Saturday, January 25, 2020

Teens and Sex - Sex and Disease :: Exploratory Essays Research Papers

Sex and Disease    Since the beginning of the semester we've been working in groups in order to complete a mid term report, based on our picked topic. I'm part of the group Sex in the New Millennium. We as a group focused our attention on three main categories, sexuality, and sexual preferences, Pregnancies and abortions, and finally sexually transmitted diseases.    Sex is the key ingredient that most companies and advertising agencies are using to sell their products. And as a result we the viewers (being what ever age we may be) are the true victims. You turn on the television and the first thing you see is someone or something being sexually exploited. Daytime TV and talk shows are long time abusers of this. As a result more and more people are practicing sex all over the country and the world. And coeincidentliy the ages of these participants are getting younger and younger. STDs are the at a all time high.    What are STDs ? STDs are sexually transmitted diseases, formerly called venereal diseases (VD), which are transmitted by direct sexual contact. Some are considered among the most serious diseases of the world . Any person who is sexually active or is thinking about having sexual activity should be familiar with the symptoms, prevention , and treatment of these diseases. Most forms of STDs may be treated and cured in the early stages, but putting off treatment can be dangerous.    The germs that cause sexually transmitted diseases can survive only for a few seconds in the air, so the diseases are transmitted only by direct body contact. Like most other diseases we do not know where or when sexually transmitted diseases started. To add to the list of STDs there is the Human Immunodeficiency Virus (HIV) which may lead to Acquired Immunodeficiency Syndrome (AIDS).    In North and South America combined, there are estimates that up to 2 million people are currently infected with the HIV virus. The World Health Organization estimates that 8-10 million adults and 1 million children worldwide are infected with the AIDS virus. By the year 2000, 40 million people may be infected with the virus . More than 90% of these persons will likely reside in the developing countries. Based on 1989 data, AIDS is the number four cause of death in males ages 15-54.

Friday, January 17, 2020

Multicultural Analysis of Bud, not Buddy

I feel that the book, Bud not Buddy is successful overall when evaluating or analyzing it against different criteria for successful multicultural books and materials. Bud, not Buddy is set in the 1930’s at the height of the Great Depression and with this book, the author Christopher Paul Curtis, skillfully weaves in Bud’s experiences with poverty, racism, and the experience of being an African-American foster child during the Great Depression.The author, Christopher Paul Curtis, writes from the perspective of a cultural insider’s mind-set and point of view when writing this book and giving the reader an accurate, yet interesting portrayal of what can happen to any child in similar circumstances during the Depression. In this novel, the storyline focuses on a ten-year-old African-American boy named â€Å"Bud. † Although there are no illustrations in this book, the text of the book does occasionally give the reader glimpses into the fact that Bud is an Afric an-American boy. However, the reader for the most part deducts the culture of Bud through the use of indirect things in the story.Some of those indirect things include the focus on the jazz band musicians conversations, the â€Å"stranger† who picks Bud up and lectures him for being alone and Black in that area at night, Bud passing by a group of people before arriving at the cardboard jungle and referring to them as â€Å"the white people with the coughing baby† (Curtis, 1999). There were no over-generalizations or simplifications of the African-American culture used in this book. The author did not use any language I felt was condenscending to the culture represented.If I had not seen the cover of the book, there were only a few sentences and subtle indications sprinkled throughout the book that indicates the young Bud was an African-American child. I feel part of the reason the book and the characters were successful without being stereotypical is, as the author ind icates in the Afterword of the book, some of the characters were loosely based on real individuals in the author’s life. Real individuals are not stereotypes so I think the reader can see this. The character Bud, was presented multi-dimensionally, so much so that his personality overshadowed his cultural group.I think this in itself is one measure of a successful multi-cultural children’s fiction book with characters of any cultural background. There were no images presented by the author that could lead to stereotyping the character and nothing to indicate the writer was attempting to meet the expectations of an audience who had pre-conceived notions of this culture. The cultural details that were within the story were naturally integrated. For example, when referring to the jazz band, the author doesn’t throw it in the reader’s face what the members look like.His words convey enough that one understands the culture of each member without any stereotypic al features being used to identify them. In asking myself does the book present cultural details authentically, I would say yes. I could see authentic culture being represented in most of the language in the story, in discussion of the instruments and the players in the jazz band, in the details of the individuals who ended up being Bud’s caretakers, and even in the food in The Sweat Pea Restaurant included cultural details that added a 3-dimensional-like feel to the novel.I did not see any invalid information for the culture addressed in the book or invalid information in general. I have to take in consideration the time period this book is supposedly taking place in as far as determining whether the language is used authentically. I have to admit, possibly because I am in the 21st century, I oftentimes got the picture of a rural white farm boy in that Bud constantly and consistently uses the words â€Å"shucks† and â€Å"doggone† and similar vocabulary to this .I realize some of the language is limited since Bud, not Buddy is a children’s book but I wasn’t always impressed with some of the vocabulary that was used and was not used. In my opinion, this would probably be one of the weaker areas in my analysis of the book. Good multicultural books should allow the reader(s) to experience the culture that the book is addressing. I did feel that while reading the book and in the use of some of the cultural details, I was experiencing the culture.I also felt the cultural elements oftentimes gave the book more color in that it lifted some of the text off the page in a sense. Along with this, just my personal feelings of course, I sometimes felt the author in avoiding being stereotypical in any sense, tiptoed around some areas that could have enriched the story. However, I do respect how fine the line can be between doing a multicultural story justice and avoiding some words and areas while presenting a quality multicultural story. When I think about it, even in the resolution of the problem in this story, it is a positive representation of the culture.The family and friends of the child take the child in, provide Bud a safe environment and the affection he wasn’t receiving before re-uniting with the family and friends within his own culture. That is a quality I didn’t even see initially until I put further thought into this multicultural analysis. This only strengthens the success of Bud, not Buddy’s portrayal of multicultural issues. I could strongly state that the book, Bud, not Buddy would enhance any elementary classroom library, learning resource center, or media center room.I feel the book would be a positive addition to any library collection while encouraging students to read literature that portrays diverse, yet balanced views of all cultures. The book, Bud, not Buddy would be a welcome addition in any collection of books, making the collection a more balanced and inclusive colle ction of multi-cultural books that in turn help to make cultural diversity the foundation of learning and growing. Reference Curtis, C. P. (1999). Bud, not Buddy. New York: Delacorte Press.

Wednesday, January 8, 2020

Design and Implementation of an E-Commerce Website

THE DESIGN AND IMPLEMENTATION OF AN E-COMMERCE SITE FOR ONLINE BOOK SALES By tefera awetahegn Project Report Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Master of Science in the Department of Computer and Information Sciences mekelle university May 2007 Committee Members: Abstract The business-to-consumer aspect of electronic commerce (e-commerce) is the most visible business use of the World Wide Web. The primary goal of an e-commerce site is to sell goods and services online. This project deals with developing an e-commerce website for Online Book Sale. It provides the user with a catalog of different books available for purchase in the store.†¦show more content†¦INTEGRATING IIS AND ASP.NET......................................................................... 28 4.5. INTEGRATING THE WEBSITE AND DATABASE....................................................... 29 5. WEB PAGE PROGRAMMING OPTIONS............................................................. 30 5.1. SERVER-SIDE PROCESSING. ................................................................................... 31 5.2. CLIENT-SIDE PROCESSING. ................................................................................... 35 6. WEB BASED APPLICATION DEVELOPMENT.................................................. 36 7. DATABASE CONNECTIVITY................................................................................ 38 7.1 ADO.NET............................................................................................................... 38 7.2 CONNECTING ASP.NET APPLICATION TO A DATABASE....................................... 45 8. THE SHOPPING CART APPLICATION .............................................................. 46 8.1. SEARCH FOR BOOKS .............................................................................................. 48 8.2. 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