Personal reflective journal examining key positive psychological Essay

Personal reflective journal examining key positive psychological constructs - Essay Example Everyone wants to have the freedom to do the things they want to do, this is because everyone abides in the principle of pursuit of happiness. In happiness, humans find glory, peace and freedom. What does it need to be happy? Does a person need to be rich? Strong? Influential? I believe it is more than that. There are those who have everything in life, yet they are not happy. And there are those who could not eat three times a day but are pretty satisfied with their lives. Take for example the people in Middle East, they are being threatened by wars every day. Death, starvation and fear are common elements of their day to day lives, but they could still manage to dream of a bright future for them and for their families (Burke, 1993). Whenever I hear success stories of people from Middle East in television, I realize that life’s problems could be overcome by aspiration and willingness to succeed. It’s Tuesday already, prior to my critical point of realization: I was less of an ordinary person. There was nothing exciting in my life. I worked to eat, I ate to live and I lived because I had to. While it is true that humans mature as they grow, I thought that I was just going to stay psychologically and socially stunted for the rest of my life. I always wonder why soldiers sent to the most dangerous parts of the world still manage to laugh, play cards and drinks with their friends while on battle. Perhaps this is one of the tangible proofs that life is about psychological mindset and perception towards the world (Harris, 1992, p.185). I write for a major newspaper in one of the most progressive cities in the world. My editor once said that I was one of the best writers she ever met, and that I would be a very successful author someday. I really could not tell whether she was lying or not. Well, I don’t have the capability to tell other people’s emotions, feelings and sentiments. I do not have that much friends. While my readers keep on

Literacy Survey of Bangladesh 2010 Essay Example for Free

Literacy Survey of Bangladesh 2010 Essay Indicator 1. Literacy Situation National 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) Rural 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) Urban 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) 2. Literacy rate by Age group 05-09 10-14 15-19 20-24 15-24 25+ 15+ 15-24 3. Highest grade passed (5 years and over) Total No education ix 100. 00 38. 22 100. 00 35. 88 100. 00 40. 62 16. 43 67. 38 82. 17 75. 09 78. 63 52. 75 59. 82 78. 58 15. 78 64. 51 80. 57 76. 77 78. 67 58. 47 63. 89 78. 81 17. 10 70. 57 83. 98 73. 73 78. 86 46. 84 55. 71 78. 36 68. 40 70. 84 65. 95 65. 83 68. 09 63. 54 54. 19 56. 90 51. 39 51. 81 54. 39 49. 16 57. 53 60. 15 54. 84 55. 08 57. 56 52. 54 Both gender (%) Male (%) Female (%) The Bangladesh Literacy Survey, 2010 Indicator Class I-V Class VI-VIII Class IX-X SSC/equivalent HSC/equivalent Degree/equivalent Masters/equivalent Engineering/Medical Technical/vocational* Others 4. Training Received by Type of Training Technical/Vocational* Catering Service Garments/Tailoring Foreign Language In-service training Nursing Youth development training Other training 5. 6. Use of Internet Facility (15 years and over) Used internet Mode of Using Internet Cell phone Computer Both 7. Use of Internet by Level of Education (5 years and over) Total Class I-V Class VI-VIII Class IX-X viii 1. 12 0. 00 0. 48 3. 60 1. 49 0. 00 0. 54 4. 25 0. 74 0. 00 0. 43 2. 95 63. 80 33. 19 2. 98 63. 90 33. 30 2. 80 63. 68 32. 95 3. 37 1. 49 2. 00 0. 97 1. 38 0. 14 0. 70 0. 07 1. 26 0. 05 0. 34 1. 10 1. 92 0. 19 0. 74 0. 10 2. 05 0. 03 0. 53 1. 64 0. 84 0. 09 0. 66 0. 04 0. 46 0. 06 0. 14 0. 56 Both gender (%) 29. 56 13. 29 8. 05 5. 21 3. 08 1. 55 0. 85 0. 11 0. 08 0. 01 Male (%) 29. 80 12. 96 7. 97 5. 86 3. 81 2. 17 1. 24 0. 17 0. 12 0. 02 Female (%) 28. 30 13. 63 8. 12 4. 54 2. 34 0. 92 0. 45 0. 05 0. 04 0. 01 The Bangladesh Literacy Survey, 2010 Indicator SSC/equivalent HSC/equivalent Degree/equivalent Masters/equivalent Engineering/Medical Technical/vocational* Others Both gender (%) 3. 65 5. 95 13. 21 17. 76 27. 35 8. 00 4. 28 Male (%) 4. 27 6. 74 13. 47 18. 19 27. 20 8. 05 6. 36 Female (%) 2. 83 4. 62 12. 59 16. 57 27. 96 7. 84 0. 00 Indicator Radio 8. Use of Electronic Media by the Population for Education Purpose (%) Several times in last 3 months Several times in a month Several times in a week Daily No scope Male Television Radio Female Television 21. 94 6. 76 3. 06 2. 82 13. 60 22. 95 14. 24 10. 91 13. 87 9. 43 20. 46 5. 73 2. 67 2. 45 14. 17 21. 90 12. 08 9. 09 13. 01 10. 70 Indicator Library Book stall News stand Comm. centre 9. Visit to Public Places for Attaining Literacy Skill Several times in last 3 months Several times in a month Several times in a week Daily No scope 3. 04 0. 99 0. 41 0. 45 8. 26 10. 58 2. 73 0. 43 0. 27 6. 52 1. 72 0. 57 0. 26 0. 32 8. 00 0. 78 0. 18 0. 09 0. 36 9. 55 Notes: *= Technical/Vocational=Computer training, Motor driving/Motor mechanic, Welding, Electrical, etc, ix Acronyms BBS UNESCO UN UNV LFS ICT PSU UNDP UNICEF HH Bangladesh Bureau of Statistics United Nation Educational Scientific and Cultural Organization United Nations United Nations Volunteerism Labour Force Survey Information and Communication Technology Primary Sampling Unit United Nations Development Programme United Nations Children Emergency Fund House Hold xii The Bangladesh Literacy Survey, 2010 Section I Introduction and Overview 1. 0 Background Information pertaining to literacy is an important social indicator having direct bearing on different socio-economic factors, including employment. The Bangladesh Bureau of Statistics (BBS) has included a very detailed literacy module in the 2010 Labour Force Survey (LFS). The items that have been included in the literacy module are ability to write a letter, highest class passed, current enrolment in the educational institutions, skill development training, use of literacy skill in every day life, viewing of education-related programmes in electronic media such as radio and television, attending places having connection with educational attainment such as library, book-stall, news-stand, community-based educational centre, etc. , and use of latest Information and Communication Technology (ICT) such as internet for educational purposes. It may be mentioned that all the tables of the current report are weighted, based on 2010 Labour Force Survey. In Bangladesh, literacy rates available from different surveys and studies are significantly different. This is mainly due to the fact that the definition of a literate person is not uniform and standardized, and most of the surveys and studies are not based on competency test. In the present survey, literacy is defined by the ability of writing a simple letter for communication. The surveys and studies generally record the respondent’s statement relating only to his/her literacy status. However, comprehensive, reliable and timely data on literacy rate is important for formulating policies and improving the state of literacy level in the country. Statistical data on literacy rate is important for both government and other stakeholders. With this objective in mind, the UNESCO planned to carry out a household-based survey on literacy rate in collaboration with the BBS. 1 The Bangladesh Literacy Survey, 2010 1. 1 Objectives of the Survey The objectives of the survey were as follows: 1. To develop and adopt a methodology for providing regular quality data on the access and use of literate environment by individuals including adults and youth in Bangladesh. 2. To obtain regular quality data on the access of literacy program and usage of literacy skills in Bangladesh. 3. To build national capacities in monitoring the literacy program and measurement of individual access and use of literacy skills and literate environment. 1. 2 Scope of the Survey It is a nationwide household based survey. The entire country is the domain of the survey. The survey covered all persons who have attained the age of 5 years and above. However, people in special dwellings such as patients in hospitals, inmates in prisons, inmates in homes for special care (e. g. disabled, aged), boarders in boarding schools were not under the purview of this survey. This survey will produce national estimate by urban and rural. 1. 3 Sampling Design for the Survey The questionnaire of the household based literacy was part of the 2010 Labour Force Survey (LFS) questionnaire as a separate module, and this questionnaire was applied in the same PSU (Primary Sampling Unit) and in the same sample households. Therefore, it was not required to develop a separate and independent sampling design for this survey. A total of 43,945 households were covered of which 34,620 households were from rural areas and 9,325 households were from urban areas. The division wise allocation of the sample PSUs and households are as follows: 2 The Bangladesh Literacy Survey, 2010 Table 1: Distribution of PSUs by Divisions Divisions Rural Dhaka Chittagong Rajshahi Khulna Barisal Sylhet TOTAL 244 183 268 168 156 156 1175 Number of PSU Urban 126 63 46 42 26 22 325 Total 370 246 314 210 182 178 1500. Table 2: Distribution of Sampled Households by Divisions Divisions Rural Dhaka Chittagong Rajshahi Khulna Barisal Sylhet TOTAL 6829 5372 8277 5031 4361 4750 34,620 Number of Sampled Households Urban 3738 1785 1338 1111 690 663 9,325 Total 10567 7157 9615 6142 5051 5413 43,945 1. 4 Limitations of the survey The literacy survey 2010 is not a standalone survey, rather it is a modular survey. The information collected under the survey is based on the responses received from the respondents where no practical tests was administered. Therefore, there is a chance for an upward bias. The Bangladesh Literacy Survey, 2010 The survey was conducted with the Labour Force Survey (LFS) and the main focus was on labour force characteristics such as employment, underemployment, occupation, industry etc. This provided an opportunity to collect data on literacy. Therefore, there might be underreporting of some questions. Special training is required for this special type of survey, but it was not done and the training was given simultaneously with LFS which may have some negative impact about the quality of the data. 4 The Bangladesh Literacy Survey, 2010 Section II Population Characteristics 2. 0 Population Characteristics Before discussing the education related information from the 2010 LFS, let us exercise the characteristics of the survey population in terms of their age-gender distribution and marital status. 2. 1 Age Gender Distribution Age-gender distribution of the population has been presented in Table-3. The highest proportion of population is in the age group 10-14 years, and the corresponding percentage is 12. 48 at the national level for both gender, followed by age group 0-4 (12. 22%) and 5-9 (11. 75%). These three groups constitute around 36. 5 % of the total population. Males constitute 37. 0% and females 36. 0%. There exist urban-rural variations in the age-gender distribution of the population. In the rural areas, the percentage of population for both gender of these three age groups was 37. 5% compared to 33. 0% for the urban areas. This may be explained by the higher fertility in rural than urban areas. Similar differences are also seen by gender. As regards population 70 years and over, the percentage is 2. 7% in rural areas and 2. 1% in urban areas. 5 The Bangladesh Literacy Survey, 2010 Table 3: Percentage distribution of population by age, gender and place of residence, 2010 National Both gender 100. 00 12. 22 11. 75 12. 48 8. 58 8. 80 8. 46 6. 83 6. 99 5. 55 4. 98 3. 69 2. 93 2. 45 1. 73 2. 56 87. 78 Both gender 100. 00 12. 65 12. 09 12. 77 8. 45 8. 45 8. 07 6. 60 6. 79 5. 45 4. 96 3. 68 2. 97 2. 56 1. 82 2. 71 67. 28 Rural Both gender 100. 00 10. 79 10. 64 11. 52 9. 04 9. 98 9. 77 7. 61 7. 66 5. 88 5. 02 3. 72 2. 80 2. 09 1. 44 2. 06 20. 50 Urban Male 100. 00 10. 83 10. 64 11. 68 8. 74 8. 52 8. 90 7. 58 7. 71 6. 16 5. 51 4. 33 3. 23 2. 28 1. 56 2. 35 10. 30 Female 100. 00 10. 75 10. 64 11. 36 9. 34 11. 46 10. 66 7. 63 7. 60 5. 61 4. 52 3. 10 2. 37 1. 89 1. 31 1. 75 10. 20 Age group Total 00-04 05-09 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70+ 5+ Male 100. 00 12. 26 11. 70 12. 97 9. 03 7. 75 7. 67 6. 36 6. 87 5. 64 5. 28 3. 97 3. 15 2. 62 1. 88 2. 85 44. 46 Female 100. 00 12. 18 11. 81 11. 98 8. 12 9. 88 9. 27 7. 32 7. 12 5. 46 4. 66 3. 39 2. 71 2. 27 1. 58 2. 26 43. 33 Male 100. 00 12. 68 12. 02 13. 35 9. 12 7. 53 7. 30 6. 00 6. 63 5. 48 5. 21 3. 87 3. 12 2. 72 1. 97 3. 00 34. 16 Female 100. 00 12. 61 12. 16 12. 17 7. 76 9. 41 8. 85 7. 22 6. 97 5. 41 4. 71 3. 48 2. 81 2. 39 1. 66 2. 41 33. 13 2. 2 Marital Status The marital status of population 10 years and over by gender and place of residence is presented in Table-4 and Figure-1. Around 60% males and 66% females aged 10 years and over are married. The percentage of unmarried is 39. 29% for males compared to 25. 61% for females. The percentage of widowed /widower was 1. 05% for males compared to 8. 52% for females. There exist some differences in urban and rural areas with respect to marital status. In the urban areas, 33. 34% males aged 10 years and over are unmarried compared to 39. 92% in the rural areas. As regards females, 27. 70% are unmarried in urban areas compared to 24. 95% in the rural areas. The percentage of widowed was 1. 06% for rural males compared to 1. 01% for urban males. For the females, the percentage of widowed was 8. 81% in the rural areas compared to 7. 59% in the urban areas. 6 The Bangladesh Literacy Survey, 2010 Table 4: Percentage distribution of population 10 years and over by marital status, gender and place of residence, 2010 National Marital status Both gender Male Female Both gender Rural Male Female Both gender Urban Male Female Total Never married Married Widowed 100. 00 32. 54 62. 73 4. 73 100. 00 39. 29 59. 66 1. 05 100. 00 25. 61 65. 87 8. 52 100. 00 32. 29 62. 84 4. 87 100. 00 39. 41 59. 54 1. 06 100. 00 24. 95 66. 24 8. 81 100. 00 33. 34 62. 38 4. 28 100. 00 38. 92 60. 07 1. 01 100. 00 27. 70 64. 70 7. 59 Figure 1: Percentage distribution of population aged 10 years and over by marital status, 2010 Never married 33% Married 62% Widowed 5% 7 The Bangladesh Literacy Survey, 2010 8 The Bangladesh Literacy Survey, 2010 Section III Literacy and Training 3. 0 Literacy and Training This section deals with the literacy level of population aged 5 and 7 years and over and the training received by the population 15 years and over. Literacy by age and place of residence, level of education by gender and place of residence are also discussed in this section. 3. 1 Literacy Situation Literacy level of population aged 5 years and over is given in Table 5 and Figure 2. At the national level, 55. 08% are literate for both gender, and the percentages for males and females are 57. 56% and 52. 54% respectively. Table 5: Literacy rate of population aged 5 and 7 years and over by gender, 2010 National Type of literacy 5 years and over Both gender Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) 100. 00 55. 08 Male 100. 00 57. 56 Female 100. 00 52. 54 7 years and over Both gender 100. 00 57. 53 Male 100. 00 60. 15 Female 100. 00 54. 84 44. 92 42. 44 47. 46 42. 47 39. 85 45. 16 9 The Bangladesh Literacy Survey, 2010 Figure 2: Literacy rate of population aged 7 years and over by gender, 2010 Female Male Both gender 0 20 54. 84 60. 15 57. 53 40 60 45. 16 39. 85 42. 47 80 100 Literate Illiterate The literacy rate of population aged 7 years and over is slightly higher, 57. 53% are literate at the national level, and the corresponding rates for males and females are 60. 15% and 54. 84% respectively. 3. 2 Literacy level by place of residence There exist variations in the literacy rate by rural-urban residence. The literacy rate for population 5 years and over by both gender was 51. 81% in the rural areas compared to 65. 83% in the urban areas. The corresponding figures for males and females were 54. 39% and 49. 16% in the rural areas compared to 68. 9% and 63. 54% in the urban areas. As regards literacy rate for population 7 years and over, literacy rate for both gender in the rural areas was 54. 19% compared to 68. 40% in the urban areas and male and female literacy rates in the rural areas were 56. 90% and 51. 39% respectively compared to 70. 84% and 65. 95% for urban areas. 10 The Bangladesh Literacy Survey, 2010 Table 6: Literacy rate of population 5 years and over and 7 years and over by gender and place of residence, 2010 5 years and over Status of literacy Rural Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) Urban Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) 100. 00 65. 83 34. 17 100. 00 68. 09 31. 91 100. 00 63. 54 36. 46 100. 00 68. 40 31. 60 100. 00 70. 84 29. 16 100. 00 65. 95 34. 05 100. 00 51. 81 48. 19 100. 00 54. 39 45. 61 100. 00 49. 16 50. 84 100. 00 54. 19 45. 81 100. 00 56. 90 43. 10 100. 00 51. 39 48. 61 Both gender Male Female 7 years and over Both gender Male Female 3. 3 Literacy by Age Group Table 7: Literacy (persons who can write a letter) rate of population by gender and age group, 2010 Both gender Age group 05-09 10-14 15-19 20-24 25+ 15+ 15-24 Can write a letter 16. 43 67. 38 82. 17 75. 09 52. 75 59. 82 78. 58 Cant write a letter 83. 57 32. 62 17. 83 24. 91 47. 25 40. 18 21. 42 Total 100 100 100 100 100 100 100 Can write a letter 15. 78 64. 51 80. 57 76. 77 58. 47 63. 89 78. 81 Male Cant write a letter 84. 22 35. 49 19. 43 23. 23 41. 53 36. 11 21. 18 Total 100 100 100 100 100 100 100 Can write a letter 17. 10 70. 57 83. 98 73. 73 46. 84 55. 71 78. 36 Female Cant write a letter 82. 90 29. 43 16. 02 26. 27 53. 16 44. 29 21. 64 Total 100 100 100 100 100 100 100 11 The Bangladesh Literacy Survey, 2010 Literacy rate by age group has been presented in Table-7 and Figure 3. The age groups that have been considered are 5-9, 10-14, 15-19, 20-24, 25+, 15+ and 15-24. The literacy rate increases with the age group up to certain level, and thereafter, it declines. This indicates that the attainment of literacy is a recent phenomenon. Figure 3: Literacy rate of population by age group Can write a letter Cant write a letter 17. 83 100 32. 62 80 70 Percent 60 50 40 30 20 10 0 83. 57 82. 17 47. 25 40. 18 90 24. 91 67. 38 75. 09 5-9 16. 43 10-14 15-19 20-24 25+ 52. 75 15+ 59. 82 15-24 Age group Literacy rate for population aged 05-09 year is 16. 43% for the total population, which increases to 67. 38% for age group 10-14 year, 82. 17% for age group 15-19 year, thereafter, it declines to 78. 58% for 15-24 and 75. 09% for 20-24. The literacy rate for population 25 years and over is 52. 75% and 59. 82% for population aged 15 years and over. It is notable that the literacy rate in the age group 5-9, 10-14 and 15-19 is higher for females compared to males, whereas, for age group 15-24 and 20-24, male literacy rate is higher than that of females. The recent high enrolment of females at the primary and secondary levels has contributed to this higher literacy for females. The literacy rate for 25+ and 15+ population is higher among males than females. The corresponding figures for males are 58. 47% and 63. 84% and 46. 84% and 55. 71% for females respectively. 12 78. 58 21. 42 The Bangladesh Literacy Survey, 2010 3. 4 Training Received By Type of Training. Training received by population 15 years and over by type of training has been presented in Table- 8. Only 5. 0% of the population aged 15 years and over received some sort of training in their life. Such percentage was 7. 2% for males and 2. 8% for females. Table 8: Percentage distribution of population aged 15 years and over who received any training by gender and place of residence, 2010 Type of training received Total No Training Received Technical/Vocational* Catering Service Garments/Tailoring Foreign Language In-service training Nursing Youth development training Other training Bangladesh Both gender Male Female Both gender. Rural Male Female Both gender Urban Male Female 100. 00 95. 26 1. 32 0. 17 1. 33 0. 07 1. 00 0. 08 0. 19 0. 58 100. 00 100. 00 94. 96 1. 38 0. 14 0. 70 0. 07 1. 26 0. 05 0. 34 1. 10 92. 79 1. 92 0. 19 0. 74 0. 10 2. 05 0. 03 0. 53 1. 64 100. 00 100. 00 100. 00 97. 16 0. 84 0. 09 0. 66 0. 04 0. 46 0. 06 0. 14 0. 56 96. 04 1. 02 0. 12 0. 51 0. 05 0. 86 0. 05 0. 33 1. 02 94. 33 1. 35 0. 17 0. 58 0. 08 1. 44 0. 04 0. 53 1. 47 100. 00 100. 00 100. 00 97. 77 0. 69 0. 07 0. 45 0. 02 0. 28 0. 05 0. 13 0. 55 91. 60 2. 52 0. 21 1. 29 0. 13 2. 49 0. 04 0. 35 1. 38 87. 95 3. 71 0. 26 1. 25 0. 18 3. 97 0. 00 0. 51 2. 17 Notes: Technical/Vocational=Computer training, Motor driving/Motor mechanic, Welding, Electrical, etc, There exist urban-rural variations among those who received training. In the rural areas, around 4. 0% received training for both gender compared to 8. 4% in urban areas. The percentage of male and female training recipients was 5. 7% and 2. 2% in rural areas compared to 12. 1% for males and 4. 7% for females in the urban areas. 13 The Bangladesh Literacy Survey, 2010 As regards type of training received, the highest was technical/vocational (1. 38%), followed by in-service training (1.26%), garments/tailoring (0. 70%) and youth development training (0. 34%). This pattern is true among both males and females as well as in both urban and rural areas. 14 The Bangladesh Literacy Survey, 2010 Section IV Reading Habit and Practice 4. 0 Reading Habit and Practice This section deals with the reading habits and practices by the population aged 5 years and over. The items that have been covered are different reading materials used, writing practice in the work of everyday usage, and viewing the electronic media (Radio and Television) for development of education skill. 4. 1 Reading Habits by Type of Reading Materials The reading materials that have been included in this survey are road signs, names of stores, posters, pamphlets, newspapers, magazines, story and novels, manuals, reference books, bill/invoices and charts and maps. Reading habits by type of reading materials have been presented in Table-9. It is observed from the table that 25. 70% of the population aged 5 year and above read road-signs or names of stores several times in the last three months. Road-signs or names of stores were read several times in a month by 6. 95%. Such an activity was performed by 3. 68% several times in a week and 5. 30% daily. Reading of posters or pamphlets was performed by 20. 62% in last three months 7. 75% several times in a month, 3. 40% several times in a week and 4. 53% daily. Use of newspapers and magazines was not high, with only 9. 39% reporting read such materials several times in the last three months, 3. 54% several times in a month, 2. 27% several times in a week and 2. 81% used daily. Story and Novels as reading materials were used by only 7. 19% several times in the last three month, 2. 55%, several times in a month 1. 0% several times in a week and 2. 53% daily. Manuals and reference books were used by an insignificant proportion of the respondents. Only 2. 48% respondents used such materials several times in the last three months,0. 61% used 15 The Bangladesh Literacy Survey, 2010 several times in the last months,0. 12% used several times in the last week, and 0. 14% used it daily. Bills and invoices were also read by fewer numbers of respondents. Charts and Maps were used by only 1. 90% of the respondents several times in the last three months, 0. 35% several times in a month, 0. 14% several times in a week, and 0. 09% daily. It may be noted that more than 40% respondents can not read, and therefore, they could not use such reading materials at all. However, a high percentage of the respondents never used those materials, though they could read those materials. There exist urban-rural variations in the use of these reading materials. Use of all reading materials was higher in the urban than rural areas, particularly, reading the road-signs and names of stores, posters and pamphlets and newspapers and magazines. Table 9: Percentage distribution of reading times in last three months of population aged 5 years and over by place of residence, 2010 Frequency of reading habits Road Posters Newspapers Story signs or Names of Pamphlets Magazines Novels stores Manuals Reference books Bills Invoices Charts Maps etc. National Cant read Never read Several times in last 3 months 100. 00 39. 14 14. 86 25. 00 7. 27 3. 87 6. 94 2. 91 0. 00 100 41. 94 14. 82 24. 24 6. 95 3. 68 100. 00 38. 66 20. 03 21. 19 7. 36 3. 51 5. 57 3. 68 0. 00 100 41. 47 19. 25 20. 62 7. 13 3. 40 100. 00 100. 00 38. 85 33. 14 9. 97 3. 91 2. 62 5. 00 6. 52 0. 00 100 41. 65 33. 67 9. 39 3. 54 2. 27 38. 57 40. 60 7. 59 2. 74 1. 03 2. 54 6. 93 0. 00 100 41. 41 39. 02 7. 19 2. 53 1. 00 100. 00 38. 54 51. 44 2. 39 0. 71 0. 26 0. 40 6. 25 0. 00 100 41. 13 50. 37 2. 48 0. 61 0. 12 100. 00 38. 34 51. 96 2. 92 0. 79 0. 15 0. 21 5. 63 0. 00 100 41. 13 50. 37 2. 48 0. 61 0. 12 100. 00 38. 35 53. 21 1. 96 0. 37 0. 14 0. 11 5. 86 0. 00 100 41. 13 51. 25 1. 90 0. 35 0. 14 Several times in a month Several times in a week Daily No scope Not reported Rural Cant read Never read Several times in last 3 months Several times in a month Several times in a week 16. The Bangladesh Literacy Survey, 2010 Table 9: Percentage distribution of reading times in last three months of population aged 5 years and over by place of residence, 2010 Frequency of reading habits Road Posters Newspapers Story signs or Names of Pamphlets Magazines Novels stores Manuals Reference books Bills Invoices Charts Maps etc. Daily No scope Not reported Urban Cant read Never read Several times in last 3 months 5. 30 3. 07 0. 00 100 29. 97 14. 98 27. 50 8. 35 4. 51 12. 32 2. 38 0. 00 4. 53 3. 59 0. 00 100 29. 43 22. 60 23. 04 8. 13 3. 85 8. 99 3. 97 0. 00 2. 81 6. 66 0. 00 100 29. 63 31. 38 11. 85 5. 11 3. 77 12. 19 6. 07 0. 00 2. 53 6. 32 0. 00 100 29. 26 45. 77 8. 90 3. 43 1. 13 2. 57 8. 94 0. 00 0. 14 5. 16 0. 00 100 29. 22 57. 88 2. 89 0. 86 0. 23 0. 48 8. 44 0. 00 0. 14 5. 16 0. 00 100 29. 18 57. 18 4. 38 1. 38 0. 27 0. 42 7. 19 0. 00 0. 09 5. 16 0. 00 100 29. 24 59. 66 2. 16 0. 45 0. 15 0. 18 8. 17 0. 00 Several times in a month Several times in a week Daily No scope Not reported 4. 2 Literacy Practice by Performing Different Activities Literacy practice by performing different activities in the last three months by the population aged 5 years and over has been presented in table-10. Only 7% wrote personal letters several times in the last three months, 2. 40% wrote personal letters several times in a month, 0. 34% wrote personal letters several times in a week, and 0. 10% wrote daily. As regards writing official letters, 2. 60% wrote several times in the last three months 0. 94% wrote several times in a month, 0. 20% wrote several times in a week, and 0. 14% wrote daily. Filling out forms were done by 4. 89% respondents in the last three months, 1. 46% several times in a month, 0. 21% several times in a week, and 0. 13% daily. Writing a report several times in the last three months was done by only 1. 25%, 0. 42% in a month, 0. 13% in a week, and 0. 09% daily. 17 The Bangladesh Literacy Survey, 2010 Preparing bills and invoices in the last three months for several times was reported by 1. 19% of the respondents, 0. 49% several times in a month, 0. 12% several times in a week, and 0. 12% daily. As regards preparation of Charts and Maps, 1. 26% prepared these several times in last three months, 0. 27% several times in a month, 0. 17% several times in a week, and 0. 10% daily. Table 10: Percentage distribution of population aged 5 years and over by writing habit and performing activities, 2010 Frequency of reading habits National total Cant write Never write Several times in last 3 months Wrote personal letter 100. 00 46. 14 38. 53 7. 00 2. 40 0. 34 0. 10 5. 37 0. 11 Wrote official letter Filled in forms Wrote a report 100. 00 46. 22 46. 54 1. 25 0. 42 0. 13 0. 09 5. 18 0. 17 Prepared bills/ invoices 100. 00 46. 23 46. 72 1. 19 0. 49 0. 12 0. 12 4. 96 0. 17 Prepared charts , maps, etc. 100. 00 46. 37 46. 59 1. 26 0. 27 0. 17 0. 10 5. 03 0. 21 100. 00 100. 00 46. 20 44. 23 2. 60 0. 94 0. 20 0. 14 5. 56 0. 14 46. 10 42. 52 4. 89 1. 46 0. 21 0. 13 4. 55 0. 14 Several times in a month Several times in a week Daily No scope Not Reported There exist urban-rural variations in the use of writing skills, with more urban people using writing skills compared to rural people. 18 The Bangladesh Literacy Survey, 2010 4. 3 Use of Electronic Media by the Population for Education Purpose Use of electronic media such as radio and television for educational purposes has been presented in Table-11. Among the males, 21. 94% had listened to educational programmes of the radio several times in last three months, 6. 76% several times a month, 3. 06% several times a week, and 2. 82% daily. Educational programmes of television was viewed by more people than radio, where 22. 95% viewed it several times in last three months, 14. 24% several times a month, 10. 91% several times a week, and 13. 87% viewed it daily. Thus, although still low, watching television is more frequent than listening to radio programmes on education. The use of radio and television by females is slightly lower than that of males where 20. 46% listened to radio and 22. 95% viewed television several times in last three months. It is interesting to note that listening to educational programmes of radio or viewing of educational programmes on television was higher in rural than urban areas, with few exceptions. In the case of radio, 22. 44% rural males listened to it several times in last three months compared to 20. 28% for urban areas. For viewing the television several times in last three months, the percentage for rural males was 23. 18% as against 22. 20% for urban areas. In the case of females, 20. 65% listened to radio and 21. 68% viewed television several times during the last three months for the rural areas compared to 19. 83% for radio and 22. 64% for television in the urban areas. Table 11: Percentage distribution of population aged 5 years and over by gender, place of residence, habit of watching educational programmes in the electronic media in the last three months, 2010 Frequency of using different electronic media Male Never listen/observe Several times in last 3 months Several times in a month Several times in a week Daily National Radio 100. 00 50. 79 21. 94 6. 76 3. 06 2. 82 Television Radio Rural Television Urban Radio Television 100. 00 19. 40 22. 20 16. 77 9. 83 21. 51 100. 00 100. 00 27. 69 22. 95 14. 24 10. 91 13. 87 51. 74 22. 44 6. 72 3. 01 2. 51 100. 00 100. 00 30. 19 23. 18 13. 48 11. 24 11. 56 47. 64 20. 28 6. 86 3. 20 3. 87 19 The Bangladesh Literacy Survey, 2010 Table 11: Percentage distribution of population aged 5 years and over by gender, place of residence, habit of watching educational programmes in the electronic media in the last three months, 2010 Frequency of using different electronic media No scope Not Reported Female Never listen/observe Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported National Radio 13. 60 1. 04 100. 00 53. 37 20. 46 5. 73 2. 67 2. 45 14. 17 1. 15 Television 9. 43 0. 91 32. 05 21. 90 12. 08 9. 09 13. 01 10. 70 1. 16 Radio 12. 59 1. 00 54. 75 20. 65 5. 62 2. 58 2. 03 13. 23 1. 15 Rural Television 9. 48 0. 88 35. 43 21. 68 11. 18 9. 23 10. 16 11. 13 1. 20 Urban Radio 16. 96 1. 19 48. 89 19. 83 6. 11 2. 98 3. 82 17. 22 1. 15 Television 9. 29 1. 00 100. 00 21. 06 22. 64 15. 03 8. 65 22. 27 9. 31 1. 04 100. 00 100. 00 100. 00 100. 00 20 The Bangladesh Literacy Survey, 2010 Section V Visit to Public Places for Attaining Literacy Skills. 5. 0 Literacy Skills Development Visit of the respondents to public places such as libraries, bookstalls, news-stands and village education community centres for reading purposes has been presented in Table-12. Only 3. 04% visited library several times in the last three months. Visits to other places such as book-stalls, news-stands and village education community centres were 10. 58%, 1. 72% and 0. 78% respectively. Visits to such places several times in a month were 0. 99% for library, 2. 73% for book-stalls, 0. 57% for news-stands and 0. 18% for village education community centres. Visit to these places several times in a week was 0. 41% for library, 0. 43% for book-stalls, 0. 26% for news-stands and 0. 09% for village education community centres. Daily visits to these centres were 0. 45% for library, 0. 27% for book-stalls, 0. 32 for news-stands and 0. 36% for village education community centres. There exist variations in the use of these places by gender and place of residence, with fewer number of people from rural area visiting these places compared to those in urban areas. Also, the number of females visiting such places were lower than their male counterparts. Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Male National Didnt get a chance Never Several times in last 3 months 100. 00 19. 55 67. 01 3. 04 100. 00 17. 29 61. 85 10. 58 100. 00 17. 42 71. 35 1. 72 100. 00 17. 64 71. 03 0. 78 Library Book stall News stand Comm. centre 21 The Bangladesh Literacy Survey, 2010. Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Several times in a month Several times in a week Daily No scope Not Reported Rural Didnt get a chance Never Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported Urban Didnt get a chance Never Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported Female National Didnt get a chance Never Several times in last 3 months 100. 00 17. 64 71. 03 0. 78 100. 00 19. 71 67. 85 2. 10 100. 00 18. 03 64. 90 7. 19 100. 00 17. 89 71. 71 0. 92 Library 0. 99 0. 41 0. 45 8. 26 0. 29 100. 00 18. 53 68. 74 2. 74 0. 94 0. 37 0. 45 7. 96 0. 28 100. 00 22. 94 61. 28 4. 02 1. 18 0. 54 0. 47 9. 25 0. 31 Book stall 2. 73 0. 43 0. 27 6. 52 0. 33 100. 00 16. 33 63. 56 10. 34 2. 65 0. 37 0. 28 6. 14 0. 33 100. 00 20. 49 56. 16 11. 37 2. 99 0. 63 0. 25 7. 78 0. 33 News stand 0. 57 0. 26 0. 32 8. 00 0. 35 100. 00 16. 29 73. 30 1. 47 0. 49 0. 21 0. 30 7. 58 0. 36 100. 00 21. 19 64. 89 2. 54 0. 87 0. 41 0. 38 9. 41 0. 32 Comm. centre 0. 18 0. 09 0. 36 9. 55 0. 37 100. 00 17. 15 71. 89 0. 90 0. 19 0. 11 0. 40 8. 99 0. 38 100. 00 19. 26 68. 20 0. 38 0. 13 0. 06 0. 21 11. 41 0. 35 22 The Bangladesh Literacy Survey, 2010 Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Several times in a month Several times in a week Daily No scope Not Reported Rural Didnt get a chance Never Several times in last.

The Evaluation And Labeling Of Children With Disabilities Essay

The information given me by various professionals who have repeatedly evaluated my daughter is the biggest issue that I face in my life. In order for me to resolve my issue I need to explore whether my issue lies with the professionals and the process of evaluation, or with me not wanting to accept that my child is disabled.My six and a half year old daughter, Malia, began to show signs of delayed development at age eighteen months. Her speech started to regress and there were also behavioral signs that were significant enough for me to ask our doctor for advice. When was not concerned to the point that I was I contacted Multnomah County Developmental Disability department and requested that they evaluate Malia. They agreed that that were delays, and made a referral to Portland Public Schools Early Intervention Program for special services suchas speech therapy, occupational therapy, and other early learning resources for children with disabilities. I also switched Malia to a pediat rician who immediately referred her for a full-scale evaluation at Oregon Health Sciences University (OHSU) where they have an evaluation clinic for children with disabilities. At this point Malia was two and a half years old and this is where I began to take issue with the evaluation process.The process was a one day period where up to twelve doctors, psychologists, speech pathologists, audiologists, and occupational therapists each spent thirty minutes with Malia, evaluating her based on standard tests. After six hours with Malia, the professionals gathered together and discussed their conclusions. After their discussion, they called Malia and me in. They told me that their diagnosis for her was "a mild conductive bilateral hearing loss, language disorder and borderline intelligence."That was all the information they gave me, other than to tell me that Malia's pediatrician would receive a report and follow-up accordingly. No special suggestions or support were offered to me or to Malia. I did not know the exact meaning of "borderline intelligence" at the time, so I assumed it meant her intelligence was not above average but not below. I found out at her second evaluation two years later that it means low intelligence, bordering on mental retardation. I followed up on the hearing loss with an Ear Nose and Throat (ENT) doctor and Malia had her tonsils and ... ...lp the examiners have a more complete understanding of the child. Another idea that I listed was to have the professional spend more time exploring the child's strengths andpossibilities in order to aid in designing a special program in which the child would thrive. I have spent the past four years being angry with the clinic at OHSU. I can truly say that all of this channeling and exercising (PMI and APC) has helped me to have a better understanding of why the testing is as it is, how it affects us, and most importantly, that a closed mouth does not get fed. If I want changes, I now understand that I have to speak up and talk to someone who can do something about it. Now that I am more clear about the process, I can offer something positive to help other families avoid the pain and anger thatI have endured. Knowing this, and feeling good about the road ahead, is a very good place for me to start. The most important realization for me is that Malia is still Malia, regardless of any label they placed upon her. In conclusion, whether or not I make a difference in modifying the evaluation process, I know that Malia is and always will be the same wonderful child she has always been.

Marketing Campaign Essay

The Westfield Shopping Centre provides a complete shopping experience, from arrival until departure. To start, all complexes have exclusive parking lots, where parking your vehicles is safe. Also, the parking is free for the first two hours, and by going into the movies, an extra free hour is earned. For more convenience the Auto Pay system is available where it is possible to pay the parking without waiting in any queue and a Valet Service and car wash are also available. Inside the shopping center, it is possible to find a great amount of all kinds of stores and brands. Furthermore, a Concierge is at hand on the first floor to assist the shoppers, indicating store locations, or for solving any problem. The newest service created by Westfield is the Gift Cards, where the customers can offer their families and friends a card with certain amount of credit where its possible to spend in more than 8.000 stores, or how Westfield prefers to say, the gift of choice. These are some examples of exclusive services that Westfield created and has been innovating to attract and retain even more clients. To assist in this task, the Marketing Department has been evolved specially in the digital field. A Nielsen study showed that Australia is the country with the major average time spent in social media per person, about seven hours a month. Attentive to this market, Westfield has developed digital marketing strategies targeting this kind of customer, the online one. At first, the website is completed renovated, and it is possible to compare between a large amount of retailers and products and make purchases directly from the website. Also, free return methods are available, making the experience of buying online more comfortable. Another digital marketing strategy was the creation of the Westfield Insider, which consists in a blog that is written  by Alyce Cowell that was chosen among 1.450 applicants in a contest. In this blog she shares about her outfits, fashion and lifestyle tips, shopping finds, smart buys, and talk with the consumers about shopping. It’s a very smart strategy since customers trust more in other customer advice. The creation of Super Saturday was also a creation of the Marketing Department, which included in the Australian calendar a day with special deals and discounts, similar to United State’s Black Friday. Furthermore, Westfield launched a mobile app called My Westifield, which gives to the shoppers personalized shopping experiences, with a technology that is called Autograph, which allows the shopper to choose their favorite stores and brands, and then the app will show a wall of content and offers based on their preferences. What is most interesting about this app is the protection of the consumer’s privacy, Westfield doesn’t keep personal information and nor preferences. Also, Westfield has a massive social media presence. One of the top creation is the availability of a stylist that helps consumers with wardrobe dilemmas 24 hours 7 days a week. 3.0 – DETERMINE THE SUCCESS OF THE CURRENT MARKETING STRATEGIES The best method to evaluate the success of Westfield’s digital marketing strategies is using numbers and measuring their social media impact. Using analytics tools available on the web, it is possible to measure the access numbers of a website. In the case of the website www.westfield.com.au, its clear to affirm that it is a successful website. According to the website tools, westfield.com.au is in the 318th position in the raking of the most accessed websites in Australia, have an estimated of 28.000 daily visits and the visitor stays on the website for about 3 minutes, which is a high number, whereas in a browser it is possible to change a content in just one click. An interesting observation is that this website has 4.800 other websites linked to it. The Facebook account has 430.000 likes and 2.2 million visits, and the posts have a lot of interaction specially in posts that contain questions and suggestion ideas, for example, one post that starts the debate about sharing the corridor in two lanes, one fast and one slow, this post has more than 2.000 likes and more than 100 comments. Another relevant number is that Westfield has more than 5.000 followers on  Twitter, and has more than 3.800 followers in the Westfield Insider Instagram account. These numbers and information represents how successful the Westfield’s digital strategies are, and with the innovative and creative marketing department higher numbers and interactions will be reached soon. 4.0– DESCRIBE YOUR CAMPAIGN Due the success of the Gift Card campaign, and based on these remarkable digital strategies, my campaign aims to combine reward cards and the digital medias, with the clear objective to attract more customers, increase the Westfield brand value and be a satisfactory action for the shoppers and the retailers. The idea consists in developing three new cards, but different from the gift card, these new cards will be to reward the owner of the card. The three cards will be known as Silver, Gold and Diamond. These cards will be easily obtained by the customers in every participant retail, remembering that everyone starts with the Silver Card. With this card in hand, each purchase will provide a certain amount of points. Each 5-dollar spent in one Westfield retailer is equal to 1 point in the Silver Card. When the shopper achieves 200 points, they will be able to exchange the Silver Card for the Gold Card. In the Gold Card, the rules change, each 8 dollars spent in one Westfield retailer is equal to 1 point. And to be promoted to the Diamond Card, the shopper needs to achieve 300 points. When the shoppers achieve this amount, they will be able to enter in a select group of the Diamond Cards shoppers. Each card will benefit the shoppers in a different way. The silver card allows the shopper to receive special offers and to participate in promotions. Obviously, if there is a lot of silver cards, the odds of winning is lower, so which card provides a more exclusive rewards. With the Gold Card, besides receiving special offers, consumers will be able to participate in promotions with highly valuable rewards such as travels and cars, and to receive invitations to stores openings and brands tests. And the special clients who achieve the Diamond Card will be a VIP shopper, they will participate in promotions with higher valuable offers, special invitations for parties and VIP passes and have a private lounge in the shopping when they can drink a coffee, use Wi-Fi, receive a massage, just like an exclusive airport room for VIP passengers. The retailers will also  benefit from this campaign, because they will purpose the special offers, so will provide more interaction with the customers, the perfect time to announce a new collection or a settlement. And all the Westfield digital media will be available for them to use and disclose themselves. Therefore, this campaign will benefit the shopper, the retailers and specially the Westfield Shopping Center. BIBLIOGRAPHY Alexa – Actionable Analytics for the Web, viewed 17 June 2014, Cruz, S. 2011. ‘Westfield Group’s Digital Marketing Strategy viewed 15 June 2014, < www.businessreviewaustralia.com/marketing/company-reports/westfield-groups-digital-marketing-strategy> Dupre, E. 2013. ‘Westfield Balances Personalization with Privacy’ viewed 15 June 2014, Facebook Westfield, viewed 16 June 2014, Instagram Westfield Insider, viewed 16 June 2014, Murton, D. 2012. ‘Australian Marketing Update: Westfield’s Super Saturday, â€Å"Dumb Ways to Die† Karaoke, Nando’s Appoints Digital Agency’ viewed 15 June 2014, URL Mà ©trica, viewed 17 June 2014, Twitter Westfield, viewed 16 June 2014, Westfield Insider Blog, viewed 16 June 2014, Westfield Gift Cards, viewed 15 June 2014, Westfield Website, viewed 15 June 2014,

Kennewick Man

The highly controversial treatment and care of the human skeletal remains that have come to be referred to as the â€Å"Kennewick Man† or the â€Å"Ancient One†, disinterred; July, 28, 1996, poses a multiplex of conflict. The remains were removed from a location below the surface of Lake Wallula, a section of the Columbia River pooled behind McNary Dam in Kennewick, Washington State, during a water sports event, July 29th. Being informed of the discovery of the remains, the U.S Army Corps of Engineers preceded to x-ray and CAT-scan the remains. On July 30th a local newspaper in Eastern Washington publishes a story of the discovery. The first public news leads representatives of local Native American communities to contact officials about the discovery. One bone fragment was sent to the University of California, Riverside, to be dated by a destructive test on August 5th. Early analysis reports upon the now irreparably damaged bone fragment dated the skeletal remains to b e approximately 8,400 years old. The U. S.Army Corps of Engineers, the agency responsible for the land where the remains were recovered took official possession On September 2nd. A group of five Native American tribes claim the human remains under the Native American Graves Protection and Repatriation Act (NAGPRA). The U. S. Army Corps of Engineers agrees to the tribal claim(s) and publishes an official â€Å"Notice of Intent to Repatriate† statement as required by Federal NAGPRA law. This degree of cooperation is unprecedented and very much embraced amongst the Native peoples perusing the reburial and respectful treatment of the remains.On October the 16th eight anthropologists file suit for the possession of the remains in the U. S. Magistrate Court of Portland, Oregon, to prevent the U. S. Army Corps of Engineers from repatriating the remains to the tribes. The U. S. Army Corps of Engineers defers possession of â€Å"Kennewick Man† to the U. S. department of the int erior. On September 3rd a federal judge orders â€Å"Kennewick Man† moved to the Burke Museum at the University of Washington. The remains thereby transferred to the Thomas Burke Memorial Washington State Museum, at theUniversity of Washington in Seattle, where they would be cared for until a final decision of possession or repatriation would be reached. A team of federally selected anthropologists present their preliminary findings based on non-destructive examinations of the remains, carried out at the Thomas Burke Memorial Washington State Museum, February 27th, 1999. A federal report links Kennewick Man to Asian peoples and not to any of the tribes claiming an ancestral link to the human being whose remains lay in question.Radiocarbon dating identifies the â€Å"Kennewick Man† remains as being approximately 9,300 years old. The Department of the Interior rules that the bones should be repatriated to the tribes who claimed them as belonging to an ancestor. The remai ns are perhaps the oldest exhumed Native of North America, providing scientifically valued information that may aid in the evolutionary sciences. The repertoire of evolutionary sciences concludes that the remains are particularly important for the research of North American migration from northern Europe and Asia, commonly known as the Barring land bridge theory. U. S.Magistrate, John Jelderks in the state of Portland rules on August 30th, 2002 that the skeletal remains should be turned over to a team of scientists for study, blocking the return to a coalition of Native American tribes advocating the reburial of the remains. Four Northwest Native bands that claim â€Å"Kennewick man† as their ancestor file notice that they will appeal in suit; the ruling rejecting their request to bury the remains. The federal Judge presiding over the 9th U. S. Circuit Court of Appeals upholds the ruling passed by Judge John Jelderks. The 9th Circuit Court of Appeals denies the request for a rehearing.While awaiting instructions from the legal possessor, the Army Corps of Engineers, the museum will provide a â€Å"secure† and â€Å"respectful† repository for the human remains for as long as required. The Burke Museum presently maintains possession of the remains, as there is the hypothetical necessity for further study which must entail rigorous testing and analysis to preside over a decade. The legal possessor of the remains has thereby vacated the matter leaving the Museum to sustain unlawful possession of the remains as well as the legal and social coup that coincides.The University of Washington, Seattle is a renowned institution with an extensive research facility placed at the disposal in conjunction with the Burke memorial museum. The imperative scientific â€Å"necessity† for further research of the remains has placed the museum as an institution in the wake of a highly controversial set of issues. The university has the initiative to perpet uate the sciences conducive to the study of anthropology, providing educational biases.The requests made on the behalf of the Native communities has a true claim to the respectful treatment of said human remains that is directly conflicting with the claims the scientific community has proclaimed. The definitions of respectful treatment are disputant amongst the two groups and continue to place the Burke Museum in the middle ground of a severe conflict. The university and the museum have taken the situation as an opportunity to educate the public to a degree, launching a section on the museum’s web cite that chronicles the displacement of â€Å"Kennewick Man†.Ideological separations between Native American belief structures and scientific initiatives are intrinsic within both sides of the debate. The respectful treatment of human remains is defined through the sciences at this time with little account for the native community and their wishes. The Museum is primarily th e caretaker of the remains adherent to the courts’ ruling, placing the institution in a precarious scenario pitting Native American human rights up against the sciences of anthropology. Some commentators and reporters have described the legal controversy swirling around the Kennewick remains in rather super-heated rhetoric pitting the interests of â€Å"science† against those of traditional Native Americans. This characterization ignores the detailed, intensive, and wide-ranging scientific investigation of the Kennewick remains undertaken to determine the facts relevant to the questions in the case and report them. † -National Parks Service: U. S. Dept. of the Interior 10/13/2008

The Crucible- Struggles In The Play Essays - Salem Witch Trials

The Crucible- Struggles In The Play Essays - Salem Witch Trials The Crucible- Struggles in the Play The Crucible, by Arthur Miller, is a story that contains many struggles. These struggles come about as a result of the strict Puritan society in which the story takes place. There are two main struggles in the book. The first never actually takes place in the story, but is described many times throughout the first act and is the basis for the trials. It is Abigail's and all the other girls' need to be free and act like teenagers. The second is the result of the corruption of the trials. It is John Proctor's fight to convince the townspeople that the accused women are not witches (especially his wife), and that it is Abigail who should be killed instead. In Puritan society, the role of the child is to be quiet, and stay out of the way. When Abigail is being considered a witch in the first moments of the story, Rev. Paris is very worried about how this will effect his image, and not of the fate of Abigail. It is this society where Abigail feels the need to break loose and to act the way a teenager should: freely. This is the reason why she goes dancing in the forest. She is expressing her need to act her age and to break out of the restrictions of Puritan law. Her struggle is to do what she wants in a society that believes in ordering her around. It becomes obvious soon after the trials started that many people were going to be falsely accused by their neighbors as a method of revenge, and as an outlet for their maliciousness. When Abigail uses this case to attack Rebecca Nurse, one of the best Puritans in the Salem, John Proctor begins his efforts to stop the injustice. This increases when Elizabeth Proctor is tried and sentenced to death. This is John Proctor's struggle. He must fight to save his wife, his community and eventually himself. In addition, he also has to convince the leaders of Salem that they are mistaken in believing in Abigail. Although Abigail and Proctor are mortal enemies, their struggles can be seen as almost identical. They both need to change the way the higherarchy of Salem is doing things. And also, both of them would just like to live normal lives (however, when Abigail realizes she cannot have this, she goes crazy by accusing everybody). This is shown when John Proctor breaks some of the harsher of the Puritan rule, and that he dislikes all of the speeches about damnation given by Rev. Paris. Unfortunately, the struggle of Abigail goes awry and results in many people dying, while the valiant efforts of John Proctor are unable to save Salem from one of the greatest tragedies in American history.

You Will Be Hearing from Us Shortly Essay Example

You Will Be Hearing from Us Shortly Essay Example You Will Be Hearing from Us Shortly Essay You Will Be Hearing from Us Shortly Essay You Will Be Hearing From Us Shortly U. A. Fanthorpe U. A Fanthorpe was born in Kent in 1929. After boarding school in Surrey, she read English and became a teacher. She taught for 16 years until she began writing poetry in 1974. Her first volume, Side Effects, was published by Peterloo Poets in 1978. â€Å"You Will Be Hearing From Us Shortly†, is a poem that conjures up an image of a malign interviewer looking down in disgust at the unfortunate interviewee. It is a pessimistic experience for the candidate. The poet discusses prejudice and discrimination through the use of tone and language. The poem uses the voice of the interviewer to convey the prejudice. This poem begins in a realistic way but becomes surreal. The title of the poem clearly puts the readers into the context of an interview. These are the words resounding in the ears of unemployed people who seek suitable employment. The employer is always in the superior position from where he looks down upon the job-seekers. Though the words ‘You Will Be Hearing From Us Shortly’ sound very polite, they are loaded with prejudice. From the first line in the poem, You feel adequate to the demands of this decision? until the last line, the speaker uses sophisticated language which implies that the interviewer is well educated. But the language is used in such a way that it sounds very snobbish and rude and this sets the tone for the poem. The interviewee seems to be intimidated and feels insignificant for what he/she is. The interviewer is in command of the situation and controls through his use of sarcasm and rhetorical questions. In verse one, the use of the word ‘adequate’ already gives us the feeling that the interviewer thinks that the applicant is not fit to the position that is sought. The next question about the ‘qualities’ the interviewer seeks from the candidate gives an impression of the candidate as a failure and useless at everything. We can perceive that the interviewer already has negative thoughts about the interviewee, but at this moment, the prejudice is more subtle than at the end of the poem. Though the applicant is a qualified person, the questioner makes it irrelevant by stating that the qualifications do not satisfy the requirement they are looking for. The reader is inclined to think and wonder why they call candidates who do not have the required qualifications. The level of prejudice increases as the person in authority comments about the age and looks of the interviewee. Whether the common people are disturbed or not, the attitude of the interviewer is quite disturbing. He causes further damage to the candidate by breaking the boundaries of social conduct. He asks inappropriate questions regarding the accent, education and the family details. The height of prejudice and misuse of power comes out when the very existence of the interviewee is questioned. The poem is written in short stanzas followed by a single line, most often by one word; ‘Ah’, ‘Indeed’ etc. this suggests that a conversation has taken place. The language of the speaker is formal and standard English which intimidate the candidate. Lines of varying length are used in order to suit the mood of the speaker, which is controlling and demanding. The use of complex sentences and the first person plural (‘we’) gives the speaker of this poem an air of authority. Though the responses of the interviewee are not recorded, it is quite understandable what the candidate would have said in reply to the queries made by the interviewer. The alliteration in the words, ‘dubious desire’, domestic disasters’ gives us the clue the extent of degradation the applicant faces. The use of second person pronoun ‘You’ is markedly authorial and its tone is highly dispassionate. First person plural ‘we’ gives the interviewer authority and power. The speaker’s short statements such as, ‘and your accent,’ and sealed questions, ‘that is the way you have always spoken, is it? represents his ominous rule over the innocent, unlucky interviewee, It leaves the applicant no room or space to argue that there is nothing wrong with his/her accent. Together with the interviewee, the readers sense a feeling of uneasiness at the way the whole interview had proceeded. As we feel pity for the applicant, our mind rebels against the prejudiced interviewer. Every one is sure what it means, when the candidate gets the final statement, â€Å"you will be hearing from us shortly†. The answer is not going to be positive.