The Han Dynasty And Roman Empire - 1223 Words

The Han Dynasty and Roman Empire, though worlds away, used technology as one of their building elements to create the great societies we know them as today. Through the documents provided, one can easily understand that both Roman and Han attitudes have both similar and different attitudes when it comes to the idea of technology. Although the usage of technology greatly differed between the Han Dynasty and Roman Empire, both civilizations experienced the positive and negative effects that technology can have on a growing civilization. Moreover, the Han Dynasty was focused on uniting China and creating a powerful dynasty. To reach the goal that the Han Dynasty set out to accomplish, technology was crucial. Reading the documents provided, it is obvious that Document 1, 3, and 4 are proof that technology was a powerful and positive aspect to the growing dynasty. Document 1 is stresses the idea of flood prevention and the precautions that need to be taken. This Han government official p oints out the technology that can prevent said floods also meet the needs of the farmers and workers of the area that the Han Dynasty depended so greatly on. This document goes on to describe how important the use of technology such as dikes, rivers, canals, and pools that prevent flooding and allow the dynasty to thrive and prosper. This government official takes on an authoritative tone which lets the reader know that he means business. His tone also reveals that he wants what is best for theShow MoreRelatedRoman Empire And Han Dynasty960 Words   |  4 PagesRoman Empire and Han Dynasty Comparison When comparing Han China and Roman Empire, many political, geographical, and religious similarities can be found, though many differences are also prevalent. Though Roman and Han political structures both emphasized bureaucracies, they came to them quite differently. Through many amounts of expansion, both societies spread culture and earned money, though expansion was eventually their downfalls. Their religions differed immensely, with Rome emphasizing polytheismRead MoreThe Han Dynasty And Roman Empire1059 Words   |  5 PagesThe Han Dynasty ruled China from 206 B.C.E to 220 A.D, and Polybius wrote his account of Rome around 200 B.C.E. Though the Han Dynasty and Roman Empire existed simultaneously, they were vastly different because they were separated by thousands of miles and high mountain ranges. It is widely agreed upon that the two empires had very little contact, especially in the years when Polybius wrote his account. Though separated, the two empires developed their own societies that were highly sophisticatedRead MoreThe Han Dynasty And The Roman Empire2038 Words   |  9 Pages Thesis: Addresses issues or themes to be compared. TAKE A POSITION!!!(1 point) Unlike he classical age Han Dynasty that was destroyed by rebellions of the poor, the classical age Roman Empire’s overreliance on slaves and a divided empire left them with no loyal citizens to extricate them from collapse. However, while the pair differs in their downfalls, both the Roman Empire and Han Dynasty collapsed due to bad leadership driven by greed for power and land that caused them to overextend their resourcesRead MoreRoman Empire And The Han Dynasty810 Words   |  4 PagesThe Roman Empire and the Han dynasty both have created inventions that have inspired the modern world, and created impressive innovations and processes that advanced their primitive societies in the ancient world. Both civilizations worked tirelessly to create innovative solutions to the problems they had, or to advance their cities in a way they felt could not be replicated. Each city had their own view on how these inventions should be created and ran. The Romans created aqueducts and i nventedRead MoreROMAN EMPIRE AND THE HAN DYNASTY IN CHINA1441 Words   |  6 Pagesï » ¿ROMAN EMPIRE AND THE HAN DYNASTY IN CHINA Rodrick Carter HIEU 201 Liberty University 29 November 2014 Roman Empire and the Han Dynasty in China The Roman Empire and Han Dynasty in China are two kingdoms that, despite the geographical difference between them, managed to achieve great success and failure in equal measure. Both were characterized by imperial dynasties that were headed by the emperors and they held large territories. Both of these kingdoms faced various challenges afterRead MoreThe Roman Empire and the Han Dynasty Essay1576 Words   |  7 Pages The Roman Empire and the Han Dynasty reached unprecedented levels of progress by controlling equally vast lands and territories, utilizing ecological, economic and human resources, and consolidating power by the unification of their regimes under a common legal and cultural framework.   The Roman Empire stretched from the present day British Isles to the present day Iraq and lasted five hundred years from 27 BC to 467 AD.   The Han Dynasty dominated Asia from the Korean Peninsula to present day VietnamRead MoreThe Roman Empire and the Han Dynasty Essay1272 Words   |  6 PagesTHE ROMAN EMPIRE AND THE HAN DYNASTY The Roman Empire and the Han Dynasty Imagine being the head of government in one or two of the most famously remembered governments in the world’s history! The Roman Empire and the Han Dynasty are two of the most famous governments in history. The Roman Empire and Han Dynasty were governed in very different ways, however both contributed greatly to Western civilization. The Roman Empire was in power between 1,000 and 1,200 years. The Han Dynasty was inRead MoreRoman Empire Vs. Han Dynasty939 Words   |  4 PagesCompare and Contrast Essay Roman Empire vs. Han Dynasty Bethany Corl HIEU 201-B11 September 29, 2014 Compare and Contrast Essay The Roman and Han empires flourished in culture, wealth, and technological advances at their pinnacle, leading not to future stability, but to greed, corruption, and ultimately their downfall. The Roman and Han empires were different with respect to how each came to gaining their power. However, each held several similarities within their governmentsRead MoreDifferences Of The Han Dynasty And The Roman Empire1036 Words   |  5 Pagesthis essay I will compare and contrast the civilizations of the Han Dynasty and the Roman Empire. These empires are in many was similar to each other being they both rose to power around the same time in history. In roughly 202 B.C Liu Bang wins post-Qin civil wars, and becomes first emperor of Han dynasty. The Han Dynasty rose last from 202 B.C to 220 C.E, it is the second longest ruling dynasty. The government of the Han Dynasty was a monarchy ruled by a singular ruler who had almost absoluteRead MoreRoman Empire And The Han Dynasty Contrast912 Words   |  4 PagesRoman Empire and the Han Dynasty Contrast Rise of the Roman Empire The Roman Empire is still known today as one of history’s most powerful period. Rome government had stick rules and policies. The Roman government at this point was known as the Roman Republic. The Roman Republic was controlled by the roar Rome. Bureaucracy was ran throughout the region, but Rome did not want this nor could they afford it. However, they did allow small cities to run a lower level of government. The exercise

Bronfenbrenner Analysis Essay - 1174 Words

Bronfenbrenner Analysis Name: Course: Tutor: Date: Urie Bronfenbrenner is today credited and known in the psychology development field for the development of the ecological systems theory constructed to offer an explanation of the way everything in a child and their environment affects the whole child development. Bronfenbrenner ecological theory has levels or aspects of the environment containing roles, norms, and rules defining child development namely the microsystem, the mesosystem, the exosytem, the macrosystem and the chronosystem. The subsequent discussion offers an analysis of these levels and their influence to child development, and then offers a personal analysis of the influence of the ecological theory in decision making.†¦show more content†¦The next level in the system is the mesosystem showing the impact of the interaction of the different structures in the microsystem in the development of the child (Belgrave amp; Allison 239). The essence of the mesosy tem is providing a connection between the microsystem players such as the teacher and the parents, of the church and neighborhood, thus making the impact more profound. Oswalt gives an example of a parent or caregiver taking an active role in a child’s school interactions such as attending matches and parent-teacher conferences thus ensuring overall growth. An involved parent within this example is likely to have a positive impact, while disagreeing parents and caregivers may give conflicting lessons hindering holistic growth. The third stage of Bronfenbrenner model is the exosystem level, which encompasses other people and places that have an impact on the child’s growth despite the child not having a direct interaction with these people or places. The exosytem level contains the larger society such as parent workplaces, community-based resources, which may negatively or positively influence on the child although they do not have a direct interaction with the places. For example, the workplace affects the child’s growth by ensuring providence, meaning that if a parent is laid off the childShow MoreRelatedEssay about Bronfenbrenner Analysis1844 Words   |  8 PagesRunning head: BRONFENBRENNER ANALYSIS Bronfenbrenner Analysis COUN 5004 Survey of Research in Human Development and Behavior Lynette Rollins-Barrett Capella University April 6, 2012 2. Abstract This essay will give a brief description of Urie Bronfenbrenner contribution to the psychology. It will assess Bronfenbrenner ecological theory of development. It will examine the Bronfenbrenner Ecological Model of Human DevelopmentRead MoreBronfenbrenner Analysis of Ecological Human Development Theory1294 Words   |  6 PagesThe ecological theory of development was created by a Russian American psychologist named Urie Bronfenbrenner. He developed the theory based on his belief that all children grow and develop differently based on their environmental factors and the situations surrounding those environmental factors. The theory was comprised of four levels and later a fifth level was added. The microsystem level focused on those factors that immediately surrounded the child. Those factors could include: family, schoolRead MoreBronfenbrenner s Theory And Conduct A Case Study Analysis2426 Words   |  10 Pagespaper is to apply Bronfenbrenner’s theory and conduct a case st udy analysis about a terrifying massive shooting involving Adam Lanza who had acted out destructively against society bringing terrors to the families in Newtown, Connecticut. It is difficult to choose one developmental theory that is a perfect fit to any one person’s development being that each theorist has very relevant and valid ideas about human development. Bronfenbrenner proposes that each individual’s development is rooted in a networkRead MoreThe Ecological Systems Theory Developed by Urie Bronfenbrenner1314 Words   |  5 PagesThe Ecological Systems theory developed by Urie Bronfenbrenner exposes these influences and discusses how they can either have a positive or negative impact on the relationship children have with their parents, peers and community. In an ever-changing occupation, it is important that theories can first be practically used throughout the industry, and also adapted easily when changes are made throughout time. Developed in 1979 by Urie Bronfenbrenner the Ecology Systems Theory focuses on the developmentRead MoreAnalysis Of Bronfenbrenner s Ecological Model1216 Words   |  5 Pageswith â€Å"dignity and respect† when working with them. We can do this by taking a closer look at the family in the context of culture and family dynamics. In a short sample, I will synthesize interview responses of two parents through the lens of Bronfenbrenner s ecological model to further explore their discipline, feelings, communication styles, and cultural perspectives. First, I think it is important to introduce an important component of the child within the context of their microsystem, the parentsRead MoreBronfenbrenners Ecological Theory of Development Essay1559 Words   |  7 PagesContext or Human Ecology theory, specifies four types of nested environmental systems, with bi-directional influences within and between the systems. The theory was developed by Urie Bronfenbrenner, generally regarded as one of the worlds leading scholars in the field of developmental psychology (Bronfenbrenner 1979). Bronfenbrenners Ecological Theory of Development The ecological theory is Bronfenbrenners sociocultural view of development which focuses on the changing relations betweenRead MoreRelations of Urie Bronfenbrenner the Ecological Systems Theory to the â€Å"Growing up in New Zealand† 1137 Words   |  5 Pagesfindings from the â€Å"Growing up in New Zealand† study. I have chosen Urie Bronfenbrenner the Ecological Systems Theory. I will look at the findings of the Now We Are Born Report that has collated study cohort data from birth to 9 months old (Morton, Atatoa-Carr, Grant, Lee, Bandara, Mohal, Kinloch†¦et al 2012). I will discuss how two finding relate to Brofenbreener’s model. Urie Bronfenbrenner: Ecological System Theory Urie Bronfenbrenner states â€Å"that in order to understand human development, one must considerRead MoreThe Macrosystem: From Child to Adult Essay1384 Words   |  6 Pageswith and ecological context. Mental health and community counseling assess for personal and ecological strengths and assets in addition to symptoms and deficits. One of the well known scholars in the field of developmental psychology, Urie Bronfenbrenner has been the primary contributor to the ecological systems theory. The ecological theory defines four types of systems which contain roles, norms and rules that shape development. The systems include a microsystem, mesosystem, exosystem, and macrosystemRead MoreThe Theory And The Biopsychosocial Theory Essay1734 Words   |  7 Pagesused them to better herself and those around her. She is a loving and hardworking woman who works for anything and everything she wants. Theory Analysis/Application Ecosystems Theory The ecosystems theory is a combination of two theories, actually. It is the Ecological theory and the Systems theory. The ecological theory, developed by Urie Bronfenbrenner in 1979, â€Å"explains human development by describing aspects of the individual, the environment, and the interaction between the two† (Rogers, 2013Read MoreTheoretical Models for Understanding Behavior2135 Words   |  9 Pageswould learn from child B. Uri Bronfenbrenner is another known theorist for the ecological model. He is widely known for the showing that child development circled around the family, school, and environment. For the child to be educated it all depends on the environment surrounding the child. There are many factors in his theory; for example, a child is living in a non-supporting home that causes a trickling affect for the child to be unsuccessful. Bronfenbrenner emphasizes all of the elements

Figure of Speech Free Essays

————————————————- Figure of speech From Wikipedia, the free encyclopedia â€Å"Figures of speech† redirects here. For the hip hop group, see  Figures of Speech. A  figure of speech  is the use of a  word  or  words  diverging from its usual meaning. We will write a custom essay sample on Figure of Speech or any similar topic only for you Order Now It can also be a special repetition, arrangement or omission of words with literal meaning, or a  phrase  with a specialized meaning not based on the literal meaning of the words in it, as in  idiom,  metaphor,  simile,  hyperbole, or  personification. Figures of speech often provide emphasis, freshness of expression, or clarity. However, clarity may also suffer from their use, as any figure of speech introduces an ambiguity between literal and figurative interpretation. A figure of speech is sometimes called a  rhetorical figure  or a locution. Not all theories of  meaning  have a concept of â€Å"literal language† (see  literal and figurative language). Under theories that do not,  figure of speech  is not an entirely coherent  concept. Rhetoric originated as the study of the ways in which a source text can be transformed to suit the goals of the person reusing the material. For this goal,  classical rhetoric  detected four fundamental operations[1]  that can be used to transform a sentence or a larger portion of a text: expansion, abridgement, switching, and transferring. ————————————————- Examples The figure of speech comes in many varieties. The aim is to use the language inventively to accentuate the effect of what is being said. A few examples follow: * â€Å"Round the rugged rocks the ragged rascal ran† is an example of  alliteration, where the consonant  r  is used repeatedly. Whereas, â€Å"Sister Suzy sewing socks for soldiers† is a particular form of alliteration called  sibilance, because it repeats the letter  s. Both are commonly used in poetry. * â€Å"She would run up the stairs and then a new set of curtains† is a variety of  zeugma  called a  syllepsis. Run up  refers to ascending and also to manufacturing. The effect is enhanced by the momentary suggestion, through a  pun, that she might be climbing up the curtains. The  ellipsis  or omission of the second use of the verb makes the eader think harder about what is being said. * â€Å"Military Intelligence is an  oxymoron† is the use of direct  sarcasm  to suggest that the military would have no intelligence. This might be considered to be a  satire  and a terse  aphorism. â€Å"But he’s a soldier, so he has to be an Einstein† is the use of sarcasm through  irony  for the same effect. The use of  hyperbole  by using the word   Einstein  calls attention to the ironic intent. An Einstein  is an example of  synechdoche, as it uses a particular name to represent a class of people: geniuses. â€Å"I had butterflies in my stomach† is a  metaphor, referring to my nervousness feeling as if there were flying insects in my stomach. To say â€Å"it was like having some butterflies in my stomach† would be a  simile, because it uses the word  like  which is missing in the metaphor. Tropes Main article:  Trope (linguistics) * allegory: Extended  metaphor  in which a story is told to illustrate an important attribute of the subject * alliteration: Repetition of the first consonant sound in a phrase. allusion: Indirect reference to another work of literature or art * anacoenosis: Posing a question to an audience, often with the implication that it shares a common interest with the speaker * antanaclasis: A form of  pun  in which a word is repeated in two different senses * anthim eria: Substitution of one part of speech for another, often turning a noun into a verb * anthropomorphism: Ascribing human characteristics to something that is not human, such as an animal or a god (see  zoomorphism) * antimetabole: Repetition of words in successive clauses, but in transposed grammatical order * antiphrasis: Word or words used contradictory to their usual meaning, often with irony * antonomasia: Substitution of a phrase for a proper name or vice versa * aphorism: Tersely phrased statement of a truth or opinion, an adage * apophasis: Invoking an idea by denying its invocation * apostrophe: Addressing a thing, an abstraction or a person not present * archaism: Use of an obsolete, archaic, word(a word used in olden language, e. g. Shakespeare’s language) * auxesis: Form of  hyperbole, in which a more important sounding word is used in place of a more descriptive term * catachresis: Mixed  metaphor  (sometimes used by design and sometimes a rhetorical fault) * circumlocution: â€Å"Talking around† a topic by substituting or adding words, as in  euphemism  or  periphrasis * commiseration: Evoking pity in the audience * correctio: Linguistic device used for correcting one’s mistakes, a form of which is  epanorthosis * denominatio: Another word for  metonymy * double negative: Grammar construction that can be used as an expression and it is the repetition of negative words * dysphemism: Substitution of a harsher, more offensive, or more disagreeable term for another. Opposite of  euphemism * epanorthosis: Immediate and emphatic self-correction, often following a  slip of the tongue * enumeratio: A form of amplification in which a subject is divided, detailing parts, causes, effects, or consequences to make a point more forcibly * epanados: Repetition in a sentence with a reversal of words. Example: The Sabbath was made for man, not man for the Sabbath * erotema: Synonym for  rhetorical question * euphemism: Substitution of a less offensive or more agreeable term for another * exclamation: An emphatic parenthetic addition that is complete in itself,Exclamation differs from interjection in that it usually involves an emotional response. * hermeneia: Repetition for the purpose of interpreting what has already been said * hyperbaton: Words that naturally belong together are separated from each other for emphasis or effect * hyperbole: Use of exaggerated terms for emphasis hypocatastasis: An implication or declaration of resemblance that does no t directly name both terms * hypophora: Answering one’s own  rhetorical question  at length * hysteron proteron: Reversal of anticipated order of events; a form of hyperbaton * innuendo: Having a hidden meaning in a sentence that makes sense whether it is detected or not * inversion: A reversal of normal word order, especially the placement of a verb ahead of the subject (subject-verb inversion). * invocation: Apostrophe to a god or muse * irony: Use of word in a way that conveys a meaning opposite to its usual meaning * kataphora: Repetition of a cohesive device at the end litotes: Emphasizing the magnitude of a statement by denying its opposite * malapropism: Using a word through confusion with a word that sounds similar * meiosis: Use of understatement, usually to diminish the importance of something * merism: Statement of opposites to indicate reality * metalepsis: Referring to something through reference to another thing to which it is remotely related * metaphor: St ating one entity is another for the purpose of comparing them in quality * metonymy: Substitution of an associated word to suggest what is really meant * neologism: The use of a word or term that has recently been created, or has been in use for a short time. Opposite of  archaism * onomatopoeia: Words that sound like their meaning oxymoron: Using two terms together, that normally contradict each other * parable: Extended  metaphor  told as an anecdote to illustrate or teach a moral lesson * paradox: Use of apparently contradictory ideas to point out some underlying truth * paradiastole: Extenuating a vice in order to flatter or soothe * paraprosdokian: Phrase in which the latter part causes a rethinking or reframing of the beginning * parallel irony: An ironic juxtaposition of sentences or situations (informal) * paralipsis: Drawing attention to something while pretending to pass it over * paronomasia: A form of  pun, in which words similar in sound but with different meani ngs are used * pathetic fallacy: Using a word that refers to a human action on something non-human * periphrasis: Using several words instead of few personification/prosopopoeia/anthropomorphism: Attributing or applying human qualities to inanimate objects, animals, or natural phenomena * praeteritio: Another word for  paralipsis * procatalepsis: Refuting anticipated objections as part of the main argument * prolepsis: Another word for  procatalepsis * proslepsis: Extreme form of  paralipsis  in which the speaker provides great detail while feigning to pass over a topic * proverb: Succinct or pithy expression of what is commonly observed and believed to be true * pun: Play on words that will have two meanings * repetition: Repeated usage of word(s)/group of words in the same sentence to create a poetic/rhythmic effect * rhetorical question: Asking a question as a way of asserting something. Or asking a question not for the sake of getting an answer but for asserting something (or as in a poem for creating a poetic effect) * satire: Use of irony, sarcasm, ridicule, or the like, in exposing, denouncing, or deriding vice, folly, etc. A literary composition, in verse or prose, in which human folly and vice are held up to scorn, derision, or ridicule. A literary genre comprising such compositions * simile: Comparison between two things using  like  or  as * snowclone: Quoted or misquoted  cliche  or  phrasal template * superlative: Saying that something is the best of something or has the most of some quality, e. g. the ugliest, the most precious etc. syllepsis: Form of  pun, in which a single word is used to modify two other words, with which it normally would have differing meanings * syncatabasis  (condescension, accommodation): adaptation of style to the level of the audience * synecdoche: Form of  metonymy, in which a part stands for the whole * synest hesia: Description of one kind of sense impression by using words that normally describe another. * tautology: Needless repetition of the same sense in different words Example: The children gathered in a round circle * transferred epithet: Placing of an adjective with what appears to be the incorrect noun * truism: a self-evident statement * tricolon diminuens: Combination of three elements, each decreasing in size * tricolon crescens: Combination of three elements, each increasing in size * zeugma: A figure of speech related to  syllepsis, but different in that the word used as a modifier is not compatible with one of the two words it modifies * zoomorphism: Applying animal characteristics to humans or god How to cite Figure of Speech, Essay examples

International Law for Contract for International Sale of Good

Question: Discuss about theInternational Law for Contract for International Sale of Good. Answer: The United Nation Convention on Contract for International Sale of Goods is an international Treaty which has been ratified by 89 States. The treaty had been entered up on into for the purpose of establishing uniform International sales law. This treaty is also often referred to as the Vienna Convention. The primary purpose of the Treaty is to make arrangements for exporters in order to help them avoid issues in relation to choice of law. Through this treaty accepted substantial rules are provided which may be relied upon by the courts, arbitrators and contracting parties to resolve contractual issues. Where an Express term of a contract does not prohibit the incorporation of the Treaty it is deemed to be present in relation to contract between parties belonging to the member states of the Treaty. The application of the Treaty is done in relation to contract for sale of goods between those parties who operate in different states and the states are contracting states. The provisions o f the Treaty is also applicable in situation where one of the parties to the contract belong to a non contracting state and the conflict of law rules provides that the law of the contracting state would be applicable. The application of the Treaty is done in relation to Commercial products and goods only. In the light of certain exceptions the application of the Treaty cannot be done in relation to household, family or personal goods along with aircrafts, ships and intangible services. The parties to the contract have the right of excluding the incorporation of the Treaty into the contract. The Treaty is considered to be as the backbone of all countries international trade. Identified issue In the given situation the contract which has taken place between BigMi and the seller is between the contracting states of the convention. This is because the BigMi Company belongs to China who is a member of the convention and the seller belongs to the United States of America who is also a member of the convention. Thus as both the states from where the parties to the contract belong to the contracting states the provisions of CISG would be applicable. The issue which has been identified in the given situation is that the seller was supposed to receive a letter of credit as soon as the ship with the goods had been dispatched however BigMi has failed to provide the letter of credit to the seller as they were able to procure the goods at a less price. In the given situation the seller has been subjected to losses as it had to sell the goods at a lesser price and also include the cost of the charter. It has been provided through article 9 of the convention that any terms which have b een agreed by the parties between themselves are binding upon them. Therefore in the given situation as the letter of credit had not been provided to the seller when the goods were dispatched by the seller, BigMi have breached the contract with the seller. The primary issue is thus the breach of contract. In the given it has been provided that the contract which has been formed between Big Mi and the seller have same states party. This is because both New York as well as California belongs to a single state, which is the United States of America. It has been provided through the provisions of Article 1 of the CISG that the provisions of the convention would only be applicable where the parties belong to different states. Thus the as per the first interpretation the parties would not be applied with CISG as they belong to the other states. On the other hand it has been provided through the case study that the parent company of Big Mi is in China. In situation where the subsidiary company is liable a claim is made from the parent company. In the given situation where the contract had been breached as per Article 9 and 25 of the convention by the subsidiary company in New York the parent company would be liable. If this interpretation is taken then the application of article 1 in this situation can be done. It has been provided through the provisions of Article 1 of the CISG that the provisions of the convention would only be applicable where the parties belong to different states. Here China and USA are different states and the parties to the CISG. Thus the CISG would be applicable. References The United Nation Convention on Contract for International Sale of Good

What Is Intelligence, Anyway free essay sample

What Is Intelligence, Anyway? † Isaac Asimov Isaac Asimov writes about how he has always scored high academic tests. How he scored 160 when an average score was 100 and that there were people that made a big fuss over that. And that the auto repair man didnt seem as intelligent as he was but the auto repair man would always fix his car. Then he says that if the auto repair guy would make questions for an intelligent test that he would fail it and he would look like a moron. The auto repair guy tells Isaac a joke and falls for it. Isaac tells him if any others have gotten tricked the guy tells him that he has gotten quite a few and knew that Isaac would fall for it because he was so damned educated. â€Å"What Is Intelligence, Anyway? † is an article that was written by Isaac Asimov. Isaac Asimov is a Russian who grew up in America. We will write a custom essay sample on What Is Intelligence, Anyway? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With being well educated, he received his Ph. D. in chemistry from Columbia University. He is known as the writer for all types of readers from specialized to non specialized. Base on his article, Dr. Asimov is considered to be the most intelligent an in the base for his score is 160 while other people is around 100 in the intelligence test. According to the article, he is a prideful man; he always thinks he is highly intelligent, and he expects other people to think so, too. Not only that, he also puts himself on the same level with the people who make up the intelligence tests. As we are reading through his introduction about how intelligent he is, we think that this man is too proud. But as we continue reading the article, we find that he slowly recognizes his intelligence does not apply on every aspect of his life. Dr. Asimov told the readers about his auto repairman, who he always brings his car to when it has any problem, that his auto repairman would never pass the score of 80 on this intelligence test if he takes it. However, the car is always fixed every time Dr. Asimov brings to the auto repairman. In the middle of the article, Dr. Asimov said that he is an intelligent man wherever he could use his academic training and his verbal talents, but when it comes to do something intricate or hard, working with his hands then he would be a â€Å"moron. † One thing that we like the most about Dr. Asimov is that he is not embarrassing to tell people how he got tricked by an auto repairman who cannot even pass the score of 80 in the intelligence test. â€Å"What is intelligence anyway† is an argumentative essay. In this essay writer Isaac Asimov makes an argument that intelligence is not absolute but is a function of the society. Intelligence is the subjective matter. A person intelligent in one field may be a loggerhead in another field. It may be possible that a person is intelligent in two or more field but he/she will still be lagging behind the another field. Hence, we can’t term the persons as intelligent in general. For example a good teacher might be a bad student and vice versa. A good administrator may be a bad father. Hence a person is intelligent in administration but bad with family. Asimov also focuses on the fact that intelligent is the outcome to experience and knowledge. Asimov is intelligent in study and literature but he is not intelligent to maintain his car. His automobile repairman is far intelligent in this field than him. But on the other hand Asimov is far more intelligent in study and literature than his automobile repair man. Hence, we understood that the intelligent is the subjective matter. Any person cannot be intelligent in general. It depends on the particular field of concerned. Extensive Reading †¢ There is no standard definition of â€Å"intelligence†. Popular thinking and the best efforts of legislatures, agencies and academics to the contrary, no generally agreed upon definition of intelligence exists. This problem is exacerbated when the newly formed intelligence communities in law enforcement and the private sector are included. Developing such a definition is important in order to create realistic expectations in the minds of the decision makers, intelligence is designed to support. This is particularly true in a democracy where the electorate views the notions of secrecy and unaccountable power often linked with intelligence activities with hesitation. †¢ Two activities, secrecy and covert operations, typically associated with intelligence are not, in fact, necessary to defi ne intelligence. Secrecy, or more accurately, confidentiality, is only necessary to preserve options for the decision maker that the intelligence activity supports. Covert operations, on the other hand, are better viewed as an act of policy than as an intelligence activity. †¢ Common threads run through many of the earlier attempts to define intelligence, however. These threads, pulled together, result in a good working definition of intelligence: Intelligence is a process, using primarily unstructured information from all sources and focused externally, that is designed to reduce the level of uncertainty for a decision maker. Often we define intelligence with respect to human qualities. Thus, as we tend to consider ourselves as the most intelligent species, we compare other species to ourselves. Yet, is this really possible? One scientist suggests that humans tend to ignore any intelligence that is somewhat different than our own: We willingly accept the idea of intelligence in a life form only if the intelligence displayed is on the same evolutionary wavelength as our own. Technology automatically indicates intelligence. An absence of technology translates into an absence of intelligence. There is no certain basis for the assumption that all intelligence is human-like intelligence. Indeed, there are undeniable trends, such as large brains in mammals and larger neocortical in primates, but to generalize these correlations cannot always be done. Truly, intelligence seems to be relative, in that it evolves to fulfill the needs of the particular species. How, then, can we truly compare the intelligence of a crocodile with that of a whale or that of a human? Evolutionarily speaking, scientists agree that organisms seem to have become more complex behaviorally. Some argue that this is correlated with increased brain size. Changes to the brain have occurred at specific structures.

Canine Parvovirus

Canine Parvovirus Free Online Research Papers It is extremely important to make sure all puppies get proper immunizations for the Canine Parvovirus or Erythema infectionism. There is no specific treatment or cure for this virus. There is only supportive care. The virus can have deadly side effects and be extremely hard to destroy (Staff, 2008). â€Å"The Parvovirus is able to withstand a wide range of PH levels† (the Merck Veterinary Manual 9th Edition, 2005, p316). The Canine Parvovirus is very hard to destroy and can have very devastating effects. â€Å"The origin of the Parvovirus is unknown† (The Merck Veterinary Manual 9th Edition, 2005, p317). In the beginning there were two types of the Canine Parvovirus Myocarditis and Gastroenteritis. Myocarditis occurred in puppies still in the neonatal period. This type is almost never seen anymore because of immunizations. Gastroenteritis is the common type of Canine Parvovirus and usually effects dogs six to twenty weeks old. The Merck Veterinary Manual 9th Edition says, â€Å"Males are more likely to develop Gastroenteritis than females because of their tendency to roam† (p.317). In the 1980’s type CPV (Canine Parvovirus)-2a became popular, and then in 1986 CPV-2b replaced CPV-2a. Recently they have discovered new strands of the Parvovirus that are more difficult to test for. â€Å"Today CPV-2b has largely replaced the previous strands† (Doctors Foster and Smith, 1997-2009,  ¶ 2). The most recent strand discovered is CPV-2c, and they think there are more yet to be named. These new strands are more difficult to test for and are more resistant to vaccinations (Doctors Foster and Smith, 1997-2009). â€Å"The only effective disinfectants are bleach and products labeled specifically for killing the Parvovirus† (staff, 2008,  ¶11). It survives indoors for only about a month, but outdoors it can stay active for months depending on the conditions. According to the Mayo Clinic Staff, â€Å"the Parvovirus should be considered contagious in shady areas for seven months and areas with sunlight for five months, but if it is freezing the Parvovir us will not die† (Staff, 2008,  ¶ 3). Recovered dogs can spread the virus by being carriers. The virus can also be spread by feces of infected dogs. This â€Å"shedding occurs four days after infection and peaks when clinical signs appear† (The Merck Veterinary Manual 9th Edition, 2005, p317). The Merck Veterinary Manual 9th Edition says, â€Å"Rottweiler’s, American Pit Bull Terriers, Doberman Pinchers, and German Shepherds are at increased risk, while Toy Poodles and Cocker Spaniels seem to be at decreased risk† (The Merck Veterinary Manual 9th Edition, 2009, p316). Parvovirus can survive everywhere so it is considered â€Å"ubiquitous† (Staff, 2008,  ¶ 4). A dog usually gets the virus inside of the body through the mouth. The virus lives on all surfaces so when a dog licks themselves, or any object, they are exposed. Dogs also get the virus when they eat feces (Staff, 2008). When the Parvovirus enters the body it goes to the Lymph System and stays there multiplying for about three to four days. Then the virus begins to spread to the organs where it can multiply faster. From there it travels to the bone marrow. When the Parvovirus is in the bone marrow it attacks the immune system. This makes the body almost defenseless as the virus moves to the stomach (Staff, 2008). Once the Parvovirus is in the GI tract it begins to destroy the intestinal cells. It attacks the â€Å"Crypts of Lieberkuhn†, (Staff, 2005,  ¶ 10) which is where new cells for the intestines are created. When new cells cannot be created the villus begins to die. This causes major problems because the villus absorbs nutrients from food and water. This also destroys the lining of the stomach causing more problems. Diarrhea and nausea are major side effects of this destruction. Dehydration and the body becoming sepsis are the most common causes of death with the Parvovirus. The body can become septic when the lining of the stomach is destroyed and bacteria can enter the bloodstream (Staff, 2008). No test is completely foolproof so it is recommended that more than one test be used to test for the virus. When the Parvovirus attacks the immune system it destroys the white blood cells, this can be seen in blood tests. The most effective and most widely used test is the ELISA test. â€Å"The ELISA is short for Enzyme Linked Immuno Sorbant Assay. It is similar to a pregnancy test but uses a stool sample† (Staff, Diagnosis, 2005,  ¶ 2). There are different brands but they all are effective and take about fifteen minutes for the results; however, if a puppy has had a live vaccine in the past five to twelve days it can affect the test results (Staff, 2008). Veterinarians used to run an IgG or IgM titer to test for the virus. This is not common anymore because the IgG titer will be positive if the puppy has had a live vaccine recently. The IgM titer only shows true results if there is increased activity in puppies that have not been recently vaccinated. These tests are difficult to read and are very limited. (Staff, 2008) The most common form of treatment is giving fluids to help prevent dehydration. â€Å"Dogs are given oral electrolytes if dehydration is mild and there is no vomiting, but if dehydration is severe and vomiting exists electrolytes are given intravenously† (The Merck Veterinary Manual, 2005, p 320). It is only recommended to give antibiotics if â€Å"there is blood loss, fever, or loss of intestinal integrity† (p320). When antibiotics are used they are given in combinations to be more effective. The Merck Veterinary Manual 9th Edition says, â€Å"the most common antibiotics are Ampicillin or first or second generation Cephalosporin and Aminoglycosodine or Enrofloxacin (p320). Because there is such little treatment, the risk of exposure is great, and effects of the virus are so severe vaccinations are crucial (The Merck Veterinary Manual 9th Edition, 2005). References Doctors Foster and Smith. (1997-2009). Retrieved February 12, 2009, from Live Aquaria.com: peteducation.com/article.cfm?c=1556aid=467 (2005). The Merck Veterinary Manual 9th Edition. In The Merck Veterinary Manual 9th Edition (pp.319-324). Whitehouse Station, N.J.: Merck and Co., INC. Staff, M.C. (2008, November 15). Canine Parvovirus. Retrieved January 21, 2009, from http://mayoclinic.com/healthhdl-choleserol/CL00030:mayoclinic.com Research Papers on Canine ParvovirusSexually Transmitted DiseasesMRSA Staph BacteriaImpact of Breast CancerYear Round SchoolingGenetic EngineeringIs the Use of Psychotropic Drugs in the Treatment ofLove DivorceThe Legal ProcessCash or Card?Project Management 101

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

Major - Term Paper Example These punctilious checks and measures that are applied in the appointment of the Chief Justice of the Supreme Court of Canada are underpinned by the roles that the holder of this office discharges. These roles are in turn highly sacrosanct to the dispensation of justice throughout Canada, as shall be seen in the discussion that ensues forthwith. First, it is important to note that the Chief Justice of the SCC sits as the chairperson of the Canadian Judicial Council. The Canadian Judicial Council in turn comprises all of Canada’s chief justices, and their associate chief justices who serve in the superior courts. The Canadian Judicial Council which was established by the Judges Act of Canada coordinates all the issues of discussions that concern the judiciary, organizes and facilitates all the seminars that involve federally appointed judges, sets up and carries out inquiries on public complaints or on requests that have been made by the provincial attorney general, or the fede ral Minister of Justice. Normally, these complaints and requests concern the conduct of a federally appointed judge. By extension, the foregoing means that the Chief Justice of the SCC initiates the roles of the Canadian Judicial Council and delegates those roles to those functioning below his office. This means that the Chief Justice is the officer who oversees all the functions immediately above (organizing the seminars for the federally judges, coordinating all issues of discussions that concern the judiciary and making inquiries on complaints lodged by the public, the provincial attorney general or the federal Minister of Justice). In almost the same wavelength, the Chief Justice presides over and guides all the sittings of the Supreme Court. The only exception to this provision is the Chief Justice’s absence. In the event of this absence, the Deputy Chief Justice will chair the sitting of the Supreme Court. The Chief Justice is the same office that has to choose the pane ls of Justices who preside over all the Supreme Court of Canada cases. According to Dodek (2011), the Chief Justice also directs and manages the staff serving in the Supreme Court. This role is of immense magnitude, given that the Supreme Court of Canada has more than 150 employees who are also members of the federal government civil service. At the same time, the import of this development is that matters touching on the welfare of the employees of Canada’s Supreme Courts such as the extension and harmonization of remunerations, workplace safety and standards, efficiency and legal competence among Supreme Court employees and the observation of work and legal ethics are all matters that fall under the Chief Justice’s jurisdiction and responsibility. The case above has a great bearing on the dispensation of justice in Canada. Particularly, matters touching on the harmonization of remunerations, workplace safety and professional standards directly bear on the motivation of the Supreme Court employees, like other members of the federal government civil service. This means that the Chief Justice directly bears on the services and duties which are: giving its views on how a specific law ought to be interpreted and applied by Canada’s entire court system; giving guidance to the lower courts; providing uniformity in the court systems throughout Canada; directing change in interpreting and applying laws; and recommending or even rejecting explicitly the traditional

Compare & Contrast essay between Malcolm X and Marthin Luther King

Compare & Contrast between Malcolm X and Marthin Luther King - Essay Example Many people contend their admiration to the way they preached about the rights of the blacks in America, and they have both preached on self-knowledge and having respect for African culture and history, since it is the basis for uniting blacks. Their beliefs were similar, and this was evident towards the end of their lives in the way they emphasized on having bride amongst the black as well as respecting us rather than hating one another. Their speeches informed the blacks that in order to attain freedom, they start by respecting one another, hence it reflected on the vision of men improving America. Malcolm X talked about Blacks hating the color of their skin, shape of their nose; overall, he talked about Blacks hating their own kind. Major points about the Blacks are that for the past four hundred years, the Blacks have been taught to hate their identity; the self-hatred resulted in a pervasive sin among many members of the Black community. He stated that one cannot hate the root o f the tree and not hate the tree itself; this made the Blacks feel inferior making them turn to other people to show them the way. Martin on the other hand talked about standing against a system that oppresses the Blacks, he emphasized that being nobody is not easy, therefore, that which was seen as black should shot be seen as ugly. Martin went ahead and talked about having a Negro freedom among all the Negros since enslaving the body involves enslaving the entire soul. Hence the Blacks should encourage themselves and not be ashamed of their past as slaves, but appreciate themselves as being black and beautiful. Both men have the same analysis that we have been taught to have ourselves, lack of belief in ourselves as Blacks, and the blacks should do something to offset this cultural homicide, as called by Martin. Both Malcolm and Martin called for the blacks to embrace the Black pride, develop self-affirmation and all the blacks to undergo education that will reflect the past histo ry of the Black people. In the larger world, they had other priorities except for internal priorities that were connected to the establishment of education, and Martin emphasized African-American unity by stating any movement present that is meant to overlook this necessity is only waiting to be buried. The work and life events of Martin Luther were stressed exclusively making the history taught in schools expressed in different ways (Weis and Fine 239). The manner in which Malcolm X and Martin spread their views was through assertiveness, powerful speeches that were hard hitting. To put it simpler, both the intentions of Martin and Malcolm were delivered in styles that were different. For example, Martin was an inspirational speaker, and he travelled all over the country motivating people to live a life full of racial harmony. Martin appeared to have idealistic mind and was rational and positive in giving his speeches and views on different things. This is evident in his speech tha t he said he had a dream of seeing his children living a life that they are not judged by their race but character. In comparison to Martin, Malcolm X was an extremist, and this is evident the time he was an Islamic Minister, X talked more about separating blacks from whites, emphasizing Black Supremacy and presence of nationalism among the Blacks. To look at this in

Reflection Essay Example | Topics and Well Written Essays - 750 words - 6

Reflection - Essay Example It is important to use the five Ps of ethical power, which are purpose, pride, patience, persistence, and perspective. If being ethical is part of your objective or purpose you will always do things that are morally right. One should take pride in doing what is right and should not feel inferior if ridiculed for being ethical. Ethical workers or leaders at work place should also be patient, they should have faith that things will work out right because they can handle any situation. Persistence is when we continually do what is right at work place no matter the situation. One should not just act ethically for convenience or because he is forced to do so. Perspective is the capacity to see what is important and right. If we reflect on the five Ps in our workplace then we can bring about ethics in our organizations. Ethical Challenges The major ethical challenges facing employers are abusing power and using deceptive information. The employers have the power to employ the workers in a work place. Employers are most of the times tempted to abuse this power. This is done through employing those within their social network, asking for sexual favors from employees, inadequate pay, or unequal payment. The employers may employ their relatives or friends who are less qualified and leave applicants who are more qualified. The employers may also ask for sexual favors from employees in return for promotions or employment. Employers will always want to maximize profits so they may pay sub standard salaries to achieve their objective. The employers may also give high salaries to those they are related to. Using deceptive information comes about when the employers want to win the favor of their employees. They may promise pay increments which might not be forthcoming in the long run. Therefore, the major challenges facing employers comes from recruitment, payments and promotion. The challenges facing supervisors include abuse of power, using deceptive information and betrayin g loyalties. Supervisors are normally put in charge of other workers. They may be tempted to act unethically by abusing their power. This can be through harassing employees below them (Johnson 9). They can also give false testimony about a certain employee so that he can be sacked. Supervisors can also ask for sexual favors from employees so that they can be assigned less duties or they are promoted. They can also use their power to absent themselves from duty. These are just but a few examples of abuse of power as a major ethical challenge. The second ethical challenge would be betraying loyalties. This comes about in two ways. There are standards that the organization may set for the supervisors to follow. These standards even though may be good the supervisors may not be comfortable with them. In this case the supervisors may act otherwise hence acting unethically. The second instance is where the organization sets unethical rules and regulations that they expect the supervisors to implement. One example is where the employer expects workers to work overtime without extra pay. The supervisor being their leader has to see this done. He may not be comfortable with this idea but now he will have a tough choice to make; either to betray the loyalty to his seniors or to act in an ethical manner. In this case he will require a strong moral will to stick by his moral standards. Employees face the challenge of abuse of loyalty and conflict of interest. Abuse of loyalty is a major

Malaria and Typhoid Fever Infection Rates in Pregnant Women

Malaria and Typhoid Fever Infection Rates in Pregnant Women Plasmodium falciparum and Salmonella typhiCo- infection Among Pregnant Women in Abakaliki, Ebonyi State Nigeria. Okonkwo, E. C., Nwele, D. E., Nworie, O., Agumah, N. B., Orji, J. O.and1Nwuzo, A. C.   Abstract Malaria and typhoid fever are both endemic in the tropics and pregnant women constitute one of the high risk groups. This study was carried out to determine the rate of malaria-typhoid co-infection in pregnant women attending antenatal clinics in Federal Teaching Hospital, Abakaliki, Ebonyi State Nigeria. About120 volunteer pregnant women were recruited during routine antenatal. Malaria infection was determined by qualitative immunodiagnostic assay and confirmed by microscopic examination of thick and thin giemsa stained slides.Typhoid infection was determined by Widalagglutination method and confirmed by stool culture. Out of 120 pregnant women studied, 49 (40.8%) were positive for malaria parasite and equally had significant titre of salmonella antibiotics. Of the 120 stool samples cultured 29 (24.2%) were positive for salmonella. Thus, the overall rate of malaria-typhoid co-infection was 12.5% by both Widalagglutination and stool culture methods. The co-infection of malaria and ty phoid in pregnancy has a profound effect on adverse pregnancy outcome. Weadvocate for routine screening and treatment of infected pregnant women. Keywords: Co-infection, Malaria and Typhoid, Pregnant Women, Ebony State, Nigeria INTRODUCTION Malaria and typhoid fever (caused by plasmodium falciparum and salmonellaspp respectively) are both diseases of public health importance which are endemic in both tropical and subtropical countries including Nigeria. The association between typhoid and malaria was first described in medical literature in the middle of the 19th century by the United States Army and was erroneously called â€Å"typho-malaria fever† (Smith, 2002). Recent studies in Africa seem to corroborate the relationship between malaria and typhoid fever (Ammahetal., 2009). It is noteworthy that the socio-economic and environmental condition that tend to sustain high prevalence of malaria in endemic areas also favour the transmission of salmonellatyphi, the causative agent of typhoid fever. (Prasannaetal., 2011) The World Health organization has estimated that in 1995, 219 million cases of malaria were documented with about 1.2 million deaths (Brabin 1983). Malaria infection often presents with head ache, fever, shivering, arthralgia (joint pain), vomiting, hemolytic anaemia, jaundice, hemoglobinuria and retinal damage (Brabin, 1983; Gills etal., 1999). Complications of malaria involve respiratory distress, which occurs in up to 25% of adults and 40% of children. Acute Respiratory Distress Syndrome (ARDS) may develop in 5-25% in adults and up to 29% of pregnant women, although it is rare in young children (Isibor, et. al., 2011). Pregnant women are especially vulnerable to malaria infection. In Sub-Sahara Africa, maternal malaria is associated with up to 200,000 estimated infant deaths yearly (Isiboretal., 2011). Typhoid fever is considered a particular risk in pregnancy because of reduced peristaltic activity in the gastro-intestinal and biliary tracts and increased prevalence of biliary â€Å"sludge† (Bashyametal., 2007). Materials and method Area The study was carried out at the antenatal clinic, Federal Teaching Hospital, Abakaliki, Ebonyi State. Study population The study involved pregnant women who had fever by the time of their visit to the hospital. Sample collection Intravenous blood sample (5ml) was collected from each participant. The samples were stored in refrigerator after collection and were processed within six hours. Stool samples were also collected from participants using sterile universal containers. Determination of malaria infection This was carried out using antigen Rapid Test Device method as well as Giemsa stained thick and thin blood smear for microscopic detection of P. Falciparum. Both procedures were carried out as described by Cheesbrough, (2002). Widal test Widal agglutination test was performed on all malaria positive blood samples using commercial antigen suspension and the procedure was as described by the manufacturer. Also stool culture was done to further confirm S. Typhi. 10ml of selenite- F broth was added to 3g of the stool sample and mixed vigorously, and then incubated at 37oc for 24hours. Thereafter, a loopful of the sample was inoculated onto salmonella-stigella agar medium and incubated at 370c for 24 hours to get discreet colonies (Lactose fermenters were confirmed by pink colonies on SSA). The colonies were Gram stained and further subjected to biochemical analysis. Results Out of the 120 pregnant women at their different stages of pregnancy that participated in this present study, 49 (40.9%) were positive for malaria, while 29(24.2) tested positive for S. typhi. Malaria infection was highest during the first trimester (16.7%) while S. typhi was more prevalent during the third trimester. The overall malaria and typhoid fever co-infection showed a prevalence of 12.5% (see table 1). Table 1: prevalence of P. falciparum and S. typhi among women in different stages of pregnancy Stages of pregnancy N0 examined P. falciparum S. typhi Co-infection 1st trimester 40 20(16.7%) 8(6.7%) 5(4.2%) 2nd trimester 30 11(9.2%) 6(5%) 4(3.3%) 3rd trimester 50 18(15%) 15(12.5%) 6(5%) Total 120 49(40.9%) 29(24.2%) 15(12.5%) Table 2 and 3 below shows the comparative methods employed during this study. Both RDT and Microscopy methods were considered desirable as they gave positive result P. falciparumat all stages. Similarly, both widal test and culture methods gave confirmatory positive results for S. typhi. Table 2 comparative test for malaria using rapid diagnostic test and microscopy. Stage of pregnancy RDT (%) Microscopy (%) Number examined 1st 20(16.7) 20(16.7) 40 2nd 11(9.2) 11(9.2) 30 3rd 18(15) 18(15) 50 Total 49(40.9) 49(40.9) 120 Table 3 comparative Test for S. typhi by the widal and culture methods stages of pregnancy Widal (%) Stool culture (%) Number examined 1st 8(6.7) 8(6.7) 40 2nd 6(5) 6(5) 30 3rd 15(12.5) 15(12.5) 50 Total 29(24.2) 29(24.2) 120 Discussion Malaria and its co-infection with typhoid fever is a major public health problem in pregnant women in Nigeria. The malaria prevalence rate of 40.9% observed in the present study suggests high endemicity and transmission of malaria parasite. The high prevalence suggests increased susceptibility of pregnant women to malaria infection often due to induced immunosuppression (Ndukaetal., 206). The high prevalence could also be attributed to lack of adequate preventive measures being adopted by the pregnant women. Pregnant women in their first trimester were more infected with malaria as recorded in this study and this was in line with the earlier findings of Ukibeetal., (2008). This could attributedto the absence of medical facility or the inability of the pregnant women to register for antenatal on time. The prevalence of malaria-typhoid co-infection among the pregnant women attending antenatal clinic in this study was 12.5%. This is comparable to previous reports (Akinyemietal., 2007; Prasanna, 2011). The observed prevalence suggests that typhoid fever is a common co-infection in malaria infected women in this part of the country. The reduction of cellular and humoral immunity which occurs in pregnancy renders pregnant women susceptible to other infections including typhoid fever (Scholarpurka, etal., 2000). Malaria infected pregnant women are said to be more prone to typhoid fever because of the increased heamolysis in malaria which is said to increase the availability of iron in the tissue especially the liver and salmonella species are believed to thrive more in iron rich tissues (Kaye and Hook, 2003). It is pertinent to note that both typhoid and malaria in pregnant women present with management problems since most drugs used in the treatment of both diseases are contra-indicate d in pregnancy. Also both diseases have been associated with pregnancy outcomes such as premature deliveries, spontaneous abortions, low birth weight and intra-uterine foetal deaths (Nasemetal., 2008). The transmission of P. falciparium and S. Typhi is affected by environmental factors such as poor environmental sanitation, poor housing and inadequate safe water supply. This could be reason for the high prevalence since majority of the pregnant women were rural dwellers. Te use of insecticide treated net, safe water supply and personal hygiene as well as early registration for antenatal clinic of pregnant women are advocated. Reference Akinyemi,K.O, Bamiro, B.S and Coker, H,O (2007). Salmonellosis in Lagos, Nigeria. Incidence of Plasmodium falciparum malaria associated co- infection, patterns of antimicrobial resistance and emergence of induced susceptibility to fluoroquinolines. Journalof Health Popul Nuttri, 25: 351-358. Bashyam, H. (2007).Surviving malaria, dying of typhoid.J.Exp Med.204 (12): 2774. Brabin, B. J. (1983). An analysis of malaria in pregnancy in Africa.Bull WHO, 61:1005-1016. Cheesbrough, M. (2002). District Laboratory practice in tropical countries. Part1. Cambridge press, London.Pp.211-214. Gills, H. M., Lawson, J. B., Silbelos, M., Voller, A.And Allan, N. (1999).Malaria, anaemia, and pregnancy.Ann.Tropparasitolol. 63: 245-263. Isibor, J. O., Igun, E., Okodua, M., Akhite, A. O. and Isibor, E. (2011).Co-infection with malaria parasite and salmonella typhi in patients in Benin City, Nigeria.Ann Biol Res. 2(2): 361-365. Kaye, D. and Hook, E.W. (2003).The influence of heamolysis or blood loss on susceptibility to infection.Journal of immunology. 91: 65-75. Khan, M. A., Mekan, S. F., Abbas, Z.And Smego, R. A. (2005).Concurrent malaria and enteric fever in Pakistan.Singapore. Med J. 46: 625-628. Nasem, S. Anwar, S.and Ihsanullah, M. (2008). Outcome and complications of malaria in pregnancy.Gomal J med Sci; 6(2): 98-101. Nduka, F.O.,Egbu, A., Okafor, C. and Naogo, V.O. (2006).Prevalence of malaria parasite.Inter J trop Med. pub Health. 2(1): 1-11. Prasanna, P. (2011). Co-infection of typhoid and malaria.J Med. Lab Diag. 2 (3) 22 -26. Scholarpurka, S. C., Mahajar, R.C., Gupta, A.N. and Wangoo, A. (2000).Cellular immunity in pregnant and non-pregnant women with malaria infection.Asia Oceania J ObseGyncol. 16: 27-32. Smith, D.C. (2002). The rise and fall of typhomalaria fever.J Hist Med Allied sci. 37:182-220. Ukibe, S.N., Mbanugo, J.J. and Ukibe, N.R. (2008). Prevalence of malaria and increasing spleen rate in children aged 0-13 years in Awka South Local Government area of Anambra state, Nigeria J Environ Health, 5(2): 64-69.

Child Abuse and Neglect :: Violence Against Children

The day began like any other day. It started with the hustle and bustle of the children rushing into the classroom, tearing off their winter gear and throwing it into the coat room. I noticed, however, one of the smaller boys named Tommy wasn't wearing a winter coat or hat. I thought that maybe his parents hadn't realized how cold it was out that morning. So I tried to push the idea out of my head so I could start the day, after all the Pledge of Allegiance had already begun. Later on at recess, I had told the children to get dressed to go outside. I held Tommy inside for a minute so that I could give him one of the coats that had been donated to the classroom. When I had reached to help him put the coat on I realized he became uneasy. I continued to help him, however, and I was shocked at what I had saw. It was cigarette burns on his neck. I suddenly realized I was witness to a serious case of child abuse! â€Å"According to the National Committee to Prevent Child Abuse, more than three million cases of child maltreatment were reported in 1995. In that same year at least 1,215 children died because of child abuse and neglect.† ( Child Abuse and Neglect ). There are several types of child abuse. The primary types are physical, sexual, emotional abuse, and neglect. Physical abuse is the most visible form of child abuse. Physical abuse can be defined as â€Å"non accidental trauma or physical injury resulting from punching, beating, kicking, biting, burning, or otherwise harming a child† (American Humane ). If the child is being physically abused then you may notice bruises, swollen areas, or marks on a child’s face. In severe cases you may notice â€Å"human bite marks, cigarette burns, broken bones, puncture marks, or missing hair† ( American Humane). If you can not actually see physical abuse then you may notice something is wrong when a child begins to act up behaviorally. Some behavioral indicators include â€Å"withdrawn or aggressive behavioral extremes, complaints of soreness or uncomfortable movement, wearing clothing that is inappropriate for the weather, discomfort with physical contact, or becoming a chronic runaway†(American Humane). I think these indicators or physical abuse are very important for teachers, so they are aware of children who are being abused.