Killer Whale Dorsal Fin Collapse

Killer Whale Dorsal Fin Collapse For some time, theres been a heated debate about why  killer whales in captivity have dorsal fins that are flopped over or collapsed. Animal-rights activists say that these fins collapse because the conditions under which killer whales - or  orcas - are held in captivity are not healthy. Others, such as water parks that keep killer whales in captivity and use them in theme-park shows, argue that there are no health threats to killer whales held in captivity and that dorsal fin collapse is natural. The Lowdown on Dorsal Fins All killer whales have a dorsal fin on their back, but the males dorsal fin is much taller than a females and can grow up to 6 feet tall. Despite the fact that the dorsal fin is very straight, it is supported not by bone but a fibrous connective tissue called collagen. All males in captivity have collapsed dorsal fins, but the condition, also known as dorsal fin collapse, flaccid fin, or folded fin syndrome, ​does occur in many captive females. Scientists are not certain why orcas have dorsal fins or what purpose the appendages serve. But, there is some speculation.  Whales Online  says that the large dorsal fin enhances the hydrodynamics of killer whales: (The dorsal fin) helps them slip through the water more efficiently. Similar to the ears of elephants or the tongues of dogs, dorsal, caudal and pectoral fins also help eliminate excess heat during intense activities such as hunting. Orca Live  agrees that the fins help regulate a killer whales body temperature: Excess heat, generated as they swim along, is released into the surrounding water and air via the dorsal fin - much like a radiator! Though there are different theories about their specific purpose, its a fact that dorsal fin collapse is far more prevalent in whales that are held in captivity. Dorsal Fin Collapse A wild orca often travels far, and quickly, in deep water. The water provides pressure to the fin, keeping the tissues inside healthy and straight. One theory as to why dorsal fins collapse in captivity is because the orca spends much of its time at the water surface and doesnt swim very far. This means that the fin tissue gets less support than it would if the orca were in the wild, and it starts to fall over. The whales also often swim in a repetitive circular pattern. Other potential causes for fin collapse may be dehydration and overheating of fin tissue  due to  warmer water and air temperatures, stress due to captivity or changes in diet,  reduced activity that causes low blood pressure, or age. SeaWorld of Hurt, a website operated by animal rights organization PETA, takes this stance, noting that dorsal fins of captive whales likely collapse Because they have no space in which to swim freely and are fed an unnatural diet of thawed dead fish. SeaWorld claims that this condition is common - however, in the wild, it rarely ever happens and is a sign of an injured or unhealthy orca. SeaWorld announced in 2016 that it would stop breeding whales in captivity immediately and  phase out killer whale shows  at all its parks by 2019. (In San Diego, the shows ended in 2017.) The company has said, however, that the shape of a killer whales dorsal fin is  not an indicator of its health. The dorsal fin is a structure like our ear, said Dr. Christopher Dold, SeaWorld’s head veterinarian: It doesnt have any bones in it whatsoever. So our whales spend a lot of time at the surface, and accordingly, tall, heavy dorsal fins (of adult male killer whales) without any bone in it, will slowly bend over and assume a different shape. Wild Orcas While less likely, it is not impossible for a wild orcas dorsal fin to collapse or become bent, and it may be a trait that varies among whale populations. A study of killer whales in New Zealand showed a relatively high rate - 23 percent - of collapsing, collapsed, or even bent or wavy dorsal fins. This was higher than that observed in populations in British Columbia or Norway, where only one male from the 30 studied had a fully collapsed dorsal fin, the study said. In 1989, the dorsal fins of two male killer whales collapsed after exposure to oil during the  Exxon Valdez  oil spill- the whales collapsed fins were thought to be a sign of poor health, as both whales died soon after the collapsed fins were documented. Researchers have theorized that dorsal fin collapse in wild whales may be due to age, stress, injury, or altercations with other killer whales.   Sources Matkin, C. O., and E. Saulitis. 1997. Restoration Notebook: Killer Whale (Orcinus orca). Exxon Valdez Oil Spill Trustee Council, Anchorage, Alaska.  National Marine Fisheries Service Northwest Regional Office. 2005. Proposed Conservation Plan for Southern Resident Killer Whales, ). orcaOrcinusVisser, I.N. 1998. Prolific Body Scars and Collapsing Dorsal Fins on Killer Whales (Orcinus orca) in New Zealand Waters. Aquatic Mammals  24.2,71-81.

The Function of the Diencephalon Section of the Brain

The Function of the Diencephalon Section of the Brain The diencephalon and the telencephalon (cerebrum) comprise the two major divisions of your prosencephalon or forebrain. If you were to look at a brain, with the skull removed, you would not be able to see the diencephalon, it is mostly hidden from view. It is a small part of the brain nested  under and between the two  cerebral hemispheres, just above the start of the  midbrains brain stem. Despite being small in size, the diencephalon plays a number of critical roles in healthy brain and bodily function within the central nervous system. Function The diencephalon relays sensory information between  brain  regions and controls many autonomic functions of the  peripheral nervous system. It connects structures of the  endocrine system  with the nervous system and works with the  limbic system  structures to generate and manage emotions and memories.   Several structures of the diencephalon work together and with other body parts  to affect the following bodily functions: Directing sense impulses throughout the bodyAutonomic function controlEndocrine function controlMotor function controlHomeostasisHearing, vision, smell, and tasteTouch perception Structures of the Diencephalon The main structures of the diencephalon include the hypothalamus, thalamus, epithalamus (along with the  pineal gland), and subthalamus. Also located within the diencephalon is the third ventricle, one of the four brain ventricles or cavities filled with cerebrospinal fluid. Each part has its own role to play. Thalamus The thalamus assists in sensory perception, regulation of motor functions, and control of sleep and wake cycles. The brain has two thalamus sections. The thalamus acts as a relay station for almost all sensory information (with the exception of smell). Before the sensory information reaches your brains cortex, it stops at the thalamus first. The sensory information travels to the area (or nuclei) that specialize in dealing with that sensory information and then that information passes to the cortex for further processing. The thalamus processes information it receives from the cortex as well. It passes that information on to other parts of the brain and plays a big role in sleep and consciousness.   Hypothalamus The hypothalamus is small, about the size of an almond, and serves as the control center for many autonomic functions through the release of  hormones. This part of the brain is also responsible for maintaining homeostasis, which is your bodys attempt to maintain normal balance, for example, body temperature and blood pressure. The hypothalamus receives a steady stream of information about these types of factors. When the hypothalamus recognizes an unanticipated imbalance, it enacts a mechanism to rectify that disparity. As the main area that regulates hormone secretion and the control of hormone release from the  pituitary gland, the hypothalamus has widespread effects on the body and behavior.   Epithalamus Located in the rear or bottom area of the diencephalon that includes the pineal gland,  the epithalamus aids in sense of smell and helps to regulate sleep and wake cycles. The pineal gland is an endocrine gland that secretes the hormone melatonin, which is thought to play an important role in the regulation of circadian rhythms responsible for sleep and wake cycles. Subthalamus A portion of the subthalamus is made of tissues from the midbrain. This area is densely interconnected with the basal ganglia structures that are part of the cerebrum, which assists in motor control. Other Divisions of the Brain There are three divisions  of the brain. The diencephalon along with the cerebral cortex and brain lobes make up the forebrain. The other two parts are the midbrain and hindbrain. The midbrain  is where the brain stem starts and connects the forebrain to the hindbrain. The brain stem travels all the way through the hindbrain. The hindbrain regulates autonomic functions and coordinates most bodily movement.

The Influence of Sociodemographic Factors on the Likelihood of Youth Essay

The Influence of Sociodemographic Factors on the Likelihood of Youth Entering - Essay Example In this study the author further asserts that these youth gangs develop negative identification with the law enforcers as well as the neighborhood residents. He further provides that youth gangs is not a new phenomenon in the society asserting that it dates back in 17th century where they were characterized with wearing of distinct colors for their identification and arose mainly from social and economic vacuum in their neighborhoods and their contemporary societies. Thus ascribing from this it can be argued that youth gangs have evolved leading to emergence of larger gangs. The notable emerging larger gangs are having sophisticate organization, have access to powerful and dangerous weapons and they continue to recruit young children into these gangs (Wiener 2005). Attributing to this youth gangs are considered a threat to the peaceful coexistence in the society at large. According to Howell (2005) in his research provides that the origin of youth gangs is greatly attributed to the e conomically and socially disadvantaged background. He asserts that these backgrounds have broken families and lack of community cohesiveness (Howell 2005). These youth gangs in most societies and neighborhoods are perceived by its members to fill several needs (Howell 2005). These needs range from psychological, physical, economic and social needs. It is notable that these underlying needs are associated with the failure of the family to fill the arising gaps from this. Taking into consideration these societal needs it can be asserted that gangs notable intents is focused on provision of friendship, sense of identity, searching for wealth and finally for the purpose of security (Howell 2005). Nature and organization of youth gangs According Brantingham (2006) in his publications describes how various youth gangs operates and how they co-ordinate their activities. The authors provide extensive understanding in regard to various youth gang behaviors by identifying and examining its le adership structure and its primary objectives. In this study it is notable that youth join gangs majorly for due to increasing trusting relationship within the gang family (Brantingham 2006). This is attributed to negligence as well as incompetence on the parents, clergy and teachers in performing their traditional roles of counseling and guiding the youth in the society. In the examination of youth gangs in general, it is notable that gang members have developed trusting solid relationships with their mentors who is considered the gang leader (Brantingham 2006). According to Campbell (2011) this relationship of the mentor and the mentee comes along with patience and the willingness and commitment of the mentor in pursuing of a strong relationship. It can be argued that the concept of being real comes in place which is a key attribute of any youth gang leader (Campbell 2011). This involves the gang leader relating genuine concerns on behalf of the gang members. The leader should act in accordance with the youth gang culturally appropriate manner without it being perceived by the gang members as preachy or contrived. Therefore the mentor needs not to condemn the mentee for their actions or their immorality but the real attribute ensures that the gang leader listens, understands and help the

Human Rights in Saudi Arabia Essay Example | Topics and Well Written Essays - 1250 words

Human Rights in Saudi Arabia - Essay Example Political prisoners arrested and killed during a demonstration with no charge The ruling party, which consist of the al-Saud family, tolerate no forms of political and the dissents are harshly treated beyond the human rights standards. The government deploys the tactic of arbitrary detention without charge or trial thus amounting to gross violation of human rights. The prisoners are also subjected to staging sham trials lacking the minimum requirements for any judicial process. The government supporters who have voiced their mild allegations of the ruling class have also found their way into kangaroo courts or subjected to imprisonment without trial.3 The political prison is full beyond capacity since its projected to hold about 10, 000 prisoners yet it now has over three times this number. This number of political prisoners is extremely high considering it is a country of about 27 million people most of which are young adults. The crisis of imprisonment keeps on getting worse at the dawn of each day since more and more people are arrested and imprisoned on unclear grounds. The prisoners are made to live and endure in critical inhumane conditions with less medical care and lack of other basic needs required in standard prisons.4 This makes the prisoners suffer as they serve their imprisonment some of which die in the course of their sentences. The family members of the prisoners are rarely awarded an opportunity to visit their imprisoned relatives in those dilapidated conditions and thus are less aware of the jubilations faced by their people.5 The government of Saudi Arabia has shown little interest in helping the prisoners, most of which who are because of a political challenge against their dynasties. The government feels that this is the best means of treating the prisoners to remove any kind of political uprising, which may challenge their authority and leadership. The government conditions are so severe that even the released prisoners are still pressured with travel bans and other forms of threats to avoid. Those who fight for human rights are also subjected to employment bans, teaching bans, and imprisonment of other family members and close relatives so that they stop their calls for change in the autocratic leadership witnessed in Saudi Arabia. 6 Women Rights This is the country where women lead stranger life than any other part of the word. In Saudi Arabia, women are treated like second-class citizens, as they are not allowed all the privileges enjoyed by women.7 Human rights in Saudi Arabia is amongst the most talked about yet the murkiest topic in the country due to low regards women are held. The challenges facing women in Saudi Arabia range from political to legal disenfranchisement along with curtailed liberties that make their life extremely uncomfortable in their daily lives.

Problems and flaws in the American Education Essay Example for Free

Problems and flaws in the American Education Essay In this class we have read many articles related to the problems and flaws in the American Education. Many people in the United States believe our educational system is in crisis. In this essay, I will be comparing and contrasting the differences and similarities between two articles. The author of Idiot Nation takes us on a tour of failings of America’s schools. He touches on topics of cultural illiteracy and the relationships between schools and corporations. In another article, the author of In the Basement of the Ivory Tower confirms some of the suspicions about the policies and standards of American higher education. These articles share similarities and differences as well. Professor X, the author of In the Basement of the Ivory Tower, is a part-time instructor of English in a college. The author describes how many of his students need serious work in â€Å"basic skills†. Few of his students can do well in his classes. Other students may never pass, because they cannot write a coherent sentence. The Professor has encountered many students lacking the capacity to succeed in his English classes. Similarly, the author of Idiot Nation, explains how many of the students attending college are ignorant. They have serious problems in learning and knowing facts that they should know for fact. These two articles demonstrate the problems that college students have when it comes down to education. In contrast, Professor X relates to the students and has sympathy towards their problems, but the author of Idiot Nation, does not seem to relate to these students. Michael Moore is aggressive and does not justify the idiocy of the students. Professor X talks about how he wishes to help his students write more intelligent essays. He understands the students’ difficulties in learning and frustrations. Furthermore, he tries to find solutions, such as relating the literacy techniques they will have to study to novels that the students may have already read. As we can see, the United States faces major problems in today’s education. Many attempts have been made to establish and demonstrate these problems to the public. We may be able to read and view these problems in newspapers, advertisements, and book articles. Michael Moore and Professor X are authors of articles which depict and give a better understanding of the issues that are found in education throughout the country. Today many college students face problems because of their lack of intelligence.

Beowulf (Christianity vs. Paganism) Essay -- Epic of Beowulf Essays

Christianity vs. Paganism   Ã‚  Ã‚  Ã‚  Ã‚  In the story of Beowulf, there is a noticeable struggle between Christianity and Paganism, and the characters personal battle between the two. Throughout the story the characters display actions that lead towards Paganism and Christianity. Contrary to Pagan belief Beowulf is seen as the epitome of good and beneficent to all of mankind. In Beowulf, the people showed their faith and love in God, however due to horrific events, paranoia caused them to look for a quick fix and turns them to Paganism.   Ã‚  Ã‚  Ã‚  Ã‚  The pagan elements in the epic poem Beowulf are evident in the characters superhuman personifications. Beowulf is depicted as a superhero. Beowulf takes it upon himself to save the Danes from Grendel. In his battle with Grendel, Beowulf chooses not to use weapons; he relies on his super strength. During the fight, Beowulf's strength takes over, and Beowulf wrestles with Grendel until he is able to rip one of the monster's arms out of its socket. Superhuman feats also appear in the fight with Grendel's mother. When Beowulf enters the water, he swims, without the use of oxygen, downward for an entire day before he sees the bottom. During the battle with Grendel's mother, Beowulf realizes that Unferth's sword is useless against the monster’s thick skin. He grabs an enormous sword made by giants, almost too heavy to hold, and slashes through the monster's body. This superhero strength continues into t...

Meno’s Dialogue

I have always been fascinated at the idea of the saying: â€Å"if at first you don’t succeed, try try again. † Learning to me has always been upon the idea of problem solving, that we must attempt to figure out the truth while stumbling upon questions and false answers. In Meno’s dialogue with Socrates, Meno attempts to ask Socrates if virtue can be acquired. Expecting a bold and grand statement as heard upon by his sophist peers from Thessaly, Meno was amazed to hear that Socrates had no clue to his question, even going further by stating that Socrates hasn’t met anyone who knows what virtue is. While in their quest to find out if virtue can be acquired by teaching, they struggle through the logic behind it. Meno points out by defining virtue as a list: â€Å"there will be no difficulty, Socrates, in answering your question. Let us take first the virtue of a man-he should know how to administer the state, and in the administration of it to benefit his friends and harm his enemies. A woman’s virtue, if you wish to know about that, may also be easily described her duty is to order her house, and keep what is indoors, and obey her husband. Every age, every condition of life, young or old, male or female, bond or free, has a different virtue: there are virtues numberless, and no lack of definitions of them; for virtue is relative to the actions and ages of each of us in all that we do†. But Socrates manages to debunk this error with his example of Meno’s list of virtues being like a swarm of bees. A second attempt by Meno makes the same mistake as the first, as Meno manages to say that health is a virtue: â€Å"I should say that health is the same, both in man and woman. A third attempt at defining what virtue also comes up empty handed. After coming up with no luck, Meno states that he feels numb and confused, and this is known in the story as paradox of inquiry. The paradox states that learning isn’t possible, because you either know what you’re looking for or you do not. But rather than being arrogant or simply giving up, Meno manages to listen to what Socrates is about to teach him, unlike the old and conceited politician Anytus, who is insulted after Socrates debunks his theory of â€Å"talking to any gentleman on the streets of Athens to see true irtue† by explaining that not all the sons of well-respected Athenian men turned out to be perfect and well off. Thus, both Socrates and Meno are problem solving to find out if virtue can be taught to an individual by using one of Meno’s slaveboy as an example. Socrates then manages to draw a square with four equal sections and asks the slave to find the length of the side of a square that has an area that’s double in size. As the slave incorrectly attempts to answer time after time the correct answer, it proves to us something about how learning proceeds. The slaveboy manages to figure out the correct answer with Socrates only telling him hints to figure out the problem. We ultimately are not stuck in a paradox and learning is possible by constantly using the dialectic method, that is, constantly questioning oneself. What does all this mean for the nature of reasoning or logos and its importance in coming to know things? It ultimately shows us that mankind wonders for things and are willing to learn, even if they are unknown to them. Even in the ancient days of Athens, people were curious to learn and obtain new knowledge. The way people learn is by through dialectic method, as I mentioned earlier, to have back and forth discussion with your arguer or yourself until you have come to right conclusion or answer. As we have with the slaveboy, he repeatedly wondered and questioned himself until he manages to stumble upon the correct answer, rather than being spoonfed by Socrates. A common analogy to this story I grew up with that’s common to me is the education system I went through in Indonesia and here in the United States. In Indonesia, learning and being spoonfed are both intertwined, as teachers would give you the answer to the questions ahead of time and students are supposed to regurgitate the information back. Here in the United States, more critical thinking comes into play into the education I got here, I was forced to think through for my answers rather than the teacher giving me the answer. As in the story of Meno, such dialectic reasoning or critical thinking is prevalent in trying to find out the truth.

Memo Report †Starbucks

As you previously requested I have worked out a memo report on; what Starbucks have done in the past, what they are doing now and how we can learn from them. It is very important to notice what competitors do when there are uncontrollable market conditions, so there can be an easier adapting process. Starbucks have 11. 000 stores worldwide, and they serve more than 40 million customers each week and even with these enormous numbers Starbucks continues to grow. The reason Starbucks is still growing is that; people loves the products that Starbucks provide, but there is more to it, Starbucks is also a very beloved brand. They have a wide product range and they are very innovative, constantly making new products to keep on being interesting. The clever thing about this is that you never get tired of the brand because it’s constantly developing itself, making it a very effective business strategy. In my opinion there is the possibility of following the example that Starbucks have set, it’s impossible to argue with the logics of a constantly extending product range that is both innovative and high quality. Starbucks meet the customer’s needs before they even know that they need it. They come up with ideas faster than most other coffee places, making it virtually impossible to criticize the depth of their product range as it is constantly expanding. An example of the creative side of Starbucks could be the new â€Å"Instant coffee† that Starbuck have just added in their product range. The product consists of a small packet of coffee that a customer can carry with them and make coffee almost everywhere, all they need is water. It would of course be a great idea to be more innovative at Cafe Nero, as it would satisfy a wider range of customers. However one must have in mind that Starbucks is a gigantic worldwide chain and therefore can afford to have whole departments only created to make new products. It is, therefore, not possible to be as innovative as Starbucks, but that shouldn’t stop us from trying. I suggest that we should look at what Starbucks have done, for example with the â€Å"Instant coffee† but while we do that we also have to remember that our brand name have to remain ours, eaning that we cannot try to copy what competitors do, but that we have to invent our own success. There is another very important aspect; the present consumer trends and the economic downturn that should not be forgotten when we consider how we can be more successful. When people become more afraid of their future economic situation they will be less likely to spend money, meaning that a very logic proposa l would be to lower the prices on our products. Coffee is becoming more and more like a culture, for some even an addiction, some people can’t even start their day before they have had their morning coffee. With this in mind, one could make the easy conclusion that there is a demand for coffee and that we could therefore raise our prices. However, I believe that both our current and future customers would appreciate a lowering of our prices, so in a short-term period it would probably lower our income, but I believe that on long-term it would make more customers and make our current customers happier and more loyal to our brand. When the economy eventually starts getting better, maybe even turning to an economic boom it would be a possibility to slowly raising our prices back to a more normal level because people feel more safe about the future and therefore will be more likely to spend money. When looking at the present consumer trends I think it’s safe to say that consumers love variation and creativity. There isn’t a very large market for regular coffee anymore; consumers want to see different products and experience different flavors. The point of this is that Starbucks adapt to this trend by constantly trying to innovate their brand with new products, but at the same time they stay true to their brand and they don’t compromise on quality; that is what made their success. These things that I have lined up are what I have found that we at Cafe Nero can learn from Starbucks, I personally believe that Starbucks is a good source of inspiration and admiration as they have succeeded in so many ways. But what we also have to remember is that we also have to stay true to ourselves and not become something that we are not. Let Starbucks be Starbucks, and let us be Cafe Nero.

Cultural Identity Essays

Cultural Identity Essays Cultural Identity Paper Cultural Identity Paper Essay Topic: Aint I a Woman Black Women and Feminism The story has an underlying feministic weave. There is a noticeable lack of the mention of any father figure in the story and even the role of Dees companion, Hakim-a barber is minimized. Everyday Use makes no mention of a father for either of the daughters. The strength of Mamma is so compelling that it overshadows any need for a male in the house. This symbolically illustrates the black woman as the underpinning of the African American family. The message is that black women have always been strong but have never asserted that strength. Mama describes herself as a large, big-boned woman with rough, man-working hands. In the winter I wear flannel nightgowns to bed and overalls during the day. I can kill and clean a hog as mercilessly as a man (Walker, Everyday Use) Mamas upbeat self-image in spite of little formal education leads the reader to feel the intense pride she has in maintaining self-sufficiency. Mama does the hard work a man would, if he were around. Mama is a feminist, not manifested by protesting for equal rights or male bashing, but by virtue of strong will and determination exemplified by doing what it takes to provide and care for the family. The male presence is absent from Mamas home. The only exceptions are the memories of hand constructed household items. No mention is made of a father. He is absent in memory, financial support, nor is he even mentioned in the story at all. Walkers story goes to great lengths to describe Dees outgoing personality, speech and her clothing and accessories. Contrasting Dees outgoing personality is Hakim-a barbers it minimized, when after arriving in the car his only words and actions are an attempt to explain and pronounce his African name and a feeble attempt to perform an unknown ritualistic hand shake. Hakim-a barber illustrates his lack of provider skills when he said But farming and raising cattle is not my style. (Walker, Everyday Use) He provides nothing of the daily substance required to feed or provide for a family (Everyday Use. ) Alice Walker is intentionally vague regarding Dees, relationship with boyfriend / husband Hakim-a barber. Hakim-a barber seems relegated to chauffer and conspirator enamored with the illusion of Black Power. Hakims character is shallow and without essence, thus relegating the male to a third class position in the family. This is likely a reflection of Walkers disdain for the superficial actions of black men during the Black Power movement in the 1960s. Although they go through the outward motions and threaten and shout, they still depend on the women as they always have. Walker infers that the women are the true source of inspiration and strength. Finally, Walker imparts a third theme, which is that of cultural heritage and what it should mean to the African-American Black of the 1960s and 1970s. Walkers main purpose in the story seems to be to challenge the Black Power movement and black people in general, to acknowledge and respect their American heritage. (White, David) (Everyday Use: Defining African-American Heritage. ) The fact that Dee/Wangero has two names is a symbol of the young persons confusion in the search for identity with a culture that is acceptable to them. Since they are ashamed of their role in the American past, they attempt to throw off all reference to the Negro culture, in favor of the African culture, but neither seems to have total credibility. They do not understand the need to find the blend between the two in order to move forward. Mama struggles to decide which daughter should receive the family quilt. Quilts have a special symbolic meaning to Mama. When she moves up to touch the quilts, she is reaching out to touch the people whom the quilts represent. On a deeper level, Alice Walker is exploring the concept of heritage as it applies to American blacks, particularly women. As in other works, Walker uses quilts to symbolize the ancient bond between women. In Everyday Use, the quilts serve the same function in this poor black family as the family paintings or photo albums might have in a white household. In the persona of Wangero, Dee strives to reject her American heritage and take on an African one, but in the persona of Dee, she wants to be like her white girlfriends and display her American heritage. Mama sees hanging the quilts on the wall as Dee distancing herself from her true past. Mama cannot trust Dee to carry on the traditions established by past generations of family members. Walker weaves in her insights into African and American heritage to write Everyday use. Finally, Mama realizes that her daughter Maggie has a closer connection with her view of family history than Dee does, and gives her the quilts, following her assertion of authority over Dee Dee takes pictures of her Mamma and sister Dee but is always using a backdrop of a cow or the poverty-stricken shack they call home. This is indicative of Dee holding herself in a superior class of Black from her family. One can almost envision Dee passing the pictures around to her friends and saying, See I achieved my status from such humble beginnings. Dee shows the extreme side of Black Civil rights, Black Panthers who reject their American culture, seeking to reinvent a heritage with proud African roots. That fact Dee is rejecting hundreds of years of her heritage, for one that is fabricated is disconcerting to Mama. Dee projects so little insight to her American heritage that when asked what she would do with the family quilts she replies, It is clear from Maggies statement that her everyday use of the quilts would be as a reminder of her Grandma Dee. Dees primary use for the quilts would be to hang them on the wall as a reminder of her superior social and economic status. (White, David. Everyday Use: Defining African-American Heritage. ) This parallels her with middle class girlfriends family portraits hanging on the wall. Dee will only observe her family heritage, but Maggie will ast as a cultural role model every day. Alice Walker is effective in weaving symbolism into much of her writing and Everyday Use is no exception. Walker possesses the ability to write on a multifaceted level that is simple but purposeful with profound underlying themes. Her style of writing allows her to convey her messages to her readers, each having the possibility of gaining as much as their intellect and backgrounds will permit. She avoids polarization, but challenges her literary audience with this symbolic writing style. In addressing topics, that she is both knowledgeable and passionate about Alice Walker uses symbolism to address three issues: Racism, Feminism and the Search for Cultural Identity. WORKS CITED Alice Walker Biography The University of Texas at Austin [6 June, 2003] http://wwwvms. utexas. edu/~melindaj/bio. html Nama, Charles Aesthetic modes in Afro-American fiction. Kola, Autumn 2002 v14 i2 p51 (9). InfoTrac Web: Expanded Academic ASAP Brookhaven College Library, Farmer Branch, TX Electronic Collection: A94126706 Copyright (c) 1995-2003 by Pearson Education, publishing as Longman Publishers  http://infotrac.galegroup.com/itweb/brookhaven_col

Duke TIP ACT Score Requirements

Duke TIP ACT Score Requirements SAT / ACT Prep Online Guides and Tips Maybe you’ve read our article about Duke’s Talent Identification Program (TIP), maybe you’ve heard about it from other students, or maybe you did your own research. You've heard vague hints of "score requirements," but don't know exactly what that means- do you have to take the ACT in order to take part in TIP? How well do you have to do on the ACT in order to become a TIPster? (I refuse to believe that students who participate in TIP do not go by this name.) There are ACT (or SAT) score requirements for the Duke TIP: specifically, there are score requirements for Summer Studies programs and eStudies courses. I'm going to cover this complicated topic in exhaustive detail, explaining what the programs are, what the ACT score requirements are, and giving you some tips on how to meet these requirements. These requirements all refer to the regular ACT, not the ACT Aspire or ACT EXPLORE. Feature image credit: Ilyse Whitney/Flickr The Lay of the Land: Duke TIP Programs and Eligibility Of all the Duke TIP programs with SAT/ACT score requirements, the eStudies program has the lowest score requirements, followed by the Academy for Summer Studies, which falls in the middle, and the Center for Summer Studies, which is the most stringent when it comes to score requirements. These are not the same as the test requirements for the 7th Grade Talent Search, which you can find more about here. How do you figure out if you are eligible for Summer Studies programs or eStudies courses? TIP determines your eligibility based on your SAT or ACT scores. If you participate(d) in the 7th Grade Talent Search, you will take (or took) the SAT or ACT as part of that program (read more about this in my complete guide to the talent search). It is the score from this testing that will qualify you for Summer Studies and/or eStudies courses. Don't worry- you can always retest if your scores aren’t high enough to get you into the program(s) you want. If you’ve already taken the SAT or ACT as a 7th grader, you can still enroll in the 7th Grade Talent Search- you just have to do it using the paper application and include an official SAT/ACT score report. If you didn’t participate in the 7th Grade Talent Search, you can still participate in Summer Studies and eStudies courses using 8th-10th Grade Option, but I'll cover that in another article. For now, I’ll only be talking about the ACT score requirements for 7th and 8th-10th graders who did participate (or will be participating) in the 7th Grade Talent Search and are interested in attending Duke TIP Summer Studies and/or eStudies courses. A Word of Warning Currently, Duke TIP does not require participants to take the Writing portion of the ACT (that is, the essay). It’s always possible, though, that Duke TIP may update its ACT score requirements. But don't worry- as more information becomes available, we’ll be sure to update this article to reflect current knowledge. Duke TIP Scores: The Particulars The Talent Identification Program has its ACT requirements for all Summer Studies courses in a table here and for eStudies courses over here. To be honest, I found the tables veryconfusing, especially when it came to figuring out Center for Summer Studies eligibility. To make it easier for any one in the future trying to figure out the score requirements, I’ve separated out the requirements for what you need to get into the Academy for Summer Studies, the Center for Summer Studies, and eStudies courses and ordered them from lowest to highest score requirements. Hopefully, since all the scores will be in one blog post, rather than spread out over a website, it will be less tricky to read and understand. To find specifics of the program you care about, just scroll down. As you will see below, there’s a difference in the requirements you have to meet if you take the ACT during 7th grade, as part of the 7th Grade Talent Search, or if you take it again later on (between 8th and 10th grades). ACT Requirements: eStudies What are Duke TIP eStudies courses? According to the Duke TIP website, the eStudies program offers online courses in a variety of different subjects, open to â€Å"seventh through eleventh graders who have achieved certain qualifying scores on theACT or SAT.† Out of all the Duke TIP courses, the eStudies courses have the lowest score requirements. The specific courses you can take, however, depends on your score on particular sections of the ACT. So what eStudies courses are you eligible for? Use this handy table to find out! If you took the ACT in†¦ And scored†¦ You are eligible for... 7th grade ≠¥ 17 on Math or ≠¥ 19 on Science eStudies Math* ≠¥ 18 on English or ≠¥ 19 on Reading eStudies Verbal** 8th grade ≠¥ 20 on Math or ≠¥ 21 on Science eStudies Math ≠¥ 21 on English or Reading eStudies Verbal 9th grade ≠¥ 23 on Math or Science eStudies Math ≠¥ 23 on English or ≠¥ 24 on Reading eStudies Verbal 10th grade ≠¥ 25 on Math or Science eStudies Math ≠¥ 25 on English or ≠¥ 27 on Reading eStudies Verbal *eStudies Math subjects include Fine Arts, Mathematics, Sciences, Social Sciences, and Technology. You do not qualify for Humanities courses unless either your ACT Math or Science score also reaches the threshold.**eStudies Verbal subjects include Fine Arts, Humanities, Sciences, Social Sciences, and Technology. You do not qualify for Mathematics courses unless either your ACT English or Reading score also reaches the threshold. What If I Just Barely Don’t Make It? On their site, Duke TIP states students who narrowly missed qualifying, are too old, orwho missed the enrollment period for Duke TIP's 7th Grade Talent Search can still join Duke TIP through 8th-10th Grade Option. Unfortunately, they don't define "narrowly," so it's hard to say when you should consider 8th-10th Grade Option. What is clear is that you can always retest on your own if you don’t meet the score qualifications for eStudies courses, or if you need a higher score to attend the Academy or Center for Summer Studies. We have more information about the application process in our article about the Duke TIP 7th Grade Talent Search. ACT Score Requirement: Academy for Summer Studies The Academy for Summer Studies at Duke TIP offers high-achieving students in grades 7-10 summer classes and interaction with similarly gifted peers. How do you know if your ACT scores qualify you for the Academy for Summer Studies? You're eligible for the Duke TIP Academy for Summer Studies Math classes if you... Took the ACT in... And on Math scored between... Or on Science scored between... 7th grade 19-22 20-22 8th grade 23-24 9th grade 25-26 10th grade 27-28 You're eligible for the Duke TIP Academy for Summer Studies Verbal classes if you... Took the ACT in... And on English scored between... Or on Reading scored between... 7th grade 20-22 20-23 8th grade 23-24 24-25 9th grade 25-27 26-29 10th grade 28-30 30-31 Note: while you can take Academy classes in all subject areas if you have an eligible ACT Math or Science score, if you only have an eligible ACT English or Reading score, then you may only take classes in Fine Arts, Humanities, Sciences, or Social Sciences- you are not eligible to take Mathematics or Technology courses. SCORE logo by Score, in the Public Domain. ACT Score Requirement: Center for Summer Studies The Center for Summer Studies is another summer program offered by Duke TIP; the difference between the Center and the Academy is in the intensity of the courses and the stringency and specificity of the score requirements. Again, we’ve compiled the information from the TIP website into a simpler, easier-to-understand form, dividing up information for 7th-10th graders and 8th-10th graders into two separate tables (one for Center Math classes and one for Center Verbal classes). You're eligible for the Duke TIP Center for Summer Studies Math classes if you... Took the ACT in... And on Math or Science scored... 7th grade ≠¥ 23 8th grade ≠¥ 25 9th grade ≠¥ 27 10th grade ≠¥ 29 You're eligible for the Duke TIP Center for Summer Studies Verbal classes if you... Took the ACT in... And on English scored... Or on Reading scored... 7th grade ≠¥ 23 ≠¥ 24 8th grade ≠¥ 25 ≠¥ 26 9th grade ≠¥ 28 ≠¥ 28 10th grade ≠¥ 31 ≠¥ 30 Duke TIP Score Requirements: A Few Final Notes For Summer Studies courses, you may only apply to the level for which you are qualified. This not only means that you can't apply to the Center for Summer Studies if your score only qualifies you for Academy courses (which makes sense), but that you can't apply to the Academy for Summer Studies if your score is higher than their score requirements- instead, you may only apply to the Center for Summer Studies. On their Test Prep page, Duke TIP has the following to say about their score requirements: â€Å"We do not recommend that students spend a lot of time preparing for the test. Above-grade-level testing is meant to be diagnostic, and many test prep programs just make students anxious.We think the best way to prepare is to be familiar with the structure of the test and the timing of each section, and to review the practice questions we provide so that you know what to expect and are at east on test day.† [Source: Test Prep | Duke TIP. Accessed 2019-07-19.] And look, when you’re taking the ACT as a 7th or 8th grader, you don't need to worry about getting an ACT score that will get you into college. In fact, we have a series of articles about what a good ACT score for a 7th grader and an 8th grader might be, based on extrapolations from data from Duke TIP and John Hopkins CTY. We also have information about what a good score for a 9th and 10th grader might be, but if you're taking the ACT in high school, you'll want to check to see if you're interested in any schools that require all scores sent, and if so, what score target you want to be aiming for. How Do I Meet The Requirements? 4...TIPS (you knew that was coming) #1: Spend time prepping. Yes, I know I just quoted the Duke TIP site, which advises the opposite, but let's be realistic: you'll need at least some test prep. This in no way means that you should invest in any kind of ACT prep course- just that, at the bare minimum, you'll want to familiarize yourself with the ACT's structure and timing. You should take a practice test to gauge where you are, then use this information to determine the amount you have to improve to meet the qualifications for your desired program. Know how much time you have to study so you can plan your prep accordingly. If you only have a few weeks before the ACT, you'll want to study more hours per week than if you have several months left. For more advice, read our articles about taking the ACT in 7th and 8th grade. #2: Take the ACT as early as you can and still feel prepared. If you take the ACT earlier on, you have a lower score threshold to meet (compare the 7th grade vs 8th-10th grade requirements for eStudies, Academy, and Center courses). In general, older students know more than younger students (stop rolling your eyes, younger siblings), but if you've spent time prepping, it's worth it to take it sooner rather than later. #3: If you have a standout test section, focus on it. Duke TIP is unlike most colleges and universities in that you can get in to its various programs even if you only do well on one section of the ACT. If you find that you're getting in practice scores of around 16 for English and Math but 25 for Reading and Science, own it. In the above example, you're better off putting in the time to make sure you can consistently get above the score threshold for Reading and/or Science (depending on whether you want to take Humanities or Math/Science courses) than you are trying to bring up all four of your section scores. #4: Know the ACT strategies that are appropriate for your level. Advice for getting a 36 on a section will not necessarily be relevant if you only need to get above a 26. One example of this is that if you’re aiming for a 26, you can skip the hardest 20% of questions entirely and just focus on answering as many of the easier questions correctly as possible (although since the ACT does not penalize for wrong answers, make sure to leave no space blank, even if you end up choosing â€Å"B† every time). We have more useful information like this in our article on how to guess correctly on the ACT. Handshake by Quinn Dombrowski, used under CC BY-SA 2.0/Cropped from original. Hello, ACT Score Requirements, nice to finally meet you. I hope this article helped clarify the mystery of what the ACT score requirements for Duke TIP are. If you'd rather take the SAT, be sure to read our SAT edition of this article. What’s Next? Curious about what the Duke TIP 7th Grade Talent Search is? I demystify Duke TIP in this complete guide. Delve into our trove of ACT strategies by reading through our collection of blog posts on that very topic. What's a good 7th grade ACT score in general? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Fashion and its importance Essay Example | Topics and Well Written Essays - 1500 words

Fashion and its importance - Essay Example The essay "Fashion and its importance" explores what is fashion and analyzes its importance. Fashion designers’ lives revolve around fashion, they start outfit trends and people follow them based on their taste. People may use fashion for many different reasons, some might use it for self-expression; the way they dress and appear might seem extreme and that might be what they personally feel about life. Also, other people might use fashion to communicate and present their status. Apart from personal usage, the economy uses fashion to grow. Some might think that the fashion industry is not important and does not need to be taken serious or be interested in. They might see it in a negative way that can be offensive to the fashion icons. Fashion is an important aspect in the day-to-day life in society because it defines a person’s personality; it is used as a way of communication and benefits the economy.Fashion does define a person’s personality in the way an indiv idual dresses. The phrase ‘you are what you wear’ that was made famous by fashionistas has been proven to be correct. says that a person’s fashion personality defines who they are, and it is shown in the way they dress. People will always classify others according to the clothes that they wear. One can be said to be classy, elegant, decent or indecent depending on how they dress. Most of the people do not pay attention to others outfits, while some who are interested in fashion tend to complement their outfits. These could be simple things. like color clashing, accessorizing and making sure that clothes are a perfect fit and not a size bigger. Fashion also helps in the identification of a person’s career, attitude towards certain things and personality (Ingram, 2000). This is more obvious in careers like police service, nursing, doctors and pilots among others that require their professionals to have a specified form of dressing/uniform that can be used to identify them easily. Fashion is a major tool used to express ones personality. This is evident in most communities in Africa and the various religions of the world. The Maasai of Kenya have a distinct way of dressing, which shows that they value their tradition that has stood the test of time for centuries. This community in Kenya is famous for its red shukas that have even been imitated by some designers in the west for their uniqueness, (Werlin, 2011). The Gothic community is yet another example of fashion been used to express attitude, and to show personality. These people often prefer to wear dark colors mostly black with black make up, and accessories. Fashion does not only represent personality but also defines people’s status in the society. Important people in the society, have defining dress codes that distinguish them for the general public (Ingram, 2011). The Royal family of the United Kingdom has expensive, elegant clothing that are custom made and not many can afford. Status of a person is shown in the way they are dressed, not only the status but also a person’s inner expression. Fashion has been used as a form of self-expression in many occasions. Valens (2013) says that â€Å"colors have meanings and we often express the same feeling as the colors that we wear on our clothes†. Fashion used in dull occasions is utilized in such a way that the mood of the people in that occasion is brought out in the fashion used during the occasion. In sad occasions, dull colors are