Whether text-speak (or texting language), as used in instant messaging Essay - 1

Whether text-speak (or texting language), as used in instant messaging and SMS messaging, is contributing to language decline or decay - Essay Example ed children to acquire a better literary understanding (Crystal) but might also be used to mask dyslexia, incorrect spelling or simply laziness to write rather than optimizing the text per se. The ultra conciseness of the words tailored for the short message service and instant messaging on the internet chats has taken the shape of a new English dialect. The massive increase in SMS has boosted up the mobile company earnings significantly. Britain, in the English speaking world is responsible for amounting up to 6 billion text messages a month (Huang) while Pakistan has taken one of the top positions after Philippines, Indonesia and Malaysia for sending the most short text messages in the world adding up to 151 billion in the year 2009 alone and moving up to the third highest SMS sender in the year 2010 (Malik). This puts a new angle to the point of views debating the influence of IM and SMS on the literature and language. A developing country like Pakistan that has English as its second official language and to be used mostly in the higher education, hence being a notable part of the English speaking world, will be affected in a unique way by the way of SMS. The largely less educated population or atleast not as much educated and affluent in the English language have rather learned the language by the use of quick SMS messaging. The extremely low rates and encouraging services by the service providers have further ensured that the SMS trends leap ahead in a cut throat competition (Malik). It might be noted that the phonetic, orthographic and optimized approach of the SMS language makes it easy for even the relatively uneducated individuals to learn or process the English language (Chim). While this was not yet enough to be dealt with by a likely opponent of the SMS language, the new smart phones that come with the feature of predicting the next words and spell correction or auto completing ensure quick growth and ease of SMS (Chim). These features might be seen as

Community Teaching Essay Example for Free

Community Teaching Essay Health promotion is very important in todays society. There are many things people can do in order to maintain good health, yet most are uninformed about this. Obesity is one of the leading health concerns in America and must be dealt with immediately. It is because of this that a student has decided to teach a fifth grade class with twenty three students about what obesity is, what problems it causes, and how it can be avoided. The teacher uses visual aids, games, trivia, and much more in order to get the students more interested in what they are going to learn. The teacher informs the students about how important it is to make healthy eating choices by using the food pyramid as a guideline. Students are also informed that exercise is key to living a healthy lifestyle. The teacher begins the class by playing a quick game. The teacher then asks the students to each take out a piece of paper and write down as many fruits and vegetables as they can. The students are told that the person who has thought of the most fruits and vegetables will win a prize. When finished with the game, the teacher will then introduce the topic of obesity to the children and the importance of preventing it by eating healthy foods. Students are told that obesity is defined as having an excessive amount of body fat. Obesity is more than just about looks. It increases your risk of diseases and health problems such as heart disease, diabetes and high blood pressure (J.Crawford,2014). The teacher then tells the students that in the past ten years, obesity in children in the U.S has gone from 7-18 percent (CDC,2012). The main portion of this lesson revolves around the food pyramid. The food pyramid consists of 6 essential healthy food groups: Grains/rice, fruits, vegetables, dairy, meat/fish/poultry, fats/oils/sweets. The food pyramid acts as a guideline by showing students the necessary servings of each food group in order to stay healthy. It is essential for students to understand the food pyramid because it is a roadmap to healthy living. The students were not only taught about healthy eating, but also other ways to ensure that they maintain their health. One thing they were taught is the importance of being active daily. Students can do things such as playing sports, running, or bike riding in order to stay healthy and have fun doing it. It was said that rather than avoiding all types of junk food, it is better to simply eat it in moderation. The end of the lesson consisted  of trivia questions that the children answer in order to win a prize. By teaching the students this information, the teacher can ensure that they will live a better life. The epidemiological rationale for this topic is very serious. Childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years (CDC,2014). The percentage of children age 6-11 years in the U.S. who were obese increase from 7% in 1980 to nearly 18% in 2012. Rate of obese adolescents ages 12-19 years increase from 5% to nearly 21% over the same period (CDC,2014). Obese adolescents are more likely to have pre-diabetes. Children and adolescents who are obese are at greater risk for coronary heart disease, bone and joint problems, sleep apnea, social and psychological problems such as poor self esteem. Reducing childhood obesity is a public health priority that has substantial health and economic benefits(Maurer, Frances, C. Smith, 2013.) The teacher claims that the overall teaching experience was quite enjoyable. It is extremely beneficial to be able to teach young children about topics that they are not well informed about. By teaching children about such serious health hazards at a young age, it is more likely that they will strive to take the necessary measures in order to avoid these hazards. The teaching experience allowed the teacher to see how much children knew about health promotion as well as what they wanted to know. The teacher learned how to make different topics easily understandable for children and as well as making the entire learning process fun and enjoyable. This experience helped the teacher realize that even by teaching a small group of children from one school, it is possible to make a difference in the health and wellbeing of Americas children. The community responded rather positively to the teaching. The students were excited to learn about new health promotion tips through a series of games and activities. The children were shocked to see how serious obesity really is as well as how many children it has affected throughout the country. Before this lesson, the children believed that eating healthy meant cutting out all types of sweets and sugary drinks completely. The children were elated to hear that they can be healthier while still enjoying some of their favorite desserts. Kids  react positively to games and rewards because it makes learning more fun. By getting the kids attention, the teacher ensures that they are listening and paying close attention to everything that the teacher has to say. After learning about obesity and the many negative affects that come from it, the children promised to change their eating habits as well as be more active in order to make sure that they stay fit throughout their lives. The children agreed to eat more fruits and vegetables and to play outside much more. The children have promised to limit the amount of time they watch television and play on the computer and replace it with riding their bikes or going to the park. This teaching process has taught the teacher about not only her strengths, but her weakness as well. The teacher is easily able to relay information in simple terms so that the children can understand as well do things such as creating games and trivia in order to make the lesson more exciting. Some weaknesss or improvements that the teacher can make includes being able to connect with the students on a closer level in order to truly help them understand the topic as well as finding new and creative ways to reward the kids when they answer questions correctly. At the end of the lesson, the students were asked to take a short survey regarding how well the teacher taught the lesson as well as how much the kids enjoyed it. Though the teacher received high scores from each child, she knows that there is still room for improvement and is determined to make these changes for the next teaching session that may occur.

Urosepsis With Subsequent Bacteremia Nursing Essay

Urosepsis With Subsequent Bacteremia Nursing Essay Sepsis is a clinical syndrome defined by a systemic, dysregulated inflammatory response to infection. Clinical features include either a culture-proven or visually identified infection along with two or more abnormalities in temperature, heart rate, respiration, or white blood count in the response to an infection. This case study will discuss the clinical presentation, diagnosis, and medical management of a patient with urosepsis and subsequent bacteremia in a 78-year-old male. KEY WORDS: Sepsis, abdominal pain, urinary tract infection, bacteremia INTRODUCTION: Sepsis is the clinical syndrome that results from a dysregulated inflammatory response to an infection. The definition of sepsis involves either a culture-proven or visually identified infection, along with two or more of the following: Temperature > 38.3Â °C or 90 beats/min Respiratory Rate >20 breaths/min or PaCO2 12,000 cells/mm3, 10 percent immature (band) forms (UPTODATE ARTICLE) Common sites of origin of sepsis include the following: Central nervous system: meningitis Lungs: pneumonia, empyema Abdomen: peritonitis, intraabdominal abscess, appendicitis, pancreatitis Genitourinary tract: indwelling catheters Skin and soft tissue: cellulitis, trauma, catheters (AM Journal of medicine: sepsis) Common bacteria causing sepsis are gram positive bacteria including staphylococci, streptococci, and enterococci, and gram negative bacteria including Escherichia coli, Proteus species, Pseudomonas, and Klebsiella species. (The American journal of medicine: SEPSIS) Predisposing factors of sepsis include trauma, burns, surgery (especially abdominal procedures), diabetes mellitus type 1 or type 2, chronic renal failure, immunosuppression (as with patients with AIDS, chronic steroid use, chemotherapy, neutropenia, post organ transplant), indwelling intravascular and urinary catheters, old age, infancy, and malnutrition. (first consult) To initiate appropriate supportive measures, it is important to identify the severity of the sepsis syndrome. The severity can be classified along a continuum of Systemic Inflammatory Response Syndrome (SIRS), sepsis, severe sepsis, or septic shock. Systemic Inflammatory Response Syndrome (SIRS) criteria involve a dysregulated inflammatory response to a noninfectious etiology. Possible noninfectious insults include autoimmune disorders, pancreatitis, thromboembolisms, or surgeries. These noninfectious processes must be present along with two or more of the abnormalities in temperature, heart rate, respiratory rate, and white blood count listed above. UPTODATE Sepsis, as mentioned above, is SIRS due to a suspected or confirmed infection (Sepsis The American journal of medicine). Two or more of the abnormalities mentioned above along with either a culture-proven or visually identified infection defines sepsis. UPTODATE Severe sepsis is sepsis with atleast one of the following signs of hypoperfusion, hypotension, or end organ dysfunction. Signs of end organ dysfunction include areas of mottled skin, delayed capillary refill of greater than 3 seconds, urine output of 2 mmol, change in mental status, abnormal electroencephalographic findings, platelet count 5mcg/kg per min, norepinephrine

Heinrich Schliemann Essay -- essays research papers fc

"We could describe (Heinrich) Schliemann's excavations on the hill of Hissarlik and consider their results without speaking of Troy or even alluding to it," Georges Perrot wrote in 1891 in his Journal des Savants. "Even then, they would have added a whole new chapter to the history of civilization, the history of art" (qtd. in Duchêne 87). Heinrich Schliemann's life is the stuff fairy tales are made of. A poor, uneducated, and motherless boy rises through his hard work and parsimonious lifestyle to the heights of wealth (Burg 1,2). He travels the world and learns its languages ("Heinrich Schliemann"), takes a beautiful Greek bride, and together they unearth the treasures of Troy and the citadel of Agamemnon, thereby fulfilling the dream he has chased since childhood (Calder 18,19; Burg 8). Indeed, by presenting his life in romantic autobiographies as a series of adventures, starring Heinrich Schliemann as the epic hero (Duchêne 14), h e ensured his status as a lasting folk hero and perennial bestseller (Calder 19). The reality was that Heinrich Schliemann was an incredible con man, a generally unlikable braggart who succeeded only because of his queer mix of genius and fraudulence. He had a shylock's conscience when it came to business dealings, and his shady methods pervaded both his life and his archaeology (Burg, 15-31). Schliemann had a habit of rewriting his past in order to paint a more dramatic picture of himself. Among the events he reported that have been found to be grossly untrue are his tales of being entertained by the American president Millard Fillmore and his wife in 1851, and his narrow escape from the San Francisco fire of that same year (Traill 9-13). More disturbing is when he applies these tactics to his archaeology. In December of 1981 Professor David Traill, a Latinist, concluded that the "Treasure of Priam", Schliemann's most impressive find at Troy, was actually a composite of several small finds uncovered from beyond the walls of the city. Schliemann had collected the pieces from 1871 to 1873 in order to produce a single find large enough to earn him the respect of fellow archaeologists, and also permission from the British to excavate at Mycenae (Calder 33). Twenty years of research led the Traill to the belief that, "the question is no longer whether but rather t... ...tp://www.astro.virginia.edu/~eww6n/bios/Schliemann/> "Homeric Questions Part III - Archaeology- 9/6/98." The Mining Company, <http://archaeology.miningco.com/library/weekly/aa090698.htm?pid=2765&cob=home>(6 September 1998) Kiernan, Mary K. "Heinrich Schliemann." Lecture at Vero Beach High School, 21 October 1997. Lost Treasures of Troy. BBC, London. 1994 "The Minoan Costume." FirstNet, <http://www.firstnethou.com/annam/costhist.html/minoan.html/index.html> Traill, David. Schliemann of Troy: Treasure and Deceit. New York: St. Martin's Press, 1995. "Troy." Thinkquest Organization, <http://www.thinkquest.org/tqfans.html> "Troy VI." Dartmouth Archaeology, <http://devlab.cs.dartmouth.edu/history/bronze_age/lessons/23.html> "TROY: 4000 year old Ancient City." <http://www.iit.edu/~agunsal/truva/truva/truva.html> "Western Anatolia and the Eastern Aegean." <http://devlab.dartmouth.edu/history/bronze_age/lessons/7.html#9>(3 July 1996)            

Hamlet Quotations Act 1 Essay

Hamlet Quotations Act 1 INSTRUCTIONS:î€Æ' Forî€Æ'eachî€Æ'quote:î€Æ' (a)î€Æ'î€Æ'Identifyî€Æ'theî€Æ'speaker,î€Æ'toî€Æ'whomî€Æ'itî€Æ'isî€Æ'addressed,î€Æ'andî€Æ'theî€Æ'situation,î€Æ' (b)î€Æ'î€Æ'Explainî€Æ'(inî€Æ'detail)î€Æ'theî€Æ'significanceî€Æ'ofî€Æ'theî€Æ'quoteî€Æ'inî€Æ'termsî€Æ'ofî€Æ'allî€Æ'thatî€Æ'apply:î€Æ'î€Æ'themes,î€Æ'characterî€Æ'revelation,î€Æ'plotî€Æ' development,î€Æ'dramaticî€Æ'devicesî€Æ'(irony,î€Æ'foreshadowing†¦),î€Æ'poeticî€Æ'devicesî€Æ'(simile,î€Æ'metaphor,î€Æ'alliteration†¦),î€Æ'etc.î€Æ' (c)î€Æ'î€Æ'Uploadî€Æ'toî€Æ'turnitin.comî€Æ' EXAMPLE:î€Æ' â€Å"Thisî€Æ'bodesî€Æ'someî€Æ'strangeî€Æ'eruptionî€Æ'toî€Æ'ourî€Æ'state.†Ã®â‚¬Æ' (a)​î€Æ'î€Æ'î€Æ'Horatioî€Æ'isî€Æ'speakingî€Æ'toî€Æ'MarcellusÍ ¾Ã®â‚¬Æ'Horatioî€Æ'isî€Æ'referringî€Æ'toî€Æ'theî€Æ'ghostî€Æ'ofî€Æ'Hamletî€Æ'Sr.î€Æ'thatî€Æ'theyî€Æ'haveî€Æ'justî€Æ'witnessed.î€Æ'î€Æ' (b)​î€Æ'î€Æ'î€Æ'Horatioî€Æ'believesî€Æ'thatî€Æ'theî€Æ'ghostî€Æ'isî€Æ'appearingî€Æ'becauseî€Æ'foulî€Æ'playî€Æ'wasî€Æ'involvedî€Æ'withî€Æ'Hamletî€Æ'Sr.’sî€Æ'death.î€Æ'î€Æ'Heî€Æ'isî€Æ'notî€Æ'positiveî€Æ' aboutî€Æ'it,î€Æ'butî€Æ'heî€Æ'knowsî€Æ'thatî€Æ'somethingî€Æ'â€Å"strange†Ã®â‚¬Æ'isî€Æ'happening.î€Æ'î€Æ'Thisî€Æ'eventî€Æ'putsî€Æ'theî€Æ'actionî€Æ'ofî€Æ'theî€Æ'playî€Æ'inî€Æ'motionî€Æ'(plotî€Æ' development).î€Æ'î€Æ'Also,î€Æ'theî€Æ'commentî€Æ'foreshadowsî€Æ'theî€Æ'impendingî€Æ'doomî€Æ'thatî€Æ'Denmarkî€Æ'mayî€Æ'beî€Æ'facing.î€Æ' 1.î€Æ' â€Å"Aî€Æ'littleî€Æ'moreî€Æ'thanî€Æ'kin,î€Æ'andî€Æ'lessî€Æ'thanî€Æ'kind.†Ã®â‚¬Æ' 2.î€Æ' â€Å"Weî€Æ'prayî€Æ'youî€Æ'throwî€Æ'toî€Æ'earthî€Æ'thisî€Æ'unprevailingî€Æ'woe,î€Æ'andî€Æ'thinkî€Æ'ofî€Æ'usî€Æ'asî€Æ'aî€Æ'father†¦Ã¢â‚¬ Ã®â‚¬Æ' 3.î€Æ' â€Å"Oî€Æ'thatî€Æ'thisî€Æ'tooî€Æ'tooî€Æ'sulliedî€Æ'fleshî€Æ'wouldî€Æ'melt†¦Ã¢â‚¬ Ã®â‚¬Æ' 4.î€Æ' î€Æ'â€Å"Frailty,î€Æ'thyî€Æ'nameî€Æ'isî€Æ'woman†¦Oî€Æ'mostî€Æ'wickedî€Æ'speed!î€Æ'Toî€Æ'postî€Æ'withî€Æ'suchî€Æ'dexterityî€Æ'toî€Æ'incestuousî€Æ'sheets!†Ã®â‚¬Æ' â€Å"Doî€Æ'notî€Æ'asî€Æ'someî€Æ'ungraciousî€Æ'pastorsî€Æ'do,î€Æ'showî€Æ'meî€Æ'theî€Æ'steepî€Æ'andî€Æ'thornyî€Æ'wayî€Æ'toî€Æ'heaven,î€Æ'whileî€Æ'likeî€Æ'aî€Æ'puff’dî€Æ' andî€Æ'recklessî€Æ'libertineî€Æ'himselfî€Æ'theî€Æ'primroseî€Æ'pathî€Æ'ofî€Æ'dallianceî€Æ'treads†¦Ã¢â‚¬ Ã®â‚¬Æ' 6.î€Æ' î€Æ'â€Å"Thisî€Æ'aboveî€Æ'all:î€Æ'toî€Æ'thineî€Æ'ownî€Æ'selfî€Æ'beî€Æ'true†¦Ã¢â‚¬ Ã®â‚¬Æ' 7.î€Æ' î€Æ'â€Å"Whenî€Æ'theî€Æ'bloodî€Æ'burns,î€Æ'howî€Æ'prodigalî€Æ'theî€Æ'soulî€Æ'lendsî€Æ'theî€Æ'tongueî€Æ'vows.†Ã®â‚¬Æ' 8.î€Æ' î€Æ'â€Å"Theî€Æ'dramî€Æ'ofî€Æ'evilî€Æ'dothî€Æ'allî€Æ'theî€Æ'nobleî€Æ'substanceî€Æ'î€Æ'oftenî€Æ'doutî€Æ'toî€Æ'hisî€Æ'ownî€Æ'scandal.†Ã®â‚¬Æ' 9.î€Æ' î€Æ'â€Å"Somethingî€Æ'isî€Æ'rottenî€Æ'inî€Æ'theî€Æ'stateî€Æ'ofî€Æ'Denmark.†Ã®â‚¬Æ' 10.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Revengeî€Æ'hisî€Æ'foulî€Æ'andî€Æ'mostî€Æ'unnaturalî€Æ'murder.†Ã®â‚¬Æ' 11.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Hasteî€Æ'meî€Æ'toî€Æ'know’t,î€Æ'thatî€Æ'Iî€Æ'withî€Æ'wingsî€Æ'asî€Æ'swiftî€Æ'asî€Æ'meditationî€Æ'orî€Æ'theî€Æ'thoughtsî€Æ'ofî€Æ'loveî€Æ'mayî€Æ'sweepî€Æ'toî€Æ'myî€Æ'revenge.†Ã®â‚¬Æ' 12.î€Æ'î€Æ'î€Æ'â€Å"Theî€Æ'serpentî€Æ'thatî€Æ'didî€Æ'stingî€Æ'yourî€Æ'father’sî€Æ'lifeî€Æ'nowî€Æ'wearsî€Æ'hisî€Æ'crown.†Ã¢â‚¬ ¦Ã¢â‚¬ Oî€Æ'myî€Æ'propheticî€Æ'soul!î€Æ'Myî€Æ'uncle!†Ã®â‚¬Æ' 13.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Oî€Æ'mostî€Æ'perniciousî€Æ'woman!î€Æ'î€Æ'Oî€Æ'villain,î€Æ'villain,î€Æ'smilingî€Æ'damnedî€Æ'villain!†¦Thatî€Æ'oneî€Æ'mayî€Æ'smile,î€Æ'andî€Æ'smile,î€Æ'andî€Æ'beî€Æ'aî€Æ' villain.†Ã®â‚¬Æ' 14.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Thereî€Æ'areî€Æ'moreî€Æ'thingsî€Æ'inî€Æ'heavenî€Æ'andî€Æ'earth,î€Æ'†¦Thanî€Æ'areî€Æ'dreamtî€Æ'ofî€Æ'inî€Æ'yourî€Æ'philosophy.†Ã®â‚¬Æ' 15.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Theî€Æ'timeî€Æ'isî€Æ'outî€Æ'ofî€Æ'joint.î€Æ'î€Æ'Oî€Æ'cursedî€Æ'spite,î€Æ'thatî€Æ'Iî€Æ'wasî€Æ'bornî€Æ'toî€Æ'setî€Æ'itî€Æ'right.†Ã®â‚¬Æ'

Kennewick Man Controversy

An Exploration of the Kennewick Man ControversyThe Kennewick Man contention is one of the most good known federal tribunal instances covering with NAGPRA and Anthropological research. The instance is influential for Native Americans, Anthropologists, Archaeologists, and federal jurisprudence shapers likewise. Though it lasted many old ages and endured a really rough route, the Kennewick Man instance will function as a great illustration and larning tool to anthropologists of today, tomorrow, and old ages to come. Kennewick Man has a great significance to anthropology and archeology for assorted grounds. It is possibly the most influential illustration of how the NAGPRA Torahs affect anthropologists and the complications that can come with the deficiency of lucidity in those Torahs. Kennewick Man besides has influenced anthropology by being one of the oldest and most complete human skeletal remains found in North America, which led to new information on beginning due to his skull morphology. â€Å"As one of the best-preserved New World skeletons of the period, the Kennewick specimen has the possible to lend greatly to this treatment, but it may be reburied before scientists can analyze it further† ( Slayman, hypertext transfer protocol: //www.archaeology.org ) . The true significance of the Kennewick adult male can non yet be to the full explained because all of the scientific findings have yet to be concluded. We can merely trust that the hereafter research will ensue in the anthropolo gy detecting more replies that can take us to greater in-depth cognition of who we are, how we got here and how humanity originated. Kennewick adult male can decidedly be considered an ethical argument, when looking at the procedure from both a Native American ‘s spiritual and cultural position, every bit good as from an anthropological and scientific position. The ethical argument from the position of the Northwest Indian tribes to claim the remains is that harmonizing to their apprehension of NAGPRA jurisprudence they had â€Å"cultural affiliation† to the Kennewick Man, doing those folks responsible for the traditional religious and cultural attention of those remains – and moreover going their belongings. Vine Deloria, Jr. , a professor from the University of Colorado and Standing Rock Sioux native writes on the topic, siding with Native Americans saying that â€Å"Archaeology has ever been dominated by those who wave â€Å"science† in forepart of us like an unlimited recognition card, and we have deferred to them – believing that they represent the subject in an nonsubjective and indifferent mode. Yet the find of a skeleton in the Colombia River†¦ led to an overly baffled lawsuit..and a spade of claims by bookmans that this skeleton could rewrite the history of the Western Hemisphere.† ( Thomas, Page xviii ) . Because of their ethical standing, the scientific justification is non needfully an of import statement for US Anthropologists to maintain the remains. The whole logical thinking behind the NAGPRA Torahs should hold, in their sentiment, given them all rights to the remains – which would hold in bend prevented the remains from being studied further. When sing this as an ethical argument through an anthropological position, it comes down to the scientific importance of being able to analyze the remains. â€Å"Archaeologist Rob Bonnichsen was quoted as stating: ‘There ‘s a whole book of information [ in Kennewick Man ‘s castanetss ] . To set him back in the land is like firing a rare book so we ‘ll larn nil. . . .It seems to be the instance that there is a major attempt to barricade scientific enquiry into the survey of American beginnings ‘ ( O'Hagan, 1998: 8 ) .† ( Watkins, Page 13 ) The consequences of farther researching the Kennewick Man would do it possible to obtain replies that would profit non merely the Native Americans of North America, but humanity as a whole. Anthropology is in kernel the holistic survey of world, and utilizing the well preserved pieces of our yesteryear such as the Kennewick adult male, can most decidedly caducous new visible radiation on origin theories and lead to finds of our yesteryear. NAGPRA is the Native American Grave Protection and Repatriation Act, is a jurisprudence which was passed by the federal authorities in 1990 to supply â€Å"a procedure for museums and Federal bureaus to return certain Native American cultural points — human remains, funerary objects, sacred objects, and objects of cultural patrimony – to lineal posterities, culturally attached Indian folk, and Native Hawaiian organizations.† ( www.nps.gov/nagpra ) . NAGPRA states that these cultural points will be repatriated to the Native Americans if they can turn out cultural association to the points in inquiry. â€Å"Cultural association is established when the preponderance of the grounds — based on geographical, affinity, biological, archaeological, lingual, folklore, unwritten tradition, historical grounds, or other information or adept sentiment — moderately leads to such a conclusion.† ( hypertext transfer protocol: //www.nps.gov/nagpra/TRAINING/Cul tural_Affiliation.pdf ) In order to try at clear uping the finding of cultural association, certain guidelines have been set in topographic point. â€Å"All of the undermentioned demands must be met to find cultural association between a contemporary Indian folk or Native Hawaiian organisation and the human remains, funerary objects, sacred objects, or objects of cultural patrimony of an earlier group: ( 1 ) Being of an identifiable contemporary Indian folk or Native Hawaiian organisation with standing under these ordinances and the Act ; and ( 2 ) Evidence of the being of an identifiable earlier group. Support for this demand may include, but is non needfully limited to grounds sufficient to: ( I ) Establish the individuality and cultural features of the earlier group, ( two ) Document distinguishable forms of material civilization industry and distribution methods for the earlier group, or ( three ) Establish the being of the earlier group as a biologically distinguishable population ; and ( 3 ) Evidence of the being of a shared group individuality that can be moderately traced between the contemporary Indian folk or Native Hawaiian organisation and the earlier group. Evidence to back up this demand must set up that a contemporary Indian folk or Native Hawaiian organisation has been identified from prehistoric or historic times to the present as falling from the earlier group.† ( hypertext transfer protocol: //www.nps.gov/nagpra/TRAINING/Cultural_Affiliation.pdf ) In the Kennewick Man contention, The U. S. Army Corps of Engineers was responsible for the land on which the Kennewick Man was found, ab initio doing him the belongings of the U. S. Army Corps of Engineers. They had chosen to let anthropologists to analyze the remains to seek and bring out some replies in the enigma of the Kennewick Man. After through NAGPRA, the remains were ordered to be returned to the local Native Americans, the Scientists and Army Corps decided to seek and prosecute an entreaty with NAGPRA. The U. S. Army Corps of Engineers where shortly after involved in a Federal tribunal instance to find to whom the remains should belong. Since the Kennewick Man was discovered on their belongings, the remains became that federal bureau ‘s duty. After the concluding opinion, it was ordered that the Kennewick adult male stay belongings of the Army Corps. The Kennewick argument involved a US Federal Court instance between the Northwest Native American folk ( the Umatilla, Yakama, Nez Perce, Wanapum and Colville ) who laid claim over the Kennewick Mans remains, and the US Army Corps of Engineers ‘ Scientists who were responsible for the remains because they were discovered on their belongings. The archeologists and physical anthropologists analyzing the remains argued that the significant significance of the remains could assist reply many inquiries of human in-migration into North America. These scientists were the complainant in the instance. After farther survey of the remains the Department of the Interior and National Park Service, in cooperation with the Corps of Engineers were able to happen concluding to confute exact cultural association with the Native America Tribes, saying that NAGPRA Torahs did non use to the Kennewick Man ‘s instance. The Anthropologists want to further analyze the remains because they are one of the oldest, most good preserved and complete homo remains of all time to be found in the Western Hemisphere. By analyzing the castanetss, we could happen replies to when and how worlds foremost entered North America, every bit good as information about the Kennewick Man ‘s decease, civilization and life style. The Native American folks did non desire him studied because if he were culturally affiliated with the folks, they would be responsible for guaranting the Kennewick Man ‘s proper entombment. Defacing or analyzing the remains would be against their spiritual, religious and cultural beliefs. The Plaintiff Scientists in the instance were comprised of eight anthropologists and archaeologists brought together for the right to analyze the remains and halt repatriation. â€Å"The eight complainants in Bonnichsen v. United States included five physical anthropologists ( C. Loring Brace, Richard Jantz, Douglas Owsley, George Gill, and D. Gentry Steele ) and three archaeologists ( Robson Bonnichsen, Dennis J. Stanford, and C. Vance Haynes Jr. ) . Owsley and Stanford were at the Smithsonian Institution and the others held university positions.â€Å" ( Oldham, www.historylink.org ) The suspect party consisted of the five Native American folks claiming cultural association to the remains and advancing the repatriation of the Kennewick adult male. The U. S. Army Corps of Engineers were in charge of the remains, and along with the Department of the Interior and National Park Service furthered the surveies to find the beginning of the Kennewick Man ‘s lineage and line of descent for proper association. The Kennewick Man instance was eventually concluded, and the opinion was in favour of the complainant scientists. â€Å"The scientific community should be allowed to analyze the 9,000-year- old human castanetss known as Kennewick Man, a 9th U.S. Circuit Court of Appeals panel ruled †¦ rejecting an entreaty by several folks claiming affinity and seeking to rebury the remains†¦ The three-judge panel, with an sentiment written by Judge Ronald Gould, upheld a District Court determination that the folks have shown no direct affinity to the remains and have no such authority.† ( Paulson, www.Seattlepi.com ) Today the remains of the controversial Kennewick Man reside in the Burke Museum at the University of Washington, where scientists continue to analyze the remains. The opinion and scientific surveies proved that the line of descent of the Kennewick adult male was more Caucasic than Native American, hence dissociating him with Native American association and taking him from NAGPRA ordinances. In the controversial instance affecting the Kennewick Man, I am pleased with the result. I side with the scientists, admiting the significance of analyzing the Kennewick Man ‘s remains. Because the Kennewick Man was proven to be non of Native American line of descent, it seems inarguable that the instance be removed from under NAGPRA Torahs. The possible replies that can come from the future surveies of the Kennewick Man are so huge that I can merely wait with exhilaration for consequences to come from these surveies. With Archaeology and Anthropology technologically progressing more and more every twenty-four hours, it is a great unmeasurable triumph for scientific discipline to be able to dispute and win such an influential instance as this one.