The Impacts of Oil Spills on Marine and Terrestrial Ecosystems Essay Example for Free

The Impacts of Oil Spills on Marine and Terrestrial Ecosystems Essay Buy custom Impacts of Oil Spills on Marine and Terrestrial Ecosystems essay In this paper am going to examine the factors contributing to oil spills, and their effects on marine and terrestrial ecosystems. This addition of phytoplankton leads to depletion of oxygen levels in water, making it hard for survival of animal and plant population in the water. These oil spills do not only affect the marine system but also the chronic urban contamination and the economic loss. The oil spill has total effect on marine life despite the distance from the oil spill. The closer the oil spill is to the shoreline, the more damage it causes. The effects are also felt toward the offshore and the coastal environment. Oil spill is an accidental or intentional release of liquid petroleum hydrocarbon into the environment. The environment is onshore or offshore leading to pollution. Mostly the key pathway of oil spills is through the marine oil spills. In this pathway, oil is released into the aquatic environment. The process is through spills from tankers drilling rigs and wells. Naturally oil may enter the marine life through oil seeps. The effects of oil spills are in many cases long-term effects. The short-term effects, though, can also be disastrous. Oil spills are dependant on wind and currents for faster spreading. When oil mixes with the water, it forms a sticky substance known as mousse. This substance clings to whatever it comes into contact with since it is sticky. Some marine animals mistake it for food. Birds usually have a hard time flying after coming into contact with the mousse. The mousse makes the birds’ feather heavier, making it impossible for the bird to fly thus drowning. The bird also becomes vulnerable to predators since it cannot fly. Predators that feed on these dead birds also end up dying due to poisoning by the mousse (McCoy Salerno, 2010). The oil enters into the plumage structure of the bird and reduces the insulation capability. The bird is thus exposed to temperature fluctuations and less buoyant in water. The birds ingest the oil on the feathers, and this causes kidney damage and malfunction of the liver. A very small percent of birds exposed to oil spills survives unless there is an intervention by a human (Peter Smithson, 2002). The marine mammals that are largely affected by oil spills consists of the Seals, sea lions, polar bears, sea otters, whales, dolphins, and manatees. This is due to their adaptation main power in fur and blubber. The mammals living in a cold environment are mostly affected by hypothermia. Other effects include organ malfunction due to toxic exposure. The organ malfunction consists of interstitial emphysema gastrointestinal ulceration. The mammals encounter a lot of stress due to restriction of diet and continuous exposure to oil. Seals are highly vulnerable to oil spills since they spend much of their feeding time near the surface of the water. Fur seals are exposed to oil adhering to the fur. The adhering leads to the fur loosing insulation ability. The oil coating on fur seals results also in reduction in swimming ability and a lowered mobility of the seals on land. The seals are also affected by poisoning caused by feeding on already contaminated prey and inhalation of oil droplets. Sea otters usually spend their time on the water surface and are totally dependant on fur for isolation and float ability. The famous Exxon Valdez disaster is blamed to be the main cause of 15,000 otters, due to ingestion of oil. Polar bears depend on blubber and a thick under fur for insulation. They often groom their fur. While grooming oil contaminated fur, polar bears may swallow oil, resulting to death due to intoxication. The intoxication damages the kidney and lowers the ability to produce red blood cells in polar bears. Whales are rarely affected by oil spills as they are always on migration. Baleen whales are the only whales affected as oil stick to the whales when they are filtering their feed. They take a large amount of water in order to select their catch. A dolphin is a smooth-skinned and hairless mammal. Therefore, there is less possibility of oil sticking to their skins. In this case, the dolphins are affected by the inhalation of oil vapor. The inhalation damages the dolphins’ airways and lungs. The other minor effect is the dolphins’ eyesight and unending stress. Manatees and dugong are found in areas with warm waters; also depend on a layer of blubber for insulation. Their effect by oil spills is similar to that of the dolphins. Oil spills damages the turtle airways when they surface on top of water contaminated by oil slick. Their feed is affected also affected by oil spills and thus poisons the turtles. The areas that the turtles nest in the beaches are sandy. Oil contamination on the nesting sites leads to contamination of the eggs inhibiting proper development. Fish, one of the largest populations in the marine life ingest oil through their gills. This ingestion often leads to enlargement of the liver and reproduction capacity. In the Gulf of Mexico, there is an alarming rate at which the fish are dying due to the effect of oil spills and contamination. The death of fish is due to skin lesions, fin rot and liver blood clots in the fish surrounding the environment (Margaret Judith, 2010). The only effect on shellfish is not direct. The effect is indirect, since the affected is the person feeding on the shellfish. Shellfish exposure to oil spills leads them to acquiring an extremely unpleasant taste and makes it impossible to be eaten. The effects of oil spills on plants vary with every species of plant. The most common effect in all the species is the coating effect. This is because almost all plants depend on their leaves for production of food. The coating of oil on the leaves makes it impossible for the plant to have proper exchange of gas with the environment and production of food. This effect leads to slower growth rate of plants and in some cases quick death of the plant. Oil spills contamination leads to the death of algae and plankton. The large number of plants dying leads to excessive addition of ammonia and nitrites in the water. Conversely, levels of dissolved oxygen lower just as the pH levels. The changes in water chemical composition lead to toxicity of environment as a whole. Oil spills contribute in extremely large portion of polluting the environment. Proper measure should be put in place to avoid such mess. The measure accounts from government policies proper and self-regulatory measures per each person. This can be achieved through proper education of the society on the dangers of oil spill pollution and strict government policy to ensure that person complies. The hotel industry should also be cautious with the type of sea food that they sell. Proper Seafood Sensory Training is recommended for them to enable them detect oil in seafood. Float oil barriers should be used around the affected area, especially the ones with strong currents. Any incidence of oil spillage leads to possible death of either the marine animal or plants. Therefore, the source of this pollution should be dealt with as it may take many years to clean the effect.

Can God Love a Good Gay Guy? Essay example -- Homosexuality Religion E

Can God Love a Good Gay Guy? To begin my project, I’ll give you some of my background, so you can understand why the topic of Christianity and homosexuality is so relevant to me. I have been fortunate to be raised Christian with many family members who are regularly active within the church. We are members of the Fairland Brethren in Christ Church in Cleona. I have always felt very welcomed and loved by that Christian body, even during my younger years when I was dorky and rejected by many of my peers. I found comfort in the fact that God loved me and the congregation offered their care and support. Since then I have also realized that our congregation is one of the more open, outgoing, thoughtful, creative, and helpful in the area. Because our church is so ambitious and outgoing, I was given many opportunities to aid in events. God has given me great artistic and design talent. I have used this gift for years to give back to the church and across the community, through doing sets for church plays, decorations for banquets, signs for festivals, creating holiday displays, and designing and constructing scenery /decorations for main events, such as Vacation Bible School. I am extremely grateful to have been blessed with this wonderful background in religious beliefs. I will always continue to use them as guidance in my life and towards my path of spiritual growth. It was in sixth grade, with the onset of puberty and fluctuating hormones that I first realized I was attracted to the same sex, even then, I wasn't aware that it was an option. It simply wasn't discussed, beyond the yearly "it's-wrong/ gays go to Hell" speech given in church. I didn't choose to be gay, as a thief chooses to steal, I simply am gay, and have no ... ...Oct. 2004. <http://www.inthefaith.com/archives/00084.php> Johns, Loren L. Homosexuality and the Bible. 19 Oct. 2004. <http://hem.passagen.se/nicb/christ.htm> Leviticus 18:22 and 20:13. Gentle Shepherd Metropolitan Community Church. 21 Oct. 2004. http://www.gentleshepherdmcc.com/bible/index.php Sklar, Bill. â€Å"1 Corinthians 6:9-10, 1 Timothy 1:10.† Lesbian, Gay and Bisexual Catholic Handbook. 21 Oct. 2004. <http://www.otkenyer.hu/halsall/lgbh-cortim.html> The Random House Dictionary of the English Lanquage. New York: Random House, Inc. 1966. Robinson, B.A. What the Bible Says About Homosexuality. 19 Oct. 2004. <http://www.religioustolerance.org/hom_bibh.htm> Wink, Rev. Dr. Walter. The Bible Should Not Be Used to Condemn Homosexuality. 19 Oct. 2004. <http://hem.passagen.se/nicb/christ.htm>

Multiculturalism in Children’s Writing in the US in the 1980s

Introduction This essay will firstly give an overview of the history of multicultural children’s literature. Secondly, it will map out key theories and debates surrounding multicultural children’s literature in the United States. Thirdly the essay will analyse two books set within the Israeli-Palestinian conflict that were published in the United States in the late 1980s – The Flag Balloon and Israel Is. The essay will analyse if and how multiculturalism is presented in the text and the images and identify how the Israeli-Palestinian conflict is informed in the books. Each analysis will also assess whether the multiculturalism in the text and the images seems imposed or natural. The analysis of each book will also briefly assess whether the multiculturalism is natural or imposed in the society at the time each book was published. THE HISTORY OF MULTICUTURALISM IN CHILDREN’S LITERATURE According to Gopalakrishnan (2010), there is limited evidence and much debate as to when multicultural children’s literature began. For example, certain theorists argue that multicultural literature predates the 20th century (Norton and Norton 2003; Sims Bishop 2007). Regardless of when multicultural children’s writing was created, most theorists agree that before 1965, the number of multicultural children’s books was limited (Gopalakrishnan 2010). The year 1965 is described as the turning point for multicultural literature when a widely published article entitled ‘The All White World of Children’s Books’ (Larrick 1965) sparked a flurry of activity in the years following it. In the article, Larrick (1965) describes a survey she conducted, where she found that of 5206 books published in 1962, 1963 and 1964, only 349 or 6.7% included African American characters in their text or illustrations. After this article was published, two significant groups formed: the Council on Interracial Books for Children (in 1965/1966) and the Coretta Scott King Award, established for authors and illustrators of African American and Black descent in 1972 (Gopalakrishnan 2010). After the formation of these groups, another study similar to that of Larrick (1965) was conducted in 1979 by Jeanne Chall and her colleagues. In this survey Chall found that there was over an 100% increase in the number of children’s books that featured an African American character (14.4% of all children’s multicultural literature in the United States) (Cohen and Cowen 2008). According to Cohen and Cowan (2008) in the late 1980s and early 1990s multicultural children’s publishing experienced a spurt. Almost all major publishers increased their multicultural book lists and the number of smaller publishers specialising in multicultural books increased. This increase was due to sensitivity and growing awareness on the publisher’s part and also the need to purchase these books as the school demographics and requirements changed. Since multicultural children’s books now form a more significant part of the literary landscape, the subject has attracted a number of theorists and scholars who have developed their own theories surrounding children’s multicultural literature Banks and Banks (2001). Although theorists of multicultural children’s literature attempt to theorise and analyse a myriad of topics surrounding the subject of multicultural children’s literature, one of the main theoretical debates surrounds the question, what defines multicultural children’s literature? There are three theoretical approaches surrounding the definition of multicultural literature. The first approach is the all inclusive approach. Advocates of this approach argue that all literature should be defined as multicultural since, in their opinion, every human being is multicultural and each individual may describe their identity in a variety of ways (Shannon 1994; Schwartz 1995; Fisherman 1995). The second approach is the multiple + culture approach. This approaches argues that multicultural children’s writing is defined as books that are simply about more than one culture in a society regardless of who is the dominant group and who is the dominated (Cai 1998). Bloor’s (2010) definition of multiculturalism expands one step further from the multiple + cultures definition and describes a multicultural society as not one where multiple cultures merely exist, but one where diversity is promoted and the mosaic of cultures is celebrated and encouraged. The third approach is the exclusive approach. This approach is one where the theorists believe that children’s multicultural literature should only be defined as literature that is about populations that have experienced marginalisation and oppression. Some proponents of this approach state that multicultural children’s literature should only be defined as literature by and/or about people of colour since this form of literature gives people of colour the opportunity to have a voice. (Lindgren 1991; Harris as cited in Cai, 2002). In addition to the different approaches to defining multicultural children’s literature, Sims Bishop has provided us with a theoretical classification of multicultural books. Sims Bishop (1982, 2007) divides multicultural children’s literature into three sub groups: melting pot literature, socially conscious literature and culturally conscious literature. Melting pot books are characterised by those where aside from skin colour or a cultural definition, the story could apply to any character in the United States (Gopalakrishnan 2010). The second sub group of children’s multicultural literature is categorised as socially conscious books. According to Sims Bishop (2007), socially conscious books introduce one cultural group and its unique experiences to the mainstream to make â€Å"socially conscious† or to educate the larger group about the trials and tribulations of a unique cultural group. The main purpose of socially conscious books is â€Å"to engender empathy and sympathy [and] to promote tolerance for racial desegregation or integration† (Sims Bishop 2007: 61). Thirdly, culturally conscious books, according to Sims Bishop (1982), are those that depict the languages and cultural traditions of a group’s experiences most often from an insider’s perspective. The working definition of multiculturalism in this essay will be the second approach, the multiple + culture definition where there is more than one culture in a society regardless of who is the dominant group and the dominated. The analysis will also explore whether the books expand to Bloor’s (2010) version of multiculturalism where the mosaic of culture is encouraged and celebrated. While analysing how multiculturalism is presented in each book, Sims Bishop (1982, 2007) classification of multicultural children’s literature may be applied to the analysis. THE FLAG BALLOONHOW IS MULTICULTURALISM PRESENTED IN THE TEXT AND THE IMAGES OF THE FLAG BALLOONMulticulturalism is demonstrated immediately on the cover of this book and in the second line of text. The cover of the book has been illustrated in the colours of the Palestinian flag. Flags are a means of representing an identity, and there can only be an ‘identity’ if there is an ‘other’ (Berreby 2008). Although flags tend be representative of a country, state or nation, the second line of text in the book tells us that this flag is certainly not for a country. The narrator asserts ‘I have a flag but no country’ (Stickles and Townsley 1988: 7). The narrator continues to say ‘the soldiers who occupy my town and make all the laws say it is wrong to fly my flag’ (Stickles and Townsley 1988: 7). From this text we can deduce that these are a group of people who are a part of a country where their culture, customs and even identity may not b e accepted. Nonetheless, this text clearly demonstrates that this a society in which the law makers have different ideological beliefs to those representing the cultural minority. In summary, using Cai’s (1998) definition of multiculturalism, multiple cultures living in one society, the cover page and first page of text depicts a multicultural, albeit uncomfortable society. Multiculturalism is further demonstrated in the text, while simultaneously informing the reader about the Israeli-Palestinian. For example, the father of the narrator says he is ‘making bread for the family whose house was destroyed by the soldiers’ (Stickles and Townsley 1988: 11). We are informed that ‘the soldiers shut down the school’ (Stickles and Townsley 1988: 15) and the narrator’s brother is ‘beaten up by soldiers’ (Stickles and Townsley 1988: 15). The text is educating the reader about the trials and difficulties experienced by the Palestinians in the town. This is a clear example of Sims Bishop’s (1982, 2007) sub category of socially conscious, multicultural, children’s literature where the reader is informed of the trials and tribulations of the community (Gopalakrishnan 2010). The images of flag day further emphasise the difficulties faced by the Palestinians and encourages the reader to feel empathy and sympathy for their situation. This is a further demonstration that this book is an example of socially conscious multicultural literature. There are three images depicting how happy, joyful and cheerful the Palestinians are on flag day. Firstly, on page 23, in the square where the festivities of flag day are due to take place, each person has a smile on their face. Secondly, on page 25 there are six Palestinian men playing a series of instruments; while playing the instruments they have smiles on their faces. Thirdly, page 25 depicts five people holding Palestinian flags and smiling (Stickles and Townsley 1988). These images are sharp contrasts to the next three images, which depict the arrival and the after-effects of the opposing force. Firstly, on the image on page 26 we see three angry looking men with rifles in a car. The text informs us that these are the soldiers. Secondly, on page 27 are five soldiers carrying guns. Finally, on page 29 the image shows us the square where the festivities were taking place. All the decorations have been destroyed. In this image we see the ultimate clash of the two cultures, who live together in one society. Although inharmonious, this image demonstrates two groups living in one society (Stickles and Townsley 1988). These images fit the multiple + culture definition (Cai 1998), where two cultures live together within one society regardless of who is dominating and who is dominated. The dichotomy is emphasised further when we see the narrator of the book release her balloon bearing the Palestinian flag into the air. This image is followed by an image of a soldier attempting to shoot the balloon down. The penultimate image speaks volumes regarding the dichotomy between Israel and Palestine. The image shows four Palestinian children cheering, with a look of satisfaction on their faces that the balloon bearing the Palestinian flag is flying free. In contrast to this, the Israeli soldier is looking towards the balloon, holding his gun and frowning. The final image shows the balloon bearing the Palestinian flag flying high above the land (Stickles and Townsley 1988). In summary, multiculturalism is depicted throughout the text and images in the book however the multiculturalism found in this book is characterised by the basic definition of multiculturalism, that is multiple cultures living in one society (Cai 1998). The book does not expand to Bloor’s (2010) version of multiculturalism where the mosaic of cultures is celebrated in the society. Although, the book demonstrates the most basic definition of multiculturalism, the book does fit into Sims Bishop’s (2007) category of social and cultural consciousness, where we learn about the Israel and Palestinian conflict from one cultural perspective and where the reader is encouraged to empathise and sympathise with the narrator, her family and the town’s people.. In essence this book does demonstrate a multicultural society at its most basic level and the book does inform us, albeit from only one perspective of the Israeli-Palestinian conflict The book is effective in conveying multiple cultures living in one society since throughout the book the contrast can be seen between the Palestinians and the Israeli soldiers. DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM IMPOSED OR NATURAL The interpretation of the book by the reader is highly subjective (as demonstrated by a variety of reader-response theorists (Rosenblatt 1978; Bleich 1978) and to a large extent, the answer to this question depends on a variety of factors including the ideological beliefs of the reader and the knowledge and experiences of the reader. For these reasons, it is problematic to prescribe whether or not the multiculturalism in the text and illustrations is imposed or natural. Each reader will interpret this differently. It may be safer to look at the text and illustrations from both angles. One may argue that the images and the text of the book is imposed, forced and unnatural. After all, it is clear from the text and images as described in the examples that the Israeli soldiers do not want the Palestinians to raise the Palestinian Flag and the Palestinians do not want their territory to be occupied by the Israeli soldiers, implying that the multiculturalism is forced, unnatural and unwanted. On the other hand, one might argue that the multiculturalism presented in the text and images is natural and that regardless of the reasons behind these cultures living side by side, both groups live in the same society regardless of who is dominating and who is dominated. This argument would insist that if the reader ignores reasons or circumstance, multiculturalism is natural in the text and images. At the time the book was written, the world was protesting against the treatment of the Palestinians including people in the United States (Neff 1997), thus to these people the multiculturalism would appeared imposed. In fact, regardless of political affiliation it is doubtful that one would describe the society as a natural multicultural one since the multiculturalism was a result of war.ISRAEL ISHOW IS MULTICULTURALISM PRESENTED IN THE TEXT AND IMAGES IN ISRAEL IS From the cover page of this book, we see a striking image of multiculturalism. Three children appear to be on a Muslim prayer rug (Encyclopaedia Britannica 2008) hovering above Jerusalem. The boy is wearing a Kippah; Observant Jewish men keep their heads covered by wearing a skull cap (Kippah) (Board of deputies of British Jews 2006)) indicating that he is Jewish. The second child on the prayer rug has black braided hair in pigtails. While there is no confirmation on the cover, this girl may be Palestinian. Interestingly both the Jewish boy and the girl who may be Palestinian have taken their shoes off, indicating that the Jewish boy is showing respect for the Muslim prayer rug (Encyclopaedia Britannica 2008). There is another girl who is kneeling on the prayer rug. She has her shoes on, however her shoes are not on the prayer rug. Again could she be showing respect for the other culturesThe prayer rug is hovering in the air and in the background are scene depicts Jerusalem. We see t he Dome of the Rock which is known to be symbolic to the Jewish, Muslim and Christian faiths (Petersen 1994). In summary, the cover page surely demonstrates multiculturalism in Israel as we have three children from different cultures together on the prayer rug. This represents three cultures in one society (multiple + cultures) (Cai 1998). The image described is significant as it represents harmony between cultures when at the time (late 1980s), there were hostilities between Israelis and Palestinians (Neff 1997). The second page most definitely represents a society of multiple cultures living harmoniously together. In this illustration there a number of images that demonstrate multiculturalism. Firstly there is a Jewish woman, identified by the fact that she is wearing a Tichel; Observant orthodox married women cover their hair in public (Board of Deputies of British Jews 2006). Interestingly, she is purchasing some products from a woman that is dressed in the colours of the Palestinian flag – black, green and red. In the background there is a man wearing a Kippah but also wearing non- traditional clothes. He may represent a more liberal approach to Judaism. He and his wife (who is not wearing Tichel) are purchasing items from a man wearing traditional Arab attire. In this scene people who seem to interacting with each other are smiling with one another indicating peaceful, harmonious relations between each culture (Topek and Kahn 1988). Not only do these images depict multiple culture s living together in one society, the images are also congruent with Bloor’s (2010) definition of multiculturalism, where the mosaic is celebrated. One interesting scene demonstrating multiculturalism and the comparison between Palestine and Israel is the scene on page 6, which contains the text ‘big farms’ (Topek and Kahn 1988: 6). The farm appears to a Kibbutz demonstrated by the houses towards the left hand side of the page. What is interesting is that although this a Jewish Kibbutz, in the middle of the page there is a large chicken, illustrated in red, green and outlined in black, the colours of the Palestinian flag. The image shows the backdrop of a Jewish Kibbutz and in the foreground a chicken coloured in the Palestinian colours peacefully standing on a cow. Again this image demonstrates peaceful relations between Israel and Palestine and two cultures living together harmoniously side by side. This is Bloor’s (2010) definition of multiculturalism. In the penultimate page, there are dove (a symbol of peace (Soucek 2006)) above a group of people. From the far left is a woman without a Tichel, standing next to a man who is wearing a Kippah, but also western clothes. This family may represent a more liberal attitude to Judaism. He is standing next to a man with a beard, who is wearing a long black coat, black trousers and a black hat. His wife is also wearing a Tichel and his daughter’s skirt below her knees. This family appears to be an observant Orthodox Jewish family. Next to the more conservative Jewish family is what might be assumed to be a more liberal Palestinian family. They are happily standing next to a family who are dressed in a more traditional Palestinian outfit. The son of the more conservative Jewish family is wearing blue and white and the son of the family is also wearing blue (the colours of the Israeli flag). The Jewish boy has his arm extended to the Palestinian liberal boy indicating a desire for a pe aceful multicultural society. The different cultures together on one page fit both the definition of multiple cultures in one society (Cai 1998) and also Bloor’s (2010) definition of multiculturalism where cultures are living together harmoniously. In summary, the book Israel Is certainly demonstrates a multicultural society, both in the most basic of definitions where there are multiple cultures living together in one society and in more advanced definitions; this book also fulfils Bloor’s (2010) definition of multiculturalism where the mosaic is celebrated and encouraged. The intent of the authors seems to be to encourage peace and harmony between all cultures in Israel. The only way this book informs us of the Israeli-Palestinian conflict is its underlying insistence on peace. There are no images of war, only images of different cultures living in harmony. DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM IMPOSED OR NATURAL The answer to this question is subjective and an insider’s perspective may be very different from an outsider’s perspective. From an outsider perspective, nothing appears unnatural about the illustrations; however an individual who lived in Israel during the late 1980s may have differing opinion. For example, an individual who may have experienced hostility from another cultural group may argue that the images presented are unnatural and have been imposed by the authors. Given the events that took place in the late 1980s in Israel (the First Infatida) (Neff 1997) one may argue that the multiculturalism presented in the text is imposed and unnatural due to the hostilities between Palestinians and Israelis. Again, this is very subjective and each individual may have their own interpretation of events based on their own experience and knowledge. Bibliography Au, K. H. (1993) Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. Banks, J. A., & Banks, C. M. (2001) (Eds.). Handbook of research on multicultural education. San Francisco: Jossey-Bass. Berreby, D. (2008) Us and Them: The Science of Identity. Chicago: University of Chicago Press. Bleich, D. (1978) Subjective criticism. London: The John Hopkins University Press. . Bloor, K. (2010) The definitive guide to political ideologies. Milton Keynes: AuthorHouse BOARD OF DEPUTIES OF BRITISH JEWS. (2006) Jewish Family Life and Customs: a practical guide. Available from: http://www.bjpa.org/Publications/details.cfm?PublicationID=14876 [Accessed 11th October 2014]. Cai, M. (1998) Multiple definitions of multicultural literature: Is the debate really just â€Å"ivory tower bickering†. The New Advocate, 11(4), 311–324. Cai, M. (2002) Multicultural literature for children and young adults: Reflections on critical issues. Milton Keynes: Lightning Source. Cohen, V., and Cowen J. (2008) Literacy for Children in an Information Age: Teaching Reading, Writing, and thinking. Bedmont: Thompson Wadsworth. Encyclop?dia Britannica. (2008) Prayer Rug. [Online] Available from http://www.britannica.com/EBchecked/topic/474169/prayer-rug [Accessed 11th October 2014]. Fisherman, A. R. (1995) Finding ways in: Redefining multicultural literature. The English Journal, 84(6), 73–79. Gopalakrishnan, A. (2010) Multicultural Children’s Literature: A critical approach. California State University, Los Angeles: Sage Publications Larrick, N. (1965, September). The all white world of children’s books. The Saturday Review, 63–65, 84–85. Norton, E., & Norton, S. E. (with McClure, A.). (2003) Through the eyes of a child: An introduction to children’s literature. Upper Saddle Fiver, NJ: Merrill/Prentice Hall. Lindgren, M. V. (1991) The multicolored mirror: Cultural substance in literature for children and young adults. Fort Atkinson, Wisconsin: Highsmith. Neff D., (1997) The Intifada Erupts, Forcing Israel to Recognize Palestinians Washington Report on Middle East Affairs. December 1997, p. 81-83. Peterson, A. (1994) Dictionary of Islamic Architecture. London: Routledge Rosenblatt, L. M. (1978). The reader the text the poem: The transactional theory of the literary work. Carbondale & Edwardsville: Southern Illinois University Press. Schwartz, E. G. (1995). Crossing borders / shifting paradigms: Multiculturalism and children’s literature. Harvard Educational Review, 65(4), p. 634–651. Shannon, P. (1994). I am the canon: Finding ourselves in multiculturalism. Journal of Children’s Literature, 20(1), p 1–5. Sims Bishop, R. (1982) Shadow and substance: Afro-American experience in contemporary children’s fiction. Urbana, IL: National Council of Teachers of English. Sims Bishop, R. (2007). Free within ourselves: The development of African American children’s literature. Portsmouth, NH: Heinemann. Soucek, G. A., (2006) Doves (Complete Pet Owner’s Manual). New York: Barron’s Educational Servies Inc Stevens C. A., (1989) Turkey & Palestine: Both Middle Eastern Secular Democracies Washington Report on Middle East Affairs. March 1989, p 17. Stickles, F.C., and Townsley J. (1988) The Flag Balloon. Washington: Amer Educational Trust Topek, S. R., and Kahn, K. J. (1988) Israel Is. United States: Kar-Ben Pub

The Issue Of Adolescents With Abuse Drugs And Alcohol Are...

Module 2 Journal: The author of this book believes that adolescents who abuse drugs and alcohol are doing four things: exploring their pain, medicating their pain, revealing their pain, and getting treatment for their pain. For the teenager you followed in this reading, give your opinion on the ways in which he did each of the above. There are no right or wrong answers; just use your knowledge and experience to try to understand the motivations and mindsets of these troubled teens. Exploring His Pain: (analyze, examine, scrutinize, probe) I imagine that Tristan never had the opportunity to deal with the pain of his parents’ separation and divorce. The next thing you know, another life adjustment in the form of a strange man and†¦show more content†¦In the book it also came out that the parents drank and smoke pot in his house. So he should be concerned about whether or not they were really supporting his sobriety. All addicts, whether they drink, snort, inject or puff, abuse because they would rather feel high and foggy, than to feel the numbing pain of daily life. If we are not putting our energy into teaching our children when they are young, how to feel good on the inside, they will most certainly find a different outlet. Tristan was lucky enough to be born into a family that also had money, so he was able to buy his fun. Parenting is not an easy job. It is very hard to watch your children fail, be in pain or make lifelong mistakes. It is a fine line in letting them learn about the nega tive consequences of their behavior. When your child gets warning after warning, children grow up unable to create that inner voice telling them not to do something. The problem with this thinking is that we are all different, and typically students with ADHD struggle with executive functioning to begin with! It is important that we find the balance with letting them experience their actions and protecting them. This gets harder to do as they get older. A teen can always use additional support and guidance in this area.Show MoreRelatedEssay about Child and Adolescent Development2755 Words   |  12 PagesChild and Adolescent Development PSY 104 6/26/2011 Introduction From birth through adolescence, a significant amount of developmental changes occur. Children grow and develop physically, cognitively and emotionally. Each individual aspect of development has an effect on the child as a whole. If a child struggles developmentally in any of the areas (physically, emotionally or cognitively), it can affect one of the other areas of development as well. 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