Ethical Decision Making Assignment Example | Topics and Well Written Essays - 1250 words

Ethical Decision Making - Assignment Example This article also introduces the moral aspect of making suitable decision through a number of morality theories in society. Introduction The application of ethical concepts in various fields has provided numerous benefits to parties that are affected by criminal activities in society. However, during certain instances law enforcers face a number of challenges in the process of following provisions in the code of ethics hence introducing moral issues when solving these situations. This discourse places its focus on ethical decision-making and the implication of decisions made to various individuals and the society. Question 1 In this case, the best decision to make would be to approach the lieutenant’s supervisors and report the planned exoneration of the lieutenant’s brother from a certain case. This decision would be advised by the theory of utilitarianism and concepts in value ethics. First, according to the theory of utilitarian ethics an action is ethical if it resu lts to a higher number of positive consequences. Therefore, choosing not to follow the lieutenant’s advice would be moral since it would result to benefits such as availing justice to the offended in this case, cleaning of the criminal investigation department of unprofessional officers and abiding by the oath serving and protecting the citizens (Kapp,2004). Secondly, virtue ethics requires that the actions of an individual should portray suitable characteristics hence in this situation the officer is required to uphold honesty and transparency. This will ensure that the offended party receives justice through prosecution of the violators of the law (Ferrell, Fraedrich, and Ferrell, 2013) Question two According to ethics, making a decision based on the lieutenant’s report may result to a number of implications. These implications may affect individuals, the criminal investigation unit, and the law. Making a criminal investigations report based on compromised evidence a ffects individuals in a number of ways. First, making a report based on altered information may result to formation of a different case against offenders. This may result to denial of justice to the offended as the offender is left scot-free. According to ethical theories of consequentialism, this action would be immoral. Secondly, compiling of a criminal investigation report based on altered reports erodes the credibility of the criminal investigation unit (Kapp, 2004). This is because cases resulting from certain reports because more harm since perpetrators are left free hence a repeat of the crime may occur. According to virtue ethics, individual characters should enhance the compliance with the law. However, in this case compiling a report based on incomplete information makes serious violations on the law and virtue ethics. This may set an undesirable precedent in law enforcing organizations thus resulting to increased incidences of violation of the law and the code of ethics i n the criminal investigation units. Question three Approaching the lieutenant’s supervisors on this case would have various implications. First, approaching the supervisors on this case may result to a strained relationship among colleagues in the criminal investigation unit. This would hamper efficient operation of the department hence resulting to

Investigate the design of Lighting Systems, Electrical Energy Essay

Investigate the design of Lighting Systems, Electrical Energy Management and Tariffs - Essay Example This is done when the consumption is less and proper and no wastage of energy is there. The lamps and other devices should be of proper rating and proper standard. The design should be such that required illumination is obtained in a least possible cost. a) Fluorescent Lamp :- The basic construction of this type of lamp is that it has a discharge tube made up of glass. There are two electrodes at both the ends. This tube contains gases at certain pressure which on ionization emits light. The fluorescent powder is coated at both inside and outside the tube. The electrodes at both the ends are coated with some electron emitting material. A choke coil is connected in series with the lamp to stabilize current. One capacitor is also connected to compensate the power factor. This lamp emits white colour and widely used in homes, offices and shops. b) Electric Discharge Lamp :- These were the first type of lamps that were used. In these type of lamps there is a discharge tube in which two electrodes are connected to both ends and excited by electric source. The gas inside the tube gets ionized and emits light. There are various types of electric discharge lamps namely sodium vapour lamp and mercury vapour lamp. c) Filament Lamp :- In this lamp a fine filament is connected to the electrodes and excited which emits light. The construction of these kinds of lamps is very simple. Earlier fine carbon was used as element in these lamps later on tungsten was preferred in place of carbon. Principle of good lighting While designing lighting system following considerations should be done. 1) Proper illumination level :- This is the major factor because for proper vision the brightness of the object should be proper which depends on illumination level. Degree of illumination depends upon some factors like size of the object, distance from the observer, object background contrast. There are some standards made by ISI for illumination level in various parts of he building. For street lighting also some standards are made. Table below shows some average value of illumination level. Places Illumination level Heavy Traffic routes 30 Average traffic routes 15 Secondary roads with local traffic 8 Secondary roads with light traffic 4 2) Uniform Illusion :- The vision of eye depends on the brightness of the object. If the uniformity of light is there the eye has to adjust more. This will cause fatigue. The method to achieve uniform illumination Generalized light should also be employed with local light. 3) Colour of light :- The brightness of any object basically depends on colour of light falling on it. The composition of light should

Process of Meiosis | Experiment

Process of Meiosis | Experiment In this experiment we observed the process of meiosis by looking at different slides. Meiosis is a process in which a diploid (2n) parent cell is divided into four haploid (n) daughter cells. The daughter cells have half the number of chromosomes as the parent cell. Meiosis mainly occurs in sex cells (gametes) of humans through the process of spermatogenesis (males) or oogenesis (females). It is essential for sexual reproduction, and thus is seen in all eukaryotes that reproduce sexually. Before the cell undergoes meiosis, it first replicates its DNA. Meiosis includes 2 cycles of division- meiosis I and meiosis II. After meiosis I is completed, DNA is not replicated, which leads to the final daughter cells being haploid (n). The first step of meiosis I is prophase I. During prophase I, DNA can be exchanged between homologous chromosomes by tetrads crossing over, a process referred to as recombination. The new combination of DNA provides for genetic variation for the daughter cells. I n addition, in prophase I, the nuclear envelope disintegrates, and the two centrioles move to opposite ends of the cell. In metaphase I, homologous chromosomes are aligned at the metaphase plate (site where the cell will divide) in pairs. The side at which homologous pairs will lineup is random and further improves the chances for genetic variation. The centrioles attach kinetochore microtubules to the chromosomes, so that they can be pulled apart to the different ends as the cell divides. In anaphase I, the microtubules shorten, pulling the pairs of homologous chromosomes apart from one another. In telophase I, the chromosomes arrive at their respective ends and the cell divides to form two haploid cells. The nuclear membrane is reformed, and the microtubules disappear. The chromosomes uncoil back into chromatin. Note, that even though the first meiotic division led to two haploid cells, each chromosome still contains a pair of sister chromatids. Thus, meiosis II begins without DNA replicating beforehand. The steps in meiosis II are very similar to the ones in meiosis I. In prophase II, the nuclear envelope disintegrates, the centrioles move to the opposite end of the pole, the chromosomes condense and prepare for the second division. In metaphase II, the chromosomes again line up randomly at the plate, but this time independently, not in pairs. The spindle network is formed is also formed. In anaphase II, the sister chromatids are pulled apart and move toward the opposite ends of the pole. Lastly, in telophase II, the cells are cleaved and the nuclear envelope reappears. The chromosomes uncoil and the end result is 4 haploid daughter cells. In spermatogenesis, the 4 daughter cells are the spermatids. However, in oogenesis, even though 4 haploid daughter cells are created, 3 are polar bodies, while the last is an ootid (egg), which might be fertilized by a spermatid. During fertilization (when the spermatid and ootid join), the number of chromosomes reverts b ack to 2n (diploid). The random alignment and crossing over are very important to the process of meiosis because they provide for greater genotypic diversity. However, if the chromosomes are not able to separate, several errors can arise. Klinefelter and Turner syndromes are due to nondisjunction, during which there is an extra X chromosome present in males, or missing an X chromosome in females, respectively (Russell, 346-349). We also observed the life cycle of the insect drosophila. We will be experimenting on them in the coming weeks. This insect serves as a great experimental organism in the field of genetics due to its short, unique life cycle, and since Mendels laws of inheritance (law of segregation, law of independent assortment) are clearly visible when they mate. The law of segregation states that when any individual produces gametes, the copies of a gene separate so that each gamete receives only one copy. The law of independent assortment states that alleles of differen t genes assort independently from each other during gamete formation. The purpose of this experiment was to familiarize ourselves with the process of meiosis and the insect drosophila, as we will be working with them in future experiments. We used slides from human testis, rat testis, and chorthippus testis, to compare the process of meiosis in different eukaryotes. I predict that I will be able to see the stages of prophase, metaphase, anaphase and telophase in the slides. Hypothesis: I believe that the process of meiosis will be the same in all three eukaryotes, and I will be able to view the cells differentiating. I should be able to see the different structures of the insects and be able to distinguish male and female drosophilas based on their appearance. I believe that I will be able to witness the different stages of meiosis in the slides. Methods: Obtain the slides and the compound light microscope from the instructor. Place the first slide on the stage of the microscope (the microscope should be on the lowest power- 40x) and use the coarse adjustment knob to focus the slide. Turn to the next highest power (100x), and this time, use only the fine adjustment knob to bring the slide into focus. Turn the microscope to the 400x power, and again focus the slide. Sketch what you see on a separate sheet of paper and label the different structures. Before moving on to the oil immersion power, put a little drop of oil in the middle of the slide. Focus the image under oil immersion and sketch the results once again. After youre done sketching the slide, lower the stage and put the microscope back to the lowest power (CAUTION: be careful not to get oil on the 400x power when turning the objectives as this will ruin the lens). Repeat these steps for the rest of the slides (NOTE: for the drosophila male and female slide, the lowest power, 40x, is good enough to get a good overview). The slides we viewed were: chorthippus testis, generalized animal cell, human chromosome (metaphase state), turtle liver mitochondria, drosophila chromosome, drosophila (male and female), rat testis, and human testis. At the end of the experiment, clean all the slides that have oil on them, wipe the oil immersion lens, and return the materials to the instructor. Results: Questions: 1. What major chromosomal event occurs between leptonema and zygonema? Between leptonema and zygonema, the major chromosomal event that occurs is the pairing of the homologous chromosomes. 2. Do any of the chromosomes at zygonema appear to consist of two parallel parts? How do you account for this appearance? Yes, chromosomes at zygonema appear to consist of two parallel parts, which is probably due to the paired homologues. 3. Consult your textbook for a definition of the term chromomere. Can you detect chromomeres in any of the meiotic cells you are examining? At what substages of prophase I are chromomeres evident? Chromomeres are dark regions of chromatin condensation. Yes, you can detect chromomeres in meitotic cells; they are usually seen in zygonema of prophase I. 4. Do you observe a large, darkly staining structure in the nucleus during leptonema and zygonema? This body represents an already highly condensed (heterochromatic) X chromosome. Can you follow the fate of this chromosome through the rest of the substages of prophase I and metaphase I? Yes, it should be possible to follow the fate of this chromosome through the rest of the substages of prophase I and metaphase I. This X chromosome will not align with the rest of the chromosomes at the metaphase plate and will be near one end of the splitting cell or the other. 5. Briefly list major differences between zygonema and pachynema. At zygonema, the chromosomes are much less condensed than those at pachynema. Crossing over occurs at pachynema. The number of chromosomes can be determined at pachynema, but not at zygonema. 6. Locate cells in diplonema. Can you observe a) the two homologous chromosomes in a pair? b) individual chromatids in a chromosome? c) chiasmata? a) Yes, the homologous chromosomes in pairs are visible. b) Yes, the chromatids are also visible, since the chromosomes at this stage are much coiled. c) Yes, the chiasmata is visible, it is the point where the pair of homologous chromosomes exchange genetic material. 7. Because of the degree of condensation of the chromosomes, diakinesis is an ideal stage at which to determine the chromosome number. Count the chromosomes in a grasshopper cell at diakinesis. Record the number here. Does this represent the diploid number? Justify your answer. Note that sex in grasshoppers is determined by an XO mechanism in which the female is XX, but the male has a single X chromosome. Therefore, the X chromosome that you observe in diakinesis is not a tetrad. What is the significance of this information for determining chromosome number in grasshopper males versus females? Since grasshopper males are missing an X chromosome, to find their diploid number of chromosomes, one would have to count the haploid number (n), double it (2n), but then subtract 1, since it is missing an X chromosome. In females, the subtraction will not be necessary; they will always have double their haploid number of chromosomes (example- if haploid number equals 14 chromosomes, male diploid number will equal (2n-1 = 28-1) 27 chromosomes, while the females will have 28 chromosomes in a diploid cell). 8. Observe several cells in metaphase I. Do you notice a chromosome in an unusual position with respect to the other chromosomes in the cell? What chromosome might this be? Yes, this chromosome could be the X or Y chromosome. 9. Can you find cells in other stages of meiosis or sperm differentiation? If so, briefly describe their appearance and state what stages you think they might be. Yes, it is possible to find other stages of meiosis. In metaphase, the chromosomes are lined up at the metaphase plate. In anaphase, the chromosomes are being pulled apart, and in telophase the cells should be separating via cytokinesis. Conclusion: The process of meiosis is very complicated, but is necessary for sexual reproduction. There are five substages of prophase I in meiosis. Prophase I is the most important stage in meiosis, since this is the stage where crossing over occurs between homologous pairs of chromosomes, which is essential for genetic variation. The first substage is leptonema where chromosomes begin to condense into long strands and begin to look for their homologous pair. In the second substage, zygonema, the chromosomes have found their pairs. The third substage, pachynema, is where crossing over occurs. In addition, the chromosomes are condensed enough so that one can count the number of chromosomes. In the fourth substage, diplonema, portions of the chromosome begin to separate, and the chiasmata (the site where crossing over takes place) is made visible. The last stage, diakenisis, is where the nucleoli disappears, the nuclear membrane disintegrates, and the four tetrads of a pair of homologous chromoso mes are clearly visible (the chromosomes are fully condensed) (Meiosis Prophase I). When looking at the drosophilas, males were easily distinguishable from females. Males were smaller in size compared to the females. The end of the male was more rounded, while the female was pointier. Females had more of a striped pattern on their ends, while males have black as the dominant color. Lastly, males have a sex comb at the joint of each front leg (males also have a penis) (Hammersmith Mertens, 5). In the generalized animal cell, I was able to identify the nucleus and the nuclear envelope. In the human chromosome slide of metaphase, the chromosomes were lined up, which means they were about to be separated. In the human, rat and chorthippus testis, I had a difficult time identifying the different cell types, or cells in different phases of meiosis. Meiosis is an essential process, and if an error occurs, the consequences could be lethal.

Learning from Mother Teresa Essay -- Graduate College Admissions Essay

Learning from Mother Teresa       Mother Teresa is the most important peace hero of the 20th Century. Many have focused on bringing peace by political means, both violent and non-violent. Though these means may bring temporary relief, they treat only the symptoms of violence. Mother Teresa addressed the root of all violence which is in the human heart. She believed in an active peacemaking and taught that "works of love are works of peace." (Collopy 14) Her power came from three things: a radical understanding of peace, unwavering devotion to victims of all types of violence, and the beautiful example of her life.    Mother Teresa was born Agnes Gonxha Bojaxhiu in Skopje, Albania, in 1910 (Vardey xx). In 1928 she joined the Loretto order to work as a teacher in India. Her true calling came in 1946 when, according to Mother Teresa, "I was traveling to Darjeeling by train, when I heard the voice of God... The message was clear. I must leave the convent to help the poor by living among them" (Sebba 46). Mother Teresa left the confines of the Loretto order to begin her own ministry. In 1950 she received papal permission to found a new religious order, the Missionaries of Charity (Associated Press, Highlights). Through the Missionaries of Charity, Mother Teresa brought true peace and hope to millions.    Love is the most fundamental peace. Peace that comes from love is not simply the absence of conflict, it is active, living, and engages our truest selves. It is this positive peace that was Mother Teresa's radical vision. For Mother Teresa, peace was so much more than political stability. Nations do not suffer, individuals do. Nations cannot be at peace unless individuals are at peace. Mother Theresa said, "The whole... ...h all you meet. Remember, Works of love are works of peace." (Collopy 14). By valuing every human being, by finding Jesus even in the poorest of the poor, Mother Teresa was a hero because she gave peacemaking love to all she met, and taught others to do likewise by her example.    Works Cited    Associated Press. Mother Teresa in Her Own Words. 1997 http://www.cnn.com/WORLD/9709/mother.teresa/quotes/index.html Highlights of Mother Teresa's Life. 1997 http://www.cnn.com/WORLD/9709/mother.teresa/chronology/index.html CNN. "Saint of the Gutters". 1997 http://www.cnn.com/WORLD/9709/mother.teresa/impact/index.html Collopy, Michael. Works of Love are Works of Peace. San Francisco: Ignatius, 1996. Sebba, Anne. Mother Teresa. New York: Doubleday, 1997. Vardey, Lucinda. Mother Teresa-A Simple Path. New York: Ballantine Books, 1995.

Native American educational traditions passed Essay

Before contact with Europeans, Native Americans developed an effective system of informal education call aboriginal education. The system included transmitting knowledge, values, skills, attitudes, and dispositions to the next generation in real world settings such as the farm, at home, or on the hunting ground. Education was viewed as a way to beautify and sharpen the next generation and prepare them to take over the mantle of leadership. The purpose of education was for an immediate induction of the next generation into society and preparation for adulthood. Education was for introducing society with all its institutions, taboos, mores, and functions to the individual. Also, education was intended for making the individual a part of the totality of the social consciousness. Native American education delineated social responsibility, skill orientation, political participation, and spiritual and moral values. The cardinal goals of Native American education were to develop the individual’s latent physical skills and character, inculcate respect for elders and those in authority in the individual, and help the individual acquire specific vocational training (Franklin, 1979). Native American education was also for developing a healthy attitude toward honest labor, developing a sense of belonging and encouraging active participation in community activities. Both boys and girls had equal access to education. Boys were taught by their fathers, uncles, grandfathers, and other male elders. Girls were instructed by their mothers, aunts, grandmothers, female elders and other members of their families. Sometimes, both boys and girls received instruction at the feet of either male or female elders (Mould, 2004). There were barely any dropouts and the community ensured that every child received a full education. Youth appropriate information and knowledge was not hidden from any child. Several teaching strategies, including storytelling, were utilized to pass on knowledge and culture to the youth. In fact, Mould (2004) believed that storytelling was a sacred and vital part of a Native American youth’s education. Knowledge and culture were passed down orally, â€Å"crafted into stories that would instruct, inspire, provoke, question, challenge, and entertain† (Mould, 2004). Often, the youth would gather together to listen to the elders as they related the knowledge once entrusted to them when they were children (Mould, 2004). The philosophy of education was that of the development of the individual as well as the whole society (Johnson et al. , 2005). Educational philosophy also emphasized the importance of nature. The pursuit of knowledge and happiness were subordinated to a respect for the whole universe. According to Johnson, knowledge was equated with an understanding of one’s place in the natural order of things and educators were encouraged to study and teach the physical and social world by examining the natural relationships that exist among things, animals, and humans. Studying ideas in the abstract or as independent entities was not considered as important as understanding the relationships among ideas and physical reality. The essential components of an educational experience included hands on learning, making connections, holding discussions, taking field trips, and celebrations of the moment (Johnson et al. , 2005). These highly effective teaching methods were utilized by adults to transmit culture to or educate the next generation. The youth learned at their own pace and barely competed against one another. The youth were taught to be supportive and nurturing of one another in the learning process. As a result of the holistic education that all youth were exposed to in the period before their contact with Europeans, there were barely any miseducated Native American children. At the time of European contact with Native Americans (from 1492), an advanced system of informal/aboriginal education had been developed by Native Americans as noted earlier. That system was misunderstood by Europeans who thus made efforts to impose their formal system of education on Native Americans. After contact with Europeans, formal education for Native Americans was initially conducted by missionaries and private individuals until the 1830s. There were increased European government efforts to formally educate Native Americans after the passage of the Indian Removal Act (1830) which forced Native Americans onto reservations (Tozer 2009). The purpose of formal education of Native Americans, as far as Europeans were concerned, was forced acculturation or assimilation to European culture (Tozer 2009). The aim of the European system of education was to â€Å"civilize†, Christianize, and Europeanize the Native Americans in European-controlled schools. To achieve this purpose and aim, many Native American children were forcibly removed from their homes and enrolled in European-controlled schools. By 1887, about 14,300 Native American children were enrolled in 227 schools run by the Bureau of Indian Affairs or by religious groups (Tozer 2009). The schools were operated based on an Anglo-conformity assimilationist approach. The Anglo-conformity assimilationist approach included the following: 1) Educating the Native Americans away from their culture due to the philosophy of Europeanization or Christianization or â€Å"civilizing† of the Native American through education; 2) Intensive efforts were made to destroy extant Native American cultures by excluding Native American cultures from the school curriculum; 3) Concerted efforts were made to prevent Native American students from following their own culture; and 4) Native American students were punished for speaking their native languages (Feagin & Feagin, 2003). This approach motivated European American educators to force Native American students into boarding schools where it was believed that it would be easier and much more effective to Europeanize, Christianize, and â€Å"civilize† them. Students were forced to dress like Europeans, convert to Christianity, and take European names. Students who refused to conform were severely punished. The effects of the Anglo-conformity assimilationist approach on Native Americans cannot be overemphasized. Many of them lost or became confused about their cultural identity. Some tended to know a lot more about European culture, history, philosophy, and languages than about their own culture, history, philosophy, and languages. Europeanization, Christianization and â€Å"civilizing† of Native Americans through formal education seriously undermined the very foundation of Native American cultures and alienated many Native Americans from their own cultures and environment. Formal education forced many Native Americans to absorb European lifestyles and led to individualism as well as serious weakening of traditional authority structure and kin group solidarity. Many Native Americans lost faith in their own cultures and civilizations and absorbed those of Europeans. Some have neither fully adopted European culture nor fully embraced Native American culture and consequently swing between the two in a state of cultural confusion. Eurocentric education has been a miseducation of Native Americans as has been for all minority groups in the United States. These and many other political, social and economic effects of formal education on Native Americans have permeated Native American cultures till today. European American teachers and administrators have blamed Native American educational problems on cultural differences. This is known as cultural deficit theory. According to cultural deficit theorists, disjuncture’s or differences or deficits between the culture of the home and the culture of the school are the reasons for the poor academic achievement of non-European students (Johnson et al. , 2005). European American schools focus only on the dominant culture and expect all students to operate as if they are members of the dominant culture, giving an advantage to students from the dominant group and a disadvantage to those from minority groups (Johnson et al., 2005). What cultural deficit theorists advocate is that students from minority groups, including Native American students, must reject their own cultural patterns and absorb European American cultural patterns in order to be successful in school. Thus, in an effort to assist their students to be high achievers in school, many European American teachers have attempted to make their students â€Å"less Native American† by educating them away from their own cultures and imposing Anglo-European culture on them. Many schools and textbooks exclude Native American experiences and their immeasurable contributions to this society and the rest of the world and provide little to nothing to assist Native American children identify with their own cultures. From the 1930s some boarding schools were replaced by day schools closer to reservations and a bilingual policy of educating Native American students in both Native American languages and the English language was discussed (Feagin & Feagin, 2003). Since the 1960s, organized protest has led to increased government involvement and aid for primary, adult, and vocational education for Native Americans on and off the reservations. Federal and local governments have focused more attention on local public schools (outside the reservations) and Bureau of Indian Affairs (BIA) schools in the reservations. For greater inclusion of Native Americans in their own education, Native American advisory boards have been organized in mainstream public schools. More Native Americans have been added to school faculty and staff. Native American art, dances, and languages have been included in the school curriculum. The central curriculum taught in both BIA and mainstream schools have remained the same from colonial times until recently. The curriculum indoctrinates Native American children with the same European American values as in the past (Feagin & Feagin, 2003). In many reservations today however, there are efforts to reverse this by teaching students in Native American languages and culture from the early years of their education. In the Choctaw Reservation in Choctaw, Mississippi for example, students are taught in the Chahta and English languages in the first three years of formal schooling and in the English language from the fourth grade onwards. Throughout their schooling to the high school level, they are taught and exposed to Choctaw culture and encouraged to speak the Chahta language in and outside of school. One of the essences of the Annual Choctaw Indian Fair is to educate both the youth and adults in Choctaw cultural practices and traditions and to transmit Choctaw culture to the next generation. The author of this article, who happens to be an African and from a continent which has had similar experiences as those of Native Americans, greatly applauds the new forms of formal education among Native Americans on the reservations, which include an integration of the Native American system before their contact with Europeans and aspects of the European system as a way of preserving what is left of Native American cultures, preparing contemporary Native American youth for their real world settings, and meeting the needs of Native Americans. The large scale migration of many Native Americans to the cities since the 1950s has led to a decline in the number of children in BIA schools. By the early 1990s less than ten percent (10%) of Native American children attended BIA schools (Feagin & Feagin, 2003). Today, most Native American children attend mainstream local public schools due to the fact that majority of Native Americans live off reservations with their children (United States Census Bureau, 2001). The mainstream educational system has however failed to meet the needs of Native American students. The failure stems from the absence of a Native American perspective in the curricula, the loss of Native American languages, the shift away from Native American spiritual values, and the racist and discriminatory activities of many European American teachers and administrators (Feagin & Feagin, 2003; Schaefer, 2004). Perhaps, mainstream educators could borrow the new forms of formal education being practiced on the reservations which seem to much better meet the needs of Native American students rather than continually imposing the Eurocentric system which has not worked for Native Americans. With regard to higher education, since the 1960s, many mainstream colleges have established Native American Studies centers to provide facilities for the study of Native American issues (Feagin & Feagin, 2003). By the late 1990s, more than 134,000 Native Americans were enrolled in colleges and universities throughout the United States (Schaeffer, 2004). Majority of the students attended predominantly European American public colleges and universities. Some of the students were not very successful due to the ingrained racist and discriminatory practices in those institutions. Consequently, many Native American students dropped out of those institutions. In general, Native American formal educational attainment has remained lower than that of the general population due to the Eurocentricity of the educational system. By 1990, less than two-thirds of Native Americans over the age of twenty-five were high school graduates compared to three-fourths of all Americans in that age range. Native American students in mainstream schools are disproportionately placed in special education classrooms. The proportion of Native American students who drop out after tenth-grade is 36%, the highest of any racial or ethnic group and more than twice that of European Americans (Schaeffer, 2004). In view of the aforementioned issues in education among Native Americans, a Department of Education Task Force organized in the late 1990s recommended the following for addressing Native American educational issues: implementation of multicultural curricula that inculcate respect for Native American history and culture, and establishment of programs that guarantee that Native American students learn English well. The task force assumed that if Native American students learn English very well then they will be successful in school, an assumption which is traced to the cultural deficit theory discussed above. Today, many Native American students attend Native American-controlled community colleges. The community colleges integrate Native American history and culture into courses. More attention is given to students and their cultures in the Native American-controlled educational institutions. Native Americans had established an effective educational system which ensured the smooth transmission of their cultures to the next generation before their contact with Europeans. The system included passing on of knowledge, values, attitudes, skills, and dispositions required for successful functioning of every individual in real world settings. Access to education was denied neither to male nor female while all children were taught to support and nurture one another and not necessarily compete against one another in the learning process. Learning was undergirded philosophically by a reverence for nature and a sense of humans’ responsibility to nature (Johnson et al. , 2005). The arrival of Europeans from 1492 onwards led to the imposition of a Eurocentric educational system which was underpinned by an Anglo-conformist assimilationist approach discussed above. This approach included educating Native Americans away from their cultures as a way of rendering them â€Å"less Native American† and more European American. The Anglo-conformist assimilationist approach in the formal education of Native Americans has left many of them miseducated and quite confused about their cultural identity. The political, economic and social impact of the European aim of Europeanizing, Christianizing and â€Å"civilizing† Native Americans through formal education are discussed at length in a paper presented by the author at the National Association of Native American Studies Conference in 2004. Fortunately, today, Native American leaders are successfully making efforts to reverse the adverse effects of the imposed Eurocentric educational system by synthesizing traditional Native American educational practices with European American practices. Works Citied Feagin, J. R. and Feagin, C. B. (2003). Racial and ethnic relations. Englewood Cliffs, New Jersey: Prentice- Hall Johnson, J. A. ; Dupuis, V. L. ; Musial, D. ; Hall, G. E. ; and Gollnick, D. M. (2005). Introduction to the foundations of American education. Boston, Massachusetts: Allyn and Bacon. Mould, T. (2004). Choctaw tales. Jackson, Mississippi: University Press of Mississippi. Schaefer, R. T. (2004). Racial and ethnic groups. Upper Saddle River, New Jersey: Pearson Education, Inc. Steven Tozer (2009) School and Society : Historical and Contemporary Perspectives. McGraw- Hil Publishing Company.

Karl Marx Essay

Karl Marx did not believe in god. He was well known for his ideas about alienation. He believed everyone was born with a creative spirit, i.e. species being. Conflict is to fight or to battle, Karl Marx was the founder of conflict theory, according to sources conflict theory argues that the competition of groups and individuals for power and wealth is a fundamental process shaping the social structure. Conflict is manifested through Marx by who gets what and why, Marx argued that the labor market was shaped by class conflict. The capitalist class, which owned the means of production, promoted division of labor to maximize their profits and to disempowered workers. Karl Marx did not believe in god. He was well known for his ideas about alienation. He believed everyone was born with a creative spirit, i.e. species being. Conflict is to fight or to battle, Karl Marx was the founder of conflict theory, according to sources conflict theory argues that the competition of groups and individuals for power and wealth is a fundamental process shaping the social structure. Conflict is manifested through Marx by who gets what and why, Marx argued that the labor market was shaped by class conflict. The capitalist class, which owned the means of production, promoted division of labor to maximize their profits and to disempowered workers. Karl Marx did not believe in god. He was well known for his ideas about alienation. He believed everyone was born with a creative spirit, i.e. species being. Conflict is to fight or to battle, Karl Marx was the founder of conflict theory, according to sources conflict theory argues that the competition of groups and individuals for power and wealth is a fundamental process shaping the social structure. Conflict is manifested through Marx by  who gets what and why, Marx argued that the labor market was shaped by class conflict. The capitalist class, which owned the means of production, promoted division of labor to maximize their profits and to disempowered workers. Karl Marx did not believe in god. He was well known for his ideas about alienation. He believed everyone was born with a creative spirit, i.e. species being. Conflict is to fight or to battle, Karl Marx was the founder of conflict theory, according to sources conflict theory argues that the competition of groups and individuals for power and wealth is a fundamental process shaping the social structure. Conflict is manifested through Marx by who gets what and why, Marx argued that the labor market was shaped by class conflict. The capitalist class, which owned the means of production, promoted division of labor to maximize their profits and to disempowered workers. Karl Marx did not believe in god. He was well known for his ideas about alienation. He believed everyone was born with a creative spirit, i.e. species being. Conflict is to fight or to battle, Karl Marx was the founder of conflict theory, according to sources conflict theory argues that the competition of groups and individuals for power and wealth is a fundamental process shaping the social structure. Conflict is manifested through Marx by who gets what and why, Marx argued that the labor market was shaped by class conflict. The capitalist class, which owned the means of production, promoted division of labor to maximize their profits and to disempowered workers. In sociology the word culture means the totality of learned, socially transmitted knowledge. It can be defined as the ways of thinking, the ways of acting and material objects that together shape a persons way of life. Material culture refers to physical culture artifacts, i.e. things that you can touch, cars, handbags and clothes. Non-material culture refers to artifact that exists in a culture, e.g. norms, values, religion rules,  moral language and knowledge. In sociology this is referred to several processes that a culture uses to shape its member’s members thoughts, feeling and behaviors. Abortion is considered part of non-material culture because it is an artifact that exists in cultures its something that can’t be touch. Many religions view abortion as a sin due to the fact that abortion is the termination of an early pregnancy by various methods; religions view it as the killing of a life. Others just view it as moral issues despise the legality of abortion. Abortion is the termination of a pregnancy by the removal or expulsion of a fetus from the uterus. It can occur in two ways purposely which is the term abortion refers to or it can occur unexpectedly, which is considered a miscarriage. It is done in two ways medically in a clinic or with pills. Abortion falls into values and religion rules because many people believe it is something that shouldn’t be done because who are we to take a life away, and as I previously stated others view it as murder because a fetus is consider a life from the moment it is conceived. According to Julie Cline in the article â€Å"Teen Abortion† from the Chicago Tribute, the controversy over abortion is incredible still until this day; people against abortion are trying there best to change the fact that abortion is legal. But according to Cline others believes abortion has its benefits. Studies show teen pregnancy has gone up in the last few years and that more than 300,000 teens receive abortions, that is equal to 1/3 of the abortions performed yearly. This article states abortion should stay legal because it keeps unwanted children from coming into this world and teens from ruining their futures.