Geology of the Great Basin area Essay Example | Topics and Well Written Essays - 500 words

Geology of the Great Basin area - Essay Example The floor of the valleys of great basin is four or five thousand feet above sea level (Fiero, 9). Surface water is removed from the basin not by drainage but by evaporation alone (Fiero, 9). There are many streams flowing through the basin like tributaries of the Deschutes, John Day, Owyhee, and snake river (Fiero, 8). The tributaries of Colorado have created deep canyons in the southern part of the great basin. But the most important feature of Great Basin is â€Å"interior drainage of rivers and streams into remnant pleistocene lakes or playas† (Sturtevant and D’Azevedo, 6). The geological character of the great basin comes under the category, ‘Basin and Range’, which is a geological region with â€Å"uplifted and tilted ranges separated by broad elongated basins† (Fiero, 9). Great basin, is geologically, a part of the Basin and range that spreads over Nevada, Utah, Oregone, Idaho, Wyoming and also New Mexico and Arizona (Sturtevant and D’Az evedo, 6). There are geological evidences showing the existence of â€Å"deep lakes and rushing rivers† in pre-historical period, in the Great Basin (Sturtevant and D’Azevedo, 33). In the northern part, the basin has volcanic lava covers amounting to thousands of feet depth (Fiero, 9). Around 2000 and 1000 B.C., the Mount Mazama had erupted and this was the source of lava and volcanic ash spread over the north of Great Basin (Sturtevant and D’Azevedo, 35).

Homicide investigation in the last 10 yrs in the U.S Essay

Homicide investigation in the last 10 yrs in the U.S - Essay Example The Orange County Medical Examiner, on December 19, 2008, confirmed that the remains were that of the missing child (Orlando Sentinel). They were found a quarter of a mile from the Anthonys’ residence. The investigation was conducted by the Orange County Sheriff’s Department, and the autopsy report listed the cause of the toddler’s death as â€Å"homicide by undetermined means† (People Weekly). Let us check the timeline of the case to see if the process of investigation was carried out dutifully, or if there are areas of improvement that would have expedited the case. On July 15, 2008, Cindy Anthony, the dead toddler’s grandmother and suspect’s mother, called the sheriff’s office to report that her daughter Casey stole the family car and some money. Cindy also reported a possible missing child. On July 16, 2008, Casey went through interrogation and provided a string of statements that were later found to be contradicting some hard evid ences. On that same day, she was arrested for obstructing a criminal investigation, filing false official statements, and child neglect. On July 17, 2008, the case was presented to the court and Casey was denied of bail. From July 17, 2008 until Caylee’s body was found, investigators exerted all efforts to locate the missing child. Pictures and reports showing detectives doing their job demonstrated how carefully they executed the investigation. Immediate apprehension of the suspect was done, along with careful assessment and management of the Anthonys’ residence. Every individual linked to Casey was interviewed, including the babysitter that Casey claimed took her daughter. Thorough canvass of the scene provided the detectives several leads, making them believe the high probability that the case is not of a missing child, but homicide. Cadaver dog alerts to the odor of human decomposition in Casey Anthony’s car. Trace evidences such as hair strands similar to t hat of the missing child, dirt, and questionable stain were found inside the same car. All these were found 2 days after the child was reported missing (Orlando Sentinel). The investigators handling the case obviously did a spectacular job in solving the mystery of the case. The media was deeply involved since the story created a public outcry. Some key pointers that aided in securing valuable evidences were the cordoning of the â€Å"crime scene†, prohibiting access from anyone not involved in the investigation. Detailed records of activities of everyone possibly involved in the case were kept, and possible witnesses were identified. In the reports, one could easily see how most people willingly cooperated in telling everything they know, while some were hesitant in providing information. The Sheriff’s Office was able to secure photographs and other data that could either support or discredit information provided to them. In interrogating Caylee’s family member s, the investigators ensured that they were separated from one another to avoid any possibility of influencing each other’s opinion and making up plausible justification for questionable statements (Orlando Sentinel). However, Casey Anthony’s attorney Jose Baez asserts that the Miranda was not read to the suspect. Detectives explained that during those times, they see Casey Anthony merely as a mother of a missing child, and not a possible suspect (Orlando Sentinel

The Dna Extraction Essay Example for Free

The Dna Extraction Essay 1. The salt contributes positively charged atoms that neutralise the normal negative charge of DNA. Salt is used at a high molarity due to the fact that it precipitates all of the proteins out. DNA is insoluble in low molar salt solutions but soluble in low molar salt solutions thus keeping the DNA in solution. 2. blending the onion will homogenize the mixture and it helps with the breakdown of the cell walls. Blending saves one the time and effort of using a motar and pestle, however it may break a lot of the DNA which is not favourable as one needs a lot of DNA for the extraction. 3. The enzymes in the soap are used to break down the lipid (fat) molecules of the cells nuclear membranes releasing the contents of the cell crucially including the DNA. These enzymes in the soap are what break down grease while washing dishes. 4. The DNA does not dissolve in this alcohol but rather pushes up through and out of the solution or precipitates. It is less dense than water or cell scum which is what settles to the bottom of the glass so it floats up into the alcohol layer, where you see it as a snotty, string-like substance, with small bubbles formed on it. 5. Because protein is stored in them for the nutrition of the new plants. 6. It is too small to be seen with the naked eye. What you extracted is millions of strands of DNA. In addition to that, whilst the substance was heated, the DNA got denatured which results in it looking more like a ladder than a helix. 7. Most of the DNA extracted during this proccess comes from the nucleus of the cell. AIM: The purpose of this experiment is to extract DNA from a variety of cells (Onion cells in particular) and see DNA molecules. This will show that, contrary to popular opinion, DNA is not just found in blood cells, but in a variety of tissues. Prior knowledge should include the fact that cell membranes are layers of lipids, or fat molecules, that DNA is found in the nucleus of a cell, and that enzymes speed up chemical reactions. HYPOTHESIS: DNA is present in the cells of all living organisms. METHOD: 1. Prepare two water baths one at 60Â °C and another filled with ice and water, around 4Â °C. For the hot water bath, a large metal pot can be used along with a thermometer with an appropriate temperature range. For the ice bath, a mixing bowl filled with ice and water works well. 2. For each onion, make a solution consisting of 10 ml of liquid dishwashing detergent and 1.5 g of table salt. Put in a 250 ml beaker and emulsify. 3. Add distilled water to make a final volume of 100 ml. Dissolve the salt by stirring slowly to avoid foaming. 4. Coarsely chop one large onion with a food processor or blender and put into a 1000 ml mixing bowl. For best results, do not chop the onion too finely. The size of the pieces should be like those used in making spaghetti. It is better to have the pieces too large than too small. 5. Cover chopped onion with the 100 ml of solution from step 2. The liquid detergent causes the cell membrane to break down and dissolves the lipids and proteins of the cell by disrupting the bonds that hold the cell membrane together. The detergent causes lipids and proteins to precipitate out of the solution. Salt enables nucleic acids to precipitate out of an alcohol solution because it shields the negative phosphate end of DNA, causing the DNA strands to come closer together and coalesce. 6. Put the measuring cup in a hot water bath at 60Â °C for 10-12 minutes. During this time, press the chopped onion mixture against the side of the measuring cup with the back of the spoon. (Do not keep the mixture in the hot water bath for more than 15 minutes because the DNA will begin to break down.) If using a large metal pot for water bath, remove the pot from the stove before placing the onion-containing measuring cup inside—the procedure is safer if the pot is off the burner. Cont inue to monitor temperature of water bath and make adjustments as needed. 7. The heat treatment softens the phospholipids in the cell membrane and denatures the DNAse enzymes which, if present, would cut the DNA into small fragments so that it could not be extracted. 8. Cool the mixture in an ice water bath for 5 minutes. During this time, press the chopped onion mixture against the side of the measuring cup with the back of the spoon. This step slows the breakdown of DNA. 9. Filter the mixture through a #6 coffee filter or four layers of cheese cloth placed in a strainer over a 4-cup measuring cup. When you filter the onion mixture, try to keep the foam from getting into the filtrate. It sometimes filters slowly, so you might want to put the whole set up in the refrigerator and let it filter overnight. 10. Dispense the onion solution into a test tube. The test tube should contain about 1 teaspoon of solution or be about 1/3 full. For most uniform results among test tubes, stir the solution frequently when dispensing it into the tubes. There is not an adva ntage to dispensing more than one teaspoon of solution into a test tube. The solution can be stored in a refrigerator for about a day before it is used for the laboratory exercise. When the solution is removed from the refrigerator, it should be gently mixed before the test tubes are filled. 11. Add cold alcohol to the test tube to create an alcohol layer on top of about 1 cm. For best results, the alcohol should be as cold as possible. The alcohol can be added to the solution in at least three ways: (a) Fill a pasteur pipette with alcohol, put it to bottom of the test tube, and release the alcohol. (b) Or, put about 1 cm of alcohol into the bottom of a test tube and add the onion solution. (c) Or, slowly pour the alcohol down the inside of the test tube with a pasteur pipette or medicine dropper. DNA is not soluble in alcohol. When alcohol is added to the mixture, all the components of the mixture, except for DNA, stay in solution while the DNA precipitates out into the alcohol layer. 1 2. Let the solution sit for 2-3 minutes without disturbing it. It is important NOT to shake the test tube. You can watch the white DNA precipitate out into the alcohol layer. When good results are obtained, there will be enough DNA to spool on to a glass rod, a pasteur pipette that has been heated at the tip to form a hook, or similar device. A wooden skewer or nut pick (small metal rod with curved tip) may also work well for spooling DNA if Pasteur pipette is unavailable. DNA has the appearance of white mucus. CONCLUSION: With these findings we can conclude that DNA is present and can be found in the cells of all living organisms and not just in those of the human body.

Definitions Of Crime: Social And Ideological Constructs

Definitions Of Crime: Social And Ideological Constructs The social construct of crime is extremely significant within the victimised actor model that purposes that criminal behaviour only manifests because those with power and authority define certain activities, typically those engaged in by the poor and powerless as criminal, while those of the powerful are ignored (Burke, 2009 p. 349). Dorling et al. (2008, p. 7) states that crime has no ontological reality; but is a myth of everyday life. This construction can be enlightened by considering what is included and excluded. Mars (1982) states that hard words such as crime, theft and offence are different from softer words such as fiddle or perk, which are often used to describe criminal activities in the workplace (cited in Burke, 2009). Furthermore, in the context of safety crimes, in Britain over one million workplace injuries are recorded every year; but due to the restriction to the term crimes approximately only one thousand are prosecuted health and safety offences (Dorling et al., 2008). Tombs (2000) claims that such differences have implications in terms of what can be done with such data conceptually, theoretically and politically (cited in Dorling et al., 2008). This is an insight towards the different crimes that are committed, yet some of these criminal activities are completely excluded from the social construct of crime (Croall, 1998; Burke, 2009). Crime as social and ideological constructs can be applied to other areas in society including gender and age. Livingstone (2001) argues that the media make a significant contribution to the social construction of crime (cited in Reiner, 2007), and crime in general is usually associated with particular groups such as young men or the unemployed, which is reflected in the media and portrays what constitutes the crime problem (Burke, 2009). Muncie (2003) argues that this stereotype against certain groups means they receive little attention as victims (cited in Walklate, 2007). As a result policies are introduced to tackle crimes such as burglary or street crime but environmental crimes such as pollution, corporate crimes and major frauds are overlooked (Burke, 2009). The vast majority of criminological research has been conducted on lower socio-economic groups and their activities (Burke, 2009). However, white collar, business or corporate crime continues to be neglected and under-resea rched by criminologists (Burke, 2009). For example the previous and third edition of The Oxford Handbook of Criminology contains no discussion that crime has no ontological reality, nor does it establish how the criminal law fails to apprehend the more damaging and extensive forms of harm (Dorling et al., 2008). Another point which can constitute the social construct of criminal behaviour is homicide. Pfohl (1985) illustrates how some types of killing are categorized as homicide while others are not (cited in Lilly, Cullen Ball, 2007). Pfohl states that what differs is not the behaviour but the reactions to that behaviour. For example killing a police officer or killing by a police officer; death by dangerous driving or dying from cancer caused by a polluting factory are just a few examples. Whilst some are labelled homicide, others are excused and justified (Lilly, Cullen Ball, 2007). According to constructionist theories, crime is in the eyes of the beholder, and the beholder is the law (Fitzgerald, 2011 p. 303). Constructionists argue that crime, criminal activity, and criminal law are dependent on time, place and culture (Fitzgerald, 2011). Friedman (1993) states that definitions of crime alter throughout time, meaning crime has no ontological reality because acts have been criminalized, decriminalized, and recriminalized (cited in Fitzgerald, 2011). From a social constructionist perspective, a given act or behavior such as abortion, domestic violence, race or ethnic bias becomes a social problem through a process of successful claims making by social movements or groups that lay forward a particular definition of a problem (Rosenfeld, 2009). Constructionist theories include labelling theory, social control theory, and critical theory (Fitzgerald, 2011). Labelling theory is concerned with what happens after an act is committed, and that deviance does not inherent in the act, but the reaction to it (Newburn, 2007). Essentially, the argument is that the criminal or deviant is an individual who has been labelled by society (Marsh Melville, 2006). According to Becker (1963) rules and criminal laws are made by people with power and dictated upon people without power (cited in Burke, 2009). The key perspective from the labelling theory is that many offenders do internalise their criminal labels and therefore a career in criminality arises as a result to societys reaction to them (Burke, 2009). However, labelling theorys central hypothesis has not been without critical analysis. Although conflict or radical criminologists agreed that crime was socially constructed and that labels were differently applied, radical theorists argued that the origins and application of criminal labels were influenced by inequities rooted in the structure of ca pitalism (Lilly, Cullen Ball, 2007). Radical theorists claim that differences in power determined that behaviours of the poor, but not those of the rich would be criminalized. Labelling theorists acknowledged that political interest and social disadvantaged influenced societal reaction, but they did not express the connection of the criminal justice system to the underlying economic order (Lilly, Cullen Ball, 2007). Labelling theory has also been criticised on the use of soft and hard deviance (Burke, 2009). Gibbs (1966) argues that hard deviance such as violent assault and burglary have always been universally condemned, and the deviant is fully aware that what they are doing is criminal but freely choose to commit such offence because it is profitable or exciting (cited in Burke, 2009). In this case it is argued that labelling is irrelevant. Social control theory, with its roots in a Marxist tradition marginalizes certain populations for social, economic and political elites to maintain order (Fitzgerald, 2011). Social control theory acknowledges that law-making is embedded in power relations, and those with access to power are likely to construct the law to suit their interests (Fitzgerald, 2011). In which offences committed by the powerful such as white-collar crime are disregarded as it is not in their interest (Fitzgerald, 2011). Reidel and Welsh (2008) claim that as long as society maintains the perception that the law is morally justified, social order is sustained and authorities hold the power (cited in Fitzgerald, 2011). Muraskin (1976) claims that the middle class were interested in the structure of criminal law (cited in Fitzgerald, 2011), in which Becker (1963) states that rules are made by the old for the young, by men for women, by whites for blacks and by the middle class for the working class (cited in Bu rke, 2009). Criminological theories have different ideas on the concept of defining crime, although it cannot be dismissed that crime is a social and ideological construct. Constructionist theories locate power in the ability to classify and label what behaviour is criminal. This has complications for policies as the definitions of crime are not self evident; but are embedded in power relations that implicate all human behaviours and all people (Fitzgerald, 2011). Word count- 1,163

Imagery and Symbolism in David Guterson’s The Country Ahead of Us, The Country Behind :: Guterson Country Ahead of Us Country Behind

Imagery and Symbolism in David Guterson’s The Country Ahead of Us, The Country Behind In David Guterson’s anthology, The Country Ahead of Us, The Country Behind, characters are portrayed effectively and succinctly through the imagery of their surroundings. Many of his stories are symbolic in that they reflect relationships and feelings of characters. Guterson’s titles have a more complex and deeper connection to the story than is first apparent. They too are often symbolic of a main character, or of relationships. In "Angels in the Snow," Guterson describes the world as fragile because of the snow that has fallen. This fragility of the world, at that particular time, is representative of the relationship between John and Cora. The next morning the world is described as ‘a fragile, white place’ and this symbolises their relationship which has also become very fragile because of what John has revealed. The whiteness of the snow symbolises innocence and purity, but at this moment, through Cora’s eyes, John has lost the last of his innocence. Guterson also uses the act of making angels in the snow to portray innocence that is rapidly fading. We made angels in the snow, Cora and myself, swept our arms through the powder, left an impression of wings that would melt before the new year. It is as if John already knows what is to come, and is aware of how soon it will be. He is aware that his relationship with Cora has changed. She now has confirmation that John is not as innocent as he might have liked her to think. Through making the angels he is making one last attempt to seem innocent, for this is a very innocent act. John appears to think that if he can some how act innocently, he can convince Cora that he really is so. In "The Flower Garden," Guterson continues his exploration of the fragility of a relationship between a man and a woman and again portrays this by drawing parallels with what is happening in nature. The relationship between Anna and the narrator is a very fragile one like the garden they ‘planted with nursery sets and fragile garden cuttings.’ The relationship and the garden are at the beginning of their being, and both are very fragile. Both have to be thought out, then nurtured carefully. Any mistake or misjudgment can have long and lasting consequences.

The Manipulation of Perception in Shakespeares Othello :: GCSE English Literature Coursework

The Manipulation of Perception in Othello This paper contains 237 words of teacher’s comments. What one perceives is influenced by one’s environment. The setting and commentary surrounding events changes our perception of them. Any innocent gesture can be perceived in the wrong way with enough persuading from someone else. Even if someone has total faith in another person's innocence, they can be persuaded to doubt them through the twisting of events. Once just a small amount of doubt has been planted, it influences the way everything else is seen. This occurs throughout the play, Othello. In this play, Iago influences Othello's perception of events through speeches and lies, making him doubt Desdemona's fidelity. Iago uses his talent of manipulating events to exact his revenge on Othello. Iago's twisting of events in Othello's mind leads to the downfall of Othello as planned, but because he fails to twist Emilia's perception as well, he facilitates his own eventual downfall. When Iago first sets out to deceive Othello, he tells him, "look at your wife; observe her well with Cassio" (3.3.196). He knows that if he can plant enough doubt and jealousy in Othello's mind, Othello only needs to look at Desdemona being friendly with Cassio to suspect infidelity. After this, when Desdemona asks for Cassio's reinstatement, it looks as though she is trying to get something better for her lover, as opposed to just helping a friend. Iago talks about jealousy and deception in this same scene, but never gives any proof or direct descriptions of Desdemona's betrayal. Yet we know that Othello's perception has been sufficiently influenced to make him angry and sick by the end of this conversation. He tells Desdemona he has a headache, but he refuses any help from her. When she puts her handkerchief to his head, he pushes it away saying, "your napkin is too little" (3.3.285). This takes on more significance later on in the play when we find out that this handkerchief is the first token of love Othello ever gave to Desdemona. Also in this scene, we see how much Othello had trusted, loved, and believed in Desdemona. He says, "I do not think but Desdemona's honest" and "If she be false, O then heaven mocks itself! I'll not believe't"(3.3.223, 275-6). But he does suspect her, and it seems these statements are only there to convince himself that she really is true. The Manipulation of Perception in Shakespeare's Othello :: GCSE English Literature Coursework The Manipulation of Perception in Othello This paper contains 237 words of teacher’s comments. What one perceives is influenced by one’s environment. The setting and commentary surrounding events changes our perception of them. Any innocent gesture can be perceived in the wrong way with enough persuading from someone else. Even if someone has total faith in another person's innocence, they can be persuaded to doubt them through the twisting of events. Once just a small amount of doubt has been planted, it influences the way everything else is seen. This occurs throughout the play, Othello. In this play, Iago influences Othello's perception of events through speeches and lies, making him doubt Desdemona's fidelity. Iago uses his talent of manipulating events to exact his revenge on Othello. Iago's twisting of events in Othello's mind leads to the downfall of Othello as planned, but because he fails to twist Emilia's perception as well, he facilitates his own eventual downfall. When Iago first sets out to deceive Othello, he tells him, "look at your wife; observe her well with Cassio" (3.3.196). He knows that if he can plant enough doubt and jealousy in Othello's mind, Othello only needs to look at Desdemona being friendly with Cassio to suspect infidelity. After this, when Desdemona asks for Cassio's reinstatement, it looks as though she is trying to get something better for her lover, as opposed to just helping a friend. Iago talks about jealousy and deception in this same scene, but never gives any proof or direct descriptions of Desdemona's betrayal. Yet we know that Othello's perception has been sufficiently influenced to make him angry and sick by the end of this conversation. He tells Desdemona he has a headache, but he refuses any help from her. When she puts her handkerchief to his head, he pushes it away saying, "your napkin is too little" (3.3.285). This takes on more significance later on in the play when we find out that this handkerchief is the first token of love Othello ever gave to Desdemona. Also in this scene, we see how much Othello had trusted, loved, and believed in Desdemona. He says, "I do not think but Desdemona's honest" and "If she be false, O then heaven mocks itself! I'll not believe't"(3.3.223, 275-6). But he does suspect her, and it seems these statements are only there to convince himself that she really is true.

There is Need to Review Our Education System

Liting Wang Professor Feindert ENGWR 48007 April 2018 Critique of â€Å"There is Need to Review Our Education System† T he article â€Å"There is Need to Review Our Education System: Africa News Service. (Apr. 1, 2009)Africa News Service. News Provided by Comtex. Byline: Rhoda Kalema† looks at some pressing issues that the education system in Uganda is currently facing. She is a well-known woman. According to Wikipedia, â€Å"she was honored in 1996 by Uganda's Forum for Women in Democracy as a transformative leader. On March 13, 2018, she received the Sudreau Global Justice Lifetime Achievement Award from the Pepperdine University School of Law and the Ugandan Judiciary.† There have been no proper mechanisms to foresee high-quality education is offered in the country. She explains that, the experience of educational people feels afraid for what was happing to the education world. They worry about the future get lost on what will happen to the education. If people do not have good education, they will not have a bright future. As a result, the country will fall backward and weak. It will affect the country's improvement. She suggests that, the educational administrator should start to look at this situation. In addition, both learners and teachers face challenges that make it impossible for the education system to be ranked anywhere in the world. The government is aware of these challenges but offers no solution. Through critique, the key issues facing the primary, secondary, and vocational education in Uganda are examined. The opinion that is currently viable to revive this whole situation is an overall reviewing of the education system from the tradition one to a modern one that will suit the needs of the students and benefit them to fight in equal terms with the rest of the students, if not in the world but Africa. The Ugandan government should take an example of the neighbouring Kenya, which has had several amendments in their system, and currently they have embarked on a new system of 2-6-6-3. This will make sure that the current students do not undergo the kind of suffering experienced by their fore front-runners. Everyone in the country and even those that have been lucky to secure jobs outside the country never experienced a balanced education about 25-30 years ago, and it is for this reason that they are in pain over what is happening in the education system. What is bothering them is Uganda's future is doomed to be at a loose end, if drastic measures are not put into place. Many stakeholders have reflected on several aspects that they have observed which will bring doom to the Ugandan education sector unless a review is done instantaneously and aggressively. One of the most intriguing factors with the education system is one that dates back more than four decades ago when fresh graduate teachers had the aspiration of literally igniting the classrooms. Shortly when they dive into the adventure towards greatness, these graduates understand that the procedure has been pre-decided and what is required of them is to stick within classroom limits of the syllabus. The objective here is to cover the syllabus, and any idea of presenting new substance is disapproved. There is no space for learning for information's purpose, an instructor in class is to educate and how well one educates is obvious through students' execution in exams. Those who have different thoughts of possibly to energize the students, and familiarize them with new ideas and thoughts, influence them to think, and long to know more, are left to swallow their skills and watch as the students follow the old road of the low-quality education. Guardians and parents expect more from schools. They have high expectations that school will change their kids. Occasionally, they even observe the instructor as a wonderful professional of sorts, after all an educator could influence a child to learn. A typical presumption is that tutoring will shape the children and the instructor will be the one individual to guarantee this happens. In any case, things are not as basic and practical as they appear, and teachers face challenges explaining to parents that with this old education system, they should not expect much from their children. What the government has failed to understand is that Education is a public entity, which has a good aim of providing quality training with a specific end goal to reduce variations (instruction as an equalizer). Framework change should address parts of value and correspondence and additionally the more extensive quality objective. The change procedure must be incorporated, problematic, and transformative for there to be substantial outcomes for all students. An intricate procedure must be acknowledged through community-oriented associations amongst government and other key players, for example, guardians, current society, and the private area. Sometimes individuals expect too much from old system framework models to deliver present 21st-century skilled students. Uganda like the rest of Africa has a considerably young populace that forms an important part of the human resource. The youth forms the vital group that is thought to take Africa to the next African Rebellion urged by education and training. Based on the problems that the Ugandan education system is facing, the following are some of the ways that can help redeem the learners from surging into the problematic conditions just like their predecessors. Education syllabus The current education syllabus needs through amending to suite Universal Primary Education (UPE) and Universal Secondary Education (USE). This will enable students to gain more skills based on their talents rather than based on theories. Practical's need to be more encouraged in schools as different learners have different learning abilities. Promotion of students With a review of education systems, students can be graded based on their talents rather than their class performance. Even with the recommendation of automatically promoting students to the next grade, there can be incentives, which will see students grouped based on their talents. Vocational/technical courses The revised curriculum needs to focus on the vocational and technical teaching, to provide young skills together with the academic learning. Teaching the young people skills means that they will never be lost children. This calls for the movement to come up with improved and more accessible vocational colleges, which are modern and which go hand in hand with the rest of the world to ensure students rank well outside Africa and the rest of the world when they go job seeking. In addition to that, parents should be taught to encourage their children not to follow the old model of only seeing them worth if they take white color jobs. In conclusion, anything that contributes to meeting the huge needs of the education systems in Africa is a positive thing. Such programs or projects are driven by people who want to serve the general good of the country in the area that, as a reminder, is the top priority of all priorities. The impression that one's gets is that there is a desire to be involved in proposing the beginnings of a solution, a standard foundation for teaching that will integrate specific local features and at the same time train future citizens of an interconnected and culturally very mixed world. A change of school learning system will reflect this concept, and it is an interesting one. The important thing is that there are on-going discussion and dialogue, and adjustments constantly being made to ensure the consistency at country level and then ideally, at the level of each regional African community, of an educational offering that necessarily has to be diversified. This is also one of the recommendations from the summary of the debate that we must have high-level, national education authorities, which must be separate and independent from the governments. They should also be tasked with the responsibility of managing the fundamental choices affecting education systems in the long term, to set a course that is not changed every time there is a change in government. Work Citedâ€Å"There is Need to Review Our Education System.† Africa News Service, 1 Apr. 2009. Opposing Viewpoints In Context, http://link.galegroup.com/apps/doc/A196876335/OVIC?u=sacr73031&sid=OVIC&xid=d3a28488. Accessed 3 Apr. 2018.