant teens who were not Latina. The Latina teens that were pregnant had much less parental supervision and a lower GPA  than non-pregnant teens. The non-pregnant teens also had stronger religious beliefs compared to pregnant teens. Age also is a factor in teen pregnancy. For the purposes of this paper, ages 13 to 19 are the focus. Sheaff et. al (1995) compared pregnant and never-pregnant teens in a  housing shelter. The older the teen, the most likely her chances are to get pregnant. Beginning at age 10, birth rates increase until age 20 (Sheaff et. al, 1995). At least half of teen mothers become a second time parent within 36 months of their first child and 95% within 5 years of their first child (Sheaff et. al, 1995). It is extremely difficult to follow through with any form of education when you are a teen with one child so more than that makes it even more challenging. While teen pregnancy affects many young women, socio economic status, ethnicity, age and religion are factors that must be addressed when designing a program to help these teenage mothers finish high school. In past decades there have been many proposed interventions to help control dropout rates among teen mothers. Some of the most effective include programs that focus on sexual behavior, curriculum based STD/HIV education programs, clinic based or one-on-one programs, parent child communication programs, and programs that focus on both sexual and non-sexual behavior (Kirby, 2007). According to the National Schools Boards Association, public school in the United States serve over fifty million children per year and believe that the most poignant information can be brought to United States youth in public schools. The National School Boards Association states that promoting academic success and self-worth among teenagers lowers the chance of risky behavior among at–risk youth, which in return will lower the teen pregnancy dropout rate (Pike, 2009). Furthermore, the association proclaims that it is the job of schools to implement comprehensive programs to bring support of the importance of education to reduce the risk of pregnancy of at-risk youth (Pike, 2009). Lastly, it is noted that schools need to positively relay this information to the youth and encourage connectedness, confidence, and character (Pike, 2009). Although these programs are known to be effective in reducing the rate of teen pregnancy, the lack of teen mothers who continue on to pursue their high school diploma or GED after having given birth is ineffective. All of these aspects can help lead to lower the chance of drop out among teen mothers. However, it is important that interventions be put in place to give teen mothers an alternative to pursue their education after childbirth. An example of a specific intervention was through the Family Growth Center located in Pittsburg Pennsylvania. The program was created to intervene on behalf rising numbers of adolescent mothers in low socioeconomic neighborhoods. This study intervention used the ecological model and aimed to focus on the prevention of repeat pregnancies and school retention (Lehr, 2004). The four main aspects used in this intervention include: contact with the mother before they have the baby or directly after, family involvement, parenting groups, and community involvement, however the main focus is to involve other family members for social support such as mothers, father and grandparents (Lehr, 2004). The clients for this intervention were found through prenatal counselors. After birth, the clients were given perinatal counseling to help the mothers understand the importance of interacting with their newborns and to educate them on the newborns sensory abilities (Lehr, 2004). When the mothers return home, social workers from Family Growth Center continue to work with the clients and are given resources such as parenting classes, schooling, health care and assistance in finding housing. Family Growth Center also provides emergency day care, transportation, and extra curricular activities for teen mothers (Lehr, 2004). The primary focus of this intervention was to decrease repeat pregnancies and help teen mothers remain in school. This study lasted three years and data was collected on the occurrence of repeat pregnancies and school retention. Results showed that clients had much lower rates of repeat pregnancies and a higher rate of school completion in comparison to teen mothers who had no intervention after giving birth to their first child (Lehr, 2004). Maricopa Center for Adolescent Parents (MCAP) is the proposed intervention, located in Phoenix, Arizona. This non-profit organization provides adolescent mothers with an alternative to obtain their GED if they were forced to drop out of high school due to teen pregnancy or the responsibility of parenting was too overwhelming (Liscio, 2010). In many cases, girls can be out of school for years after having a baby, or they are hesitant to return to their original school. This obstacle makes it difficult for teen mothers to re-enroll in a high school after having been out of the education system. Maricopa Center for Adolescent Parents provides GED classes while giving parenting and life skills to help teen mothers adjust back into mainstream society. Maricopa Center for Adolescent Parents also provides case management to mothers to work on personal and parenting goals throughout their time at the school. In addition, MCAP provides free onsite childcare for any mother who is enrolled in the school. This invention is proven successful and will work because it allows the teen mothers to enter the school at any level they are at (ages 16-21) whether they dropped out at 7th grade or 12th grade and work on their GED in a self-paced manner. This program permits the teen mothers to interact with one another and work to become ready to join the workforce or continue with further education. Programs such as these are a necessity in keeping young mothers in school post childbirth. Nearly forty girls within Maricopa Center for Adolescent Parents obtain their GED on an annual basis, which statistically shows that the children of these teen mothers will have a higher chance of completing high school themselves (Mangel, 2010). This program is culturally competent because it does not discriminate the enrollment of teen mothers due to race, religion, socio economic status, past education, language, or any other underling factors. Maricopa Center for Adolescent Parents hires professions who are trained to be culturally competent by creating awareness by functioning in line with the NASW Code of Ethics. Examples of this are working as an advocate for the clients in the program, having knowledge and understanding of the history, traditions, and values that the individual clients have, using appropriate methodological approaches, and working on retention within the school in the most cross cultural competent manner. Overall, teenage girls who are pregnant or parenting have many more difficulties completing their high school education than non-pregnant and non-parenting teens. These girls need much more supports to finish high school like daycare, counselors and a realistic curriculum. A high school degree helps teen moms get a better job and become more financially stable and not rely on welfare. A program such as Maricopa Center for Adolescent Parents is beneficial in helping teen moms obtain their GED, which is turn, benefits larger society by decreasing the population on welfare.

The Ethical Dilemmas of Outsourcing free essay sample

Outsourcing nowadays has become a global phenomenon and a key player in a lot of businesses around the world. Yet, at the same time, many questions have arisen about the negative impacts of such practice and more and more businesses have to face the dilemma of outsourcing their work at the cost of its ethical consequences. The recent downturn in global economy has put more pressure on companies to cut their cost while doing business. Numerous corporations in big countries such as US, UK have been driven to begin outsourcing and offshoring work to other countries such as India, China, Vietnam and others where the cost of labor is significantly lower. By doing so, they can be able to survive and increase profits. However, the cost of this practice is not low at all and it is criticized as an unethical practice which causes losing majority of local jobs, violating privacy of personal information and possible identity theft as well as creating bad work conditions in host countries, etc. We will write a custom essay sample on The Ethical Dilemmas of Outsourcing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Recent years, many technology giants in US such as IBM, Microsoft, HP, etc. have been steadily reducing the number of workers based in the US and shifting their work to India and other countries. While outsourcing allows these companies to cut costs and save billions of dollars, more and more US people are displaced from jobs by foreign workers. It is a serious ethical issue when these US people, who paid for their education through savings, loans, and grants, and are then denied the opportunity of earning in their homeland because the career opportunity is given to a foreign person, and then they have to be re-trained for other jobs. Not only are the US people affected by outsourcing in career and future earnings, but their sense of security is affected too. Many CPA firms in US outsource the tax preparation work to India but rarely inform their client of this practice. This is unacceptable from ethical point of view since a client must have a right to know that their personal and tax information is being transmitted overseas for processing and prepared by a non-US CPA and a right to choose whether to use this approach or not. Another ethical concern is about bad work conditions caused by outsourcing, whether it is a direct or indirect effect. The tragedy of the Foxconn sweatshop is one of the painful repercussions. Inside this Chinese factory manufacturing products for Apple, Dell, HP, Motorola, Nintendo, Nokia and Sony, workers are forced to stand for 24 hours, work overtime excessively without a single day off during the week, live together in crowded dorms and exposure to dangerous chemicals, etc. causing dozen of employees committed suicide. It is obvious that in a changing world today, improving business ethical behaviors and its social responsibilities has become more urgent and necessary than ever.

Stationary vs. Stationery

Stationary vs. Stationery Stationary vs. Stationery Stationary vs. Stationery By Mark Nichol Writers have long been stymied by the resemblance between stationary and stationery, or by ignorance of the fact that distinct words exist to describe the condition of motionlessness and the class of materials for written correspondence. Progress may make this point moot, because our society is slowly but inexorably abandoning stationery as a medium of communication, but it’s still important to make the distinction. Stationery is so spelled because it’s derived from stationer, the archaic word for a bookseller or publisher; these merchants also sold writing materials and implements. (Stationer, in turn, stems from the Latin term stationem, meaning â€Å"station,† which acquired the sense of â€Å"market stall.† Of course, the Latin word is the origin of stationary, too. Something stationary is something that is maintaining its station.) Similar-looking words don’t share that direct etymology but are related. Static, as an adjective meaning â€Å"showing little change,† comes from the Greek word statikos, â€Å"causing to stand,† which was borrowed into Latin as staticus. The basis of statikos also led to stasis, which means â€Å"slowing,† â€Å"stagnation,† or â€Å"stability.† State, status, statute, statistic, and statue, as well as the suffix -stat (thermostat, and so on) and stet, the editing directive meaning â€Å"leave as it was† are all relatives of station and its derivatives. Do you have difficulty remembering when to use stationary and when to write stationery? Various mnemonic aids have been devised, the simplest of which, I think, is to think of the â€Å"ar† in stationary as are, as in â€Å"where you are.† Or remember that stationery refers to letters and envelopes and the like, and the words for those materials have es but no as. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Creative Writing 101Expanded and ExtendedHow Do You Pronounce "Often"?

Army Cadets at Newcastle Under Lyme School Essays

Army Cadets at Newcastle Under Lyme School Essays Army Cadets at Newcastle Under Lyme School Essay Army Cadets at Newcastle Under Lyme School Essay Army Cadets at Newcastle Under Lyme School often use their .22 ranges and find it extremely hard to see what their shoot total is mid-way through the shoot. They cannot view the target through the sights on the rifles, as the sights are iron sights. A solution is required whereby this problem can be cured, and the individual shooters can view their statistics with minimal movement required.  I am to design a system whereby shooters will be able to view their score for that particular shoot session and also view their statistics upon the same piece of machinery. The primary output of this product is to be 2 seven-segment displays, which show you the overall score of the shooter after each shot. The secondary output of this product is to be more seven-segment displays, which display relevant pieces of information regarding the shooters statistics, in accordance with their score.  The seven segment displays which are to be used will be of varied sizes as the primary seven segment displays are to be larger than the secondary seven segment displays as to let the user view his or her score with great ease. The approximate cost of the product is to be something around the region of about 25 as to cover the cost of manufacture, components, storage and the battery. The exact cost at this time remains oblivious to me but this is a rough estimate of what the final cost may be.  The ease of use is inevitable as this product is to be used primarily by cadets from the Newcastle Under Lyme School CCF; therefore complex manual operations conducted by the user are not required within the product. It is unclear at this time to determine what the customers will be prepared to pay as no primary research has been conducted into the matter. In the coarse of this coursework primary research will be conducted and questions such as How much will the customers be prepared to pay? will be answered.  This product will be designed to be primarily used on a 30m range therefore I will incorporate 3.5mm jacks within the casing which will lead to the pressure pads which are to be approximately 30m away, but this is also dependant on where the product is placed on the range.  The pressure pads will be placed behind the target in a manner by which they can still sense the impact of the .2 rounds and at the same time remain protected from the rounds penetrating them and therefore prevent their destruction. The different sizes of the seven segment displays used are to be 13.2mm and 100mm. The 13.2mm displays are to be used to display the shooters statistics and the 100mm displays are to be used to display the shooters overall score. They need to be this size as to let the shooter se his or her score with great ease.  The size of this product is unknown at this stage but this will be mentioned in the specifications. The product will not however be any larger than a piece of A4 paper which measures at approximately 290mm x 210mm.  This product is to be powered by a 9v battery as it does not require a power input of a mains connection which is 230v ~ 240v ac. The 9v power supply should be sufficient in providing power for the seven segment displays in relation to how often the product is to be used, therefore giving providing a good battery life. There is a number of different sized pressure pads to be used as they will then be able to determine the score of the shots fired. By this I mean that the smallest pressure pad will be able to show a score which is the highest score etc.  Ease of fitting is to be required as the primary users of this product are to be cadets aged between 13 and 18 who may or may not have a sufficient technological knowledge, therefore a means needs to be devised by which this product can be fixed securely to a wall with great ease. To be able to make this product worthy of sale it will have to be extremely reliable. There are three initial areas of production, which will make this a reliable product. They are having a strong casing, having a waterproof casing the electronics it contains. The casing has to be fairly strong as to prevent any breakage of the product even before it has been placed securely on the wall. A water-resistant casing is required as to eliminate the threat of any moisture actually damaging the circuitry within the product. The final aspect is the electronics its will contain. These have to be accurate as to prevent failure of operation by the product. For the electronics not to fail I will have to carefully plan the circuitry to a degree where I will have to distinguish what the inputs, processings outputs of the circuit are. Once these three areas are complete to a great degree of satisfaction, the product will be much more reliable than I did not take these into consideration.  The pressure pads will have to be able to sense the force of the rounds fired to it but the pressure pads will have to be placed in a manner in which the pressure pads do not get damaged during the shoot. They will be feeling the force of .22 rounds and therefore it will be relatively easy for me to avert such an incident where the pressure pads are damaged, as only a small thickness of wood is required to penetrate the rounds, which is used by the cadets to penetrate the .22 rounds.

Business Social Responsibility Essay Example | Topics and Well Written Essays - 3250 words

Business Social Responsibility - Essay Example As the attitude of society concerning the commercial activities began to change with the beginning of 19th century, it led to gradual growth of capitalism and strengthening of corporate potency. The businesses were allowed to utilise fully the resources of society for the generation of uttermost profit. Thus, the corporations exploited their employees, customers and suppliers without any due considerations for social welfare. Luthans et al. (1990) illustrate that businesses assumed no specific social responsibility in that era and remained concerned with maximisation of economic gains without respite. They also elaborate that the situation aggravated when firms entered into competition with each other in the pursuit of market supremacy and wealth maximisation. The most important factor contributing to the precipitation of corporate barbarism in the 19th century was the fact that there happened to be minimal or negligible government regulation over the corporations that led to a socially irresponsible behaviour on the part of businesses. Hence, the society soon lost trust in capitalism and economic instability cam to prevail at a wider scale. Luthans et al. (1990) explain that the notion that businesses should be regulated by government for socially responsible behaviour emerged and uprose soon after that, which led to the imposition of government restrictions on corporations concerning social responsibility. The infliction of laws and regulations for the perpetuation of social responsibility among the corporations led to the great extent a change in the attitude of corporate world towards society. These laws initially prevented the businesses to cause any harm or damage to the society during its course of profit maximisation. Hence, government regulations seem to have played a great role in bringing about this 'socially responsible' behaviour, rather than the pure intention of social and human welfare on the part of the corporations. In the modern era, the concept of social responsibility evolved into the 'corporate social responsibility', which is a further enhanced concept embodying much more responsible behaviour than is required by law. Businesses should not only refrain from afflicting any harm to society as restricted by law, but also endeavour and strive within its possible capabilities for the betterment of society and the individual altogether, even when it is not circumscribed in its legal requirements. Bloom and Gundlach (2001, p142) as pinned down the term 'corporate social responsibility' as, "The obligations of the firm to its stakeholders; people and groups who can affect or a who are affected by corporate policies and practices. These obligations go beyond legal requirements and the company's duties to its shareholders. Fulfilment of these obligations is intended to minimize any harm and maximize the long-run beneficial impact of the firm on society" Thus, in this definition, the social responsibility of business encompasses a wider spectrum of a firm's responsibility. It leads a

Questions on International Marketing Essay Example | Topics and Well Written Essays - 2750 words

Questions on International Marketing - Essay Example Again, remember to support your answer. (25 marks) 3. Analyse the extent that you believe Country of origin effect (COO) influences consumer perception of your chosen global brand. Justify your answer. (20 marks) A maximum of 5 marks are awarded for presentation - (5 marks) Overview of Standardization and Adaptation in Marketing Mix Marketing mix, as defined by Jain (2009), refers to the combination of the product, the distribution system, the price structure and the promotional activities. The author (Jain, 2004), has further been of the opinion that it is a term that is used to denote a specific combination of marketing variables that are controllable by an enterprise and that are used to appeal a particular market segment. Both Marketing standardization and marketing adaptation of the marketing mix encompass opposite characteristics. Marketing standardization has been defined as â€Å"the offering of identical product lines at identical prices, through identical distribution syst ems, supported by identical promotional programs, in several countries (Buzzell, 1968). On the other hand, marketing adaptation or localization has been identified as having marketing mix satisfying specific needs of the local market (Alimiene and Kuvykaite, 2008:36). Internationalization has necessitated either to strategically implement standardized marketing mix or adaptation marketing mix. The concept of foreign markets and the subsequent removal of trade and custom barriers along with the aid of technological advancements, various companies were required to decide whether they would use standardized or uniform marketing mix strategic in all current and potential countries or they would adapt to and pursue and implement different marketing mix strategy. With the presence of these two options, Toyota was also required to determine a particular marketing mix strategy or a combination of both strategies. Toyota Background Toyota is one of the foremost automobile firms in the world. It has been operational for more than 75 years and has expanded base all over the world. One of the first car makers to come up with world class cars from the Japanese stable, the organization has indeed created a name for itself all over the world. With increasing sales slowly spreading to all over the world, production facilities also disseminated to other parts of the world. Gradually, the company has grown to become one of the largest multinational companies the world over. With production as well as assembling plants in US, UK, China and France, and present in over 170 nations, the Japanese company has come a long way in making a name and sizeable market share for itself. Over the years the company has launched one great car after another and above all the company is guided by sustainable development for its present as well as future course of actions (Toyota website, 2012). So far as their global presence is concerned, in order to make their ventures profitable, they operate from 27 countries and have 50 manufacturing companies working together to make Toyota what it is (Toyota, 2012). They have R&D facilities in key markets such as USA, Japan, China, Australia and Europe. Japan being their headquarters has extensive production sites and dealer networks. Toyota’s Global Presence Courtesy: Toyota-global.com Discussion Toyota has a pursued a combination

Big Time Sports Essay Example for Free

Big Time Sports Essay Big time sports in colleges are governed by guidelines and regulations. These sports are mostly in campuses and colleges. Big time sports can sometime lead to violent behaviour and undeserving behaviour, which are morally questionable. Most athletics can start using alcohol or drugs as incentives so that they can be able to practice for long hours without getting tired. These college athletes want to be the beat during tournament hence they will do everything possible to fulfill the goals, targets of the team. The players want to be selected because only the competitive and talented players make the team. In tournament you will find that violent behaviour is experienced in the field and university principles like discipline are undermined. Big time sports have its vices. Lack of discipline is one of them. Lack of discipline is constant practiced by the team players but the campus or colleges can avoid this and as a penalty to the players who misbehave they should not be allowed to play for the team until they are disciplined. Big time sports have been commercialized by the colleges and campus that participate in them because they compete with professional players. Many institutions end up using a lot of resources financially to build big stadiums. These can sometime lead to corruptions as sport grants and aid to these colleges and campus do not follow a procedure. Big time sports have programs, which govern the sports in the campuses and colleges. These programs do not receive a positive public exposure due to recruitment scandals, favourism based on gender issues, other students who participate in the sports end up performing badly academically, which is not good for the college. Colleges compete against each other between highly skilled teams of students halting scholarships. (Murray, 70) Big time sports can lead to conflict between academic performance and athletics. Colleges and campuses offering courses in liberal arts and sports have shown that the students who participate in college sports do not do well academically. This has led to college to tag the students in the graduation list who participate in college sports so as to compare them with the other students who don’t participate in sports. (Murray, 70) Big time sports cannot be successful if it wasn’t for the role the coaches play in these college sports. The coaches train the students with talent because they know the success of the team depends on the athletes’ talent. So if it is nurtured well, the more successful the team will be. If the team players are good that will reflect on how well the coach is because they learn from him as he guides them. Big time sports open opportunities. Most players are discovered while still in high school hence if recruitment is done properly the most talented players are got easily. Recruitment plays a major role in the success of a team taking into consideration that the team has competitive players hence stakes are set high for new players because if one is a good player possibility of being bought by a sport body to play for them are high. Other players are bought while still in high school, which can make them not finish high school, which is not right. High school athletes have to follow guidelines. Official visits are limited due to costs and if the player decides to have an official visit, it will be at his own expense. Big time sports have benefits to both colleges and campus and the players. These sports in terms of cost, consume a lot of resources in the campus budget. At the end, regardless of the high cost, when the colleges win in the college sport, there is usually an increase in application of students who want to join the college, donations also increase, teamwork is enhanced among the players, opposing teams are also united especially during the tournaments and lastly, it attracts athletes from diverse background. (Murray, 70) Big time sports are governed by guidelines and procedures. Due to technology, talented athletes are spotted even before they get to college and recruitment starts. They start the recruitment process by viewing the videotapes of applicants, dossiers, transcripts, which they sort. The ones short-listed are met in person. The final list is submitted to the admission office and also those who are academically qualified are admitted. The colleges also have committees to answer questions about college sports or any issue related to it. Issues to do with recruitment, complains and corruption, are also looked into by the committee. Works Cited Page Murray, S. College Sports, Inc. : The Athletic Department vs. the University. Henry Holt Company. 1990.

Spatial Rhythm and Poetic Invention in William Carlos Williams Sunday

William Carlos Williams was fascinated by the ways in which living organisms and inert matter occupy space--how they move in it, or cannot move, are cramped or allowed to roam freely--and how the space inside organisms and matter is charted, perceived, and manipulated. Williams's preoccupation with actual space in the material world is paralleled by his formal experimentations with the placement of words on the page. "Without invention nothing is well spaced" (P 50), Williams writes at the beginning of "Sunday in the Park," raising the question, what does "well spaced" mean for Williams? How can the world and how can poetry be well spaced? The aim of this paper is to look at the relationship between Williams's use of what I will call spatial rhythms and the vision of poetry that emerges in "Sunday in the Park"--a section of Paterson particularly important for thinking about Williams's late poetic style because it contains the famous section beginning "The descent beckons / as the asc ent beckoned," marking Williams's invention of the triadic stanza with "variable foot," a form he would begin to use frequently in the 1950's. My hope is to offer a new perspective on Williams's poetics by showing how it is rooted in a conception of space, both external and internal or biological, that is constantly moving in a rhythmic fashion. Although William Carlos Williams's epic poem, Paterson, is about the city of Paterson and a man, also named Paterson, who is that city, the actual physical space of that city tends to be elusive throughout the poem, becoming most concrete in the second Book, "Sunday in the Park," which, however, does not deal with the city itself, but with the park above it. The park is both a part of the city of Paterson (... ...s: A New World Naked (McGraw-Hill, 1981), 462-63 and 466-67.[Hit the "back" button on the upper left hand corner of your browser to return to the text] 4. Mariani, 462-63.[Hit the "back" button on the upper left hand corner of your browser to return to the text] 5. Kenneth Burke, "The Thinking of the Body" in Language as Symbolic Action (Berkeley: U of California P, 1966), 340-41.[Hit the "back" button on the upper left hand corner of your browser to return to the text] 6. The last two descending sequences I have quoted †¹ the first beginning with "She was married with empty words" and the second with "The descent beckons" †¹ are also reminiscent of Marcel Duchamp's "Nude Descending Staircase." On Williams's interest in cubism and in Duchamp in particular, see Reed Whittemore, William Carlos Williams: Poet from Jersey (Boston: Houghton Mifflin, 1975), 113-124.

Lab 5 Cellular Respiration

Lab 5Cellular Respiration Introduction: Cellular respiration is an ATP-producing catabolic process in which the ultimate electron acceptor is an inorganic molecule, such as oxygen. It is the release of energy from organic compounds by metabolic chemical oxidation in the mitochondria within each cell. Carbohydrates, proteins, and fats can all be metabolized as fuel, but cellular respiration is most often described as the oxidation of glucose, as follows: C6H12O6 + 6O2 > 6CO2 + 6H2O + 686 kilocalories of energy/mole of glucose oxidized Cellular respiration involves glycolysis, the Krebs cycle, and the electron transport chain.Glycolysis is a catabolic pathway that occurs in the cytosol and partially oxidizes glucose into twopyruvate (3-C). The Krebs cycle is also a catabolic pathway that occurs in the mitochondrial matrix and completes glucose oxidation by breaking down apyruvate derivative (Acetyl-CoA) into carbon dioxide. These two cycles both produce a small amount of ATP by substra te-level phosphorylation and NADH by transferring electrons from substrate to NAD+ (Krebs cycle also produces FADH2 by transferring electrons to FAD).The electron transport chain is located at the inner membrane of the mitochondrion, accepts energized electrons from reduced coenzymes that are harvested during glycolysis and Krebs cycle, and couples this exergonic slide of electrons to ATP synthesis or oxidative phosphorylation. This process produces 90% of the ATP. Cells respond to changing metabolic needs by controlling reaction rates. Anabolic pathways are switched off when their products are in ample supply. The most common mechanism of control is feedback inhibition.Catabolic pathways, such as glycolysis and the Krebs cycle, are controlled by regulating enzyme activity at strategic points. A key control point of catabolism is the third step of glycolysis, which is catalyzed by an allosteric enzyme, phosphofructokinase. The ratio of ATP to ADP and AMP reflects the energy status o f the cell, and phosphofructokinase is sensitive to changes in this ratio. Citrate and ATP are allosteric inhibitors of phosphofructokinase, so when their concentration rise, the enzyme slows glycolysis.As the rate of glycolysis slows, the Krebs cycle also slows since the supply of Acetyl-CoA is reduced. This synchronizes the rates of glycolysis and the Krebs cycle. ADP and AMP are allosteric activators for phosphofructokinase, so when their concentrations relative to ATP rise, the enzyme speeds up glycolysis, which speeds of the Krebs cycle. Cellular respiration is measure in three manners: the consumption of O2 (how many moles of O2 are consumed in cellular respiration? ), production of CO2 (how many moles of CO2 are produced in cellular respiration? , and the release of energy during cellular respiration. PV = nRT is the formula for the inert gas law, where P is the pressure of the gas, V is the volume of the gas, n is the number of molecules of gas, R is the gas constant, and T is the temperature of the gas in degrees K. This law implies several important things about gases. If temperature and pressure are kept constant then the volume of the gas is directly proportional to the number of molecules of the gas. If the temperature and volume remain constant, then the pressure of the gas changes in direct proportion to the number of molecules of gas.If the number of gas molecules and the temperature remain constant, then the pressure is inversely proportional to the volume. If the temperature changes and the number of gas molecules is kept constant, then either pressure or volume or both will change in direct proportion to the temperature. Hypothesis: The respirometer with only germinating peas will consume the largest amount of oxygen and will convert the largest amount of CO2 into K2CO3 than the respirometers with beads and dry peas and with beads alone.The temperature of the water baths directly effects the rate of oxygen consumption by the contents in the respirometers (the higher the temperature, the higher the rate of consumption). Materials: The following materials are necessary for the lab: 2 thermometers, 2 shallow baths, tap water, ice, paper towels, masking tape, germinating peas, non-germinating (dry) peas, glass beads, 100 mL graduated cylinder, 6 vials, 6 rubber stoppers, absorbent and non- absorbent cotton, KOH, a 5-mL pipette, silicon glue, paper, pencil, a timer, and 6 washers. Procedure:Prepare a room temperature and a 10oC water bath. Time to adjust the temperature of each bath will be necessary. Add ice cubes to one bath until the desired temperature of 10oC is obtained. Fill a 100 mL graduated cylinder with 50 mL of water. Add 25 germinating peas and determine the amount of water that is displaced. Record this volume of the 25 germinating peas, then remove the peas and place them on a paper towel. They will be used for respirometer 1. Next, refill the graduated cylinder with 50 mL of water and add 25 non-germinating peas to it.Add glass beads to the graduated cylinder until the volume is equivalent to that of the expanded germinating peas. Remove the beads and peas and place on a paper towel. They will be used in respirometer 2. Now, refill the graduated cylinder with 50 mL of water. Determine how many glass beads would be required to attain a volume that is equivalent to that of the germinating peas. Remove the beads. They will be used in respirometer 3. Then repeat the procedures used above to prepare a second set of germinating peas, dry peas and beads, and beads to be used in respirometers 4,5,and 6.Assemble the six respirometers by obtaining 6 vials, each with an attached stopper and pipette. Then place a small wad of absorbent cotton in the bottom of each vial and, using the pipette or syringe, saturate the cotton with 15 % KOH. Be sure not to get the KOH on the sides of the respirometer. Then place a small wad of non- absorbent cotton on top of the KOH-soaked absorbent cotton. Repeat the se steps to make the other five respirometers. It is important to use about the same amount of cotton and KOH in each vial. Next, place the first set of germinating peas, dry peas and beads and beads alone in vials 1,2, and 3.Place the second set of germinating peas, dry peas and beads, and glass beads in vials 4,5, and 6. Insert the stoppers in each vial with the proper pipette. Place a washer on each of the pipettes to be used as a weight. Make a sling using masking tape and attach it to each side of the water baths to hold the pipettes out of the water during the equilibration period of 10 minutes. Vials 1,2, and 3 should be in the bath containing water at room temperature. Vials 4, 5, and 6 should be in the bath containing water that is 10oC. After the equilibration period, immerse all six respirometers into the water completely.Water will enter the pipette for a short distance and stop. If the water does not stop, there is a leak. Make sure the pipettes are facing a direction f rom where you can read them. The vials should not be shifted during the experiment and your hands should not be placed in the water during the experiment. Allow the respirometers to equilibrate for three more minutes and then record the initial water reading in each pipette at time 0. Check the temperature in both baths and record the data. Every five minutes for 20 minutes take readings of the water’s position in each pipette, and record.Results: In this activity, you are investigating both the effects of germination versus non-germination and warm temperature versus cold temperature on respiration rate. Identify the hypothesis being tested on this activity. The rate of cellular respiration is higher in the germinating peas in cold than in the beads or non-germinating peas; the cooler temperature in the cold water baths slows the process of cellular respiration in the both germinating and non-germinating peas. This activity uses a number of controls. Identify at least three of the controls, and describe the purpose of each.The constant temperature in the water baths yielding stable readings, the unvarying volume of KOH from vial to vial leading to equal amounts of carbon dioxide consumption, identical equilibration periods for all the respirometers, precise time intervals between measurements, and glass beads acting as a control for barometric pressure all served as controls. Describe and explain the relationship between the amount of oxygen consumed and time. There was a constant, gradual incline in the amount of oxygen consumed over precise passage of time.Why is it necessary to correct the readings from the peas with the readings from the beads? The beads served as a control variable, therefore, the beads experienced no change in gas volume. Explain the effects of germination (versus non-germination) on pea seed respiration. The germinating seeds have a higher metabolic rate and needed more oxygen for growth and survival. The non-germinating peas, t hough alive, needed to consume far less oxygen for continued subsistence. Above is a sample graph of possible data obtained for oxygen consumption by germinating peas up to about 8oC. Draw in predicted results through 45oC.Explain your prediction. Once the temperature reached a certain point, the enzymes necessary for cellular respiration denatured and germination (and large amounts of oxygen consumption) was inhibited. What is the purpose of KOH in this experiment? The KOH drops absorbed the carbon dioxide and caused it to precipitate at the bottom of the vial and no longer able to effect the readings. Why did the vial have to be completely sealed under the stopper? The stopper at the top of the vial had to be completely sealed so that no gas could leak out of the vial and no water would be allowed into the vial.If you used the same experimental design to compare the rates of respiration of a 35g mammal at 10oC, what results would you expect? Explain your reasoning. Respiration wou ld be higher in the mammal since they are warm-blooded and endothermic. If respiration in a small mammal were studied at both room temperature (21oC) and 10oC, what results would you predict? Explain your reasoning. Respiration would be higher at 21 degrees because it would be necessary for the animal to maintain a higher body temperature.The results would proliferate at 10 degrees because the mammal would be required to retain its body temperature at an even lower temperature in comparison to room temperature. Explain why water moved into the respirometer pipettes. While the peas underwent cellular respiration, they consumed oxygen and released carbon dioxide, which reacted with the KOH in the vial, resulting in a decrease of gas in the pipette. The water moved into the pipette because the vial and pipette were completely submerged into the bath. Design an experiment to examine the rates of cellular respiration in peas that have been germinating for 0, 24, 48, and 72 hours.What res ults would you expect? Why? Respirometers could be set up with respirometer 1 containing non-germinating peas, respirometer 2 holding peas that have been germinating 24 hours, 3 would contain the peas that germinated 48 hours, and 4 would hold the peas that germinated 72 hours. All the respirometers should have the KOH added to the bottom in the same manner as in lab described earlier. The respirometers should be placed in baths with the same temperature for all the respirometers. The seeds that have not begun germination would consume very little oxygen.The peas that have been germinating for 72 hours will have the greatest amount of oxygen consumption, while the other two samples will consume a medium (in comparison to respirometers 1 and 4 results) amount of oxygen. Error Analysis: Numerous errors could have occurred throughout the lab. The temperature of the baths may have been allowed to fluctuate, the amounts of peas, beads, KOH, and cotton may have varied from vial to vial da maging the results, and these problems would have occurred only during set up. Air may have been allowed to creep into the vial via a leaky stopper or poorly sealed pipette.Timing for the equilibration of the respirometers and the five-minute time intervals may have been erroneous. It was somewhat difficult to read the markings on the pipettes and so errors are always likely. Mathematical inaccuracies may have taken place when filling out the table and finding the corrected difference by using the formula provided. Discussion and Conclusion: The lab and the results gained from this lab demonstrated many important things relating to cellular respiration. It showed that the rates of cellular respiration are greater in germinating peas than in non- germinating peas.It also showed that temperature and respiration rates are directly proportional; as temperature increases, respiration rates increase as well. Because of this fact, the peas contained by the respirometers placed in the water at 10oC carried on cellular respiration at a lower rate than the peas in respirometers placed in the room temperature water. The non-germinating peas consumed far less oxygen than the germinating peas. This is because, though germinating and non-germinating peas are both alive, germinating peas require a larger amount of oxygen to be consumed so that the seed will continue to grow and survive.In the lab, CO2 made during cellular respiration was removed by the potassium hydroxide (KOH) and created potassium carbonate (K2CO3). It was necessary that the carbon dioxide be removed so that the change in the volume of gas in the respirometer was directly proportional to the amount of oxygen that was consumed. In the experiment water will moved toward the region of lower pressure. During respiration, oxygen will be consumed and its volume will be reduced to a solid. The result was a decrease in gas volume within the tube, and a related decrease in pressure in the tube.The respirometer with just the glass beads served as a control, allowing changes in volume due to changes in atmospheric pressure and/or temperature. This activity uses a number of controls. Identify at least three of the controls, and describe the purpose of each. The constant temperature in the water baths yielding stable readings, the unvarying volume of KOH from vial to vial leading to equal amounts of carbon dioxide consumption, identical equilibration periods for all the respirometers, precise time intervals between measurements, and glass beads acting as a control for barometric pressure all served as controls.Describe and explain the relationship between the amount of oxygen consumed and time. There was a constant, gradual incline in the amount of oxygen consumed over precise passage of time. Condition Calculations Rate in mL O2/ minute Germinating Peas/ 10oC (1. 40-1. 38) 20 min. .001 Germinating Peas/ 20oC (1. 35-. 57) 20 min. .040 Dry Peas/ 10oC (1. 40-1. 38) 20 min. .001 Dry Peas/ 20oC (1. 4 7-1. 42) 20 min. .003 Why is it necessary to correct the readings from the peas with the readings from the beads? The beads served as a control variable, therefore, the beads experienced no change in gas volume.Explain the effects of germination (versus non-germination) on pea seed respiration. The germinating seeds have a higher metabolic rate and needed more oxygen for growth and survival. The non-germinating peas, though alive, needed to consume far less oxygen for continued subsistence. Above is a sample graph of possible data obtained for oxygen consumption by germinating peas up to about 8oC. Draw in predicted results through 45oC. Explain your prediction. Once the temperature reached a certain point, the enzymes necessary for cellular respiration denatured and germination (and large amounts of oxygen consumption) was inhibited.What is the purpose of KOH in this experiment? The KOH drops absorbed the carbon dioxide and caused it to precipitate at the bottom of the vial and no longer able to effect the readings. Why did the vial have to be completely sealed under the stopper? The stopper at the top of the vial had to be completely sealed so that no gas could leak out of the vial and no water would be allowed into the vial. If you used the same experimental design to compare the rates of respiration of a 35g mammal at 10oC, what results would you expect? Explain your reasoning. Respiration would be higher in the mammal since they are warm-blooded and endothermic.If respiration in a small mammal were studied at both room temperature (21oC) and 10oC, what results would you predict? Explain your reasoning. Respiration would be higher at 21 degrees because it would be necessary for the animal to maintain a higher body temperature. The results would proliferate at 10 degrees because the mammal would be required to retain its body temperature at an even lower temperature in comparison to room temperature. Explain why water moved into the respirometer pipettes. W hile the peas underwent cellular respiration, they consumed oxygen and released carbon dioxide, which reacted with the KOH in he vial, resulting in a decrease of gas in the pipette. The water moved into the pipette because the vial and pipette were completely submerged into the bath. Design an experiment to examine the rates of cellular respiration in peas that have been germinating for 0, 24, 48, and 72 hours. What results would you expect? Why? Respirometers could be set up with respirometer 1 containing non-germinating peas, respirometer 2 holding peas that have been germinating 24 hours, 3 would contain the peas that germinated 48 hours, and 4 would hold the peas that germinated 72 hours.All the respirometers should have the KOH added to the bottom in the same manner as in lab described earlier. The respirometers should be placed in baths with the same temperature for all the respirometers. The seeds that have not begun germination would consume very little oxygen. The peas that have been germinating for 72 hours will have the greatest amount of oxygen consumption, while the other two samples will consume a medium (in comparison to respirometers 1 and 4 results) amount of oxygen. Error Analysis: Numerous errors could have occurred throughout the lab.The temperature of the baths may have been allowed to fluctuate, the amounts of peas, beads, KOH, and cotton may have varied from vial to vial damaging the results, and these problems would have occurred only during set up. Air may have been allowed to creep into the vial via a leaky stopper or poorly sealed pipette. Timing for the equilibration of the respirometers and the five-minute time intervals may have been erroneous. It was somewhat difficult to read the markings on the pipettes and so errors are always likely.Mathematical inaccuracies may have taken place when filling out the table and finding the corrected difference by using the formula provided. Discussion and Conclusion: The lab and the results gai ned from this lab demonstrated many important things relating to cellular respiration. It showed that the rates of cellular respiration are greater in germinating peas than in non- germinating peas. It also showed that temperature and respiration rates are directly proportional; as temperature increases, respiration rates increase as well.Because of this fact, the peas contained by the respirometers placed in the water at 10oC carried on cellular respiration at a lower rate than the peas in respirometers placed in the room temperature water. The non-germinating peas consumed far less oxygen than the germinating peas. This is because, though germinating and non-germinating peas are both alive, germinating peas require a larger amount of oxygen to be consumed so that the seed will continue to grow and survive. In the lab, CO2 made during cellular respiration was removed by the potassium hydroxide (KOH) and created potassium carbonate (K2CO3).It was necessary that the carbon dioxide be removed so that the change in the volume of gas in the respirometer was directly proportional to the amount of oxygen that was consumed. In the experiment water will moved toward the region of lower pressure. During respiration, oxygen will be consumed and its volume will be reduced to a solid. The result was a decrease in gas volume within the tube, and a related decrease in pressure in the tube. The respirometer with just the glass beads served as a control, allowing changes in volume due to changes in atmospheric pressure and/or temperature.

Existentialism: Philosophy of Life and Existence Essay

â€Å"Existentialism is an attitude that recognizes the unresolvable confusion of the human world, yet resists the all-too-human temptation to resolve the confusion by grasping toward whatever appears or can be made to appear firm or familiar†¦The existential attitude begins a disoriented individual facing a confused world that he cannot accept. † (Robert Solomon) Existentialist all share a common concern with what they have coined as the â€Å"Human Condition. † They tend to ask: †¢Why am I here? †¢What does it mean to be human? †¢How should I go about living my life? Existentialism is more of individual rather than social. They, Existentialist need to justify their existence. For them, they’re having their journey in life to know their purpose based on their own philosophy, according to EDU310 Foundations of Learning. There is no predetermined definition or purpose. We are free to make our own definitions through choices that lead toward self-definition. Students are free agents, responsible for creating their own selves and purpose. Everything learned is a tool toward the realization of one’s own subjectivity. Standardized testing restricts the interpersonal relationship between teacher and student. Value-laden students are vital, as is authentic assessment. Therefore, Existentialism is a philosophy concerned with human existence, self-discovery, and the search for life’s meaning based on free will, experiences, beliefs, laws, and traditions. How does existentialism connect to Axiology and Metaphysics? (Branches of philosophy) In Education, Existentialism is very important, because as an Educator we should know each child’s life, existence and story behind their attitudes and characters, for us to become an effective educator, according to Bethel Jadem. For example, a child has a problem and suddenly changed his/her attitude; we have to know the reason behind it for us to understand him/her. We should know also their philosophy and belief in life so that we could better adjust, know and appreciate their existence as well. To show the connective thread between Axiology and existentialism and metaphysics and existentialism the terms need to first be defined. †¢Axiology is the study of value. It is the branch of philosophy that deals with the nature and types of value such as in ethics and religion. (â€Å"What and why do you value? †) †¢Metaphysics is (â€Å"What is real? †) In connection to axiology, an example of existentialism is: According to EDU 301 Foundations of Learning, studying the ethics of the Christian and Jewish religions is an example of a study in axiology. Therefore, if a child growing up in a Christian home has strong beliefs about God he/she values her beliefs and therefore concludes that here existence is solely because of God. â€Å" There is a purpose for my existence, God will show me the way. † In connection to metaphysics, an example of existentialism is: Since â€Å"this† exists, that cannot exist. â€Å"John was walking (this) on water (that). † There is only knowledge of how, beyond what is given, so inferred to make the situation valid with natural cause. As a metaphysical example, if he could walk on water, maybe he had water in his shoes. There is also questions that go beyond what we know. Such as â€Å"is there a â€Å"first† cause? † Or is time â€Å"infinite†? Since we ourselves can have no observation of such truth, only inference based on given present events, it becomes Metaphysical.

Gender Identity Formation essays

Gender Identity Formation essays I don't often think of gender identity as a function of formative experiences in my life. I learned how to walk, how to talk, how to play the piano, and how to play football, but I have always been a male, progressing from boy to man. Some would say that gender identity formation is completely a function of socialization - that my identity as a man is completely determined by the forces of my family's expectations, and those of the society in which I matured. But I believe that while much of my gender identity is a socialization function, equally powerful is the genetically programmed information in my body, and the presence of testosterone, as opposed to progesterone and estrogen, that make me the man My experiences were varied in regard to the events which formed my gender identity. My family was small, and since my dad worked most of the time, my family socialization was with my mom, and my two sisters. I find that I am much more prone to communication than many of my male companions, which is said to be a more female trait. I also have developed a deep understanding of the role of emotions, and the process of emotional development. This also is said to be a predominantly female trait. However, I have never confused my position in the world as a male, nor have I ever pondered the benefits of being female. I am a male of my species, Growing up, I was awkward in my relationships to other guys my age, not having any of them to relate to in my home. Looking back I see that I had more, closer female friends than male friends. When the other kids on the block were joining cub scouts, and little league baseball, my dad didn't have time, to make the commitment to get me to and from events. So I went to Campfire Girls outings with my mom and sisters. While that made it difficult to relate to other boys my age, I still have no doubt that I am a ...

Jitney essays

Jitney essays The off-Broadway show Jitney is based on a dramatic play, written by August Wilson. The production is held at the Union Square Theater. The house has a very pleasant, cozy and warm atmosphere. The structure of the small theater and its thrust stage successfully achieves intimacy. It also creates a bond between the actors and the audience, enabling the audience to relate to the characters feelings and emotions. In other words, the house was perfectly chosen for the production. The production was created very cost efficiently; at least the set was. It accomplished that by using a constant set throughout the entire show. The design of the set was very simple and consisted of inexpensive props that were on stage from the beginning to the end. Characters brought small props on to the stage, like a cup of coffee, a magazine, even a gun. But that wasnt enough of visual stimulation. Watching the same settings for two and a half hour can make the spectator very tired and bored. I cant say that the set didnt serve the productions purpose, but it could have been better. In order to keep the spectators interested and capture their absolute attention, a variety of visual stimuli have to be introduced into the production. The constant set and lack of visual effects made the show dull and less exciting than it could have been. The show tried to introduce some kind of change to the set, by the use of lighting. Donald Holder, the lighting designer succeeded in achieving the perception of change from day to night and sunrise to sunset. But his greater accomplishment was the setting of the light in a certain way to establish the mood of the scene. As in the scene where Youngblood went to sleep on the sofa of the jitney station, the red-hot lights that illuminated the set, portrayed a feeling of resentment and anger. The costume designer, Susan Hilferty also did a remarkable job designing the costu ...

United States Vs. Afghanistan Research Paper Example | Topics and Well Written Essays - 2000 words

United States Vs. Afghanistan - Research Paper Example During prison period, American prisoners are not allowed to vote, they are not registered as members who can participate in the voting section of elections and neither there are any voting facilities within the prisons. This means that more than 1 million US citizens who have the right are not allowed to vote during US elections even though their age complies with age required to vote. Voting is a right that is awarded to all citizens of US except the citizens who are serving time in prisons. In 12 states of US certain rules and regulations have been created due to which US prisoners are not even recognized as complete citizens of US (Cnaan, 2004, p.9). Prisoners who have completed their time in prisons have no right to vote within the states of Florida, Virginia and Kentucky. Nine more states participate in such measures but for a limited period of time. Ex-prisoners within various states of US are not even allowed to work in public offices and certain states allow them to gain empl oyment in public sector after they have spend certain amount of time in the society since the time of their release. Â  In US when a criminal is arrested he is detained in local jails before the final jail is selected for him. Once sentence period is announced, certain numbers of prisoners are shifted to their assigned jails and certain prisoners spend more time in local jails before being finally shifted to their assigned jails. Local jails where prisoners are first detained are located within the areas of arrest.

Homework Assignment Example | Topics and Well Written Essays - 250 words - 25

Homework - Assignment Example Parametric cost estimation works for cost estimation because it is more accurate as compared to analogous cost estimation (Pinto 2010). Considering every unit is billed accordingly, a good project manager should have a rough idea of how long the project will take, if the project is billed with time, or how many people will undertake a certain project and how much each is paid, and therefore, depending on how close the estimation is, the accuracy presented by parametric estimation makes it very efficient, unlike analogous cost estimation. Bottom-up budgeting is very time consuming and takes away control of the top-level management (Pinto 2010). This may eventually lead to straying for the initial project goals. It is however very detailed covering a large chunk of the project details. Ultimately, Top-down budgeting is preferred as it gives control to the top management of the company, thus project goals are more often than not, met. Since it also draws on historical project cost, it takes much less time as compared to Bottom-up budgeting. It however can result in misunderstandings between the top, mid-level and lower-level management as it results in a zero-sum game, since managers would benefit from the loss of some of their

Language Use and Culture Essay Example | Topics and Well Written Essays - 1000 words

Language Use and Culture - Essay Example Informal language on the other hand is used in situations that are more relaxed and often involve people that we are very familiar with. Formal language is mostly used in writing, whereas informal language is used in speech. There are times, however, when informal language is used in writing. Such situations involve writing letters, emails and text messages to friends or family members. Informal Use of spoken language can also be formal. For instance, when a lecturer is giving lectures to students mostly the language is formal. For instance, a statement like ‘We went to Barcelona for the weekend. We have a lot of things to tell you’, is a formal statement. When said informally the statement would be ‘Went to Barcelona for the weekend. Lots to tell you. In his speech, John McWhorter says that people have stopped giving speeches formally and have now changed gradually to give informal speeches. He says that the kind of speech given in an old movie where one clears his throat before giving the speech I and go, â€Å" Ahem, ladies and gentlemen,† is a thing of the past. He continues to say that even the way we write has gradually changed from formal to informal. John says that people, especially young people write as if they are talking not giving about capital letters or punctuation especially when texting. John refers to texting as fingered speech because it is basically a form of speech in writing. Informal language sometimes involves use of slang. Slang may be described as a subset of a language used by a particular group of people. Slang usually consists of words and phrases which are not in the English dictionary. These words and phrases could be distortions of already existing English words or entirely new creations. Slang is used by almost all groups of people in society who have common interests or situations. The group of people that uses slang

The Rocking Chair Test Essay Example for Free

The Rocking Chair Test Essay By saying The Rocking Chair Test, Jeff refers to the time when he will be old and spend most of his time in the rocking chair thinking about things he has done in his past. Jeff wants to bring the facts of life to the readers notice and suggests that the rocking chair is not very far. He wants to show how small things which he did would reflect on his future and in the end, would it be worth the effort, put in for that action. Jeff figuratively points out whether the work that he does today capitalizes in future. Rather than wasting his time on smaller, irrelevant things, he could do something that may be more memorable or productive and would make him happy whenever he thinks about it. Jeff wants to cherish all the time that he will have lived when he will be old and sitting in his rocking chair thinking of his past. Jeff suggests, everyone should apply daily activities to the rocking chair test. He thinks that if everyone relates their daily chores to the rocking chair test, everyone would lead a cheerful life when they are older. Everyone will be contended by doing everything worthwhile in the past. In one of the extracts Jeff also portrays that doing something is better than owning. According to Jeff, a person will not cherish what he would had bought, more than what he could had done, in the past. 2]. According to Jeff, balancing the enjoyments of the present with the responsibilities of everyday life is trickier than what it sounds. It is mostly a personal opinion on what one would like to spend his time on. One has to decide individually, whether the acts done in the present would satisfy the doer when he thinks of it when he is old. Jeff wants to instill the rocking chair in everyone’s lives, but he says that the test results could vary for different people with different opinion. Both, leisure and work are an essential part of our lives. We often aren’t able to decide, what the best course of action is, and generally land in a dilemma. Jeff suggests gauging all acts against the satisfaction scale of the rocking chair test. It is a potential answer to this problem. Everyone has obligations, they need to honor. Some of these may be quintessential. The rest may just be of PPatil Page 2 4/12/2017 no relevance. Rationalize on what would be more pleasing to you when you think about it, sitting on your rocking chair. There will always be options that may entertain you, but then will it really amuse you when you think of it in your old age. The rocking chair test is certainly a good principle to live by if you want to live happily ever after. 3]. Things that would not pass Jeffs rocking chair test may not necessarily fail for everyone. One may give more importance to reading books and the other would feel that firsthand experience would be of more relevance. The decision would be purely personal based on individual thought pattern. If I get to apply the rocking chair test to my life, there would be a number of things I would eradicate from my schedule. Things like smoking would make no sense on the rocking chair test. I will never feel, Damn, I should have smoked some more. Health related stuff would gain priority so that the rocking chair stays as far as possible. I would take a more logical approach towards the future with the rocking chair test at hand. The rocking chair test will restrain television time to almost negligible. I certainly don’t want to miss reviewing a few, recent artist albums but I think experiencing a big release concert would make all the more logic. Also when applied to job, I would make most out of my time and effort, only to cherish the present achievements in future and reap their benefits. Jeff concludes that the rocking chair is closer than we think and I think that Jeff is right by all means.

Whitewashing of African American Culture Exposed in Song of Solomon Ess

Whitewashing of African American Culture Exposed in Song of Solomon      Ã‚  Ã‚  Ã‚   White culture would rather keep the African American culture at a distance and shape it into what the white culture believes it should be rather than accept the enrichment offered by the African American culture. This may be because of the white culture's fear of anything and anyone obviously different in appearance. However, it is not enough for the dominant culture to separate itself from the African American culture, it has to shape and mold that culture into the stereotype projected upon the minority culture. African American culture is shaped by the dominant/ white culture, among other things, through the white culture's use of fear within the minority group, the bestowing or withholding of innovations and wealth, and controlling the mobility of the African American.    The white dominant culture uses fear to shape and control people and cultures different from them. In Toni Morrison's Song of Solomon, the fear evoked by the white, dominant culture comes from the thought of being lynched and beaten by any white person who might take offence at the presence or actions of an African American. While this is not an obvious, overlaying theme in the novel, it is present nonetheless in the existence of the Seven Days as the Black answer to the lynchings and murders of African Americans by whites, as Guitar said, "'when a Negro child, Negro woman, or Negro man is killed by whites and nothing is done about it by their law and their courts, this society selects a similar victim at random, and they execute him or her in a similar manner it they can' (154)." This fear of lynching or physical pain kept African Americans in the limited roles and geogra... ...ted: Bjork, Patrick Bryce. The Novels of Toni Morrison: The Search for Self and Place Within the Community. New York: P. Lang, 1996. Bloom, Harold, ed. Modern Critical Views: Toni Morrison. New York: Chelsea House Publishing, 1990. Ellis, Kate. "Text and Undertext: Myth and Politics in Toni Morrison's Song of Solomon." LIT: Literature Interpretation Theory. 6.1-2 (1995): 35-45. Furhman, Jan. Toni Morrison's Fiction. South Carolina: U of South Carolina P, 1996. Middleton, David. Toni Morrison's Fiction: Contemporary Criticism. New York: Garland, 1997. Morrison, Toni. Song of Solomon. New York: The Penguin Group, 1977. Peterson, Nancy J. Toni Morrison: Critical and Theoretical Approaches. Baltimore: Johns Hopkins UP, 1997. Rice, Herbert William. Toni Morrison and the American Tradition: A Rhetorical Reading. New York: P. Lang, 1996.