20 Big Fat Lies College Professors Tell Us

20 Big Fat Lies College Professors Tell Us Grab a tub of popcorn, sit back and relax because you’re about to go through the top 20 big fat lies that college professors tell their students in colleges from sea to shining sea. You’ll be hard pressed to think of any others. This list pretty much covers every base. Enjoy! 1. â€Å"You can’t wait until the night before the exam to study and hope to pass it.† Not true. There are many different little details and variables to consider here. It’s actually quite possible to procrastinate and still get good grades. 2. â€Å"I’ll have the tests/exams/homework graded and back to you by the end of the week.† Yeah right. Some professors are pretty good about this, while others aren’t because they’re so bogged down with classes. They’ve got hundreds of tests to grade and papers to inscribe in their ledger. Don’t count on it. 3. â€Å"What you’re learning in this class will prepare you for the real world.† Absolutely not true. That’s like saying that working out will prepare a gladiator for battle. Knowledge is helpful, but there’s a big difference between the classroom and the world off campus. 4. â€Å"If you fail 101, you should probably choose a different major.† Huh? If you have your heart set on a major but bomb 101 that just means you need to try harder. For example, just because a music student struggles with reading and writing music theory doesn’t mean they’re not gifted musicians. 5. â€Å"I take each one of your papers and read through them thoroughly.† Really? That is almost never true. There simply isn’t enough time. 6. â€Å"I can spot an A-student from a mile off.† Maybe they can and maybe they can’t. They’re likely just trying to come off as superior or trying to intimidate students to try and scare off the rabble. A-students are made, not born. 7. â€Å"I do give extensions and I consider exceptions to conventional rules.† If they need to announce this then there’s probably some strings attached. Extensions typically come with a certain type of price tag. 8. â€Å"This is a fabulous field to focus on, with plentiful employment opportunities.† With only a tiny few exceptions, a college degree in any major doesn’t mean a job at all. Period. You’re heading into the 21st century online globalized workforce. 9. â€Å"I’m not paid enough to be biased.† Everyone is biased, especially a professor. 10. â€Å"I care deeply about your success in this major.† How is it possible for a professor to care about hundreds of incoming and outgoing students year over year? Maybe if you establish a strong relationship with them, otherwise this is a stretch. 11. â€Å"This is by far the very best class I’ve ever taught.† How clichà ©. Unless you’re in a truly legendary class for some reason then what’s the point of that statement? 12. â€Å"Oh yes, I always knew I was going to become a college professor.† Could be true, but in most cases it’s not. Remember the old saying, â€Å"Those that can’t do, teach.† 13. â€Å"This is the first time I’ve had to do this but†¦Ã¢â‚¬  Teachers say this to their classes from 1st grade to graduate year Senior Seminar. 14. â€Å"Your final GPA will make a huge impact on the rest of your life.† Not true. The GPA is just a number and has no direct bearing on what you are or are not capable of accomplishing in life. 15. â€Å"I expect the best out of my students.† No, they probably don’t. The longer they’ve been teachers the less true this statement is likely to be. 16. â€Å"The tests aren’t what’s most important here.† At the end of the day that’s simply not true. Take away the need to pass tests and exams, and what’s left? 17. â€Å"I don’t accept excuses.† Maybe not excuses, but there are always extenuating circumstances that all professors must take into account. 18. â€Å"Oh sure, you can stop by my office anytime you need and my door’s always open.† This is so not true, especially if they teach a common elective course or core required course within a popular major. When they’re door is open there’s probably a line and someone already inside. 19. â€Å"If you show up to each lecture, you’ll pass my class.† This isn’t true. There’s a fair amount to be said with exposure, listening intently and taking notes but just showing up doesn’t guarantee anything. 20. â€Å"Just be honest, don’t write what you know I want to hear.† Don’t ever fall for this one. Aim to strike a balance between stretching your limits and the limits of the class/instructions, and being honest. What other lies have you heard from your professors? Share in comments!

How to Write a Research Paper on Death Penalty

How to Write a Research Paper on Death Penalty Research Paper on Death Penalty How to start a research paper on death penalty Tips on how to start Making an outline Outline example Thesis statement examples Example of a death penalty research paper introduction How to write body paragraphs for the research paper on death penalty Tips on writing the body of the research paper First paragraph example Second paragraph example Third paragraph example How to write a conclusion of a research paper on death penalty Tips for writing a conclusion Example of a conclusion Revision tips How to start a research paper on death penalty In making a research paper, you should first come up with a topic. The topic should be relatable and informative. In choosing the topic, the author must consider the current events that are happening, the most talked about a topic that the readers would be interested to read. Death penalty is one of the biggest issues that have been revolving in the news for a very long time. Below are the tips on how to start writing your own research paper about the death penalty. Tips on how to start 1. Gather Information A student should first read journals and articles that are related to death penalty to be able to understand the topic well. An author should touch every aspect of the topic so when the writing starts not to state the false truth and to make the research paper or thesis reliable and factual. 2. Familiarize with the topic Familiarization will help an author see different sides of the topic death penalty. He or she can do this by watching videos of debate on death penalty. This way a student will understand the topic better and will be able to write the research paper in an objective manner. It is important to be objective in this kind of topic because the readers will have the freedom to take a side based on truths and evidences and not just based on the subjective point of view of the author. 3. Incorporate laws in the research Death penalty is a very sensitive topic and the information about it should be disseminated to the readers in a manner that is not derogatory to anyone. Reading law articles would be helpful in writing a research paper on this topic. This way the author will be informed of what laws are interconnected and related to death penalty. Making an outline An outline will serve as a guide for a research paper to be written in an organized manner so that the readers will understand it. This will help you organize your thoughts and ideas before writing. It is important to make an outline first before making the research paper to avoid errors and mixed information. The outline should consist of the following points: Thesis statement Supporting Arguments Body of the research paper of thesis Conclusion Outline example Thesis Title Abolish Death Penalty Thesis Statement Death penalty should be abolished because there is no assurance that the justice system is foolproof. It will only make the risks higher for innocent people to be punished in crimes they did not do. Supporting Arguments a) Killing people is inhumane and immoral. b) Death penalty is against human rights and very barbaric. C) The prisoners in the death row can possibly be innocent. Body of the Research Paper List of reasons why death penalty never fit a crime and why it is not morally accepted. Conclusion a) Supporting quote (relate back to intro): â€Å"The fear of death is the fear of life.† b) Restate thesis: Death penalty will not help people find justice; instead, it will only worsen the flaw in our justice system. Above is a sample outline that will guide you and give you an idea on how to make your own research paper. In your actual research paper or thesis, the body of the paragraph should consist of more than four paragraphs while the conclusion can be one long paragraph. Thesis statement examples In order to help you with your research paper, here are some thesis statement examples that will give you an idea of writing your own. The thesis statement is the problem that will be discussed in the entire research paper so if the statement is good the whole paper will be good. Death penalty should be abolished because of there is no assurance that the justice system is foolproof. It will only make the risks higher for innocent people to be punished for crimes they did not do. The approval of death penalty will only bring back the medieval way of punishing people in the most inhumane way. Death penalty is just like giving the politicians the right to murder anyone to settle political scores. Example of a death penalty research paper introduction In each given thesis statement examples above, there is a correspondent example introduction below to show you how to make an introduction. An introduction should always answer the questions why and how, why it should happen and how it would be accomplished. This will also help you come up with your own introduction in your research paper. The abolition of the death penalty should be pushed through so no one will be put into jail and die because of injustice. It will only happen if the government justice system will listen to the peoples cry and if they will consider human acts of punishment. In the medieval times, people were punished to death if they did something that is against the law. If we just continue this inhumane act of our ancestors, we will only prove that we have not evolved and stayed the same. In this present age, people are more open to change; if we continue the traditional punishment it only will show that there is no difference between the medieval people and us. Death penalty is an act that shows how the justice system will legalize a different kind of murder. The politicians who abuse their powers will be delighted to use death penalty as their scapegoat in murdering innocent people that come their way. How to write body paragraphs for a research paper on death penalty A body of the paper should contain supporting statements that will make the research paper convincing. Below are some tips on how to write the body of the paragraph. Tips on writing the body of the research paper You should start by writing your main and supporting ideas. The main ideas should always be in the first paragraph and the supporting ideas should be on the next paragraphs so the readers will understand the main topic. Each idea has to be explained and elaborated well for the readers to understand it clearly. You can also provide examples to give clarification to the readers. You should cite legitimate sources in your research paper. In finding supporting statements, you should make sure that you cited from books and journals that are used by lawyers and professionals. This will make your research paper authentic and reliable. If you want, you can also state news and article reviews as evidences of your statements. Conclusion in every paragraph is optional but it can also help the readers summarize the whole research paper. Below is an example of a short body of the paragraph to be your guide in writing your own research paper on death penalty. Thesis statement: Death penalty should be abolished because of its injustice. First paragraph example There is a number of reasons why death penalty never fit a crime. Even if a person did a crime, there is still no valid reason for anyone to sentence him death. The current justice system states that a person who committed the worst crime should be punished based on how worst his crime is. This seems to be completely illogical and contradictory. How can a person be accused of a crime that he did not do anything about? The answer is no one; therefore, the death penalty is not morally accepted. Second paragraph example In terms of morality, those people who receive the death penalty are usually not physically or mentally fit to receive the punishment. Some are suffering from mental disabilities that have caused them commit such crimes. Twelve percent of people who are on the death row are proven mentally retarded making them not fit to the punishment of death. Third paragraph example The electric chair used for killing people who are in the death row has reported to fail and causes multiple attempts of execution before the prison actually die. Even the lethal injection used in modern execution sometimes fails and makes the prisoners execution slower and painful. Things like this prove that there is a serious flaw in the justice system. How to write a conclusion of a research paper on death penalty A conclusion serves as the summary of a research paper. It will also include your stand on the topic, whether you agree or disagree. It is important to include a conclusion in every research paper because it will be the closing paragraph and it indicates the end of the research paper. Tips for writing a conclusion A conclusion should have a brief summary of a body of a research paper. You can use a quotation related to death penalty to capture the attention of your readers until the end. Recall some important points in the body of the research so that the information will be refreshed in the mind of the readers. Compare your topic with other. In this way, you will show the readers that your research paper is broad and universal. Lastly, give recommendations. This will make your conclusion more professional. To complete your guide in writing a research paper on death penalty, below is an example of a conclusion that you can use as to help you write your own conclusion. Example of a conclusion A wise man once said, â€Å"The fear of death is the fear of life.† Death penalty will not help people find justice; instead, it will only worsen the flaw in our justice system. The people who commit crimes should receive punishment but not in the form of death. Their lives should be valued no matter what mistake they have made. They should learn their lesson while in jail but they should never suffer death as a form of payment for their crimes. Revision Tips After submitting your final thesis or research paper your professor/instructor will give advice on how you can improve your research paper. Below are some tips on how you will revise your paper fast and efficiently. List down corrections When your professor gives back your thesis or research paper for the revision you must first check what are the parts that need revision. Once you finish scanning the paper for all the revisions needed you can already start revising. The best technique to make revising fast is to go page by page. When you do this, you can make sure that there is no single word in the research paper that you have not seen. Consider feedback Your professor aims to help you in your research paper so you should consider all his notes and advice in improving your research paper. Accept that your paper is not perfect and the advice that he or she gave you is important and will be so much help. Ask for help When you are having a hard time correcting your own work it is okay to ask someone for help. It may be your classmate, brother, sister, or parents, as long as they are willing and knowledgeable you should always consider their help. Sometimes we cannot see our own mistakes, so having another person check your work and give comments about it will not only improve the research paper it will also give you ideas on how to make it better the next time you make another research paper.

Executive management in Law Enforcement motivation theory Essay

Executive management in Law Enforcement motivation theory - Essay Example This was the time in 1994 when law enforcement was becoming increasingly complex and dangerous because many criminals had access to greater firepower and were more disposed to use it than the police forces. Upon identifying the main reasons behind employee turnover rate, when in 1994, the Clinton administration developed a program to help fight crime by putting 100,000 new police officers on the street, the concept of the "thin blue line" enabled communities to commit extra police resources in areas, such as community oriented policing, that previously had been neglected (Schwabe, 1999, p. 1). There was another challenge waiting for law enforcement agencies to test and implement their enforcement strategies so as to detect the offensive behaviour of crime and criminality. That was only possible in circumstances where criminal motivation was understood by FBI and other law enforcement agencies. (Journal of Power and Ethics, 2001) On the other hand motivation was also required by the agency officers and other managerial staff in order to conduct various operations against crime. (Stuart, 2005) When it comes to managing law enforcement, the contribution of technology driven human resource cannot be ignored. So, if technology can improve public safety and be an efficient use of resources, what about human resource Of course it is the man power that uses technology as a means to fight crime thereby diffusing security and safety issues among the public. Now, the thing that bridges the gap between technological resources and utilization is human resource, and the persuasion behind human resource is that of 'Motivation Theory' we would discuss later. The law enforcement management characterises the behaviour of offenders as purposive. Why it is so Because it is the behaviour of the offender that purports the law enforcement management to understand the purpose behind the crime, in other words to help the management understand the motivation for that behaviour. According to Wortley (2002) in context with the offender, it is the decision of the offender to engage in a particular behaviour that creates four cost-benefit dimensions: the perceived effort involved that indicates how difficult is the behaviour to perform, the perceived risks involved in detecting and punishment, the anticipated rewards and the anticipated feelings of guilt or shame (Wortley, 2002, p. 33). Law enforcement management is incomplete without 'technology', from latest computerized equipments helpful in analyzing DNA of the culprit to the integrated data systems, human resource is the basic tool which works behind various law enforcement agencies and National Crime Information Centre (NCIC). Either in the form of field officer or an advocate, there is one single factor responsible for making them work effectively and efficiently: 'Motivation'. What is 'Motivation' in Management Motivation refers to those levels of satisfaction within an individual that are fulfilled by the direction and performance of that individual with respect to acquiring a positive or a negative outcome called as a 'reward'. This reward may be 'extrinsic' - a tribute given by another person or 'intrinsic' - a tribute that occurs within a person. It is this motivation that makes

Harvard referencing Essay Example | Topics and Well Written Essays - 500 words

Harvard referencing - Essay Example Available from: http://www.unn.ac.uk/central/isd/cite/index.htm (Accessed: 21 May 2004). University of Liverpool/Laureate Online Education (2007) Lecture notes from Managing People Module Seminar 4 [Online]. Available from: University of Liverpool/Laureate Online Education VLE (Accessed: 28 February 2007). Fedchak, E. & Duvall, L. (1996) An engineering approach to electronic publishing, Proceedings of the International Workshop on Multimedia Software Development, 25-26 March, Berlin. Los Alamitos, California: IEEE Computer Society Press, pp.80-88. Al-Madhoun, M. & Analoui, F. (2004) Developing SME managers under fire: negotiating obstacles and weaknesses in Palestine, Journal of Management Development, 23 (5), pp.479-495, IngentaConnect [Online]. Available from: http://www.ingentaconnect.com (Accessed: 9 June 2005). 5. Podcast University of Liverpool/Laureate Online Education (2007) Lecture notes from Managing People Module Seminar 4 [Online]. Available from: University of Liverpool/Laureate Online Education VLE (Accessed: 28 February 2007). Pears, R. & Shields, G. (1995) Cite them right: referencing made easy [Online] Northumbria: Northumbria University. Available from: http://www.unn.ac.uk/central/isd/cite/index.htm (Accessed: 21 May 2004). University of Liverpool (n.d) Referencing and Developing a Bibliography using the Harvard Method. Available from: http://www.liv.ac.uk/library/ohecampus/referencing/referencing.htm. (Accessed: 8 July

Public and social issues Essay Example for Free

Public and social issues Essay Slowly there was huge controversy regarding the manner in which domain names were allocated and provided registration by the NSI. There was a huge increase in the trademark disputes especially in the . com TLD domain. The IANA had no concern for legal issues over the domain name allocations. Hence, many nations including the US had concern over the allocation of domain names over the internet . In 1997, the management of several generic TLD’s were handed over to the International Ad Hoc Committee (IAHC). The organisation helped in framing 7 new generic TLD’s and ensuring greater amount of healthy competition in the second level domain names . The NSI and the IANA were together concerned with the development of a set of rules and regulations for the assignment of domain names. They developed a corporation that would have jurisdiction for the assignment of domain names throughout the world. This organisation (ICANN) also helped in the development of rules and regulations for the internet domain names. The US DOC also played a major role in the development of the ICANN. The final version of the bylaws by the ICANN was released on October 2, 1998, and released by the DOC. On November 1998, the ICANN and the DOC decidedly to jointly design rules, regulations, mechanisms and methods to ensure Domain name functions. The DOC and other organisations were interested in bringing about better competition and ensuring stability. The role of the US government was slowly being transferred to the ICANN. The NSI also changed its name to Verisign. It was concerned with developing a shared registration system and provides services under the generic TLD’s such as . com, . net, etc. Verisign has to sell certain number of registers in order to have authority of the . com register in 2001. However, some of the registries of Verisign and ICANN still are shared from May 2001. Verisign would operate various registries such as the . org registry till 2002, the . net registry till 2005, the . com registry till 2007. The ICANN has allocated the . org registry from 2002 to 2008 to Public Internet Registry and Verisign for the . net registry from 2005 to 2011 . The domain name has turned out to be a huge business model for several companies. The ads-per-click policy, which would ensure that advertisements placed in the domain name would make more money than the domain itself, would ensure that the domain is continued. On the other hand, if the cost of the domain is more than the advertisements, then the domain is ceased for the next year. There is also a five-day grace period (following registration), which ensures that anybody who has registered a wrong domain can go back and correct his/her mistake. Today, domain names are created and dropped at a very fast rate, and hence, people are in huge confusions. This is happening at a very fast rate, even faster than the rate trademarks are picked up and dropped. To ensure certain amount of control at the rate at which the domain names are picked up and dropped, the ICANN is monitoring several registries. It has given certain number of its registries to companies that can sell out domain name. Such companies are known as ‘registrars’, and they would usually be working on the . com and . net TLD. However, the ICANN has introduced a 5 day window period, which would allow the registering body to make changes or take back the domain name registration within a period of 5 days. The ICANN can also recommend the owner to make modify or even remove certain domain names registered during the window period. This would ensure that any illegal activities or potentially abuse over the internet can be prevented. At the same time, healthy competition can be encouraged over the internet . Since January 003, there has been a shift in the management of the . org TLD from Verisign to the Public Internet Registry, which is an organisation created in 2002 keeping the public internet in mind . During the mid-1990’s, the US government decided to shift several infrastructure and governance that the US government and the military had over the internet over to private bodies. The government felt that the main reason for implementing such policies were because the industry themselves can specialise in creating effective policies and ensure development and advancement through regulations and policies framed over internet. The US government also tried to install several institutional controls means to ensure that the private bodies that had certain governance over the internet. Several organisations such as the ICANN and the IAHC also felt that the international involvement was very important in developing a domain name policy.

My Philosophy of Education Essays -- Education Reflective Writing Teac

Philosophy of Education Education provides people with the understanding and basis of life. It enables us to explore the world. Teachers are important in a child’s life because children are dependent for guidance, love and knowledge. It is up to us to provide these guidelines to the younger generations. As an educator, I am anxious to guide the pursuit of one’s goals and acquisition of knowledge. I believe in emphasizing the importance and value of an education that should carry beyond their high school years. I not only plan to teach the basic skills, but also provide students with knowledge of the world they will face outside the classroom. I lean towards the philosophy of progressivism. It enables students to relate decision making, creative thinking, and projects to their studies. Children will think that material at school is genuine if they can connect it to real life. Kids need to be engaged in higher level thinking skills. Therefore, I am a strong proponent of cooperative groups and active learning. Progressivism not only focuses of children’s academic needs but also their interests. I am a reflective teacher meaning that I take every characteristic of the class and students and plan around it. I love active learning which place children in an atmosphere where they feel safe and can participate in fun, learning activities. Children can learn from each other which also creates a positive, relaxing learning environment. If you walked into my classroom, you would very seldom see kids sitting at their desks in complete silence. It is all about maintaining control. I am not an essentialist. I understand that students need to take standardized tests, but i... ... Education reform is necessary for effective teachers and schools. The world is changing, curriculum changes and teaching strategies changes. I will not get set in one teaching style and refuse to change. I will be up for any type of constructive criticism and suggestions. All children are different and therefore every class will be different. Effective teachers can not teach the same way each year. I hope to further my education by going to graduate school. I would like to earn a master’s degree in Reading. After I get positioned in a school, I would like to become nationally certified. I also want to subscribe to journal magazines such as The Reading Teacher or organizations such as Reading Association. In accomplishing these goals, it will further my knowledge in which I can pass down to my students as well as doing it for myself. My Philosophy of Education Essays -- Education Reflective Writing Teac Philosophy of Education Education provides people with the understanding and basis of life. It enables us to explore the world. Teachers are important in a child’s life because children are dependent for guidance, love and knowledge. It is up to us to provide these guidelines to the younger generations. As an educator, I am anxious to guide the pursuit of one’s goals and acquisition of knowledge. I believe in emphasizing the importance and value of an education that should carry beyond their high school years. I not only plan to teach the basic skills, but also provide students with knowledge of the world they will face outside the classroom. I lean towards the philosophy of progressivism. It enables students to relate decision making, creative thinking, and projects to their studies. Children will think that material at school is genuine if they can connect it to real life. Kids need to be engaged in higher level thinking skills. Therefore, I am a strong proponent of cooperative groups and active learning. Progressivism not only focuses of children’s academic needs but also their interests. I am a reflective teacher meaning that I take every characteristic of the class and students and plan around it. I love active learning which place children in an atmosphere where they feel safe and can participate in fun, learning activities. Children can learn from each other which also creates a positive, relaxing learning environment. If you walked into my classroom, you would very seldom see kids sitting at their desks in complete silence. It is all about maintaining control. I am not an essentialist. I understand that students need to take standardized tests, but i... ... Education reform is necessary for effective teachers and schools. The world is changing, curriculum changes and teaching strategies changes. I will not get set in one teaching style and refuse to change. I will be up for any type of constructive criticism and suggestions. All children are different and therefore every class will be different. Effective teachers can not teach the same way each year. I hope to further my education by going to graduate school. I would like to earn a master’s degree in Reading. After I get positioned in a school, I would like to become nationally certified. I also want to subscribe to journal magazines such as The Reading Teacher or organizations such as Reading Association. In accomplishing these goals, it will further my knowledge in which I can pass down to my students as well as doing it for myself.

Individual Health Assessment Essay

Client/Patient Initials: DN| Sex: M| Age: 66 | Occupation of Client/Patient: Retired| Health History/Review of Systems(Complete and systematic review of systems)| Neurological System (headaches, head injuries, dizziness, convulsions, tremors, weakness, numbness, tingling, difficulty speaking, difficulty swallowing, etc., medications):No complaints of headaches, no past head injuries, no complaints of dizziness, no history of convulsion, tremors or weakness. The patient states he has had no numbness, tingling, or unsteady gait. The patient denies dysphagia or dysphasia. | Head and Neck (pain, headaches, head/neck injury, neck pain, lumps/swelling, surgeries on head/neck, medications):The patient denies head pain, head or neck injury or trauma, no nodules or surgeries. The patient denies taking medication for head or neck. | Eyes (eye pain, blurred vision, history of crossed eyes, redness/swelling in eyes, watering, tearing, injury/surgery to eye, glaucoma testing, vision test, glasses or contacts, medications):The patient does wear corrective glasses. The patient denies redness or swelling in eyes nor watering. The patient denies history of eye injury or surgery. | Ears (earache or other ear pain, history of ear infections, discharge from ears, history of surgery, difficulty hearing, environmental noise exposure, vertigo, medications):The patient denies ear pain or recent ear infections. The patient does have a bandage to right ear stating he just â€Å"had skin cancer removed†. Incision intact. No surrounding redness or swelling. The patient denies drainage. The patient denies vertigo. | Nose, Mouth, and Throat (discharge, sores or lesions, pain, nosebleeds, bleeding gums, sore throat, allergies, surgeries, usual dental care, medications):The patient denies sore throat, runny nose, or sores to mouth. The patient has poor  dentition and states he sees a dentist regularly. The patient states he brushes his teeth twice daily. The patient denies seasonal allergies. | Skin, Hair and Nails (skin disease, changes in color, changes in a mole, excessive dryness or moisture, itching, bruising, rash or lesions, recent hair loss, changing nails, environmental hazards/exposures, medications):The patient denies excessive dryness or excessive moisture to skin. The patient states history of skin cancer. The patient states he has had several â€Å"spots removed† for skin cancer including his nose, right ear, and cheek. The patient denies bruising easily. | Breasts and Axilla (pain or tenderness, lumps, nipple discharge, rash, swelling, trauma or injury to breast, mammography, breast self-exam, medications):The patient denies pain or tenderness to breasts. The patient denies rash or swelling to breasts. | Peripheral Vascular and Lymphatic System (leg pain, cramps, skin changes in arms or legs, swelling in legs or ankles, swollen glands, medications):The patient denies leg pain or cramping. The patient denies swelling in lower extremities and denies taking medications to increase circulation. | Cardiovascular System (chest pain or tightness, SOB, cough, swelling of feet or hands, family history of cardiac disease, tire easily, self-history of heart disease, medications):The patient states he has a history of heart attack and high blood pressure. The patient denies shortness of breath or recent chest pain. The patient states he currently takes Coreg and Aspirin daily. | Thorax and Lungs (cough, SOB, pain on inspiration or expiration, chest pain with breathing, history of lung disease, smoking history, living/working conditions that affect breathing, last TB skin test, flu shot, pneumococcal vaccine, chest x-ray, medications):The patient denies cough or shortness of breath. The patient denies chest pain upon inspiration or expiration. The patient denies lung disease. The patient states he stopped smoking 32 years ago. The patient states he is up to date on his flu vaccination as well as his pneumonia vaccination. | Musculoskeletal System (joint pain; stiffness; swelling, heat, redness in joints; limitation of movement; muscle pain or cramping; deformity of bone or joint; accidents or trauma to bones; back pain; difficulty with activity of daily living, medications):The patient denies joint pain or stiffness. The patient denies muscle pain or cramping. The patient denies deformity of bones or joint. The patient denies history of trauma or accident to bones or muscle. The patient  denies debilitation to activities of daily living. | Gastrointestinal System (change in appetite – increase or loss; difficulty swallowing; foods not tolerated; abdominal pain; nausea or vomiting; frequency of BM; history of GI disease, ulcers, medications):The patient denies changes in appetite. The patient denies difficulty swal lowing. The patient denies foods that are not tolerated. The patient denies frequent nausea or vomiting. The patient states he has a regular bowel movement daily. The patient denies history of GI ulcers or taking medications for GERD or acid reflux. | Genitourinary System (recent change, frequency, urgency, nocturia, dysuria, polyuria, oliguria, hesitancy or straining, urine color, narrowed stream, incontinence, history of urinary disease, pain in flank, groin, suprapubic region or low back):The patient denies urgency, frequency, or dysuria. The patient denies polyuria. The patient states history of kidney stones. The patient denies incontinence or flank pain. The patient denies groin pain or low back pain. | Physical Examination(Comprehensive examination of each system. Record findings.)| Neurological System (exam of all 12 cranial nerves, motor and sensory assessments):Cranial Nerve I – Sense of smell intact evidenced by smelling an onion as well as cinnamon with eyes closed. Cranial Nerve II – Snellen eye chart eye exam shower 20/40 in bilateral eyes without corrective lenses. Patient is 20/20 in bilateral eyes with corrective lenses. Cranial Nerve II, IV, and VI – Pupils equal, round, and reactive to light and accommodation. Extraocular movements are within normal limits. Cranial Nerve V – Mastication muscles are equal bilaterally. Cranial Nerve VII – Facial symmetry noted. Facial nerves function appears within normal limits. Cranial Nerve VIII – Normal hearing functioned noted with hearing soft spoken w ords as well as normal conversation. Cranial Nerve IX and X – The patient has a positive gag reflex as well as normal appearing uvula and soft palate. Cranial Nerve XI – The sternocleidomastoid and trapezius muscles are symmetric. Neck and head with full range of motion. Shoulder shrug showing trapezius muscle equal bilaterally. Cranial Nerve XII – The patient’s speech is within normal limits with a midline tongue. No sores, lesions, or abnormalities of tongue noted. | Head and Neck (palpate the skull, inspect the neck, inspect the face, palpate the lymph nodes, palpate the trachea, palpate and auscultate the thyroid gland):Face is symmetric. Trachea is midline. Lymph nodes within normal limits with no  goiter noted. The patient has full range of motion to head and neck. The patient’s head is without nodules noted. The patient has strong carotid pulses present bilaterally. | Eyes (test visual acuity, visual fields, extraocular muscle function, inspect external eye structures, inspect anterior eyeball structures, inspect ocular fundus): Patient is 20/20 in bilateral eyes with corrective lenses. Extraocular movements are intact. No nystagimus or strabismus noted. Pupils are equal, round, and reactive to light and accommodation. No drainage or redness noted to bilateral eyes. Conjunctiva are pink, sclera white without redness noted. | Ears (inspect external structure, otoscopic examination, inspect tympanic membrane, test hearing acuity):The patient’s ears are symmetric. The patient has a dressing to right ear from recent skin cancer removal. Incision clear without redness or drainage. The patient’s he aring within normal limits. Bilateral tympanic membranes intact and pearly gray with normal light reflex. No perforations noted. Ear canal free of drainage. | Nose, Mouth, and Throat (Inspect and palpate the nose, palpate the sinus area, inspect the mouth, inspect the throat):The patient’s nose is symmetric with no nasal drainage noted. Nasal septum midline. The patient denies tenderness of the external nares. Nasal mucosa is pink and within normal limits. Nares patent. No nasal flaring noted. Mouth within normal limits with no sores or blisters noted to tongue. Tongue is midline. Tonsils are pink with no swelling noted. The patient has no dental caries noted, but several fillings noted. | Skin, Hair and Nails (inspect and palpate skin, temperature, moisture, lesions, inspect and palpate hair, distribution, texture, inspect and palpate nails, contour, color, teach self-examination techniques):The patient’s skin with no dryness, rashes, or acne noted. The patient has a scar noted to his nose, right ear, and left cheek. The patient states this is areas of skin cancer that have been removed. Skin turgor within normal limits with no tenting. The patient’s hair is thin with no signs of dandruff. The patient’s nails are not brittle. No clubbing noted. Capillary refill is less than three seconds. | Breasts and Axilla (deferred for purpose of class assignment)| Peripheral Vascular and Lymphatic System (inspect arms, symmetry, pulses; inspect legs, venous pattern, varicosities, pulses, color, swelling, lumps):The patient has no swelling noted to upper or lower extremities. Skin color within normal limits with no discoloration. Peripheral pulses are  strong and equal bilaterally. The patient’s legs are without varicosities. | Cardiovascular System (inspect and palpate carotid arteries, jugular venous system, precordium heave or lift, apical impulse; auscultate rate and rhythm; identify S1 and S2, any extra heart soun ds, murmur):The patient’s blood pressure is 128/78, pulse 68. Upon auscultation, the apical pulse is also 68 with regular rate and rhythm. No murmur or arrhythmia noted. S1 and S2 noted without murmur. No bruit noted. No jugular vein distention noted. | Thorax and Lungs (inspect thoracic cage, symmetry, tactile fremitus, trachea; palpate symmetrical expansion;, percussion of anterior, lateral and posterior, abnormal breathing sounds):The patient’s chest has equal and bilateral rise and fall with good muscle tone. The patient denies chest tenderness upon palpation. Respiratory rate 17 breaths per minute and regular. Tactile fremitus symmetrical over posterior lung area of the back. Lungs sounds clear in all four lobes. | Musculoskeletal System (inspect cervical spine for size, contour, swelling, mass, deformity, pain, range of motion; inspect shoulders for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect elbows for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect wrist and hands for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect hips for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect knees for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect ankles and feet for size, color, contour, swelling, mass, deformity, pain and range of motion):The patient has no curvature noted to spine. The spine is without swelling or deformity. The patient denies cervical tenderness or pain. The patient’s shoulders are symmetric with full range of motion. The patient’s elbows are free of deformity with full range of motion. The patient denies pain to elbows. The patient’s wrist are free of deformity with full range of motion. The patient denies pain to wrists. The patient’s hands are free of deformity with full range of motion. The patient denies pain to hands. The patient has healed scars from bilateral carpal tunnel surgery. The patient’s hips are symmetric with full range of motion. The patient denies pain to hips. The patient’s knees are symmetric with full range of motion. No masses or deformities noted. The patient denies pain to knees. The patient’s knees are symmetric without obvious masses. The patient has full range of motion to bilateral  knees. The patient denies pain to bilateral knees. The patient’s feet are without swelling. The patient has full range of motion to ankle and foot. No obvious deformities or masses noted. Skin is intact to bilateral feet. (Jarvis, 2012).| Gastrointestinal System (contour of abdomen, general symmetry, skin color and condition, pulsation and movement, umbilicus, hair distribution; auscultate bowel sound;, percuss all four quadrants; percuss border of liver; light palpation in all four quadrants– muscle wall, tenderness, enlarged organs, masses, rebound tenderness, CVA tenderness):The patient’s abdomen is symmetric, soft, and round. The patient has normal hair distribution with skin pin k. The patient denies tenderness to all four quadrants. Bowel sounds normoactive x4 quadrants. No masses palpated. Liver palpates within normal limits. | Genitourinary System (deferred for purpose of this class)| FHP Assessment| Cognitive-Perceptual Pattern:The patient has no cognitive defects noted. | Nutritional-Metabolic Pattern:The patient states he eats breakfast, lunch, and dinner. The patient states he tries to watch what he eats. He does however state he has a weakness for ice cream. | Sexuality-Reproductive Pattern:The patient states he has been married to his wife for 28 years. He denies problems or issues with his sex life and states he is satisfied. | Pattern of EliminationThe patient states he has a regular bowel movement daily. The patient denies problems with diarrhea or constipation. The patient denies any problems with urination. The patient denies waking at night to urinate. | Pattern of Activity and Exercise:The patient states since retirement, he has slacked on his daily exercise. The patient states the only exercise he gets is daily yard work and gardening. The patient states he used to take a mile long walk, but has slacked off of that. | Pattern of Sleep and Rest:The patient states he gets 7 hours of sleep nightly. The patient denies waking throughout the night. | Pattern of Self-Perception and Self-Concept:The patient presents as a confident male who has continuous eye contact. | Summarize Your Findings(Use format that provides logical progression of assessment.)| Situation (reason for seeking care, patient statements):The patient presents today for a recheck of his healing incision to right ear status post removal of skin cancer. | Background (health and family history, recent observations):The patient  states he has a history of several skin cancer spots that have been previously removed. The patient states his mother passed away from lung cancer and his father with brain cancer. The patient denies drainage or surrounding redness to area. The patient states he applied antibiotic ointment as well as a dressing twice daily. | Assessment (assessment of health state or problems, nursing diagnosis):The patient has a healing incision noted to right ear. This incision is free of drainage or redne ss. Nursing Diagnosis: Risk for infection related to incision to right ear (Gulanick & Myers, 2007). | Recommendation (diagnostic evaluation, follow-up care, patient education teaching including health promotion education):The patient needs to continue to apply the antibiotic ointment as well as dressing to the ear twice daily. The patient needs to continue to observe the area for drainage, redness, or signs of infection. The patient needs to continue to inspect his skin for areas that may be suspicious for additional skin cancer lesions. The patient is educated on proper hand-washing skills as well as signs of fever or illness. The patient is also educated on the importance of follow up with his dermatologist. | * * * * * * References Gulanick, M., & Myers, J. (2007). Nursing care plans: Diagnosis, interventions, and outcomes. (6th ed.). St. Louis, Missouri: Elsevier Mosby. Jarvis, C. (2012). Physical Examination & Health Assessment (6th ed.). St. Louis, Missouri: Elsevier Saunders.

Dalit Discourse in Indian Education Dhanaraju Vulli Essay

Abstract There are two types of school system India in the issue of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the uppers castes elite children and Dalit children in getting of English medium education in Indian society. The Dalits children are given education in regional language schools while English language school education is meant for the upper castes children. This division has always been reflecting between government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. This paper can be divided into four parts. The first part will highlight the language policy after Indian Independence. The second part discusses the concept of mother tongue and its importance in the contextualizing of educational discourse in India. In the third part I would highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part deals with the response of the Dalits towards the English education and how they attack the upper caste nature towards regional medium education. In an attempt to locate the importance of educational policy in the wider socio-historical and political context, I will address an  ideological deconstruction of politics of mother tongue in the present Indian educational system. Keywords: English education, language, mother tongue, globalization. Introduction The question as to which language should be used as a medium of instruction in country like India is a debatable subject. The question is often posed in binary terms: Should the medium of instruction be a regional language or English? Language is a vehicle for learning as well as expression of ideas. An advanced language (English) helps in mentally provide people to  communicate each other across the world. On the other hand, an underdeveloped language has its limitations. It keeps people underdeveloped, more so those in deprived sections. The school system is divided into two types in the context of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the  uppers castes elite children and Dalit children in getting of English medium education in Indian society. The dalits  cholderns are given education in regional language schools while English language school education is meant for the upper castes childr en. This division has always been reflecting between  government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. India. In the third part I will highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part discusses the response of the Dalits towards the English education and how they attack the upper caste nature towards role of mother tongue in the Indian education .In an attempt to locate the importance of educational policy in the wider sociohistorical  and political context, I will address an ideological deconstruction of politics of mother tongue in the present Indian educational system. Historical View of the Language Policy in Indian Education The historical view of the evolution of the language policy in India let know us how the importance of English and its role in Indian Education. India is multilingual country. It has been reflecting in the formulation of the language policy. The Indian constitution has provided that the primary education must be taught through the mother tongue or regional language. However, a status survey of language instruction in the country exposed that of the 1652 mother tongues listed by the 1961  Census, there are 51 languages which are spoken by more than The present paper can be divided into four parts. The first part 100,000 people each. Of these 51 languages, 16 have no script of will highlight the language policy after Indian Independence. their own, and only the remaining 35 languages are accepted as The second part discusses the concept of mother tongue and its media of instruction at the school level1. English is a common importance in the contextualizing of educational discourse in  language and it is an obligatory language in the higher education The National Council of Educational Documented the demand and importance of English language in  the position paper in connection with the National Curriculum The Indian  government has been following three-language Framework (2005) as they stated: â€Å"English in India today is a formula in Education as the National Commission on Education symbol of people’s aspirations for quality in education and fuller 1964-1966 recommended. Subsequently three-language formula participation in national and international life†¦ The level of in Education was reflected in the National Education Policies of introduction of English has now become a matter of political 1968 and 1986. The Commission said that the three-language response to people’s aspirations, rendering almost irrelevant an system is an appropriate formula for the Indian school education academic debate on the merits of a very early introduction†. and it can be good approach to accommodate different language The Commission also mentioned that â€Å"English will continue to people but it has been criticized by the different sections in the enjoy a high status so long as it remains the principal medium of society on the implementation. The Dravidain movement in education at the university stage, and the language of Tamilnadau is the preeminent instance as they vehemently administration at the Central Government and in many of the states. Even after the regional languages become media of  opposed the imposition of Hindi language on south India. Higher education in the universities, a working knowledge of There is no proper planning for formulating language policy in English will be a valuable asset for all students and a India. It can be seen as a question of status planning rather than reasonable proficiency in the language will be necessary for achievement planning. Finally, the three- language formula has those who proceed to the university†. been emerged as a policy after elaborate debates and discussions among political and academic peoples with interest of national However, there is controversial about the English as a medium of instruction in Indian educational system. The contradiction of multilingual languages. The National Focus Group on Teaching of English has taken a  strong position in connection with ‘English language question’: The Central Advisory Board on Education also discussed on the â€Å"English is in India today a symbol of people’s aspiration for issue of English language and recommended that English must quality in education and a fuller participation in national and be compulsory subject in the schools from 6th class onwards and international life. Its colonial origins now forgotten or students must acquire enough knowledge of English so as to be irrelevant, its initial role in independence India, tailored to high able to receive education through this English in the higher education now felt to be insufficiently inclusive socially and education. There is another development took place in the linguistically, the current state of English stems from its development of language policy in India. The first National overwhelming presence on the world stage and the reflection of Education Commission had studied the recommendations given this in the national arena†4. by the Central Advisory Board on Education. Finally they came up with conclusion that three-language formula must be included There is an astonishing faith among all sections of the society in in the context of  multilingual Indian educational system. I argue both rural and urban areas that English has the transformative that once upon a time the English language was important part of power language. English is seen not just as a skill language, but a mechanism of exclusion language due to upper caste as a means of a better life, a pathway out of exclusion and nationalists’ creation as they differentiated native language and suppression from the unequal society. The English language has alien language but now it can be seen as a tool of inclusion. In emerged as a powerful agent for social change in India. the post modern India the English language is important factor to include all the sections of Indian society. The main reason is an Mother Tongue as the Medium of Instruction increasing demand for the language which is an important tool There is a popular perspective that advocates the use of mother for the progress and development of the country. Encourage linguistic diversity in schools. This perspective argue that mother tongues are not merely speech varieties but are  languages that provide social and emotional identity to  individuals, express the essence of their cultures, and give them a sense of rootedness. Schooling in the language of the child reflects respect for her and an appreciation of her culture. The exclusion of the mother tongues from school hence is seen as ‘harmful to the child’s self esteem’. According to Pattanaik5 children are thereby â€Å"reduced to  minorities in their own homes†. Extending the realm of  pedagogy, the argument links the acknowledgement and  acceptance by the school of the language and culture of the child to a positive identity of self and thereby to effective educational achievement. As Edward says, â€Å"the rejection of a child’s language is unlikely to enhance feelings of self worth which are important for educational success†6. Further, this perspective argues that â€Å"the right to education in a language that the child understands is a basic human right and an essential ingredient of equality in education†. Pattanaik forcefully observes that to â€Å"control and dictate the language of access† to knowledge is a â€Å"positive suppression of human talent. It deprives individual and society of free choices, curbs creativity and innovativeness and restricts participation or potential participation in mul tiple spheres of human interaction, thus imposing limits on freedom†. Current Debate on Medium of Instruction Current language politics in India is an exemplary case of the issues and controversies surrounding linguistic globalization. A primary characteristic of linguistic globalization is the increasing spread and domination of the English language, which we can  capture by the term ‘global English’8. As a post-colonial democracy, India provides a context for examining linguistic globalization that is generalizable to other cases. Furthermore, in juxtaposition to the homogenizing tendency of global English, India embraces multilingualism; its federal system is based on its linguistic diversity. India’s first Prime Minister, Jawaharlal Nehru, a modern  socialist at heart and one of the premier leaders at the 1955 Bandung conference, was utterly convinced of this linkage  between the English language and technology and modernity9.  Yet he also â€Å"discovered India† through its rich and enduring diversity. He valued the adivasi, or tribal, cultures of India as much as, if not more  than, for example, the Bengali bhadralok, an early middle-class intelligentsia that emerged under colonial The Chennai Declaration (2012) has emphasized the importance rule. of mother tongue in the multi-lingual country like India as â€Å"One 10 of the significant commonalties of the Common School System As well documented by Robert King (1998), Nehru, as well as will be the plurality of mother tongues in dynamic interface with many others feared that the major regional languages of multilingualism of child’s neighborhood. This would duly independent India, such as local languages, could be divisive by include Braille and other sign languages as well. According to fomenting narrow identities, leading to â€Å"fissiparous tendencies† this radical and dynamic conception of language education, that could tear India apart. The narrative of English as the mother tongue with a multi-lingual interface is acknowledged as language of modernity and regional languages such as regional the most potent medium of education to enable the child to i. as pre-modern, parochial and even reactionary was well given the nostalgia for  think, analyze and act; ii. acquire, internalize and transform established in Nehruvian India. Today, modern language knowledge critically; iii. Learn other the caliber of Nehru’s leadership , such Nehruvian narratives languages, including English, proficiently; iv.catalyze cultural still resonate. Indeed, many of India’s political and economic and literary renaissance; v. Negotiate with the dominant process leaders today espouse the Nehruvian language ideology. of alienation with advantage, thereby avoiding being pushed-out; and vi. Question and resist oppression and explore the path of Nandan Nilekani, the co-founder of Infosys Company has put it; in India today English is a symbol of an economy comes of  age12. It is the language of international business, science and This approach believes in quality education. The quality research. In contrast, Nilekani depicts supporters of Kannada in education begins with mother tongue. Mother tongue is very the English-versus-Kannada controversy as  Ã¢â‚¬Å"chauvinistic† and important that gives high levels of ability in learning many ideologically and politically motivated. As part of Nilekani’s languages in India. Indian constitution also acknowledged the accusation of the ideological nature of pro-Kannada forces is the importance of mother tongue language as the National Curricular claim that they are denying access to English to those who have Framework, 2005 and the Right of Children to free and historically been the have-nots in Indian society, in particular the Compulsory Education Act, 2009 provided the mother tongue as lower-castes and the lowest-of-the low, the Dalits or tool for development critical thinking. However, for most Untouchables. children, particularly for the tribal and minority language children, there is no provision for education in the mother This language ideology of English as a skill, a ‘key’ or tongue. Education of such children imposes an unfamiliar school ‘passport’ critical for â€Å"upward mobility† fits in with a larger language on them, which often leads to large scale dropouts. narrative on globalization. This globalization narrative depicts Mother tongue based multilingual education for at least 6 to 8 globalization as inevitable, a force on its own with no one or no  entity directing or controlling it. Globalization, in this narrative, regional language schools cannot therefore think of achieving is an autonomous, â€Å"invisible hand† process. The linguistic anything in the globalised economy†. dimension of this process is one where English is seen as neutral Accordingly, â€Å"the divide between the English medium schools and inevitably spreading globally. The regional language schools is a caste-class divide†, which In this context, one of the most prominent public intellectuals in can be overcome by the marginalized â€Å"hijacking† the tool of India today, Ramachandra Guha differs with Nandan Nilekani exclusion, English17. As the leaders of a Dalit Association in and claim that support for Kannada is not chauvinistic, except Hyderabad Central University, put it: â€Å"The middle class and the when the private sector is obligated, or forced, to use it. It is rich can afford to send their children to private schools. For the legitimate and indeed preferable for the government to endorse poor and Dalit, the only option is government schools. Then why and approve of changing the official name of Bangalore to the these people were denied an opportunity to learn English†18. For more Kannadiga â€Å"Bengaluru,† according to Guha; it is not these Dalit leaders, those opposing English in state schools are legitimat e for regional language enthusiasts to economically â€Å"regressive and biased† English, and the pro-English linguistic disenfranchise migrants from other parts of India, as for example globalization narrative, are seen as empowering the powerless pro-Marathi fanatics in Bombay have attempted A similar, and a necessary tool for upward mobility. â€Å"soft† liberalism reasoning seems to have been the basis for the Karnatak High Court decision in the summer of 2008 against the In the central schools the medium of instruction is where the state government mandating Kannada as the medium of upper castes and other central government employee children get instruction in private schools13. The court’s decision repeatedly the education. Even though the children of a few reserved referred to the freedom of parents to make choices for their category employees’ children benefit from these schools, the children, i.e., the freedom of the individual and, by extension, divide between the English medium schools and the regional the market based on individua l choices. Language schools is a caste or class divide based on social and economic category. The divide itself was created by upper caste More recently, Kannada activists have been seeking classical intellectuals for their own vested interest. Since the days of language status for Kannada-a further central governmental Indian national movement the upper caste intelligentsia argued categorization. This is the political space opened up for investing  that the colonial rule particularly Lord Thomas Macaulay had Kannada speakers with the â€Å"moral content of a community.† In introduced English education that convert local people into other words, to act politically, i.e., to make political claims, clerks to serve in colonial government. The real character of the regional language activists need to build community, and invest English education was emphasized by Lord Machulay often that community with moral content. There is indeed Kannada quoted ‘flourish India in blood and the colour but European in chauvinists who preach an exclusive Kannadiga identity14, task and manner’, the educational enterprise of the Government giving a â€Å"divisive and dangerous†15 or â€Å"particularist at all levels of education remained within the confines of protectionist† content to their politics. But we need not condemn colonial needs and did not break the limits of colonial interest. all pro-local language politics as such. Language politics in India With this concept, colonial education elevated western is contested because of the moral content with which many local knowledge and culture that represented the colonizer. For language activists have been able to imbue the community, i.e., instance, Grants, the East India Company officer stated that ‘for with a political transformation that is empowering and moral. the continuation of British rule it was necessary to create a cla ss of Indians’ that people brought about only from the western knowledge. This perhaps, was a natural consequence of the ideas Dalit Discourse on Medium of Instruction References 17. Aggarwal Kailash S., ‘English, Laloo: a Bihari Story’, The Independent, (Bombay), 23rd September, (1993) Chaturvedi M.G and Mahel B.V., Position of Languages in School Curriculum in India, NCERT, New Delhi, (1976) 18. Interview with Mr. Gummadi Prabhakar and Dara Suman leaders of Ambedkar Students’ Association, Hyderabad Agarwal S.P. (ed )., Commissions and Committees in India, Central University, Hyderabad, Dated: 12th May, (2013) Vol. 5, Concept Publishing Company, New Delhi, (1993) Government of India., Report of the National Knowledge 19. Terry Eagleton, Ideology,( Longman, New York), 13,(1996) Commission, New Delhi, (2007) NCERT National Council of Educational Research and 20. Dalit Freedom Network http://www.nd Dalit network. org/go?/dfn/about/C33/, Accessed on 22 May, (2013) Training, National Focus Group Position Paper on Teaching of English, NCERT, New Delhi, 1, (2006) International Science Congress Association

Death Penalty Essays (255 words) - Capital Punishment, Penology

Death Penalty Essays (255 words) - Capital Punishment, Penology Death Penalty Is the Death Penalty Right or Wrong? Should we be able to execute people that have been convicted of murder or should we give them a chance to break out of jail and maybe kill other people. Well the Death Penalty has been around for a while ever since the Old West use to hang people for punishment. It is not cruel if you use the lethal injection but I could believe being electrocuted would hurt a little. Is the Death Penalty ethical or is it inhumane. Well some people can argue what would happen you sentience some on death row and he was innocent. The people for it will argue that if they killed some one why shouldn't they be killed. The people that are agents the death penalty are worry about what happens is they would execute some one that was innocent. Science 1900 23 innocent people have been executed. That is a lot of people to put to death that haven't done anything wrong to be killed for. A lawyer fee for a death penalty sentience is between 1.5 to 3 million dollars. There for only the rich people could ovoid the death penalty and get life and have a chance to get out of jail. People also say that it is inhuman to do that but what they did you the victim is also inhuman. People are saying that you are doing the same thing as the person did to the victim and it is not morally right.

25 Synonyms for Sign and Symbol

25 Synonyms for Sign and Symbol 25 Synonyms for â€Å"Sign† and â€Å"Symbol† 25 Synonyms for â€Å"Sign† and â€Å"Symbol† By Mark Nichol Various words referring to pictorial representations of objects or ideas often have precise connotations. Here are many words conveying subtle shades of meaning about signs and symbols. 1. Attribute: an object, especially in representational art, signifying a person or place, or authority (also, a characteristic or quality or a word describing a quality) 2. Badge: a sign symbolizing achievement, authority, or membership 3. Cachet: a seal used to denote official approval, or an indication of prestigious approval (plus additional meanings, including â€Å"prestige†) 4. Coat of arms: a heraldic symbol or combination of symbols, or one or more symbols serving a similar function (also, a garment on which such symbols are employed) 5. Cognizance: a distinguishing sign (plus additional meanings) 6. Colophon: a printer’s or publisher’s symbol (also, an inscription providing information about the production of a publication) 7. Crest: see â€Å"coat of arms† (plus additional meanings) 8. Cryptograph (and cryptogram): a sign with hidden meaning or significance (also, a coded message) 9. Device: a heraldic symbol (plus additional meanings) 10. Emblem: a symbol associated with a particular thing or concept 11. Ensign: a sign of authority, or a sign or a flag (also, a military rank or someone holding that rank) 12. Hallmark: a mark signifying approval or authenticity (also, a distinguishing feature or trait) 13. Homologation: official approval or confirmation 14. Icon: a symbolic image 15. Impresa: a heraldic symbol 16. Imprimatur: approval, license, or sanction, or a mark thereof 17. Insignia: a sign of authority, honor, or rank 18. Logo (also logograph and logogram): a statement or symbol of identification, or a motto 19. Monogram: an identifying sign often consisting of conjoined initials 20. Pictograph: a symbol in a pictorial system of communication 21. Rune: a particular type of alphabetical character later associated with magic (plus additional meanings) 22. Stamp: a distinctive character, indication, or mark, or a lasting impression (also, the act of stamping or the device used for stamping, as well as a piece of paper fastened to another object as proof of payment) 23. Token: an expression, sign, or symbol (also, among other meanings, a characteristic, or a keepsake) 24. Totem: an object or symbol representing kinship 25. Trademark: a word or other symbol applying to a product or service (also, a distinguishing feature) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Whimsical Words8 Proofreading Tips And TechniquesMood vs. Tense

Languages Essay Example | Topics and Well Written Essays - 750 words

Languages - Essay Example Language assumes many forms the most common of which is the spoken language which human beings used because they have the brain structure and vocal tracts to do it. Other members of the animal kingdoms also use other forms of communications. Language is not only limited to the spoken language. Animals can also communicate with each other by sounds to survive. The vervets utter and respond to sounds appropriately in order to avoid predators. Animals mode of language is not only limited to sounds. They could also use symbols. Bonobos for example communicate with each other using road signs built of smashed plants. Most animals communicate through sounds and symbols but there are also indications that animals could also understand languages just like human does. There are indications that other animals could also learn to understand languages just like human beings. Studies were made with baboons if they could communicate using a keyboard of 400 symbols and found that they could learn to understand languages just human beings. Study showed that baboon can pick up words in a normal conversation. Researcher found Kanzi’s (a baboon) â€Å"understanding of new sentences to be about equal to that of a two-and-a-half-year-old-child. Noam Chomsky may disagree with this perspective saying that animals does not have the brain structure. Studies however showed that with the aid of keyboard, baboons can also communicate just like human beings albeit it is limited. Other animals learn language just like human beings although not as complex as our spoken words. Language can indeed assume many modes and forms because communication is necessary for living things not only to survive but to understand each other. Language comes in many forms because it is necessary for survival just like the vervets who need to communicate to avoid their predators. They are also