The Truth about Cannibalism Essay -- Exploratory Essays Research Paper

The Truth about Cannibalism Typical Western thought directs people to examine the practices of cannibalism as savage and primitive. More often than not, this type of association exists because the people viewing the action are frightened and confused by that which they do not understand. In fact, some would even claim that, â€Å"cannibalism is merely a product of European imagination† (Barker, 2), thereby completely denying its existence. The belief that cannibalism goes against â€Å"human instinct†, as seen in many literary works including Tarzan, reduces those who practice it to being inhuman. (Barker, 1) However, scientific findings demonstrate that those who practice cannibalism are still human despite their difference in beliefs; therefore, not only can rationalization be extrapolated from those who practice the act of cannibalism, but also denying the fact of the participant’s very humanity has been undermined through scientific findings. The spectrum of logic behind cannibalism is wide in scope and varies in each tribe. In Africa there are a number of cannibalistic tribes, the two most notable being the Fang and Azande tribes. The Fang tribe occupied the Gabun district north of the Ogowh River in the French Congo. According to Mary Kingsley, â€Å"The Fang is not a cannibal for sacrificial motives† and is considered by many to be â€Å"morally superior to the Negro†. (encyclopedia.org) However, despite displaying higher moral standards, the Fang tribe has been purported to be â€Å"utterly indifferent to human life.† (encyclopedia.org) Yet, it was not indifference that served as the basis of practicing the acts of cannibalism but rather they simply found nothing wrong in doing so. In the Fang â€Å"a woman who bore ... ...that of his kind. In the Hua and Gimi tribes, there are much deeper meanings and rituals involved in the eating of human flesh. Whether Westerners view cannibalism as â€Å"primitive† does not undermine its presence. These tribes have maintained their salvation through cannibalism for centuries. In fact, some may even posit that without the existence of cannibalism, these tribes may cease to exist due to the lack of a strong underlying culture. Works Cited â€Å"Baker, John.† Online. Internet. WWW page. http://www.heretical.org/cannibal.baker1.html 5 Oct. 2002. Barker, Hulme, and Iverson. Cannibalism and the Colonial World. New York: Cambridge University Press, 1998. â€Å"Kingsley, Mary.† Online. Internet. WWW page. http://30.1911encyclopedia.org/F/FA/FANG.htm 5 Oct. 2002. Sanday, Peggy. Divine Hunger. New York: Cambridge University Press, 1986.

An Importance of Education

â€Å"Education is our passport to the future, for tomorrow belongs to the people who prepare it today.† These words said by Malcolm X indicate how significant is the impact, which schools have on young minds. Good schooling is essential for every society and individual, as it is supposed to prepare students for the world of work later in life as well as to teach them the values and morals required in the society. In other words, it is school where teenagers are equipped with necessary skills so that they can participate effectively as member of community, hence they have a chance to contribute towards the development of common identity. For that reason, there have been many attempts to create a school environment that will allow young people to grow emotionally, physically and mentally. Consequently, there are two main choices to make. This is having a single-gender education, or a school where students are in classrooms with a mixture of genders. However, as it has been previously stated, the school should be regarded as a reflection of the real world. The real world is coeducational though, so mixed schools are rightly considered to be more proper setting for the young learners. The main concern about single-sex classrooms is that its members will not be capable of maintaining successful relationships throughout their lives since they will be accustomed to interaction only with either boys or girls. Nevertheless, being able to communicate with the other sex is crucial to prepare students for the professional world. Coeducational schools perfectly serve this function, because collaboration in classrooms is both purposeful and supervised. What is more, children there have the opportunity to be taught a broader range of essential life skills e.g. understanding more diverse points of views, mutual respect or simply how to cooperate efficiently and create successful interpersonal bonds. On the contrary, single-sex schools not only limit these possibilities for forming friendships with the opposite sex but also hinder them, as such restrictions lead to perceiving the other sex in an entirely unrealistic, ideological way, simply because children lack the time spent together. Additionally, deficiency in mutual contact deprives young people from gender segregated classrooms of an enriching experience that is learning about and from each other. That fact can be further confirmed by many researches, in relation to which children need a mix of traditionally masculine and feminine characteristics, like playing competitive sports and discussing emotions, in order to be mentally healthy. Therefore, boys who spend their time mostly with other boys are thought to be possessive and to display aggression. Girls also benefit from the boys' presence by being more courageous while performing in the society. Moreover, classroom assignment based on gender teaches young people that males and females have completely different types of intellects, which firmly supports stereotyping along with discrimination. Correspondingly, the common beliefs, that only boys can play football or videogames and only girls are allowed to play with dolls, reinforce sexism in schools and in the culture at large, as children tend to favor members of their own group, and be prejudiced against those in contrasting groups. By contrast, the children in the coed classroom are less probable to limit their interests according to gender – the girls can play football and the boys are allowed to play with dolls.Still, it has been argued that both sexes adopt different approaches towards learning, and taking it into account, they should be taught dissimilarly. Indeed, most same-sex classrooms allow teachers to tailor their lessons toward the specific needs of their students. For example, a class discussion of â€Å"Romeo and Juliet† in a boys' school can involve a study of a boy's first love analyzed from his perspective. Likewise, using books featuring lead female characters may be more appealing to young women or debating the impact of religion on young girls has the potential to really reach the target group, while such discussions in co-ed schools are usually less open and extended than those in a single-sex school. However, very few teachers are effectively trained to manage a single-gender learning environment, yet very few colleges offer specific programs or courses. Considering the fact that learning is best accomplished when the delivery method matches the subject itself, it is the quality of teachers' training— not gender of their students — that determines how successful the outcome is.Because of that, although students can also learn from home, school environments are irreplaceable during development of young minds. Rather than separate boys and girls, schools should move in the entirely opposite direction which is training boys and girls how to work together, respect and support each other. It is not long before the youth of today will be the parents, co-workers, and leaders of tomorrow. Due to that fact it is especially important to take better advantage of coeducation to frame the truly egalitarian society, that we expect to encounter in the future.

A Research Study On Premature Delivery - 3472 Words

Abstract Premature delivery is a significant cause of child mortality and morbidity worldwide. It is particularly prevalent in the developing world. As HIV is highly prevalent in Tanzania and much of sub-Saharan Africa, it is important to determine risk factors for prematurity among HIV-positive pregnancies. The aims of this study were to identify risk factors of live preterm (37 completed weeks gestation) and very preterm (34 completed weeks gestation) birth among a cohort of 927 HIV positive women living in Dar es Salaam, Tanzania, who enrolled in the Tanzania Vitamin and HIV Infection Trial between 1995 and 1997. Multivariable relative risk regression models were used to determine the association of potential maternal risk factors†¦show more content†¦Preterm birth is the leading cause of neonatal mortality.1 It is estimated that preterm birth is the direct cause of 29% of deaths in children under 28 days and 11% of deaths in children under 5 years.1–3 Prematurity disproportionately affects newborns in resource-constrained countries, where it is both more common and more often leads to adverse health outcomes. A systematic review from 2010 reports that 7.5% and 11.9% of births in developed countries and in Africa, respectively, were preterm.4 In Tanzania, 11%5 of births are premature and prematurity is the second leading cause of neonatal death.6 In a study of hospitalized neonates in Tanzania, the neonatal mortality rate for preterm infants was twice that as for full-term infants, 26% versus 13%.7 Expending extra resources on pregnant women with risk factors for prematurity could reduce the prevalence of prematurity. Not only would this have immediate benefits, such as reducing neonatal mortality, but also it could reduce the risk of chronic disease due to preterm delivery throughout the life course.8,9 This could substantially lower long term health expenditures. The prevalence of HIV infection among Tanzanian women is estimated to be 6.6%.10 Given the significant proportion of pregnant women who are HIV-infected in some regions of the world, it is important to determine

Rice; Food; Meal in Chinese

é ¥ ­ (or é £ ¯Ã‚  in traditional Chinese) is pronounced fà  n in pinyin. This is the 618th most common character in Chinese and can mean rice, food or meal. The two latter meanings are the most common in modern Chinese. Character Breakdown é ¥ ­ / é £ ¯ is a semantic-phonetic compound, which means that one part describes its meaning and the other part describes its pronunciation. The character is composed of two parts:   é ¥ £/é £  (shà ­): food; to eatÃ¥   (fÇŽn): contrary; reverse é ¥ £/é £  (shà ­), which means food; to eat, is obviously related to the meaning of the word and is also the radical of this character. Ã¥   means contrary; reverse, and is not related to the meaning of the character. Instead, this character component carries information about how its pronounced. Since this character was created a long time ago, things have changed and the pronunciation is no longer identical. In fact, the tone is different. Still, if you know how to pronounce this component, remembering the pronunciation of the entire character becomes easier (and the other way around). Common Words Using Fà  n Coupled with another character,  Ã© ¥ ­ can take on a different meaning. Here are a few examples: Ã¥ Æ'é ¥ ­ (chÄ « fà  n): to eat (in general, not to eat rice)æâ€" ©Ã© ¥ ­ (zÇŽo fà  n): breakfastÃ¥ Ë†Ã© ¥ ­ ( wÇ” fà  n): lunch晚é ¥ ­ (wÇŽn fà  n): dinneré ¥ ­Ã© ¦â€  (fà  n guÇŽn): restaurantç ± ³Ã© ¥ ­ (m Ç  fà  n): riceè ¦ Ã© ¥ ­ (yà  o fà  n): to begé ¥ ­Ã¥ ºâ€" (fà  n dià  n): hotel (typically one that has a restaurant inside) Sentence Examples Using  Fà  n QÇ ng gÄ›i wÇ’ yÄ «wÇŽn bà ¡ifà  n.è ¯ ·Ã§ »â„¢Ã¦Ë†â€˜Ã¤ ¸â‚¬Ã§ ¢â€"ç™ ½Ã© ¥ ­Ã£â‚¬â€š(traditional Chinese)è «â€¹Ã§ µ ¦Ã¦Ë†â€˜Ã¤ ¸â‚¬Ã§ ¢â€"ç™ ½Ã© £ ¯ (simplified Chinese)Please give me a bowl of white rice.NÇ  kÄ›yÇ  mÇŽi yÄ « jÄ «n mÇ fà  n ma?ä ½  Ã¥  ¯Ã¤ » ¥Ã¨ ² ·Ã¤ ¸â‚¬Ã¦â€" ¤Ã§ ± ³Ã© £ ¯Ã¥â€"Žä ½  Ã¥  ¯Ã¤ » ¥Ã¤ ¹ °Ã¤ ¸â‚¬Ã¦â€" ¤Ã§ ± ³Ã© ¥ ­Ã¥ â€"Can you buy a pound of rice, please?WÇ’ à ¨ le! Qà ¹ chÄ «fà  n ba!我é ¤â€œÃ¤ ºâ€ Ã¥Å½ »Ã¥ Æ'é £ ¯Ã¥  §!我é ¥ ¿Ã¤ ºâ€ Ã¥Å½ »Ã¥ Æ'é ¥ ­Ã¥  §!Im hungry! Lets go eat!NÇ  mÄ  zuà ² de fà  n tà  i hà  o chÄ «leä ½  Ã¥ ª ½Ã¥ Å¡Ã§Å¡â€žÃ© £ ¯Ã¥ ¤ ªÃ¥ ¥ ½Ã¥ Æ'ä ºâ€ Ã¤ ½  Ã¥ ¦Ë†Ã¥ Å¡Ã§Å¡â€žÃ© ¥ ­Ã¥ ¤ ªÃ¥ ¥ ½Ã¥ Æ'ä ºâ€ Your moms cooking so so good.NÇ  xiÇŽng qà ¹ nÇŽ jiÄ  fà  nguÇŽn?ä ½  Ã¦Æ' ³Ã¥Å½ »Ã¥â€œ ªÃ¥ ® ¶Ã© £ ¯Ã© ¤ ¨Ã¤ ½  Ã¦Æ' ³Ã¥Å½ »Ã¥â€œ ªÃ¥ ® ¶Ã© ¥ ­Ã© ¦â€ Which restaurant do you want to go to?

Social, Political, And Economic Institutions During The...

1. Discuss social, political, and economic institutions in play during the civil rights movement. In America, the civil rights movement has become one of the most well-known social movements in the world today. African Americans strived for full civil rights and better equality, and refused to quit fighting until their wishes were granted. The blacks protested the white supremacy in every way possible, from strikes to legal challenges in the court systems. The civil rights movement affected the everyday life of these citizens who should have had all of the same rights as the white men and women who brought about these movements. Many public places targeted African Americans and would fight until the police would arrest and haul them off to†¦show more content†¦In politics, civil rights leaders sought to effectively mobilize black voters and also oppose the gerrymandering of political districts that decreased the power of the black vote. (Tuck, 2004) The Congress of Racial Equality used a nonviolent and direct-action approach to politics, endorsing Freedom Rides to challe nge segregated transportation and sit-ins in the south to protest discrimination. (Baldwin, 2011) In revolt to the discrimination within the public transportation systems, the black church and social groups organized a one-day boycott in where all black would avoid using busses and public transportation to show the disapproval of actions and hatred being taken towards them all because of their color. Situations grew to be extremely violent against the blacks, leading to protesting in the streets, but they too refused to back down. Continuing to present acts of nonviolence, the African Americans were demonstrating their desire to overcome the struggles and prove that they were not as harsh as everyone was making them out to be. They believed that actions spoke louder than words, and by acting violently they would only be proving to people across the nation that this is in fact why they were segregated from everyone else in the first place. This

Poetry Analysis Persuasive Essay Example For Students

Poetry Analysis Persuasive Essay The one thing that family could respond to all negative attitudes toward them was bitterness and even this was prohibited. In consequences of races discrimination, few generations of one family lived through violence, pressure and suffer and family could not do anything, Just not to be bitter. The author used irony structure in order to show the powerless of the familys race, such powerless that familys members did not have a chance to be bitter on this lawlessness. The extraordinary authors style gave us an opportunity to feel the whole emotions, that writer wanted us to feel. The rhythm and rhyme of the poem is first example of accent on negative relation of the author to the violence. Brown highlights the consonants, especially b. The words bitter, better, bloody, beaten and etc. Bitter is used more often, as it is main word that exactly explains the characters feelings. B is associates with pain and negative words are attracting the attention of the reader: bitter, bloody, beaten. Moreover, the sound of B in sad poem sounds for the reader as beat. The rhyme of the poem is also complicated; so it is one more prove that author tries to show hard times. Mostly the rhyme words stand in the middle of the line, for instance first-born husband, swamplands at last. The imagery is a perfect way to transfer from current time to the poems events. Every reader is imagining the events from the book, so Browns poem is not an exception. He used imagery and sensory language really brightly in order to express the violence, pressure and suffer of the family. The first example is swamplands, the reader associates it with hard and death Job, as at that time slaves dried up swamplands in order to build something new on the territory. Another one example is bloody and beaten. It is easy to imagine the result of this Job by reading such description. These two examples proved how imagery describes hard time, slaves life and employers without punishment without using these words. The sensory language is a key to encourage the feelings. The usage of the words from example above is also shows the sensory language, which used in the poem. Having the swamplands in the imagination is giving not only a picture of it, but also makes us feel disgusting smell of it. The blood is known view for the person, so it is easy to see, how bloody the character was. Another good example is a phrase weather-stripped a house. The reader is able to feel the warm that the character could not feel and could not make in his own home. Again we feel sorry for the character and understand the powerless of the father. The one thing that family could respond to all negative attitudes toward them was bitterness and even this was prohibited. The authors described the time of slavery and transfer the feelings of the characters by using literature techniques. Nowadays, we do not have slavery, but still we have poor and rich families. The poems example should teach people to treat each other with passion, respect and does not matter if it your partner, employee or housekeeper.

Ellis Island free essay sample

This paper introduces analyzes, and discusses the book Ellis Island Interviews: in Their Own Words, by Peter Morton Coan. Ellis Island was the first stop for immigrants to the United States in the early 20th century. This paper examines a book which deals with the stories of people who passed through this island. It provides great insight into the life of the immigrants, their reasons for leaving their country and what they hoped to achieve in America. The writer of this paper examines the authors use of interviews as a form of documentation. The author calls Ellis Island a Americas slender thread for the peopling of the nation (Coan xiii), and his interviews portray just a few of the thousands of immigrants who passed through Ellis Island on their way to a better life. By and large, they came from nondescript farm villages and hamlets tucked away in forgotten European provinces and sleepy border towns routinely compromised by twisted ideology, plunder, and hate (Coan xvii). We will write a custom essay sample on Ellis Island or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Coan interviews several of these people who came to America, to find out their reasons for coming, and more about their lives. He also interviewed some of the employees who had worked on the island.