Learning Experiences Essay Example for Free

Learning Experiences Essay The value of education undoubtedly depends on the purpose behind it. Activities also give the child new abilities, and allow him/her to discover abilities never known to have existed before, or strengthen skills that naturally exist in any human being. When a child is born, the child learns by interacting with the world around him/her, and this is the foundation for building the child’s intellectually abilities as well as the child’s personality, emotionally and socially (Mahapatra, 2009). This paper focuses on the learning experiences that a child acquires from various activities, as dictated by the child’s age. In this study, there are 5 age groups that would be considered. The first stage is the stage of ‘younger babies, the ‘older babies,’ the ‘toddler stage,’ the ‘kindy stage,’ and the last stage, the ‘preschoolers. ’ In this paper, the researcher would like to discuss the teaching strategies to be used, including all the considerations to be involved when it comes to teaching organisation. Young babies †¢ Young babies are children whose age is categorized as babies who are of 6 months old from the time when they are born. †¢ During this stage, the baby shall learn basic activities such as learning to sit on his/her own and learning to explore the world using his/her hands. Other senses are also at play since the child is naturally curious about the world and will use his/her sense to learn. At this stage, babies tend to use their mouths as well to explore things, which is why it is important that they be given toys that are not hazardous and will not cause choking. Some toys have been specifically designed for a baby’s learning purpose and these toys are safe to be kept in the mouth. †¢ Activities that can benefit a child’s learning experience can be aided by toys. Learning resources can start with toys that can be placed in the child’s crib, such as colourful mobiles, as well as toys that can be squeezed, such as musical toys. Other toys can be toys that require the child to use his/her body muscles to push and pull, in order to stimulate the child’s grabbing and grasping skills (Henig, 2008). †¢ As a teacher, it is important that the child be given materials to encourage him/her to be aware of his/her senses, what they are for and how to use them. For instance, the child can be given a musical ball, which the child has to squeeze in order for sounds to be heard. †¢ The learning experience of the child can be evaluated by the kinds of toys that stimulates the child’s brain. For instance, the teacher or the caregiver can provide a variety of toys for the child to play with, and depending on what toy the child picks up the most, the teacher can decide what toy appeals more to the child. If the child picks up the musical toy more often, it means that the sound that the ball makes appeals to the child’s senses. Older Babies †¢ Older babies are approximately aged from 6 to 15 months. †¢ At this stage, babies are able to develop their problem solving skills as they continue learning about a variety of new objects. They are also more able to understand people, and at this stage, the child starts to constantly seek for independence, and they try to develop their own self-esteem. Toys are also more played with, since the child starts to learn how to play ‘properly. ’ For instance, when a child is given toy blocks, or toys such as Lego, the child is actually able to build ‘something’ out of these blocks. In addition to this, the child is also more curious, so providing the child with a play area complete with swings, slides and other play structures encourages active play. †¢ Activities that could be advised for a child of this stage could be providing a child with a puzzle to complete. The teacher could provide the child with a cardboard jigsaw puzzle where the child has to form the pieces together in order to make a picture. This activity helps stimulates mind activity in the child, while wooden puzzles also stimulate sensory discrimination as well as the development of the child’s eyes and hands. An environment such as a playground could give the child enough room to set up his/her own dramatic scene, along with his/her own playmates. The teacher can provide the child with materials such as costumes in order for the child to be more creative in role playing. †¢ The teacher’s responsibility at this point is just to observe the child’s activities and not to actually help the child to do the right thing. This way, the child can have more freedom to express himself/ herself. Toddlers †¢ Toddlers are aged from 15 to 36 months. †¢ At this stage, toddlers are fascinated by household objects, the different shapes of objects and their textures. It is also at this stage where the toddler’s motor skills develop at a fast rate, and this is the stage where the greatest changes in a child’s life and the child’s mind happens. Furthermore, the child is able to express himself/herself more (University of Georgia, 2007). †¢ For this stage, the teacher can coordinate an activity that allows the child to use his sense of sound better, while also developing the child’s creativity level at a faster rate. The teacher could create a fun experience for the toddler by allowing the child to use a variety of cooking utensils for the child to play with. Pots, pans, and cans can be used, and the child can be given wooden utensils so he/she can make a personalized instrument and bang the items together to make his/her own rhythm. A rhythm game can also be played where the teacher can play a certain rhythm and have the child copy it and repeat it accordingly (Tomlinson, 2008). †¢ This activity stimulates the child’s response to sounds, and the teacher can begin to teach the child new words such as ‘beat,’ or ‘drum,’ to talk about the activity itself, or the teacher can teach the child descriptive words to allow the child to express his/her feelings while performing the activity. At this stage, the teacher helps the child be more familiar with shapes, textures, smells and even taste. Kindy Stage †¢ This stage is concerned with kids who are aged approximately 36 to 52 months. †¢ This is the kindergarten stage, where the child has begun to talk, sing and dance. This is also the stage where the child is supposed to be taught how to read since the child can already understand some concepts about the world. Children at this stage may start to struggle at first with reading. Therefore it is advised that the teacher or the caregiver read to the child every day. This way, the child can begin to realize that reading is a fun activity, and the child is also able to use his/her imagination as the adult reads to him/her. †¢ Learning how to read starts with a child’s ears. An activity that a teacher can do for the child would be to read a story to the child and to ask the child questions regarding the story. For instance, after reading a story about animals, the teacher can use the help of pictures with animals on them, as well as cards containing the names of these animals. The child’s task is to attach each word card to the picture it corresponds with. †¢ This way, the child is able to be familiarize himself/herself with new vocabulary, new situations and experiences, and the child can even match what he/she learns from reading to what he/she sees, hears, touches, and taste in real life (Cooper Cooper, 2008). Preschoolers †¢ Preschoolers are from the age of 48 to 52 months old. †¢ At this stage, children can recall concepts easier, and also familiar words. They can also understand new words and new concepts better and can understand the meanings of basic words such as ‘over,’ and ‘under’ (Child Development Institute, LLC, 2008). When it comes to mathematical concepts such as addition and subtraction, there exists a pervasive relationship between a child’s understanding and the child’s procedural skills. Procedural knowledge refers to the child’s skills that are required in order to solve mathematical problems. †¢ For this stage, the teacher can do an activity by using materials such as marbles. The teacher can lay out the marbles on the ground and ask the child to count them. The teacher can then take away a number of these marbles and ask the child to count the marbles again. This way, the child can understand the meaning of subtraction, while the teacher can teach addition by adding more marbles to the pile and asking the student to count them. The teacher can first demonstrate how it is done first so that the child can easily follow. †¢ Such an activity helps the child to clearly understand the meaning of both addition and subtraction, as well as helping him/her to recite the numbers more often. This way, the child is also made familiar with more numbers. †¢ The teacher’s duty is to ensure that the child is able to count properly, as well as add properly and subtract properly. Previous stages allowed the child to have the freedom to perform in any way the child wants. At this age, however, the teacher should introduce the child to correct mathematical concepts so the child is able to retain in his/her mind such information (Geary et al. 2000) †¢ Such mathematical drills should be performed time and time again so that the child will not easily forget. The teacher can evaluate the child’s performance by repeating the exercise again and again, giving way for the child to make mistakes. For all the activities mentioned, it would help the teacher as well to use the reward system when a child performs well. This is especially advised for children who may be stubborn and require a little ‘pushing’ in order to perform accordingly or better. It must also be noted that children cannot be expected to learn quickly so the teacher must be patient and should help the child do so (Fendrich et al. 1993) References Child Development Institute, LLC. 2008. Language development in children, on January 15 2009, from http://www. childdevelopmentinfo.com/development/language_development. shtml Cooper, T. Cooper, S. (2009) Teaching reading: Part One, retrieved on January 15 2009 from http://www. teaching-children-to-read. net/ Fendrich, D. W, Healy, A Bourne, L (1993) Mental arithmetic: Training and retention of multiplication skill, Cognitive Psychology Applied, pp. 116-133. Geary, D, Hamson, C Hoard, M (2000) Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability, Journal of Experimental Child Psychology, 77, pp. 236-263. Henig, R. (Februaru 17 2008) Taking play seriously, New York Times Magazine, p. 38. Mahapatra, A. (January 11 2009) Activity leads to learning, The Hindu. Tomlinson, P. (2008) Psychological theory and pedagogical effectiveness: The learning promotion potential network, British Journal of Educational Psychology, 78, pp. 507-526. University of Georgia (2007) Learning and development: infants birth to 12 months. Better Brains for Babies, retrieved January 15, 2009 from http://www. fcs. uga. edu/bbbgeorgia/childDev_00-12. php

The God Of Small Things by Arundhati Roy Essay -- God Small Things Aru

The God Of Small Things by Arundhati Roy Before going into the theatre â€Å"to see The Sound of Music for the third time† (35), Estha â€Å"[completes] his first adult assignment† (93). He goes to the bathroom on his own, while Ammu, Baby and Rahel accompany each other to the ladies room. This little detail about going to use the restroom foreshadows another instance where Estha will be forced from being a child into manhood. Ammu tells Estha to â€Å"shut UP!!† (96) because he was singing along to the words of the movies. Instead of shutting up, he leaves the theatre on his own account, because â€Å"he couldn’t help† (96) but sing along to the words he knew. After completing his first adult assignment, his childlikeness comes out in having to sing the lyrics in â€Å"a nun’s voice† (96). He did not know that this act of immaturity, in acting his own age, he would be shoved into yet another adult assignment, something that he kept as a small thing, but ended up as a Big Thing inside him. The Orangedrink Lemondrink Man scolded Estha for â€Å"[disturbing]† (97) him with his song. As soon as he is done scolding him, his â€Å"yellow piano key† (97) teeth offered him a free drink. As Estha came, the Orangedrink Lemondrink Man already knew what he had in store for Estha. The Man asked him questions, and Estha, being a man and a child, had to answer. Where did he live? What did his family do? The Man â€Å"handed Estha his penis† (98) and made Estha masturbate him while he drank his lemon drink, and he had to, because the Man â€Å"knew where to find [him]† (104). After the Man was done with Estha, he sent him back into the theatre. Estha knew from this time that he would be love a little less if anyone knew what he had done with the Orangedrink Lemondrink Man. So he told no one. But in his head, a conversation was taking place between himself and Baron von Trapp, the father in The Sound of Music. Would von Trapp love him even though he was not white? Even though he â€Å"[blew] spit bubbles†¦[shivered] his legs†¦ held a strangers’ soo-soos?† (101). Was he still acceptable to obtain a Baba’s love? He knew that it was â€Å"out of the question. [He could not] love them† (102). No father could ever love him. They leave the theatre because Estha the child, Estha the man, is sick. When they exit the theatre, the Orangedrink Lemondrink Man smiles at Rahel and offers her candy. She goes toward him, and is... ...lowing it to be made into another myth or to be erased by the present. The time was â€Å"painted† on to the wrist-watch that was buried under the History House. When that watch was left to become one with the grass and the dirt, it captured many things. It made time stand still. It took away the desire to speak. This affected Ammu and Estha in everlasting ways. Ammu went mad before she died. Ammu treated Rahel as though she were still seven, when she was actually eleven, saying, â€Å"It was as though [she] believed that if she refused to acknowledge the passage of time, if she willed it to stand still in the lives or her twins, it would† (152). Estha changed dramatically as well. When â€Å"childhood tiptoed out† and â€Å"silence slid in like a bolt† (303), they went to where the watch was, buried with Ammu’s mind. In the ground of the History house, the time would remain at â€Å"ten to two† (121). Ten to two; two small people against ten big people. Rahel and Estha â€Å"trapped in†¦ a story† (224) against Mamachi, Baby, Chacko, Margret, Sophie, Ammu, Velutha, Kochu Maria, Pillai, and the Orangedrink Lemondrink Man. Ten. Ten to Two. Where the God of Small Things, â€Å"if he fought he couldn’t win† (207).

Oil Spill Research Essay

I. OIL SPILL Oil spill is the release of a liquid petroleum hydrocarbon into the environment, especially marine areas, due to human activity, and is a form of pollution. The term is usually applied to marine oil spills, where oil is released into the ocean or coastal waters, but spills may also occur on land. Oil spills may be due to releases of crude oil from tankers, offshore platforms, drilling rigs and wells, as well as spills of refined petroleum products (such as gasoline, diesel) and their by-products, heavier fuels used by large ships such as bunker fuel, or the spill of any oily refuse or waste oil. II. IDENTIFICATION OF THE PROBLEM Oil spills create many problems throughout the world, including the United States. The impact on the ecosystem in an area can be severe. Many plants and animals suffer or are killed within a short time after the spill occurs. Many people spend their time and money cleaning up the oil. Scientists also spend their time and the government’s money trying to find different types of technology or methods that clean up oil spills. In the Philippines, the famous Guimaras Oil Spill has affected hundreds of kilometers of coastline and threatens rich fishing grounds. The spill has polluted fishing grounds, dive spots, national marine reserve and adversely affected marine sanctuaries and mangrove reserves in three out of five municipalities in Guimaras Island and reached the shores of Iloilo and Negros Occidental, causing what is considered as the worst oil spill in the Philippines. Oily sludge and dead wildlife have been washing up on beaches, with reefs, marine reserves and the tourist industry all affected. III. CAUSES AND SOURCES OF OIL SPILLS Oil spill is a type of pollution that occurs mostly on water as well as on land and can have devastating effects on plants, animal life and environment. It occurs mainly as a result of human activity like exploration and transport of oil and is the release of oil or liquid petroleum  hydrocarbon into the aquatic environment such as oceans and coastal waters and on land. Spills may occur of crude oil from tankers, oil rigs, platforms and oil wells as well as during the transport of the refined petroleum products in vessels and tankers. Illegal waste oil dumping into oceans by organizations who do not want to invest in the cost of degrading their waste oil also contributes to increasing oil spill. Natural disasters such as hurricanes and earthquakes can also contribute to oil spills from oil rigs as well as during transport of vessels and tankers. Oil spills take place largely because there is a need and demand for oil as a source of energy. Oil is used in one way or another in our day to day activities. We use oil to fuel our cars, trucks, buses and so on as well as to heat or light up our homes. Oil is used extensively in industries to power large machinery and equipment. Oil Spills may happen for several reasons. 1. When oil tankers have equipment faults. When oil tankers break down, it may get stuck on shallow land. When the tanker is attempted to move out of shallow land, abrasion may cause a hole in the tanker that will lead to large amounts of oil being released into the oceanic bodies. However, although this form of oil spill is the most commonly known and has the highest media attention, only 2% of oil in water bodies is a result of this action. 2. From nature and human activities on land. The large majority of oil spilled is from natural seeps geological seeps from the ocean floor as well as leaks that occur when products using petroleum or various forms of oil are used on land, and the oil is washed off into water bodies. 3. Water Sports. Other causes of oil spills are spills by petroleum users of released oil. This happens when various water sports or water vehicles such as motorboats and jet skis leak fuel. 4. Drilling works carried out in sea. When drilling works carried out in the sea, the oil and petroleum used  for such activities are released into the sea, thus causing an oil spill. The most common cause of oil pollution by ships comes from what are called operational oil spills. These are caused mostly by human error or sometimes intentionally when the ship’s crew does not follow the strict regulations and break the law. At the bottom of the ship under the engines is a space called the bilge. It collects water, oil and grease. When the ship’s crew pumps out the engine room bilges, the oil is separated from the water. The waste oil is put into a special holding tank to be offloaded in the next port. The remaining water, which may have traces of oil, is pumped overboard through an oily water separator. This makes sure only the tiniest amount of permitted oil goes into the sea. The amount is so small it cannot be seen by the naked eye. If an oil slick can be seen behind a ship, it means that the ship has broken the law and has discharged more oil than is allowed. Other operational spills may happen when a ship is loading bunker oil or lubricating oil for its engines. A hose can break spilling oil. If someone is not watching the level of oil going into the ship’s tanks, the tanks could overflow. An operational oil spill can also happen after the crew of an oil tanker has cleaned the cargo tanks before loading a new cargo of crude oil. After a cargo oil tank has been cleaned with water and chemicals the oil residue will float on the wash water in the bottom of the cargo tank. This water can be siphoned off and put through an oily water separator leaving only cargo oil residue in the bottom of the cargo tank. The new crude oil cargo can be loaded on top of the remaining old cargo oil. However, sometimes the crew does the wrong thing and illegally pumps the oily waste overboard. IV. EFFECTS OF OIL SPILLS Oil spills are considered form of pollution. The effects of oil spills can have wide ranging impacts that are often portrayed by the media as long lasting environmental disaster. The effects will depend on a variety of factors including the quantity and type of oil spilled and how it interacts with the marine environment. A. Effects of Oil Spill to the Environment Oil spills may impact the environment in various ways. First, the physical smothering of organisms which is caused by oils with a high viscosity, in other words heavy oils. Smothering will affect an organism’s physical ability to continue critical functions such as respiration, feeding and thermoregulation. Second, the chemical toxicity which is a characteristic of lighter chemical components which are more bio-available is absorbed into organs, tissues and cells, and can have sub-lethal or lethal toxic effects. Third, the ecological changes which is caused by the loss of key organisms with a specific function in an ecological community. They can be replaced by different species undertaking similar functions in which case the implications for the ecosystem as a whole may not be severe. However, more detrimental is the niche in the community being replaced with organisms performing completely different functions thereby altering the ecosystem dynamics. Oil spill can somehow results to loss of shelter or habitat through oiling or clean up operations. Oil spill can prove fatal for plant, animal and human life. The substance is so toxic that it can cause massive loss of species that live in the sea. Oil spill penetrates into the plumage and fur of birds, breaks down the insulating capabilities of feather which makes them heavier, disallow them to fly and kill them via poisoning or hypothermia. B. Effects of Oil Spill on Marine and Coastal Wildlife Marine and coastal wildlife exposed to oil suffer both immediate health problems and long-term changes to their physiology and behavior. Oil can cause temporary physical harm to animals like skin irritation, altering of  the immune system, reproductive or developmental damage, liver disease and other chronic effects such as cancer and direct mortality of wildlife. Oil Spills also affect marine plants. The oil forms a thick layer on the water surface, and this layer blocks out light and prevents gaseous exchange. When this happens, not only will the plants not be able to photosynthesize, animals underneath the affected area will find that the supply of oxygen slowly diminishes, and is unable to be continuously replenished by the environment. When plants cannot photosynthesize, they eventually die, leading to a vicious effect on the food chain, ultimately affecting all animals. Oil spills can impact wildlife directly through three primary pathways, namely: ingestion, absorption and inhalation. Ingestion happens when animals swallow oil particles directly or consume prey items that have been exposed to oil. Ingestion of oil or dispersants can cause gastrointestinal irritation, ulcers, bleeding, diarrhea, and digestive complications. These complications may impair the ability of animals to digest and absorb foods, which ultimately leads to reduced health and fitness. Absorption is when animals come into direct contact with oil. Absorption of oil or dispersants through the skin can damage the liver and kidneys, cause anemia, suppress the immune system, induce reproductive failure, and in extreme cases kill an animal. Fish and sea turtle embryos may grow more slowly than normal, leading to lower hatching rates and developmental impairments Inhalation takes place when animals breathe volatile organics released from oil or from â€Å"dispersants† applied by response teams in an effort to increase the rate of degradation of the oil in seawater. This commonly occurs among those species of wildlife that need to breathe air like manatees, dolphins, whales and sea turtles. Inhalation of these harmful materials can cause respiratory inflammation, irritation, emphysema, or pneumonia. Oil spills can also have indirect effects on wildlife by causing changes in behavior, namely: changes in foraging locations, increases in foraging time and disruptions to life cycles. Changes in foraging locations or the relocation of home ranges as animals search for new sources of food. If a spill causes direct mortality to the food resources of particular species, many individuals of this species will need to relocate their foraging activities to regions unaffected by the spill. This leads to increased competition for remaining food sources in more localized areas. Increase in foraging time happens when there are increases in the amount of time animals must spend foraging. Animals may need to make longer trips to find food in unfamiliar areas and they may need to forage on less preferred food that takes more time to acquire or that is digested less efficiently. Decreases in diet diversity due to lower food availability may lead to reduced overall health. Disruptions to natural life cycles may become apparent if particular life forms are more susceptible to the effects of oil than others. Eggs, larvae and juveniles of many species are more vulnerable to harmful effects from pollutants than adults. Changes in the relative numbers of individuals from different life stages within a species may lead to shifts in habitat use patterns which cause ripple effects up and down the food chain. C. Effects of Oil Spill on Economy One of the major effects of oil spill is seen on the economy. When precious crude oil or refined petroleum is lost, it affects the amount of petroleum and gas available for use. This means that more barrels have to be imported from other countries. Then the process of cleaning the oil spill which requires a lot of financing. The workers that are brought on board to clean up the spill face tremendous  health problems later in life as well. Their medical treatment has to be paid for and becomes the responsibility of the government. Putting all the methods of recovery into place and monitoring them takes away resources from other more important works and hits the economy in subtle but powerful ways. D. Effects of Oil Spill on Tourism Industry The local tourism industry suffers a huge setback as most of the tourists stay away from such places. Dead birds, sticky oil and huge tar balls become a common sight. Due to this, various activities such as sailing, swimming, rafting, fishing, parachute gliding cannot be performed. Industries that rely on sea water to carry on their day to day activities halt their operations till It gets cleared. V. RECOMMENDATION The petroleum industry undertakes many measures to reduce the likelihood of oil spills. Proactive technology includes blowout preventers, which cut off the pump pressure in case of an accident, and increased hull strength on oil tankers. These measures help to protect both the environment and the oil companies themselves, which often lose a great deal of profit and public image in the event of a spill. A. Recommendations to Prevent Spills Caused by Human Error at Oil Handling Facilities These recommendations focus on management support for spill prevention programs, commitment of sufficient resources to such programs, and commitments to meeting or exceeding regulatory standards, using redundant safety systems, discouraging risk taking, and establishing annual performance benchmarks. Implementation of formal risk assessment and correction programs, and employee involvement, accountability, and performance incentives are also recommended. Recommendations on work hour limitations are included, as well as  recommendations for corporate programs to ensure physical competency of employees responsible for an activity which could result in an oil spill. Security system inspections are recommended, as are written emergency procedures and drilling of those procedures. B. Recommendations to Prevent Oil Spills by Boat Owners, Marinas, and Boatyards These recommendations stress regular and careful boat maintenance, knowledge of best management practices for fueling, oil changes, or overhauls, and responsible management and disposal practices for used oil and oily wastes. This section also includes recommendations that marina operators implement effective runoff controls, provide technical assistance and education for their boat owners, and develop written agreements with those boat owners committing them to implement best management practices. C. Recommendations to Prevent Spills from Tankers and Tank Barges It is recommended that employee involvement and communications are addressed, and redundant safety systems and annual performance benchmarks are recommended. Several international standards are recommended for certification of management policies and programs. Regarding watch practices, recommendations about covering standards for navigation watch, anchor watch, engineering watch and security rounds are included. D. Recommendations to Prevent Oil Spills Caused by Human Error It is recommended that a tanker or tank barge owner/operator ensure that no crew member is under the influence of alcohol or illicit drugs a coast jurisdiction’s waters, and that regular physical exams and a policy requiring notification of use of prescription medications be required. Also, tank barge tow vessel masters should maintain a record of all crew members, and should have three licensed officers or tow operators on board during  transit of coastal waters. E. Recommendations to Prevent Human Error Spills During Bunkering Operations Persons In Charge (PICs) of bunkering operations on both the receiving and delivering vessels or facilities should emphasize proper procedures and adequate communications during all phases of a bunkering operation, especially with regard to a pre-loading plan, a pre-transfer conference, voice and visual communications, emergency procedures, and safe access between vessels, or between a vessel and a facility. PICs must ensure that the duties of all personnel involved in a bunkering operation are clearly defined and that training is provided. Furthermore, it is recommend that owners and operators of vessels and facilities involved in bunkering operations within a jurisdiction’s waters be required to demonstrate compliance with these standards by making relevant documents (logs, written policies and procedures, standing orders, pre-loading plans, declaration of inspection forms, and training materials) available upon request. The creation of emergency response plans that entails oil transporters to have detailed written plans on what actions they will take if a spill occurs should always be encouraged. The Government should pay more attention to the activities of militants engaged in oil bunkering as some of the spills in the oil rich region occur due to this. In addition, Government should ensure that regulatory bodies have the authority to sanction oil companies who spill oil in the region. More and stricter laws with stiffer penalties should be passed so that oil companies are more mindful of their activities and the spills that they cause. Moreover, a shift from the dependence on oil to other sources of revenue such as agriculture will make it more likely for stricter laws and stiffer penalties for organizations guilty of oil spills to be implemented. Deterrence in oil pollution is the implementation of Republic Act 9483 or the  Oil Pollution Compensation Act which penalizes oil pollution damage and seeks to immediately compensate those who suffer from it. This is to secure the enjoyment and protection of our marine wealth. VI. BIBLIOGRAPHY The Chemistry of Oil Spills http://oilsplat.wordpress.com/about/ WiseGeek: What Causes Oil Spills, Mary McMahon http://www.wisegeek.org/what-causes-oil-spills.htm The Ships and the Marine Environment-Main Causes of Oil Pollution by Ships http://www.ausmepa.org.au/ships-and-the-marine-environment/5/causes-of-oil-pollution.htm Recommendations to Prevent Oil Spills http://www.oilspilltaskforce.org/docs/project_reports/HumanFactorRec.pdf Stopping Oil Spills: Environmental Quality/Recovery of Spilled Oil, Shivani B., Christine C., Kristen D. http://istf.ucf.edu/ISTFSites/98/98325/web1.htm Sarah Toms (15 August 2006). â€Å"Oil spill threatens Philippines†. BBC News. Retrieved 15 July 2013. http://news.bbc.co.uk/2/hi/asia-pacific/4795649.stm Holly K. Ober (May 2010). :Effects of Oil Spills on Marine and Coastal Wildlife† http://edis.ifas.ufl.edu/uw330 Understanding Oil Spills and Oil Spill Response http://www.epa.gov/osweroe1/docs/oil/edu/oilspill_book/chap5.pdf Conserve Energy Future: Oil Spill,Rinkesh Kukreja http://www.conserve-energy-future.com/effects-of-oil-spills.php Environmental Effects of Oil Spills http://www.itopf.com/knowledge-resources/documents-guides/environmental-effects/ How Oil Harms Animals and Plants in Marine Environments http://response.restoration.noaa.gov/oil-and-chemical-spills/oil-spills/how-oil-harms animals-and-plants.html

The Life Of A Slave Girl By Frederick Douglass And Harriet...

Frederick Douglass and Harriet Jacobs are both prominent influential authors of the Reform Era. Both writers, who spring forth from similar backgrounds and unimaginable situations, place a spotlight on the peculiar circumstances that surrounded the lives of the African American slaves. After reading and analyzing both Incidents in the Life of a Slave Girl, and the Narrative of the Life of Frederick Douglass; readers discover the horrifying truths that belong to the past in connection to slavery. Slavery is a cruel hand to be dealt, however, in the eyes of innocent children, it is as if they were like all other children except with a few chores. Douglass and Jacobs childhood experiences are quite similar and vary all the same. For†¦show more content†¦Like Douglass, Jacobs father was also white and her mother died when she was very young. The special thing about these two authors is that they both received some sort of education as a slave child. Jacobs received her education from her first mistress. Jacobs states, â€Å"While I was with her, she taught me to read and spell; and for this privilege, which so rarely falls to a lot of a slave, I bless her memory,† (922). She goes on to tell how she loved her mistress and how she hopes that her goodly, Christian mistress would love her enough to leave her free. Harriet learns this to be a false hope and is left to her mistress s niece. One of the unfortunate truths of slavery is that these people were seen as property like they were cattle. Many of the male slave owners would have forced relationships with their young female slaves, and this way they would have children. This occurred so often that they installed a law stating that, the child should follow the condition of the mother. Douglass was born a slave, fathered by a white man. During this time he was taught the Christian way (how ironic considering adultery is considered a sin). Religion was used as a way to keep slaves, â€Å"He that knoweth his master’s will, and doeth it not, shall be beaten with many stripes,†(1041). As a young slave Frederick witnessed many terrible things including the beating of his Aunt. He recalls the encounter between her and his master,Show MoreRelatedThe Life Of A Slave Girl By Harriet Jacobs And Frederick Douglass1618 Words   |  7 Pagesthat slaves faced, and constructs a bridge that connects the gap between t he readers to the slaves who are subjected to the endeavors and hardships as seen through autobiographies of many former slaves such as Harriet Jacobs’s and Frederick Douglass’s. Jacobs’s â€Å"Incidents in the Life of a Slave Girl† and Douglass’s â€Å"Narrative of the Life of Frederick Douglass† both illustrate great examples of the obstacles and barriers that slaves had to overcome. The protagonists in both stories, Harriet JacobsRead MoreThe Life Of Frederick Douglass And The Life Of A Slave Girl1475 Words   |  6 PagesJamiya Brooks Comparative Paper November 18, 2014 The Life of Frederick Douglass the Life of a Slave Girl The Narrative of the Life of Frederick Douglass and The Incidents in the Life of a Slave Girl are both nineteenth-century narratives about Frederick Douglass and Harriet Jacobs’s experiences born into slavery and as escaped slaves. The concept of gender makes each narrative have distinct perspectives’ of their version of what they endure during slavery and how it shapes their freedom. EvenRead MoreA Comparison Of Writings By Harriet Jacobs And Frederick Douglass1718 Words   |  7 PagesA Comparison of Writings by Harriet Jacobs and Frederick Douglass In this paper I will compare the writings of Harriet Jacobs and Frederick Douglass. I will touch on their genre, purpose, content, and style. Both authors were born into slavery. Both escaped to freedom and fought to bring an end to slavery, each in their own way. Both Jacobs and Douglass have a different purpose for their writings. Harriet Jacobs and Frederick Douglass were both slaves that wrote about their strugglesRead MoreJacobs Douglass: An Insight Into The Experience of The American Slave1019 Words   |  5 PagesThe slave narratives of the ante-bellum time period have come across numerous types of themes. Much of the work concentrates on the underlining ideas beneath the stories. In the narratives, fugitives and ex-slaves appealed to the humanity they shared with their readers during these times, men being lynched and marked all over and women being the subject of grueling rapes. The slave narrative of Frederick Douglas and Harriet Jacobs: Incidents in the Life of a Slave Girl themes come from the existenceRead MoreThe Life of A Slave Girl by Harriet A. Jacobs Essay1272 Words   |  6 PagesA slave narrative is to tell a slaves story and what they have been through. Six thousand former slaves from North America told about their lives during the 18th and 19th centuries. About 150 narratives were published as separate books or articles most slaves were born in the last years of the slave regime or during the Civil War. Some Slaves told about their experiences on plantations, in cities, and on small farms. Slave narratives are one of the only ways that peopl e today know about the wayRead MoreCompare/Contrast Douglass and Jacobs1607 Words   |  7 PagesAfrican-American Slave; A Compare and Contrast Essay of Harriet Jacobs and Frederick Douglass. The experiences, memories and treatment in any situation are viewed upon differently between a man and a woman. Obvious in the case of slavery, the two sexes were treated differently and so therefore their recollections of such events were-different. In the following short essay, we look closely at the perspective of the female slave, Harriet Jacobs in â€Å"Incidents in the Life of a Slave Girl†, and respectfullyRead MoreResponse to Harriet Jacobs and Frederick Douglass Readings1204 Words   |  5 PagesCritical Response on Harriet Jacobs and Frederick Douglass Both Douglass and Jacobs were inspirational icons for the African-Americans in American history. Their contributions to the abolition of slavery and liberalism of the African-American race in the U.S. are very notable and important too; not only for honor but also important to American literature. They both lived during the period of the Antebellum (1820 - 1865) when the abolition of slave trade was a big issue in the country. At this timeRead MoreResponse to Harriet Jacobs and Frederick Douglass Readings1192 Words   |  5 PagesCritical Response on Harriet Jacobs and Frederick Douglass Both Douglass and Jacobs were inspirational icons for the African-Americans in American history. Their contributions to the abolition of slavery and liberalism of the African-American race in the U.S. are very notable and important too; not only for honor but also important to American literature. They both lived during the period of the Antebellum (1820 - 1865) when the abolition of slave trade was a big issue in the country. At this timeRead MoreEssay on Out of the Silence1445 Words   |  6 PagesThe slave narrative genre is an important part of American history. These stories are not only portraits of individual history, but also of American history. By reading the stories of the past we can better determine the path of the future. The personal stories of Frederick Douglass and Harriet Jacobs are two excellent examples of the slave narrative genre in American literature. To be sure, bondage and oppression had a lasting and profound effect on both genders; however, men and women experiencedRead MoreFrederick Douglass Vs. Harriet Jacobs987 Words   |  4 PagesFrederick Douglass v. Harriet Jacobs â€Å"We are not Americans; we are Africans who happen to be in America. We were kidnapped and brought here against out will from Africa. We did not land on Plymouth rock--that rock landed on us (â€Å"Malcolm X†).† Slavery began when Americans brought Africans to Virginia in 1619 to complete any field work that plantation owners did not want to do themselves (History.com Staff). Slavery lasted in America for 246 years and even after, African Americans were still treated