Jane Goodall Essays - Jane Goodall, Primatology, Apes,

Jane Goodall Jane Goodall May 19, 2001 Jane Goodall is one of the worlds most admired women, acclaimed scientist, and conservationist (www.nationalgeographic.com). The work that she does is called ethology, which is the study of animal behavior. Such a successful woman has numerous admirable qualities. She has contributed greatly to society as well as to the animal kingdom. Her research paved the way for countless primate studies, and has changed the way many people view chimpanzees. Trying to narrow down only three admirable qualities about her is difficult, since she has so many. To me, her most admirable qualities are her patience and persistence to understand animals, her research involving chimpanzees, and her contributions she has made to the world by establishing various institutions. Studying chimpanzees is not an easy task. Subsequently, Jane Goodall made it look as simple as doing everyday activities. When she started the research, the chimpanzees fled from her in fear. It took many months for her to get close to them. With patience and persistence, she searched the forest everyday, deliberately trying not to get too close to them. Everyday she did this for many months. On some days Jane would observe the chimpanzees through binoculars from a peak overlooking the forest, just so she wouldnt disturb their natural behavior. Gradually over a long period of time the chimpanzees became accustomed to her. At this time, she would be able to move up to them and just sit there and study them. She believed that this was her breakthrough in her research. Jane tells us I must find a way to watch free, wild animals living their own, undisturbed lives. I wanted to learn things that no one else knew, uncover secrets through patient observation. I wanted to come as close to ta lking to animals as I could (www.nationalgeographic.com). To be able to have such patience and persistence is remarkable. Janes scientific discoveries have laid the foundation for all future primate studies. Her interest was studying the chimpanzees to gain insight into humans evolutionary past. Her observations have changed the way researchers and everyday individuals view chimpanzees. Jane had observed chimpanzees making and using tools for different reasons, such as using straws for extracting termites from nests. Her studies have showed many similarities between humans and chimpanzees, this discovery had amazed the world. The longer her research continued, the more it became obvious how like people chimpanzees really are. Some people believed that her research would last only a few months, however it has become the longest field study on any animal species in their natural surroundings (www.janegoodall.org). Jane Goodall has made tremendous contributions to society as well as to the animal kingdom by establishing various institutions. These institutions have brought conservation, and wildlife awareness to chimpanzees. In 1977 Jane founded The Jane Goodall Institute for Wildlife Research, Education and conservation. She has established chimpanzee sanctuaries for the care and rehabilitation of orphaned chimpanzees in four African countries (www.janegoodall.org). This institute was also founded to provide ongoing support for field research on wild chimpanzees (www.janegoodall.org). Jane created a program of the Jane Goodall Institute called Roots & Shoots in 1991. This program addresses the obvious issue of the need for kids in schools to have an understanding of their environment and wildlife. It is a program that involves the groups that participate in three kinds of hands-on activities. One, to make the environment around them better, two, to show that they care about the human community around them, and finally things that make the world a better place for the animals around them (www.janegoodall.org). Jane Goodall has become world famous from her research, lectures, articles, best selling books, and her successful wildlife programs. Shes currently teaching and encouraging young people to appreciate the conversation of chimpanzees and all creatures great and small (www.janegoodall.org). Shes a great role model and has changed the way people view chimpanzees. Jane has devoted her entire life the work of conservation and wildlife. How can someone not admire such a self-sacrificing person? From her patience and persistence, to her breakthrough research, to the institutions she has founded, this woman has made her childhood dream become a reality and made me along with countless individuals admire her

Improving case management for foster care children and famil essays

Improving case management for foster care children and famil essays Improving case management for foster care children and families Over 500,000 children in the U.S. currently reside in some form of foster care. Placements in foster care have dramatically increased over the past 20 years. Despite the increasing numbers, the biggest problem is how to properly utilize case management to create a structured decision making/assessment for developing the initial service plan, reunification assessment for developing the update service plan, Placement, and finally an ongoing care. All this are parts of the major problem in todays foster care system Effective case management includes the following components: 2. Provide a comprehensive assessment of both the child and the family resources 3. structured assessment for developing the initial service plan 4. A reunification assessment for developing the updated service plan 6. Develop a comprehensive foster care plan The first logical step in most foster care agency is placement. Since placement is a vital step, there must be a well planned system in place, whereby the children are immediately placed in appropriate homes. Providing a comprehensive assessment of both the child and the family resources is important, because due to the problems with the current system of foster care case management, the first step to a successful placement is a comprehensive assessment. Children and parents in foster care are mostly invisible in communities and often lack many needed supports and resources. Without a well planned comprehensive assessment of both the child and the family, the needs of the child will be neglected and can lead to the child becoming a runaway. For instance the foster-care system, of which family court is a part, deals with Americas most vulnerable and helpless which are the nations abused, neglected, and abandoned children. With a well prepared comprehensive assessment of both the child and the family...

Chronological List of African Independence

Chronological List of African Independence Most nations in Africa were colonized by European states in the early modern era, including a burst of colonization in the Scramble for Africa from 1880 to 1900. But this condition was reversed over the course of the next century by independence movements. Here are the dates of independence for African nations. Country Independence Date Prior ruling country Liberia, Republic of July 26, 1847 - South Africa, Republic of May 31, 1910 Britain Egypt, Arab Republic of Feb. 28, 1922 Britain Ethiopia, People's Democratic Republic of May 5, 1941 Italy Libya (Socialist People's Libyan Arab Jamahiriya) Dec. 24, 1951 Britain Sudan, Democratic Republic of Jan. 1, 1956 Britain/Egypt Morocco, Kingdom of March 2, 1956 France Tunisia, Republic of March 20, 1956 France Morocco (Spanish Northern Zone, Marruecos) April 7, 1956 Spain Morocco (International Zone, Tangiers) Oct. 29, 1956 - Ghana, Republic of March 6, 1957 Britain Morocco (Spanish Southern Zone, Marruecos) April 27, 1958 Spain Guinea, Republic of Oct. 2, 1958 France Cameroon, Republic of Jan. 1 1960 France Senegal, Republic of April 4, 1960 France Togo, Republic of April 27, 1960 France Mali, Republic of Sept. 22, 1960 France Madagascar, Democratic Republic of June 26, 1960 France Congo (Kinshasa), Democratic Republic of the June 30, 1960 Belgium Somalia, Democratic Republic of July 1, 1960 Britain Benin, Republic of Aug. 1, 1960 France Niger, Republic of Aug. 3, 1960 France Burkina Faso, Popular Democratic Republic of Aug. 5, 1960 France Cà ´te d'Ivoire, Republic of (Ivory Coast) Aug. 7, 1960 France Chad, Republic of Aug. 11, 1960 France Central African Republic Aug. 13, 1960 France Congo (Brazzaville), Republic of the Aug. 15, 1960 France Gabon, Republic of Aug. 16, 1960 France Nigeria, Federal Republic of Oct. 1, 1960 Britain Mauritania, Islamic Republic of Nov. 28, 1960 France Sierra Leone, Republic of Apr. 27, 1961 Britain Nigeria (British Cameroon North) June 1, 1961 Britain Cameroon(British Cameroon South) Oct. 1, 1961 Britain Tanzania, United Republic of Dec. 9, 1961 Britain Burundi, Republic of July 1, 1962 Belgium Rwanda, Republic of July 1, 1962 Belgium Algeria, Democratic and Popular Republic of July 3, 1962 France Uganda, Republic of Oct. 9, 1962 Britain Kenya, Republic of Dec. 12, 1963 Britain Malawi, Republic of July 6, 1964 Britain Zambia, Republic of Oct. 24, 1964 Britain Gambia, Republic of The Feb. 18, 1965 Britain Botswana, Republic of Sept. 30, 1966 Britain Lesotho, Kingdom of Oct. 4, 1966 Britain Mauritius, State of March 12, 1968 Britain Swaziland, Kingdom of Sept. 6, 1968 Britain Equatorial Guinea, Republic of Oct. 12, 1968 Spain Morocco (Ifni) June 30, 1969 Spain Guinea-Bissau, Republic of Sept. 24, 1973(alt. Sept. 10, 1974) Portugal Mozambique, Republic of June 25. 1975 Portugal Cape Verde, Republic of July 5, 1975 Portugal Comoros, Federal Islamic Republic of the July 6, 1975 France So Tomà © and Principe, Democratic Republic of July 12, 1975 Portugal Angola, People's Republic of Nov. 11, 1975 Portugal Western Sahara Feb. 28, 1976 Spain Seychelles, Republic of June 29, 1976 Britain Djibouti, Republic of June 27, 1977 France Zimbabwe, Republic of April 18, 1980 Britain Namibia, Republic of March 21, 1990 South Africa Eritrea, State of May 24, 1993 Ethiopia Notes: Ethiopia  is usually considered to have never been colonized, but following the invasion by Italy in 1935-36 Italian settlers arrived. Emperor Haile Selassie was deposed and went into exile in the UK. He regained his throne on 5 May 1941 when he re-entered Addis Ababa with his troops. Italian resistance was not completely overcome until 27th November 1941.Guinea-Bissau  made a Unilateral Declaration of Independence on Sept. 24, 1973, now considered as Independence Day. However, independence was only recognized by Portugal on 10 September 1974 as a result of the Algiers Accord of Aug. 26, 1974.Western Sahara  was immediately seized by Morocco, a move contested by Polisario (Popular Front for the Liberation of the Saguia el Hamra and Rio del Oro).

Is the Disneyised M&M's World better than M&M's typical McDonaldized Research Paper

Is the Disneyised M&M's World better than M&M's typical McDonaldized selling place - Research Paper Example There are two varying approaches that have prompted the development of the two theories of McDonaldization and Disneyification. If M&Ms World adopts a McDonaldized space branding, then it stands to benefit massively from the great features exposed by the theory. Both Disney and McDonalds have distinct space where people, interact and experience life by consideration of the exterior and interior. McDonalds have a welcoming big letter â€Å"M† that creates a nostalgic remembrance day after viewing it. The color yellow is very lively and attractive. The letter can be seen very miles away. The distinctive creates a lovable exterior characterization for McDonalds. Many McDonald’s outlets have adopted the use of cartoons resembling who are in joyful modes. Many people are most likely to be attracted by jovial pictures of the cartoon. The cartoon is normally adorned in merrymaking in fanciful attires. Most commonly are red muffin, red, white stripped long –sleeve T-shirt and a yellow overall. The exterior design of the most McDonalds outlets is very attractive, in essence. McDonaldized M&Ms World building or space design is likely to resemble the emblematic McDonald design. McDonalds interior has excellent lighting system with trademark design letter ‘†M† inside their building. Most of them are characteristic in nature reveling esthetic and adorable artwork. McDonalds has great architecture and space design exposing welcoming features to the clients. The great number of clients visiting its outlets indicates the extents of comfort and love they have for the space design done by them. Another notable factor about the McDonalds outlets is the spacious regions left for the clients in the facilitation of free movement of the clients. They also have excellent use of light paint colors that pro perly motivate clients since they are very attractive. On contrary, Disneyification of M&Ms World means adoption

UK education investment is going to be cut while the tuition fees will Dissertation

UK education investment is going to be cut while the tuition fees will be triple , discuss the impacts on domestic students - Dissertation Example Using a questionnaire, the present study assessed how the cutting down of the investment in the educational sector by the UK government has tripled the tuition fee and influenced domestic students in the UK. The results suggested that there will be neither a positive influence nor a negative influence on the student participation rate in the higher education, while there will be a significant impact on the overall academic performance due to term time employment and pressures of the debt and enrollment decisions of students to pursue higher education. The results further indicated that there was a positive relationship between higher levels of education and annual wages and the fact that students acquiring higher education tend to find employment far more easily as compared to those without higher education. The findings also suggested that higher education offered better opportunities for promotion and superior living standards in the future. In conclusion, the research offered an i nsight into the policies and programmes that could be initiated by policy makers and higher education institute to accommodate the students and provide them with the best possible education. TABLE OF CONTENTS CHAPTER 1 INTRODUCTION 8 1.1 Outline 8 1.2 Context 10 1.3 Research Aims 12 1.4 Research Questions 13 CHAPTER 2 LITERATURE REVIEW 14 2.1 Tuition Fee and Student Participation Rate 14 2.2 Tuition Fee and Students’ Enrollment Decision 15 2.3 Tuition Fess and Persistence of Degree 17 2.4 Tuition Fee and Academic Performance 18 2.5 Higher Education and Future Benefits 22 CHAPTER 3 METHODOLOGY 25 3.1 Sample 25 3.2 Sampling Strategy 25 3.3 Data Collection Methods 26 3.3.1Triangulation 26 3.3.2 Quantitative Research 26 3.3.2.1 Questionnaire 27 3.3.3 Qualitative Research 28 3.3.3.1 Qualitative Interview 28 3.3.4 Secondary Data 29 3.4 Data Analysis 29 3.4.1 Percentages 30 3.5 Methodological Limitations 30 3.6 Ethics 31 CHAPTER 4 RESULTS AND FINDINGS 32 DISCUSSION 35 CHPATER 5 RECO MMENDATIONS AND CONLUSION 40 5.1 Recommendations 40 5.2 Conclusion 41 CHAPTER 6 RETROSPECTIVE 42 6.1 What went well? 42 6.2 Limitations 42 REFERENCES 44 APPENDIX 52 LIST OF TABLES Table 1 Sample of Students 59 Table 2 Age Group (in years) 60 Table 3 Household Income 61 Table 4 Level of Programme 62 Table 5 Host Univeristy 63 Table 6 Tuition Fee 64 Table 7 How are you funding your studies? 65 Table 8: Do you think the investment cutting will have an influence on the particpation rate (number of partcipants) of domestic students in educational programs. There will be a descrease in the participation rate (number of particpants) of domestic students in educational programs? 66 Table 9 Do you think high tuition fees will lead to students load increase significantly? 67 Table 10 Do you think the high tuition fee will have an impact on the number of hours students work per week? 68 Table 11 Do you think student performance in their respective educational programs will be influenced signif icantly by cut in investment? 69 Table 12 Do you think the number of current students will drop off after the tuition fees rise? 70 Table 13

Motherhood and the Politics of Native Americans :: Culture Cultural Sociology Essays

Motherhood and the Politics of Native Americans Community, rituals, magical beliefs and practices are very important things to Native American people. Native American people live by these rituals and beliefs, they live around their community; their community isn’t just that, but their family as well. Parents don’t just raise their children but the whole community has a hand in raising all of the children. Family is a very important part of Native American people’s lives, they keep traditions going with their families, parents raise their children the same way that they were raised by their parents. â€Å"Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community† is about a mother who is a Native American activist who has two children, she wants them to be raised and go to school in an Indian community. â€Å"I put my children in that school because I wanted them to be in the Indian community.† She explains that she is not sure if her children know what she is doing is common, but they know that what she is doing is right. â€Å"My children do have the sense that what I do is not necessarily common. Recently my daughter started asking me if I’m famous.† She has fought for her children to have a good life, full of community, ritual, and an understanding of who they are and where they come from. â€Å"Body Ritual Among the Nacirema† explains that magical beliefs and practices is a big part of being Native American. They feel that they must practice their rituals daily to get a sense of belonging in the community. Nacirema Indians have a shrine which they keep charms and magical potions. They believe without them, no member can live. They perform rituals with these potions to make the ill healthy again, once the potion has been used it is put in the shrine box to be kept; normally these boxes are full or overflowing with potions. There are so many that the Narcirema Indians normally don’t know what all of them are and what they do, so they don’t use them again. One of the most common rituals performed is the mouth-rite; this includes inserting a small bundle of hog hairs into the mouth, along with magical powders, and then moving the bundle around in the mouth in a highly formalized series of gestures.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.