African American Athletes Essay Example for Free

African American Athletes Essay American student athletes have always faced stereotypes in and out of the classroom, being seen as self-segregating or dumb jocks that really wouldnt be at school if it werent for their athletic ability. Although these stereotypes are applied to both white and black athletes, African American students, especially men, feel it more than their white counterparts. African Americans are already, for the most part, seen as intellectually inferior, so when they are seen in an academic environment they are automatically judged. If they didnt get into school just for being black, they got into school for being a black athlete. Excuses are made as to why African American student athletes and pro athletes dominate in the world of sports in general. From the time the black athlete stepped into the sports arena and began to compete with whites, white people have been looking for an explanation. In his article Sailes looks into the myths and stereotypes surrounding African American athletes, most of which have been created by whites. In loosely replicated the experiment that Sailes conducted with his students and in doing so I found that the stereotypes he discusses do exist and many people strongly believe in some of the myths. I interviewed both male and female athletes and non-athletes alike and surprisingly most of their answers to my questions were the same. I asked them all the same five questions; 1. Do you think African Americans dominate in sports? 2. Which Sports? 3. Are there certain positions they are better at? 4. Why? 5. Is their demeanor on the field or court different than that of a white athlete? and 6. Have you heard any myths about why black athletes are better? Interviewee #1, A white female on the basketball team at Gettysburg College felt that black athletes were better at all sports and in all positions, but particularly in basketball and football. She has learned from experience that black athletes are more loud and aggressive. It was her belief that African Americans are better at sports because of genetics. She also said that it could be because historically they have done hard labor and had menial jobs, so their physical condition has evolved. The one myth she has heard is that African Americans have an extra bone in their leg which makes them capable of jumping higher and running faster. Interviewee # 2, an African American football player stated that blacks are better at all sports, but especially football, in such positions as cornerback, running back, and wide receiver. When asked why he felt that this is true his answer was because were just nasty like that. In regards to myths he recalled one of his high school classmates expressing to him that the reason blacks were better was because they still had some monkey left in them. Interviewee # 3, a white college graduate, non-athlete articulated that blacks are better at any sport they try but not in any positions that require brain power or thought. He said that they are not usually good quarterbacks because they arent smart enough. When I asked him why, his response was, because they are dumb Ns. He believes that they become athletes because they have no other options to get a job or get rich, unless they can rap. He also stated that the reason they can run so fast is because they are used to running from the cops. Interviewee # 4, A white male who is a former athlete said that he believes that African Americans are superior in all sports except for lacrosse and hockey, and that the reason for this is because they are much more expensive to start up and maintain- as opposed to soccer/football/basketball where all you need is a ball really. He thinks black people on the whole start out life economically feeble compared to whites and believes in the myth that they have been evolved into more muscular and stronger people because of the process of natural selection during slavery where the slave owners bought the biggest and strongest, and theyre offspring are the ones that created the people that are dominating in sports now. My last interviewee was a female African American basketball player who felt that African Americans dominate in football and basketball because it is the only sport they want to play so they strive for it. She also said that blacks are more aggressive because it means more to them. In the majority of my interviews the participants mentioned what Sailes referred to as the Mandingo Theory, in which the physical superiority of African Americans is attributed to the selection and so called breeding process along with the manual labor performed during the days of slavery. The psychological and dumb jock theories were also articulated in the answers I received from the white students for they all said at some point or another during the interview that African Americans are intellectually inferior and all they have going for them is sports, and even in the world of sports there are positions that they are mentally incapable of occupying. The one thing that I believe all the participants agreed on both black and white is that African Americans are somehow genetically different. I was really taken aback by my findings. Even though I have learned throughout this semester that people are more racist than I ever thought they were, I didnt realize that this racism is existent in literally everything. Im not really into sports and do not pay attention to them, so I had no idea that people felt this way about African American athletes. So, it seems as though African Americans are battling this war on racism on yet another front.

Early childhood education Essay Example for Free

Early childhood education Essay In a childcare setting the practitioners has an important role in supporting children. In a childcare setting the practitioner needs to help the children learn and achieve their full potential in their development stages; they must understand where the children are at in their development and know what they should be trying to achieve next, the practitioner can do this by spending time with the child and learning what the child can do and what they are struggling with so then they can plan activities to help the child with what they are struggling with and help them achieve their next stage of development. As a practitioner youve got to think about if the child is ready to be achieving the next stage of development because if they are not ready then it will be harder for them to do it; when a child achieves something new that they have not done before it is the practitioners job to praise them so they will feel like they did something good and will feel like doing it again as they like being praised for it and having that attention. Practitioners must make sure that all children in the setting are safe and secure; at all times children must be supervised, at least 1 of the staff members must be qualified in each room and their must be at least 2 members of staff in the room so if you need anything you can go and get it without the children being left on their own. To keep the children safe you must make sure that all dangerous objects and equipment are kept out of sight of children and make sure if it is equipment outside such as climbing frames or slides etc. that they do not go on them, you must make sure before the children go outside to play that you check whether all the playing equipment is safe so their wont be any accidents or injuries and if it is dangerous weather such as raining or snowing you must not allow the children on the equipment that they could injure themselves on. at my previous placement in the playground their was some monkey bars but in certain conditions when it was raining or snowing this piece of apparatus where not in use and all the children were told they could not use it; they did this so that none of the children would go on it and slip and injure themselves. When children first start the setting the practitioner has to make the child feel safe and secure because if you welcome them and you are warm and comforting they will feel more comfortable in the setting and wont mind leaving their mum and dads and will want to stay their and play with their friends. it is important that you work in partnership with parents because the parents know their child better than anyone, this allows you to find out what the childs likes and dislikes are and if you have good communication with the parents you will know what to expect the child to be like in the day whether they are upset or happy or they might need a sleep as they didn’t have much the night before, when you work with their parents you can find so much about the child which will help you later on and you can talk about the child about how they could help them develop if they are struggling or if they need advice on how to potty train them. (see appendix 1) E2 Many families have to deal with change in their lives and they usually have the support of their families to support them through these changes. Many families face daily issues that affect their family life and often need help to sort them out. These issues could be financial difficulties; all families have a lot of things to pay out for such as housing bills, care provision for their child and food etc. if the families cannot pay for this then it can be very hard on them if they dont have the correct support of their families and organisations as they could not have enough money to keep their house or to buy food and clothes for their child, families could support them with this situation by helping them out with buying stuff for the child for example a few extra clothes, food etc. , but also if the family also cannot afford this there is organisations you can go to within your community that helps in these situations such as food banks. Another issue is employment; if a member of the family loses their job then it can be difficult as you will not be getting enough income as you usually would and will be harder to provide for the child or if the mother wants to go to work and earn some extra money and not just be at home then it could be difficult if both the parents/carers work as you have to find provision for the child and can be difficult if you cannot afford to put the child in the nursery, families can support you with this as you can ask them if they can have the child for a bit some days whilst you are at work or you can try and get government funding at a nursery so you can take them in maybe in the morning depending on when you work and get another member of your family to pick them up if you are unable to. Many families go through divorce and separation and it can affect the family in so many ways; if the two parents separate then their will not be as much income so they will struggle in paying on everything and also may not have somewhere to go straight away so they might have to go and live with some of their families and will be cramped. There are certain organisations that can help you with these situations, you can go on the council list and they will try and find you a place as soon as possible as you will be classed as homeless and you can get housing benefits or benefits as a single parent. There are different types of family structures and it depends what structure you are in with how much support you will be getting not just with family but organisations within you society as well. Parents whose families are married will not need as much support as they will be getting more income and can get support of each other but they will get some support if they need it. when the child is being brought up by a lone parent then they will get support by all their family as they might need help to look after the child when they have something to do or has to work; when a parent is bring up the child on their own then they might be struggling financially as they will only be getting their income and no one elses, if you are a single parent then you can claim money for being a single parent to help you out a bit more. In reconstituted where only one adult is the biological parent to the child and where there may be children who may have different biological parents; in this family they will have the support of both families and will still get benefits to help them out with money. All families need support at some point in their life and there are many organisations and self help groups that can provide this support and there are many different settings where you can take your child and they will be cared for such as respite care, holiday play schemes, parent and toddler groups, schools, workplace nurseries, child minders, pre-school, after school clubs, residential care, day nurseries and creches. There are four different types of sectors that provide care and education for children which are: statutory sector voluntary sector private sector independent sector A statutory sector has to be there by law and is funded by the government. Local schools is an example of a statutory sector, they have to be there by law and gets funding by the government so they can afford all the equipment and everything they need to run the school. Schools look after children from the age of 5-11 years old; they follow a set routine. Foundation stage covers EYFS and year 1 to year 6 covers the national curriculum. Schools are open from 9-3:30 from Monday to Friday. Schools are closed in the holidays such as Christmas, Easter, summer and half terms. Schools are located all over in areas easy to access so it is easy for the parents to drop and collect the children off at their school. In all schools there is always enough space for an outside area for example the playground and an indoor area where they can do P. E activities. Local schools can be adapted when needed for example building ramps for people with disabilities so they find it easy to access the school. Schools also provides snacks for the children which are healthy such as fruit and vegetables to provide them with some of their five a day. they should also have toileting times such as before they go out for break or before dinner. Statutory schools are free apart from paying for school dinners, school trips and some snacks. The aim of a statutory sector school is to provide opportunities of education for every child and to support their learning and to help them in areas where they are struggling. They also aim to provide a safe and secure environment to keep the children from harm. Another aim is to provide social opportunities for the child for example learning to make new friends, learning to socialise with people, learning the difference between adults and children and learning to respect others. It may also provide opportunities for the family as they will be meeting other parents and socialise with them and get support from them if they need it and also they can find different services through schools to help support them. A voluntary sector are provided by organisations such as charities. Volunteers and paid staff provide services in the same way as in the statutory sector. mostly all their fundings come from donations from others. Mother and toddler groups, brownies and pre-school groups are apart of this. Mother and toddler groups are usually for children aged 2-4 years. Mother and toddler groups are usually open between 9-11:30 in the mornings or 1:30-3 in the afternoons. These kinds of organisations are usually placed in a church or community hall. The staff at these groups are usually parents themselves but the person that runs the group has to have a level 3 qualification in childcare. The group may ask for a small donation each week to cover the cost of booking the hall and also for lighting and water bills. The area where the group is located in may not have an outdoor play area for the children to play in. The group should also follow the EYFS Curriculum where children will learn through play and the space may also be Ofsted inspected . The main aim of a mother and toddler group is to provide short term care so the parent or carer gets a little time to themselves in case they need to get anything done and it also gives children the chance to develop their social skills and to make new friends. Another main aim is to get children ready for nursery. Also it provides opportunities for parents or carers to meet new people whilst helping out with the organisation or just dropping the child off at the group; this gives the parents someone to talk to about their child and if they need advice they can talk to someone. A private sector is where you have to pay extra to try and get their best out of their childs education. When you use a private day nursery you are charged for using them, you are approximately charged ?150 a week to use these services, but at some nurseries they offer free government funding for parents who cant afford to keep taking their child there. Nurseries are normally open from 8am-6pm all year except from bank holidays. At nurseries they look after children aged 6 weeks-5 years. They provide all meals including breakfast, snacks, dinner and tea. They also have sleep facilities, indoor and outdoor play areas for children to play in. The building may not of been purposely built to be used for a nursery but can be adapted for the children to provide their size abilities. All the members of staff will be fully qualified, managers and room leaders must be level 3 qualified. Ofsted will come and inspect the building and the staff to make sure it is safe and also to check whether they are following the EYFS curriculum. The aim of a private day nursery is to provide safe and secure environments for children to keep them from harm and to make them feel comfortable in the setting without the parents being there with them. it also gives the children the opportunity to build their social skills and make new friends. Another aim is to provide a stimulating environment with bonding sessions between the child and their key worker. Whilst the children are at nursery it gives the parents the chance to get a job and earn some extra money. E4+C The childrens act 2004 goes on about the rights of the children. This act is concerned with families and the care of children, local authority support for children and their families, fostering, childminding and day care provision. The children act is really important because it says the importance of putting the child first. This act states what is best for the child must always be the first consideration; when caring for children you must always think about what is best for the child because in all situations the child must always come first and you have got to think about how the child is going to react about situations they don’t like, youve especially got to think about the child when it comes to activities because you have to think about where the child is at and got to adapt the activity to suit their needs. It also states that unless the child is at risk or harm, a child should not be taken away from their family without the families agreement; children should never be taken away from their family because families the most important people in their life, the only reason you should take them away is if you have concerns about the child that they are not safe then you would have to contact other services such as social services and get the situated observed. Courts must put the children first when making decisions; when making decisions in court such as who gets to look after the child the mother or father you have to think about who the child would be best looked after with. There are five outcomes for children that the childrens act 2004 talks about. (see appendix 3) In Health and Safety at Work act employers must make the workplace as safe as possible; when working with children you have to make sure all the workplace is safe and none of the children can injure themselves or get hurt. Before the children goes outside to play a member of staff must go out and check whether all the equipment is safe and not broke so the children cant hurt themselves on them. All dangerous equipment or substances must be kept out of all childrens reach so they can not harm themselves on them and all plug sockets must have plug guards in to stop the children from putting their finger in them and all plug sockets must be turned of at all times when not being used. you must decide how to manage health and safety in the setting for example doing a written policy on how to make sure none of the children get hurt and how to keep them safe and healthy. All employees must work safely; if you are given guidance about how to use equipment you must use it that way and no put anyone in danger. E5 E6 When working with other professionals it is important to respect and value the knowledge of other professionals because everyone has better knowledge in certain areas and if you have concerns about something and you are not sure what to do then you could go to other professionals and ask for their opinions such as if you are having concerns about children if their acting a bit strange and you think they are in danger such as at home they are being hurt as they have got some strange markings or bruises appearing then you can take it to other professionals and see what they think and they can take it into their hands and look into it; they can observe the child closely to see what they actually think and the two professionals can work together and keep a close eye on the child and keep exchanging information so it works out best for the child in the end and to put them out of danger. You have got to have good communication skills whilst working with different professionals as you are working with different professionals all day and you have to communicate with them and share information with them for example teachers and teaching assistants work together all day, they share the class such as when doing phoenix or numbers they have half the class each depending on where the children are one of them will have the lower group and the other one will have a higher group and they’ve got to communicate with each other so they know how all the children in the group are doing and if they are improving; when you have shared this information you still have to communicate about what they could do to improve the child’s learning. It helps improve outcomes so if you think something is happening with a child and is bothering them then if you are working with different professionals that expertise in different things then it will benefit children in the end. If you have more professionals working together on a situation then they will pick up on signs quicker and it will benefit the child a lot because the sooner they know what’s going on than the less hurt the child gets and they won’t be as traumatized. If you are working with different professionals then you are learning from each other; each professional knows different things and knows how to handle different situations so if you come across a situation like that then you’ll know what to do. It helps us look at everything as a whole for example if you are looking at the child’s h health. Every professional works on different aspects of the child’s development so if you work together then you can go to them for advice. By working in a multi professional approach it maintains a focus on the child; by putting them at the centre of everything they do and by involving them, this ensures that everyone communicates about the child. It improves communication and strong partnerships between all other professionals which is important as they will have to work together at some point in your career. D1 If you have good knowledge about childcare then it can help you to recognise the care needs of all children in the setting. If you take reliable and valid assessments of the children then you will see exactly where the child is at and what they need help in; they might be really clever in certain areas but might need a bit of a push in others, if you do observations and assessments on the children then you will be able to plan activities where it can help them to know how to plan activities to make them develop their learning. You should always use development norms when thinking about what the children’s needs are because each child has different needs and depending on the age of the child they will have different needs as well so you have to look up where they are supposed to be and where they actually are and see what their needs will be, this will help you plan activities as well as you know where the children are at and whether they are above or below their developmental norms. Prediction of next stages; if you can predict what the next stages are of the children are it will help you to plan activities for them to help them to help them achieve their next stage and push them in that direction. You’ve got to understand that all children are different and have different needs so you’ve got to find out what all the children’s needs. D2 To improve my own practice I could look back at what I’ve done and discuss my strengths and weaknesses. You need to think about how you currently work and looking at what you need to do in order to improve. You should stand back, take a look and recognise what works well, but also you need to be able to recognise what could be changed. To be a reflective practitioner you need to be self-aware and look at how you work with children, colleagues and parents as honest as you can. Evaluating your own practice helps to put you in control of the changed that should be made, enables you to identify your professional development needs and will make you more confident. Being a reflective practitioner involves asking people you work with what they think you do well at and where you could improve. Everyone has their own ways of working and doing things differently, if you ask other people what they think you could improve at then they could tell you what they thinks going well and maybe give you examples of different ways of doing certain things, then you could test them out and see which way works best for you. Other people can look at what you are doing and discuss your strengths and weaknesses accurately, but when you might be looking at what you do well and what needs improving you may not look at every single thing as you can only look back at what you have done and other people can look at It as you are doing the activity. C B A Appendix 1 Nursery Nurse and Nursery assistant job description Nursery nurses provide care for children up to the age of 5 years. they work primarily with young patients, although some are employed in nurseries looking after children of NHS staff. Nursery assistants will work alongside and usually under the supervision of qualified nursery nurses The work of nursery nurses typically includes the following: provide physical, emotional and spiritual care to children coordinating play for children in a range of settings supporting carers in the parenting of their children  developing play as a means of communicating information to children, to distract them during unpleasant procedures and to maintain their stage of development during illness or stress maintaining the environment in a child-friendly manner maintaining toys and play equipment finding ways to stimulate children particularly those with special and sensory needs attending meetings working with members of multidisciplinary agencies within and outside of the NHS organisation they are working for maintaining records nursery assistants will assist nursery nurses in most aspects of their work, ensuring that the children in their care remain safe, happy and stimulated. Additional responsibilities for nursery nurses after further training or experience include: supporting children who have been abused playing a key role in supporting public health assisting in the education of learners/students who are training to work as a nursery nurse or assistant Nursery nurses and nursery assistants work in a variety of settings both in the hospitals and in the community. In hospitals this will include in childrens wards, nurseries and outpatient departments in community settings this could include working in nurseries in a health centre, or in a community centre, GP surgery or childrens centre. Appendix 2 Westdale lane all about us. Westdale infant school is a local authority/community school established over 40 years ago in its new building to educate. The school is placed on a pleasant site in the area of Mapperly area in Nottingham, falling within Gedling Borough although only 3 miles outside the centre of nottingham. The schools capacity is 180 children. 60 per year. The families come from mainly the catchment area or close by. However, there are a number of children who live further away. The school is adjacent to Westdale Juniors where most children move to for year 3 in their education. There is no doubt that teachers, the staff team and governing body pride themselves on the achievements of the school and all work in order to maintain very high standards. Please see our latest Ofsted report (available through this website) to see evidence of our performance. The report shows that out school performs above the national average for overall education attainment and is well lead by senior staff. The school excells in providing a stimulating learning environment for our children and there are many enrichment based activities such as trips outside the school and visits by musicians, story tellers, and theatre groups. Much pride is taken in providing a sense of community particulary involving parents and seeking their views. we have a very successful record on fund raising based on out of school events for all members of the family. The school takes seriously its role in embracing all elements of equalityand diversity to reflect our ever changing communities. we accomadate children with special needs and learning difficutlies and the school makes every effort to support children from different backgrounds and cultures. Appendix 3 Five outcomes for children stay safe- from: maltreatment, neglect, violence, and sexual exploitation; accidential injury and death, bullying and discrimination, crime and anti-social behaviour in and out of school; insecurity and instability. Be healthy- physically healthy, mentally and emotionally healthy, sexually healthy, healthy lifestyles, choose not to take illegal drugs. enjoy and achieve- ready for school, attend and enjoy school, achieve strethcing national educational standards at primary school; achieve personal and social development and enjoy recreation, achieve stretching national educational standards at secondary school. Achieving economic wellbeing- enagage in decision making and support for the community and environment; engage in law abiding and positive behaviour in and out of school, develop positive relationships and choose not to bully or discriminate, develop self-confidence and successfully deal with significant life changes and challenges, develop enterprising behaviour. make a positive contribution- engage in further education, employment or training on leaving school; ready for employment, live in descent homes and sustainable communities, access to transport and material goods, live in households free from low incomes.

Effect of Ocean Conveyor Belt on Global Climate

Effect of Ocean Conveyor Belt on Global Climate Marie Claire Attard Bason Discuss the ocean conveyor belt system and its implications on global climate Without the ocean, life on earth will be impossible. When viewed from outer-space, our planet is covered with water; water which is always in constant motion. The ocean covers 71 % of the earth, where 6% of it is covered by sea ice (Siedler, Church, Gould Griffies, 2001). These mentioned factors make the ocean an important key factor in the transfer of heat energy around the planet. This movement of through ocean currents affect the local weather and temperature to some extremes, which effects also the stabilization of global climatic patterns, the delivery of nutrients and larva to marine ecosystems and many more (Cowan, National Geographic,  http://education.nationalgeographic.com/education/media/ocean-currents-and-climate/?ar_a=1, n.d). Moreover, in total, 81 % of the earth’s surface is covered by liquid water including lakes and rivers as well, and covered by solid water which includes snow and land ice (Siedler, Church, Gould Griffies , 2001). One should first understa nd some of the major properties of the oceans and the types of circulations and currents that exist, than understand the effect of heat transfer called the Thermohaline Circulation or known as the Conveyor belt, its implications on the climate and anthropogenic influences. First and foremost, the ocean circulation is generally classified into two parts; a wind-driven circulation that influences the upper part of the ocean system, hundreds of meters up, and the other is a density-driven circulation that influences the bottom part. The major wind currents include the sub-tropical and sub-polar, the Antarctic Circumpolar Current, and the equatorial currents (Grinsted, 2005). Moreover, this system is called the ‘Thermohaline’ circulation, because of its role in heating, cooling and salinification. These roles effect the production of the regional density within the ocean (Toggweiler Key, 2001). To explain this process in a much better way, the conveyor belt is the ocean circulation system that is driven by changes of heat and freshwater across the sea surface, after the heat and salt are mixed together. This is a driving mechanism (Rahmstrof, 2006). Secondly, the Thermohaline circulation is seen in the sinking phase, and interestingly enough, there is the formation of new deep water in the North Atlantic and the Southern Ocean. No one exactly knows the whereabouts of the upwelling zones (Rahmstrof, 2006) as the conveyor system has no end (as seen on Fig. 1), but then, in the polar seas near Greenland, there are cold winds from the northern of Canada that cools the surface waters and thus creates sea ice formation (ELF, www.andrill.org/education//3A/GlobalOceanConveyWCredits.pdf‎, n,d) . Fig. 1 Shows the Conveyor Belt pattern and transfer of currents The process of ice formation is linked to evaporation. With the rising temperature, the sea compresses out the salt from the forming ice. When this process occurs, the surrounding waters become saltier and even more denser. Then, this dense water sinks to the bottom and flows along to the North and South America direction. When this approaches Antarctica, it surrounds the continent and meets with the Antarctic Bottom Water (AABW). This process continues on when then flow flows towards the north into the ocean basins where gradually it mixes with warmer waters present at that site, therefore it rises to the surface in the Pacific Ocean. From there, it makes its way back to the Atlantic and becomes part of the wind driven surface currents eventually returning to the Greenland seas to begin the process again (ELF, www.andrill.org/education//3A/GlobalOceanConveyWCredits.pdf‎, n,d). In 1751, the first measurement of deep ocean temperatures was recorded by a ship captain of an English trading ship, when he discovered that the water underneath his ship, about a mile below his ship was very cold, despite the location he was at; a sub-tropic location. In 1797, again yet another Englishman named Benjamin Thompson, came up with an accurately explanation on this discovery about cold currents coming from the poles. The difference between Thermohaline and wind driven circulation was distinguished in the 19th-Century, during an argument regarding ocean currents. It was question as well weather or not these two processes happen when the wind pushes along the water or else if they are â€Å"convection currents† due to heating and cooling processes. It is important to note that both processes are combined in non-linear way, meaning that both cannot be separated by oceanographic measurements. That is why there are two obvious mechanisms of force, and neither are unique ly separable circulations. Moreover, if changed, the Thermohaline circulation will also change the wind driven currents (Rahmstrof, 2006). The Atlantic Ocean is the most powerful Thermohaline circulation in the oceans today. The conveyor belt roughly estimates at 15106 m3 of upper ocean water into deep water (Toggweiler Key, 2001) where currents typically extend down up to 1-2km depth, although wind only directly drives between 50m to 200m (Grinsted, 2005). Generally, the flow in the upper part of the conveyor mostly passes through the Florida Straits and up to the east coast of North America, which forms part of the Gulfstream (Toggweiler Key, 2001). However, one disadvantage may include climate change which is likely to weaken the Thermohaline circulation in the future, with some risk of triggering sudden changes, some of which can be unexpected, that may be irreversible (Rahmstrof, 2006). In Recent years, there have been numerous newspaper reports, articles on magazines and television documentaries that covered this topic involving concerning threatening scenarios of the Atlantic Thermohaline circulation being breakdown. If this is the case, than this affects and collapses the northern European agriculture and fisheries, and also glaciers will move very fast on Scandinavia and Scotland waters. Irreversible changes are set to be taken very seriously in the discussion on climate change effected by humans. (Rahmstorf, 2000). The Southern Oscillation is the most prominent year to year climate variability that exists in the world. It is associated with many risks such as; fluctuations on atmospheric pressures at sea level point in the tropic regions, a downpour of rainfall, and cold winter circulation over the North of America and other parts of the extra-tropic regions. When this Southern Oscillation was recognized in the late 1960’s, this was related to the oceani c phenomenon- El Nino (Rasmusson Wallace, 1983). Events concerning El Nino have instances which creates serious consequences for climate and ocean ecosystem. The 1982- 1983 El Nino was perhaps one of the strongest that happened. The El Nino Events, have been documented as far back as 1826 and they are usually followed by professionals that constantly keep and eye on any predictable patter when they occur about once every 4 years (Cane, 1983). The conveyor belt can be affected by global warming in two different ways; either by warming the surface or else by freshening up the surface. This effect will reduce the density of high-latitude water surfaces waters and therefore inhibits a deep formation in water (Rahmstorf, 2006). Our planet cannot lose all of its water from its surface reservoirs due to sub-duction processes. After an approximate of 1Billion years, only between 25- 30% of the newly generated ocean will be subducted into the mantle. It is also said by many scientists and geographers that in the far future, if the external forces are left separately, than the surface reservoirs will be kept in a steady state. Chances for the Earth’s ocean lie in the faith of external forcing. Unfortunately, all water could disappear as a result of increasing levels the temperature, globally, caused by the total of power generated from the Sun to space (Bounama, Franck von Bloh, 2001) How long will it take before the entire Earth dries up from its waters completely? There is still no certain answer to this. Results from studies done by Lovelock Whitfield (1982) show that liquid water will be always available in surface reservoirs as a result of internal processes, however, the extinction of the biosphere will be caused by other limiting factors caused by external forces.).(Bounama, Franck and von Bloh, 2001) References Bounama, C., Franck, S., Bloh, W. v. (1999). The fate of Earth’s ocean.Hydrology and Earth System Sciences,5(4), 569-576. Cane, M. A. (1983). Oceanographic events during el nino.Science,222(4629), 1189-1195. Cowan, A. M.  Ocean currents and climate A roller coaster analogy to the ocean conveyor belt Retrieved December, 29th, 2013, fromhttp://education.nationalgeographic.com/education/media/ocean-currents-and-climate/?ar_a=1 Environmental Literacy Framework. (). Global ocean conveyor belt. Message posted towww.andrill.org/education//3A/GlobalOceanConveyWCredits.pdf Grinsted, A. (2005). The thermohaline circulation. Lovelock, J. E., Whitfield, M. (1982). Life span of the biosphere. Rahmstorf, S. (2000). The thermohaline ocean circulation: A system with dangerous thresholds?Climatic Change,46(3), 247-256. Rahmstorf, S. (2000). The thermohaline ocean circulation: A system with dangerous thresholds?Climatic Change,46(3), 247-256. Rasmusson, E. M., Wallace, J. M. (1983). Meteorological aspects of the el Nino/southern oscillation.Science,222(4629), 1195-1202. Siedler, G., Church, J., Gould, J., Griffies, S. (2001).Ocean circulation and climate: Observing and modelling the global oceanAccess Online via Elsevier. Toggweiler, J., Key, R. M. (2001). Ocean circulation: Thermohaline circulation.Encyclopedia of Atmospheric Sciences,4, 1549-1555.

The Comic Hero in Aristophanes and Charlie Chaplin :: Cominc Hero Aristophanes Chaplin Essays

The Comic Hero in Aristophanes and Charlie Chaplin The comedic works of both Aristophanes, a fifth-century ancient Greek playwright, and Charlie Chaplin, an actor of the early twentieth century, center around one character. Aristophanes' play Clouds, first produced in 423 B.C.E., concerns Strepsiades and his many debts; he plans to learn from Socrates the art of the Inferior Argument so that he may convince his creditors that he does not have to pay them anything after all. In his later play Birds, first produced in 414 B.C.E., the main character is Makemedo, a man so determined to get out of Athens that he convinces a collection of birds to defy the gods, establish themselves as the rulers over the earth, and build a brick city in the sky from which they can reign and where he can also live. In each of Chaplin's films The Immigrant (1917), The Count (1916), and Easy Street (1917), he acts as a kind of "tramp" who overcomes his low status in society and achieves what he wants, even if only for a short time. Strepsiades, Makemedo, and Chaplin all shamelessly pursue their desires with little regard for the rules and standards of society around them. In his published lecture concerning Aristophanes' plays, Cedric H. Whitman discusses what he considers as the general template of all of Aristophanes' main characters: the comic hero. Whitman defines a comic hero as possessing great individualism, a good deal of poneros, meaning wickedness, and striking a balance of eiron and alazon, which translates into being a mixture of an ironical buffoon, who makes fun of himself for his own amusement, and an imposter, who disguises his true identity or feelings. He sees the comic hero as one who is extremely self-motivated and self-centered: "whatever is heroic is individualistic, and tends toward excess, or at least extremes. It asserts its self primarily . . ." Whitman also declares that poneros is necessary in the character of the comic hero, that this person is villainous, manipulative, and very convincing. The comic hero is shameless in expressing his desires, and he has no shame in pursuing them by any means necessary, whether such acts would be considered right or wrong. Whitman also recognizes the mixture of eiron--ironical buffoonery--and alazon--being an imposter--in the comic hero of Aristophanes' plays. "The mere buffoon, says Aristotle, makes fun for the sake of getting a laugh for others; the ironical man makes fun for his own amusement, which is more worthy of a free man.

Sexual Harassment In The Workplace: From the Middle Ages to Today Essay

Sexual Harassment is first traced from the Middle Ages in the feudal era, custom stipulated that all vassals or serfs were required to give their brides to satisfy their masters sexually. The only way this could be avoided was where the bride or the bridegroom paid a specific amount of produce in redemption dues. While this may seem different from sexual harassment on the job, in fact, in feudal times, the feudal lord was the employer of his vassals and serfs, and their brides became his sexual property. The masters appear to have enforced this custom regularly and with great enthusiasm. During slavery, slave women were forced into dual exploitation: as laborers and sexual partners. Their physical labor and their sexual favors belonged to their male masters. Slaves had no legal right to refuse advances from their masters, since legally the concept of raping did not exist. A female slave was frequently used by her owner for his sexual and recreational pleasure. This sexual privilege was a hierarchical right that spilled over to the slave owner's neighbors, visitors, and younger sons eager for initiation into the mysteries of sex. As slavery was replaced by lowly paid domestic help, female servants, particularly the young maids, were often forced to become the sexual playthings of the members of their employers' families. A domestic servant was afforded little privacy, dignity, or freedom to socialize with others. The employer expected sexual favors to go along with the rest of the duties exacted from the domestic servants. The domestic servant who became pregnant could no longer anticipate marriage. If she bore an illegitimate child, she would be dismissed from her job and shunned by society. As a last resort, unemployed dome... ...Lawrence Solotoff, Henry S. Kramer. "Sexual Discrimination and Sexual Harassment in the Workplace". Law Journal Press, 2015 U.S. Equal Employment Opportunity Commission (EEOC), (n.d.). Sexual harassment. http://www.eeoc.gov/laws/types/sexual_harassment.cfm Judith Berman Brandenburg. "Confronting Sexual Harassment: What schools and colleges can do". Teachers College Press, 1997 Richard B. Barickman. "Academic and Workplace Sexual Harassment: A Resource Manual" State Univ of New York Press, 1991 Eliza G.C. Collins and Timothy B. Blodgett. "Sexual Harassment†¦Some See It†¦Some Won’t" Harvard Business Review, March 1981. Web. 6 June 2015. https://hbr.org/1981/03/sexual-harassmentsome-see-itsome-wont Barbara A. Gutek. "Sexual Harassment on the Job". 2012. Web. 1 June 2015. http://scholarship.law.nd.edu/cgi/viewcontent.cgi?article=1477&context=ndjlepp

A New Life :: Personal Narrative Divorce Family Essays

A New Life After about eight years of my mother’s searching to replace the love once received from my father and my hopes of my parents getting back together, she fell in love with someone new, shattering all my hopes. Assuming this new love wanted to replace my father, I put up an emotional wall. Eventually, this wall crumbled down when I realized that my parents were happier apart than when they were together. Even though my mother and father no longer had a relationship, the one between my mother and me matured drastically. This occurred after I finally accepted that she, too, needed love, a love that her children alone could not give her. After my parents divorced, my mother became lonely. Finally, she decided to start dating. My mother had never really dated before my parents got married, so it seemed rough at first. For the first time, my mother relied on me for approval. I took on the parental role and, therefore, terminated any unapproved relationships, since her date could end up as my new father. I finally decided to introduce her to one of my friend’s fathers of whom I did approve. I had no intention of them getting married. I just wanted her to date someone who would treat her right and I knew he would. As time passed, they began to see more and more of each other and I noticed a drastic change in my mother’s attitude. She began acting like a teenager. She even got that giggle that girls get when they get a crush. I felt positively overjoyed at seeing my mother like this. About two months after they began dating, she came home late one night and said she had a surprise for us. My sister and I continued to play our Nintendo game not thinking anything of the surprise she had mentioned. However, our game of computerized Monopoly came to a sudden end. I could not believe what I was hearing. After only two months of dating, my mother and Mike started talking about marriage. My mind went blank and I could not even get out congratulations. Apparently assuming I disapproved, my mother stormed out of the room, angered and hurt. She avoided me the next day, unsure of what to say to me. The following day after school I remained in my room. My mother brought Mike over to talk with me.

Lewis Binford Essay

Only child Mother from well to do family who lost $ Dad electrician laborer Josef lewis binford mother(Eoline Roberts Binford) was descended from Virginia Tidewater high society,by birth no money scout learning by doing skilled in construction laborer helped with field work later years enrolled 1948 Virinia Polytech instutte under athlete scholarship foot ball forestry biology Married Jean mock two children $ problems 1952 enrolled army GI Bill to Okinawa, where he worked with native Ryukyuan peoples. Dischared 1954 interest anthplogy UNC 1957 B. A. That turned his interests to archaeology. Under the tutelage of Joffre Coe, Binford gained valuable field experience, read the literature, and began to question the conceptual underpinnings of the discipline. Armed with the belief that archaeology could and should do far more than merely situate ancient cultures in time and space, and keen to bring it into the mainstream of anthropology, Binford went to the University of Michigan for graduate work. Influential in his education there were. White, Albert Spaulding (from whom Binford learned  analytical methods), and James Griffin, the quintessential culture historian, dean of eastern North American archaeology, and for Binford graduate adviser and symbol of all that was (and was wrong with) traditional archaeology (Sabloff, 1998, p. 13). Binford earned his M. A. in 1958 and Ph. D. in 1964 at Michigan, though Griffin did not last as his adviser. After teaching at Michigan for a year, Binford joined the University of Chicago anthropology faculty in 1961. Binford left Chicago four years later, still brash though unbowed despite having been denied  tenure. By then, at least, he had received his Ph. D. but only after Griffin was persuaded to resign from his dissertation committee (Binford, 1972, p. 11). It was the first overt breach of what was a long, acidic relationship. It was at Chicago that Binford launched what came to be called the â€Å"New Archaeology† (later, â€Å"Processual Archaeology†) with hi s landmark article â€Å"Archaeology as Anthropology† (1962). After travelling to several univ. and being fired from what he called the best uni In 1968 Binford was hired at the University of New Mexico, Still, Binford gave no quarter to postprocessualists In 1991 Binford retired from the University of New Mexico and accepted a faculty appointment at Southern 20 BIO G RA PHICAL MEMOIRS Methodist University in Dallas. There he could teach less and have more time to devote to a project he had started in the 1970s (previews of which appeared as Binford [1990, 1997]), which would become his last major book: Constructing Frames of Reference: An Analytical Method for Archaeological Theory Building Using Ethnographic and Environmental Data Sets (Binford, 2001).