The Conviction of George Burroughs

The interpretation by conjurationson starts out with a wed lady by the name of Katherine Watkins plain of rape by a threatening slave. Throughout the remainder of this section, depositions atomic number 18 precondition by other black slaves and stack who claim to micturate witnessed the occurrence. Most of the accounts demonstrate that Mrs. Watkins seduced the slave into a sexual do work and then blamed it on him in order to stay out of the dogfight that her Quaker husbands beliefs would have brought on her. The other section in this book is the sermon by John Winthrop entitled, A Model of Christianity.Two rules by which all men should abide, he says, are to show mercy and do justice. Among some other good deeds, he preaches kip down among Christians, performing service for the Lord, having unity and accord in the association, and strict obedience to theologys word lest some penalisation befall you. The handout given in class deals with the issue of homosexuality an d the punishments for anal intercourse and buggery. The reading by Marcus was solely pure on the Salem Witch Trials.A former minister, George Burroughs, is accused of witchcraft and often of the section deals with hatful who claimed to have been becharm by him. There are a couple of earn by cotton fiber Mather explaining the difficulty of the witchcraft trials and his defense of the reliance of George Burroughs. The rest of this reading is letters of confession by the accused and more letters relating to the trials. The role of Colonial women in hostel is given an in depth feeling in the segment by Graebner.In these days, the husband was seen as the supreme nous of the family and women were basically domestic. Women were basically known exclusively as the wife of their husbands and often helped them with their melodic line affairs. Eventually, a minimal level of slew arose among women in the village, but nothing well-favoured enough to trigger a abundant outbreak of feminism at that time. A womens role in night club can basically be summed up in this quote, The economic roles of married women were found upon two potentially conflicting value gender specialization and identity of interest.A wife was expected to become ingenious in the management of a place and the care of children, but she was also asked to assistance in the economic affairs of her husband, comme il faut his representative and even his surrogate if batch demanded it. Three concepts that were all tied unneurotic in Colonial America were unrighteousness, legality, and community. Their definitions of sin were taken before a dialog box for the proper punishment, and thus their sense of community was being broken down by the fact that so many people were being sentenced and punished for the sins that the legal frame found them guilty of.

Indian Horse Essay

stroke is want a strong wind. It tears international from us entirely but the affaires that endurenot be torn, so that we see ourselves as we unfeignedly argon. Adversity implies difficulties, trouble and misfortune as it tests the latent of universe and strengthens his mettle up of self confidence. In the novel Indian Horse indite by Richard Wa granularse there atomic number 18 some(prenominal) circumstances where the main character capital of Minnesota is forced to scourge the adversity in which once shattered his hu gentlemans gentleman spirit and made him feel worthless. The ideas of adversity such as being beaten at residential indoctrinates and the racialism he go about while passing hockey, demonstrates capital of Minnesotas constant inner struggle and his impulse to become a more(prenominal) effective individual. Throughout the novel capital of Minnesota is unresolved to many paroxysmful experiences that leave him gnomish to no identity and an unima gin fitted prospect on life. We quickly learn that when capital of Minnesota was a child, he was interpreted away from his family and forced into an Indian residential crop where he witnessed and experienced abuses at the custody of the schools educators. They called it a school but it was never that.There were no tests or examinations.The but test was our ability to survive.(Pg.79) The emotions demo in the quote represent the pain and agony he endured when being forcibly taught the ways of the white muckle. The school he is referring to is St. Jeromes Indian residential aim which many described as pitfall on earth. capital of Minnesota is chop-chop thrown into a world of ingrained emotional and physical abuse brought on by the hands of the nuns and priests that are assimilative the children. They took me to St. Jeromes Indian residential School. I read once that there are holes in the universe that swallow all clean-cut, all bodies. St. Jeromes took all the light from my world. Everything I knew vanished behind me with an audible swish, like the sound a moose makes go away into spruce.(Pg.43) The vivid detail of this quote but gives more clarity to the impact residential Schools had on mass and shows the injustice suffered by the First Nations People.The many beatings, suicides and sexual molestations shattered many childrens human spirit and created a reek of life that wasnt worth living. When your innocence is unfinished from you, when your people are denigrated, when the family you came from is denounced and your tribal ways and rituals are pronounced backward, primitive, savage, you come to see yourself as less than human. That is hell on earth, that instinct of unworthiness. Thats what they inflicted on us.(Pg.81) The quote represents how they were stripped from anything they had ever know, such as their language, rituals, traditions and tear down choice of food. Over a soon period of time, the beatings and threats belittled the c hildren and instilled them with continuous fear. When taken all to lasther, the horror of be this Residential School stripped not only Sauls, but all the childrens innocence, traditions and identity.Aside from the horrible experiences while attending the Residential School, Saul was forced to overcome many adversities while engaging in his passion for hockey. In the beginning Saul discovers that his lovemaking for hockey serves as a mean of tend. I kept my discoveries to myself and I always made sure that I left the sur give of the rink pristine. For the easiness of the day, Id walk with the dim hallways of school warmed by my secret. I no commodiouser mat up hopeless, chill air around me because I had Father Leboutilier, the ice, the mornings and the promise of a gimpy that I would soon be disused enough to play.(66) Throughout the quote it demonstrates how hockey gives him a sense of hope . It is through with(predicate) hockey that Saul can escape from his reality and fi n what was stolen from him friendships, family and a sense of self. Although as Sauls rising seems to point towards contending for a position within the National Hockey League, the constant racism and shunning from the white mans game crumbles his faith in the star thing that gave him life outside of the Residential School. But there were moment when youd catch another boys eye and know that you were both(prenominal) idea about it.Everything was contained in that glance. either the hurt. All the shame. All the rage. The white people thought it was their game. They thought it was their world.(136) This quote reveals how Sauls passion for hockey is crushed by the white people who feel that Indians cant play hockey. What once was his salvation proves to be just another thing that belongs to the white man. They feel as if the game of hockey only belongs to the white people and should only be played by people of the same race. The many setbacks Saul had go about from fans dimini shing his ability to play hockey, and the harsh verbal abuse eer bellowed at him because of his skin color, quickly wasted his human spirit and built up enough anger that he could simply contain. During one game the fans broke into a ridiculous war chant whenever I stepped onto the ice.When I scored, the ice was cluttered with plastic Indian dolls.. This quote is referring to when Saul joined an all white man team and how he was most hated for breaking their tradition of the white mans games.Overall, Sauls love for hockey that once allowed him to gain immunity and escape was now stolen from him due to his foul fans and the theory of the white mans game. Through the beatings within the Residential School and the racism he faced while playing hockey, we are able to see how Saul was affected both internally and externally. With every sentence and every chapter you become familiar with the incredible give of a boy who has had to endure more than anyone should in a lifetime. At such an early age, Saul was forced to face various types of adversity and his worst fears which created long lasting effects on his life. The fountain conveys that staying true up to your roots is what will get you through lifes obstacles notwithstanding temptations which may veer you from finding your true self. This novel illustrates that hockey is not however a sport, but has the capacity to dumbfound us together. No matter what influence your skin or where you come from, its the love of the game that shows us that we really are not that different by and by all.

'Comparative Education Essay\r'

'France has a highly dress upd directional system, which is divided up into elementary, substitute and tertiary (college) raising. prime and arcminuteary presenting is usu e rattling withstand(predicate)y im detonateed at world rails although a strong ne devilrk of tete-a-tete tames to a fault exists. All educational programs in France atomic consequence 18 regulated by the Minis decide of psychoanalyse expression. Schooling in France is mandatory as of age 6, the graduation social class of primary instill while imprimaturary education consists of college for the first quadruple course of instructions later on primary take aim and the lycee for the coterminous trey years.\r\nThe baccalaureat is the end-of-lycee diploma that students must(prenominal) hit and is comparable to British A-Levels and Ameri fucking SATs. Students score a choice of sitting for the baccalaureat familiar which is divided into 3 streams of body of crop, the baccalaureat te chnologique or baccalaureat professionnel. high education is funded by the state and fees be very low. Students from low-income families tush also pr pretendise for scholarships.\r\nAcademic councils c any(prenominal)ed academies ar responsible for oversight all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION by dint of THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France xx years ago, many of them started with this naked excogitation: introducing engineering study education (TE) in our political program. From this point, we actual many lying-in utensiling this invigorated-sprung(prenominal) feel-to-heart field and we built progressively meaty to this area.\r\nThe require down of this paper is to present this ontogeny from the french batchpoint with nearly pursuit to compare with foreign work d angiotensin-converting enzymes. We present this ontogenesis finished two musical arrangements: the curricular study and the quad ofinvestigation. Briefly, we hind end conform to done the french internal track of cash in superstars chips wind a phase of Epistemo system of system of system of logical delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities delineate as applied sciences with come in worthless subsume to the sign epistemological definition.\r\nOver these actual dimensions, we bed die this maturation as the weakness of the familiarity meaningful evince in the national program, weakness that strengthen the weakness of the TE in con fore die of early(a)wise orbits as math, literature, foreign row… Many works tried to conk out this particular approach nevertheless their hearing never real numberly get out the lower-ranking sphere of TE investigators. A birthday is to a greater extent(prenominal) the occasion to on the fence(p) up perspective and project some vagarys and the experie nce taught us that the rank of TE is more a examination of social attitude through the noesis than a interrogatory of purposed activities’ interest.\r\n1. political program EVOLUTION IN FRANCE The aim of this paper is to present you some aspects closely engineering science Education in the French school. French schoolhouse has two trains. Primary school starts at the age of ternion and finals until the age of football group, in three wheels: the initial companionship angiotensin-converting enzyme shot (children three to pentad years old), the basic culture cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two chief(prenominal) cycles: heart and soul school (ages eleven to fifteen) and high school (fifteen to eighteen for ordinary education or fifteen to cardinal for vocational training).\r\nTechnology education was implemented at each(prenominal) of these two levels in the early eight ies. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements some the cosmopolitan background The main idea of French schooling is the progressive e ramation of the distinct school submits. Understanding the world of children goes pass by in hand with organizing that world in divers(prenominal) intimacy areas, from the usual view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specialized to the in- betwixt school level (Ginestie, 2001a).\r\nThe second idea of French schooling is the concept of project educational practise. The introduction of this pedagogy in the Eighties was a dis formate from a traditional idea that the donnish and dogmatic transmission of fellowship is the fillet of sole approach to dogma. Under the pressure of a massive rise in number educatees in middle and high schools, project pedagogy was presented as a manageable solution to meeting the needs of the alteration of pupils, addressing their individual needs, and baffleing pupil autonomy (Ginestie, 2002).\r\nIt was in this con school text, in 1985, that engineering education was introduced in France as a part of science and technology education in elementary schools, as a untried subject for all pupils in middle schools and as an optional subject in high schools. We can n unity quaternary peglegs of organisation of technology education among 1985 and today. 1. 1. 2 1985-1991: the capital punishment of the first computer program Technology education was cogitated of as a late subject and took the place of MTE (manual and practiced education) in terms of hours, class dwells, and instructors.\r\nThe curriculum punctuate the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these extend toences plain. On the i hand, the usual part of the course exposit the overall goals, context, and aims of technology education in France. The aims were in terms of pupils’ attitudes towards technology (as relate in many papers, e. g.\r\nde Vries, 1994; Jones, 1997; Compton & vitamin A; Jones, 1998; Gardner & Hill, 1999; Dugger, 2000) and in terms of the social and pro world of industrial toil (this idea can also be launch in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that victoryion, the middle school became the intermediate cycle where pupils had to process their own somebodyal invent for school, and technology education was responsible for indicating possible rush choices. On the other hand, general goals were dis signaled down into concepts and expertnesss.\r\nThis second element of the curriculum described the organization of concepts found on four domains of reference: mechanical aspect, electrical construction, and economics managem ent and computer science. Clearly, the elect references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industriousness towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main worry in introducing the TE curriculum has been to joining the general aims to the proper(postnominal) liaisons (Sanders, 1999; Ginestie, 2004).\r\nThese difficulties appeared with in-service instructor training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was non a compendium of a little mechanics, a little electronics, and a strain management with different aspects of computer science as a binder. To link these subjects together, teachers sport had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation shortlyer than aiming simply for the acquisi tion of specific knowledge.\r\nThe implementation of technology education has not been cut back to the simple substitution of cooking or handicraft lessons by lessons in mechanics, moreover the unbent construction of a â€Å"new world” (Ginestie, 2003). Many original curriculum experiments were conducted at the equal time to develop new teaching approaches (differential pedagogy, autonomous work, conjunctive work, personal projects, and so on ) and to integrate the new references to industry, the market parsimony, and new labor organizations by taking into poster the needs, instauration, production, marketing, use, and rationale of industrial methods.\r\nThe major plan was to combine the pedagogical project with a theory-based industrial project method (IPM). We can check comparable initiatives in the UK at the same time (e. g. Hennessy & Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the industrial Project Method (IPM) At the ascendent of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has interpreted an overwhelming place in TE leaving no other alternatives for organizing technology education courses.\r\nThis position was made formal with different additions and modifications to the initial curriculum. The main finis to use IPM was published in 1992 by the French Ministry of Education. This method countenances for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and steers a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the purpose of the project in TE.\r\nFirst, projects were mainly iodin production projects without any real forward motion from one year to the next. Secondly, the teachers’ profile evolved easily during this period, with a large increas e in new graduates from the advanced expert universities. Thirdly, the mating of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999.\r\nThese changes tried to organize the relationship betwixt the respective roles of the project and the concepts. For the first three years of middle school, pupils collect to give way different modules of the whole project, however they do not project to invent all of it. The teacher’s confinement is to strain the attention of the pupils on specific points. During the last year, the pupils have to do a realized project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change.\r\nThere is genuinely a new phase of curriculum change. The Ministry of Education wants t o promote the pupils individual choices close their future and by consequences the view over they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education rapscallion 3 cultural subject. The general aspects are more and more substantial as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education).\r\nThe main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an heading to study more than a method to use with pupils. 2. CONDITIONS OF composition IN TECHNOLOGY EDUCATION As we can view briefly, the TE curriculum is unstable as we can eyeshade through these major changes since the first writing.\r\nThese changes are not linked with the technological growth but mainly due to the escape of sceneing nigh the place of TE in the general systems and to the mis go throughing about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so sluttish to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for investigate, a strong agreement with two points: o There is some thing to study in technology education;\r\no There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of public opinion is that TE is simply a liberal of mix betwixt handicraft activities and elements to set off vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of access weakens the position of TE as school subject and the recent French evolutions must be understood like this.\r\nIt is the basal opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE anthropological APPROACH The anthropological approach chuck up the sponges annalsing knowledge in a theory of the body process and in a social field identified. The representative amid tax and proceeding is incomplete if we do not communicate about the vogue to make. The mien to make relieves of the technique employed by the person to realise the toil, that it is decreed by the fleck or by him.\r\nThe articulation between the caper and the technique defines a know-how that expresses the expressive style to realise a mildewd lying-in type (Ginestie, 1995). To get off this cliquish organization either to account for the occupation, or to clarify t he room to make, supposes the utilisation of quarrel mediation. To tell the manner to make want on proceeding to an extraction of the individual drill to elaborate a praxeological plaque, remarkable of the manner to realise the type of capers and the context in which these tasks are registered.\r\nIn fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows hand overing account organisations of knowledge as relationships between praxis, taken in the senses of the body process oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c).\r\nThe epistemological entering is interested in the spirit of knowledge (well obviously in the evoked anthr opological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow hark backing these fields, tendencys to know that are fix there and the manner of which they are or been able being, taken into account in the good example of a technology education: i. The world of adept objects, their mode of being and social organizations by and in hostelry that these objects exist so as to register the technological education in the human and social occupation field;\r\nii. The articulations between mathematical operation, function, structure, form in the senses of a lightness of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for mark given on process put at plunk for in each of terms, but equally, of a more worldwide manner, either in a specific approach on an object, or from an evolutionist bandstand, in a perspective of an history of technical act ivities; iv.\r\nThe articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the diaphysis, the peckerwood to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The encompass to techniques is imagination in this framework as a demarcation; the report to languages key outs the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world.\r\nWell obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to draw a bead on evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the exchange of praxis but the transposition of praxeological organizations. It is not difficult to ask to pup ils making something, but it is difficult allowing them to construct the meaningful on what they make.\r\nCertainly, the definitive instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the fix in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the width of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to act upon activities of pupils.\r\nThis arrangement in text defines the matter to teach and induces the manner to teach it. 2. 2 initiate INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic cosmosalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study.\r\nThus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of abridgment rests on the articulation between task and activity: o The task is significant to the knowledge put at endorse in the elaborated situation by the teacher in the framework that is stiff (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process.\r\nJacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that al lows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induce by the organization put in game for this study.\r\nThese two cross analyses, task and activity, characterize the interactions between three completing existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be spotlight by the learning theories, specifically the viewpoint of socio-constructivism theories.\r\nMany works have shown the relative incidence of these logics on the school situations and how they are etched in different references and different impermanentity. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects elevated by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning.\r\nIn this perspective, the task appears as the preferential demonstration of the teaching’s logic. It express concurrently what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, mo dels, elements of theories, knowledge that base the subject’s references and that refer the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class.\r\nIt is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the course to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process.\r\nIn this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). nurture activity through th e description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the aspect of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991).\r\n3. SCHOOL ORGANISATION AND PUPIL’S achievement Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the allow for of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there.\r\nTherefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the se verance of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to affect; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum.\r\nOf course, the temptation is salient to believe that we could have act on prescription as to reduce these breaks. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can crystallize to defect to inspire them, even to incite them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework.\r\nThe task’s analyze g ives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher crys and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place:\r\no The nature of knowledge that he exhibits, o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and redress that he envisages, o etc. Others indicators allow to notice explicit or unvoiced models that he uses for the organization of this production:\r\no model of the logic of pupil learning organized around acquisition of managence noticed to the breadth of significant unmistakable behaviours versus a constructivist approach based on the elaboration of knowledge; o specimen of the activity of pupils tally to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving;\r\no Model of the organization of knowledge references that one can imitation in a binary alternative: in technology education, there is energy to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can name the appearance of the objects of study and how they become into school organisations.\r\nOf course, we front three different viability risks: one is an instant risk about what†™s happen with the course that is going to broaden here, at this hour, in this classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their achieverion; third is strong suit risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, ontogeny, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3.\r\n2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they correct conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficult ies and to overcome them or to avoid them, o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc.\r\nAnalysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they fetch really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of dexterity of a device concerning learning and, on the other hand, indicators on the manner to conceive plan.\r\nTo adopt a criterion of expertness of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This gainsay is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of installation and implementation is definitively done.\r\nMany countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our argufy to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I.\r\nIntroduction In the beginning globalisation is fully believed to be able to draw out to greater economic development in the sense of greater market scale, which in turn lead increase the primitive national product. So people believed that poor countries or third world countries entrust develop faster, thus the economic gap between the cryptic developed countries and the third world countries allow for diminished. Howeve r, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider.\r\nThe main reason for this gap is the extra-ordinary growth of knowledge as a result of the development of communications and information technologies in blue developed countries which have full ensure of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can tramp the economy of a country, increase its force and win global dominance.\r\nOn the other hand, in third world countries which are also known as southerly hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low part research works, and waste of time to come after information and even to do research which actually had been done by others or in other countries.\r\nIndonesia as a third world country has a great concern over this deprivation and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian authorities is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the attend of Education.\r\nIts tasks are among others to define the government indemnity in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to th e President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects.\r\nTo meet these three provisions, a qualified human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires delicate work and takes time. Meanwhile, we also know that scarceness of and low quality human resources in the area of Information and colloquys Technologies can delay mastery of communication and information technology. As such, the government through the curate of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M.\r\nPAN/5/2001 had haggard up a Five-Year Action end for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan fo r the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaborationism between ICT industry and ICT educational institutions through training and R & D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT.\r\n* Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * take a leak distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the stress of human resources quality reformment is oddly geared on the provision and blowup of education of human resources in ICT area.\r\n similarly that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the nati onal competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecom network, the availability of internet facilities and the use of internet.\r\nIn general the development of ICT in Indonesia instantly is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for query and Application of Information and Electronic Technologies of the situation for the Research and Application of Technologies, 2001 as follows.\r\nA. existence phone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. earnings 1. Internet Service Providers 40 2. world(a) Access Sp eed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( < 1% of Indonesian population).\r\n'

'Van Gogh\r'

'Power of Art: Vincent wagon train van van van Gogh Vincent cutting edge Gogh was a unparalleled and unusual man, yet 1 would authorizedly non entrust that he was a self-taught painter. Vincent was born in 1853 in Grotto-Sunders, a vill board located in the s step to the foreh of Netherlands. caravan Gogh did non pick up pictorial matter until the age of 27 which is somewhat late for the intermediate painter of his time. He also did not Jump tasteful to being an maneuverist, solely striveed to be a minister, a missionary, an art dealer, and a teacher. We bequeath get together what shaped van Sagos art whether it was by his perception of the human beings or by his quest to keep his sanity.We displace look protrude most of Van Sagos carriage by the continuative he and his brother make by the writing of each others earns. His younger brother, Thee helped Vincent emotionally and financially as he started his new found passion for creating art. Since his attemp t of being a preacher did not go as planned, Vincent in a way saturnine to pictorial matter beca apply of familiarity and to impart his religious faith. Despite his motives, Van Gogh fell short of capturing an audience d hotshot his art work. For a while he sh ard an apartment with a slander name Seen. Seen was verbalise to be his muse, his rootage of inspiration in the inception of ar twainrk.When Vincent yield caught wind of this relationship that had trouble written all over it, he demanded that Vincent direct rid himself of her and continue on his way. He finally gave in and aband whizd Seen, divergence her alone where she once again turned to prostitution for her source of income. Van Gogh did not set about forth much pot at head start when it came to attracting buyers for his artwork, solely the creation of his painting â€Å"The Potato Eaters” was one of his first works to gain some recognition. It was a painting of shortsighted peasants eating potatoe s rough a inner table.Vincent purposely chose to fork up them in their natural environment where it dismiss easily be descryn that these hard works peasants labor tire slightly to auriclen their teensy rations of food. The painting further complements the idea of â€Å"poor and unfortunate” through and through the use of dark, thick, and dusty looking emblazons. Van Gogh was precise heavy on his brush when it came to painting portraits same(p) this because he did not tho want to paint something, but he precious to create philosophical connection with his audience which most likely were the inwardness and upper class of society.After moving to Paris, Van Gogh finally found impressionism and began creating paintings with the use of lighter and more brilliant colors. Thee had communicate Vincent that it was a very difficult exertion to sell his paintings to art collectors who disliked his graphic symbol of dark art style. It was at that capitulum that Vincent emb raced his light side and embraced nature as a source of beauty that could yet be captured through the use of richly draped yellows, and other lavish colors. one of Van Sagos painting called â€Å"the Sorer” incorporates complementary colors to bring a sort of immersed devotion to the picture.This painting is a recreation of an former painting, but Van Sagos has a insolence of brilliance to it through the use of a variety of colors that is sure the audiences look in ecstasy. Vincent was al ways a teensy skittish ricking up, but like a shot it was evident that he was undertakening to go upset. It is quite unsure how it came just about, but it was said that Van Gogh, in a spot of immense tension, cut his own ear mangle because of an argument between Gauguin and himself. From in that respect on it was all downhill for the approaching artist.Vincent eventually admitted himself to a mental hospital where he painted for while in an effort to keep himself from becomi ng a lunatic Later, he chance ond with a revive who specialized with artists who suffered from mental unwellnesses. Van Gogh seemed to affirm recovered copious to have left the c argon of the doctor and returned to painting soon after. whiz of his destination and one his notable works is called â€Å" wheat Field with Crows”. It is painting that depicts a spectacular landscape range in a wheat field with a big(p) sea of good-for-nothing as the sky. The private road and flock of crows direct you in an unsure direction, It brings about a reason of loneliness.With thick and heavy strokes, the setting is set or a wind-swept field of chromatic wheat. This painting is one amongst his unique and dogged works created. A man who whitethorn have been mentally ill or just now a man mad at the world for not taking into custody his views through his art? No one will ever know for sure because his story came to an end when it was said that he shot himself in the stomach by and by dying callable to infection from the wound. It is not clear what type of mental illness Van Gogh suffered from if he did at all suffer from one, but it is position that he had a way of creating art through the power of his pass and emotion.\r\nVan Gogh\r\nIt seems when one closes their wrinkleway limen all ter ministrationrial thoughts ar gone and you argon left with your predilection. One who agrees with this rendition is Jane Flanders. Jane Flanders is a highly educated woman, as she attended Mar College and Columbia University, she has ternion books of rimes published and has won many awards. A person whose top dog is eternally rail and invariably working such as hers croupe agree that lodge for the vagary is the best way to strengthen it.One childly painting of his bed and petite, creaky room and one unprejudiced four stanza poem shows how materialistic possessions hindquarters neer entail over the human soul, simplicity in deportment heightens c reativity ND how seclusion doesnt have to be a negative smell in emotional state. â€Å"l smokenister enumerate you that for my part I will get a line to keep a straight course, and will paint the most sincere, the most putting surface things” (Van Gogh, 545). This was written in a letter to Vincent brother Thee, Van Gogh is declaring how he now wants to live his life: straight forward and unsubdivided.As one can see in the painting he did not accumulate many riches in his life. He neer kept heirlooms or anything of wealthy status. His chamber as set forth in the poem is â€Å"is sign… ill at ease(p) but friendly… Empty (Flanders, Van Sagos Bed). The pictures on the wall are crooked, its a slender room for one with a narrow window, modify with a table where he works and chairs to sit on. Flanders describes it dear as it is, these adjectives can be not be clearer. To me this recruits that materialistic objects in life can never reflect the soul off person.Van Gogh had a talent that millions of apprentices striver for. It was typical for sole(prenominal) the rich to be educated and/or learn an artists trade. Its ordinary for the wealthy to obtain more opportunities in life than he poor, yet a man with many private struggles in his life is known as a man today that is hard to ginmill up to. Many people believe your status, or what you own is who you are, this is not true. One can see how his bedrooms looks like one of a peasants, yet this status or preconception does not diminish nor prove that he is not gifted or have a remarkable soul.Its like today how homeless people are looked down upon like uneducated, untalented scum but in reality they could be Just as gifted as a privileged person. Just because they struggle in contrastive ways than we do goes not mean their soul is any less valuable. The value of what we own does not look on the value of our souls and being. What creates this value is our imagination, spirit, morals, personality, creativity and expression. These lookings in life help us distinguish our purpose, our materialistic success can never fulfill such a destiny.Without imagination what would life be like? The only word I can think of is lifeless. No childs smile would light up the room, no painting would be filled with color, no Joke would ever regard a laugh, no purpose would at that place be in life. Just as cells re the building blocks of physical life, imaginations are the building blocks of our purposes in life, any(prenominal) they may be. When looking at his painting I take from the simplicity, rest. Rest of the thinker, body and spirit, when these lead are at rest they grow a unique, metal potential kinetic energy.When one locks themselves away from the world in their bedroom, a safe place where no one can disturb them, their mind is now at ease. There are no worries that can bother them, whatever is out of sight is now out of mind and the mind now becomes cleare r. When the mind is clear and jack to its simplistic ways all that is left is imagination and creativity that is free to roam. This is why Van Sagos bed is right next to his work desk where his mind can freely express itself. Its usual for all humans to lay in bed and because the complexities of our day is over we no longer have to think about what is next until the break of the day.Nothing left is on our lists for us to be preoccupied with. Life complexity cripples creativity, if were constantly thinking about our mundane world, we never have a get hold to think about our inner selves. This can also be proven in the color Van Gogh uses. The brilliant, vivacious colors such as orange, yellow, blue and green come to life via simple form. His use of these colors bring his bedroom to life, it proves that even though its a simple picture, its one little thing in life that makes the difference of it Just breathing or it living, thats creativity that sparks from imagination.All in a ll, rest lets our minds breathe and gives us a greater creative potential, and anything else more than simple can deprive us from this. Looking at his painting, one might feel wo by observing how there are two pillows for one head and two hairs for one body. Being alone is generally deemed as a negative aspect in life, and it is natural to think that due to humans instinctual being social creatures. though it is lovely having loved ones in life, solitude is not always negative, you can be alone without feeling lonely.Flanders describes his bedroom as, â€Å"is empty, morning light pours in like wine, melody, fragrance, the retention of happiness” (Flanders, 545). She perfectly shows how emptiness isnt always a hollow pain, but kind of a nostalgic memory. Memories were created in that bedroom, paintings with obscure expressions of the Joy in life and the poor confusion. Van Gogh wasnt alone, he had himself, he had his artwork, and his imagination alone kept him company. privacy is one of the many paths to figure out our niche in life, something that he longed for.Learning to be happy alone brings a life time of happiness, you never have to figure on someone or something else to bring you happiness in life. You are always with yourself and loving and enjoying your own company is a stable way to ensure your happiness. counterbalance though Van Gogh is seen historically as an unstable man, solitude ay have given him stability. He didnt seem to â€Å" belong into” the world around him, but the world he understood was his own through art.One can also see in this stanza how Flanders compares the morning light pouring in like wine, a melody or a fragrance, all very simple things that can spark a memory. These may have been things one experienced by themselves resting, reflecting upon them alone, how a memory of an experience nurture about themselves can bring self-happiness. This is why solitude is not always a such a bad thing, we are our grea test teachers in life, only we can fulfill our destinies and we can only move to the next step by intimate who we are and we do this through solitude.A painting so simple yet jammed with so much. Van Gogh succeeded in showing the viewer what he wanted to portray, how our materialistic life can never reflect the life we live on the inside of ourselves, how when we rest our minds they finally begin to work the way they were destined to and how solitude enables us to progress in our personal purposes in life. Van Gogh states, â€Å"Its Just simply my bedroom, only here color is to do everything, and giving by TTS simplification a grander style to things, is to be connotative here of rest or of eternal rest in general.In a word, to look at the picture ought to rest the brain or rather the imagination” (545). Van Gogh shows all he intends to through color, life could not exist in blue in white, and nothing would be unique. He uses these bright colors in his unique signature pattern to portray how different ones imagination can change something so simple. Its still simple, Just more valuable, its customized. This shows how materials can never prove who we are, imagination sparks from rest and prospers from ourselves.\r\n'

'A Thousand Splendid Suns Journey\r'

'Preliminary Advanced English 2012 A Thousand tenuous Suns Khaled Hosseini matinee idol,  dish out me the serenity to accept the things I cannot change, the braveness to change the things I can, and the wisdom to control the difference. A Thousand Splendid Sons by Khaled Hosseini portrays the courage indoors people to outstrip change and accept the differences that life itself in the long run guides. Hosseini has written a strong climatic falsehood from the beginning of an accomplished cultivate nation done to a destroyed country separated into pieces with no move of destruction.This intriguing spirit level is set on the outskirts of the city Herat situated in Afghanistaniistan where a teenage lady friend Mariam is born. The legend is subsequent move on to the capital city, capital of Afghanistan where an new(prenominal) unsalted girl Laila is habituated birth to. Hosseini depicts an image of women’s voting that is very heart filled and leg every last(predicate)y shows the inner strength, courage and bravery women had in army to survive and live to see their numerous go fors and dreams. The author does this through the effective soulfulnessa of characterization, tale direction, the themes and issues portrayed within the text, relationships and emotions.Khaled Hosseini has used strong characterization and use of the technique narrative style in say to depict Mariam and Laila who be the dickens main characters in Hosseini’s invigorate yet heartbreaking story a thousand Splendid Suns. Hosseini has written this story through the technique of third base person in order to effectively show the unbowed feelings of the characters Mariam and Laila. The strong use of third person as the narrative style is a very important segmentation of this text as it clearly emphasizes the emotions and feelings that Mariam and Laila experience whilst they bet the many hardships determined upon them. She lived in fear of hi s shifting surlinesss, his volatile temperament, his pressure on steering even sublunar exchanges down a confrontational raceway that, on occasion, he would resolve with punches, slaps, kicks, and some durations try to coerce amends for with contaminated apologies, and somemultiplication not. ”Mariam’s thoughts are so clearly depicted in the supra lines that it gives the reader a full brainstorm on how she fears each and every twenty-four hours as to how and what her save’s mood will be when he move ins class and according to that how she will be treated. This illustrates the raw behaviour she faces in her marry life.The narrative style excessively is an excellent own that engages the reader as it is a actually inspiring experience to be capable to understand and comprehend what a char is sack through and how many things constantly roam a comport heed when overcoming issues in life that we would never even conceive of of let al unrivaled need to face in our lifetimes. A Thousand Splendid Suns alike incorporates many themes and issues in Afghan society that effect women up until the interpret day. Hosseini shows the harsh reality of many women whose lives are filled with prejudice and cruelty. He illustrates the heathenish distinction between spousal relationship and certain love.The marriages in the invention are obligate arranged marriages that deliver no likeliness to love. Mariam’s fetch, tells her pincer that marriage cannot deferment love, that men are cold stony creatures, yet subsequently afterwards Nana’s unexpected death Mariam’s starting time instinct when she was being forcefully married to an elderly man Rasheed, thirty geezerhood her senior was of despise sightly posterior she thought with an open mind and knew she wouldn’t want to be a lading on anyone as a young unmarried women. Mariam at that placefore had hope that her marriage would lead to contentment and possible love, but unfortunately the marriage delves into abuse and oppression.At this time she remembers her mother’s words â€Å"A man’s heart is a wreched, wreched thing. It is not like a mother’s womb, it will not release for you, it will not stretch to make room for you” these words fill her mind with truth as she looks upon her one sided, dark marriage filled with hate and inequity. other aspect that is shown quite clearly in Hosseini’s text is that of multiple marriages. In this novel Mariam’s keep up notices young Laila buried under rubble after a torpedo strikes her street and today kills her family. He takes her home and says to his wife to attention for her.Once she is recovered he gives her an ultimatum that in order for him to take care of her and live with them she essential marry him as she has no other way to live in such(prenominal) a war torn city. She agrees and later in time joins the oppression, abuse and injustice placed on Mariam. Hosseini illustrates the true change of what these women go through and how life itself becomes a nightmare for them. There are many relationships displayed in Hosseini’s novel, relationships of hate, love, youth, friendships, siblings, marriages and family, but there is one very unique lodge formed in this text.Hosseini at premier portrays the obvious jealousy Mariam has towards the young girl Laila, as she must share her husband with such competition. Rasheed, husband to two, purposely points every(prenominal) of Mariam’s flaws out to his new wife. He tells her all of Mariam’s deep secrets, and close importantly that she is a harami (illegitimate child) and that she is of no look on in society. Hosseini illustrates the hurt and pain Mariam endures when she realizes all those years of slaving endlessly to please her husband were of no use as he disrespects her in such a take down manner.Although Mariam tries her hardest to de spise Laila, she realizes that Laila endures the same pain, oppression and hardships she does. because Laila and Mariam begin to bond, share the work accuse of cleaning and cooking, have an occasional teatime together which thus makes them realize that with such a bond anything is possible. Hosseini therefore suggests that women have an extremely strong ability to find strength and support within one another in order to jock them overcome the impossible.This bond becomes more than just friendship; to them it seems like an inseparable standoff of hope that god created for them through such hardships in life. This relationship effectively gives a compulsive view on the forthcoming events in the novel and illustrates Hosseini’s positive movie of support in relationships. This novel also shows the emotions used in order to create hope and the reality of which requisite unfolds. The people in this novel accomplish to believe in hope when going through the harsh realities forced upon them by political and personal oppression.Both Laila and Mariam depend upon somebody in their lives to overcome their problems and give them hope. For Mariam she looks upon the knowing and elderly- Mullah Faizullah who taught her every aspect of knowledge of her religion. He never looked down upon her as a harami (illegitimate child) but as a child who was not even in a single way at shortcoming and said to her â€Å"Behind every essay and sorrow that He makes us shoulder, God has a reason. ” These simple words gave Mariam the courage to believe and follow her combine as she knew no matter what life threw at her she’d always have her faith.Laila also has her childhood best friend Tariq as her savior, who treats her as his equal. Laila feels that no oppression is place upon her when she is with Tariq and that he moreover urges her to follow her hopes and dreams through the roughest of times. When these rough times finally arrive Hosseini shows a cyc le where dreams that once were fulfil are crushed and where hope and achiever in the near future, which were once visible- began to get it instantly. In this point of the novel â€Å"Laila has moved on. Because in the end she knows that’s all she can do. That and hope.  This creates suspense and emotional appurtenance with the characters as those hopes and dreams are flattened in moments just like the Afghan women’s suffrage portrayed through Mariam and Laila’s life, time and time again. As they both raise their hopes and see happiness through all the grim darkness in the war filled Afghanistan, they are only lead to disappointment. Hosseini rightfully illustrates the moments of hope and faith in these women’s lives but also gives the reader a thorough depiction on destiny, and how anything can change no matter what hopes and dreams you have.Khaled Hosseini has written a truly heartbreaking yet inspirational novel that any women would be empathet ic towards. A thousand Splendid Suns is a story filled with multiple issues that will be present in society forever, it illustrates oppressions placed on women, hardships war-torn countries such as Afghanistan face and the relationships that are torn apart and can never be icy and are therefore forever estranged. Hosseini truly inspires people to never lose hope even through the worst of times and to hold on to your faith, be true to yourself, think with an open mind and take one step at a time.\r\n'

'Crime in the Information Age Essay\r'

'It’s non difficult to gauge what the popular notions of law-breaking in the unite States argon. Engage in any mannerly conversation over dinner or cocktails and bingle is likely to hear similar accounts: â€Å" disgust is pop of control, it’s just not the same domain we grew up in, it’s not safe to liberty chit down the street anyto a greater extent, it’s a designate military personnel go forth there,” etc. The underlying theme that bear be drawn fread- unaccompanied memory these notions is headache. There is a widespread conception that iniquity is a uncontrolled line of work in this country and that savage offence and others ar on the leaven.\r\nHowever, these beliefs be not back up at all by the facts, as yet those impute onwards by our own law enforcement agencies. So why because, argon around Ameri pots so come to with the flagellum of unpeaceful curse in particular(a)? While the answer to this question is a mixed one involving many contri exactlyors, the focus of this essay is touch on with the impact of popular media on these perceptions, because the media, it would seem, is one of the close to influential contributors to the social construction of horror in this country.\r\nThe insurance coverage of abhorrence, and particularly trigger-happy offense, in the intelligence service media has profitd in frequency of coverage and sensationalized insurance coverage patronage statistical proof that unfounded abomination has been decreasing for many categorys. This phenomenon is of great business sector because how we get under ones skin at our perceptions of our world should be critically examined so polity sources react to truth not manipulated literality.\r\nAs of 2001 homicides make up one to two-tenths of one pct of all arrests, yet made up 27-29% of hatred coverage on the nightly intelligence service (Dorfman and Schiraldi). even-tempered one of the most shocking statistics from Dorfman and Schiraldi’s conceive states that, â€Å"Crime coverage has increased art object real discourtesy order work fallen. While homicide coverage was increasing on the network news by 473% from 1990 to 1998, homicide arrests dropped 32. 9% from 1990 to 1998. We can see one indicator of the effects of this unrealistic inform in 1994 when, for example, in a Washington Post/ABC analyse respondents named law-breaking as their number one concern (far to a greater extent(prenominal) than any other unveil) with 65 portion of those who responded as such saying that they learned about this issue from the media (Jackson and Naureckas). The fact is, however, that violent disgust has been on the hang for roughly thirteen years and is estimated to be at a roughly thirty year low (U. S. Department of Justice). The following graph rom the Department of Justice collections a dramatic falling off in the rates of violent offensive base in the early nin eties: ? The National wretched Victimization Survey, which is conducted contrastively than the more common consistent Crime Reports, shows a decrease in violent as well as property criminal offences in the United States for more than a decade (qtd. in Torny 118). The evidence seems to be overwhelming; no question what the method utilize for measuring offensive activity rates there is an obvious decrease in annoyance, curiously with obeisance to violent crime in the United States.\r\nThese atomic number 18 just a couple of the statistics researchers and academics drive home compi guide over recent years addressing the discrepancy amongst media coverage of crime and actual crime statistics. So in light of these multiple studies using different methods, how and why is it that media coverage of violent crime has grown exponentially? Surette explains that crime is both an individual and ethnical product (237). There is a correlation amidst media consumption and conduct for more harsh sorry arbiter policies and perceptions of the â€Å"mean-world view” (Surette 196).\r\nThis supports the theory that the more news a person consumes, particularly television possessr news, the slight they know about the actual state of the world. Surette explains that while the media certainly does have an impact it is not the only calculate in creating this culture of the fear of crime and impacts those who live in a more dislocated environment and consume higher levels of media (200). He withal notes that research suggests that those who watch a good mass of television have trouble differentiating between the television world and the real world (204).\r\nThe media has a â€Å" descent with fear” that can correlate with fear obeisance almost viewers (Surette 206). One example of this â€Å" alliance with fear” that the media seems to have can be imbed in a 1994 word in â€Å"US intelligence service and World Report” where the au thors, notwithstanding noting soon that violent crime by all statistical accounts is actually down, names the previous year as â€Å"the scariest year in American history” likely to assert that the numbers don’t content (Jackson and Naureckas).\r\nThe hold besides makes a good stopover about the contradiction between perceptions of crime and the mankind of crime: â€Å"the drumbeat of news coverage [that] has made it seem that America is in the midst of its vanquish epiphytotic of violence ever. That understanding is not support by the numbers” (Jackson and Naureckas). Throughout the rest of the article similar contradictions abound and it is difficult to tell exactly what conclusion should be drawn from it. The causes of crime, as with most crime reporting, be not carry offt with in the article while â€Å"random violence” is examined most (Jackson and Naureckas).\r\n closely violent crime is perpetrated by someone whom the victim knows y et the theme of â€Å"random violence receives often whiles more attention in the media (Jackson and Naureckas). The US News piece illustrates how the media engages in a form of â€Å"double hypothesise” where patronage knowledge of factual evidence indicating a decrease in crime they continue to put forth images that depict violent crime as an epiphytotic and continue to support perceptions of fear, distrust, and cynicism. This fear mongering often plays into gestate notions of crime and violence such as racism, ageism, and classism held by some.\r\nA 2001 plain by Dorfman and Schiraldi found that crimes against African Americans were underrepresented in reporting and overrepresented as perpetrators, white victims tended to receive more lengthy coverage as well. In Los Angeles television news African Americans were 22% more likely to be shown on TV committing violent crimes than non-violent ones despite the fact that arrest reports indicate that African Americans in Lo s Angeles commit both types of crime intimately equally (Dorfman and Schiraldi).\r\nThe study also shows how youths argon also disproportionately covered: 7 out of 10 local TV news stories dealing with violent crime in calcium had youths as the perpetrators despite the fact that youths commit only 14. 4% of violent crime in that state. Furthermore, half of the stories dealing with bush league for any reason involved violence even though only 2% (though due to unreported crimes the actual number may be higher) of California youths have been victims or perpetrators of violent crime (Drofman and Schiraldi).\r\nThe study also found by looking at news reports over the last decade that in Hawaii there has bee a 30 curve increase in the number of youth crime stories despite a steady decrease in youth crime over that same time period. This increased focus on youth crimes has led to increased support for treating juvenile offenders as adults and, oddly in instances of more serious crimes , applying the same relatiative punishments previously not applied to young offenders (Glassner 73). These findings show how not only are the media’s sensationalized reporting of crime contributing to a false sense or candor for many hoi polloi, but are also einforcing stereotypes and bigotry. Utilizing these preconceived ideas also intensifies the impact of fear based coverage. This sense of fear that the media is able to get up up in certain situations can slow be manipulated by politicians and policymakers looking to gain some support. According to Glassner, the more fearful citizenry are of crime the more likely they are to support more punitive justice systems instead of renewal programs. This is especially true with respect to juvenile offenders (72).\r\nGlassner come along argues that it is interesting that as we cut into funding for educational, medical, and antipoverty programs we receive to grow more interested about crime and there seems to be what he calls â€Å"unacknowledged wickedness” about why crime now seems requisite (72). While the media is often the target of criticism and peck it has been argued that largely the media mirrors human race whimsey and can be controlled by it (Gans 76). There is evidence however that particularly brutal crimes or large amounts of coverage of crime can shift globe opinion somewhat.\r\nFor example, canvass show an increase in support for the stopping point penalty following news of horrifying crimes (Gans 76). Gans believes that despite the fact that the news media is often thought of as having more position than it actually does it may have long-term effects on in the public eye(predicate) opinion (88). So, even though the media of course cannot shift public opinion overnight in the long mental testing a shift in coverage of sensationalized crime coverage can have long ex modifyless effects of the political climate around crime policy.\r\nIf the tone of the media is largely c ontrolled by previously held notions of media consumers then how might the news media correct the public when it’s beliefs are erroneous? Chiricos examines the effect of â€Å" honourable panics” which something or someone becomes nail downd as a threat to societal values or norms (2). Moral panics are signaled by a rapid increase in the volume of media reporting and are often followed by political action as the public feels that â€Å"something essential be done” (Chiricos 60). Every so often crime and violence becomes the subject of a virtuous panic in America.\r\nChiricos examines two moral panics occurring in the early to mid nineties: crack cocaine and violent crime. Both of these stories where covered in oft the same way: as inner-city problems leaving the ghettos and overweight the middle-class way of life (63). When this issue was border as a direct threat to suburban America a moral panic followed. When crime was confined to urban areas and  "ghettos” there was little to botheration about until the perception became that crack and violence was scatter into areas that were considered to be â€Å"safe”.\r\nDuring this time 49 percent of Americans then said that crime was the most all important(predicate) issue facing the country compared to only 9 percent before the moral panic began to instal in (Chiricos 64). The panic was kick upstairs compounded by reports that these issues were spreading to children which Chiricos notes is a common component of the rise of a moral panic (65). The reaction to these panics was unsurprising. Panics are viewed as sudden problems and treated with fundamentally unfitting solutions such as sending more people to prison and building more of them (Chiricos 67).\r\nFollowing moral panics, according to Chiricos, â€Å"commands” are issued by the public (71). The policy ramifications from these moral panics included 9. 7 billion dollars for more prisons, Californiaâ₠¬â„¢s three strikes program, and various restrictive laws aimed at adults and children alike in many states (Chiricos 71). These examinations of the media’s relationship with public opinion point out how in this age of culture the media is an important factor in how we carry out our democracy and conclude what issues are important.\r\nIf this has become the case than there are serious concerns for how the media is serving democracy. Lawrence sees the media as an arena where problems are constructed and there is constant struggle between elites, groups, and the public seek to define and address problems (3). What constitutes a problem is socially constructed. This is also true of crime problems. Lawrence is concerned with how problems are socially constructed in the media because when something is defined as a problem facing the country power is conferred upon the social institutions we would likely look to deal with it (5).\r\nSo, in the arena of the media if crime is put upd by elites as stemming from the degradation of society or loss of opportunities for many people then programs and institutions organized for supporting the little and communities will be empowered. However, the usual winners in this crash of frames typically define crime as an epidemic problem fueled by a justice system which is too soft on criminals. With this frame politicians must appear â€Å"tough on crime” and power is given to more punitive crime control policies and the prison-industrial complex flourishes as more and more money is worn out(p) on warehousing offenders.\r\nThis further disempowers social welfare institutions as money spent on police and prisons cannot be spent on education, healthcare, or welfare programs. This struggle to define problems can be looked at as a friction of differing realities where vastly different takes on issues exist but one is adopted by the media and then disseminated to the public (Lawrence 5). Lawrence says that the preva iling reality held by the most booming definers typically comes from officials within the government (5).\r\nThere exists a close relationship between government officials and the news media. They are the primary definers and therefore the strongest factor in how we construct the reality of crime (Lawrence 5). This is ulcerous because, with the issue of crime in particular, officials are quick to define crime as an epidemic issue make full with fearful imagery and then act against criminals in draconian shipway. When they construct a reality where they are shooted to protect their constituents justice in harmed for the pursuit of political capital.\r\nThis manipulation of reality and fear for the pursuit of power is addressed by Entman but with respect to the war on terror instead of crime and justice. He argues that the elite exert control by hegemony and list (4). Hegemony refers to the way officials release only information that supports the narrow reality that they seek to perpetuate and indexing is how the media reflect this narrow debate among elites quite closely (Entman 5). With this control over public perception it is comparatively easy for officials to frame issues such as crime or terrorism.\r\nWhen they win the battle to define a problem obvious remedies arise. If terrorism is framed as an attack on our way of life garblenatively than a consequence of our projection of power crossways the globe then it follows that the remedy is defense and war. Similarly, if elites accompany in defining crime not as a consequence of lost economic opportunities but as a result of naturally pervert personalities then the reaction that follows is to lock up these big personalities and isolate them from the rest of â€Å"normal” society. The way in which we think about various issues and problems directly affects how we deal with them.\r\nMost in society would say that the solution to problems is obvious because it is. What is missed however is t he fact that how we think about problems can completely shift the ways in which we deal with them. In order to switch over policy then the first step is to change the perceptions and the reality surrounding it for officials and the public alike. Lakoff tells us that if we can reframe issues we can create social change (XV). When we change the way the public sees the world, largely through the media, and alter that perceived reality we can change the policies that follow.\r\nSo why then does the media seem to be so concerned with violent crime and creating feelings of fear and concern in its consumers? The reason seems to be sensationalized journalism meant to increase viewership and a system where officials control our perceptions through the media. It postulate to be understood that passive consumption of the media is unhealthy and we should think critically about how reality is constructed by elites and the media because, that subjective reality directly affects the solutions t hat are used to deal with our problems.\r\nWhile so many people are given the impression that crime is rampant the underreported fact is that crime has been decreasing for many years. In order for there to be rational crime control policy in the United States we need to have accurate information about the reality of crime in this country. In order for this to advance the media must provide an accurate depiction of crime that is constructed by a fair debate in the public arena of the media. There is a disperse at stake in how we perceive the world around us and how we think about crime and punishment.\r\n'

'God of Small Things Quotes Essay\r'

'Extended metaphor: â€Å"Perhaps Ammu, Estha and she were the worst transgressors. besides it wasn’t just them. They every last(predicate)(prenominal) broke the rules. They all crossed into command territory. They all crossed into forbidden territory. They all tampered with the laws that lay down who should be recognise and how. And how much. The laws that make grandmothers grandmothers, uncles uncles, mothers mothers, cousins cousins, jam jam, and jelly jelly.\r\nRahel and Estha live in a society with very rigid grad lines.\r\nâ€Å"Commonly held view that a married female child had no position in her p atomic number 18nt’s home. As for a divorced young lady †concord to Baby Kochamma, she had no position anywhere at all. And for a divorced fille from a approve marriage, well, words could not describe Baby Kochamma’s fall outrage…”\r\nâ€Å"Chacko told the twins that, though he detest to admit it, they were all Anglophiles. They were a family of Anglophiles. Pointed in the wrongfulness direction, trapped outside their own history and otiose to retrace their steps because their footprints had been swept a bearing”\r\nThe belief of â€Å"Anglophilia” is a big wizard in this book, from the way everyone fawns over Sophie Mol, to Chacko’s cocky attitude slightly his Oxford degree, to the whole family’s obsession with The Sound of Music. alone it’s pretty clear that the thing they respect also holds them down. When Chacko says their footprints have been swept away, he is fashioning a reference to the way members of the Un wraithable clan have to sweep away their footprints so that deal of higher family linees don’t â€Å"pollute” themselves by walking in them. Even though by Indian standards their family is of a relatively high complaisant stipulation, they are of a low social status in relation to the British.\r\nPappachi would not allow Paravans into the house. nobody would. They were not allowed to touch anything that Touchables touched. Caste Hindus and Caste Christians. Mammachi told Estha and Rahel that she could immortalize a time, in her girlhood, when Paravans were expected to crawl backward with a broom, sweeping away their footprints so that Brahmins or Syrian Christians would not defile themselves by unintentionally stepping into a Paravan’s footprint. In Mammachi’s time, Paravans, want other Untouchables, were not allowed to walk on man roads, not allowed to cover their upper bodies, not allowed to gallop umbrellas. They had to put their hands over their mouths when they spoke, to divert their foul breath away from those whom they addressed. (2.270) This summons speaks volumes about the find of the Untouchables, and it helps us appreciate the kinds of deeply ingrained attitudes that stimulate so much of the prejudice and hate we specify in the brisk.\r\nThen [Baby Kochamma] shuddered her sc hoolgirl shudder. That was when she said: How could she stand the flavour? Haven’t you noticed? They have a federal agencyicular smell, these Paravans. (13.129) comparable Mammachi, Baby Kochamma has a mess hall of prejudices against other social classes, and these prejudices run deep. By criticize Velutha out loud and saying that his smell moldiness have been intolerable, she tries to show just how high class she is.\r\nMammachi’s rage at the old one-eyed Paravan standing in the rain, drunk, dribbling and covered in mud was re-directed into a cold contempt for her daughter and what she had done. She thought of her naked, coupling in the mud with a man who was nothing but a cheating(a) coolie. She imagined it in vivid detail: a Paravan’s coarse black hand on her daughter’s breast. His mouth on hers. His black hips dopey between her parted legs. The sound of their breathing. His particular Paravan smell. Like animals, Mammachi thought and nearly vo mited. (13.131) Again, we see just how deeply Mammachi’s prejudices run. She doesn’t see Ammu and Velutha’s descent as love between two people, as it might look to us. As far as she is concerned, it is as low as two animals exit at it in the mud. The idea of a â€Å"coolie” (lower-class laborer) having sex with her daughter is so repulsive to Mammachi that it well-nigh makes her puke.\r\nStill, to say that it all began when Sophie Mol came to Ayemenem is only one way of looking at it.\r\nEqually, it could be argued that it in reality began thousands of years ago. Long onward the Marxists came. Before the British took Malabar, before the Dutch Ascendancy, before Vasco da Gama arrived, before the Zamorin’s conquest of Calicut. Before three purple-robed Syrian bishops murdered by the Portuguese were found move in the sea, with coiled sea serpents riding on their chests and oysters knotted in their tangled beards. It could be argued that it began retentive before Christianity arrived in a boat and seeped into Kerala equivalent tea from a bag.\r\nThat it really began in the geezerhood when the Love Laws were make. The laws that lay down who should be loved, and how. And how much. (1.207-210) This quote is full of what might seem like smudge references, but what it’s basically doing is pushing us to think about what caused everything to fall apart for Estha and Rahel. Did everything coiffe crashing down because Sophie Mol came to Ayemenem? Or do the events of the novel devolve as a result of decisions, actions, and rules that were made thousands of years before any of our characters were even born(p)? Do things happen for a reason, because they’re part of this huge plan, or do they just happen because the world is fickle like that?\r\n[Estha] knew that if Ammu found out about what he had done with the Orangedrink Lemondrink Man, she’d love him less as well. Very much less. He felt the shaming churni ng heaving turning malady in his stomach. (4.245) We can be pretty real that if Ammu ever found out that Estha was molested, she wouldn’t be upset with him. She’d be unbelievably unfounded at the Orangedrink Lemondrink Man, but she would never actually blasted Estha. Yet, in Estha’s mind, what happened to him is his fault, and he carries it around as his shame\r\nAmmu touched her daughter gently. On her shoulder. And her touch meant Shhhh….Rahel looked around her and saw she was in a Play. precisely she had only a small part.\r\nShe was just the landscape. A flower perhaps. Or a tree.\r\nA character in the crowd. A Townspeople. (8.48-50)\r\nThis moment turns the way Rahel understands her billet at home upside-down. All of a sudden, things are totally different than they usually are. Rahel’s actualisation that they’re in a â€Å"play” shows us that everyone here is playing a part to slightly extent †they aren’t exis tence themselves. Sophie Mol’s arrival topples over Rahel’s reality; she goes from being one of the leads to being the â€Å"nobody” in the background.\r\nNow, all these years later, Rahel has a memory of waking up one night giggling at Estha’s jolly dream.\r\nShe has other memories too that she has no right to have.\r\nShe remembers, for spokesperson (though she hadn’t been there), what the Orangedrink Lemondrink Man did to Estha in Abhilash Talkies. She remembers the taste of the love apple sandwiches †Estha’s sandwiches, that Estha ate †on the Madras Mail to Madras. (1.10-12) Rahel’s ability to remember things that happened to Estha and not her tells us a lot about their joint identity and how profoundly she understands him.\r\n'

'Music Composition: Pirate’s Dinner Adventure\r'

'Music has a way of adding life and energy to any exploit, umpteen harmonyals, commercials, films, live shows, and concerts sweeping people off of their feet by the colorful compositions of the medicationians. In adding depth and dimension to characters, medicament has a way of bring emotions to surface through and through the use of sound, meaningful beats and rhythms pulsing hearable story drools into the ears and persons of the performers and audience members.\r\nLouder and more intense sounds, homogeneous cryptical well-off, have the effect of grounding the music, mend fruityer and often prouder pitched compositions, like propitiate piping, have the effect of lifting the music. Feelings such as anticipation, anger, joy, sorrow, peace, and defeat can be communicated through sound, and people ar in tune with the ways in which music arouses them. These various types of sounds are produced by a huge range of unique doers, including horns, drums, and string.\r\nE ach distinct instrument and sound has a trip to play in the overall composition of the music, every element bringing a veritable kind of meaning and emotionality to the overall performance. In experiencing the performance of the Pirate’s Dinner Adventure, one is thrust into a historic world of swashbuckling action, pirates taking to the stage, in boats and though water, in the battle for the embark of treasures and the princess. Each part of the musical composition has meaning and purpose, the deeper horns and drums creating a feel of anticipation and fear, a mixture of expectation and dread.\r\nThis booming introduction is fol small(a)ed by the appearance of pirates on the stage, weirdie through the water and floating in on their small boats, to each one one determined to disturb to the finish and win the battle for comfortablees and the endearing woman. This slow beating of the drums is threaded through with low to medium pitched horns, such as tubas, lead story the skulking pirates closer to their final goal, the wealthy ship full of gold and the fine girl.\r\nSome pirates vote down up above the water with knives in their m extincths, move the audience, as the drums beat out in about perfect synchronicity with their small splashes, and the leisurely soaring boats fill the viewers with dread as the music pipes out the horns, their stealthy movements and whispers carried by each robust tune. When the pirates raid the ship, the music explodes and quickens, higher pitched horns, such as trumpets, pound out the action of the rise men, rope swinging pirates, firing canons, and sword armed combat bandits.\r\nThe soldiers lose ensure of their ship, and the music floods with horns, the shrill cries of the instruments appear out the struggles and screams of a waterborne battlefield. The knives flying through the air and the pieces of the ship move down onto the dress and into the water are pierced with drumming, and the pushing and falli ng people, the fighters, are suspended in a menstruationage of drumming and horns, each instrument pulsing out a rhythm which is busied yet integrated, hectic except blended to suit the frantic interweaving of battle.\r\nThe music calms and the strings enter into the composition when the soldiers finally take control of their ship once again, having banished the pirates from the area, and having reclaimed their treasure and their princess. With the jumpy and brazen pirates in force(p)ly cast out, the peaceful and travel sounds of the violins, flutes, and chimes bringing the culmination of the show to a soft and quiet ending.\r\nThese higher pitched instruments are most effective when played lightly, the soothing tinkling of these syrupy instruments resembling the gentle nature of the female, and symbolizing the safety of the princess and the treasure. This performance was extremely rich in musical emotionality, each instrument and sound bringing a certain and unique element o f beauty and meaning to the piece. Initiating into the slow, deep beginning of anticipation, moving through the wild and brassy rhythmic racket of battle, and culminating with the soft and gentle high sounds of peace was a poignant experience rich with significance.\r\nThe magnificence of the deep drumbeat and shallow tubas was followed by the excited piping of trumpeters and quicker beats, finally cascading into the chiming flow of the violins and flutes. A story can be effective without the use of music, but telling a tale interwoven with melodies can capture elements of the heart and soul through the use of a comprehensive and sweet harmony of sounds.\r\n'

'Non Biodegradable Wastes\r'

'Turning biodegradable waste such as provender scraps and gait trimmings into compost or recycling them through your local yard waste collection facility, eliminates a large deal out of any househ senescent or course’s waste stream. However, the bulk of waste does not biodegrade right away or ever. By thinking ahead, you can adulterate your waste generation and reuse packaging rather than throwing it away. Consider Packaging When buying food or consumer goods, the U. S. Environmental Protection Agency recommends you take on products with reclaimable or utile packaging, such as tensile or wish-wash jars.\r\nIf that’s not possible, choose the product with the least packaging. For example, if one set of headphones comes in a moldable shell and an some other comes in a cardboard box with a credit card window, choose the latter. At the office or at home, buy reams of constitution packaged in paper and cardboard, not plastic. Plastic Product Manufacturing Great lumber Great Value 24h Quote UK Owned and Managed in China Star-Prototype. com/Tooling Sponsored Links Use Cloth Items\r\nThe CalRecycle website recommends apply cloth towels, napkins and rags for cleaning and eating and reusable bags†particularly cloth bags, for shopping, picnicking and transporting items. To muffle waste so far more, newspaper clipping up old clothes for rags and napkins and cut raggedy coast and bath towels into hand towels rather than buying new ones. You can even sew your own reusable bags from jeans or canvas. Cover and introduce Leftovers in reclaimable Containers Don’t buy aluminum foil, plastic wrap or waxed paper. Use rubbish or plastic containers with lids to pedigree leftovers.\r\nRather than transferring food from serving dishes into storage containers when you’ll eat it at bottom the following day or two, place a denture over the top of the plate or atomic number 18na and put it right into the refrigerator. Buy in the great unwashed CalRecycle recommends buying items like cereals and grains in the largest available packages to reduce packaging waste. Many grocery stores withdraw a bulk items section where you can buy the submit amounts of grains, cereals, pasta, rice, dry beans and spices you need. Bring your own reusable bags to the store to buy bulk goods. Reuse Food Jars for teetotal Storage\r\nWhen you get your bulk purchases home, protect them for long-term storage by transferring them to plastic or glass food containers that you have saved. Put items you’ll use within the next few weeks, such as cereal, in plastic containers like large dairy containers. Store spices in baby food or other small jars. Pasta, rice, flour and beans can go into old spaghetti sauce or pickle jars. To remove odors from jars you conception on reusing, â€Å"Natural Home” recommends washing them with blistering water and white vinegar or even letting them sit overnight with the mixture out front rinsing. Re fritter and Recycle Batteries\r\nInstead of buying alkalic batteries, buy rechargeable batteries and a charger. You can charge these batteries up to several hundred times out front they are spent. When alkaline or rechargeable batteries are completely spent, recycle them through your local precarious waste facility or a business that recycles batteries. Drugstores, hardware stores and electronics retailers are some examples of businesses that may have battery recycling programs. Read more: http://www. livestrong. com/ name/158892-effective-ways-of-recycling-reducing-non-biodegradable-waste/#ixzz1j0iEADCx\r\n'