Effects of South West Monsoon (SWM) on Cloud Cover and Shape

Effects of South West Monsoon (SWM) on Cloud Cover and Shape INTRODUCTION An investigation of the cloud shape stability and the cloud covering is presented on the immediate pre and post south-west monsoon (SWM) commencement. The study focuses on Sri Lankan region bounded by longitude 700E-950E latitude 00-200N during the months April, May June in the years 2012 and 2013. Monsoon onset is a remarkably abrupt event and has established the criterion to determine the onset date which is noticeably controversial and a complicated issue. The prime aim of this paper is to understand the vagaries of the cloud dynamics on the before, inception after the SW monsoon and the analysis are carried out purely based on the computer based image processing rather than chemical physical processes. Cloud shape stability which is determined by the pixel orientation based on the neighbourhood begins to drop in April-May and remains in that low level in subsequent months of both years while cloud cover which is determined by the brightness of the pixel starts to go up in the same period and remains in that high level in the following months as well. The south-west (SW) monsoon brings somewhat organized heavy rainfall to Sri Lanka. The economy of the country is largely influenced by the SW monsoon because major industries such as agriculture and power generation are highly depended on rainfall. Therefore, studying the commencement of SW monsoon and its structure is significant. There is no universally accepted definition or criterion to determine the monsoon onset and previous studies exhibited considerable year to year variation of SW monsoon onset [1]. Further, the climate system is a highly uncertain dynamical system which involves large number of factors such as precipitation, temperature, outgoing long wave radiation, wind speed and direction, humidity etc. Monsoon is also an onset-active-break-revival life cycle phenomenon [11]. Therefore, the establishment of a criterion to determine the onset is a noticeably controversial and complicated task. Major monsoon area of the world exists in South and East Asia and the Indian Ocean monsoon interact with the South China Sea monsoon [10]. Most of the previous studies relating to the monsoon onset were based on wind, precipitation, outgoing long-wave radiation (OLR) and brightness temperature [1, 9, 11]. According to the summarization done by Wang et al from 1992 to 2001, only in one among seventeen (17) stud ies was involved with cloud data [1]. However, Wonsick et al document the seasonal progression of the Asian monsoon by analysing clouds and convection in the pre-peak and post-monsoon season [6]. Moreover, maximum cloud zone and the ITCZ (Inter Tropical Convergence Zone) over the Indian region during the SW monsoon was investigated by Sikka et al and it has been found that the two maximum cloud zones are present during June-September, one of 150N and the other of equatorial region [4]. Most of the monsoon studies based on clouds as well as other variables were highly pertinent to China and Indian region. To the best of our knowledge, there have been no or very little research have been done to investigate the monsoon commencement in Sri Lankan region using the cloud patterns. In addition to the monsoon studies, there are certain studies relating to clouds. Among those, identification of tracer clouds done by Nilanjan et al [7] and automated cloud classification done by Bryan et al [3] motivated us to study the seasonal c loud dynamics. Thirty minute interval cloud images were downloaded from the http://202.54.31.45/ARCHIVE/ASIA-SECTOR/INFRARED. Images are taken from the Indian National Satellite System (INSAT) KALPANA 1 geostationary satellite. These images are derived from the emission by the earth and its atmosphere at thermal infrared wavelength of 10.5-12.5 Â µm and they cover the latitude range 100S-500N and the longitude range 450E – 1050E. The ground resolution at the sub satellite point is nominally 8 Km x 8 Km. Images are stored in the above web site as colour RGB JPEG format. Pixel resolution of the images is about 1200 x 1024 (72 dpi x 72 dpi) with 24bits depth including image header. The region bounded by the longitude 700E-950E and the latitude 00-200N extracted from the original image and the grey converted image is used for this study. This extracted bounded region provides a good coverage for the island of Sri Lanka. Moreover, this study investigates the cloud images from January 2012 to July 2013. Our objective of this research is to distinguish the strange behaviour of the clouds during the potential SW monsoon onset period. Sequel of this paper is as follows: next section describes the methodology followed by the results and discussion. The last section is allocated for a conclusions and recommendations. METHODOLOGY Local orientation which is used as a feature of a satellite image is a major contributor to determine the cloud shape life time. Local orientation which is also called the linear symmetry (LS) is characteristics by the least change of grey value in one direction and maximal change in the orthogonal direction [2,5]. Therefore, a linear symmetry tensor for an image is constructed with respect to the local neighbourhood for each pixel of the image. In this way, local symmetry tensors of the concerned bounded area of the 30 minute interval satellite images were constructed. By preserving the first image as the reference image, comparison takes place with its LS tensor and that of the subsequent images till the correlation drops below a specified threshold. In this study the threshold is 0.9. As long as this correlation of the subsequent image is higher than the threshold, is considered as the same cloud shape with the reference image. The time period until the drop of the correlation of the LS tensors below the threshold is considered as the life time of that particular cloud shape. This process was continued by taking the next immediate image as the new reference image and mean value of the life times is taken as the cloud shape life time for the particular day. In addition, the cloud cover was determined in the said area of the image using the feature of brightness of the pixel. If the pixel brightness is higher than the global threshold which is determined by the otsu’s method, it is considered as the cloudy pixel. As such the cloud cover area was calculated for the chosen area of image by counting the number of cloudy pixels. Similarly, the average was taken as the cloud cover of the particular day. Finally, the cloud shape life time and the cloud cover were analysed in the months of April, May and June which include the SW monsoon potential onset period [8, 10], of the years 2012 2013 which is presented in the following section. All calculations and analysis were done using the software MATLAB and Microsoft Excel. RESULTS AND DISCUSSION To look at the vagaries of the cloud dynamics in the immediate pre and post south-west monsoon commencement, monthly variation of cloud shape life time and cover from January 2012 to July 2013 are calculated and presented in figure 1 with the standard deviation. In both years, cloud shape stability life time start to drop in April-May and after the drop, this low level sustains during the entire peak monsoon period (June-September) in year 2012. Similar trend can be seen up to July in the year 2013. On the other hand, cloud cover starts to increase in same period and remains in that higher value during the whole peak period of monsoon in year 2012. Once again that trend can also be observed up to July 2013. According to the previous studies, Wang et al (2004), Wonsick et al (2009) and Tsing-Change Chen et al monsoon build up on average from 2nd week of May to 1st week of June[1, 6, 8, 10]. When we closely look at how a cloud behaves in this previously identified monsoon onset period, interestingly, we can see a remarkable change of behaviour in both cloud shape life time and the cloud cover occurred in the data considered for this study. First of all, highest cloud cover is increased by 48.56% than the previous day on May 19, 2012. Similarly in 2013, this happens on May 25 which is a 48.47% increase than the previous day. After goes up that high level of cloud cover is averagely 40 per cent or higher in 2013 while it is 40 per cent or higher in most of the days in 2012 remains till mid-June. This is shown in the figure 2. While cloud cover is increased on May 19 2012, the cloud shape stability time is strangely dropped by 51% on the same day when compared with that in the previous day. As shown in figure 3, after this drop the average low life time sustains till mid-June. For example, cloud shape life time of May 18, 19 and 20 are 12.42, 6.08 and 7.36 hours respectively and then it does not increase to a level as high as 12 hours. Similar behaviour can be observed in 2013 too. As higher cloud cover increased occurred on May 25, 2013, cloud shape life time brings to 6.42 hours on that day from 9.83 hours on previous day. This is a 34.75% drop which remains at that low life time as low as 5 hours up to mid-June. We can also see that the cloud shape life time drop occurred on May 20, 2013 by 37.66% than the previous day. However, the following day again it goes up by 50%. In addition, on May 28, 2013, once again we can observe the life time diminish by 38.98% but that drop brings 4.92 hours of life time on May 27 to 3.0 hours on May 28 which is not higher than 5.0 hours either of days and it is not a reasonably long run downward trend. Therefore, the life time drop occurred in May 25, 2013 is unusual. According to the literature, summer monsoon first appeared in South China Sea (SCS) and moves progressively northward [1]. The consistency between the above said dates and onset dates of the previous studies on south china sea and indian monsoon region are significant [1, 9]. In the literature, we can find a considerable amount of studies for defining onset of the monsoon. Some of them are based on multivariable. Certain studies have tried to define the onset using a single variable. However, resulting onset dates for some years were greatly divers because the choice of local variables are sensitivity to the region [1]. One of salient feature of most definitions is that a remarkable change the value of chosen factor or factors and sustains that value to some reasonable period. For instance, Wang et al define the South China Sea (SCS) summer monsoon onset as an index of 850 hPazonal winds average over the central SCS (USCS) is positive and remains positive on subsequent days (3 pentads) with accumulating mean greater than one [1]. Moreover, according to Tsing Chen et al wind field and rainfall are other important widely used factors for determining the onset. Again, these factors reach a certain critical amount and sustain that value for some consecutive d ays which is adopted as the criterion of monsoon onset [10].Similarly, we are able to identify the remarkable change of cloud shape life time and the cloud amount and sustain that change a considerable number of days in the same fashion. conclusions/RECOMMENDATIONS In 2012, within the potential SW monsoon onset period of 2nd week of May to 1st week of June (according to the previous studies), highest cloud cover increase occurred on May 19 and it is 48.56% higher than the previous day. After it goes up it remains in that value of around 40 per cent most of the days till mid-June and averagely higher in the entire peak SW monsoon period (June-September). On the other hand, cloud shape stability on the same day is dropped by 51 per cent than the previous day. Again this is the highest drop within the monsoon onset potential period. Similarly after the cloud shape life time goes down, it remains till mid-June and mean value is as low as the same within the whole monsoon peak period. Similar observation can be seen in that period of 2013 too. Highest cloud cover increase of 48.47% than the previous day is occurred on 25th May, 2013 and it remains till mid-June at as high as 40%. Moreover, the cloud shape life time too behaves as same as the previou s year. When compared with the previous day it is dropped by 34.75% on 25th May and that this low value remains in subsequent days till mid-June. In the light of the above findings, there is a sound reason to explain that the level of cloud cover and their shape life time are good indicators for determining the arrival date of the SW monsoon. On the other hand determining the monsoon structure such as arrival and withdrawal date, break time and its strength is a challenging demand. In the future, we expect to develop the image processing tools for capturing the structural information of the satellite cloud images in order to describe and figure out weather patterns as well as monsoon. REFERENCES B. Wang, Linho, Yongsheng Zhang, and M. M. Lu, 2004: Definition of South China Sea Monsoon Onset and Commencement of the East Asia Monsoon, Journal of Climate, 17, 699-710 Bigun, J., Gosta, H. Grandlund, Optimal Orientation Detection of Linear Symmetry, 1987, Proceedings of the IEEE First International Conference of Computer Vision. London, IEEE Computer Society Press, pp 433-438 Bryan A Baum, Vasanth Tovinkere, Jay Titlow, and Ronald M Welch, 1997: Automated Cloud Classification of Global AVHRR Data Using a Fuzzy Logic Approach, Journal of Applied Meteorology, 36, 1519-1540 D. R. Sikka, and Sulochana Gadgil, 1980: On the Maximum Cloud Zone and the ITCZ over Indian Longitudes during the Southwest monsoon, Monthly Weather Review, 1840-1853 H. L. Premaratne and J Bigun, 2002: Recognition of Printed Sinhala Characters Using Linear Symmetry, The 5th Asian Conference on Computer Vision, Melbourne, Australia, 23-25 January 2002 Margaret M Wonsick, Rachel T Pinker and Yves Govaerts, 2009: Cloud Variability over the Indian Monsoon Region as Observed from Satellites, Journal of Applied Meteorology and Climatology, 48, 1803-1821 Nilanjan Ray, Dipti Prasad Mukherjee and Jyotirmoy Das, 1999: Identification of Tracer Clouds: A Shape-based Approach, Current Science, 76, 916-923 S. Ramanayake, Lareef Zubair, and H. B. Nayakekorala, 1998: Week of Onset and Withdrawal of the Southwest Monsoon in Sri Lanka, SLAAS annual conference 54:251-252, December 1998 Tsing Change Chen and Ming Cheng Yen, 1994: Interannual Variation of the Indian Monsoon Simulated by the NCAR Community Climate Model: Effect of the Tropical Pasific SST, Journal of Climate, 7, 1403-1415 Tsing Change Chen and Jau-Ming Chen, 1995: An Observational Study of the South China Sea Monsoon during the 1979 Summer: Onset and Life Cycle, Monthly Weather Review, 123, 2295-2318 Tsing Change Chen, Ren Yow Tzeng and Ming Cheng Yen, 1988: Development and Life Cycle of the Indian Monsoon: Effect of the 30-50 Day Oscillation, Monthly Weather Review, 116, 2183-2199

The General Prologue - The Canterbury Tales Essay -- English Literatur

The General Prologue - The Canterbury Tales The General Prologue The most popular part of the Canterbury Tales is the General Prologue, which has long been admired for the lively, individualized portraits it offers. More recent criticism has reacted against this approach, claiming that the portraits are indicative of social types, part of a tradition of social satire, "estates satire", and insisting that they should not be read as individualized character portraits like those in a novel. Yet it is sure that Chaucer's capacity of human sympathy, like Shakespeare's, enabled him to go beyond the conventions of his time and create images of individualized human subjects that have been found not merely credible but endearing in every period from his own until now. It is the General Prologue that serves to establish firmly the framework for the entire story-collection: the pilgrimage that risks being turned into a tale-telling competition. The title "General Prologue" is a modern invention, although a few manuscripts call it prologus. There are very few major textual differences between the various manuscripts. The structure of the General Prologue is a simple one. After an elaborate introduction in lines 1 - 34, the narrator begins the series of portraits (lines 35 - 719). These are followed by a report of the Host's suggestion of a tale-telling contest and its acceptance (lines 720 - 821). On the following morning the pilgrims assemble and it is decided that the Knight shall tell the first tale (lines 822 - 858). Nothing indicates when Chaucer began to compose the General Prologue and there are no variations between manuscripts that might suggest that he revised it after making an initial version. It... ...ed if he does not put people in the order of their social rank, "My wit is short, ye may well understand." This persona continues to profess the utter naivety that we have already noted in his uncritical descriptions of the pilgrims. It is in this way, too, that we should approach the conclusion of the Prologue. Here the Host of the Tabard Inn (Harry Bailey, a historical figure) decides to go with them and ironically it is he, not Chaucer, who proposes the story-telling contest that gives the framework of the Tales. He will also be the ultimate judge of which is the best: "of best sentence and most solas." He is, after all, well prepared by his job to know about the tales people tell! One model for the literary competition would seem to be the meetings of people interested in poetry, known in French as puys, with which Chaucer would have been familiar.

The Meaning and Symbolism of the Hunting Scenes in Sir Gawain and The Green Knight :: Sir Gawain Green Knight Essays

The Meaning and Symbolism of the Hunting Scenes in Sir Gawain and The Green Knight Sir Gawain is a poem of heroism, chivalry, brave knights and even romance. The story itself is so engaging that all too easily the reader may miss many of the symbols present within. Here we will consider the symbolism and importance of the hunting scenes and how they help develop and enhance the plot. The hunting scenes in Sir Gawain are numerous and told in detail. Why did the author spend so much space in what seems to be just action scenes? Unquestionably such a talented author would never carelessly spend time on lines that do not add meaning to the story. One critic's overzealous opinion is: all the hunted animals convey connotations of evil, and this is doubtless the reason why the author of the poem seems so involved in the outcome of the hunts and never tires of triumphantly describing the final slaying of the pursued animals. (Howard 85) This is an interesting interpretation and could possibly serve as a religious meaning in the poem. Nevertheless the animals themselves are never described as evil nor is there any implication of evil animals in the poem. The animals do hold specific meaning though not malevolent like the above quoted critic believes. Medieval people loved stories of animals that assumed human qualities; for example Chantlicleer, the rooster in Chaucer's Canterbury Tales. Many animals were thought to have qualities of human emotions, spirituality and even intelligent qualities; the three hunted animals in Sir Gawain included. To begin, "Certain facts about the animals which formed the quarry of the medieval huntsman...and certain popular beliefs about their habits and temper" (Savage 32) will allow the reader to draw parallels between the hunt, happening outside the castle; and the "hunt" happening inside the castle between Gawain and the Lady of the house. Insight is provided by understanding the attitude the medieval huntsman would have toward the animals. Hunted animals were classified as either "beasts of venery" or "beasts of chase". Beasts of venery included the male and female red deer, wild boar or the wolf. Beasts of chase were the male or female deer and the fox. Animals of the first class were considered noble to hunt. Animals of the second class do not fair as well, especially poor Reynard. At the time Sir Gawain was written "the fox was regarded as vermin to be hunted out and destroyed" (Savage 33).

Computerized Library System Essay

Chromosomal aberrations are disruptions in the normal chromosomal content of a cell and are a major cause of genetic conditions in humans, such as Down syndrome, although most aberrations have little to no effect. Some chromosome abnormalities do not cause disease in carriers, such as translocations, or chromosomal inversions, although they may lead to a higher chance of bearing a child with a chromosome disorder. Abnormal numbers of chromosomes or chromosome sets, called aneuploidy, may be lethal or may give rise to genetic disorders. Genetic counseling is offered for families that may carry a chromosome rearrangement. The gain or loss of DNA from chromosomes can lead to a variety of genetic disorders. Human examples include: * Cri du chat, which is caused by the deletion of part of the short arm of chromosome 5. â€Å"Cri du chat† means â€Å"cry of the cat† in French; the condition was so-named because affected babies make high-pitched cries that sound like those of a cat. Affected individuals have wide-set eyes, a small head and jaw, moderate to severe mental health issues, and are very short. * Down syndrome, the most common trisomy, usually caused by an extra copy of chromosome 21 (trisomy 21). Characteristics include decreased muscle tone, stockier build, asymmetrical skull, slanting eyes and mild to moderate developmental disability.[51] * Edwards syndrome, or trisomy-18, the second-most-common trisomy.[citation needed]Symptoms include motor retardation, developmental disability and numerous congenital anomalies causing serious health problems. Ninety percent of those affected die in infancy. They have characteristic clenched hands and overlapping fingers. * Isodicentric 15, also called idic(15), partial tetrasomy 15q, or inverted duplication 15 (inv dup 15). * Jacobsen syndrome, which is very rare. It is also called the terminal 11q deletion disorder.[52] Those affected have normal intelligence or mild developmental disability, with poor expressive language skills. Most have a bleeding disorder called Paris-Trousseau syndrome. * Klinefelter’s syndrome (XXY). Men with Klinefelter syndrome are usually sterile, and tend to be taller and have longer arms and legs than their peers. Boys with the syndrome are often shy and quiet, and have a higher incidence of speech delay and dyslexia. Without testosterone treatment, some may develop gynecomastia during puberty. * Patau Syndrome, also called D-Syndrome or trisomy-13. Symptoms are somewhat similar to those of trisomy-18, without the characteristic folded hand. * Small supernumerary marker chromosome. This means there is an extra, abnormal chromosome. Features depend on the origin of the extra genetic material. Cat-eye syndrome and isodicentric chromosome 15 syndrome (or Idic15) are both caused by a supernumerary marker chromosome, as is Pallister-Killian syndrome. * Triple-X syndrome (XXX). XXX girls tend to be tall and thin and have a higher incidence of dyslexia. * Turner syndrome (X instead of XX or XY). In Turner syndrome, female sexual characteristics are present but underdeveloped. Females with Turner syndrome often have a short stature, low hairline, abnormal eye features and bone development and a â€Å"caved-in† appearance to the chest. * XYY syndrome. XYY boys are usually taller than their siblings. Like XXY boys and XXX girls, they are more likely to have learning difficulties. * Wolf-Hirschhorn syndrome, which is caused by partial deletion of the short arm of chromosome 4. It is characterized by severe growth retardation and severe to profound mental health issues. Cri du chat syndrome, also known as chromosome 5p deletion syndrome, 5p minus syndrome or Lejeune’s syndrome, is a rare genetic disorder due to a missing part ofchromosome 5. Its name is a French term (cat-cry or call of the cat) referring to the characteristic cat-like cry of affected children. It was first described by Jà ©rà ´me Lejeune in 1963.[1] The condition affects an estimated 1 in 50,000 live births, strikes all ethnicities, and is more common in females by a 4:3 ratio. Signs and symptoms The syndrome gets its name from the characteristic cry of affected infants, which is similar to that of a meowing kitten, due to problems with the larynx and nervous system. About 1/3 of children lose the cry by age 2. Other symptoms of cri du chat syndrome may include: * feeding problems because of difficulty swallowing and sucking. * low birth weight and poor growth. * severe cognitive, speech, and motor delays. * behavioral problems such as hyperactivity, aggression, tantrums, and repetitive movements. * unusual facial features which may change over time. * excessive drooling. * constipation. ————————————————- Genetics Cri du chat syndrome is due to a partial deletion of the short arm of chromosome number 5, also called â€Å"5p monosomy†. Approximately 90% of cases results from a sporadic, or randomly-occurring, de novo deletion. The remaining 10-15% are due to unequal segregation of a parental balanced translocation where the 5p monosomy is often accompanied by a trisomic portion of the genome. These individuals may have more severe disease than those with isolated monosomy of 5p. Most cases involve total loss of the most distant 20-10% of the material on the short arm. Fewer than 10% of cases have other rare cytogenetic aberrations (e.g., interstitial deletions, mosaicisms, rings and de novo translocations). The deleted chromosome 5 is paternal in origin in about 80% of de novo cases. Loss of a small region in band 5p15.2 (cri du chat critical region) correlates with all the clinical features of the syndrome with the exception of the catlike cry, which maps to band 5p15.3 (catlike critical region). The results suggest that 2 noncontiguous critical regions contain genes involved in this condition’s etiology. Two genes in these regions, Semaphorine F (SEMA5A) and delta catenin(CTNND2), are potentially involved in cerebral development. The deletion of the telomerase reverse transcriptase (hTERT) gene localized in 5p15.33 may contribute to the phenotypic changes in cri du chat syndrome as well. people with cri du chat syndrome Down syndrome (DS) or Down’s syndrome, also known as trisomy 21, is achromosomal condition caused by the presence of all or part of a third copy ofchromosome 21.[1] Down syndrome is the most common chromosome abnormality in humans.[2] It is typically associated with a delay in cognitive ability (mental retardation, or MR) and physical growth, and a particular set of facial characteristics.[1] The average IQ of young adults with Down syndrome is around 50, compared to children without the condition with an IQ of 100.[1][3] (MR has historically been defined as an IQ below 70.) A large proportion of individuals with Down syndrome have a severe degree of intellectual disability. Genetics Karyotype for trisomy Down syndrome. Notice the three copies of chromosome 21 Down syndrome disorders are based on having too many copies of the genes located on chromosome 21. In general, this leads to an overexpression of the genes.[54] Understanding the genes involved may help to target medical treatment to individuals with Down syndrome. It is estimated that chromosome 21 contains 200 to 250 genes.[55] Recent research has identified a region of the chromosome that contains the main genes responsible for the pathogenesis of Down syndrome.[56] The extra chromosomal material can come about in several distinct ways. A typical human karyotype is designated as 46,XX or 46,XY, indicating 46 chromosomes with an XX arrangement typical of females and 46 chromosomes with an XY arrangement typical of males.[57] In 1–2% of the observed Down syndromes.[58] some of the cells in the body are normal and other cells have trisomy 21, this is called mosaic Down syndrome (46,XX/47,XX,+21).[59] [60] Trisomy 21 Trisomy 21 (47,XX,+21) is caused by a meiotic nondisjunction event. With nondisjunction, agamete (i.e., a sperm or egg cell) is produced with an extra copy of chromosome 21; the gamete thus has 24 chromosomes. When combined with a normal gamete from the other parent, the embryo now has 47 chromosomes, with three copies of chromosome 21. Trisomy 21 is the cause of approximately 95% of observed Down syndromes, with 88% coming from nondisjunction in the maternal gamete and 8% coming from nondisjunction in the paternal gamete.[58] The actual Down syndrome â€Å"critical region† encompasses chromosome bands 21q22.1-q22.3.[61] Edwards syndrome (also known as Trisomy 18 (T18) or Trisomy E) is a genetic disordercaused by the presence of all or part of an extra 18th chromosome. It is named after John H. Edwards, who first described the syndrome in 1960.[1] It is the second most commonautosomal trisomy, after Down syndrome, that carries to term. Edwards syndrome occurs in around one in 6,000 live births and around 80 percent of those affected are female.[2] The majority of fetuses with the syndrome die before birth.[2]The incidence increases as the mother’s age increases. The syndrome has a very low rate of survival, resulting from heart abnormalities, kidney malformations, and other internal organ disorders. Signs and symptoms Children born with Edwards syndrome may have some or all of the following characteristics: kidney malformations, structural heart defects at birth (i.e., ventricular septal defect, atrial septal defect, patent ductus arteriosus), intestines protruding outside the body (omphalocele), esophageal atresia, mental retardation, developmental delays, growth deficiency, feeding difficulties, breathing difficulties, and arthrogryposis (a muscle disorder that causes multiple joint contractures at birth).[3][4] Some physical malformations associated with Edwards syndrome include small head (microcephaly) accompanied by a prominent back portion of the head (occiput); low-set, malformed ears; abnormally small jaw (micrognathia); cleft lip/cleft palate; upturned nose; narrow eyelid folds (palpebral fissures); widely spaced eyes (ocular hypertelorism); drooping of the upper eyelids (ptosis); a short breast bone; clenched hands; choroid plexus cysts; underdeveloped thumbs and or nails,absent radius, webbing of the second and third toes; clubfoot or Rocker bottom feet; and in males, undescended testicles. of choroid plexus cysts, which are pockets of fluid on the brain. These are not problematic in themselves, but their presence may be a marker for trisomy Genetics Edwards syndrome is a chromosomal abnormality characterized by the presence of an extra copy of genetic material on the 18th chromosome, either in whole (trisomy 18) or in part (such as due to translocations). The additional chromosome usually occurs beforeconception. The effects of the extra copy vary greatly, depending on the extent of the extra copy, genetic history, and chance. Edwards syndrome occurs in all human populations but is more prevalent in female offspring.[7] A healthy egg and/or sperm cell contains individual chromosomes, each of which contributes to the 23 pairs of chromosomes needed to form a normal cell with a typical human karyotype of 46 chromosomes. Numerical errors can arise at either of the two meiotic divisions and cause the failure of a chromosome to segregate into the daughter cells (nondisjunction). This results in an extra chromosome, making the haploid number 24 rather than 23. Fertilization of eggs or insemination by sperm that contain an extra chromosome results in trisomy, or three copies of a chromosome rather than two.[8] Trisomy 18 (47,XX,+18) is caused by a meiotic nondisjunction event. With nondisjunction, a gamete (i.e., a sperm or egg cell) is produced with an extra copy of chromosome 18; the gamete thus has 24 chromosomes. When combined with a normal gamete from the other parent, the embryo has 47 chromosomes, with three copies of chromosome 18. with edwards syndrome Isodicentric 15, also called idic(15), partial tetrasomy 15q, or inverted duplication 15 (inv dup 15), is a chromosome abnormalityin which a child is born with extra genetic material from chromosome 15. People with idic(15) are typically born with 47 chromosomes in their body cells, instead of the normal 46. The extra chromosome is made up of a piece of chromosome 15 that has been duplicated end-to-end like a mirror image. It is the presence of this extra genetic material that is thought to account for the symptoms seen in some people with idic(15). Individuals with idic(15) have a total of four copies of this chromosome 15 region instead of the usual two copies (1 copy each on the maternal and paternal chromosomes). The extra chromosome is rarely found in mosaic state, i.e. some of the cells carry the marker chromosome. However, mostly because of the marker’s instability and tendency to be lost during cell division (mitosis), some cells are completely normal with 46 chromosomes. Occasionally, cells may have more than one idic(15), resulting in 48 or 49 chromosomes in all or some of their cells. A similar clinical picture albeit to a milder degree could be expected in individuals that have the extra chromosome 15 material as an interstitial duplication; not as a marker chromosome; thus having 46 chromosomes.[1][2] Signs and symptoms Individuals with idic(15) have delays in language development and motor skills such as walking or sitting up. Other traits may include low muscle tone (hypotonia), seizures, short stature, and mental retardation. Distinctive facial features associated with idic(15) may include epicanthal folds (skin folds at the inner corners of the eyes), a flattened nasal bridge, button nose, and a high arched palate (roof of the mouth). Some individuals with idic(15) also have features of autism, such as problems with communication, social interactions, and repetitive and stereotyped behaviors (e.g., lining up toys, playing with a toy in the same manner over and over again, hand flapping, rocking back and forth). These are some mild features but with a severe person there may be more such as inability to talk at all. Genetics Generally, idic(15) is not inherited; it is said to appear de novo; in one member of the family, by chance. In most cases, the abnormal chromosome is generated in the mother’s germ cells; oocytes. This finding is due to ascertainment bias; i.e. cases with maternally derived idic(15) usually have clinical findings and attract attention but those with paternally derived idic(15) usually do not. Thus, established cases are usually patients with maternally inherited idic (15).[4] . The smallest markers appear to be harmless and they may go undetected. However, if they are large enough to contain a number of important genes, they may result in â€Å"idic(15) syndrome† which is characterized by mental retardation, autism and other neurological symptoms.[5] One of the regions responsible for the symptoms of idic(15)syndrome is the critical PWS/AS-region named after the Prader-Willi and/or Angelman syndromes. Jacobsen Syndrome, also known as 11q deletion disorder, is a rare congenital disorder resulting from deletion of a terminal region of chromosome 11 that includes band 11q24.1. It can cause intellectual disabilities, a distinctive facial appearance, and a variety of physical problems including heart defects and a bleeding disorder. The syndrome was first identified by Danish physician Petra Jacobsen,[1] and is believed to occur in approximately 1 out of every 100,000 births. Possible characteristics * Heart defects * Mild to severe intellectual disabilities * Low-platelets (thrombocytopenia) * Facial/skeletal (dysplasia) * Wide-set eyes caused by trigonocephaly * Folding of the skin near the eye (epicanthus) * Short, upturned nose (anteverted nostrils) * Thin lips that curve inward * Displaced receding chin (retrognathia) * Low-set, misshapen ears * Permanent upward curvature of the pinkie and ring fingers (camptodactyly) * Large great toes/Hammer toes Klinefelter’s syndrome, 47, XXY, or XXY syndrome is a condition in which a human has an extra X chromosome. While females have an XX chromosomal makeup, and males an XY, affected individuals have at least two X chromosomes and at least one Y chromosome.[1] Because of the extra chromosome, individuals with the condition are usually referred to as â€Å"XXY Males†, or â€Å"47, XXY Males†.[2] This chromosome constitution (karyotype) exists in roughly between 1:500 to 1:1000 live male births[3][4] but many of these people may not show symptoms. The physical traits of the syndrome become more apparent after the onset of puberty, if at all.[5] In humans, 47,XXY is the most common sex chromosome aneuploidy in males[6] and the second most common condition caused by the presence of extra chromosomes. Other mammals also have the XXY syndrome, including mice. Patau syndrome, also known as trisomy 13 and trisomy D, is a chromosomalabnormality, a syndrome in which a patient has an additional chromosome 13 due to anondisjunction of chromosomes during meiosis. Some are caused by Robertsonian translocations, while others are caused by mosaic Patau syndrome. The extra chromosome 13 disrupts the normal course of development, causing heart and kidney defects, amongst other features characteristic of Patau syndrome.[vague] Like allnondisjunction conditions (such as Down syndrome and Edwards syndrome), the risk of this syndrome in the offspring increases with maternal age at pregnancy, with about 31 years being the average.[1] Patau syndrome affects somewhere between 1 in 10,000 and 1 in 21,700 live births.

Ideal Characteristics of an Early Childhood Education Program Essay

Education is something that is very important in today’s society since it prepares a person for the gigantic tasks and responsibilities that a person has to face in the real world. Because of this the government and institutions that caters to employing people place great emphasis on a person’s educational background. Like a domino effect, the institutions that provide education to people would endlessly develop and improve curriculums, facilities and school programs. It is during college and university that the academe would demand so much from its students—thinking that those are the years which are most important while giving such low emphasis and importance to early childhood education such as day care, preschool and kindergarten. Even parents would mostly not think too much about these early years of education. In actuality, these years are the most important since it would be the catalyst for the child’s enthusiasm to develop his/her learning skills, social skills and critical thinking skills. Thus, it is imperative for any parent to carefully choose what early childhood education program that would benefit their child the most. What exactly should a parent look for in such program? The National Research Council in 2000 (as cited by Currie, 2001) made a report that said there are three aspects which are important in early childhood education, to develop the â€Å"child’s cognitive skills, school readiness, and social and emotional development†. Thus, a good program would be focusing on those three aspects. A child’s cognitive skills would be developed if the school will make efforts to learn what the child needs to learn more and learn less while providing engaging activities for him/her that would ensure optimum enhancement of cognitive skills, retention of already present cognitive skills and addition of such skills. Though this would be difficult since children’s intelligence, abilities, learning styles and mental capabilities are different, the school should make a point in trying to come up with a program that would be agreeable to all the children. After all, having other children around them would benefit them in the long run since their social and emotional development would be enhanced too. Having other children around them that would blossom into friendship and companionship is another skill that is wonderful for their over-all growth. Such social and emotional development would only be developed through careful guidance of the caretakers who are there in the program. Since the parents are usually not around or are separated from the actual activities, the caretakers would be the ones to encourage the children to talk to each other, spend time with each other and then eventually become friends. Thus, it is essential for an early childhood educational program to have efficient guides/caretakers/teachers within. Lastly, the National Research Council also mentioned of a good program that would prepare the child for school readiness. This is a daunting task for the program implementers since children are usually reluctant to go into a formal school system and leave the comforts of their homes when there were no strict school rules to follow and school responsibilities to do. School readiness is necessary since it would make the child appreciate the school as an institution that would nurture his/her skills as a person and in the long run, would also appreciate the training that the school is doing to prepare him/her for the more daunting life in the real world. School readiness does not really have a tangible and concrete way of being developed, instead, the school just needs create an environment that the pupils and students would enjoy. Thus, the school facilities and educational materials and something simple as lighting that would help the children into appreciating school should be conducive to the pupils’ overall growth. In conclusion there are three important goals that an early childhood education program should focus on: â€Å"cognitive skills, school readiness, and social and emotional development†. All the school activities, materials and facilities should focus on achieving such aim. Also, the characteristics of such program would depend whether it targets one of these objectives effectively and efficiently. References Currie, J. (2001). Early childhood education programs. The Journal of Economic Perspectives 15(2): 213-238. JSTOR database.

Minority Cultures in Mississippi Essay

The purpose of this paper is to develop a better understanding of African American and Mexican American cultures in my region and their importance to United States society, as well as relating their similarities and differences to each other and my own culture. This will be done in an effort to develop skills that assist me in providing my future students the opportunity to value diversity and overcome cultural barriers and biases. This paper covers various aspects of each culture, beginning with the beliefs and traditions of each culture. In addition to those areas, the facets of religion, holidays, and foods of great significance to each culture are explored. Finally, the most meaningful area in relation to my teaching success is analyzed. The area of education is considered, focusing on educational aspirations as well as the professions of members of these cultures due to their educational backgrounds. After examining all of the aspects, the cultures will be compared and contrasted in an effort to learn how to overcome cultural differences. African American Family Life Family life is one of the most important aspects in the African American culture. This belief stems from both their African roots and early slavery. Keeping family members close was important in both tribal Africa and among slaves. Your family is believed to give you strength and support; this belief is still widely practiced today. African American families frequently visit both immediate as well as extended family. In fact, neighborhood barbeques and parties are a common occurrence. African American families also hold family reunions yearly, which include several surnames of families who may be closely related or as distant as fourteenth cousins or more. Often times, non-relatives are also invited and treated as family. Many African American neighborhoods are close-knit communities who often spend much of their spare time socializing with one another. Because of this closeness, many non-relatives become known as â€Å"play† family. These â€Å"play† family members have become such good friends to the family that they are treated as members of the extended family. The elderly are regarded as the head of the family and are given the utmost respect. To the African American culture, living a long life means the person is very wise and is often the first source for advice. An elder is believed to have led a fulfilled life and the funeral, therefore, is often celebrated as a joyous occasion. To the African American culture, death is simply passing from one realm of life to another. They believe their loved one is leaving the evils of this world behind for a utopia, so there is often a party after the burial service. African American Hairstyles and Names Many African American beliefs and traditions can be traced back to their original African roots. Locks and braiding are two of these. They are widely practiced hairstyles among African Americans today. Both types of hairstyles were started by tribes in Africa. Locks, commonly called dread-locks, are common among the tribes of South Africa. Because water is scarce and dust is prevalent in that area, locks are popular due to their ease of maintenance. Braiding, on the other hand, is an aspect of worth among Western African tribes. Often, the men of tribes there receive a braided lock for achieving a substantial accomplishment. Both of these traditional African hairstyles made their way to the United States with the slaves and are still of great importance to African American culture today, as a method of displaying pride in their historical roots. Another aspect of African American culture with ties to Africa is naming children. Children are often given names with African roots. However, the members of the African American culture have also developed a set of names, which are uniquely African American. They often add the prefixes of La-, Le-, and Da- to their children’s names, which is exclusive only to their culture. African American Music African American culture has given United States society various styles of music in the form of religious hymns and spirituals, jazz, blues, and hip-hop. Spirituals began with slaves on the plantations. They were often used to send secret messages between each other because the plantation owners could not understand their meanings. These songs were religious folk songs based on African music styles and were improvisational. The spirituals used various musical aspects from smooth flowing styles, which led to the sensual sounds of jazz, to sadness and despair, which led to the blues, to spoken-word singsong, which eventually led to hip-hop. â€Å"Ethnomusicologists trace hip-hop’s roots to the dance, drum, and song of West African griots, or storytellers, its pairing of word and music, and the manifestation of the painful journey of slaves who survived the middle passage† (McBride, 2007, p. 102). African American Language The American English language was also greatly influenced by the African American culture, especially in the Southern United States. â€Å"African American Vernacular English (AAVE) is a variation of the American English language closely associated with the speech of African Americans† (Coulmas, 2005, p. 177). AAVE is considered by many as slang, and it is in prevalent use by African Americans, as well as other cultures, all over the United States today. African American Religion The Black Church has historically been a source of hope and strength for the African American community. Religion is an essential and integral part of their lives, with approximately 85 percent of African Americans belonging to a Protestant denomination. In the African American society, God is viewed as the source of both good health and serious illness. The most common method of treating illness in the African American culture is prayer. It is expected in most churches that an individual should present their best appearance for worship. African American women in particular are known for wearing vibrant dresses and suits. The Black Church is one of intense enthusiasm and high emotion. African American author W. E. B. DuBois perhaps captured the spirit of the Black Church best by stating, â€Å"Even in the midst of preaching, the worshipers carried on a dialogue with the preacher by shouting approvals or calling out remarks aimed at encouraging him to work harder to reach his point† (DuBois, 2005, pp. 184 – 185). It is not uncommon to hear an African American congregation shouting â€Å"Amen! † or â€Å"Preach it, Brother! † or â€Å"You tell ‘em, Reverend† in agreeance with their pastor or to hear the choir echoing â€Å"Well? † behind the pulpit to advance the pastor’s next words. The entire world could learn from the African American culture’s passion for Christ. African American Holidays The African American culture has several holidays which not only help its members connect to their historical roots but assist the rest of society in identifying the significant impact African Americans have had on shaping the United States. One way this is done is through Black History Month. Each February, television networks and schools throughout the United States celebrate the contributions of various African Americans to the world. One of the individuals focused on during Black History Month is Martin Luther King Jr. , whose quest for equality, peace, and civil rights was so powerful in shaping American society that his birthday is another important holiday in the African American culture. Now recognized as a national federal holiday, Martin Luther King Jr. Day is celebrated nationwide on January 15. Another significant holiday is Juneteenth. The news of the Emancipation Proclamation signing reached the slaves of the South on June 19, 1865, and the slaves responded by having a huge celebration. Today, Juneteenth allows African Americans the opportunity to celebrate freedom and is celebrated all over the United States with food, storytelling, games, music, and African American culture. â€Å"Each year, over thirteen million African Americans celebrate Kwanzaa† (Penn State College of Agricultural Sciences, 2003, p. 57). This holiday uses customs from the harvest celebrations of Africa and was developed to help African Americans celebrate their heritage. This holiday lasts seven days and focuses on seven principles of the Swahili people. Upon a unity mat sits a candleholder with seven candles, and one candle is lit each day to represent one of the principles. Christmas is another important holiday for African Americans because of the Black Nativity play performed in many churches. Originally written by Langston Hughes, it is a retelling of the classic nativity story, only with an entirely African American cast and gospel style Christmas carols. A major performance of this play is held yearly in Boston at Tremont Temple by The National Center of Afro-American Artists (NCAAA), who refer to Black Nativity as, â€Å"a legendary Christmas event and the Black community’s Christmas gift to the world† (NCAAA, 2008). African American Foods The foods of the African Americans also play an important role in most cultures of the United Stated. These foods, commonly referred to as soul food, have become widely popular throughout the United States. Many of these foods such as black-eyed peas, cornbread, greens, sweet potatoes, macaroni and cheese, and deep fried foods were originally eaten in Africa and made their way to the United States with the slaves. While others, such as chitlins, neck bones, and ham hocks, were created by the slaves out of necessity. During their time in captivity, they were only fed the scraps that their owners would not eat, ant they had to discover methods of cooking these items in such a way that they would be edible. African American Education and Employment African Americans in Mississippi unfortunately live in one of the poorest states in the country, and their education is influenced by that factor. The poor economic state of Mississippi greatly hinders the public school system here due to lack of funding. In the Mississippi Delta, where the population is almost entirely African American, â€Å"the economy is so depleted that obtaining a quality education is extremely difficult† (U. S. Commission on Civil Rights, 2001, p. 36). The lack of a quality education hinders Mississippi’s number of high school and college graduates, but for African Americans the number is extremely grave. Only 47. 3 percent of African American students in Mississippi will earn a high school diploma, and of that percentage, only 8. 8 percent of them will go on to earn a bachelor’s degree or higher† (U. S. Commission on Civil Rights, 2001, p. 36). It is a widely known fact that not graduating high school greatly influences a person’s financial and professional future. With less than half of the African American population of Mississippi graduating high school, the poverty level among these individuals is obviously high. The number of African American families living below poverty level is tremendous, especially in majority-black communities like one would find in the Mississippi Delta. â€Å"The percentage of black families with incomes below the poverty level runs from a low of 46. 4 percent in Washington County to a high of 68 percent in Tunica County, and most Mississippi counties are marked by double-digit unemployment rates† (U. S. Commission on Civil Rights, 2001, p. 1 – 2). The individuals who are employed are most likely employed in a position that pays the federal minimum wage rate, such as fast food or retail chains, due to the low high school graduation rate. Overall, the African American culture in Mississippi is at a great disadvantage when it comes to educational and professional success. Mexican American Family Life Family closeness is an important aspect of Mexican American culture, as well. Not only do the members of this culture spend a great deal of time with their families, but they often all live together under one roof. It is not uncommon for grandparents, parents, children, cousins, aunts, and uncles to all live in the same home. The entire family is involved in all aspects of each other’s lives, with the elders being the most respected and revered members of the family. Children are expected to honor their families no matter the circumstances. Their actions must never bring shame to their family, and traditional Mexican American families are very strict on their children in an effort to keep them from participating in dishonorable acts. These values of honor, respect, and family endearment are carried out in death as well. When a loved one passes away, they are dressed in special clothing and stay in the family home overnight. While in the family home, a wake is held, and friends and family bring food to serve at the wake. Only the family then accompanies the body to the grave. No service is held, but the family members sing religious Spanish hymns. â€Å"Most significant is the perspective on death held by many Mexican American Catholics that, rather than an end, death is seen as a new beginning† (Diaz-Stevens & Stevens Arroyo, 1998, p. 73). Because of this view, for years after the original wake, on the same date, those who attended it will reunite to celebrate the life and passing of their loved one. Mexican American Names and Language For the most part, Mexican Americans stay true to their original Mexican heritage and culture. While a few Mexican American families choose to name their children more traditional American names, the majority of parents choose names with Mexican ties and meanings, like Javier, Joaquin, Carmen, and Rosa. Another way, Mexican Americans stay connected to their heritage is through their language. Even fluent English speakers tend to speak Spanish with other members of their culture, as opposed to English. Mexican American parents who choose to teach their children to speak English teach them Spanish as well and most often speak to them in the Spanish language. Mexican Americans also choose to incorporate Spanish music and television into their daily lives. In fact, the interest is so high among Mexican Americans to have Spanish television in the United States that cable and satellite providers have special packages created especially for the Hispanic people, which include channels from Mexico such as Telemundo and Univision. Mexican American Quinces Another tradition of Mexican American families is a quince. â€Å"No matter how Americanized a Latina is, chances are she will look forward to her quince. No matter how economically tight her parents might be, they will maintain the tradition† (Figueredo, 2002, p. 152). A quince is the Mexican equivalent to a sweet sixteen party combined with a debutant ball. The quince takes place on a girl’s fifteenth birthday and is very formal. The birthday girl has several female maids and male escorts in her court. The court makes its grand entrance, and the birthday girl and her father begin to waltz. Soon, the entire court joins in, and once the waltz is complete, the party continues, as would an American sweet sixteen party. Mexican American Religion Religion and prayer are very important to the Mexican American culture. â€Å"Approximately 80 percent of the Mexican American population is of the Catholic faith† (Figueredo, 2002, p. 166). Mexican Americans are a very superstitious people, frequently wearing medallions or amulets for protection. The prevention of illness and unfortunate events is believed to be accomplished with prayer, wearing religious relics, and keeping religious charms in the home. Many homes have shrines for prayer in them; these shrines contain religious statues, pictures of various saints, and prayer candles. The family members gather at these shrines, light the prayer candles and rigorously pray. Mexican American Holidays Holidays are of great significance in the Mexican culture, and many of the holidays celebrated in Mexico are still celebrated by Mexican Americans in the United States. Semana Santa celebrates the Christian holiday of Easter and runs from Palm Sunday to Easter Sunday. The most essential aspect of this holiday is attending mass on both Good Friday and Easter Sunday. â€Å"Live representations of Jesus Christ’s crucifixion take place in many communities†¦people from the communities assume the roles of Jesus, Virgin Mary, St. Peter, St. John, and many other characters† (Michigan State University, 2008). Cinco de Mayo is celebrated yearly on May 5 and commemorates the defeat of the French army by the Mexicans at The Battle of Puebla in 1862. â€Å"This victory gave the Mexican people pride in their country and the spirit of freedom and is celebrated in various parts of Mexico and in U. S. cities with a significant Mexican American population† (Michigan State University, 2008). The Day of the Dead is a celebration that represents the unity between life and death. On October 31, relatives decorate the gravesite of their loved ones in preparation for the return of their loved one’s soul. They also decorate an altar at their home with photos of the loved one and some of the loved one’s favorite items. The Feast of Our Lady Guadalupe is a very important religious holiday among Mexican Americans. It is believed that a female appeared to an Indian, outside of Mexico City, and said she was the mother of God. She left an image of herself on his cactus-cloth. â€Å"It [the cloth] should have deteriorated in twenty years but shows no sign of decay 477 years later† (Michigan State University, 2008). She has become a prestigious religious figure for Mexican American Catholics, and her holiday is celebrated on December 12 each year by attending a special mass service. The Christmas holiday season for the Mexican American culture runs from December 16 through February 2 each year and is combined with traditional Christian aspects as well as special Mexican festivities. The first of these is Las Posadas, which is nine consecutive days of candlelight processions and parties. Neighborhood families gather to reenact the holy family’s night in Bethlehem. The breaking of the pinata is a very important aspect of this holiday. The second of these is Noche Buena, which is the peak of holiday festivities, with the celebration of a midnight mass on Christmas Eve. After the mass, the families enjoy a traditional Christmas supper, common to the United States, of turkey, ham, and other common Christmas dinner items. The family then opens gifts and celebrates with a pinata and sparklers. Christmas Day is traditionally set aside for rest. The final of these celebrations occurs on January 6 and is called Dia de Los Tres Reyes Magos. This day celebrates the arrival of the Wise Men in Bethlehem. Mexican American children wake up to toys and other gifts. Rosca de Reyes is served on this day, which is a crown-shaped sweet bread decorated with jewel-like candied fruits and a tiny plastic baby hidden inside. Whoever finds the baby in their piece is required to host a party before the Christmas holiday season ends on February 2. Mexican American Foods â€Å"Tex-Mex is a term used to describe a regional American cuisine that blends food products available in the United States and the culinary creations of Mexican Americans influenced by the cuisines of Mexico† (Barrios Trevino, 2002, p. 3). Many dishes such as chili, fajitas, salsa, quesadillas, burritos, and nachos are not true Mexican dishes but were invented in the United States by Mexican Americans. Even dishes cooked here that originated in Mexico, like tacos, are not prepared in the same manner they would be in Mexico. While Mexican American Tex-Mex dishes are cooked to be hot, topped with tons of cheese, and served in large portions, true Mexican dishes are exactly the opposite. Therefore, Mexican Americans coined their own style of cooking and created some of the United States most loved dishes. Mexican American Education and Employment Unfortunately, the graduation rates for Mexican Americans are very low. The language barrier between the Mexican American culture and the English speaking population of the United States combined with the obligation on many Mexican Americans to work to help support family in Mexico no doubt contribute to this. â€Å"Only about half, 48. 7 percent, of the Mexican American population complete their high school education, and a mere 15. 4 percent of those students earn at least a bachelor’s degree† (U. S. Dept of Commerce Bureau of the Census, 2003 p. 5). The majority of Mexican Americans gain employment at blue-collar jobs such as construction or in the restaurant industry. Many Mexican Americans come to the United States illegally, which causes them to look for employment with employers who will look past their status. Being here illegally or working a blue-collar job means that most Mexican Americans must settle for low wages of minimum wage or slightly higher. Similarities Between the Two Cultures Conducting this research led to the surprising discovery of several similarities. Both cultures desire to remain close to their families, both immediate and extended, by not only seeing each other often but also buy having parties and get-togethers. Both cultures rely greatly on the elderly members of their culture for their knowledge and advice and treat them with the utmost respect and endearment. While the actual proceedings of the funeral are quite different, the cultures are the same in that they see death as a new beginning and, therefore, a cause for celebration. Both cultures are also proud of their heritage. This can be seen in everything from their celebratory traditions during certain holidays to giving their children names, which are unique to their culture. Another similarity is the strong part religion and prayer play in the lives of the members of each culture. In both cultures, prayer is believed to provide comfort and protection. Finally, the most disheartening theme which is common among both cultures is the high dropout rate among high school students and the fact that most members of each culture are employed in low paying positions either due to a lack of education or opportunity. Differences Among the Two Cultures As suspected, the research also led to the discovery of many differences among the cultures as well. As previously mentioned, the burial process of a loved one is quite different among the cultures. African Americans tend to have elaborate, celebratory services honoring the life of their loved one and invite all friends and family members to the burial service. The body is usually sent to a funeral home for preparation and burial. Mexican Americans, on the other hand, keep the body in their home and invite friends and family to pay their respects during a wake. The body is initially prepared by the family for the wake, and only family members attend the actual burial. Although African American families work hard to keep their families close, only their immediate family lives in the home with them unless circumstances cause otherwise, while Mexican Americans quite often live in a home with many relatives of both their immediate and extended family. Their religions and religious practices are also very different. Most all African Americans are of a Protestant denomination, while most all Mexican Americans are Catholic. The Catholic services of Mexican Americans tend to be very quiet and solemn, while African American services are very loud, emotional affairs, with frequent shouts of praise and singing. Shrines are also very important to Mexican American prayer, while African Americans choose to pray almost anywhere. They do not feel the need to pray at a particular place or around particular items. Another major difference is in the types of foods each culture consumes. African Americans tend to eat a lot of vegetables and fried foods, heavy in salt. Mexican Americans, however, eat meals, which include a lot of meat and tortillas with very few vegetables, which include tomatoes, onions, and hot peppers. Applying the Project to the Classroom Recognizing the characteristics of each culture, along with the similarities and differences in each culture, will assist one in overcoming cultural barriers and biases. The information in this project will prove to be very useful inside a classroom. It could be used in several ways, the first being to teach students about each culture. The second way would be to teach students how the cultures are alike or different. The final way would help students compare the cultures to their own. One way this information could be applied is by teaching students about a holiday unique to one of the cultures. For example, on or close to December 16, the teacher could ask the students to come to school dressed as a character from the nativity story such as an angel, a Wise Man, or a shepherd. Then, after studying about Las Posadas and even having a Mexican American student tell a story about the holiday if possible, the students could parade up and down the hallways of the school and end their festivities by taking turns trying to break a pinata. Another way this information could be applied is to have the children write a story about a family celebration or gathering and then having each student read their story aloud. By doing this, each child will have the opportunity to see similarities and differences between each cultural group represented in the classroom. This would also help minority groups such as African Americans and Mexican Americans identify with majority students and move toward forming bonds. A final way this information could be applied is by studying the foods eaten by both cultures. The teacher could read a story about the foods of both cultures and explain the origins of each culture’s foods. During this lesson, the students should sample various foods from both cultures. By doing this, the students will not only be learning about another culture and receiving the opportunity to try something new but will also most likely discover that they have already had many of the foods from both cultures but were unaware of it. Each culture has aspects, which are unique only to that culture. However, both cultures also have aspects, which can be related to one’s own culture. In any event, both cultures are uniquely beautiful and contribute to the United States society and culture as a whole and should therefore not only be respected but also treasured. In its own way, each culture, combined with all of the other cultures of the United States people make our nation the greatly extraordinary country that it is. ? References Barrios Trevino, D. (2002). Los Barrios family cookbook: Tex-Mex recipes from the heart of San Antonio. New York, NY: Villard Books. (Primary Source) Coulmas, F. (2005). Sociolinguistics: The study of speakers’ choices. Cambridge, MA: Cambridge University Press. (Secondary Source) Diaz-Stevens, A. M. & Stevens Arroyo, A. M. (1998). Recognizing the Latino resurgence in U. S. religion. Boulder, CO: Westview Press. (Secondary Source) DuBois, W. E. B. (2005). The souls of black folk. New York, NY: Simon and Schuster. (Primary Source) Figueredo, D. H. (2002). The complete idiot’s guide to Latino history and culture. New York, NY: Alpha Books. (Secondary Source) McBride, J (2007, April). Hip hop planet. National Geographic, 211(4), 100-118. (Secondary Source) Michigan State University Teaching Hispanic Cultures of the Americas Institute (2008). Learning about Hispanic cultures through the study of Latino and Mexican holidays, celebrations and traditions. Retrieved June 28, 2009, from http://www. educ. msu. edu/teachglobal/Americas/module1. html (Primary Source) National Center of Afro-American Artists (2008). Black nativity. Retrieved June 27, 2009, from http://www. blacknativity. org/about/index. html (Secondary Source) Penn State College of Agricultural Sciences (2003). Guide to exploring African American culture. Retrieved June 28, 2009, from http://pubs. cas. psu. edu/FreePubs/pdfs/agrs92. pdf (Primary Source) U. S. Commission on Civil Rights (2001). Racial and ethnic tensions in American communities: Poverty, inequality, and discrimination the Mississippi delta report. Retrieved June 28, 2009, from http://www. usccr. gov/pubs/msdelta/main. htm (Primary Source) U. S. Dept of Commerce Bureau of the Census (2003). We the American: Hispanics. Retrieved June 26, 2009, from http://www. census. gov/apsd/wepeople/we-2r. pdf (Primary Source)

High School vs College

As we go on in life we face many challenges and new situations that we deal with. A new situation that most people deal with is college and all the changes that come along with it. What many people don't realize is that high school, in many ways, is similar and different from college. Not only are people changing but the surroundings and work change as well. There are some things that seem to never change such as some work and people. High School and College are both educational grounds for a student to grow their lives with knowledge. Both places are full of experiences and filled with numerous memories. An individual graduates from High School and again in College with a degree. The government runs them. Both play an important role in making a person into a collected individual and a member of a society.. One of the biggest differences between high school and college is the atmosphere. When attending high school you wake up, go to school for a couple of hours of your day, and leave. This is very different when you get to college. Most of the time, when attending a university, you find schedule a lot different than in high school. For example, some people that go to college may live on their own meaning that they are responsible for getting themselves to class on time. Also, in college you usually don’t have all of your classes one right after the other like in high school. Instead, you may have a longer class period, followed up by a couple of hours in between your next class. Furthermore, you don’t have every class, everyday like you do in high school.