Religious Tradition view of Euthanasia :: Free Euthanasia Essay

Religious Tradition view of Euthanasia State One Religious Traditions View Of Euthanasia Euthanasia is described by the Oxford English Dictionary as ‘The bringing about of a gentle and easy death, especially in the case of incurable and painful diseases’ . The Christian view of Euthanasia is that it is wrong. They understand, the pain and emotional suffering, caused in the case of terminally ill, but believe that a hospice is a better solution and that to commit Euthanasia is murder and a degrading act upon human life. The most common argument for Euthanasia, is the idea of quality of life. This term was first created in the 1970’s as a term used to describe, the general welfare of a individual. This was gradually adopted as a term to describe a persons overall existence. This ideology, has practically become the argument used to morally justify the killings of hundreds upon thousands of unborn babies, who have genetic defects such as down syndrome and the international starving of brain damaged adults and terminally ill patients. To Christian, this argument has no meaning as we were all created in the image of God and it is believed that each human has a purpose to serve. They see each human as having its own intrinsic worth and to destroy any life, whether a young born child or an elderly person is the murder of a potential. The Christians also mock the quality of life argument as they believe that it is a biased opinion and we have no grounds or framework to judge by. The book of Job, arg ues against the quality of life argument. In this book, Job claims that suffering is part of being human along with happiness, sadness and anger. This points that if you are suffering, you should live through it and it will make you a stronger person. Paul says in Corinthians 2, For when I am weak then I am strong. He says this when he is trying to describe how he appreciates his â€Å"problem/thorn in his flesh† because although he wanted God to take it away he realises that it helps to make him a stronger person and a good Christian, because it reminds him to be humble. It is based upon this that he refuses to take his own life. The Christian sees a good life in respects to a persons response, to a particular situations, whereas the humanists will see only in terms of suffering and pain experienced.

Fahrenheit 451 Study Questions Essay

What is the significance of Montag seeing his reflection in Clarisse’s eyes? Montag sees himself in Clarisse’s eyes, indicating that there is a reflection of him in her. Although he does not really know what the similarities are between him and her, he is aware that there is a connection between them. What final question does Clarisse ask Montag on the night of their first encounter? Why is the question important to the plot? On the night of their first encounter Clarisse asks Montag the question â€Å"Are you happy?† Montag replies by saying yes. This question is important to the plot because it makes Montag question himself. Even though he said yes, he can feel that he is missing something in his life. Although he might not know what that is he is missing, he starts to question himself and what his life really is. He then attempts to figure out what is missing in his life and to fill the void. When Montag enters his home, he stares at the blank wall, but in memory sees Clarisse. What extended simile describes how he sees her? â€Å"She had a very thin face like the dial if a small clock seen faintly in a dark room in the middle of a night when you waken up to see the time and see the clock telling you the hour the minute, the second with a white silence and a glowing, all certainty and knowing what it had to tell of the night passing swiftly on toward further darknesses, but moving also toward a new sun.† This is the simile in which the book describes how Montag sees Clarisse. The simile is comparing Clarisse to a clock, and how she is all-knowing with a mixed personality. At this point of realization, what happens to the smile on Montag’s face, and what is his answer to Clarisse’s question? Once Montag enters the bedroom the smile on Montag’s face goes away. He sees his wife lying down on the bed motionless and he starts to feel sad. At first Montag answered Clarisse’s question by saying yes but after seeing his wife lying down motionless, he begins to question his happiness. Describe Clarisse’s personality Clarisse is very curious and also very nice. She questions and wonders about many things. In the story, she is one of the few people who went outside the box and tries to do new things like playing with and smelling leaves. What does Clarisse say people talk about? Find some examples of representative conversations throughout the book. Clarisse says that no one engages in an actual conversation. She says that people only talk about televisions, cars and clothing but not a meaningful conversation. What is significance of the refrain repeated by the woman whose house was burned? What did it mean? What is its effect on Montag? The significance of the refrain repeated by the woman whose house was burned is â€Å"Play the man, Master Ridley; we shall this day light such a candle, by God’s grace, in England, as I trust shall never be put out.† She is willing to lose her life to stand up for what she believed in, which was for the freedom to read. Montag begins to question why books were so important to her and why she sacrificed her life. Montag starts to wonder if books had important or useful information in them. What does Montag think about the old woman and all the books he has destroyed? He felt guilty and depressed when he thinks about the old woman who burned with her books. He starts to understand that books are not easy to write, and that behind every book is a man who spends their lives dedicated into putting their ideas into books. He then realizes that he destroys something that someone spends their whole lives making in a couple of minutes. Summarize Beatty’s explanation of how the need for fireman arose? Captain Beatty explains to Montag that firemen used to put out fires instead of setting them. Since all houses and buildings are fireproof there is no need for firemen anymore. He then said that intellectual and talented people made others uncomfortable and how books always caused conflict. Then they hired men to burn all these books since they caused conflict and those men were known as firemen. Part 2: The Sieve and the Sand What is the meaning of the title of Part 2? The title â€Å"The Sieve and the Sand† refers to an incident during Montag’s childhood. When Montag was young, his cousin told him that if he filled the sieve with sand he would give Montag a dime. However when Montag tries to fill the sieve with sand, the sand just falls through the holes of the sieve no matter how hard he tries. Now history repeats itself. Montag tries to memorize parts of the Bible, specifically the Book of Ecclesiastes. However when he tries to memorize the Book of Ecclesiastes on the train, the jingle from the advertisement for Denham’s Dentrifice keeps playing. Therefore Montag cannot memorize the Book of Ecclesiastes no matter how hard he tries because the dentrifice commercial keeps distracting him. Montag cannot memorize the words in the books because he is not used to reading since books are banned in the novel. In other words his mind is like a sieve and the information or words from the Bible is the sand, and no matter how hard he tries his mind can never hold the words he is trying to memorize. What is the importance of the dentrifice commercial? In the novel, the dentrifice commercial distracts Montag from focusing on memorizing the Book of Ecclesiastes. It interferes with Montag’s effort to think. This is the authors way of saying that how humans can easily be distracted by something as simple as a 4jingle for a product. Why does Montag go to see Faber? Montag needed to go see Faber because he hid many books in his house and he needs someone to explain what the books mean to him. He remembers he had once met a person named Faber at the park. When they both started talking to each other Faber told Montag that he was an English professor before books were banned. Therefore Montag tried to find a way to contact and meet Faber to help him understand more about books. What does Faber tell Montag about books? Faber tells Montag that books are important and that a person should be free to decide whether they want to read books or not. He also said that people should not be limited to obtain useful and important information that comes from books. In other words Faber tells Montag that people should have the freedom to read books. What are the three things which Faber says are missing from society? The three things which Faber says are missing from society are the quality of information, the leisure to digest it, and the right to carry out actions based on what we learn from the interaction of the quality of information and the leisure to digest it. Describe the parlor women, their views, their conversational concerns? The parlor women were only concerned on what new television they were going to buy. Montag sees this and turns off the walls or television in the middle of their show. Then he asks one of the parlor women about the war. She replied by saying that her husband is being called up to help in the war. However she isn’t worried she says that even if he dies she would not be sad and that she would just find another husband. That’s what she and her husband agreed on. He then asks another question, this time about children. Montag finds out that one of them would not have children and the other does but does not even care for them. Mildred, Montag’s wife, starts talking about politics. The parlor women tell Montag and Mildred who they voted for in the recent election. They tell them that she voted for President Noble just because he was much better looking. Why does Montag read â€Å"Dover Beach† aloud to the ladies? â€Å"Dover Beach† is a poem about the instability of life. It speaks of loss of faith and trust. The poem is also symbolic of their society. It talks about how faith used to be full but is now â€Å"retreating, to the breath of the night wind† leaving only â€Å"naked shingles of the world† and how this life has â€Å"neither joy nor love nor light† anymore. It is a great representation on what human life used to be and how it has become. How do the women react? The women started crying after Montag read â€Å"Dover Beach†. Although they do not fully understand the meaning of the poem, they sense that it was a sad and depressing poem. The women are not used to this kind of emotion and do not know how to react. Therefore they start crying and left Montag’s house. Part 3: Burning Bright What is Mildred’s main concern as she runs out of the house? Mildred mumbles as she’s running out, â€Å"Poor family, poor family, oh everything gone, everything, everything gone now†¦Ã¢â‚¬ . Family in this context means the television walls she was so attached to. When she said that everything is gone now, she means her TV family. The TV walls were Mildred’s main concern as she runs out of the house. What feelings does Montag have about the burning house? Montag has mixed feelings after being forced by Captain Beatty to burn his own house. In some ways he is happy. He is relieved that he burnt down all the television walls that his wife was so attached to, and he also enjoyed the feeling of burning something again. However he was sad that he burned all the books inside the house and he was not happy that his wife started to turn on him after he burned down all the walls of the house. While Montag was in flight from the scene of Beatty’s murder, what thought occurred to him about Beatty? After Montag kills Beatty, a thought occurred to Montag that Beatty might have wanted to die all along. When Montag used a flamethrower on Beatty, he showed no signs of defending himself as if he did not care if he died and might have possibly wanted to die all along. What is the explanation which Montag and Faber arrive at for how so very much could have happened within one week? After Montag kills Captain Beatty he rushes to Faber’s house. There he wonders to Faber on how he killed his old boss, burned his house, and lost his wife all within one week. Faber replies to Montag by saying that all of this was â€Å"coming for a long time†. Montag understands Faber and says that he used to think that things were wrong for a long time even though he continued with his everyday life. What are Montag’s impressions of the land across the river? Montag was in awe of the beauty of the land across the river. He loved the natural beauty of the countryside, how it seemed so much freer and more natural compared to the computerized world he lived in. When Montag complained about being unable to remember Mildred, what explanation did Granger give him? When Montag said that he was unable to remember his past wife Mildred, Granger tells him about a story of the loss of his grandfather and how when someone dies they must leave something to be remembered by. When Granger asked Montag what Mildred left him he replied with â€Å"nothingness†. What was Granger’s philosophy on life, taught to him by his grandfather, and handed on to Montag? Granger’s philosophy of life is live every second you can as though in just ten seconds you will fall to the ground and die. He also tells Montag to leave his house and enjoy what nature has to offer, and to live life to the fullest. Describe the effects of the war as Montag imagined them. Montag imagines total destruction. He imagines Faber on his bus heading out of town, but there was no use. Where ever Faber’s destination was Montag imagined that it would be meaningless. He also imagined Mildred, quietly watching her TV walls and how that the bombs would hit her. What is the promise at the end of the novel? At the end of the novel, it talks about how a new era is about to begin. The promise is about a better world in the future, a world with human rights and freedom. A world in which people can read if they choose to, and how people are allowed to think of new ideas. A world of creativity and freedom.

Education and Saudi females

Education and Saudi females Literature Review It is apparent that acquiring education has become more of a basic need than just a stage that one has to pass through while growing. The value of education can never be underestimated since it influences all aspects of a person’s life. Basic definitions of education need to be examined carefully so that this important element may be incorporated. According to the Merriam Webster dictionary, education is known to have a varying contextual meaning.Advertising We will write a custom thesis sample on Education and Saudi females specifically for you for only $16.05 $11/page Learn More Education can be described as â€Å"the action or process of educating or being educated; also: a stage of such a process† (Merriam Webster dictionary, 2011 p. 87). In order to be to make a sound discussion, education has been treated as a transformational process which equips people in life. This paper is a review of literature on education among Sa udi females. It is a comprehensive review which illustrates how education is viewed differently in various parts of the world. This has been done by examining Saudi females and the processes of acquiring and using education. Education affects all areas of life. It can be argued out to be a tool which equips people’s minds to face the real world (Sedgwick, 2001). It is quite easier for educated folk to face the reality of life than those who are not educated (Hamdan, 2005). Hence, knowledge and information empower people by making them more resourceful in their respective communities. Besides, information is more enriching than any other achievable treasure (Elliott, 2008). This literature review makes a concerted effort to explore all significant factors of education in Saudi Arabia. It expounds on the influence of backgrounds, current and future state of education in Saudi Arabia. It also elaborates several aspects which impact girls’ education in the region. It is wo rth mentioning that this paper examines the history to female education and the challenges that females encounter in their pursuit of education. Context of education in Saudi Arabia An examination of the history of females’ educational activities in the competitive system in Saudi Arabia is pivotal. It is an informative approach which explains the current status of the education system. Saudi Arabia was founded in 1932. The ministry of education in Saudi Arabia was established in 1952 (Wilson Graham, 1994). At this time, both males and females were allowed to study through one of the three options available. Males were offered general education or traditional Islamic education, while females were only offered general education (Sedgwick, 2001). In the general education stream, males and females were taught the same curriculum and sat for the same examinations. A mandate was given to this Saudi agency which had a role of ensuring social welfare for all citizens.Advertising Looking for thesis on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The ministry of education oversaw boys’ education (Wilson Graham, 1994). The placing of girl education under the jurisdiction of the General Presidency for Girls’ Education might seem to be contradictory and probably trigger thoughts of discrimination from rationally mature readers. The fact that Saudi Arabia was, and remains an Islamic nation, accounts for why the girl child was educated in accordance to Islamic values. This could not be an issue of contention. Human beings develop well when they are given a chance to follow the norms of their society (Jerichow, 1998).Women had enough space to pursue education. It is worth noting that between 1970 and 1982, there were 11 colleges established exclusively for women to pursue bachelor’s degrees. Some of the colleges had the capacity to offer masters degrees in â€Å"education, science , humanities and social work† (Sedgwick, 2001). One of the colleges offered doctorate studies in education (Sedgwick, 2001). The charts below (chart 1 and 2) show the progress of girls’ education in Saudi Arabia from 1974/5 compared to 2004/5. Chart 1 Chart 2Advertising We will write a custom thesis sample on Education and Saudi females specifically for you for only $16.05 $11/page Learn More By 2003, Saudi Arabia had the lowest literacy rate (62%) among the Gulf nations (Al-Khalifa, 2009). However, the literacy rates of men and women were 72% and 50% respectively (Al-Khalifa, 2009). Taking into consideration the rates of literacy of men and women (15% and 2% respectively) in 1970, it is clear that the literacy levels have continuously been improved though females continue to lag behind males. It is expected that by 2015, the rates will be much higher if the trends are to continue (Hamdan, 2005). It can be considered that the discovery of oil in Saudi Arabia in 1930 was an important input towards the development of education. It was used in creating a pool of funds for schools to be set up across the nation. The discovery of oil in the nation is also highly associated with much of the changes associated with women and their education. Of great impact was the establishment of the ARAMCO (Arabian American Oil Company) which brought many American families working with the companies to Saudi Arabia in 1970s. Schools had to be built to educate the children of ARAMCO employees (Jerichow, 1998). This was a remarkable economic development. It proved to highly influential to the Saudi people. They got a consistent source of income to continue funding their education. Numbers of scholars grew accordingly. More women enrolled in schools since conditions became more favorable. Modernization has had an impact on the education of Saudi people. Women in Saudi Arabia have been changed accordingly. It has a highly felt impact to the gen eral Saudi Arabian society (Hamdan, 2005). The effect of placing the girl’s education under the jurisdiction of the General Presidency for Girls’ Education can be said to have altered the way girls and women in general viewed education. Challenges Confronted The kind of information that one is exposed to determines the ability of such a person (Ramady, 2010). As much as the Saudi Arabian education system was established as early as the 1950s, one may want to argue that it has been more of a psychological conditioning for the females. The case may be so because students were given a training which mastered their way of living. They were directed towards a behavior which concurred with societal norms (Farlex, 2011). Psychological conditioning can be defined as â€Å"a process of behavior modification in which a subject is encouraged to behave in a desired manner through positive or negative reinforcement, so that the subject comes to associate the pleasure or displeasur e of the reinforcement with the behavior† (Farlex, 2011). The conditioning of females in education to fit set measures is one of the biggest challenges to their education.Advertising Looking for thesis on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hamdan (2005) noted that girls’ education should not necessarily be streamlined to educate girls into domestic roles as â€Å"good mothers, nurses or teachers†. There were numerous of such cases in girls’ education and thus females who went through the education system became mothers, r teachers or nurses. Technically, by not being empowered educationwise, they were barred from the pursuit of most other areas of interest. The effect of this kind of conditioning has not been well documented. However Hamdan (2005) notes that it is not a highly preferred system of education. Negative Perception towards Education Though there is a clear indication that the government is willing to support girls’ education, there are also many indicators that the efforts being put in place are too little to create any difference and may just elicit negative perception towards female education (Budhwar Mellahi, n.d.). It is notable that despite the various pieces of legislatio n that are in place, women are still not entitled to fair and equal treatment just like men. This has been due to attitude of the society AlMunajjed (n.d.) The net effect that this kind of treatment has on girls and women is the creation of a negative perception towards education for females. Lack of Self Confidence Early marriages are still practiced in Saudi Arabia whereby young girls are normally married off to older men. In most cases, women perceive this as an act of degrading their self image and it reduces their self confidence. Early marriages inhibit young girls from pursuing their education further (AlMunajjed, n.d.). The system of educating boys and girls differently also contributes to degrading the self confidence of girls. Numerous complaints have been aired in regard to the resources that are usually allocated for female education (AlMunajjed, n.d.). It has been alleged that resources allocated for girls’ education are less when compared to those of boys. For e xample, evidence has shown that teaching staff posted to the boys’ schools are often of higher qualifications when compared to those in girl schools. This represents outright discrimination and it is a clear indication that females are not as worthy for investing in (Hamdan, 2005). When critically examined, this is a degradation of the female dignity and which in the long run erodes the self confidence of females (Jerichow, 1998). Lack of Role Models in Education Due to the nature of education in Saudi Arabia, it is very hard for a female student to excel in education. Because of this, there are few female leaders in the academic fields. This implies that girls who seek to identify themselves with senior girls as role models in education often do not have one to imitate. This can be quite discouraging especially where role models from other countries can not be admired by the Saudi girls because they do not incur similar challenges as those incurred by female students in Saud i Arabia (AlMunajjed, n.d.). Present Status: Higher Education and Female Students For several years Saudi women have been marginalized since it was there legal guardians, mainly their husbands and fathers who could define the destiny of a Saudi woman. Behind this denial of liberties, there are huge improvements being made in the field of higher education (Hamdan, 2005). There has been growing access for women into higher institutions of learning and particularly universities. This has been recognized as a monumental step that could lay the foundation for the rights of women and their future empowerment especially in accessing employment. It is considered that any effort to liberate and to empower the Saudi woman should be focused in education (Ramady, 2010). There has been a women education in Saudi Arabia since 1960.The efforts of the King Abdullah has further extended the education system for women and his reign has therefore been considered a golden era for women in regards to hi gher education. This King made women’s higher education his top priority in 2005 and ensured that that education of Saudi women continues to be an important objective. The efforts of the King are paying off since the current figure for women in universities account for 58 percent and the rate is expected to rise (Elliott, 2008). Consequently, to ensure that women access higher education from tertiary, Secondary and the university, he has constructed at least 300 colleges for women. These efforts have been recognized by the international community and currently, Saudi Arabia ranks 25th in the world among countries with a high percentage of women from the population in universities. Princess Noura bint Abdulrahman University is the world’s number one women only institution and it accommodates approximately 50,000 female students (World Policy, 2011). Since, Saudi Arabia is a religiously conservative country; the enhancement of women’s access to higher education ha s raised a lot of tension between the government and the Wahhabi religious establishment particularly regarding gender-integrated classes. Despite the expansion of opportunities for higher education for women, they still have to seek legal permission from their fathers or their husbands to participate (Elliott, 2008). Consequently, there are some courses that women are not allowed to undertake like engineering, construction and aviation. Women are only allowed to study law at the undergraduate level but they are not allowed to practice it. There are some cases also where women are not allowed to study, programs like general surgery, orthopedic surgery and pediatrics, as has been witnessed in King Fahd Teaching Hospital in Al-Khobar where female are not admitted to these programs (World Policy, 2011). Females Participation in Distance Education Distance education has been introduced to meet the increased demand for education. The presence of modern advanced systems of telecommunicati on and information technology, and the need to minimize costs in supplying education to a rapidly growing market, has necessitated the move to greater distance education offerings. The decentralization of education so as to reach a critical mass of the population and the need to ensure education for all has been applied in Saudi Arabia. Of particular attention, are program that target women in the population, particularly those groups who have been marginalized in the past (Elliott, 2008). Distance education is gaining prominence in Saudi Arabia. This has been made possible by the large distribution of the student population. Distance education in Saudi Arabia is also applied due to gender segregation in tertiary education where male lecturers are not allowed to teach female students and they can only teach them by use of Closed Circuit Television, one way video and two-way audio broadcast (Elliott, 2008). Distance education allows males to teach females as they do need to be person ally face to face in the act of the teaching. Higher education has been used to enhance women’s access to education and to increase their opportunities. This has been achieved by the use of VSAT broadcasting technology and the internet (Elliott, 2008). In female colleges, for example, which operate under General Presidency for Girls Education, a subsidiary of Ministry of education, has been elevated to Princess Noura University and had its lectures transmitted from Riyadh to all female student institutions in the kingdom. The lectures and tutorials are made available through DVDs and video streaming (Al-Khalifa, 2009). Technology learning on females’ public school Technology-aided learning in Saudi Arabia has been applied as a motivation to utilize computer abilities in various education domains and to promote the activities of the learners (Elliott, 2008). This system has been dubbed as e-learning. In this system, education content is delivered by the use of televisio n, Video tape, CD-ROM and computer-based training. E-Learning in higher education was launched by GOTEVOT, which is the official government authority in charge of technical and vocational training (Al-Khalifa, 2009). The ministry of education recognizes E-learning in learning institutions so as to address the issue the shortage of female lecturers in gender-segregated institutions. Way Forward Distance Education Barriers The barriers facing students pursuing distance education fall in the following categories: lack of feedback, response from teachers, comprehensive training, alienation, isolation and few Saudi women scholars. Distance learning students have a lot of insecurities regarding their learning. This support is usually in terms of expenses they incur in the course of acquiring education. Lack of Feedback or Response from the Teachers Most Female students do not have direct contact with their teachers hence leading to self-evaluation trouble. This may lead to risk of limited academic and social integration into a complete institutional life in future. Isolation and alienation There are students who have a feeling that they are alienated from the system of education. Consequently, distance education will take away the normal social interactions which are associated with traditional and conventional learning environment. Comprehensive Training There may be some cases where majority of the students are well conversant with technological issues like the use of computer and internet. Using of technology has the risk of excluding some students who lack computer skills (Galusha, 2008). In this case, comprehensive training should be encouraged in order to build the learners skills making them to be able to use technology effectively (Mà ¼ller, 2008). Saudi Women Scholars There are very few Saudi women scholars. This has been probably due to the kind of societal conditioning towards women education. As noted above, there are too many factors which inhibit the pursuit of education by Saudi women. There is need to encourage the few Saudi women scholars to speak up. It has been a challenge to get the Saudi women scholars to engage in public forums where they can be reached by those seeking inspiration. There is also need to encourage more women to participate in the job market where they can showcase their talents and abilities. This will enable them to come out clearly and be icons for young Saudi girls who might be eager to pursue education to higher levels (Sidiya, 2010). The launch of inspirational dialogue forums like the one in Jeddah is quite significant. Such inspirational talks will encourage young Saudi girls to go through the education system and come out successfully (Sabbagh, 1996). Further, such inspirational dialogue should be promoting successful women in entrepreneurship, artists and academic scholars. The Jeddah program was an online forum initiated by Unilever as part of its corporate social responsibility so as to create role models for the young Saudi women and to achieve positive contribution from women (Banga, 2011). Conclusion The education of females in Saudi has empowered women in the society and helped to reduce the gender gap which has been the greatest impediment to the education of females. This has prompted the government to reform the education system so as to address the challenges. The development of educational infrastructure such as schools for women and distance education to enable rural women access education opportunities has been put in place. The King has played a significant role in furthering education for women. From 11 colleges in the 1970s, the number of women colleges has drastically increased to 300. There is a continued need, however, for even greater effort to be channeled towards ensuring that the girl child has an equal chance to full education. References Al-Khalifa, H.S. (2009). The State of Distance Education in Saudi. eLearn Magazine. Retrieved from https://elear nmag.acm.org/archive.cfm?aid=1642193 AlMunajjed, M. (n.d.). Women’s Education in Saudi Arabia. Ideation Center. Web. Banga, K. (2011). New initiative aims to inspire women. SME Advisor. Retrieved from https://www.sme10x.com/news/new-initiative-aims-to-inspire-saudi-women Budhwar, P. Mellahi, K. (n.d.). Managing Human Resource in the Middle East. New York, NY: Cengage Learning. Elliott, C. (2008). Global empowerment of women: responses to globalization. New York, NY: Rutledge. Farlex, I. (2011). Operandi Conditioning. The Free Dictionary. Retrieved from http://medical-dictionary.thefreedictionary.com/Psychological+conditioning Galusha, J.M. (2008). Barriers to Learning in Distance Education. Infrastructure. Web. Hamdan, A. (2005). Women and education in Saudi Arabia: Challenge and Achievements. International Education Journal, 6(1), 42-64. Jerichow, A. (1998). The Saudi file: people, power politics. New Jersey, NJ: Prentice Hall. Merriam Webster dictionary. (2011). Meaning of Education. Merriam Webster Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/education Mà ¼ller, T. (2008). Persistence of women in online degree-completion programs. International review of research in open and distance learning, 9(2), 1-18. Ramady, M. (2010). The Saudi Arabian Economy: Policies, Achievement and Challenges. New York, NY: Cengage Learning. Sabbagh, S. (1996). Arab women between defiance and restraint. New Jersey, NJ: Prentice Hall. Sedgwick, R. (2001). Education in Saudi Arabia. World Education and Reviews. Retrieved from https://wenr.wes.org/2001/11/wenr-nov-dec-2001-education-in-saudi-arabia Sidiya, F. (2010). Few Women scholars willing to talk on TV. Arab News. Retrieved from arabnews.com/ Wilson, P. Graham, D. (1994). Saudi Arabia: the coming storm. Pennsylvania, PA: Rutledge. World Policy. (2011). The Path to progress for Saudi Women. World Policy. Retrieved from https://worldpolicy.org/2011/10/18/higher-education-the-path-to-progress-for -saudi-women/

Water Quality essays

Water Quality essays The U.S.A. government mandates that all suppliers of water must test their water supply for contaminants yearly. Water companies run tests constantly checking for contaminants in the reservoir (main water supply) their water comes from. There are many types of water contaminants. Looking for an indicator organism, an organism that is only present when certain contaminants are present, checks for most water contaminants. (Evans, 2001, p. 8) Water-borne diseases are one type of contaminant that needs to be checked for. Water-borne diseases are those diseases that require large amounts of water. Coliform is an example of a water-borne indicator organism that is what is being looked for in water contamination tests. (Tortora, 2001, p. 759) Water sources are checked for contamination because the transmission of water-borne diseases is high because many people share water from the same source. 1. Obtain a small sample of water from the water supply to be tested for contaminants. 2. Using aseptic technique, inoculate a lactose broth and incubate it at 37 degrees for 24 hours. 3. If the result is anything other than the combination of an acidic change in pH indicated by a yellow color and gas indicated by CO2 getting caught in the inverted Duram tube the test was negative, no further tests are needed. 4. If the result is a change in color of the lactose broth to yellow and the production of gas the test was positive, continue on to the Confirmed test 5. Streak an Eosin Methylene Blue (EMB) plate for isolation using technique and incubate for 24 hours at 37 degrees. 6. A positive result is when the colonies are a metallic green color; continue onto the completed test. 7. A negative result is when the colonies are any other color and no further testing is needed because the contamination was not confirmed. ...

Milk and Milk Products Essays

Milk and Milk Products Essays Milk and Milk Products Essay Milk and Milk Products Essay Milk is a perfect nutrient. It is a portion and package of the diet of all immature and old. It is indispensable for the proper growing of the human organic structure. It is a balanced diet. It contains proteins. saccharides. fats. minerals and vitamins in the ratio in which they are needed for the proper development of the organic structure. This is why it best suit ; babes and the ill. Milk contains Ca. Newly born babes are fed on mother’s milk. It helps in the formation of castanetss. Following to mother’s milk. is cow’s milk. Milk should be boiled before it is taken. Before boiling. it should be strained through a piece of harsh fabric. Milk loses much of its nutrient value if it is boiled for a longer clip. We prepare a batch of things from milk. They are butter. curd. lassi. cheese. pick and a figure of Sweets which sell like hot bars. They are relished by every-body. We use milk in changing measures in tea. Milk in its purest signifier is rare now. Peoples have become dishonest. They adulterate milk by adding H2O to it or they get cream extracted from it. These malpractices destroy the nutrient value of milk. These yearss tea is more popular than milk. Tea no uncertainty is cheaper but it is positively harmful for wellness. Milk strengthens friends bacteriums in our organic structure to defy diseases but tea destroys those bacteriums. Equally far as possible. tea should non be given to kids. One chief ground why the state people are stronger than city- bred people is that they get milk and milk merchandises in greater step than the people of metropoliss. Lassi is their favorite drink. The type of animate being. its quality. and its diet can take to differences in the coloring material. spirit. and composing of milk. Infections in the animate being which cause unwellness may be passed straight to the consumer through milk. It is hence highly of import that quality-control trials are carried out to guarantee that the bacterial activity in natural milk is of an acceptable degree. and that no harmful bacteriums remain in the processed merchandises. Milk fat The monetary value paid for milk is normally dependent upon the milk-fat content. and this may be determined either at the aggregation phase or at the dairy utilizing a piece of equipment known as a butyrometer. Additionally the specific gravitation can be measured utilizing a gravimeter. This can besides be used as an assistance to observe debasement. Bacterial activity Routinely it is necessary to look into the microbiological quality of natural milk utilizing either methylene blue or resazurin dyes. These trials indicate the activity of bacteriums in the milk sample and the consequences determine whether the milk is accepted or rejected. Both trials work on the rule of the clip taken to alter the coloring material of the dye. The length of clip taken is relative to the figure of micro-organisms nowadays ( the shorter the clip taken. the higher the bacterial activity ) . It is preferred to utilize the resazurin trial as this is less time-consuming. For these trials. basic research lab equipment will be needed such as test-tubes. a H2O bath. accurate measurement equipment. and a supply of dyes. After aggregation the milk should ideally be stored at a temperature of 4Â °C or below. This is necessary to decelerate the growing of any polluting bacteriums. Phosphatase trial For pasteurized milk. it is possible to guarantee that pasteurisation has been adequately achieved by proving for the presence of the enzyme phosphatase. The devastation of phosphatase is regarded as a dependable trial to demo that the milk has been sufficiently heat-processed. because this enzyme ( present in natural milk ) is destroyed by pasteurisation conditions. It is stressed that pasteurisation is an effectual precaution against spoilage and nutrient poisoning merely if the milk is non re-contaminated after pasteurisation. Production of Feed The dairy supply concatenation begins with turning harvests such as maize. lucerne hay and soya beans to feed dairy cattles. About 35 per centum of provender is grown on the farm by dairy husbandmans ; the remainder if purchased from other husbandmans. Milk Production Dairy cattles are housed. fed and milked on dairy farms across the state. On norm. a cow in the United States gave approximately 20. 576 lbs of milk in 2009. Milk Transport Milk is transported from farm to treat company in insulated oiler trucks. The mean truck carries 5. 800 gallons of milk and travels about 500 stat mis round trip. Processing There are more than 1. 000 U. S. processing workss that turn milk into cheese. yoghurt. ice pick. powered milk and other merchandises. Boxing Packaging is typically done by the dairy processor. Both poster board and plastic containers are designed to maintain dairy merchandises fresh. clean and wholesome. Distribution Distribution companies deliver dairy merchandises from the processor to retail merchants. schools. and other mercantile establishments in refrigerated trucks. Retail Milk and dairy merchandises are available at 178. 000 retail mercantile establishments of all forms and sizes – from convenience shops and vicinity food markets. to big price reduction shops and warehouse mercantile establishments. Consumer Milk and milk merchandises deliver nine indispensable foods to kids and grownups. advancing good wellness and wellbeing throughout all phases of life. The milk contains all the nutrient. including protein. fat. sugar. and other foods. a immature mammal requires for a long period of clip. Milk comes from sheep. cattles. and caprine animals. Milk is good for us because we grow up healthy and have a strong organic structure. we have crisp dentitions and have energy. Everybody needs milk illustration: babes. yearlings. ill people. kids. aged and old people. In assorted parts of the universe. caprine animals. caribou. donkeys. yacks. H2O American bison. and sheep are domesticated and milked. In most states. nevertheless. dairy cattles provide milk. Milk and milk merchandises are intoxicated and eaten in many signifiers. including buttermilk. cheese. yogurt. and butter. Milk can be reduced to pulverize. concentrated in a thick liquid. and used in cooking. Fresh milk sours rapidly. but. when changed into signifiers such as cheeses. it can be kept for a long clip. Peoples consume milk in fresh. dried. and condensed signifiers. The dairy husbandmans take their cattles to the keeping country. where they wash their cattles for milking. When cattles are clean the dairy husbandmans leads them to a particular room called the milking parlour. The dairy husbandmans take out the milking machine and attach it on the bag of the cow and begings milking. After few minitues when the cow has given all the milk the dairy husbandman weighs the milk and notes the sum in the particular diary. Each cow produces about 4500 liters of milk each twelvemonth. The milk travels from the cattles through glass pipes to the milk armored combat vehicle. The milk neer touches the air it stays clean and fresh. The milk cools in the armored combat vehicle. After this the dairy husbandmans clean the milking equipment and feed the cow. The cattles eat leafy vegetables. hay and maize that the dairy husbandmans grow. They besides eat vitamin feed that helps them do more milk. Subsequently from the chilling armored combat vehicle milk is transported to Process Company in insulated oiler trucks. Before the milk can be sold. it is tested to be certain it is fresh and pure. The milk is besides pasteurized. a particular procedure that kills any sources and keeps the milk fresh. The milk is poured into containers to sell in shops. The sum of milk a dairy cow produces varies from month to month. A cow does non bring forth any milk at all until the first calf is born. The husbandman removes the calf 2 yearss after birth. so that the cow is free to be milked. She is milked twice a twenty-four hours to maintain the milk output high and is given excess nutrient. The cow is milked for 10 months. Within three months after break uping ( giving birth ) . she is mated once more. During gestation the milk yeild falls bit by bit. and for 2 months before the birth. the cow is dry. For six hebdomads before the birth. she is given excess nutrient to assist her to bring forth a good milk supply after break uping. This is called steaming up. Get downing with the month when a calf was born. a calender is made demoing how a cow’s milk output alterations over a twelvemonth.

Sleeplessness as a Cause of Obesity Essay Example | Topics and Well Written Essays - 500 words

Sleeplessness as a Cause of Obesity - Essay Example Despite this research, experts are of the view that various confounding factors are playing their role in depicting the link between sleeplessness and obesity. Experts are not convinced that they have objective reasons to believe in the cause-effect relationship between sleeplessness and obesity. Nevertheless, it has generally been observed that people that take a regular 8 hr night sleep are quite lesser at risk of becoming obese than people who remain awake. Past cases suggest an inverse relationship between the average sleep time and the obesity rate. I personally think that there is a direct relationship between sleeplessness and obesity. The author provided two reasons for believing there is an inverse link. In response to them, I present my own two reasons that suggest that there is a direct link between the two. Firstly, when an individual remains awake rather than sleep, he/she is constantly exerting either mentally or physically or both. This exertion lowers the energy level and the stored energy in the form of fat is consumed. There is little chance that the individual would consume a full meal in the night like he/she does in the day because the body is not attuned to the consumption at night. Secondly, when the metabolism remains low for the rest of the day after a sleepless night, an individual is likely to consume lesser food than what he/she would consume in normal circumstances. Both of these are strong possibilities and both keep the individual from gaining weight. In fact, I personally lost 3 kilos weight during la st exams when I had to remain awake all night long for several nights consecutively. Having presented my two reasons, I know why I lost those 3 kilos. I did not eat anything during the nights, and also would not eat much in the following days. Constant mental exertion in the nights and lower metabolism during the days would have helped me lose 3 kilos. The article made me feel good. Though I don’t fully believe the argument, yet it would be nice even if it is true because I would not have to remain awake to lose weight in that case!

On Orientalism Movie Review Example | Topics and Well Written Essays - 1250 words

On Orientalism - Movie Review Example The theme of Orientalism and empire is rooted in the reasons used to justify the colonization of the East by the European imperial powers (wings.buffalo.edu). The Palestine question is another intriguing aspect of how the orientalist trend by the West has created an ideal middle east in modern Orientalism. The media coverage of Palestinian people gives a distorted image of Palestine, which depicts its inhabitants as irrational, unreasonable and violent people. The practice of irresponsible journalism by the Western media thrusts the stone throwing brand on Palestine as violent country (wings.buffalo.edu). The Oklahoma City bombing is quintessentially a guiding experience of how the West has a misunderstanding of the Middle East as a terrorist region. The media, especially the London Sunday Times portrayed racist phrases. For instance, the attack was described as â€Å"match made in Mecca†. Said explores the impact of Orientalism in the production of information on a restrained framework that ignorant of the diversity of the Islamic world. Furthermore, the Oklahoma City bombing was not Middle East attack. In fact, the attack was reported to be from a deep-seated Christian origin (wings.buffalo.edu). The American Orientalism is rooted in American, foreign policy mainly influenced by political and economic interests in the East. The American Orientalism features along the theme of barbaric stereotypes of the Middle East inhabitants. The U.S views the Middle East with the notion that it is a terror region with the mission of disrupting peace and stability of the American people. Modern America experiences challenging diplomatic relations with the Middle East that began in the twentieth century demonizing the Muslims and Arabs as anti-western terrorists (wings.buffalo.edu). The Palestinian question is quintessentially an enlightening scenario that ushers modern Orientalism