Legalizing Gambling Essay Example for Free

Legalizing Gambling EssayGambling is legal in many places, its not either a wretched or dangerous activity provided it is done responsibly, and in accordance with the law. Have you ever wagered on a game? If so you were sport and should fork over been fined. Lawmakers have decided that it is evil to gamble, they have justified it as a means to scam billions from citizens in order to compensate for their mismanagement of tax revenue. They pass laws that could impute a taxpayer in jail for placing a single dollar wager on a pool game. Legalizing gambling nationally could potentially benefit our economical situation.All gambling was once legal. Looking back only 75-100 years ago most of our states had lotteries in place. Over the past century, as a resultant role of abuse and moral fervor the majority forms of gambling have been prohibited. The history of gambling in the United States evolved from Europe. The Puritans and Quakers took little time to create first laws against gambling in 1638.Casino gambling is becoming increasingly popular especially in southern states. Native Ameri thrones are allowed to establish bingo parlors and casinos on their reservations, although Las Vegas and Atlantic City remain gambling tourist top destination choice. Many states allow horse and dog racing tracks and consequently in that locations the pot who bet on sporting events, card games, and almost anything you can imagine in the privacy of their induce home.The first thing to do is to regulate gambling, both(prenominal) land-based and online. After the legislative base is created and regulation covers every aspect of the gambling industry, its half way to being countenanced. I dont see wherefore we should lose a couple dollars to a pool hustler, when we could be hustled legally by the state. Gambling offers individuals the adrenaline rush that greater opportunity lies within their own hands. People should not be denied an activity that they enjoy partaking in .Government can earn revenues from legalized gambling which can be diverted towards bettering our society. Legalizing gambling would increase habit opportunities in society which could help to reduce the amount of working capable people out of a job.Gambling establishments have shown to increase employment opportunities as well as improve tourism in the right areas. The presence of gambling establishments is also beneficial to society because they can contribute the revenues to local governments which then could use the profits for social programs that would benefit both gamblers and non gamblers. Legalized commercial gambling is becoming an increasing controversy within our state governments.There is no incertitude that many different forms of legalized gambling has exploded in the region and around the country, if the government gives full support of legalization they will be doing all US citizens a favor. Some argue that gambling is an addiction, one that can become dangerous a nd harmful to the general public. The truth is that like all other influenced jobs it can be a way of making a living for yourself and your family.Though there are a lot of people that struggle with an addiction to gambling, there are probably just as many people who are responsible gamblers and have enough self control to moderate there wagering hobbies. Legalizing gambling nationally will help stimulate our struggling economy in many ways. If our government would be willing to try to implement new laws to legalize and regulate it theres no way a short time period of testing these ideas would leave any permanent damage on our nation.

Engaging Students during Instruction Essay Example for Free

Engaging Students during Instruction Essaydistinguish instruction is the critical element of effective education. Differentiated instruction guarantees that the acquire needs of every learner ar satisfied. blossomings taxonomy rear end be utilize to determine the level of individual learners cyphering, slice Gardners Multiple Intelligences can help evaluate the level of learners knowledge and determine the ways to enhance this knowledge by using distinguishableiated instructional strategies. Engaging Students during Instruction Differentiated instruction is the critical element of effective education.Differentiated instruction guarantees that the learning needs of every student are satisfied. peaks taxonomy and Howard Gardners Multiple Intelligences are the two complementary models that can be used to develop differentiated instructional strategies in any event of learning environment. Out of legion(predicate) educational researchers, B. Bloom is considered one of th e most prominent education professionals in the 20th century. Bloom and his colleagues undertook the daunting task of creating taxonomy of educational objectives (Tomlinson, 1999).It should be noted that Bloom has initi wholey concentrated his attention on differentiating the learning objectives thus, his taxonomy can be successfully applied to differentiate between the learning outcomes for different groups of learners. Howard Gardner was deeply involved into researching human creative abilities (Gardner, 1993). The result of his profound investigation is reflected in the discovery of eight levels of apprehension (knowing). Each of these multiple intelligences can be used to determine the level of knowledge for a particular learner, and to develop the set of strategies to address the most significant knowledge gaps.In many instances, the combining of the two learning theories will serve the basis for the creation and implementation of effective instructional approaches that will s atisfy the learning needs of all types of learners. In reality, both Blooms taxonomy and Gardners multiple intelligences create a stable framework for successful learning. Each lesson must have distinguish learning objectives, a clear set of instructional strategies, and a choice of evaluation criteria, but these elements cannot be developed and applied without sound knowledge of Blooms and Gardners learning theories.Each lesson should be characterized by a variety of teacher techniques aimed at reaching students at all levels (Skowron, 2001), and by act all students into discussion. Here, Blooms taxonomy will be used to determine the level of individual learners thinking, while Gardners Multiple Intelligences will be used to evaluate the level of learners knowledge and the ways to enhance this knowledge using differentiated instructional strategies. Gardner pays special attention to non-linguistic intelligences, including bodily-kinesthetic, spatial, musical, and naturalist learn er abilities (Gardner, 1993).Gardners possibility can be used to convey learning experiences with understanding of the many different ways individuals gain mastery in their learning processes (Tomlinson, 1999). However, Gardners approaches are limited to knowledge and comprehension areas of instructional design, while Blooms taxonomy further expands to setting clear objectives and evaluating the learning outcomes through the prism of six different levels of learning. Gardners multiple intelligences and Blooms taxonomy form a detailed observation of the learners style, needs, abilities, and knowledge.The two theories create an excellent combination that will motivate students to learn. With the outcomes distinctly defined for students, the possibility exists that they will feel more challenges they may motivate them to push on to the next levels of understanding (Skowron, 2001). At each level of student intelligence, a variety of instructional strategies can be implemented to satisf y the widest range of the learning needs, and to ensure that each of Blooms learning outcomes is achieved by all groups of learners.When learners are aware of the six groups of learning outcomes (Blooms taxonomy) they may also choose, whether they need to work on their strongest intelligences, or whether they should concentrate on their weaker intelligence sides to achieve the anticipated outcomes in particular learning process. Thus, the combination of Blooms taxonomy and Gardners learning theory offers substantial freedom for student companionship in the learning process (Tomlinson, 1999).Blooms taxonomy and Gardners Multiple Intelligences offer better choice and independence to students, creating favorable conditions for developing and implementing differentiated instructional approaches in classroom. References Gardner, H. (1993). Multiple intelligences the theory in practice. New York Basic Books. Skowron, J. (2001). How to differentiate instruction. In J. Skowron, Powerful le sson planning models, Arlington Heights, IL. Tomlinson, C. A. (1999). The differentiated classroom responding to the needs of all learners. ASCD. authorship responses Daniels paper Daniel is very correct there is no one size fits all in education.Differentiated instruction should stem from the optimal combination of learning theories and approaches. Piagets epistemological theory and Gardners multiple intelligences form a good combination of differentiated approaches toward instruction, and Daniel uses a simple and effective mathematical example to illustrate his findings. However, Daniels work also implies that there is unlimited number of theoretical combinations that can be used to differentiate instruction. I think and agree with Daniel that by using only one theory, instructional professionals risk losing significant learning benefits that each learning theory offers.

Role Of Data Structures In Programming Languages

Role Of Data Structures In Programming LanguagesIn data processor science, a info grammatical construction is a particular way of storing and organizing selective information in a computer so that it notify be workoutd efficiently. It is also cognize as the lucid or mathematical model of a particular organization of entropy.Data structures ar generally found on the ability of a computer to get down and store data at any place in its memory, specified by an address a bit string that can be itself stored in memory and manipulated by the program. Thus the record and array data structures be based on computing the addresses of data items with arithmetic operations while the connect data structures atomic number 18 based on storing addresses of data items within the structure itself. Many data structures use both principles, sometimes combined in non-trivial ship canalChoice of particular data model depends on 2 considerations-It mustiness be rich enough in structure to mirror the actual relationships of the data in real world.Structure should be simple enough that adept can effectively process the data when necessary.Classification of data structure prime and Non-primitive primitive data structures are basic data structure and are directly operated upon machine instructions.Example Integer,character. Non-primitive data structures are derived data structure from the primitive data structures.Example Structure,union,array.Homogeneous and heterogeneous In homogeneous data structures all the atoms allow be of equal type.Example array. In heterogeneous data structure the elements are of diametric types.Example structure.Static and Dynamic data structures In some data structures memory is allocated at the time of compilation such data structures are known as static data structures . If the allocation of memory is at run-time then such data structures are known as Dynamic data structures.Functions such as malloc, calloc,etc.. are used for run-tim e memory allocation.Linear and Non-linear data structures Linear data structure maintain a linear relationship between its elements and whose elements form a sequence and every element in structure has unique predecessor and successor. Example array. Non-linear data structures does not maintain hierarichal relationship between the elements. Example treeSome Data StructuresAndTheir role in Programming LanguagesStackIn computer science, a band is a last in, first out (LIFO) data structure.HistoryThe push-down hear was first proposed in 1955, and then patented in 1957, by the German Friedrich L. Bauer. The same concept was developed independently, at around the same time, by the Australian Charles Leonard Hamblin..Operations on stacksA stack can have any abstract data type as an element, plainly is characterized by only two fundamental operations push and pop. The push operation adds to the top of the list, hiding any items already on the stack, or initializing the stack if it is reverse. The pop operation removes an item from the top of the list, and glide bys this value to the caller. A pop either reveals previously concealed items, or gos in an empty list.Simple mission of a stackA stack is a restricted data structure, because only a small number of operations are performed on it. The disposition of the pop and push operations also means that stack elements have a natural guild. Elements are removed from the stack in the reverse order to the order of their addition therefore, the lower elements are typically those that have been in the list the longest.In modern computer lyric poems, the stack is usually implemented with more operations than just push and pop. Some implementations have a die hard which breaks the current length of the stack. Another typical helper operation top (also known as peek) can go across the current top element of the stack without removing it.Basic architecture of a stackRole of stacks in programing languagesLanguage s such as Adobe PostScript are also designed around language-defined stacks that are directly visible to and manipulated by the programmer.C++s Standard Template Library provides a stack templated class which is restricted to only push/pop operations. Javas library contains a stack class that is a specialization of vectorthis could be considered a design flaw, since the inherited get() method from vector ignores the LIFO constraint of the stack.The simple model provided in a stack-oriented programming language allows expressions and programs to be interpreted simply and theoretically evaluated practically more quickly, since no syntax analysis needs to be done, only lexical analysis. The way programs are written lends itself hygienic to being interpreted by machines, which is why PostScript suits printers well for its use. However, the slightly artificial way of writing PostScript programs can provide in an initial barrier to understanding the PostScript language and other stack- oriented programming languages.Whilst the capability of shadowing by overriding inbuilt and other definitions can make things difficult to debug and irresponsible usage of this feature can result in unpredictable behaviour it can make certain functionality much simpler. For example, in PostScript usage, the showpage operator can be overridden with a custom one that applies a certain style to the page, instead of having to define a custom operator or to repeat code to generate the style.ImplementationIn most high level languages, a stack can be tardily implemented through an array. What identifies the data structure as a stack in either case is not the implementation but the interface the drug user is only allowed to pop or push items onto the array or linked list, with few other helper operations. The following will demonstrate both implementations, utilize C.ArrayThe array implementation aims to create an array where the first element (usually at the zero-offset) is the botto m. That is, array0 is the first element pushed onto the stack and the last element popped off. The program must keep track of the size, or the length of the stack. The stack itself can therefore be effectively implemented as a two-element structure in Ctypedef struct int sizeint itemsSTACKSIZE STACKThe push() operation is used both to initialize the stack, and to store values to it. It is responsible for inserting (copying) the value into the ps-items array and for incrementing the element counter (ps-size). In a responsible C implementation, it is also necessary to check whether the array is already full to prevent an overrun.void push(STACK *ps, int x)if (ps-size == STACKSIZE) fputs(Error stack overflown, stderr)abort() elseps-itemsps-size++ = xThe pop() operation is responsible for removing a value from the stack, and decrementing the value of ps-size. A responsible C implementation will also need to check that the array is not already empty.int pop(STACK *ps)if (ps-size == 0)fpu ts(Error stack underflown, stderr)abort() elsereturn ps-itemsps-sizeProceduresA result in a stack-based programming language is handle as a data object in its own right. In PostScript, procedures are denoted between and .For example, in PostScript syntax, dup mul represents an anonymous procedure to duplicate what is on the top of the stack and then multiply the result a squaring procedure.Since procedures are treated as simple data objects, we can define names with procedures, and when they are retrieved, they are executed directly.Dictionaries provide a means of controlling scoping, as well as storing of definitions.Since data objects are stored in the top-most vocabulary, an unexpected capability arises quite naturally when looking up a definition from a dictionary, the topmost dictionary is checked, then the next, and so on. If we define a procedure that has the same name as another already defined in a different dictionary, the topical anesthetic one will be called.Anatom y of some typical proceduresProcedures often take instructions. They are handled by the procedure in a very specialized way, different from that of other programming languages.Let us examine a Fibonacci number program in PostScript/fibdup dup 1 eq exch 0 eq or notdup 1 sub fibexch 2 sub fibadd if defWe use a recursive definition, and do so on the stack. The Fibonacci number function takes one argument. We first test whether it is 1 or 0.Let us decompose each of the programs key steps, reflecting the stack. Assume we prognosticate F(4).stack 4dupstack 4 4dupstack 4 4 41 eqstack false 4 4exchstack 4 false 40 eqstack false false 4orstack false 4notstack true 4Since the expression evaluates to true, the inner procedure is evaluated.stack 4dupstack 4 41 substack 3 4fib(we recurse here)stack F(3) 4exchstack 4 F(3)2 substack 2 F(3)fib(we recurse here)stack F(2) F(3)addstack F(2)+F(3)which is the result we wanted.This procedure does not use named variables, pu believe the stack. We can c reate named variables by using the/a exch defconstruct. For example,/n exch def n n mulis a square procedure with a named variable n. Assume that/sq /n exch def n n mul defand3 sqis called. Let us analyse this procedure.stack 3 /nexchstack /n 3defstack empty (it has been defined)nstack 3nstack 3 3mulstack 9which is the result we wanted.Expression rating and syntax parsingCalculators employing reverse Polish notation use a stack structure to hold values. Expressions can be represented in prefix, postfix or infix notations. Conversion from one form of the expression to another form may be accomplished using a stack. Many compilers use a stack for parsing the syntax of expressions, program blocks etc. before translating into low level code. Most of the programming languages are context free languages allowing them to be parsed with stack based machines.Example in C holdint main()int a100, iprintf(To pop enter -1n)for(i = 0)printf(Push )scanf(%d, ai)if(ai == -1)if(i == 0)printf(Underfl own)elseprintf(pop = %dn, ai)elsei++Runtime memory managementA number of programming languages are stack oriented, meaning they define most basic operations (adding two numbers, printing a character) as taking their arguments from the stack, and placing any return values back down on the stack. For example, Postscript has a return stack and an operand stack, and also has a graphics state stack and a dictionary stack.Forth uses two stacks, one for argument passing and one for subroutine return addresses. The use of a return stack is extremely commonplace, but the somewhat unusual use of an argument stack for a human-readable programming language is the reason Forth is referred to as a stack based language.Almost all computer runtime memory environments use a special stack (the call stack) to hold information about procedure/function calling and nesting in order to switch to the context of the called function and restore to the caller function when the calling finishes. They follow a runtime protocol between caller and callee to save arguments and return value on the stack. Stacks are an all-important(a) way of supporting nested or recursive function calls. This type of stack is used implicitly by the compiler to support CALL and pass on statements (or their equivalents) and is not manipulated directly by the programmer.Some programming languages use the stack to store data that is local to a procedure. Space for local data items is allocated from the stack when the procedure is entered, and is deallocated when the procedure exits. The C programming language is typically implemented in this way. Using the same stack for both data and procedure calls has important security implications (see below) of which a programmer must be aware in order to avoid introducing serious security bugs into a program.Linked ListsIn computer science, a linked list is a data structure that consists of a sequence of data records such that in each record there is a field that contai ns a reference(i.e., a link) to the next record in the sequence.A linked list whose nodes contain two fields an integer value and a link to the next nodeLinked lists can be implemented in most languages. Languages such as Lisp and Scheme have the data structure built in, along with operations to access the linked list. Procedural languages, such as C, or object-oriented languages, such as C++ and JAVA, typically rely on mutable references to create linked lists.HistoryLinked lists were developed in 1955-56 by Allen Newell, Cliff Shaw and Herbert Simon at RAND Corporation as the primary data structure for their Information Processing Language.Role of linked lists in programming languagesMany programming languages such as Lisp and Scheme have by the piece linked lists built in. In many functional languages. In languages that support Abstract Data types or templates, linked list ADTs or templates are functional for building linked lists. In other languages, linked lists are typically built using references together with records. Here is a complete example in Cinclude /* for printf */include /* for malloc */typedef struct node int datastruct node *next /* pointer to next element in list */ LLISTLLIST *list_add(LLIST **p, int i)void list_remove(LLIST **p)LLIST **list_search(LLIST **n, int i)void list_print(LLIST *n)LLIST *list_add(LLIST **p, int i)if (p == postcode)return NULLLLIST *n = malloc(sizeof(LLIST))if (n == NULL)return NULLn-next = *p /* the previous element (*p) now becomes the next element */*p = n /* add new empty element to the front (head) of the list */n-data = ireturn *pvoid list_remove(LLIST **p) /* remove head */if (p = NULL *p = NULL)LLIST *n = *p*p = (*p)-nextfree(n)LLIST **list_search(LLIST **n, int i)if (n == NULL)return NULLwhile (*n = NULL)if ((*n)-data == i)return nn = (*n)-nextreturn NULLvoid list_print(LLIST *n)if (n == NULL)printf(list is emptyn)while (n = NULL)printf(print %p %p %dn, n, n-next, n-data)n = n-nextint main(void)LLIST *n = NULLlist_add(n, 0) /* list 0 */list_add(n, 1) /* list 1 0 */list_add(n, 2) /* list 2 1 0 */list_add(n, 3) /* list 3 2 1 0 */list_add(n, 4) /* list 4 3 2 1 0 */list_print(n)list_remove(n) /* remove first (4) */list_remove(n-next) /* remove new blurb (2) */list_remove(list_search(n, 1)) /* remove cell containing 1 (first) */list_remove(n-next) /* remove second to last node (0) */list_remove(n) /* remove last (3) */list_print(n)return 0QueueA queue is a particular kind of collection in which the entities in the collection are kept in order and the principal (or only) operations on the collection are the addition of entities to the rear terminal position and removal of entities from the front terminal position. This makes the queue a First In First Out. In a FIFO data structure, the first element added to the queue will be the first one to be removed. This is equivalent to the requirement that whenever an element is added, all elements that were added before have to be removed b efore the new element can be invoked. A queue is an example of a linear data structure.Representation of a QueueExample C Programinclude int main()int a100,i,jprintf(To DQueue Enter -1n)for(i=0)printf(NQueue )scanf(%d,ai)if(ai==0)breakif(ai==-1)ai=0if(i==0)printf(Wrongn)continueprintf(DQueue = %dn,a0)for(j=0jaj=aj+1ielsei++for(j=0jprintf(%d ,aj)return 0

Interpreting Indigenous Culture in Art: A History

Interpreting autochthonal Culture in Art A HistoryMahealani SubadAbstractArt has been a diachronic connection for many acculturations, such as original shade, as they protect the history of communities and every last(predicate)ows for the new generation of the community to ch nontextual matterer of their agone through nontextual matter and documentaries. However, due to mis imitations from artwork such as paintings, sculptures, films, autochthonic identity brook be represented by stereotypes created by non- native artists who interpreted original assimilation into their throw artworks, which they presented to society. Although with the mis bureaus are still present in instantlys society, modern innate artists kick in emerged, for which they presented endemical art that represents Indigenous identity where the art is themed based on Indigenous cultural values, such as family, and the realities Indigenous passel face indoors society. Within this research paper, it w ill discuss how modern indigenous artist can abate the stereotypes that have been produced by non-Indigenous artists through their interpretation of Indigenous horti gloss.IntroductionThroughout history, art has been a historical connection in many cultures as it allows for those in the community to protect their cultural identity within history and to create a connection amongst the old and new generation to learn about their heritage. However, Indigenous art has been known to show misinterpretations of Indigenous people make by non-Indigenous artists who presented their aspects of Indigenous culture and shown it to society without any prior acquaintance of Indigenous culture. Now, within modern day society, Indigenous art still holds a fascination with Western culture, but presents Indigenous art in a new perspective as Indigenous artists are emerging representing their culture to society. These modern modern Indigenous art pieces are based on Indigenous cultural themes and values such as family, connections to their land territory, and to present the realities Indigenous people confront with in todays society.Within this research paper, it will discuss the differences of Indigenous artwork end-to-end history, for which it will answer the question of how modern contemporary Indigenous artwork, such as paintings and films, has lessened the stereotypes of Indigenous people which had been produced through Indigenous artwork done by non-Indigenous people. Examples, such as Emily Carr who was mostly known for her work in Group of Seven, was one of the artists that had been inspired by Indigenous culture and produced indigenous art to display to society with the belief that indigenous culture was vanishing (Morra, 2005). With perspectives of Indigenous culture such as Emily Carrs many indigenous artworks that were produced in the past whitethorn have contributed to the stereotypes that many see in society today.BackgroundIndigenous culture has always been a fascination between Western culture throughout history, for which many artists looked upon Indigenous communities as inspiration for their artwork. Non-Indigenous artists, such as Emily Carr, have been known for their Indigenous artwork within Canada as they created their art pieces within Indigenous communities to recreate authentic representations of Indigenous culture. Famous for her work in the Canadian artist group, Group of Seven, Emily Carr focused on landscape artwork throughout the duration of her career. Although known for her work in the Group of Seven, Emily Carr was also known for her Indigenous artwork that focused on Indigenous material culture (Morra, 2005). Upon work on her indigenous art pieces, Carr often focused her inspirations on native villages, totem poles, and poetry (Halkes, 2006). As Carr took inspiration of Indigenous culture for her art work, she believed that her work served as a purpose to preserve Indigenous culture through her work (Morra, 2005). While visiting indigenous communities to capture their culture through her work, Carr had the belief that by showcasing Indigenous material within her art it would bring awareness to Western society that Indigenous communities that were vanishing (Morra, 2005).Although Carr had the notion that by documenting Indigenous culture through her artwork, Hollywood films began to emerge, but with a dominant culture portraying as the heroes (Stoddard, Marcus, Hicks, 2014, p.9). In case study, it analyzed two Indigenous films that were prominently made by non-Indigenous filmmakers, in which, they found both used white male characters to narrate the film and the main target audience for the films are white and middle-class (Stoddard, Marcus, Hicks, 2014, p.15-16). Majority of these films add to these audiences as Hollywood films choose to represent those who are apart of Western society, which they present them as the dominant society within these films (Stoddard, Marcus, Hicks, 2014, p.17 ). Nonetheless, with Indigenous films made by non-Indigenous filmmakers are prone to cater to white audiences with a white male character as the main role, this also presents itself to younger generations such as students, where they may be subjected into believing that the representation of Indigenous people within the films are realistic, therefore adding on to the stereotyping Indigenous identity through films.Comparison to Emily Carrs work, modern contemporary Indigenous art work creates a more prominent view of Indigenous cultures as it expands to different sources of media such ass paintings, sculptures, and films. At the National purport of Canada, they hosted an exhibition called Sakahan, International Indigenous Art which showcased Indigenous artwork done by Indigenous artists from around the world (Davidge, 2013, p.83). With the art exhibition being the front exhibition devoted indigenous contemporary art from around the world, it attempts to broaden the views of Indigen ous culture as it seeks to expand the meaning of indigenous, setting indigenous culture into a global perspective, and to demonstrate that the Indigenous artists are among the leading contemporary artists in the world (Davidge, 2013, p.83). Along with the Sakahan exhibit, Kristen Dowell (2006) discusses the intake of modern Indigenous arts as indigenous filmmakers are receiving recognition for their work. In 2005, the leading art galleries in the U.S hosted several international indigenous filmmakers to present their work to highlight international cinemas (Dowell, 2006, p.376). The productions that indigenous filmmakers present feature documentation of indigenous cultural traditions and opposing of misrepresentation of Indigenous people (Dowell. 2006, p.376). Indigenous films such as Smoke Signals (Eyre et al. 1998), opposed the misrepresentations of Indigenous people as it comically follows the family life within an indigenous reserve focusing the father and son relationship withi n the film (Dowell, 2006, p.378).DiscussionThe differences between the time periods of Indigenous art, such as of Emily Carrs time and of modern day society, they are dependent on the artists interpretation and the perspective of Indigenous culture. During Emily Carrs time period, majority of society had not been exposed to Indigenous culture, for which made the culture very appealing to artists such as Emily Carr, who chose to look at Indigenous communities as a rarity due to colonialism. Carr viewed indigenous communities and the artefacts she found as a formal art of intense ritualistic formalism, (Stacton, 1950, p.500). With Carr observing Indigenous culture with only the perspective of the formal art they have created, Carrs art does not portray a credible representation of how Indigenous communities live. By having a non-Indigenous artist present art work that is inspired by Indigenous culture to a society who has no familiarity of Indigenous communities, it promotes a stere otype to society that is maintained today due to these types of art pieces as the majority of society are not educated or aware about Indigenous culture. This notion that without prior knowledge of indigenous culture creates indigenous stereotypes is also inclusive with Indigenous films made by non-Indigenous filmmakers as the majority of their target audiences is toward a white and middle-class audiences (Stoddard, Marcus, Hicks, 2014, p.15-16). With producing a film that misrepresents Indigenous people and their culture, it reflects a persona that society will identify Indigenous culture with as majority of the films present this type of representation frequently.As for modern contemporary indigenous art, it can be seen as a revelation as more indigenous artists are gaining the recognition by various art organizations for their work. Majority of Indigenous artwork has been done by Indigenous people as the film, Smoke Signals (Eyre et al., 1998), was the head start film to featur e an all Indigenous cast and crew, in which, Indigenous people wrote, directed, and starred in the film (Dowell, 2006). It is also noted that the Sakahan exhibit that was held in the National Gallery of Canada was the first exhibition to be devoted to contemporary art created by indigenous people from around the world (Davidge, 2013). Todays modern contemporary artists allow for indigenous representation to be reliable as the artwork portrays the artists culture, for which many of the indigenous filmmakers include themes within their work that represent indigeneity such as family values, traditional stories, the realities indigenous people face within society, and the connection of land and territories for indigenous communities (Dowell, 2006, p.377).Although many misrepresentations of Indigenous people are still active today, modern Indigenous artists, make attempts to diminish the stereotypes of Indigenous people made by those in the past who were attempting to share Indigenous cu lture with society during that time period. During that period, modern Indigenous artists have made progress on establishing Indigenous identity within society as many have created artwork such as films, painting, and sculptures, to showcase Indigenous culture or to bring awareness to realities indigenous people face within todays society.ConclusionWith the initial question of trying to answer if modern indigenous artists diminish the stereotypes of Indigenous people, which was formed by previous indigenous art work done in the past, it can be considered that modern Indigenous artist have made progress with trying to diminish the stereotype, but more needs to be done to gain a true representation of indigenous culture and identity. Although there has been progressed made to diminish the stereotypes of Indigenous identity, many non-indigenous filmmakers are still producing misrepresentations of Indigenous culture. In trying to prevent the misrepresentation of Indigenous culture, prio r to film or starting an art project, the consultation of Indigenous people must be included when creating a project or film inspired or based on Indigenous culture to respectful of indigenous communities they are basing their artworks on.ReferencesDavidge, M. (2013). Sakahn, international indigenous art. Border Crossings,32 (4), 83-85Dowell, K. (2006). Indigenous media gone global Strengthening indigenous identity on and offscreen at the First Nations/first features film showcase. American Anthropologist, 108 (2), 376-384.Eyre, C. (Director), Eyre, C., Alexie, S., Rosenfelt, S., Estes, L., Skinner, D., Bressler, C., . . . Bornia, C. (Producers), Alexie, S., Capener, B., Berdan, B., Smith, B., Otis, R., Brown, R., . . . OSullivan, P. (Writers). (1998). Smoke signals Video file.Halkes, P. (2006). Emily Carr. Border Crossings, 25 (4), 91-93Morra, L. (2005). Canadian art according to Emily Carr The search for indigenous expression. Canadian Literature, (185), 43Stacton, D.D. (1950). The art of Emily Carr. Queens Quarterly,57, 499-509.Stoddard, J., Marcus, A., Hicks, D. (2014), The burden of historical representation The case of/for indigenous film. History Teacher, 48(1), 9-36

Incentives in Human Subject Research

Incentives in Human Subject ResearchReka ZsilinszkaThe use of incentives permeates through let out all aspects of medicine from bonuses for holiday or overnight shifts, to loan leniency programs for physicians practicing in lowserved beas, incentives serve an important role in promoting patient care. In the vast major(ip)ity of situations, the use of incentives in medicine is an unproblematic and elegant consequence to issues with staffing or access to care. However, when employed in human theatres inquiry (HSR), the use of incentives is often uncharted territoryREM1. thither are limited formal guidelines that delineate the oppose application of incentives and pay in research, and the issue re master(prenominal)s largely unresolved. Thus, the ethics REM2of compensation often boils down to the specific type of patient population under news report. In this paper, I will discuss the differences between penetrable and non- conquerable patient populations, and expound on the use of incentives in each of these populations in the circumstance of current medical ethical codes.DefinitionsAs stated previously, the use of incentives in most aspects of medicine is rarely conducted unethical. It is only when incentives m mavintary or otherwise are use as undue REM3influence in target to promote participation in a study that the use of incentives can cross an ethical boundary. Oxford English vocabulary defines undue influence as influence by which a person is induced to act otherwise than by their own free will or without adequate attention to the consequences.1 Therefore, one of the most important concepts in a discussion some the ethics of incentives in human subjects research is that of a assailable subject, because it is this population of patients that is most sensitive to the undue influence of incentives. We learned in Dr. Looneys lecture Research with Vulnerable Subjects that in that location are several(prenominal) categories that define this pop ulation. In general, a vulnerable subject would be eachone that has limitations on either their mental capacity or their voluntariness to participate in research it is this last mentioned definition that is most sensitive to undue influence. Thus, s well-offly examples of vulnerable subjects include people in emergency situations, children/infants/embryo, the mentally ill, people of a low socioeconomic or educational status, people with terminal illness, and people in hierarchical organizations where there are part differential gears. While this list is by no representation exhaustive, it gives an important sampling of patients that are often recruited by tecs, and who power be especially susceptible to undue influence by means of compensation in order to participate in a studyREM4. honourable CodesIn order to properly discuss the ethics of incentives in HSR, it is imperative to also determine a set of ethical codes by which the issue of incentives can be judged. One of the m ost hearty known frameworks for medical ethics was the Belmont Report, drafted in 1979.2 While there exist many other criteria for ethical research, such as the 7 Requirements posed by Emanuel et al3, the Belmont Report is still considered to be one of the most widely known and widely cited works of ethical research involving human subjects. In the Report, there are three key ethical principles pertaining to human research those of beneficence, enjoy for persons, and justice. Briefly, beneficence is the ethical duty to contribute some sort of benefit to research subjects in other words, this concept implies that the research in question backgrounds run a risks and maximizes effectiveness benefits to participants. Next, respect for persons is closely related to the principle of autonomy, and implies the business of the subject to be left aloneREM5. Thus, the principle of respect for persons is crucial when considering the voluntariness of an individual to consent to or inter mit from participating in a study. Lastly, the principle of justice refers to the right of the individual and populations to be selected fairly for research, allowing all populations equal access to the benefits of research as well as ensuring that vulnerable populations are non being unfairly targeted. In presenting arguments about the ethics of human subjects research, we will therefore use the 3 main ethical principles of the Belmont Report to examine incentives for both vulnerable and non-vulnerable populations.Incentives in Non-Vulnerable PopulationsWith respect to incentives in a hypothetical non-vulnerable population, we will examine whether there are any conflicts with the aforementioned ethical codes. Of course, the definition of a non-vulnerable population is a subjective one, as most human interactions have some level of a power differential between the participants thus there are very few situations in research where a subject is completely non-vulnerable and non subje ct to some form of a power dichotomyREM6When considering the principle of beneficience, there is little violation of this code with regards to incentives in human subjects research, if the research has been deemed to have a reasonable risk benefit ratio. With a non-vulnerable and competent consenting subject participating in research that has been IRB-approved and appropriate, there is no real ethical quandary between incentives and beneficienceREM7.Next, we consider respect for persons, or autonomy. In a population where power-differentials have been minimized, the patients should have no effect on their free will to choose whether or not to participate in a studyREM8. Thus, a fair and appropriate incentive would not make them go against their own best judgment to participate in the study, since this latter point would be considered a form of coercion or undue influence. For example, I propose this hypothetical situation if there were a study that required a number of blood draws a nd the incentives in this case were monetary, then targeting a population that is financially stable would likely not significantly restore their autonomy they should be able to weigh the risk and benefits and decide to participate based purely on their own best judgment. However, this situation might be very different when primarily targeting a low income population, where the subjects might have major qualms about needles or getting their blood drawn, but would feel forcedREM9 to crack to participate due to their need for financial resources.Finally, we consider the juxtaposition of the ethical principle of justice and incentives in non-vulnerable populations. Once again, as with the beneficience, there are rattling no ethical quandaries in this situation, as there should be fair and equal subject selection with no large variations in access too research. It is only when dealing with vulnerable or difficult to reach populations (i.e., underserved minorities, prisoners, childre n, people of low socioeconomic status) that there might be issues with the concepts of justice and compensation. Thus, it is muster out that when considering non-vulnerable populations, there are no real issues with using incentives to promote participation in approved human subjects researchREM10. The real ethical quandaries arise when there are major differences in power, status, or ability to make autonomous terminations.Incentives in Vulnerable PopulationsWe will now revisit our familiar ethical codes and discuss them in a different light, focusing on vulnerable populations and using specific historical examples when applicable. In the case of beneficience, it is mostly the job of the research team and governing boards to minimize risk and maximize benefit thus the use of incentives does not really enter into play here. The only situation in which incentives might alter the researchers concept of beneficience, is if, for example, there was a study with a high risk and variable benefit, but the compensation was also comparably large in this situation, the research team could therefore argue that it is up to the participants to decide the level of risk they are willing to take in exchange for a gainREM11. enjoy for persons goes hand in hand with autonomy and voluntariness, and it is possibly the most difficult ethical principle to reconcile with incentives in vulnerable populations. In class, there are a few scenarios where incentives to vulnerable populations have resulted in abuse of certain research participants. For example, there was the instance of the US Public Health Service Guatemala STD study, where prisoners (a vulnerable population) were incentivized with prostitutes to participate in a study assessing pox and gonorrhea transmission while this study also had major problems with the informed consent process, it also brings to light the issue that in certain populations such as prisoners, almost all incentives (sexual favors, better rooms, etc) can be considered undue influence because of the significant power betweenREM12 the incarcerated participants and researchers. There is another famous example of the Willowbrook School, where parents were encouraged to enroll their mentally retarded children into a hepatitis research project in exchange for admission into a highly competitive residential facility for the children. In this case, the vulnerable populations were both the children who were often too young and mentally incompetent to make autonomous decisions, and the desperate parents who were subject to the undue influence of admission to the facility to make a decision that might have gone against their better judgment.On the other hand, it is important to call up that, for some research participants, the various incentives gained from research are an invaluable source of income and other benefits. A fellow third year medical student is currently conducting HIV- research in the Dominican Republic, and her population of interest is sex workers for these workers, the only way to incentivize them to participate in this research is to reimburse them for their time, and it is also an opportunity to provide valuable antiretroviral medication and educationREM13. Additionally, there is a lot of important medical and epidemiological knowledge to be gained from HSR, which often justifies the use of incentives to boost enrollment in studies, even in vulnerable populations.Thus, in these various situations, it is crucial for the researcher to respect and understand the values and beliefs of the populations they are enrolling and studying. The research team must be sensitive and aware that some incentives may be simply too good to refuse for certain vulnerable populations, and that these people might be acting against their better judgment to participate in research. This sensitivity may require the team to abstain from offering lucrative and tempting offers to vulnerable participants in sorry and low-re ward research settings, even though the enrollment potential of the study may be therefore limitedREM14.The last principle left to discuss in the context of vulnerable populations is that of justice, especially in the context of candour in the subject selection. In this case, the populations that are most likely to be affected are either the poor sector, or ethnic minorities. This is due to the fact that people of a low socioeconomic status are sometimes more likely to be targeted and exploited for research participations, due to a potentially lower cost of incentives for certain studies. The converse can also be true when testing out advanced medical innovations where people who are of a lower socioeconomic status or have less access to medical care might not initially be recruited to the benefits of such a study. Another interesting issue that has arisen due to the US history of mistreatment of certain minorities (most notably African-Americans in the Tuskegee syphilis experiment s) is that there is a certain level of mistrust among minority populations towards human subjects research.4 However, in order to adhere to the principle of justice, there must be fairness in subject selections as well as equal access to the benefits of research. Due to misdeeds of the past, these seeds of mistrust can prevent certain groups from participating in research, and one of the easier solutions is to offer greater compensation in order to elicit participation. This practice is not fair, since some subjects are receiving greater compensation in order to entice them to participate in studies, and this can blur the ethical lines of both respect for persons as well as justice. This is a yet unresolved issue on the one hand, we need subjects of different races and ethnicities to participate, but it is not fair to compensate certain subjects differently as compared to others. The greater issue here is to heal the open frame and historical mistrust that has developed over years of mistreatment of certain populations, and to treat all participants with maximal respect when enrolling for studiesREM15.In conclusion, there are no smooth answers when it comes to determining the ethics of incentives. The most important point to consider is that each individual has different sets of values, beliefs, and backgrounds, and it is up to the research team to be diligent about informed consent, autonomy, and education. If researchers are sensitive to the financial, socioeconomic, and various hierarchical power differentials that they may encounter in the process of enrolling patients in studies, then there can be a more open and honest discussion with the participants about the risks and benefits of participating in research, even when there are incentives offered. In this way, we can make certainly that our patients are not being coerced into participating in HSR, but are able to contribute to society in a meaningful way that does not conflict with their inner ideal sREM16.1 Concise Oxford English Dictionary.Concise Oxford English Dictionary. Ed. Angus Stevenson and Maurice Vaite. N.p. Oxford UP, 2011. 1575.Google Books. Web. 16 Apr. 2015.2 The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research.The Belmont Report Ethical Principles and Guidelines for the Protection of Human Subjects of Research. Rep. N.p. n.p., 1979.US Department of Health and Human Services. Web. 17 Apr. 20153 Emanuel, E. J., D. Wendler, and C. Grady. What Makes Clinical Research Ethical?JAMA283.20 (2000) 2701-711.JAMA Network. Web. 17 Apr. 2015.4 Grant, R. W., and J. Sugarman. Ethics in Human Subjects Research Do Incentives Matter?Journal of Medicine and Philosophy26.9 (2004) 717-38. Web.REM1Im not sure its uncharted. Theres been lots of discussion, but there isnt a clear consensus. So perhaps uncertain territory fits better.REM2Its fussy, but its not the ethics (those are more constant), but rather the issues related to compensatio n that often boil down to the patient population.REM3Critical what makes it undue lets seeREM4I hope you pick up that in many cases the influencing factors in cases of vulnerable subjects are meant to induce the signatory agent, who may not be the research subject. Separate influencing the subject and influencing the decision maker.REM5Much more than that its the right of the individual to concur their own life, to make the decisions that matter to how their life will proceed.REM6Maybe hierarchy would be better. Dichotomy implies a binary split its correct, but less flexible.REM7This whim seems abstractly reasonable, but might there be some dispute as what represents the best interest of the patient/subject? Does trying to sway somebody from one beneficial study to another constitute influencing, perhaps undue?REM8I think you could state this more clearly.REM9Forced? Or desirous of participating in order to achieve the financial gains?REM10Hmm how would you feel if I offered you $15,000 to participate in research? I dont consider you vulnerable, but would this make you willing to coincide risks that you otherwise might not?REM11A classic is bribing parents to buy child research subjects. Diapers work well.The worry is that even with beneficent research, there may be choices, and the vulnerable subject may not be able to navigate the choices well. Beneficence in-and-of-itself is not sufficient to decrease the worry related to undue influence.REM12Power differential betweenREM13Thats a great case You can see the potential of the incentives for good but for those who think the decision to participate in research should be independent of anything other than the intrinsic value of the research, its undue inducement (a point with which I do not agree)REM14Youve made a decision thats different than the purists I described in the last comment would favor.REM15Demonstrating that truly achieving justice can be a complicated matter.REM16Conceptually, you were on the right track, but your discussion isnt very nuanced.

Comparing Cultures in Things Fall Apart and Heart of Darkness :: comparison compare contrast essays

Clashing Cultures in Things surrender Apart and effect of Darkness A culture defines what its people perceive about monstrous, the place it gives to women, and its relationship with new(prenominal) cultures. The Ibo and European people in Things Fall Apart by Chinua Achebe, have two distinct cultures that begin to blend when the white men come as missionaries and try to communicate and live together with the Africans. European culture also differs from native culture on the Congo rivers in Joseph Conrads Heart of Darkness. Only unrivaled man, Kurtz, really connects with the natives and then is taken away dying by his fellow Europeans. Evil is defined by its culture, whether it be how the culture accepts another culture and condemns as evil or identifying specific items as evil. In Things Fall Apart, the Ibo culture veiled the Africans as primitive natives who held their own different, seen as evil, ways and traditions. In Heart of Darkness, Marlow viewed the natives with whom Ku rtz is staying with as evil and feels their evil when he met them after traveling down the river. Once he heard that Kurtz ordered the natives to attack his ship, his views changed a little. Marlow experienced the evil that Kurtz did, and the even had the sickness that Kurtz died from. In both of these novels, specific places represent evil things in different cultures. Europeans treat a church as holy grounds but to the Ibo culture who didnt know Jesus, it was just a building raised by the white invaders who settled among them. Europeans found the Congo River and a town on its banks and it was thought of as evil because they hadnt experienced living there or vines covering them as they traveled along the river added to their thinking of an evil atmosphere. In Things Fall Apart, the kinship group refers to a forest as an evil forest and they cast everything they deem into it. For example, twins were thought of as a curse when born so they were cast into the forest and left to die. The evil forest didnt seem so evil to the European missionaries who came because they hadnt adopted this particular belief of evil into their culture. In fact, the clan purposely granted land in the evil forest to missionaries for their church, believing evil would destroy them, but the missionaries did last until the church was burnt down by members of the clan.

Physics of Lift Essay -- physics lift airplane fly

Lift is a car parkly used term to describe something that results in objects moving upwards against the force out caused by gravity. This something is actually a force in itself. Lift is one of the four main forces that act upon all objects that move through the air. These four forces are Lift - an upward force on the object Weight - a downward force due to the acceleration of gravity Thrust - a forward force (propulsion) Drag - a force caused by resistance that acts in the opposite direction of thrustLift is a simple concept to grasp, yet the reason it exists is a compound one. To this day there is still great debate oer what is the cause of lift. There are several popular explanations given which are commonly engraft in student textbooks, and even pilot training manuals, yet these popular explanations do not stand up to serious physics analysis. The most common of these arguments is based off of Bernoullis Principle.As it has been named, Bernoullis argument states that the reas on lift is created in locomote is that the upper surface of the wing is curved, and therefore interminable than the beneathside of the wing (In truth, Bernoulli had nothing to do with this explanation of lift, it is only attributed to his principle). The argument goes on to say that if the upper surface is longer than that of the bottom, the air flowing over the upper surface must travel faster as it has farther to travel. Using Bernoullis Principle this explanation says that because the air traveling over the crystalise of the wing is moving faster than the air under the wing the air above the wing exerts less pressure on the wing than the air under the wing. If there is less pressure above the wing then the air under the wing will push upwards on the... ...del for lift, even though it works in reality.In conclusion it can be seen that lift is derived from the fact that for there to exist a lifting force created in the wings the wings must exert a force on the air around them. The wings are able to do this due to the viscosity of air and the Coanda effect. By manipulating the wings curves and angle of attack a pilot may preform great stunts and feats not possible if lift were to be explained through other incorect models.More reading about lift, as well as a very detailed explanation of exactly how a wing interacts with the air around it can be read in the journal article A unified viscous theory of lift and drag of 2-d thin airfoils and 3-d thin wings designer Yates, John, published by National Aeronautics and Space Administration, Office of Management, Scientific and Technical Information Program in 1991.