Through A Narrow Chink An Ethical Dilemma Essay Example For Students

Through A Narrow Chink: An Ethical Dilemma Essay Through A Narrow Chink: An Ethical Dilemma Essay by Pablo Baez Chemistry 104 Prof. Holme In 1951 Carl Djerassi, with the Mexican pharmaceutical company Syntex, developed the first oral contraceptive by synthesizing and altering the natural hormone Progesterone into a superpotent, highly effective oral progestational hormone called norethindrone. Admittedly, the dynamics and importance of this find were astounding, since before this the only means of contraception was abortion, and even that was not legalized at the time. The race to produce this synthetic agent was highly competitive, being sought after by many pharmaceuticals throughout the world, and for a small fledgling company in Mexico of all places to find it first only added to the excitement of the achievement. Yet aside from all this excitement and competitive fervor something great and disturbing was being bypassed. We will write a custom essay on Through A Narrow Chink: An Ethical Dilemma specifically for you for only $16.38 $13.9/page Order now Science, in my view had done something great without looking into the possibilities of where this would lead. I believe Djerassi, similar to most scientists of his day, was so entranced by the excitement of synthesizing his product and achieving his goal that he did not stop to think of the ramifications of his accomplishment. The ethical dilemma was not explored before hand, and this to me is the great tragedy of most scientific discovery, since I firmly believe each scientist is responsible for that which he creates. Djerassi does confront a few questions of ethics and morality after the fact. On page 61, in chapter 6, he reflects on the argument of the use of poor Mexican and Puertorrican women for preliminary experiments. Is this just another manifestation of exploitation of the poor? Djerassi says absolutely not. Yes, the poor our the initial guinea pigs for research but this is no different from what dentists, barbers, and young surgeons do. All of these groups use the poor to hone their skills, not because of the poor womens ignorance but because middle class, suburbanite, white women are unlikely to volunteer their services for the sake of science. My main problem with this is that he claims they will not volunteer their services. Of course not, they are aware of the possible detrimental effects of such experimentation. This is obviously because they are probably more highly educated the poor Hispanic women. Poverty often precludes a lack of good schooling and education. Thus the awareness of such a group to scientific studies will most likely be much lower. They probably knew nothing of scientific research at all, let alone how to read a consent form that leaves them without legal recourse. Djerassi mentions this as well, the idea that he can not offer them consent forms because they cant read. That seems preposterous to me! If he can not inform his patients of the possible side effects then what chance do they have at justice if some carelessly administered drug causes them harm? Coming back to his original argument, he claimed suburbanites were not likely to volunteer their services for the sake of scientific study, but I dare argue the poor women most likely did not volunteer but were asked. Did he ask the suburbanites? I highly doubt it was even proposed. In chapter 9 Djerassi addresses another question he was often confronted with. How do you feel about the social outcome of the work?. He answered this with a shrug of his shoulders and a simple, I couldnt have changed things. Again, I am disturbed by the flippant manner of his response. Yes, he acknowledged the impact the Pill had on the sexual revolution, but fails to see beyond what has already occurred, claiming powerlessness against the pace of science. Let me say that he is most likely partially correct. There is very little to be done when science determines to do something and the race begins toward that goal. .u7574d1de20490b0b10b42aaa9b631342 , .u7574d1de20490b0b10b42aaa9b631342 .postImageUrl , .u7574d1de20490b0b10b42aaa9b631342 .centered-text-area { min-height: 80px; position: relative; } .u7574d1de20490b0b10b42aaa9b631342 , .u7574d1de20490b0b10b42aaa9b631342:hover , .u7574d1de20490b0b10b42aaa9b631342:visited , .u7574d1de20490b0b10b42aaa9b631342:active { border:0!important; } .u7574d1de20490b0b10b42aaa9b631342 .clearfix:after { content: ""; display: table; clear: both; } .u7574d1de20490b0b10b42aaa9b631342 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7574d1de20490b0b10b42aaa9b631342:active , .u7574d1de20490b0b10b42aaa9b631342:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7574d1de20490b0b10b42aaa9b631342 .centered-text-area { width: 100%; position: relative ; } .u7574d1de20490b0b10b42aaa9b631342 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7574d1de20490b0b10b42aaa9b631342 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7574d1de20490b0b10b42aaa9b631342 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7574d1de20490b0b10b42aaa9b631342:hover .ctaButton { background-color: #34495E!important; } .u7574d1de20490b0b10b42aaa9b631342 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7574d1de20490b0b10b42aaa9b631342 .u7574d1de20490b0b10b42aaa9b631342-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7574d1de20490b0b10b42aaa9b631342:after { content: ""; display: block; clear: both; } READ: Prostitution Essay But to claim oneself unable to have made a difference, especially someone of his intelligence and influence, is remarkably sad. I firmly believe that the direction of science, though difficult to stop or turn entirely, can be manipulated by those forefront scientists enough to at least seek discovery with a certain social awareness. This claim of powerlessness is a cop out, clear and simple, and no euphemistic jargon or claim of ignorance will give the victims their normal lives back. This has been the case in nuclear, medical, and chemical research. Invariably someone suffers due to the insincerity of others. Maybe I am being a bit harsh. Djerassis Pill did give women a great power, the power to control childbirth, as well as a greater freedom toward sexuality that before this was monopolized by . Through A Narrow Chink An Ethical Dilemma Essay Example For Students Through A Narrow Chink: An Ethical Dilemma Essay by Pablo Baez Chemistry 104 Prof. Holme In 1951 Carl Djerassi, with the Mexican pharmaceutical company Syntex, developed the first oral contraceptive by synthesizing and altering the natural hormone Progesterone into a superpotent, highly effective oral progestational hormone called norethindrone. Admittedly, the dynamics and importance of this find were astounding, since before this the only means of contraception was abortion, and even that was not legalized at the time. The race to produce this synthetic agent was highly competitive, being sought after by many pharmaceuticals throughout the world, and for a small fledgling company in Mexico of all places to find it first only added to the excitement of the achievement. Yet aside from all this excitement and competitive fervor something great and disturbing was being bypassed. We will write a custom essay on Through A Narrow Chink: An Ethical Dilemma specifically for you for only $16.38 $13.9/page Order now Science, in my view had done something great without looking into the possibilities of where this would lead. I believe Djerassi, similar to most scientists of his day, was so entranced by the excitement of synthesizing his product and achieving his goal that he did not stop to think of the ramifications of his accomplishment. The ethical dilemma was not explored before hand, and this to me is the great tragedy of most scientific discovery, since I firmly believe each scientist is responsible for that which he creates. Djerassi does confront a few questions of ethics and morality after the fact. On page 61, in chapter 6, he reflects on the argument of the use of poor Mexican and Puertorrican women for preliminary experiments. Is this just another manifestation of exploitation of the poor? Djerassi says absolutely not. Yes, the poor our the initial guinea pigs for research but this is no different from what dentists, barbers, and young surgeons do. All of these groups use the poor to hone their skills, not because of the poor womens ignorance but because middle class, suburbanite, white women are unlikely to volunteer their services for the sake of science. My main problem with this is that he claims they will not volunteer their services. Of course not, they are aware of the possible detrimental effects of such experimentation. This is obviously because they are probably more highly educated the poor Hispanic women. Poverty often precludes a lack of good schooling and education. Thus the awareness of such a group to scientific studies will most likely be much lower. They probably knew nothing of scientific research at all, let alone how to read a consent form that leaves them without legal recourse. Djerassi mentions this as well, the idea that he can not offer them consent forms because they cant read. That seems preposterous to me! If he can not inform his patients of the possible side effects then what chance do they have at justice if some carelessly administered drug causes them harm? Coming back to his original argument, he claimed suburbanites were not likely to volunteer their services for the sake of scientific study, but I dare argue the poor women most likely did not volunteer but were asked. Did he ask the suburbanites? I highly doubt it was even proposed. In chapter 9 Djerassi addresses another question he was often confronted with. How do you feel about the social outcome of the work?. He answered this with a shrug of his shoulders and a simple, I couldnt have changed things. Again, I am disturbed by the flippant manner of his response. Yes, he acknowledged the impact the Pill had on the sexual revolution, but fails to see beyond what has already occurred, claiming powerlessness against the pace of science. Let me say that he is most likely partially correct. There is very little to be done when science determines to do something and the race begins toward that goal. .uf652586538e87cc3ac3130c686e30c96 , .uf652586538e87cc3ac3130c686e30c96 .postImageUrl , .uf652586538e87cc3ac3130c686e30c96 .centered-text-area { min-height: 80px; position: relative; } .uf652586538e87cc3ac3130c686e30c96 , .uf652586538e87cc3ac3130c686e30c96:hover , .uf652586538e87cc3ac3130c686e30c96:visited , .uf652586538e87cc3ac3130c686e30c96:active { border:0!important; } .uf652586538e87cc3ac3130c686e30c96 .clearfix:after { content: ""; display: table; clear: both; } .uf652586538e87cc3ac3130c686e30c96 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf652586538e87cc3ac3130c686e30c96:active , .uf652586538e87cc3ac3130c686e30c96:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf652586538e87cc3ac3130c686e30c96 .centered-text-area { width: 100%; position: relative ; } .uf652586538e87cc3ac3130c686e30c96 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf652586538e87cc3ac3130c686e30c96 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf652586538e87cc3ac3130c686e30c96 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf652586538e87cc3ac3130c686e30c96:hover .ctaButton { background-color: #34495E!important; } .uf652586538e87cc3ac3130c686e30c96 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf652586538e87cc3ac3130c686e30c96 .uf652586538e87cc3ac3130c686e30c96-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf652586538e87cc3ac3130c686e30c96:after { content: ""; display: block; clear: both; } READ: Basic discription of microbiology Essay But to claim oneself unable to have made a difference, especially someone of his intelligence and influence, is remarkably sad. I firmly believe that the direction of science, though difficult to stop or turn entirely, can be manipulated by those forefront scientists enough to at least seek discovery with a certain social awareness. This claim of powerlessness is a cop out, clear and simple, and no euphemistic jargon or claim of ignorance will give the victims their normal lives back. This has been the case in nuclear, medical, and chemical research. Invariably someone suffers due to the insincerity of others. Maybe I am being a bit harsh. Djerassis Pill did give women a great power, the power to control childbirth, as well as a greater freedom toward sexuality that before this was monopolized by men. But medical ethics and moral responsibility . Through A Narrow Chink An Ethical Dilemma Essay Example For Students Through A Narrow Chink: An Ethical Dilemma Essay Through A Narrow Chink: An Ethical Dilemma Essay by Pablo Baez Chemistry 104 Prof. Holme In 1951 Carl Djerassi, with the Mexican pharmaceutical company Syntex, developed the first oral contraceptive by synthesizing and altering the natural hormone Progesterone into a superpotent, highly effective oral progestational hormone called norethindrone. Admittedly, the dynamics and importance of this find were astounding, since before this the only means of contraception was abortion, and even that was not legalized at the time. The race to produce this synthetic agent was highly competitive, being sought after by many pharmaceuticals throughout the world, and for a small fledgling company in Mexico of all places to find it first only added to the excitement of the achievement. Yet aside from all this excitement and competitive fervor something great and disturbing was being bypassed. We will write a custom essay on Through A Narrow Chink: An Ethical Dilemma specifically for you for only $16.38 $13.9/page Order now Science, in my view had done something great without looking into the possibilities of where this would lead. I believe Djerassi, similar to most scientists of his day, was so entranced by the excitement of synthesizing his product and achieving his goal that he did not stop to think of the ramifications of his accomplishment. The ethical dilemma was not explored before hand, and this to me is the great tragedy of most scientific discovery, since I firmly believe each scientist is responsible for that which he creates. Djerassi does confront a few questions of ethics and morality after the fact. On page 61, in chapter 6, he reflects on the argument of the use of poor Mexican and Puertorrican women for preliminary experiments. Is this just another manifestation of exploitation of the poor? Djerassi says absolutely not. Yes, the poor our the initial guinea pigs for research but this is no different from what dentists, barbers, and young surgeons do. All of these groups use the poor to hone their skills, not because of the poor womens ignorance but because middle class, suburbanite, white women are unlikely to volunteer their services for the sake of science. My main problem with this is that he claims they will not ;volunteer; their services. Of course not, they are aware of the possible detrimental effects of such experimentation. This is obviously because they are probably more highly educated the poor Hispanic women. Poverty often precludes a lack of good schooling and education. Thus the awareness of such a group to scientific studies will most likely be much lower. They probably knew nothing of scientific research at all, let alone how to read a consent form that leaves them without legal recourse. Djerassi mentions this as well, the idea that he can not offer them consent forms because they cant read. That seems preposterous to me! If he can not inform his patients of the possible side effects then what chance do they have at justice if some carelessly administered drug causes them harm? Coming back to his original argument, he claimed suburbanites were not likely to volunteer their services for the sake of scientific study, but I dare argue the poor women most likely did not volunteer but were asked. Did he ask the suburbanites? I highly doubt it was even proposed. In chapter 9 Djerassi addresses another question he was often confronted with. How do you feel about the social outcome of the work?. He answered this with a shrug of his shoulders and a simple, I couldnt have changed things;. Again, I am disturbed by the flippant manner of his response. Yes, he acknowledged the impact the Pill had on the sexual revolution, but fails to see beyond what has already occurred, claiming powerlessness against the pace of science. Let me say that he is most likely partially correct. There is very little to be done when science determines to do something and the race begins toward that goal. .u6565d28ba6a1e64e9048de808d00dd6a , .u6565d28ba6a1e64e9048de808d00dd6a .postImageUrl , .u6565d28ba6a1e64e9048de808d00dd6a .centered-text-area { min-height: 80px; position: relative; } .u6565d28ba6a1e64e9048de808d00dd6a , .u6565d28ba6a1e64e9048de808d00dd6a:hover , .u6565d28ba6a1e64e9048de808d00dd6a:visited , .u6565d28ba6a1e64e9048de808d00dd6a:active { border:0!important; } .u6565d28ba6a1e64e9048de808d00dd6a .clearfix:after { content: ""; display: table; clear: both; } .u6565d28ba6a1e64e9048de808d00dd6a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6565d28ba6a1e64e9048de808d00dd6a:active , .u6565d28ba6a1e64e9048de808d00dd6a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6565d28ba6a1e64e9048de808d00dd6a .centered-text-area { width: 100%; position: relative ; } .u6565d28ba6a1e64e9048de808d00dd6a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6565d28ba6a1e64e9048de808d00dd6a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6565d28ba6a1e64e9048de808d00dd6a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6565d28ba6a1e64e9048de808d00dd6a:hover .ctaButton { background-color: #34495E!important; } .u6565d28ba6a1e64e9048de808d00dd6a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6565d28ba6a1e64e9048de808d00dd6a .u6565d28ba6a1e64e9048de808d00dd6a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6565d28ba6a1e64e9048de808d00dd6a:after { content: ""; display: block; clear: both; } READ: Conveyer belt project Essay But to claim oneself unable to have made a difference, especially someone of his intelligence and influence, is remarkably sad. I firmly believe that the direction of science, though difficult to stop or turn entirely, can be manipulated by those forefront scientists enough to at least seek discovery with a certain social awareness. This claim of powerlessness is a cop out, clear and simple, and no euphemistic jargon or claim of ignorance will give the victims their normal lives back. This has been the case in nuclear, medical, and chemical research. Invariably someone suffers due to the insincerity of others. Maybe I am being a bit harsh. Djerassis Pill did give women a great power, the power to control childbirth, as well as a greater freedom toward sexuality that before this was monopolized by men. But . Through A Narrow Chink An Ethical Dilemma Essay Example For Students Through A Narrow Chink: An Ethical Dilemma Essay Through A Narrow Chink: An Ethical Dilemma Through A Narrow Chink: An Ethical Dilemma by Pablo Baez Chemistry 104 Prof. Holme We will write a custom essay on Through A Narrow Chink: An Ethical Dilemma specifically for you for only $16.38 $13.9/page Order now In 1951 Carl Djerassi, with the Mexican pharmaceutical company Syntex, developed the first oral contraceptive by synthesizing and altering the natural hormone Progesterone into a superpotent, highly effective oral progestational hormone called norethindrone. Admittedly, the dynamics and importance of this find were astounding, since before this the only means of contraception was abortion, and even that was not legalized at the time. The race to produce this synthetic agent was highly competitive, being sought after by many pharmaceuticals throughout the world, and for a small fledgling company in Mexico of all places to find it first only added to the excitement of the achievement. Yet aside from all this excitement and competitive fervor something great and disturbing was being bypassed. Science, in my view had done something great without looking into the possibilities of where this would lead. I believe Djerassi, similar to most scientists of his day, was so entranced by the excitement of synthesizing his product and achieving his goal that he did not stop to think of the ramifications of his accomplishment. The ethical dilemma was not explored before hand, and this to me is the great tragedy of most scientific discovery, since I firmly believe each scientist is responsible for that which he creates. Djerassi does confront a few questions of ethics and morality after the fact. On page 61, in chapter 6, he reflects on the argument of the use of poor Mexican and Puertorrican women for preliminary experiments. Is this just another manifestation of exploitation of the poor? Djerassi says absolutely not. Yes, the poor our the initial guinea pigs for research but this is no different from what dentists, barbers, and young surgeons do. All of these groups use the poor to hone their skills, not because of the poor womens ignorance but because middle class, suburbanite, white women are unlikely to volunteer their services for the sake of science. My main problem with this is that he claims they will not volunteer their services. Of course not, they are aware of the possible detrimental effects of such experimentation. This is obviously because they are probably more highly educated the poor Hispanic women. Poverty often precludes a lack of good schooling and education. Thus the awareness of such a group to scientific studies will most likely be much lower. They probably knew nothing of scientific research at all, let alone how to read a consent form that leaves them without legal recourse. Djerassi mentions this as well, the idea that he can not offer them consent forms because they cant read. That seems preposterous to me! If he can not inform his patients of the possible side effects then what chance do they have at justice if some carelessly administered drug causes them harm? Coming back to his original argument, he claimed suburbanites were not likely to volunteer their services for the sake of scientific study, but I dare argue the poor women most likely did not volunteer but were asked. Did he ask the suburbanites? I highly doubt it was even proposed. In chapter 9 Djerassi addresses another question he was often confronted with. How do you feel about the social outcome of the work?. He answered this with a shrug of his shoulders and a simple, I couldnt have changed things. Again, I am disturbed by the flippant manner of his response. Yes, he acknowledged the impact the Pill had on the sexual revolution, but fails to see beyond what has already occurred, claiming powerlessness against the pace of science. Let me say that he is most likely partially correct. There is very little to be done when science determines to do something and the race begins toward that goal. .u227277fa00df9bb558429f4ced216d9e , .u227277fa00df9bb558429f4ced216d9e .postImageUrl , .u227277fa00df9bb558429f4ced216d9e .centered-text-area { min-height: 80px; position: relative; } .u227277fa00df9bb558429f4ced216d9e , .u227277fa00df9bb558429f4ced216d9e:hover , .u227277fa00df9bb558429f4ced216d9e:visited , .u227277fa00df9bb558429f4ced216d9e:active { border:0!important; } .u227277fa00df9bb558429f4ced216d9e .clearfix:after { content: ""; display: table; clear: both; } .u227277fa00df9bb558429f4ced216d9e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u227277fa00df9bb558429f4ced216d9e:active , .u227277fa00df9bb558429f4ced216d9e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u227277fa00df9bb558429f4ced216d9e .centered-text-area { width: 100%; position: relative ; } .u227277fa00df9bb558429f4ced216d9e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u227277fa00df9bb558429f4ced216d9e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u227277fa00df9bb558429f4ced216d9e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u227277fa00df9bb558429f4ced216d9e:hover .ctaButton { background-color: #34495E!important; } .u227277fa00df9bb558429f4ced216d9e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u227277fa00df9bb558429f4ced216d9e .u227277fa00df9bb558429f4ced216d9e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u227277fa00df9bb558429f4ced216d9e:after { content: ""; display: block; clear: both; } READ: Tom ?lancy Essay But to claim oneself unable to have made a difference, especially someone of his intelligence and influence, is remarkably sad. I firmly believe that the direction of science, though difficult to stop or turn entirely, can be manipulated by those forefront scientists enough to at least seek discovery with a certain social awareness. This claim of powerlessness is a cop out, clear and simple, and no euphemistic jargon or claim of ignorance will give the victims their normal lives back. This has been the case in nuclear, medical, and chemical research. Invariably someone suffers due to the insincerity of others. Maybe I am being a bit harsh. Djerassis Pill did give women a great power, the power to control childbirth, as well as a greater freedom toward sexuality that before this was monopolized by .

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buy custom Technical Communication Methods and Practices essay Technology plays a significant role in the advancing criminal justice system especially at a time when crime perpetrated is becoming complicated by advancement in technological know how. Technical communication tools are very essential in facilitating a successful communication between the organizations officers and the dispatch center. Tele-communicators employ a variety of tools to enable one obtain usable information. Generally, most technical communicators use a variety of tools that have independent forums that provides varying levels of support or technical assistance. Some of the tools include word processors like frame makers and the word, graphic programs, desktop publishing software among other technical tools that promotes communication other than writing, editing, graphic design, video, indexing or structural design. All these tools foster a practical communication that instructs, persuades or insists in performance of certain task or set of tasks. The process of communication in criminal justice system entails establishment of areas of responsibility as well as an explicit delegation of duties and most justice administrators prefer formal system of communication as they are able to control it while able to create records essential for future reference. Ways of communication in the system include, downward, upward and horizontal with all movements of communication referring to the hierarchy or the chain of command. Technology is deeply integrated in the judicial justice system as every facet of it has some technological advancement especially in the information systems technology designed to collect and compare evidence as well as the criminal records and statistics. Some of the important informational technologies in the agency are the fingerprint analysis, video surveillance forensic pathology and genetics. In the future the interrelationship between criminal justice system and technology is expected to continue to grow as long as there are new developments in technology. For instance some technologies created for task performed by the criminal system like technology of drug testing will most probably see further advances. e.g. the use of sweat patches and more in-depth hair test to test drug use in ways that are less invasive while able to obtain more information. Some of the future technologies that are not currently available that will allow further communication in the agency include holograms for both tele-presence aspects as well as showing of virtual evidence without fear of subjecting contamination or to it for the case of a weapons or object. Also, some new technologies of affiliating accurate lie detection which will be very handy in interrogation. Finally, are the technologies pertaining to universal translator which allows one to communicate with other without having to spea k many languages. Buy custom Technical Communication Methods and Practices essay

The History of the Zamboni Invented by Frank Zamboni

The History of the Zamboni Invented by Frank Zamboni The fourth Zamboni every built they simply called it No. 4 sits  enshrined in the U.S. Hockey Hall of Fame  in Eveleth, Minnesota, along with its creator and inventor, Frank Zamboni. It stands, fully restored, as a symbol of the integral part this ice-resurfacing machine has played in professional hockey, as well as ice-skating shows and in ice rinks around the country. Always Amazed Indeed, Zamboni, himself, who died in 1988, is also enshrined in the  Ice Skating Institute Hall of Fame and has been honored with about two dozen awards and honorary degrees. He was always amazed about how (the Zamboni) became associated with the game of hockey, with ice, with whatever, said Zambonis son Richard in a video marking the 2009 induction ceremony. He would have been surprised and pleased about being inducted into the (ice hockey) hall of fame. But, how did a simple, tractor-like  machine  used on an ice-skating rink to smooth the ice as the Associated Press describes it come to be held in such high esteem in the ice hockey and ice skating worlds both in the U.S. and globally? Well, it started with ice. Iceland In 1920, Zamboni then just 19 moved from Utah to Southern California with his brother, Lawrence. The two brothers soon began selling block ice, which local dairy wholesalers used to pack their product that was transported by rail across the country, according to the Zamboni companys informative and lively  website. But as refrigeration technology improved, demand for block ice began to shrink and the Zamboni brothers began to look for another business opportunity. They found it in ice skating, which was skyrocketing in popularity in the late 1930s. So in 1939 Frank, Lawrence, and a cousin built Iceland Skating Rink in Paramount, a city about 30 miles southeast of Los Angeles, notes the companys website. It was, at the time it opened in 1940 with 20,000 square feet of ice, the largest ice skating rink in the world and could accommodate up to 800 ice skaters at one time. Business was good, but to smooth the ice, it took four or five workers and a small tractor at least an hour to scrape the ice, remove the shavings and spray a fresh coat of water onto the rink and it took another hour for the water to freeze. That got Frank Zamboni to thinking: I finally decided Id start working on something that would do it faster, Zamboni said in a 1985 interview. Nine years later, in 1949, the first Zamboni, called the Model A, was introduced. A Tractor Body The Zamboni was, essentially, an ice-cleaning machine placed on top of a tractor body, hence the APs description (though modern Zambonis are no longer built over tractor bodies). Zamboni modified the tractor adding a blade that shaved the ice smooth, a device that swept up the shavings into a tank and an apparatus that rinsed the ice and left a very thin top layer of water that would freeze within a minute. Former Olympic ice-skating champion Sonja Henie saw the first Zamboni in action when she was practicing at Iceland for an upcoming tour. She said, Ive got to have one of those things, recalled Richard Zamboni. Henie toured the world with her ice show, carting along a Zamboni wherever she performed. From there, the machines popularity began to soar. The NHLs Boston Bruins bought one and put it to work in 1954, followed by a number of other NHL teams.   Squaw Valley Olympics But, what really helped the ice-resurfacing machine shoot to fame where iconic images of a Zamboni efficiently cleaning ice and leaving a smooth, clear surface at the 1960 Winter Olympics in Squaw Valley, California. Since then, the name Zamboni has become synonymous with the ice-resurfacing machine, notes the hockey hall of fame induction video. The company says that about 10,000 of the machines have been delivered worldwide each one traveling about 2,000 ice-resurfacing miles a year. Its quite a legacy for two brothers who began selling blocks of ice. Indeed, notes the company website: Frank often pointed out to rink owners a comment indicative of his own lifelong mission: The principal product you have to sell is the ice itself.†

Financial Analysis Assignment Example | Topics and Well Written Essays - 500 words

Financial Analysis - Assignment Example cial ratio are the management team in evaluating the performance of the company in terms of profitability, operational efficiency, and financial health over a period of time by comparing past and present ratios, and also comparing this with the industrial average (Brigham, 2012). Shareholders are other groups that use information from ration analysis. Information in the financial statement is usually difficult for outsiders to understand. The ratio analysis helps in analyzing and interpreting information from the financial statements in a simplified manner, and in a manner that can be understood by those who do not know the accounting language. This information helps them know the position of their investment and expected returns from their investment. The ratio analysis is useful in analyzing the liquidity of the company. This information is useful to the third group that uses the ratio analysis are the creditors. They are able to know the company’s capacity to meet their lon g term liabilities which determines the credit terms. Financial analysis usually tries to determine the qualitative factors when evaluating the future financial performance. One qualitative factor is the competitive advantage which determines the company’s ability to survive in the market. This also determines the company’s ability to keep competitors at bay, enjoy profits, and growth. Corporate governance has become a crucial issue today which determines the relationship between directors, management, and other stakeholders. One aspect of corporate governance is financial transparency. This implies that the financial information is being released in a manner that stakeholders are able to follow what the management if doing, thus have a clear understanding on the financial situation. This also increases the trust that stakeholders have in the company, ensuring a long term relationship. Finally, the structure of the board of directors under corporate governance determines the future

Federal Reserve Board Essay Example | Topics and Well Written Essays - 1250 words

Federal Reserve Board - Essay Example But when we talk about of United States which is world's largest economy then the monetary policy of the country also expands its impact on in form of economic and financial effects on other countries of the world. In shortest possible definition the main objective of a monetary policy is to look into various aspects of the economy of a nation ranging from inflation; economic output; to employment. The working of it could be understood by way it affects the demand i.e., is being parameterized in form of people's and firms' current tendency towards expenditure and spending on goods and services. In United States the Monetary policy matters relate to it are all conducted by the Federal Reserve System which is the central bank of America and the form of influences it makes on demand is mainly by raising and lowering of short-term interest rates (Dennisy, 2007). The responsibility of conducting a monetary policy lies in the hand of Fed's FOMC or Federal Open Market Committee. The FOMC comprises of 12 members out of which the seven members are from the board of Governors; the President of the Federal Reserve Bank of New York and the rest four are the other Reserve Bank Presidents who occupy the seat in rotation. The Committee meets eight times a year in Washington, D.C. The remaining Reserve Bank Presidents provides all necessary inputs to the Committee's discussions on various issues. The Directors of each Reserve Bank has their own defined duty in form of contributions through recommendations about discount rates (Federal Reserve Bank of San Francisco, 2004). Federal Open Market Committee in 2007 The FOMC amended its policy related to the Authorization for Domestic Open Market Operations on January 30, 2007 and directed the Federal Reserve Bank of New York so that various domestic policy directives could be adopted. The Bank has now been authorized to buy or sell U.S. Government Securities from or to securities dealers and foreign and international accounts maintained at the Federal Reserve Bank of New York. This includes buying and selling of U.S. Government securities and obligations that are in direct obligations of, or have been fully guaranteed to principal and interest by, any agency of the United States, from dealers for the account of the System Open Market with process being competitive bidding. The authorization has been further expanded to ensure the conduct of open market operations through lending government securities to dealers to be determined by competitive bidding. The bank will also act as an assisting agent for foreign and international accounts maintaine d in the bank for short-term investments (The Federal Reserve Board, 2007). The FOMC while considering the necessity to carry out the various foreign currency directives has asked the Federal Reserve Bank of New York for System Open Markets Account. The bank has been granted further permission to purchase and selling of some foreign currencies in the form of cable transactions on the open market at home and abroad with foreign monetary authorities, with Bank of International Settlements, and with other international financial institutions. The currencies which have been considered for above mentioned transactions are Canadian Dollars, Danish Kroner, Euro, Pounds Sterling, Japanese Yen, Mexican Pesos, Norwegian Kroner, Swedish Kronor and Swiss

The Ultimate Tragic Hero King Lear English Literature Essay

The Ultimate Tragic Hero King Lear English Literature Essay King Lear, one of William Shakespeares greatest tragedies, depicts a society in grim circumstances. As with all tragedies, there exists a tragic hero  [1]  , one who possesses a fatal flaw that initiates the tragedy and all the sufferings that follow. In this play, the tragic hero is undoubtedly the title character, King Lear. The plot is driven by the power and consequence of losses, more specifically, the losses of Lear. In the course the play, King Lear, because of his flaws, loses his authority as a king, his identity as a father, and his sanity as a man. One loss builds on another, but moreover, his greatest loss, and what distinguishes this tragedy from all others, is his chance of redemption. Unlike other tragedies, there is no salvation for the tragic hero or any sign of optimism in the conclusion. This bleak portrayal of King Lear, through his losses, makes him the ultimate tragic hero, and the play an ultimate tragedy. The play begins with King Lears decision to divide his kingdom among his three daughters. This is the first sign of Lears loss the loss of authority. Wanting to abandon his responsibilities before his time, Lear claims, tis our fast intent / To shake all cares and business from our age, / Conferring them on younger strengths while we / Unburdened crawl toward death (I.i.38-41). It can be argued that his flaw is in his decision to prematurely abdicate the throne, going against nature. However, it is more crucial to realize that his major flaw is actually in his character, shown through his judgment in renouncing his power. Lear carries immense insecurity and egotism as he announces that he will offer the largest share of kingdom to the daughter who professes the greatest love for him. Goneril and Regan both proclaim in fulsome terms that they love him more than anything in the world, while Cordelia speaks from her heart in honest terms that she loves him exactly as a daughter should love her father. Valuing self-importance above all else, Lear is blind to the loyalty and love of Cordelia and instead, perceptive to the flattery of his two vile daughters. Furthermore, Lear is infuriated when Kent objects and protests to his decision: Thy youngest daughter does not love thee least, / Nor are those emptyhearted whose low sounds / Reverb no hollowness (I.i.153-155). This fatal flaw of insecurity and egotism induces Lear to make error in his judgment, resulting in the improper division of his kingdom and the loss of his two most loyal companions Cordelia and Kent. The consequences of this error build up throughout the play, leading to Lears ultimate tragic fall. Lears lost royal authority now transfers to his two daughters, Goneril and Regan, and they deceitfully use this power against him. Ironically, Lear also falls in status, to a level inferior to that of his own children. Goneril no longer loves him beyond all manner and Regan no longer is an enemy to all other joys as they have professed in the beginning (I.i. 61, 73). Instead, Goneril reprimands his father for the way his servants and knights have infected her home (I.iv.237). Regan follows suit, and insist that The old man and his people/ Cannot be well bestowed (II.iv.258). His daughters no longer even respect him. Lear has now lost his identity as a father, since he even confesses that [He] should be false persuaded / [He] had daughters (I.iv.227-228). Troubled and confused, Lear reveals his weakened sense of identity when asking Who is it that can tell me who I am (I.iv.224). Stripped of authority as king, Lear has now also lost authority as a father over his own flesh and blood. King Lears banishment from his daughters undoubtedly has tremendous psychological effect on him. He not only loses youth as he crawl toward death, but also loses sanity as his heartà ¢Ã¢â€š ¬Ã‚ ¦break into a hundred thousand flaws and heà ¢Ã¢â€š ¬Ã‚ ¦go mad (I.i.41, II.iv.284-286). With so much suffering already thrown upon Lear due to his tragic flaw, it seems that Shakespeare has now shown pity and decided to set the stage for a reversal of fate. Losing sanity has given King Lear the opportunity to discover the truth and the core of humanity. With disapproval of Regan and Goneril, Lear heads outside, where a wild storm takes place. In this time of chaos, Lear meets Edgar as Poor Tom and gains profound revelation of man and life. Seeing Poor Tom bare, at humans most natural state, Lear questions, Is man no more than this? and realizes that the unaccomodated man is no more but such a poor, bare, forked animal as thou art (III.iv.103-104, 107-109). He continues with disrobing himsel f, and at the same time, removing himself from any social constraints. It is at the extreme low point that Lear strips of his rationality and relies on his inner instincts to fully grasp his identity and regain his humanity. He now understands the deep love of Cordelia and the disguise employed by his other daughters. The real King Lear finally emerges. Although Shakespeare creates this turning point for Lear, he is actually paving the way for a greater tragedy. Lear loses everything he has authority, family, and sanity, but now he faces his greatest loss the chance for redemption. After the storm, Lear is finally reunited with Cordelia as he struggles to regain his sanity. Cordelia  never loses her love for her father even after he has disowned her, and after seeing him, she cries, O my dear father, restoration hang / Thy medicine on my lips, and let this kiss / repair those violent harms that my two sisters / have in thy reverence made (IV.vii.27-30). The mention of restoration signifies Cordelias ability to redeem Lear of his previous mistakes. When Lear wakes up, he admits, I am a very foolish fond old manà ¢Ã¢â€š ¬Ã‚ ¦I fear I am not in my perfect mind (IV.vii.61,65). This reveals Lears new regained understanding of himself and his admittance to his faults, a sign of the first step towards redemption. At this point, after all the turbulence, the audience takes a sigh of relief, feeling positive and seeing hope for Lear. Unfortunately however, this play does not leave any traces optimism. In the final act, Edmund captures Lear and Cordelia as his prisoners, and orders both to be killed. Lear escapes, but Cordelia, his loyal and loving daughter, dies. Lear finally realizes only Cordelia can give him a chance which redeem all sorrows that ever [he] have felt (V.iii.272-273). Her death breaks the last thread between Lear and happiness. He expresses his deepest sufferings and declares his sorrows when sees Cordelia has gone foreverà ¢Ã¢â€š ¬Ã‚ ¦ Shes dead as earth (V.iii.265-267). With nothing left, not even the future and possibility for redemption, Lear loses the only possession that remains his life. King Lear is truly a tragic hero because he was so close to happiness after much torment, yet he is still unable to achieve salvation, and instead, he is subjected to complete deterioration, both mentally and physically. Is this the promised end? Kent, Lears loyal servant, questions at the end of the play (V.iii.270). Indeed, this is the tragic end of King Lear, a play displaying a world of corruption. King Lear, due to his tragic flaw of insecurity and egotism, makes an initial mistake that soon snowballs into a series of losses, including the loss of authority, identity and sanity. Just as he is about to redeem himself, he is deprived of that chance as he losses the only one capable of restoring him Cordelia. The play ends with the ultimate downfall of the tragic hero, as Lear dies in a state of grief. In this way, King Lear portrays not only the tragedy of a society, but more importantly, the tragedy of a man. Even though Lear has undergone much transformation and realized the meaning of humanity, the bleak society he lives in does not warrant him the opportunity for redemption. Through revealing his losses, King Lear illustrates the journey of the title character, an ultimate tragic hero.

Curriculum Implication

This section firstly examines curriculum as a mediator of dominance and hegemony, exploring ideological issues in the selection and structuring of knowledge and in pedagogic practice. Secondly we focus on the issue of representation of subaltern groups, culture and ideologies. The concept of curriculum is used here to designate the experiences pupils have under the guidance of the school. Most issues in this area are predicated upon the assumption that appropriate school experiences can indeed make a significant difference to learning and lives of SC/ST children. Content of curriculum and internal operations are thus key issues that need to be addressed. Also very important are related areas of pedagogic methods, assessment and evaluation. In India, curriculum and the content of education have been central to the processes of reproduction of caste, class, cultural and patriarchal domination-subordination. In post independence educational policy, modification of content supposedly aimed at indigenization resulted in Brahmanisation as a key defining feature of the curriculum. Brahmanisation has been evident in the emphasis on (1) ‘pure’ language, (2) literature and other â€Å"knowledge† of society, history, polity, religion and culture that is produced by higher castes which reflects Brahmanical world view and experiences and Brahmanical perspectives on Indian society, history and culture, and (3) high caste, cultural and religious symbols, linguistic and social competencies, modes of life and behaviour. Furthermore, the overarching stress has been on eulogizing mental as against manual labour. The heavily gendered nature of school curricular content was evident in that women’s specialised knowledge and skills systems found no place in it or in the general curricular discourse. Rather they were used for devaluation and stereotyping of the female sex in curriculum. Curriculum is thus urban elite male-centric and bereft of the country’s rich cultural diversity. There has been a corresponding devaluation of â€Å"lesser† dialects, cultures, traditions, and folklore of dalits and adivasis as also of peasantry. The second defining feature of the curriculum on the other hand, was its ‘colonial’ character which privileged western modernization. The ideology however was adopted in truncated, superficial ways – the emphasis being on the incorporation of knowledge of Western science and technology, viz. that of the â€Å"hard Western sciences†, the English language and Western styles of life. The pursuance of liberal, democratic socialist values even though enshrined in the Indian constitution was largely notional in the curriculum. Curricular structure and culture of the colonial model has remained unchanged. The defining features of the structure are: full time attendance of age specific groups in teacher supervised classrooms for the study of graded curricula. Full day schools, compulsory attendance, unconducively long time–span of classes and vacations, served as deterrents, being ill suited to educating SC/ST children, especially in the initial years when access was just being opened up and availed. Poor and SC/ST households depended on children for domestic work or other productive work whether or not to supplement household earnings. Today, things have changed substantially and large numbers of parents are prepared to forego children’s labour and send them to school. However school organisation and curricula have not been sensitive as yet to fundamentally different economic situations, life aims and social circumstances of children belonging to poorer strata households or communities in the shaping of the school structure. Culturally, school norms of attendance, discipline, homework, tests and exams, and cognitively ethnocentric demands of concentration on nd memorisation of the content of the text by `rote’, all prove problematic for SC/ST children. Furthermore, the curriculum itself as a tool of cultural dominance and hegemony has an alienating and intimidating impact. Curriculum and the Scheduled Castes: For the Scheduled Castes who have sought education as a mechanism to transform as well as enter â€Å"mainstream† (read dominant) society, the central questions are of representation of their knowledge and culture and the critiquing of dominant knowledge and value systems of their lived reality and of social relationships based on dominance/subordination and exclusion. Dominant forms of inequality and hierarchy are made invisible in the discourse on common nationhood and common and equal citizenship, which the school curriculum propagates. But for the Scheduled Castes the heart of the matter is structural oppression, not cultural difference. Thus understandings of oppressive aspects of our traditional and contemporary structures, the historical construction of groups and communities are made invisible by the curriculum and not subjects of key curricular importance. Krishna Kumar’s studies have focussed attention on how the dominant groups’ ideas about education and the educated get reflected in the curriculum. Following the curriculum, Indian texts uphold symbols of the traditional, male dominated feudal society and its obsolete cultural values and norms. However, that the value content of education is out of tune with the reality of the changing, dynamic India is a matter of choice – a choice consciously or unconsciously made by those selecting textbook material from the available body of literature and by those creating it. Worthwhile knowledge is that which is linked to the values and lifestyles of dominant groups. Ilaiah has vividly described how knowledge and language are rooted in and structured around productive processes of lower castes and around socio-cultural surroundings of their habitat. This knowledge and skill based vocabulary, which is very highly developed, finds no place in the school curriculum. Nor do stories, music and songs, values, skills, knowledge, traditions, cultural and religious practices. Contemporary dalit literature is similarly disregarded. Lives, values and norms of upper caste Hindus which are strange and alienating for the lower castes, continue to be dominantly present. To quote from Ilaiah, â€Å"right from early school Upto College, our Telugu textbooks were packed with these Hindu stories. Kalidasa was as alien to us as the name of Shakespeare. The language of textbooks was not the one that our communities spoke. Even the basic words were different. Textbook Telugu was Brahmin Telugu, whereas we were used to a production-based communicative Telugu. It is not merely a difference of dialect; there is a difference in the very language itself†. The dominance of epistemology and content of the politically powerful intellectual classes makes curricular knowledge ideologically loaded. While Gandhi, Tagore and Krishnamurti – all from the high castes – have received national attention as indigenous educational philosophers, education has not incorporated the anti-caste-patriarchy and anti-hegemonic discourses of Phule, Ambedkar, Periyar or Iyotheedas. Curriculum does not reflect upon the historical significance of caste, gender and tribe, nor of the challenges posed to it by dalit epistemology, knowledge and protest. This should have been done through literature and social science curricula. Phule saw education as a potent weapon in the struggle for revolutionary social transformation. For him, the purpose and content of education were radically different from both Brahmanical and colonial models of education. His ideal was an education that would bring an awareness among lower castes of oppressive social relations and their hegemonic moral and belief systems that pervaded their consciousness†¦. an education that would instill western secular values, encourage critical thought and bring about mental emancipation. It would fulfil practical needs but would be broad based enough to inspire a social and cultural revolution from below. During the course of the long struggle of dalit liberation, Ambedkar developed an ideology that incorporated a critique and reinterpretation of India’s cultural heritage, a rich philosophy drawn from a wide range of social thought and an action programme which lay an equal stress on social and cultural revolution as it did on the economic and political one. Like Phule, he defined the purpose of education in terms of mental awakening and reation of a social and moral conscience. Education was also a means of overcoming inferior status and state of mind, of wresting power from the powerful. Thus, the Ambedkarian agenda for education included: (a) creation of capacities for rational and critical thinking, (b) socialization into a new humanistic culture and ideology, (c) development of capacities and qualities necessary for entry and leadership in modern avenues of work and politics, and (d) inculcation of self-respect and aspirations to respectable lifestyles in which demeaning traditional practices would have no place. Clearly Phule-Ambedkarian ideology went way beyond narrow modernization and technocratic impulses. It gave pre-eminence to ideology and values, Western in origin but critically adapted towards emancipation of India’s downtrodden. Ilaiah, in fact, argues that these values are equally indigenous, constitutive of lived-in realities of dalit bahujans. Dalit and non-Brahman leaders drew on western philosophical traditions to build an ideology and praxis of revolutionary transformation of the Hindu social order. It aimed at establishing a socialist social order underpinned by a new morality, based on values of liberty, equality, fraternity and rationality. School curriculum in India failed to reflect these expressions of new moral order. It does not need any great study to show that the national or state school curricula or teacher education curricula were never guided by these radical visions. The Scheduled Castes and their issues and problems have remained peripheral to the curriculum and their representation if at all has been weak and distorted. Curriculum and the Scheduled Tribes: Like the SC, curriculum does not acknowledge cultural rights of the Scheduled Tribes who are denied their own culture and history. School curriculum fails to take account of tribal cultures as autonomous knowledge systems with their own epistemology, transmission, innovation and power. Kundu gives the example of children being set to write essays on the circus, or being trained to write letters through mock missives to the police asking them to take action on disturbance by loudspeakers during exams. While adivasi children may know a great deal about animals, they are unlikely to have ever seen a circus; where the police are usually feared as oppressors and electricity is erratic, if at all available, enlisting police support in keeping noise decibels down is a most unlikely situation Not only are the knowledge and linguistic and /or cognitive abilities that Scheduled Tribe children possess ignored – e. g. the capacity to compose and sing spontaneously, to think in riddles and metaphors and their intimate knowledge of their environment – but schooling also actively encourages a sense of inferiority about Scheduled Tribe cultures. Like the Scheduled Castes, Scheduled Tribes rarely feature in textbooks, and when they do, it is usually in positions servile to upper caste characters; or as ‘strange’ and ‘backward’ exotica. The ‘cultural discontinuity’ between school and home draws attention to the rigidity of school organization and the emphasis on discipline and punishment in contrast with socialization practices and the lives of children, as reasons for non-attendance. Sujatha cites the case of community schools in Andhra where there was closer interaction with parents, weekly holiday was in tune with the local weekly bazaar, and school holidays coincided with tribal festivals. The school was observed to show positive results. The Language Question: Despite several policy documents and a constitutional provision (350A) recognizing that linguistic minorities should be educated in their mother tongue at primary level, there is practically no education in Scheduled Tribe languages. This includes even those like Santhali, Bhili, Gondi or Oraon which are spoken by over a million people. Although states in India were organized on linguistic grounds, political powerlessness of Scheduled Tribes prevented the formation of states based on tribal languages. They are confined to minority status within large states and are compelled to learn the state language in school. Primary teachers are predominantly from non-ST communities. And despite the pedagogic significance of initial instruction in the mother tongue, teachers do not bother to learn the tribal language even after several years of posting. The general picture at primary level is often one of mutual incomprehension between ST students and their non-ST teachers. Several studies have pointed to the significance of the language question at the primary levels. Quite apart from the pedagogic problems this creates – such as destroying the child’s self esteem, and reducing the possibilities of successful learning in later years, the denigration of Scheduled Tribe languages amounts to denigration of Scheduled Tribe worldviews and knowledge. The education system with its insistence on a common language as a means of achieving a common nationhood has been instrumental in the destruction of tribal language, culture and identity. Even outside the school, educated youth often speak to each other in the language of the school, perhaps to mark themselves off from their ‘uneducated peers’. Several languages, especially those spoken by small numbers, are dying out. Loss of a language means the loss of a certain way of knowing the world. Experiences of schooling of tribal children in Madhya Pradesh, Andhra Pradesh and Maharashtra have revealed the displacement of Bundelkhandi, Gondi and Warli by Sanskritised Hindi, Telugu and Marathi respectively. Depending on levels of cultural absorption and adaptation however, several Scheduled Tribes may not look to schools to teach in their home language. Indeed, for many Scheduled Tribe parents, the main advantage of schooling is that it gives access to the new languages, new occupations and a new life and enables interaction with the non-tribal world. But wherever Scheduled Tribes have been politically mobilised to celebrate Scheduled Tribe identity, they have been more clear and open in their demand for education in indigenous languages. The Alienating Impact of School Regimen: The school regimen of timing, discipline, hierarchy is especially alien to tribal children socialized in a world where individuality is respected from early on, and where parent-child interactions are relatively egalitarian. Kundu points out those testing procedures too are based on urban middle class values – the competitiveness and system of rewards that examinations represent is often culturally anomalous to Scheduled Tribe children who are brought up in an atmosphere of sharing. Furthermore, learning among ST children is usually intimately connected to the work process – children learn the names and medicinal uses of many plants and trees while accompanying their parents on foraging trips in the forest. When children are away at school, especially when they are sent to residential schools, they lose connection with this world of labour and their capacity to learn from it. Several studies have attested the alienating effects of language, school structure and ethos. Implications of Recent Hindu Cultural Nationalist Influences on Curriculum In the recent past a serious concern has been the ‘Hinduisation’ of the curriculum, its adverse implications for all children but most particularly to religious minorities and SC/ST. A deliberate policy move towards Hinduisation of the school which occurred at the behest of neo-right national government’s policy meant its specific framing within Vedic values and thought. However, even prior to that when there was no overt intent of curriculum or text to be grounded in dominant religious culture, the fact that most educational action teachers are Hindu made curriculum Hinduised. It influenced the manner in which annual days or other school events are celebrated. Breaking a coconut and lighting incense at the base of the flag pole on Republic or Independence Day is common practice. Additionally, distinctive Scheduled Tribe names are changed to standard Hindu names.