Institutional Racism Essay Example | Topics and Well Written Essays - 1000 words

Institutional Racism - Essay Example This paper illustrates that in 2004, statistics indicated that per capita income for Whites, African Americans, and Hispanics in the USA are $25,203, $16035, and $14,106 respectively. Similarly, the 2005 unemployment rate for Whites, African Americans and Hispanics was 4%, 8.5%, and 4.5% respectively. Those covered by private health insurance for Whites, African Americans and Hispanics for the same period were 71.4%, 53.9%, and 41.7% respectively. The education sector also suffers from institutional racism. Education continues to gain value in modern society and parents would like their children to get the best possible quality of education. Consequently, there has been an increase in the number of international students seeking further education in foreign continents such as America and Europe. Education in these continents is perceived to be of higher quality. These students are presented with unique opportunities for international exposure even as they greatly contribute to the ec onomic growth of the host countries. At the same time, international students are faced with a myriad of challenges beyond their control and sometimes they have to endure until the end of their studies. Institutional racism refers to patterns in the society whereby adverse, unfavorable or oppressive conditions are applied towards certain identifiable groups based on their race, ethnicity and skin color. As an international student from the United Arab Emirates and studying at the University of Massachusetts Lowell, the author encountered institutionalized racism in various forms, to the detriment of international students. They have incidences for instance where black and other colored students are physically abused by their white counterparts on campus. A recent episode of open campus racism occurred when some students believed to belong to a fraternity threw a party in commemoration of Martin Luther King’s birth and black students were mocked. Nonblack students donned loose -fitting basketball shirts, flashed signs of gangs and drunk from hollowed-out watermelons to send a message of mockery to their black counterparts. Although the entire student fraternity received the incident with disbelief, outrage, and contempt, it showed how deep racism is institutionalized in the education system.

Human Sexuality Essay Example for Free

Human Sexuality Essay Teresita went to a fraternity party because shed heard that this fraternity really knew how to have fun and she really needed fun after a disastrous academic week. She knew that some women had been taken advantage of at previous parties, but she put that out of her mind, as she downed one drink after another. Just when things were getting dull, the coolest guy on campus took her by the hand, led her upstairs and talked her into having sex. The next day, Teresita noticed that her vagina was bruised and bleeding. She barely recalled having sex, but knew who was responsible for her condition, and filed rape charges against him with the campus administrator. Phillip was alone on the beach. Midnight was his favourite time of day, there were no other people around and he could really enjoy the sound of the waves and smell of the ocean breeze. He was almost asleep when he felt two women sit down next to him. One of them held down his arms while sitting on his chest. The other woman pulled down his bathing suit and began fellatio. In spite of his struggling and his anger, he got an erection. Both women took turns sitting on his erection, and left him when they were done. Phillip was confused he couldnt tell if he had been raped or not. He knows he didnt want to have sex with these women he didnt know, but cant understand why he couldnt fight them off (they were both smaller than him) and why he had an erection. Monica is seventeen and has been having sex with guys since she was fifteen. Gary is twenty-one and heard that Monica was hot stuff in bed. They go out and have consensual sex. Next day, Garys friend tells him he raped Monica. Is Garys friend correct?

Essay --

Today we will explore the speech given by Mary Fisher at the 1992 Republican National Convention entitled â€Å"A Whisper of AIDS†. The main purpose of Mary Fishers Speech â€Å"A Whisper of AIDS" was to promote awareness of the HIV/AIDS epidemic throughout the United States. Moreover, Fisher wanted it clear that no one, regardless of race, sex, age or any discriminatory factor, is safe from Human Immunodeficiency Virus because the virus only cares that one is a human being suitable of infection. However, the central idea of Fisher’s address was to establish awareness that those living with the affliction of HIV/AIDS are still people and deserve the compassion we’d give anyone else. Mary Fisher does an excellent job developing credibility throughout her address. Throughout the speech, Fisher placed relatable factual information and statistical data wisely to help develop the legitimacy of her cause, but what makes shear data into relatable fact is by the way it’s presented. One can simply state information and data to an audience, but that doesn’t guarantee that the audience will perceive it in the manner intended by the speaker or be affected by it at all. Just being who she was gave Fisher a great amount of credibility, establishing ethos as soon as she began speaking. Furthermore, Fisher utilizes the effective credibility building tool of personal experience. Her first hand experience and continued struggle with the human immunodeficiency virus gives her speech a higher likelihood of reaching a greater number of listeners. Fisher’s utilization of this credibility tool is facilitated when she states â€Å"Though I am female and contracted this disease in marriage and enjoy the warm support of my family, I am one with the lonely gay man shelte... ...ss). By reaching out to each section of her audience, Fisher can make an audience feel engaged in listening to her speech, because inclusive language makes a speaker seem like he or she is talking directly at one’s self. In culmination, Mary Fisher’s address to the Republican National Convention can be considered a success. Fisher opened the eyes of her audience using the rhetorical devices of ethos, logos, and pathos. She not only made the audience understand the dire nature of the issue of HIV, but she challenged them to be civically responsible, and no longer treat those afflicted by the HIV virus with hate and fear. Most importantly, Mary Fisher made it clear to her audience that the HIV/AIDS affliction should not be kept hush hush, or as a â€Å"whisper†, but rather we as American people should choose to see the problem and act and up for a safer future.

Our Daily Life Essay

I have encountered so many things in life; all of them seem to be related to me. In this reflection that you’ll see is all my experience in life that is changing every day. I know I’m not a perfect person but I will share this to you (all readers) to reflect it, not just me or the person beside you. I have this persons in my mind that I want to share, first of is my cousin in my father side; his name is Nunoy â€Å"Nuno† Lapasaran. He has this kind of sickness that he will bring to himself to the future, he is a Special Child. Every day I’m at his house also my father’s house, all day I’m always playing with my other cousin. I recognized his movements every time I go there, he always wearing girl’s clothes for short he is a she. He always flirts on every guy that passes by, even our cousins there. He can also fight other if he’s in danger. This is my observation to his condition; although he is got that sickness, he adopts slowly, it is good news for us. And we are family we protect each other wherever you are, whatever you are and we never broke our bonds to each other. My next subject but the same topic is also my cousin in my mother’s side; his name is Joriz Rosimo. This little guy is really hard to play with because he always pounding us with his fist and always spitting like an ordinary special child will do. To tell you the truth I got carried away with emotion and I just spank his butt, of course he cried out loud and my Tita heard it, and I got rebuked by my Tita and my mother about what I did. For that I just endure all the punches that he will throw at me. I learned many things from it and got to used it in my life right now. To endure all the big problems that will come at me and solved it with my family. I’m not alone in this life, there my family caring, loving us every day. And this is my last reflection to myself. I realize that Every Child is Special, just love them don’t hate them, care for them not to abuse their sickness, teach them, learn from them. I hope that I delivered this reflection very well and to God be the Glory.

British Literature Essay

Literature is one of the most effective ways to protest against the society, iniquities in this society. From early times writers and poets used rhythms and stories for ridiculing the upper class of a society. Why do poets use poems to tell about social injustices? The answer is simple. This way a poet can catch and hold the reader’s attention, his emotions. Usually poets in their works present facts in order to capture attention of many people. These are not new facts that are presented to an audience. From early times poets used the words effectively to make people think about the situation and make want them to act in order to change the present state of things. Poets and writers know the exact words and phrases that can influence people’s attitude to this or that situation so that they start acting. Poems are always aimed to reach feelings of people and thus, to pull strings. Literature of every state shows all the complexity of every epoch. When the situation is the same at several countries, it has a worldwide significance. Before talking about poetry, we should answer the question: What is poetry? Poetry is a special way of describing situations, things, ideas, feelings. Poets present their ideas in short phrases. They use rhythm to emphasize their feelings and ideas. Besides, a poet can appeal to reader’s emotions via poems. That is why a poem is easily remembered. A poem can be compared to a photograph as it reflects real life, real situations and feelings. In a poem a poet captures the exact moment and represents it the way he/she has seen it. When you read a poem you see the poet’s subjective evaluation of facts, situations and the epoch in general. Poets of Romantic Movement wrote their poems to share their feelings. They wrote to help people understand their time from the poet’s point of view. This paper is about Romantic Movement in Great Britain. It is devoted to William and Dorothy Wordsworth, Samuel Taylor Coleridge, Lord Byron, William Blake, Robert Burns, Mary Wollstonecraft and Joanna Baillie who became a radical group in British literature of their epoch. In the paper special attention is paid to the use of lyric poetry (ballads) and blank verse in poetry of the nineteenth century. British poetry. â€Å"The poem on the page is only a shadow of the poem in the mind. And the poem in the mind is only a shadow of the poetry and the mystery of the things of this word.†   Ã¢â‚¬â€œ Stanley Kunitz Before analyzing the British poetry of the nineteenth century it is necessary to mention the changes in political, industrial, scientific and cultural spheres of life of that time and caused the changes in British literature having challenged the standards of form and structure in poetry. From 1776 the American and French Revolutions and later the Industrial Revolution astounded Great Britain and Europe and caused disturbances among people. In the second half of the century Charles Darwin published Origins of Species and The Descent of Man that caused the revolution in scientific thought. This was an unrest period and people were forced to evaluate their values and beliefs again. There is no wonder that the British poets changed their world outlook. The first stage of Romanticism in English literature began in 1790s. William Blake was the first major poet who reacted to these changes. His poems were far from standard patterns. The poetry of Blake is characterized by long, unrhymed lines, a steady interplay of opposites (Damrosch 458). A metaphor can be found in titles of Blake’s works. For instance, his series of poems: Songs of Innocence in 1789 and Songs of Experience in 1794; The Marriage of Heaven and Hell etc. Blake believed that opposites are integral parts of life. He wrote about things that we too often forget making the reader look at events from another point of view. Blake tried to use the joy of words. He used figurative language to describe things in an unusual, in a completely new way breaking down the traditions in poetry of his time. Blake’s beginnings were supported by the efforts of William Wordsworth and Samuel Taylor Coleridge. They have written a collection of poems, anonymously authored, famous for its poems and its preface, entitled Lyrical Ballads in 1798. In the preface a poet deems that poems must regard ‘situations from life’ in ‘the everyday language’. Wordsworth describes poetry as ‘the spontaneous overflow of powerful feelings’. This expression was the manifesto of the Romantic Movement in poetry presenting revolutionary idea for that time. Moreover, the poet emphasizes on the avoidance of artificial poetic style. He believes language must be understandable and enjoyable for ordinary people. Lyrical Ballads is one of the most significant books which became a major change in the history of English poetry (Damrosch 462). Poems from the collection are written in simple, everyday language. They are concentrated on the appreciation of the power of nature, examination of human personality, inner feelings, emotions and thought with an emphasis on imagination. Lyrical Ballads starts from Coleridge’s long poem Rime of the Ancient Mariner and continues with poems manifesting the nature appreciation, the superiority of emotions and feelings over reason. The romance emphasizes individuality, beauty of nature contrasting to formality and artificiality of the standards in poetry of that epoch. A collection contains Tintern Abbey, The Idiot Boy and other controversial poems of Wordsworth written in everyday language. Poets used an every day language before, thus, they did not use it so that they broke down the rules and standards. Samuel Taylor Coleridge is famous for marvelous The Rime of the Ancient Mariner and the ‘conversation poems’, for example, Frost at Midnight and This Lime-Tree Bower My Prison, as well as for his unfinished works Christabel and Kubla Khan, which is like an obsession that haunts your mind (Damrosch 466). Dorothy Wordsworth, William’s sister, is an English prose writer. Her famous Alfoxden Journal and invaluable Gramere Journals were published in 1897. Her works are full of imagination while describing nature and personalities of unusual qualities. Dorothy’s prose is sudden, clear and natural. You may disagree with her ideas or conclusions. However, the writer could possibly say that it is enough that a reader reflects on her ideas. William Wordsworth wrote many short poems which were aimed at breaking down neoclassical verse. He included new poems in the second edition of the collection – The Brothers and Michael. In his works the author tries to speak about life truthfully sharing his feelings with a reader. Sometimes they share ideas, sometimes – a question. These poems and marvelous lyrics were written in his great decade. Thus, the most famous poem of William Wordsworth is his autobiographical philosophical poem The Prelude. This is a spiritual autography in which the author puts questions of philosophical value, about the purpose of his existence, of his value as a poet. In this work William Wordsworth is the major hero. The author places imagination on the first place among human talents. This work is better to call an epic as it consists of 8000 lines and is separated into 14 books (Damrosch 471). It is necessary to mention Joanna Baillie, a poet and dramatist. She wrote plays in verse which were highly appreciated. However, she is famous largely for her first published work, a collection of lyrics Fugitive Verses in 1790. Another talented English writer is Mary Wollstonecraft. She is famous for her works about equality of women concerning education and social life. Mary Wollstonecraft was a member of a radical group together with William Blake and later William Wordsworth. All her life Mary Wollstonecraft remained a passionate defender of women rights. In her works she was bringing up a fulmination against social inequality of women. She wrote Thoughts on the Education of Daughters in 1787 and A Vindication of the Rights of Woman, which contains a fulmination and a plea concerning equality for women, in 1792. The second stage of Romanticism began in 1805 and was marked by appreciation of history value, attention to origins, to works of Renaissance time. One of the most noted poets of the second stage is George Gordon, Lord Byron. He put the poet in the central place and spoke about imagination in his works (Damrosch 458). Romantic Movement reached its high point of art in the works of Byron. In his poems he emphasizes the individual feelings, emotions of a person, not of several ones; expression of feeling opposes to morality and value of nature to a state. The works of Byron are unique and brilliant, his poetry is an outstanding event connected with the Epoch of Romanticism. When an artist puts paint on canvas, he/she attentively traces shapes and colours for attaining a needful effect. The same Byron does when he writes a poem – he arranges words so that a poem is simple and comprehensible. Byron uses language in unusual way: he chooses words for sound and meaning. He carefully selects and arranges each word to achieve the desirable sound and effect. His major hero is a romantic person who is out of the society. In his poems the author raises the question of immortality. Besides, his works are notable for their flippancy. In 1820s there was a third stage of Romanticism that spread romantic ideas in literature worldwide (Damrosch 458). Summarizing, the Romantic Movement in Britain has three stages; every of stages is famous for poets and their works. At this time poets broke with tradition and tried the relaxed rhythms, everyday language and imagination in their poems. Conclusion. The paper briefly analyzes the three stages of Romantic Movement in Great Britain in general and poets who contributed greatly to the poetry of their country in a more detailed way. Besides, the paper analyzes the peculiarities of literature of that epoch. Having examined the works of William and Dorothy Wordsworth, Samuel Taylor Coleridge, Lord Byron, William Blake, Robert Burns, Mary Wollstonecraft and Joanna Baillie, it is clear it was a new generation of poets in the British literature. References: Damrosch D., Wolfson S. J., Manning P. J. (2005). The Longman Anthology of British Literature, Volume 2A: The Romantics and Their Contemporaries, Longman, 3rd Edition, 1120pp.

Ethnographic Interview Research Paper Example

Ethnographic Interview Research Paper Example Ethnographic Interview Paper Ethnographic Interview Paper Ethnographic Interview: Taiwan Culture Experience 1 Ethnographic Interview: Taiwan Culture Experience Vntge Jayne Clark Atlanta University Communication Cultural Diversity, Professor Howell March 14, 2011 2 PRECONCEPTIONS Culture is defined as the traditions, customs, norms, beliefs, values and thought patterning passed down from generation to generation (Jandt 2010). The world consists of many different cultures. In this Ethnographic Interview, I was given the opportunity to explore and learn more about a culture different from my own. Through observation I’ve have seen how people of different cultures differ from mines.For example, the type of foods a person eats can sometimes help you to identify their culture. I interviewed fellow classmate of mines, Ting Yan Yang, who was born in Taiwan. Before I initially interviewed my informant I researched the culture of Taiwan. I expected to learn a lot more about the Taiwan culture through my research and interview, because prior to this assignment I knew nothing about the culture. However, I did have my preconception that in some way the Taiwan culture would be connected to the Chinese culture. This preconception was formed based upon my informer’s physical appearance.After research, my preconception proved to be fact. Taiwan’s population is mostly Han Chinese who was born on the mainland or have ancestors that were (Peggy 2009). My research overall gave me a very descriptive background of the Taiwan culture. The culture was described so vividly I could in some ways just picture it. Their value systems in some ways were similar to my own, so I could relate in a lot of ways. Most people in Taiwan have traditional values based on Confucian ethics; however, pressures from industrialization are now challenging these values.Still, some traditional values remain strong, including piety toward parents, ancestor worship, a strong emphasis on education and work, and the importance of face. (Ming-teh 200 6). INTERVIEW EXPERIENCE Before conducting this interview it was required to choose someone of a different culture from my own, and who has not been here for more than 10 years. Immediately one of my 3 classmates came to mind whom I felt I had socially interacted well enough to ask for a favor. I told him that this was a class assignment and describe his role in aiding me to complete it. I asked him how long he had been in America and he told me 8 years.He without hesitation agreed to be my informer. We sat up a date and time that which was suitable for the both of us. I offered to buy lunch at a local sushi restaurant, Chin Chin II, to compensate his time. Chin Chin II served the popular dish sushi, and from research I learned sushi was apart of the Taiwan culture. Sashimi (raw fish) and sushi are very popular in Taiwan (Ming-teh 2006). On the date of the interview I brought only a pad and pen with me. We choose a Saturday to meet up in the afternoon, 2pm to be precise. Before meet ing, I previously drafted a couple of main questions I wanted to address.Although, some questions were created as the interview took place. I avoided any questions of ethnocentrism, judgments towards his actions and ways of thinking, and overly too personal. I was truly convinced any questions of these natures could not in any way give me a true definition of the Taiwan culture. I wanted my informer to feel free to describe his culture, his way, without restrictions. I arrived to the restaurant before my informer. I felt it was respectful for me to initially be there before him which could alter him waiting on me to arrive. When he arrived he greeted me with a handshake and a smile.In the Taiwan culture greetings are formal, and handshakes are the most common form of greeting (Williams 2007). Before conducting the research we ordered our food. He ordered a sushi dish titled Hama chi roll. Usually the only sushi dish I was confident in eating was the California roll but, I decided to order the same dish which I believe could in some ways enrich my Taiwan experience. My informer also ordered a cucumber salad. I was familiar with the cucumber salad because I had eaten it before and it found it to be a 4 tasteful salad. He also ordered lemonade to drink which so happened to be a common drink I ordered when I ate out.I knew right than we shared some similarities. While waiting for our food to arrive I started the interview off with some introductory background questions. His demeanor during the interview was very comfortable. I felt he was being very open and honest with his answers. Our conversations flowed very smoothly. I felt as if I was speaking to someone from a different culture from mines, but the way he expressed his perceptions and experiences were not foreign to me. Plainly, I could see how people all over the world could share the same dilemmas. INTERVIEW 1. What was your initial reason to move to the United States?I have heard that united States have t he best education and the opportunity to do what I want. 2. Did anyone of your family members already stay in America before you moved here? My cousins whole family 3. If so what did they tell it would be like? They just told me the school is very easy over here in United States and people are interesting about the foreigner that about it 4. Before moving to North America did you have an idea of what you thought it would be like? I thought lifestyle would be interesting because I always have a fantasy about the America when I watch American movie, I thought it would be just like that. . Did any type of media via movies, television shows, and or any type of music influence you thoughts on how North America would be? Action movie and Hip Hop music. I love the action movie because they show the beauty of the United States. And hip hop music is very popular which assemble part of the United States culture. 6. How did you arrive to North America? (Airport, train, bus station etc)? Airpla ne 7. What was your experience like first arriving to America? I experienced somewhat of a culture shock. I was surprise the fact that Americans are friendlier and welcoming than I thought they would be. 8.What do you miss most about your original culture? I will have to say the food is what I miss the most from my culture. It is because the food in the united states just not the taste that I used to have. 5 9. Do you miss your homeland? Yes I do from time to time, however I have grown accustom to the United States. 10. Have you ever experienced racism and or discrimination  towards you in any way while in America? Yes (he says Yes very aggressively) I have experienced both racism and discrimination 11. If so can you give me a brief description of one experience? When I first came here, people in the school were not very friendly.The school was predominately white. In class other students tend to make fun of me in any ways they could because I was different from them. I remember w hen I was eating, people came up to me and ask for the food in my plate and if I didnt give it to them, they will create the rumor that make people keep distance with me. 11. What are some of your culture customs? (food, music, dances, rituals, etc) In the lunar Chinese New Year, each family comes together at once. The family will prepare the most luxurious food on the table, and all the dishes have to be finished. 12. Did you speak English prior to moving here?I barely understand the English language 13. If you didn’t speak English prior to moving here how did you learn the English language? Was it a difficult language to learn? I join all kinds of activities at school. And I join the sports team because I am a social person it was easier for me to make friends. When I first learned the language at first it is difficult but after a while, it became easier to understand and speak fluently.

Daughter Cells and Chromosome Number in Mitosis and Meiosis

Daughter Cells and Chromosome Number in Mitosis and Meiosis Daughter cells are cells that result from the division of a single parent cell. They are produced by the division processes of mitosis and meiosis. Cell division is the reproductive mechanism whereby living organisms grow, develop, and produce offspring. At the completion of the mitotic cell cycle, a single cell divides forming two daughter cells. A parent cell undergoing meiosis produces four daughter cells. While mitosis occurs in both prokaryotic and eukaryotic organisms, meiosis occurs in eukaryotic animal cells, plant cells, and fungi. Daughter Cells in Mitosis Mitosis is the stage of the cell cycle that involves the division of the cell nucleus and the separation of chromosomes. The division process is not complete until after cytokinesis, when the cytoplasm is divided and two distinct daughter cells are formed. Prior to mitosis, the cell prepares for division by replicating its DNA and increasing its mass and organelle numbers. Chromosome movement occurs in the different phases of mitosis: ProphaseMetaphaseAnaphaseTelophase During these phases, chromosomes are separated, moved to opposite poles of the cell, and contained within newly formed nuclei. At the end of the division process, duplicated chromosomes are divided equally between two cells. These daughter cells are genetically identical diploid cells that have the same chromosome number and chromosome type. Somatic cells are examples of cells that divide by mitosis. Somatic cells consist of all body cell types, excluding sex cells. The somatic cell chromosome number in humans is 46, while the chromosome number for sex cells is 23. Daughter Cells in Meiosis In organisms that are capable of sexual reproduction, daughter cells are produced by meiosis. Meiosis is a two part division process that produces gametes. The dividing cell goes through prophase, metaphase, anaphase, and telophase twice. At the end of meiosis and cytokinesis, four haploid cells are produced from a single diploid cell. These haploid daughter cells have half the number of chromosomes as the parent cell and are not genetically identical to the parent cell. In sexual reproduction, haploid gametes unite in fertilization and become a diploid zygote. The zygote continues to divide by mitosis and develops into a fully functioning new individual. Daughter Cells and Chromosome Movement How do daughter cells end up with the appropriate number of chromosomes after cell division? The answer to this question involves the spindle apparatus. The spindle apparatus consists of microtubules and proteins that manipulate chromosomes during cell division. Spindle fibers attach to replicated chromosomes, moving and separating them when appropriate. The mitotic and meiotic spindles move chromosomes to opposite cell poles, ensuring that each daughter cell gets the correct number of chromosomes. The spindle also determines the location of the metaphase plate. This centrally localized site becomes the plane on which the cell eventually divides. Daughter Cells and Cytokinesis The final step in the process of cell division occurs in cytokinesis. This process begins during anaphase and ends after telophase in mitosis. In cytokinesis, the dividing cell is split into two daughter cells with the help of the spindle apparatus. Animal Cells In animal cells, the spindle apparatus determines the location of an important structure in the cell division process called the contractile ring. The contractile ring is formed from actin microtubule filaments and proteins, including the motor protein myosin. Myosin contracts the ring of actin filaments forming a deep groove called a cleavage furrow. As the contractile ring continues to contract, it divides the cytoplasm and pinches the cell in two along the cleavage furrow. Plant Cells Plant cells do not contain asters, star-shaped spindle apparatus microtubules, which help determine the site of the cleavage furrow in animal cells. In fact, no cleavage furrow is formed in plant cell cytokinesis. Instead, daughter cells are separated by a cell plate formed by vesicles that are released from Golgi apparatus organelles. The cell plate expands laterally and fuses with the plant cell wall forming a partition between the newly divided daughter cells. As the cell plate matures, it eventually develops into a cell wall. Daughter Chromosomes The chromosomes within daughter cells are termed daughter chromosomes. Daughter chromosomes result from the separation of sister chromatids occuring in anaphase of mitosis and anaphase II of meiosis. Daughter chromosomes develop from the replication of single-stranded chromosomes during the synthesis phase (S phase) of the cell cycle. Following DNA replication, the single-stranded chromosomes become double-stranded chromosomes held together at a region called the centromere. Double-stranded chromosomes are known as sister chromatids. Sister chromatids are eventually separated during the division process and equally distributed among newly formed daughter cells. Each separated chromatid is known as a daughter chromosome. Daughter Cells and Cancer Mitotic cell division is strictly regulated by cells to ensure that any errors are corrected and that cells divide properly with the correct number of chromosomes. Should mistakes occur in cell error checking systems, the resulting daughter cells may divide unevenly. While normal cells produce two daughter cells by mitotic division, cancer cells are distinguished for their ability to produce more than two daughter cells. Three or more daughter cells may develop from dividing cancer cells and these cells are produced at a faster rate than normal cells. Due to the irregular division of cancer cells, daughter cells may also end up with too many or not enough chromosomes. Cancer cells often develop as a result of mutations in genes that control normal cell growth or that function to suppress cancer cell formation. These cells grow uncontrollably, exhausting the nutrients in the surrounding area. Some cancer cells even travel to other locations in the body via the circulatory system or lymphatic system.

Political Science Thesis

Political Science Thesis Political Science Thesis Political Science Thesis: Tips AdvicesThe politics becomes more and more fashionable in the latest times. If you do not know nothing about it, so you do not hold dear of your country and the spirit of patriotism is not for you. People imagine the politic men as the showmen now. Because they are the first people who appear in the TV set every morning and a whole day is full of their faces, actions, squabbles and other things. So the political science thesis can be interesting, especially for those students, who want to work in the governmental system then. It would be a great experience, if they observe the situation from various points of view. However, in the political science thesis the politics should be defined, first of all, for the good understanding of the mental and social behavior and relation to the politics. The politics, if we take it as functioning as singular, is the practice or study of the art and science of forming, directing, and administrating stat es and other political units; it is the art and science of government; political science. It can also be the complex or aggregate of the relationships of people in society, especially those relationships, involving authority or power. If we take the politics as functioning as plural, so they are political activities or affairs or the policy-formulating aspects of government as distinguished from the administrative, or legal. There can be singled out the main types of the politics for the writing: slackwater politics, above politics, gutter politics, machine politics, national politics, party politics and others. The Topics For The Political Science Thesis The politic science and the nature of the politic regulations History of political relations and its origin in other states The principles of the political science Governments in the world and the international politics Parties and their increasing number nowadays Foreign relations and the international contig uity American organizations connected with politics Secrets Of Successful Political Science ThesesYou can use as many laws and political treatment bills as possible. You can examine the work of your own government and suppose the real development in the future. Take the experiment in the watching their debates and actions. You can observe their work during the time before the election. It is called electioneering. However, sometimes the actions, which were undertaken during this time and the promises, which were given, will be not regulated then, even if they will be in the top. If you want to know more about the political science thesis, you can order it at us. We are professional service, which offers you writing different types of work. We can guarantee you the shortest terms of writing, 100% non-plagiarism and the professional writers in the different areas. Our Political Science Thesis Writing Assistance Address our company now for not to regret in the futur e! Do not forget about the fraud companies, which can serve you non-professional help. The mistakes and rewriting of their works are the top orders at out site. We are waiting for you, dear students!

Mexican Muralism and the Argentinian Avant-Garde Essay

Mexican Muralism and the Argentinian Avant-Garde - Essay Example Mexican Muralism originated in 1910 in resistance to the authoritarianism of Porfirio DÃ ­az, grew into a vicious social rebellion. It continued all through the following period, captivating the lives of nearly a million Mexican individuals. Beginning nearly instantaneously in 1920 and then in the eras that followed, statesmen, philosophers, and musicians joined powers not only to get well from the financial and public wreckage of the hostilities, but besides to redefine Mexico’s state personality. Through setting up of new institutes, reading rooms, and exhibition halls, the provision for widely held commemorations and civilizations, and the benefaction of large-scale open art, they struggled to unite supporters of various social programs under distinctively Mexican beliefs. While several scholars and comedians portrayed Mexico’s native philosophies and past for encouragement, the movement of renaissance to speak about these uncomfortable tries assisted a social reviv al proposes a dependence on the Italian Rebirth as an ancient classic. Contrasting to the Italian Rebirth, nevertheless, the ethnical rebirth was narrowly knotted to a politically aware rebirth. All through the Spanish majestic period, painting urbanized mainly as a spiritual art in cathedrals, the Argentinian Avant-Garde Movement was kown to Christianize native inhabitants. Spiritual painting was frequently done by enforced indigenous entertainers and African slaves under guidance of spiritual leaders. Numerous foreign performers visited Argentina.

7 Foster homes in 14 years for lexi Essay Example | Topics and Well Written Essays - 250 words

7 Foster homes in 14 years for lexi - Essay Example Jude is a mother who is used to controlling the lives of her children and taking Lexi under her wing. This makes it impossible to control the effect she has on her twins. She tries to follow her dreams by making Zach to accompany Mia to college for protection. Mia’s friendship with Lexi is as a result of her loneliness and shyness from the world. Lexi is a girl who never experienced motherly love due to her drug addict mother who finally overdose leaving her with her aunt Eva. Her mother kept her in and out of foster homes which leaves her with low self-esteem, and the drive to do the right thing for the protection of those she cares about. The drug problem of Lexi’s mother robs her the chance of a family security, warm and wellbeing which she finds in the small town with her aunt Eva. This leads to her open welcoming into her life Zach and Mia when they show her empathy despite everyone else dismissing her. This is further shown by her taking responsibility for the accident and her reunion with her past fears. She easily becomes friends with Mia for her longing for family. Mia brings this feeling to her and her mother has no choice but to keep her close for the sake of her shy daughter. Loyalty, love and friendship which is challenged during the accident at Night Road results into the people involved to struggle with pain, feeling of guilt and loss many years later. It brings out Lexi’s maturity from a young teenager into a mature woman with a glimpse of the

IMT Case Study Example | Topics and Well Written Essays - 500 words

IMT - Case Study Example , he was walking in a hornet’s nest and any single approach from the four options he came up with may have had detrimental impact on the performance of the company if not cautiously implemented. In general, he did a great job when it comes to the understanding of the tasks as well as the prevailing environment in the companies. He also strived to be honest with June, his superior, in his feedback and recommendations. CMCI’s statement is not inspiring enough. A mission statement should not come out as an old novel which lacks both sense of direction and purpose (Neto 24). However, after reading Fort Wayne MIS Directions and Objectives Statement, more light is provided on the direction the company was heading to. The latter talks about the company being structured and with some reasonable level of risk taking. Considering the difference in timelines when the two were written, they can both be said to combine well in giving some form of common management tool. The two statements appear to addressing the same issues with the organizational set up. It is worth pointing out that reading Fort Wayne MIS Directions and Objectives Statement maps it out more clearly than CMCI’s statement which has limited vision and is not comprehensive. Over the last five years, CMCI has been experiencing several developments. This is in terms of expansion through acquisitions. In order to reach out to a larger market. The business has acquire several businesses both within and outside USA. In all these entities, the leadership and the management structures have remained decentralized. This expansion and leadership structures will for sure impact on the overall system architecture of the Fort Wayne Plant. Four options were suggested. The first one was the centralized computing. This involved relying on single networks within each of the companies. The advantage of this proposal is that it allows the company to have more control over its operations (Khosrowpour 53). The shortcoming

Module 1 Case MGT401 Essay Example | Topics and Well Written Essays - 1000 words

Module 1 Case MGT401 - Essay Example This is so especially if he trust no one to take the position and lead it effectively. It is for reason that it was no surprise when he fired the CEO of Fiat and appointed himself the CEO. The CEO’s level of emotional stability is simply amazing. It is this emotional stability that has made him the great leader he is today as he does not let his emotions over the employee’s future if he fires them stand in his way and affect his decision making ability. Machionne is one highly intelligent man based on the fact that he was able to turn the company’s profitability around which was on the verge of collapse and did so within two years (2011 All-Stars: Sergio Marchionne, 2011). This is simply an impossible job for a simple-minded and unintelligent individual. The fact that he upholds integrity high is not only commendable but has protected his name and made it remains clear from any scandals involving integrity issues. It is his personality and high standards that make him uphold his integrity and abide by the rules at all times. Machionne is an analyst using logic to make his decisions. His abilities to strategize as well as be inventive and imaginative make him the perfect leader he is. He may not have an approachable personality but he still makes friends and is an excellent communicator. A task-oriented leader is one who focuses solely on the tasks that need to be performed and is in no way concerned about the people performing the tasks such as ensuring they are motivated or satisfied. This is the kind of behavioral approach that Machionne has adopted as he does not bother with his team and their general well-being but simply whether they have performed the tasks he assigns to them or not. This explains his lack of small talk with his employees and especially the executives and the occupation even over the weekend simply with work and no fun at all for the employees (Wernle, 2010). The greatest

Social Media Impact on How We Interact Research Paper

Social Media Impact on How We Interact - Research Paper Example For example, improved technology in information systems nowadays contributes to increased terrorism activities globally as it also helps in curbing the activity. However, apart form global issues, there are legal, social, and ethical issues resulting from the use of information technology in daily activities. The work that follows shows how security as a global issue relates to consumption of digital media or how the world incorporates digital media to present information. Most undertakings in the current world have adopted and started using the rising technology in information. Technology has even spread in areas that are desperately poor. There are many issues associated with global security which affect the world given that insecurity is now an issue of concern in the world. The rising insecurity in the world is a major concern that needs all countries’ preparation to curb its rise. ... Rise in global insecurity has led to introduction of education to fight terrorism and other related practices for example, studies on criminology is as a result of increased rates of insecurity. Information technology acts as a medium and opportunity for learners and educators to access information on various curriculums on fight against insecurity or crimes. This is because literacy in information technology offers scholars information on doing more compared to doing things that they did by hand for example, data processing, retrieving or passing information from one person to another (Menten, 2013). Digital media nowadays allows scholars to participate in the most sophisticated global experiences in education. How does Digital Media help students in Education? 1. Global Media Literacy Proper utilization of Information technology, if well utilized can help students studying criminology and other security related curriculum. Development of media literacy globally helps students to ac cess media from different countries around the world which contain news from international angles. This helps them evaluate how different countries fight insecurity, information which other countries can apply to their fight against insecurity because mass media brings out various’ countries perception on various issues. 2. Opinions on Global issues Exposure about other countries’ opinions helps students to evaluate how the countries argue regarding fight against insecurity. It is only through improved information technology such as social media that students have access to these arguments (Menten, 2013). Menten gives an example where Muslim students design digital audio slideshows of the

Article Example | Topics and Well Written Essays - 250 words - 2

Article Example Thomas discusses the impact of cross cultural interactions in different disciplines. The two domains in which cultural influence mechanisms fall are cognitive and motivational. The cognitive dimension is about the cultural different perceptions and signal interpretations while motivational dimension is about self concepts that are culturally different and can impact what we consider to be desirable. Hence, this can impact out comes and behavior. This implies that knowledge knows what culture is and how it impacts behavior. Mindfulness on the other hand is described as a specific mega cognitive process in which multiple perspectives are sought for and new mental categories are created. People who are high on CQ quotient need to act instead of being just informed about what their culture is like. They must perform and act. The behavioral component of CQ is described as the ability to adjust and adapt behavior in different situation based on one’s expectation of others. In today’s diverse world and society, it is very important to understand the concept of cultural intelligence. The reader is able to relate to other cultures and self concepts by his ability to tolerate them and by understanding their predicaments. This will help establish harmony, understanding and stage the foundation of healthy interactions between people. The article is important for it digs down on the characteristics of cultural intelligence which can be applied by people in their

Social Media Impact on How We Interact Research Paper

Social Media Impact on How We Interact - Research Paper Example For example, improved technology in information systems nowadays contributes to increased terrorism activities globally as it also helps in curbing the activity. However, apart form global issues, there are legal, social, and ethical issues resulting from the use of information technology in daily activities. The work that follows shows how security as a global issue relates to consumption of digital media or how the world incorporates digital media to present information. Most undertakings in the current world have adopted and started using the rising technology in information. Technology has even spread in areas that are desperately poor. There are many issues associated with global security which affect the world given that insecurity is now an issue of concern in the world. The rising insecurity in the world is a major concern that needs all countries’ preparation to curb its rise. ... Rise in global insecurity has led to introduction of education to fight terrorism and other related practices for example, studies on criminology is as a result of increased rates of insecurity. Information technology acts as a medium and opportunity for learners and educators to access information on various curriculums on fight against insecurity or crimes. This is because literacy in information technology offers scholars information on doing more compared to doing things that they did by hand for example, data processing, retrieving or passing information from one person to another (Menten, 2013). Digital media nowadays allows scholars to participate in the most sophisticated global experiences in education. How does Digital Media help students in Education? 1. Global Media Literacy Proper utilization of Information technology, if well utilized can help students studying criminology and other security related curriculum. Development of media literacy globally helps students to ac cess media from different countries around the world which contain news from international angles. This helps them evaluate how different countries fight insecurity, information which other countries can apply to their fight against insecurity because mass media brings out various’ countries perception on various issues. 2. Opinions on Global issues Exposure about other countries’ opinions helps students to evaluate how the countries argue regarding fight against insecurity. It is only through improved information technology such as social media that students have access to these arguments (Menten, 2013). Menten gives an example where Muslim students design digital audio slideshows of the

Divorce Among Koreans in the USA Research Paper

Divorce Among Koreans in the USA - Research Paper Example This may be true not only among Americans in the United States of America in recent developments but generally among all the peoples of the world. For instance, it is said that it is easier to divorce than to flag down a taxi in Korea. (Hayes, Sean. Reform of the Korean Divorce Law. OhmyNews INTERNATIONAL. [internet]) Korean divorce rate is one of the highest in the globe and possibly the highest in Asia. There are many possible reasons why the newest generation of Koreans has a high rate in divorce. It may be because of the new liberal and more dynamic and independent role of women in the new societal set-up or because of the rising trend for individualistic attitudes rather than for family advancement and value formation. It may also be due to society having modernized so quickly or due to personal demands for selfish gratification at the click of a finger. While a divorce or a separation helps any one of the spouses or the two of them in so many instances, this can only be fine and in order if there are no children affected as when the couple did not bear any. In another way of saying, children who are the products of a broken marriage almost always become menace to society as they resort to drugs, alcohol, unwanted pregnancies in the case of daughters, and other undesirable practices or behavior as acts of rebellion against the parents who have shattered what could have been a whole and happy family. In this treatise, the covered population pertains to first and second generations of Koreans in the United States of America. The opinions and findings of other researchers - a literature review In one study, statistics and findings showed that only a total of 6.1 % of Koreans in the United States are either separated or divorced, lower than that for other nationals. (Yu, Eui-Young, Peter Choe and Sang Il Han. Korean Population in the United States, 2000. Demographic Characteristics and Socio-Economic Status. page 9. [internet]). Curiously again, of one hundred thirty three Korean women interviewed in a 2003 study who live in the United States, only seven were divorced or separated. (Lee, Eunju. DOMESTIC CONFLICT AND COPING STRATEGIES AMONG KOREAN IMMIGRANT WOMEN IN THE UNITED STATES. [internet]) The above observations simply indicate that divorce among Koreans in the United States has not reached any level of concern. As a matter of course, there is really not much justification to undertake a research on incidents of divorce among Koreans who reside in or have migrated to the United States. Instead, there is great consolation in discovering that Korean families in their foreign host country have endeavored as much as possible to see to it that the home environment is kept intact. This is confirmed by the fact that the bond of marriage has even strengthened among Korean Americans. As a matter of fact Korean Americans have changed their orientation

The Doom of the American Dream Essay Example for Free

The Doom of the American Dream Essay The United States in the 1960’s was going through hard events. Many things happened in this decade like The Vietnam War, that was going on for a while and it affected most people in the U. S. The Cold War was also going on, but people were mostly worried about the Vietnam War. Pres John F. Kennedy and Robert F. Kennedy where assassinated in the 1960’s. Martin Luther King was also assassinated, and the whole country went on chaos. The baby boom’s 70 million children became teenagers and young adults in this decade. The Civil Rights Act was amended to include females. So many things were happening, but the main problem going on was the addiction with drugs and alcohol. There are many literature works coming from this decade, and all reflects to what was going on in that time, like the book Fear and Loathing in Las Vegas A Savage Journey to the Heart of the American Dream written by Hunter S. Thompson. Hunter talks about his journey to Las Vegas and it reflects what was going on in the country. The United States in the 1960’s was falling apart is what is being present in Hunter’s book. Hunter S. Thompson believed he had the talent to become a writer and he wrote every day. He was really upset by the death of John F. Kennedy and Robert F. Kennedy because he really believed in them and he called them his guys. After he was in the Chicago’s Democratic Convention where he saw people getting beat, he had the idea that the American Dream was vanishing. He had no time to think about writing this idea of the American Dream because he decided to run for Sheriff of Pitkin County, Colorado, his campaign adopted the name of the Freak Power. He lost the election and then he really knew that the American Dream was dead, at least that is what he thought. A while later he had to go to Las Vegas to cover the Mint 40, a motorcycle race. Hunter spent some time in Las Vegas as he discovered that the heart of the American Dream happened to be there, and he went on the search for it. The idea he had about this is what the book it’s all about, the subtitle says it all â€Å"A Savage Journey to the Heart of the American Dream. † Hunter’s book is in the category of nonfiction/journalism. The book goes in chronological order with all the events that happened while Hunter was in Las Vegas. In his book he starts by going to the Mint 40, and all his crazy adventures with drugs and alcohol. He disobeyed all the laws he could think of, and he was in constant paranoid. This was a good thing because it reflected how bad the country status was. After all the trouble he causes he wants to leave, but he stayed to cover a Drug Convention in a hotel in Las Vegas. After the Drug Convention, and before leaving, he went on the hunt for the American Dream. He stops at a fast food restaurant where he asks where he can find the American Dream and he is sent to an old Psychiatrist’s Club â€Å"The owner of a gas station across the road said the place had ‘burned down about three years ago. ’† This only proves that the American Dream is dead, even if it was just a causality that he was sent to that particular place. At the end he lives Las Vegas and ends somewhere else to keep living his life. There are many characteristics that express this period of time 1960’s their people and places; one of them is no rules, out of control. There are many examples in the book to prove this right like drugs, alcohol, guns, and leaving the hotels without paying, all over the book. It all starts in the beginning of the book where he starts talking about all the drugs that they got for their trip to Las Vegas, â€Å"Getting hold of the drugs had been no problem†¦Ã¢â‚¬  (12) On one of his flashbacks he remembered a night in San Francisco, â€Å"’All this white stuff on my sleeve is LSD. ’ He said nothing. Merely grabbed my arm and began sucking on it. †(66) it’s really crazy to know that this really happened. When he was trying to leave Las Vegas for the first time, he end up with a gun and start to think what he would say if he gets caught with it, â€Å"A good. 357 is a hard thing to get, these days. So I figured, well, just get this bugger back Malibu, and it’s mine. My risk—my gun: it made perfect sense. †(71) Things like these happened throughout the book and it got worse and worse, like the time where he tried this new drug and took too much of it even when his attorney told him not to, he was paralyzed for a while, â€Å"You took too much. You’re about to explode. Jesus, look at your face! †(133) These kind of problems with drugs, not only happened to Hunter because it was also on the news he read and wrote in his book, â€Å"Doctors said Friday they were uncertain whether surgery would succeed in restoring the eyesight of a young man who pulled out his eyes while suffering the effects of a drug overdose in a jail cell. † (101) Another example for this characteristic is the fact that they stayed at two different hotels in Las Vegas without money. In both hotels they left without paying, but first they destroyed the room; â€Å"We had ordered everything into that room that human hands could carry—including about six hundred bard of translucent Neutrogena soap. † (70) When he tried to leave the first hotel he was freaking out, while waiting for the carboy to arrive â€Å"The Shark! Where was it? I tossed the paper aside and began to pace. Losing control. I felt my whole act slipping†¦Ã¢â‚¬  (75) On the second hotel he did the same thing, he lied to get away by saying he was a Doctor of Journalism. A second characteristic is the lost generation. The first young adult they met appears at the beginning of the book they never got his name, but they called him hitchhiker. The hitchhiker got in the car and kept quiet as he listened to all the nonsense from Hunters and his attorney, a couple of miles later he decided to run away, â€Å"His feet hit the asphalt abnd he started running back towards Baker. Out in the middle of the desert, not a tree in sight. † (19) The second young adult they met in this trip was Lucy. A young girl that Hunter’s attorney met on the plane to Las Vegas and gave her drugs, then took advantage of her; â€Å"She’s running away from home for something like the fifth time in six months. †(114) They knew what they did was bad and they tried to get rid of Lucy. What were two young adults doing away from home like the hitchhiker and Lucy? This only shows that parents didn’t have the control on their kids, mainly on young adults that run away searching for something only they know or at least hope to find. Another characteristic is paranoid and fear, this is in several pages just like the drugs and alcohol. They knew they were breaking the law, even though they didn’t care they were still afraid of getting caught. Like when they tried to get rid of Lucy as soon as possible, he thought of all the things that could happen to him, â€Å"What would happen to this poor wretch when we cut her loose? Jail? White slavery? † (117) He got really nervous when Lucy called their room after they thought they got rid of her, he imagined being in court and that they would all believe the innocent Lucy. Or when they left the first hotel and Hunter was afraid of being followed, â€Å"BOOM, Flashing paranoia. What kind of rat-bastard psychotic would play that son—right not, at this moment? Has somebody followed me here? † (85) Lastly power seeking, all authority figures and trying to be someone important is a strong characteristic in the book. Like a man that even though he was a police officer he didn’t get the respect he wanted, when Hunter arrived the hotel and got his room everybody where astonished. â€Å"They were stupid with shock. Here they were arguing with every piece of leverage they could command, for a room they’d already paid for—and suddenly their whole act gets side-swiped by some crusty drifter who lloks like something out of an upper-Michigan hobo jungle. † (108) Also, through the book Hunter would use identities that weren’t his, like Doctor of Journalism, police officer, or that they were undercover detectives, all to just get away with what they wanted. Even at the end to get drugs, â€Å"I jerked out my wallet and let her see the police badge while I flipped through the deck until I located my Ecclesiastical Discount Card—which identifies me as a Doctor of Divinity, a certified Minister of the Church of the New Truth. † (203) this part is a little ironic because of what it says and what he is trying to get with it. The United States being presented in Hunter’s work is really unbelievable; at least it is compared to now in the year 2008. In the book all the people were divided in two, the good guys and the bad guys. But the good guys were ten years behind the bad guys and of what they are trying to stop, â€Å"†¦and all I learned was that the National District Attorneys’ Association is about ten years behind the grim truth and harsh kinetic realities of what they have only just recently learned to call â€Å"the Drug Culture† in this foul year of Our Lord, 1971. †(201) He good guys are going to take a really long time to stop this and there’s nothing they can do, just like in the essay â€Å"Drugs† by Gore Vidal, is hard to stop something like drug addiction that has been going on for quite a time. Another essay like â€Å"Cultural Critique† by Anthony Burgess, a foreign man that spend some time in the United States and wrote this essay saying how bad was the U. S. he noticed that the country is in a bad shape, but what I like about this essay and what I agree with is that the country is still young and growing up because it is being reflect now almost 50 years later. After all the time of confusion and chaos there finally a little peace today, except for the war in Iraq. Maybe we have learned from our past mistakes because even though drug is a big thing today too, I feel it is not as bad as it used to be before. I see the 1960’s as a bad decade, but also fun at the same time because the country being so young it was easy to get away with anything; not like today that you get caught for anything. I wish I could have lived in that decade because I would have had fun, not with drugs, but with not paying hotel bill and driving nice cars. I could have been anything like a police officer and nobody would have notice I’m lying. Also, even thought the book reflects the American Dream dead, for me and many others think otherwise now-a-days with our new future president being elected, Obama. Obama represent hope in times like these that reflects a little what was going on in the 1960’s, hope that everything will get better, the hope that its retaining young adults from confusion. A president that is half African-American, it reflects that also racism is being left begin. Hopefully the 1960’s will be more than a bad/fun decade, because we have to learn from our mistakes like we have been doing, â€Å"a generation of permanent cripples, failed seekers, who never understood the essential old-mystic fallacy of the Acid-Culture: the desperate assumption that somebody—or at least some foce—is tending that Light at the end of the tunnel.

Artificial Intelligence and Approaches to Music Education

Artificial Intelligence and Approaches to Music Education Abstract The goal of this paper is to review the principal approaches to Music Education with a focus on Artificial Intelligence (AI). Music is a domain which requires creativity, problem-seeking and problem-solving respectively, from both learner and teacher, therefore is a challenging domain in Artificial Intelligence. It is argued that remedial intelligent tutoring-systems are inadequate for teaching a subject that requires open-ended thinking. Traditional classroom methods are sometimes favoured because tutors can focus on individual differences and enhance creativity and motivation. However, it can also be argued that AI is a mechanism which enables those without traditional musical skills to ‘create’ music. Almost the only goal that applies to music composition in general is ‘compose something interesting’ (Levitt, 1985). This paper will review different approaches to AI in Music Education. Approaches considered will be: Intelligent Tutoring Systems in Music; AI based Music Tools; highly interactive interfaces that employ AI theories. 1. Introduction This paper will review some of the approaches to using Artificial Intelligence in Music Education. This particular field is of high interdisciplinary and involves contributions from the fields of education, music, artificial intelligence (AI), the psychology of music, cognitive psychology, human computer interaction, philosophy, computer science and many others. AI in education itself is a very broad field, dating from around 1970 (Carbonell, 1970) and has its own theories, methodologies and technologies. For brevity, we will abbreviate Artificial Intelligence in Education to AI-ED, following a standard convention. Definitions The scope of AI in Education (AI-ED) is not decisive, so it will be useful to consider some definitions. A common definition is: any application of AI techniques or methodologies to educational systems. Other definitions which focus more narrowly are, for example: any computer-based learning system which has some degree of autonomous decision-making with respect to some aspect of its interaction with its users (Holland, 1995). This definition suggests the requirement that AI techniques reason with the user at the point of interaction. This might be in relation to best teaching approach, the subject being taught or any misconceptions or gaps in the student’s knowledge. However, AI-ED in a wider context is sometimes defined as: ‘the use AI methodologies and AI ways of thinking applied to discovering insights and methods for use in education, whether AI programs are involved at the point of delivery or not’ (Naughton, 1986). In practice, these contrasting approaches form a continuum. Music: An open-ended domain A useful distinction in AI-ED is between formalised domains and the more open-ended domains (‘domain’ means subject area to be taught). In relation to domains such as mathematics and Newtonian dynamics there are clear targets, correct answers and a reasonable clear and concise structure to follow for success. Whereas in open-ended domains such as music composition, there are in general, no clear goals, no set criteria to follow and no correct answers. The focus is based upon, as mentioned earlier, ‘Compose something interesting’ (Levitt, 1985). Rittel and Webber (1984) describe this particular problem in domains as ‘wicked problems’. In such domains there cannot be a definitive formulation for the problem or the answer. Wicked domains such as music composition require learners to not just solve problems but also seek problems (Cook, 1994). The term problem seeking is used in a number of disciplines such as animal behaviour (Menzel, 1991). Cook (1994) imported the term into AI in Education in particular reference to the sense of philosopher Lipman (1991). In this sense Cook (1994) refers to the term ‘problem seeking’ as follows: Problems are treated as ill-defined and open-ended There is a continual intertwining of problem specification and solution Criteria for completion is very limited Context greatly affects the interpretation of the problem Problems are always open re-interpretation and re-conceptualisation In relation to expressive performing arts and music composition there is no goal or problem to be solved. The learner must find or create goals and problems which then may need to be revised, modified and rejected where best suited to his/her taste. 2. Computer-Aided Instruction It is worth considering briefly the music education programs that negligibly use AI as a background to AI approaches in education. Historically, computers used in music, and most other subjects, were associated with the theory of learning behaviourism. These particular systems (branching teaching programs) stepped through the following algorithm (O’Shea and Holland, 1983), Present a ‘frame’ to the student i.e. Present the student with pre-stored material (textual or audio visual) Solicit a response from the student Compare the response with pre-stored alternative responses Give any pre-stored comment associated with the response Look up the next frame to present on the basis of the response An example of this kind of system was the GUIDO ear-training system (Hofstetter, 1981). Branching teaching programs tend to respond to the user in a manner that has more or less been explicitly pre-planned by the author. Therefore, this tends to limit the approach to a simple treatment. Multimedia and Hypermedia Multimedia and hypermedia has had a great impact on music education and transformed music education software programs, giving a different emphasis from the earlier behaviourist programs. Recent educational music programs such as Seventh Heaven, Ear Trainer, Interval and Listen aim to provide practice in recognising or reproducing intervals, chords or melodies. MacGAMUT is a classroom simulation program that dictates exercises and provides a detailed marking scheme. Other programs such as MiBAC Music Lessons, Perceive and Practica Musica offer a comprehensive ear training program including scales, durations, modes and tuning. See Yavlow (1982) for information on the aforementioned programs. Since the domain is relatively clear-cut and non-problematic, ear training and music theory are popular methods in non-AI music education programs. There are many useful musical computer tools applicable to education such as music editors, sequencers, computer-aided composition tools, multimedia reference tools on CD-ROM Masterworks and much more. 3. Intelligent Tutoring Systems for Music: A ‘Classical’ Approach The history of AI in education can be divided into two periods, the ‘classical’ period (1970 – 1987) and the ‘modern’ period (1987 to present day). In the classical period, the three component ‘traditional’ model of an Intelligent Tutoring System (ITS) was the most common and influential idea. This model was sometimes extended to a four component model. After 1987, ideas had shifted to finding alternative ways around the traditional model. However, this was limited due to research available at those times, and the traditional model remains influential and is still used to the present day. Each of the three components of the traditional model can be considered a separate ‘expert’ system’. The traditional ITS model (Sleeman and Brow, 1982) consists of three AI components, each an expert in its own area. The first component, the domain model, is an expert in the subject being taught. So in the case of a vocal tutor, the domain expert itself would be able to perform vocal tasks. This requirement is essential if the system is to be able to answer unforeseen questions in relation to the task in hand. The second component is the student model. Its purpose is to build a model of the student’s knowledge, capabilities and attitudes. This will allow the system to vary its approach in accordance to the individual student. In essence, the student model can be viewed as a checklist of skills. This is sometimes modelled as an overlay i.e. a tick list of the elements held in the domain. Sophisticated models may view it as a deliberately distorted element or a faulty ‘expert’ system. These errors are intended to mirror a student’s misconceptions. A fair diagnosis of a student’s knowledge, skills, capabilities and beliefs is often a hard problem in AI. One partial way around the diagnosis problem would be to ask the student about their capabilities, beliefs, previous experience and so on. A more stringent approach is to set the student tasks specifically designed to analyse their skills. The results can then be used to construct the student model. The third component of the traditional ITS model is the teaching model. Typically, this may consist of teaching strategies such as Socratic tutoring, coaching and teaching by analogy (Elsom-Cook, 1990), to simply allowing the student to explore available materials unhindered, with or without the guidance of a human teacher. The fourth component is an interactive user interface for the tasks mentioned, if it is used. Note that not all Intelligent Tutoring Systems consist of all three components. It is common to have a central focus on one maybe two components, and omit, or greatly simplify the others. In particular, most ITS’s in music focus on the expert or student model. Irrespective of the emphasis, ITS models require an explicit, formalisable knowledge of the task. However, many skills in music correspond to wicked problems and are resistant to explicit formalisation. This narrows the number of areas ITS models can be applied to in music education. An example area is Harmonisation. It is one of the few musical topics for which relatively detailed, rules of thumb can be found in a textbook. But even here, the traditional ITS model may not be effective. There are two systems from the classical ITS period, which are good examples of the potential and limitations of the ITS approach in music, Vivace and Macvoice. 3.1 Vivace: An expert system Vivace is a four-part chorale writing system, created by Thomas (1985). Vivace is not an ITS model in itself, yet has formed the basis of one. It takes an eighteenth century chorale melody and writes a bass line and two inner voices that fit the melody. It uses text from books, abstracted from the practice of past composers, to employ rules and guidelines for harmonisation. These rules can be categorized into four types: firm requirements, preferences, firm prohibitions, less firm prohibitions. There are three specific problems which can be identified for any human or machine when trying to harmonise on the basis of the rules. The first problem is indeed common in beginners’ classes, to satisfy all the formal rules and produce a composition which is correct but aesthetically unsatisfactory. The second problem is that most of the guidelines are prohibitions rather than positive suggestions. Milton Babbit observes that ‘the rules†¦are not intended to tell you what to do, but what not to do’ (Pierce, 1983). In other words, if we view harmonisation as a typical AI ‘generate and test’ problem, the rules constitute weak help in the testing phase, but little help in well focused generation. The third problem is that it is quite impossible to satisfy all of the preferences at any one given time. Some preference rules may have to be broken. A clear order of importance of preference rules is not assigned by traditional descriptions in fact, it is not at all clear that any fixed order would make sense. However, it is possible to write a rule-based system that implements text book rules. In principle, a traditional ITS system can use these rules to criticise student’s work and serve as a model of the expertise they are supposed to acquire. In relation to the limits aforementioned, how useful or effective would such a tutor be? Thomas used the tutor to illuminate the limitations of the theory. By using Vivace, Thomas was able to establish that text book rules are an inadequate characterisation when performing such a task at expert level. Thomas discovered using only conventional rules about range and movement the tenors voice would most certainly move to the top of its range and stay there. Thomas suggested that there must be a set of missing rules and metra-rules to fill theses gaps. He used a Vivace experimental tool to establish this gap. In each experiment Thomas had to use his intuition to decide upon whether the results were musically viable or not. Thomas discovered that many of the traditional rules were overstated or needed redefining. He also unveiled new guideline and was able to understand the task at a more strategic level. With the assistance f her human pupils, Thomas formulated a number of heuristics for ‘what to do’ rather than ‘not what to do’. Experiments with Vivace enabled Thomas to realise the need to make human pupils aware of high level phase structure prior to detailed chord writing. As a result of her experiments, Thomas was able to use her new knowledge about the task, as a result of ‘teaching’ her expert system, and write a new teaching text book based on her findings. Part of this knowledge was used in a simple commercial ITS, which criticises student’s voice-leading (MacVoice). 3.2 MacVoice MacVoice criticises voice-leading aspects of four part harmonisation. It is a Macintosh program based on the expert system Vivace. The MacVoice also includes a music editor as part of its interface. MacVoice makes it possible to input any note, any chord at a time or a voice at a time, or notes in any disconnected fashion. As soon as a note is placed on the stave, it will display its guess as to the function of the corresponding chord in the form of an annotated Roman numerical. Three are two important limitations of this system as follows: firstly, all chords must form Homophonic blocks (all notes must be of the same duration); and secondly, the piece must be in a single key. There is one other menu function, called ‘voice-leading’.This particular function inspects the harmonisation in line with a set of base rules for voice-leading, indicating any errors. MacVoice is quite flexible to use. MacVoice has been used practically at Carnegie Mellon University. MacVoice does not give positive strategic advice. It only points out errors. It does not address the efficiency or any other benefits of the chord sequences involved. Further research on this topic may include a visual display of what the voice-leading constraints are, or the possible preferred outcomes. 3.3 Lasso Lasso was formalised by Lux (1725). It is an intelligent tutoring system designed for the 16th century counterpart and is limited to two voices. Newcomb’s approach focuses on intending to provide simple and consistent guidelines to help students know what is required to pass exams. The process of codification of the necessary knowledge goes beyond that of text book rules and guidance. Like Thomas, Newcomb was aware of this, however, approached it using a probabilistic manner, analysing scores to find out such facts as ‘the allowable ratio of skip to non-skip melodic intervals’ and ‘how many eighth note passages can be expected to be found in a piece of a given length’ (Newcomb, 1985). Also, the knowledge used for criticising students work is being coded as branch procedural code. There are also unvarying canned error messages, help messages and congratulatory messages. This will assist students, offering some form of motivation. Lasso is a very impressive system. It has a quality musical editor, tackles complex musical paradigm and has been used in real teaching contexts. However, there are some intrinsic problems. The rules are at a very low level, and there are a high number of them. There is a system rule which prevents over one hundred comments being made about any one given attempt to complete an exercise. For example, typical remarks made by Lasso include; â€Å"A melodic interval of a third is followed by stepwise motion in the same direction.† â€Å"Accented quarter passing note? The dissonant quarter note is not preceded by a descending step.† (Newcomb, 1985). The quantity of relevant text required to put in help context of myriad low-level criticisms could easily overwhelm students. Students complained that it was so difficult to meet Lasso’s demands that they were forced to revise the same task repeatedly. A solution to this problem would be to incorporate general principles to govern the low-level rules. Using such codified principles will reduce the number of comments required to relevant text and generalise observations. 3.4 Concluding remarks on Intelligent Tutoring Systems: A ‘Classical Approach’ The traditional Intelligent Tutoring System approach assumes an objectivist approach to knowledge. Such systems depend on the assumption there is a well-defined body of knowledge to be taught and can be put into precise concepts and relationships. This works with four-part harmonisation and 16th century counterparts. However, in a more open-ended context, an objectivist approach can be very limited. In domains which are artificially limited, teaching of rules drawn from practical experience tends not be a very good approach. Using verbal definitions to teach a musical concept is limited and does not compare to the knowledge required to identify the true meaning of these definitions to be an experienced musician. It is all very well to define a chord, a dominant eighth in terms of its interval pattern and provide general rules but to an experienced musician the ‘meaning’ of a chord or a dominant eight is much more depending on the context. Being able to intelligently manipulate structures is far more important than to just being able to understand and obey a set of rules, which an experienced musician will be capable of doing so. Rather than just a set of explanations, a student needs a structured set of experiences making them more aware of musical structures, being able to manipulate them intelligently and most importantly, more capable of formulating sensible musical goals to pursue. 4. Open-ended Microworlds: The Logo Philosophy A contrasted idea from the classical approach of AI in education, which is just as influential as the notion of an ITS is the Logo approach (Papert, 1980). The Logo philosophy has particular attractions to open-ended domains such as music. It focuses its approach on the idea of an educational microworld. An educational microworld is an open-ended environment for learning. Therefore, there are no specific built-in lessons. The Logo approach in associated microworlds does not need to involve much, or indeed any AI at point of delivery. However, their designs tend to be strongly influenced by AI methodologies and tools. A simple version of AI programming language is used to build microworlds. Students are encouraged to write or modify programs as a means of exploring the domain. Logo doubles as the name of programming language based on Lisp, used for just this purpose. There are three distinct elements in the Logo approach: Logo (and similar languages) as a programming tool; Logo as a vehicle for expressing various AI theories for educational purposes; and Logo as an educational philosophy. Firstly, we will briefly explore Logo as an educational philosophy. In its early work, Logo was mainly used for mathematics learning, poetry and music. One of the versions encouraged children to produce new melodies by rearranging and modifying melodic phrases. The learning philosophy was aimed to enable children to have a better understanding of the concept by making them envision or pre-hear a result. Thus, enabling them to work out how to achieve it, and realise the reason behind obtaining an unexpected result. This learning philosophy was derived from a number of sources, including the psychologist Piaget’s notions of how children construct their own knowledge through play. The Logo approach in relation to microworlds can be somewhat complex. Students are sometimes provided with a simplified version of an AI model in some problem domains. For example, in the case of music composition, fragments of illustrative material can be generated using generative grammars as models of particular composition techniques. The supplied programs can be used by students to explore, criticise, and refine their own (or someone else’s) model of process. Notice that none of the three components in the ITS model are required in the Logo approach. In practice, students need some form of guidance from teachers in order to make use of their full potential using Logo systems. If there is no guidance from a teacher the students risks only learning a technique without appreciating the wider possibilities and understanding the true meaning of being an experienced musician. The educational philosophy associated with Logo has been applied to a number of systems in music at different levels and in different ways, as mentioned below. 4.1 Music Logo System: Bamberger’s System Jeanne Bamberger’s Music Logo System (1986, 1991) can be used to work with sound cards or synthesisers. It uses programming elements called functions to structure and control musical sounds. Music Logo’s central data structure is a list of integers representing sequences of durations and pitches, which can be stored separately. These can be manipulated separately before being played by a synthesiser. So for example, to play A above middle C for 30 beats, then middle C for 20 beats, then G for 20 beats , the following expression might be used. Play [a c g] [30 20 20] Programming constructs such as repeat can easily be understood by beginners to do musical work. Using arithmetic and list manipulation functions, note and duration list can be manipulated separately. Features such as recursion and random number generators can be used to build complex musical structures. Common musical operations are provided (list manipulation functions). For example, one function takes a duration a pitch list and generates a number of repetitions of the phrase shifted at each repetition by a constant pitch increment, creating a simple sequence (in a musical sense of the term). Bamberger’s Music Logo System also provides other musical functions, such as retrograde (reverses a pitchlist), invert (processes a pitch list to the complimentary values within an octave), and fill (makes a list of all intermediate pitches between two specified pitches). To try and guess a musical outcome, manipulate lists and procedures or conversely iteratively manipulating lists of representations to try to reproduce something previously imagined, Bamberger suggests many simple exercises. These techniques, in many ways, are a reflection of educational techniques suggested by Laurillard (1993) for general use in higher education. There are two particular classes of phenomena suggested by Bamberger, which emphasises the importance of ‘shock’ and learning experiences. Firstly, perceptions of phrase boundaries occur in melodic and rhythmic fragments dependent upon small manipulations of the duration list. Secondly, there is an unpredictable difference between degree of change in the data structure and the degree of the perceived change produced. In priniciple, the Logo system allows students to focus on manipulating any kind of musical structuring technique. However, in practice the focus tends to be on simple, small scale structures such as motives, and their transformation. 4.2 A series of microworlds: Loco Peter Desain and Henkjan Honing developed a series of microworlds and tools applying the Logo philosophy. The first series was the LOCO (Desain and Honing, 1986, 1992). The second was POCO (Honing, 1990), followed by Expresso (Honing, 1992) and LOCO-Sonnet (Deasin and Honing, 1996). All of these microworlds carefully reflect the thought behind AI methodologies and how they can be applied to music education. LOCO is similar to Bamberg’s Logo, in the sense it also focuses on music composition. The central component is a set of tools for representing sequences of musical events, which can be interfaced with any output device or instrument. It is also flexible enough to take input from practically any composition system. Microworlds provided each offer tools for useful style-independent composition techniques, particularly stochastic processes and context free music grammars. Two musical objects provided essentially are just ‘rests’ and ‘notes.’ LOCO’s time structuring mechanism is simple and elegant. There two relations, Parallel and Sequential – used to combine arbitrary musical objects. Sequential is a function which causes musical objects in an argument list to be played one after another, whereas, Parallel is a function that causes arguments to be played simultaneously. It is quite simple to nest a parallel structure within a sequential structure, and vice versa. Sequential and Parallel objects are treated as data which can be computed and manipulated before they are played. The result- arbitrary time structuring can be applied with much flexibility. As mentioned earlier, LOCO provides a base for composing using stochastic processes and free grammar context. Various effects can be produced, depending on how variables are defined, including; A random choice among its possible values A choice weighted by a probability distribution A random choice in which previous values cannot recur until all other values have been chosen Selection of a value in a fixed circular order The above are easily put together using composition (in a mathematical sense) of functions. For example, the value of an increment could be specified as a stochastic variable. This can produce a variable that performs a Brownian random walk. Brownian variables can be used, for example, as arguments in commands to instruments within a time-structured framework. These techniques can be used to construct concise, easy to read programs for transition nets and other stochastic processes. Using general programming language in each case, the operation of a program can be modified. See Ames (1989) for more information in the compositional uses of Markov chains. The primary design goals of LOCO include ease of use by non-programmers to experts. A more recent version of LOCO, LOCO-Sonnet mirrors LOCO but also includes a graphical front end. Sonnet is a domain independent data flow language originally designed for adding sound to user interfaces drawn from Jameson’s (1992) Sonnet. It is designed for use by both novices and experts alike. LOCO has been used in workshops for novices and professionals and even has courseware available. 4.3 Concluding comments on the Logo approach The Logo approach is known to be associated with constructivism. Constructivism, in the aspect of knowledge and learning, suggests that even in the cases where ‘objectively true knowledge, exists simply presenting it to a student limits the effects of their learning. It based on the assumption that learning arises from learners being interactive with the world, which will force them to construct their own knowledge. The result of this ‘knowledge’ will vary between individuals creating unique ideas and outcomes. This fits in very well with open-ended domains such as music where the basis of knowledge is learning how to create your ‘own’ masterpiece. Unlike classical Intelligent Tutoring Systems, Logo requires intensive support from a human teacher. This can be viewed as both weakness and strength of the program. Intelligent Tutoring Systems and the Logo approach were both influential ideas of AI in education in the early years. As both strengths and limitations were noted over the years, combining characteristics of the two became a prime focus of research which led to Interactive Learning Environments (ILE). We will talk about this after a brief discussion on AI-based tools. 5. Applications in Education: focus on AI-based tools There are a number of application tools employing AI but its purpose is not primarily educational. However, it is useful to consider some of these systems as they nevertheless have clear educational applications. There are quite a few programming languages based on AI languages such as LISP and CLOS that have a relatively similar technical aspect to that of the Music Logo systems described earlier. However, the philosophy of use may be quite different. The commercial system Symbolic Composer (for Macintosh and Atari) is one example of this difference. It has a vast library of functions, including neural nets facilities, used for processing, generating and transforming musical data and processes, commonly built on Lisp. The system is primarily aimed at composers and researchers. Another culture which offers an educational paradigm with many links to AI culture is the Smalltalk culture. An example of such a system is Pachet’s (1994) MusES environment, implemented in Smalltalk 80. It is aimed at experimenting with knowledge representation techniques in tonal music. MuSES includes systems for harmonisation, analysis and improvisation. Finally, an example of a commercial program is Band in a Box (Binary Designs, 1996). It takes a chord sequence as input and at output can play an accompaniment based on the chord in a wide variety of styles. At one moment in time this would have required AI techniques but in today’s era it is a conventional method. 6. Supporting learning with Computational Models of Creativity 6.1 A cognitive support framework: constraint-based model of creativity â€Å"I noticed that the [drawing] teacher didn’t tell people much†¦.Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: we have so many techniques-so many mathematical methods – that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to teach you anything. If your lines are very heavy, the teacher can’t say â€Å"your lines are too heavy† because some artist has figured out a way of making great pictures using heavy lines. The teacher doesn’t want to push you in some particular direction. So the drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than spirit of how to go about solving physical problem† Feynman (1986) â€Å"John and I†¦.were quite happy to nick things off people, because†¦you start off with the nicked piece and it gets into a the song†¦and when you’ve put it all together†¦of course it does make something original† Paul McCartney quoted in (Moore, 1992) There are limitations present in both traditional AI approaches in education mentioned earlier (ITS and Logo). ITS’s don not work very well in problem-seeking domains and Logo type approaches require support from a human teacher in order to be effective. One way of investigating these problems has been addressed by MC (Holland, 1989, 1991; Holland and Elsom-Cook, 1990). ‘MC’ is an acronym for both ‘Meta Constraints’ and ‘Master of Ceremonies’, which is a general framework for interactive learning environments in open-ended domains. We will focus on the domain model rather than the teaching model. The current version is designed at teaching ab initio students to compose tonal chord sequences, with partic

Characters, Language and Physical Characteristics in I Never Promised Y

Characters, Language and Physical Characteristics in I Never Promised You a Rose Garden   Ã‚  Ã‚   A past of discomfort and sorrow, loneliness and pain shadowed an innocent girl with so much potential. She lay broken under the weight of her own secret longing, while no one seemed to care. Then, through a thick veil of anguish, Deborah noticed an unfamiliar, yet inviting light sprouting from within herself. Through the open door of this needed world Deborah ventured, drowning in her own relief. The Kingdom of Yr, Deborah's imaginary world, was so intricately created in the darkest corners of her mind that it became real to her. As time passed and Deborah became more desperate for belonging, Yr's bliss was all she lived for.      The combination of the delicacy and complexity of the imaginary world's complications, characters, fear, love and senses creates an inclination of Yr's reality within the reader. The secret world of Yr, which was introduced in the book I Never Promised You a Rose Garden (1964) by Hannah Green, deserves much consideration and attention. Its sophisticated structure makes even the most sane of human beings question their own perception of reality. The author brought the reality of Yr to life through three distinguished elements: characters, language and physical characteristics. Keep in mind, the very essence of reality is what one makes of it.      Yr portrayed several characters who harbored realistic characteristics. Although most of the characters were considered gods, Deborah was able to see, befriend and interact with them as if they were real companions. Anterrabae, the Falling God, was characterized by his hair of fire and endless decent through the dark midst of Yr. He... ... perfection or complete bliss, but a world of acceptance; she belonged to Yr. No matter how hard life became for Deborah, her boundless longing for acceptance was filled. Reality cannot be accurately described, because it is different for everyone. Deborah's desire to belong somewhere was enough to create her own world. For most "sane" beings of Earth, peace must stem from the satisfaction of believing the accepted thought that our world, Earth, is the only reality. Perhaps it is the "insane" who completely understand the essence of real life. They are not afraid to venture beyond the burning boundaries of truth to discover for themselves their personal reality. One can speculate that reality is precisely what one makes of it.    Works Cited    Green, Hannah. I Never Promised You a Rose Garden. New York: Holt, Rinehart and Winston, 1964.