The And Puerto Rico - 1864 Words

Puerto Rico is an archipelago that is currently a territory of the United States of America with its official name being, the Commonwealth of Puerto Rico; however, it is often referred to by Puerto Ricans as Borinquen, a term derived from the name given to the island by its original Taà ­no natives, Borikà ©n. The Taà ­no natives were the last group of people to live on the island unphased by the outside world and are also the most well known pre-columbian settlement of Borinquen due to the greater number of archaeological remains and Spanish documents from the era; the period the Taà ­no people inhabited the island is currently known as the Taà ­no phase (PicoÃŒ  12). The Taà ­no natives were able to fully utilize the island’s resources unlike the earlier inhabitants, â€Å"amerindians†, due to their modified cultivation processes, â€Å"cultivation was started by setting fire to the area of forest that was to be cleared. Then the soil was heaped into mounds on top of which stalks were planted† (PicoÃŒ  13-14). This process allowed for a growth in population sizes where some settlements may have even reached near five-hundred people from what was once only about twenty-five people that could be fed daily through hunting, fishing and gathering fruits during the time before the Taà ­no phase (PicoÃŒ  14). During the Taà ­no phase, the people lived under a hierarchy of sorts. Nitainos were the ruling class with more important responsibilities: heading war expeditions and influencing collective decisionShow MoreRelatedHomicide in Puerto Rico3345 Words   |  14 PagesSOC-291 Sept. 2011 Homicide in Puerto Rico Table of Contents Abstract 3 History 4 Comparison of violent crime in Puerto Rico and the mainland 5 Comparison of Homicide Rates Between Puerto Rico and the Mainland Read MorePuerto Rico Essay969 Words   |  4 PagesShowing up in sea tempest attacked Puerto Rico since Marias landfall, President Trump offered a healthy round of congrats to government help endeavors and expressed gratitude toward the islands representative. In any case, the president likewise recommended Maria was not a genuine calamity, made an odd and misdirecting correlation with the loss of life from Hurricane Katrina, and clowned about how the sea tempest would influence the government spending plan. â€Å"Puerto Rico survived the hurricane, PresidentRead MoreThe Independence Of Puerto Rico1407 Words   |  6 PagesPresident Truman was an indication that Puerto Ricans would use any necessary means to gain independence. Puerto Rico has been a territory of the United States for almost a century. The citizens of Puerto Rico have always had different views on whether they want independence or greater autonomy. The following essay will focus on the commonwealth status of Puerto Rico and the attempted assassination of President Truman. The commonwealth status of Puerto Rico between the 1950-1952 was with limitedRead MorePuerto Rico Essay2075 Words   |  9 PagesPuerto Rico is an island located in the northeastern Caribbean Sea, which is an unincorporated territory of the United States. The islands of Puerto Rico were acquired by the United States in 1898, where Spain ceded the islands to the U.S. In 1917, the Jones Act declared Puerto Rico to be an â€Å"organized but incorporated† territory of the United States, and granted US citizenship to all the residents who wanted it. An â€Å"unincorporated territory†, according to the US Supreme Court Insular Cases, ofRead MorePuerto Rico Statehood2998 Words   |  12 PagesPuerto Rico Statehood Composition 2 (11 am) Decmeber-02-2010 Formal Outline Topic: Puerto Rico Statehood Purpose: To encourage the US and Puerto Rican government to for more interest for Puerto Rico statehood. Thesis: As an American I feel our government needs to make more progress, and give more encouragement to Puerto Rico to become a state though education, and social learning. Introduction: Body: I Economics: A: Underemployment B: Taxes Incentives C: Effects on the economy II Political:Read MorePuerto Rican Culture : Puerto Rico1564 Words   |  7 PagesPuerto Rico Puerto Rico is one of the twenty-eight Caribbean island nations and is slightly smaller than the state of Connecticut. Its climate is tropical, rainy, and warm. The population of the island is 3,994,259 and its capital is San Juan (Atienza, Cardona). According to the 2008 U.S. Census, America is home to over 4 million Puerto Ricans, 25 percent of them living in New York with an estimated 900,000 living in New York City (Kittler, Sucher, Nelms 263). Since there is such a large amountRead MorePuerto Rico Essay841 Words   |  4 PagesPuerto Rico is now facing yet another challenge of bacterial contamination due to lack of clean water and resources. People are drinking contaminated water that has been exposed to toxic and human waste (A Look at the Heath Crisis in Pueto Rico after Hurricane Maria, 2017). People are not only at risk for contraction of bacteria by drinking contaminated water but also by standing or walking through contaminated flood water where the bacteria can penetrat e through any open wound (A Look at the HeathRead MoreThe Future Of Puerto Rico1312 Words   |  6 Pages in a referendum not sanctioned by Congress, the people of Puerto Rico voted in favor of statehood. However, with a current debt load of $70 billion, will statehood be granted. Literature listed suggests that granting statehood could possibly address Puerto Rico’s crushing debt, unemployment, and poverty. However, others argue that Puerto Rico’s island loyalty could have enormous implications for the future of the U.S. if Puerto Rico became the 51st state. Evidence suggests that the mountingRead MoreThe Issue Of Puerto Rico1542 Words   |  7 PagesPuerto Rico is a territory of the United States since 1898 and in order to change that status citizens of the territory must vote in a plebiscite, a special referendum. The three options available to choose from were to become a state, to remain a territory, or to become an independent nation (Martin). In the November 6, 2012 plebiscite held in Puerto Rico, 54% of the population said that do not like the current commonwealth status of the island (Alexandrino). The next question offered to the populationRead MorePuerto Rico And Its Effects Essay1153 Words   |  5 PagesPuerto Rico is spanish for rich port. It’s history, landscapes, food, and climate make it a world class destination for tourist. Puerto Rico is a caribbean island with landscapes of mountains, waterfalls and the El Yunque tropical rainforest. It is one of the most densely populated islands in the world. Puerto Rico is 3,515 square miles which is three time the size of Rhode Island. The population of the island is 3,474,182 making it one of the most densely populated islands in the world. With a

The Presidential Debate On The American System Of...

A constructive national debate is something that is quite important to the functioning of the American system of democracy. A simple definition of democracy offered by the Merriam-Webster dictionary is that democracy is â€Å"a form of government in which people choose leaders by voting† (Merriam-Webster). Now, at a time of heightened awareness from many American people, the political debates in this country don’t seem to be providing them with good cogent arguments. Instead they are filled with fallacies and many falsehoods. In this essay I argue that the presidential debate system is currently not living up to its potential, and I will focus specifically on Republican primary debate that took place at the Reagan Library in Simi Valley, California. In doing so, I will argue that the main flaws in this cycle’s presidential primary debates were the amount of fallacies used, as structure used as well as provide some counter-arguments to my claims. In order to have a government that is run by people; specifically, people that must choose a candidate to vote for, its seems fit that it would be important that there be adequate means of illustrating each candidate’s positions on all of the issues that the constituents care about. Presidential debates are the means of showcasing a candidates’ policies to the nation and at the same time they allow the citizens in the democratic society to make a more informed decision about their vote than they otherwise would have without a debate.Show MoreRelatedThe Presidential Debate On Politics Essay1140 Words   |  5 Pagespolitical debates are broken. A constructive national debate is something that is quite important to the functioning of the American system of democracy. Civil discussions and disagreements have been what fuels progress in this country. Now, at a time of heightened awareness from many American people, the political debates in this country don’t seem to be providing them with good cogent arguments. Instead they are filled with fallacies and many falsehoods. In this essay I argue that the presidential debateRead MoreThe State Of The Electoral College1077 Words   |  5 Pagesâ€Å"Tyranny naturally arises out of democracy.† These words from the Greek philosopher Plato summarize the most fundamental concern of the delegates to the Constitutional Convention when they considered what the best way to conduct presidential elections would be. While, in concept, democracy sounds like the fairest form of government, in practice, it is less than ideal. Fear of â€Å"tyranny of the majority† prompted discussion over how the president should be elected. The Founders chose the ElectoralRead MoreThe United States Vs. United Kingdom1256 Words   |  6 Pagesbecome industrialized democracies, however by saying that it may seem as though they have many similarities which is true, but there are many more differences in the politic al systems they use and the way the states are governed. Just because United States and the United Kingdom share these similarities and differences in their Presidential System, and the formation of their democracies, the United States is viewed by far as a much weaker state due to their Presidential System, but this was all deliberateRead MoreThe Electoral College Is A System886 Words   |  4 PagesThe Electoral College is a system that the founding fathers established to allow people to vote indirectly for the president. The public does not directly vote for the president and his or her running mate, but intern votes for a representative that has pledged to vote for a certain candidate. Once the electoral votes have been cast, the majority winner wins the presidency. Each state gets a certain number of electoral votes, there is a total of 538 electoral votes, and a majority of 270 votesRead MoreThe Democratic National Party vs. the Republican National Party1131 Words   |  5 PagesSince the beginning of American politics, we have lived in a two party political system. These two parties play a very important role in our government, they are a source of ideas for public policy, and they legally oppose each other (class citation), forcing compromises of ideas which are beneficial to the people of the United States of America. Though these two parties generally always oppose each other on the issues, some people believe that there are not significant differences between the DemocraticRead More The Role of Television in American Politics Essay860 Words   |  4 Pagespart of American society that it has especially affected is presidential elections. Television has impacted who is elected and why they were elected. Since the 1960s television has se rved as a link between the American public and presidential elections that allows the candidate to appear more human and accountable for their actions; consequently this has made television a positive influence on presidential elections. But it has also had a negative affect on elections, making presidential candidatesRead More Differences Between the Republican National Party and the Democratic National Party1360 Words   |  6 PagesDifferences Between the Republican National Party and the Democratic National Party Since the beginning of American politics, we have lived in a two party political system. These two parties play a very important role in our government, they are a source of ideas for public policy, and they legally oppose each other, forcing compromises of ideas that are beneficial to the people of the United States of America. Though these two parties generally always oppose each other on the issues, some peopleRead MoreElectoral College Pros And Cons1169 Words   |  5 PagesElectoral College Pros and Cons The 2016 presidential election was an example of the discrepancy between the Electoral College votes and the national popular votes. If the last presidential election had been decided by a national popular vote, then Hillary Clinton would have won the presidency because she had the majority of votes. However, due to the design of the Electoral College, Donald Trump won the election for president in 2016; although, he lost the national popular vote. Just as some peopleRead MoreElection Day Millions Of Americans1317 Words   |  6 PagesDuring election day millions of Americans are going to cast their vote for who they want to be the next president of the United States. Except is a lot more complicated than it seems. The electoral college is the collection of 538 delegates that have the power to determine who the next president will be; the number of total representatives in the House and Senate. These 538 votes aren’t given to the citizen directly, but they are instead divided among the 50 states in America. Currently, people areRead MoreFreedom of the Press Essay991 Words   |  4 PagesFreedom of the Press and How It Has Affected the American Political Process throughout History ------------------------------------------------- Presented in Partial fulfillment of the Requirement for American Federal Gov 1114 Mark L. Hays Tulsa Community College ------------------------------------------------- By E-Man June 13, 2010 Freedom of the Press is a yearly report by U.S-based non-governmental organization freedom house, measuring the level of freedom

Erectile Dysfunction free essay sample

This paper provides an in-depth evaluation and discussion of male impotence today. This essay examines erectile dysfunction and how it is a problem that greatly affects men and their sexual performance. This author discusses the problems and chemical and non-chemical cures associated with impotence, risk factors, and the psychological effects of erectile dysfunction. The paper includes several charts and diagrams of chemical compounds. Erectile dysfunction is a problem that greatly affects men and their sexual performance. In fact, 34% of American men aged 51 to 88 experience severe erectile dysfunction and 52% of all men aged 40 to 70 experienced some degree of impotence. These numbers account for 16% of the general male population, estimating that 1 in 5 men will experience sexual dysfunction in their lifetimes, Handy. Erectile dysfunction occurs when there are erection problems, medical causes, or physiological factors associated with sexual intimacy. However, over the past several years, many pharmaceutical companies have developed both chemical products and non-chemical solutions to help fight this problem. We will write a custom essay sample on Erectile Dysfunction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Lab Report The Structure Of The Earth Is Made Up Of Many Layers, But T

Lab Report The structure of the earth is made up of many layers, but the crust and the upper mantle make up the lithosphere. The lithosphere is divided into individual sections called plates. The rest of the mantle makes up the asthenosphere. Convection in asthenosphere causes the plates to shift and move about. We can tell where the plates are or have been because volcanoes and earthquakes have their own boundaries when the are active. Tectonic plates have three relationships with each other. The have convergent boundaries when they collide, divergent boundaries when they move apart, and transform boundaries when they slide past each other. The friction and heat caused by the plates sliding all over the place causes volcanoes if it melts the rock and earthquakes if the plates slip while sliding away and towards each other. The purpose of this lab was for us to investigate and learn about the three different kinds of plates. The model was used just like any model; To help us understand the different plates and how they work. The model is a great way to help show something which is confusing to tell in words. The lab was to construct a model showing the different kinds of boundaries. First we needed three worksheets each with a different plate on it, and three tacks to hold the plates in place. With scissors we cut out the plates and then we stuck the tacks through designated holes. With everything in tact you could move the model and see how the three plates slid back and forth against each other. 1. Along the East Rise, the plates spread farthest apart in the south (apposed to the north) 2. A convergent plate boundary exists along the Aleutian Islands of Alaska and also along the Andes Mountains in South America. Since they are convergent boundaries, that means plates around these two areas are colliding. 3. It would take Los Angeles 19,444,444.44 years to reach the location that San Francisco is in now. .6 miles = 1km 350miles La to San Fran 583.33 km =350 miles 583.33/.00003 = 19,444,444.44 1cm = .00001km Although this model was very helpful, it wasn't accurate. First of all, the model didn't show all of the plates on the earth. I think it would be important to see all of the plates to fully understand the plate tectonic theory. The model also doesn't show convection in any way. Convection would be important to show in the model because it and the combined force of gravity's what really moves the plates of the earth. The model doesn't have much identified landscape. There are a couple volcanoes labeled, but there has to be more then one mountain range on the earth.

To take a dare essays

To take a dare essays What an excellent way to start off mt 13th birthday, my dog got ran over by a car! To make it better it was my own mother that did it. He was my only true friend, the only one that I really loved and cared for, and now he is dead. I hate my over-weight, hard-ball of a mother! It was her fault, all her fault! I don't blame her for not letting me have any friends over, she to ashamed of herself! And, I hate to say this but I am ashamed of her to. If people really knew what she was like, they would be ashamed too. She knew the only real friend I ever had was my cute little dog Marshall, and then she turns around and killed him! I HATE HER! I HATE HER!!! How could she be so careless, how could have she not seen him, he isn't that small. I don't know what I'm going to do without Marshall. How will I ever get along. I'll certainly miss waking up every morning, and seeing him standing on his hind legs at the foot of my bed, with his front paws braced against the side, starring at me with his big brown eyes. I can remember that his stubby tail would thump back and forth, and he lean his head over and lick my face and neck, with his warm rough thong. Boy did I love that dog, I'm going to miss him so much. I'll never find a friend quite like him, he is irreplaceable. Marshall didn't care about the way that I looked, whether or not I was smart or stupid, or even about the guys that I messed around with,( which is why my ape of a father resents me.) He never once put me down like everyone else. He loved me, and now he's gone, and it's all because of my mother!! I'm going to miss Marshall, but I know that I will never see him again, thanks to my selfish mother who let him run free while I was at school. She knew how much he loved to chase car. He always did do it, ever since he was a little puppy. But of course she didn't care. I'm never going to forgive her for this, NEVER!! ...

Wolf Predation Essays - Predation, LotkaVolterra Equations, Caribou

Wolf Predation Essays - Predation, LotkaVolterra Equations, Caribou Wolf Predation Effects of Wolf Predation Abstract: This paper discusses four hypotheses to explain the effects of wolf predation on prey populations of large ungulates. The four proposed hypotheses examined are the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis. There is much research literature that discusses how these hypotheses can be used to interpret various data sets obtained from field studies. It was concluded that the predation limiting hypothesis fit most study cases, but that more research is necessary to account for multiple predator - multiple prey relationships. The effects of predation can have an enormous impact on the ecological organization and structure of communities. The processes of predation affect virtually every species to some degree or another. Predation can be defined as when members of one species eat (and/or kill) those of another species. The specific type of predation between wolves and large ungulates involves carnivores preying on herbivores. Predation can have many possible effects on the interrelations of populations. To draw any correlations between the effects of these predator-prey interactions requires studies of a long duration, and statistical analysis of large data sets representative of the populations as a whole. Predation could limit the prey distribution and decrease abundance. Such limitation may be desirable in the case of pest species, or undesirable to some individuals as with game animals or endangered species. Predation may also act as a major selective force. The effects of predator prey coevolution can explain many evolutionary adaptations in both predator and prey species. The effects of wolf predation on species of large ungulates have proven to be controversial and elusive. There have been many different models proposed to describe the processes operating on populations influenced by wolf predation. Some of the proposed mechanisms include the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis (Boutin 1992). The purpose of this paper is to assess the empirical data on population dynamics and attempt to determine if one of the four hypotheses is a better model of the effects of wolf predation on ungulate population densities. The predation limiting hypothesis proposes that predation is the primary factor that limits prey density. In this non- equilibrium model recurrent fluctuations occur in the prey population. This implies that the prey population does not return to some particular equilibrium after deviation. The predation limiting hypothesis involves a density independent mechanism. The mechanism might apply to one prey - one predator systems (Boutin 1992). This hypothesis predicts that losses of prey due to predation will be large enough to halt prey population increase. Many studies support the hypothesis that predation limits prey density. Bergerud et al. (1983) concluded from their study of the interrelations of wolves and moose in the Pukaskwa National Park that wolf predation limited, and may have caused a decline in, the moose population, and that if wolves were eliminated, the moose population would increase until limited by some other regulatory factor, such as food availability. However, they go on to point out that this upper limit will not be sustainable, but will eventually lead to resource depletion and population decline. Seip (1992) found that high wolf predation on caribou in the Quesnel Lake area resulted in a decline in the population, while low wolf predation in the Wells Gray Provincial Park resulted in a slowly increasing population. Wolf predation at the Quesnel Lake area remained high despite a fifty percent decline in the caribou population, indicating that mortality due to predation was not density-dependent within this range of population densities. Dale et al. (1994), in their study of wolves and caribou in Gates National Park and Preserve, showed that wolf predation can be an important limiting factor at low caribou population densities, and may have an anti-regulatory effect. They also state that wolf predation may affect the distribution and abundance of caribou populations. Bergerud and Ballard (1988), in their interpretation of the Nelchina caribou herd case history, said that during and immediately following a reduction in the wolf population, calf recruitment increased, which should result in a future caribou population increase. Gasaway et al. (1983) also indicated that wolf predation can sufficiently increase

Foreign Direct Investment in Burkina Faso Essay

Foreign Direct Investment in Burkina Faso - Essay Example From this paper it is clear that  the host country for FDI stands to benefit in a number of ways in terms of capital formation, export diversification, technology import, management system improvement, and enhanced market competition, infrastructure development to support economic activity, financial sector growth, and markets development.According to the report  FDI is a powerful engine in helping to achieve country objectives such as those about poverty reduction, development, and international integration and it is perceived to be an international investment route that most developed economies have embraced. Low income countries in Africa, for example, have not taken this advantage and are thus being excluded from the globalization benefits of FDI.  Burkina Faso is a landlocked sub-Saharan country located in West Africa. Its population is estimated at more than sixteen million people. Burkina Faso experiences limited rainfall and their natural resources are minimal and there fore it is referred to as one of the poorest countries in Africa. Poor farming activities and the existing drought have ruined the environment resulting in decrease of food stuff. The main export product for Burkina Faso is cotton accounting for about 60% of the country’s total exports, or 5% of GDP.  The country has limited resources and is highly prone to external vulnerabilities because its economy is heavily reliant on imports rather than exports, despite the country entering into intraregional trade liberalization agreements.

Gender and Crime Essay Example | Topics and Well Written Essays - 2250 words

Gender and Crime - Essay Example People often view gender and crime issues using the usual stereotype of men being stronger than women and having higher tendencies to be more aggressive compared to women. This concept of masculinity and femininity requires careful scrutiny of facts and empirical data to support the idea. It has only been recently that criminologists and sociologists keenly looked into and considered studying about gender and crime. (Heidensohn, 1995). The topic has been discussed only in passing in various works such as Merton' theory of anomie and the deliquency of females are considered to be similar to those of men. A major reason for this inattention to females in crime and deviance is because of the perspective that female crime has somewhat been exclusively been dealt with by men, from regulating through to legislation, and that this has continued through into the theoretical approaches, quite often portraying what could be considered as a one-sided view, as Mannheim suggested Feminism and Criminology In Britain (Heidensohn, 1995). On the other hand, assertions have been created as justification for the invisibility of women in view of hypothetical views, for example: females have an '...apparently low level of offending' (Heidensohn, 1995); that they pose less of a social threat than their male counterparts; that their 'delinquencies tend to be of a relatively minor kind' Girls In The Youth Justice System (Heidensohn, 1995), but also because of the dread that adding women in investigative studies could intimidate or challenge theories, as Thrasher and Sutherland feared would take place with their investigations and studies. (Heidensohn, 1995). More hypotheses have been formulated, with numerous arguments adjoining the involvement and disregard of women within academic and speculative studies of crime, however, with contemporary approaches and progress in feminist studies and masculinity studies, and the claims of increases in recent years in female crime, especially that of violent crime more attention seems to be becoming of this topic. In terms of aggressiveness and given the common notion that people have for men and women, research show that females should not labeled as less aggressive than men. The degree of aggressiveness is may be similar for both genders however their means of expressing this aggressive trait are different. Males make use of physical violence to express their aggressiveness therefore it can be considered that they do it the more obvious means unlike women who express their aggressiveness in a covert and less physical means. [1] [2]. In opposition to what has been concluded in previous studies and by certain sections of the media, aggressive behaviour is not naturally evident in hypogondal men who have their testosterone replaced sufficiently to the normal range. In actuality, aggressive behaviour has been linked with hypogonadism and low testosterone levels, and it would seem as though supraphysiological, low levels of testosterone, and hypogonadism cause mood disorders and aggressive behaviour, with eugondal/normal testosterone levels being important for mental well-being. Testosterone depletion is a normal consequence of aging in men. One consequence of this is an increased risk for the development of Alzheimer's Disease. In other words, testosterone has a calming effect on men. Testosterone may not be associated with crime and aggressive be

The Body Shop Essay Example for Free

The Body Shop Essay Introduction The body shop was founded by Dame Anita Roddick in the year 1976. However on July 12, 2006 body shop was delisted from the London stock exchange and is currently being operated under independent management under the L’Oreal group with the able guidance of current CEO Sophie Gassperment. The body shop has been in the personal grooming and toiletries industry since 1976. Over the years the body shop has gained reputation in being one of the leading brands in the industry which not only focusses on an individual well-being but also the well-being of the planet and all associated with the company. The body shop has 2500 stores in over 60 countries Market share and competition The sales estimations of body shop show that a sales transaction is made every 0.4 seconds and has a existing customer base of 77 million up until 2011. The body shop annual sales is 855 million euros and operating profit is 77 million euros with an estimated growth of 13.9% annually. Product description Beer shampoo and conditioner 2in 1 The product contains actual beer which provides shine bounce and volume to the hair. USP’s 2 in 1 shampoo +conditioner Made from 100% natural and organic product Volumizing shampoo Anti-frizz shampoo Moisturizes hair Suitable for all hair types Customer value The product suits all hair types of both men and women providing them with same results of shiny glossy and soft hair. It will enable the customer to not only save time but also save money as they would not have to spend on buying separate bottles of shampoo and conditioner. Target Market

moralhf Moral Choices in Mark Twains The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Huckleberry Finn - Moral Choices There were many heroes in the literature that has been read. Many have been courageous and showed their character through tough times. Through these tough times they were forced to make important decisions and this is where you get the real idea of who is deserved to be called a hero. The most influential though of all these was Huckleberry Finn. Through the innocence of childhood he is able to break through the societal pressures that are brought on him and do right. In Mark Twain's The Adventures of Huckleberry Finn you meet a rebellious young teen named Huck Finn. Huck is not your everyday hero especially in the beginning of the novel but slowly through the story his mature, responsible side comes out and he shows that he truly is the epitome of a hero. Huck is forced to make many crucial decisions, which could get him in serious trouble if not get him killed. Huck has natural intelligence, has street smarts, which are helpful along his adventure, and is assertive. Huck has always had to rely on himself to get through things because he is from the lowest levels of white society and his dad is known more or less as the `town drunk." So when Huck fakes his death and runs away to live on an island he is faced with yet another problem, which revolves around the controversial issue of the time of racism. While living on the island he meets Jim who was a slave but Huck soon learns that he has ran off and now in the process of making his way up north to Canada. Here Huck is faced along with his first tough decision, to go with Jim and help him, or just go and tell the officials of a runaway slave and get the reward. Huck reluctantly joins Jim and promises him to get him to free land for the sake of a good adventure but he still feels guilty to be conversing with a runaway slave let alone help him escape. Along the way Huck has many challenges, which are just like this one. This is truly remarkable for a child to be able to break away from the influence of society and go with his heart and do what is right especially when it was considered wrong.

Geneva Conventions Essay

Introduction Now we live in relatively peaceful time, but it wasn’t always like that. All those wars were bloody, sometimes even too bloody, so people needed to create some rules. So those rules were created. Four Conventions for One Purpose Not everybody knows that, but there were four treaties, not just one. And even then, they were modified later with three amendment protocols. I will start with a brief overview. First Geneva Convention was adopted in 1864 for the Amelioration of the Condition of the Wounded and Sick in Armed Forces in the Field. Second Geneva Convention was adopted in 1906 for the Amelioration of the Condition of Wounded, Sick and Shipwrecked Members of Armed Forces at Sea. Third Geneva Convention was adopted in 1929, and it was related to the Treatment of Prisoners of War. Finally, Fourth Geneva Convention was adopted in 1949, and it was related to the Protection of Civilian Persons in Time of War. It collected all points of previous one while adding many new points. So, when people say about singular Geneva Convention, they usually mean this one. Later is was modified with two protocols in 1977 when modifications were related to the Protection of Victims of International Armed Conflicts and the Pro tection of Victims of Non-International Armed Conflicts. Latest modification was made in 2005 when an Additional Distinctive Emblem was adopted. The Conventions are inextricably linked to the International Committee of the Red Cross, which is both the instigator for the inception and enforcer of the articles in these conventions. They changed the world with their aspiration to protect the rights of non-combatants. This quote is a nice example: Protected persons are entitled, in all circumstances, to respect for their persons,  their honour, their family rights, their religious convictions and practices, and their manners and customs. They shall, at all times, be humanely treated, and shall be protected, especially against all acts of violence or threats thereof and against insults and public curiosity. Women shall be especially protected against any attack on their honour, in particular against rape, enforced prostitution, or any form of indecent assault. Without prejudice to the provisions relating to their state of health, age and sex, all protected persons shall be treated with the same consideration by the Party to the conflict in whose power they are, without any adverse distinction based, in particular, on race, religion or political opinion. However, the Parties to the conflict may take such measures of control and security in regard to protected persons as may be necessary as a result of the war. — Article 27, Fourth Geneva Convention (1949) The First Geneva Convention The First Geneva Convention, for the Amelioration of the Condition of the Wounded in Armies in the Field, defines â€Å"the basis on which rest the rules of international law for the protection of the victims of armed conflicts. It was adopted in 1864 and then updated three times. Back then, it was a very critical period for European history, both military and political. Situation in Western Europe was relatively peaceful between the fall of the first Napoleon (the Battle of Waterloo in 1815) and the rise of Napoleon III (Italian campaign of 1859), but when the conflict in the Crimea took place, powers couldn’t maintain peace anymore. Henri Dunant was a man who gave the world idea of creating an international set of laws governing the treatment and care for the wounded and prisoners of war. He witnessed the Battle of Solferino in 1859, fought between Austrian and French-Piedmontese armies in Northern Italy. Around forty thousands of soldiers were wounded and left on the battlefield. The reason for that was a lack of personnel, facilities, and truces to give the soldiers any kind of medical aid. After witnessing all that Dunant decided to act. So, after his return to Geneva Dunant used his membership in the Geneva Society for Public Welfare to urge the calling together of an international conference to create new rules in terms of war. Other things that Henri Dunant did were publishing his account Un Souvenir de Solferino and helping with foundation of the International Committee of  the Red Cross in 1863. So, this new Red Cross Committee started to work, with best regards to help people, living in zones of war. Even if it was said that safeguarding the health and physical well-being of people is primarily the duty and responsibility of a nation they are related to, still understood that it wasn’t enough and in times of war people would need some â€Å"voluntary agencies to supplement†. Obviously it meant creating official agencies to help people on the battlefields in every country. Last thing that was missing was the list of rules to govern activities of the Red Cross Committee itself and any other agencies or companies which were involved. The big date was August 22, 1864. Several European states gathered in Geneva, Switzerland and signed the First Geneva Convention. List of states included: Baden (nowadays being a part of Germany), Belgium, Denmark, France, Hesse (also being a part of Germany nowadays), Italy, Netherlands, Portugal, Prussia (part of Germany now), Spain, Switzerland, and Wà ¼rttemberg (which is also a part of today’s Germany). Later, two more countries joined and signed the Convention, which were Norway and Sweden. . The Second Geneva Convention The Second Geneva Convention was adopted to protect the human rights of wounded, sick, and shipwrecked soldiers that were found at sea. This act was made because of the growing number of battle ship fleets being formed and the mass amounts of war occurring at sea. The First Geneva Convention only covered the wars on land and now it covered international battles at sea. This bill extended all rights that a wounded soldier received from the first convention to soldiers at sea and made it illegal to not take in shipwrecked crewmen. The Second Geneva Convention was an important step considering the First World War was soon to come. The Second Geneva Convention was created because of the new threat of large naval fleets. The only difference between the First and Second Geneva Conventions is that the Second calls for the protection of human rights of soldiers that are at sea. Because of the future battles at sea, this plan proved to be highly necessary in order to make sure no cruelties were occurring over the deep blue sea. This plan was effective but did not cover very many scenarios or occurrences. This addition to the First Convention was necessary and without it, there would have been thousands of more casualties during the two World Wars. So, the  Convention was adopted in 1906, right after Russo-Japanese war, and was later updated two times. The actual document contained 63 articles, covering many aspects related to treating people during the wars, both on the land and on the sea. Now let’s look at the most important provisions: * Articles 12 and 18 require all parties to protect and care for the wounded, sick, and shipwrecked. * Article 21 allows appeals to be made to neutral vessels to help collect and care for the wounded, sick, and shipwrecked. The neutral vessels cannot be captured. * Articles 36 and 37 protect religious and medical personnel serving on a combat ship. * Article 22 states that hospital ships cannot be used for any military purpose, and owing to their humanitarian mission, they cannot be attacked or captured. * Article 14 clarifies that although a warship cannot capture a hospital ship’s medical staff, it can hold the wounded, sick, and shipwrecked as prisoners of war. It was adopted by 33 countries, including China, France, Germany, Russia, and the United States. However, at the same time it was rejected by Great Britain, Japan and Korea. The Third Geneva Convention So, the third one of four conventions was mainly related to prisoners of war and their treatment. According to this Geneva Convention no prisoner of war could be forced to disclose to his captor any information other than his identity (i.e., his name and rank, but not his military unit, home town, or address of relatives). Every prisoner of war was entitled to adequate food and medical care and had the right to exchange correspondence and receive parcels. He was required to observe ordinary military discipline and courtesy, but he could attempt to escape at his own risk. Once recaptured, he was not to be punished for his attempt. Officers were to receive pay either according to the pay scale of their own country or to that of their captor, whichever was less; they could not be required to work. Enlisted men might be required to work for pay, but the nature and location of their work were not to expose them to danger, and in no case could they be required to perform work directly rela ted to military operations. Camps were to be open to inspection by authorized representatives of a neutral power (during World War II, Switzerland and Sweden acted as protecting powers). Article 4  defines who could be called prisoner of war. Article 5 specifies that prisoners of war (as defined in article 4) are protected from the time of their capture until their final repatriation. It also specifies that when there is any doubt whether a combatant belongs to the categories in article 4, they should be treated as such until their status has been determined by a competent tribunal. Article 12 states that prisoners of war are the responsibility of the state not the persons who capture them and that they may not be transferred to a state that is not party to the Convention. Articles 13 to 16 state that prisoners of war must be treated humanely without any adverse discrimination and that their medical needs must be met. The Convention was signed by 47 governments. Chief among the nations that did not adhere to the Geneva Convention of 1929 were Japan and the USSR. Japan, however, gave a qualified promise (1942) to abide by the Geneva rules, and the USSR announced (1941) that it would observe the terms of the Hague Convention of 1907, which did not provide (as does the Geneva Convention) for neutral inspection of prison camps, for the exchange of prisoners’ names, and for correspondence with prisoners. So, that could help to change the situation, including time during World War II. The United States and Great Britain mostly honored the Convention and its rules. At the same time, Germany didn’t treat all prisoners equally. While American and British prisoners got good treatment in Germany, people from Poland got probably the worst possible. The International Red Cross at Geneva tried to collect as much information about prisoners as it could, so situation was under control. The Fourth Geneva Convention The Geneva Convention relative to the Protection of Civilian Persons in Time of War, also known as The Fourth Geneva Convention, was adopted in 1949. Not only it had many new points, but also points from all previous Geneva Conventions were reviewed and expanded. The actual document consists of four parts: Part I. General Provisions. It includes the basic things, like explanation who is a â€Å"protected person†: Persons protected by the Convention are those who, at a given moment and in any manner whatsoever, find themselves, in case of a conflict or occupation, in the hands of a Party to the conflict or  Occupying Power of which they are not nationals. Document also demands a lawful treatment of: noncombatants, soldiers who laid down their arms, or wounded, unable to continue the fight, combatants. Part II. General Protection of Populations Against Certain Consequences of War. Here text says about protection of civilians. Important thing is that no kind of discrimination by nationality, race, religion, or political views is appropriate. Part III. Status and Treatment of Protected Persons. This part includes many different things about actions on occupied territories, like population transfer, care and education of children, destruction of property, medical services, etc. It also includes topic of collective punishment: Article 33. No protected person may be punished for an offense he or she has not personally committed. Collective penalties and likewise all measures of intimidation or of terrorism are prohibited. Pillage is prohibited. Reprisals against protected persons and their property are prohibited. Part IV. Execution of the Convention. This part is almost the same in documents of all four conventions and it says that this part contains â€Å"the formal or diplomatic provisions which it is customary to place at the end of an international Convention to settle the procedure for bringing it into effect are grouped together under this heading†. This time the amount of countries signed was even bigger than before, consisting of 194 countries. However, 16 countries didn’t sign it; those were Aruba, Bouvet Island, Faroe Islands, Guernsey, Heard and Mc Donald Islands, Isle of Man, Jersey, Mayotte, Norfolk Island, Northern Mariana Islands, National Authority, Reunion Island, South Georgia and South Sandwich Islands, and Tibet. Even if the Convention included almost everything that was needed, later it was updated with 3 protocols added as amendments: Protocol I (1977) relating to the Protection of Victims of International Armed Conflicts Protocol II (1977) relating to the Protection of Victims of Non-International Armed Conflicts Protocol III (2005) relating to the Adoption of an Additional Distinctive Emblem. Protocol I So, in 1977 Geneva Convention was updated with two additional protocols added as amendments. It was necessary because since 1949 worldwide weaponry and conditions have changed. Logically, it’s related to the protection of victims of international armed conflicts. By the moment Protocol I was  ratified by governments of 170 countries. The actual document consists of 102 articles. Mostly it just rephrases statements from original Geneva Conventions, but it also includes many new interesting things: Articles 51 and 54 outlaw indiscriminate attacks on civilian populations, and destruction of food, water, and other materials needed for survival. Indiscriminate attacks include directly attacking civilian (non-military) targets, but also using technology such as biological weapons, nuclear weapons and land mines, whose scope of destruction cannot be limited. A total war that does not distinguish between civilian and military targets is considered a war crime. Articles 56 and 53 outlaw attacks on dams, dikes, nuclear generating stations, and places of worship. The first three are â€Å"works and installations containing dangerous forces† and may be attacked but only in ways that do not threaten to release the dangerous forces (i.e., it is permissible to attempt to capture them but not to try to destroy them). Articles 76 and 77, 15 and 79 provide special protections for women, children, and civilian medical personnel, and provide measures of protection for journalists. Article 77 forbids conscription of children under age 15 into the armed forces. It does allow, however, for persons under the age of 15 to participate voluntarily. Articles 43 and 44 clarify the military status of members of guerrilla forces. Combatant and prisoner of war status is granted to members of dissident forces when under the command of a central authority. Such combatants cannot conceal their allegiance; they must be recognizable as combatants while preparing for or during an attack. Article 35 bans weapons that â€Å"cause superfluous injury or unnecessary suffering,† as well as means of warfare that â€Å"cause widespread, long-term, and severe damage to the natural environment.† Article 85 states that it is a war crime to use one of the protective emblems recognized by the Geneva Conventions to deceive the opposing forces (perfidy). Articles 17 and 81 authorize the ICRC, national societies, or other impartial humanitarian organizations to provide assistance to the victims of war. Protocol II While Protocol I was related to the protection of victims of international armed conflicts, Protocol II, also added in 1977, was related to the  protection of non-international armed conflicts. After all those Conventions many rules existed, related to international warfare, but somehow, before the Protocol II was added, nobody thought much about internal conflicts even though many countries had them. So, even since the last Geneva Convention, some delegates wanted to make laws and set a new bar for minimal humanitarian standards in cases when the situation had all the properties and characteristics of war whilst not being an international conflict. Even before the addition of Protocol II Geneva Conventions of 1949 had Article 3 related to non-international conflicts taking place in bounds of a single country. However, it wasn’t enough. Article 3 had only few basic things to protect victims of non-international conflicts, like: * Persons taking no active part in hostilities should be treated humanely (including military persons who have ceased to be active as a result of sickness, injury, or detention). * The wounded and sick shall be collected and cared for. Since Article 3 was too brief and didn’t cover many important aspects, many diplomats wanted to clarify it all in a new Protocol and to extend the scope of international law to cover additional humanitarian rights in the context of internal conflicts. However, the debate around this new protocol had two totally different ideas: 1) First said that for victim of a conflict there is no difference if that conflict is international or not, so all the distinction for those people can only be artificial. 2) And another one said that in case of internal conflict international laws should not apply, meaning that country had all rights to do whatever it wants inside its boundaries. As for now, Protocol 3 had been ratified by governments of 165 countries. Even though The United States was among few countries who just signed the protocol with the intention of ratifying it, the International Committee of the Red Cross made an appeal in 1997, saying that a number of the articles contained in both protocols are recognized as rules of customary international law valid for all states, whether or not they have ratified them. Protocol III The third and the last additional protocol of Geneva Conventions was added in 2005. It was devoted to the Adoption of an Additional Distinctive Emblem. It was really needed in cases of war for soldiers to know who they should not attack. Actually, the emblem itself was established much earlier, during the first Geneva Convention of 1864. It was really needed, because weapons at those times already were quite deadly, and often medics and people of other supporting professions were shot right on the battlefield while trying to help wounded soldiers. So a part of the first Geneva Convention was just right about creating a distinctive emblem for people of those professions. However, it wasn’t easy. The first symbol was just a red cross on the white background, but it looked very similar to the Christian Cross. That was the reason why Muslim nations totally rejected it. But in 1876 the Ottoman Empire introduced another symbol – the Red Crescent, as more neutral and less Christian emblem. After that additional emblems were proposed by the Red Cross Society of Eritrea, such as sun of Persia or the red lion. At the same time Magen David Adom of Israel proposed the Red Shield of David as another alternative emblem. After all, the world needed the new symbol for medics to be: * Neutral and free of religious, cultural or political connotations. Otherwise it would conflict with the whole idea of giving the medical personnel neutral humanitarian status in armed conflicts. * Officially acclaimed. Even if the Red Shield of David was used in some places after Magen David Adom’s efforts, it wasn’t officially acclaimed by the National Societies. And without membership in one of those people were not eligible for certain protections under the Geneva Conventions. Fortunately a comprehensive solution was found at last with the adoption of Protocol III in 2005. For Magen David Adom there was a nice alternative – the Red Crystal, so they should’ve just displayed it in the context of international conflict to have all protection needed. All three emblems are appointed the same legal status, which means they are totally equal. Emblems can have a protective use, as well as an indicative use. Medical and religious personnel may mark themselves, their vehicles, ships and buildings as a sign of their humanitarian mission and protected status under the Geneva Conventions. Members of armed forces can also use it to show that  they are protected by Geneva Conventions. However, the misuse of the emblem may be considered as a war crime. Conclusion Thanks to all these conventions and their protocols, world is safer and more civilized nowadays, even I the times of war. People feel themselves protected, which means better future for all of us! Bibliography Books: Bernett, Angela. The Geneva Convention: The Hidden Origins of the Red Cross. The History Press, Stroud, 2006. Borch, Fred L., and Solis, Gary. Geneva Conventions. Kaplan Publishing, New York City, 2010. Grossman, Dave. On Killing: The Psychological Cost of Learning to Kill in War and Society. Back Bay Books, New York City, 2009. Byers, Michael. War Law: Understanding International Law and Armed Conflict. Grove Press, New York City, 2007. Web Sites: http://supportgenevaconventions.org/. â€Å"Citizens Interfaith Coalition to Reaffirm and Extend the Geneva Conventions†. Dennis Rivers. 11/11/2011. http://en.wikipedia.org/. â€Å"Geneva Conventions†. Multiple authors. 11/23/2011. http://www.icrc.org/. â€Å"The Geneva Conventions of 1949 and their Additional Protocols†. International Committee of the Red Cross. 11/12/2011.

Regular education classrooms Essay

All students participate in regular education classrooms except students with the most severe disabilities who would be in normalized and age-appropriate classroom on the same campus. Few students are excluded. Level IV – Despite the degree of disability, all students are fully included in general education classrooms. Specialists and teaching assistants provide support for students with the most severe disabilities within the classroom. The regular education teacher is responsible for structuring social interactions with typical peers. The least inclusive proposal places most students with mild disabilities in regular classes, but excludes those with moderate through severe disabilities, placing them in separate rooms within the regular school building (Lilly, 1986). This proposal is closest to the traditional manner of service delivery and is the easiest to implement in terms of using available special educators as support personnel and providing training in methods for regular education teachers to include these children. More inclusive is the proposal to place students with mild or moderate disabilities in regular education classes (Reynolds & Wang, 1983; Wang, Reynolds & Walburg, 1987). The essence and meaning of inclusion evolved from the historical concepts in early childhood special education, that is, mainstreaming and integration. Bricker (1995) discusses the evolution of these terms, noting that mainstreaming refers to the â€Å"reentry of children with mild disabilities be served totally in these settings eliminating the need for pull-out programs. While students with organically-based learning disabilities or moderately demonstrated behavioral disorders would not have been included in regular education rooms in the Level I proposal, they would be included here. Yet, proponents of both levels agree that there will be students with severe and/or multiple disabilities whose needs will not be served optimally in a mainstream environment. They feel that these students will need to participate full-time in separate settings. Level III includes a more extensive involvement of severely impaired students in regular education. All students are included except those who are unable to be involved in academic or social interactions (Gartner & Lipsky, 1987). However, even these students would participate in nearby classrooms which would be as normalized and age-appropriate as possible. The most extreme view is that of full inclusionists, who propose that all students should participate in general education classes. Claiming that to do otherwise would be to support a â€Å"dual-system† for the most disabled, Level IV proponents propose the integration of even profoundly-impaired students into totally normalized classes (Stainback & Stainback, 1984). This position has prompted the strongest reaction of implausibility from those opposed to the Regular Education Initiative. Yet parents and professionals supporting Level IV inclusion do acknowledge that there are situations in which these students cannot be grouped with other s because of instructional differences. Thus, the Regular Education Initiative gives a sense of inclusion for students. Yet, a number of researchers and educators have opposed the Regular Education Initiative strongly. They cite the historical inability and lack of desire of regular education to meet students’ needs. That is the reason why the IDEA cropped up. They worry about the loss of funding and parental right. They also note that most regular educators are not trained to have students with disabilities in their classes. They say that teachers cannot meet societal demands for excellence if they are expected to have vastly different levels of student academic and behavioral performance in their classes. Supporters of inclusion differ in the extent of disability integrated into regular education classes. Some support placement only of students with mild disabilities in regular education, with students demonstrating more severe impairments participating on the regular education campus, but in separate impairments participating on the regular education campus, but in separate classes. The continuum expands to include students with more severe impairments in regular classrooms on a part-time basis, to the full exclusionists, who would have all students participate full-time despite the degree of disability. The problem is how to incorporate students into classes where teachers and nondisabled peers are welcoming as well as competent in dealing with difference. Thus, the debate continues. This paper looks into these inclusionary practices and explores how these are helpful for all concerned. Enormous amount of research has been made to explore the factors associated with caring for a disabled children and the deleterious effects these factors have on parents’ well-being. Research evidences points out that the family attitude greatly contributes to the prognosis. Risk factors such as lack of services and negative attitudes can have an adverse influence on the prognosis of the mentally-handicapped child. Obtainable studies show that most often parents have a negative attitude towards their child with mental disabilities. Parents are weighed down with feelings of pessimism, hostility, and shame. Denial, grief, withdrawal, rejection, projection of blame and finally, acceptance are the usual parental reactions. (Drew CJ, Logan DR, Hardman ML. )

Whats a Good SAT Score for 2017

What's a Good SAT Score for 2017 SAT / ACT Prep Online Guides and Tips If you're planning on taking the SAT this year, you might be wondering how high you'll need to aim in order to get a good (or even great!) score. What is a good SAT score for 2017?More importantly, what is a good SAT score for you? In this guide, we look at different ways to define good SAT scores for 2017 and teach you how to set an SAT goal score. In addition, we examine old SAT averages and percentiles to determine whether (and how) the definition of a good SAT score has changed over time. What Is a Good SAT Score for 2017 Overall? In the simplest of terms, a good SAT score is any score that's high enough to get you into the schools you wish to attend.But to define good SAT scores for 2017 overall, we'll need to look at the SAT in a broader, more objective sense. And the easiest way to do this is to use averages and percentilesto seehow your scores compare with those of other test takers. (As a reminder, percentiles tell you what percentage of test takers you scored higher than on the SAT.) As you likely know, the SAT is scored on a scale of 400-1600. According to the College Board, theaverage SAT scorefor 2017is1083(for college-bound 11th and 12th graders), which is close to the 50th percentile. Generally speaking, good SAT scores for 2017 can be consideredanything above average (i.e., any score that places you in the top half of test takers). Likewise, a poor score can be considered anything below average. So essentially, the farther you get from average, the better (if above average) or worse (if below average) your score will be. Here is an overview of the current SAT percentiles and what they indicate about your overall test performance: Percentile EBRW Math TOTAL 90th percentile (excellent) 680* 690* 1340 75th percentile (good) 620 610* 1220* 50th percentile (average) 540** 530** 1080 25th percentile (poor) 470 470** 950 10th percentile (very poor) 410* 410 830 Source: SAT Understanding Scores 2016 *Score is 1% higher than percentile listed (i.e., 91st, 76th, or 11th percentiles). **Score is 1% lower than percentile listed (i.e., 49th or 24th percentiles). Let's start by looking at the good percentiles. As we can see from this chart, the higher your SAT percentile, the more test takers you've outperformed and the more impressive your score is. What's intriguing here, though, is thatyou don't need to get a perfect score or even break 1500 to qualify for the top 10%. As the data indicates, ascore of 1340- despite being 260 points below a perfect 1600- is in the 90th percentile! Therefore, anything at or above 1340 can be considered an extremely impressive SAT score for 2017. By contrast, a low percentile indicates that more test takers have outperformed you than you have them.According to the chart, any score in the range of 400-830- that’s a big 430-point span!- places you in the bottom 10% of test takers. Interestingly, a score of 950, which is only 130 points below average, still means you're scoring worse than a whopping 75% of test takers. So it's safe to say, then, that anything at or below 950 can be considered a rather poor SAT score. But what do all of these numbers mean for you specifically? Is a good SAT score simply defined by what percentile you're in, or is there more to it than that? What Is a Good 2017 SAT Score for YOU? Ultimately, and regardless of SAT percentiles and averages, what's important is that you're aiming for an SAT score that's good enough for you- in other words,an SAT score that's high enough to secure you admission to your schools. At PrepScholar, we call this ideal score a goal score. As you might've guessed, goal scores will vary depending on the test taker and where you're applying.For someone applying to Harvard, for example, a good SAT score would most likely be just under or even ata perfect 1600. But for someone applying to Washington State University, a solid goal score might be something closer to 1200. In the end, getting the exact SAT score you need for your schools is far more important than aimlessly trying to hit a certain percentile that might or might not actually be good enough for the colleges you're applying to. Buthow do you find your goal score? Read on to learn! How to Set a 2017 SAT Goal Score Figuring out your SAT goal score is easy if you know what you must do. Here, we walk you through the three critical steps needed to determine your goal score. Step 1: Make a Chart First things first, you'll need to make a chart. Fill in your school names in the leftmost column, and then write â€Å"25th Percentile SAT Score† and â€Å"75th Percentile SAT Score† across the top. Alternatively, you maydownload our goal score worksheet. Here is an example: School Name 25th Percentile SAT Score 75th Percentile SAT Score University of Michigan Michigan State University Eastern Michigan University Step 2: Find SAT Score Info for Your Schools The next step is to start researching SAT score info for your schools. One way to do this is to look for your schools in thePrepScholar database.To find your school, search for â€Å"[School Name] PrepScholar SAT† or â€Å"[School Name] PrepScholar† on Google. Then, click the link to either your school's "Admission Requirements" or its "SAT Scores and GPA" page (both pages list SAT score info). Here’s an example of our "Admission Requirements" page for Eastern Michigan University: Once you find your school in our database, look for information about SAT scores- specifically, its 25th and 75th percentile scores. These percentiles are important because they tell you the middle 50%,oraverage range,of admitted applicants' SAT scores for your particular school. If you can't find your school in our database, try searching for â€Å"[School Name] average SAT scores† or â€Å"[School Name] 25th 75th percentile SAT† on Google to see whether any relevant pages on your school’s official website pop up. Here’s our example chart again, this time with SAT score info filled out for each school: School Name 25th Percentile SAT Score 75th Percentile SAT Score University of Michigan 1370 1530 Michigan State University 1050 1310 Eastern Michigan University 980 1260 Step 3: Calculate Your Target Score Finally, look for the highest score in your chart (in the 75th percentile column); this score will be your goal score because it’s the one most likely to get you into all of the schools you're applying to. In our example above, our goal score would be1530- that's in the 99th percentile! If your goal score feels a little too high for you (such as our example goal score), you might want to consider lowering it slightly- ideally to either the second-highest 75th percentile score in your chart or to a score between the highest and second-highest percentile scores. In our example, this means you could instead aim for something closer to 1420, the halfway point between the highest and second-highest scores. This would still be high enough for MSU and EMU, though slightly lower for UM. Once you have your total goal score, you'll likely want to know your section goal scores, too. To get these, divide your total goal score by 2.In our example, this gives us765 (which we'll round up to 770) for both Evidence-Based Reading and Writing (EBRW) and Math. How Has the Definition of a Good SAT Score Changed? Now that we understand what a good SAT score for 2017 is, both in general and for you, let's look at whether the definition of a good SAT score has changed or stayed the same over the years. To do this, we'll need some data. But here's the caveat: the SAT hada massiveredesign in March 2016.These changes didn't simply shift the SAT scoring scale but alsocompletely overhauled the content and format of the exam. As a result, it'll be extremely difficult, if not impossible, for us to compare 2017 SAT data with data from earlier administrations of the test. What we'll do instead is compareSAT averages and percentiles for only the old SAT.This way we'll be able to determine with more accuracy whether the SAT average has risen or fallen over time, and whether SAT percentiles, too, have changed. Let's start with the averages. The following table showcases the average SAT scores for college-bound seniors from 2006 to 2016.Note that on the old SAT, there was no EBRW score (instead, you got two separate Critical Reading and Writing scores). Additionally, theessay used to be a required component that counted toward your total Writing score (now, it's optional and graded separately). Average SAT Scores 2006-2016 Year Critical Reading Math Writing 2006 503 518 497 2007 501 514 493 2008 500 514 493 2009 499 514 492 2010 500 515 491 2011 497 514 489 2012 496 514 488 2013 496 514 488 2014 497 513 487 2015 495 511 484 2016 494 508 482 Source: The College Board Total Group Profile Report 2016 As you can see, in all SAT sections, the average scores have declined steadily over time. From 2006 to 2016, Critical Reading witnessed a 9-point drop (503 to 494), Math a 10-point drop (518 to 508), and Writing a 15-point drop (497 to 482). Since these averages changed, it seems logical to assume thatthe definition of a good SAT score has also altered slightly over time. In recent years, students have needed to score fewer points on the SAT in order to hit the average score, indicating that it was somewhat easier to exceed this average (and get what's generally considered a good SAT score)in 2016 than it was in 2006. But how do percentiles come into play? Let's find out. Below is an overview of total SAT score percentiles from2011 to 2015: SAT Score Percentiles 2011-2015 Year 90th Percentile 75th Percentile 50th Percentile 25th Percentile 10th Percentile 2011 1930-1940 1720 1490 1280 1110 2012 1930-1940 1720 1490 1280 1100-1110 2013 1930-1940 1720 1490 1280 1100 2014 1930-1940 1720 1490 1270 1090-1100 2015 1930-1940 1720 1480 1260 1080-1090 Again, we can see that for some percentiles- namely the 10th to 50th percentiles- corresponding SAT scores have declined a little over time. This means that over the years, fewer test takers have reached certain scores on the SAT, thereby lowering the scores needed to achieve different percentiles. But these changes in scores and percentiles are all fairly nominal. Of the percentiles whose scores decreased from 2011 to 2015, all dropped by a mere 10 or 20 points- changes that aren't drastic enough to point to any major trend. Even more interesting, some percentiles' corresponding scores didn't change at all over the years.From 2011 to 2015, the 90th and 75th percentiles remained remarkably steady (at 1930-1940 and 1720, respectively), meaning that the same percentages of test takers were scoring at or around these scores each year. All in all, this general consistency in SAT score percentiles suggests that what’s considered a good score hasn’t changed much in recent years, particularly if you’re defining a good SAT score by how your score compares with those of other test takers. Recap: What Is a Good SAT Score for 2017? There are many ways to define good SAT scores for 2017. Perhaps the easiest way we can define them is to use data from the College Board. According to this data, the average SAT score for 2017 is 1083 (nearly the same as the median or 50th percentile). Generally speaking, any SAT score above average (i.e., in the top half of test takers) is a good score, and any score below average (i.e., in the bottom half of test takers) is a poor one. While averages and percentiles offer us a more objective idea of what good SAT scores for 2017 are, ultimately, you determine what a good SAT score is for yourself. To do this, you must set an SAT goal score. A goal score is the SAT score most likelyto get you into all of the schools to which you're applying. By setting (and eventually hitting) your goal score, you can guarantee yourself an excellent shot at gaining admission to your schools. What’s Next? Want more information about SAT scores?Learn what constitutes a good, bad, and excellent SAT score in general, and get the rundown on how the SAT is scored. Need help hitting your SAT goal score?Try our expert tips to improve your score. And if you're willing to work extra hard, follow the road to success with our step-by-step guide on how to get a perfect 1600! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Life as a Native of Calicut, T essays

Life as a Native of Calicut, T essays Life as a native of Calicut, Tlaxcala, and Essaka was harsh, especially when they had to deal with the experiences and difficulties brought by the outsiders from other countries. The following will give you some insight into exactly how the invasion of a new country affects the lives of the natives. It will also include the emotions of the natives to the outsiders invasion and what affect it had during and after the invasion. It was the year 1405 when I had taken a long walk into the city of Calicut with my father. He was a merchant and it was my turn to begin learning the ropes on bartering and trading. I was told that I had to keep quiet when the Chinese arrived, I did not know what to expect. The thought of meeting face to face with strange foreigners automatically sent shivers down my back. My father had told me that the Chinese were such wonderful people because the new ruler allowed them to trade once again with the lands across the waters. (Levathes, p. 88) He told me we lived on a land that was called The great country of the Western Ocean.(Levathes, p.100) He said the people of the cities around us were called barbarians but we were not because the Chinese treated the Zamurin as an equal and had the utmost respect for their highly structured society with an efficient civil service, a well-trained army and navy, and a harsh system of justice. Like the Chinese emperors, the zamurins were patrons of literature and the arts. (Levathes, p. 100) Once we reached the trading grounds the word spread that the Chinese junks would be coming shortly. I became very anxious, excited and nervous all at the same time. I was about to see the great, powerful people from the sea. As the men stepped off their boats, my palms were sticky and beads of sweat began to accumulate on my brow. The majestic looking men covered with silk followed by their majestic looking fleets, walked o...

Industrial Revolution Paper Term Example | Topics and Well Written Essays - 1750 words

Industrial Revolution - Term Paper Example The revolution was mainly governed by several important innovations that came into being around that time. These new methods and ways of doing things promoted greater efficiency and productivity, thereby incurring larger profits for manufacturers and yielding the manufacturing industry to become, for the first time in history, a more valuable asset to the economy than the agricultural industry (Olson, 2002). One of the major innovations of this kind was the invention and improvement of the steam engine. Previously, America had employed man- or horse-powered machinery, but was now shifting towards the use of water to run machinery, a feat that saved capital and time, thereby greatly increasing productivity and reducing cost. While most of the revolution did still rely greatly on horse and man (because of the lack of knowledge and know-how), uptake of use of water and steam engines to run machinery by several important factories paved way for many smaller ones to do so as well. Thus, c reating a somewhat chain reaction that moved towards use of the steam engine on a much larger scale (Grayson, 2010). ... This situation benefited both parties, the consumers and the producers. Because of consumer attraction, many factory owners enjoyed large profits because of the increased consumer spending and activity in the economy, leading to growth of these trades and factories in the cities of America. Another major implication of this revolution was the increased GDP per capita than had been seen ever, and the effects of the increased exports to other countries could not be ignored. In fact, for the first time after 1812 and the restrictions that followed the Embargo, America was found to be active in trading with other countries, a feat that ameliorated the national funds. Moreover, because of the complete transformation of the production system and the introduction of machinery, many jobs opened up for workers thereby increasing employment in this sense. Naturally, a revolution of this scale was to have great effects on the infrastructure of cities, and this was made very evident in America. Because of the large number of people moving into cities to work, numerous buildings were made to house these people. Buildings got taller, more modernized but the living spaces became more compact. Furthermore, because the manufacturing industry is one that greatly relies on transport and movement of parts and goods between cities, one demanded major changes in infrastructure of the cities. Firstly, the need for better roads and bridges was felt to expedite delivery of goods, and so better roads, such as the Crumberland Road, came into being. Moreover, America saw the creation of the Erie Canal, which helped simulate the economy of New York thereby helping it

Write an essay that identifies and discusses the many selective

Write an that identifies and discusses the many selective pressures leading to bipedalism in our ancestors and us - Essay Example While habitual bipedalism does not seem like the most effective and fastest form of walking and running, it portends various advantages for hominids over specific specialized quadrupedal forms. Although the reason why early hominins took a bipedal stance is not entirely clear, majority of these hypotheses propose the importance of selection pressures based on the environment in driving bipedal evolution (Sarmiento 62). As climatic conditions resulted in the recession of forests, hominins started to move out of the forests into the grassland savannas where it was essential to assume bipedalism to aid in survival. The postural feeding hypothesis seeks to assert the fact that a shared postural specialization and adaptation of apes, as well as the arboreal postures of food gathering involving vertical climbing and arm-hanging, are adequate enough to have been a selective pressure encouraging bipedalism in hominids (Sarmiento 63). The anatomy of both the australopithecine and the behavior of chimpanzees are the major points that inform this model of selective pressures towards bipedalism. For instance, at least 80% of the time that chimpanzees spend in a bipedal stance is when they are feeding, of which they use arm hanging to stabilize their posture at least 90% of the time in terminal branches of the trees, while 52% of arm-hanging occurs in the trees’ central parts (Sarmiento 63). For australopithecines, their torso form has adaptations to arm-hanging, which may infer that australopithecines adapted to selective pressures requiring arboreal fruit gathering. This specialized and early m ode of bipedalism evolved to become habitually bipedal much later. On the other hand, the behavioral model as an explanation for selection pressures resulting in hominid bipedalism concentrates on mechanisms of social behavior that influenced birthrate and survivorship. Human

Safety Training Program Assignment Example | Topics and Well Written Essays - 1500 words

Safety Training Program - Assignment Example The goals will be to educate workers on handling procedures; hazards associated with chemicals, how to read safety, and were they are stored. The Hazard Communication Act or Hazcom was developed after The Right-To-Know Act of 1986. Its goals are to boost employee awareness, evaluate job safety, design safe work procedures, assign personal protective equipment where needed. Employees need to know about this activity so they will not be afraid to speak up and ask questions about their working conditions (Lang 2010). After internship experiences from questions that I asked from employees that worked out in energy plants, I began to realize a lack of training on knowledge of safety for working around chemicals, handling chemicals, and the storage of chemicals. Training is one of the best methods because it gives the employee the knowledge needed to understand the subject. It can also give examples of what can go wrong if they are not handled properly. This will give a great picture of what is expected of them. The employees of any work location that handles any kind of chemicals in their daily work setting. It can even be someone that works with them every day or someone that only handles them once a week. The employees that do not handle any chemicals should have training on the subject as well so they are a clear understanding of safety as well. The delivery I would like to give would be in a multitude of ways. Like classroom time with PowerPoint slides, visual pictures of what can go wrong, in the field training, and some testing to see if the employees were getting the material.

Explain the ethical significance of the Sermon Essay Example for Free

Explain the ethical significance of the Sermon Essay The Sermon on the Mount is one of the key sections of the New Testament, in which Jesus builds upon the Decalogue to form the first blueprint of Christian ethics. Jesus was preaching in direct contrast to the Greek philosophy of stoicism, which sought to separate man from his emotions. Emotions, especially love, feature heavily in the Sermon on the Mount. It remains ethically relevant over 2000 years later for many reasons, the first of which is the underlying principles behind it. Jesus did not come to abolish Old Testament law, but to fulfil it. The Jews were trapped in a system of harsh legalism, where obedience was motivated by fear rather than love. The Pharisees made a grand display of holiness by keeping the law, but the Sermon on the Mount teaches that their hearts were empty. Jesus built on the Ten Commandments to create a system ruled by mercy, love and dedication to God. Even if the culture changes the basic ethical principles behind the sermon do not change. It is a moral code that focusses as much on inward moral disposition as it does our external actions: Jenkins wrote, â€Å"inner attention and attitude is crucial. † Even if a typically good action is performed with sinful thought then it becomes immoral. The most important thing to realise about the Sermon on the Mount is that it is impossible for anyone to keep it completely, as it demands perfection. Although they will never be free from sin in this life, Christians use the sermon in order to try and become more like Jesus, who was perfect. The Sermon is all about Christian sanctification. Jesus speaks not only on what Christians should do to be moral, but he also explains why it is important to be ethical in the first place. He states that Christians are the salt and light of the world. Salt is significant because it represents purity, preservation and flavour. Therefore we understand that Christians should maintain a good ethical code in order to set an example to society and to preserve it from total corruption. The image of the light is also key: in the Bible light always symbolises joy and blessing. A light is visible to all, and so the Christian should seek to make Christ visible to all through their actions. A light is also a warning, representing the Christian’s duty to lovingly warn their fellow-men about their sin. Further on in the Sermon Jesus admonishes that, â€Å"If the light then within you is darkness, how great is that darkness! † Furthermore, the Sermon on the Mount gives many specific examples of Christian ethics, the first of which is regarding murder. Jesus equates anger to murder, and speaks of the fires of hell. This is contrary to the contemporary universalist view of Jesus and his death which has led some scholars to claim that when he speaks of hell it is merely metaphorical. Regardless, Jesus is affirming that you cannot be right with God until you are right with your fellow men, which all relates to the salt-and-light reputation of a Christian. Jesus also teaches about adultery and sexual morality. Again he equates the inward sin of lust to the outward sin of adultery. He also declares that marrying a divorced woman counts as adultery, a part of the Sermon that even Christians have begun to disregard. This is contrary to the Old Testament where Moses permitted – but did not command – divorce due to the hard heartedness of the people. The close relationship between a husband and wife mirrors the relationship Christ shares with his Church, which is why sex features so highly in Christian ethics. Love, when fully understood. Is opening oneself to another completely and can succeed only where trust and fidelity are present. Subsequently, another part of the Sermon on the Mount that is ethically significant would be where Jesus deals with how we should relate to other people. The standards set by Jesus are so high it is easy for Christians to look down upon those that are struggling. Jesus, ever a carpenter’s son, uses the metaphor of the speck in your brother’s eye and the plank in your own. We are all sinners and it would be highly hypocritical to judge another when we are also flawed. We never know the whole story about someone and it is impossible to be impartial in our judgement. The Jews were familiar with the concept of loving your neighbour and not judging him, but they did not feel the same about their enemies. Jesus commanded us to show agape love towards our enemies. Such love does not naturally come from the heart, but is instead must be put into action through one’s own will. As Jesus was merciful and forgiving to sinners, so we should be. This is vital to Christian ethics. Another ethical aspect of how we relate to other people is how we treat those who are poorer than us. It is not enough to simply preach to them, but we must take care of their physical needs as well as spiritual. Jesus said, â€Å"Give to him who asks of you, and do not turn away from him who wants to borrow from you. † Charitable giving was a fundamental part of Jewish life, but Jesus added another element: it was only ethical if done with the correct motivation. The Greek word translated as hypocrite in the Bible literally means ‘actor’. This is why Jesus commands us to give in secret, lest we become boastful. Moreover, there is a definite eschatological aspect to the Sermon on the Mount as it draws to a conclusion. This emphasises to the Christian how their ethics are eternally significant and will be considered on the Day of Judgement. Jesus states that few will enter the Kingdom of Heaven and that not all that profess to believe in him as Lord will be saved. He warns of false prophets who will come in sheep’s clothing; in this situation the ethics presented in the Sermon on the Mount are vital so a Christian can identify who is a true believer. We are not saved by works, but they are an important part of our Christian identity. The Sermon on the Mount also has certain evangelical tones throughout. It shows the unbeliever what is required of them if they follow Jesus, and the severe consequences if they do not. Spurgeon wrote of this passage, â€Å"The shepherd best discerns his own sheep, and the Lord, Himself alone knows infallibly them who are His. † To conclude, there are conflicting theories regarding the nature of the Sermon – certain theologians such as Calvin believe it is a compilation of many separate sermons. Others debate technical details, such as whether it was preached on a mount or a plain. However, something that every Christian will agree on is that the Sermon on the Mount is of the upmost important as a foundation for Christian ethics. Stott said, â€Å"The Sermon on the Mount is probably the best-known part of the teaching of Jesus, thought arguably it is the least understood, and certainly it is the least obeyed. †

Equality :: essays research papers

Equality In 1890, less then one half of one percent of women were employed gainfully outside of the home. Over the next hundred years, women have not only gained access to jobs outside of the home, but also fought for equality in the work place. These struggles have not been easy by any means. Women have overcome many obstacles in there journey into the work force, none grater then the views of their male piers. Many males thought and continue to think that there is no place for women in the work place. Women made there strides into the work force by not only following examples of their courageous pioneers, but also by banding together to show their strength. During the mid 1800's a small number of women begin their assault on, what were at the time considered, male-only jobs. Fields such as teaching, preaching, medicine, and law were all jobs domenated by men. Women had made some progress in the work force before the 1850's. In the mid nineteenth century women were the majority for grade school teachers, up from the ten percent of elementary teachers, that were teachers in the colonial period. This can be largely attributed not to the fact that men were more accepting of the idea that women belonged in the work place, but rather men were drown to the higher paying and more socially appreciated managerial jobs brought on by the industrial revolution. School boards did not mind these talented leaving because they could higher a "less qualified women" for as low as one fifth of males salary for the same job. Susan B. Anthony was the first women to publicly speak out against this gross injustice towards women. After being fired to "replace a male teacher fired for incompetence,she was paid one third of the salary he had received,"(Reifert 74)she went to the state teachers convention of 1853 to register a protest. After being hushed once and a half hour of debate she was finally allowed to speak her peace. Although nothing became of her first encounter with the women's movement, she quit teaching and went on to become one of the great leaders of the women's movement. Antoinette Brown was anther women that was not happy with the status quo of women in society. She started, in 1846, by attending Oberlin college, which only nine years before had become the first co-educational college. Oberlin, although being very receptive of women in their women's department, they did not let women take any courses besides the ones offered in the women department. This lead to a conflict when Brown made her intentions of obtaining

Native Americans in “The Pearl” by John Steinbeck Essay

Steinbeck’s The Pearl is one of his most intriguing pieces. Steinbeck manages to fit many different ideas into a short novella that is under a hundred pages. However, what makes The Pearl truly a great book is his critique of colonial society, and the interaction of Native Americans and colonists. Steinbeck emphasizes the differences between the colonists and the native Indians by using such symbols as the relationship between town and village, education, and instinct. Steinbeck also shows that he views changing one’s station, or attempting to, as foolish and impossible, but that trying to is needed to provide an example for others. Steinbeck uses the differences between town and village as a metaphor for the differences between the colonists and the Native Americans. Steinbeck shows how he uses the stark differences between the huts of the Native Americans and the grand villas of the colonists in the following quote:†They came to the place where the brush houses stopped and the city of stone and plaster began, the city of harsh outer walls and inner cool gardens where a little water played and the bougainvillea crusted where walls with purple and brick-red and white.† (Steinbeck, pg. 8) In this quote, Steinbeck emphasizes the stark difference between the village, made of simple materials, and the town, made of expensive materials. Steinbeck also uses the town’s buildings as a metaphor for the people within, as Steinbeck describes the buildings as having â€Å"harsh outer walls,† but having â€Å"inner cool gardens.† This could be a metaphor for the people within the building, portraying the people inside them as, at once, very kind and nice, but only once those walls had been let down. This shows the colonists as being very xenophobic, and being kind to their own race but â€Å"harsh† to other races. Steinbeck reinforces the idea that the colonists were living better than the Native Americans in the following quote:†The procession left the brush houses and entered the stone and plaster city where the streets were a little wider and there was a narrow pavement beside the buildings.† (Steinbeck, pg. 47)Steinbeck shows that the Native Americans saw the colonists’ living conditions as better than theirs, and that the streets were â€Å"a little wider,† which could be seen as a commentary for most things, and that in most things, what the colonists lived â€Å"a little† better.  Steinbeck here tells us, and when combined with the quote above, the colonists are living better than the Native Americans. Because the colonists have plenty of resources, and the Native Americans are not living in the luxury of the colonists, it indicates an unfair share of wealth, which is oddly skewed in the favor of the colonists. This reinforces the already presented ide a that the colonists are, overall, living better than the Native Americans. Steinbeck’s next way to differentiate between the colonists and the Native Americans is using their instinctual actions. Steinbeck shows that the colonists and Native Americans are instinctively different, thus he attempts to give an excuse, or perhaps a reason, for the differences between them, and their outcomes. Steinbeck explores into the instinctual differences between the Native Americans and the colonists in the following quotes:†There was sorrow in Kino’s rage, but this last thing had tightened him beyond breaking. He was an animal now, for hiding, for attacking, and he lived only to protect himself and his family†¦ [despite his need for a canoe,]†¦never once did it occur to him to take one of the canoes of his neighbor.† (Steinbeck, pg. 42) â€Å"He could kill the doctor more easily than he could talk to him, for all of the doctor’s race spoke to all of Kino’s race as though they were simple animals.† (Steinbeck, pg. 9)Once again, we can see the recurring theme that the Native Americans have become whatever the colonists mold them to be, and as seen in the second quote, Steinbeck says that â€Å"the doctor’s race spoke to all of Kino’s race as though they were simple animals†¦,† and Steinbeck says in the first quote that Kino â€Å"was an animal now†¦.† This shows that Kino, and his people as a whole, have become what the colonists have made them, and that they have become whatever the colonists wished them to be. This shows that the colonists control every facet of Native American life, and that anything that they want to be done will be done. Steinbeck shows that the colonists have been raised with the instinctive belief that they were above the Native Americans, and that they were better than the Native Americans:†Have I got nothing better to do than cure insect bites for ‘little Indians’? I am a doctor, not a veterinary.† (Steinbeck,  pg. 11)This shows that the doctor thought that the Indians were â€Å"animals,† and because of the fact that the colonists have been molding the Indians beliefs, the Indians thought that they were animals, perhaps resulting in the instinctive animal behavior. Steinbeck says in the previous quote that the colonists treated â€Å"Kino’s race† like that, so perhaps it has become an instinctual reaction to the oppression of the colonists. Steinbeck says that Kino was an animal who â€Å"lived only to protect himself and his family,† showing that he did it as an instinctive defense, and that he only becomes an animal to protect his family. Steinbeck also emphasizes that Kino becomes his animal alias only when he needs to hide or protect himself. This shows that Kino’s people have developed this as a natural defense, and its use is only for defense. This also shows that his people developed it for need of defense, and that continual need of protection is the only reason such a protection would be needed, and there is only one source for this continuous onslaught, and that is the colonists. Steinbeck also goes so far as to say that the instinctive animal that Kino becomes retains all of the qualities that Kino retains, even so far as his lack of will to steal from his own kind. This shows that Kino’s alias does not seek survival of Kino as a person, but Kino’s race as a whole. He is unwilling to take from his people, as his alias is unwilling to damage itself. If his alias is for the protection of a whole group of people, then they must be under attack from a large group of people, giving us the structure of the assumption that the colonist society persecutes the Native Americans and the Native Americans have developed instincts for their protection. â€Å"†¦the strangers came with argument and authority and gunpowder to back up both. And in the four hundred years [since,] Kino’s people had learned only one defense- a slight slitting of the eyes and a slight tightening of the lips and a retirement. Nothing could break down this wall, and they could remain whole within the wall.† (Steinbeck, pg. 17)In this quote Steinbeck shows another instinct, reclusion behind an inner shell, the creation of which has been directly linked to the coming of colonist society. However,  this reaction shows more of the actual standpoint of the Native American society, as reactive, and unable to be proactive. This reactivity means that the situation will remain the same, and if this was the way that Kino’s ancestors were and will be, then this situation will remain the same until stopped by outside intervention. This also shows that the Native American society has chosen to preserve itself within their shell, and to submit outside of it. Whenever attacked outside of the shell, they shelter inside their shell of refusal to change, as shown in the above quote. This results in the situation remaining a perfect clone of the situation that it was when it started, resulting in continuing colonist oppression. If the only place that they can take refuge is within personal shell, then they cannot control anything outside their shell, and they are therefore powerless outside their shell. The colonist society, as a whole, exerts their control over the Native American population using the yoke of education. â€Å"This is our one chance†¦ [our son] must break out of the pot that holds us in.† (Steinbeck, pg. 103)Steinbeck here shows what that the Native Americans see lack of education as a â€Å"pot that holds us in.† This also shows that they do not get any chances to learn, for if they did, then they would have more than â€Å"one chance.† As the only way they can learn is to be taught by an educated person, and the only educated people are the colonists, the colonists must be withholding education. This shows that the colonists might be intentionally trying to keep the Native Americans in their â€Å"pot.† It is also interesting that this â€Å"pot† is probably the same as the â€Å"shell† that the Native Americans hide in. â€Å"He did not know, and perhaps this doctor did. And he could not take the chance of pitting his certain ignorance against this man’s possible knowledge. He was trapped as his people were always trapped, and would be until†¦ they could be sure that the things in the books were really in the books.† (Steinbeck, pg. 76)This shows an example of how the colonists use education to control the Native American population. â€Å"He was trapped as his  people were always trapped, and would be until†¦they could be sure that the things in the books were really in the books.† This specific sub-phrase shows how his people trusted the books as reliable sources, information that the colonists must have planted. If the colonists planted the knowledge that the books were reliable, being the only people who could read the books, anything and everything that they said about the books, if not a lie, was true. And as the Native Americans did not know when people were lying, anything that a colonist said could be definitely accurate, or a lie. The risk seemed too much and the Native Americans usually did as they said, as Kino does, because they are afraid of matching their â€Å"certain ignorance against [the colonists’] possible knowledge.†Steinbeck also continually shows that the colonists use their control of religion, through their knowledge of education, as another way of controlling the Native American populace. â€Å"It was a good idea, but it was against religion†¦The loss of the pearl[s] was a punishment visited on those who tried to leave their station. And the father made it clear that each man and woman is†¦a soldier sent by god to guard some part†¦of the Universe†¦.But each one must remain faithful to his post and must not go running about, else the castle is in danger from the assaults of Hell†¦.† (Steinbeck, pg. 42)This shows that the colonists use their knowledge of religion, due to their reading ability, to keep the Native Americans thinking that they are doing God’s will, or, if they believe otherwise, do so out of fear of being incorrect. The colonists tell the Native Americans that they have to stay in their current position in life, living as poor peasants who treat the colonists as royalty, because that that is God’s will. Because the Native Americans are unsure of what is correct, they take what is, to them, the safer approach, b y doing as the colonists say. The colonists also bring in faith, by saying that if they are not faithful to their post, and thus not faithful to their religion, which would be considered blasphemy by the religious Native Americans, then they would be in danger of the attack from the â€Å"assaults of hell,† which could be  interpreted as going to hell, which the religious Native Americans would be very afraid of. â€Å"†¦I heard him make that sermon†¦he makes it every year.†This shows that the colonists try to keep the Native Americans in line, and that it is, again, a group effort and that the entire colonist community works as one in achieving their goal, the exploitation of the Native American society. This also shows that they do this repeatedly, and probably have for been using the same methods for centuries. This also shows that this oppression is not a one-time thing, and that it is a continuous, calculated, malicious oppression of a race. Steinbeck has shown throughout The Pearl his opinions on the differences between the colonists and the Native Americans by showing their relationship, as the type of relationship is based upon the differences of its members. Steinbeck shows this through the differences between town and village, instinct, and education. Steinbeck portrays the colonists as aggressive, abusive, and manipulative throughout the book, especially towards the Native Americans. The Native Americans are portrayed as obedient, acknowledgeable, and living as underlings for the colonist society. The Pearl by John Steinbeck. The Viking Press & William Heinemann, 1947. ISBN: 0-14-017737-X