Smoking Among the Youth in Saudi Arabia Essay Example | Topics and Well Written Essays - 1750 words

Smoking Among the Youth in Saudi Arabia - Essay Example From the most prominent causes of smoking, it was revealed in the paper written by Mandil, BinSaeed, et al. that peer pressure or the apparent need to be perceived as doing what friends are doing, and the strong impact of family members seen to be smoking are most influential. Likewise, other causes of smoking include the lack of governmental restrictions that preclude the youths from easily purchasing cigarettes regardless of age and the apparently low prices of cigarettes (Siddiqui, Ogbeide, and Khalifa). In the article written by Bassiony, the author disclosed the motivating factors and reasons for smoking, as follows: â€Å"desire (32%), idleness (28%), imitation (22%), and enjoyment (20%) are among the motives to smoke. If the problem goes unresolved, more youths and adults would be addicted to smoking due to its nicotine content and would find it challenging to get out of the habit. There are other repercussions that include increased risks to contract health hazards such as h igh blood pressure, higher tendencies for heart attacks, contracting cancer of various organs in the body, especially the lungs, throat, voice box, pancreas, and kidneys. Likewise, health hazards for females were reported to include fertility problems and cancer of the cervix. More importantly, cigarette smoking, if left unabated, is forecasted to result, within the next 20 to 30 years, to â€Å"10 million deaths annually on a worldwide basis, of which 70% will occur in developing countries† (Siddiqui, Ogbeide and Khalifa 367).

Minds Are Opened When Our Hearts Opened Essay Example for Free

Minds Are Opened When Our Hearts Opened Essay Dr. ARAVIND MALAGATTIDr. Aravind Malagatti is a well-known name in Kannada literature. He has earned this name by his contribution to the field of critical writing, research and creative writing. He has given more than forty competent works to Kannada literature in varied forms like poetry, prose, essays, criticism and folklore study. Karnataka government has bestowed the prestigious Ambedkar Fellowship Award to him considering his corpus of writing. His Government Brahamana being the first Dalit autobiography in Kannada has got the Karnataka Sahitya academy Award. Apart from these, the Honorary Award of Karnataka Sahitya Academy was conferred on him for his total contribution to Kannada literature. It is highly creditable in spite of all these credentials, Dr. Malagatti maintains simple city. The social aspects of Dalits are his area of concern. In profounder of Kannada Dalit literature. Dr. Malagatti catches the attention of people as an orator and makes them think over issues. His writing are equally sharp. He has founded a number of Dalit organizations and has taken active role in Dalit movement. At present Dr. Malagatti is serving as professor of Kannada in the Kuvempu Institute of Kannada Studies, Mysore University. He has also served as the Director of the Institute and as the Director of Prasaranga, the publication wing of Mysore University, prior to this. He is also serving as the Hon. Director of Jayalakshmi Vilas Palace Museum, Mysore University.| | CURRICULUM VITATName : Aravind MalagattiMother’s Name: BasavvaFather’s Name: YallappaProfession : Professor, Kuvempu Institute of Kannada Studies Mysore University, MysoreDate of Birth : 01.05.1956Place of Birth : Muddebihal, Bijapur District, KarnatakaMarriage : With Dharani Devi. Deputy Superintendent of Police Karnataka State Police Service-in 1992Childern : Two sons –1. Daksha 2. YakshaEducation : Pre University and Graduation-From 1973 to 1978 M G V C Colleage, MuddebhihalPost Graduation-M.A. form Karnataka University Dharwad From 1978 to 1980 with a first class. Ph.D in 1985-gold medal for the Thesis from Karnataka University Dharwad.Experience: . Editorial Committee member of Vidyarthi Bharathi-Jounal 1981-KarnatakaUniversity Dharwad. Editor of Sahitya Sagathi-a literary magazine –  from 1988 1995. Member of the Editorial Committee of Folklore News letter formMangalore University Campus.Teaching Experience Research Experience from 30.09.1980 to 30.10.1983, Under U G C Fellowship As a lecture-From 30.10.1983 to 31.08.1987, Government College, Mangalore. Experience as a Rader-From 07.07.1987 to 03.04.1994 Mangalore University. Professor-from 04.04.1994, Kuvempu Institute of Kannada studies, Mysore University, Manasagongotri, Mysore. Administration / Membership of Academic BodiesArts Faculty Dean – 2000 to 2001, 2004 to 2006 Univesity of MysoreAcademic council Member Univesity of Mysore BOS, BOE, BOA Member for various UniversityChairman of Kannada Department Mangalore University Form 02.11.1992 to 03.04.1994.Director, Kuvempu Institute of Kannada Studies, from- 03.01.2000 to 01.01.2001 and from 15.04.2004 to 01.06.2006.Hon. Director Mysore University, Jayalakshmi Vilas palace Museum from 27.10.2007Dirctor, Prasaranga, Manasagangotri, Mysore 1995 to 2000 University of MysoreMembership of Government Committee`s and InstitutionMember of Wholesales Book Purchase Committee, Government of Karnataka, Kannada and Culture Department 1991 to 1993Member of the Publication Committee of Popular Book Series of the Government of Karnataka, Kannada Culture Department 1991 to 1993.Member of Kannada Pustaka Pradhikara of the Government of Karnataka-from 1991 to 1995.Text book Committee member for the Pre University Board, Bangalore, 1995-1996.Film Pre-Review and Selection Committee member for Bangalore Doordarshan Kendra from 1997 to 2000.Member of Karnataka Sahitya Academy, of the Government of Karnat aka from 1998 to 2000.Member of Executive committee Kannada Sahity Parishat Bangalore From 1998 to 2000 and from 2000 to 2003.Member of Chayan Parishat, Saraswati Samman, Bhirla foundation-Delhi from 2003 to 2006. Published Works of Dr. Aravinda MalagattiI. Poetry 1. When the dumb opens his mouth (Mookanige Baayi Bandaaga. 1982)2. Balck Poetry (Kappu Kavya. 1985)3. The Third Eye (Mooraneya Kannu, 1996) 4. Rhythm Re-Rhythm (Naada Nianaada, 1999)5. Aneel Aradhana (Composite Poetry-2002)6. Silicon City and the Cuckoo (Silicon City Mattu Kogile, 2003)7. The Untouchable Ascends to Heaven (Chandaal Swargaarohanam, 2003)8. Selected Poems of Aravind Malagatti (Aravinda Malagattiyavara Ayda Kavithegalu, 2004)9. Kavyakumkume (Selected Poems of Aravinda Malagatti – 2009)10. The Dark Cosmos (Selected Poems of Aravinda Malagatti – 2009 Translated in English by – Dr. C. Naganna11. Towards the universe (Vishwatomukha, 2010)12. Flower is too heavy (Huvu Balubhara 2010)II. Short Stories 1. Unending Stories (Mugiyada Kategalu, 2000)III. Novel 1. The Death Ceremony (Karya – 1988)IV. Drama 1. The Ablution (Masthakaabhisheka, 1983)2. The Inner Salt of the Ocean ! (Samudradolagana Uppu, 1999)V. Criticism, Literary and Social Thought 1. Dalit Millennium and Kannada Literature (Dalitha Yuga Mattu Kannada Sahithya, 1999) 2. Dalit Consciousness: Literature, society and Culture (Dalita Prange: Sahithya, Samaaja Mattu Samskuthi, 2003) 3. Cultural mutiny (Samskuthika Dange, 2004) 4. Fire and Moonlight (Benki Beldingalu 2006) 5. Sahitya Saakshi (A Collection of Critical Essays – 2009) 6. Selected writing`s of Aravind Malagatti (Translated works – 2011) Ed. Prof: D.A.ShankarVI. Autobiography Government Brahmana. 1994 (Translated to English-Pub. Oriental  Longman)VII. Reasearch in Folklore and other works 1. Anipeeni (Anipeeni-Janapada Samshodhane, 1983)2. Study of Floklore (Jaanapada Vyasanga, 1985)3. Search for Floklore (Jaanapada Shobha, 1990)4. Thuluvara Aati Kalenja (Thuluvara Aati Kalenja-Janapada Samshodane, 1993)5. Folk Games (Janapada Aatagalu, 1993)6. Thalikote Dyamavva (Thalikote Dyamavva-Vayaskara Shikshanada Kruthi 1995)VIII. Research 1. Devil Worship (Bhootaradhane, 1991)2. Theoretical Study of Dalit Literary Movement (Dalita Sahithya Chalvaliy thatvika Chinthane, 1991) 3. Myth, Folklore and Nativism (Purana Jaanapada mattu Deshivaada, 1998) 4. Folk Games (Janapada Aatagalu, Ph.D. Thesis-1985)5. Folk Journey (Janapada Abhiyana-2005)IX. Studies and Reflections 1. An Introduction to Dalit Literature (Dalitha Sahithya Praveshike, 1996)2. How Progressive is Intercaste-Marriage ? (Antharjaathiy Vivaaha yeshtu pragathipar ? 1996)3. Puna Pact and whither Should Dalits go (Poonapyakt Mattu Dalitarettha Sagabeku ? 1998)X. Editing 1. Conference (Co-Editor) (Samaavesh-Saha Sampaadane, 1983)2. Four Dalitist Novels (Nalku Daliteeya Kadambariglu-Ed. 1990)3. Ideology of Ambedkar (Ambedkar Vichaara DHare-Ed. 1991)4. Koraga Community: A Study (Co-Author) (Koraga Janaanga Ondu Adhyayana, 1991) 5. Ambedkar-Ism and Counter-Ism (Ambedkar Vaada Samvaada-Ed. 1992)6. From Grazing Ground to Gangotri (Goomaaladinda Gangotrige, 1993)7. Foundation and background of Dalit Literature (Dalitha Sahighya nele-hinnele-Ed.1997)8. Book industry in  Kannada (Kannada Granthodyama, 1997)9. Folk Theoretical Consciousness and nativism (Jaanapada saiddhanthika Prangne Mattu Desivaada, 1998)10. Principles of Folklore (Jaanapada Thathvaglu, 1999)11. Criticism on Dalit Novels (Kadambarigala Vimarshe-Ed. 2000)12. Male Mahadeshwara (Male Mahadeshwara, 2001)13. Sweetness and Bitterness (Co-editing) (Bevu Bella, 2001)14. Dalit Approach (Criticism) (Dalitha Maarga, 2002)15. Aneela Aradhana (Composite Poetry, 2002)16. What Gandhi says about Ambedkar (Pub. Prasranga Myore University 2000)XI. Editor of Encyclopedias and Works of Similar nature 1. Kannada Encyclopedia-Volume 14. Chief Editor, Kuvempu Institute of Kannada Studies- Mysore University-year 2005 1. C.D. S of Kannada Encyclopedia-14 volumes, Chief Editor Kuvempu Institute of Kannada Studies- Mysore University-year 2006 1. Kannada Vishaya Vishwa Kosh Karnataka –(Revised)- Chief Editor- Kuvempu Institute of Kannada Studies- Mysore University-year 2005 1. Kannada Vishaya Vishwa Kosh – FolkloreChief Editor- Kuvempu Institute of Kannada Studies- Mysore University-year 2006 1. Kannada Vishaya Vishwa Kosha-Zoology. Chief Editor, Institute of Kannada Studies-Mysore University –year 2006 1. Epigraphia Karnatica-(Volume 12) Chief Editor, Kuvempu Institute of Kannada Studies- Mysore University-year 2006 1. Kuvempu Kriti Vimarshe, Chief Editor, Kuvempu Institute of Kannada Studies- Mysore University-year 2006XII. Journalistic Work Sahitya Sangagti, (Perodical) 1988-1995: (Editor) Vidyarthi Bharati- Quarterly, Karnataka University Journal, member of the Editorial Board -1981-1983.Karnataka Folklore News letter – member of the Editorial Board, Mangalore- 1988-1991.Vishwa Sampada-Monthly, Mysore University Journal, member of the Editorial Board-1999-2000Prabuddha Karnataka, Quarterly Mysore University Journal -Chairman of the Editorial Board 1995, 2000. Manavika Karnataka, Quarterly – Mysore University Journal Chairman of the Editorial Board – 2008 OnwardsXIII. Awards Prizes Gold medal for the Ph.D thesis 1985 Karnataka University DharwadDevaraj Bhaddur Award 1982 Recipient : Karnataka Government BangaloreNarashimhaia Award 1996 Kannada Sahithya Parishat- Dr. Ambedkar Fellowship Award 1996 Bharatiya Dalit Sahithya Academy –Delhi Karnataka Sahitya Academy Award 1996 for the Autobiography titled Government Brahmana Bangalore Karnataka Sahitya Academy Fellowship Award 2002 (for Total Contribution to Kannada Literature) Bangalore Ambedkar Award 2005 Govt. Karnataka, Bangalore XIV. Awared`s Conferred but not Accepted: Shiksha Rattan Puraskar-2007 India International Friendship Society. New Delhi-110001 Rashtriya Gaurav Award – 2009 India International Friendship Society. New Delhi-110001 Best Citizens of India – 2009 International publishing House New Delhi-110001 Twenty Ten National Academy Award for Literature Academy of Bengali Poetry Kolkata 700054XV. Works on Aravind Malagatti’s Wittings1. Critical Responses to â€Å"Karya† (Ed.) Sabiha Bhumigowad-1989 2. â€Å"Dalitagna† (Dalit Scholar Par Excellance) A seminar was conducted on the literature of Dr.Aravinda Malagatti in 1998 (Ed) Dr. Arjuna Golasangi – 20003. Aravind Malagatti Avara Kavyanusandhana (Critical Essay on Aravinda Malagatti poetry ) Dr. Dushala Bargur 2005 4. Prof. Aravind Malagattiyavara Marga-Sahitya Dr. K. Deshava Sharma 2006 5. Prof. Aravind Malagattiyavara Sahithya Mattu Chinthanne- (Ph.D. Thesis work) Dr. N.S. Shankare Gowda 20056. â€Å"Novu Hetta Preethi† A critical essay on ‘Government Brahmana’ (Ed) Dr. Appagere D. Somashekara and Dr. Malligahalli Narendrakumar 20037. Sharadey Kunisidha Kavi Prof. Arvind Malagatti Dr. H.S.K. Chethana Book House, Mysore 20078. Pagadiya Kowdiyali Deepagalu Belagi A Collection of Research articles – 2009 By : Dr. S.D. Shashikala9. Kavya Manthana – A Criticism Articles on Aranind Malagatti Poems – 200910. Vada Vagvada Samvada – 2009 A Collection of Interviews Ed- by Dr.Bislehalli Prabhu 11. Malagatti Mathu Mathana – 2010 A Collection of Interviews By – G.S. Bhat12. Depiction of poor in the Wores of Aravind Malagatti – 2008 By : Vijayakumar, C.E. M.Phil Thesis, Madurai Kamaraj University – Madurai13. Two versions of dalit growing up : A Comparative study of Vasanth Moon`s Growing up untouchable in India and Aravind Malagatti Government Bhahmana by – Banshelkar Yashpal Murhari M.Phil Thesis, Pandicherry University 2008XVI. OTHER INFORMATION 1. Presided jIlla Kannada Sahitya Sammelan-Bijapur in the year 2006-(The literary meet was held for two days on 25th and 26th November 2006) 2. Prsided Dasara Kavigoshti-on 08.10.2005 at Jaganmohan Palace Mysore. 1. Participated in national seminar on history of folklore studies in India-held on 23-25 October 1998 in Manasagangotri, Mysore 1. Participated in other national seminars and presided many seminars and workshops in kannada. 1. Brought forth more than 200 seminar papers and research articles 1. NAVIKA Frist Kannada Summit-2010 (Pasadena Convention Center) Los Angleles, CaliforniaResidence AddressDr. Aravind Malagatti MIG 29, Gangotri Layour 1st Main, Saraswathipurm Mysore-9Ph. No. Res. 0821-2516927 Mobile : 9448342469 Office : 0821- 2419787|

Enormous Changes at the Last Minute: Postmodern Humanism :: Grace Paley Enormous Last Minute Essays

"Enormous Changes at the Last Minute:" Postmodern Humanism in the Short Fiction of Grace Paley(1) On the jacket of her second book of short stories, Enormous Changes at the Last Minute, Grace Paley, a feminist, postmodernist, antiwar activist, and writer, identifies herself as a "somewhat combative pacifist and cooperative anarchist." In 1979, she was arrested on the White House lawn for demonstrating against nuclear weapons, and her rÃÆ'Â ©sumÃÆ'Â © is full of such protest-related arrests. Paley's statement in a 1998 interview with the online magazine Salon is typical: "Whatever your calling is, whether it's as a plumber or an artist, you have to make sure there's a little more justice in the world when you leave it than when you found it." Paley's fiction expresses similar sentiments but in rather subtle ways. Women in her short stories do not get arrested for protesting; instead, they visit their aging fathers in the hospital. (2) Paley's concern for justice appears in her short fiction as a postmodern humanism that works itself out in the establishment of storytelling, re ality-making communities. In "Toward a Concept of Postmodernism," Ihab Hassan schematizes postmodernism in opposition to modernism. This sampling of the catchwords he identifies gives us a window into the project of postmodern theorists: Antiform, Play, Anarchy, Decreation/Deconstruction, Antithesis, Absence, Dispersal, Anti-narrative/Petite Histoire, Indeterminacy (591-2). Postmodern writers, then, play with language, experiment with narrative fragmentation, introduce previously ignored voices, borrow heavily from both popular culture and "canonical" literature, and generally break boundaries. How can we classify Paley as a postmodern writer if an ethical framework underlies her writing? Shouldn't she be trying to deconstruct reality and expose the meaninglessness of the American experience? Of course, no work or writer fits perfectly into postmodernism's theoretical agenda. For that matter, the very establishment of an unyielding definition of postmodernism is antithetical to its self-proclaimed turn away from the rigidity of modernist thought. For students of postmodernism this can be a maddening maze of deconstruction that eventually leads to the extinction of the study of literature. If, as radical deconstructionists might argue, our language systems and understandings of reality prove to be valueless, the scholar of literature is left with little to do, as is the social critic. It is for this reason that Hassan writes Thus we can not simply rest-as I have sometimes done-on the assumption that postmodernism is antiformal, anarchic, or decreative; for though it is indeed all these, and despite its fanatic will to unmaking, it also contains the need to discover a "unitary sensibility" (Sontag), to "cross the border and close the gap" (Fiedler).

When Good Science Goes Bad :: Experiments Testing Papers

There appears to be some writing on the note ... A videotape shows a BMW driving quite erratically. It drives along swerving in and out of traffic. The car drives on the shoulder of the road and even off to the side of the road at times. On the tape a voice can be heard. It is the police officer communicating back and forth with the person on the other end of his radio. What he says is shown as subtitles on the bottom of the screen. He reads off the speeds his radar gun shows. This lets you know how recklessly the driver of the BMW is driving. As the tape continues to play the BMW seems to be driving worse and worse, until the driver loses control and ends up getting into some sort of horrific accident all caught on the camera that is sitting on the dash of the police officers cruiser. Everyone has seen these television shows; the ones that are titled Worlds Scariest Police Chases, When Good Cops Turn Bad, and even Americas Dumbest Criminals. These shows on TV are relatively cheap to create. The companies just pay a person to do th e narrating for the stories and they use actual footage from police car cameras or security cameras. The best part about these shows is they draw in the big ratings. Viewers love these shows and that brings in big advertising money for the companies. Well what if these shows were looked at in a different context? What if they were looked at because they were real and not as a TV show? Then they were looked at in other areas, say science. What would happen if a TV show called When Good Science (or Scientists) Goes (Go) Bad? Would people become more aware of what is going on and try to prevent it or would they be happier with not knowing what is going on? It seems scientists sometimes are more concentrated on their own curiosity, and that they may work on things solely for their own pursuit of knowledge. Sometimes the intention of the scientist may be to create something that will help better the world, but in the end the opposite happens. The questions of science are not new. Since the beginning of time, man has explored science. They ask questions and seek answers. The question of is science doing the right thing or not is also not a new question.

British Imperialism: 1870-1914

There are many historical events that marked the British Imperialism of 1870 to 1914. Great Britain’s African rule was established and consolidated. This was focused mainly in the East and Southern Africa. British won the conflict with the French in Fashoda in 1898. Further, Britain also defeated Dutch resistance in the Boer War between 1899 and 1902. Britain also annexed Rhodesia into its territory. Great Britain got power over Burma and Malaysia. The two â€Å"opium wars† one in 1839 to 1842 and the second 1856 to 1860 widened the trade with China and the loss of Port of Vladivostok along the Pacific Ocean.Most importantly, Great Britain won the conflict for rule over India against France. The British East India Company was instrumental in consolidating the British rule in India. The British policy was very clear and that was to exploit India economically. There were problems for the British no doubt, for instance there was the â€Å"sepoy† mutiny of 1857-58 th at was quickly put down. Further, in 1885 Indian National Congress was established and that marked increased nationalism in India. This imperialism paid because during the World War I India supported Great Britain with men and finances (Matias.P 267). This brings us to the reason for British Imperialism between 1870 and 1914. The most important reason for the imperialism was economic. This was fuelled by the industrial revolution. This generated large amounts of capital in Great Britain as well as a huge demand for raw materials to feed the factories. There was a need for Britain to procure raw materials from abroad as well as seek investment opportunities for the new capital. Adding to this reason was the need to express nationalism. Imperialism provided Great Britain an opportunity to expand colonialism.There was a spirit of acquisition and a political race among the European countries to acquire more and more colonies (Laity, P. 74). Finally, the most powerful impetus in Great Br itain was the military. The military exerted great power in Britain and the military stressed the need for Britain to control importantly located areas and the need to set up military bases in key locations. To add to this cauldron of reasons was a religious fervor that favored imperialism. The extension of colonies was believed to be an act of humanitarianism in Great Britain.There are very mixed opinions on what benefits imperialism brought to Britain. There are suggestions by economists that with unemployment and industrial stagnation at home, the export of capital was a miscalculation. Economists believed that Great Britain would have been much better off with its capital at home rather than investing it abroad in colonies. The investments in colonies were not believed to be productive. Capture of new markets and expansion of economic imperialism was sadly behind schedule and satisfactory.Late nineteenth century capital investments in colonies were believed to be non-productive. The returns were lower than investments made back in Great Britain. On the other hand the argument that imperialism was humanist is nature is refuted by ‘nationalist’ writers who discuss the economic costs of British imperialism to Britain’s colonies, most prominently India. These writers claim that the British did not bring finances, medical advancement or prosperity to India; instead they brought with them a lasting legacy of backwardness and poverty.In other words it is argued that British imperialism brought economic impairment both to Britain and its colonies. Those who insist that British Imperialism brought benefits assert that Great Britain brought economic openness to its colonies especially in the period 1870 to 1914. This openness was brought not only to African and Asian colonies but also to South America and Japan. In addition, the proponents of British Imperialism point out that Great Britain allowed some emigration to some of its colonies and so p romoted the migration of labor from less developed to more developed societies.Moreover, historians claim that British Imperialism led to greater movement of investment capital to agrarian societies. Further, in its colonies British Imperialism has brought about good governance that includes the right to private property, reasonable and efficient government, What the British did in its colonies was to hold taxes to moderate levels. The British Imperialism is reputed to have provided its colonies with honest governments; there was not much nepotism. The government provided in the colonies was responsive to the needs of the people.The government and the law provided backing to enforcement of contracts and most importantly, the British imperialism provided in its colonies a right to individual liberty, especially against felony and corruption (Heyck, T, 35). The British established the common law in its colonies. From 1870s the British practiced the principle of keeping the tariffs low and the practice of cheap bread. In much of the British colonies the tariffs were also kept low except for the Dominions that were given the right to set their own tariffs in late nineteenth century.Had Britain withdrawn from its colonies in the late nineteenth century then larger tariffs would have been imposed against its exports and tariff barriers would have become the norm (Twaddle, M 17). The British Imperialism took place in the context of increasing tussle in Europe over strategic position, resources and esteem. During the period preceding 1870 that is between 1815 and 1871, Great Britain enjoyed profits of industrialization relatively easily. The British industry could produce expertly produced goods that could capture any market and out compete any other local products.However, the Franco-Prussian war in 1871 challenged the position of Britain. From the economic point of view what happened was that the industrial supremacy was gradually replaced with a need for financial conquest. In the latter half of the nineteenth century the industrial and commercial sluggishness in Britain spurred the formation of large companies and even conglomerates. The financial sector increased its influence over the British politics. There was a clamor that the government should protect the foreign investments.What prompted such demands was that the foreign investments were in assets like railroads and there was political unrest in several colonies where the investment had been made. In 1875 Britain purchased the shareholdings of the Egyptian ruler Ismail and managed to establish control over the Suez Canal. The French control in the area ended when the British occupied Egypt in 1882. After this the British wanted to control the Nile valley. For this they conquered Sudan between 1896 and 1898. The focus of the British Empire then focused on South Africa and in 1899 completed the takeover of that country.The British Empire had reaped great harvests from occupying Transvaa l with its deposits of gold and the Orange Free State (Cain, P 250). The British High Commissioner Alfred Miller pleaded for a British Empire that ranged from â€Å"Cape to Cairo† and that should be linked by railroad. This he explained would help exploit the minerals of the region. The military still exercised its say in the expansion of its Imperialism. To counter the expansion of Russia in 1878, Great Britain occupied Cyprus and established a base there. On the other side Afghanistan was annexed and occupied to block any Russian advance in that direction.This military strategic advancement led to the gory confrontation in Tibet (1903 – 1904). Economic explanations were provided for the far ranging increase of the British Empire. The explanation was that Great Britain was trying to protect its shrinking markets. It was under these explanations that Great Britain modified its policies in 1890 and tried to grab as much of the tropical African territories as possible. I n India after the ‘sepoy’ rebellion, there was a formal transfer of power from the British East India Company to the British government.The Governor-General the highest Company official in India was now appointed by the British government. In 1876 Queen Victoria was proclaimed the Empress of India and replaced the administration with civil servants trained in top British Universities. The princely states of India accepted the lordship of British. In 1880s British imperialism saw its expansion with the occupation of Burma. To sum, the British Imperialism of 1870-1914 saw the almost unbridled growth of the British Empire that gave birth to the saying â€Å"The sun never sets on the British Empire†.Even though there were costs that Britain had to bear in general it made several gains and established itself as a superior economic, military and political power. Reference: Cain, P. Hobson and Imperialism: Hobson Imperialism C, Oxford University Press,2002. Heyck, T, A History of the Peoples of the British Isles Routledge, Great Britain, 2002. Laity, P. The British Peace Movement 1870-1914, Oxford University press, 2001. Matias. P, The First Industrial Nation: The Economic History of Britain, Routledge, Great Britain, 1969. Twaddle, M. Imperialism and the State in the Third World, British Academy Press, 1992,

Abstracting and Transcribing Genealogical Documents

Abstracting and Transcribing Genealogical Documents Photocopiers, scanners, digital cameras, and printers are wonderful tools. They make it easy for us to easily reproduce genealogical documents and records so we can take them home with us and study them at our leisure. As a result, many people researching their family history never learn the importance of copying information by hand - the techniques of abstracting and transcribing. While photocopies and scans are extremely useful, transcripts and abstracts also have an important place in genealogical research. Transcripts, word-for-word copies, provide an easily readable version of a long, convoluted or illegible document. The careful, detailed analysis of the document also means that we are less likely to overlook important information. Abstracting, or summarizing, helps bring out a documents essential information, especially helpful for land deeds and other documents with significant boilerplate language. Transcribing Genealogical Documents A transcription for genealogical purposes is an exact copy, either handwritten or typed, of an original document. The key word here is exact. Everything should be rendered exactly as found in the original source - spelling, punctuation, abbreviations and the arrangement of text. If a word is misspelled in the original, then it should be misspelled in your transcription. If the deed youre transcribing has every other word capitalized, then your transcription should as well. Expanding abbreviations, adding commas, etc. risks changing the meaning of the original - a meaning that may become better clear to you as additional evidence comes to light in your research. Begin your transcription by reading the record several times. Each time the handwriting will likely be a little easier to read. See Deciphering Old Handwriting for additional tips for tackling hard-to-read documents. Once you are familiar with the document, it is time to make some decisions about presentation. Some choose to reproduce the original page layout and line lengths exactly, while others conserve space by wrapping lines within their typescript. If your document includes some pre-printed text, such as a vital record form, you also have choices to make about how to differentiate between the preprinted and handwritten text. Many choose to represent the handwritten text in italics, but this is a personal choice. What is important is that you do make the distinction  and that you include a note about your choice at the beginning of your transcription. e.g. [Note: handwritten portions of text appear in italics]. Adding Comments There will be times when youre transcribing or abstracting a document that youll feel the need to insert a comment, correction, interpretation or clarification. Perhaps you want to include the proper spelling of a name or place or an interpretation of an illegible word or an abbreviation. This is OK, provided you follow one basic rule - anything that you add that is not included in the original document must be included in square brackets [like this]. Dont use parentheses, as these are often found in original sources and could lead to confusion over whether the material appears in the original or was added by you while transcribing or abstracting. Bracketed question marks [?] can be substituted for letters or words that cant be interpreted, or for interpretations which are questionable. If you feel the need to correct a misspelled word, include the correct version within square brackets rather than using the word [sic]. This practice isnt necessary for common, easy to read words. It is most useful in cases where it helps with interpretation, such as with people or place names, or hard to read words. Transcription Tip: If youre using a word processor for your transcription, be sure that the spell check/ grammar correct option is turned off. Otherwise, the software may automatically correct those misspellings, punctuation, etc. that you are trying to preserve! How to Handle Illegible Content Make a note in [square brackets] when ink blots, poor handwriting, and other flaws affect the legibility of the original document. If you arent sure of a word or phrase then flag it with a question mark in square brackets.If a word is too unclear to read then replace it with [illegible] in square brackets.If an entire phrase, sentence or paragraph is unreadable, then indicate the length of the passage [illegible, 3 words].If part of a word is unclear, then include [?] within the word to indicate the portion that is unclear.If you can read enough of a word to make a guess you can present a partially illegible word with the unclear portion followed by a question mark enclosed in square brackets such as cor[nfie?]ld.If part of a word is obscured or missing but you can use context to determine the word, just include the missing portion within square brackets, no question mark necessary. More Rules to Remember A transcription typically encompasses the entire record, including margin notes, headings and insertions.Names, dates, and punctuation should always be transcribed exactly as written in the original record, including abbreviations.Record obsolete letterforms with their modern equivalent. This includes the long-tails, ff at the beginning of a word, and the thorn.Use the Latin word [sic], meaning so written, sparingly and in its proper form (italicized and enclosed in square brackets), following the recommendation of the Chicago Manual of Style. Do not use [sic] to indicate every misspelled word. It is best used in cases where there is an actual error (not just a misspelling) in the original document.Reproduce superscripts such as Mary as presented, otherwise, you risk changing the meaning of the original document.Include crossed out text, insertions, underlined text and other changes as they appear in the original document. If you cannot accurately represent changes in your word proce ssor, then include a note of explanation within square brackets. Enclose transcriptions within quotation marks. If you are including a transcription within a larger text you may alternately choose to follow Chicago Manual of Style conventions for long quotes set off by indented paragraphs. One last very important point. Your transcription isnt finished until you add a citation to the original source. Anyone who reads your work should be able to use your documentation to easily locate the original in case they ever want to make a comparison. Your citation should also include the date the transcription was made, and your name as the transcriber.

A Miracle for Mankind essays

A Miracle for Mankind essays Cloning is not an easy task, but because of such a growth in research it is worth the difficulties to carry out such an experiment. Cloning is based on nuclear transfer, which involve the use of two cells, the same technique scientists have used for some years to copy animals from embryonic cells. The technique where by a female's egg is removed, put into a Petri dish, and then fertilized by sperm. More than one sperm fertilizes the egg so it causes the egg to split. The egg does this naturally, exactly how twins are produced. Then the zona coating is removed with an enzyme, and the two eggs are separated. Next, there is an artificial zona coating added to allow the development to proceed around each of the eggs. The cells, at that point, continue to divide and form genetically identical embryos. This procedure will make the future progress for scientific technology more useful. Many Americans believe that cloning interferes with nature, whether it be with animals or humans. Once a mammal is cloned, it gives a whole new perspective to the world, and numerous people grow angry at the idea. The people figured that scientists would begin to discover ways to clone human beings and turn society into a stereotypical and indifferent place to live. The fact remains that cloning is a major part of upcoming technology,Cloning research holds glittering promise for medicine, and many scientists fear that a hastily enacted ban might inadvertently halt research that could cure disease and save lives? ( KolataScientists Urge? B11). Scientists experimenting with cloning has been going on for a few years now and with the United States authorities doubt of cloning, all of the work will no longer be worth it. This means that sick people that have a chance to live, just as long as healthy people, will die early because of disbelief. Still, scientists have no doubt that cloning opens up opportunities like the growth of medical research, ...