For some people, monkeys, dogs, donkeys, termites, and grasshopper are Essay

For some people, monkeys, dogs, donkeys, termites, and grasshopper are highly prize foods. For others, the idea of eating some o - Essay Example † Human anatomy and physiology The incisors of humans are flat and spade-like, essential for peeling, snipping and biting soft materials. The canines are neither saw-like nor conical but are flattened, blunt and small and work like incisors. The premolars and molars are squarish, flattened and nodular, essential for compressing, grinding and pulping non-coarse foods. Human teeth are rather large and usually abut against one another. According to evolutionary theory, an omnivore might be anticipated to be a carnivore, which shows some gastrointestinal tract alterations to a herbivorous diet. The human gastrointestinal tract characterizes the anatomical modifications consistent with a herbivorous diet. Humans have brawny lips and a petite opening into the oral cavity (Milton, 1999:15). How humans evolved to consume meat The pattern of meat consumption in human evolution can be classified into four time periods namely opportunistic hunting and scavenging, full-scale hunting, the s hift to domesticated food sources and ultimately the reliance on animal tissues with fatty acid composition now associated with harmful health. The patterns of meat acquisition later took various forms as reflected in regional specializations, and exploitation of marine resources derived from fishing using new and innovative strategies of acquiring food. Domestic animal sources in regions like the Middle East used sheep, cattle, goats and later pigs and chicken were linked to food security, clothing and shelter as used in the provision for meat, milk and skin for clothing and housing materials. The warming trend, over-hunting and subsequent extinction of animals led to the appearance of new plants and animals that could now be domesticated (Milton, 1999:37). The ability to cook foods from tough to soft consistencies has led to the reduction in the bony areas of the facial skeletal that supports the teeth in the jaws, reduction in tooth size, less room for dentition resulting in the rise of occlusal abnormalities in humans and tooth decay. Bone size and structure was stronger in hunting and gathering regimes and weaker in agricultural settings (Milton, 1999:14). The trend of conspicuous and excessive red meat consumption in the human diet has seen a decline in health, increased occlusal abnormalities, increased iron deficiency anemia, infections and bone loss. What makes an animal an acceptable food item? According to observations and readings from various studies, culture and religious beliefs makes an animal an acceptable food item. There are certain animals, which can be readily consumed in some nations and not viewed as wrong, but this can be the opposite in other countries (Douglas, 1997: 37). For instance, the Hindu cannot consume cow meat as they view this animal as sacred. Other nations, for instance Americans, consume cow meat and view it as a delicacy. Among the Hebrews classification of edible and inedible foods is discerned in religion towards holin ess and integrity (Harris, 1997:66). Eastern religious influences such as Buddhism and Hinduism through their belief systems teach followers to minimize harm towards animals practiced by non-violence and compassion on all living creatures. In other groups, food taboos exist regarding the consumption of animal meat. Examples include monkey consumption in the Guaja community as taboo for pregnant women and their husbands, to adolescent girls for twelve

Functions Of Higher Education Education Essay

Functions Of Higher Education Education Essay The term higher education is usually used to distinguish courses of study, which result in the award of a degree, Diploma or similar advanced qualification, for various kinds of further education (Lawton and Gordon. 1993). Higher education constitutes the stage of education which starts after 15 years of schooling for the intellectual work and advanced training of students for their effective leadership role in all walks of national life. Tertiary education level is higher than that attainable on completion of a full secondary education. An accepted definition of higher education is that higher education requires as minimum requirements for admission, the successful completion of secondary education or evidence of the acquisition of an equivalent level of knowledge (Terry and Thomas, 1979). Higher education includes all education above level of the secondary school given in Colleges, Universities Graduate Schools, Professional Schools, Technical Colleges and Normal Schools (Good, 1973). Higher education is simply the highest part of the education system, in terms of students progression, the acquisition of education qualifications, its status and its influence over the rest of the educational system. Higher education is said to impart the deepest understanding in the minds of students, rather than the relatively superficial grasp that might be acceptable elsewhere in the system. In higher education, nothing can be taken on trust and the students have to think for themselves so as to be able to stand on their own feet, intellectually speaking (Barnett, 1997). Higher education is thought to advance students to the frontiers of knowledge through their being taught by those who are working in that difficult territory. Sanyal (1982) says that in order to achieve the new international order, there is the need for integrating socio-economic policies with educational policies in each country, as stronger co-operation amongst the third world countries in field of higher education. Development of higher education should not only be contingent upon economic development to achieve the new international order but should promote the development of culture in view often fact that role of science and technology, the life-style and the very sense and value of life under-go changes in the future. Objectives of higher education All over the world the universities are recognised as centres of higher learning, which are considered as expedient agents of development in the nation building. Universities generate, disseminate and utilise knowledge. As primary contributors to economic growth, they produce scientists, engineers, professionals, technicians, scholars, managers and men of exquisite capabilities. The aim of higher education is to meet the socio-cultural and developmental needs of a country. Higher education provides an opportunity for individuals to develop their potential. It fulfils the needs for high-level manpower in a society. Its objectives include cultural and material development. It produces individuals who are morally sound and capable of multifarious roles in the society. It is a medium and vehicle for achieving an objective of higher vision, should endeavours, with commitment and larger spending, in higher education (Govt. Of Pakistan, 1999). A countrys social and economic development depends on the nature and level of higher education. This fact is revealed by the statements and findings concluded by the prominent educationists and decision-makers. In the developed countries, the role of higher education in production of high quality human capital is quite evident. The Governor of the State of Kentucky, Paul Patten, once said, I have staked my success as governor on changing the way we deliver higher education to our people. Education and economic development are the twin rails that will lead us to a higher plateau and help us achieve our goal of raising the standard of living in our state. My experience in creating jobs, as the secretary of the economic development, during my term as lieutenant governor, has helped me focus on the needs of our businesses. Those businesses are the customers of our product: the graduates in higher education. Increased technology and global competition demand that we develop our students s kills and mental capacity so they can share in the tremendous prosperity of our nation. He further emphasized on the quality of higher education and the need for its improvement. He commented, higher education is in trouble. The warning signs could not be clear. Its users (students and families) think it charges a premium price for an increasingly mediocre service. Its primary suppliers (secondary schools) often fail to deliver material that meets minimum standards, and its beneficiaries (employers) often are frustrated by the quality of the finished product (McGill,1992). Quality of higher education The quality of higher education may be enhanced through providing proper professional training to the teachers by revising the existing curricula. Higher education is the most important level of education because it develops the manpower for the country that leads the nation in giving insight into its future ideals, resources, problems, and its solutions. The future of a nation depends largely on the quality of people groomed in the institution of higher education. Students experiences of their learning and the teaching in the subjects they are studying are one of the more ubiquitous sources of information about the quality of teaching for institutions and individual academics. The question of the quality is directly related to the quality of educators, students and the infrastructure provided to them by the educational institutions. The level of competency of teachers, curricula and the standards of students intake are the factors that contributes the most, in the deteriorating quality of higher education. Nevertheless inappropriate funding for student support services, libraries, journals, books, ill equipped laboratories and lack of repair facilities for equipment and non qualified staff are crucial factors in education. Salaries and other allowances consume the university budget, thus, little is left for the items so essential for raising the quality of education. Budgetary constraints, particularly for operation, adversely affect the quality of teaching, especially practical training. While at the level of the institution student: staff ratios (SSRs) may seem to be an inevitable consequence of funding levels, institutions in practice spend funds on buildings, on administration, on central services, on marketing, on teachers undertaking research, and so on, to very varying extents, rather than spending it all on teaching time. Low SSRs offer the potential to arrange educational practices that are known to improve educational outcomes. First, close contact with teachers is a good predictor of educational outcomes (Pascarella and Terenzini, 2005) and close contact is more easily possible when there are not too many students for each teacher to make close contact with. Second, the volume, quality and timeliness of teachers feedback on students assignments are also good predictors of educational outcomes and again this requires that teachers do not have so many assignments to mark that they cannot provide enough, high-quality feedback, promptly. A gain, low SSRs do not guarantee good feedback or feedback from experienced teachers. Meta-analysis of large numbers of studies of class-size effects has shown that the more students there are in a class, the lower the level of student achievement (Glass and Smith, 1978, 1979). Other important variables are also negatively affected by class size, such as the quality of the educational process in class (what teachers do), the quality of the physical learning environment, the extent to which student attitudes are positive and the extent of them exhibiting behaviour conducive to learning (Smith and Glass, 1979). These negative class-size effects are greatest for younger students and smallest for students 18 or over (ibid.), but the effects are still quite substantial in higher education. Lindsay and Paton-Saltzberg (1987) found in an English polytechnic that the probability of gaining an A grade is less than half in a module enrolling 50-60 than it is in a module enrolling less than 20. Large classes have negative effects not only on performance but also on the quality o f student engagement: students are more likely to adopt a surface approach in a large class (Lucas et al., 1996) and so to only try to memorise rather than attempt to understand. The number of class contact hours has very little to do with educational quality, independently of what happens in those hours, what the pedagogical model is, and what the consequences are for the quantity and quality of independent study hours. Independent study hours, to a large extent, reflect class contact hours: if there is less teaching then students study more and if there is more teaching students study less, making up total hours to similar totals regardless of the ratio of teaching to study hours (Vos, 1991). However, some pedagogic systems use class contact in ways that are very much more effective than others at generating effective independent study hours. A review of data from a number of studies by Gardiner (1997) found an average of only 0.7 hours of out-of-class studying for each hour in class, in US colleges. I n contrast each hour of the University of Oxfords tutorials generate on average 11 hours of independent study (Trigwell and Ashwin, 2004). Teachers who have teaching qualifications (normally a Postgraduate Certificate in Higher Education, or something similar) have been found to be rated more highly by their students than teachers who have no such qualification (Nasr et al., 1996). This finding was in a context where obtaining such a qualification was largely voluntary, and those who have the qualification might be considered to be different in some way from those who have not, and this could be argued to invalidate the comparison. The difference might concern the extent of professionalism or commitment to teaching, but nevertheless there was no control group in the study. A longitudinal study that overcomes this objection has examined the impact over time on students ratings of their teachers, and on teachers thinking about teaching, of (mainly) compulsory initial training during their first year of university teaching, in eight countries. It found improvements on every scale of the Student E valuation of Educational Q uality, a questionnaire developed in the US (Marsh, 1982) and tested for use in the U K (Coffey and Gibbs, 2000), and improvements in the sophistication of teachers thinking (as measured by the Approaches to Teaching Inventory, a measure of teaching that predicts the quality of student learning, Trigwell et al., 2004). This improvement in measures of teaching quality could not be attributed to mere maturation or experience as teachers in a control group in institutions without any initial training were found to get worse over their first year, on the same measures (Gibbs and Coffey, 2004). Functions of higher education The capacity of a nation to develop economically, socially, politically and culturally derives largely from the power to develop and utilise the capabilities of its people. Higher education thus is considered sine qua non of national development, for it produces the highest level of manpower. In all advanced countries, the universities constitute the main spring of human capital. The most successful discharge of the universities role as a change agent is in the area of science and technology. The training of high-level scientific manpower is a matter of vital national concern. Higher education is today recognised as a capital investment in education. It is considered investment of human capital which increases labour productivity furthers technological innovation and produces a rate of return markedly higher than that of physical capital. Today we find the world divided into developed and developing countries. The dividing line between them is the capacity of educational and scientific attainments and its application for economic progress and prosperity (The World Bank, 1990). In modern times, higher education is considered as a means of human resource development in a society. In advanced countries, universities constitute the main spring of knowledge, ideas and innovations. Today, the most successful discharge of a university as an agent of change is in the area of science and technology. The priming and grooming of high-level professional manpower is a matter of vital concern. As a pathway to socio-economic development in a country, higher education cannot be ignored or given low priority. Higher education in a state of rapid development everywhere in the world as its benefits to the social, economic and cultural life of different communities is realisable. This has led to worldwide exponential expansion of universities and colleges; as many more people are encouraged remaining in education. However there are problems. First, higher education is expensive, and its expansion requires ample resources. Second, rapid expansion raises problems of quality ass urance and control, as increased numbers could so easily lead to a decline in standards. Third, expansion in the developing world often draws upon the resources, ideas and expertise of the developed world, even though these may not always be appropriate for every different economic and social system (North, 1997). Higher education plays an important role in the development of society. Universities for centuries had a crucial role in educating the potential professionals, businessmen, political leaders, religious and social philosophers, who serve the community, enrich its values and develop its resources. Universities are complex organisations with multiple missions and a myriad of roles. A university has the roles of providing of theoretical education and professional training, a developer and a disseminator of new knowledge, a catalyst to shape the practice of management and business and a contributor to the community and the national economy (Khurshid, 1998).

Analysis of the Jurors in 12 Angry Men :: 12 Angry Men, Reginald Rose

In all criminal cases presented in the courts of the United States, a defendant is presumed innocent until proven guilty beyond reasonable doubt. The law requires the jury to release the defendant unless it is fully convinced of the defendant's guilt. Many times it may be difficult for a jury to come to such a significant conclusion. This is clearly evident in the movie 12 Angry Men. At first, each juror is convinced of his verdict except one. Yet of those who are convinced that the boy on trial is guilty, all change their vote except one. A precise example of this would be a comparison between Juror 3 and Juror 6. Both jurors have heard the same case and have studied the same evidence. Yet of the two, Juror 3 does not understand why anyone would consider the defendant not guilty. By taking a closer look at this character one may be able to understand why he seems to have no compassion towards the young boy. At first, Juror 3 appears to be a successful businessman who owns a messenger service. Yet as time goes on, one may see him as a sour and unhappy man. He wants to base the case solely on the evidence presented at the trial. Throughout the meeting in the jury room, Juror 3 disregards all other evidence brought up by Juror 8 and the others. He says that the evidence revealed may not be accurate or true. Therefore, it should not be taken into consideration. As time goes on he becomes more and more passionate and seems to be somehow personally involved with the case. At one point, he tells the other jurors about an argument between him and his son. Juror 3 and his son had an argument which made his son run away. When his son returned to apologize, Juror 3 hit him for leaving the first time thus leading him to run away once more. He has not seen his son in two years and this has left him somewhat bitter inside. His anger toward his supposed ungrateful son is projected toward the young man on trial. Juror 3 has no concern for the life of the defendant. He makes it clear that he would have been an executioner and would have pulled the switch on the boy himself. His personal troubles have imposed on his ability to come to a verdict.

Many films are a bad influence on young people Essay

The film industries of the world are developing day by day. Today there are so many films being produced that you can barely keep count. Some of them are for the benefit of the community but most of the films have a bad influence on the young people as well as on the community. These films are responsible for increase in violence, crime, illegitimacy in the society. And I completely agree with the statement that many films are a bad influence on young people because of the following reasons. It has been noticed that boys and girls are crazy of watching movies. And they spent averagely three to four hours in watching movies daily. This fast growing bad habit is expensive because of increasing electricity bill and the waste of precious time which can certainly be devoted to healthier, less wasteful and more gainful pursuits. The extreme setting in front of TV is harmful for education and health also. The studies are affected because youth like to watch television when parents are not there in home, and having no self-discipline. Many teens have shortsighted because of this. And it caused the problem like fat. Staying at home will let you become lazier. Our body needs to do sports, exercise etc The youth also try the actions done by heroes in the films. In the Indian films there is extreme level of violence, crime and other deviations from normal human behavior. The re-enactment shows shown on different channels of about robbery, murder etc, and are extremely dangerous for the country in future because youth learn about the new methods of criminal activities. Education and other experts have repeatedly found that the main source of eve teasing and assaults on girls in our towns and cities, in the market place and elsewhere, is the cinema. Young people see on the screen a hero running after a heroine, approaching and tempting her in subtle ways. Such talk and gestures naturally catch the attention of the immature cinema fans and affect their thinking and conduct. Thus, the social fabric and the morals of the young people are adversely affected. Another notable aspect of the situation is that whenever some enterprising producer presents a simple, true-to-life story, based on the works of famous short story or fiction writers as Prem Chand or Sarat Chandra, such films, and also art films free of glamour, seldom prove successful and prove to be flops at the box office. The modern audiences want songs and dances, spectacle and gorgeous costumes, love scenes and fights. What sort of citizens can the country hope to produce when the films the young see are totally misleading, lack aesthetical values. However, there are some positive effects of the films like movie â€Å"Tara Zameen Par† in which a child which is been weak in one subject can be good in other subject and the strictness of the parents on the weak subject can make the child mentally disabled. In the last movies and films are bad for the youth because positive effects are lesser than negative effects.

Community Organization Reflective Paper Essay

Every little change counts, and this is what I have learned after watching this video. A few people that are committed are better than having thousands of people that do not care about anything. This is like having few people that are willing to accept change than people who embraces the old system for fear of losing what they already have. The capitalists out there though don’t seem to mind groups made of small numbers of people because of their number as they fight for social change in their area. Social change when defined is a change that is happening in the environment, in our society, in the way we deal with other people, changes in the society or within the community. There are certainly good and bad sides of social change, including having social movements and social community organization that tries to work with it. One example of social change and the movement that is associated with it is the equal right movement for blacks in the United States. There was also the movement that was established for the right of women to vote or the suffrage right for women. It only means that social change can happen globally or within the locality and it can be caused by certain aspects like religion or economic or social forces that we encounter from time to time. We also have what we call progressive organizing which is about defending the weak and providing for the needy in an attempt to have a balance world (Rubin & Rubin 2008, p.4). With progressive organizing, everyone is equal hence there is no racial discrimination and they have everyone and accepts everyone regardless of their culture and gender preference or skin color. These people are bonded with one goal and they have one belief in attaining their goal. With progressive organizing, the inequality among people and progression is being eliminated hence allowing for a more balance society both financially and economically. But there are things that even this type of movement needs in  order to succeed like infrastructure, financial assistance or fund, good leaders, trusted members and supporters that are willing to help at all costs, one vision and goal and shared value (Hardisty & Perea, 2005). Just like progressive organizing, we also have community organizing where in members of the community forms a group together to protect themselves and their love ones from possible social issues within the community. Community organizations are established with the goals that everyone is aware of like policies and rules within the community. The role of community organization is to involve everyone in the community and make them create actions for their own good. Most of the community organizations that we have are established by non-profit organizations to make people in the area work together. The key for a community organization to work is to make sure everyone is involved, empowered and aware of the importance of their presence. Here are the ten concepts that we need to have when organizing a community group: -the power to make something happen -the capability to make everyone work for the group and not for themselves alone hence makes them participate -having leadership trainings to develop members that shows potential leadership capability -to make them aware of the current political condition hence political education should be provided -give strategies on how to achieve goals -to make people do something, mobilization or making thing happen -to make them do the action, let the members participate and do their job themselves -to be a winner meaning they are achieving their goals as they wanted -to do evaluation and assessment because through assessment can they figure out which action works and which one not. From then, they can move on and improve on the current action they have and do better the next time they have a project to work on with (Getsos & Minieri, 2007). Social community groups can start by doing something that they believe is right for their community like having curfews for their children. Once the goal is established, the members can share responsibilities like who will guard the community exits and entrances to ensure that everyone is home at the said hour. Individual member can now play their role, select the part they want to play and do it for the common goodness of their community. I knew a  community where in everyone is encouraged to participate in buying the products of their fellow members before choosing other products from the market especially when it comes to fruits and vegetables which is actually good because they can now buy fresh fruits and vegetables while at the same time helping their co-members earn something. Social change is needed because there is a social problem hence in order for a social change to take effect, we must understand first the social problem we have. Identify the problem that you are havin g in the society and community and make sure that it is in fact a problem and not just a part of your cultural heritage like maybe part of your prejudistic personality. If you have a clear problem in the community, then it will be easier to device a resolution for it and this time, make sure that everyone on the organization is ready to participate and are willing to be empowered. References Hardisty, J. & Perea, A. (2005). Mapping the Progressive Movement. Retrieved from:http://www.jeanhardisty.com/essay_mappingtheprogressivemovement.html Rubin, Herbert J., and Rubin, Irene S: (2008)Community Organizing and Development; Pearson Education, Inc. New York, NY. Getsos, P. & Minieri, J. (2007). Community Organizing- what do we mean?., Chardon Press., Retrieved from: http://archive.changemakers.com/media/docs/0133_Community_Organizing.pdf 21st Century Enlightenment (2011). Retrieved from: http://comment.rsablogs.org.uk/videos/