Varying Cultural Structures in Homers The Illiad and The...

Greek mythology deals significantly with culture and its factors, as they describe the societies and the people inhabiting it by depicting their everyday life and the state of their land. Both Hephaestus, in Homer’s Iliad, and Odysseus, in Homer’s The Odyssey, set out to portray the cultures that they saw, yet the cultures and societies varied greatly, from Hephaestus illustrating the highly developed societies of the Greek and their culture; while on the other hand, Odysseus seems baffled by how underdeveloped the Cyclopes land and culture is. Hephaestus and Odysseus seem to have the same understanding what is normal of a culture, society, and their factors; however, there are noteworthy variations between their accounts. In the 18th†¦show more content†¦Odysseus continues to elaborate, â€Å"These people have no institutions, no meetings for council†¦each one is the law for his wives and children.† (Odyssey 9.112, 114) Hence, the absence of laws l eads to the lack of a structured society, where there were no mediators, no law to abide by to and dictate what is right or wrong. Such difference was dire enough for Odysseus to use to describe the new land that he reached, as this state of chaos and lack of laws was one of the primary shortcomings of the Cyclops culture, and could be the reason why the Cyclops’ culture was primitive. The major difference between the two cultures, Hephaestus’ culture on the shield and the Cyclops culture, is in their approach to agriculture and the economical basis of the culture. Hephaestus described the agriculture aspect using many images, starting with â€Å"He made upon it a soft field, the pride of the tilled land, wide and triple-ploughed.† (Iliad 18.541, 542) Here he vividly displayed the image of the ploughed field; also, Hephaestus continues to elaborate on agriculture, as it is the economic basis and structure of the culture on the shield. Ensuing Hephaestus proceeds to describe a harvesting scene with the harvesters working, the king pleased with the harvest and the women preparing food for the workers while the heralds preparing a feast; thus showing the society members and the role of each one and

Radio for Education in Bd Free Essays

string(81) " of our communities through actively participating in its creation and delivery\." History of Radio in Bangladesh_ Bangladesh Betar (Bengali: ) or BB is the state-owned radio broadcasting organisation of Bangladesh. It was also known as Radio Bangladesh between 1975 and 1996. Radio transmission in the region now forming Bangladesh started in Dhaka on December 16, 1939. We will write a custom essay sample on Radio for Education in Bd or any similar topic only for you Order Now Initially, the station was located in old Dhaka. Later, the station was relocated to Shahbag. It played an important role during the Bangladesh Liberation War of 1971. On March 26, 1971, the broadcasting center of Radio Pakistan was used to transmit a declaration of independence, which was picked up by a Japanese ship in the Chittagong Harbor and retransmitted. During the war, it was known as Shwadhin Bangla Betar Kendro (Independent Bengal Radio Station). Due to heavy shelling, the station had to be relocated several times, and ultimately moved to Calcutta on May 25, from where it would broadcast until the end of the war. On December 6, it was renamed Bangladesh Betar. Today we have 10 radio stations running in Bangladesh. Those are_ * ABC Radio (Bangladesh) * Bangladesh Betar * DHAKA FM 90. * Radio 2fun| * Radio Amar * Radio Dhaka * Radio Foorti * Radio Metrowave * Radio Today * RadioGoonGoon Types of Radio_ ————————————————- FM (Frequency Modulation) Radio Frequency modulation, FM is widely used for a variety of radio communications ap plications. FM broadcasts on the VHF bands still provide exceptionally high quality audio, and FM is also used for a variety of forms of two way radio communications, and it is especially useful for mobile radio communications, being used in taxis, and many other forms of vehicle. n view of its widespread use, frequency modulation, FM, is an important form of modulation, despite many forms of digital transmission being used these days. FM, frequency modulation has been in use for many years. However its advantages were not immediately apparent. In the early days of wireless, it was thought that a narrower bandwidth was required to reduce noise and interference. As FM did not perform well under these conditions, AM predominated and FM was not used. However, Edwin Armstrong, an American engineer looked at the use of wideband FM for broadcasting and introduced the idea against the trend of the thinking of the time. Since its first introduction the use of frequency modulation, FM has grown enormously. Now wideband FM is still regarded as a very high quality transmission medium for high quality broadcasting. FM, frequency modulation is also widely used for communications where it is resilient to variations in signal strength. FM, frequency modulation basics The most obvious method of applying modulation to a signal is to superimpose the audio signal onto the amplitude of the carrier. However this is by no means the only method which can be employed. It is also possible to vary the frequency of the signal to give frequency modulation or FM. It can be seen below that the frequency of the signal varies as the voltage of the modulating signal changes. Concept of frequency modulation The amount by which the signal frequency varies is very important. This is known as the deviation and is normally quoted as the number of kiloHertz deviation. As an example the signal may have a deviation of  ±3 kHz. In this case the carrier is made to move up and down by 3 kHz. ————————————————- Community Radio Community radio stations are community owned and operated entities that serve either localized geographic communities or communities of interest, such as minorities, religious groups and universities. Community radio is unique because the stations are run by the communities themselves. They are owned and managed by the people they serve. The management is usually a small team of paid staff with the programming onducted by volunteers. Unlike commercial stations, community stations are not allowed to run for profit. They must be established as voluntary associations, not-for-profits or trusts. The station’s constitution must say that any profit will be channeled into further developing the station. To ensure the st ations are not run for profit they are usually subject to strict advertising controls. Commonly the regulator stipulates that advertising content ought to be capped to allow, for example, a maximum of five minutes per hour of programming. New stations often start with a public meeting. Members of a community (either geographic or community of interest) come together as a working group to create a   vision for the station, plan programming and develop facilities. Over time, more and more members of the community are recruited and trained (FETAC training is available through) to help out behind the scenes, produce and present programmes reflective of their community and experience. 100 day broadcasting licenses are secured from the BAI and as a track record is built with regards to programming, operations, and community involvement, a multi-year licence becomes available. To operate full licenses, groups constitute themselves as cooperatives or limited companies with no share capital, and a board is elected from the community to manage the station transparently and with accountability in the interests of all. Community Radio has the capacity to reinforce what is good about Irish Society and to help find solutions to its failings. Community Radio facilities individuals, groups, and communities to tell their own diverse stories, to share experiences, and in a media rich world to become active creators and contributors rather than passive consumers. It presents a unique vehicle for the community and voluntary sector, civil society, agencies, NGOs citizens to work in partnership to make a difference. Community Radio offers- * rare and direct media access for all perspectives in our communities,   * the potential for innovation inherent in non-profit, community owned and operated media * Diversity in the provision of programming, especially where there would be insufficient profit for the commercial sector and too much cost for the public service sector. Offers a resurgence of local media highlighting local issues, opinions and voices in contrast to mainstream medias increasingly centralised content production. * The skills, resources and the opportunity to understand media by members of our communities through actively participating in its creation and delivery. You read "Radio for Education in Bd" in category "Papers" * a unique mechanism to engage with social exclusion by acting as a vehicle for outcome-driven personal and p rofessional training and development * a powerful tool in providing services and supports to communities, especially disadvantaged and excluded communities. the opportunity to promote democracy, human rights and sustainability. * a challenge to global media blandness in reinforcing local identities while acting as a catalyst for integration and inclusion. ————————————————- Public Broadcasting Public broadcasting is broadcasting made for the public, funded by the public (through tax) and controlled by the public (through parliament). The defining feature of public broadcasting is its inclusiveness. Public broadcasting must be accessible to all and diverse enough to appeal to all. Unlike state broadcasting, which serves the interests of the state, public broadcasting is uniquely positioned to serve the public in all its diverse forms. Further, public service broadcasters (PSBs) are protected from political and commercial pressures, which positions them to best serve the public’s rights to freedom of expression and freedom of information. This is why public broadcasting has such a crucial role to play in democratic societies. Defining features of public service broadcasting: * Accessible to all * Serving the public interest in all its shapes Emphasis on quality, balance and impartiality * Provisions for minorities * Commitment to education of the public * Freedom to produce challenging and controversial programming * Independent from political and commercial interference * Forum for expression of national cultural identity Independence of a public broadcaster is vital: independence for the board and editorial independence for management. Securing indepen dence means overcoming the prevailing mindset among those in power that the airwaves belong to the state. MISA believes the independence of a public service broadcaster in Swaziland will only be ensured if it is guaranteed in law. MISA is advocating for such a law to include the following: * A description of the composition of the PSB board to ensure it is broadly representative of the public and excludes office bearers with the state and people with financial interests in broadcasting; * A public and transparent board appointments procedure that minimizes political and commercial interference; * A stipulation that no one has a right to influence the work of the board; * Editorial freedom for the PSB management; Accountability of the PSB is to the public through parliament, not an individual minister or ministry; * An adequate and secure funding mechanism that protects from arbitrary interference. For more detail on public service broadcasting law see the Article 19 Model Public Service Broadcasting Law under Law Reform. MISA calls on the government to: * Enact legislation establishing a public broadcasting entity, recognizing its full independence and public service mandate. * Conduct organizational restructure allowing the merger of television and radio with one independent board to develop the organizational policy. Allow editorial policies that capture the unique responsibilities of public broadcasting. * Ensure training of management and staff on the ethos and purpose of public broadcasting. * Secure a reliable funding mechanisms that will support program diversity and innovation. ————————————————- Campus Radio Campus radio (also known as college radio, university radio or student radio) is a type of radio station that is run by the students of a college, university or other educational institution. Programming may be exclusively by students, or may include programmers from the wider community in which the radio station is based. Sometimes campus radio stations are operated for the purpose of training professional radio personnel, sometimes with the aim of broadcasting educational programming, while other radio stations exist to provide an alternative to commercial broadcasting or government broadcasters. Campus radio stations are generally licensed and regulated by national governments, and so have very different characteristics from one country to the next. One commonality between many radio stations regardless of their physical location is a willingness — or, in some countries, even a licensing requirement — to broadcast musical selections that are not categorized as commercial hits. Because of this, campus radio has come to be associated with emerging musical trends, including genres such as punk and New Wave, alternative rock, indie rock and hip hop, long before those genres become part of the musical mainstream. Campus radio stations also often provide airplay and promotional exposure to new and emerging local artists. Many campus radio stations carry a variety of programming including news (often local), sports (often relating to the campus), and spoken word programming as well as general music. Often the radio format is best described as a freeform, with a lot of creativity and individualism among the disc jockeys and show hosts. A number of these radio stations have gained critical acclaim for their programming and are considered by the community in which they are embedded to be an essential media outlet. Although the term campus radio implies full-power AM or FM transmission over the air, many radio stations experiment with low-power broadcasting, closed circuit or carrier current systems, often to on-campus listeners only. Some radio stations are distributed through the cable television system on cable FM or the second audio program of a TV radio station. Some universities and colleges broadcast one or more Internet radio feeds — either instead of, or in addition to a campus radio station — which may differ in radio formats significantly from licensed traditional campus radio. ———————————————— Internet Radio Internet Radio – Internet Radio describes a technical achievement which allows audio to be digitized and split into small pieces for transmission across the Interent. The ultimate effect is to create the illusion of â€Å"radio†. The audio i s â€Å"streamed† through the Internet from a server in one location and reassembled on the listener’s end by a software player on a computer or Internet Radio receiver. Internet Radio is not really radio by the traditional definition but an incredible simulation. This term also describes the conglomeration of streaming audio which is available on the Internet which can be listened to by using a software player or browser which supports streaming audio. In another way, an audio broadcasting service that is transmitted through the Internet. Internet radio is similar in nature to Internet broadcasting, also called webcasting. However, those listening to the continuous stream audio broadcast have no control over the stream, similar to traditional radio broadcasting. Many radio stations worldwide offer their broadcast via Internet radio to a worldwide audience. Today dedicated hardware devices, commonly called Web radio or Internet radio appliances  , can be purchased that connect to a home network and then to the Internet to play live audio streams. Internet radio is also called e-radio. The benefits of an internet radio_ More station choice An internet radio gives you access to more than FM or DAB digital radio, including some foreign language stations. Find new stations The menus on an internet radio enable you search by different methods including by genre. So you could search for all of the rock stations available and find new stations that play the types of music you love. Podcasts and BBC listen again You can access podcasts from BBC and commercial stations and just as you might use listen again on BBC iPlayer or Radio player on your computer, you can access listen again to   shows through an internet radio, too. Music player/ media sharing Most internet radios have a music player mode for streaming music from devices on your home network. If you keep your music collection on your computer at home you can use the radio’s screen to choose music from your collection and listen using the radio’s speakers. Forget DAB reception Internet radio works using your internet connection. It doesn’t rely on getting a signal from a transmitter the way DAB and FM do, so it doesn’t matter if DAB reception is poor where you live – you can get your digital radio fix via the internet. Education System in Bangladesh The education system and structure of Bangladesh  has three major stages-primary, secondary and higher educations. Primary education is a 5-year cycle while secondary education is a 7- year one with three sub-stages: 3 years of junior secondary, 2 years of secondary and 2 years of higher secondary. The private schools also receive strong financial support from the state. The tertiary education (3-5 years) is provided through universities (31 public and 51 private universities) and affiliated colleges under supervision of University Grants Commission. Establishment of private universities has gained momentum in recent years. At all levels, students can choose the medium of education from Bangla or English. The Ministry of Education is the supreme state office for education which again is subdivided in different directorates for each level while running numerous development projects (Education Projects and Technical projects). According to the article 17 of the Constitution, all the children of Bangladesh are supposed to receive full free education up to secondary level. Secondary and higher secondary schools are affiliated under  ten (10) education boards. The boards administer two public examinations – one is the Secondary School Certificate (SSC) Examination and the Higher Secondary Certificate (HSC) Examination. The higher secondary schools are known as colleges. There are also Madrasah (religiously inclined) and English medium schools which are enrolled under Madrasah Education Board and Foreign Education Board respectively. Besides this, a Technical Education Board has been established to administer the vocational training schools at post-secondary level in Education Board. The National Curriculum and Textbook Board is the authority to develop, approve and manage the curriculum and text books for primary, junior, secondary and higher secondary level. Government has also established Bangladesh Bureau of Educational Information and Statistics (BANBEIS) which keeps educational information at all levels. Bangladesh Government has published an Education Policy which is developed based on the inputs taken from different education commissions over the years. There are also many non-profit organizations which operate informal and semi-formal education for underprivileged children under supervision of Bureau of Non-formal Education. Linking Radio with Education Due to potential diversity, the CR technology can most effectively be used for non formal education for adult people, awareness programs, youth development programs, local community knowledge sharing, recycling of knowledge, ethnic community preservation programs and in areas, where density of population is sparse, where access to school is difficult like char (land within a river) and hilly areas of the country and also isolated places because of less access to road or other communication, and where access of qualified teachers are very few. Sweeney and Parlato (1982, p. 3) stated, â€Å"Radio plays an effective educational role both as the sole medium or in conjunction with print and group support†. So, Community Radio has a prospect for education expansion and community schools. Community Radio can also help, develop and mobilize social capital. This technology is cheaper too. For example, Interactive Radio Instruction (IRI) is a well-tested teaching and dissemination metho d that is inexpensive, accessible and flexible. In Africa, Community Radio has speeded up and expended the process of information exchange. The second goal of MDGs is to achieve universal primary education. Education is the backbone and foundation for a nation. This is one of the fundamental goals as Nobel Lauriat’s Amarta Sen argues, â€Å"Development is freedom and education is the royal road of freedom† (Daniel, 2006). As most developing countries underscore its educational potential and importance, many writers have proposed that educational radio can be most effective when supported by trained facilitators, group learning, group discussion, feedback and the use of multimedia approaches, thus interactive and independent learning help develop social software which is considered essential for quality education. The dynamic potential of radio in motivating listeners to take action, modifying behavior, and undertaking activities is evident in the literature thus far. ————————————————- Distance Learning Learning is the liberating force of human development and every individual has a right to education. To serve the aforesaid considerations, ODL helps create democratization in education for flexible learning system. In ODL, student centered teaching approach is used. Tutors and learners are hysically separated in the system, and distance education institutes usually use technology like state-owned Radio and Television for a particular time to disseminate contents of learning to the learners, which might not be effective and accessible to all distance learners due to inflexible time allocation. Since CR is covering a limited geographical area and focusing on the local needs, culture an d social events, educational and academic programs can be incorporated into the CR programs at any time of any location as it is more flexible than national broadcasting. In addition, distance education institutes have long experiences in using the technology of Radio and TV. They can apply their experience for CR on segment base as well as programs base. Most distance learning organizations generally have several outlets for tutorial or other instructional services in distant and remote areas. Having their own infrastructures, these distant teaching outlets could be turned into Community Radio Learning Centers (CRLC) for the open and distance learning institutes and these stations can be worked as local facilitators for the academic programs of both formal and non-formal education. Anyanwk (1978 p. 15-16) mentions, â€Å"Through collective listening, discussion, and the use of audio-visual aids, the radio can contribute substantially to the process of transformation of agricultural traditions, as well as some social and economic attitudes in general†. Radio has been used extensively as an educational medium in developing countries like India, Sri Lanka, Thailand, South Korea, Mali, Guatemala, Botswana, South Africa, Zambia, Uganda, Mexico, Philippines and also proved its impact and efficiency in health, agriculture and other development issues. ———————————————— Open University Radio-based educational opportunities are very much commensurate with the delivery system of ODL. After 15 years of the establishment of the Bangladesh Open University (BOU), it has accumulated huge resources in terms of technology and media oriented human resource and in frastructures to put forward a new look to the Community Radio applications. Bangladesh Open University needs to adopt the segment base strategies to provide education for all. The case of Bangladesh is similar as to Louw’s (Paris, France 2007) statement, â€Å". to ensure that communities who have been denied access to resources, take part in producing ethical, creative and responsible radio that encourages them to communicate with each other, to take part in decisions that affect their lives, and to celebrate their own cultures†. The reason for establishing Bangladesh Open University nearly echoes Louw’s statement as in the Mission statement, of the BOU Act 1992 envisages that â€Å"the objectives of the University shall be to expand all levels of education, knowledge and science by a diversity of means, including the use of any communication technology to improve the quality of education and to provide opportunities for education to the general public through mass-orientation of education and to create efficient manpower by improving the quality of education in general†. To accomplish these goals of BOU mission statement, it is no denying the fact that BOU needs immediate steps for adopting the Community Radio approach. In terms of preparation, BOU has Media Centre fully equipped with the transmission equipment, full-fledged radio recording studios, editing suites, portable radio recorders and modern radio broadcasting technology. However, BOU has already sought the permission from the Government for having its own frequency allocation. ———————————————— Adult Education About adult education Dhaka University VC Prof Arefin was highlighting on the role of mass media in the socio-economic and the educational development of a developing country. His message was that both the print and broadcast media can play a vital role in enhancing education in a developing country. It can shape and create public opinion towards on related issues by applying its strength and bring changes among individual. Bangladesh is now in a state of â€Å"Media Expansion†, we have lot of TV and radio channels and every day new channels are coming. Broadcasting media is the most common popular media in our country. In the cases of developing countries, like Bangladesh, implementation of education fully depends on appropriate use of broadcasting media technology. And the government as well as private organizations are using Radio and television for meeting these demands. A significant result has already been achieved in the field of mass education of Bangladesh by using broadcasting media. All the TV and Radio channels present various educational programs for the students. These programs become very popular in the country. Bangladesh is now in a state of media expansion. A large number of people here depend on newspapers and broadcast media for entertainment. But media also has an important educational role: Adult students from rural even from city areas can take lesson from watching certain television programs Like â€Å"BBC Janala How to cite Radio for Education in Bd, Papers

The Basques And Their Claim To Nationhood free essay sample

Essay, Research Paper THE BASQUES: An analysis to their claim of nationhood Historical Background The Basque # 8220 ; state # 8221 ; # 8211 ; for deficiency of a better word # 8211 ; is composed of seven different # 8220 ; states # 8221 ; # 8211 ; for the deficiency of a better word # 8211 ; four are located within the boundary lines of Spain and three within those of France in the trigon formed by the Atlantic Ocean and the Garonne and Ebro rivers, as shown in the map below. Euskera-Herria, is the Basque name given to these seven states. The Basques are the posterities of the native dwellers of the country who are referred to as the proto-Basques and for the most portion did non blend with other cultural groups. Basque speak a linguistic communication called Euskera, which has been proven to be older any other Indo-germanic linguistic communication. It is considered by lingual experts, as possibly, the oldest life linguistic communications in Europe and it is unrelated to any of the households of Indo-germanic linguistic communications The Basques are an ancient people whose history is profoundly intertwined with the people of Spain and France. Toward the terminal of the disruptive period that followed the prostration of the Western Roman Empire, the Kingdom of Navarre ( Nafarroa in Basque ) , centered in Pamplona, came into being. Originally this land covered all of modern Navarre, plus the three Vascongadas, or Basque states ( Gipuzkoa, Bizkaia, Araba ) , and the modern Gallic Basque states, and into neighbouring countries in modern Spain. When the Moors invaded Spain, Navarre was neer conquered, therefore it retained many Basque features Navarre was likely non a # 8220 ; Kingdom of the Basques # 8221 ; , but it was a land whose dominant cultural group were the Basques. Through the high and late center ages Navarre bit by bit lost spots of its district through assorted dynastic matrimonies and heritages, every bit good as through a move from the estates of the three Vascongadas to put themselves in commitment to the Crown of Castille. By 1500 the Basques lived in three lands: Navarre, Spain, and France. By the mid-1500 # 8217 ; s Navarre was divided and absorbed into Spain and France along the current boundary line ( more or less ) . In Spain, the Basques, particularly those of the Vascongadas, retained particular # 8220 ; fueros # 8221 ; , privileges of self-governance and local assemblies for that intent. The Basques were non separately topics of the Crown, but instead as a group topic to the Crown ( every bit long as they resided in the Vascongadas ) . In the 1800 # 8217 ; s a series of civil wars were fought in Spain ( the # 8220 ; Carlist Wars # 8221 ; ) between cabals who either sought to retain the mediaeval legal construction of Spain, or to reform it utilizing the rules of the Gallic Revolution. Rural Basques sided with the more conservative cabal in order to continue the fueros. When they lost, many of them fled Spain. The loss of the fueros became more critical under Franco, his government sought to take the integrating of the different lingual minorities in Spain one measure farther. He pushed for entire Castillianization. Therefore, Catalan, Galician, and Basque were to be eradicated. After Fran co # 8217 ; s in1975, King Juan Carlos II and the Spanish Parliament established a system of independent parts that restored the fueros in spirit, if non in every item. The Basques are, presents, seeing to obtain grants that would let them greater liberty in political affairs. However, there is a besides a more extremist cabal of the Basque national motion that is seeking complete independency. This cabal is normally related to the ETA who is besides actively involved in terrorist activity against members of the Spanish authorities. Unifying Elementss of the Basque Nation When sing the historical background of the Basque people, in relation to that of other cultural groups in Spain and France, it is possible to detect that the nonsubjective elements that inspire the deeply felt patriotism within the Basque community are chiefly cultural by nature. Geertz, in his piece, The Question of Definition, outlines six different standards upon which one can specify ethnicity. Out of these points the 1 that apply to the Basque, as an cultural group are the undermentioned: ? Assumed Blood Ties. # 8211 ; One of the manner in which the Basque are alone is in their blood serology. They are chiefly type O blood with an occasional B type A is highly rare and AB is non-existent. One of the funny things is that the bulk of Basque are RH negative, unlike most of the remainder of the universe # 8217 ; s population ? Language. # 8211 ; Euskera is their and it has been the vehicle that fostered and maintained their civilization. It is alone in the universe and may really good be the oldest living European linguistic communication. Linguistically, it is non related to any Indo-germanic Language ; it has 13 vowels. 6 diphthong vowels and 38 consonants. It is considered a hard linguistic communication to get the hang dwelling of chiefly nouns and postfixs ? Region. # 8211 ; The Basques have inhabited this part prior to Roman conquering of the Iberic Peninsula. The earliest history of the Basques, as a people are found in the plants of Greek and Roman geographers who described four folks who spoke assorted idioms of Basque. ? Custom. # 8211 ; Although many of their costumes are common to the other cultural groups in the country, they have kept different traditions that are based on myth and legend typical to the Basque which continue to be transmitted orally as it was done many centuries ago. There are other more subjective factors that besides unify the Basques in their pursuit for liberty from the authoritiess of Spain and France. Possibly the strongest factor that prompts the Basque people to seek independency, or at least liberty, lies in the psychological make up of the people. In other words, the feeling of coherence when coupled with all the nonsubjective factors have as a consequence the thrust, desire, and vision of a state in which Basques are non merely an cultural minority, but instead a state that feels free to do all determination that regard their civil order. Applicable Definition Before set uping whether the Basque are, by definition, a state or non ; other thoughts must besides be considered. It has already been established that the Basques are, above all, an cultural group that is looking to formalize its individuality as such in regard to that of the individuality of a Spaniard, or a Frenchman. Geertz defines ethnicity as the # 8220 ; committedness to aboriginal truenesss which give people distinct individuality # 8221 ; . Therefore, given Geertz definition of ethnicity we can detect that they are so a cohesive cultural group seeking to keep their civilization, or Euskaldun as it is called in Basque. In their instance, linguistic communication has been, aside from the primary component of their civilization, the vehicle that has kept and fostered their integrity. The saving and resurgence of the Basque # 8217 ; s aboriginal ties within states that have long emphasized the construct of national unity has given the Basque community the motive and the stre ngth necessary to resuscitate old values in order to contend to be recognized as an independent province. There are some political scientists that would non see ethnicity, as the lone factor needed to specify nationhood. Harmonizing to Max Webber, # 8220 ; # 8230 ; the sentiment of cultural solidarity does non by itself make a state # 8221 ; . However, harmonizing to Weber every bit good, # 8220 ; a state is a group of people that portion a common yesteryear and keep a common vision of the hereafter # 8221 ; . Consequently, Weber # 8217 ; s definition of a state is the most suited pick in this instance. Competing Identities In Spain, every bit good as in France, there is the sense of unity that makes a state, a state, the common province of head of a people prosecuting in a day-to-day plebiscite, if you will. However, within these two states a figure of cultural groups have lived and co-existed under the same flag, fundamental law and values. However, one national individuality has prevailed over the others and it has come to epitomize, the kernel of being Gallic, or Spanish for that affair. The values on which a state, any state is based upon, function as an equalising factor that embraces all the cultural groups populating within its boundary lines. Connor noted about that # 8220 ; the Gallic Declaration of Rights of Man and Citizens proclaim that the beginning of all sovereignty resides basically in the state ; non a group # 8230 ; Though the drafter of the declaration may non hold been cognizant, the state to which they referred contained Alsatians, Basques, Bretons Catalans, Corsicans, Flemings, and Occitanians, every bit good as Frenchmen # 8221 ; Hence, the Gallic state is composed by different cultural grou PS united under a common set of values. All these different groups have a peculiar individuality that set one apart from the other, but in the terminal the Gallic individuality has prevailed over all the others. Thus they are, above all, Frenchmen and later, they may be Bretons, Flemings, etc. The instance is no different in Spain, where the chief, the dominant cultural group is the Castilian, but within the Spanish state besides unrecorded Galicians, Catalans, Andalucians, and Basques. All of these ethnics groups display features peculiar merely to the group but, as in the Gallic instance, there is one, the Castilians, who have risen over clip above all others to enforce their peculiar individuality as the national individuality. In both instances we have a instance of sidelong motion of an cultural group to extent their influence over others. Smith explains that â€Å"the sidelong cultural province is provided by Spain†¦ ( and ) it was the Castilian Kingdom that formed the fu lcrum of opposition to Muslin power†¦ ( and ) it utilised spiritual community as an instrument of homogenization† . Relationss between the Basque Nation and the Spanish and Gallic States The dealingss between the people of France and Spain towards the Basques have non ever been under good-humored footings. While the lingual difference between the Basques and the people of France and Spain became a cardinal component that held a tightly woven community, throughout the centuries it besides became the barrier that separated them from their neighbours. This distance created fright, intolerance and misinterpretation ; in 1609, the enchantress runing Gallic official Pierre de Lancre was convinced that all 30,000 Basque-speaking dwellers of Lapurdi were enchantresss, priests included. He tried to put to death all dwellers and anguished and burned around 600 adult females and some work forces. He was stopped merely after their male relations returned from a fishing expedition of the seashore of Newfoundland and started a rebellion after which bishop Echauz intervened. Episodes of this kind helped to reenforce the thought of # 8220 ; otherness # 8221 ; on both sides of the fencing. The Gallic have been, at least in visual aspect, less conflictive towards the Basque. Therefore, the struggle between them has neer reached the strength that it has on the southern side of the Pyrenees. Besides the fact that the nucleus of the Basque state lies within Spanish district has besides influenced greatly in the covering s that the Gallic authorities has had towards the Basque. In the instance of Spain, possibly the biggest factor that has refueled the desire of the creative activity of a Basque state is due to the many internal struggles that have severed Spain since 1833. The first Carlist war broke out in 1833 and ended in 1839 ; the Carlists wars developed in the Spanish State but basically in the four southern Basque states. In the Basque states, the first Carlist war took the signifier of a popular rebellion in the defence of Basque autonomies and traditions as opposed to Spanish centralism. The Carlist leading was based in Navarre. Fearing the terminal of their regional liberty, traditional Basques aligned with the Catholic Church and the followings of Don Carlos, a rival to the Spanish throne, in a war against the Broad cardinal authorities. For seven old ages, Carlists organized their ain province, which spanned the Basque talking countries of the southern districts and had the monolithic support of the provincials. The Carlist or Basque-Navarrese ground forces comprised of voluntary provincials from the four Basque states. The Treaty of Bergara of 1839 offered to vouch the Basque Fueros ( the word Fuero, in the Basque states and Navarra are refers to a series of general Torahs that these districts laid down for themselves at a clip when they enjoyed a big grade of liberty, a kind of fundamental law # 8211 ; for deficiency of a better word # 8211 ; of the Basque states ) . When the 2nd Carlist War broke out in 1872 it ended in 1879 with the licking of the Carlists. As a effect, the Fueros of Araba, Bizkaia and Gipuzkoa were abolished. However, the Spanish province upheld the Fueros of Navarre, which had been negotiated in 1841. The Basques lost their leading and their civilization and linguistic communication became under onslaught in their ain fatherland. In 1893, a monolithic mass meeting that gathered 80,000 Navarrese took topographic point in Irunea, the capital of Navarre, in favour of reconstructing the Fueros. When F ranco obtained power in 1936, he sought to homogenise the state therefore, he pushed for the riddance of anything that was non Castilian. This policy affected all the different cultural groups in Spain, but particularly the Basques. Resistance to his government came in the signifier of guerrilla and it was chiefly concentrated in the Vascogandas. In 1936, with the assistance of the German Air Force, Franco leveled the Basque town of Guernica. The onslaught was lay waste toing for the moral and the spirit of the Basque people. It was besides the first clip in history that a civilian population had been intentionally hit with such monolithic firepower. During Franco # 8217 ; s regime the ETA came into being in response to the great unfairnesss that the Basque people had suffered in the yesteryear. Decision Presents, the Basque Country is faced with more than one struggle. Apart from the being of multiple societal struggles ; there are two characteristic struggles in today # 8217 ; s Spanish society: a political chauvinistic struggle and a violent, chauvinistic struggle. The political struggle is about the political constellation of the Basque Country, and its relationships with the Spanish State. There is much more people who portion a chauvinistic position about the political struggle than the 1s who support ETA. Consequently, the political struggle and the violent struggle are non needfully related to each other. The lone 1s interested in sing this relationship as necessary are ETA # 8217 ; s members and protagonists. The lone establishments legitimate to stand for the Basque People or the Spanish Peoples for political intents are the Basque and Spanish Parliaments, backed by a big bulk of the population. Any group or party is entitled to seek to decide the Basque political struggl e inside or outside of these Parliaments, but neer against them. To sum up, the true ground of the violent state of affairs is the deficiency of premise by ETA # 8217 ; s protagonists of the democratic rules. This does non intend that they should accept things as they are ; it merely means that they must utilize democratic and peaceable agencies to support their claims. The belief in the necessity of liberating Basque political relations from the trap of force is indispensable to decide the struggle. Most schemes for peace nexus force and political relations. In some instances, it is said that force is legitimated by the political conditions. Some people maintain that political alterations are non possible while force persists, while other advocator wholly the antonym. Such logical thinking is perverse in both instances. Consequently, both jobs should be addressed individually: the state of affairs of force regardless of political issues, and the political job regardless of force. The inquiry of Basque independency can non be solved without duologue, as the lone truly human manner to confront the solution of any struggle and as an indispensable construct of a peace civilization. Nevertheless, for a existent duologue to take topographic point, some issues need acknowledgment, such as the claim that the Basques are a state, non a cultural group merely in hunt of acknowledgment of their individuality. In the instance of a duologue that concerns the reorganisation of political boundaries, it is necessary to accept that the popular want is the lone beginning of political legitimacy. A duologue as a strategic or tactical accoutrement to force can non and must non be legitimized as a true duologue. Furthermore, the supplication of a people can non be delegitmized by violent actions of a smattering of hardliners, alternatively, they must encompass the spirit of what the Basque state stands for and convey to the tabular array with self-respect and the consciousness tha t true, permanent solutions frequently require tolerance and via media. hypertext transfer protocol: //www.freespeech.org/ehj/html/vascon.html hypertext transfer protocol: //www.freespeech.org/ehj/html/vascon.html hypertext transfer protocol: //students.washington.edu/buber/Basque/History/ hypertext transfer protocol: //bakersfield.about.com/citiestowns/caus/bakersfield/library/weekly/aa062900a.htm? rnk=r1 A ; terms=basques Idem hypertext transfer protocol: //www.freespeech.org/ehj/html/vascon.html hypertext transfer protocol: //www.geocities.com/Athens/9479/basque.html # 4 hypertext transfer protocol: //www.freespeech.org/ehj/html/frnorth.html hypertext transfer protocol: //www.contrast.org/mirrors/ehj/html/carlists.html

Undergraduate College Essay free essay sample

Eyes shut. Deep breaths. Eyes open. It is the first day of freshman year. I switched to an Islamic boarding school during eighth grade, and now I am back to public school. Its time to reintroduce myself to the same people I knew just a year ago. The rush of emotions going through my head wondering what my old friends will say and if anyone will even remember me. I havent spoken to anyone yet. I dont even bother going to my locker; I head straight to first period, Honors English 1. Looks like I happen to have classmates I know from before. To my surprise, they all look past whats on my head, and talk to me. Class began with the typical â€Å"first day† routine where teachers explain rules and assign seats. Suddenly the bell rings, and the excited, yet nervous freshmen all jolt towards the door with me following close behind. We will write a custom essay sample on Undergraduate College Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the day continues with the repetition of first period, I finally get back on the bus to get home. I find an empty seat and start to get comfortable for the 40 minute bus ride home. While I was busy untangling my earphones, I felt my bag move closer to me. I look up and recognize an old friend. We begin a casual conversation about our first days, but I can see her glancing at my hijab every few seconds. For the first time, I explain the new me. â€Å"Youre probably wondering whats up with the thing on my head.† She stares back at me with solemn curiosity, â€Å"I didnt know if I should mention it.† â€Å"Its called a hijab,† pointing towards my scarf, â€Å"Its a Muslim head covering, which is part of my religion. It represents modesty, so people won’t judge me by my appearance, but they’ll like me for my personality and character.† She looks at me with astonishment and replies, â€Å"Its different, but I like it!† Here I am today as a junior and as an early graduate. I proudly wear my hijab, as it is a symbol of my faith. The challenges and struggles that I endured trying to maintain my principles, as well as assimilate to American society, have shapedme to become who I am today. My hijab has given me self-respect and has allowed me to value myself as a young woman. I have developed a sense of understanding for others traits which make them unique. Not all reactions were as comforting as the one my friend gave me, but I will always have that moment to cherish and remember. My hair may be covered, but my mind is wide open.

Children face unique Health Risks Essays

Children face unique Health Risks Essays Children face unique Health Risks Paper Children face unique Health Risks Paper Essay Topic: Unique Because of their physiology, children face certain health risks that adults do not, and have been found to be particularly at risk to health dangers from exposure to pesticide residues in food. Throughout the 1980s and 1990s, governmental agencies and independent organizations conducted studies on chemical pesticide toxicities. In 1996 the EPA began testing of all pesticides on the market to specifically determine their risk levels for children. Many pesticides have already been banned because of their propensity for causing cancer, birth defects, and neurological disorders in children and infants. Because there is conflicting information in the media about which chemicals are dangerous and to what degree, parents must be wise about the measures they take to protect their own children. Using only organically grown produce and refraining from the use of any pesticide products in ones own garden and lawn are two of the most important ways parents can protect their childre! n. Introduction Children face unique health risks because of their physiological differences with adults. Unfortunately, it is easy for adults to forget this fact. According to scientists Lawrie Mott of the Natural Resources Defense Council, pesticides are one of the five worst environmental threats to our nations children (Dumanoski, p. 46). Indeed, the recent increases in cases of childhood cancer (brain and leukemia are the most common forms in children), birth defects, and learning disorders are serious causes for alarm. Can any of these disorders be proven to be caused by pesticide residues? Of all health risks to children, pesticide use is certainly one that seems to have garnered much attention from researchers and the media. Unfortunately for consumers, there are so many conflicting opinions and information that it is difficult to determine the true dangers, how much of what will cause which medical problems? Children are exposed to so many dangers, such as falls and accidents, these are challenges that have a clear link between cause and effect (Partridge, p. 71). On the other hand, pesticide use does not. There are so many factors involved, including the thousands of chemical pesticides on the market, concentration levels of those pesticides, and the ages at which children are exposed to specific pesticides. There are no absolutes. Even the few chemicals that have been proven to cause health risks offer no definitive information about the severity of potential damage. It is most difficult to determine risk factors without human experimentation, and that is considered by many people to be unethical. Parents need assistance weeding through all the information available on pesticide dangers in order to determine how to protect their children. In recent years, many federal agencies and legislators, as well as nonprofit groups, have become involved in the issue. Actress and mother Meryl Streep and other Connecticut mothers founded Mothers Others for a Livable Planet in the late 1980s in response to the National Resources Defense Councils (NRDC) report Intolerable Risk: Pesticides in Our Childrens Food. The study examined data on the eating habits of American children and the pesticide levels in 27 different food crops, relating this information to rates of cancer and other diseases in children. Eight of the pesticides studied were found to be carcinogens. Scientists determined that a child was four times more likely to be exposed to these specific carcinogens as was an adult, because of the childs eating habits and the fact that the tolerance levels established by the Environmental Protection Agency (EPA) were based on someone with the body weight of an average grown man. This would mean that children could potentially be ingesting high enough levels of chemical pesticides to be harmful to their health. Because of Mothers Others and similar consumer organizations, public awareness of environmental toxins and synthetic growth hormones in our food has risen, and sales of organic food products have increased. The Intolerable Risks study reported that in some cases, depending upon the age of the child and other factors such as body mass, even brief exposures to certain toxins can cause damage to the development or function of an organ system. The report recommended that the EPA set new tolerance levels for pesticide use on food products, keeping in mind the differences between children and adults as well as health considerations. In response, the EPA announced in 1995 a new national health policy under which all future EPA risk assessments (such as those dealing with toxins in food) would consider threats to children and infants. One year later, Congress passed the Food Quality Protection Act, which stated that infants and children need additional protection against exposure to pesticides; it requires testing of all pesticides to determine their effects on children. Under this law, unless tests prove that there is reasonable certainty of no harm (Heubner and Chilton, PG), no pesticide residue is allowed on any food product. The EPA has estimated that it will take approximately 10 years to re-evaluate all of the tens of thousands of chemical pesticide compounds that are currently on the market. Even though pesticide companies have tested products on human volunteers for decades, the EPA will not utilize the findings of such studies in its determinations of legal pesticide limits (Reuters, PG). In 1996 the EPA released its Environmental Health Threats to Children report, which had several purposes. Among them was to provide recommendations for funding for comprehensive studies on environmental health risks to children. The agency recommended that research be done for the first time on the cumulative effects of exposure, rather than simply studying the possible effects of singular chemical exposures, as had historically been done. It makes sense. Most children are exposed to many more than one chemical by age five. The 1996 report affirmed that because children are still growing, children breathe more air, eat more food, and drink more liquids per body mass than do most adults. Furthermore, they are more vulnerable to toxin exposures because their organs and immune systems are still developing; this is especially true for infants. Likewise, infants are often exposed to things that older children arent because they crawl around on floors, tend to put objects into their mouths, and suck on thumbs or fingers that may have been exposed to toxins such as pesticides or other chemicals on grass, carpet, or in soil. Additionally, children consume more fruit, like grapes and apples; applesauce; and fruit juices than do adults. In 1997 the EPA conducted a conference on Preventable Causes of Cancer in children, in order to examine the possibility of a link between cancer in children and environmental toxins. Although death rates from cancer have decreased recently due to better treatment methods having been developed, the incidences of cancer in children have risen. It was determined that the incidence of cancer in children has increased since the 1970s from 12. 8 cases per 100 children to 13. 6 cases per 100. Cancer is the third leading causes of death in children between the ages of one and four, accounting for approximately eight percent of all deaths in that age group. In the five to 14 age group, the disease is the second leading cause of death, and accounts for approximately 12 percent of all deaths. About 1500 children die each year from various forms of cancer. Many pesticides have been found to cause cancer in laboratory animals, and thus are dangerous to children. It is believed that leukemia, a cancer of the immune system, may be caused by toxic exposures to chemicals during pregnancy (Dumanoski, p. 48). As the childs immune system matures during the first two years of life, the leukemia develops. Many birth defects are also linked to pesticide residue. Birth defects account for about 11 percent of all deaths in the one to four age group, and about five percent of all deaths in the five to 14 age group. The link between pesticides and birth defects can be illustrated by a study by the University of Minnesota Laboratory of Environmental Medicine and Pathology, which determined that the rates of genital and urinary tract birth defects in the children of Minnesota farmers and other families living in the states farming communities are particularly high where specific pesticides, herbicides, and fungicides are used. Researchers were stunned to discover that children conceived in the spring, when the use of these chemicals is higher than in any other season, tended to have higher rates of birth defects (Dumanoski, p. 47). Childrens brains and immune, endocrine, and reproductive systems take years to fully develop. The potential for infertility can occur with just a single exposure to a dangerous chemical. This can even occur through a chemicals passage from mother to infant in the womb. Over time, toxic substances a womans body has accumulated are stored in her fat cells. Therefore, even toxins she has been exposed to pre-pregnancy can cross the placenta to the fetus. In 1998 the U. S. Department of Agriculture performed tests on thousands of domestic and imported fruits and vegetables for pesticide residues. The produce samples used for the study consisted of a combination of fresh and processed items. The highest levels of residue were found in apples, cantaloupes, grapes, green beans, peaches, pears, spinach, strawberries, and winter squash. Pediatrician and author Philip J. Landrigan, M. D. is the director of the environmental risk study panel of the National Academy of Sciences in Washington, D. C. His panel recently confirmed that pesticide testing does not take into account the special vulnerability (Joyce, PG) of children and infants. The panel has not determined that there is evidence of pesticides causing childhood diseases, only that there is a necessity for changing the way pesticides used on food crops are measured. According to Landrigan, less than half of the 75,000 synthetic chemicals now on the market have undergone testing for toxicity; of those that have, few of them have been tested specifically for toxicity in children (Dumanoski, p. 47). A long-time advocate of childrens health, Dr. Landrigan was recently instrumental in establishing a special EPA Office of Childrens Health Protection. As of June 2000, the nonprofit consumer advocacy group Consumers Union (publisher of Consumer Reports magazine has become involved in the pesticide issue, and has urged the federal government to require greater precautions in treating food crops with pesticides on behalf of Americas children. Consumers Union has reported that there are approximately 20 specific chemicals that are to blame for most of the toxic residues found in our food. One of these is chlorphyrifos, which the EPA has recently banned because of its potential for causing blurred vision, memory loss and other neurological deficiencies. Two of the most common brand names for chlorphyrifos are Dursban and Lorsban. These pesticides are commonly found in apples grown in New Zealand, grapes grown in Chile, tomatoes grown in Mexico, and soybeans grown in the United States. The chlorphyrifos products are among the most widely used pesticides (Hebert, PG), and they will likely stay on store shelves until the end of 2001. Its use has already been completely banned on fruits and vegetables, but will still be allowed on some grains and other crops. Another recently banned agricultural chemical is Captan, a fungicide that has been proven to be a carcinogen. Captan has been banned by the EPA for use on 42 different food crops. It is hoped that, as a result of the more intensive testing required by the 1996 food safety law, more of these dangerous chemical pesticides will be banned in the near future by the EPA. In a June 2000 report, the Consumers Union encouraged consumers to take special precautions in feeding fresh produce to their children, revealing that many pesticides banned by the EPA as far back as the 1970s are still showing up in some food products today. One of these is the chemical dieldrin, which remains in soil for long periods of time. The National Agricultural Chemicals Association has announced that it will take the recommendations of all the involved agencies and organizations very seriously, and will take whatever actions are necessary to make the food safety system in the United States better for children (Joyce, PG). Heubner and Chilton posit that some of the policies regarding food production could be more harmful than helpful by bringing about other risks. For example, reducing the amounts of pesticides used on fruits and vegetables has been proven to lower crop outputs. This means less food, a decreased variety of food, greater costs for farmers, higher prices for consumers, and a potential for increased rates of incidence of natural toxins and carcinogens. Indeed, many plants produce their own poisons to ward off insects and other pests. These can also be dangerous to human health, but it is only the man-made chemical pesticides that are currently being studied for their negative effects. Perhaps a better option is utilizing nonchemical synthetic pesticides that are less dangerous to our health. The infamous Intolerable Risks report did not discuss potential exposures to natural toxins, nor did it compare the risks of pesticides to the benefits of a varied and plentiful food supply (Heubner and Chilton, PG). Perhaps what this country needs is the ability to put environmental risks in context with other risks to childrens health. Certainly, environmental contaminants are not one of the top risks to the health of our children. Scientists are attributing childhood cancer, birth defects, asthma, and other disorders to environmental toxins when there is sometimes no concrete and definitive proof. There are many other factors that could contribute to health problems in children, including poor diets, increased exposure to tobacco smoke, and poor prenatal care. All of these are lifestyle issues, and the lifestyles of American people can certainly be considered to be at least contributors to some childhood ailments. For example, approximately five million of the 15 million Americans who have asthma are children. Even though air quality is reported to have improved since 1970, asthma rates have doubled since that time. Asthma deaths have increased by 40 percent since 1982. These increased rates of incidence and death can be attributed, at least partially, to lifestyle changes. Children spend more time indoors than they used to, which exposes them to more tobacco smoke, cockroach allergens, and other indoor pollutants. The fact is, we dont know why asthma is becoming more prevalent†¦ (Heubner and Chilton, PG), but to blame it entirely on environmental toxins is hardly fair. The same could be true for cancer and birth defects. As a nation, perhaps we should spend less time worrying about environmental effects on children and more time dealing with social problems that are undeniable risks to children drugs, gunshot wounds, etc. There is so much conflicting information in the media about pesticide toxicity, that consumers have a difficult time determining what is the truth. For example, in 1989 the EPA called for a gradual phasing out of the user of Alar, the brand name of the Uniroyal Chemical Companys apple growth enhancement chemical daminozicle. Alar was used by apple orchards to regulate apple growth, so that farmers could harvest them all at once. Subsequent to the EPA action, a 60 Minutes segment on Alar use led to a nationwide boycott of apples, resulting in a complete withdrawal of Alar from the market. Alar had been pointed out in the Intolerable Risks report as a possible carcinogen. In fact, the NRDC determined that Alar was likely to cause at least one case of cancer in every 4,200 children under the age of five who were exposed to the chemical. In 1999, however, the American Council on Science and Health (ACSH) determined that there has never been any scientific, definitive proof that Alar causes human disease, and that in order to develop any negative effects from Alar residue on apples, one would have to consumer gallons of juice made from apples grown with the chemical, per day, for a long period of days. Therefore, the risk is now thought to be minimal. With so much conflicting information available through both the media and governmental agencies, how can parents know how best to protect their children? Firstly, experts warn parents not to stop feeding their children fruits and vegetables. These foods contain important nutrients for growing bodies. There are several ways that parents can protect their children from pesticides in food. The consumer organization Environmental Working Group recommends that parents demand that their supermarkets carry fresh locally produced fruits and vegetables. Produce grown locally is less likely to have high exposure to chemicals, because they dont need preservatives to stay fresh for transport across the country. Other options include buying organic or pesticide-free produce, or growing ones own pesticide-free produce at home. All product should be carefully washed before being eaten. If a fruit or vegetable has a waxy buildup on the outside, it should either be peeled or washed with a drop of mild soap before being given to children. Children can also be exposed to pesticides while playing in their own backyards. The National Coalition Against the Misuse of Pesticides suggests that parents avoid using chemical lawn products, and water their lawns less frequently but for longer periods of time. This practice will allow grass to grow stronger with the ability to crowd out weeds (Gould, p. 145). Not all of these suggestions will work for every familys lifestyle. Parents should review the available information and make informed decisions that make sense to them. Additionally, there are plenty of materials on the market that can offer further information to consumers on reducing their risks of pesticide exposure. Gould recommends the book Raising Children Toxic Free: How to Keep Your Child Safe From Lead, Asbestos, Pesticides and Other Environmental Hazards, by Herbert L. Needleman, M. D. and Philip J. Landrigan, M. D. Organizations such as the Childrens Environmental Health Network and the EPA offer free information on environmental health hazards to children. What about environmental issues besides pesticide use that can affect the health of Americas children? The EPA has pledged to consistently and explicitly consider children when assessing environmental hazards (Dumanoski, p. 51) in the future for example, hazards in air and water quality. Pesticide use is really only a drop in the bucket. American lifestyles are causing many of the medical problems suffered by children in this country. **Bibliography** Bibliography Dumanoski, D. Childs Plague: Its Dangerous to be a Kid in a Polluted World, Sierra. 21 November 1997. Volume 82, p. 46-52. Gould, J. Keeping our Children Safe: What You Can Do to Protect Them from Hazards in the Air They Breathe, the Foods They Eat, and More, Good Housekeeping. 1 October 1996. Volume 223, p. 145-147. Hebert, H. J. EPA to Ban Common Pesticide, AP Online. 8 June 2000. www. elibrary. com [November 18, 2000]. Huebner, S. ; Chilton, K. Overplaying Environmental Threats to Children, Consumers Research Magazine. 1 April 1998. Volume 82. www. elibrary. com [November 18, 2000]. Joyce, C. Scientists Concerned About Pesticide Effects on Kids, All Things Considered (NPR). 28 June 1993. www. elibrary. com [November 18, 2000]. Krasnow, I. Militant Mothers, Taking up Issues That Matter, The Washington Post. 2 November 2000, p. C4. Partridge, K. Choose Your Poison, Todays Parent. 1 September 1999. Volume 16, p. 69-74. Toufexis, A. Watch Those Vegetables, Ma; Pesticide-Laden Produce May Endanger Your Tots, Time. 6 March 1989, p. 57. Author Not Available. Pesticide Residues Seen Too High in Childrens Food, Reuters Business Report. 7 June 2000. www. elibrary. com [November 18, 2000].

Battle Hymn of the Tiger Mother

In a study of 50 Hispanic American mothers and 48 Chinese immigrants' mothers, nearly 70% of Western mothers said that it is not good for children to emphasize student success or parents In contrast, about 0% of Chinese mothers have the same emotion. Conversely, most Chinese mothers think that their children are best students I believe we can be. They failed at school, then there was a problem, and their parents did not do their job .... Chinese parents spend about ten times on school activities a day. The war song of Tiger Mama sings a song that caused a global parenting debate about the mother 's strict parenting. Amy Chua believes that raising children in the West will respect and train the child's personality. Tiger Mothers Battle Song records Kay's decision to raise her daughter, Sophia and Lulu Chinese way - and the convincing and sometimes painful results her choices cause. Tiger Mama's battle song is a painful, sincere and profound challenge, one of the most noteworthy books in our time. Tiger Mothers Battle Song is a book published in 2011 by American writer and lawyer Amy Chua. It quickly promoted the concept and terminology of Tiger Mother and became the source of inspiration for Singapore's TV program Tiger Mother in 2014-2015. In 2015, the mother of the mainland Chinese drama tiger, and the Hong Kong series tiger's mother blues 2017. In an article published on Wall Street Journal under the heading Wall Street Journal on January 8, 2011, an excerpt from her book is included. This work has become the point of controversy. Many readers have missed so-called satire and humor that is not self-explanatory in the title and the work itself, but claim that Chua was concrete and very strict and ethnically defined. Advantage of parenting method Actually, Tua says that this book is not a manual of operation method but a self-critical memoir.

Research Essay Example | Topics and Well Written Essays - 1250 words - 7

Research - Essay Example The increase in crime is brought about by the creation of more hardened, violent criminals who are more likely to break the law and end up back in a prison. The number of prisoners currently is six times more than they were during the 1980’s. The rate of imprisonment is currently increasing along with the number of prisoners. The chart below shows the increase of number of incarcerated citizens from 1920-2006. Prison overcrowding is an issue that needs to be addressed by the General Assembly, so as to authorize the expansion of the correctional institutions. This study will focus also on programs and or activities that address the needs of inmates in a crowded prison. Inmate program or activities keep them productive and provides a powerful incentive for positive behavior maintenance, and has proved to be an effective management plan in prisons. This means that programs bring something constructive that inmates can do and learn; thus, creating less time for negative behaviors, meets inmates basic needs, assigns inmates to housing, define and convey expectations of inmate behavior, and supervise inmates. This makes the staff work environment safer with reduced violence and hostility threats. Effective jail program planning assimilates an assessment of jail and inmate needs with evidence-based programs. These programs are aimed to assess the needs of inmates in an overcrowded prison. These programs are divided into three types mainly: activity-focused, reformative, and reintegration. Activity-focused programs aim at keeping inmates busy w hile they are still in custody. Reformative programs offer inmates with knowledge and skills; this is vital as it addresses their personal needs. Reintegration programs concoct inmates for their reappearance to the community as productive citizens. Assessment of these programs will be done to demonstrate that even in situations where correctional facilities have minimal resources; the correctional professionals can plan,

History Essay Example | Topics and Well Written Essays - 250 words - 18

History - Essay Example The ideologies of the movement would not have gained impetus if the print media had not yet flourished, which promoted a renewed interest in the discovery of knowledge especially among the elites. One of the founding centers of the Enlightenment was France. Voltaire (1694–1778) was a French radical thinker who epitomized the Enlightenment ideals of freedom of speech and rational thought over blind faith in religion. Baron de Montesquieu (1689–1755) was another Enlightenment figure who revolutionized political discourse. He praised the republic as the best form of government and paved way for the division of the executive, the legislative, and the judiciary. Diderot was the architect of the Encyclopedia which was published over a period of twenty one years (1751–1772). Though the Enlightenment ideals originated in France it spread to different parts of Europe and the world. Each country saw the emergence of a bunch of radical thinkers in various fields. In England it was epitomized by Isaac Newton. John Locke, Adam Smith, David Hume were the other exponents of the Enlightenment in England. In America the writings of Thomas Jefferson and Benjamin Franklin created waves. It encouraged a widespread thirst for knowledge among the elites and the cultivation of scientific rationalism. Many of these philosophes set the mood for a tremendous intellectual and cultural revolution which left no stone in the society unturned. In the essay let us look at the political, economic, and scientific ripples created by the Enlightenment across the world. Many leaders of the American Revolution like Thomas Jefferson, Benjamin Franklin, and Thomas Paine were greatly influenced by the English and French Enlightenment thought, especially John Locke’s idea of liberalism. The Enlightenment clearly defied the absolutism of monarchy and upheld democracy. The common man was tired of being suppressed under the absolutist monarchs and they were influenced by the teachings

High School and Students Essay Example for Free

High School and Students Essay Introduction The continuous deterioration of the quality of education in the Philippines has prompted the DepEd to push for the implementation of the K to 12 programs, which entails the institutionalization of kindergarten and the addition of two more years of high school in the basic education cycle. The proposal has spurred a heated debate on whether it could lead to improvements or just exacerbate thn e present state of education in the country. The Enhanced K+12 Basic Education Program in the Philippines has been officially started. It has been initiated by the Aquino administration where students will have to undergo a new system of education. This program will require all incoming students to enroll into two more years of basic education. Thus, the K+12 System will basically include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. Moreover, the program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The program also aims to meet the standards required for professionals who would want to work abroad. Most importantly, the system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace. However, not all are in favor of the K+12 Education. There are students complaining of the additional years and there are parents who are not in favor of the additional expenses. But indeed, it is an undeniable fact that additional years in the education system will really require more budgets not just from the government but from the parents as well. Aside from this, students will need additional classrooms, school supplies and facilities. The program would need more qualified teachers as well. The researchers believe that the K+12 Education in the Philippines would uplift the quality of lifestyle of the Filipino people. But, this could not be done without being prepared. And since the program has already been implemented, what is  more important now is for students to do their best and study despite of the lack of facilities. The Philippine educational system pursues the achievement of excellent undergraduates in the elementary and secondary level. Implementation of UbD is one of the proposals that undertook in the country recently. At present, the Department of Education pronounces the addition of two more years in the basic education of students, which according to them will benefit not only the Filipino youth but all the Filipinos in the Philippines. This proposal is part of P-noys Educational Reform Program. The administration asserts that with the implementation of such program, the problem of unemployment in the country will be resolved. In as much as employment in the Philippines is concerned, the K12 education also responds to the fact that most countries in the world already have the same plan in their educational institutions. With this, the standards of these countries go a notch higher than what the country has, thus, creating an expansion in the global competency. What can be really said about this plan? While the reaction of the public is divided, where some are in favor and some are not, here are several issues that point out to the aggression of opposing groups especially the parents to this program. One of the main problems in the Philippines which the government needs to resolve is the lack of school and classrooms in the different parts of the country. It is important that students stay in a place that is conducive for study while they are away from home. In addition, with teachers go abroad to teach, or do another job, there is already a shortage of educators in schools that mold the minds of learners. And this deficiency has become a problem for the country in the past several years. Finally, there is a need for students to utilize the appropriate instructional materials and school equipment for them to learn and gain the necessary knowledge in school. This lack of accessibility in books and other school supplies clearly manifest the scarcity in the public schools in the country. There is nothing wrong in aiming the other fraction of a horizon, and that is what the government attempts to accomplish. It is in fact an indication that to aspire for something higher, one must carry out certain actions to achieve the goal. However, the administration also ought to realize and clearly understand what the educational system in the Philippines needs to develop primarily. The mentioned issues above are only a few elements that entailed to be resolved. At some point, the Philippines cannot go ahead unless the concerns are faced and the difficulties are completely solved. There are a lot to be done to improve the competency of the youth. The government does not need to gaze from afar. ? Conceptual Framework The framework of this as can be viewed below was anchored on the dependent variable, student’s perception on the K+12 policy as the independent variable. Research Paradigm Fig. 1 Dependent Variable Independent Variable Statement of the Problem Major Problem: 1. What is the perception of the STMA high school students on K12? Minor Problems: 1. What are the advantages and disadvantages of K12? 2. Does the student agree on the K12 policy? ? Hypothesis This study assumed the following: 1. That students have different definition about the K12 policy. 2. That students believe that K12 is a waste of time. 3. Most students will not finish high school. Scope and Delimitations The target respondents of the study are the high school students of the current academic year (2011-2012) randomly selected across all year level. It is limits itself on the perceptions of the students on the said topic and their preconceived notion. Significance of the Study. This study is about the perception on K12 policy among parents and high school students of St. Thomas More Academy academic year 2011-2012. The persons that would benefit from the study are the following: Students A better understanding on K12 policy would benefit the students on increasing their knowledge. Teachers The finding of this study may likewise motivate and challenge them to guide their students on matters regarding K12 policy related issues considering the philosophy of loco parentis or the second parents; teachers will be able to explain things. Parents will be enlightened on how best to explain to their children matters pertaining to K12 policy. ? Definition of terms The following special terms has been sued to suit this study: Deteriorate To make or become worse in character, quality, etc. Exacerbate To increase the severity, bitterness, or violence of; aggravate. PerceptionPoint of view; Opinion Promptto obey ENDNOTES Websites: www. wikipedia. com www. wiki-answers. com http://wiki. answers. com/Q/What_are_the_advantages_in_having_k_plus_12? CHAPTER II REVIEW OF RELATED LITERATURE ? CHAPTER II REVIEW OF RELATED LITERATURE. In preparing this study the researchers seriously looked for different books, newspapers articles and other media as point of reference. There are numerous sources that the researchers found especially on the internet related to these. The researchers carefully examined the following related literature; If the K-12 Education Plan becomes successful, then the Philippine education system can become more competitive among other countries around the world. Though there are still some problems that the government needs to solve before they can successfully implement the plan. The proposed program is good but it still wont work if the needed elements to make it work aren’t present. Such element includes the number of public school classrooms plus the adequate supply of classroom chairs, books, etc. If the government could allot a bigger budget to educational needs, then we could be one-step ahead towards the success of the K-12 program. Furthermore, parents (especially those who belong in the poor sector) should be properly informed and motivated of the advantages of the K-12 Education Plan. This is very important since parents play a major role in providing the childs school allowances, supplies, and fees for other school projects and activities. Add to that the support of parents towards their children in terms of guidance and teaching. The DepEd seems all set to add two more years to the country’s 10 year basic education curriculum. This is a very tough issue to crack. We think it is a clash between reality and the ideal. A question unanswered – is this for the common good? The truth is there are already many problems at the current 10-year curriculum and it has nothing to do with number of years. To enumerate a few – there are not enough qualified teachers to teach all the students; that is made worst with just too many students; there are not enough classrooms and schools to comfortably fit all the students (not to mention not enough bathrooms and water supply); there are not enough books; add the problem of poor quality books, on top of that there are not enough facilities and finally very high dropout rates. The latter, high dropout rates are being caused by something out of the education system but affects large part of the population – poverty. There are just so many poor families and they are so poor that many of them cannot afford to pay for the already meager amount needed for the education of their children. Grade school and high school are free in public schools with parents needing to just spend on uniforms, fare and some expenses. The tuition which normally accounts for a very large share of the total expenses are free and yet most poor families can still not afford of what is left for them to spend. It is not that the expenses are high, it’s just their income is very, very low. It is this inability to afford the other expenses that has caused a very high dropout rate among students. This plan of the DepEd to add two more years will of course not solve any of the above problems. In fact, it will only extend all those problems by two more years. A longer basic education will also mean even higher dropout rates. Then there is the problem of additional expenses for the government. As of now, with the 10 year curriculum, there is already desperate lack of classrooms and schools. The public schools cannot turn the student’s away when they show up to enroll. To cope many public schools have crammed as many students as they can inside the classroom with classrooms crammed with chairs from wall to wall. Not enough, the schools conduct classes in at least shifts, in some instances classes held very early in the morning till late in the evening. With two additional years, the schools will definitely need to construct new buildings and classrooms or God forbid conduct classes 24/7. The above is the reality part. On the government side, in the discussion paper it disseminated during its press conference last Oct. 5, the Department of Education (DepEd) has given at least nine reasons for the K+12 project: 1. â€Å"Enhancing the quality of basic education in the Philippines is urgent and critical. † 2. â€Å"The poor quality of basic education is reflected in the low achievement scores of Filipino students. One reason is that students do not get adequate instructional time or time on task. † 3. International test results consistently show Filipino students lagging way behind practically everybody else in the world. In the 2008 mathematics exam, for example, we came in dead last. 4. â€Å"The congested curriculum partly explains the present state of education. † Twelve years of content are crammed into ten years. 5. â€Å"This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. † If ten years were adequate, how come employers do not hire fresh high school graduates? How come most high school graduates flunk the UPCAT? 6. â€Å"Most graduates are too young to enter the labor force. † Since most children start Grade 1 when they are 6 years old, they do not reach the legal employable age of 18 when they graduate from high school today. 7. â€Å"The current system also reinforces the misperception that basic education is just a preparatory step for higher education. † Why prioritize the minority of high school graduates that go to college? 8. â€Å"The short duration of the basic education program also puts the millions of overseas Filipino workers (OFWs), especially the professionals, and those who intend to study abroad, at a disadvantage. Our graduates are not automatically recognized as professionals abroad. † The best examples are our engineering graduates, who are condemned to international jobs not befitting their professional status due to our not having a 12-year basic education cycle. 9. â€Å"The short basic education program affects the human development of the Filipino children. † If we believe that 17-year-old high school graduates are emotionally, psychologically, and intellectually mature, why do we require them to get parental consent before they get married? On the other hand, those opposing the plan put forward the following arguments: 1. Parents have to shell out more money (for transportation and food) for the education of their children. 2. The government does not have the money to pay for two more years of free education, since it does not even have the money to fully support today’s ten years. DepEd must first solve the lack of classrooms, furniture and equipment, qualified teachers, and error-free textbooks. 3. We can do in ten years what everyone else in the world takes 12 years to do. Why do we have to follow what the rest of the world is doing? We are better than all of them. Filipinos right now are accepted in prestigious graduate schools in the world, even with only ten years of basic education. 4. As far as the curriculum is concerned, DepEd should fix the current subjects instead of adding new ones. The problem is the content, not the length, of basic education. As an editorial put it, we need to have better education, not more education. 5. A high school diploma will not get anybody anywhere, because business firms will not hire fresh high school graduates. 6. Every family dreams of having a child graduate from college. 7. While students are stuck in Grades 11 and 12, colleges and universities will have no freshmen for two years. This will spell financial disaster for many private Higher Education Institutions (HEIs). 8. The drop-out rate will increase because of the two extra years. ? . CHAPTER III METHODOLOGY ? Chapter III Methodology This chapter deals with the methodology of the studies. This is presented on the following sections: (a) Research design (b) Sampling Technique (c) Instrumentation (d) Data-gathering procedure and (e) Statistical treatment of data. Research Method The descriptive survey method was man used in this research. The descriptive method is concerned with the analysis of the relationship between non-manipulated variable employing the use of the development of generalization. This means that variable have already occurred and are just selected and observed Fraenkel and Wallen (1998) also define the descriptive research as involving collection of data in order to test hypothesis and answer questions concerning the current status of the subject of the study. Since the study deals with perceptions of parents and high school students on K12 policy of the Philippine government academic year 2011-2012, the descriptive survey method was deemed appropriate to be used. [[[[ Sampling Technique The population of the study involved a total number if 496 respondents randomly selected representing at least more than half of the school’s population irrespective of the age, year, selection and gender. Research Instrument The researchers devised a self-made questionnaire designed to obtain information related on the objective of the study. It consisted of the following parts: Part I – This part of the questionnaire dealt with personal information regarding the respondents (name and section). Part II – This part of the questionnaire was intended to ask the respondent’s definition about K+12. Part III – This part of the questionnaire was intended to ask the respondent’s idea about the advantages and disadvantages of K12. Part IV- This part of the questionnaire was intended to ask the respondent’s opinion about the benefits of K+12. Data Gathering Procedures. The following data gathering procedures guided the researchers Phase 1 – a copy of the questionnaire was presented to the thesis adviser. The researchers asked for his comments and suggestions; Phase 2 – the researchers presented the edited questionnaire and asked for further assistance from parents. It was then presented for approval to the school principal who gave valuable insight and ideas on how best the data can be gathered. Phase 3 – the researchers conducted data gathering procedures during first week of February. The figure below is the flowchart of the Data Gathering Procedures done by the researchers. Fig. 2 Statistical Treatment of Data For analyzing the data, the researchers will be use of the following statistical tools: Percentage This refers to the number of parts per one hundred. It is a statistical tool used to express how large one quantity is, relative to another quantity. To get the total percentage of specific number and total number respondents in the questionnaire the formula is: % = F/N * 100 Where N=370 Unless otherwise stated the above formula will be used except for multiresponse questions or for gender based questions. ? Presentation and Data Analysis Table 1 1. How do you define K12? This table is a multi-response item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. ? Table 2 2. What are the advantages of it? The preceding multiresponse table2 showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. ? Table 3 3. What are the disadvantages of it? Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. ? Table 4 4. Do you agree on K12 policy? More than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. ? Table 5 5. Do you think you will be well educated if you graduated under the K12 system? Table 5 showed that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. ? Table 6 6. In K12 system, do you think it will be helpful to all students? The greater part of the respondents believed that K12 policy will be helpful to the students. ? CHAPTER IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ? CHAPTER IV Summary, Conclusions and Recommendations This chapter presents the summary of findings, conclusions and recommendations. Summary of Findings. This first table is a multiresponse item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. The second table is also a multiresponse item which showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. Table 4 illustrates that more than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. With this, it showed that the most of the students doesn’t like to implement the K+12 policy due to their concern for their time and to their parent’s money.. Table 5 proved that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. In table 6, it shows that the greater part of the respondents believed that K12 policy will be helpful to the students. Conclusions It has proved that the respondents showed their different views or perceptions on the K-12 system of education in the Philippine government. The following conclusions have been drawn: 1. That students were all informed and yet educated what the K-12 system is about. 2. That disadvantages were showed by the majority of the students through the data gathered whereas it resulted the students not to agree on the said system. 3. That students will be well educated after finishing the K-12 system in their education. 4. And on the other side it will be a great help to the students to learn more and adequate information that will mold them into a better person. ? Recommendation It is with fervent wish of the researchers that the following recommendations be considered by the concerned; Students 1. Responsible is the key to the effectiveness of this program. 2. Should be responsible enough to fulfill the given task of their teachers. Teachers 1. Teachers should encourage their students to open up if they have their problems on their subjects. 2. Since teachers are willing to help the students be more cooperative and open-minded to develop their skills and studies. Schools 1. Schools should provide clean and green surroundings. 3. Monitor the students in having gangs/fraternities. 4. They should provide and recuperate their facilities. Parents 1. Parents should help their children in their problems. 2. Parents should encourage their children to keep not neglect their studies. ? St. Thomas More Academy Incorporated Molino III, Bacoor, Cavite Survey questionnaire Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of time b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no. Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of tim b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no.

Comparison of Coca Cola and Pepsi Essay -- Coca Cola Pepsi Business Ma

Comparison of Coca Cola and Pepsi Coca-Cola and Pepsi are the two greatest competitors in the soft drink industry. A brief introduction and history of the two companies will provide a basis for understanding how the companies have come to be where they are today and how they run their companies. The company structure of each will also be briefly explained to provide an understanding of how management style is impacted. Marketing and Advertising The marketing skills that these companies possess are the reason both Coca-Cola and Pepsi are so successful. Our research will provide an in-depth look at the marketing tactics that these companies use and how they compare to each other. The use of new technologies, forecasting, advertising, and political environments will all be included when determining what affects the marketing strategies the companies choose to take. SWOT Analysis To gain a better understanding of each company, we determined some strengths, weaknesses, opportunities, and threats of each company. Each company has brand recognition on their sides and threats such as foreign, political, and economic situations in countries that Coke and Pepsi are established in. Comparing these aspects of each company will provide a good idea of future successes. Conclusion After a detailed look into Pepsi and Coke’s tactics for managing and successfully running their businesses, a summary of how each company manages its resources ties the research together and compares the overall management of the two companies. BACKGROUND INFORMATION The Coca-Cola Company is the world's leading manufacturer, marketer, and distributor of nonalcoholic beverage concentrates and syrups, with world headquarters in Atlanta, Georgia. Coca-Cola, the Company's flagship brand, and over 230 other soft-drink brands are manufactured and sold by the Coca-Cola Company and its subsidiaries in nearly 200 countries around the world. The Company and its subsidiaries employ nearly 31,000 people around the world. Dr. John Stith Pemberton first introduced Coca-Cola in Atlanta, Georgia in 1886. The pharmacist concocted a caramel-colored syrup in a three-legged brass kettle in his backyard. The Coca-Cola Company’s operating management structure consists of five geographic groups plus The Minute Maid Company. Other Coke products are: Barq’s Root Beer, Cherry Coke, Powerade, Citra, Mel... .../sectors/3080.asp, (accessed 11/9/2000) Hays, Constance L., (2000), http://nytimes.com/library/financial/Sunday/080600biz- coke.html (accessed 10/8/2000) â€Å"It’s the Real Thing,† (1999), http://www.t- bird.edu/alumni/readingroom/magizine/features/realthing.asp (accessed 11/9/2000) â€Å"Law Firm Chitwood & Harley Announces Class Action Lawsuit Against Coca-Cola Company,† (2000), http://biz.yahoo.com/bw/001027/chitwood_h_2.html (accessed 11/2/2000) PepsiCo, Inc., 1998 Annual Report. Purchase, New York: PepsiCo, Inc., 1999 PepsiCo, Inc., 1999 Annual Report. Purchase, New York: PepsiCo, Inc., 2000 PepsiCo, Inc., www.pepsi.com, (accessed 9/2000 – 11/2000) PepsiCo, Inc., www.pepsico.com, (accessed 9/2000 – 11/2000) Simao, Paul (2000), SoBe deal may spur Coke into new age drinks—analysts, http://biz.yahoo.com/rf/001101/n1340525.html (accessed 11/2/2000) Thompson, Mark (1999), Coca-Cola and PepsiCo find their fizz, http://moneycentral.msn.com/articles/invest/sectors/3080.asp?Printer (accessed 11/9/2000) â€Å"When Coke and Pepsi Battle, More than Cola is at Stake†; Kiplinger’s Personal Finance Magazine; Feb 1992