Paris is Burning Essay Example for Free

Paris is Burning Essay Paris is Burning by Jennnie Livingston deals with the culture of drag in New York in the 1980s, which was shown in the Ball competitions wherein men who impersonate, or better yet try to live as women walks and are judged based on their dancing ability, the beauty of their dresses and the authenticity of their impersonation. Each contestant represents a specific house and whenever they win; their respective houses gain a legendary status. The film was presented by showing alternate footages between the ball competition and interviews with the contestants. Although a very notable film, Paris is Burning is also highly criticized especially by feminists. In watching the film, you will see how the contestants try to portray how women look like basing on â€Å"stereotypical† identities or those greatly based on what men would like in a woman physically, making her the subject of desire. It failed to show the other characteristics and essence of women such as their social roles, the drags just focused on the aspects that perpetuate men’s hierarchy. It further undermines women by interpreting that being a woman makes one powerless which manifested in one of the interviews wherein one of the drags say that he will never become a woman because having the female genitalia does not necessarily mean that life would be great. Thus, many saw that this film as a mocking or women. On the other hand, the film succeeded in the presentation of yet another marginalized culture which is that of the gay. It was able to put their character at the centre of the film and elaborated on their culture. It was able to shed light on the often misunderstood â€Å"third’ gender and was able to present their side of the story. Then again, as was said earlier, it was done so by challenging the essence of women, which would make us think if it was able to resolve any issues at all. Thus we ask, was the film really an exposure of the drag culture or a celebration of the patriarchal society?

Brisbane: Impacts of Water Management Strategies Essay -- Brisbane Pop

1. Introduction The Queensland region recently suffered its worst drought in over a century. This period was shared with a rapid increase in the city’s population. A combination of severe drought and a rapid increase in population had a permanent impact on the city’s water management strategy. Brisbane population is expected to reach 4.5 million by 2050. This report aims to look at how the relationship between Brisbane’s water resources and population growth have effected society, the economy and the environment. It will briefly look at the growth rate of Brisbane’s population how this subsequently affected the city’s ability to meet challenges in water demand. The report will critically analyse the State Government five water management strategies. It will explore whether the strategies are environmentally sustainable in the growing population. It will aim to determine whether the strategies effective in protecting the state’s biophysical resource. The report will critically evaluate the current and potential impacts of water management strategies to the biophysical resource base. 2. Population growth and water supply The population growth of Brisbane has widely been viewed mark of economic prosperity (Wasimi, 2010). The Australian Labor government national policy encouraged population growth by giving financial incentives for people to have more children and encouraging migration (Lowe, 2010). However, the growth affected the city’s capacity to cope with growing demand for water. Brisbane’s water consumption is divided into ‘direct’ such as household water and ‘indirect’ such as commercial use (Rutherford and Finlayson, 2011). Brisbane’s water consumption growing rapidly due to the urban affluent lifestyle such ... ... (1), p437–447. Rutherfurd, I and Finlayson, B (2011) 'Whither Australia: Will Availability of Water Constrain the Growth of Australia’s Population?', Geographical Research , 49(3), pp. p301–316. Spearritt, R. (2009). THE 200 KM CITY: BRISBANE, THE GOLD COAST, AND SUNSHINE COAST. Australian Economic History Review. 49 (1), p87-106. Tam. V, Tamb. L and S.X. Zengc. (2009). Cost effectiveness and tradeoff on the use of rainwater tank: An empirical study in Australian residential decision-making. Resources, Conservation and Recycling. 54 (1), p178-186. The Water & Carbon Group Pty Ltd. (2013). Sewage Treatment. Available: http://www.waterandcarbon.com.au/services/sewage-treatment. Last accessed 6th April 2014. Wasimi, S 2010, 'Planning for a large dam project: the case of Traveston Crossing Dam', Water Resources Management, vol. 24, no. 12, pp. 2991-3015.

Biochem Ppt 56

| BARRY UNIVERSITY COLLEGE OF HEALTH SCIENCES COURSE SYLLABUS SPRING 2013| COURSE NUMBER:BMS 528 SEC 01 COURSE NAME:BIOCHEMISTRY II TERM/YEAR:Spring 2013 (Jan. 9th, 2013 – May 3rd, 2013) LECTURE ROOM:Hollywood Rm 2 LECTURE SCHEDULE:Friday, 9:00 – 12:00 p. m. INSTRUCTOR NAME:Graham Shaw, Ph. D. Professor OFFICE ADDRESS: Wiegand 229 OFFICE TELEPHONE: 305-899-3264 EMAIL: [email  protected] barry. edu OFFICE HOURS:Tuesday, 12. 30 – 3 p. m. Thursday, 12. 30 – 3 p. m. All other times by appointment COURSE DESCRIPTION:Biochemistry at Barry University is taught over two semesters, Biochemistry I in the Fall and Biochemistry II in the Spring. These courses have been designed so that when integrated they provide the necessary biochemical knowledge for those in the medical and health related professions. The structure, function and metabolism of biologically important molecules were reviewed in biochemistry I. Biochemistry II serves to build on this material whilst considering the application of biochemistry to disease etiology, diagnosis and treatment.Biochemistry II starts with a review of two areas crucial to normal, healthy cellular functioning. The structure and function of biological membranes, in particular the variety of cell signal transduction paradigms and the biochemistry of hormones. The structure, function and replication of the cell’s genetic material. This information is reviewed in a series of lectures on DNA, the genetic code, protein synthesis and aspects of molecular biology. The digestion and absorption of biomolecules is reviewed and the consequences of malfunction considered.A number of disease states are used to illustrate selected principles including the relationship between nutrition and disease; atherosclerosis, hyperlipidemia, obesity and diabetes. The application of clinical biochemistry techniques to disease diagnosis is described and the biochemistry of exercise and aging visited. ARTICULATION TO MISSION OF THE UNIVERSITY: This course is offered by the College of Health Sciences, which is grounded in the liberal arts tradition and is a part of Barry University’s scholarly community, committed to the highest academic standards in graduate education.This Biochemistry course addresses both the university mission statement as well as the strategic plan adapted by the College of Health Sciences. This is accomplished by offering a high quality student-centered curriculum in an environment, that encourages Christian and ethical values and promotes intellectual growth and curiosity. Throughout the semester students will be encouraged to visit with faculty and demonstrate their critical thinking skills by offering opinions on current scientific theories and research reviews as they relate to Biochemistry.Case studies will be incorporated into lecture material and used to encourage student pursuit of knowledge and truth. Students in this course will develop an awareness of health issu es that impact those living within and outside of our community as they analyze nutrient deficiency diseases. The course will also stimulate awareness for the wellbeing of others as the prevalence and etiology of metabolic disorders is addressed. COURSE GOALS: At the end of this course, students should be able recall and apply biochemical principles to other courses throughout the curriculum, e. g. Pharmacology, Physiology. Students should be able to rationalize the significance of biochemistry in health and disease. COURSE OBJECTIVES: At the end of the course, the student will be able to: [1] Evaluate the structure and function of the plasma membrane. [2] Discriminate between the variety of signal transduction mechanisms. [3]Explain the principles of DNA transcription and translation and evaluate the mechanisms by which protein synthesis is regulated. [4]Discuss the digestion and absorption of biomolecules. [5]Summarize the principles of clinical biochemistry and organ function tes ts. 6]Appraise the importance of biochemistry to disease etiology and diagnosis. TEACHING METHODS: Each lecture will be presented using Powerpoint. Topical material not covered in the text may be addressed in class as appropriate, and is examinable. Where possible, time will be allowed for informal discussion of clinical scenarios and questions at the end of each class. Additional class materials, including case studies, and e-learning materials may also be posted to the Blackboard learning environment as the course progresses, and students are also responsible for this material.An atmosphere of mutual respect will be reflected in all teaching/learning experiences COURSE TEXTS: REQUIRED TEXT(S) Shaw, G. P. Biochemistry for Health Professionals. Third Edition, John Wiley. New York. 2011. EVALUATION CRITERIA: There will be three (3) quizzes and two (2) unit tests, a mid-term and a final. QUIZ I Jan 18th 10% QUIZ II: Feb 22nd 10% QUIZ III April 12th 10%MID-TERM TEST (Lecs 1 – 7)Mar 1st 35% FINAL EXAM (Lecs 8 – 14)May 3rd 35% TOTAL 100% DETERMINATION OF GRADE: Biochemistry II will be assessed by 3 quizzes, a mid-term examination and a final non-cumulative examination as indicated in the course schedule. Tests will be of one hour duration, and may contain material from class discussion, the Blackboard learning environment (including case studies) as well as the course text. Any questions you wish to challenge either from a quiz or a test, MUST BE IN WRITING and documented within 1 week of the key being posted.Tests and quizzes will not be returned and grades will not be rounded. GRADING SCALE: 100 – 90%A 89. 9 – 80%B 79. 9 – 70%C less than 70%F Grades will be posted on Blackboard. ACADEMIC DISHONESTY POLICY: Cheating or plagiarism will not be tolerated. A student who is caught either giving or receiving information or assistance during a testing session, quiz or examination will automatically receive the F grade and 0% on either the quiz or examination. The same consequence will apply to any proven case of plagiarism or communicating material on an examination to students in another section of the course.Furthermore, that individual[s] will be referred to the Dean for appropriate disciplinary action. DISABILITY STATEMENT: Students with documented special learning needs may want to inform the instructor so that accommodations may be made, or contact Barry Office of Services for students with Disabilities (305) 899-3489. STUDENT BEHAVIOR: All Barry students are expected to behave according to accepted norms that ensure a climate wherein all can exercise their right to learn. Disruptive behavior is not acceptable in the classroom.Students engaging in such behavior may be asked to leave or may be removed from the class by security personnel. Actions such as violence, shouting, use of cell phones and/or beepers, using profanity, interrupting, and any other behavior that the instructor believes creates an unplea sant environment in the classroom will be grounds for withdrawal from the course, judicial proceedings and/or failure in the course. FOOD/BEVERAGES: Barry University has a policy of prohibiting eating and drinking within classroom space. PUNCTUALITY: Students are expected to be on time for class. If you arrive later than 10 inutes after class has started, there is a possibility that the door will be locked. COURSE-SPECIFIC POLICIES: Attendance: Students are expected to attend all lectures and to take all tests and quizzes at the regularly scheduled time. Students should have completed the assigned reading in advance of class, and be prepared to discuss this at class time. Only by participating in class can the student gain a complete understanding of the concepts presented in the course objectives, course text and recommended readings. Attire for all lectures and examinations should be professional. Academic Assistance:After the first exam those students receiving a grade below a C must make an appointment with Dr. Shaw within one week of grade posting, for academic counseling. Excused absences from exams: If any student is unable to attend an exam due to illness (or other circumstances) he/she should notify Dr Shaw prior to the examination (or shortly after) if at all possible. The student is responsible for submitting a physician's excuse. An excuse may be refused for chronic absentees. Once the absence has been excused, the student is also responsible for contacting the Dr Shaw to arrange a date and time to take the make-up exam.NOTE: FAILURE TO OBTAIN AN EXCUSE WILL RESULT IN A GRADE OF 0% FOR THE EXAM. LACK OF PREPARATION IS NOT CONSIDERED A VALID EXCUSE FOR MISSING AN EXAM. CHALLENGE POLICY: Faculty will review all examinations in class with students, usually within 1 week of the grades being posted. This will not be a discussion session and any questions you wish to challenge either from a quiz or a test, MUST BE IN WRITING and documented within 1 week of the key being posted; verbal challenges will not be accepted at any time. In the case of a challenge the final authority for accuracy will be the course text.Tests and quizzes will not be returned though they may be viewed by students with faculty approval. Make-Up Exam Policy: Make-up exams can be of many types at the discretion of the instructor. Make-up exams will be given after (not before) the regularly scheduled exam. If more than one person misses an exam, the make- up exams will be given simultaneously. Videotape: Video and audiotape of Biochemistry classes is not permitted unless approved by faculty and the Office of Disability Services. Online lectures and e-learning materials will be available for review from the Blackboard website.COURSE SCHEDULE Lecture No. | Date Friday| TOPIC| READING(Shaw) Chapter| 1| 11th Jan| Membrane structure and functionCystic fibrosisG proteins, Signal transduction| 34 – 36| 2| 18thJan| Quiz I (Lecture 1 plus e-learning materials) (10 %)Deoxyribonucleic acidPreparation for DNA replicationDNA replication| 37 – 39| 3| 25th Jan| Mutations and DNA repairRNA and transcriptionThe genetic code| 40 – 42| 4| 1st Feb| Protein synthesisRegulation of protein synthesis in prokaryotesRegulation of protein synthesis in eukaryotes| 43 – 45| 5| 8th Feb| CancerInvestigating DNA| 46 – 47| | 15th Feb| Principles of nutritionCalcium and osteoporosis| 48| 7| 22nd Feb| Fed, fasting & starvingIntegration of metabolism Digestion of dietary fatQUIZ II Lecture 6 plus e-learning materials) (10%)| 49 – 51| 8| 1st Mar| MID-TERM EXAMINATION (35%) (Lectures 1 – 7)Obesity Lipoproteins| 52 – 53| SPRING BREAK MARCH 4th – 8th| 9| 15th Mar| Atherosclerosis and hypercholesterolemiaDigestion of carbohydratesDiabetes mellitusDiabetic complications| 54 – 57| 10| 22nd Mar| Protein digestion and absorptionIron metabolismHeme metabolism & Jaundice| 58 – 60| | 29th Mar| Easter No Class| | 1| 5th Apr| Collagen Growth factors and wound healingBlood clotting & Clot dissolutionBlood tests and clinical scenario| 61 – 64| 12| 12th Apr| Plasma proteinsOrgan function testsQUIZ III (Lecture 11 plus e-learning materials) (10%)| 65 – 66| 13| 19thApr| Enzyme diagnosticsAlcohol metabolism| 67 – 68| 14| 26th Apr| Exercise metabolismAging| 69 – 70| | May 3rd| FINAL EXAMINATION(Lectures 8 – 15) 35 %3:00 pm| | ——————————————– [ 1 ]. Subject to change in extenuating circumstances

Teenage Pregnancy Is A Large Concern Throughout The World

Teen pregnancy is a large concern throughout the world. This is especially true in the United States (US). In the U.S. teenage pregnancy affects 750,000 girls annually. (Silvers, 2014) According to Kate Blackman, 1 in 4 teens get pregnant before the age of twenty and 1 in 5 teen moms will have a second child by the age of twenty. (2015) Social media shows many aspects about teenage pregnancy and parenthood. Because of this many young adults get to see the reality behind this subject. Even though on the surface of a magazine cover or on the internet it may seem like teenage pregnancy is glamorized in social media, this is not the case. There are many ways that the media truly shows the struggles of being a teen mother. Since magazines are meant to entertain they will not show this but almost all other social media areas will. This helps make a statement about it. Social media helps to deglamorize and prevent teenage pregnancy. Research has shown that social media is a large factor in the reduction of teenage pregnancy. Social media reduces the amount of face to face interaction between young adults which results in less opportunities for sexual activity. Between 2013 and 2014 teenage pregnancy rates dropped by approximately 6.8% (Bennett, 2016). This evolution of social media caused this. It has changed how young people interact and communicate with each other. Clare Murphy states that the media is often portrayed as paving the way for risky behaviour. She continues byShow MoreRelatedMy Personal Experience Of Sexuality Education At Avondale College And St. Dominic s College Essay1707 Words   |  7 Pagespromotes heteronormativity but often fails to wholeheartedly acknowledge desire,homosexualtity and teenage pregnancy.This failure to acknowlege key aspects of sexuality in schools has numerous consequences such as widening of the ‘knowledge/practice gap’(Allen,2005),pervasiveness of homop hobic and discriminatory perceptions and environments in educational institutions and antipathy towards teenage parents in the community. The social stigma that surrounds the topic of desire and sex is especiallyRead More Teen Pregnancy Essay1771 Words   |  8 Pages Every year approximately one million teenage girls become pregnant in the United States. Of theses pregnancies only 13 percent are intended. As a result, about a third of these teens abort their pregnancies, another 14 percent lose their pregnancies to miscarriage, and the remaining 52 percent teens bear children. Of the half-a-million teens that give birth annually, 72 percent are unmarried and 75 percent are giving birth for the first time. More than 175,000 of these new moms are ageRead MoreChildbearing Among Teenagers Essay2484 Words   |  10 Pagesthough these concerns have not shown a significant threat to the welfare of future generations, there has been considerable effort, especially in industrialized countries, to control and prevent these issues. Teenage pregnancy, in particular, has made an impressive improvement over recent years.[1] Compared to the last three decades, 33% less teenagers in Canada were pregnant in 2001 according to Statistics Canada (Medical News Today, 2004). When analyzing teenage pregnancyRead MoreSexual Health in Civilization Essay examples1671 Words   |  7 PagesThe reason why this is an interesting topic is because each society around the world has different groups of people who have their own or cultural view on when it comes to sexual health and illness as matter of fact not all cultures or groups are aware on how to prevent an unwanted pregnancy or have the knowledge of the transmission of sexually transmitted disease along with other reproductive health issues and or concerns. The Literature Research A combination of key phrases used to search forRead MoreTeen Pregnancy And The Teenage Pregnancy Rates2094 Words   |  9 PagesPregnancy and parenthood is a significantly life- altering event that anyone could experience. These two life events inquire not only physical but mental obstacles. What happens when these events occur when your body is not physically developed and your mental maturity is not fully ripened? This happens too often amongst the teen age population. In the United States, teen pregnancies are the highest when compared to other developed countries. Teen births account for 10% of all births in the UnitedRead MoreIntroduction Of Prenatal Care For Teenagers2731 Words   |  11 Pagesfor Teenagers Even though the teen pregnancy and birth rates have dropped by one-third over the past decade, teen pregnancy in the United States is a growing problem. According to data by the National Center for Health Statistics and other official data, one in three girls still become pregnant by the age of twenty. In the United States one million adolescent girls become pregnant every year causing the U.S. to be the leader of the developed world in teen pregnancy. One in four of these teen girlsRead MoreTeenage Pregnancy in Malaysia5374 Words   |  22 PagesTEENAGE PREGNANCY IN MALAYSIA Introduction News headlines such as â€Å"The trials of teen mothers† and â€Å"Teen probed for throwing baby from window† can be seen in our papers every other week as we are faced with the ever-growing problem of teenage pregnancy. In most reported cases, these hapless young women even attempt to abandon their new-borns in the most harrowing ways. Sexuality without social maturity often leads to pregnancy. These mothers are at high risk of not finishing school which oftenRead MorePsychological Effects of Teenage Pregnancy4863 Words   |  20 PagesPsychological Effects of Teenage Pregnancy In recent years, the rate of teen pregnancies in America has increased dramatically. Approximately 750,000 teenage girls between the ages of 15 and 19 become pregnant every year, according to the Guttmacher Institute. Within this number, 82% of the pregnancies are unplanned. The psychological effects of these pregnancies can be severe. ï‚ · Birth and Post-Birth Issues * More than half of teenage pregnancies continue to birth. According to a researcherRead MoreResearch Paper – Sex Education in Public Schools1569 Words   |  7 Pagesutilized abstinence-only sex education programs to be taught throughout both intermediate schools and high schools. Though during the entire time that abstinence-only programs have been used, there has been a constant debate among both parents and educational authorities how to approach a better way of conducting sex education. The question has risen of whether or not abstinence-only programs actually aid the decrease of teen pregnancy, prevent the spread of sexually transmitted diseases, or areRead MoreLife of a Teenager7946 Words   |  32 PagesThe Effects of Teenage Relationships Different relationships affect teenagers in various ways. Friends impact teenagers almost the same amount as their parents. Teenagers go to their friends for help or to ask questions that they could not ask their parents about. Most of the time their friends give them good advice but then there is the down side when they put pressure on their friends to do something like to smoke, drink, and do drugs. In most cases they tell their friends how to dress and act