Automobiles in Short Fiction

Cars as symbols (freedom, false values, power) in stories by Louise Erdrich (Red Convertible), Flannery OConnor (Good Man Is Hard to Find) John Steinbeck (Chrysanthemums). The automobile is both a means of transportation and a symbol of American freedom, and it is used as a symbol of various aspects of American society by different authors. It becomes an explicit statement of freedom and a symbol of false American values in a story by Louise Erdrich, while its freedom is false in a story by Flannery OConnor. John Steinbeck makes use of the automobile as a metaphor for control and power in The Chrysanthemums. In The Red Convertible by Louise Erdrich, the automobile of the title becomes a central symbol for the relationship between the two Chippewa brothers and for the relationship of the American Indian to the modern world. The story subtly evokes ideas and attitudes about the plight of the Native American without actually addressing these issues overtly. The narrator

Comparing Education System for Design in All Cultures Essay

Comparing Education System for Design in All Cultures - Essay Example The objectives of comparative education are: To describe educational systems, results or developments; To assist in the growth of educational practices and institutions; To highlight the associations linking society and education; To outline generalized reports concerning education significant in more than one nation. The letter Q represents the question while the letter R represents the response. Q What are the elements that contribute to an education system being suitable for all cultures? R There are five vital essentials that add to an educational system capability to become further culturally competent. The system should: Value diversity; Have the competence for cultural self-evaluation; Be aware of the dynamics inbuilt when the diverse cultures intermingle; Institutionalize cultural comprehension; Develop variations to educational practices depicting an understanding of the multiplicity connecting and within the diverse cultures. Moreover, manifestation these five fundamentals ought to be in each level of the educational practices and systems. The reflection of these fundamentals should be evident in policies, attitudes, structures and services. Q What are the new learning cultures that can be integrated into the educational systems? R The designing of improved education support systems for the prospect, requires conceptualization of both identity and cultural diversity, in minimal clear-cut terms and examine them entirely across multiple timescales. Educational support classifications for the most part, have overlooked the basic alterations to contemporary education cultures. School-based education severs off itself from the online communities, social networks, and peer and media foundation learning practices of learners. Non-school education might be far more successful in relation to students’ identities and consequently causative to long-term improvement. Community cultures and individual identities nowadays are dynamically receptive to interme diate opportunities. They are extremely adaptable collections of identification and affiliations, with threads of permanence that braid into exceptional life educational biographies. It is the personal and exceptional differences between participants, ensuing from their traversals across and involvement in other communities, which are subjects for the richness of education in whichever community. Q Describe the educational differences that may exist between different cultures, which may affect the learning of the students. R In most learning institutions, education is through comprehension of textbooks, asking questions and note taking. Teaching is consistent, and lecturing is universal. However, not all individuals are capable of learning through this technique. In some communities, learning is through spoken communication and course books might not be accessible. Furthermore, some cultural organizations do not emphasize the notion of the exact time. In other cultures, children lea rn by illustration, thus, may find it tough to study by rote memorization of hypothesis and facts. Consequently, some students whose cultural custom differs from a homogeneous educational system may be wrongly labeled, lose concentration and have difficulties learning. Q Highlight the factors that may impede the association of students from different cultures. R Biases that have

The Ecological and Evolutionary impact of cane toads in Australia Coursework

The Ecological and Evolutionary impact of cane toads in Australia - Coursework Example The females are illustrated to be larger in term of size compared to their male counterparts (MobileReferences, 2009). However, there have been records to indicate the presence of outsized toads with the latest dubbed ‘toadzilla’ as it weighed 1.9 pounds and was 20.5 cm long. The male and female cane toads can be distinguished by their appearance since females have a smooth skin especially during the mating season whereas the males have a rough skin. Similarly, cane toads can be differentiated other native Australian frogs with their characteristic activity during the day in their clusters and the ability to sit upright. Adapted from http://www.feralscan.org.au/docs/Is%20it%20a%20cane%20toad%20Identifying%20toads.pdf Cane toads are found in abundant in areas defined by grasslands, woodlands, sand dune, rain forests and mangroves. The diet and feeding trends is vastly flexible since they feed on anything that they can swallow including beetles, bees, ants, termites, crick ets, pet food and household scraps. In addition, smaller toads, marine snails, native frogs and small snakes form part of the cane toads’ occasional diet depending on their availability. The cane toad was first presented in Australia’s Queensland from South America in the year 1935 in an effort to regulate beetle pests of sugarcane (Langford, 2011). However, studies have indicated that cane toads failed to control the cane beetles and relied on other prey (Lindenmayer and Burgman 2005, p.180). Although about 102 can toads were first introduced in Australia, the number has grown enormously to an approximate of 1.5 billion, and it is estimated that the toads occupy over 1 million square kilometres of Australian territory (Hanson, 2013). As such, cane toads are regarded as pests in Australia owing to the nuisance associated with the species. This creates negative economic as well as social impacts to the country, which seek immediate address to control the menace. Cane to ad invasion speed (km/year) in areas of suitable habitat Adapted from http://hydrodictyon.eeb.uconn.edu/people/urban/MS.pdfs/2008(5)/Urbanetal.2008AmNat.pdf Cane toads are known for their capacity to poison humans and their pets. All the lifecycle stages of the toad are poisonous as the paratoid glands produce the poison (Cameron 2012). The toad responds to threats by turning the paratoid glands towards the intruder and spraying over a short distance a fine squirt of the poison. The poison is absorbed through the mucus membranes such as the eyes; mouth and the nose to cause immerse pain and irritation. Although no humans are reported to have died in Australia, other parts of the world have received casualties after consuming cane toad delicacies (Badger and Netherton2004, p.96). Poisoning is indicated by profuse salivation, vomiting, and shallow breathe. The poison is illustrated to act principally on the heart and death may occur due to cardiac arrest. The toads have been demonstra ted to inhabit residential areas around swimming pools. This creates a disturbing scene to residents seeking to spend a warm afternoon by the pool. Moreover, the toads play host numerous parasites including roundworms and salmonella due to ingestion faeces, and can easily transmit infections in the society. Similarly, the toads are capable of transmitting diseases to native frogs and fishes (CSIRO 2003, p.2). Rotting carcases of cane toads