Shark Fins Essay Example

Shark Fins Essay Should we eat sharks’ fins? Shark’s fin soup is a delicacy which is enjoyed by many people around the world, especially the Chinese as they believe that it symbolizes wealth, honour and respect. However, the practice of cutting off sharks’ fins alive and then throwing them back into the sea had caused increasing awareness and ire of animal rights and environment advocates. Statistics have estimated that one hundred million sharks are killed every year, not considering the fact that these numbers are still increasing. In my personal viewpoint, I feel that sharks’ fins should not be consumed due to ethical, environmental and health issues. It is immorally incorrect to cut off sharks’ fins alive and then throwing them back into the sea. By doing so, we are inflicting excruciating pain and suffering to the sharks. Science research has shown that there is actually in fact no great biological divide between humans and animals. Darwin demonstrated how animals and humans are clearly linked through evolutionary continuity and recent research has even shown that similar nervous systems as humans and respond to pain like we do. We will write a custom essay sample on Shark Fins specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shark Fins specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shark Fins specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is highly inhumane and cruel to slaughter sharks in such a way that they have to experience so much agony just for the sake of our desires and craves. There is no reason for the very fact of humanity’s superiority over other animals means we have the reason to exploit other species. It is only reasonable for us to leave sharks alone when they have not caused much harm to us in any way. Since it is incorrect for us to kill sharks, we should deter ourselves from craving for sharks’ fins. Additionally, by killing such a great number of sharks would lead to environmental issues. One of the impacts would be the imminent extinction of the shark species. According to the International Union for the Conservation of Nature, 143 shark species which is over 55 percent of the shark species are facing a high risk of extinction either now or in the near future. It has also been discovered that excessive fishing has caused a 90 percent decline in shark populations across the world’s oceans and up to 99 percent along the United States east coast. Another impact would be an imbalance in the ecological system. In the natural world, all elements of an ecosystem are interconnected and depend on each other in one way or another. Sharks, being the top predator, act as caretakers of the environment, picking off the smaller and weaker species, but helping to ensure healthy populations and a balanced ecosystem. Hence, if the shark population is wiped out from the eco system, it will have a devastating impact on other species within the marine environment. Some of these species are valuable sources of food, and economic gains. Therefore, environmental concern is one of the most crucial reasons why we should not consume sharks’ fins. Besides being morally wrong and creating harm to the environment, eating shark fin has been proven to be harmful to our bodies. Some people have claimed health benefits of sharks’ fin soup. However, these claims are unfounded. Instead, in fact, sharks contain a high level of mercury which would cause damage to the human central nervous system and birth defects in infants. The United States Environmental Protection Agency caution consumers that sharks, with their long life spans of fifty plus years, absorb and store significant amounts of mercury in their fins often at high level. Additionally, it is discovered that sharks’ fins are often treated with hydrogen peroxide so as to make their colours more appealing to consumers. Moreover, there have been several cases in which business companies sell fake shark’s fins for the benefit of economic gains. The China Daily in Beijing and Japanese language Hong Kong Post have reported on phony fins sold as pure sharks’ fins sold through Asia and North America. Generally, most of these cases involve bogus fins made from a variety of ingredients before being bleached white with highly corrosive chemicals. The consumption of these bogus fins is definitely harmful to health. Given the adverse effects on human health, sharks’ fins should hence not be eaten. In conclusion, sharks’ fins should not be consumed due to the several negative impacts it will bring to the environment and our health, even to the extent of sacrificing our moral values.

inventors essays

inventors essays Mr. Hughes starts off the article by explaining the prosperity of American invention from the end of the civil war to the beginning of WWI. The numbers of patents in America at this time were more than Britain, France, and Germany had all together. He will be discussing four major inventors of the time, all of which made major contributions to the electrical industry. The in inventors are Thomas Edison, Nikola Tesla, inventor of modern electric-power transmission; Elmer Sperry, pioneer in the field of automatic controls; and Lee De Forest, inventor of the modern vacuum tube. The field of invention back then differed from its modern form. Todays inventors are in industrial or governmental labs, none of the early inventors had this problem. These modern labs tend to slow down the inventive momentum of the inventor. These labs tend to make 5% refinements rather than 95% breakthroughs. There were such think tanks in the earlier times. Nikoli Tesla briefly worked in Edisons. After inventors of the time achieved economic independence they tended to do there own work. Edison created his own lab with, which was very impressive for the day, creating more than 1000 patents in his name. Because of the freedom of the time inventors had to narrow down what they would focus on. This was done w/ varying methods. They would look at previous patents on which improvements could be made, or they would search many different journals to get ideas from. So the inventors of the day did utilize collaboration from others just in a different way, such as entries published in journals. The next subject discussed was the capabilities of metaphor in invention, most of the great inventors were said to have used this method to help them along. Aristotle once wrote, Metaphor is a sign of genius, since a good metaphor implies an intuitive perception of the similarity in the dissimilar. Edison ...

Heres How to Treat Attribution, He Said

Heres How to Treat Attribution, He Said Here’s How to Treat Attribution, He Said Here’s How to Treat Attribution, He Said By Mark Nichol Attribution is the convention in composition of identifying a speaker or writer when you include direct quotes (which should be enclosed in quotation marks) or paraphrases. An entire system of usage a choreography, if you will has developed around how to arrange quotations and paraphrases and their attributions. Here are the dance steps: â€Å"The basic setup is to reproduce a single sentence, followed by an attribution,† he began. â€Å"Then, if the quotation consists of more than one sentence, follow the attribution with the rest of it.† If the quotation extends for more than one paragraph, do not close the first paragraph with an end quotation mark; this omission signals to the reader that the same person is being quoted in the next paragraph. In that next paragraph, rinse and repeat. Many publications, however, treat long quotations as extracts, specially formatted with narrower margins, sometimes in a different font or font size, and set off from the rest of the text. The tipping point for minimum word count for an extract varies, starting at about a hundred words. Attributions can also precede a quotation: â€Å"The report concluded, ‘Meanwhile, the ecosystems it is intended to save are in peril.’† Or they can be inserted within one, in a natural breaking point: â€Å"‘For millions of people,’ she added, ‘reclaimed water has become as ordinary as storm sewers and summer droughts.’† Beware of sentences that introduce the attribution before the end of the sentence when there is no internal punctuation. Sometimes it works: â€Å"‘The lesson,’ Smith says, ‘is that we should have paid more attention to what nature was telling us.’† Sometimes it doesn’t: â€Å"‘We knew,’ Jones says, ‘that Microsoft would eventually become a major competitor.’† You’ll notice that some attributions in the samples above are in present tense, and some are in past tense. Which is correct? The answer is, either. It depends on the medium. News articles generally employ past tense because they’re reporting on an event that has already occurred or recording what someone said about an event, while features and profiles, crafted to make you feel like you are at the writer’s shoulder, often feature present tense. Books referring to the past, appropriately, quote historical figures with past-tense attributions, but those with interviews of real, live people are likely to be written with attributions formed in the present tense. In all expository writing, let these parameters be your guides. And what about fiction? Writing novels in the present tense is rare; it can be distracting or, worse, exhausting. It’s easier to get away with it in short stories. Two additional guidelines about attributions in fiction: First, don’t overdo identification of speakers in a dialogue; craft alternating speech so that you minimize the necessity of tossing in â€Å"he said,† â€Å"she replied,† and so on. Second, do vary the verbs you use, but don’t get carried away with numerous obscure synonyms for said. (Oh, and don’t use a word for a nonspeaking sound to mark attribution: â€Å"‘At last, I have you in my clutches!’ he laughed diabolically† is clumsy because you can’t laugh a sentence. How about â€Å"he cried with a diabolical laugh†?) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals15 Words for Household Rooms, and Their SynonymsNeither... or?

The Curriculum Descriptive Theory Essay Example | Topics and Well Written Essays - 1000 words

The Curriculum Descriptive Theory - Essay Example (Marsh 2004, p. 201) The analysis in this paper is focused on the curriculum descriptive theory. The descriptive theory is marked against other theories in several ways. But its main distinction resides on its principle which is to understand the various steps and procedures in curriculum development and the relationships among them. This is achieved by identifying how curriculum development actually takes place, especially in school settings. (Marsh, p. 201) There are scholars who label the descriptive theory as the scientific theory as well. The reason behind is, the methods employed in theorizing the curriculum is clinical and follows the scientific approach. Alfie Kohn (2000), who stressed that descriptive theory is technically aligned with constructivism, cites four of its principles that facilitate learning. According to him, the teacher should It is far more difficult to figure out how to implement descriptive theory than it is to generate it. I am reasonably intelligent, and it took me 14 years of almost full-time effort to figure out how to consistently work just four thinking skills into a detailed and effective curriculum. (Reigeluth 1999, p. 15) Indeed, some degree of support was given by Dwayne Huebner (1999, p. 215) asserting that curricularists must be concerned not only with the descriptive theory but also with prescriptive theory. This statement explained the descriptive theory best and its relationship with the prescriptive theory content-wise in the perspective of most of its critics. That is, he who would talk about curriculum must do more than describe what’s going on; many people want him to issue imperatives about what should be done. We should not forget that it is the scholars themselves who widely believe that theories are generally descriptive in nature. This is because situations like curriculum development can be thought of as dealing with cause-and-effect relationships or with flows of events in

Daewoo Shipbuilding and Marine Engineering Case Study

Daewoo Shipbuilding and Marine Engineering - Case Study Example (Upton and Kim 2009, p.1) Further, Daewoo faced stiff competition from other organizations offering the same services particularly the Japanese competitors. Lee Byungmo affirms that they had to benchmark Japanese competitors as they sought to learn their skills hence revealing that they faced a business problem in relation to competition. (Upton and Kim 2009, p.4) Moreover, Daewoo faced a business problem in relation to space for operation. Lee says that there was no more space left for the growing size of ships being built and they were therefore forced to move them to the sea for completion or additional operations (Upton and Kim 2009, p.4) In solving the 1987 problems mention earlier, Daewoo had to face and act upon new challenges including globalization, countering the fiercer Chinese competition, and dealing with impending modification in the governance structure. In countering the late 1990s crisis, Daewoo developed a sense of urgency which created union between the management and labor of the organization. They had to work persistently to overcome the problems and improve on operations, both infrastructural and structural, in terms of capital equipment. In countering the competition problem, Daewoo had to borrow and learn the skills and concepts of their business competitors. For instance, Lee Byungmo confirms in the case study that they had to benchmark Japanese competitors and apply their operation skill such as â€Å"just-in-time and lean production.† In countering the space problem mentioned earlier, Daewoo had to construct more dry docks and at times carry out the final operations of ship building in the sea. They also had to create special divisions for the different categories of ships such as heavy floating zone. This specialization helped improve utilization and the output rate of various

A view from the bridge Essay Example for Free

A view from the bridge Essay All my life Ive been trying to create a blissful loving environment, in my house. All my expectations of life for my family would very probably have come true. However since the day that Marco and Rodolfo arrived all this has changed. A tense environment is what reigns in this house due to our different points of view.  I can accept that I am a bit confused about them hosting in this house but its very difficult for me to seem inferior to them. I think that Marco is a good person, he likes to collaborate in some house work, and he is an intelligent man with an amazing future. On the other hand Rodolfo is completely different, he has blonde hair, likes to sew dresses, doesnt know to fight and sings Paper Doll, its impossible to have a good impression of him. I think he doesnt want us to know he is a sissy because he is playing with the feelings of my family and he is trying to trick someone. When Rodolfo arrived I thought he was a normal person but it was annoying and shocking when I realized he wasnt right. He is invading my house and trying to impose new rules and authority, that is unacceptable. I want him to leave my house and let me continue the life I had before we met him. It was such a perfect life when we knew Catherine was going to grow in a disciplined manner with a perfect assured future but now he is spoiling her and ruining the expectations that I had for her future. Catherine is a very sweet girl and I love her. Thats why I protect her always and I cant accept the fact of her being with him. I dont know what Catherine likes about Rodolfo; shes unwise in her decision for the first time. Its even harder for me to assume that she is planning to live with him for the rest of her life. I have been taking care of her since she was a little girl, that is why I am nervous about her future and I feel responsible for the consequences. This is why I cant let grant her free will on her future. I think Rodolfo is playing with her feelings and taking advantage of her, his real interest in her is to obtain his legal American papers. For obtaining these papers he just needs to marry an American lady and this is just what hes doing. I know Im not Catherines father and she can take her decisions, but I want the best for her and the best is not beside Rodolfo. Some days ago I went to a lawyers office to ask him for help. He is called Alfieri but unfortunately we couldnt find a form of getting rid of Rodolfo. There is no proof of him wanting to obtain legal papers from Catherine. I had the idea of telling the truth about him being an illegal immigrant but soon I realized other members of the Italian community would have killed me for doing that. Alfieri told me that I should let Catherine choose her future and if she wants to stay with Rodolfo, I should let her do that. If Alfieri cant help me to get rid of that immigrant, I will have to solve this thing myself, the problem is that I still dont know how. My relationship with Beatrice has also been affected since they came. It is getting worse all the time and all of this is Rodolfos fault. I have to pay extra attention in Rodolfo so that he doesnt over step the mark with my niece. That is why Im letting my relationship fall apart. If this continues being as it is I will have to make a radical change and get rid of him because the last thing Im willing is to let the mutual love between Beatrice and me finish here. Some days ago I was trying to get proof to show my family that Rodolfo is gay. I started fighting with him and everyone noticed that he boxed like a girl; however none of them paid attention in that. After this Marco challenged me by lifting a chair from the lower part of the leg but I couldnt understand his idea about this. I think the real force of somebody can be measured by fighting. Unfortunately nobody in my family also believes this.  I am still finding a way of getting rid of Rodolfo. Meanwhile I will try to convince Catherine that he is not the best man for her. Maybe the only solution is to snitch on him but its very risky. In my inside I know that everything Im doing is of good will, for the future of my niece and to recuperate our prosperous loving family.

Working on My Scholarship Essay :: Scholarship Essays

Working on My Scholarship Essay That fateful night I stayed up too late working on a scholarship essay. Worked up into a frenzy with all this paperwork, I faded in and out of the work I was doing. I stopped for a few minutes to rest my eyes and upon opening them I gazed into a face crowned by a laurel-leaf and wore philosophers robes. "What doest thou?" he asked in a thick Italian voice. I could not believe it. Who was this man who entered my room unannounced and demanded from me what I do? "What doest thou?" he asked again, more forcefully. "I...I'm writing a paper for a scholarship, sir." I added 'sir' unintentionally. "What needest thou with this scholarship application?" "I have two brothers who are going to college, one of whom will be returning to UTD next year to continue his education, and the other will be attending medical school." "Aye, but what need hast thou for 'scholarship'?" He rolled the words in a soft Florentine accent. "My brother who will be attending medical school will be living on campus and the expense of room and board along with tuition and the tuition of my other brother attending UTD puts a great strain on our family. I really need this scholarship." "'Tis true, I believe it. But for what purpose needest thou this scholarship?" "Well," I said a bit unnerved at this intruding interrogator, "I hope to receive a masters degree in Commercial Art and I hope to join an advertising or design company." "Aye, but what other duties hast thou outside of education?" "To begin with, every two weeks I feed the homeless with my church. We pack lunches for them and, rain or shine, we hand out the food and water.

Digital Fortress Chapter 11

Spain. I sent David to Spain. The commander's words stung. â€Å"David's in Spain?† Susan was incredulous. â€Å"You sent him to Spain?† Her tone turned angry. â€Å"Why?† Strathmore looked dumbfounded. He was apparently not accustomed to being yelled at, even by his head cryptographer. He gave Susan a confused look. She was flexed like a mother tiger defending her cub. â€Å"Susan,† he said. â€Å"You spoke to him, didn't you? David did explain?† She was too shocked to speak. Spain? That's why David postponed our Stone Manor trip? â€Å"I sent a car for him this morning. He said he was going to call you before he left. I'm sorry. I thought-â€Å" â€Å"Why would you send David to Spain?† Strathmore paused and gave her an obvious look. â€Å"To get the other pass-key.† â€Å"What other pass-key?† â€Å"Tankado's copy.† Susan was lost. â€Å"What are you talking about?† Strathmore sighed. â€Å"Tankado surely would have had a copy of the pass-key on him when he died. I sure as hell didn't want it floating around the Seville morgue.† â€Å"So you sent David Becker?† Susan was beyond shock. Nothing was making sense. â€Å"David doesn't even work for you!† Strathmore looked startled. No one ever spoke to the deputy director of the NSA that way. â€Å"Susan,† he said, keeping his cool, â€Å"that's the point. I needed-â€Å" The tiger lashed out. â€Å"You've got twenty thousand employees at your command! What gives you the right to send my fiance?† â€Å"I needed a civilian courier, someone totally removed from government. If I went through regular channels and someone caught wind-â€Å" â€Å"And David Becker is the only civilian you know?† â€Å"No! David Becker is not the only civilian I know! But at six this morning, things were happening quickly! David speaks the language, he's smart, I trust him, and I thought I'd do him a favor!† â€Å"A favor?† Susan sputtered. â€Å"Sending him to Spain is a favor?† â€Å"Yes! I'm paying him ten thousand for one day's work. He'll pick up Tankado's belongings, and he'll fly home. That's a favor!† Susan fell silent. She understood. It was all about money. Her thoughts wheeled back five months to the night the president of Georgetown University had offered David a promotion to the language department chair. The president had warned him that his teaching hours would be cut back and that there would be increased paperwork, but there was also a substantial raise in salary. Susan had wanted to cry out David, don't do it! You'll be miserable. We have plenty of money-who cares which one of us earns it? But it was not her place. In the end, she stood by his decision to accept. As they fell asleep that night, Susan tried to be happy for him, but something inside kept telling her it would be a disaster. She'd been right-but she'd never counted on being so right. â€Å"You paid him ten thousand dollars?† she demanded. â€Å"That's a dirty trick!† Strathmore was fuming now. â€Å"Trick? It wasn't any goddamn trick! I didn't even tell him about the money. I asked him as a personal favor. He agreed to go.† â€Å"Of course he agreed! You're my boss! You're the deputy director of the NSA! He couldn't say no!† â€Å"You're right,† Strathmore snapped. â€Å"Which is why I called him. I didn't have the luxury of-â€Å" â€Å"Does the director know you sent a civilian?† â€Å"Susan,† Strathmore said, his patience obviously wearing thin, â€Å"the director is not involved. He knows nothing about this.† Susan stared at Strathmore in disbelief. It was as if she no longer knew the man she was talking to. He had sent her fiance-a teacher-on an NSA mission and then failed to notify the director about the biggest crisis in the history of the organization. â€Å"Leland Fontaine hasn't been notified?† Strathmore had reached the end of his rope. He exploded. â€Å"Susan, now listen here! I called you in here because I need an ally, not an inquiry! I've had one hell of morning. I downloaded Tankado's file last night and sat here by the output printer for hours praying TRANSLTR could break it. At dawn I swallowed my pride and dialed the director-and let me tell you, that was a conversation I was really looking forward to. Good morning, sir. I'm sorry to wake you. Why am I calling? I just found out TRANSLTR is obsolete. It's because of an algorithm my entire top-dollar Crypto team couldn't come close to writing!† Strathmore slammed his fist on the desk. Susan stood frozen. She didn't make a sound. In ten years, she had seen Strathmore lose his cool only a handful of times, and never once with her. Ten seconds later neither one of them had spoken. Finally Strathmore sat back down, and Susan could hear his breathing slowing to normal. When he finally spoke, his voice was eerily calm and controlled. â€Å"Unfortunately,† Strathmore said quietly, â€Å"it turns out the director is in South America meeting with the President of Colombia. Because there's absolutely nothing he could do from down there, I had two options-request he cut his meeting short and return, or handle this myself.† There was along silence. Strathmore finally looked up, and his tired eyes met Susan's. His expression softened immediately. â€Å"Susan, I'm sorry. I'm exhausted. This is a nightmare come true. I know you're upset about David. I didn't mean for you to find out this way. I thought you knew.† Susan felt a wave of guilt. â€Å"I overreacted. I'm sorry. David is a good choice.† Strathmore nodded absently. â€Å"He'll be back tonight.† Susan thought about everything the commander was going through-the pressure of overseeing TRANSLTR, the endless hours and meetings. It was rumored his wife of thirty years was leaving him. Then on top of it, there was Digital Fortress-the biggest intelligence threat in the history of the NSA, and the poor guy was flying solo. No wonder he looked about to crack. â€Å"Considering the circumstances,† Susan said, â€Å"I think you should probably call the director.† Strathmore shook his head, a bead of sweat dripping on his desk. â€Å"I'm not about to compromise the director's safety or risk a leak by contacting him about a major crisis he can do nothing about.† Susan knew he was right. Even in moments like these, Strathmore was clear-headed. â€Å"Have you considered calling the President?† Strathmore nodded. â€Å"Yes. I've decided against it.† Susan had figured as much. Senior NSA officials had the right to handle verifiable intelligence emergencies without executive knowledge. The NSA was the only U.S. intelligence organization that enjoyed total immunity from federal accountability of any sort. Strathmore often availed himself of this right; he preferred to work his magic in isolation. â€Å"Commander,† she argued, â€Å"this is too big to be handled alone. You've got to let somebody else in on it.† â€Å"Susan, the existence of Digital Fortress has major implications for the future of this organization. I have no intention of informing the President behind the director's back. We have a crisis, and I'm handling it.† He eyed her thoughtfully. â€Å"I am the deputy director of operations.† A weary smile crept across his face. â€Å"And besides, I'm not alone. I've got Susan Fletcher on my team.† In that instant, Susan realized what she respected so much about Trevor Strathmore. For ten years, through thick and thin, he had always led the way for her. Steadfast. Unwavering. It was his dedication that amazed her-his unshakable allegiance to his principles, his country, and his ideals. Come what may, Commander Trevor Strathmore was a guiding light in a world of impossible decisions. â€Å"You are on my team, aren't you?† he asked. Susan smiled. â€Å"Yes, sir, I am. One hundred percent.† â€Å"Good. Now can we get back to work?†

Hiv And Aids Problem In Nigeria Health And Social Care Essay

Nigeria ‘s communities are at hazard. The state ‘s population of more than 140 million people, stand foring extraordinary cultural and cultural diverseness, faces an HIV epidemic that could easy whirl out of control. Although the national HIV prevalence rate was cited at 4.4 % in NARHS 2005, this translated into more than 2.9 million people populating with the virus and in demand of services, and support, the 3rd highest load for HIV in the universe. Nationally, the sero prevalence rates of 4.4 % in 2005 translated to over 2.9 million people populating with the virus. This located Nigeria as holding the 3rd greatest load of people infected with HIV in the universe. Over the last two decennaries, the HIV epidemic in Nigeria has gone from impacting merely a few populations with higher-risk behaviours within a ‘concentrated ‘ epidemic in a few provinces, to a ‘generalized ‘ epidemic in many provinces.Size of job, how many people infected, cardinal population affected, chief path of transmittalLike many other states in Africa, HIV is most prevailing among the most productive members of society ( age 25-29 ) , with immature adult females, in peculiar, affected. This besides includes the sexually active age of which unprotected sex is the chief path of transmittal. The epidemic besides had a disproportional impact on adult females and misss in their generative old ages, with 4.9 % of pregnant adult females age 2 5-29 infected followed by adult females age 20-24 with 4.7 % . More alarming, 3.6 % of adult females age 15-19 were infected every bit good suggestion early sexual introduction. High and early birthrate among immature adult females across Nigeria ‘s vast and diverse state, suggests that many more kids will besides be infected as a consequence due to rear to child transmittal. Already, more than 1.2 million kids were reported to be infected in 2005. It was estimated that 75,780 new infections would happen among kids less than15 in 2006, with the figure of child-headed families increasing due to the decease of their parents. This indicates a greater demand to associate HIV within generative wellness services to make both adult females and work forces within the general population with more antiphonal household planning, HIV proving and comprehensive PPTCT services. It besides the demand to beef up holistic intercessions to protect vulnerable immature populations.Cultural/Social norms in your state and how they impact on the developing state of affairsThey include low hazard perceptual experience, multiple concurrent sexual spouses, informal transactional and intergeneration sex, gender inequalities, stigma and favoritism.Low hazard perceptual experienceThe NARHS 2005 showed that 67 % of Nigerians felt no hazard for HIV and merely 29 % perceived themselves to be at hazard for HIV. Even the IBBS S 2007 showed that MARPs did non perceive themselves as being personally at hazard for HIV, despite high HIV prevalence rates among FSWs, MSM and IDUs. Low hazard for HIV among Nigerians means that they are improbable to take calls for action to forestall HIV earnestly irrespective of high cognition about the virus.Multiple coincident spouses among work forces and adult femalesUnderliing multiple coincident partnerships are cultural norms that encourage polygamous r elationships, peculiarly among work forces. Common patterns of holding â€Å" indoors and outside married womans † and social norms that assume â€Å" all work forces are polygamous, promote work forces to hold multiple spouse to show their maleness. Even among formal polygamous relationships, where there is presumed greater protection, work forces and adult females were reportedly non ever remaining within the relationship. Women within polygamous relationship in rural countries were more likely to hold extra-marital personal businesss than among monogamously married adult females as a agency to economic security.Informal transactional and intergeneration sexThere is a great trade of grounds that many adult females, peculiarly immature adult females, are interchanging sex for gifts, favors, and money outside of a whorehouse scene. Womans who engage in informal transactional relationships are less likely to utilize rubbers than adult females in formal commercial sex counters .Gender inequalities that influence hazard behavior and bound entree to identify HIV and SRH servicesCultural norm in Nigeria, relegate adult females to a low-level function within matrimony and do it hard for adult females to negociate their right to safe sex or refusal of sex. This is compounded by a important age difference between hubby and married woman, peculiarly in polygamous relationships, which farther makes it hard for immature adult females to entree power in the relationship. Other cultural patterns including married woman heritage, traditional married woman sharing, early and forced matrimony, female Circumcision and sexual cleaning non merely increase adult females ‘s hazard for infection but besides farther undermine adult females ‘s right to autonomy and self finding.Stigma and favoritismStigma related to HIV keeps many people from reacting tp bar, attention and intervention intercessions for HIV. It prevents Nigerians from accessing HIV proving for frig ht of positive consequences, unwraping their Hiv position to their spouses, and consumption of bar of parent to child transmittal services, including safe eating of new born kids.How the cognition above might be used to undertake this job and cut down the spread of HIV/AIDSSee urban vs. rural differences in footings of entree to information, key services and literacy. Reduce reported multiple coincident spouses among all group Increase consistent and right rubber usage among all work forces and adult females who are sexually active, peculiarly among paid and insouciant spouses. Increase early STI sensing, intervention and patner presentment. Critically analyse cultural and gender values and beliefs that put work forces and adult females at hazard in their communities, and beef up male duty in generative wellness. Reduce reported stigma and favoritism among PLWHA Reduce reported high hazard cultural patterns. Reinforce rights of PLWH to hold positive but safe sexual relationships.DecisionBecause of the enormous diverseness within Nigeria ‘s population, it is clear that as contrivers, we need to look carefully at informations within our provinces in doing strategic programs every bit good as acknowledge the diverse needs for be aftering our response. In such a dynamic environment, it is besides of import to see the drivers of Nigeria ‘s epidemic to guarantee that programme contrivers stay in melody with future alterations in the epidemic ‘s growing. What is clear that there needs to be a co-ordinated, consonant response for bar attempts at all degrees to protect Nigeria ‘s communities? There is much that can be done. The fact that 95 % of Nigerians still remain HIV free is a enormous chance for bar attempts in our communities. Not merely is our combined strength and committedness key to contending the spread of the epidemic, most of us can make a great trade to forestall ourselves from going infected and fro distributing it to others. It is already apparent that Nigerians communities, at all degrees, have made of import paces to turn to the epidemic. The freshly launched National Prevention Plan besides strategically [ topographic points bar attempts, and within that, behaviour alteration communications as a precedence country for all spouses and has done much work to construct national consensus on the manner frontward.

ACT in 7th Grade

Should You Start Prepping for the SAT/ACT in 7th Grade SAT / ACT Prep Online Guides and Tips Are you a middle schooler starting to think about the SAT or ACT? While 7th grade is early to start prepping, a lot of students canbenefit from prep by reinforcing their content knowledge and developing good study skills. Academically gifted students, furthermore, might take the SAT or ACT to qualify for talent competitions and special programs. Let's consider how test prep could help you as a7th grader, reasons you might take the test, and how it lines up with your middle school classes. First, why do students take the SAT/ACT? Reasons to Prep and Take the SAT/ACT in 7th Grade The main reason students take the SAT/ACT is, of course, to apply and get into college. While 7th grade is yearsaway from college applications, students may still benefit from sitting for the test and gaining insight into the experience. Continuous early exposure to the test will help students master the content and strategies they need to perform well. Apart from their academic goals, somestudents might take the SAT or ACT to qualify for talent competitions and programs. Let's consider both of these compelling reasons to prep for the SAT/ACT in 7th grade in more detail below. To Get Ready for College Taking the SAT or ACT is a requirement for most 4-year colleges in the United States. Considering how competitive admissions are year after year, you can really boost your application with a strong SAT or ACT score. A lot of strategy and training are key for scoring well on these tests, so almost all students who want to achieve their target scores both prep for the test and take it more than once. Once you've learned the secrets and tricks of the SAT and ACT, it stops seeming like such a difficult and unreachable test. Actually, with enough prep most students could become experts and even master the test. If putting in the time and effort to really get to know the SAT or ACT inside and out appeals to you, then you could definitely benefitfrom starting early as a 7th grader. Prep doesn't have to mean signing up for and taking the test, as you can improve a great deal through taking practice tests, analyzing your results, and practicing under timed conditions.At the same time, early exposure to the test can be valuable experience, both for getting yourself ready and getting accustomed to the experience.Taking an official test will definitely be in your plans if you're competing to get into programs for talented and gifted students. For Talent Competitions and Programs There are some programs for academically gifted students that require the SAT or ACT as part of their applications. These programs include the following: Belin-Blank Exceptional Student Talent Search (BESTS) at the University of Iowa Center for Talented Youth (CTY) at Johns Hopkins University Joseph Baldwin Academy (JBA) at Truman State University Midwest Academic Talent Search (MATS) at Northwestern University Talent Identification Program (TIP) at Duke University If you're taking the SAT or ACT to get into one of these programs, you'll probably sign up using one of their entrance forms as a form of identification.Youmight be surprised that some of the material on the SAT/ACT lines up with content you'vealready learned in yourclasses. Other concepts will likely be new and require your attention and focus to learn. Either way,it's important that you devote time and energy to prepping if you want to achieve qualifying scores. So what exactly is tested on the SAT and ACT, and how much of these tests line up with what you're learning in school? Content You Need to Know for the SAT/ACT (and May Not Have Learned Yet) The SAT has three major sections: Math, Reading, and Writing. The ACT, on the other hand, has four sections: Math, Reading (like the SAT's Critical Reading), English (equivalent to the SAT's Writing), and Science. As a 7th grader, you probably have already developed some of the skills and learned some of the concepts that will appear on these two tests. However, don't panic if you don't know what "plethora" meansor have yet to learn the properties of right triangles. These tests are meant to demonstrate high schoolers' college readiness, not middle schoolers'. If you're taking the tests for talent competitions, you should study on your own, as well as think about tutoring so you can really grasp these new concepts. Let's briefly review what's in each section so you can have a sense of what you already know and what skills and knowledge you would need to acquire. First, what's covered in the SAT and ACT math sections? SAT and ACT Math The math section of the SAT covers number and operations, algebra, geometry, and probability and statistics. Almost all the formulas you need to know are provided on the test, though you should still take time to learn them. There's not a lot of time in the math section, so you don't want to waste time flipping through the booklet and consulting formulas that you would be better off having memorized. The ACT math section is similar, but it goes one step more advanced than the SAT by including some trigonometry.If you're in 7th grade, chances are you haven't had too much exposure to geometry or trigonometry yet! If you're studying for a talent competition or want to get a headstart on 8th grade and high school, you could try to tackle one new concept every few weeks. SAT Questions of the Day and ACT Questions of the Day are helpful for gradually trying practice problems, identifying what you know, and figuring out what you still need to learn. You can try official practice tests, online sample questions, books, and/or customized prep programs like PrepScholar's online test prep. While the math covers concrete concepts that you need to learn and practice, the Critical Reading section of the SAT and Reading section of the ACT test skills that are a little more difficult to quantify. SAT and ACT Reading Both the SAT Reading and ACT Reading sections ask you to read passages and answer questions about their content, purpose, vocabulary, and details. These questions may incorporate literary terms like theme, tone, style, symbolism, and metaphor. Most 7th gradershave the raw skills of reading comprehension that they can apply to these sections. Through reading widely and taking the time to really comprehend what you're reading and back up your analysis with evidence from the text, you can improve your reading skills and vocabulary more and more. This takes time, dedication, and hopefully a genuine interest in what you're reading. By approaching these passages and any readings with an open and inquisitive mindset, you can actually retain and understand the words better. A nice consequence of this enhanced understanding would be answering comprehension questions with ever greater accuracy. Just like with the math sections, taking the time to prep for a few hours every few weeks can help you improve your reading comprehension both on the SAT/ACT and in your English classes in school. You can reinforce what you're learning in school, apply it to these tests, and improve your academic skills overall. On a similar note, you can reinforce your understanding of grammar and writing in the context of the SAT/ACT by prepping for the SAT Writing or ACT English sections. Yum! Reading for breakfast, lunch, and dinner. SAT Writing and ACT English Like with your reading skills, you can improve your writing skills (and grasp of English grammar) through practice. The SAT Writing and ACT English sections ask you about grammar and syntax. Studying the most commonly tested rules is very helpful here. Like with the math concepts, you could try to tackle a new rule every few weeks and reinforce it with practice questions. This studying will also help your abilities to express yourself through writing in your English and other classes in school. In terms of the essay, both the SAT and ACT ask you to write a persuasive essay and support your opinion with examples.If you've encountered the 5-paragraph essay structure, then you have a sense of what you need to produce on these tests. SAT and ACT scorers reward structure, so practicing this structure in class and on practice tests will help you improve your score here. Finally, the ACT is unique in that it has a science section. What scientific concepts are tested on the ACT? ACT Science The science section on the ACT is actually less about recall of specific facts and figures, and more about your ability to apply scientific skills to interpret data, read graphs and charts, and understand passages. In this way, it's almost more like the Reading section thananything else. You will develop skills in lab classes that will help you on the science section. It includes some biology, chemistry, physics, and earth/space sciences, but does not require you to have advanced knowledge in any of these realms. This article covers the only actual scientific knowledge you need to have to take the ACT science. The rest is about having skills of comprehension and interpretation, which you can continue to develop in school and with targeted and effective test prep. Above is just a brief overview of the content that comes up on the sections of the SAT and ACT, along with where they intersect and where they differ. You can check out the links above fora much more in-depth breakdown of what's on each of these sections. Familiarizing yourself with the tests will further help you figure out what you already know and what you need to learn to do well on the SAT/ACTand over the coming years of school. So if you are planning to prep in 7th grade, what exactly should be your plan of action? Plan of Action for 7th Grade If you're taking the SAT/ACT to compete for talent competitions, you'll be best served by putting in at least 40 hours of test prep or so. Even more would be helpful for really getting a handle on the test, but you don't want prep time to detract from your schoolwork and any other activities. You might devote 2 to 3 hours a week to prepping for the tests, starting 5 or 6 months before your test date. As mentioned above, you can use official practice questions for the SAT and ACT, answer Questions of the Day, study from books, ortry PrepScholar's customized online test prep program. You definitely want to use official SAT and ACT practice questions, as questions from the testmakers themselvesare the gold standard when it comes tostudying. To make your prep most effective, you might start out by reviewing the content and figuring out what you already know and what you need to learn. If you approach this with a mindset open to learning new concepts and skills, then you'll be much better off than if you're worrying about not knowingenough. As I said above, the SAT/ACT are tests for high schoolers. You can certainly prep and learn new concepts, but bepatient with yourself- there are some areas that you probably haven't studied yet in school. If you're not taking the SAT/ACT for talent competitions and just want to get a headstart on studying and learning, you might dedicate an hour to test prep every one or two weeks. This gradual studying could really add up over time and allow you to develop expertise on the tests. You could even completetaking the SAT or ACT well before the typical test-taking schedule of junior year and have this part of your college application finishedearly. Prepping for the SAT/ACT, and even taking the tests in 7th grade, can give you continued early exposure that will help you achieve high scores. It could also help you develop habits of discipline, effort, and organization. You might get a headstart on yourclasses, as well as a competitive edge when you eventually apply to college. If you take the time to prep for the SAT/ACT in 7th grade, then you'll be well ahead of the curve. What's Next? You might take the SAT or ACT in 7th grade as a launching point and improve your scores from there. So what's a good SAT and ACT score for 7th graders? Read about what makes a good 7th grade score here. If 7th grade feels too early to think about the SAT/ACT, what about 8th grade? This article discussesthe reasons why you might start prepping in 8th grade. The best practice for the SAT and ACT uses official sample questions. Download free official SAT and ACT practice tests here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Behistun Inscription - Message to the Persian Empire

Behistun Inscription - Message to the Persian Empire The Behistun inscription (also spelled Bisitun or Bisotun and typically abbreviated as DB for Darius Bisitun) is a 6th century BCE Persian Empire carving. The ancient billboard includes four panels of cuneiform writing around a set of three-dimensional figures, cut deep into a limestone cliff. The figures are carved 300 feet (90 meters) above the Royal Road of the Achaemenids, known today as the Kermanshah-Tehran highway in Iran. Fast Facts: Behistun Steel Name of Work:  Behistun InscriptionArtist or Architect: Darius the Great, ruled 522–486 BCEStyle/Movement: Parallel CuneiformTextPeriod: Persian EmpireHeight: 120 feetWidth: 125 feetType of Work: Carved inscriptionCreated/Built: 520–518 BCEMedium: Carved Limestone BedrockLocation: Near Bisotun, IranOffbeat Fact: The earliest known example of political propagandaLanguages: Old Persian, Elamite, Akkadian The carving is located near the town of Bisotun, Iran, about 310 miles (500 kilometers) from Tehran and about 18 mi (30 km) from Kermanshah. The figures show the crowned Persian king Darius I stepping on Guatama (his predecessor and rival) and nine rebel leaders standing before him connected by ropes around their necks. The figures measures some 60x10.5 ft (18x3.2 m) and the four panels of text more than double the overall size, creating an irregular rectangle of approximately 200x120 ft (60x35 m), with the lowest part of the carving some 125 ft (38 m) above the road. Behistun Text The writing on the Behistun inscription, like the Rosetta Stone, is a parallel text, a type of linguistic text that consists of two or more strings of written language placed alongside each other so they can be easily compared. The Behistun inscription is recorded in three different languages: in this case, cuneiform versions of Old Persian, Elamite, and a form of Neo-Babylonian called Akkadian. Like the Rosetta Stone, the Behistun text greatly assisted in the decipherment of those ancient languages: the inscription includes the earliest known use of Old Persian, a sub-branch of Indo-Iranian. A version of the Behistun inscription written in Aramaic (the same language of the Dead Sea Scrolls) was discovered on a papyrus scroll in Egypt, probably written during the early years of the reign of Darius II, about a century after the DB was carved into the rocks. See Tavernier (2001) for more specifics about the Aramaic script. Royal Propaganda The text of the Behistun inscription describes the early military campaigns of the Achaemenid rule King Darius I (522–486 BCE). The inscription, carved shortly after Dariuss accession to the throne between 520 and 518 BCE, give autobiographical, historical, royal and religious information about Darius: the Behistun text is one of several pieces of propaganda establishing Dariuss right to rule. The text also includes Dariuss genealogy, a list of the ethnic groups subject to him, how his accession occurred, several failed revolts against him, a list of his royal virtues, instructions to future generations and how the text was created.   So, What Does it Mean? Most scholars agree that the Behistun inscription is a bit of political bragging. Dariuss main purpose was to establish the legitimacy of his claim to Cyrus the Greats throne, to which he had no blood connection. Other bits of Dariuss braggadocio are found in others of these trilingual passages, as well as big architectural projects at Persepolis and Susa, and the burial places of Cyrus at Pasargadae and his own at Naqsh-i-Rustam. Historian Jennifer Finn (2011) noted that the location of the cuneiform is too far above the road to be read, and few people were likely literate in any language anyway when the inscription was made. She suggests that the written portion was meant not only for public consumption but that there was likely a ritual component, that the text was a message to the cosmos about the king. Translations and Interpretations Henry Rawlinson is credited with the first successful translation in English, scrambling up the cliff in 1835, and publishing his text in 1851. The 19th-century Persian scholar Mohammad Hasan Khan Etemad al-Saltaneh (1843–96) published the first Persian translation of the Behistun translation. He noted but disputed the then-current idea that Darius or Dara might have been matched to King Lohrasp of the Zoroastrian religious and Persian epic traditions.   Israeli historian Nadav Naaman has suggested (2015) that the Behistun inscription may have been a source for the Old Testament story of Abrahams victory over the four powerful Near Eastern kings. Sources Alibaigi, Sajjad, Kamal Aldin Niknami, and Shokouh Khosravi. The Location of the Parthian City of Bagistana in Bistoun, Kermanshah: A Proposal. Iranica Antiqua 47 (2011): 117–31. Print.Briant, Pierre. History of the Persian Empire (550–330 BC). Forgotten Empire: The World of Ancient Persia. Eds. Curtis, John E., and Nigel Tallis. Berkeley: University of California Press, 2005. 12–17. Print.Daryaee, Touraj. Persianate Contribution to the Study of Antiquity: Etemad Al-Saltanehs Nativisation of the Qajars. Iran 54.1 (2016): 39–45. Print.Ebeling, Signe Oksefjell, and Jarie Ebeling. From Babylon to Bergen: On the Usefulness of Aligned Texts. Bergen Language and Linguistics Studies 3.1 (2013): 23–42. Print.Finn, Jennifer. Gods, Kings, Men: Trilingual Inscriptions and Symbolic Visualizations in the Achaemenid Empire. Ars Orientalis 41 (2011): 219–75. Print.Naaman, Nadav. Abrahams Victory over the Kings of the Four Quadrants in Light of Darius Is Bis itun Inscription. Tel Aviv 42.1 (2015): 72–88. Print. Olmstead, A. T. Darius and His Behistun Inscription. The American Journal of Semitic Languages and Literatures 55.4 (1938): 392–416. Print.Rawlinson, H. C. Memoir on the Babylonian and Assyrian Inscriptions. Journal of the Royal Asiatic Society of Great Britain and Ireland 14 (1851): i–16. Print.Tavernier, Jan. An Achaemenid Royal Inscription: The Text of Paragraph 13 of the Aramaic Version of the Bisitun Inscription. Journal of Near Eastern Studies 60.3 (2001): 61–176. Print.Wilson-Wright, Aren. From Persepolis to Jerusalem: A Reevaluation of Old Persian-Hebrew Contact in the Achaemenid Period. Vetus Testamentum 65.1 (2015): 152–67. Print.

A fine line between sanctity and sinfulness Essay

A fine line between sanctity and sinfulness - Essay Example Christ himself is the difference between sanctity and sinfulness. St. John, when addressing the masses, said that one should not sin, however, if a man sins he has an advocate with the Father, Jesus Christ (Taylor, 1849, p. 418). Christ not only preached sanctity, he lived the life on his own principles. At the same time, he showed the world how to stay away from the sins. The Bible says â€Å"put to death what is earthly in you† (Colossians 3:5). It does not mean to rid the humanness. Earthly here refers to the sins and embracing the opposite, the sanctity. Earthly can be considered evil desires. These evil desires draw the line between good and evil. Say the desire to avoid people or to hurt them based on their ethnicity or the color of their skin, is an evil or earthly desire. Christ preached and embraced all of humanity. Just like the sun does not shine on a single neighborhood, Jesus was not the prophet for a certain race or nation. He did not sin by staying away from the people who were considered of low caste. He embraced sanctity and preached to all equally. It was this act that made him the favorite of the masses. They saw him as their leader, someone with mythical powers that healed their sick. A rebel who was fighting for the rights of poor. Pharisees considered Jesus’s actions as sinful because he condemned Pharisees and the teachers of Moses’s Law (â€Å"Bible Gateway†, n.d.). Jesus never criticized the Law of Moses but he showed his concerns about the character of its preachers. He said to the mass that they should listen to the Law of Moses but there is no need to take action upon it as its preachers are hypocrites. They keep piling restrictions and laws on people but they never abide by them. Their good deeds are just an act to impress people and not the God. Pharisees thrive on appearances and showing off their piousness. For instance, swearing by the altar did not hold any importance to the