Genetically Modified Food Essay

â€Å"Mommy,† a five year-old child states, â€Å"this food is tastier than the other kind. † The reason for this is simple; genetic engineering. Genetic engineering is modification of a plant’s or animal’s DNA. Scientists do this to enhance a certain gene within the organism. Some opponents of genetically modified food argue that growing this kind of food will ruin the environment and the ecosystem permanently. In fact, genetically modified food is beneficial for the environment and for society. With the creation and use of genetically modified food, the world shall change forever. To begin with, GM (genetically modified) crops are able to be used for medical purposes. Meaning, these modified plants â€Å"have medical benefits that prevent cancer and other diseases† (Institute 32). Medically, this is extremely important because thousands of people have died to cancer. The world would be a better place without cancer. Not only does this help people, a plant can be made to produce more nutrients that are essential (Manning 10). A persons immune system can be boosted to help fight off viruses and other bad organisms. Sadly, â€Å"800 million people around the world are undernourished† (Pence 58), causing diseases to run rampant. In the medical world, rampant diseases can cause harm to millions of people. Not only this but 400 million child bearing women have iron deficiency and 100 million children suffer from blindness from Vitamin A deficiency (Penning 58). This is unfortunate in all aspects. People do not deserve to die due to spoiled or a shortage of food. GM food can help people. Without a doubt, medical usage of GM food is essential. Another piece of evidence that shows GM crops in their finest is their tactics in feeding the world. One conclusion can be drawn from the fact that â€Å"GMOs [Genetically Modified Organisms] provide healthier food for [farmer’s] farm animals]† (Institute 32). The healthier an animal eats, the better the animal is to consume. The meat and milk from animals will have more nutrients. Not only this, the government backs up GMOs and says these can feed millions of people in third world countries (Manning 10). People that are living in poverty can be fed and not die due to unsuitable conditions. Once again, people do not deserve to parish due to starvation. Mr. Pence states that â€Å"GM crops are the tools for feeding the world† (59). For this world feeding tactic, he states the truth; better crops and better animals will make food last longer or have bigger quantities to share with the world. This means that countries like Brazil can change. Brazil is able to challenge the â€Å"big five† food exporters of the world (â€Å"How† 11). The fact is clear the genetically modified foods can feed the world. Additional proof that GM foods are beneficial to the people of the world is their environmental benefits. Mr. Pollan shares his thoughts by saying that â€Å"biotechnology is the replacement of expensive and toxic chemicals† (15). What he means is that the environment will not need to endure through as much of the harmful chemicals that farmers have to use to eradicate insects. This leads to the point that â€Å"farmers has not to spray anything, has not to dust anything† (Manning 68) and does not need to destroy the environment. This can give the soil a break from the plagues that are herbicide and insecticide. Not only is the soil being saved, natural land marks can be saved. For example, the forests of the Amazon are being deforested for land. However, with the help of GMOs, Brazil can use the plains and farmland they have better (â€Å"How† 2). Forests can then be saved because countries like Brazil can then use the entire land plot for what it is worth and more. As the evidence clearly shows, genetically modified organisms can benefit the environment. Finally, the most important piece of evidence that genetically modified foods are beneficial for humanity is its effect on crops as a whole. To begin with, plants have improved nutrition (Institute 31). For people who want to lose weight, this is a plus. The reason of this is that the person can eat less and still feel healthy. Not only this, the â€Å"[use of] biotechnology can make a crop more resistant to pests, herbicides, or disease† (Manning 10). A pest can be defined as a grasshopper, beetle, locust, and other animals that consume farm crops. Hundreds of crops can now be saved due the natural insecticide (instrument for killing insects). Not only this, unwanted plants, such as weeds, can be killed without the crop being affected. A natural herbicide resistance can cut down on the amount needed by farmers to kill a plant. Finally, disease resistant plants are very important. The Great Potato Famine of 1840 showed what one disease can do. If a disease like that struck a major crop field, millions of people could starve. This absolutely proves the importance of GMOs. Shockingly, as stated, countries like Brazil can go from â€Å"zero to hero† with benefits from GMOs (â€Å"How† 11). If the entire world could be like this, world hunger could end. Only one conclusion can be drawn; genetically modified crops are extremely beneficial to the world. Overall, the world as we know it is being affected by biotechnology. This is an extremely good thing! With society being able to prosper, the world can become a better place. Learning about GM food in a community can help support biotechnology and all of its benefits. This can be an important decision. If the world shall change, why not change for everyone’s benefit.

You and i

Martha Cecilia, which was taken after her daughter's name, is one of – if not the most popular Tagalog romance pocketbook writer of today. Most of her written works became best-sellers and her very popular Kristine pocketbook series which consists of a total of 54 books was even turn into a TV series by one of the largest broadcasting network in the country.She is best known for writing love stories with happy endings and she has released over 00 books under her current company, Precious Heart Romance. 9. Carlo]. Caparas He was the man responsible for the creation of the undying story of Ang Panday (The Blacksmith). In addition to that, he also created other great stories who later turned to movies and/or TV series such as Gagambino, Bakekang, Totoy Bato, and Joaquin Bordado to name a few. Caparas was originally a comic strip writer who later ventured in to film directing and producing.In July 2009, he was proclaimed as a National Artist of the Philippines in the category of V isual Arts and Film. 8. Mars Ravelo Like Caparas, Mars Ravelo is also a comic strip writer and creator who rose to popularity because of his works such as Darna (a local version of America's wonderwoman), Dysabel (a mermaid whose fate is a little similar to Ariel of â€Å"The Little Mermaid†), and Captain Barbel (a local version of Superman) to name a few. As you may have observed, Ravelo's works are so much alike to some American fictional stories.This is because he was born at the time when Philippines was still an American Territory. Thus, it's understandable that his writing is heavily influenced by the American literature. Ravelo started out as a cartoonist who worked his way up until he became an editor-in-chief for several publications and film companies before establishing his own company. During his time, he was the highest paid comic writer.

Understanding the Oppression of Women Research Paper

Understanding the Oppression of Women - Research Paper Example Understanding the Oppression of Women The situation of women in American society has progressed multi folds and is an ongoing process.Oppression of women is a topic that is talked about with passion by feminists but when we look at the history of oppression to women, we realize that it is quite a recent event. The woman was actually held in very high esteem as the mother of the clan and one who is responsible for building the clan. It is interesting to note that because of this quality, women were valued and considered too valuable to part with. Men leave their birth clans and get adopted by the clan of the women they choose to be with. This is quite complete contrast to modern society where it is the woman who leaves her family and takes on the man’s name. It is therefore arguable that the inequality came with the development of civilization, the growth of society, economic development and the onset of class distinctions in society. The superiority of man over woman came about around the fifteenth century as marr iage laws set in English society. The concept of one woman for one man resulted eventually in women becoming enslaved and segregated according to their childbearing abilities. The freedom to choose and father children out of wedlock was a prestige that was only given to the upper class. There was also a very distinct trend with regards to labour emerging from competition and extreme growth and demand for the economy. Until them women and men had enjoyed equal division of labour, apart from household chores, as the main source of income was agriculture. Their work places were not too far away or separated from their homes so women could take care of their children and household duties while contributing in the fields. However as the demand for industrial labour grew, women were relegated to low paying mundane tasks. Early in the century, the vast class segregation also brought in a different trend. Men were beginning to be seen as the breadwinners of the family and the one to support the household. The woman was regarded as valuable in her role in the house and her worth was based on the labour she could put in or the riches she brought with her as in the case of the richer class. This tradition continued till the nineteenth century. Women became housewives predominantly. This continuing trend of inequality between men and women in the work force took menacing proportions and women began to be oppressed more and more and lost their rightful place in society. Ancient Asian and African traditions still continue with patriarchal society trends and treat women as slaves and oppress them in marriage and in their own family. We hear about cases of sexual and emotional abuse by men to prove their dominion. Oppression to Women in the United States of America The United States of America, although considered a forward thinking western society has a history of oppression to women that still continues in its own subtle way. When we talk about this topic from Americaâ€⠄¢s perspective however we have to consider the history as seen in the various ethnic groups in the US. We will consider the two main ethnic groups and look at oppression based on them. We classify it as 1. Oppression of African American women 2. Oppression of white women Oppression of African American women The slave trade came to America in the early 1800s and brought many Africans along with it. They were treated as sex-slaves and bore many children out of wedlock to their white masters. They had little no place in society and continued subjugated lives. African women were employed to work in the fields and also as domestic help, which included taking care of the children of their white maste

Application Essay Example | Topics and Well Written Essays - 500 words - 5

Application - Essay Example My interests lie in the field psychology and I feel that the college’s program will not only provide me a solid foundation but also provide me with the practical application of valuable skills and knowledge that will be important when I graduate and begin my professional career. Upon graduation, I intend to continue with my education and pursue a master’s degree and then eventually a Ph.D. Specifically, I want to attend SUNY Empire State College because of its fine reputation as a top-rated college within the SUNY system and within New York. It has a strong reputation for having high academic standards and its programs and degree programs are accredited. I am very impressed by the flexible class formats and I am attracted to the interactive instructors and professors. The student to professor ratio is another reason why I feel that this university is a good fit for me. In addition, I find the availability of resources for academic assistance unmatched in comparison with other universities and colleges. SUNY Empire State College cannot only benefit me, but I can bring a lot to the university as well. Because I grew up in a difficult background, I can relate to the people I wish to help in my professional career. Through sharing my personal experiences, it will provide insight, inspiration and learning experiences to my peers and colleagues. As a single mother, it has led me to be extremely organized and detail oriented. Having these qualities has set me up for success as a college student and a professional. Throughout my high school career, I had several leadership roles that have made me ready for the next level of education and professional development. I was involved in several leadership positions, one being the secretary of the student body. During this experience, the cabinet of our student body was invited to attend a leadership conference in Washington D.C., where we

Enterprise Systems Essay Example | Topics and Well Written Essays - 1000 words

Enterprise Systems - Essay Example Examples of enterprise systems are email systems, project management systems and other productivity monitoring tools that would include workflow systems and accounting systems. Enterprise Systems in general are implemented to save on cost of implementation and maintenance. It is also adopted to ensure that independent island systems are prevented from proliferating in a large corporation intending to have a homogenous system that would cater to the needs of every employee of the company. Enterprise systems can also have modules that are exclusively used by certain departments or sections if not divisions within a company. Enterprise Systems Enterprise Systems are software specifically designed to address if not provide enterprise or corporate solutions to business challenges that would include productivity, timely reporting, and accurate reporting (Giachetti, 2010). Software applications are essential business tools that enable companies to gather data at the front end for processing or posting and converted into reports as part of the decision support systems. However, there are instances that needs for output and productivity are overtaken by exigency at the expense of accuracy. Such instances breed island systems that are difficult to dismantle and most of the time has incompatible output format to other systems. To illustrate: an accounting systems that only display its output on the screen and not dump into a file is considered an island system that has an incompatible output with other reporting system. Making use of the output of an island system in order for it to be usable by other systems could require additional steps that could make the whole process cumbersome and may result to lost time if not inaccurate data. Enterprise Systems normally have a common repository of data that can be the primary source of reports and inputs to other systems. An example of these types of system is the Enterprise Resource Planning software that would include accountin g modules, productivity monitoring modules and reporting packages. The reporting package for its part makes use of the common data created and updated by front end modules to create reports that would assist decision makers in making business decisions. Aside from the benefits described above another value that can be considered essential for large organization is the reduced cost of implementation and maintenance of an enterprise system since it is more cost effective. It should be noted that each island systems require several experts or skill set that would include operating system and systems administration expertise from where the island system is installed at or in, whereas an enterprise system would only require a single set of skills systems group (Maier, Hadrich, & Peinl, 2005). Considering that each island systems normally needs its own set of servers, whereas an enterprise solution will only require a single platform the cost of ownership is reduced drastically. The same is true if the infrastructure requirement of the island system includes its own user terminal which will result for each employee having several terminals on his or her desk or one terminal for every island systems. The cost of licensing island system is normally more expensive since the technology used is either proprietary or can only be used by software developed by the company that owns the licensing rights of the island system. Another value for the organization is the elimination of conversion or data scrubbing that will increase productivity for employees creating the reports. Since there will be little to no human intervention in the generation of reports including

Beats By Dre Essay Example | Topics and Well Written Essays - 2000 words

Beats By Dre - Essay Example Due to the entry of new players into the market, the level of competition is believed to be on the rise, as manufacturers adopt more aggressive and market cantered marketing approaches to reach out to new customers (Breen, 2014). Beats by Dre is a headphone manufacturing line in the united states that has gained significant prominence due to the promotion and celebrity endorsements that it has acquired in the past. The company own the consumer can access significant patent for audio technologies and some of the music from online music stores. However, as a strategy to reach out to new customers and increase influence in the market, the company has collaborated with a number of companies including HTC and Chrysler (Doyle 2011). In 2014, Apple Inc. acquired the company through a cash and stock deal worth more than $3 billion, one of the largest company acquisitions ever witnessed in the headphone industry. In this report, beats by Dre will be discussed in light of its competitive market strategies and how it performed in the face of emerging small businesses. Porter five force analyses and Ansoff growth matrix will be used to evaluate the performance and prospects for the company (Johnston, 2012). The headphone industry has emerged as one of the most attractive sectors in 2014 due to the emerging interests from music producers, mobile phone companies among others. Though the industry is still emerging from low market recognition, the reputation it has gained in the market demonstrates its great potential and future prospects. A number of small companies have entered the market and they continue to rise above the stiff competition (Akoth, 2014). One such company is beats by Dre, a headphone company that was founded in 2006 by Dry Dre, an American musician. Through a well-coordinated market campaign and market sensitization programs, the company acquired dominance and respect in the industry. This attracted major

Sherman Computer Repair New Direction Essay Example | Topics and Well Written Essays - 1500 words

Sherman Computer Repair New Direction - Essay Example This research will begin with the statement that business growth and development is characterized by changes in activities and operations of the business, consequently impacting on the performance of the business. Initiating and adopting relevant actions that enhance change realization is a process with risks. These risks are spread across business stakeholders and their impact varies according to the stakeholder being assessed in that regard. Change is inevitable if a business is to remain competitive over time, alongside the need to grow and expand. The degree of change adoption determines what direction the business takes and its competitiveness in the market. High reaction in the market is directly proportional to participation in change by firms. Planning for a new direction in business is essential for any given organization. Sherman Computer Repair cannot refute the fundamental role of planning for new business directions. This is a procedural activity that requires both time and resources to put in place. There are expected outcomes to look forward to prior to the operations and performance of the company. Steps and guidelines should be put in place in order to evaluate and assess the achievements of such a plan over time. It is important to note that organizational change is characterized by barriers that emerge from within and outside the business environment. With that in mind, the internal and external environments of the company should be assessed against the strengths and weaknesses of the company.

Minigrant for integrating technology in the elementary Language Arts Essay

Minigrant for integrating technology in the elementary Language Arts classroom - Essay Example The use of computers has increased drastically in the last decade, especially in the educational field. Experts in the elementary educational field are of the opinion that trying to find out the mistakes in grammar, spelling and organization in one’s own writing is one of the best methods of learning. Introducing computers in the elementary level are highly useful in these processes. Computers increase the effectiveness of the elementary language teachers while drastically reducing their work load. In this application, an estimated budget and advantages of introducing technology in the Elementary Language Arts Class room are also briefly mentioned. Elementary school teachers play a crucial role in the development of children. Generally, children are influenced by what they experience and learn in the school which can also greatly shape their views of the world or about themselves and can be a crucial factor for their failure or success in their personal lives and work. Elementary school teachers introduce pupil to language, mathematics, social studies and science. Teachers use various tools like music, games, films, artworks, books and computers to teach basic skills. Computers can play an integral role in the Elementary Language Arts Program which â€Å"provides balanced instruction in reading and writing.† (Elementary Reading and Language Arts).

Domestic Violence Essay Example | Topics and Well Written Essays - 500 words - 3

Domestic Violence - Essay Example The purpose of this paper is to analyze domestic violence in our society. Domestic violence is a serious problem that is hurting the quality of life of many American families. This social deviant behavior is a problem in the United States and abroad. Victims of domestic violence must speak out in order to get help. Domestic violence is a crime punishable by the law. Nobody deserves to be physically and emotionally abused by another person. It is better to get out of bad relationship than to continue to suffer from an abusive spouse. Women are five to eight times more likely to be victims of domestic violence (Aardvarc, 1998). In order to battle against domestic violence victims have to tell someone about the problem to then eventually get the courage to file formal charges against the abuser. Our society will be better place once domestic violence is eradicated forever. Aardvarc.org (1998). From â€Å"Violence by Inmates: Analysis of Data on Crimes by Current or Former Spouses, Boyfriend and Girlfriends, U.S. Department of Justice, March 1998† Retrieved December 11, 2010 from http://www.aardvarc.org/dv/statistics.shtml Helpguide.org (2010). Domestic Violence and Abuse: Signs of Abuse and Abusive Relationships Retrieved December 12, 2010 from

Economics game theory paper Essay Example | Topics and Well Written Essays - 1250 words

Economics game theory paper - Essay Example Rationality is the first basic assumption of consumer behaviour in microeconomic theory. The implication of rationality is that the consumer’s decisions are motivated by the pursuit of maximizing his/her own utility. In the context of long term health insurance, the rational consumer’s objective is to maximize his utility over the long run by insuring against possible utility losses resulting from ailments. Therefore, if the consumer is rational, under certainty, that is if the consumer knew the exact health contingencies that will occur, the purchase will be made only if the resulting long run utility of the purchase is (weakly) greater than the long run utility of the consumer if he/she does not make the purchase. However, what complicates the situation is that the occurrence of some event that causes damage to health is random and the consumer does not know whether it will occur or not at the time of making the purchase. Therefore, the consumer can maximize only his/ her expected utility through buying or not buying the insurance (Varian, 1997). We now turn to the other important assumption regarding the consumer that we shall abide by – intelligence. The assumption of intelligence comes from nomenclature of game theory. Game theory is essentially a method of mathematically modeling situations of conflict or co-operation (Gibbons, 1992). Intelligent players are players who have the capacity to infer anything about the game that we, the studiers of the game are. More precisely, the implication of the players being intelligent is that if we are able to infer that a given strategy is optimal for any particular player subject to the strategy choice of the rival players, then each and every player of the game will be able to draw the same inference as well (Kreps, 1990). We shall assume that the consumer under consideration is both rational and intelligent. We model the given situation as that of a two player stage game. Player one is a ration al and intelligent consumer and Player two is Mother Nature. To keep things simple we assume that there are two possible states of the world - accident and no accident; and which one is to be realized is a decision made by Mother Nature. Suppose Mother Nature chooses the no-accident state with probability P and this probability is common knowledge. At the time of deciding on the purchase, Player 1 does not know whether he faces an accident or not. Suppose Player 1 earns X1 if the no accident state materializes and earns X2 if the accident state materializes, where X1> X2. Essentially we are assuming that the monetary value of the consumer’s health to himself if there are no accidents is X1 and this reduces to X2 if there is an accident. Define U(X) as the consumer’s utility function with U’ > 0 and U’’ U (X1) > U (X2). Now, to bring in the role of insurance in this setup, suppose that the consumer can purchase insurance against the accident state. Particularly, assume that if the consumer pays a premium ‘K’ then a lump sum transfer of ‘L’ is made to him if the accident state is realized in stage 2. Therefore, contemplating purchasing insurance can be rational only under the following condition: U (X2) < U (X2 +L-K). Mother Nature picks the state of the world. We assume her to be indifferent between the ‘

Romanticism and Classicism Essay Example for Free

Romanticism and Classicism Essay Both Romanticism and Classicism deal with a certain psychological truth – however, they use different techniques to show this truth, and, consequently, show different sides of a persons psychology. The Romanticists take a lyrical stance – they explore a persons emotions and subjectivity. Mostly, this is done in poetry, because poetry generally provides more creative leeway and is more metaphorical. Like any short form, it needs less consistency, but is allowed to focus more on emotion and whatnot. A poem can be created only to portray a feeling or a group of feelings. For instance, Yeats poem â€Å"The Second Coming†, even though its first-person perspective is only seen directly in two lines, the feeling of apocalyptic dread is spread throughout the whole poem, from the first lines ( Things fall apart; the centre cannot hold; /Mere anarchy is loosed upon the world, ) to the last ( And what rough beast, its hour come round at last,/Slouches towards Bethlehem to be born? ). This poem is completely dedicated to showing a single aspect of emotion. It does not require development, but rather elaboration and metaphor, both of which Yeats provides plenty. Moreover, the rhythm and sound of the rhymed word itself is used often to convey an emotion. (Incidentally, Romanticist prose, which is not covered here, also uses these techniques much more than Classicist prose). See Yeats again: â€Å"Turning and turning in the widening gyre† already creates a spinning sensation of something huge, the repetition of the us and is makes the line sound as if it were turning itself. The sounds and rhythm strengthen the feelings the words already evoke, in this case – that of the world turning in on itself – and when in the next line, â€Å"The falcon cannot hear the falconer;† we are faced with a relatively small bird, the illusion of a transition from microcosm to macrocosm is evoked. Portraying subjectivity is easiest to do from a first-person position, because it allows the poet and the reader both to get into the head and soul of the character. This is shown well in most Romantic poetry. For instance, Owens in his descriptions of war depicts the horrors from his own, first-person view, and attempts to make the reader sympathize by creating images that invite a certain empathy, in this case – a feeling of horror at things two people in dialog fear together. An especially powerful example is present in Dulce et Decorum Est (If in some smothering dreams you too could pace /Behind the wagon that we flung him in, /And watch the white eyes writhing in his face, /His hanging face, like a devils sick of sin;). It can be done from the third-person, however. This is generally done from selective omniscient, by showing things from a chosen characters viewpoint. Emotion can also be shown just by writing about the actions of the person, but this is generally used in the dramatical poetry, which is more common in the Classicists. Mostly, narrative is used for the Romantics when there is an actual need to show not just a feeling, but a transition from one emotion to the next. A real master of this is Joyce, who, while not precisely a Romanticist, knows the Romanticist technique well, and utilizes it to his own means. Joyce shows us a change in Gabriels behaviour. Specifically, he utilizes a very interesting technique: in the beginning, he does not give us any insight into Gabriels thought: when we first see Gabriel, he is just one of the characters. There are many others, who may be just as important – although the fact that everyone is waiting for Gabriel and his wife is a certain foreshadowing of the fact that ultimately he will be the main character, it is still far from certain at this point. (â€Å"O, Mr Conroy, said Lily to Gabriel when she opened the door for him, Miss Kate and Miss Julia thought you were never coming. †). As the story progresses, however, we gain gradual insight into Gabriels thoughts as they become more and more mixed in with his deeds, and by the end of it, we are completely in Gabriels mind (â€Å" It hardly pained him now to think how poor a part he, her husband, had played in her life. †) Any outside factor is a symbol for the Romanticists, a tool for self-identification. The difference between them and the Classicists in this case is that for any Classicist the outside world with its obstacles is objective – even when a hero acts or reacts, they are working in an environment. For a Romanticist, environment is optional. In fact, most of them prefer to relate directly to matters such as life and death, to notions which would be deemed abstract, and many avoid the situations in which we face these notions in life. This is well-seen in Tennysons â€Å"In Memoriam†: â€Å"I held it truth, with him who sings /To one clear harp in divers tones, /That men may rise on stepping-stones /Of their dead selves to higher things. † How precisely this stepping is done, Tennyson does not show. But it is these symbolic transitions, the way a human being relates with eternity, that make up the real life of a human being. The situations one faces in life are mere shadows of this real, symbolic life. This is why when the Romanticists use colorful metaphors, and another great lot of textual technique in an attempt to transfer to the reader what can only be felt, to incite an emotional state, this is not only to evoke a feeling – feelings are the meat and drink of life, like actions are to the Classicist. It is this sensual experience that is real, and a transition in feeling, its ennoblement is seen as a more valuable – a more ontologically real, if you will – change than any actions that change ones material status. For an example, let us turn to Yeats once more, and how he describes this spiritual transmutation upon his death, in â€Å"Sailing to Bysantium†: â€Å"Once out of nature I shall never take/My bodily form from any natural thing,/But such a form as Grecian goldsmiths make/Of hammered gold and gold enamelling†. In essence, Romanticism submerges us in the characters subjective viewpoint, and attempts to make us believe the characters actions by placing us in the characters place. They externalize the characters feelings by projecting them unto our own. For instance, Coleridge in his â€Å"Kubla Khan†, gives an image and a feeling which it evokes in his lyrical hero, and attempts to reproduce that same relationship within the readers own soul: â€Å"A damsel with a dulcimer In a vision once I saw :/It was an Abyssinian maid,/And on her dulcimer she played,/Singing of Mount Abora. Could I revive within me/Her symphony and song,/To such a deep delight twould win me,† The Classicists attempt to portray objective reality as far as they are able – be it by directly addressing real-world issues, or by exploring them through story-telling. A direct discussion on a real problem is shown in Mills essay, where the narrator steps as much away from any personal arguments as possible, and attempts to appeal only to objective facts, and even if his own experience is used, it it always as de-personalized as possible. Nearly any quote from his essay is demonstrative. â€Å"The generality of a practice is in some cases a strong presumption that it is, or at all events once was, conducive to laudable ends. This is the case, when the practice was first adopted, or afterwards kept up, as a means to such ends, and was grounded on experience of the mode in which they could be most effectually attained. † As we can see, he speaks in the third person as much as humanly possible, making general observations about the nature of humanity and society. The Classicists who work in fiction generally work in the narrative, because it is easier to portray outside factors from the neutral point of view of a narrator, rather than from the subjectivity of one character. The preferred mode is pure omniscient. We can see this if we return to Joyce, who in the beginning uses a fully omniscient mode , to show us a multitude of people and detail, to give us a panoramic view and a feeling of objectivity before he begins to focus on the internal evolution of Gabriel. â€Å"Lily, the caretakers daughter, was literally run off her feet. Hardly had she brought one gentleman into the little pantry behind the office on the ground floor and helped him off with his overcoat, than the wheezy hall-door bell clanged again and she had to scamper along the bare hallway to let in another guest. †) Joyce uses this technique to set the stage, to give the mood in which the transformation happens. I believe (though I am not sure whether this is the view your professor has on the subject) that the difference between Joyces story and the â€Å"classic† Classicists is that for him the objective world is neither a place to act in nor a tool of transformation: it is just a backdrop, a setting in which interaction occurs. However, selective omniscient can be used, as well – as long as one gives enough detail that the character notices, but does not classify as important, while, in truth, they play out their part, and a reader – always from his birds eye view – can notice this. A good example is Mansfields â€Å"The Garden†, which utilizes a selective omniscient point of view. Mansfield uses both details that are general, that create the mood both for the character and the reader, (â€Å" That really was extravagant, for the little cottages were in a lane to themselves at the very bottom of a steep rise that led up to the house. A broad road ran between. True, they were far too near. They were the greatest possible eyesore, and they had no right to be in that neighbourhood at all. †), and those that are exlusively thoughts of Laura (â€Å"Is mother right? he thought. And now she hoped her mother was right. Am I being extravagant? †) Some of Mansfields most interesting technique is how she shows the transition of moods through the difference in details Laura notices. Compare the beginning of the story (â€Å"Then the karaka-trees would be hidden. And they were so lovely, with their broad, gleaming leaves, and their clusters of yellow fruit. They were like trees you imagined growing on a desert island, proud, solitary, lifting their leaves and fruits to the sun in a kind of silent splendour. ) and near the end of the story, when she learns about the death (â€Å"Now the broad road was crossed. The lane began, smoky and dark. Women in shawls and mens tweed caps hurried by. Men hung over the palings; the children played in the doorways. A low hum came from the mean little cottages. †) It is still a beautiful sunny day, however, Laura is in no shape to notice it. This is the kind of subjectivity that is allowed in Classicist literature: a subjectivity that is a reaction to the objective world. Classicism is versatile enough to allow it, but it never allows this subjectivity to take completely first place. At best, like in Mansfields works, it has an almost equal role to objective actions. Classicism can even work from completely a first-persons view, as Virginia Woolf shows. But here it is emphasized that the author is subjective but trying to transcend this subjectivity: even in the first person, she attempts to step out of conventional social roles – even those she takes on herself and look at things rationally and reasonably, and, possibly, with irony. It is a curious fact that novelists have a way of making us believe that luncheon parties are invariably memorable for something very witty that was said, or for something very wise that was done. But they seldom spare a word for what was eaten. † Woolf takes many liberties with her texts, and experiments often with styles and conventions – such as the listing of various foods, or the ironic descriptions of conversations, or unconventional views on known topics. Like a philosopher, she brings to attention things that are rarely noticed (â€Å"Have you any notion of how many books are written about women in the course of one year? Have you any notion how many are written by men? Are you aware that you are, perhaps, the most discussed animal in the universe? †). But all of these are things that exist in the real world. You will find few abstractions in her works, and even those have a grounding in some sensual experience that she has. She is very skeptical indeed of any matter of pure spirit, indeed, she does not believe in them in the common sense of the word. (â€Å"One cannot think well, love well, sleep well, if one has not dined well. The lamp in the spine does not light on beef and prunes. We are all probably  going to heaven, and Vandyck is, we hope, to meet us round the next corner—that is the dubious and qualifying state of mind that beef and prunes at the end of the day’s work breed between them†) This is what attempted objectivity from the first person looks like. Mixed modes work well, too. Conrads â€Å"Heart of Darkness† is a great example of this: he often gives descriptions which could be both from the third person and the first person (â€Å"The Nellie, a cruising yawl, swung to her anchor without a flutter of the sails ), and even those he gives explicitly from the first person are always shown as attempting to step away from direct emotional perception, such as in the scene where the hero thinks about the reason why the savages are cannibals. (â€Å"I would no doubt have been properly horrified, had it not occurred to me that he and his chaps must be very hungry: that they must have been growing increasingly hungry for at lea st this month past. †) This is very typical of Classicism, to look for outside solutions to ones feelings, and, instead of feeling something directly, to attempt to reach feeling throughout experience and logical thought. A Classicist cannot emphasize directly; Conrad could not have written something like, â€Å"I saw the hunger in his eyes and realized with a sharp jab of the conscience that, had I been so hungry, I would have been no different. † A Classicist will only portray the internal logic of his heroes, he cannot attempt to have them experience something they did not, even in the imagination. They remain captured by their own lives. What is important about Classicism is that it is almost always in prose. There are, of course, exceptions to this rule, such as Browning, but they are few and far between. Poetry adds an extra, undesirable dimension to a text. It is the dimension of subconscious influence – by the sound of the words, by the rhythm. Classicism, of course, cannot step completely away from using techniques that influence not so much by meaning, as by style – so long as the work is a work of literature – but they do their best not to emphasize on the technical style of things. Even if they use technique, it is as simple as possible. The Classicists wish the text to be transparent, as opposed to the many colors of Romanticism. Conrad is, once again, a good example here: his descriptions are dynamic, yet very simple: â€Å"One evening as I was lying flat on the deck of my steamboat, I heard voices approachingand there were the nephew and the uncle strolling along the bank. † Complete contrast to the falling and raising of the Romantic worlds, Classicism uses Occams Razor as much as possible. Classicism likes to use a dramatic stance: it generally does not tell us about what the person is feeling, but rather attempts to allow us to see for ourselves from the persons actions. For instance, Browning in his poetry – a rare example of a dramatic approach in it – does not give us feelings directly. Instead, he gives us actions and thoughts related to those actions, not self-reflection: like when he writes about the painter Fra Filippo Lippi (Or Lippo Lippi, as he calls his hero))(â€Å"/Zooks, whats to blame? you think you see a monk! What, tis past midnight, and you go the rounds,/And here you catch me at an alleys end/Where sportive ladies leave their doors ajar? †) This says more about the character of the frater than any self-reflection upon the nature of necessity to go out at night would have. For the Classicists, it is an emphasis on that only the deeds of a person are actually real, and the thoughts essentially matter only as stimuli towards action . This is an externalization of the characters psychology by projecting it upon the world.

Identifying Non-traditional Gifted Students

Identifying Non-traditional Gifted Students Gifted students are defined as those who excel in academic subjects such as reading, science, or math. Some students do exceptionally well in visual art or playing musical instruments, while others exhibit strong leadership qualities. All of these are defined in the Americas School Act of 1994. The term gifted and talented when used in respect to students, children or youth means students, children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities (Ryser, McConnell, 2004). Gifted children are sometimes called asynchronous due to their physical/emotional growth not corresponding to their intellectual growth. Traditionally, gifted students have been under-served or go unidentified due to schools being unable to provide advanced placement or the lack of curriculum for these students. If a student shows signs of boredom, lack of interest or diagnosed with attention deficit disorder, the score of such student may not have reflected their true potential. Times have not changed in regard to this type of students. Many of these students are still in regular classrooms without the opportunity of advanced placement, specific gifted classrooms or additional discovery classes to service their needs. The Federal No Child Left Behind Act has left little room for helping these students attain their full academic and/or talent goals. Combining these factors with the gifted children who are not identified due to not being able to perform well on standardized tests, or a low socioeconomic culture and those with learning disabilities that accompany their giftedness presents a dilemma for most school districts (Lardner, 2004). However, the first step for developing curriculum for schools is the identification process. 1. Problem statement This paper is meant to examine the problems and research that has been done in the area of identifying the students that may show extreme giftedness in one subject and perform low in another, those who may be overlooked due to cultural, linguistic or ethically diverse backgrounds and those students who may not score well on standardized tests; to include twice exceptional students. Identification and low representation of culturally, linguistically, and ethnically diverse (CLED) students have been a concern with researchers and educators in our country: (Lohman, 2005), (Pierce et al., 2007). Considering the changing demographics within schools and pressure from the government and funding issues, educators must examine how to change identification procedures and services to adequately recognize and develop these students talents (Briggs, 2008). Even though cultural diversity has become more prominent in in education, CLED students are more identified in the remedial classes and underrepresented in gifted and talented programs (Briggs, 2008). National surveys show that only 10% of those students performing at their highest level are CLED students even though they represent 33% of the school population (Gallagher, 2002). The issues of identifying and assessing such students are highly important due to various reasons, but first of all because the absence of proper educational approach and environment hinder the development and future success of a great number of people, which undermines the very mission of education. Researching methods and approaching for identification and assessment of nontraditional gifted students will help to address this deficiency of our educational system. 2. Literature review on identification and assessment of nontraditional gifted students Assessing the nontraditional gifted student has become a growing problem in school districts across America. While doing a review of existing literature on the problem of identification of gifted students, one can outline 3 major types of nontraditional gifted students. Each type of such students, its identification and relevant research will be described below. 2.1. Gifted students missed by testing Various identification methods are used to identify gifted learners. There are those who still believe that IQ tests can be the way to measure intelligence; Schroth and Helfer (2008) refer to Gottfredson who states that proponents of traditional instruments for measuring IQ believe that such tests are not biased against blacks, other ethnic minority groups who are English speaking, or other native born people in the United States predicting well for all subgroups. Schroth and Helfer (2008) reference Ford (2003) who believes that the same groups along with low-SES students are discriminated against by standard tests because such tests are biased against process that is color blind or culture blind, Eurocentric, monolithic and narrow (Schroth Helfer, 2008). The authors go on to support the models referenced in Renzulli Reis (2007), and Sternberg (2002,2003), regarding those who believe in utilizing multiple measures for identifying gifted students. Such measures include portfolios, observations, teacher, parent or peer nominations and test scores and may be used to identify gifted students as well as to identify those students who may be missed using only traditional tools (Schroth Helfer, 2008). There are many factors that influence identification and availability of gifted programming to CLED students. The assessment tools that are used, educator bias, the perception of cultural behaviors, quantity and quality of teacher preparation for working with CLED students, and degree of variety of instruction strategies influence the identification and services provided for CLED students (Briggs, 2008). Language barriers, non-stimulating environments, fear of not teaching to the test and the belief that few gifted students can be found in CLED students also influence under-identification of these groups (Briggs, 2008). Unfortunately, tests play a major role in identification, referral, and placement of gifted students. Due to students not scoring well on standardized tests, teachers need to create and use tests and assessments that are culturally responsive (Ford, 2010). 2.2. Gifted students with a learning disability Other learners that are not identified or serviced properly nationwide are gifted learners with a learning disability. Gifted/learning disabled students are students with high intellect (superior intellectual ability) who have low performance in a specific academic area such as math, reading or written expression. This is not due to the absence of educational opportunity or a health problem (McCoach, 2001). McCoach describes three types of gifted/learning disabled students. The first student does well in elementary school when the learning disabilities are less distinct and they still participate in gifted programs. As the work progresses within that students disability, he/she may begin to experience learning difficulties which leads to underachievement. These students are not normally identified as learning disabled due to the high achievement in elementary school. The second type is described as learning disabled but also gifted. Since such students have severe learning disabilities, they are seldom identified as gifted. The third type is the student that is not identified as either gifted or disabled. This students disabilities hide their gifts and the gifts conceal their disability, creating a smokescreen which is referred to as masking within the definition of gifted/learning disabled students (McCoach, 2001). Masking refers to the principle that many gifted students with learning disabilities have patterns of strengths and weaknesses that make them appear to have average abilities and achievement (McCoach,2001). So therefore, these students do not get identified as gifted or learning disabled. Some advocates believe that intelligence scores will be lower for these students, thereby hindering their identification as either gifted or learning disabled (McCoach, 2001). McCoach goes on to quote Waldren and Saphire (1990): the primary problem with the use of intelligence test to identify gifted students with LD is that the disability may lower their IQ score so dramatically that the students do not qualify for inclusion in the school districts criteria for gifted, even though they demonstrate strong abilities in some areas. 2.3. Twice-exceptional students The term twice-exceptional is used to describe students who are gifted and identified with a disability (Baum Owen, 2003). There has been extensive research identifying twice exceptional students. Identification is a problem due to a misdiagnosis of the student (Webb, et al., 2005). The challenge is still the under representation of students with disabilities in gifted programs. The question is not whether these students exist but how to serve them when they need two sets of services (Rizza Morrison, 2007). There is evidence to show that there is a large amount of students who are gifted with behavioral disabilities (Baum Olenchak, 2002, Neihart, 2000). One example of twice exceptional would be a student identified as gifted with attention-deficit hyperactivity disorder (ADHD). This particular disorder when combined with giftedness is difficult to diagnose due to the many similarities between ADHD and gifted characteristics. The difficulty differentiating between characteristics of giftedness and those of ADHD, and recognizing when they coexist, can easily lead to inaccurate identification. Gifted and ADHD children often exhibit similar behaviors: hyperactivity, disruptive behavior, challenges to authority, and social/emotional development (Leroux Levitt-Perlman, 2000). Leroux Levitt-Perlman referenced Clark (1992) regarding hyperactivity, which can occur in both gifted children and children with ADHD and is often the first characteristic a diagnostician will see. However, hyperactiv ity may manifest itself in different ways. The gifted child may show focused energy, whereas the child with ADHD is largely unfocused (Leroux Levitt-Perlman, 2000). In addition, both gifted children and children with ADHD may challenge authority. The challenging authority characteristic in gifted children compared to children with ADHD may be exhibited differently. According to Clark, gifted children are curious and want to ask questions, this is part of their nature. The challenge from ADHD children has been observed to be more hostile and aggressive in manner. Even though both types of children can disrupt the daily school environment, the causes are different (Clark, 2008). The disruptive behavior is presented in both gifted and ADHD children. For the gifted child, disruptive behavior is associated with boredom in response to unchallenging activities, curriculum, and learning style . Disruptive behavior in the ADHD child is the result of any or all of the ADHD core symptoms: inattention, impulsivity, and hyperactivity (Clark, 2008). The ADHD child can easily become distracted by outside environment and/or stimuli, or even by own thoughts. ADHD students have weak organizational skills which makes staying on task a challenge. Too strict of an environment can lead to a disruption in the classroom as well. In the gifted/ADHD child the frustrations of impulsivity, inattention, and hyperactivity, combined with under stimulation can lead to oppositional behaviors (Leroux Levitt-Perlman, 2000). When the social/emotional development aspects are considered, there are similarities for both gifted and ADHD children as well. The gifted student might interact maturely with adults but be less competent with his peers, unable to read the social cues that tell him his behavior is not within social norms for children his age. The gifted childs intellectual and/or creative ability is more advanced than the emotional level, along with the sense of self (being different than other students), which can cause social isolation. The ADHD child shows immaturity and does not pick up on social clues, leading to rejection from peers. Both of these can cause emotional outbursts and inappropriate behaviors (Leroux Levitt-Perlman, 2000). Clark references Mendaglio when stating that when the two of these are combined in one child, there is a heightened sense of of alienation, sensitivity, and overreaction ( Clark, 2008). 3. Synthesis of relevant research and findings There are important issues that need to be considered when developing a method for identifying gifted or talented students: gifted students will exhibit their talents not only in a certain domain but also within a specific area of interest. A student may perform well on classroom activities but with independent study, may show a deeper level of theoretical understanding within the same subject. Giftedness is a dynamic concept. A test score may not represent how a childs gifts may be developed into talents, especially for students who do not have the opportunity for out-of-school activities. Talents are shown by students who have disabilities, or who come from different ethnic, cultural, and economic backgrounds and finally, early identification has proven important in developing gifts into talents (Johnsen 2009). In order to avoid the scantiness of test assessments, Ford suggests that assessment should include answers to the following questions (Ford, 2010): Are the measures valid and reliable for the specific culturally different students and group? How can educators remove the bias in the measurements they use or must adopt for evaluation and gifted education decisions? Have the students had the opportunity to be assessed in ways that are compatible with how they learn and communicate? Finally, do the students have the opportunity to be evaluated via more authentic assessments; skits, presentations, speeches, research, and other models of their learning? . Moreover, concerning broadening the spectrum oh approaches to students, Ford (2010) suggests in her article, Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students the use of the culturally responsive classroom which is characterized by five components. The five components include; teachers philosophy, learning environment, curriculum, instruction, and assessment. Ford believes that when teachers become more self-reflective, are able to recognize cultural differences amongst students and themselves, and create classrooms that are more culturally responsive, they can decrease cultural misunderstandings and miscommunication with CLED students (Ford, 2010). For gifted students with learning disabilities, the masking concept creates problems for school psychologists, they can not possibly test all students who are performing at an average level to look for disguised learning disabilities. Until these students exhibit underachievement, there are not clear suggestions or empirical research to help identify these students. Teachers and specialists focus on the students disabilities, so therefore the strengths and talents of the student go ignored. The teachers and/or specialists attention is focused on the disability so little or no attention is given to the students gifts or talents (Baum, 2001). The techniques that are used for the disability may very well lack the characteristics gifted students require for successful learning and thus inhibit the attempt of that technique. Baum suggests that using instructional strategies that provide balance between the strengths and weaknesses of the gifted/learning disabled will contribute to an auth entic, challenging curriculum (Baum, 2001). The pragmatic problem concerning twice-exceptional learners is identifying these children like those that are gifted/ LD. This agrees with the case that many children who are gifted go unidentified by the use of standard IQ tests, and currently, many of the current diagnostic measures are less than perfect form many ADHD children (Leroux Levitt-Perlman, 2000). Leroux Levitt-Perlman (2000) promote that the skills and talents within individuals must be expanded to include and acknowledge the strengths of the gifted/ADHD child and go on to comment on Maker, Neilson, and Rogers (1994) approach that combines Gardners theory of multiple intelligences and a matrix of problem types to design ways to identify and serve the diversity and skills in students (Leroux Levitt-Perlman, 2000). They surmise that students who were identified through this method made equal or greater gains in enrichment programs as those identified by traditional methods (Leroux Levitt-Perlman, 2000). McCoach suggests that identification of students with learning disabilities should parallel the identification of all other students with learning disabilities (McCoach, 2001). According to McCoach, the process must comply with both federal and state special education regulations while utilizing both ability and achievement testing. McCoach (2001) suggests that authentic assessment (portfolio with works of the student, written works, informal reading inventories) should be used in correlation with standardized methods of achievement. Conclusion The problem of identification and assessment of nontraditional gifted student is one of the important educational issues. Review and analysis of relevant research have shown that the so-called nontraditional gifted students may be divided into three groups: gifted students missed due to imperfection and limited nature of current testing system, gifted learners with learning disabilities and twice-exceptional learners. Methods of identification and assessment for the three groups differ from each other. Major finding and suggestions for the problem are: developing authentic assessments aimed at addressing various types of skills and eligible for discovering different talents, creating a culturally responsive classroom and providing necessary background to the teachers, using instructional strategies in order to provide balance between the strengths and weaknesses of the gifted and learning disabled learners and addressing multiple types of intelligence via creating different problem t ypes to design ways to identify and serve the diversity and skills in students. Sources Baum, Susan. (2001). Dual Differentiation: An Approach for Meeting the Curricular Needs of Gifted Students with Learning Disabilities. Psychology in the Schools, 38(5), 477-490. Baum, S., Olenchak, F. (2002). The alphabet children: GT, ADHD and more. ! Exceptionality, 10, 77-91. Baum, S., Owen, S. (2003). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Mansfield Center, CT: Creative Learning Press. Clark, Barbara. (2008). Growing up gifted: developing the potential of children at home and at school. Pearson/Merrill Prentice Hall. Briggs, Christine. (2008). A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students. Gifted Child Quarterly, 52 (2), 131-145. Flint, Lori J. (2001). Challenges of Identifying and Serving Gifted Children with ADHD. Teaching Exceptional Children, 33 (4), 62-69. Ford, Donna Y. (2010). Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students. Gifted Child Today, 33 (1), 50-53. Gallagher, J.J. (2002). Societys Role in Educating Gifted Students: The Role of Public Policy. Storrs, CT: The National Research Center on the Gifted and Talented. Johnsen, Susan K. (2009). Practices for Identifying Gifted Students. Principal, 88 (5), 8-14 Lardner, Cynthia M. M. (2004). Helping Gifted Children Reach Their Potential. Michigan Bar Journal, 18-20. Leroux, Janice A. Levitt-Perlman, Marla. (2000). The Gifted Child with Attention Deficit Disorder: An Identification and Intervention Challenge. Roeper Review, 22(3), 171-177 Lohman, David F. (2005). Identifying Academically Gifted Students: An Aptitude Perspective. Gifted Child Quarterly, 49 (2), 111-138 McCoach, Betsy D. Kehle, Thomas J. Bray, Melissa A. et al. (2001). Best Practices in the Identification of Gifted Students with Learning Disabilities. Psychology in the Schools, 38 (5), 403-411. Pierce, R. L. et al. (2007) Development of an Identification Procedure for a Large Urban School Corporation: Identifying Culturally Diverse and Academically Gifted Elementary Students. Roeper Review, 29 (2), 113-118. Pfeiffer, Stephen I. (2003). Challenges and Opportunities for Students Who Are Gifted: What the Experts Say. Gifted Child Quarterly, 47 (2), 161-169. Renzulli, Joseph S. Reis, Sally M. (2007). A Technology Based Resource for Challenging Gifted and Talented Students. Gifted Education Press Quarterly, 21(4), 2-3 Rizza, Mary J. Morrison, William F. (2007). Identifying Twice Exceptional Children: A Toolkit for Success. Teaching Exceptional Children Plus, 3(3) Article 3. Retrieved 6 April 2010 from http://escholarship.bc.edu/education/tecplus/vol3/iss3/art3. Ryser, G.R. McConnell, K. (2004). Scales for Identifying Gifted Students. Waco TX: Proofrock Press. Smith-Collins, Searetha. (2007). The Unserved, Under-Served, and Inappropriately Served: Educating Gifted and Talented Minority Students. Gifted Education Press Quarterly, 21(4), 4-9 Sternberg, R.J. (2002). A Reflective Conversation with Robert J. Sternberg about Giftedness, Gifted Education, and Intelligence. Gifted Education International, 16 (3), 201-207 Schrorth, Stephen Helfer, Jason A. (2008). Identifying Gifted Students: Educator Beliefs Regarding Various Policies, Processes, and Procedures. Journal for the Education of the Gifted, 32 (2). 155-179. Van Tassel-Baska, Joyce Brown, Elissa F. (2007). An Analysis of the Efficacy of Curriculum Models in Gifted Education. Gifted Child Quarterly, 51(4), 342-358. Webb, J. T. Amend, E. R. Webb, N. E. Goerrs, J. Beljan, P., Olenchak, F. R. (2005). Misdiagnosis and dual diagnosis of gifted children and adults. Scottsdale, AZ: Great Potential Press.

Research Study: Use of Jargon in Dental Students

Research Study: Use of Jargon in Dental Students ORIGINAL RESEARCH ARTICLE ‘THE ACCEPTANCE AND USE OF JARGONS IN CASE HISTORY TAKING: A CROSS SECTIONAL QUESTIONNAIRE BASED STUDY AMONG CLINICAL DENTAL STUDENTS AND FACULTY MEMBERS OF DENTAL COLLEGES IN ERNAKULAM AND IDUKKI DISTRICTS, KERALA, INDIA’ ABSTRACT Background: The use of jargons has become very common in health care field, especially in medical/dental records. Although use of standard medical jargons, can be seen as professional, efficient shorthand, the lack of awareness regarding the standard medical abbreviations and incessant and overzealous use of slangs among the health care professionals can act as a barrier in effective communication and understanding among patients and peers. Objective: To assess the acceptance and use of jargons in case history taking among clinical dental students and dental teaching faculty members of dental colleges in Ernakulam and Idukki districts of Kerala. Methodology:  A cross-sectional questionnaire based survey containing 15 questions to assess the objective of the study was done. The study was conducted among clinical dental undergraduate students, house surgeons, post graduate students and teaching faculty members of five dental colleges in Ernakulam and Idukki districts, Kerala. Results were expressed as a number and percentage of response for each question and Chi-square test was performed for inferential statistical analysis. Results:  All the 549 respondents used jargons in case history taking. About 22.4% of the respondents admitted that they always used jargons and 55.8 % admitted of using jargons only when there was a lack of time. Majority of the respondents (71.4%) learnt the jargons from their colleagues. About 50% of respondents admitted of using jargons in history section and about 32% of the respondents in all sections of case history taking. About 74% were of the opinion that abbreviations should be permitted in case history taking. Conclusion: This study points out that there is a widespread use of jargons/abbreviations in case history taking among the respondents. There is a lack of knowledge regarding standard medical abbreviations. Although majority of the respondents are comfortable with the use of jargons, majority of the postgraduates and faculty feel the use of jargons should be stopped. Keywords: Jargon, abbreviations, case history, dental students INTRODUCTION Jargon is defined as the language, esp. thevocabulary, peculiar to a particular trade, profession, or group; medical jargon, plumbers jargon All professions use this linguistic shorthand that serves as a means of communication among members but effectively excludes all others(1). It is very useful in a community sharing a common interest as it removes much information redundancy.At the same time, it represents a barrier to those unfamiliar with it.(2) Communication failures created by jargon are especially plentiful and pernicious in healthcare. Medical/dental records consist of information kept by doctors, health care centres, community health clinics or local hospitals detailing what the doctors or other bodies know about the medical condition and history of patients.(3) They consist of case history, details about medical/dental examinations, treatment planning, treatments done, medications prescribed etc. Like every profession, the use of jargons has become very common in health care field as well, especially in medical/dental records. Although use of standard medical jargons, in its most positive light, can be seen as professional, efficient shorthand, the lack of awareness regarding the standard medical abbreviations and incessant and overzealous use of slangs, mistaking them for jargons, among the health care professions can act as barriers in effective communication and understanding among patients and peers. Moreover, communication barriers often go undetected in health care settings and can have serious effects on the health and safety of patients (4). Hence, this study was conducted with an objective of assessing the acceptance and use of jargons in case history taking among clinical dental students and dental teaching faculty members of dental colleges in Ernakulam and Idukki districts, in Kerala. METHODOLOGY The study was a cross-sectional questionnaire based survey. The target population was the dental students with clinical exposure (third year and final year BDS), house surgeons, post graduate students and the teaching faculty members of five dental colleges in Ernakulam and Idukki districts of Kerala. A prefabricated validity tested questionnaire that was administered to the target population.The questionnaire was divided into two parts. The first part consisted of questions on personal and professional data including age, gender and designation. The second part contained 15 questions on the acceptance and use of jargons in dental case history taking.Two of the 15 questions were open ended. Informed consent was obtained from the respondents. The questionnaires were distributed by the faculty members of Department of Public Health Dentistry and house surgeons posted in the department. The respondents were asked to answer and return the questionnaire immediately. All returned questionnaires were coded and analysed. Results were expressed as number and percentage of response for each question and were analysed using the SPSS Version 17 software. Chi-square test was performed to compare the response in relation to gender and designation and the level of significance was set at p = 0.05. RESULTS Respondent’s profile Among a total of 549 respondents, 24.4% (n=134) were males. About 46.3% (n=254) were undergraduate students, 25.9% (n=142) were house surgeons, 11.3% (n=62) were students pursuing post-graduation and the rest 16.6% (n=91) were teaching faculty members. The profile of respondents is given in table 1. Acceptance and use of jargons among respondents The response to questions asked regarding the acceptance and use of jargons in dental case history taking are outlined in Table 2. All the respondents used jargons in case history taking. About 22.4% of the respondents admitted that they always used jargons and 55.8 % admitted of using jargons only when there was a lack of time. About 62.6% used abbreviations as it saved time and about 49.2% used it as it was easy. Majority of the respondents (71.4%) learnt the jargons from their colleagues and 38.25% admitted of having learnt them from their teachers. About half the number of respondents used jargons in history section and about 21%, in clinical examination. However, about 32% of the respondents used abbreviations in all sections of case history taking (personal information, history, clinical examination, diagnosis and treatment). Although, only one half of the respondents opined that they were aware of the standard medical abbreviations, about 65% claimed that they used standard abbreviations only. About 60% of the respondents admitted that they were comfortable with case history with abbreviations and only 10.4% had a discomfort in using abbreviations whilst recording case history. More than half the number of respondents felt a difficulty in understanding abbreviations written by others. However a vast majority of the respondents (74%) were of the opinion that abbreviations should be permitted in case history taking. The jargons used by the respondents are given in Table 3 DISCUSSION Clearly, the world has become â€Å"smaller† due to the use of information and communications technologies.Effective communication requires the parties involved sharing a clear understanding of the various definitions and parameters about which information (and data) are being exchanged in other words, are we talking about the same thing? Here, language and, in particular, jargon, plays a key role. Even assuming that all parties have a reasonable command of a common language – for example, International English – the same words may have significantly different meanings to people from different parts of the world.Jargon is an abbreviated form of language that encapsulates tacit knowledge.(2) As medical students, house surgeons, and residents, we pick it up from our peers and from attending physicians who should know better. We hear it at lectures and conferences. We read it in journals and textbooks. Eventually, we become inured to it, and we no longer recognize how ugly it is and how often it impairs effective communication.(5) Medical jargon is often justified on the grounds that it constitutes a kind of medical shorthand, allowing more efficient communication when time is short. These examplesillustrate that jargon is often less informative.(5) Although studies assessing the impact of jargons used by health care providers on the patients have been reported in the literature, not even a single study was found in the available electronic literature that assessed the impact of use of jargons among the health care personnel. As stated above, with the world becoming much smaller and with great developments in the field of communication, there needs to be uniformity in recording and reporting of medical data. Although, there exists a definite set of standard medical jargons, there is a serious lack of awareness regarding the same and there is a prolific use of abbreviations in case history taking, mistaking them for standard medical jargons. This often can result in a lack of effective communications among the colleagues and patients. With case history deserving a great importance as a medical record presently, uniformity needs to exist in documentation of medical records. Hence this study was conducted to assess the use of medic al jargons among dentists and their impact on the peers. A very significant observation in this study was all the 549 respondents of the study used jargons in their case history taking. Moreover, only 56% of the respondents admitted to using jargons only when there was a lack of time. This habit is significantly greater in students compared to house surgeons and faculty. This highlights the fact that use of jargons/shorthand has become an integral component of writing for a significant proportion of the population. The growing and overzealous use of short messaging service and social media may have a significant role to play in this regard. This has in fact become a current topic of concern. Various researches conducted in this regard (6-8) indicate the influence of texting on English language. Although the results are debatable, there is a clear preference for the present generation to use abbreviations over full forms everywhere. Thus the observation that about half the number of respondents use jargons as they find it easy. Over 70% adm it learning these jargons from their colleagues which is again matter of concern. Yet another important observation is that about 65% of the respondents believe that they use standard medical jargons only. However, in reality, as per this study, vast majority of the jargons used are not standard jargons. Moreover, an institution-wise comparison of the jargons used by the respondents, reveals that there a definite variation among the institutions in the same geographical area. Even more important is the fact that there were abbreviations, the use of which was restricted to a single institution, which the respondents in the neighbouring institutions were unaware of, clearly ascertaining the fact that these abbreviations are created according to one’s convenience. This accounts for the lack of uniformity in the jargons used, as reported. Ironically, only c/o, h/o and w.r.t among the abbreviations reportedly being used by the respondents can be described as standard medical jargo ns (9). It is a noteworthy point that, over 60% of the respondents use jargons in recording patient’s personal information and history section. Guidelines in case history taking indicate that that these sections demand the use of a language which the patient can comprehend. (10) With case history record serving as important legal evidence in medico-legal cases, uniformity needs to be strictly maintained in its recording. Furthermore, in spite of about 55% reporting a difficulty in understanding the abbreviations used by their colleagues/students, a response which is significantly greater among faculty members. About 60% feel they are comfortable regarding case history with abbreviations. This is significantly higher among undergraduate students. However, majority of the post graduate students and faculty members opined that they were comfortable with case history without abbreviations. Although about 50% of the respondents claim that they are aware of the standard medical abbreviations, it was found to be false. This indicates that there is lack of adequate knowledge regarding the same. Most importantly, with about 85% opining that there is no need to stop the use of abbreviations, there is a clear reflection of the attitude of the respondents towards the same. A statistically significant difference in this regard between students and faculty members reveal that faculty members opined regarding the s top of use of abbreviations. This study thus throws a light on an issue which demands a serious action. Furthermore this study warns us that this practice is leading to damage to the use and purpose of medical recordkeeping, which can have a serious impact in the long run. Recommendations With lack of awareness being one of the most common reason for this observation, efforts to improve the awareness by incorporating the same in the curriculum can be recommended. The faculty members have a major role of play in this regard by ensuring that the students record the case history without abbreviations/jargons. CONCLUSION This study points out that there is a widespread use of jargons/abbreviations in case history taking among the clinical dental undergraduate students, house surgeons, post graduate students and faculty members in dental colleges in Ernakulam and Idukki districts. There is a lack of knowledge regarding standard medical abbreviations. Although majority of the respondents are comfortable with the use of jargons, majority of the postgraduates and faculty feel the use of jargons should be stopped. REFERENCES Fenske RE. The Use of Jargon in Medical School Libraries. Bull. Med. Libr. Assoc. 1986;74(1):12-15. Baldi S, Gelbstein E. Jargon, protocols and uniforms as barriers to effective communication. Intercultural Communication and Diplomacy 225-40, assessed online on 25-01-2015. McQuoid-Mason D, Pillemer B, Friedman C, Dada M. Medical records, reports and evidence in court. Crimes against women and children – a medicolegal guide. 2002. Published by Independent medicolegan unit, University of Natal, accessed online on 28-01-15. Graham S, Brookey J. Do patients understand? The Permanente Journal 2008;12(3):67-9. Ronal PM. A bad case of medical jargon. Pitfalls in medical writing. American Journal of Roentegenology 1993;161:592. Aziz S, Shamim M, Aziz MF, Avais P.The Impact of Texting/SMS Language on Academic Writing of Students- What do we need to panic about? Elixir Ling. Trans. 2013;55:12884-12890 Mahmoud SS. The Effect of Using English SMS on KAU Foundation Year Students’ Speaking and Writing Performance. American International Journal of Social Science 2013;2(2):13-22. Ochonogor WC, Alakpodia NO, Achugbue IE.The Impact of Text Message Slang (Tms) or Chartroom Slang on Students Academic Performance. International Journal of Internet of Things 2012;1(2):1-4. Common medical jargons. Assessed online stedmansonline.com/webFiles/Dict-Stedmans28/APP06.pdf on 23/01/15. Ghom AG. Textbook of Oral Medicine. 2014, third edition, Jaypee brothers Publishing. Case Study: Nestle Case Study: Nestle Case Study Report – Nestle Introduction: The case study on the multinational company – Nestle, which happens to be a FMCG global giant reveals the strategies and the well designed plans of the company wherein it tries to shift its image from a food company to that of a nutrition health and welfare company. The moto of the company which has been that of good food, good life is further extended where the company looks forward to enter the arena of health and nutrition products that will encompass products such as infant food, diet food and also that of healthcare products. In the process we see that the company in its process of diversification of its products have also at times failed to achieve its targets. However the general structure of the company happens to be large enough to help the company maintain its position as the leading healthcare company in world with some of the most noted and successful brands. Main Discussion: The case study reveals the well calculated plans of he company Nestle where it had made conscious efforts which would change its very image in the market. It has been reflected through the case study that the then ongoing image where Nestle happened to be a leading brand worldwide in the field of food products looked forward to enter the field of the healthcare food products and also dominate the market in the coming span of time. Hence Nestle soon embarked upon a marketing strategy through it could extensively change its image and develop an image of a nutrition, health and welfare fostering company through the tool of its products. Hence quite clearly Nestle set forward to ake up various measures to effect the same. In the process Nestle did and tried a number of different tactuc to achiev the same. It changed the composition of its products by eliminating excess of sugar and salts and fats and by incorporating more healthier nutrients in its products. Once again we also see that N estle embarked upon a method or business pattern of a large number of acquisitions. Through these acquisitions Nestle tried to buy over certain reputed names of the healthcare product industry and enter the arena on a global scale. It made some of very huge investments in the process of these mergers and acquisitions. In this context one point that can be mentioned which could have been a pressing concern for the company especially during the years that immediately preceded the financial crisis era. The case study reveals that in the year 2005 Nestle did make a drive for the market of the healthcare products nutrition food, which was when the company had to make some huge investments. However as even mentioned by the experts the company could not expect any immediate returns or profits from these investments. In fact the company had to struggle considerably to push the volume of its sales and face a stiff competition from the already existing big layers of the said industry. Another point that happens to be an addition to the mentioned point is that in the effort of being a world player in the NHW segment the company did make huge and well diversified investments. This also could have posed a challenge to the company especially during the recession period. In fact we also see that as mentioned by the then CEO Bulcke, maintaining the company position in those challenging times happened to be quite critical. In those time we see that the company had taken a strategy that tried to maintain its market index and also increase the sales and business volume as far as possible. In fact we do see that in the strive of being a world renowned NHW segment company and of changing the brand image of the company, the management of the company had invested heavily on various measures of entering the industry of NHW and of fortifying the market position of the company in the said industry segment. In comparison to the same not as an aggressive stand was taken by the comp any in boosting its sales vigor and of taking an equally dynamic marketing endeavors. As result we see that the company even failed to achieve its said initial targets which it had set for itself when it entered the NHW sector. Once again we also see that the company at least to some extent did digress away from its path of being a NHW company, when it also bought over some fast food chain. This is company said was a calculated measure since it could not do away with the strategy of being a diversified company. However the company did induce certain health measures in to the fast food items and did incorporate some healthy items into the menu preparations. It can be said that the mission of the company happened to be of providing its customers with a good taste and a healthy life style through its products. To implement the same to an excelled level and to make mark in the market in the longer run the company did embark upon this journey of entering the health and nutrition products. In doing so we see that the company was faced with a serial of advantages that arose from its strengths and also disadvantages that arose from its weaknesses. In the following part of the discussion we take a look at both of the considerations: Strengths: The company that is Nestle happens to be a big name which ensures that the brand already has an acknowledgment in the market and the consumers or the retailers does not need to be briefed regarding the profile of the company. This facet was a particular strength of the company that enabled certain percentage of market penetration. The company had enough capital power which could enable the company to indulge into strategies of acquisition and of elaborate RD endeavors. Nestle was already into the food industry, which gave it considerable leverage. Weaknesses: The company went into a very elaborate process and method of acquisition and mergers which definitely ate into a considerable amount of the financial resources of the company. This could have posed a challenge during the financial crunch period. Nestle in its strive to be a world leader in the arena of the NHW sector did not put enough stress on the marketing part, which led to loos of target achievement. It did pose a contradictory figure when the brand bought over fast food item chains. It helped its critics criticize its image as a NHW company. Conclusion: Quite surely the strategy of Nestle to enter the NHW sector was a well tailored plan that will yield high returns in the future, nevertheless a more profit oriented endeavor could have helped the company overcome its revenue issues that did surface during its transition phase. Recommendation: It could be recommended to the company that the brand instead of trying various products in the NHW field could single out a more streamlined array of products in which the company will try concentrate during its initial period of entering the NHW industry or market segment. This would also help the company streamline its marketing procedure and the company can adopt more aggressive marketing endeavors that will help the company achieve better sales volumes. With time these returns could again be profitably used in the RD endeavors that will help the company come up with better and improved brands and also at the same point establish itself as a global ,market leader.

Empathy essay- my life as a slave (capture to the auction) :: essays research papers

MY INTRODUCTION TO SLAVERY We don’t have the same limitations as other people of different tribes do. I am a free woman, or shall I say I was a free woman. I am the wife of our tribes chief –Jankay Boto, that’s where I got my surname, Boto. Before my marriage I was a Touray. My father, or Paupa, was the chief of the tribe Adance. The two tribes, Adance and Denkyira, my husband’s tribe, are in the same village, Juffure. The two tribes have been friends for as long as anyone can remember, I mean they have been friends for since like ever. That’s how I got married into this tribe. As these tribes are very close to each other I can visit my Paupa’s house whenever I want. I, being the daughter of the tribes chief, was allowed to study but up till a certain age and when that age I came I wasn’t willing to stop my studies but my father and my brother wanted me to leave school and help my mom in the rice plantations. However this didn’t satisfy me, so I oppose th is idea up till my male relatives agreed on me having further studies and I did succeed, thanks to my mom. Now I teach to small children in my tribe and they are quite happy with me. My students include my 2 children, Brima and Saloum. I do more of religion there, I teach my students about Islam –my religion. My name is Yaisa Boto, and now you will learn about my life in detail. I had a very respected position in my tribe. People came up to me for consultancy because of my high experience of life. Apart from teaching I also did some house works with my slaves. I did not want to lay a heavy burden on their shoulders, I believed in justice not injustice. My husband and I had a couple of fights involving the slaves; he disagreed on the fact that I had to work with them but I ignored him. I did not want the slaves to do a lot of work. They just cleaned the house prepared the meal and did other such things. My slaves were not treated as slave; they lived in a comfy condition, they were never mistreated. I never saw them as slaves. The only two things that gave them this name, slave, were that they weren’t paid and they didn’t have the right to own property.

The Neutrino - An Elusive Beast Essay -- Exploratory Essays Research P

The Neutrino - An Elusive Beast An infinite number of neutrinos shoot across the earth's surface every second, radiated by distant stars, and yet it has taken up until the mid 20th century for anyone to realize it. Finding neutrinos in your own backyard is easy. All you need is a ten-ton vat of pure water, 13000 photomultiplier tubes, and $11 million dollars in research funding. More on that later, but first, it would help to know a little more about what you're hunting. The neutrino is an elusive beast possessing neither mass nor charge. The only proof of its existence comes in measuring its recoil effect. In the cold heart of subatomic physics, beyond the protons and neutrons that until recently served as the basic building block of atoms, a wellspring of subnuclear particles have been discovered in recent years. This much-theorized-upon neutrino is one of these particles. Research has discovered three types of neutrinos: the electron neutrino, the tau neutrino, and the muon neutrino. An anti-neutrino particle has also been discovered. All are created as the result of particle decay. Neutrinos, born of decay, are given off as one particle deteriorates into a more stable state. Neutrinos are emitted in positron (another type of subnuclear particle) beta decay while the anti-neutrino is emitted from electron beta decay. As a pion decays into a muon, the muon neutrino emerges along side the muon. When a pion decays, a neutral particle must be emitted in the direction opposite that of the muon in order to conserve momentum. The original assumption was that this particle was the neutrino that conserves momentum in beta decay. In 1962, however, researchers proved that the neutrino accompanying pion decay is different. At t... ...r for the population at large-- make our teeth whiter and cereal flakes stay crunchy in milk -- or is this just science for science's own sake. What's the payback for looking for neutrinos? "Bah!" quips Super-K technician R.J. Wilkes, when asked if neutrino research is a big waste of time. He cites that the neutrino discoveries have opened new doors in astrophysics. Understanding neutrinos means a better understanding of nuclear reactions of stars, as in the explosion of SN1987A. Works Cited: "Detection of the Free Neutrino: A Confirmation", C.L. Cowan, Jr.,F. Reines, F.B. Harrison, H.W. Kruses and A.D. McGuire, Science 124, 103 (1956). "40 Years of Neutrino Physics", Frederick Reines, Progress of Particle and Nuclear Physics, Vol. 32, 1 (1994). Websites The University of Washington's Super Kariokande Info Page UC Irvine Physics Department

Comparing Women in The Bell Jar and Enormous Changes at the Last Minute

Independent Women in The Bell Jar and Enormous Changes at the Last Minute      Ã‚  Ã‚   The women's movement was in full swing in America in the sixties. These were the women who were escaping from their kitchens, burning their bras, and working in careers that were traditionally male-oriented, while at the same time demanding payment equal to men's salaries. In her essay: What Would It Be Like if Women Win, Gloria Steinem has many thoughts on the ways feminism could change this country and what the society would be like if her changes were made. An interesting change she is looking to make involves sexual hypocrisy: "No more sex arranged on the barter system, with women pretending interest, and men never sure whether they are loved for themselves or for the security few women can get any other way" (Steinem, Takin' it to the Streets, 476). This new attitude can be found in much of the literature of the sixties. Specifically, in two of the books we have read, women authors have projected this concept of a "new sexual women" into their characters.    The main character in Sylvia Plath's novel, The Bell Jar, could be the spokesperson for all of Steinem's ideas. Esther Greenwood breaks all of the traditional rules that a female in her time should have been following. Esther is a bold and independent woman. Which makes Buddy Willard, he... ...or this reason, and not just because her mother wants to serve her husband, that she delivers them. She is not willing to be a servant.    The women authors of the sixties incorporate many ideas of the feminine movement into their works. Their characters are strong and independent. They make bold choices, like their creators, and that is what makes them interesting.    Works Cited Bloom, Alexander and Wini Breines, eds. Takin' it to the Streets. Oxford University Press, New York, 1995) Paley, Grace. Enormous Changes at the Last Minute. Farrar, Strauss, and Giroux, New York, 1974. Plath, Sylvia. The Bell Jar. Harper and Row, New York, 1971.   

Topics in Cultural Studies Unit 3 Group Project

Abstract India, Africa, China, and the Americas all experienced syncretism in different ways and at different levels of intensity. Some benefited economically and culturally from this exchange of cultures and goods. Some would have been much better off if left alone. We will discuss the different effects of syncretism on these countries and how they are still feeling these effects today. Syncretism: the Assimilation of Cultures By definition, syncretism is the attempted union of different principles or cultures.Syncretism is a term that can be applied to English Colonists in North and South America when they attempted to merge with various native tribes. These colonists introduced many new things to the natives including religion, weapons, medicine, and various customs. The new technology was similar to magic to these groups of people who were accustomed to living among the trees and wildlife in the wilderness. Africans were able to gain from the many technological advances of the Eu ropeans. A large portion of African culture derived from European Language, religion and customs (Sayre, 2010).On the contrary, only a small portion of African culture was adapted to European culture. The Europeans could have learned much from the seemingly primitive African Nation. Unfortunately Europeans treated Africans like commodities to be bought and sold. In America, Europeans attempted syncretism with the Native Americans with moderate success. The majority of Native Americans were peaceful and open to change. It wasn’t until the European Settlers made life altering changes like destroying herds of buffalo that syncretism became difficult and resulted in events like the Trail of Tears ( The Trail of Tears , 2012).Overall the Native American and African Cultures were open to change and made little resistance to syncretism. On the other hand the Chinese were like a boulder resisting the great force of a flowing river. Archeological Evidence suggests that China was inhab ited nearly 2. 4 million years ago (Larick, 2000). Needless to say that Chinese History is extraordinarily vast and unendingly resistant to syncretism. Europeans did manage to set up trade with the Chinese and create Silk Road. European Missionaries traveled to China on many occasions. Most Significantly the Jesuit Missionaries had a great impact on China.Missionaries like Matteo Ricci moved to China and completely assimilated with their culture in order to introduce Jesuit beliefs to Buddhists and Taoists (Dunne, 1962). Although he was welcomed by the Chinese, he still found great resistance when trying to find converts. India was very similar in its reaction to syncretism because like China, India possesses a vast history. Archeological evidence suggests that Hominids walk the immense and beautiful lands of India over 500,000 years ago (Bongard-Levin, 1979). Once sea routes were found that allowed direct commerce between India and Europe, trading posts were formed.Like the Chinese the Indians welcomed Europeans and gained economically from this agreement. Although the Europeans were welcomed economically, religiously the Indians would not be moved. Missionaries like Jordanus Catalani traveled to India to save the souls of as many non-believers as possible. As the first Bishop in India he acted as a liaison for the Pope and found many converts in India (Ricci Institute, 2012). Although many were converted to Christianity most of India remained Hindu with no desire to convert. India never changed its culture as a whole.Although influenced by Europeans, India kept its ancient culture and way of life. Both China and India welcomed European visitors but resisted change because of their long standing histories and cultures. All four cultures had their own way of life before settlers attempted to add their way of life into the recipe. Length of time as a group did play into the amount resistance each group demonstrated. Another factor that came into play was the am ount of difficulty syncretism would cause each culture. Native American found little difficulty trading with English Settler until the demands of settlers became more and more unreasonable.Eventually most of the Native Americans were enslaved, killed, or expelled from what had been their home for thousands of years. Africans were similarly taken advantage of when European Colonists enslaved and sometimes discarded many. Africa gained much from European Colonization but also found more and more difficulty with syncretism. India and China took full advantage of economic gains of syncretism but never fully gave up their way of life. Today Africa, America, India, and China all have varying levels of cultural change as a result of syncretism. All have a presence of Christianity as a religion till this day. 2. percent of India are Christian while 4 percent of China and 40 percent of Africa share this faith (Central Intelligence Agency, 2012). In Africa, unfortunately one of the most lasti ng effects of syncretism is racism and the system of apartheid. India gained its independence from Britain in 1947 and still is an independent nation. India still has keeps many influences from British Government and relations between the UK and India are friendly. Had syncretism not occurred in the Americas, I believe that Native Americans would still live the way that had been living thousands of years before European Colonists forced syncretism on them.The South America the great cities of the Amazon would still be there today. Although technology would not be as advanced as it is now, life would be much more sustainable. These native cultures survived for many thousands of years because of their ability to live with nature not attempting to control nature. If cultural syncretism had taken root during early encounters in China and India unfortunately both of these countries might have suffered the same fate as Africa and the Americas.There would almost certainly be Indian and Chi nese slaves and these countries would have been forced to assimilate as much as the European Colonists felt was convenient. Many more people in China and India would be speaking English today and would be praying to Jesus Christ. Like a priceless masterpiece being thrown into mud, these cultures would have been tarnished or even destroyed. ? References: The Trail of Tears . (2012, November 25). Retrieved from Resource Bank: http://www. pbs. org/wgbh/aia/part4/4h1567. html Bongard-Levin, G. (1979). A History of India. Progress Publishers: Moscow. Central Intelligence Agency. (2012, November 20).Field Listing :: Religions. Retrieved from The World Factbook: https://www. cia. gov/library/publications/the-world-factbook/fields/2122. html Dunne, G. (1962). Generation of Giants. Notre Dame : University of Notre Dame Press. . Larick, R. C. (2000, February). Early Homo erectus Tools in China . Retrieved from Archeology: http://www. archaeology. org/0001/newsbriefs/china. html Ricci Institut e. (2012, November 25). Jordanus, Catalani, Bishop of Columbum, fl. 1302-1330. Retrieved from Ricci Roundtable: http://ricci. rt. usfca. edu/biography/view. aspx? biographyID=1415 Sayre, H. (2010). Discovering the Humanities. New Jersey: Pearson.