Use of detailed satire in modest proposal :: essays research papers

The use of detailed satire through A Modest Proposal The use of detailed satire is very evident in A Modest Proposal. A writer’s hand that brings the reader’s eye to the effect of sociopolitical policies on the Irish by the English landlords and politicians in the early 1700s, could have only belonged to Jonathon Swift. Swift skillfully addresses â€Å" the suffering caused by English policies in Ireland † as well as holding the Irish accountable for their â€Å"passivity.†   Ã‚  Ã‚  Ã‚  Ã‚  Swift begins by using a gradual egression, setting the tone of the current situation in Dublin, only to shock the reader at his proposal of cannibalism, specifically of young children, to help alleviate the economic burdens imposed by the English and accepted by the Irish. In laying the foundation for his proposal, Swift suggests the benefits for all:   Ã‚  Ã‚  Ã‚  Ã‚  But my intention is very far from being confined to provide only for the children of professed beggars; it is of a much greater extent, and shall take in the whole number of infants at a certain age, who are born of parents in effect as little able to support them as those who demand our charity in the streets. Swift continues on, using excruciating detail, suggesting preparation for dining, the appropriate number of dinner guests the young child will feed, and the price of such a feast. All the while this morbid suggestion is detailed rationally. Swift brilliantly targets the English landlords when he addresses the price of the food, and how it is appropriate since â€Å"as they have already devoured most of the parents, seem to have the best title to the children.† Swift’s use of detail purposely takes the reader away from the proposal to show the examples of how cannibalism has worked elsewhere, only in a satiric effort to show the reader this is not the way to improve the city of Dublin. The build-up of this proposal continues to its conclusion where Swift has taken the reader to the actual expedients, although rejecting them for no hope of them ever being

Haemoglobinopathy

Review Article Indian J Med Res 134, October 2011, pp 552-560 Invasive & non-invasive approaches for prenatal diagnosis of haemoglobinopathies: Experiences from India R. B. Colah, A. C. Gorakshakar & A. H. Nadkarni National Institute of Immunohaematology (ICMR), Mumbai, India Received October 29, 2010 The thalassaemias and sickle cell disease are the commonest monogenic disorders in India. There are an estimated 7500 – 12,000 babies with ? -thalassaemia major born every year in the country. While the overall prevalence of carriers in different States varies from 1. to 4 per cent, recent work has shown considerable variations in frequencies even within States. Thus, micromapping would help to determine the true burden of the disease. Although screening in antenatal clinics is being done at many centres, only 15-20 per cent of pregnant women register in antenatal clinics in public hospitals in the first trimester of pregnancy. There are only a handful of centres in major cities in this vast country where prenatal diagnosis is done. There is considerable molecular heterogeneity with 64 mutations identified, of which 6 to 7 common mutations account for 80-90 per cent of mutant alleles. First trimester foetal diagnosis is done by chorionic villus sampling (CVS) and DNA analysis using reverse dot blot hybridization, amplification refractory mutation system (ARMS) and DNA sequencing. Second trimester diagnosis is done by cordocentesis and foetal blood analysis on HPLC at a few centres. Our experience on prenatal diagnosis of haemoglobinopathies in 2221 pregnancies has shown that >90 per cent of couples were referred for prenatal diagnosis of ? -thalassaemia after having one or more affected children while about 35 per cent of couples were referred for prenatal diagnosis of sickle cell disorders prospectively. There is a clear need for more data from India on non-invasive approaches for prenatal diagnosis. Key words Haemoglobinopathies – India – invasive and non-invasive approaches – prenatal diagnosis Introduction The inherited disorders of haemoglobin are the most common monogenic disorders globally. Around 7 per cent of the population worldwide are carriers with more than 3,00,000 severely affected babies born every year1. Prenatal diagnosis is an integral component of a community control programme for haemoglobinopathies. Estimating the disease burden, generating awareness in the population, screening 552 o identify carriers and couples at – risk and genetic counselling are prerequisites for a successful prevention programme. The remarkable success of such programmes in the 1970s in Cyprus, Italy, Greece and the UK led to the development of control programmes in many other countries2-6. The extent of the problem in India ? -thalassaemia has been reported in most of the communities that have been screened so far in India. While the overall prevalence varies from 1. 5 to 4 per COLAH et al: PRENATAL DIAGNOSIS OF HAEMOGLOBINOPATHIES IN INDIA 553 ent in different States, communities like Sindhis, Punjabis, Lohanas, Kutchi Bhanushalis, Jains and Bohris have a higher prevalence (4-17%)7-12. Different reportshaveestimatedthat7500-12,000? -thalassaemia major babies would be born in India each year12 -14. It has also been shown recently by micromapping at the district level in two States, Maharashtra and Gujarat in westernIndiathattheprevalenceof? -thalassaemiatrait in different districts within these States is variable (0 9. 5%). Based on these estimates there would be around 1000birthsof? thalassaemiamajorbabieseachyear in these two States alone15. Thus, such data should be obtained from different States to know the true burden of the disease and for planning and executing control programmes. Haemoglobin S (Hb S) is prevalent in central India and among the tribal belts in western, eastern and southern India, the carrier rates varying from 1-40 per cent16-18. It has been estimated that over 5000 babies with sickle cell disease would be born each year19. Haemoglobin E is widespread in the north eastern States in Assam, Mizoram, Manipur, Arunachal Pradesh and Tripura, the prevalence of Hb E trait being highest (64%) among the Bodo-Kacharis in Assam and going up to 30-40 per cent in some other populations in this region20-22. In eastern India the prevalence of Hb E trait varies from 3-10 per cent in West Bengal8,23. Both Hb E andHbSwhenco-inheritedwith? -thalassaemiaresult in a disorder of variable clinical severity24-26. These inherited haemoglobin disorders cause considerable pain and suffering to the patients and their families and are a major drain on health resources in the country. The need for accurate identification of carries and couples at risk Classical ? thalassaemia carriers have typically reduced red cell indices [mean corpuscular volume (MCV)T) ? + 3. -87 (C>T) ? + 4. -80 (C>T) ? + 5. -29 (A>G) ? + 6. -28 (A>G) ? + 7. -25 (A>G) ? + B. Cap site 1. +1 (A>C) ? + C. Initiation codon 1. ATG > ACG ? 0 D. RNA processing mutations i) Splice junction site 1. Codon 30 (G>C) ? 0 2. Codon 30 (G>A) ? 0 3. IVS 1-1 (G>T) ? 0 4. IVS 1-1 (G>A) ? 0 5. IVS 1-129 (A>C) ? 0 6. IVS 1-130 (G>C) ? 0 7. IVS 1-130 (G>A) ? 0 8. IVS II-1 (G>A) ? 0 (ii) Consensus site 1. IVS 1-5 (G>C) ? + 2. IVS 1-128 (TAG > GAG) ? + 3. IVS II-837 (T>G) ? (iii) IVS changes 1. IVS I-110 (G>A) ? + 2. IVS II-591 (T>C) ? + 3. IVS II-613 (C>T) ? + 4. IVS II-654 (C>T) ? + 5. IVS II-745 (C>G) ? + iv) Coding region changes 1. Codon 26 (G>A) Hb E ? + E. RNA translational mutations i) Nonsense 1. Codons 4,5,6 (ACT CCT GAG> ACA TCT ? 0 TAG) 2. Codon 5 (-CT), Codon 13 (C>T), Codon 26 ? (G>C), Codons 27/28 (+C) in cis 3. Codon 6 (GAG > TAG) and on the same ? 0 chromosome Codon 4 (ACT> ACA) , Codon 5 (CCT>TCT) 4. Codon 8 (A>G) ? 5. Codon 13 (C>T), Codon 26 (G>A), Codons ? 27/28 (-C) in cis 6. Codon 15 (TGG > TAG) ? 0 7. Codons 62-64 (7 bp del) ? 0 8. Codons 81-87 (22 bp del) ? 9. Codon 121 (G>T) ? 0 Contd†¦. themselves, today their relatives and extended families are coming forward to get screened38. There is only one centre in Lucknow in north India which offers a formal course for genetic counsellors and there is a need for more such courses throughout the country. Counsellors should be aware that couples at risk of havingachildwith? -thalassaemiamajor,sicklecel l disease, Hb S ? -thalassaemia, Hb E ? -thalassaemia, – ? -thalassaemia, Hb Lepore ? -thalassaemia and Hb SD disease should be given the option of prenatal diagnosis to avoid the birth of a child with a severe disorder. However, couples at risk of having a child with Hb D disease, Hb D ? -thalassaemia and Hb E disease do not require prenatal diagnosis as these disorders are mild. InSardinia,identificationofthemaximumnumber of carriers followed by effective genetic counselling helpedtoreducethebirthrateof? -thalassaemiamajor babies from 1:250 to 1:400039. Prenatal diagnosis The first initiatives in India Facilities for prenatal diagnosis became available in India in the mid 1980s40. Until then, although prenatal diagnosis was offered by a few centres, foetal samples were sent to the UK and other countries for analysis. Foetal blood sampling by foetoscopy done between 18 and 22 wk gestation and diagnosis by globin chain synthesis were done for the next 4 to 5 years at 2 centres in Mumbai40,41. Chorionic villus sampling and DNA analysis in the first trimester In the 1990s first trimester foetal diagnosis by chorionic villus sampling (CVS) and DNA analysis was established at 4-5 centres in the north in Delhi42, in the west in Mumbai41,43,44 and in the south in Vellore45. These services then expanded to other cities like Lucknow and Chandigarh in the north46,47, and Kolkata in the east48. However, these services are still limited to major cities where couples are referred to or CVS samples are sent from surrounding areas. Molecular analysis ? -thalassaemia is extremely heterogeneous with more than 200 mutations described worldwide49. In India, about 64 mutations have been characterized by studies done at different centres30,31,49-51 (Table I). Six to seven mutations [IVS 1-5 (G? C), 619 bp deletion, IVS 1-1 (G? T), Codon 8/9 (+G), Codons 41/42 (-CTTT), COLAH et al: PRENATAL DIAGNOSIS OF HAEMOGLOBINOPATHIES IN INDIA (ii) Frameshift 1. Codon 5 (-CT) 2. Codons 7/8 (+G) 3. Codon 8 (-AA) 4. Codons 8/9(+G) 5. Codon 13 (C>T) 6. Codon 15 (-T) 7. Codon 16 (-C) 8. Codon 16 (C>T) 9. Codon 17 (A>T) 10. Codons 22-24 (7 bp del) 11. Codon 26 (G>T) 12. Codon 35 (A>G) 13. Codons 36/37 (-T) 14. Codons 36-39 (8 bp del) 15. Codon 39 (C>T) 16. Codon 44 (-C) 17. Codons 47/48 (+ATCT) 18. Codon 55 (+A) 19. Codon 55 (-A) 20. Codons 57/58 (+A) 21. Codon 88 (+T) 22. Codons 106/107 (+G) 23. Codon 110 (T>C) 24. Codon 111 (-G) 25. Codon 135 (C>T) F. RNA cleavage and polyadenylation mutation 1. AATAAA>AACAAA G. Deletional mutations 1. 619 bp deletion; 3’end 2. 10. 3 kb deletion 3. Codons 126-131 (17 bp deletion) Source: Refs 30, 31, 49-51 55 ?0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? 0 ? + ? 0 ? + ? 0 ? 0 ? 0 Fig. 1. Regionaldistributionof? -thalassaemiamutationinIndia. molecular techniques like covalent reverse dot blot hybridization (CRDB), amplification refractory mutation system (ARMS), denaturing gradient gel electrophoresis (DGGE), and DNA sequencing43,44 ,52. Foetal blood analysis in the second trimester Most of the prenatal diagnosis programmes in the Mediterranean countries started with second trimester foetal blood analysis but they were able to switch over tofirsttrimesterdiagnosisinashortspan5,39. In India, second trimester diagnosis is still done as manycouplesatriskareidentifiedlateduringpregnancy. Foetal blood sampling is done by cordocentesis at 18 to20wkgestationandafterconfirmingthatthereisno maternal contamination in the foetal sample by foetal cell staining using the Kleihauer-Betke method, it is analysed by HPLC on the Variant Hemoglobin Testing System (Bio Rad Laboratories, Hercules, USA). The HbA levels in foetuses affected with ? -thalassaemia major have ranged from 0 to 0. 5 per cent and these were distinguishable from heterozygous babies where the Hb A levels were >1. per cent in different studies. However, there was some overlap in Hb A levels between heterozygotes and normals53-55. Sickle cell disease and Hb E thalassaemia have also been diagnosed in this way. On the other hand, experience in Thailand showed that while ? 0 thalassaemia homozygotes and HbE-? 0 thalassaemia compound heterozygotes could be diagnosed by HPLC analysis of foetal blood, ? ++ thalassae mia homozygotes may be misdiagnosed as heterozygotes56. Amniotic fluid cells have not been used extensively in India for prenatal diagnosis of haemoglobinopathies. Codon 15 (G? A), Codon 30 (G? C)] are common accounting for 85-95 per cent of mutant alleles. However, regional differences in their frequencies have been noted30,31,50,51 (Fig. 1). The prevalence of IVS 1 -5 (G? C), the most common mutation in India varies from 15-88 per cent in different States. Codon 15 (G? A) is the second most frequent mutation in Maharashtra and Karnataka and Codon 5 (-CT) is the third most common mutation in Gujarat. The -88 (C? T) and the Cap site +1 (A? C) mutations are more common in the northern region30,31,50. The 619 bp deletion is the most common mutation among the immigrant population from Pakistan. This knowledge on the distribution of mutations in different regions and in people of different ethnic backgrounds has facilitated prenatal diagnosis using 556 INDIAN J MED RES, OCTOBER 2011 Experience at National Institute Immunohaematology (NIIH), Mumbai of Bothfirstandsecondtrimesterprenataldiagnosis for the ? -thalassaemias and sickle cell disorders are done at National Institute of Immunohaematology, Mumbai, and over the last 25 years 2,221 pregnancies at risk have been investigated (Table II). While majority of the couples were at risk of having children with ? thalassaemia major, a significant number of couples at risk of having children with sickle cell disorders have been referred for prenatal diagnosis in the last 4 to 5 years. Our experience in western India has shown that there are still very few couples (G; or codon 35 ? (A? G) at alpha -beta chain interfaces. Ann Hematol 2009; 88 : 1269-71. 52. Old JM, Varawalla NY, Weatherall DJ. The rapid detection and prenatal diagno sis of ? -thalassemia in theAsian Indian and Cyproit populations in the UK. Lancet 1990; 336 : 834-7. 53. Rao VB, Natrajan PG, Lulla CP, Bandodkar SB. Rapid midtrimester prenatal iagnosis of beta-thalassaemia and other haemoglobinopathies using a non- radioactive anion exchange HPLC technique – an Indian experience. Prenat Diagn 1997; 17 : 725-31. 54. Wadia MR, Phanasgaokar SP, Nadkarni AH, Surve RR, Gorakshakar AC, Colah RB, et al. Usefulness of automated chromatography for rapid fetal blood analysis for second trimester prenatal diagnosis of beta-thalassemia. Prenat Diagn 2002; 22 : 153-7. 559 55. Rao S, Saxena R, Deka D, Kabra M. Use of HbA estimation by CE-HPLC for prenatal diagnosis of beta-thalassemia; experience from a tertiary care centre in north India: a brief report. Hematology 2009; 14 : 122-4. 56. Winichagoon P, Sriphanich R, Sae-Mgo WB, Chowthaworm J, Tantisirin P, Kanokpongsakdi S, et al. Application of automated HPLC in prenatal diagnosis of thalassemia. Lab Hematol 2002; 8 : 29-35. 57. Holzgreve W. Will ultrasound screening and ultrasound guided procedures be replaced by non-invasive techniques for the diagnosis of fetal chromosome anomalies? Ultrasound Obstet Gynecol 1997; 9 : 217-9. 58. Steele CD, Wapner RJ, Smith JB, Haynes MK, Jackson LG. Prenatal diagnosis using fetal cells isolated from maternal peripheral blood. Clin. Obstet Gynecol 1996; 39 : 801-13. 59. Mesker WE, Ouwerkerk-vn Velzen MC, Oosterwijk JC, Bernini LF, Golbus MS, Kanhai HH, et al. Two colour immunocytochemical staining of gamma and epsilon type hemoglobin in fetal red cells. Prenat Diagn 1998; 18 : 1131-7. 60. Takabayashi H, Kuwabara S, Ukita T, Ikawa K, Yamafuji K, Igarashi T. Development of non-invasive fetal DNA diagnosis from maternal blood. Prenat Diagn 1995; 15 : 74-7. 61. Cheung MC, Goldberg JD, Kan YW. Prenatal diagnosis of sickle cell anemia and thalassemia by analysis of fetal cells in maternal blood. Nat Genet 1996; 14 : 264-8. 62. Di Naro E, Ghezzi F, Vitucci A, Tannoia N, Campanale D, D’ Addario V, et al. Prenataldiagnosisof? -thalassemiausing fetal erythroblasts enriched from maternal blood by a novel gradient. Mol Hum Reprod 2000; 6 : 571-4. 63. Kolialexi A, Vrettou C, Traeger-Synodinos J, Burgemeister R, Papantoniou N, Kanavakis E, et al. Non invasive prenatal diagnosisof? -thalassemiausingindividualfetalerythroblasts isolated from maternal blood after enrichment. Prenat Diagn 2007; 27 : 1228-32. 64. D’Souza E, Sawant PM, Nadkarni AH, Gorakshakar A, Mohanty D, Ghosh K, et al. Evaluation of the use of monoclonal antibodies and nested PCR for non-invasive prenatal diagnosis of hemoglobinopathies in India. Am J Clin Pathol 2008; 130 : 202-9. 65. Lo YM, Corbetta N, Chamberlain PF, Rai V, Sargent IL, Redman CW, et al. Presence of fetal DNA in maternal plasma and serum. Lancet 1997; 350 : 485-7. 66. Lo YM, Tein MS, Lau TK, Haines CJ, Leung TN, Poon PM, et al. Quantitaive analysis of fetal DNA in maternal plasma and serum: implications for non invasive prenatal diagnosis. Am J Hum Genet 1998; 62 : 768-75. 67. Lun FMF, Chiu RWK, Allen Chan KC, Lau TK, Leung TY, Dennis Lo YM. Microfluidics digital PCR reveals a higher than expected fraction of fetal DNA in maternal plasma. Clin Chem 2008; 54 : 1664-72. 68. Li Y, Zimmermann B, Rusterholz C, Kang A, Holzgrave W, Hahn S. Size separation of circulating DNA in maternal plasma permits ready detection of fetal DNA polymorphisms. Clin Chem 2004; 50 : 1002-11. 69. Chiu RW, Lau TK, Leung TK, Chow KC, Chui DH, Lo YM. Prenatal exclusion of beta thalassemia major by examination of maternal plasma. Lancet 2002; 360 : 998-1000. 560 INDIAN J MED RES, OCTOBER 2011 beta thalassemia point mutation by MALDI – TOF mass spectrometry. Fetal Diagn Ther 2009; 25 : 246-9. Papasavva T, Kalikas I, Kyrri A, Kleanthous M. Arrayed primer extension for the noninvasive prenatal diagnosis of beta thalassemia based on detection of single nucleotide polymorphism. Ann N Y Acad Sci USA 2008; 1137 : 302-8. Li Y, Di Naro E, Vitucci A, Zimmermann B, Holzgreve W, Hahn S. Detection of paternally inherited fetal point mutations for beta thalassemia using size fractionated cell free DNA in maternal plasma. J Am Med Assoc 2005; 293 : 843-9. Chan K, Yam I, Leung KY, Tang M, Chan TK, Chan V. Detection of paternal alleles in maternal plasma for noninvasive prenatal diagnosis in beta thalassemia: a feasibility study in southern China. Eur J Obstet Gynecol Repord Biol 2010; 150 : 28-33. Lo YMD. Non invasive prenatal diagnosis in 2020. Prenat Diagn 2010; 30 : 702-3. 70. Papasavva T, Kalakoutis G, Kalikas I, Neokli E, Papacharalambous S, Kyrri A, et al. Non-invasive prenatal diagnostic assay for the detection of beta thalassemia. Ann NY Acad Sci USA 2006; 1075 : 148-53. 71. Tungwiwat W, Fucharoen G, Fucharoen S, Ratanasiri T, Sanchaisuriya K, Sae- Ung N. Application of maternal plasma DNA analysis for noninvasive prenatal diagnosis of Hb E beta thalassemia. Transl Res 2007; 150 : 319-25. 72. Lazaros L, Hatzi E, Bouba I, Makrydimas G, Dalkalitsis N, Stefos T, et al. Noninvasivefirsttrimesterdetectionofpaternal beta globin gene mutations and polymorphisms as predictors of thalassemia risk at chorionic villus sampling. Eur J Obstet Gynecol Repord Biol 2008; 140 : 17-20. 73. Li Y, Di Naro E, Vitucci A, Grill S, Ahong XY, Holzgreve W, et al. Size fractionation of cell free DNA in maternal plasma improves the detection of a paternally inherited 74. 75. 76. 77. Reprint requests: Dr Roshan Colah, Scientist F, National Institute of Immunohaematology (ICMR), 13th Floor, NMS Bldg, KEM Hospital Campus, Parel, Mumbai 400 012, India e-mail: [email  protected] com

What Is the Difference Between Quantity and Unit

What is the difference between a quantity and a unit? If you are working science or math problems, the answer to this question is the quantity is the amount or numerical value, while the unit is the measurement. For example, if a sample contains 453 grams, the quantity is 453 while the unit is grams. For this example, the quantity is always a number, while units are any measure, such as grams, liters, degrees, lumens, etc. In a recipe, the quantity is how much you need and the unit describes what you use to measure it. For example, 3 tablespoons and 3 teaspoons have the same quantity, but they use different units. Its important to note the units, whether its in the lab or in the kitchen! Units in Science Versus Math There are, however, other ways to answer the question. A quantity may also be considered to be a nonspecific number of items, particularly ones that would be hard to count. You could refer to a quantity of water or a quantity of air and not cite the number of molecules or mass. Units sometimes refer to individual sets. For example, if you are studying chemistry, you might have a unit on gases, a unit on conversions, and a unit on balancing equations. A set of rooms in an apartment building may be called a unit. Any removable component in a piece of electronics might e called a unit. If the term unit is used this way, quantity can mean how many units you have. If you need 3 units of blood for a transfusion, the number 3 is the quantity. Each unit is a single container of blood. More About Units and Measurement Introduction to Metric UnitsUnits of Measurement Quiz

What Makes a Political Authority Legitimate - 2025 Words

What makes a political authority legitimate? A legitimate political authority, in this essay, will be taken to mean that there is a justification for an individual or a body to have power over other people in determining such things as laws and protection of freedom. To consider this question, three theories shall be looked at – Hobbes’, Rousseau and finally Locke and determine which gives the most persuasive account of legitimate political authority. To begin with, their hypothetical starting point, the state of nature, shall be discussed to establish the foundations of their political authority. Secondly, the reasons that shall lead man to get out of the state of nature will be examined in order to see if these logically follow on from†¦show more content†¦This is due to the fact that man is formed by God, thus man is sacred. Anyone who transgresses this law must be judged and punished by all other men as every man has this right. This punishment must be sui table to the transgression. Though Locke also states that any transgression may be punishable by death, even minor infringements. Furthermore, Locke’s view of the state of nature revolves around property. Not only are men equal in terms of strength and authority, but also have equal access to everything on this Earth. This is because Locke views that God has given the Earth to man in order to preserve himself. Thus man puts labour into the land. Through labour, man may own the property as long as it satisfies his needs, does not go to waste and there is enough for all. Consent is not necessary either – Locke believes this would hinder some people, leading them to die of starvation. Locke also points out that not everyone may follow the law of nature, thus in this state of nature, man is still unable to fully enjoy the bounty God has give to them. The Lockean view of the state of nature appears to be more persuasive than the other two theorist discussed as it does not f all into the trap of over simplifying human beings. It also gives into account those who may break the natural law - Since the state of nature has been discussed, reasons for leaving this state will be discussed. Hobbes believes thatShow MoreRelatedThe Writings Of John Locke And Jean Jacques Rousseau1596 Words   |  7 PagesJacques Rousseau have had a significant impact on the controversy of what constitutes legitimate political power. They both believe in man’s natural mortality, and they also state that creating a social contract and legitimate government is necessary to avoid conflict. Both philosophers hold different perspectives and opinions, however they are both concerned with the same question: What renders exercises of a political power legitimate? 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Heywood tells us that authority is, in the broadest sense of the word, a form of powerRead MoreJohn Locke s Views On Government And Democracy1626 Words   |  7 PagesIntroduction Government and more importantly democracy in government has always been an important aspect of any society. Theories created about government seeks to shed light and provide insight to the masses so that they will be more capable of understanding what their government is all about, the policies that stand for and how accessible they are to the citizens of the country. The theorists being examined in this study are John Locke and J.S. Mills. These 2 theorists support democracy, and the rights ofRead MoreHobbes And Locke s Political Legitimacy1530 Words   |  7 PagesIn defining political legitimacy, many theorists put forth a distinct set of values that frame their view on the authorities’ right to rule and citizen’s obligation to follow. Theorists such as Hobbes and Locke, both of their account on political legitimacy might look quite similar at first glance, because each theorized about the nature of mankind and the right political systems that would meet the needs o f individuals. However, in Hobbes’ perspective, political authority does not pre-exist in individual’sRead MoreThe Prophet Of God And The Islamic View992 Words   |  4 Pageswas seen as the commander of the city. Prophet Muhammad created and used the constitution of Medina to make the city a legitimate state with him being in control. He did this by creating an Ummah through the constitution, creating a sociopolitical environment, and creating laws to defend themselves from any enemy. Prophet Muhammad created the constitution of Medina to make the city a legitimate state with him being in control by creating an Ummah through the set of laws written. The mission thatRead MoreMorality, Justice, And Legitimacy1403 Words   |  6 Pagesdefinition of Rousseau where he states that the only way in which Legitimate Political power is presented when they govern their citizens with consent and equality. Along with Nietzsche definition of justice they express similar concerns that come when States govern their citizens as well as explaining why other forms of legitimacy presented by other philosophers aren’t valid and have fault by not truly defining when it legitimate. Rousseau and Nietzsche have similar views on how the citizens shouldRead MoreMachiavelli and Hobbes1493 Words   |  6 Pagesworks. Machiavellis idea of the virtuous republican citizen may be compared to Hobbes idea of a person who properly understands the nature and basis of sovereign political power. Hobbes ideas seem to suggest that most anyone can claim rightful authority as there is a belief in God, and one can under Hobbes, claim legitimate authority rather easily. There are few proofs. Machiavelli, on the other hand, takes a strong position and suggests specific criteria in terms of power. With Machiavelli, thereRead MoreMax Weber was the Father of Modern Sociology807 Words   |  3 Pageslooking at institutions in their purest form and purest state. When looking at bureaucracies he uses this methodology of ideal type in determining what makes them successful, what they are and what they should be. The theory of â€Å"ideal type† is used as a measuring stick and is used in any situation where measuring the reality of something against what its purest form should be. Weber argues that it is rational principles on which bureaucracies are based, and that as goal oriented organizations they

Langston Hughes Poetry Analysis Essay - 1287 Words

Art is the illusion in which we see the truth- Pablo Picasso Langston Hughes clearly connects with a wide range of audiences through the simplicity that surrounds his poetry. The beauty of this manner in which he wrote his poetry, is that it grasp people by illustrating his narratives of the common lifestyles experienced by the current American generation. His art form expresses certain questionable ideologies of life and exposes to the audience what it takes to fully comprehend what being an American truly means. Each individual poem describes and illustrates the strength and hardships the African American community was experiencing. Through his literature art form of poetry, Hughes was able to convey the common assertions of†¦show more content†¦It is the idea of contrast that Hughes imposes on the reader. Hughes not only focuses on the negativity aspects of life, but through the negative elements is one able to see the positive outcomes. It is the over all theme of overcoming these obstacles, that captures the audience. Towards th e end of the last stanza of the poem, we, the audience, see a complete transformation of the speaker and his view on life. He now comprehends the extensity of his actions and views his emotions as a blinding element from reality. He does not have the need to commit suicide anymore, and now fully accepts the loss and embraces the lament. Though you may hear me holler, and you may see me cry- Ill be dogged, sweet baby, If you gonna see me die. Life is fine! Fine as wine! Life is fine! (Conarroe pg 242, 27-33). With the passage, the reader is now aware of the transformation of the speaker. Life is fine depicts an overall theme of sorrow that can ultimately lead to the constant pursuit of a higher meaning to life and happiness. This pursuit is an exemplification of the notion of American dream. Throughout his literature, Hughes constantly questions the ideology behind the American dream and critiques the fact that for some Americans, this American dream can seen unattainable. The concept of the American dream can be seen as a faï ¿ ½ade hiding the true meaning behind the entire movement. To the African American culture,Show MoreRelatedAnalysis Of Langston Hughes Poetry2405 Words   |  10 PagesLangston Hughes was primarily an American poet and social activist who had tremendous racial pride, to say the least. He played an important role in uplifting his people, especially during the Harlem Renaissance. Hughes’ poetry and fiction portrayed the lives of working class blacks in America as well as celebrating African American culture. In his poetry, he strove to speak to, as well as for, the black masses. One of the ways that Hughes would incorporate African American culture and traditionRead MoreLangston Hughes Poetry Analysis1008 Words   |  5 PagesIn 1951, Langston Hughes wrote on of his more political poems titled â€Å"Harlem.† It shone light on the need for change in the African American society. Hughes used this poem, and many others like it, to help pioneer the Harlem Renaissance. Born in Joplin,Missouri , Hughes (1902-1967) grew up in Lincoln, Illinois and Cleveland,Ohio. He began writing poetry during his high schoolyears(Gardner,465).His high school companions, most of whom were white, remembered him as a handsome Indianlooking youthRead MoreAnalysis Of Langston Hughes s Poetry977 Words   |  4 PagesLangston Hughes is widely renowned for his ability to represent the struggle of the African American community through his poetry during the time period around the Harlem Renaissance. As a world traveler and successful Af rican American man, he was able to use his fame to enlighten the world, namely the white population, on the inequality and abuse of African American population in the United States. Despite his own battle with unhappiness and inequality (Royster, 344), Hughes was able to captureRead MoreAnalysis Of Langston Hughes s Poetry Essay1813 Words   |  8 PagesLangston Hughes is a well-known African-American writer who emerged from the Harlem Renaissance, which is also known as the turning point for African-American culture and literature. Because he is identified as such a prominent writer, he became honored as â€Å"Shakespeare of Harlem.† At an early age, Hughes wished to voice and represent his African-American culture through writing. Because Hughes had a range of styles and genres, he managed to write and publish sixteen volumes of poetry, ten collectionsRead MorePoetry Reflecting Cultural Progress: A Comparative Analysis of Langston Hughes and John Lennons Poems803 Words   |  3 Pagesthe cases of authors Langston Hughes and John Lennon, each embodies the culture in which he was writing. The poems Mother to Son and Eleanor Rigby both share certain poetic elements which serve to reflect their cultures and to establish a narrative between the poet and his readership, or in the case of John Lennon, his listeners as Eleanor Rigby was recorded as a song and heard by music lovers around the world before it was recognized as a piece of brilliant lyric poetry. Although the two menRead MoreReoccurring Themes in the Work of Langston Hughes Essay1649 Words   |  7 PagesLangston Hughes is an extremely successful and well known black writer who emerged from the Harlem Renaissance (â€Å"Langston Hughes† 792). He is recognized for his poetry and like many other writers from the Harlem Renaissance, lived most of his life outside of Harlem (â€Å"Langston Hughes† 792). His personal experiences and opinions inspire his writing intricately. Unlike oth er writers of his time, Hughes expresses his discontent with black oppression and focuses on the hardships of his people. Hughes’Read MoreAnalysis Of Langston Hughes s Poem I, Too978 Words   |  4 Pages Langston Hughes America, the ideals of freedom, equality, and opportunity traditionally held to be available to every American. This is what everyone was told, what the Declaration of Independence states. But, Langston Hughes a black American poet in the Harlem Renaissance period saw the truth. Being an African American in the United States during the early 1900’s was difficult. Many lived a life full of hardships; segregation, prejudice and economic hardships, viewed as second-class citizensRead MoreAnalysis Of The Poem The Weary Blues Essay1299 Words   |  6 PagesThe Weary Blues is one of many Langston Hughes’s poetry during the Harlem Renaissance. The Harlem Renaissance is a time in American history, in the cities where African Americans were concentrated like Harlem, many master pieces of art, music and literature were created. Blues was much enjoyed during the period; people listened to it and loved it. In the poem of The Weary Blues, people alive through music, and the str ong power of music supported the suffering of the black people in that time periodRead MoreLangston Hughes The Weary Blues Analysis1256 Words   |  6 PagesOn Langston Hughes’s The Weary Blues Kevin Young, a graduate of Harvard University and one of the winners of the Guggenheim Fellowship, writes the historical perspective of Langston Hughes. He discusses the flowering of the African American literature and culture and how it is actually just the extension of the New Negro movement. From the Harlem Renaissance, Langston Hughes is able to represent â€Å"different things† for â€Å"different men.† The uprising of Hughes’s poems are the result of their hardshipsRead MoreReligion and Race in Langston Hughes Salvation897 Words   |  4 PagesReligion and Race in Langston Hughes Salvation Langston Hughes is one the most renowned and respected authors of twentieth century America not simply one of the most respected African-American authors, though he is certainly this as well, but one of the most respected authors of the period overall. A large part of the respect and admiration that the man and his work have garnered is due to the richness an complexity of Hughes writing, both his poetry and his prose and even his non-fictions

Twilight Book Review Free Essays

The book I am going to review today is ‘Twilight’ by Stephanie Meyer. Published in 2005, this book has sold over 1 million copies worldwide and has become hugely popular throughout all generations, especially teenage girls. Twilight is the story of Edward and Bella’s romance. We will write a custom essay sample on Twilight Book Review or any similar topic only for you Order Now Forget any vampire romance you have read before, Twilight is so unique it is almost like it’s in its own genre.The book is marketed at Young Adult readers but it has the ability to cross age barriers and will satisfy both teenagers and adults alike. When seventeen year-old Bella Swan leaves sunny Arizona to live with her father in the small and gloomy Pacific North-West town of Forks she doesn’t expect to like it. After all she has made excuses not to go there enough times over the past few years. If living in Forks, with its constant mist and rain, wasn’t bad enough she will have to make a whole new set of friends and settle into a new school.Bella soon makes some new friends at school but when she sees a boy called Edward Cullen sitting with his brothers and sisters in the cafeteria she is instantly intrigued. Edward is stunningly attractive, almost inhumanly beautiful, and yet he is an outsider too. Although Edward and his family have lived in Forks for two years they have never really been accepted by the townsfolk and Bella just can’t seem to understand why. At first Edward is aloof, sometimes it almost seems like he can’t stand to be in the same room as her, but eventually they strike up an unlikely and unsuspected friendship.Even as Bella falls hopelessly and irrevocably in love with Edward, she still can’t work out exactly what makes him so different to everyone else. On a trip to the beach, Bella is told of the local legend about the â€Å"cold ones† as Edwards family is called, a group of blood drinkers who have sworn off hunting humans but are still not welcome on Indian land because vampires are not to be trusted. Realising Edward is vampire changes nothing for Bella; she knows that she still loves him even if he’s not human.Edward and his whole family are vampires. Edward himself was made a vampire when he was seventeen years-old, al though that was at the end of World War I. For Edward his love for Bella is both a delight and a torment. A delight because she is the first person he has loved since he was made a vampire. A torment because although he has sworn off human blood and only hunts animals the craving for human blood never truly leaves him and the very scent of her also stirs his hunger for blood†¦.The story is told in first person from the perspective of Bella, so the reader only ever know what she knows, making Edward and his family a mystery that is slowly unravelled throughout the book. Even by the end of the book I was still thirsting for more of the Cullen family back story – hopefully their characters might be developed further in future books. Bella herself is a well written and realistic character, shy and lacking in confidence, her sarcastic inner voice narrates the story superbly for the reader.Twilight is simply and yet beautifully written. The descriptions of Forks leave you feeling like you can almost smell the damp air and hear the rain falling on the roof. The romance between Edward and Bella is both touching and compelling. There is a melancholic feel to their impossible love, yet at the same time they both are unwilling to give up hope that their relationship is not doomed. The book reaches a fever pitch of excitement as the romance between Bella and Edward turns into a frantic race to stay alive.I have heard Twilight described as â€Å"a vampire story for people who don’t like vampire stories† and I think I would agree with that, even though I love vampire stories. This book really has something for everyone; from young adult to elder readers and vampire fans or romance readers, everyone will all find Twilight to be an appealing story. For a Young Adult novel the book is quite long but don’t let that put you off reading it because each page is to be savoured. Believe me, this is one book that you definitely won’t want to end. How to cite Twilight Book Review, Papers

Professional Ethics and Reflection in ECEC †MyAssignmenthelp.com

Question: Discuss about the Professional Ethics and Reflection in ECEC. Answer: In each child there is an individuality comparable to non-other. The growth of each child occurs at their individual level of development, and each of them is from a family with varying beliefs and practices. As a teacher of the ECE, I have learned from experience in various schools that it is my duty to appreciate an individual child as a whole and that the curriculum should be aligned based on the needs of the children. As an educator, my Professional Philosophy of Teaching and Learning is built upon five pillars, namely, a high-quality learning curriculum that is holistic, a learning environment that is inclusive, sharing expectations and making joint decisions with the childs family, connecting learning with real-world experiences, and provision of a supportive transition. I believe that high quality and holistic learning curriculum will foster the physical, social, emotional and cognitive development of each child. It is also my conviction that the learning ought to be based on a play because children learn best by doing. Thus, just like Miller (2015) notes that teachers must strike a balance between activities initiated by the teacher and those undertaken by the child. Jean Piaget states that a students efforts come from the student himself instead of being imposed and that his intelligence undertakes authentic work instead of accepting predigested knowledge from outside, it is simply asking that the laws of all intelligence be respected (Heckman et al., 2010). For example, I once devised a play of matching sticks during my first placement after college with the hopes that all the children will be happy with it. During class meetings, some children were not even interested in it while only a third of the classes were excited about it. I had to devise other play activities based on their needs at a particular time by first inquiring from them what they preferred and secondly through observation. This can be achieved through the use and development of appropriate practice approach by designing activities that are appropriate for each child and relevant to the ability, needs, and interests of each child. It is my conviction that a learning environment ought to be inclusive and involve everyone. A teacher should promote inclusivity, where all children are equally regarded with consideration of their cultural background and any special needs. This is very important for it will create confidence in the child that his/her needs are catered for just like at home thus fostering natural learning. Just like Ian states, Not the children of the rich or the powerful only, but of all alike, boys and girls, both noble and ignoble, rich and poor, in all cities and towns, villages and hamlets, should be sent to school (Traversa, 2012). For example, there was an instance in which the girl child from a given family dressed differently based on their religious beliefs and this incited other children to mock at her. Such an incidence made the girl to lose self-esteem, and she was lonely most of the times. But after discouraging that habit and fostering cultural tolerance by encouraging respect for each diverse culture, there was an improvement in the performance of the child, and she even made more friends. The expectations of the teacher and the childs parent should be shared because parents are partners in support of the childs preparation for the next grade through everyday prospects and joint decision making with the institution around policy decisions and program assessment. Cook et al. (2013) assert that the social exchange theory emphasizes on mutual trust that arises between the family and the school program, which also determines the level of commitment and partnership between the school or teacher and the childs family. If the family is not engaged in matters of the child learning, then either the families or educators will gradually lose their sense of trust or commitment. Thus, families can be involved by encouraging them to be participants in the leadership of the school, parent-teacher conferences, participating in school volunteer activities, eliciting information about children from the families either informally or formally. The use of real-world examples and addressing real-world problems as teaching methods in the classroom makes learning about significant issues more expressive to the children, and it can assist to ignite interest in learning. Also, the strategy enables the children to become engaged in learning and to become more cognizant of the choices they make in the community. The Montessori curriculum emphasizes that children educate themselves and are driven to study by living and walking about (Lunenburg, 2011). This instils in the children independence and the exercise of their inherent instincts to explore more about the world around them. I as an educator, I work to ensure that families are well prepared with the resources and skills to care their children as they move into and out of the school, continuous deliberations with the families under the guidance of the specific school policies. To me, this is important because it eases the transitional anxiety of the child to a new place. According to Peters (2010), this can be achieved by the school offering opportunities for the families of the early childhood education and children to visit the school prior. The school can also partner with the local organizations like the daycare centers to establish a child-friendly transitional strategy for the children arriving from the environment of early childhood. I remember when we had over 50% dropouts of children in the early childhood class due to the fear of new environment by the children from the nearby local community daycare center. However, I proposed a strategic transitional plan of partnering with the daycare center with the aim of creating a child-friendly transitional for the students from the daycare in addition to offering supporting transitions to parents; an idea that substantially solved the problem. I believe that the success of early childhood education is dependent on how we envision the child and this will act as a guide on how to offer the better training. With my philosophy of early childhood education which considers significant aspects of education like curriculum, learning environment both teacher and parents expectations, real-world experiences, and provision of a supportive transition, I will be an effective teacher focused on the holistic development of each child that comes into my sphere. References Cook, K. S., Cheshire, C., Rice, E. R., Nakagawa, S. (2013). Social exchange theory. InHandbook of social psychology(pp. 61-88). Springer, Dordrecht. Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program.Journal of public Economics,94(1-2), 114-128. Lunenburg, F. C. (2011). Curriculum models for preschool education: Theories and approaches to learning in the early years.No 1Sam Houston State University. Miller, D. F. (2015).Positive child guidance. Cengage Learning. Peters, S. (2010). Literature review: Transition from early childhood education to school.Report to the Ministry of Education, New Zealand. Traversa, J. (2012). Time Line A Philosophical Perspective on Early Childhood Education. Professional Pracice. Brampton, Ontario, Canada: Sheridan College Institute Of Technology and Advanced Learning.