Pregnancy and Humans in Space

Pregnancy and Humans in Space No matter where they live, many people eventually end up having kids, even in some of the most out-of-the-way spots on the planet. But, will they be able to live and work in space and have children? Or on the Moon? Or on Mars? Humans being humans, they will very likely try. Whether they succeed or not depends on a lot of factors. One vision of Mars habitats that will provide shelter for astronauts as they learn to explore the planet. Eventually, they could be raising families on the Red Planet, in more extensive habitats that may well be underground. What will those children be like?. NASA As humans prepare for a future off Earth, mission planners are finding answers to a number of questions about long-term space residency. One of the most perplexing is Can women get pregnant in space? Its a fair one to ask since the future of humans in space depends on our ability to reproduce out there. Is Pregnancy Possible in Space? The technical answer to that question is: yes, its possible to become pregnant in space. Theres nothing known about being in space that would prevent egg and sperm from uniting to make a baby. Of course, a woman and her partner need to be able to actually have  sex in space  in order to for those cells to get together in the first place. Additionally,  both she and her partner must  be fertile. Cycles infertility can be checked, and the mom and dad could then choose the right time to make that space baby. However, theres more required than doing the deed. It turns out there are significant other hurdles that stand in the way of having what it takes to make a baby and then  remaining pregnant once fertilization takes place. Barriers to Child-bearing in Space The primary problems with becoming and remaining pregnant in space are radiation and low-gravity environments. Its important to understand both.  Ã‚   The Moon has practically no atmosphere and no way to filter out harmful radiation. Humans living there would face some radiation danger from solar particles and cosmic rays. This could have a profound effect on a couples ability to start a family.   NASA Radiation can affect a mans sperm count, rendering him infertile, possibly permanently. It can also harm a developing fetus. Radiation hazards exist here on Earth, too, as anyone who has taken a medical x-ray or who works in a high-radiation environment knows. Its why both men and women are usually supplied with protective aprons when they get x-rays or other diagnostic work. The idea is to keep stray radiation from interfering with egg and sperm production. Once an embryo is created, its subject to the same radiation dangers as the mother. Conditions that Could Interfere with Pregnancy Lets say that conception happens after a couple gets together on the space station or during a trip to Mars or even after they land on the Red Planet. The radiation environment in space (or on Mars) is severe enough that it would prevent cells in the fetus from replicating. Thus, no baby would be brought to term.   Mars has a thicker atmosphere than the Moon, but it still is not enough to shield humans from radiation. This is another place where humans could face difficulties conceiving and birthing children. Credit:NASA/JPL-Caltech/MSSS In addition to the high radiation, astronauts live and work in very low-gravity environments. The exact effects are still being studied in detail on lab animals (such as rats). However, its very clear that a gravity environment is needed for proper bone development and growth. When astronaut Scott Kelly (and others) spent long periods on the International Space Station,  they showed significant changes in their health. Similar issues could affect a developing fetus. Such atrophy is why astronauts have to exercise in space regularly in order to prevent muscle atrophy and loss of bone mass. A growing embryo or fetus could be permanently altered, right down to the DNA. Solutions to the Radiation Problem Clearly, if people are to venture out into space on a more permanent basis (like extended trips to Mars) radiation hazards need to be minimized, not just for the adults but for any possible children born on the trips.  But how to do that? Astronauts taking extended trips into space will be on ships that are likely not to provide the heaviest radiation shielding. Once they get to Mars, for example, theyll be subjected to a lot of radiation on the surface that is not stopped by the thin atmosphere. Also, the lower gravity on Mars (and on the Moon, for those who migrate there), will be an issue.   The Orion crew capsule (shown here in water recovery testing) is a typical crew-carrying spacecraft that is shielded to protect astronauts from most radiation. Special precautions and materials must be used to protect crew members. Future spacecraft will need similar protective environments. NASA   So if permanent residencies are ever going to exist on Mars or the Moon, like those proposed by Dr. Mae Jemison for the  Hundred-year Starship, then better shielding technology would have to be developed. Since NASA is already thinking of solutions to these problems, its likely that radiation will cease to become as big a threat as it is now. Overcoming the Gravity Problem The problem of a lower gravity environment may be more difficult to overcome if humans are to successfully reproduce in space. Life in low gravity affects a number of body systems, including muscular development and eyesight. So, it may be necessary to supply an artificial gravity environment in space to mimic what humans evolved to expect here on Earth. The good news is there are some spacecraft designs in the pipeline, like the Nautilus-X, that employ artificial gravity designs. These use centrifuges that would allow for at least a partial gravity environment on part of the ship. Anyone who has ridden a ride such as the Mission Space experience at Disney Worlds EPCOT center has felt the gravitational effects that a centrifuge can supply.   The problem with such designs is that they cant yet replicate a full gravity environment, and even then occupants would be constrained to one part of the ship located in the centrifuge. This would be difficult to manage. Further exacerbating the problem is fact that the spacecraft needs to land. So what do people do once on the ground in a low-gravity environment on a place like Mars? The Future in Space: No Kids in Space Yet Ultimately, the long-term solution to the problem is the development of anti-gravity technology. Such devices are still a long way off. However, if spaceship technology could somehow manipulate gravity then it would create an environment where a woman could carry a fetus to term. Until that is a possibility, humans going to space currently are very likely using birth control to prevent stillbirths and miscarriages. If they are having sex, its a well-kept secret. But there have been no known pregnancies in space.   Nonetheless, humans will have to face a future that includes space-born and Mars- or Moon-born children. These people will be perfectly adapted to their homes, and oddly enough- the Earth environment will be alien to them. It will certainly be a very brave and interesting new period in human history!   Edited and updated by Carolyn Collins Petersen.

Culture Analysis paper Essay Example | Topics and Well Written Essays - 1000 words

Culture Analysis paper - Essay Example Moreover, Bollywood has been considered audience-oriented, though they have more emphasis on generating wealth. Bollywood is a term that is also applied in description of a physical location with certain characteristics, which are common among the other films produced in the same region Ganti (2). In this case, these characteristics comprises of song and dance, melodrama, emphasising on stars and spectacle, values of lavish production (Ginta, 3). Moreover, there are other theatrical variables integrated in the filmmaking such as sublimating and romanticism. Bollywood differs from Nollywood, which is a term derived from Hollywood, and it is a generic name for the firm industry in Nigeria. One of the similarities between these generic is that their name were derived from the term Hollywood. However, these industries have different global attention, which differs in terms of the effort made to create their distinct film tradition. For instance, Bollywood has achieved a more prolific and legendary attention from different parts of the world compared to Nollywood. On the other hand, Nollywood experiences government intervention through contribution to provide a favourable environment for film making industry. However, Bollywood is run by private sector through their efforts to fund and offer dominant producers and marketers. Nevertheless, Nigerian film industry has been perceived as a cultural product by other nations, though unlike Bollywood they experience indifferences of the government towards their industry. For instance, Nollywood fac es problems of being denied a status of foreign exchange cultural currency that can enhance their industry. Indian cinema has a long and wealthy history, some of which is common to Western audiences (Ginta, 2004). Similarly, American moviegoers are increasing but still have inadequate exposure to different forms of Indian films. Asian films hinters developmental

Women's studies - Gender, Culture and Technology Essay

Women's studies - Gender, Culture and Technology - Essay Example Sex stereotypes are defined as â€Å"socially shared beliefs that certain qualities can be assigned to individuals, based on their membership in the female or male half of the human race† (Lips, 1993, pp. 2). The individual tends to conform to the roles defined or constructed by the society. Individuals are so influenced by the socially specified categories that they tend to organize themselves according to these categories. A woman speaks in one way when she is speaking to another woman, and in a different way when she is speaking to a man. She may behave differently when she is working with a group of men than when she is working with a group of females. This is because the woman has learnt through modeling, practice and reinforcement, to behave differently in situations that differ only in relation to the gender of the partner or the group. Her role vis-à  -vis to the gender she is interacting with has already been prescribed and defined by society. Bohan (1993, pp.6) suggests that the differences between boys and girls and men and women can be explained by two different perspectives – Essentialism and Constructionism. Essentialism locates the origin of the gender qualities within the individual whereas Constructionism locates these gender qualities outside the individual as a component of the acts and actions of the individualism. Gender is therefore made external to the self. It is not intrinsic. It is only in what the actions of the individual. Gender qualities, from this perspective, are not intrinsic characteristics based on biological sex. Bohan argues that gender is not something that the individual possesses but something that the individual does. Essentialism on the other hand locates gender within the individual as intrinsic. The constructionist perspective actually locates gender in the social realm. It defines gender in terms of ‘doing’. West and Zimmerman (1993, pp. 380) define gender itself as â€Å"a routine, methodical and

Book Report on Pigeons at Daybreak Essay Example for Free

Book Report on Pigeons at Daybreak Essay The story entitled â€Å"Pigeons at Daybreak† by Anita Desai of India is a representation of love and acceptance. Mr. Basu is the man who is unable to perform his task on his own because of the different illnesses that developed into his body. Otima, the wife of Mr. Basu has the selfless love towards him. She takes care of her husband despite of all the problems and complications that emerged in their situation. Otima used to read the newspaper for Mr. Basu. Because Mr. Basu could not able to read the newspaper due to poor eyesight, Otima produced deeper patience and love for her husband.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the time when their house had no electricity due to electric problems, the two went to the terrace and decided to stay there until the electricity comes back but when the electricity went back, Mr. Basu refused to go back inside the house for it was the time of preparation of leaving. Mr. Basu accepted the fact that his life will soon vanish and become part of heaven. The pigeons in the terrace where Mr. Basu died symbolize his spirit and his journey in the next life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The story is simple yet attackable. Its tragic situation brought life to the whole story. Then, with a swirl and flutter of feathers, a flock of pigeons hurtled upwards and spread out against the dome of the sky – opalescent, sunlit, like small pearls (Desai 228). This ending part of the story compressed the entire claim of the story. It means that the ending of the story signifies life as its wondrous creation but soon will end because every one of us will leave the world in beauty and a new journey will begin. Reference Desai, A. (date). Pigeons at Daybreak. pp.220-228

Placing English Language Learners in Special Education Essay -- ELLs a

When do English language learners need to be placed in special education? In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabil ities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability. First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language. Eve... ..., K., Milczarski, E., & Raby, C. (2011). The Assessment of English Language Learners with Learning Disabilities: Issues, Concerns, and Implications. Education, 131(4), 732-739. Kapantzoglou, M., Restrepo, M., & Thompson, M. S. (2012). Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. Language, Speech & Hearing Services In Schools, 43(1), 81-96. doi:10.1044/0161-1461(2011/10-0095) Wagner, R. K., Francis, D. J., & Morris, R. D. (2005). Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 20(1), 6-15. doi:10.1111/j.1540-5826.2005.00115.x Sullivan, A. L. (2011). Disproportionality in Special Education Identification and Placement of English Language Learners. Exceptional Children, 77(3), 317-334.

Ethical statement Essay

In this end of module assignment I have adhered to the E100 ethical guidance by ensuring that I have changed all names including children, parents and colleagues. I have gained signed permission from parents to say that for the purpose of my study I can observe selected children. I can confirm that I have only used material drawn from the setting identified within the employer permission agreement form. Introduction In my end of module assignment I will be discussing how I as a practitioner have developed throughout the E100 module. I will also be reviewing parts of my learning while studying towards an early year’s degree with The Open University. My assignment will include areas in which I have developed within my role including examples of how I have changed my practice due to things that I have learnt over the past year. In order to structure my assignment I will include the first paragraph which will be an insight into why I chose to study the E100 module then I will be using the chapter titles from study topic 18 as sub headings, they will be as follows – section one ‘Reflective practice’ then section two ‘A community of practice’ then section three ‘enquiry based leadership and development’ and finally section four ‘planning professional leadership and development’. In each of these sections I will discuss how the study top ics and course materials have helped me develop my own practice. Also as an appendix to my assignment I will include a Professional Development Plan and will discuss links between my development over the last year and the E100 course materials. I currently work in a setting that has children between the age of three months and five years. At the moment I am working with the pre –school age range, there are currently 35 children registered into the pre-school, but we only have a maximum of 24 children per day and a team of three practitioners one of which is a qualified teacher. E100 The Early Years: Developing practice The E100 module was a good choice for me to begin my study with the Open University. I decided to undertake the Honours degree in Early Years Care to develop my understanding of the way in which children learn and develop and also to develop my own practice and gain new insights into the everyday care  of children and young people. Reflective practice The term reflective practice is commonly used with in Early Years settings and involves critically analyzing actions in the aim to improve professional practice. When reflecting on practice it is important to identify good and bad practice that can then be used to develop strengths and weaknesses and areas in need of development. In study topic one regarding ‘roles and responsibilities and reflecting on practice’ it says â€Å"We live and work in a time of rapid change in terms of how childhood is thought of and experienced† (Miller L., Devereux J and Callan S pg 18) When working within the early year’s sector it is important that you are able to deal with change in a positive way. During this past year while studying the E100 module I have had to change the ways in I work on many occasions partly due to my position in the setting and partly because of what I have learnt and how I have developed. A good example of this is when studying for and completing TM A 02 about attachment theory I discovered that while children develop they succeed at things more when they feel the support from their key person. After completing this TMA I decided to do some research into the work of Mary Ainsworth and John Bowlby, following my research I thought of a way in which I could improve the way in which my settings key person scheme works. I suggested that when working as three members of staff with the maximum capacity of 24 children, we should try as close as we can to have our key children with us for example when completing a craft activity myself and my group of key children could complete the activity then leave it set up for the next practitioner and their key children to complete it and so on. This works well now in my setting as the children feel secure with their key person and have a good understanding of what they will be doing that day and when. It has had a positive reaction on the children’s behaviour as the day flows more smoothly and they have a routine in place, the children also know that if they are unsure of anything they can ask their key person as they will be the one running the activities for them. Peter Moss in reader two chapter eighteen says â€Å"The education and continuous professional development of this reflective and democratic professional involves deepening understanding of t hese values and learning how to give expression to them in every day practice† (Moss P 2008) This is very important and is a  skill that I think I have gained throughout the E100 module. I now feel that I can reflect on my practice good or bad and develop ways in which I can improve myself and the setting I work in. A community of practice A community of practice is a term used to describe a group/sector of people that work together at one profession but often in many different ways. It is important that when working in Early Years care that the team of professionals can work together in order to provide good quality care for all the children. A good team is able to understand that they can gain knowledge and understanding by listening to opinions and experiences of other practitioners. It is through the process of sharing information that a team will bond and work together well. In study topic eighteen it says â€Å"As a community of practice evolves, its function is to reflect collaboratively and develop shared approaches† (Craft A., Reed M., Jones C., Goodliff G and Callan C 2012 pg 153) This links into the work I completed during study topic two and while completing TMA 01 ‘The influence of policy in my early years setting’. While studying study topic two I learnt that in order for the children to develop to their full potential there must be team that works really well together to provide high quality childcare. This suggests that there must be structure such as daily routine and weekly planning sheets. From studying this module I and the team in pre-school have held meetings to devise ways in which we can improve the current planning provision. I came up with the idea of structuring the planning in a simple way to ensure that all practitioners understand what they have to do that week. In reader two chapter nineteen developed by Alice Paige-Smith and Anna Craft it says â€Å"In becoming who we are as practitioners then, we build on layer upon layer of experience – our own and that of others generated by working with various communities† (Paige – Smith A and Craft A 2008 pg 192 (a) I feel that this statement is very much true as it is important to bring to your setting experiences and opinions you have gained from past encounters. This links again into the work I did around attachment theory and how children feel about people in the lives and things they have experienced. In reader two chapter 19 ‘Reflection and developing a community of practice’ it says â€Å"Professionals who work with young children in England are required to fulfil a range of policy based expectations within their  provisions, relating to curriculum, assessment and access to learning opportunities† ( Paige-Smith A and Craft A 2008 pg 194 (b) This state ment is very much true but in my opinion there is too much planning and paperwork to be done within settings. I feel that more time should be spent with the children to ensure that they are really enjoying their early learning experiences. While reading chapter 24 of reader one I came across points made by Vicky Hurst and Jenefer Joseph regarding ‘Parents and Practitioners’ they say that â€Å"Contacts with the home should be seen as part of the curriculum, and a part of the practitioner’s responsibility to provide for children’s learning in ways which suit them† (Hurst V Joseph J pg 264 1998) I fully agree with this statement and have recently held mini meetings with the parents of my key children to discover where they as the parents feel that their children are in their development progress and explain if I feel differently to their opinions or have any concerns. Mainly I used this time to interact with the parents on a more in formal level in order to build good relationships and enable them to understand that they can approach me about any concerns they may have regarding their Childs development process. This then led the other practitioners to follow my lead and arrange meetings for themselves with their key children’s parents this made me feel very proud as they had taken my idea and used it for themselves in order to better the provision of the setting and gain better understanding of the children in their care. When working as a community of practice it is essential that all members of the team are aware of their position, roles and responsibilities. The setting should run like a well oiled machine. In reader one chapter 4 it says â€Å"Each team member needs the confidence of understanding where the pieces of the jigsaw fit† (Read M Rees M pg 50 2000 (a) This is very significant when working with the team in pre-school a t my setting we are all fully aware of our responsibilities and these are regularly reviewed to ensure that they are still relevant so that the members of the team don’t become stuck in their ways and not change their thinking as children develop. Enquiry based leadership and development The word leader or leadership basically is how one person or an organisation like a nursery setting can aid others in the accomplishment of tasks or could also mean someone who people follow or the person a team look to. A  few examples of this are the room leaders of settings that manage the day to day planning and over see the running and routines. When working in childcare it is important to have leadership skills because as practitioners we are leading children into school life and ensuring that they are as fully prepared as they can be. While studying this module I have developed immensely and now understand more about the different sectors of childcare for example nannies, childminders and more information about settings. While reading chapter twenty four of reader two I learnt that leadership is really important when running an early years setting. In the chapter it says â€Å"Practitioners need support if they are to preserve in changing their practice† (Anning A Edw ards A 2006 pg 236) I believe this statement to be true as a practitioner I have witnessed that if you work within a supportive network you’re more likely to succeed along your chosen career path. There are many skills involved in being a good practitioner, using study topic 18 I have picked out a few that relate myself ; Lead by example – this is very important when working with children as well as other adults, children are likely to model behaviour they see while in the setting so it is a must that I act professionally and use correct language at all times. Admit mistakes – if I have made a mistake or even completed a task that I felt didn’t go very well, I always reflect on the situation and think of ways to develop it. We have staff observations that other practitioners complete if they see good or bad practice that we then reflect on in the next staff appraisal. Effectively transfer information about children and families – I feel I am really good at building relationships with the children their parents and other practitioners. Communication is a big part of everyday practice and being able to communicate is a valuable skill. These are just a few examples but there are many more skills that define a person as a good practitioner. In chapter four of reader one regarding ‘Working in teams in early years settings’ it says â€Å"Successful team work requires a group of individuals to share the daily working experience in a positive and proactive manner.†(Read M Rees M 2000 pg 47 (b) It is essenti al to be part of a good team that can tackle any situation and work together effectively. I recently started in my current setting and fitted in quickly within the team; I felt welcomed and was told my roles and responsibilities in a clear simple way. Now I’m settled in and the team feels like a little family. I have really developed  a clear understanding of what I need to do on a daily basis and often act as room leader when she is on holiday or sick etc I feel that I am very good at stepping up to the plate and taking charge. An example of this would be on a week where I was acting as the room lead a new apprentice started working with us I remembered how I felt on my first day and the things the team did to welcome me and then made sure that the apprentice felt the same way. I also ensured that the children felt safe around the new apprentice and that they all new why she was there and her name. In chapter four is a quote I feel fits well into the subject of inclusion within a team, â€Å"Each team member needs the confidence of the understanding where the pieces of the jigsaw fit.†(Read M and Rees M 2000 pg 50 (c) A team will work more effectively if everyone knows what they have to do. Planning professional leadership and development In this last paragraph I am going to discuss my PDP (professional development plan) and how the E100 module has helped me towards reaching the goals of my PDP I will also discuss what attributes I feel make a good professional leader. Within my PDP I have stated that I would like to eventually open up my very own preschool after studying this module I have learnt a lot about what needs to be done to do this and researched more towards actually completing this goal. There are many different attributes that I feel make a good leader a few of which are; Enthusiasm – a good leader is very enthusiastic about their job and the role as a leader. Committed to excellence – a good leader is all about excellence, being second best should not be an option. Confident – a good leader should be confident within their role and encourage confidence from other team members. In study topic eighteen it says, â€Å"Leadership – the capacity to motivate and encourage others, for example to access training or implement a new way of working and to take on responsibility.† (Craft A., Reed M., Jones C., Goodliff G and Callan C 2012 pg 168 2012) When trying to improve yourself and further your career it is important to be able to give yourself short, medium and long term goals in my professional development plan I have included that eventually I would like to open up my own pre – school setting in which I plan to have a good  strong team that is professional and fully focused on the children and helping them reach their full potential. To full fill my dream I am going to have to work hard to complete the rest of my degree and use the new knowledge and understanding I gain to start my business with the childcare sector. Conclusion In conclusion I feel that my development while studying the E100 module has come on in leaps and bounds. Through studying with The Open University I feel I have gained a lot more confidence towards working with children and their families and building strong relationships. It has helped me develop my understanding of the profession and made me want to further my knowledge and develop my career goal of owning a pre-school. I look forward to beginning the next year of study with The Open University which will be the E105 module. This module has enabled me to reflect on my practice not only the good aspects but also things that I have done not so well being able to do this has made me feel a lot more professional in my role and has given me the confidence to apply for more supervisory roles within my community. Completing this EMA has influenced me greatly towards enrolling for future courses and developing my skills. Over the summer break I intend to complete online training courses to progress my own skills and knowledge. References Anning a Edwards A. (2006) ‘Creating contexts for professional development’ Miller L., Cable C and Goodliff G. ‘Supporting children’s learning in the early years’ 2nd Edition. Oxon David Fulton/Milton Keynes the Open University. Craft A., Reed M., Jones C., Goodliff G. And Callan S. (2012) ‘study topic eighteen Professional learning, leadership and development’ E100 the Early Years: Developing practice, Milton Keynes the Open University. Hurst V and Joseph J (1998) ‘Parents and practitioners, sharing education’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. Miller L., Devereux J. & Callan S. (2012) ‘study topic one Roles and Responsibilities’’ E100 The Early Years: Developing practice, Milton Keynes The Open University. Moss P (2008) ‘The democratic and reflective professional’ Miller L., Cable C. And Goodliff G. ‘Supporting children’s learning in the early years’ 2nd Edition. Oxon David Fulton/ Milton Keynes The Open University. Paige-Smith A and Craft A. (2008) ‘Reflection and developing a community of practice’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) Paige-Smith A and Craft A. (2008) ‘Reflection and developing a community of practice’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University.(b) Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) page 50 Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Mil ton Keynes The Open University. (b) page 47 Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (c) Page 50

Hate Crimes - 1581 Words

Recent data has shown an increase in the number of hate crimes being committed within the United States. Hate groups also are mobilizing. This poses a problem for Americans. The Southern Poverty Law Center provides a solution for this by monitoring hate groups and gathering information about them. To continue doing this, they need donations to keep operating but multiple barriers exist for individuals to contribute funds. Increase in hate crimes, mobilization of hate groups Hate groups, and hate crimes associated with their ideologies, are a major problem facing Americans. This is evident when observing the increasing number of hate groups becoming radicalized in recent years. For example, hate crimes in major metropolitan areas such as†¦show more content†¦In contrast, similar events taking place in 2016 only had turnouts of 500 people or less. The â€Å"Unite the Right† rally is an example of how hate groups are evolving. Not only did they work together but they managed to mobilize many of their members to participate in this event. This would show that new circumstances exist, mobilizing hate groups. Gathering data and information The Southern Poverty Law Center (SPLC) tracks hate groups, gathering information about them to provide to the public, media, and law enforcement (â€Å"Fighting Hate†, n.d.). While the SPLC’s actions do not directly reduce hate groups and hate crimes, the information and data they provide to other organizations, such as the Federal Bureau of Investigation (FBI), is vital in solving the problem of hate. The services that the SPLC provides costs roughly $46 million a year (Southern Poverty Law Center, 2016) of which 98% of the funding comes from public support and nothing from the government. A bulk of the public support comes from donations of less than $100 from individual contributors. Thus by making a small donation to the SPLC, people can help fight hate groups and hate crimes in America. Fixing a complex problem like hate groups requires understanding of the problem. Regarding terrorism for example, Caryl writes â€Å"In order to defe at the terrorists, we have no choice but toShow MoreRelatedHate Crime : Hate Crimes1454 Words   |  6 PagesHate Crimes Hate crimes, two small words with a very big meaning. Hate crimes are happening everywhere, some hit the news, some go into newspapers and others don’t even make it to the point of any social awareness at all. Hate crimes are a targeted attack, one that should not be taken lightly. While hate crime laws infringe on free speech rights, acts of hate should be criminalized because groups of hate crimes have had a huge impact on social behavior for a long period of time, hate crimes victimizeRead MoreHate Crimes Essay1417 Words   |  6 PagesCrimes I. Intro-What is a hate crime . A hate crime is when a person intentionally selects a victim because of the race, color, religion, national origin, ethnicity, gender or sexual orientation. A person who commits a hate crime can come from any background and be any race. The term hate crime is meant to differentiate criminal behavior that is caused by prejudice from behavior that is motivated by greed jealously, anger, politics and like. Hate groups differ from one another in terms of membershipRead MoreThe Issue Of Hate Crimes2025 Words   |  9 Pagesfacing in the world are hate crimes. Despite this being a major issues, there appears to be no solution in sight to put a stop to hate crimes. For this paper I chose to focus on hate crimes I can gain more knowledge about this topic and because it s something that I have personally experienced. Throughout U.S. history, a significant proportion of all murders, assaults, and acts of vandalism have been fueled by hatred. As Native Americans have been described as the f irst hate crime victims, members ofRead MoreEssay on hate crimes661 Words   |  3 Pages Defining Hate Crimes Hate crimes has become an increasing problem here in the united states ranging from racial hatred to gender discrimination but what are hate crimes? According to Dr. Jack McDevitt, a criminologist at Northeastern University in Boston Hate crimes are message crimes, Hate crimes are defined as crimes that are violent act against people, property, or organizations because of the group to which they belong or identify with. The coined term â€Å"hate crimes† was first used No matterRead MoreHate Crimes Essay936 Words   |  4 Pagesare the roots of the violence/hate crimes today in our contemporary society? What can we do to reduce them? Explain. The world is full of HATE. What is this word? What makes someone HATE someone else enough to kill or harm another human being? Hate crimes are criminal actions intended to harm or intimidate people because of their race, ethnicity, sexual orientation, religion, or other minority group status. They are also referred to as bias crimes. Hate crimes have been going on in the worldRead MoreHate Crimes Laws And Hate Crime1543 Words   |  7 PagesHate Crimes What is a hate crime? Although the definition can vary based on what groups are included (Cogan, 2006, p. 174) the simplest definition would be, violence against a person or group of people based on their gender, ethnicity, sexual orientation, religion, race or disability (Burgess, Regehr, Roberts, 2013). Hate Crimes do not just effect the victim but also the community. Those who become victims of hate crime are not chosen at random, it is because of the group they identify with orRead MoreEssay on Hate Crime Analysis1420 Words   |  6 PagesHate Crime Analysis Kim Hull CJA/540 Criminological Theory October 13, 2011 Facilitator David Mailloux CERTIFICATE OF ORIGINALITY I  certify that  the attached  paper is my original work. I am familiar with, and acknowledge my responsibilities which are part of, the University of Phoenix Student Code of Academic Integrity. I affirm that any section of the paper which has been submitted previously is attributed and cited as such, and that this paper has not been submitted by anyone else.  I haveRead MoreHate Crimes, By Nelson Mandela1393 Words   |  6 PagesHate crimes consist of actions done against individuals or groups of people as a result of prejudice attitudes. These prejudices are based on race, religion, ethnicity or sexual orientation. Some crimes even go so far as to display actions against gender or physical and mental abilities (McDevitt, J., Levin, J., Bennett, S, 2002). As Nelson Mandela stated, a hateful attitude against others must be learned (Brainz, n.d.). Hate crimes are a learned attitude of prejudice against others because ofRead MoreThe Crime Of Hate Crimes1607 Words   |  7 P agesHate crimes are very common in today’s society, they can range from various ethnicities and orientations as well as the severity of the crime committed. A hate crime is defined as â€Å"the violence of intolerance and bigotry, intended to hurt and intimidate someone because of their race, ethnicity, national origin, religious, sexual orientation, or disability. The purveyors of hate use explosives, arson, weapons, vandalism, physical violence, and verbal threats of violence to instill fear in their victimsRead MoreReligion and Hate Crimes Essay2507 Words   |  11 PagesIn 2007, according to the Federal Bureau Investigation of the Nation’s law enforcement agencies â€Å"there were 9,535 victims of hate crimes; of these victims17.1 percent were victimized because of a bias against a religious belief which totaled to be 1,628 victims of an anti-religious hate crime† (1). Almost ten thousand people were victims of hate crimes alone in 2007. That is something to be alarmed about because part of living in the U.S.A as minority is to have freedom to do and be anything you