British Colonialism Essay Example | Topics and Well Written Essays - 1000 words

British Colonialism - Essay Example When a territory builds and maintains colonies in other territories, this is known as colonialism (Kohn, 2006). When the West or Europe pictured the Arabic and Asian states, they showed people living darkness and void (Kumar, 2007). They showed they did not want to grow and get updated. They showed that the people were simple and could be made to do anything. This is what was thought about South America and Africa when it was colonized (Kumar, 2007). This also brought these governments the support of their citizens (Kumar, 2007). When Europe wanted to conquer these "Oriental" countries, they passed a message to the people that they wanted to develop the territory to be colonized. They planned to strip the territory of its history and cultures and create a new one as they seem to be fit (Kumar, 2007). Orientalism was so depicted and explained as if it was a curse or a bad thing going on in the world. The true meaning of orient was hidden and in the shade of Orientalism, the West exploited and colonized the Asian and the Arabic countries (Kohn, 2006). Thus, Orientalism was one of the tools used by Europe to colonize the Arabic and Asian Countries (Kohn, 2006). ... Vathek (Salah, 2007) One of the examples of orientalism among the British colonial writers was Vathek (1782) by William Thomas Beckford. Beckford (1760-1844) was and English novelist (introduction to Beckfordiana). He was also a member of the parliament from 1784 to 1790. Vathek was originally written in French at a time when orientalism was entranced in the European population. The plot tells the story of the fictional ruler Vathek who falls from power and then engages himself in deplorable activities with his mother to gain supernatural powers. The setting of the tale is oriental, i.e., in the Arabic countries. The novel clearly shows how backward and downgraded the people of the East were considered. The story clearly shows the supernatural and superstitious beliefs and casts the image of the Eastern countries as those who live in the early ages when everything was considered to be supernatural and science and technology played no role. Kubla Khan (Library, 1999) Another example of orientalism among the British colonial writers is the poem Kubla Khan written by Samuel Taylor Coleridge. Coleridge (1772-1834) was an English poet and a romantic (Poetry Foundation). Kubla Khan is a poem describing about a king who claims to be Son of God and thus ascends to the throne on the grounds that God wants him to rule. He makes his subjects build him a house that is suitable for residence for the Son of God. This poem though short shows how the countries in the East are ruled through superstitions and that the British need to go and save the people from such superstitious beliefs of the people there. Thus they could potrait the image among their people that they are colonizing the territory to revive but instead destroy the culture and history of the

Women's Liberation and Sixties Radicalism Essay Example | Topics and Well Written Essays - 500 words

Women's Liberation and Sixties Radicalism - Essay Example The essay "Women's Liberation and Sixties Radicalism" presents the analysis of the paper "Nothing Distant About It: Women's liberation and Sixties Radicalism" written by Alice Echols which revolves around the liberation of women in the 1960s and the reasons behind it. It begins with the boycott on the Miss America Pageant and the different ways used by the female demonstrators to interrupt the on-goings of the show. It then speaks of the adversity that met these women as they continue to show their aggravated sentiment. Not only are they taunted and jeered at by men but their popularity is also compared to the â€Å"anti-war† movement. The latter bit of the essay goes on to talk about the cultivating factors behind the movement. This included the women’s taste of social and economic freedom. The new labor force shifted the need from labor to services, which could be easily accommodated by the new college-educated females. Also, the financial needs of the house had incre ased with the introduction of technology and one earner could no longer fulfill the needs of the entire family. Echols then gives the main reason behind the success of the feminist movement: the presence of other oppositional movements. Along with this was the women’s ability to incorporate Marxist and other ideologies to better understand their own oppression. A brief tussle with NOW (National Organization for Women) over the introduction of personal life into the public sphere separated the feminists from the liberationists of NOW.

The Ruthenium Red Test Biology Essay

The Ruthenium Red Test Biology Essay This test is subjected to identification of carbohydrates. 1 w/v dispersion of test substance was prepared in distilled water. Test mixture was combined with a small amount of molischs reagent in a test tube. After mixing, small amount of concentrated sulphuric acid was slowly added down the sides of the sloping test tube to obtain violet ring at junction. 5.2.1.4. Ninhydrin test This test is subjected to identification of proteins. 2 ml aqueous solution of test substance and 1 ml alcoholic ninhydrin solution was mixed in test tube and heated at 80Â ° C for 5 min to obtain red color. 5.2.1.5. Test with iodine This test is subjected to identification of non reducing polysachharides (starch). 1 % w/v dispersion of test substance was prepared in distilled water. 3 ml test solution and few drops of dilute Iodine solution were mixed to obtain blue color after cooling and no color after heating. 5.2.1.6. Biuret test This test is subjected to identification of proteins. 1 % w/v dispersion of test substance was prepared in distilled water. 3 ml test solution, 1 ml 4% sodium hydroxide and 2 drops of copper sulphate solution were mixed to obtain violet to pink. 5.2.1.7. Salkowski test This test is subjected to identification of steroids. 1 % w/v dispersion of test substance was prepared in distilled water. 2 ml test solution, 2 ml chloroform and 2 ml conc. sulphuric acid were mixed and shaken well to obtain red colored chloroform layer and greenish yellow fluorescence in acid layer. 5.2.1.8. Baljet test This test is subjected to identification of glycosides. 1 % w/v dispersion of test substance was prepared in distilled water. 2ml test solution and 2 ml sodium picrate was mixed in test tube to obtain yellow to orange color. 5.2.1.9. Shinoda test This test is subjected to identification of flavonoids. 1 % w/v dispersion of test substance was prepared in distilled water. 3 ml test substance, 5 ml 95% ethanol, 2 drops of Conc. HCl and 0.5 g magnesium turnings were mixed to obtain pink color. 5.2.1.10. Wagners test This test is subjected to identification of alkaloids. 1 % w/v dispersion of test substance was prepared in distilled water and filtered. 3 ml test solution filtrate was mixed with 2 drops of Wagners reagent to obtain reddish brown precipitate. 5.2.1.11. Test with acetic acid solution This test is subjected to identification of alkaloids. 1 % w/v dispersion of test substance was prepared in distilled water. 2 ml test solution and acetic acid solution were mixed to obtain red color. 5.2.2. Physicochemical studies123 5.2.2.1. Viscosity 1% w/v solution of test substance was prepared in distilled water and 0.1 N HCl separately. Solutions were kept at 37 Â ± 2 Â °C for 6 hours. Viscosity of test solutions determined using Brookfield viscometer using spindle no. 3 at 50 rpm (Model No. DV-E). 5.2.2.2. pH determination124 1 % w/v dispersion of test substance in distilled water was prepared by shaking for 30 min and the pH determined using a pH meter (Elico). 5.2.2.3. Swelling Index88 Swelling index is the volume in ml occupied by 1 g of a drug, including any adhering mucilage, after it has swollen in an aqueous liquid for 4 hours. 1 g test substance (Fine powder) was placed in 25 ml ground glass stoppered measuring cylinder with graduations in 0.5 ml divisions. The test substance was moistened with 1.0 ml of 96% ethanol and 25 ml distilled water was added. Cylinder was closed using stopper. Cylinder was shaken every 10 min time interval for 1 hour and then was allowed to stand for 3 hours. Volume occupied by the test sample was determined in ml after decanting the supernatant clear liquid. Swelling index was calculated from average of three tests. Same experiment was performed using 25 ml 0.1 N hydrochloric acid instead of distilled water. Swelling index was calculated using following equation. Vt = Volume occupied by test substance after hydration, at time 3 hrs. V0 = Volume occupied by test substance before hydration, at time zero. 5.2.2.4. Bulk density123 Bulk Density was determined using Borosil 50 ml measuring cylinder. The volume of 5 gm mucilage powder was noted. Value of Bulk density was calculated by, 5.2.2.5. Tapped density123 Tapped Density was determined using Borosil 50 ml measuring cylinder. The volume of known weight 5gm was noted. The cylinder was given 250 taps on using tapped density apparatus. Value of Tapped density was calculated by 5.2.2.6. Carrs compressibility index123 Carrs compressibility index of AER mucilage powder was calculated from respective tapped density and bulk density by, 5.2.2.7. Loss on drying88 In flat bottom dish, 50 mm in diameter and 30 mm in height, 1 g fine powdered test substance dried in oven at 100-105 C for 3 hours. The test substance was allowed to cool in desiccator over diphosphorus pentoxide for 24 hours and weighed. Percentage loss on drying was calculated by following equation. Weight of empty dish = A g Weight of test substance taken = Y g Weight of dish containing test substance after drying and placing in desiccator = B g Weight of test substance after drying = (B A) g

Diversity in the Newsroom Essay -- Journalism Ethics

Ethics in Journalism: Diversity in newsrooms not a trend in the new millennium My interest in the lack of diversity in newsrooms across the United States began while I was enrolled in an ethics course in the journalism department, this semester. I hadn’t realized until this semester that diversity was integral to good, accurate, and fair reporting, and that it is also widely lacking in newsrooms. While the subject of diversity was only discussed over a few class sessions, it became a noticeably important issue for me, especially as I am an aspiring journalist. As a top editor at the Massachusetts Daily Collegian, a student-run newspaper at the University of Massachusetts that has almost no minority representation in the newsroom, I’m realizing that the problem is increasingly important, yet increasingly ignored. Diversity in the newsroom is an important issue in corporate-owned newspapers, private-owned newspapers, and at university and college newspapers. Statistics show that diversity in newsrooms is especially low for the years proceeding 2006, and, in some cases, is declining. Similarly, while many editors endorse diversity and believe that a representative newsroom provides fair and accurate reporting, statistics show that diversity is not an important priority for newsrooms. Though many newspapers are working towards diversity goals, the minimal progress that is being made in some places is especially slow, and not enough newspapers are taking part. The percentage of diversity representation in the newsroom has an effect on credibility. Without a significant representation of reporters who come from diverse backgrounds equal to the percentage of minority readers, information and content have a Page 2 2... ... Nov 2006. (copied in ethics class course pack). Heyboer, Kelly. â€Å"Losing Ground.† American Journalism Review. 2001 June. p. 43 (copied in ethics class course pack). â€Å"The Lackluster Racial Record of University Student Newspapers.† Journal of Blacks in Higher Education. No. 2 (Winter 1993), p. 28. JSTOR. 28 Nov 2006. http://links.jstor.org/sici?sici=10773711%28199324%2F199424%290%3A2%3C28% 3ATLRROU%3E2.0.CO%3B2-1> Hold the Presses! Blacks Now Making Gains on Editorial Boards of Student Newspapers. The Journal of Blacks in Higher Education, No. 18 (Winter, 1997-1998), pp. 33-34. JSTOR. 29 Nov 2006. 3711%28199724%2F199824%290%3A18%3C33%3AHTPBNM%3E2.0.CO%3B2- 8> Tobar, Hector. â€Å"Attempting to Bridge the Divide.† Nieman Reports. Fall 2006. Diversity in the Newsroom Essay -- Journalism Ethics Ethics in Journalism: Diversity in newsrooms not a trend in the new millennium My interest in the lack of diversity in newsrooms across the United States began while I was enrolled in an ethics course in the journalism department, this semester. I hadn’t realized until this semester that diversity was integral to good, accurate, and fair reporting, and that it is also widely lacking in newsrooms. While the subject of diversity was only discussed over a few class sessions, it became a noticeably important issue for me, especially as I am an aspiring journalist. As a top editor at the Massachusetts Daily Collegian, a student-run newspaper at the University of Massachusetts that has almost no minority representation in the newsroom, I’m realizing that the problem is increasingly important, yet increasingly ignored. Diversity in the newsroom is an important issue in corporate-owned newspapers, private-owned newspapers, and at university and college newspapers. Statistics show that diversity in newsrooms is especially low for the years proceeding 2006, and, in some cases, is declining. Similarly, while many editors endorse diversity and believe that a representative newsroom provides fair and accurate reporting, statistics show that diversity is not an important priority for newsrooms. Though many newspapers are working towards diversity goals, the minimal progress that is being made in some places is especially slow, and not enough newspapers are taking part. The percentage of diversity representation in the newsroom has an effect on credibility. Without a significant representation of reporters who come from diverse backgrounds equal to the percentage of minority readers, information and content have a Page 2 2... ... Nov 2006. (copied in ethics class course pack). Heyboer, Kelly. â€Å"Losing Ground.† American Journalism Review. 2001 June. p. 43 (copied in ethics class course pack). â€Å"The Lackluster Racial Record of University Student Newspapers.† Journal of Blacks in Higher Education. No. 2 (Winter 1993), p. 28. JSTOR. 28 Nov 2006. http://links.jstor.org/sici?sici=10773711%28199324%2F199424%290%3A2%3C28% 3ATLRROU%3E2.0.CO%3B2-1> Hold the Presses! Blacks Now Making Gains on Editorial Boards of Student Newspapers. The Journal of Blacks in Higher Education, No. 18 (Winter, 1997-1998), pp. 33-34. JSTOR. 29 Nov 2006. 3711%28199724%2F199824%290%3A18%3C33%3AHTPBNM%3E2.0.CO%3B2- 8> Tobar, Hector. â€Å"Attempting to Bridge the Divide.† Nieman Reports. Fall 2006.

Conclusion The combination of biased emotional sentences Essay

â€Å"It’s very hard to keep personal prejudice out of a thing like this. And no matter where you run into it, prejudice obscures the truth. † This quote from the â€Å"12 angry men† is, probably, the best sum of the bias’s meaning in the movie. Most of the jurors have their own prejudices and some of them play the important role in the movie’s plot. 12 angry men and the role of bias One of the main ideas of this film is that people’s bias often affects on their opinion. The last part of the movie proves this idea clearly. The most biased is juror 3. After the vote 8-4 â€Å"Not guilty† most of the arguments are aimed on his persuasion but juror #3 resists these attempts. At last he confesses he is biased against the young men because of his own conflict with his son. Even when 11 jurors found the boy to be not guilty, the juror #3 doesn’t agree. He is sure that the boy shouldn’t even tell to his father â€Å"I’m gonna kill you,† but the roots of his opinion go back to his own son who punched him in the face. Another biased person is juror#10. His sentences are full of racism and intolerance. He reveals his biases in the following words: â€Å"I’m telling ya, they let those kids run wild up there. Well, maybe it serves ’em right. † Conclusion The combination of biased emotional sentences and the deductive reasonable arguments makes the dialogues in the movie breathtaking and the plot dynamical. References â€Å"12 angry men† – Movie Quotes. Retrieved at http://www. cinemasavvy. com/moviequotes/1/12angrymenquotes. html

Understanding pedagogy and its impact on learning Essay

Music Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pedagogy refers to the art and science which aims to fully equip human beings with skills. In this education strategy, the instructor’s philosophical principles of instruction are embraced by the pupil’s upbringing knowledge and experience, environment and situation as well as the studying objectives and goals set by both the teacher and the pupil. Johann Heinrich Pestalozzi, a Swiss pedagogue introduced his revolutionary modern principles of education. In the early 19th century, his principles Pestalozzi principles and philosophy started to influence the education system in America. His approach of â€Å"educating the entire man† man was incorporated in the music education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 1830s, Lowell Mason-a teacher, began to use Pestalozzi’s principles and philosophy in his methods of teaching and later came up with a new tactic to the music education. Lowell Mason later championed for inclusion of music curriculums in normal education. (Branscome, 2005; Mark & Gary, 1990, p.76; Sturm, 1998; Tellstrom, 1971). In schools for people with special needs in the United States, music was already incorporated in their syllabus in early 1930s. Such schools where music was taught include New England Asylum for Blind that is also referred to as Perkins School for Blind. Julia Ward Howe offered singing lessons and instructions to the blind and the people with mental disorders using a curriculum that was developed for the purpose of training students in singing and marching lessons.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From 1900 music education was incorporated in the public school educations system. From 1960 to 1970 the music education, music education was fully encompassed in the special education syllabus whereby the music classes were taught by the special needs education teacher.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   More music teachers were delegated to teach students with special needs as from 1970. During the lessons, the teachers were required to visit the schools for two or three times in a month. The lessons were meant for listening to recordings, singing or movement engagement exercises. According Graham (1975 & 1980) and Mark & Gary (1990, there is enough evidence to show that music education was not mainly considered for secondary education but elementary level. The enactment of the law that ensured education was compulsory for all children with disabilities -EHA ensured participation of students with disabilities in the regular music program. References Raumer, K.,et al.(1885) . The Life and System of Pestalozzi. London: Longmans press. Pestalozzi,J.,Banard,H.(1859). Pestalozzi and Pestalozzianism: Life, Educational Principles, and Methods of Johann Heinrich Pestalozzi. New York: F.C. Brownell press. Mortimore, P.( 1999). Understanding pedagogy and its impact on learning. London: Paul Chapman Publishing. Source document