The importance of childrens play and talk

The importance of childrens play and talk The first example is of Js first experience of mark making with felt tip pens and on speaking to the parents this was his first experience of using any drawing implements. This activity came about from Js own initiation his interest was gained when he saw his sister with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while then grabbed at the pen his sister asked ‘Do you want to draw a picture ‘, J made a sound his sister gave him a blank piece of paper and a felt tip pen. J made marks on the paper looking up at his sister every so often who would say ‘wow J thats fantastic, good boy J would smile then continue to make more marks, Js sister gave him more colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried another he continued this action for the duration of the activity. The activity was initiated and endedby J which lasted around 30 minuets. The second example is again by J and his first mark making and exploration with paint. This activity was adult initiated, the adult introduced a large rectangular blank canvas and different coloured paints with different size paint brushes. J was unsure at first and kept his distance, however moved closer and closer firstly poked the canvas with his finger, he picked up a brush exploring it with his mouth and then fingers, he put the brush on the table then put his finger in a paint pot he looked at his finger touching it with his thumb he put his hand on the table when he lifted his hand off he looked at the mark the paint had made poking his finger in the mark moving it around this made the mark bigger, J put his finger on the canvas the adult said ‘ what that ‘look its Js finger, J put his finger back in the paint moving it around the canvas. The adult picked the large brush up handing it to J ‘do you want to try the brush J took the brush he explored it with is mouth screwing his face up as the brush touched his tongue, ‘ewwwww said the adul t pulling his face ‘put it in there pointing to the pot of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the smaller brush putting it into different colours using a dabbing motion he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was covered in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them apart them put one on the canvas looking at the adult smiling ‘wow J thats Js hand J squealed then poked at the canvas with his painted finger. J put his hand on his face the adult laughed J then put both hands on his face laughing the adult said ‘come on J we better get you cleaned up . Because of the age of J the activity was more about exploration and investigation and the introduction to new experiences. Clay 1979; Goodman 1973; Smith 1971 cited in Barrat-Pugh 2000 challenged the developmentalist view of literacy drawing upon the 1970 research into how children learn to read and write their suggestions were that reading and writing are not isolated skills that can be taught but however the child is an active participant and the process is ongoing from birth. Arguing that reading, writing and oral language developments are interrelated, emerging over time through participation in literacy events. The childs family and community are central to this process as they provide experiences that facilitate emergent literacy. The importance of childrens play and talk is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first year of school (Wood, E. 2004). The Association for Early Childhood Education recommends that practitioners make allowances for the fact that children learn at different levels and so activities need to be well planned and organised, thus providing opportunities for different children to shine in different contexts. The Curriculum Guidance for the Foundation Stage in England also recommends a play-based curriculum. The practioner needs to be able to plan and resource challenging learning environments and to support childrens learning through planned play activity. The practitioner also needs to be able to extend and support the spontaneous play of children and help develop their language and communication skills through play. The practitioner also needs to ensure the childs continuity and progress ion (Wood, E. 2004:20). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities. Practitioners need to be resourceful and have a tightly organised environment if they are to integrate play into the curriculum and the child becomes a powerful player in constructing their own learning (Malaguzzi, 1993). In order that the process is meaningful the teacher needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social interactions that they encounter and the development of their thinking occurs as a result of the interaction between themselves, their environment, and more experienced others. Thus, learning is a collaborative process, practitioners need to be aware however of the power relationships that exist in educational settings. Children have no control over the world they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teache rs (MacNaughton, 2004). Training for those who intend to work in the early years sector should not neglect the issue of power or the contexts in which it operates. In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also emphasized the importance of learning by doing. She wrote that play is not the only means by which children come to discover the world; the whole of their spontaneous activity creates their psychic equilibrium in the early years. Communication, Language and Literacy includes the child to read a variety of different books, being able to communicate in different ways, such as facial expressions and eye contact used in non verbal communication. Children should be able to communicate in order for them to participate in their society. Children should also receive simple reading tasks and texts and writing for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the four hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with print increased and that the objective encouraged self-generated literacy activity. A particularly interesting finding was that children in the intervention group often transformed the literacy objects into something else. Another example was the cookery books became magic genie books, and newspapers became magazines. Language is a powerful source of signs, and empowers the child to restructure his or her environment, (Taylor and Woods 1998). There are many ways that children make connections with writing and reading, and many pathways into literacy. Writing and reading can enter young childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other people, they may be playful or work-like, and may take place at home, in the neighbourhood or in community settings. The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy. Literacy development often starts in young childrens early symbol using activities: in talking, in play and fantasy, in scribbling and drawing, in pretend reading and writing. Between the ages of 1-5 children learn to use symbols they invent for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbols—which may include words, gestures, marks on paper, objects modelled in clay, and so forth—makes it possible to represent experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create imaginary worlds Play consumes much of young childrens time and energy, and for many children, play is where writing and reading begin. Play is the arena in which young children make connections between their immediate personal world and activities that are important in the larger social world of family and community, and play is the context in which many children find ways to make culturally valued activities part of their own personal experience. When children play with writing and reading, they are actively trying to use—and to understand and make sense of—reading and writing long before they can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with written language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of information and skills related to writing and r eading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979; Teale Sulzby, 1986). Play appears to have at least two potential links to the development of literacy: First, as a symbolic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they will draw on when they begin to write and read. Second, as an orientation or approach to experience, play can make the various roles and activities of people who read and write more meaningful and hence more accessible to young children. In play the focus is on exploring rather than on accomplishing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v; Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about getting it right or about messing up. This freedom may lead children to discover or invent possibilities—new ways of doing things and new ways of thinking about ideas—which may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that written language is something they can manipulate in a variety of ways and for a variety of purposes. Playing at writing and reading—by scribbling, drawing, pretend ing to write, or pretending to read—may serve to open up the activities of writing and reading for childrens consideration and exploration (Bruner, 1976; Sutton-Smith, 1979). While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlier—and later—developed symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is available and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not simply happen; rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers. Early writing activities tend to be more visible than early reading activities because they involve making something. If given crayons or pencils, children usually begin to scribble around the age of 18 months; they find scribbling interesting because it leaves a visible trace—they have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign concept—which is of central importance in learning to write and read. Robert Gundlach (1982) has argued that beginning writers need to master the functions, uses and purposes of writing; the forms and features of written language; and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing. Early literacy development is closely tied to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around them—their urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and control it for a range of purposes. What is the relationship between early experiences with literacy and later, long-term literacy development? There are as yet no definitive answers to this question, but as in other aspects of psychological development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the nature and quality of the instruction the child encounters in school. Even children who do not narrate their play are enacting a narrative with their gestures. It has been shown that children engage in this kind of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a toy around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the childs play gestures The Emergence of Story Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http://www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145

Creationism Vs Evolution: Through The Eyes Of Jay Gould :: essays research papers

Creationism vs Evolution: Through The Eyes of Jay Gould It has been over 100 years since English naturalist Charles Darwin first told the world his revolutionary concept about how livings things develop. Evolution through natural selection and adaptation was the basis of his argument as it remains to this day a debated subject by many. Across this nation, a "return" to "traditional" values has also brought the return of age old debated topics. One issue that truly separates Americans is the issue of creation versus evolution. Since the 19th century, this divisive topic has been debated in school boards and state capitols across America. In many instances religious fundamentalists won the day by having banned the instruction or even the mention of "ungodly" evolutionary thinking in schools. With today’s social and political climate, this question is back with greater force than ever. This is why this subject is more important now than ever. In Jay Gould’s book The Panda’s Thumb, an overview of and an argument for Charles Darwin’s evolutionary thinking is conducted with flowing thoughts and ideas. This essay titled "Natural Selection and the Human Brain: Darwin vs. Wallace" takes a look directly at two hard fought battles between evolutionists and creationists. Using sexual selection and the origins of human intellect as his proponents, Gould argues his opinion in the favor of evolutionary thought. In this essay titled "Natural Selection and The Human Brain: Darwin vs. Wallace," Gould tells about the contest between Darwin and another prominent scientist named Alfred Wallace over two important subjects. These topics, one being sexual selection and the other about the origins of the human brain and intellect were debated by men who generally held the same views on evolution. However on these two subjects, Wallace chose to differ as he described it as his "special heresy" (53). The first of these two areas of debate between the two men was the question of "sexual selection." Darwin theorized that there laid two types of sexual selection. First a competition between males for access to females and second the choice "exercised by females themselves" (51). In this, Darwin attributed racial differences among modern human beings to sexual selection "based upon different criteria of beauty that arose among various peoples" (51). Wallace, however, disputed the suggestion of female choice. He believed that animals were highly evolved and beautiful works of art, not allowing the suggestion of male competition to enter his mind. The debate of sexual selection was but a mere precursor to a much more famous and important question . . . the question of the origins of the human mind.

Comparison and Criticism

Countee Cullen is one of the most famous African-American poets who has won more literary prizes and recognitions than any black American has ever won before. He came into prominence quite early in his life. Becoming quite famous already in the high school he has been recognized as an outstanding poet before he was 25 when he published such poems as â€Å"I Have a Rendezvous with Life† and â€Å"The Ballad of the Brown Girl† (Johnson). So, â€Å"The Medea† and â€Å"The Lost Zoo† which I am going to compare and criticize in this paper are during his late period (in the age of 37 and 31 respectively).I am going to argue that both poems are still valuable today because of their didactic nature. By writing them Cullen attempted to express and somehow summarize his ideas of that what is good and what is bad, as well as about morals and proper behavior. They are all written for children, even if those children believe themselves to be adults. Since 1934 Cullen taught English and French at the Frederick Douglas Junior High School. He has been offered a position of a lecturer at the Fisk University in Nashville which he declined. Thus he has chosen a career of a teacher, not a lecturer and scientist.His interest to work with children and writing for children later clearly revealed when he wrote â€Å"The Lost Zoo†, yet it can be traced already in the â€Å"Medea and other poems†. Why among numerous Greek tragedies has Cullen chosen to translate exactly â€Å"The Medea†, and why has the translation been accompanied by a set of Cullen’s own verses? The answers can be found after reading this poetry collection and comparing its themes and motifs to the ones of Euripides. The original myth of Medea, as it has been told by Euripides, is a story of an aggrieved woman who has been driven to a disastrous path by her passion and despair.Cullen provided a modern translation of Euripides story (Corti 202) and the other poem s included to the collection can be viewed as Cullen’s commentary to the problem. Medea’s fate is reflected in â€Å"The Magnets† in which Cullen writes of â€Å"The straight, the swift, the debonair† who â€Å"are targets on the thoroughfare†. This passage can be viewed as a personal reflection, yet in the light of â€Å"Scottsboro, Too, Is Worth Its Song†, another Cullen’s poem, it can be interpreted in a broader social context, as a vision of an entire nation driven to the wrong pass.Cullen begins the poem by imagining poets who will sing and their cries â€Å"Their cries go thundering Like blood and tears†. The period when Cullen wrote this poem was marked by a deep spiritual crisis following the Great Depression, so Cullen observes that in the world â€Å"Is all disgrace And epic wrong† and wonders why the poets have not eventually risen their voices against this wrong. This poems is to put a rhetoric question but n ot to give an answer. Cullen attempts to make his readers themselves concerned with the moral descent, to awaken their own minds and conscience.Otherwise they are likely to repeat Medea’s mistake. This was Cullen’s teaching method: he has not expressly developed own philosophy and preferred to teach through parallels and comparison (Nelson 91). It can be observed that Cullen’s teaching and moralization is not only for children, but for adults as well, perhaps more for adults than children. His â€Å"The Lost Zoo† published in 1940 is for the â€Å"young but not too young†. Although this writing may seem childish, in it Cullen once again (after â€Å"Black Christ†) rises to the Biblical heights in his poetry (Nelson 90).In â€Å"The Lost Zoo† Cullen tells tales of animals that for some reasons could not get onto Noah’s Arc thusly teaching his readers certain life lessons (Silvey 3). Squilililigee’s story is a warning both against teasing and against excessive susceptibility, while the story of a Snake-That-Walked-Upon-His-Tale is a warning against arrogance and false vanity (See: Cullen, Pinknee 1991). In fact, neither of the lost animals was fated and each of them could be saved in case they themselves behaved in a proper way. The conduct of the lost animals ruins them because they attempt to be that what they are not. This is a typical mistake of all times.Cullen is a man of his time, yet his verses are of universal everlasting value. They are topical in our days same as in the days of Cullen. When Cullen wrote both â€Å"Medea† and â€Å"The Lost Zoo† he played a role of a teacher rather than a poet and he was able to teach not only children but adults as well. Human passions never change, and so Cullen’s poems will never lose their importance, just like â€Å"Medea† by Euripide and the Biblical story of an Arc have not lost theirs. Each generation understands and inte rprets them in their own manner just as Cullen interpreted the Bible and Medea. Works Cited: 1. Cullen Countee. The Medea and Some Poems.New York: Harper & Bros. , 1935; 2. Cullen, Countee; Pinknee, Brian J. The Lost Zoo. Silver Burdett Pr. , 1991; 3. Corti, Lillian. The Myth of Medea and the Murder of Children. Greenwood Press, 1998; 4. Nelson, Emmanuel Sampath. African American authors, 1745-1945. Greenwood Publishing Group, 2000; 5. Silvey, Anita. The essential guide to children's books and their creators, Houghton Mifflin Harcourt, 2002; 6. Johnson, Clifton H. About Countee Cullen's Life and Career. 27 May 2009 http://www. english. illinois. edu/MAPS/poets/a_f/cullen/life. htm 7. Countee Cullen 27 May 2009 http://www. harvardsquarelibrary. org/poets/cullen. php

US & Saudi Arabia essays

US & Saudi Arabia essays In the late 40s Herbert Feis, a United States State Department analysis, determined that a certain Arab nation in the Middle East has one of the greatest material prizes in world history: oil reserves. The United States government has bargained over $100 billion in military goods, services, and Cold War-era bases, compatible with U.S. needs, in exchange for the largest importation of this Arab oil from any other nation in the world. Since the end of World War II no other middle-eastern country has had more influence, connected more ties, or assimilated more partnerships with the United States than the Kingdom of Saudi Arabia has. Though the Saudi Arabian nation has been established on the Arabian Peninsula since the early 18th century, King Abdul Aziz Bin Abdul Rahman Al-Saud founded modern Saudi Arabia on September 23, 1932 under the constitution of the Holy Koran. During King Abdul Aziz Bin Abdul Rahman Al-Sauds reign the nation began a long and prosperous period of economic growth, thanks in part to the discovery of vast oil supplies located throughout the Arabian Peninsula. The Kingdom of Saudi Arabia comprises almost four-fifths of the Arabian Peninsula, an area approximately one-third the size of the continental United States, and contains Islamic Holy cities of Mecca and Medina. Today, Saudi Arabia is ruled by King Fahd bin Abdulaziz, who has been a strong political influence over neighboring Arab nations since his reign began. In 1988 he initiated talks to put an end to the Iraq-Iran conflict, and was one of the first members to sign the Nuclear Non-Proliferation Treaty. Also in 1990 during th e Persian Gulf conflict, he supported U.S. military action in the country in exchange for assistance in protecting the Saudi territory from being taken over by Iraq. King Fahd bin Abdulaziz has also openly showed support and backing for the Palestinian cause during the last decade. Saudi Arabi...

Case study of HIV in South Africa

Case study of HIV in South Africa Introduction The HIV pandemic is considered as among the most destructive of health crises of the 20th and 21st century. The death toll from this scourge continues to rise as the search for a cure continues. The South Saharan Africa is among the hardest hit with up to 6.1 percent of the adult population living with the virus.Advertising We will write a custom essay sample on Case study of HIV in South Africa specifically for you for only $16.05 $11/page Learn More This percentage represents the infected population alone (Lori 1). The number of affected individuals include more men, women and children who depend or rely on the infected for livelihood. This saddening state of affairs is the foundation of my research that seeks to evaluate the HIV AIDS scourge as a human security concern. I will give specific regard to South Africa where at least 5.6 million people are living with the virus with an annual death toll of at least 310,000 adults. This makes South Africa among the most affected countries in the world. Among the middle-aged adults between the age of 15 and 49, the prevalence is up to 17.8 percent (Strode and Kitty 7). This has trapped the state between the local need to maintain and provide treatment for the infected and the international and global campaign to eradicate the disease. This has led to the formulation, implementation and adaptation of the various measures aimed at securing medical treatment and social acceptance of the victims while maintaining a margin of economic growth and social confidence. From the simplistic approach of human security, human sanctity and social responsibility, this research is inspired to take an analytical and critical approach in combating HIV and AIDS in South Africa as a human security concern. This approach provides for the individual role, duty and responsibility to safeguard and maintain a conducive livelihood (Parsons Pp. 1-83). Literature Review The human security concept is consid ered as being a historical as well as a contemporary concept that has survived the various eras and ideological regimes by undergoing through three main phases. The first was the simplistic and physical conception of weaponry and military hardware. This was motivated by the climax of the industrial revolution and the need to safeguard territory and boundary.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was characterized by the two World Wars that saw an extensive destruction of property and human life. This negative side of the warfare led to the re-interpretation of human security on the onset of the Cold War that ushered in the second phase of the human security approach. This second phase was centered on capitalist ideology and post communism concepts. Human security was then considered as a representation of the value attached to social balance and coexistence amidst econom ic competition and differences. This era saw the signing of numerous treaties concerning various sectors and fields of interest for nations and states. It was characterized by the commencement and end of the Cold War along with the various anti weaponry campaigns that culminated in the Geneva conventions. This phase was however short lived as the focus suddenly changed to embrace the emerging contemporary concerns such as terrorism and pandemics. The interstate disputes were no longer a center of interest as more pressing concerns came up. Terrorism, poverty and civil conflict took the center stage and became the focal point for nations and international organizations. This change is fundamentally motivated by democracy and the need to enforce the principle of natural justice and rule of law across administrative regimes. However, there can never be a specific comprehensive approach that fully explains the concept of human security and the change in goal posts by the various theoris ts and research scientists. Though, there are pertinent commonalities and similarities in the various proposed approaches. Majority take a physical security approach to the human security concept advocating for the physical safety of members of society as being the correct interpretation of human security while others employ the dignity approach that advocates for security beyond the physical structural security of the person. The dignity approach suggests that it is the economic, social and political harmony that amounts to human security and ultimately social dignity (Donnelly pp. 85-111).Advertising We will write a custom essay sample on Case study of HIV in South Africa specifically for you for only $16.05 $11/page Learn More A harmony of these two arguments, appropriately reconciles the conflict between them since it is imperative that it is not enough to build a fortress around a city. There is a subsequent need to ensure that the political, social an d economic aspects of the territory being protected are worth the trouble. In the various respects, therefore the human security concept can be reconciled to be a balance between the military, physical, economic as well as the socio-cultural aspects that represents the development of dignity and ultimate prosperity. This balance is specifically exemplified by the South African history that dates back to the apartheid rule that sought to begin with physical security at the expense of the social and economic security. However, the lack of economic and political security slowly motivated the rise of civil unrest making it clearly insecure even for the physically secured areas. The liberation struggle marked the need for political and economic stability. This clearly the inadvertent interdependence between the two approaches to human security (Held pp. 53-72). Subsequently, the state has been left with little option but to operate under the compromise of both approaches. This has motiva ted the signing of the various peace agreements and treaties that have not only maintained political but social security as well as physical security by safeguarding economic growth. Modern research scientists take the concept further by advocating for the use of economic means to facilitate and secure human development and sanctity. This goes contrary to the capitalist adaptation that has seen human needs adjust to serve economic interests. They advocate for adjusting economic opportunities to serve human development. In this, pretext the individual access to reliable and cost effective healthcare facilities along with equitable access to opportunities for economic profitability locally and regionally builds up to the human security concept.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More This line of argument sets the stage for the presentation of AIDS as a human security concern. It interferes and hinders the enjoyment of the fundamental precepts of human dignity. It causes a human resource shortage and limits the market potential of the available remaining human resource. This acts to hinder and deter the physical as well as the broader concept of human security. The human sanctity premise provides that every citizen has an equal intrinsic value. The premise proposes that every citizen has an equal talent value and is therefore entitled to an equal opportunity to contribute to social life. Human security on the other hand offers protection of the physical self and furthers the self-expression presupposition centered on human integrity. AIDS infects an individual but the community at large feels its effects. The failure or lack of effective measures by the government to control the spread of the pandemic amounts to a compromise of their duty to maintain physical se curity and by extension human security. It should therefore be the case that AIDS compromises human security in numerous respects (Booysen Pp. 125-144). Purpose of Research The primary goal of this research is to establish a connection and relationship between AIDS as a pandemic and human security. Human security will be approached from a personalized approach by discussing the obligation of individual institutions and persons such as the government, corporations and individuals. To achieve this, the research will establish a case for the relationship between the premise of human sanctity and human security as the link between the actors of HIV and AIDS and the responses to these actors in the context of the fight against the disease in South Africa. This will also offer a basis for the making of quantified conclusions and recommendations in policy and practice. Undeniably, the need for viable and justifiable policies and procedures for sustainable human security continues to increa se with the increase in the number of people infected with the virus. It comes at a time when South Africa continues to counter the effects of declining state sovereignty and increasing local demand for a stable political environment. This study therefore aims at providing a reliable solution to the procurement and protection of human security (Patton and Sawick Pp. 21-73). Research Question The limited access to sustainable livelihoods has become a serious motivator of the increasing number of cases of HIV infections. It leads to subsequent social structural instability that diminishes the standards of human security and sanctity. This study investigates the place of HIV/ AIDS as a human security concern in the context of the HIV AIDS scenario in South Africa. Research method This research engages secondary information that has been accumulated for two years on the HIV AIDS pandemic in South Africa and the human security concept. The data draws from reports on interactions with cit izens in various townships and cities in the greater Johannesburg Pretoria that were made by researchers in the various reports and researches. The secondary information is interrogated in the order of relevance and the appropriate citations made to support the various opinions and suggestions. An analysis of the various proposed arguments along with personal input on the subject of human security and the HIV/AIDS pandemic will offer a diverse and holistic argument for the security of sanctity and the sanctity of security. The HIV /AIDS is portrayed as a justification for the need to employ this argument in the development and drafting of the various policies and procedures that the government of South Africa adopts and implements (Terrblanche 98). Limitations of the research Human security like all other concepts has the capacity to accommodate al individuals and nations. This in effect leads to a strong limitation in the maximum possible scope that can be covered by a single repor t since it would be infeasible to attempt to accommodate all these players. A further limitation exists in the fact that the research is limited to secondary information that is chosen based on the availability and accessibility of the information. This could lead to a considerable amount of bias (Harvey pp. 53-72). Results and discussion The focal point of this discussion and research are three questions. The first concerns what exactly is security while the second is what exactly sanctity is. The final question goes to ascertain the relationship between AIDS sanctity and security. Human sanctity Sanctity is a representation of the humane individuality in a person. It is an aspect of the person that is considered inherent and an articulation of fulfillment of the person. From an enlightment perspective, sanctity is a representation of the capability of the human to be rational. It is considered to exist as an end to human beings as opposed to being a means. This approach interrogat es sanctity as an end as well as a means for a livelihood to the person. The modernist rationalist as well as the intrinsic human dignity arguments motivates the contrast between these two conceptions as portrayed in the concept of globalization. The responsibility lies in every human to safeguard and protect individual actualization and actively participate in maintaining such actualization. The responsibility of the individual lies in protecting and developing dignity. The individual is under a duty to maintain the economic political and social duty to develop, enable and maintain a suitable economic environment for the livelihood and life beyond living. The individual, the state and corporations have an interdependent duty to create a favorable environment for the development of the intrinsic worth of human life (Hemmati pp. 39-72). Sanctity and freedom Freedom is the ultimate measure of social security and forms the basis. It is an indication of the effectiveness of initiatives undertaken by the individual, corporations and the state in maintaining social security. Security of society by extension offers security to the individual. Social effectiveness therefore presents opportunity for the improvement of the individuals well being. This approach however faces several challenges arising from globalization. The globalization approach disputes individualization of the responsibility to maintain social security and advocates for the need for unified effort for the common good (Sacks 45). This therefore limits the extent to which the individual can exercise their personal freedom without necessarily considering the opinion and of others in the same issue. In the alternative, the individual responsibility can be considered as a social commitment. There exists a collective responsibility to the individual to react to problems of society such as poverty, hunger, inflation, famine as well as the infringement of others socio-political and economic freedoms. By this we recognize the relationship between the personal freedom and the economic social and political balance(Lukes pp. 83-139). The key purpose of this freedom is to guarantee a sustainable livelihood. This therefore creates the individual agency obligation and duty to the various stakeholders to individually cooperate with the collective effort of society to safeguard human security (Stiglitz 78). Human security The basic theme in the relationship between sanctity and security is that sanctity acts as a prerequisite of security while in the alternative; there lies a duty of security to safeguard sanctity. Dignity in this context is considered as an intrinsic sanctity that should be secured at all costs. From a different approach, the need for human security arises due to the lack of such security or otherwise the existence of insecurity. In the contemporary context, there are numerous emerging instances of insecurity majority of which are motivated by economic interests as well as rel ated industrial and technological changes. AIDS falls one among these. The technological revolution has stimulated the rate of change and increased the speed at which societies are flourishing. Human beings on the other hand adapt readily to these changes, a capacity that is fully invested in the human ability to develop and modify their dignity through constant change of their environment and surroundings. Even so, the greater and more intense forces of political and economic pressure more often than not lead to the limitation of access to resources. The mobile modernity continues to worsen this state of affairs by increasing the pressures to the overstretched human security situation. These pressures continue to increase faster than trade its self-taking advantage of globalization. This can be adequately represented by the rate at which AIDS is spreading in South Africa (Nyamnjoh pp. 1-18) Security and development Human development differs greatly from human security in several re spects. While human security operates on the paradigm of human freedom and the capacity for self-actualization. Human development tows the argument for the extrinsic capacity of the individual to modify their environment and surrounding to improve their livelihood as well as that of others (Leftwich pp. 605-624). Human security â€Å"recognizes the conditions that menace survival, the continuation of daily life and the dignity of human beings† (Human Security 10). Human development provides a platform for an increase in the social status of an individual and the elimination of any pertinent un-freedoms. It operates on the premise of an equity-motivated growth in benefits and resources available to the society. It furthers the optimistic conception of self-actualization and the ability to take advantage of opportunity for individual and common good. Despite these varying arguments the human security and human development, there exist a cautious but zealous objective to maintai n human security (Toulmin 39). AIDS, Sanctity and Human Security in South Africa From the basic understanding and interpretation, AIDS is a viral disease of the body and has detrimental effects on its victims. It is considered among the worst health crises of the modern world and has to its name a heavy death toll that continues to increase by the day. In South Africa, it continues to spread faster than a bushfire. Innovative attempts have led to the development and manufacture of a retroviral alternative that serves as a temporary resolve for the infected. This however is not a preventive mechanism but rather maintenance of the situation. Researchers propose a continued increase in the statics in South Africa despite the increasing number of protective measures and investment in the prevention campaign (Polu and Whiteside 67). The virus is transmitted mostly through intimate human interactions that are more common in South African heterosexual society. Motivated by ignorance and la ck of adequate information, the number of virus infections among the adult population continues to increase with a considerable portion of these persons passing the disease to their young ones leading to a continuous cycle of infection (Tutu 57). However, a medical condition, HIV and AIDS appeals to the human capacity to safeguard their dignity and to remain cautious to the destructive potential of the disease to both physical as well as the intrinsic security. From the economic realm, AIDS impedes the capacity and ability of workers to produce and limits the labor resource (Nicholson pp. 163-177). In South Africa AIDS is estimated to reduce the Gross Domestic Product by at least 17 percent by 2020 (Monteiro pp. 1-26). In response to this security concern, the government has instigated contingency measures by securing antiretroviral drugs (Dunn pp. 137-188). This however falls short of the eminent food security and medical treatment concerns that come with the increase in the infect ions. Conclusions And Recommendations. The burden of infection or living an infection free life calls to an individual responsibility. It is apparent that the onset and influence of the Apartheid regime set the stage for the severe increase and prevalence of the HIV and AIDS scourge. All researches interrogated acknowledge a relationship between human sanctity human security and more importantly the place that HIV and AIDS has as a human security demotivator. In effect, the individual has a responsibility to act on and react to HIV and AIDS information to prevent the spread of the virus. In this same spirit, the various stakeholders such as the South African government, individuals and corporation have a duty to act as agents in the common goal and fight to maintain human security by eradicating and the disease (Grindle and Thomas Pp. 95-120). Corporations on their part have duty to provide their employees with adequate access to information on the prevention treatment and control o f the disease both for the security of their interests in terms of productivity and profitability as well as the security of the employees. Booysen, Susan. Transitions and trends in policymaking in democratic South Africa.  Journal of Public Administration, 36(2). (2001) pp. 125-144. Donnelly, Jack. Twentieth-Century Realism. Traditions of International Ethics. Terry Nardin and David R. Mapel, eds. (1992) pp. 85-111. Dunn. William. Public Policy Analysis: An Introduction. New Jersey: Prentice-Hall, Chapter 5 Structuring Policy Problems, (1994) pp. 137-188. Grindle, Merilee and Thomas, John. Public Policy Choices and Policy Change: The Political Economy of Reform in Developing Countries. Baltimore: The Johns Hopkins University Press. (1991) pp. 95-120. Harvey, David. â€Å"Spaces of Hope†. Contemporary Globalization, Berkeley: University of California Press. (2002) pp. 53-72. Held, David. Liberalism, Marxism and Democracy. In S. Hall, D. Held and T. McGrew (Eds.) Modernity and its Futures. Cambridge: Open University and Polity Press, (1992) pp. 14-47. Hemmati, Minu. Multi-Stakeholder Processes for Governance and Sustainability. Beyond Deadlock and Conflict. London: Earthscan Publications (2002) pp. 39-72. Human Security – Human Security Now. United Nations. 2003. Web. Leftwich, Adrian. Governance, Democracy and Development in the Third World. Third World Quarterly, 24, 3, (1993) pp. 605-624. Lori, Ashford. How HIV and AIDS affect populations. Washington: Population Reference Bureau. 2011. Print. Lukes, Steven. Power and Authority, in Moral Conflict and Politics. New York: Oxford University Press, (2002) pp. 83-139. Monteiro, Oscar. Public Administration and Management Innovation in Developing Countries. Institutional and Organizational Restructuring of the Civil Service in Developing Countries Paper developed for the UNDP, (2002) pp. 1-26. Nicholson, Norman. Policy Choices and the uses of state power: the work of Theodore J. Lowi. Policy Scienc es. June 2002, Vol. 35(2) (2002) pp. 163-177. Nyamnjoh, Francis. Globalizations, Boundaries, and Livelihoods: Perspectives on Africa. Philosophia Africana, 6, 2, (2003) pp. 1-18. Parsons, Wayne. Public Policy: Introduction to the Theory and Practice of Policy Analysis. Cheltenham: Edward Elgar. (1995) pp. 1-83. Patton, Carol and Sawick, David. (2 Edition) Basic Methods of Policy Analysis and Planning. Englewood Cliffs: Prentice Hall (1986) pp. 21-73. Polu, Nana., and Alan, Whiteside. The Political Economy of AIDS in Africa: Ashgate. 2003. Print. Sacks, Jonathan. Dignity of Difference: How to Avoid the Clash of Civilizations. London and New York: Continuum. 2003. Print. Stiglitz, Joseph. Globalization and Its Discontents. New York: W.W. Norton and Company. 2003. Print. Strode, Ann and Kitty Barrett. Understanding the institutional dynamics of South Africa’s response to the HIV AND AIDS pandemic. A report of the Governance and AIDS Programme of the Institute for Democracy in So uth Africa, supported by the Ford Foundation. Pretoria, South Africa: Institute for Democracy in South Africa (IDASA). 2004. Terrblanche, Solomon. A History of Inequality in South Africa 1652-2002. Pietermaritzburg: University of Natal Press. 2002. Toulmin, Stephen. Cosmopolis: The Hidden Agenda of Modernity. Chicago: The University of Chicago Press.1990. Tutu, Desmond. God Has a Dream. Johannesburg, South Africa: Rider.2004.

Macromolecules and Enzymes Essay Example | Topics and Well Written Essays - 2000 words

Macromolecules and Enzymes - Essay Example Effect of different physical parameters including temperature, enzyme concentration and pH was determined for the enzyme tyrosinase. Phenylthiourea, an inhibitor was also used to study its effect on the eznyme. Every living thing on earth is made of carbon, and each compound containing carbon is known as organic compound. Four kinds of major organic compounds are known carbohydrates, lipids, proteins and nucleic acids. Proteins are organic compounds made up of amino acids joined by peptide bonds between the amino and the carboxyl group of the adjacent amino acids. The proteins can be classified according to their structure; the linear chain of amino acid is called the primary amino acid. In secondary structure there occurs a regular repeating structure that is stabilized by hydrogen bonds. In tertiary structure the stabilization occurs by salt bridges, disulfide bonds, hydrogen bonds. Protein subunits combine together to form the quaternary structure. Enzymes are also an organic compound, basically a protein. â€Å"All enzymes are proteins, but all proteins are enzymes†. Enzymes are biocatalyst that speed up the rate of the reaction but do not take part in the reaction. Enzymes have active site, basically a group of amino acids that binds with the substrate, which further carry out the reaction to give a specific product. Enzymes are known for their specificity for substrates, although not all enzymes are specific. The rate of the reaction governed by enzymes is increased when the optimal conditions like temperature, pH, and substrates concentration are provided for the reaction. Two theories are known for the action of enzymes on substrates. 1. The lock and Key Mechanism and, 2) Induced fit theory. Enzymes are also inhibited by inhibitors, which can be substrate analog or any other compound that binds to the enzyme such a manner that the enzymes is unable to function. Inhibitors can be of two kinds, competitive, uncompetitive and non-competitive.

The Positive Benefits and Negative Drawbacks of the Dawn of the Facebo Assignment

The Positive Benefits and Negative Drawbacks of the Dawn of the Facebook and Twitter Era - Assignment Example As such, this brief analysis will make a short inventory of but a few of the most relevant positive and negative attributes that these forms of social networking engender. There has doubtless been an overall decrease in actual inter-personal networking skills as people are more and more prone to spending massive amounts of time online; interfacing with virtual friends, playing mindless and time wasting games, reading trivial newsfeeds that detail in exhaustive form the mundane daily activities of multiple friends etc. In this way, rather than spending the evening going for a walk, eating at a cafà ©, or engaging in some form of physical activity, social networking sites such as Twitter and Facebook have become the new and enhanced version of what the TV was to the generation before ours. Furthermore, the introduction of advanced mobile phone technology has greatly enhanced the ability of individuals to use these forms of social media sites at all times and in all places. Tangentially, sites such as Facebook and Twitter are closing individuals to many real-world experiences they might otherwise have if they would simply shut down the computer and step outside to interact with real people in the real world. One cannot count the number of people during lunch, while on the bus, in a metro, on vacation etc that have their eyes downcast on their mobile device while the entire world seems to pass them by. This, therefore, comes full circle from a mere time wasting issue to one of sheer and total addiction. There exist support groups and books as well as counsellors that work to help individuals with varying degrees of social networking addiction, dependence, and separation anxiety. The fact that groups that support people in letting go of their addiction in the same ways that AA (Alcoholics Anonymous) does are but part and parcel of the problem that is social networking.  Ã‚