Implicit Concerns For The Legalization Of The Organ Sale

Implicit Concerns for the Legalization of the Organ Sale With the increasing need of organs for medical treatment, illegal organ black markets have become more rampant. Under such circumstances, the public debate over whether the government should legalize the sale of living human organs is fiercer. In Joanna MacKay’s essay Organ Sales Will Save Lives, she states that the government should legalize the sale of organs, since the legalization would benefit both the sellers and the buyers. Moreover, to show the potential benefits for the sellers, MacKay provides and analyzes gains from different aspects that sellers may make if the organ sale were legalized. However, what MacKay has shown is still not the whole picture. By simplifying the problems, MacKay overstates the monetary compensation for the organ sale and underestimates the possible role of exploitation, risks to organ sellers and other ethical questions. As a result, the sellers would not benefit as much as she states, and her argument about the bilateral reciprocal consequen ces for both organ sellers and buyers after legalization would be incomplete. To begin with, although MacKay discusses several factors like regulations and middleman which may influence the monetary compensation for sellers, she does not take into account the law of supply and demand. The ignorance of this economic factor may lead to her overestimation of compensation gains. MacKay mentions that because legalization could allow the government toShow MoreRelated_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesphilosophy of the text’s exercises and examples. Advanced Placement Statistics We have designed this book with a particular eye toward the syllabus of the Advanced Placement Statistics course and the needs of high school teachers and students. Concerns expressed and questions asked in teacher workshops and on the AP Statistics Electronic Discussion Group have strongly inï ¬â€šuenced our exposition of certain topics, especially in the area of experimental design and probability. We have taken great care

Pressure on Student Athletes free essay sample

A 57, Junior in high school, taking three AP classes, class president, all league soccer player, who is hospitalized due to high blood pressure and seizures. The senior quarterback, with tons of friends, granted a full ride scholarship to USC, and has to decline and quit football because of four Fs in his classes. A sophomore basketball player, whos already being scouted by Division 1 schools, taking six challenging classes, and on crutches for the whole season because she continued to play basketball with a twisted ankle and an injured knee. How can such a frightening situation be taking place in these young adults lives? This awful and increasingly problematic scene is happening all over the world, all for the same reasons (Bowen). With social stress, the desire to be popular, academic pressure with the hopes of going to a four year university, and the difficult transition into adulthood, young student athletes must also balance the complicated challenge to be the best in their specialized sport, deal with unnerving parents and coaches, and the constant fear of failing, and some cannot handle it all (Mansfield). We will write a custom essay sample on Pressure on Student Athletes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Playing sports three seasons per year can bring a lot of physical and mental stress, specially between balancing teachers, parents and coaches. Maintaining a 4. 0 and staying active on a sports team often leads to late nights and a lot of pressure on my body, and a big struggle to push through it all! says Emma Stanfield, a sophomore at Sonoma Valley High who plays varsity volleyball, JV basketball, and varsity track, while also taking two AP classes. The older an athlete becomes, the more pressure is put on them to succeed and the less time they have to learn new material and thrive. From a very young age, parents put extreme amounts of stress on their children to strive and outplay their competitors (Remmer). There have been a colossal amount of incidents witnessed of a parent screaming at their young and inexperienced child because they are not shooting the correct way, running fast enough, or giving 110%. Frank Smoll, a professor of sports psychology calls this: Frustrated Jock Syndrome. Frustrated Jock Syndrome is when parents live through their own childs triumphs to reminisce on the glory years of their own sport or to remember what success and the competitive energy feels like, but usually results in damaging the parent-child relationship (Remmer). Some children have formed a need-to-please connection with heir parents, which could conclude in more severe problems later in life. In addition to the parents who are sitting in the bleachers, young athletes also must deal with their own coaches pushing them. There is a fine line between having a skillful and kindhearted coach who wants his/her players to play their best, and a coach who has an only winning will be acceptable attitude and cares more about a trophy than the players. Coaches and parents are the two main people a player should be able to go to for advice, help, and any problems, but if that bond is broken, the young athlete is on the road of no return. By age thirteen, 70% of young athletes will quit their specialized sports, with the top three reasons being adults, coaches, and parents (Weisenberger). Another deciding factor that an athlete faces is other players, whether it be competing against ones own team to be number one, or going head-to- players to push harder and harder to be the best, which is why 62% of sports-related injuries take place at practice (Weisenberger). Despite all of these pressure-filled people in an athletes life, one of the most intimidating and nerveracking stages of an athletes career is college and scholarships. Depending on the age and skill-level of the player, full-ride athletic scholarships become more of a reality everyday (Mansfield). The frightening truth is that only 2% of high school athletes get full-ride athletic scholarships every year, which many players fail to recognize (7-Athletic Scholarships). With the potential of being recruited toa Division 1 team and attending a four-year university, some student athletes have difficulties deciding which subject to focus on: their sport, which they need to be excellent at to be given a scholarship, or schoolwork, working hard to achieve the necessary GPA to be llowed into a good, academic college. Get up. Eat. Go to school. Go to practice. Go home. Do homework. Eat. Sleep. Repeat. With playing sports all year round, it never ends, and student athletes are all very familiar with the word stress, quotes Sami Von Gober, a three-sport superstar with a superb grade point average, who knows firsthand the difficulties of dealing with everything a teenage athlete has to handle. Although athletics and staying active are necessary in certain childrens lives, overdoing sports and exercise can lead to serious complications. Many athletes have heard it before; School comes first, Homework before sports, and If you are too stressed out, you can miss a practice. But with the threat of missing a game if one misses a practice, or extra conditioning drills if a player is late, many young athletes would choose to dismiss a homework assignment rather than miss an extra hour of athletic coaching to help them excel in their sport. Student athletes have a loss of focus in classes due to thinking about their sport. Will they start the next game? How does that one play go agai n? Is practice going to be hard tonight? These are the kinds of questions running through n athletes head while they should be focusing on math equations or science vocabulary. Another problem that is increasing in young athletes is sleep deprivation, which can be hazardous to a childs health, ability to play their sport correctly, and attentiveness in class. Lack of sleep can lead to hallucinations, paranoia, and disorientation, to name a few (Mansfield). The minimum sleep required in young adults is seven and-a-half to eight and-a-half hours, but according to a research done by Dr. Maas, an international consultant on sleep for over four decades and a teacher t Cornell University, high school athletes are getting only five to six hours of sleep per night. Although they may not show immediate signs of health concern, athletes may start exhibiting drowsiness, quick irritability, anxiety, depression, or weight gain/ loss (Pavlov). Studies have shown that stress alone can result in asthma, heart problems, obesity, diabetes, depression, gastrointestinal problems, and accelerated aging. But even if a student athlete is getting eight hours of sleep, eats a healthy, balanced diet, and claims to feel no stress or pressure, there is still a one-fourth hance they could wind up in the ER with a broken or fractured bone, overstressed muscle, or worse. More than 3. 5 million kids between five and fourteen receive medical attention for sports injuries every year, and over 300,000 high school athletes day, and one to two games per week, and repetitive motion of bones and muscles is correlated with sports injury. Although stretching, good gear (shoes, ankle braces, etc. ), and being careful are all preventative measures, injury is always a possibility. Many people recognize the demands placed on student athletes and offer a ariety of choices that can lower the pressure and reduce stress put on them and their bodies. One option a young athlete has that might help reduce stress level is talking to his/her mom, dad, or coach especially if they have Frustrated Jock Syndrome. The athlete could also visit a therapist to discuss what they are feeling during school, sports, and their home and social life. More drastic measures a student athlete could take are switching into less complicated classes where there is less homework, focusing on one, maybe two, sports if an athlete is participating in hree or more competitive sports, or even taking a leave of absence from their designated sport to give the student time to adjust. But not all young athletes have over-bearing parents, three AP classes, and a hard-to-manage body; many students put pressure on themselves, with doing anything to be popular at school, feeling out of place in their own skin, and mentally beating themselves up with every missed shot, turnover, or dropped catch. Although these specific kids might not be struggling with deranged parents or coaches or have daunting classes, they still deserve ttention and help for their struggles. Young athletes have more and more pressure layered on with every intense game, different technique they must master, and the need for college scholarships

Laws Of War Essay Example For Students

Laws Of War Essay The term laws of war refers to the rules governing the actual conduct of armed conflict. This idea that there actually exists rules that govern war is a difficult concept to understand. The simple act of war in and of itself seems to be in violation of an almost universal law prohibiting one human being from killing another. But during times of war murder of the enemy is allowed, which leads one to the question, if murder is permissible then what possible laws of war could there be? The answer to this question can be found in the Charter established at the International Military Tribunals at Nuremberg and Tokyo:Crimes against Humanity: namely, murder, extermination, enslavement, deportation, and other inhumane acts committed against any civilian population, before or during the war, or persecutions on political, racial or religious grounds in execution of or in connection with any crime within the jurisdiction of the Tribunal, whether or not in violation of the domestic law of the co untry where perpetrated. Leaders, organizers, instigators, and accomplices participating in the formulation or execution of a common plan or conspiracy to commit any of the foregoing crimes are responsible for all acts performed by any persons in execution of such plan.1 The above excerpt comes form the Charter of the Tribunal Article 6 section C, which makes it quite clear that in general the laws of war are there to protect innocent civilians before and during war. It seems to be a fair idea to have such rules governing armed conflictin order to protect the civilians in the general location of such aconflict. But, when the conflict is over, and if war crimes have been committed, how then are criminals of war brought to justice? TheInternational Military Tribunals held after World War II in Nuremberg on 20 November 1945 and in Tokyo on 3 May 1946 are excellent examples of how such crimes of war are dealt with. (Roberts and Guelff 153-54) But, rather than elaborate on exact details of the Tribunals of Nuremberg and Tokyo a more important matter must be dealt with. What happens when alleged criminals of war are unable to be apprehended and justly tried? Are they forgotten about, or are they sought after such as other criminals are in order to serve justice? What happens if these alleged violators are found residing somewhere other than where their pursuers want to bring them to justice? How does one go about legally obtaining the custody of one su ch suspect? Some of the answers to these questions can be found in an analysis of how Israel went about obtaining the custody of individuals that it thought to be guilty of Nazi War Crimes. Not only will one find some of the answers to the previously stated questions, but also one will gain an understandingof one facet of international law and how it works. Two cases in specific will be dealt with here. First, the extradition of Adolf Eichmann from Argentina, and second, the extradition of John Demjanjuk from the United States of America. These cases demonstrate two very different ways that Israel went about obtaining the custody of these alleged criminals. The cases also expose the intricacy of International Law in matters of extradition. But, before we begin to examine each of these cases we must first establish Israels right to judicial processing of alleged Nazi war criminals. To understand the complications involved in Israel placing suspectedNazi war criminals on trial, lets review the history of Israels situation. During World War II the Nazis were persecuting Jews in their concentration camps. At this time the state of Israel did not exist. The ending of the war meant the ending of the persecution, and when the other countries discovered what the Nazis had done Military Tribunals quickly followed. Some of the accused war criminals were tried and sentenced, but others managed to escape judgement and thus became fugitives running from international law. Israel became a state, and thus, some of the Jews that survived the concentration camps moved to the state largely populated by people of Jewish ancestry. Israel felt a moral commitment because of its large Jewish population and set about searching for the fugitive Nazi war criminals. The situation just described is only a basic overview of whathappened. The state of Israel views itself as the nation with the greatest moral jurisdiction for the trial of Nazi war criminals, and other states around the Globe agree with Israels claim. (Lubet and Reed 1) Former Israeli Attorney General Gideon Hausner was interested in confirming Israel as the place for bringing to justice all those suspected of genocide of Jews. Hausner sought to confirm Israels status by proposing to the United States that they extradite Bishop Valerian Trifa to Israel for trial as a war criminal. Israel was reluctant to support Hausners proposal, which resulted in delaying the extradition process and thus gave Trifa the time needed to find a country willing to give him residency. Portugal granted Trifa residency and thus Hausners proposal was in vain. Israel, sometime after losing their opportunity of obtaining Trifa,decided that Hausners idea of establishing Israel as the place to bring Nazi war criminals to trial was a good one, which lead them to seek the extradition of John Demjanjuk from the United States. The Wall Street Journal reported:Israels request for the extradition of a suspected Nazi war criminal living in the U.S. . . appears to be a test case that could determine whether Israel pursues other suspects . . . The decision to seek the extradition of Mr. Demjanjuk follows months of negotiations between U.S. and Israel officials about specific cases and the broader question of whether Israel wanted to go through with extraditions requests . . . Gideon Hausner, who prosecuted Eichmann, said Israels decision to ask the U.S. to extradite Nazis for trial is an important step. This creates the opportunity for at least tacit admission of Israels special position with regard to crimes against Jews anywhere in the world, he sa ys.2After much negotiations the United States arrested Demjanjuk in November of 1983. On April 15, 1985 United States District Judge Frank Battisti ruled in favor of Demjanjuks extradition. After the Sixth Court of Appeals affirmed Battistis ruling and the Supreme Court denied Demjanjuks petition for certiorari, Demjanjuk arrived in Israel on February 27, 1986. (Lubet and Reed 3) It would appear, from what has been presented, that the extradition process is simple. But this conclusion is not correct because there are a few issues that make extradition problematic. One such issue that complicates the process of extradition is that of identification and proof. Leading Nazi war criminals such as Adolf Eichmann and Klaus Barbieoffer no real dispute in the matter of identification, but war criminals that were not so prominent leave room to question whether they truly are who they are accused of being. The type of criminal cases that most of us are familiar with are those that attempt to prove whether a defendant committed a particular act or acts. Extradition cases involve two distinct questions:1) The prosecution must prove that the defendant is actually the personsought by the requesting country. The Giver EssayArgentina went on further to argue that Israels note expressing their regret in the matter of Eichmanns removal can be viewed as an apology, which constitutes an admission of guilt. The phrasing of the note of regret sent by Israel is embedded clearly with conditional terms, which makes it difficult, if not impossible, to derive an admission of guilt from it. At no time in the note does Israel praise or approve the volunteer group actions, and neither does Israel try to justify what was done. If anything can clearly be derived from the note it is that Israel in fact does regret the actions of the volunteer group, and possibly even condemns their behavior. But, Argentinas claim that the note is an admission of guilt is hardly an argument worth pursuing. Argentinas strongest argument against the abduction of Eichmann is that Israel chose to detain Eichmann after he had been captured. Argentina claimed that even though the abduction of Eichmann was an act committed by private citizens, the Israeli Governments decision to detain and try Eichmann made them an accessory. This point is Argentinas strongest argument because it is known that the jurisdiction of the court reaches only as far as the borders of the state of which it is in. If the court had no jurisdiction in the nation of the original seizure, then by what right does that court have to detain and try the accused? The only problem with Argentinas final argument on the Eichmann abduction is that proof of forcible seizure or arrest must be presented. Since the abductors were acting of their own free will it is doubtful that they arrested Eichmann in the name of Israel. It is, however, quite possible that the abductors used some force in the removal of Eichmann, but again, use of force must be proved to give validity to Argentinas final argument. Argentina filed a complaint with the United Nations Security Council under Article 33 claiming that Israel violated international law, which created an atmosphere of insecurity and distrust jeopardizing the preservation of international peace. (Silving 312) After the presentation of arguments and debates before the Security Council the follow declarations were made:violation of the sovereignty of a Member State is incompatible with the Charter of the United Nations; repetition of acts such as that giving rise to this situation would involve a breach of the principles upon which international order is founded creating an atmosphere of insecurity and distrust incompatible with the preservation of peace. The adjudicative part of the resolution. 1. Declares that acts such as that under considerations, which affect the sovereignty of a Member State and therefore cause international friction, may, if repeated, endanger international peace and security;2. Requests the Government of Israel to make appropriate reparation inaccordance with the Charter of the United Nations and rules ofinternational law.12 The important part of the resolutions that the United Nations reached is the phrase if repeated. It is almost as if the United Nations said, this time we will let the infringement go, but next we will take action. Considering the unique character of the crimes attributed to Eichmann, and since such crimes are, for the most part, universally condemned, Israels breach of international law seems to have been tolerated. It is quite possible that had the person who was removed been someone other than Eichmann the result of the United Nations Security Council would have been much different. The two cases of extradition expose the complexities of international law. In the case of Demjanjuk, Israel went about the extradition process in the correct manner, which resulted in the issues of identification and probable cause, requirement of criminality, extraterritoriality, and extratemporality. When Israel went about obtaining Adolf Eichmann the issues dealt with were ones resulting from the method of Eichmanns apprehension. Eichmanns removal from Argentina brought to light the issue of violation of a countrys sovereignty. In both cases because the accused were being charged with Nazi war crimes, specifically genocide, there cases seem to get a little leeway and are not dealt with as extremely as other cases might be. Nevertheless, their cases demonstrate how one goes about bringing to justice those charged with violating the laws of war. FOOTNOTES1 Roberts, Adam, and Richard Guelff, ed. Documents of the Laws ofWar. (Oxford: Clarendon Press, 1982.) 155. 2 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 3. 3 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 15. 4 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 15. 5 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 18. 6 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 18. 7 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 20. 8 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 23. 9 Lubert, Steven, and Jan Stern Reed. Extradition of Nazis fromthe United States to Israel: A Survey of Issues inTransnational Criminal Law. Stanford Journal ofInternational Law. 23 (1986): 23. 10 Silving, Helen. In Re Eichmann: A Dilemma of Law and MoralityThe American Journal of International Law 55 (1961):311. 11 Silving, Helen. In Re Eichmann: A Dilemma of Law and MoralityThe American Journal of International Law 55 (1961):318. 12 Silving, Helen. In Re Eichmann: A Dilemma of Law and MoralityThe American Journal of International Law 55 (1961):313. Political Issues Essays

General Philosophy towards instruction of English Essays - Education

General Philosophy towards instruction of English Learners. Ethel I Baker Elementary lies within the Sacramento City Unified School District. While the schools website does not offer a philosophy statement the Sacramento City Unified School District website lists a Learner Master Plan. The plan claims: "To provide the district and the schools with a clear statement of policies related to the development, implementation, and evaluation of English learner programs and services;" "To provide specific procedural guidelines for the identification, assessment, and placement of students; reclassification of students; notification and involvement of parents;" "the formation and functioning of the District English Learner Advisory Committee and site English Learner Advisory Committee; the annual evaluation of English learner programs; and the use of state and federal funds for EL programs and services; "In addition to aligning policies and procedures with current state and federal mandates, the district has created an "EL Electronic Toolbox," in which schools will find a variety of forms and other documents that were previously included as part of the district's EL Master Plan." Assessment of the English Learners/ Re-designation criteria of English Learners . At Ethel Baker Elementary all students who enter the school are administered the CELDT, the California English Language Development Test, to gauge their proficiency with English. They administer this test within the students first 6 days of instruction if the student's home language is one other than English and the test is re-administered every year until the child tests as "proficient" in English and moves beyond the "beginner" in English level. I could not find any information about the school's particular re-classification policies but I was able to confirm that they adhire strictly to the distrits policy of re-classification which is stated on their website: "Reclassification is the process that determines whether an English learner should be reclassified as Fluent English Proficient (R-FEP). Reclassification relies on evidence demonstrating that the student has achieved a level of English proficiency comparable to that of average native speakers of English in the district and is achieving and sustaining a level of academic achievement with students whose native language is English. District reclassification policies and procedures are aligned with California Department of Education guidelines." Number of English Learners in the district by language? SCUSD's demographics by language are as follows for EL students: 61% - Spanish 14.63% - Mong 6.10% - Cantonese 2.65% - Marshallese 2.61% - Vietnamese 2.06% - Russian 1.53% - Mandarin 1.18% - Other Non-English languages What instructional programs do they provide? The schools main method of instruction for EL students is Structured English Immersion Ethel Baker Elementary offers specialized instruction for their EL students that is provided by Mrs. Orvidal, the spouse of a faculty member at the school, she is a bilingual instructional aide who is fluent in English and Spanish. This is a full time faculty member who services any and all of the schools EL students. School or classroom organization to facilitate such differentiation. Mr. Saechou is one example of an instructor using student placement and seating arrangement to help organize his classroom in a way that benefits his EL students as well as himself. He placed his EL student in need of the most help with English next to a student who is proficient in both English and Spanish and performing at grade level in English. By having a friend nearby to help translate or clear up any confusion the students can work together Mr. Saechou himself has stated the negative aspects of this strategy and made it a point to not ground ALL of his EL students together and to not let these two students in particular keep each other from completing work. The desks in his classroom are formed into little clusters of 5 or 6, the cluster closest to his desk at the front of the classroom is where his student in need of the most help with English sits. This allows him to monitor her more closely and also offer little bits of help when he can. He also has a Spanish-Engilsh dictionary on hand for "emergency situations." In addition, Mr. Saechou makes use of visual aides as often as he can, he engages the entire class in discussions instead of singling out a student or a cluster of desks, he asks students to

A Modern Look at the Plague of Athens

A Modern Look at the Plague of Athens The plague of Athens took place between the years 430-426 BC, at the outbreak of the Peloponnesian War. The plague killed an estimated 300,000 people, among which was the Greek statesman Pericles. It is said to have caused the death of one in every three people in Athens, and it is widely believed to have contributed to the decline and fall of classical Greece. The Greek historian Thucydides was infected by the disease but survived it; he reported that plague symptoms included high fever, blistered skin, bilious vomiting, intestinal ulcerations, and diarrhea. He also said that birds and animals which preyed on the animals were affected and that doctors were among the most affected by it. The Disease That Caused the Plague Despite Thucydides detailed descriptions, until recently scholars have been unable to come to a consensus of which disease (or diseases) caused the Plague of Athens. Molecular investigations published in 2006 (Papagrigorakis et al.) have pinpointed typhus or typhus with a combination of other diseases. Ancient writers speculating on the cause of plagues included the Greek physicians Hippocrates and Galen, who believed a miasmic corruption of the air arising from swamps affected the people. Galen said that contact with the putrid exhalations of the infected was quite dangerous. More recent scholars have suggested that the Athens plague arose from bubonic plague, lassa fever, scarlet fever, tuberculosis, measles, typhoid, smallpox, toxic-shock syndrome-complicated influenza, or ebola fever.​ Kerameikos Mass Burial One problem modern scientists have had identifying the cause of the Athens plague is that classical Greek people cremated their dead. However, in the mid-1990s, an extremely rare mass burial pit containing approximately 150 dead bodies was discovered. The pit was located on the edge of the Kerameikos cemetery of Athens and consisted of a single oval pit of an irregular shape, 65 meters (213 feet) long and 16 m (53 ft) deep. The bodies of the dead were laid in a disorderly fashion, with at least five successive layers separated by thin intervening deposits of soil. Most bodies were placed in outstretched positions, but many were placed with their feet pointing into the center of the pit. The lowest level of interments showed the most care in placing the bodies; subsequent layers exhibited increasing carelessness. The upper-most layers were simply heaps of the deceased buried one on top of another, no doubt evidence of a spike in deaths or a growing fear of interaction with the dead. Eight urn burials of infants were found. Grave goods were limited to the lower levels and consisted of about 30 small vases. Stylistic forms of the Attic period vases indicate they were mostly made around 430 BC. Because of the date, and the hasty nature of the mass burial, the pit has been interpreted as from the Plague of Athens. Modern Science and the Plague In 2006, Papagrigorakis and colleagues reported on the molecular DNA study of teeth from several individuals interred in the Kerameikos mass burial. They ran tests for the presence of eight possible bacilli, including anthrax, tuberculosis, cowpox and bubonic plague. The teeth came back positive only for Salmonella enterica servovar Typhi, enteric typhoid fever. Many of the clinical symptoms of the Plague of Athens as described by Thucydides are consistent with modern day typhus: fever, rash, diarrhea. But other features are not, such as the rapidity of the onset. Papagrigorakis and colleagues suggest that perhaps the disease has evolved since the 5th century BC, or perhaps Thucydides, writing 20 years later, got some things wrong, and it may be that typhoid was not the only disease involved in the Plague of Athens. Sources This article is a part of the About.com guide to the Ancient Medicine, and the  Dictionary of Archaeology. Devaux CA. 2013.  Small oversights that led to the Great Plague of Marseille (1720–1723): Lessons from the past.  Infection, Genetics and Evolution 14(0):169-185.  doi:10.1016/j.meegid.2012.11.016 Drancourt M, and Raoult D. 2002.  Molecular insights into the history of plague.  Microbes and Infection  4(1):105-109.  doi: 10.1016/S1286-4579(01)01515-5 Littman RJ. 2009.  The Plague of Athens: Epidemiology and Paleopathology.  Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine  76(5):456-467.  doi: 10.1002/msj.20137 Papagrigorakis MJ, Yapijakis C, Synodinos PN, and Baziotopoulou-Valavani E. 2006.  DNA examination of ancient dental pulp incriminates typhoid fever as a probable cause of the Plague of Athens.  International Journal of Infectious Diseases  10(3):206-214.  doi: 10.1016/j.ijid.2005.09.001 Thucydides. 1903 [431 BC].  Second Year of the War, Plague of Athens, Position and Policy of Pericles, Fall of Potidaea.  History of the Peloponnesian War, Book 2, Chapter 9: J. M. Dent/University of Adelaide. Zietz BP, and Dunkelberg H. 2004.  The history of the plague and the research on the causative agent Yersinia pestis.  International Journal of Hygiene and Environmental Health  207(2):165-178.  doi: 10.1078/1438-4639-00259

AFA Essay Example | Topics and Well Written Essays - 750 words

AFA - Essay Example Hegel asserted that African did not have the capacity or the spirit to steer development. However, the transformation that Africa has gone through is proof of the true of African spirit that chose to rule itself after European. The statements of Hegel were appreciated a century later by Hugh Trevor-Roper. Trevor-Roper’s compilation, The Rise of Christian Europe, likened the history of Africa to darkness, and the present Africa has undeniable traces of Europe history. The purpose of this essay is to debunk the mythical and stereotyped assertions made by Hegel and Trevor-Roper. The present Africa has made remarkable history by holding on to social, political and economic practices that trace back to the pre-colonial era. The transformation social-cultural institutions have gone through cannot escape notice. Hegel and Trevor-Roper ignore the rich traditional culture that existed before the scramble for Africa. The family unit recognized unequal role between men and women in the family unit. Men were considered as protectors and breadwinners in the family while women tended to children and farms. The superior role of men was appreciated in Egypt, Ghana, Kenya, and Nigeria South Africa where the societies were patriarch in nature (Archive.unu.edu).The family units did not undergo many transformations despite the coming of European and Asians from as early as 1800s. The West Africa nations retained the male supremacy and any attitude or practice that favored the role of the men in the society. However, post-colonial periods features family units where both and women have equal roles. The adoption of European religion has played a crucial role in setting modern trends within the African family units. There are communities that embrace male supremacy but are gradually orienting to the new wo rld order on equality. Indigenous African education system featured practices and customs that were taught by the older

A history of the US civil rights movement Essay

A history of the US civil rights movement - Essay Example still contended with discriminatory tendencies, disenfranchisement, segregation and different kinds of oppression such as violence that is racially propelled. Moreover, laws at the state and local levels such as the Jim Crow laws, effectively prohibited African Americans from theatres, train cars, juries, legislatures, bathrooms and classrooms (Jackson, 15). However, in 1954, the Supreme Court abolished the â€Å"separate but equal doctrine† that was the force behind a state condoned segregation and discrimination. This act of the U.S. Supreme Court attracted considerable attention to the suffering of black Americans in the United States and set a platform for a civil rights movement (1954 - 1968) aimed at bringing change to the land of the free peoples. The activists utilized various tactics in marching towards their objectives. Some of these included direct action, boycotts, civil disobedience, civil resistance, voter registration, community education and other nonviolent avenues. The results of the civil rights movement eventually included the 1964 Civil Rights Act, the 1965 Voting Rights Act and the 1968 Fair Housing Act. These acts resulted in crisis circumstances that often prompted useful dialogue between the government and the civil rights activists. The government (whether local, state or federal), communities and busine sses were manipulated into urgent reactions to the various circumstances that demonstrated injustice faced by the black Americans (Levy, 312). The African-American civil rights movement has a special place in the United States’ history. Because of the movements, there was realized a clear definition of the conceptions that prevailed regarding the nature of civil rights, the role of the government and importantly secured for the black Americans their citizenship rights (Jackson, 12). An important consequence of the movement was the amendment of the constitution that saw to the abolition of slavery in all its forms, and the legislation