Twin Towers Essay Example for Free

Twin Towers Essay When waking up in the morning we never know what the outcome of our day will look like, weather it’s the same routine of a daily basis. Never in a million years would we think that our workplace will become a place in where history would changed. We know that September 11, 2001 became a day that changed both this nation and the people. The real question here is, Did the fall of the Twin Towers mark the moment of terrorism in America; or have previous events been the calling to attack America? Over the years there have been significant terrorism attacks. By looking at pervious attacks it shows us how the changes in terrorism are carried out and shows the changes in how countries counter terrorist attacks. If we want to know that the Twin Towers where indeed the start of terrorism for America we should look at the history of terrorism, the methodology and the absence of unity America shows toward each other. Looking and studying about the history of terrorism towards the United States, we see that the first attack towards the Twin Towers was the bombing in 1993 that was placed in a truck in the garaged of the building. Reading the book 102 Minutes, we see the perspective of the people who were trapped in the towers, but it also gives us the information about the 1993 bombing. This book states, â€Å"The 1993 bombing marked it as an icon and target. † ( Dwyer and Flynn 21). Reading this we can see that the September 11 attack on the Twin Towers was not the first attempt ever made. In my opinion the bombing of 1993 was a warning to the United States saying, â€Å"Look what we are capable of doing to your country. † Their plan was to kill around two hundred fifty-thousand people with one bomb. Unfortunately the bomb killed six people but injuring thousands. This mishap did not stop terrorism against America; one the other hand it was opening a door for them. â€Å" From most perspectives, the 1993 bombing of the trade center, killing six people, had been a bleak moment, marking the arrival of terrorism to America† (Dwyer and Flynn 133). The history of terrorism has been nothing but hard work. It was like they never gave till they were happy with their actions. The question is are they ever happy with their actions, or do they want more destruction? To my understanding Bin Laden says that it is more important for Muslims to kill American people than any other activity. Another event in the history of terrorism attacks was the USS Cole Attack in 2000. It is to be known that this event was also under the control of Usama Bin Laden’s Al Qaeda networking; killing several Americans and injuring many. Seeing and knowing about the previous attacks Usama Bin Laden has been putting into action we can see that the Twin Tower collapse was not the moment that terrorism came to America. The Twin Tower attack was more of a statement saying, â€Å"Since you have not taken the 1993 bombing and USS Cole Attack into great consideration maybe hijacking planes and crashing them will open your eyes. † Throughout the past events we can see that Bin Laden put his life into planing these attacks with great passion. In the book The 9/11 Report, we read how the Al Qaeda prepared themselves for the horrific event and the studying they took in to know how to attack and when. â€Å"In the early summer of 2000, the Hamburg group arrived in the United States to begin flight training. All three of these men would be pilots on the 9/11 operation† (Jacobson and Colon 69). These hijackers studied everything they need to know in order to take action on that very day. From learning how to flight a pilot to using guns to to route these planes were to take on September 11. Not only did the terrorist gone under intense training and studying, but so did the United States. The Government and even researchers’ needed to know and understand the meaning behind the attacks. In the journal Intersecting Facts and Theories on 9/11 by Joseph P. Firmage, he mentions: â€Å"One of the challenges in comprehending the circumstances of 9/11 is the sheer volume of material spanning two decades that must be studied for one to become comfortable reaching the conclusions† (Firmage 19). Throughout his journal he talks about the subjects that were found in this research. How was it possible for terrorist to attack on America soil? His three possibly theories where that 1) the 19 Islamic radicals caught the U. S. off guard, 2) the Bush administration knew about the attacks and let them to happen, and 3) such officials architected the attacks and caused them to happened. Based on this information I agree with what the researcher has come up with because to be honest we all know that back before September 11, our security at airports was not as advanced and as great as today’s security. Back then we did no have the machine where one is to step in and it sees your body or detect the metal in your clothing. I honestly do not remember going through all that process when I was younger and would travel, but I cannot say the security did this and this because I was younger ,and did not pay attention to my surroundings. We do know that the government did have an understanding of the Twin Towers attack before occurring, yet they did not put mind to this situation. We know that inside the government there was lack of communication, but there was also lack in unity. The 9/11 Report book talks about many different subjects, but it also mentions the actions government took against the treats from Usama Bin Laden towards the Twin Towers. In this graphic adaptation is states how Richard Clarke wrote a memo to colleagues saying, â€Å"When these attacks occur, as they likely will, we will wonder what more we could have done to stop them† (Jacobson and Colon 79). This memo clearly tells us that our administration was well aware of Al Qaeda’s plans. If we look at the word â€Å"united† its most common definition is combined, connected. Now if we put these words in front of state United States means a state where administration is connected to its people; where we are one whole family and need to look out for one another. By not taking into great consideration the treats that United States received and not believing such horrific even could happen on the most â€Å"goddess† land in the world, our connection grew apart, because although many of us knew of previous attacks and government had a warning of an income one, we did not unite to fight for our land. I’m not saying we needed to start war, but by having better airport security back then and making it less easy for Muslims to have entered the United States, we would have been saying,â€Å"our gloves are on and we are ready to fight the war, if it means to keep our people safe. † Unity is something everyone has with someone. So why can’t our government keep their unity chain stronger and together as years pass. It seems that Al Qaeda in this case and in many other have had more unity then United States it self. The Al Qaeda knew what the plan was, knew which action they each had to take on that day. The Twin Tower attack was not the beginning of terrorist in America; terrorist were simply saying, â€Å"Look what we can do in your land. † The construction of the Freedom Tower to me signifies that we have not yet learned from our mistakes eleven years ago. We are calling for trouble because we want to show terrorist we are a land that can do anything and build a taller building then the ones they collapsed. United States has to learn that we are a state that is united in every way and grow stronger with each day that passes. Work Cited 1. Dwyer, Jim and Flynn, Kevin. 102 Minutes. New York: Henry Holt, 2005. Print. 2. Firmage, P. Joseph. â€Å"Intersecting Facts and Theories on 9/11. † (2006): 19. Print. 3. Jacobson, Sid and Colon, Erine. The 9/11 Report: A Graphic Adaptation. New York: Hill and Wang, 2006. Print.

Barriers of Care for Young Parents

Barriers of Care for Young Parents Young Parents’ Perceptions of Barriers to Antenatal and Postnatal Care Eileen Bates, Scott Atwood Pregnancy in the young adult population is lacking education, and supportive services. Young parents are faced with difficulties in returning to employment, and education or training. â€Å"In addition, young parents face an increased risk of social exclusion and postnatal depression† (Berrington et al, 2005). There was no research questions stated in this article. Currently, there is a scarce amount of literature on support for pregnancy in young adults. Ley’s (1982) cognitive model of adherence has three aspects: satisfaction, compliance, and communication; all three of which were applied to this study. For protection of the participants’ rights, the ethical approval for the adolescent parents over the age of sixteen to be recruited was obtained by Kingston University, London, United Kingdom. For the research design in this study, mixed-methods were used. There was a questionnaire, and there were two focus groups. The sample and setting for this study was done with adolescent parents whom lived in London near a PCT. A PCT is similar to a Health Department. The adolescent parents in this study were defined as: a young person, or their partner whom conceived under the age of twenty-two. As an incentive, the participants were given supermarket vouchers. This study was done with predominantly white British young parents. Their ages ranged from 15-25 years old at the participants’ age of conception. For data collection, the questionnaire contained five sections, with both open and closed-ended questions. The sections were as followed: a self-esteem measure, participant characteristics, future plans, antenatal needs and support, and postnatal needs and support. The procedure for the questionnaire was to pass out 58 questionnaires to divide the group into parents with high self-esteem, and low self-esteem. The focus groups were designed to add detail, and information provided in the questionnaire. The procedure for the focus group was to divide the participants into two groups; antenatal and postnatal parents. Of the 58 participants used for the questionnaire, ten participants were chosen for the focus groups; three mothers and two fathers were in the antenatal group, and five mothers were in the postnatal group. The questionnaires’ findings concluded that there was a trend among self-esteem, and the adolescent parents’ reaction to society’s treatment of them. â€Å"’I feel that society tends to make you feel like everyone is better than me, and that I am a disgrace’ (mother, age 18)† (Smith and Roberts, 2009). 37 of 58 participants attended antenatal support classes. Attendance positively correlated with self-esteem. More parents with high self-esteem attended the antenatal support classes than parents with low self-esteem. When asked the reason for not attending postnatal support classes, the main reason given was they did not know such classes were available. The antenatal focus group’s findings concluded that, â€Å"All the young parents indicated that they would like to attend postnatal classes, but felt they were not given sufficient information about these classes to attend† (Smith and Roberts, 2009). The postnatal focus group’s findings concluded that relatives and friends were portrayed as the most helpful resource of postnatal support. All the young mothers perceived society to have a negative view of adolescent parents. â€Å"’They think you’re just a dirty little slag basically’ (mother, age 19)† (Smith and Roberts, 2009). The study yields results that expand discussion on several different areas that may influence desire or ability to seek treatment. The one quality presented by test subjects universally was the desire to be a good parent (Smith Roberts, 2009). Outside of this, influencing variables were labeled as self-esteem, age, and gender. The results of the study conclude that varying levels of self-esteem influence attendance. Low self-esteem may be acting as a barrier to attendance while those with higher self-esteem seemed to be more likely to attend. The unknown aspect of self-esteem is that the study is unable to conclude if the increased levels of self-esteem were present prior to attendance or if attendance of support groups increased self-esteem (Smith Roberts, 2009). Secondly, age was an obstacle to attendance. Younger parents seemed to have a difficult time when mingling with older parents. Due to differences in financial situations, younger parents were discouraged when drawing comparisons between themselves and older parents and experienced feelings of insignificance (Runciman, 1966). Younger parents also reported less-than satisfactory experiences with health care professionals. These unsatisfactory experiences are thought to be related to the health teams lack of training, knowledge, and communication skills related to young parents (Smith Roberts, 2009). Lastly, gender had an effect on young parents seeking care. The issue was mostly related to the necessity of different education for each gender. Societal norms dictated roles for the mother and father which led to the father being left out of education regarding infant care (Warin, 1999). Smith and Roberts believe there is a need to include revisions to current teachings to better include young fathers. The main revisions recommended to achieve improvement in the delivery of care for the population of this study is varying education and support systems. By extending time constraints to over 19, this would allow new young mothers more time to become mothers. Education delivery must also be changed, according to the study, so information can be better received by young parents. Lastly, the way information about programs that are already available is delivered to the target population must be changed due to the degree of isolation of the subjects (Smith and Roberts, 2009). While the study is not perfect, it does open the door for improvement. The system of delivery must be made more targeted and precise. If education can be changed for healthcare professionals and the young parents, it may improve the outcomes of providing treatment to this under-treated population (Smith and Roberts, 2009). References Berrington A, Hernandez IC, Ingham R, Stevenson J (2005) Antecedents and outcomes of young fatherhood: Longitudinal evidence from the 1970 British birth cohort study. Final Report University of Southampton,Southampton Ley P (1982) Satisfaction, compliance and communication. British Journal of Clinical Psychology 21: 241–54 Runciman WG (1966) Relative deprivation and social justice: A study of attitudes to social inequality in 20th Century England Routledge, London Smith, D., Roberts, R. (2009). Young parents perceptions of barriers to antenatal and postnatal care.British Journal Of Midwifery,17(10), 620. Warin J, Solomon Y, Lewis C, Langford W (1999) Fathers, work and family life Family Policy Studies Centre, London

Causes fast economic development in India and China

Causes fast economic development in India and China Since 21st century, Chinas national economy has maintained a growth rate of about 10%, which is called a miracle in the history of the world economy (Cai, 2007). Indias economy has also made remarkable progress. During 2002 to 2006, the economic growth rate reached 7.8%. Since the year 2003 2004, the Indian economy has shown continuous rapid growth: from 2003 to 2007, Indias average annual economic growth rate reached 7.5%, 8.5%, 9.4% and 9.6% (Mohan, 2008). In order to analysis the causes of such fast economic development in the two countries, this essay will firstly introduce the basic framework of open system proposed by Daniel Katz and Robert L. Kahn and how understanding of this theory can instruct the development of economic development. Subsequently, this essay will analyze the key factors that spelling the increasingly rise of economy in China and India, such as the population change, the investment on fixed assets, the technology development and the institutional improvement , based on the open system theory. Finally, the essay will give a conclusion of the overall analysis. The open system theory Daniel Katz and Robert L. Kahn (1978) proposed a theory structure of open-systems theory including: inputs, transformation, outputs and recycling. Inputs contain capital, raw materials, and employees. Also, some intangible influences, such as personal rewards, satisfaction, recognition, or status. Products or services are created through the transformation process using employee, raw materials by facilities such as machine and computer. These products or services are delivered to customers. Through the recycling, the profit obtained becomes the input again to buy raw materials or pay employees. There are also some subsystems which is critical to the development of organization. Understand the organization is an open system other than a closed system can be a great help for any organization to develop through change the external environment such as improvement of the education level, technology, facilities or structure systems. Key factors for the economic development in China and India Rarick, A. C., Nickerson, I. and Olan, M. (2007, pp. 19-22) thought that the emergence of economic in China and India is because the low labor cost, however, there are some key factors spelling the economic booming of China and India. Over the past decade, China and Indias economy has undergone tremendous change, which is mainly determined by enhancement of input and transformation of an open system such as the growth of human capital (labor), basic production capacity (noted as the amount of fixed asset investment) as well as technical and institutional factors. 1. The reduction of the population. Personnel are the most important input of the open system. Wealth of population resources ensures the economic growth of China and Indias huge demand for labor. However, over-population also will burden the economic and social development. To ensure the economic development of China, early in 1978, family planning was taken as a basic national policy of China. Over the past decade, Chinas economic growth has been enjoying the dividends of the population, but population growth continues to decline (Zhang, 2008). India has the same concerns in the treatment of population problem, the family planning made population growth rate of India downward. 2. The increased investment in fixed assets. Transformation in the open system plays transfer input to output, through all kinds of tools and equipment. Hence, the fixed assets as the tools and equipment should be placed on a lot emphasis to ensure the normal operation of an organization. Understating this point, China and India increased the investments in fixed asset. Fixed asset investment is the primary means of reproduction of social fixed assets. Through the construction and purchase of fixed assets, the national economy continue to adopt advanced technology and equipment, establish new departments, and further adjust the regional distribution of economic structure and productivity to enhance the economic strength (Chen, 2009). Investment in fixed assets reflects the production capacity progress of a country in large extent, so the investment changes in fixed assets can reflect in the relationship of productivity and economic growth. Over the past decade, total investment in fi xed assets in China were 10% increase per year to maintain the state of positive growth, and GDP also showed a positive correlation, about 10% increase per year. Indias economy has maintained a 10% annual growth trend, the changes in total fixed asset investment kept positive growth of about 10% per year. 3. The development of technology. As an important input, technology is a critical factor which decides the competitiveness of an organization. Over the past decade, under the guidance of science and technology are productive forces, by taking the introduction idea of combining absorption and independent research and development, technological innovation capability of Chinas culture and practical results obtained significant improvement. Popularization of Chinas IT technology and products in some aspects and some areas have caught up and even more than developed countries. Technology development strategy transferred from the early introduction of technology to the main goal of the original innovation. Adhering to the ideas of integrated innovation and secondary innovation, many domestic enterprises have taken great progress in innovation, and some companies changed the business model from low-cost, low value-added Made in China to the high prices, high value-added global manufacturing strategy, and achieved good economic results. As can be seen, technical progress provided a great deal of power for Chinas sustained economic growth. For India, each government of India have attached great importance to the technological development, the government has developed a series of policies to promote scientific and technological progress and established comprehensive technology management system. Over the past decade, advances in science and technology achievements in India have attracted worldwide attention. The degree of internationalization of Indias cutting-edge personnel training, software development, international service outsourcing and bio-medicine has improved; the national resources investments focus on in space, nuclear energy and remote sensing. Information technology and biotechnology has become Indias two knowledge-based industries. For example, Indian Central Government formulated a national drug policy, and these drugs policy played an important role in p romoting the Indian pharmaceutical industry. Currently, the Indian pharmaceutical industry accounts for 8% share of global production, and the output value of share is 1.8%. Indias economic development in the past decade shows the development of Indias technology strength has played a significant role in promoting economic growth (Pradhan, 2006). 4. Institutional improvement. Institutions, laws and regulations are proponents in the open system, which possess great impact on the development of an organization. In other words, improving or reforming these items can develop the economic development. In the new century, China put forward the scientific development concept to guide economic development, and took a series of new Institutional innovation around scientific development. Chinas economic system, the changing approach to the ongoing adjustment of the world economy and domestic economic situation, successfully promoted the emancipation and development of productive forces. Chinas economic system reform is one of the fundamental driving forces of economic growth. India launched a liberalization, marketization, globalization and privatization as the characteristics of the new economic policy, that is, relaxing the restrictions on private economic development, accelerating the reform of state-owned economy, changing from a p lanned to market, implementing market economic development model. India has started a comprehensive economic reform, reform involved foreign trade system, industrial policy, and finance fields. The series of institutional change caused by the implementation of this line became the important promoter to advance Indias economy continues to change for the better. Conclusion A good understanding and application of open system can be greatly helpful for the development of economy. Considering the external environment influences and each sector of the open system can markedly affect the whole open system and further exert an impact on the economic development, China and India improved a lot in the input and transformation sectors of an open system. Aside from the labor source, that is, the low cost labor forces mentioned in Rarick, A. C., Nickerson, I. and Olan, M. (2007, pp. 19-22), as supplement of the Raricks research, the key factors that make the astonishing economic development of China and India are analyzed and proposed, containing: the reduction of population, the increased investment in fixed assets, the great development of technology and the institutional improvement and reformation. The abovementioned factors as well as the labor source are all critical to ensure the economic development in China and India, making them on the top list of count ries with most fast economic growth rate.

Hypnosis :: Biology Essays Research Papers

Hypnosis: It Isn't Just For Circus Sideshows Anymore The highlight of my second day at Bryn Mawr College was going to see an exciting hypnosis show. I was one of the lucky few chosen to go up on stage and be made a fool of in front of three hundred other freshman. I stood up on the well-lit stage and listened intently to the oddly-dressed hypnotist. He told me to attempt to hold out my arms straight and look at the ceiling, without moving my head. I followed his instructions, but five minutes later, I was asked to sit down because the performer did not feel that I was as susceptible to hypnosis as the other ten women on stage. Embarrassed, I returned to my seat to watch the merriment. I giggled as I watched people I had been on stage with laugh uncontrollably, dance the hula, and quack like ducks. After the show, I could not help but ask myself why these seemingly normal people would behave so ludicrously at the suggestion of a stranger. After talking with the some of the subjects after the show, I was convinced that they were in a com pletely different brain state than the audience; some of my friends felt the opposite. Such is the nature of hypnosis. Some believe that while under hypnosis the brain differs from other states; others believe that this is not the case. Like the brain, hypnosis is mysterious. Therefore, it is no wonder that there is so much contention about hypnosis, it's uses and effects. But, how does hypnosis work? What does it do to the brain? Is it a legitimate way to get in touch with the unconscious? Evidence of the existence of hypnosis is seen as early as the ancient Egyptians and Greeks. In fact, "hypnosis" comes form the Greek word, hypnos, meaning sleep. It has been used extensively throughout history and it recently recieved an increase in it's legitimacy when in 1996, the National Institutes of Health publicly recommended that hypnosis be covered by health insurance, when used in conjunction with other forms of therapy (1). Hypnosis is a versatile tool. It is used for entertainment, medical recovery, and therapy, such as behavior modification and memory recollection. Hypnosis has been documented to allieve pains, phobias, addictions, irritable bowel syndrome, and asthma. Hypnosis has also been linked to memory recall. A person can hypnotize herself or agree to be hypnotized by another (2).

A Tale Of Two Cites :: essays research papers

A Tale Of Two Cities A Tale of Two Cities Throughout the novel A Tale of Two Cities, Charles Dickens creates suspense and mystery to try to keep his readers interested. This technique might have worked for 19th century people with nothing better to read, but it doesn’t stack up nowadays. You can paint this anyway you want but what it all comes down to is that no 20th century person with any kind of attention span wants to read a 400 page book with one dimensional characters and an unbelievable storyline. But, Dickens’s original audience couldn’t get enough of the novel’s intricate plot filled with suspense and mystery. To get the novel this suspense and mystery, Dickens’s divides his story into episodes, allows his characters to be general, and uses the theme of doubles. The most obviously way that Dickens’s creates suspense is through his use of cliffhanger-like episodes. I can’t exactly call it clever, but Dickens’s ends a chapter with unanswered questions and loose ends. This little scheme might work for television shows in which the viewer has a whole week between episodes to think about possible outcomes, but it doesn’t have the same effect when it only takes half of a second to turn the page and read further. Dickens tries to create mystery by having his characters as broad as possible so that readers can make up their own opinions and possibilities. Almost all of Dickens’s characters are basically good or basically evil. We are supposed to care about the "good" characters but they’re so boring that their "goodness" loses it’s charm. For example, Lucie and Charles. Lucie is describes as being basically perfect in every way. She’s young, wholesome, and beautiful, of course. There’s no such thing as a good woman that wasn’t beautiful in fiction. Charles is a rich aristocrat, and we’re supposed to believe that he’s good and really noble because he didn’t want to kill people and he married the other "good" character. Please. Do you think that Charles would have given Lucie a chance is she looked like the rest of us even though she was so good-hearted? Of course not, but that’s what we are supposed to believe. Lucie and Charles are so stereotyped and boring that Dickens’s should have named them "Snore" and "Snooze." Dickens’s under developed characters lets readers wonder about what they are really like and what they’ll do next.

Lactase Enzyme Essay

This lab will examine the specificity of an enzyme (lactase) to a specific substrate (lactose). Students will observe the actions of the enzyme and how shape is important to enzyme reactions. Background information: Lactose, the sugar found in milk, is a disaccharide composed of glucose and galactose (both six-sided sugars). Sucrose, ordinary table sugar, is also a disaccharide composed of fructose and glucose. Glucose is a six-sided sugar and fructose is a five-sided sugar. Lactase is an enzyme that breaks lactose down into galactose and glucose. Lactase can be purchased in pill form by people who are lactose intolerant. These people lack the enzyme, lactase, and cannot break down the sugar lactose into its component parts. Although lactose is similar to sucrose, lactase will break down only lactose because of the shape of the sugar. In this lab, you will see lactase break lactose down into galactose and glucose. You will also observe what happens if the shape of lactase is changed due to heating. Materials/ resources: * Lactase tablets: these can be bought in any drug store or grocery store. Fifteen milliliters of milk: any milk will work. Water: used for dissolving the lactase tablet, dissolving the sucrose and boiling the lactase. * Sucrose: five grams per group. * One hundred milliliter graduated cylinder/ten milliliter graduated cylinder: measuring water and enzyme amounts. * Three four hundred milliliter beakers: used for dissolving the lactase tablet, dissolving the sucrose and boiling the lactase. * Five test tubes: these tubes hold the different solution mixtures. * Test tube rack: hold the test tubes. * Marking pencil: mark the test tubes so that confusion does not occur. * Clock * Hot plate with a Pyrex test tube for denaturing the enzyme. Glucose test strips: these strips can be found in any drugstore. Stirring rod: helps to mix up the lactase tablet in the water. Lab procedures: 1. Gather the materials. 2. Label the test tubes with the following labels: 0 A. Test tube with skim milk and enzyme solution. B. Test tube with skim milk and water. C. Test tube with skim milk and denatured enzyme solution. D. Test tube with sucrose solution and enzyme solution. E. Test tube with sucrose solution and water. 3. In test tube A add two milliliters of skim milk and one milliliter of enzyme solution. 4. Time for two minutes and test for glucose with the glucose test tape. Record this data in table 1. If there was glucose present mark a ‘+’ in the table. If glucose was absent, mark a ‘-’ in the table. 5. In test tube B add two milliliters of skim milk and one milliliter of water. 6. Repeat step 4. 7. In test tube C add two milliliters of skim milk and one milliliter of denatured enzyme solution. 8. Repeat step 4. 9. In test tube D add two milliliters of the sucrose solution and one milliliter of enzyme solution. 10. Repeat step 4. 11. In test tube E add two milliliters of the sucrose solution and one milliliter of water. 12. Repeat steps 4. Results: Glucose Presence in the Following Solutions| Type of Solution| Positive or Negative Glucose Result| Test tube A: milk and enzyme solution| Â  | Test tube B: milk and water| Â  | Test tube C: milk and denatured enzyme solution| Â  | Test Tube D: sucrose solution and enzyme solution| Â  | Test Tube E: sucrose solution and water| Â  | | Conclusion and Questions: 1. Diagram and describe the lactose and lactase reaction (may need to research this). 2. Why did the enzyme react to lactose but not to sucrose? 3. What happened when the enzyme was boiled? 4. Another way to affect the enzyme is by lowering the pH of the solution. However, lactase is supposed to be able to work in the stomach. Would lowering the pH of the enzyme solution affect the enzyme? Why or why not? 5. What type of reaction is this? Dehydration or hydrolysis? Content to be covered in conclusion paragraphs: It should explain the general conclusions of the lab. May refer back to background information to help explain the conclusion of the lab. Should refer back to the GENERAL data in the results. Restate the purpose and state whether the hypothesis was correct or not and why. Clearly state and explains how at least THREE errors may have occurred in the lab. Also explains common pitfalls a person SHOULD avoid.

Evolution of the Concept of Childhood: Evidence from Children’s Literature Essay

Zohar Shavit’s discussion of the development of the concept of childhood takes into consideration the literature that has been developed for children. Shavit’s goal was to explain how the concept of childhood evolved as it is shown along the lines of children’s literature. This essay will attempt to provide criticism regarding the manner by which Shavit argued his case. Focus and attention will be towards the development of the argument. Furthermore, each section of Shavit’s article will be analyzed and critiqued in terms of how it contributed to the strength of the author’s argument.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shavit begins his article by discussing the beginnings of the concept of childhood. He described how up until the seventeenth century, children lived in an adult world and were not considered as distinct from their adult counterparts. (Shavit, 318) In other words, the world had no concept of what a child was. Every aspect of a child’s life was that of an adult as well. He cited various reasons for such including the fact that there was a high mortality rate among children and the poor survival of children during the time. Moreover, children did not really enjoy a childhood as it is now defined for early in life, they were made to do things that adults do. Some marry at a very tender age while others are thrust into a working life. (Shavit, 318) Shavit then discussed how in the seventeenth century the unity between the lives of adults and children shifted to polarization. (Shavit, 319) He described how children began to develop their own way of life including the emergence of clothing and educational games. (Shavit, 319) Basically, at this time, a distinction between adults and children began to be established.   The concept of childhood developed out of the polarization between the adult’s and the child’s world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shavit moved on to discussing the emergence of children’s literature specifically to meet the new educational needs of children as defined by the perceived need to mold children who were seen as delicate creatures. (Shavit, 320)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Having established how children’s literature emerged, Shavit then discussed the evolution of the one of the most commonly analyzed children’s tales, â€Å"Little Red Riding Hood.† He discussed how the story evolved just as the conception of childhood evolved as well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shavit’s main argument and the thesis of his article is that the concept of childhood and its evolution through time shapes the literature that has been developed for children. Basically, as the concept of childhood is altered so is the literature for children. Shavit’s thesis is quite general. His analysis lies along the general lines. (Shavit, 317) Furthermore, based on his thesis, one can see that the evolution and history of both the concept of childhood and of children’s literature are necessary elements of his argument. As such, in order to prove his thesis, Shavit had to lay down the history of the concept of childhood and how children’s literature emerged from the development of the concept.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shavit’s argument is well structured. He lay down the foundation of his argument by providing historical insights in both the concept of childhood and of children’s literature. From this foundation, Shavit was able to show the relationship between children’s literature and the evolution of children in society. More importantly, this foundation was integral in his discussion of the primary source for readers are able to relate the concept of childhood in the text with the perception of childhood in society at the time the text was published. Shavit’s article moves on along a time line making it logical and sound.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shavit utilized an analysis of the text, â€Å"Little Red Riding Hood† to demonstrate how the concept of childhood evolved. More importantly, Shavit used a comparison between two versions of the text to show that a difference in the conception of childhood existed between the two different time periods. Shavit compared Perrault’s version with that of The Brothers Grimm in order to illustrate how the concept of childhood influences the story. He quoted both versions to demonstrate how the two differed in particular parts of the story. For instance, Shavit quoted Perrault’s and The Brothers Grimm’s versions to show the difference between the two particularly in the part where the grandmother’s love is expressed in the story. (Shavit, 330) Shavit did no divert from either text and ensured that both were properly quoted. Shavit’s use of the quotations was specifically for the purpose of showing the difference of the two versions in demonstrating family ties in the text. Other than for such purpose, Shavit failed to utilize the primary texts. Shavit’s arguments could have been strengthened by more use of the primary sources. Although he was able to extensively compare the two texts, he was not able to make readers appreciate the comparison since he insufficiently quoted the two versions. Shavit likewise compared the endings of the two versions of the story. He noted that the difference in endings led to a change in the meaning and moral of the story. (Shavit, 329) The moral of Perrault’s story was intended for the gentlemen since it emphasized the wolf. On the other hand, the Brothers Grimm’s version â€Å"stresses Little Red Riding Hood’s learning a lesson.† (Shavit, 329) The difference in endings thus provides evidence that the two versions were intended for distinct audiences.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shavit’s discussion entailed the use of two versions of the â€Å"Little Red Riding Hood† to show how the concept of childhood evolved. However, as mentioned earlier, Shavit failed to utilize the texts adequately. Instead of quoting the texts, Shavit used his own perception and analysis to demonstrate the difference in the two versions. In other words, Shavit’s arguments lacked sufficient backing from primary sources.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In his recount of the history of the concept of childhood, Shavit failed to cite sources for his descriptions. He mainly utilized his own descriptions and understanding of history in his explanations. In his discussion of the two concepts of childhood that emerged in society, he failed to cite sources for it. His explanations were logical and easily understood. However, without enough evidence from sources, a shadow of doubt is seemingly cast over the authenticity and validity of his arguments. His arguments may be seen as subjective for he was unable to use historical sources. Shavit’s comparison of Perrault and The Brothers Grimm’s versions of â€Å"Little Red Riding Hood† were very extensive. He was able to cover several elements of the story including tone and ending. However, he was unable to justify most of his comparisons by quoting the texts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In general, Shavit was able to show how the concept of childhood evolved. He was able to demonstrate how a different concept of childhood emerged in Perrault’s and The Brothers Grimm’s versions. More importantly, he was able to show that at the two different times, children were thought of differently. In this light, Shavit was successful in proving his arguments but there is room for improvement. More historical sources will make Shavit’s arguments stronger and more sound. It will increase the validity of his statements. Works Cited Shavit, Zohar. â€Å"The Concept of Childhood and Children’s Folktales: Test Case-‘Little Red Riding Hood’.† The Classic Fairy Tales.   Ed. Maria Tatar. Norton, 1999. 317-332.