Analysis Of S Americanah Through A Post Colonial Prism

Faniyi 15 Kayode Faniyi 129013097 Dr. Solomon Azumurana ENG 894 REFRACTING CHIMAMANDA NGOZI ADICHIE’S AMERICANAH THROUGH A POST-COLONIAL PRISM 1. Introduction Respected Marxist critic Frederic Jameson once described every instance of â€Å"third world literature† as necessarily nationally allegorical (69), an assertion spectacularly assailed by Aijaz Ahmad (77-82). But it is possible to close our eyes to Ahmad’s very valid misgivings and take a bird’s eye view of Jameson’s assertion: read in reaction to the phenomenon of imperialism, perhaps the literature of dominated peoples is the literature of self-assertion, however blind to Jameson’s national allegorical (or anticolonial) imperative, and however â€Å"hybrid†. That last expression might as†¦show more content†¦But first, I must situate Americanah in its post-colonial moment. 2. Situating Americanah in the Post-Colonial Moment Since it is published in 2013, the material reality of Americanah is conditioned, however distantly it seems now, by the phenomenon of colonialism—it is written in English, for instance. Although published in 2013, the temporality and spatiality of Americanah’s narrative extends backwards to the late 70s when its major protagonist, Ifemelu, was born. As a child, she witnesses the death by firing squad of that famous robbery kingpin, Lawrence Anini (148), and lives through coups, coups attempts, strikes and the usual brand of public dysfunction that still haunts Nigeria, therefore linking its post-coloniality with that decidedly African brand of introverted, introspective post-independence post-coloniality of disillusionment exemplified by novels such as Ayi Kwei Armah’s The Beautyful Ones Are Not Yet Born, Chinua Achebe’s No Longer at Ease and Anthills of the Savannah, and soon enough with the post-coloniality of globalization (and the neoliberal ideology that has hijacked it). As we see in the novel, this disillusionment is the animus of her exile. Ifemelu arrives America in 1997, the year in which Kudirat Abiola, activist wife of M.K.O Abiola, was killed (116). Here, Americanah’s post-coloniality takes a new turn. This new turn, inaugurated by Ifemelu’s (voluntary

Marketing Plan of Dairy Milk - 3975 Words

Calcium Junior Fiscal Year 2012 Marketing Plan Developed by Dr. Mohammad Mujahidul Islam NSU ID: 1130201090 Riad Bakht Chowdhury NSU ID: 1130177590 Mohammad Salim Akhtar Khan NSU ID: 113047090 Mohammad Saifuzzaman NSU ID: 1130232090 Md. Mustafizur Rahman Khan NSU ID: 1010827090 Developed December 25, 2011 MEDIWORLD PHARMA LTD. Mediworld Pharma Limited Table of Contents 1. Executive Summary 2. Introduction 2.1 Attributes 2.2 Development 2.3 Regulatory Approval 2.4 Raw Material Procurement 2.5 Monograph 3. Situation Analysis 3.1 Customers 3.2†¦show more content†¦Hopefully we’ll get the approval the next month. 2.4 Raw Material Procurement Our first year objective is to sell 50,000 bottles per month. Thus we need 900 Kg active raw material per month. We have already imported 5,500 Kg calcium carbonate from Marck, Italy. This amount of RM will give us 6 months stock. Our lead time is 3 months. So considering the post launching analysis we can put further order after 2 months. 2.5 Monograph We are following the latest edition of BP (British Pharmacopoeia) as monograph for the product. We are also following the cGMP (current good manufacturing practice) guideline provided by WHO (World Health Organization). 3. Situation Analysis 3.1 Customers Calcium Junior is a pediatric preparation. It is specially formulated for the children. As a medicine we’ll promote this brand to the doctors but as an OTC medicine we can sell it to the consumers directly. Thus we have the following customer groups: Doctors for prescription 1. Pediatricians 2. Medicine specialists 3. Gynecologists 4. General Practitioners 5. Rural Medical Practitioners Chemists for OTC sales 1. Wholesales 2. Retailers Consumers for direct purchase 1. Retail shops 2. Mega malls 3. 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Body Art In The Extreme Essay Example For Students

Body Art In The Extreme Essay Tattoos are becoming a popular phenomenon that is seen everywhere. Todays youth are getting permanent tattoos to be cool and trendy, but are not considering the long-term effects. Teenagers should be aware of all that body modification may include, it is not just a pretty picture. Adolescences must consider the dangers and conscientious result of attaining diseases, being underage, and having a permanent mark on their body. The unsanitary conditions of getting a tattoo tend to go unnoticed by teenagers. The increase popularity in body art has also caused an increase in the incidences of Hepatitis, especially Hepatitis C. Hepatitis C is spread by contact with human blood. Since, the government regulation has not enforced hygiene requirements for tattoo parlors, disease such as Hepatitis C thrive in these environments. Another disease that can be acquired is HIV. The government does not force tattoo parlors to use new needles or to sanitize the old ones. Also, tattoos can get easily infected and leave a scar if not properly taken care of. Sometimes, people die from ink poisoning if too much ink gets into the blood stream. I havent even touched on how painful it is to get a tattoo and how painful it will be to obtain a disease. Young adults do not consider the dangers of a tattoo until it is too late. Another problem with getting a tattoo is being underage. Teenagers have to convince their parents that a tattoo isnt a foolish decision and they really want one. Some parents are intensely against tattoos and see them as something bad. Certain parents are narrow minded, because they view them as gang related, devilish behavior or eccentric conduct. Certain tattoos can also give you a bad reputation. Such as, having a skull can make adults think that you are part of a biker gang or having certain symbols would associate you with a gang. If you dont get your parents consent for a tattoo and somehow get one, then you will have hide the tattoo in order not to get in trouble. Sometimes, if you have a tattoo showing when you go to a job interview, you might not get the job. Employers feel that their employees should have a nice outer appearance that would look attractive to the customers. Being underage can be a bitch. Finally, tattoos are permanent and very hard to get off. It would be hard to pick one design and to stick with that design for the rest of your life. Most people change their mind about everything at least three times. What may have seemed cool when you were 25 is completely different kind of cool when you are 55. Also, your body changes too. You wont have the same body at 25 when you are 55. That tattoo will be there forever unless you decide to use laser surgery to have it remove, which would cost at least a thousand more than the tattoo itself. Then, after you have it removed you  will still have a scar where the tattoo use to be. You could even end up in hell for having a tattoo. God created your human body and expected you to die with that human body. Which, if you get a tattoo it would be a creation of your own and not Gods. Therefore, it would be consider a sin. The tattoo will never go away. No matter how glamorous a tattoo is, it will harm you in some way. When you consider the dangers and conscientious result, you may think twice about a tattoo. There are so many more factors that I havent even touch upon that could stop a person from getting a tattoo. All you have to do is go to your parents and I am positive that they will discourage you from attempting to get one. You could always enjoy the benefit of temporary tattoos. They look like real tattoos, but without the hassles of one.

Unit 1 Childcare and Education Essay Example

Unit 1 Childcare and Education Essay Unit 1 an introduction to working with children E1 1. Gainsborough Primary and Nursery school is located on Belgrave Road, Crewe, Cheshire, CW2 7NH, Tel. 01270 685328. The school is aimed at boys and girls from the ages of 3 to 11, provides nursery and school services and it is entirely free for the children to attend. The school is separated in to three sections; one for the children attending the nursery aged 3 to 4; another for children from 4 to 7 years who are educated in the lower school and another for children from 8 to 11 years who are educated in the junior school. . Rainbows is held at Union Street Baptist Church, Union Street, Crewe, Cheshire, CW2 7DJ, Tel: 01270 652151. Rainbows is a voluntary group for young girls aged 5 to 7. Rainbows is a place where young girls can enjoy crafts, games and outings. This organisation encourages young girls to get involved with others in their area and have group discussions allowing them to think for themselves. Rainbows says that it is ‘an opportunity for her to develop – it’s an opportunity to Look, Learn, Laugh, Love. ’ 3. Tinks Children’s Day Nursery Ltd is located on Jubilee Avenue, Crewe, CW2 7PR, Tel: 01270560083. Tinks provides both before and after school care for children from the age of 0 to 5. Tinks prices range from ? 120 per week for 5 half days and ? 185 for 5 full days. â€Å"Tinks staff will care for your baby or very young child on an individual basis, taking into account your childs sleeping patterns, your child will also be kept in a safe and stimulating environment and their development will be monitored. † http://www. tinksnursery. co. k/ Slightly older children will be slowly introduced to the pleasures of education, play and social interaction. Self-discipline and respect for others are also introduced and enforced and Staff will carefully monitor the children’s progress, both physical and intellectual. E2 †¢Tinks helps by reducing the stress in the household for parents who need to know their children are in a safe environment whilst going to work. Tinks also helps parents by ensuring that their children make friends and gain their first stages of education. We will write a custom essay sample on Unit 1 Childcare and Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Unit 1 Childcare and Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Unit 1 Childcare and Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The children are helped by Tinks as it allows them to gain new experiences and skills. †¢Rainbows helps parents by giving their children opportunities to experience new activities at a young age. It also gives parents an opportunity to work or enjoy leisure at no cost. Rainbows helps young girls by allowing them to socialise with others of their age and helps them to gain useful life skills, for example how to set up a tent. †¢This school helps a wide range of children obtain a free education allowing the children to develop skills both social e. . independence and behaviour. The families of pupils are helped by the school to have a say in their children’s education via email or telephone and the school also provides a safe environment for the children to play allowing parents to work and earn money for the family without worrying about their children. The children are also helped greatly by the school for example learning important life skills and making friends. E3 - There are two main legislations in the UK that support the rights of children. The first of these is the Children’s Act 1989 which was as a result of the UK adopting the UN Convention on the Rights of the Child. This act is well known for its stance that the welfare of children is paramount and made it clear that their needs and interests come first, the act also covers child protection and parental responsibility as well as inspection of settings and made it clear that children’s/young peoples views were to be taken into account when considering future decisions concerning their lives. The Children Act 2004 built on the 1989 act. This act instigated Every Child Matters which promoted the wellbeing of children and contained five aims, It wanted children to be healthy, Stay safe, Enjoy and achieve in education/life, achieve economic wellbeing and to make a positive contribution. This led to the introduction of effective and accessible services focused around the needs of children, young people and parents by the local governments e. g. opticians or speech and language therapists. These organisations were to work together in multi-disciplinary teams to promote children’s wellbeing. The programme’s goal is that every child, whatever their circumstances, has the support they need†¦Ã¢â‚¬  Tassoni et al 2007 page 16 E4- There are 4 main EYFS (Early Years Foundation Stage) principles that underpin working with children. The first of these principles (a Unique Child) states that all children must be seen as individuals who should be learning and developing confidence and independence from birth. An other of these principles (Positive Relationships) states that it is imperative that children learn to build positive relationships with the staff/Key person, the other children and their families. Another of these principles (Enabling Environments) states that the environments where children can learn/develop must meet the children’s individual needs e. g. adapted activities for those at different stages of development. The final principle (Learning and Development) states that all children learn and develop at different rates and in different ways, the practitioner needs to be aware of this and how to inter-connect all areas of learning and development. Three values that underpin working with children are; physical punishment should not be used under any circumstances; the spiritual beliefs, culture, values and customs of the child/family should be respected; the parent/parents/one in current parenting role of the child must be respected as the primary educator/educators of the child. â€Å"The EYFS will ensure all babies and children from birth to five receive high quality care and education from whichever early years setting they attend. † http://www. tameside. gov. uk/earlyyears/foundation/intro E5- It is important to value and respect all children in the setting because every child no matter where they originate from, what language they speak, which gender they are or whether or not they have a disability deserves equal opportunities. This means that practitioners cannot value certain children above others as this will deprive certain children of the attention they may require to develop in confidence. It is important that children feel valued as this raises their self esteem and will help the practitioner to build a positive relationship with them. Practitioners can make children feel valued by making sure that they listen to the children and take their views into account; they can also acknowledge children’s efforts and achievements and give positive feedback; taking into account their ideas and interests is also important as the practitioners can make an effort to include these in activities and finally practitioners also need to listen to the children’s fears and concerns. Respecting them is also crucial as it helps them to learn the appropriate way to respect others and will make them feel that their views are being listened to. Practitioners can show that they respect the children by listening to them; taking time for each one of them; giving them equal opportunities; empathising with them and finally praising and encouraging them. â€Å"As an early year’s practitioner, you need to be able to meet every child’s needs and understand that all children are special and unique. † Tassoni et al 2007 page 7 E6-Three professional skills that will support the practitioner in the workplace are organisation, communication and observation. Organisation is very important when working with children because the practitioner must be able to plan engaging and suitable activities/lessons that will achieve positive results and that the child will learn from. It is also useful for time keeping allowing each child to have a chance to discuss fears and worries or interests and ideas with the practitioner. Communication is very useful when working with children because it allows practitioners to get to know the children through discussions or talks with parents, staff or the children themselves. It also allows the practitioner to engage in open conversations enabling them to obtain positive responses and ideas for future reference. It is also important because it allows cooperation between children, parents and practitioners. Observation is a useful skill when working with young children because it allows the practitioner to gain information from the children for use in the workplace for example when planning activities or for the parent to use at home. Observation is also key when identifying issues certain children are having such as struggling to read or write which can be acted upon with support and adapted activities E7- I feel that it is important to develop a range of study skills to help to support my learning; these will include note taking, time management, reading and listening. These are important because: Note taking is important because it not only allows you to accumulate knowledge but it also allows you to produce useful information that is easily legible and that will be useful in the future when revising the topic/topics. Time management is an important skill because it allows you to make time plans which will help you keep to deadlines and revise a range of things methodically. It will also be useful in placement because it will allow you to be conscious of time spent on certain tasks/ activities that need completing. Reading is an important skill because it will help you to extract useful information from text that will help when planning activities or lessons e. g. (children’s files or work books). Reading will also help the practitioner to converse with children about books they have read or work the child/children have done and it will help develop skills which will support learning e. g. (extracting useful information from a book/website) Listening is very important as it will aid the practitioner when talking with children and will help to find out information on children and their individual needs. It will also enable the practitioner to engage in open conversations with children, parents or other team members. E8 AuthorDate of publicationTitleName of publisher Tassoni et al2007CACHE level 3 childcare and education 4th editionHeinemann Websites †¢http://www. tinksnursery. co. uk/ †¢http://www. tameside. gov. uk/earlyyears/foundation/intro †¢http://www. peelearlyyears. com/pdf/Three%20way%20talk. pdf D1- It is important for the practitioner to develop and maintain positive relationships with other professionals for many reasons. Primarily it is important as work in the setting will require cooperation and teamwork to obtain optimum results when working with the children, planning activities and talking with parents. Also cooperation between staff will make the shared vision of promoting children’s welfare more achievable and easier to maintain within a large group as the staff can share skills, information and advice. However, relationships between staff must be appropriate, staff should treat each other as friends (not close friends) not as family as this may cause tension and reduce professionalism as other staff may feel that they aren’t getting fair treatment and may be ignored or have their opinions rejected. It is important to develop and maintain positive relationships with children’s parents for many reasons. Relationships with parents are most important as they affect both how the child/ children act and how the parent/ parents act. Negative relationships between parents and practitioners may be picked up on by the children who may respond by accumulating a similar attitude toward the staff or they may feel estranged and may be uncomfortable in the setting. Relationships are also important as staff and parents may need to share sensitive or confidential information which requires trust and cooperation. Parents need to feel that their children are safe and are being looked after for them to leave their children with the staff. â€Å"The children need to feel secure with you, but they also benefit from seeing that you communicate with their parents in a friendly way. Young children need to see the social connections between their important adults, rather than getting the idea that their lives operate as separate compartments. † http://www. peelearlyyears. com/pdf/Three%20way%20talk. pdf D2- There is many characteristics of working in a multi agency team. These characteristics are vital when ensuring the ‘optimum way to give children the best start in life‘is applied. One characteristic of working in a multi agency team is that members share knowledge, information and skills with one another to make the job of supporting children easier. This is useful because it allows the different members to help one another, share their advice or opinions on how to manage certain situations and cooperate. Another characteristic of working in a multi-agency team is that there is a shared vision e. g. ensuring that children are cared for. It is important that members of a team have a shared vision because this minimalizes any disagreements on issues and ensures that everyone is working to achieve similar goals which make these goals more achievable. Another characteristic of a multi-agency team is that they have good communication. This is important as it means that members can pass on information easier and cooperate. This means that any information which could be considered important or useful is shared with who it would be appropriate or useful to, or it means that members respect each other and listen to each other. Another characteristic is that the team works together to overcome obstacles and to achieve goals. This makes goal more achievable as there are several members working to the same end. Also this makes any obstacle more approachable as any advice is shared. Another characteristic is that there are many different branches of the team. These different groups are each as useful as one another and provide different attributes to the team. This makes working together important as shared knowledge and skills can produce and efficient force to tackle any issues or aims. C- It is important to listens to children’s views and value their opinions for many reasons. Each child is different so the way we utilise this knowledge should be considered. One reason why we should listen to children’s views is that it shows that we respect them and this should generate a positive response either by the child showing respect to others or by the child feeling that they can approach you about anything and that they will be listened to. Listening to them also helps to generate self-esteem as it makes them feel good about themselves, confidence as it makes them more open about issues or views and shows that we value them as an individual. One reason why we should value children’s opinions is because these can help us determine which methods are most useful when getting children involved and these opinions can generate useful information when coming to terms with the planning of activities as we can discover which children enjoy certain approaches to learning and which don’t. Another reason why we listen to children’s views is that one of the laws enclosed in the UNCRC (UN Convention on the Rights of the Child) states that one basic human right for the child is that they have the right to express and have their views taken into account. It is important that we make the welfare of children paramount in the setting so sticking to the UNCRC is crucial when accumulating positive results. Another reason why we value the opinions of children is that the Children Act 2004 works to ensure that children ‘enjoy and achieve through learning’. To make sure that children do this we must plan and base activities around topics that they both enjoy and will find stimulating when taking part in activities. B- There are four main areas when considering your role and its limits and boundaries in the setting. One reason that practitioners understand the limits and boundaries of their work is due to health and safety. Keeping children safe is crucial but the role the practitioner takes when addressing this is depending on their skill, training and job description or designation. Every setting will have designated first aiders and policies regarding any sustained injuries or accidents. Understanding your role in this matter is important because mistakes can be easily made regarding medical care so ensuring that the children get the best possible is paramount any incorrect procedures carried out however serious must be prevented and the correct methods used by experienced staff members. Another reason why it is important that practitioners understand the limits and boundaries of their work is due to child protection. Every setting will have a child protection policy that needs to be addressed with the utmost responsibility. Every practitioner must find out whether or not a badge is required, if they need to sign in/ out and what is required of them when it comes to contact with children. Physical contact with children is allowed to a certain degree but the setting supervisors and parents will require assurance of their children’s welfare. Another reason that practitioners understand the limits and boundaries of their work is due to childrens behaviour. Children’s behaviour in the setting is usually good but isolated incidents will occur and as a practitioner it is important that you understand where you stand when it comes to dealing with these incidents. Also encouraging children to become overexcited must also be prevented as this may cause more frequent incidents and the children need to be learning and developing in exciting ways but never in a way that will induce unwanted behaviour. Another reason that practitioners understand the limits and boundaries of their work is due to confidentiality. In the setting you will gain knowledge about the children, your colleges and the childrens parents. Understanding which information can be shared with others is very important, a leak of any sensitive information can be very upsetting and may compromise your settings policies and the trust between the parents and the staff. A-It is important to have a child centred approach in the early years setting because it allows children to become the main focus which means that their development, progress and earning is paramount and they will have equal opportunities to succeed. Producing a successful child centred environment involves cooperation between setting staff and parents which helps identify individual needs and issues faced by the children which may affect their approach to learning. The response to these will be vital when creating an environment that provides every child with equal opportunities and attention. Each child in an early years setting has their own learning style, needs and interests these need to be registered and acted upon to be dealt with successfully by the practitioner who will have observed how best to address these issues and generate a stimulating and beneficial activity/activities which promotes optimum development. A child centred environment also has to have relevant and effective health and safety measures. Any issues need to be addressed and dealt with in a Way that promotes the welfare of the children. First aiders should always be in the vicinity and medical supplies must be available to access with ease to ensure the safeguarding of the children. Children at a young age need to be the centre of attention and it is important that they are given the best care, protection and education possible. A child centred approach is the best way to achieve these goals because it makes the child’s welfare paramount which meets the need to be the centre of attention as practitioners assure that each child gets equal attention and care. A child centred approach also produces security in the setting which is very important when protecting children from harm at an early age when they are vulnerable to many hazards, an example of a security precaution in a child centred environment would is taken into account when planning activities, lessons and one on one meetings be security doors that prevent unauthorised access into the building by strangers who could pose a potential threat or exit by the children who may get injured away from help or lost. Finally a child centred approach in an early years setting is important because it raises the standard of children’s education by a marginal proportion as everything is taken into account and built upon to produce efficient, effective and beneficial results.

Susan B. Anthony Essays - First-wave Feminism, Womens Suffrage

Susan B. Anthony I. Susan B. Anthony : A Biographical Introduction Susan Brownell Anthony was born on February 15, 1820 in Adams, Massachusetts to Daniel and Lucy Anthony. Susan was the second born of eight children in a strict Quaker family. Her father, Daniel Anthony, was said to have been a stern man, a Quaker Abolitionist and a cotton manufacturer born near the conclusion of the eighteenth century. From what I read, he believed in guiding his children, not in 'directing' them. Daniel Anthony did not allow his offspring to experience the childish amusements of toys, games, and music, which were seen as distractions from the inner light. Instead he enforced self-discipline, principled convictions, and the belief in one's own self-worth. Each of my sources indicates that Susan was a precocious child and she learned to read and write at the age of three. In 1826, the Anthonys moved from Massachusetts to Battensville, New York where Susan attended a district school. When the teacher refused to teach Susan long division, Susan was taken out of school and taught in a home school set up by her father. The school was run by a woman teacher, Mary Perkins. Perkins offered a new image of womanhood to Susan and her sisters. She was independent and educated and held a position that had traditionally been reserved to young men. Ultimately, Susan was sent to boarding school near Philadelphia. She taught at a female academy and Quaker boarding school, in upstate New York from 1846-49. Afterwards, she settled in her family home in Rochester, New York. It was here that she began her first public crusade on behalf of temperance (Anthony, 1975). II. The Struggle for Women's Rights Susan B. Anthony's first involvement in the world of reform was in the temperance movement. This was one of the first expressions of original feminism in the United States and it dealt with the abuses of women and children who suffered from alcoholic husbands. The first women's rights convention had taken place in Seneca Falls, New York, in July of 1848. The declaration that emerged was modeled after the Declaration of Independence. Written by Elizabeth Cady Stanton, it claimed that all men and women are created equal and that the history of mankind is a history of repeated injuries and usurpations on the part of man toward woman (Harper, 1993, vol. 1). Following a long list of grievances were resolutions for equitable laws, equal educational and job opportunities, and the right to vote. One year later in 1849, Susan B. Anthony gave her first public speech for the Daugters of Temperance and then helped to found the Woman's State Temperance Society of New York, one of the first such organizations of its time. In 1851, she went to Syracuse to attend a series of anti-slavery meetings. During this time Susan met Elizabeth Stanton in person, became fast friends, and subsequently joined her and another woman named Amelia Bloomer in campaigns for women's rights. In 1854, she devoted herself to the anti-slavery movement serving from 1856 to the outbreak of the civil war in 1861. Here, Susan B. Anthony served as an agent for the American Anti-slavery Society. Afterwards, she collaborated with Stanton and published the New York liberal weekly, The Revolution. (from 1868-70) which called for equal pay for women (Harper, 1993, vols. 1 & 2). In 1872, Susan demanded that women be given the same civil and political rights that had been extended to black males under the 14th and 15th amendments. Thus, she led a group of women to the polls in Rochester to test the right of women to vote. She was arrested two weeks later and while awaiting trial, engaged in highly publicized lecture tours and in March 1873, she tried to vote again in city elections. After being tried and convicted of violating the voting laws, Susan succeeded in her refusal to pay the fine of one hundred dollars. From then on- she campaigned endlessly for a federal woman suffrage amendment through the National Woman Suffrage Association (NAWSA) (from 1869-90) and the National American Woman Suffrage Association (from 1890-1906) and by lecturing throughout the country as well (Barry, 1988). III. After Anthony : The Struggle Continues The struggle to eventually win the vote was a slow and frustrating one. Wyoming Territory in 1869, Utah Territory in 1870, and the states of Colorado in 1893 and Idaho in 1896 granted women the vote but the Eastern states still resisted it. The woman-suffrage amendment to the Federal Constitution, presented to every Congress since 1878, repeatedly failed to pass. Over a generation later, when the United States entered World War I in April 1917, the NAWSA pledged its support. Thousands of suffragists folded

Strontium Facts (Atomic Number 38 or Sr)

Strontium Facts (Atomic Number 38 or Sr) Strontium is a yellowish-white alkaline earth metal with atomic number 38 and element symbol Sr. The element is known for producing red flames in fireworks and emergency flares and for its radioactive isotope that is found in nuclear fallout. Here is a collection of strontium element facts. Fast Facts: Strontium Element Name: StrontiumElement Symbol: SrAtomic Number: 38Appearance: Silvery-white metal that oxidizes to pale yellowGroup: Group 2 (Alkaline Earth Metal)Period: Period 5Atomic Weight: 87.62Electron Configuration: [Kr] 5s2Discovery: A. Crawford 1790 (Scotland); Davey isolated strontium by electrolysis in 1808Word Origin: Strontian, a town in Scotland Strontium  Basic Facts There are 20 known isotopes of strontium, 4 stable and 16 unstable. Natural strontium is a mixture of the 4 stable isotopes. Properties: Strontium is softer than calcium and decomposes more vigorously in water. Finely divided strontium metal ignites spontaneously in air. Strontium is a silvery metal, but it rapidly oxidizes to a yellowish color. Because of its propensity for oxidation and ignition, strontium is typically stored under kerosene. Strontium salts color flames crimson and are used in fireworks and flares. Uses: Strontium-90 is used in Systems for Nuclear Auxilliary Power (SNAP) devices. Strontium is used in producing glass for color television picture tubes. It is also used to produce ferrite magnets and to refine zinc. Strontium titanate is very soft but has an extremely high refractive index and an optical dispersion greater than that of diamond. Element Classification: Alkaline earth metal Biological Role: Radiolarian protozoa belonging to the group Acantharea make their skeletons of strontium sulfate. In vertebrates, strontium replaces a small amount of calcium in skeletons. In humans, absorbed strontium is primarily deposited in bones. In adults, the element only attaches to bone surfaces, while it can replace calcium in growing bones of children, potentially leading to growth problems. Strontium ranelate can increase bone density and reduce the incidence of fractures, but it also increases the risk of cardiovascular problems. Topically applied strontium inhibits sensory irritation. It is used in some toothpastes to reduce sensitivity. While stable strontium isotopes present no significant health threat, the radioisotope strontium-90 is considered dangerous. Like the stable isotopes, it is absorbed into bones. However, it undergoes beta-minus decay and thus poses a radiation hazard. Strontium Physical Data Density (g/cc): 2.54Melting Point (K): 1042Boiling Point (K): 1657Appearance: Silvery, malleable metalAtomic Radius (pm): 215Atomic Volume (cc/mol): 33.7Covalent Radius (pm): 191Ionic Radius: 112 (2e)Specific Heat (20 °C J/g mol): 0.301Fusion Heat (kJ/mol): 9.20Evaporation Heat (kJ/mol): 144Pauling Negativity Number: 0.95First Ionizing Energy (kJ/mol): 549.0Oxidation States: 2Lattice Structure: Face-Centered Cubic Sources Greenwood, Norman N.; Earnshaw, Alan (1997). Chemistry of the Elements (2nd ed.). Butterworth-Heinemann. ISBN 0-08-037941-9.Lide, D. R., ed. (2005). CRC Handbook of Chemistry and Physics (86th ed.). Boca Raton (FL): CRC Press. ISBN 0-8493-0486-5.Weast, Robert (1984). CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. pp. E110. ISBN 0-8493-0464-4.

Plato's The Republic Essay Example | Topics and Well Written Essays - 1500 words

Plato's The Republic - Essay Example At the very onset, Socrates expounds on the evils of imitative art, which is "thrice removed from the truth". He sets out to prove his point by saying that anything with a common name is believed to correspond with the same ides. He elaborates using an example - there are plenty of beds and tables but the idea behind the use of the same belongs to one only. It is the same person who makes "not only vessels of every kind, but plants and animals, himself and all other things" he is the maker. It may be possible for anyone to do the same by holding up a mirror, but that would merely be appearances. Thus in the same way a painter is a mere "creator of appearances". Getting back to the example there are three artisans who make it - one is God, who is and always will be the primary source for every conceivable idea, the carpenter who makes the bed for practical use and finally the painter who merely imitates. Therefore he serves no discernible purpose. Socrates says the imitator is always far from the truth. He has but a smattering of knowledge which he parades as the truth and simple folks, who know no better, accept it at face value. Poets are usually thought of as veritable founts of knowledge. Homer, the legendary poet for instance is believed to be knowledgeable man, able administrator and an astute observer of human nature. But if that been the case surely he would have been at the forefront of the events in his day instead of relegating himself to the background Thus one must beware of poetry because it amounts to nothing when stripped of its colors and insidious charm. Thus in a realm where truth has been elevated to the highest possible peak, there is no place for art which is so far removed from truth. Its banishment from the ideal society may however be revoked if it can prove to have its use in upholding truth, morality and virtue instead of detracting from it. PLATO'S VIEWS ON CENSORSHIP Plato through his speaker waxes eloquent on the need for censorship in art. Not only are the artists negligent with regard to truth but they contribute to moral decay as well. These imitators have no knowledge of what is good, bad or truly beautiful; they merely portray what they perceive as the real thing. The common man is carried away by the lure and charm of the arts and has no way or means of piercing this faade. Socrates asserts that the better part of the soul is the one which seeks refuge in rationale. Poetry meanwhile appeals to the baser instincts in man. In the face of calamity most people in the grip of reason would attempt to keep calm, without indulging in wasteful and destructive passions. However in poetry, the protagonist would wallow in despair, bewailing his fate in lengthy oration. The audience will get carried away and forget themselves in the process without realizing that "from the evil of other men something of evil is communicated to themselves." Thus it is imperative that, art which is flippant, morally licentious or just plain ridiculous be firmly uprooted from society before it allows the beast in man to run wild resulting in moral collapse and social ruin. THE WRITER'S VIEW ON THE ROLE AND IMPORTANCE OF ART While Plato's views on the role of art in the republic are convincing and partly