Pet Identification essays

Pet Identification essays Have you ever lost a pet? If you have you know that it is a long drawn out process of telephone calls to the shelter, making photocopies of fliers, and distributing the fliers around town. This may be a problem for you, but think of it on a larger scale, of all of the pets that are lost. Believe it or not, there is a huge problem today with over crowded animal shelters. As a matter of fact, the United States the rate at which lost pets are returned to their owner is only 14%. This creates a huge number of animals that are left unidentified and unclaimed. Because of the mass number of animals, the shelters have had to compensate by euthanising these animals. In fact, more than 26,000 animals where euthanized in Oklahoma City alone last year, and an estimated 20 million in America. If your not careful, your pet could be one of the 26,000 next year. Besides the overwhelming numbers of animals in the shelters due to not spaying or neutering animals, one cause is the inefficiency of the current identification system. The most common forms of identification are tags and tattoos. These methods fail though. First of all, the tags are usually held on by a flimsy aluminum ring and are attached to collars. When the dog escapes the back yard, and is running around the neighborhood it is easy to see that the tags usually fall off or the collars break while they are going through trees or under fences. Tattoos, on the other hand, are more permanent and seem like a logical solution to the plan. Unfortunately they are as inefficient though. Unlike cattle identification where the brand must be located on the back right thigh, there is no specific location where the tattoo must be located on small animals. Plus dogs and cats are much hairier, and when dirty, it is almost impossible to see their skin much less a tattoo, if they even hav e one. Therefore, tattoos are hard to see, hard to read, and even harder to recognize. Using it as a w...

From Hell Chapters 4-8 Essays

From Hell Chapters 4-8 Essays From Hell Chapters 4-8 Essay From Hell Chapters 4-8 Essay A significant portion of Chapter Four of From Hell consists of the main character, Doctor William Gull, traveling through the city of London with his driver, Netley. The journey through the city contained a lot of history that seems to be very important to Dr. Gull, like the architecture of the building; he is obsessed with how these buildings came to be and the story behind their creators. Gull’s focus in a lot of these structures associates with the history of the oppression of women. He describes to Netley how women once ruled the world and men were their subjects but eventually men revolted and have had the upper hand in society ever since. Gull is fixated on this part of history and it is essential to him that women will never have power again, which is partly why he is following the orders of the queen. He shows his obsession when he boldly states that â€Å"chaining womankind thus must be reinforced, carved deeper yet in History’s flesh, enduring ‘til the Earth’s demise†(Moore 25). This understanding of history leads him to take his journey around the city of London with Netley. Towards the end of the chapter, Gull forces his companion to connect the dots of the locations they’ve been to on his physical map. The stops on his map reveal a star, shown on page 36, which is connected to Freemasonry, the worship of nature and man and Satan. Earlier in the chapter, Gull retells the history of multiple murders in a specific building and hypothetically asks if the motive behind these murders were â€Å"a ritual act, to shape society†(29). This foreshadows the malevolent acts that will happen shortly to women because he abhors them. Readers can assume that his future actions will be evil, but his motives are to reshape society and keep the blackmailing prostitutes from destroying it. At the beginning of Chapter Five, from pages 4 to 15, both the lives of Dr. Gull and Mary â€Å"Polly† Nicholls are simultaneously shown on the same :

Philosophy of Education Essay Example | Topics and Well Written Essays - 1750 words

Philosophy of Education - Essay Example Philosophical reflection informs the manner of instructive practices as well as the point to which instruction should do so. In the republic, Plato termed education as a practice which stands exclusively necessitating direction from the most embracing as well as refined metaphysics (Blake, Smith & Standish 2006). All past and current human societies have had a vested concentration on education and most of the people have claimed that most educational activities or teaching are the second oldest occupation. Almost every society allocates adequate resources in support of educational institutions and activities as they are very important. Learning institutions are one of the agents of socialization in most societies because all children are born innumerate and illiterate. They are also normally ignorant of the cultural achievements and norms of their society or community of which they are part of. However, with the assistance of teachers, the rest of the society and educational resources, they learn to read, write, and act in ways that are culturally appropriate. Most of the people learn these skills with more education facilities than other people. Education equips people with substantive knowledge and skills that enable them to identify and pursue their own aspirations and take part in their community life as independent and full-fledged citizens. In his educational philosophy, Plato argued that a person is served best when he or she is subordinated to a just society. Plato promoted the notion that children should be removed from the care of their mothers and raised as state wards with a lot of care being taken to t ell apart children suitable to the different castes, the highest attaining most education, to ensure that they act as city guardians and care for the less fortunate (Rozema 1998). Plato further argued that education would be holistic including physical discipline, skills, facts, art and music which he took as the utmost form of undertaking. He believed that talents were not distributed genetically and thus they had to be found in any social class. There have been other philosophies of education after Plato. Freire (2002) attacked the ‘banking concept of education’. In this concept, students are viewed like an empty account that should be filled by the teachers. Freire suggested that a deep reciprocity should be inserted into people’s idea of student and teacher. He rejected the teacher –student dichotomy and encouraged the role of participants in the classroom as the student teacher (a student who teaches) and teacher student (a teacher who learns). Freire (2002) kind of classroom was at times criticized because it can disguise the authority of the teacher rather than overcome it. Freirian education philosophy has been extremely important in academic debates over participatory development and overall development. Dewey (1916) argued that the basic ineluctable birth and death facts of every member of a social group make education a necessity because in spite of this genetic inescapability, the community has to continue. The immense societal significance of education is highlighted by the fact that when people are taken aback by a predicament, it is regularly viewed as a sign of fail and teachers and the system of education become scapegoats. On the other McLaren argued that education should bring about social and self empowerment. He criticized the conventional American tradition in which schools try to establish and develop an egalitarian and democratic society, with the conventional humanities curricula informing learners about the ethical standards and human values. McLaren saw modern schools as doing precious little to encourage the Western humanist traditionist. Schools produce economic and social which has to be weighed against a real record of serving the affluent interests. This condition by McLaren has been in latest conservative developments where the curriculum and aims are geared to the worldwide economic