The Best SAT Score Predictor

The Best SAT Score Predictor SAT / ACT Prep Online Guides and Tips The SAT can be mysterious and nerve-inducing; your score on this never-before-seen test will play a hugerole in your college applications. When I took the SAT for the first time, I didn’t do any preparation and wasn't sureI could reach my target score. The best way to lessen yourfear is to try to predict your SAT score. How can you estimate your SAT score? What are the effective methods? Do the SAT score predictor quizzes really work? This guide will walk you through the different methods of estimating your SAT score and will tell you how to use that prediction. The Best Way to Predict Your SAT Score The best method to predict your SAT score is to take a full-length official College Board SAT practice test under real testing conditions.It’s a big time commitment - over four hours - but it’s the most accurate SAT score predictor. Where Can You Find a Practice Test? All of the official SAT practice tests created by the College Board are available for free online.I’d recommend you pick one and print out a copy of the test since you'll be taking the real SAT with pencil and paper. How Should You Use the Test? To get the most accurate score prediction, you want to mimic the real test as closely as possible.This means you cannot use your phone, computer, dictionary or any other outside help.You should only have pencils, an eraser, a pencil sharpener, and a calculator on your desk. Stick to the exact timing.Note: the time allowed is printed at the start of each section.Use a watch to time yourself, anddon't give yourself any extra time. An extra minute or two could artificially increase your score.Also, you’re only allowed to work on that section during the allotted time. Don’t move on to the next section if you finish early, and don’t go back to a priorsection. How Do You Score the Test? Score it using the instructions on the College Board website.You’ll start by calculating your raw score, which is simply the number ofquestions you answered correctly. Then, you use that raw score and a chart provided by the College Board to calculate a scaled score for each section.That scaled score is your estimated SAT score! Note: This is only a baseline SAT score. You can raise your score with dedicated prep. To do so, you should create an SAT study schedule, which I discuss more below.If you're looking for a startingpoint for your SAT prep, check outour free SAT studyguide. Don't have time for an SAT practice test? We've got other options! What Are Other, Less Time-Consuming SAT Score Predictors? Did you takethe PSAT or ACT? If so, you canuse thatscore to estimate your SAT score. These tests are useful predictors because the experience of taking them is similar to the SAT: early in the morning, in a classroom with other students, without outside help, etc. Below I’ll give an overview of how to use the PSAT and ACTto predict your SAT score. PSAT It’s the next best thing to taking an official SAT practice test.The PSAT was written by the College Board, the same company behind the SAT.It’s very similar to the SAT; the name literally means preliminary SAT. The College Board meant for your scaled PSAT score to be an estimated SAT score.However, since the PSAT is intended to be a precursor, the College Board designed it to be slightly easier than the SAT.The PSAT is scored on a scale between 320 and 1520.It doesn't go up to 1600 since the SAT is a more difficult test than the PSAT.While a 1200 PSAT score suggests you might score around 1200 on the SAT, a perfect PSAT score doesn't necessarily guarantee a perfect SAT score.This is why the PSAT scale is shifted down from 1600 to 1520 to account for the differences in difficulty. Pros The PSAT was written by the same company as the SAT. It was designed to match the SAT format. It was created for the purposing of estimating your SAT score. It's administered in similar conditions asthe SAT. Cons It’s slightly easier than the SAT, so it will not be as challenging. It may not be able to accurately predict scores for top performers in the 1500-1600 range. ACT Score If you took the ACT, you use thatscore to predict your SAT score.There are simple conversion tables that will take your 1-36 composite score and convert it into a 400-1600 SAT score.However, this is a less reliable method than using a PSAT score. While the ACT is astandardized test similar to the SAT and PSAT, the ACTwas created by ACT, Inc., not the College Board.There is overlapping content between the SAT and ACT, but the content is not exactly the same.For example, the ACThas a science section while the SAT doesn’t.Also, the SAT has a no-calculator math section while the ACT doesn’t. If you use your ACT score to estimate your SAT score, the prediction may be off by up to 100 points.For example, I got a 34 on my ACT, which would predict an SAT score between 1490-1530, but, in actuality, I got a score of 1420; 70 points less than the lowest estimated score.Some students simply perform better on the ACT than the SAT. Pros The ACT is astandardized test that is designed to estimate college preparedness like the SAT. Itcovers similar Math, Reading, and Writing content as the SAT. It's administered in similar conditions as the SAT. Cons The ACT was not written by the College Board. Itdoesn’t cover the same material as the SAT. Predictions may not be exact (could be off by up to 100 points). It's difficult to accurately compare the ACT to the SAT. Don't trustother "predictors." What Won’t Be Good SAT Score Predictors? I’d recommend avoiding any method not mentioned above. Here are some of the more commonly used SAT score predictors that I wouldn’t recommend. Non-Official Practice Tests Non-official SAT practice tests, aka those not written by the College Board, will not give you a realistic estimate of your SAT score.This includes full-length non-official SAT practice tests as well as any shorter SAT score predictor quizzes.These tests are too different from the SAT to give you a good prediction; theydon’t accurately mimic the SAT test format and typically don’t cover the same content as the SAT. You could end up with a score hundreds of points off from how you'd score on the actual SAT. GPA Some students try to look at their GPA and guess their SAT score. It’s tempting to say that because you have straight A’s, you'll obviously get a 1600 on the SAT. On the other hand, if you have a low GPA, you might feel doomed to a low SAT score. However, GPA doesn’t always correlate with SAT score.Some students with low GPAs end up with great SAT scores while others with high GPAs end up with low scores. Don't try to estimate your SAT score using GPA. AP/IB Tests AP and IB exams test very specific content such as Biology, Economics, Calculus, and History.Most of this content is not covered on the SAT. Therefore, excelling on your AP or IB exam will not necessarily correlate with SAT success. No matter your prediction, don't be a grumpy kitten! How Should You Use Your Score Prediction? If you have an SAT score prediction, how do you feel about it?If you’re unhappy, you should create an SAT prep scheduleto help you reach your score.Below is a rough estimate of how many hours you need to devote to studying to achieve certain score improvements. 0-50 SAT composite point improvement: 10 hours 50-100 point improvement: 20 hours 100-200 point improvement: 40 hours 200-300 point improvement: 80 hours 300-500 point improvement: 150 hours+ Check out our ultimate SAT study guide to help you get started with your SAT preparation. If you’re very happy with your predicted SAT score, you should still do some SAT prep,but not as much.I’d recommend studying for at least 10 hours.Take two practice tests with in-depth reviewto get comfortable with the test format and to make sure your practice test scores align with your target score. Whether you have a score estimate or not, remember that no predictor is 100% accurate, not even taking an official SAT practice test.You should plan to take the real SAT more than once, so if you don’t reach your target score the first try, you have another shot. What’s Next? Now that you've found your estimated SAT score, how does it compare to your target score? Not sure where you’d like to go to college? Read our guide to finding your target school. Need help with your college application? Learn how to write about extracurriculars on your college application; get advice on the Common App essays. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

S Orbital Atomic Structure

S Orbital Atomic Structure At any given moment, an electron can be found at any distance from the nucleus and in any direction according to the Heisenberg Uncertainty Principle. The s orbital is a spherically-shaped region describing where an electron can be found, within a certain degree of probability. The shape of the orbital depends on the quantum numbers associated with an energy state. All s orbitals have l m 0, but the value of n can vary. S Orbital Versus P Orbital While orbital numbers (e.g., n 1, 2, 3) indicate the energy level of an electron, the letters (s, p, d, f) describe the orbital shape. The s orbital is a sphere around the atomic nucleus. Within the sphere there are shells in which an electron is more likely to be found at any given time. The smallest sphere is 1s. The 2s orbital is larger than 1s; the 3s orbital is larger than 2s. The p orbital has a dumbell shape and is oriented in a particular direction. At any one energy level, there are three equivalent p orbitals that point at right angles to each other (px, py, pz). As with the s orbital, the p orbital describes a region in space around the nucleus in which an electron may be found with the highest probability.

Tata Group Global Business Assignment Example | Topics and Well Written Essays - 3250 words

Tata Group Global Business - Assignment Example Since Ratan Tata took leadership of the company, till his retirement in 2012 and the current president, Tata Group of companies has been headed by a common chairman to enable centralization. The Group Corporate Centre (GCC) and Group Executive Office (GEO) have been two crucial bodies involved in decision making of the Tata Group, to direct and define its business endeavours (Goldstein, 2007). It has a board that is chaired by the head of Tata group currently Mr Cyrus Mysty, who took over from Ratan Tata and consist of a CEO and a team of directors. That is just but the top executive of the conglomerate of companies. According to One World Trust, Tata group takes the form of an informal supra- organizational structure; such that it’s distinct high level corporate GEO and GCC has managing directors from Tata group companies, and allow various Tata companies to operate as separate legal entities with their own structures (n.d.).In its hierarchical structure, Tata group has diffe rent enterprises that operate in specific sectors and which also have their affiliate companies, either wholly acquired or merged with other local or foreign companies. For example, Tata Steel Company, Tata Motors, Tata Tele-Services and Tata Power among others.   Each of the companies has their own shareholders and managing director, and an independent board of directors with a chairperson that are held accountable to (tataaia.com, n.d.). Similarly, each of these companies organization structure may be modified with time., depending on the number of mergers and acquisitions. Some of Tata enterprises have very committed committees that address varying issues necessary for the company. For example, departments in an enterprise could depend on audit, remuneration, ethics, and compliance committees to support their function. In 2008, some of Tata enterprises like the TSC and Tata Steel unveiled new organization structure that enhanced company integration. Focusing on the Tata Steel G roup, which consist of Corus group limited and Tata steel, it has a strategy and integration committee headed by the Tata Group of companies chairman (initially Mr Ratan Tata), its hierarchical structure of management begins with the Board, managing director (M.D.), as well

OVERSEAS MARKET ENTRY ACTIONS Assignment Example | Topics and Well Written Essays - 2500 words

OVERSEAS MARKET ENTRY ACTIONS - Assignment Example Elfin Sports Cars Pty Ltd was founded in the year 1957 and is regarded as one of the foremost market players operating in the automotive industry throughout the globe. The company has been involved in making certain extremely competitive open-wheeler and sports cars that range from Formula Vees to the MR9 Formula 5000 and the 1959 Streamliner (Elfin Sports Cars, 2008). It is quite essential for Elfin to adopt and execute appropriate international business strategies in order to make a dominant entry into the business market of Brazil. It has been earlier discussed that Brazil can be a potential business market for the company i.e. Elfin due to its exceptional possession of natural resources, stabilised political system, greater level of Gross National Product (GNP) and raising income level of the people residing within various regions of the nation (Campante, 2009). With this concern, the report intends to discuss the appropriate international business strategies that Elfin might adopt and apply to the target overseas market i.e. Brazil. Moreover, a detailed discussion regarding the marketing actions in terms of marketing mix strategy focusing on certain specific elements of marketing mix would also be discussed in this report. Most importantly, suitable organisational structure and control system emphasising the association prevailing between home and host organisation, relationship between headquarter (HQ) and subsidiary and centralisation versus decentralisation would be proposed in the report. Elfin may adopt appropriate and effective international business strategies as an action towards making a flourishing entry in the intended overseas market i.e. Brazil. It is worth mentioning that the favourable conditions prevailing within Brazil in terms of political and financial aspect among others would ultimately support the sports manufacturing company to make successful entry in diverse regions of the nation. However, still the company requires following

Monsanto paper critical analysis Essay Example for Free

Monsanto paper critical analysis Essay aTitle: A review of core issues relating to the global adoption of genetically modified foods. As we are confronted by more and more information, it is of great importance that as global citizens we endeavour to form our own conclusions by thoroughly analysing factual data. Often information we are presented with can carry a vast undertone of additional, and usually bias information, which conveyed through language, body language, and even in extreme, but uncommon instances, subliminal messaging. Professionals in environmental management must be able to efficiently draw unbiased conclusions by filtering large quantities of information and communicate their findings effectively. In environmental management, global issues typically generate the most controversy. Currently, a global movement to abolish genetically modified foods, is raging. As scientific evidence that challenges the safety of GMO’s mounts, global protests and national governments are rejecting genetically modified foods, in particular the notorious company Monsanto. This assignment is aimed at evaluating key literature relating to the safety of GMO’s using the correct models developed in critical analysis for environmental management in hope that informative and unbiased conclusions can be drawn. Table1: The Purpose of this table is to briefly summarise five sources of literature using methods gained in the course to aid in the development of a draft plan for assignment two. Reference/Source Publication Type Brief Synopsis Application of Course Concepts Comments relevant to planning the draft review Gilles-Eric Sà ©ralini, Emilie Clair, Robin Mesnage, Steeve Gress, Nicolas Defarge, Manuela Malatesta, Didier Hennequin, Joà «l Spiroux de Vendà ´mois (2012) Long term toxicity of a Roundup herbicide and a Roundup-tolerant genetically modified maize. Food and Chemical Toxicology 50. Pg4221-4231 Peer Reviewed Journal This paper discusses the health effects of roundup tolerant genetically modified maize cultivated with roundup weedkiller on rats over two years. The lead author on this paper is well known for his stance against genetically modified organisms and has published many papers in the past relating to the same topic. The paper is well referenced but sources many of the lead author’s previous papers, which gives the impression of being prejudiced. It stands alone today as the longest toxicity study of GM NK603 maize and the commercial herbicide it was designed to grow with. The nature of this article is intended to target an audience of professionals and members of the industry alike. However, due to its controversial conclusions, it has attracted far more attention through the media. The paper claims to have evidence demonstrating that rats fed genetically modified maize cultivated with roundup were twice as more likely to suffer a premature death and 70% more likely in females over a two year period. Since its release many have claimed it to be solid evidence of the negative effects of ingesting GMO’s, but it has come under equal fire from Monsanto and other scientific academies. They have claimed that flaws exist in the design of the experiment, its statistical analysis, and use of a rat species prone to tumour formation (MacKenzie 2012). However the same species of rat was used in the Monsanto paper, which Seralini was challenging (Hammond et.al 2004). As the paper had attracted much attention, and there had been no protocols in place for studies of its kind, the European Food Safety Authority released its guidelines which generally validated the paper in question (EFSA 2013). According to the results, the common time frame of 90 days is an insufficient time frame to thoroughly analyse the toxicity of GM foods as the first signs of tumours occurred between four to seven months into the study. A startling result shown in figure1 shows an increase in mortality rates in males per the concentration of roundup. However not much attention is drawn to this. Confronting photos of these rats clearly in significant pain with tumours equating to 25% of their body mass are then illustrated provoking an emotional response in the reader. Too few rats were also used in the control groups with only 10 of each sex. This paper will be useful in demonstrating the extent of obvious bias seen across much of the research about GM foods. It was also purposely designed to mimic the methods used in Monsanto’s paper (Hammond et.al 2004). It claims to provide strong contradictory views that can be used in setting the context of the debate. The flaws present in experimentation and obvious intention of generating publicity can be elaborated in assessing key elements of the controversy. B. Hammond, R. Dudek, J. Lemen, M. Nemeth. (2004) Results of a 13 week safety assurance study with rats fed grain from glyphosate tolerant corn. Food and Chemical Toxicology 42. Pg 1003-1014 Peer Reviewed Journal All three authors of this paper are associated with Monsanto, who also provided the funding for the paper, making the paper extremely bias and leaving no room for alternate interpretations of findings. As the strain of maize had not been adopted worldwide it can be assumed that the authors were motivated publish data confirming the safety of the product. It thoroughly documents the study’s methodology and references a wide range of literature. A large number of test subjects were used in each group. Rigorous results are shown and are clear and easy to interpret. The paper claims to have found minimal changes in body weight, haematology and urine chemistry, and therefore deem these results to be insignificant as they fall within an average of  ±2 standard deviations of the population of reference controls. A paper co-authored by Searlini analysed data of the paper in question, noticing a significant increase in effects with relation to the dosage of GM feed specifically the group fed a 33% concentration of NK603 Maize. Stating that the differences are of greater concern than suggested by Hammond (Spiroux et.al 2009). Even though these differences are acknowledged in the papers discussion, thorough interpretation of their possible impacts over an extended period of time are not discussed. As the paper reflects the current standard of evidence used for the approval of GMOs, it can be used to demonstrate the many gaps in knowledge. This will help to reveal how despite having inconclusive results, it is still deemed to be thorough enough to approve GM foods for widespread consumption. This speaks to broader issues regarding insufficient regulatory systems. It will also be used to specifically compare the findings of Seralini’s paper (Seralini et.al 2005). Judy A. Carman1, Howard R. Vlieger, Larry J. Ver Steeg, Verlyn E.Sneller, Garth W. Robinson, Catherine A. Clinch-Jones, Julie I. Haynes, John W. Edwards. A long-term toxicology study on pigs fed a combined genetically modified (GM) soy and GM maize diet. Journal of organic systems. Pg38-55 Peer Reviewed Journal A long-term toxicology study of 168 pigs carried out over 22.7 weeks (being the normal life span of a commercial pig from weaning to slaughter) in order to compare the effects of diets including mixed GM corn and soy and the commercial non-GM counterpart. The lead author has long been associated with anti GMO research and is the director for the Health and Environmental Research institute. The paper was published in the Journal of Organic Systems, a journal funded by the Organic Federation of Australia. The paper itself was partly funded by the Government of Western Australia, who currently favours GM crops. The second co-author Howard Vlieger is a farmer that promotes organic food production and also provided funding towards the paper. The paper claims to have successfully created a real world experiment by using product acquired from commercial farmers in accordance with the USA piggery practice. It is clearly specified how the feed was prepared and administered but does not specify the exact conditions in which it was grown. The results of their study are shown to indicate that there was no significant changes in total body weight and death rates were similar with 13% and 14% for the non-GM fed and GM fed groups respectively. But that significant changes in stomach inflammation and uterine weights were apparent and attributed to the difference in diet as other variables were controlled for. However, the study in question has its own shortcomings, and does include significant additional variables that damage the reputation of the paper. For example, the control group’s food source was contaminated with a median of 0.4% GM products in Maize and 1.6% in soy, a problematic technicality in a paper trying to prove negative effects in GM. It is stated however that similar amounts of GM contamination occurs in non-GM material in the United States but does not reference this claim. Finally the GM feed contained four different varieties of feed increasing the variables and making it impossible to pin point an individual feed as causing harm. The author is clearly trying to change the current dogma surrounding GMO’s by referring to multiple short term toxicity studies, criticising the test subject species, the way in which feed was administered, variables used to come to their conclusions and time-frame in which the studies were carried out. It is suggested that as the study utilised pigs instead of birds or  fish that the data gained is more relevant to human consumption. The lead author’s strong connection to the Seralini research team and fundamental flaws in experimentation can be emphasised in the context of the debate. Furthermore, as the paper has taken a different approach to setting up parameters, this can easily related to the commercial industry. It can then be concluded that the paper has particular agendas as the general public is a target audience is targeting the public audience and preaching to convert. Aysun KÄ ±lÄ ±c, Turan Akay. (2007) A three generation study with genetically modified Bt corn in rats: Biochemical and histopathological investigation. Food and Chemical Toxicology 46. Pg1164-1170 Peer Reviewed Journal The study was carried out across three generations of female Wistar Albino rats divided into three groups, with the third being fed a diet of BT transgenic corn. The lead author of this paper is an independent researcher from the university of Hacettepe in Turkey. She has published many papers on the subject of toxicity with relation to food additives and GMO’s. The nature of the paper is intended for an academic audience. The authors recognize the controversial nature surrounding the issue. Their results are approached in an entirely unbiased nature by stating they feel a substantiated answer to the safety of GM foods cannot be derived from the available literature. The paper is thoroughly referenced with a wide range of sources but makes no obvious mention to the source of funding. The paper came to the conclusion that no significant changes in body and organ weights were found, but minimal histopathological differences were noticed in the liver and kidneys as well as creatine, protein and globulin changes in a biochemical analysis. Test subjects were already 11 weeks old before GM feed was administered interfering with results. The concentration of GM feed was 20% which is shown to have less of a measurable affect as suggested in Seralinis review paper (Spiroux et.al 2009). The paper notes the strain of GM maize used but provides little information for the GM free variety. Instead of utilising their available resources to test multiple variables the study uses two control groups and only one GM fed group. This paper  will provide a contrast to the other 3 papers sited as it holds no bias. Even though it has no pre-determined opinions, it still fails to provide definitive results, and the study itself has various shortcomings. This can again be used to show how a general lack of quality scientific research is a key factor in driving the ongoing debate regarding the safety of GM foods. Public Attitudes towards biotechnology in Australia. Australian Government, Department of Innovation, Industry, Science and Research. Public survey Results of an Australian survey of public attitudes from 2009-2010 with relation to the biotechnology industry. The paper thoroughly discusses the Australian public’s opinions regarding GMOs, also detailing its various other applications in the biotechnology industry. It concludes that 67% were accepting of GMOs as they realised its potential benefits. However it does show that support of GMOs has in fact decreased slightly since 2007, but that half of those opposed would change their position if long term evidence suggested GM food was safe. A further 45% of the opposed public would reconsider if detailed labelling explained what had been modified and why. Yet despite the surveys thoroughness in many areas, there are still issues. The survey presents its findings in a way that suggests it is representative of opinions of the whole of Australia, but only 1,086 people were surveyed. There is also very little explanation of the methodologies used to attain the results, nor are any of the exact questions given to the participants provided. As such, there is potential bias as questions can be designed to give a particular response. Furthermore, it is unclear as to what information about GMOs was provided to the participants, which could influence their opinions. This source will be used to summarise the effect the debate is having on the Australian public. The survey demonstrates that the controversy exists within both the scientific community and the public domain. It also helps to reveal the lack of clear information available for GMOs and how this affects consumers. This will help to confirm how divided opinions are in both the scientific and public arenas. Literature Review draft outline Upon researching the topic it became quickly apparent that even though GM technology is well established being utilised in countries over the globe, there is still vast amounts of doubt over its safety and economic value. Long term toxicity papers were the focus of the draft plan as they were the source for the majority of controversy. After inspecting the papers I noticed opinionated research and data analysis as well as a lack of experimental explanation and sly tactics. Section heading (approx. word length) Brief outline of content Introduction (300) The introduction will discuss the debate that is currently being waged about the safety of genetically modified crops. This is an issue that has divided scientists and consumers alike; on one hand many advocate for its safety and extensive benefits, while others are troubled by the lack of information regarding its long term health effects. I will analyse several key studies which have all played a significant role in this debate and have endeavoured to provide studies that both support and refute the safety of GMOs. I will also outline other topics surrounding the controversy, such as the need for government authorities to more closely regulate GMOs, specifically the privatised biotechnology companies who are largely responsible for their production. From here I will discuss the role Monsanto, an American biotech company, has played in the controversy, including information about Monsanto’s history, and their involvement in research and distribution of GM crops. An integral part of the analysis and discussion will focus on the current lack of reliable scientific data as nearly all research carried out about GMOs is plagued with inaccuracies and conflicts of interest. From a close analysis of all of these sources, it will ultimately be clear how the controversy is being largely fuelled by the lack of reliable scientific data. History of Monsanto (300) This will elaborate on statements made in the introduction, and continues to assess the history and development of the issue. It will be necessary to discuss Monsanto’s belief that to account for the world’s growing  population, new biotechnologies need to be developed. However, the trustworthiness of the company should be called into question given its extensive history that involves the development of such detrimental products as Agent Orange. Furthermore, there are many instances where previous Monsanto employees have later been employed at various government agencies, such as the FDA, suggesting a possible conflict of interest. It will also be relevant to discuss the range of crops that are being modified, and their prevalence across the world today. What is driving the controversy (500) This section will form arguments questioning ideas and methodology from the literature that have shaped the issue to date, such as: Conflicting results: Sà ©ralini’s paper shows an increase in mortality rates per roundup concentration, while Hammond’s paper disregards these findings as they fall within an average of  ±2 standard deviations of the population reference controls. Increased variables due to poor experimentation: Kilic’s paper used 11 week old rats which had been consuming an unspecified feed before the experiment commenced. Carmen’s paper showed that trace amounts of GM feed had contaminated control groups. Overall this shows how a lack of consensus about studies findings, and problematic data continues to fuel the controversy. This is where I will site the survey conducted by the Department of Innovation, Industry, Science and Research. Implications of the controversy (500) The ongoing debate surrounding the safety of GM crops has many varied and significant implications, particularly for consumers. Given the quagmire of conflicting evidence, it becomes extremely difficult for consumers to make informed decisions about the products they buy. It is also necessary to discuss how inaccessible much of the available data is for the general public as vast majority of studies released are targeted to other scientists. These studies consist of extensive graphs and complex tables that are nearly impossible for the everyday person to decipher. This then leads to the public having to upon others to interpret the research, which can be informed by personal bias, creating misinformation and further confusion about the topic. Broad interpretation of the issue/consider other factors. (500) In this section I will broaden the scope and refer to other aspects of the GMO debate. It is important to discuss the widespread environmental effects herbicides used on GMO crops have, especially on bee populations. As an integral part of our ecosystem, a significant decline in bee populations can have disastrous effects across the globe. There have also been various instances where GM crops have been unintentionally cross-contaminated with non GM crops. This gives rise to a myriad of issues from lawsuits between Monsanto and farmers, and for organic farmers such contamination can mean they are discredited, and many other issues besides. There are also other problems regarding Monsanto’s reluctance to release its scientific data for independent researchers to interpret. Conclusion (250 to 300 words) From an analysis inclusive of all significant aspects of the GMO debate, it will be clear that it is the lack of sufficient data and consensus about potential health effects that continue to fuel the controversy. Because there have been no rigorous long term studies conducted about health effects GM foods may have, it is impossible to definitively say one way or the other whether they are safe for us to eat, or not. This creates a situation where bias and conflict of interest is rife as each side of the debate has the opportunity to continue to argue for their respective beliefs. In a broader social context, this creates much confusion as the everyday consumer has no reliable information to make decisions by, and is thus susceptible to misinformation. Given the prevalence of GM foods and that we consume them over the course of a lifetime, consumers concerns are wholly justified, and until conclusive and unbiased data is released, the debate will continue. Key Word Search/Database MonsantoGeoBase GlyphosateCAB Abstracts GMO Roundup References: 1. Debora MacKenzie. (2012). Study linking GM crops and cancer questioned. Available: http://www.newscientist.com/article/dn22287-study-linking-gm-crops-and-cancer-questioned.html?full=true#.UhQOP94_7IU. Last accessed 25th aug 2012. 2. Aysun KÄ ±lÄ ±c, Turan Akay. (2007) A three generation study with genetically modified Bt corn in rats: Biochemical and histopathological investigation. Food and Chemical Toxicology 46. Pg1164-1170 3. B Hammond, R Dudekb, J Lemena, M Nemetha. (2004). Results of a 13 week safety assurance study with rats fed grain from glyphosate tolerant corn. Food and Chemical Toxicology. 45 (1), 1003-1014 4. European Food Safety Authority. (2013). Considerations on the applicability of OECD TG 453 to whole food/feed testing. EFSA Journal. 11 (7), 33-47. 5. Flachowsky G, Chesson A, Aulrich K. (2005). Animal nutrition with feeds from genetically modified plants. Arch Anim\Nutr 59:1 – 40. 6. Joà «l Spiroux de Vendà ´mois, Franà §ois Roullier, Dominique Cellier,Gilles-Eric Sà ©ralini. (2009). A Comparison of the Effects of Three GM Corn Varieties on Mammalian Health . International Journal of Environmental Sciences. 5 (7), 706-726. 7. Gilles-Eric Sà ©ralini, Emilie Clair, Robin Mesnage, Steeve Gress, Nicolas Defarge, Manuela Malatesta, Didier Hennequin, Joà «l Spiroux de Vendà ´mois (2012) Long term toxicity of a Roundup herbicide and a Roundup-tolerant genetically modified maize. Food and Chemical Toxicology 50. Pg4221-4231 8. Judy A. Carman1, Howard R. Vlieger, Larry J. Ver Steeg, Verlyn E.Sneller, Garth W. Robinson, Catherine A. Clinch-Jones, Julie I. Haynes, John W. Edwards. A long-term toxicology study on pigs fed a combined genetically modified (GM) soy and GM maize diet. Journal of organic systems. Pg38-55 9. IPSOS-Eureka Social Research Institute (2010) Public Attitudes towards Biotechnology Australia, Department of Innovation, Industry, Science and Research

Transformation in Louise Erdrichs The Red Convertible Essay -- Red C

Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67. Transformation in Louise Erdrich's The Red Convertible Essay -- Red C Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67.

Automobile and Car Pooling Essay

Car pooling, also known as ride-sharing or lift-sharing, can save you big bucks on gas, wear and tear on your vehicle, oil resources and reduce all the associated nasty environmental impact associated with your driving. The benefits of carpooling are many. If you are currently driving every day, you’re going to save money on your commute costs by carpooling. In some cases, depending on the length of your commute and the number of days you don’t drive, the savings can be significant. You’ll endure less stress on your commute. Finally, by driving less you’ll be helping to keep the air clean. First, car pooling saves you big bucks on gas by, instead of you and your friend, cousin, or relative both taking different cars and you both are going to the same place, you both can take the same car and share the gas money instead of taking your own cars and paying much more gas money. Couple months ago gas prices were going up, I think that people are deciding to car pool more so they can save big bucks on gas. Also, rather than you and your buddy or cousin both adding mileage on your cars you both can just go together and add mileage to one of your cars instead both cars. This can also lower the risk of car accidents that happen on the road if there is less cars being used. If you and your friends car pool then you guys need to always plan the times because no one want to be late to work or any other place you have planned. Car pooling also has big responsibilities because the driver has to be on time to take the friend or buddy to work and also has to be on time to pick that person up. Second, another thing that car pooling is good for is that it keeps the environment and air much cleaner. One example of this would be is rather than two car engines working at once and putting a lot of nasty pollution in the air you could take one car and keep the air half cleaner. If car pooling goes in effect and many people decide to do this then there will be less cars on the road which will leave much less traffic jams. Also, this will make it easier for the road construction workers if there is less cars on the road because then they could work more and get there job done earlier. Finally, car polling is good because it leaves much more parking places in many crowded areas. One example of this would be is that when students go to school in the morning it is usually hard to find a parking place because they are all taken by other students cars but if a couple of friends used on car then this will leave much more parking place for others. Statistics show carpooling is very safe. However, you must keep your personal safety in mind. If you are considering carpooling with people you do not know, you should meet with them in person before hand. This meeting will serve two purposes. First, you’ll have a chance to discuss your ideas on setting up a carpool without obligating yourself to do it. Then, you’ll be able to assess your comfort level with the people. Ask questions and trust your instincts. If you are not comfortable with that person then just tell them you have decided not to carpool anymore. If you known the person your carpooling with than that is much easier for you to be comfortable with them but also carpool with people you trust because your putting your life in there hands by being the passenger and letting the driver control the vehicle because anything can happen on the road and one example of this would be an accident. I think in my opinion that carpooling is good because it saves you big bucks on gas, helps you keep your wear and tear on your vehicle less, and it also helps the environment out by putting less pollution in the air. I always carpool with my friends because of these reasons, but remember pick right carpooling partners or partner that you trust and are comfortable with before you start to carpool with them.

Multicultural Education by Keith Wilson Essay

Multicultural education relates to education and instruction designed for the cultures of several different races in an educational system. This approach to teaching and learning is based upon consensus building, respect, and fostering cultural pluralism within racial societies. Multicultural education acknowledges and incorporates positive racial idiosyncrasies into classroom atmospheres. Pros of Multicultural Education A significant demographic transformation is on the horizon for the United States of America. Bennett (1995) estimates that â€Å"by the year 2000, over 30 percent of our school age population will be children of color† (p. 18). Additionally, research has indicated that ethnic minority students are disproportionately poor, dropping out of school, being suspended or expelled, and achieving far below their potential relative to the ethnic majority (Bennett, 1995). Consequently, teachers must prepare themselves and their children for the ever changing challenge of interacting and communicating with diverse races. Reduction of fear, ignorance, and personal detachment are possible benefits to a Multicultural education. The following excerpts are taken from Paul Gorski (1995), a University of Virginia Doctoral student during a case study interview: The idea of political correctness with the black race astounds me. I found it extremely interesting that some blacks in our class prefer to be called African American. In all of my classes†¦ I have felt like I was stepping on egg shells as to not offend the blacks in my class. I am honestly glad it is not that big of an issue to my fellow classmates–it promotes a more comfortable, genuine environment for me to be totally honest and carefree. Initially, the student interviewed in the case study reflected an attitude that would probably not facilitate consensus building, respect for other cultures, or fostering of cultural pluralism within different racial communities and in the classroom. However, with integrated curriculum, social activities, administrative support, and staff training, fear, ignorance, and personal detachment may be notably reduced in both students and teachers. Benefits to multicultural education can help to eliminate the crux of stereotyping, prejudice, racism, and bigotry (Fear, Ignorance, dis-ownership). Case study analyzed: 1. fear: â€Å"I have felt like I was stepping on egg shells as to not offend blacks in my classes†¦ † 2. ignorance: â€Å"I found it extremely interesting that some blacks in our class prefer to be called African American. † 3. dis-ownership: â€Å"I am honestly glad it is not that big of an issue to my fellow classmates. † The writer agrees with Hilliard and Pine (1990), â€Å"if Americans are to embrace diversity, the conscious and unconscious expressions of racism (sexism) within our society must be identified and done away with† (p. ). Multicultural education is the potential catalyst to bring all races together in harmony. Cons of Multicultural Education According to some views, if one wants to alienate and further fragment the communication and rapport between ethnic groups, implement multicultural education. As stated by Bennett (1995), â€Å"to dwell on cultural differences is to foster negative prejudices and stereotypes, and that is human nature to view those who are different as inferior† (p. 29). Thus, multicultural education will enhance feelings of being atypical. Schools in America may see multicultural education as a way to â€Å"color blind† their students to differences. Administrators may view the â€Å"color blind† approach as a gate keeper that assures equal treatment and justice for all students and as a way to facilitate compatibility and sameness of all cultures. A common statement from this line of thinking is, ‘we are more alike than different’. We should focus on the similarities and not the differences to achieve greater equanimity among the races. Ethnicity is breaking up many nations. If one looks at the former Soviet Union, India, Yugoslavia, and Ethiopia, all countries are in some type of crisis. Closer to home, one observes the divisiveness of the Rodney King and O. J. Simpson trials in our country, we can see how focusing on race and multiculturalism may lead to a further divisiveness between the races in America. Over time, multicultural education may have unplanned for and undesired consequences. For example, multicultural education rejects the historic American goals of assimilation and integration of ethnic cultures into the majority culture. Hence, the perception may result that America is a country of distinct ethnic groups, as opposed to a more traditional view of the country that involves individuals making decisions for the good of the order (Schlesinger, 1991). Multicultural education may increase the resentment encountered by students who feel that changes in school traditions, curriculum, and academic standards are not necessary to get along and respect students from ethnic minorities. Since many institutions resist change of any kind, passive resistance on the part of the administration may simulate acceptance of the tenants of Multicultural education. Of course, excepting the tenants of multicultural education should be avoided with enthusiasm and optimism. What would real Multicultural Education look like? The writer submits that multicultural education must have, as its crux, the below defining characteristics to achieve its purposes for students, teachers, parents, and administrators of the school system: a) a learning environment that supports positive interracial contact; b) a multicultural curriculum; c) positive teacher expectations; d) administrative support; and, e) teacher training workshops (Bennett, 1995). If one of the features is absent, frustration and heightened resentment may occur as backlash behaviors multiply. The effects of a positive multicultural climate may manifest in a number of ways, such as: a) diminished pockets of segregation among student body; b) less racial tension in the schools; c) increased ethnic minority retention and classroom performance; and, d) inclusion of a multicultural curriculum. In short, the multicultural educational environment should not be a microcosm of our present American society, with regard to issues of diversity and tolerance. Many factors determine a successful multicultural atmosphere, but the features as outlined above may be important indications of success. Administrative support for multicultural education is critical. How can a house stand if the foundation is fragile. Multicultural education will be as successful as commitment to it by school administrators. Regardless of the level of commitment (local, state, and/or national), programs initiated under the guise of multiculturalism must receive reinforcement from administrators who are accountable for the success of established multicultural initiatives. A key factor in any proposed multicultural initiative is curriculum development. A multicultural curriculum should be considered for several reasons: a) provides alternative points of view relative to information already taught in most educational systems; b) provides ethnic minorities with a sense of being inclusive in history, science etc. and, c) decreases stereotypes, prejudice, bigotry, and racism in America and the world. A significant demographic transformation is on the horizon for American schools. Educational institutions have been dictated too long by attitudes, values, beliefs, and value systems of one race and class of people. The future of our universe is demanding a positive change for all (Hilliard & Pine, 1990).

Pericles Analysis Paper

Pericles Analysis Paper Pericles: Analysis Paper Analysis Paper: Pericles Analysis Paper: Pericles Throughout the last few weeks, we have talked about many different events and how they influenced ancient Greece. War, conquest, philosophy, democracy, and literature are some of the few aspects of Greek culture that we have discussed; Pericles played a big role as an Athenian general during what is now called the â€Å"Golden Age† of Greece. Pericles, defined as â€Å"surrounded by glory† (Mark, 2009), was born in 495 B.C. to a very powerful and wealthy family. His father, Xanthippus, was a famous Athenian commander of the Persian War. His mother, Agariste, was from the very politically powerful Alcmaeonid family. It is easy to see that Pericles was naturally born as a future leader. What is now known of Pericles comes from information told by ancient historians Thucydides. As the author of History of the Peloponnesian War, Thucydides used eyewitness statements as well as his own personal experiences to explain many events that took place during this time. There is speculation, however, regarding Thucydides’ statements about Pericles’ early life; as he was much younger and obviously not present during the experiences. In 472 B.C., Pericles funded the play â€Å"The Persians† by Aeschylus; which was early view of his large wealth as well as his taste for art and politics. In 463 B.C., Pericles essentially banished a leading general, Cimon, by prosecuting him for neglecting a chance to conquer Macedonia. This was a major victory for Pericles, as it showed his continued interest in the success and expansion of the Athenian Empire. He was eventually chosen by the people as strategos, or leading general, of Athens where he continued to hold the position for almost 30 years. The Delian League, which was formed during the Persian War, consisted of many Greek city-states and was originally formed to protect against Achaemenian Persia. After the defeat of the super-power that was Persia, the city-states united with pride and the Delian League grew even stronger with donations of wealth, ships, and troops. (Britannica, 2015). Pericles saw this as an opportunity, and decided to use funding from the Delian League to repair buildings and temples that were destroyed during the war. He also used funds to expand his naval fleet, which opened more opportunities for trading and conquering. Democracy originated from the Greek words demos – the people and kratos – power. This is why, even today, it’s considered a government â€Å"by the people, for the people†. Pericles continued to strengthen Athenian government by introducing a direct democracy - where citizens made the decisions by which they lived. This allowed them to control nearly all parts of the political process. (Cartwright, 2014) This new way of government not only helped shape Athens, but also influenced government in western civilization for years to come. Under the leadership of Pericles, Athens was becoming very wealthy and powerful. The city-state of

Definition and Examples of the Habitual Past in Grammar

Definition and Examples of the Habitual Past in Grammar Definition In English grammar, the habitual past is a verb aspect that is used to refer to repeated events in the past. Also called past-habitual aspect or past-repetitive aspect. The habitual past is indicated most frequently by the semi-auxiliary verb used to, the auxiliary would, or the simple past tense of a verb. Examples and Observations She would practice every day until she could hit that mark running, turning, jumping, sideways, or in any form she chose.(Linda Wallace Edwards, The Legend of White Sky. Tate Publishing, 2011)And when most everyone was fast asleep, hed practice every single exercise hed seen demonstrated earlier in the courtyard, feverishly absorbed in the perfection of his art.(Robert Joseph Banfelder, No Stranger Than I. Hudson View Press, 1990)I practiced every day, and if I couldnt find a buddy to play with Id throw the ball against the barn wall and catch it.(Devon Mihesuah, The Lightning Shrikes. Lyons Press, 2004)When I was a kid I used to pray every night for a new bicycle. Then I realized that the Lord doesnt work that way, so I stole one and asked Him to forgive me.(American comedian Emo Philips)i usta wonder who id be when I was a little girl in Indianapolissitting on doctors porches with post-dawn pre-debs(wondering would my aunt drag me to church Sunday) . . . (Nikki Giovanni, Adulthood. The Selected Poems of Nikki Giovanni. William Morrow, 1996) Using Used To (Usta) and Would in the Habitual Past The auxiliary used tocolloquially contracted to ustais employed to signal the past-habitual or past-repetitive aspect, as in: (32a) She used to talk more often​ (32b) He used to visit regularly Unlike progressive aspectual auxiliaries, used to cannot be preceded by other auxiliaries or followed by an -ing marked main verb. Thus compare: (33a) She may keep go ing on and on. (33b) *She may use(d) to go on and on. (33c) *She used (to) going on and on. (33d) She has kept working. (33e) *She has use(d) to work. . . . [M]any of the progressive aspectuals can also code a habitual sense. Thus, when in the past tense, they also code the habitual past. The modal auxiliary would can also be used to render the habitual past. This usage is probably more colloquial: (34a) One would come in and look around and . . . (34b) She would eat two loaves a day . . . (34c) Theyd work real hard for an hour, then quit and . . . There is a subtle semantic difference between used to and would, in that the former implies termination of the past habit, while the latter does not. (Talmy Givà ³n, English Grammar: A Function-Based Introduction. John Benjamins, 1993) Factors Influencing the Choice of Habitual-Past Forms The three main forms used to express habitual past situations in Englishused to, would and the simple pastare often, but not always, interchangeable. Various factors affecting the choice of form have been suggested in the literature, but few empirical investigations have been devoted to all three forms. One exception is a recent study by [Sali] Tagliamonte and [Helen] Lawrence [I Used to Dance . . . in Journal of English Linguistics 28: 324-353] (2000) who examined various factors influencing the choice of habitual form in a corpus of recorded British English conversations. Starting from the observation that the choice of expression is mainly determined by the interaction of two factors, the aktionsart of the verb (stative vs. dynamic) and some contextual indication of time (frequency or past time), they distinguish four basic habitual situations in which one, two, or all three variants seem to be permitted. . . . Using Comries definition to identify habitual situations in their corpus, Tagliamonte and Lawrence found that 70% of the situations were realised by the simple past, 19% by used to, 6% by would and the remaining 5% by various other constructions, such as the progressive form and combinations with verbs like tend to, keep (on), etc. . . . [I]n the situations examined, used to tended to be favored with 1st person subjects, when it occurred initially in a sequence of habitual events in discourse and when it did not occur in a sequence, but was disfavoured in negative clauses, with stative verbs, and with inanimate subjects. Would tended to be favored with 3rd person subjects, in situations of short duration, non-initially in sequences and (weakly) in negative clauses. The simple past tended to be favored in negative clauses, with stative verbs and inanimate subjects, sequence-internally, and (weakly) in situations of short duration and with frequency adverbials. (Bengt Altenberg, Expressing Past Habit in English and Swedish: A Corpus-Based Contrastive Study. Functional Perspectives on Grammar and Discourse: In Honour of Angela Downing, ed. by Christopher S. Butler, Raquel Hidalgo Downing, and Julia Lavid. John Benjamins, 2007)

Globalization is Dependent on Technological Advancement Essay

Globalization is Dependent on Technological Advancement - Essay Example This essay discusses that  a close examination of any of this will quickly reveal that the technological developments in the aforementioned fields have been responsible for their relevance in the creation and direction of the global village. The world is still as vast and winding today as it was 100 years ago, however, thanks to globalization it has come to resemble what is now normally referred to as a global village. Information, people and goods, can be moved from one end of the world to another in hours minutes or even seconds depending on the means one is using. Globalization can be defined as a dynamic process connecting; people, towns, cities and nations more closely than they have been in the past.From the essay it is clear that  the overall result of globalization is the intertwining of diverse individuals the world has virtually shrunk since people can travel and immigrate due to development in the transportation industry in the form of fast planes cars trains and jets, as a result, and more than ever before cities are becoming increasingly cosmopolitan with the ease of migration. However, the reason globalization is an ongoing process has much to do with the changes affecting the factors that determine how fast or if it can occur at all. Paramount among this is the aspect of technological development.  Technology has advanced in a lengthy process from the archaic Stone Age stone and micro lithic tools to today’s cutting edge technology with complex and automated device never envisioned before. However, humanity is still far from harnessing the full potential of the technology and with each hour that passes more technology is developed, invented, or upgraded. These range from mobile telephony and Skype where people are put within earshot or/and sight of each other notwithstanding continental distances (Chestnut, n.d.), to transport where one can travel from Asia to Australia in a matter of hours while the same journey in the past would ha ve taken weeks if not months. As a matter of facts, Australia’s rapidly expanding it industry is evoking widespread attention from Asian technology business that is interested in taking advantage of her markets and resources (Ganapathy, 2010). The combination between these two concepts is almost solely responsible for mankind’s ability to exist in a figuratively smaller world, bearing in mind that, without technological advancement, the term globalization would never have had meaning nor required invention (Mercy corps, 2006). The geographical separation of Australia from the rest of the world has seen it bearing tags such as the land down under, and more unflattering one as the country everybody know where it is but nobody ever goes to visit. However, with the growth of the transportation industry, Australia is no less accessible for instance, to a New Yorker than Canada assuming that they both fly there. This is because developments in the

Terror is Foreign Western Media's portrayal of Islam Essay

Terror is Foreign Western Media's portrayal of Islam - Essay Example A major complain from the Muslims all over the world is Western media’s falsification, over-generalization, distortion and sensationalization of stories that touch on Islam (Asadulla 195). The main problem is brought about by ignorance or carelessness, prejudice, or because the Western media does not have the ability to separate myth from reality, or probably because they do not understand the social, religious and political dynamics of the Muslim societies (Hafez 19). In his speech in Cairo University in 2009, President Obama spoke favorably of Islam saying that Islam has always been a part of America’s history. He even added that Arab-Americans had fought in American wars, served in the government, stood for civil rights, started businesses, taught at American universities, had excelled in their sports arenas, won Nobel prizes, built their tallest buildings and lit the Olympic torch (FAIR 1). This undeniable facts articulated by the U.S President should be what the We stern media focus on, but unfortunately their portrayal of a whole lot of 1.5 billion Muslims is nothing but sickening. This paper intends to shed light on the gross misrepresentations of Arabs and Muslims in the Western media by exposing these biased stereotypical misrepresentations. It will be found that the Western media propagate an inaccurate and unfair image of the collective Arabs and Muslims due to their lack of ethical principles of truth, fairness, objectivity and balance. In addition, this paper will explain why this phenomenon continues and see just in passing what can be its solutions. To begin with, negative stereotyping is the putting of unpleasant labels and characteristics on a group of people based on unfounded allegations while forgetting to account for their individual differences. This is where the Western media is particularly in error. There is a strong inclination in Western mass media to categorize Islam as a fanatic, and violent religion characterized by th e chopping off limbs, violation of the rights of women, and representing a strong opposition towards cherished Western ideas and values of freedom, human rights and democracy (Poole 17). Poole observes that there is equation of Islam with politics and association of Islamic politics with extremism and this extremism with terrorism. This linkage results in the interpretation of political violence without taking into consideration its social and political context (23). Following the September 11 attacks, Arabs and Muslims were repeatedly misrepresented in the Western media on an unprecedented scale. It is important to note that the attacks were not the genesis of this phenomenon. As Jack Shaheen has prolifically researched and written, it dates back to the first years of the twentieth century and has progressed with growing intensity (174). Shaheen provides vivid examples of television programs dating back to the 1970s that casts Arabs and Muslims generally in bad light. He lists Holl ywood movies and productions such as Dennis the Menace and Charlie’s Angels among others that completely vilify Arabs and Muslims as terrorists. In his seminal work on the image of Arabs and Muslims on Hollywood productions, Shaheen took the task of analyzing approximately 1000 movies with Arab characters which results he published. The conclusions were baffling. Only a dozen displayed positive portrayals, a handful displayed balanced portrayal while the rest presented negative portrayals. In essence, Arab in television stands for hijacking, terrorism, bombings or war. Such