Cultural Influences on Myths: Legend of the Menehune People

Cultural Influences on Myths: Legend of the Menehune People Introduction Myths, being narratives about early history (Barker, 2014, p.4) explains social occurrences which involves supernatural events. When it comes to myths, people can be very opinionated when deciding if the myth is true or not. Some people believe it because it is a tale they have been told while growing up or simply because it sounds fantastical, other people choose not to believe it until there is proof of whatever it is they have been told. It has become the responsibility of social scientists, namely Archaeologists and Anthropologists to uncover the truth about these myths. One of the most infamous myths in Hawaii involves the Menehune people and the structures that are believed to have been built by theme. The legend of the Menehune people takes different versions in Martha Warren Beckwiths’ book, Hawaiian Mythology (1940, pp.227-37). According to Brien Foerster (2000, pp.15-20) the term Menehune is just a tale which was altered and confused with the factual accounts of the Manahune, the first settlers of the island who were lower in social status compared to the Tahitians. The Menehune people however are believed to have been small figured beings with a height of 15 to 90 centimetres that lived on Kauai before the Polynesian settlers and lived in caves and valleys (Mugner, 2013). Just as any other myth, the legend of the Menehune differs when it comes to the physical description of the Menehune, according to Eberhart (2002, p.326) they were well dressed, well-built and hairy beings, compared to Mailly (1998) the Menehune had straight long hair that covered their undressed bodies. This is just minor differences between sources on the Menehune people. What many of the sources do agree on is that these beings enjoyed bananas, fish and starch. Even though they were playful beings who liked playing games, diving, dancing, making music and singing, they were good at heart as they were known for shooting magical arrows at people who were infuriated, stirring up emotions of love instead. What makes the legend of the Menehune famous is that they were believed to have been exceptional craftsmen, extremely strong, fast and nocturnal (Eberhart, 2002, p.236). The Menehune have allegedly constructed houses, fishponds, ditches, roads and temples all in one night and if by chance these structures were not complete by sunrise, they would desert the structure. The most famous structures said to have been built by the Menehune is the Alekoko Fishpond, Kikiaolo Ditches, Necker Island Structures, Pa o ka Menehune breakwater and the Ulupo heiau (Foerster, 2000, pp.15-20) (Paul, 2007). Even though the pond is no longer in use today for fishing, instead it is a wetland for threa tened birds. Archaeologists estimate the pond to be over a thousand years old (Foster, 2008, p.193).the Kikiaolo ditches were built using the same stone used in the Alekoko pond, the ditches lead water to other ponds for irrigation (Foster, 2008, p.203). Necker Island has to be the most spoken about archaeological site in Hawaii, compared to the other two islands which surround Necker that could have supported a permanent population, the conditions on Necker Island suggest that a permanent population could not be sustained but there is proof of activity on the island (Kirch, 1997, pp.94-98). There has always been conflict between science and culture, science being a field whereby something can be proved or disproved, culture on the other hand is something that has been embedded in us, and culture is a way of life. Just like any other myth, the Menehune myth is believed by some and not by others. There is not much scientific evidence to prove that the Menehune did exist besides the archaeological sites that are said to have been built by the Menehune, but archaeologists are not one hundred percent certain about this. Individuals that are in favour of this myth usually have biases for this notion, culturally it might be that this was a tale that they have grown up with being told which have led them to believe that that the Menehune did in actual fact exist. Others might believe it for the sake of believing it; this can also be considered as a social factor which contributes to the bias. For those that do not believe the myth, they base their opinion on lack of evidence mo st of the time. It’s no lie that how we perceive the world is namely based on our social and cultural biases (Boundless, 2014) to make something more favourable in the world we live in but this can be seen as a problem in some scientific fields such as archaeology and anthropology, because the world today is not the same as it was a hundred years ago, even fifty years ago, there is a major difference in how history is viewed. Scientific theories are in place to prove or disprove a notion and if a researcher is bias towards a specific notion, it is reflected in their work which in turn doesn’t provide the desired outcome. In context of the Menehune myth, researchers ultimate goal is to find out if they did or still do exist, they would do this by listening to the local population and their narratives about the Menehune, This can be seen as bias because locals tell researchers what they have heard and what they have been told as part of folklore, this affects how researc hers conduct their investigation. It would be incorrect to say that scientific theories are based on what people believe in, but looking at it logically, what people believe in form the basis of scientific theories, which then form a broader picture to conduct scientific research to prove or disprove the theory, so in essence, science is not a worthless way of looking at the world, but one must consider how people view the worth culturally. The world is viewed in many ways, science is just an added way of looking at the world, and the only difference is that science has authenticated justification. This is accomplished through repetitive testing, observation and investigations. Science answers unsolved mysteries, prevents the present generation from making past mistakes to create a better future and most importantly provides a better understanding of humanity. Science might not solve all our problems but it most definitely is a start. The one quality that any person needs to have when evaluating a scientific theory, is that they need to be open minded because science has endless possibilities. Conclusion Judging from the above mentioned, it is easy to see that science plays a valuable role in society today, it does not only uncover the truth but new discoveries are made using science. One must not forget however that social and cultural biases also play an important role in society and when it comes to issues regarding myths of any kind, there will always be two sides to the story, the truth that hasn’t been uncovered yet and the tales that have been told over the many centuries and the Menehune myth is far from the truth, Works Cited Barker, G., 2014. What is a myth? Britannica Educational Publishing. Beckwith, M.W., 1940. Hawaiian Mythology. Hawaii: University of Hawaii Press. Boundless, 2014. cultural influences on perception. [Online] Available at: https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/sensation-and-perception-5/advanced-topics-in-perception-40/cultural-influences-on-perception-174-12709/ [Accessed 14 march 2015]. Eberhart, G.M., 2002. Mysterious Creatures: A Guide to Cryptozoology. ABC-CLIO. Foerster, B., 2000. The Real History Of Hawaii: From Origins To The End Of The Monarchy. Lulu.com. Foster, J., 2008. Frommers Kauai. 3rd ed. John Wiley Sons. Kirch, P.V., 1997. Feathered Gods and Fishhooks: An Introduction to Hawaiian Archaeology and Prehistory. Hawaii: University of Hawaii Press. Mailly, H.D., 1998. Menehune. [Online] Available at: http://www.pantheon.org/articles/m/menehune.html [Accessed 13 March 2015]. Mugner, S., 2013. Sean Mugner. [Online] Available at: http://seanmunger.com/2013/12/01/the-menehune-of-ancient-hawaii-did-they-reaally-exist/ [Accessed 14 march 2015]. Paul, P., 2007. Were there menehune in Hawaii? [Online] Available at: http://ahistoryofmigration.blogspot.com/2007/07/were-there-menehune-in-hawaii.html [Accessed 14 march 2015].

With reference to the headscarf debate in France, analyze the extent to which laicite has played a major role in the French law 2004-228.

Introduction On March 15th, 2004 the government of French Republic passed a law that banned the wearing of â€Å"conspicuous signs† of religious affiliation in public schools (Bowen, 2007). Whilst this law affected Jewish skullcaps, large crosses, Sikh turbans, many scholars (i.e. Wing and Smith, Tarhan) believe that its main purpose was to ban the wearing of the headscarves, known also as hijab by young Muslim girls. Currently there are approximately 5 million Muslims living in France (CIA, 2012). The majority of them are the immigrants from former French colonies in North and West Africa. Muslims constitute 5-10% of the French population, while Islam is the second largest religion in France (Tarhan, 2011). Hence, the law from 2004 led to objections and protests amongst French Muslims. They regarded the decision of French government as a sign of discrimination and violation of religious freedom in France (Wing and Smith, 2006). French government, in turn, emphasized that French secularism (known also as laicite), assuming separation between state and religion, was a main reason standing behind its decision (Astier, 2004)). Until nowadays the French law 2004-228 is very controversial. The supporters of this law believe that a ban on religious symbols confirmed a secular character of French Republic and defended French national identity. They also postulate that a ban contributed to a greater equality amongst women and men within Muslim society. The opponents, in turn, emphasize a largely symbolic character of the ban, as it affected only Muslim girls attending public schools and did not apply to Muslim women on the streets or university students. The opponents often also rejected laicite as a basis of the French law 2004-228. Instead, they postulate that a fear of multiculturalism and growing division within the French society, especially after September 11th, had a key impact on the governmental decision (Scott, 2005). The following essay aims to examine whether French secularism, laicite, was a key factor responsible for the banning of headscarves in France. First, the essay explains the role of female headscarf in Muslim religion and tradition in order to understand a strong objection against a ban from Muslim side. Second, the essay presents shortly a debate on wearing headscarves in France that had its beginning in the 1980s. Further, the essay considers the concept of laicite in France and its impact on passing the French law 2004-228. The essay analyzes other factors that influenced on the banning of religious symbols in France in order to compare their role and the role of laicite in passing the law. Finally, the essay considers the ban as an unsuccessful reform and presents policy recommendations. The role of headscarf in Muslim tradition The headscarf[1] is an important religious symbol in the Islamic tradition. The Quran, perceived as the source of Allah’s command by Muslims, states that: â€Å"believing women (†¦) should lower their gaze and guard their modesty; that they should not display their beauty and ornaments except what must ordinarily appear thereof; that they should draw their veils over their bosoms and not display their beauty except to their husbands, their fathers, their husbands’ fathers, their sons, their husbands’ sons, their brothers, or their brothers’ sons or their sisters’ sons, or their women or the servants whom their right hands possess, or male servants free of physical needs, or small children who have no sense of the shame of sex, and that they should not strike their feet in order to draw attention to their hidden ornaments. And O you Believers, turn you all together towards Allah, that you may attain Bliss.† (Quran 24:31)Therefore, following Allah’s law, Muslim women are obligated to remain modest and to cover their beauty. Moreover, the Quran says: â€Å"O Prophet! Tell Thy wives And daughters, and the Believing women, that They should cast their Outer garments over Their Persons (when outside): That they should be known (As such) and not Molested† (Quran 33:59). It indicates that there are two purposes of the wearing of headscarves by Muslim women. First, headscarf should protect Muslim women from gazes of strange men and from being an object of stranger’s desire. Second, headscarf should help to distinguish Muslim women from women of other religions (Syed, 2001). It is worth adding that the Quran does not state precisely which parts of woman’s body should be covered. Hence, there are different types of head (and body) coverings amongst Muslim women in various countries, depending on Quran’s interpretation and culture. They range from the simple hijab, covering the head and neck to Afghani burqa, covering the entire body and leaving only so-called mesh screen so th at the woman is able to see (Wing and Smith, 2006). Further, the following sentence from the Quran: â€Å"O Prophet, tell your wives and daughters and the women of the believers to draw their cloaks close round them (when they go abroad). That will be better so that they may be recognized and not annoyed† (Wing and Smith, 2006, p.751) indicates that Muslim men are also obligated to Quran to make sure that their wives have got appropriate covering when they leave their houses. With the beginning of decolonization in the 1950s and the 1960s, the European countries, in particular France and the United Kingdom, had experienced massive immigrations from the Middle East and African countries. Most of the immigrants were Muslims. Hence, the Western countries, characterized by Christian roots had to face different religion, culture and values brought to the Europe by Muslims. Headscarf has become one of the most visible elements of these differences in the European’s public eyes (Wing and Smith, 2006). Headscarf debate in a contemporary France There are currently around 5 million of Muslims in France, constituting 5-10% of the total French population (CIA, 2012). Mostly they are immigrants from the regions such as the Maghreb, the Middle East, Turkey and Sub-Saharan Africa and Asia. Additionally there is an increasing number of people of European descent in France who are deciding to convert into Islam. In the recent years, Muslims in France has strongly manifested its cultural and religious separateness. They aimed to â€Å"create an Islamic identity with local institutional, societal and cultural structures† (Wing and Smith, 2006, p.753) and they focused on building new mosques and loud practices of their religion. It led to Islamophobic tendencies in France which were often manifested by hostility, discrimination in employment and housing as well as larger socio-economic exclusion of Muslim society. Currently Muslims continue to be separated from the rest of French society. Key indicators of this exclusion are li mited access to the education for Muslims, houses in the urban ghettos (known also as the zones of economic and social exclusion) but also lack of involvement in French political life and culture from the Muslim side. The debate on headscarves in France has got its root in 1989 and is known as the affaires de foulard (Scott, 2005, p. 1). At that time, three Muslim girls were expelled from their secondary state school in the town of Creil after they refused to take off their headscarves. Although it was not a first such a case (the director of this school had earlier banned Jewish students from wearing the Kippah in school), it brought an extensive attention of French media. The director of school argued that he made a decision on the basis of French laicite[2], a concept postulating separation between the state and religion (Tarhan, 2011). Muslim society was supported by Catholic, Protestant and Jewish leaders. Together, they postulated that laicite should have been regarded as toleration for other religions rather than condemnation of religion (Scott, 2005). This approach was also accepted by the former Minister of Education, Lionel Jospin. He announced that religious symbols and clothing at sch ools were allowed as long as they did not threaten other religious beliefs (Tarhan, 2011). Despite this governmental announcement, a number of similar cases has dramatically increased between 1989 (400 cases) and 1994 (3000 cases), what led to racial and religious violence in France (Bowen, 2007). In 1994 the tensions were so intense that education staff were sending letter to the French government, asking for advices on how to deal with the situation. In result, new Minister of Education, Francois Bayrou implemented new rules on religious symbols in schools. He allowed only discreet symbols in schools, while he prohibited ostentatious symbols. Discreet symbols were defined as those that â€Å"demonstrated personal religious conviction† (Tarhan, 2011, p.18), while ostentatious – as those that led to discrimination and differences into the educational communities. Bayrou’s claim was controversial and brought the attention of French media. In result, the Conseil d ’Etat, the highest administrative court in France, decided to investigate the controversial issue. The court rejected Bayrou’s decision and obligated school administrations and teachers to make decision on the actions of their students. The French government appointed a Muslim woman, Hanifa Cherifi, as a governmental mediator responsible for handling the wearing of headscarves. In result, the issue has grown quiet for nine years (Scott, 2005). The issue of headscarves was brought to the public attention again in 2003, when the Minister of Interiors and Cults, Nicolas Sarkozy postulated that Muslim women should take off their headscarves while posing for official identity photographs. As Muslims became an important minority in France with the beginning of the twenty first century, Sarkozy’s claim reflected growing frustration and intolerance towards visibility of religious symbols in public places amongst French politicians and society. It also brought back the issue of headscarves in schools. In effect, French President, Jacques Chirac formed a commission led by Bernard Stasi in order to investigate the implementation of laicite in French educational institutions. . Students, teachers, intellectuals and also the European Commission got involved in the work of Stasi’s Commission. Muslim girls chose to be interviewed undercover, as they wanted to voice their opinions about wearing the hijab anonymously. The report produced by Stasi’s Commission presented an in-depth study on the role that the hijab plays in the Muslim community. In reference to Islam, one of the most important results was that young Muslim girls, that used to grow up in a society dominated by western culture and values found difficult to reaffirm their identities as Muslims by the way they had to dress. Further, it showed that young Muslim girls were often not participating in classes such as P.E (physical education) as they were afraid of violence and assaults from Muslim men’s side. Moreover, Muslim girls often confessed that they were being forced to wear the hijab by their families and peer groups. The Stasi’s Report also drew open other issues su rrounding Muslim women such as female genital mutilation and forced marriages (Vaisse, 2004). The Stasi’s Report pointed out that the existence of religious symbols in schools was not compatible with the concept of laicite. The Report postulated that the veils were responsible for the alienation of women. As secularism and gender equality were regarded as the important features of laicite, the Report recommended banning religious symbols in schools[3] (Wing and Smith, 2006). It is important to add that the critics of the Stasi’s Report aimed to undermine the validity of the report. They postulated that the report was mainly based on western perceptions on the hijab and Muslim women. The link between forced marriages, female genital mutilation and the hijab, were all based upon the commission negative image of Islam, there was no empirical research to back their findings (Schiek and Lawson, 2011). Muslim women argue that the hijab is worn voluntarily and it brings them a sense of belonging and community (Schiek and Lawson, 2011). Following the Stasi’s Report, on February 10th, 2004, French National Assembly passed the law on the banning conspicuous religious symbols in schools. A huge majority of the Assembly, 494 members, were in favour of the ban, while only 36 members voted against the ban. At the same time, 31 members abstained from voting. Similarly, on March 3rd, 2004, the French Senate also passed the same legislation. 276 voters were in favour of the ban, while 20 of them voted against the ban (Weil, 2009). The implementation of the new law was preceded by three demonstrations, respectively, on December 21st, 2004; on January 17th, 2005; and on February 14th, 2005 that aimed to stop passing the law 2004-228. Mohammed Latreche, an Islamist activist mobilized and encouraged French citizens to participate in these demonstrations. He established a political party, Pati des msulman de France (the Party of French Muslims) with the headquarters in Strasburg. The demonstrations, showed the Muslim publ ics outrage at the law that was about to be passed. The legislative ban was regarded as an attack on Muslims with the Muslim society. Two girls even went as far as hunger strikes to show their opposition to the ban. Some posters propagated slangs such as ‘Stasi killed me’ and ‘1 veil= 1 vote’ (Bowen, 2007). Officially, the law was implemented on March 15th and it is known as the law 2004-228. Despite the demonstrations, the legislative ban in France has been largely supported by the French society. According to Pew Research Centre (2006) 78% of the French population have supported the ban, while only 22% of the population have regarded the banning as a bad idea. The concept of laicite and its impact on the banning of headscarves in France Many scholars (i.e. Wing and Smith, Scott) believe that the concept of laicite was a key factor behind the decision on the banning of headscarves in France. Laicite has a long tradition in France and hence, it is crucial to analyze its influence on the ban of religious symbols. As it was mentioned above, laicite, known also as a French secularism, postulates separation between the state and religion as well as freedom of religion (Tarhan, 2011). It can be viewed as passive neutrality or non-intervention by the state in the private religious domain. This interpretation suggests that the exercise of religion in the private sphere is permissible, and that the French state will not openly support overt religious practices in public spheres (Scott, 2005). Another interpretation of the laicite’ can be viewed as a more active secularism, in terms of which the nation is promoted as a fundamentally political society fiercely independent of any religious authority (Wing and Smith, 2006), and one in which the values of the state can be defended through the concept of Là ¢â‚¬â„¢ORDRE PUBLIC in order to justify interference where necessary with some religious organisations. This definition of laicite’ gives the government more control over public institutions and the amount of religious activity that goes on there, for example schools (Weil, 2009). The concept of laicite was developed during the French Revolution (1789). Initially it concerned the separation between the state and the Catholic Church, which played a major role in France in the seventeenth century. Revolutionaries aimed to redefine citizenship and nationhood and hence, to separate Catholicism from the French identity. New citizenship was meant to be universal, secular and inclusive. Instead, the French Revolution led to ‘xenophobic nationalism’ (Tarhan, 2011, p.4) which targeted foreigners as well as priests, rebels, political opponents and noblemen. Similarly, the Revolution started to reject religion rather than tolerate it. The laicisation of French public schools began with an article that was passed on June 28th, 1833. This law entailed that primary school teaching should have no religious affiliation. Further, laicite was implemented in France through the creation of the public school system, in the years 1881-2 with Jules Ferry’s public school laws (Bowen, 2007). However, despite these steps Catholicism remained an important element of French regime until the end of nineteenth century. More significant changes started in 1901 when France passed a new law, Law of Association according to which religious associations became obligated to have a state supervision. Further, in 1904 the religious communities were forbidden to provide education. In result, approximately 30,000 of clergy lost their teaching jobs and stopped taking salaries from the state. Nonetheless, the legislation passed in 1905, known as the Separation Act, is regarded as first meaningful success of secularists in France (Tarhan, 2011). The 1905 law has become the legal guideline for the separation of the state and the church. The word laicite did not appear in the 1905 law. However, the first article of the law emphasized freedom of religion in France, as it stated that: â€Å"the republic ensures freedom of conscience. It guarantees the free exerci se of religions with the sole restrictions decreed hereafter in the interest of public order† (Tarhan, 2011, p.7). The second article, in turn, declared that â€Å"The Republic does not recognize, fund or subsidize any religion. [†¦]State, departmental and commune budgets, together with all expenses relating to the exercise of religions will be abolished.† (Tarhan, 2011, p.7) and hence, it guaranteed state’s neutrality towards religions. The legislation from 1905 gave a political and legal character to the concept of laicite in France. More importantly, it indicated that laicite was a process that had emerged in France through the confrontation about national identity between Clerics and Republicans (Scott, 2005). Although the concept of laicite in France does not show any historical links to the Islam religion, the ban on religious symbols from 2004 seems to emphasize an impact of laicite on the French politics and tradition. Nowadays laicite is regarded in France as one of the foundations of French Republic and the French collective (national) identity (The Economist, 2004). It represents a sharp contrast to Anglo-American model of multiculturalism. French believe that laicite guarantees tolerance, freedom of religion, peace as well as social cohesion. Further, laicite postulates a sharp division between public and private spheres. Religion and ethnicity can be manifested in the private sphere. However, the only visible legitimate identity in the public sphere should be French national identity. Further, the laic state has right to interfere in the religious issues if the national unity and common values of the French Republic are threatened (Weil, 2009). According to the concept, Muslim soc iety should accept French norms and culture in order to become a part of French political unity. Nonetheless, Muslims have become a significant minority in France, unwilling to adopt French tradition and lifestyle. Instead, they strongly manifested own culture, tradition and identity (The Economist, 2004). Islam was perceived not only as a religion but also as a rigorous lifestyle that rejected Western values such as liberty, freedom and laicite. Muslims were often regarded as the extremist group. Hence, French started to perceive Muslims and Islam religion as the threads to the French national unity that had to be addressed and resolved. The debate on headscarves in France confirms this negative perception of Muslims within French society (Tarhan, 2011). With the exception of laicite, there were also other factors that had an influence on the ban of religious symbols in France. As stated in the Stasi’s Report, the ban aimed to empower Muslim women and to guarantee greater equality amongst the Muslim women and men. However, in this case, the ban was just a symbolic gesture, as it only applied to the young Muslim girls in public schools and did not affect adult Muslim women, working in some public places or just walking on the streets (Bowen, 2007). In contrast, there are several external factors that might have influenced the timing of headscarves debate in France. When the first debate on headscarves took place in 1989, the Communist system in the Central and Eastern Europe collapsed. Instead, the Europe experienced massive inflows of Muslim immigrants and spreading Islam religion across the European countries. Hence, Islam quickly started to be perceived as a thread to the Western values that replaced an old thread, communism . Further, in 1994 there was a civil war in Algeria, a former colony of France that was caused by the conflict between the secular military government of Algeria and Islamic fundamentalists. The Algerian conflict indicated a possibility of similar problems between the state and its largest religious minority in France. Finally, in 2003 the Europe was still strongly affected by the consequences of September 11th (2001). Additionally, the wars in Iraq and Afghanistan as well as the worsening of the conflict between Israel and Palestine resulted in sharp divergence between the West and Islam culture. At that time, French Muslims definitely identified with the Muslims in other parts of the world and the wearing of headscarves manifested such identification. French government, on the other hand, faced real threads of terrorism. Hence, the main principle of French defense became to prevent French citizens and institutions from potential challenges to their integrity (Scott, 2005). Conclusions To sum up, the ban of religious symbols in schools implemented in France in 2004 was very controversial and led to numerous protests and demonstrations in France. The supporters of the ban underlined the secular character of France and the need to separate religion from the public sector. The opponents, in turn, postulated a minor impact of the ban, as it only affected Muslim schoolgirls, constituting relatively insignificant percentage of Muslim female population in France. Without a doubt, laicite had a key impact on the legislative ban. However, the main factor behind the governmental decision was not separation between the religion and the state, regarded as a traditional element of the concept of laicite. In the contemporary France, key elements of laicite have become nation identity and unity. As the French society was characterized by a strong division on Muslims and non-Muslims as well as by strengthening Muslim influences, the French conservative government of Chirac has become responsible for protecting the French national identity. The ban was believed to be a successful tool to achieve this goal. Except laicite, there was a number of international events such as Afghan war, Iraqi war or Israeli-Palestinian conflict that strengthened Islamophobic in Western countries, in particular in secular France that has always been characterized by the opposition to multiculturalism and foreignness. Although some scholars postulate that gender equality wa s also a factor influencing French decision on the ban, there is no strong evidence to support this claim. In fact, the ban affected only small number of young Muslim girls being in public education. Nowadays it is certain that Muslims have to accept cosmopolitan values and freethinking if they aim to stay in the Western countries. Currently a number of Western countries such as United Kingdom, Spain or Germany have been characterized by a trap of two conflicting cultures. However, forcing Muslims to go against their religious practices, as applied in France seems to be counterproductive. The ban of religious symbols in France led to the riots (2005) in so-called les cites, ghettos focusing North Africans and Arabs that spread around the major French cities. During these riots two Muslim teenagers were accidently killed. However, the ban of religious symbols could have disastrous consequences. Young Muslims, rejected by the French government and regarded as a second-class society, often accept extremism and violence as the solution of their problems. The example of the United States demonstrates prominently the negative consequences of rejecting and underestimating its ethnic min ority. The young, radical Muslims in the US, trained by the conservative European imams became responsible for the dramatic events from September 11th (Kiersh, 2008). The French government should have learnt a lesson from the United States and should stop pushing its Muslim society towards extremism and encouraging violence amongst them. Instead, the French government should establish a long-term strategy in order to incorporate their Muslim minority into the environment they regard as unfriendly. The government must develop new, comprehensive measures that will help Muslims to identify with the rest of the French society and to become involved in various aspects of French lifestyle. In order to achieve these goals, the French government must focus on the reduction of job and housing discrimination in the first place as well as on changing the attitudes within the French policy towards Muslim male immigrants. The French government can expect that other European governments (in particular British, German and Spanish governments) will be also willing to address the problem of separation between Muslims and mainstream society, as they struggle with the same problem. Together, these countries have enough resources to implement reforms and changes so that the Muslims can assimilate with the rest of the societies. Also the United States could probably get involved in such a cross-countries program in the framework of the War on Terror. Without a doubt, the European governments would be more willing to accept such a form of terrorism fighting rather than military interventions in the Middle East. The following concept requires in-depth analyzes and detailed policy planning. However, it would definitely bring larger and more positive outcomes than the ban of religious symbols in public schools (Kiersh, 2008). List of references: Astier, H., (2004). The deep Roots of French Secularism [online] available from: (Accessed on 25.04.2012). Bowen, J., (2007). Why the French do not like the Headscarves. New Jersey: Princeton University CIA, (2012). The World Factbook: France [online] Available from: (Accessed on 25.04.2012). Kiersh, A., (2008). Why the Headscarf Ban is wrong for France [online] Available from: (Accessed on 25.04.2012). Morin, R. and Horowitz, J., (2006). European debate the Scarf and the Veil [online] Available from: (Accessed on 25.04.2012). Scott, J., (2005). Symptomatic Politics: The Banning of Islamic Head Scarves in French Public Schools. New Jersey: Institute for Advanced Study. Schiek, D and Lawson, A., (2011). European Union Non-Discrimination Law and Intersectionality: Investigating the Triangle of Racial, Gender and Disability Discrimination. London: Ashgate Publishing. Syed, , (2001). Women in Islam: Hijab [online] Available from: (Accessed on 25.04.2012). Tarhan, G., (2011). Roots of the Headscarf Debate: Laicism and Secularism in France and Turkey. Journal of Political Inquiry, 4, p. 1-32. The Economist, (2004). The war of the headscarves [online] Available from: (Accessed on 25.04.2012). Vaisse, J., (2004). Veiled Meaning: the French Law Banning Religious Symbols in Public Schools. Washington: The Brookings Institute. Weil, P., (2009). Why the French Laicite is liberalCardozon Law Review, 30(6), p.2699-2714. Wing, A. and Smith, M., (2006). Critical Race Feminism Lifts in Veil?: Muslim, Women, France and the Headscarf Ban. California: UC Davis. [1] The headscarf wore by Muslim women is commonly known as hijab in the Europe. However, Quran uses two Arabic terms: â€Å"khimar† and â€Å"jilbaab† in reference to headscarf or veil. [2] The concept of French laicite will be discussed in details in the next chapter. [3] It is worth adding that Stasi’s Report also postulated the recognition of majority religious feasts as public holiday. However, this law was not passed.

Argumentative Essay Topics about Slavery Tips

Argumentative Essay Topics about Slavery Tips The introduction contains an explanation of the matter, background info, and the author's position. It's crucially important to completely engage yourself in the subject you will write. It isn't a must, but should you care about your topic, it is going to be resembled in your writing. A great method to tell if your topics is an argument topic is to see whether you can debate your topic utilizing the info you find. Bear in mind an argumentative essay is based more on facts instead of emotion. Argumentative essays utilize logic, facts, and reasoning to set the victor. In order to really convince readers of your standpoint, the argumentative essay must also check at the opposing views. Writing a persuasive, argumentative essay can be challenging, and at times it can find a little confusing. A comprehensive argument As mentioned before, an argument does not need to be formal. Your hypothesis assertion needs to be written at the conclusion of the introduction. You should consistently stay on a single side of the argument. Every claim needs to be explained in a different paragraph. An essay arguing that income inequality is the most essential issue of our time as there are large gaps between the wealthy and the poor. Another last component is having the ability to draw out the advantages and disadvantages of the opposition and disprove their argument. While the focus is largely on your side, there's also a discussion concerning the opposing side which goes far beyond a single sentence or a paragraph. You will then have to approach the subject by gathering, generating, and evaluating credible sources to back up your evidence. You could also see academic essay. The essay ought to have a little bit of structure, unlike a normal essay. Your essay should consist of recent statistics and data from reliable sources. You might also see descriptive essay. There are four key components to each argumentative essay, and you're likely to have to include them should you need your essay to convince your readers. There are a few specific elements which are necessary in an argumentative essay. Argumentative essays have to be well-organized. Writing an argumentative essay can occasionally be confusing since you don't necessarily understand how to compose a convincing argument. It is crucial to check reviews about essay writing services in order to be confident they can deliver your task before the deadline. Care ought to be taken that the data utilised in the essay is related to the topic. You may examine the further information on the best way to compose an eye-catching essay introduction with a hook. Then you need to endeavour to choose an appropriate argumentative essay format. Before writing, it's important to bring a different sheet and put down all ideas you have been able to find on a particular issue. The absolute most essential part of your paper is the introduction. The matter here is that it takes so many parts of paper to write just 1 textbook. Below, you will discover an impressive collection of research paper topics on slavery. When people online aren't polite, they don't be concerned about their tone in any way, and it offends people. A lot of people find writing as an effective method to share their suggestions and opinions. You wi ll need to realize that different individuals have various points of view regarding the identical topic, so be patient. Choose from popular topics that folks are passionate about. 1 leading area that students have a tendency to go stumped on is the best way to provide proof to support their claims. You select the topic we'll supply you with high-quality academic help. Various folks need different approaches. There are several of individuals who don't wish to understand what's in their food.

The Chemical Reaction That Causes Rust

Rust is the common name for iron oxide. The most familiar form of rust is the reddish coating that forms flakes on iron and steel (Fe2O3), but rust also comes in other colors, including yellow, brown, orange, and even green! The different colors reflect various chemical compositions of rust. Rust specifically refers to oxides on iron or iron alloys, such as steel. Oxidation of other metals has other names. There is tarnish on silver and verdigris on copper, for example. Key Takeaways: How Rust Works Rust is the common name of the chemical called iron oxide. Technically, its iron oxide hydrate, because pure iron oxide isnt rust.Rust forms when iron or its alloys are exposed to moist air. The oxygen and water in air react with the metal to form the hydrated oxide.The familiar red form of rust is (Fe2O3), but iron has other oxidation states, so it can form other colors of rust. The Chemical Reaction That Forms Rust Although rust is considered the result of an oxidation reaction, its worth noting not all iron oxides are rust. Rust forms when oxygen reacts with iron  but simply putting iron and oxygen together isnt sufficient. Although about 20 percent  of air consists of oxygen, rusting doesnt occur in dry air. It occurs in moist air and in water. Rust requires three chemicals in order to form: iron, oxygen, and water. iron water oxygen  Ã¢â€ â€™Ã‚  hydrated iron(III) oxide This is an example of an electrochemical reaction and corrosion. Two distinct electrochemical reactions occur: There is anodic dissolution or oxidation of iron going into aqueous (water) solution: 2Fe  Ã¢â€ â€™Ã‚  2Fe2  Ã‚  Ã‚  4e- Cathodic reduction of oxygen that is dissolved into water also occurs: O2  Ã‚   2H2O 4e-  Ã¢â€ â€™Ã‚  4OH-  Ã‚   The iron ion and the hydroxide ion react to form iron hydroxide:   2Fe2   4OH-  Ã‚  Ã¢â€ â€™Ã‚  2Fe(OH)2 The iron oxide reacts with oxygen to yield red rust, Fe2O3.H2O Because of the electrochemical nature of the reaction, dissolved electrolytes in water aid the reaction. Rust occurs more quickly in saltwater than in pure water, for example. Keep in mind oxygen gas, O2, is not the only source of oxygen in air or water. Carbon dioxide, CO2, also contains oxygen. Carbon dioxide and water react to form weak carbonic acid. Carbonic acid is a better electrolyte than pure water. As the acid attacks the iron, water breaks into hydrogen and oxygen. Free oxygen and dissolved iron form iron oxide, releasing electrons, which can flow to another part of the metal. Once rusting starts, it continues to corrode the metal. Preventing Rust Rust is brittle, fragile,  progressive, and weakens iron and steel. To protect iron and its alloys from rust, the surface needs to be separated from air and water. Coatings can be applied to iron. Stainless steel contains chromium, which forms an oxide, much like how iron forms rust. The difference is the chromium oxide does not flake away, so it forms a protective layer on the steel. Sources Grà ¤fen, H.; Horn, E. M.; Schlecker, H.; Schindler, H. (2000). Corrosion. Ullmanns Encyclopedia of Industrial Chemistry. Wiley-VCH. doi:10.1002/14356007.b01_08Holleman, A. F.; Wiberg, E. (2001). Inorganic Chemistry. Academic Press. ISBN 0-12-352651-5.Waldman, J. (2015). Rust - The Longest War. Simon Schuster. New York. ISBN 978-1-4516-9159-7.

Suddenly Teens Pregnancy Is Cool - 3668 Words

When Jamie Lynn Spears, the 16-year-old sister of Britney, announced that she was pregnant last month in OK!, the magazine sold a record two million copies and had to run a second printing of the issue to keep up with demand. How could a wealthy preteen idol with her own hit Nickelodeon show, and the good sister to her chaotic older kin, be just several months away from adolescent, out-of-wedlock motherhood? I didnt believe it because Jamie Lynns always been so conscientious. Shes never late for her curfew, lamented mother Lynne Spears. She got over the shock in a week, and then Jamie Lynn, ever conscientious, notified the press that she would be having, keeping and raising the baby with her mama in Louisiana. Im just trying to do†¦show more content†¦Its part of a larger revisioning of motherhood: queer mothers, old mothers, young mothers. That wasnt possible 20 years ago. Suffice to say, the rising American teen birth rate in 2006 is something of an eye-opener. Between 1991 and 2005, the United States saw a 34 per cent decrease in the birth rate among those aged 15 to 19. But in 2006, that relatively steady decline was reversed. Suddenly, among 15- to 17-year-olds, the rate was up three per cent to 22 babies per 1,000 females, and 18- and 19-year-olds jumped four per cent to 73 births for every 1,000. That took us by surprise, admits Stephanie J. Ventura, head of the reproductive statistics branch at NCHS. And the rise was spread over almost every ethnic group except for Asians; births among black, native, Hispanic and white teenagers rose. While no specific data was collected on the income of teen mothers, Albert says that with three in 10 girls getting pregnant by age 20, you realize this is not [just] poor folk. The problem is spread wide. In England and Wales, the birth rate per 1,000 females under age 20 rose to 45.5 in 2006 compared to 44.8 the year before. Not a huge leap, but its already one of the highest rates in the developed world. The United Nations last comprehensive tally of G8 countries, from 2004, showed the U.K. has the third-highest teen birth rate, with 26.8 births per 1,000, slightly lower than Russia (28.2) and well above Japan (5.6), France (7.8),Show MoreRelatedTeen Pregnancy1732 Words   |  7 PagesSuddenly teen pregnancy IS cool? 1. Teen pregnancy is up partly because there is less of a stigma associated with teen pregnancy since there is more of a cultural permission to be a younger mother. The rise is also partly due to the portrayal of celebrity teens such as Jamie Lynn Spears in the media and other cultural shifts, giving teens the idea that having a baby is the new handbag. 2. The reason the authors use allusion in the first paragraph is to show the readers that teen pregnancyRead MoreEssay on Analysis of Article on Teen Pregnancy1691 Words   |  7 PagesSuddenly teen pregnancy IS cool? 1. Teen pregnancy is up partly because there is less of a stigma associated with teen pregnancy since there is more of a cultural permission to be a younger mother. The rise is also partly due to the portrayal of celebrity teens such as Jamie Lynn Spears in the media and other cultural shifts, giving teens the idea that having a baby is the new handbag. 2. The reason the authors use allusion in the first paragraph is to show the readers that teen pregnancyRead MoreModern Teenage Issues: Sex, Drugs and Alcohol Essay984 Words   |  4 Pagesthe party came to an end, people left me and the guy had decided to crash there. That night we ended up having sex, we use a condom but the condom broke. A few weeks later I found out I was pregnant at 16, the guy ran out and wasnt there for the pregnancy nor the birth of his son.† This story is one of the millions of stories that teenagers are able to share with their friends at the lunch table every year. Although not every story may be as extreme, the partying that teenagers are involved in isRead More Views on Teens Pregnancies Through the Years Essay844 Words   |  4 PagesThe Views on Teens Pregnancies Through the Years There are many different attributes to teenage pregnancy. The majority of teenagers do not realize the consequences of their actions. Taking that into consideration the influences of the teens are highly important during the pre teen stage all the way to adult hood. During the time of this impressionable stage many of the teens are having sex not because of love, but because it is a trend. The media is glamorizing teen pregnancy and leading to a culturalRead MoreSex Education : The Role Of Humor, Social Justice, By Nancy Goldman1540 Words   |  7 Pageslive politically. Americans are becoming more aware of teen pregnancy because in certain states they are allowed to learn about some specific topics only. However, some states try to avoid teaching sex ed. John Oliver talks about a few different aspects of sex and how the American sex system is broken because the lack of education about sexual intercourse. He talks about how the students can’t get a proper education which lead s to pregnancy, but he is trying to find other ways to fully educate kidsRead More Teaching Morality More Important than Sex Education in Public Schools2259 Words   |  10 Pagesfact is, contraception is societys attempt at a quick fix for a problem that runs far deeper than the issue of teen sex.   In the debate over the best safe sex, educators and parents must consider not only the health issues, but must also reevaluate the morality of the nations young people. Leafing through Planned Parenthoods literature on abortion, contraception, and teen sex, it becomes obvious that Planned Parenthood promotes contraception education, and opposes abstinence education:  Read MoreAdolescent Years1927 Words   |  8 Pagesdepending on the type of culture in which it occurs. Adolescence is somewhere between childhood and adulthood. It is filled with constant change, uncertainty, but it can be wonderful and full of expectation. Everything a child learned to believe is suddenly challenged. One day you are a cute child that everybody seemed to adore, and the next day your skin and body are changing. While the physical changes of puberty are an important indicator of adolescent development, many other kinds of changes alsoRead MoreMr. Right?1574 Words   |  7 PagesWas I too young to feel this way? I was a freshman in high school when we first met. Well when we actually started talking to each other. I had seen him a couple of times at a local club we all used to hang out at when they had teen night. We thought we were so cool getting to go in that place. They would serve non-alcoholic beverages in these martini cups. Everyone would be walking around holding these glasses like they were really drinking mixed drinks or something. 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Bp Ethical Culture to the Gulf Coast Free Essays

Question 1) Introduction BP is one of world’s largest energy company, they must have enough capital, technical and experience a responsibility to keep theirrefinery safe and run smooth in their working area. But some problem appeared from BP inside to cause this crude oil spill disaster. Save cost for to overlooked safe for the system;Assigned Transocean to drill oil; and continue to drill oil when technician looked out rig’s blowout preventer was leaking are main reason in this disaster. We will write a custom essay sample on Bp Ethical Culture to the Gulf Coast or any similar topic only for you Order Now Everyone totally not accept this overlooked in one history and technical energy company. Save Cost Nowadays save cost from an existing business is logic and comment. We understand and accept save cost to keep competition in the market but first concern is keep high quality production after save cost. If not it will cause many problems from this action. This is a simple logic for business beginner. So lots of people don’t know why a huge and history company forgot this main point. Oil drilling is one of dangerous and careful job in this world. Each step must need circumspect and 100% safe before action. So risk management most important for that, but BP cut corners like to save money. For example, no remote control to urgent shut-off switch install on the rig. This one is last insurance for the protection but they can miss it for save cost. Also, on simple procedures, they cut out some step and quality test for the pipe. Each industrialist must understand final quality check is one of main step in the production. This step if missed may cause the company loss a large amount and product confidence. Especially, public confidence is important for each product or service. They need spend too much capital and time to build up. Unfortunately, BP looks like forget this main point. They miss some step and quality test intentionally. The test is for the pipe mainly to detect the gas in the well. I know these actions can save some cost for their production. But they are loss a huge amount and crude oil, confident of public and 11 technical staff. Contractor investigation Based on there is no risk management and they contracting out oil drill to Transocean. In records that almost four incidents were owned by Transocean almost three years. They can make an investigation before contract if they have risk management. No Risk sense One technical staff whois worked on Deepwater Horizon oil rig and points out BP negligence. He report to BP that the rig’s blowout preventer leaked before explosion but BP still no action for stop production. BP’s management are not only no risk management for save cost, and then they only knowledge how to earn more money to negligence safety. Conclusion BP is a history and largest energy in the world. Money may cover their ethical knowledge. They destroyed a one heaven location for travel, fishing industry in Gulf Coast, tourism, 11 staff’s life, their thousands of gallons crude oil and main point is lost reputation and trust from public. Question 2) Introduction Lots of victims are in this unfortunate accident, environment of Gulf coast, tourism, fishing industry, 11 technical staff etc. But not included BP in this case. They are murderer totally in this oil spill disaster based on their company failed in the management of potential risk. Refer to question 1,their management should be stop production before explosion when their staff appear the rig’s blowout preventer leaked. If they can stop the production immediately, history should be no this disaster and BP continue to work smooth in the market. Management of potential risk is important for them, but they completely to ignore it. In this case, one of true victim is their staffs who are killed by this explosion. Before employ this job, all staff must understood how dangerous for their job. They put down their worry and accept this dangerous job ecause they believe a largest company had a completely system to protect their life and promise their parent safety back home every day. They are happy to get a stable meaningful job and they are working in one largest company. Also, lots of human can enjoy energy for their live, useful plastic accessories because they painstaking to delve crude oil. However their largest company betrays their truth and got their life base on oversight. Unfortunately, eleven employees can’t back home on time because they killed by this disaster. Conclusion Gulf Coast oil spill disaster no more excuse to shirk responsibility from BP. If they can increase safety sense and risk management, they no need to pay 80% penalty money for Gulf Coast restoration. Based on save cost and earn more profit to miss safety and quality control system is impolitic absolutely. Finally, senators introduce legislation to dedicate at least 80% of BP penalty money for Gulf Coast restoration on 21 July 2011. (Source by http://landrieu. senate. gov/mediacenter/pressreleases/07-21-2011-1. cfm) Question 3) Introduction BP is one of world’s large energy companies even the disaster happened. A company can ups and downs over hundred years, it must go through lots of incident. Mr. William D’Arcy (a British Petroleum and the Anglo-Persian Oil Company founder) used over six years of drilling in Middle East with his experts and scientists against his finances and patience were coming down. Finally, they had approached around 1200 feet when the source of oil shot out. Go through a few years to drill oil with painful, dissatisfy and nearly give up, a BP was born against these unfavorable factors. Mr. D’Arcy became rich because his company opened a trade on the stock market and their first location to set up a refinery is in Iran. Everything look like smooth going, however BP was go bankrupt nearly on 1914. In 1914, they loss a heating and kerosene lamp markets base on their oil came from Persian was a strong smell. And Automobile was not a primary market product. However, the company had a lot of stock in oil. But the market demand can’t fulfill. Since the first crisis passed, they met a second crisis during a coup in Libya and led by Muammar al-Gaddafi. He nationalized BP’s share of oil operation in Libya. And this action to make other oil rich countries in Middle East, like Saudi Arabia, Abu Dhabi, Iran etc.. tonationalize. They made BP drop down from 140 million to 500,000 barrels in oil production in Middle East between 1975 and 1983. Above two crisis are very seriously, they cause BP’s lost a huge amount in their business, capital and source. But they can’t compare the explosion in Gulf Coast region on April 2010. This unfortunate event is not only loss money, capital, source and technical staff. Their reputation destroyed in a short period. The whole process is like a nightmare for their public relation. Because rebuild a over hundred years history company is very difficult and need a long time and no any mistake appear again during this period. I understand their public relation is professional and technical. They must still hard to rebuild their reputation. But some idea suggests them to do in the future. 1) Fully support victim in fishing industry Before the explosion, one of main business in Gulf Coast is fishing industry. However, their marine products already got crude oil pollution. BP had a big representation to help all fishermen rebuild fishing industry and subsidies their cost of living. 2) Invite senators, experts, scientist to visit their refinery and Gulf Coast Base on their oversight to cause explosion and oil spill. They must always invite some good reputation experts, scientist, senators and media to visit their other refinery. Media can make more people understand BP how to drill the crude oil and each step is careful to handle and guarantee to public the disaster never happen again. Experts and scientist for double insurance to their machines and procedures is regular and correct. About some senators visit Gulf Coast, they must cause public to follow with interest. And they can show to public BP how to help Gulf Coast restoration. Like President Obama visited Gulf Coast after the disaster happened forth month. (Information source by http://obamafoodorama. blogspot. com/2010/08/as-gulf-coast-visit-ends-obamas-enjoy. html) They can help to Gulf Coast better to rebuild the tourism. 3) Solve Environment Effect After explosion rocked the rig and made them fire and sank. Thousands of gallons of crude oil were spilling to into the sea. The environment around Gulf of Mexico becomes environmental catastrophe. The spilled oil must make the sea on the sea. It hurts lots of marine life and fish. According patch up this disaster, BP and US government use lots of different method to control and clean up the spilled oil. However, they also used chemistry materials to control them. Some expert points out thatthetechnical limitationsand historical experienceshow that theclean-upworkmay not be abletorestoretheoriginal environmentofthe Gulf of Mexico, butthiseventisto provideatesting groundfor exploringthefutureof oilpurificationmethod. Information source by http://www. futenworld. com/_d270860491. htm) Base on no one want to meet again offshore oil disaster, their risks associated with offshore drilling activities must handle better than before. They must set a rule and guideline to each class of management how to handle if meets the rig in something wrong. And monthly report to local government to report each step is follow the guideline and 100% safe for oil drilling. How to cite Bp Ethical Culture to the Gulf Coast, Papers

Brain cancer1 Essay Example For Students

Brain cancer1 Essay Every hour one American is killed by skin cancer and every thirty seconds one American gets skin cancer. Cancer is a deadly disease that alters the DNA of a skin cell and causes it to reproduce at a rapid pace. This overproduction of cells can be harmful and in many cases deadly. Out of these cancers the most common is Basal cell carcinoma. Many steps have been made in the treatment of Basal Cell Carcinoma, some have been very successful and some not. The cells that have the altered DNA are called malignant or cancerous cells. These cells are found in the outer layers of the skin. The skins main job is to protect the body from infections and to insulate the body to keep it at the proper temperature. The first layer of skin is called the epidermis. This is the layer that is closest to the surface of the skin. There are three types of cells in this layer. The first is the squamace. The squamace cells are flat and scaly and are located closest to the surface of the skin. Second are the basal cells and finally are the melanocytes, which give the skin its color. The second layer of skin is the dermis, which is much thicker than the epidermis. This layer contains sweat glands, nerves and blood vessels. The dermis also contains follicles, which are tiny pockets from which the hair grows. The most common malignant cells are the basal cells. Cancer in the basal cell is called nonmelanoma cancer. This means that the cancer did not start in the melanocytes located in the epidermis. Basal Cell Carcinoma is caused by overexposure to the sun. The sun gives off ultraviolet rays, which are harmful to the human body. Basal cell carcinoma will affect body parts such as the eyes, ears and nose. If it is detected before it gets deep into the skin there will most likely be no problem treating the cancer. A problem will occur if it isnt detected quickly enough and it has progressed into the deep portions of the tissue. If Basal cell carcinoma is left untreated it can be very hard to treat and may even cause death. The common methods of treatment involve the use of Mohs micrographic surgery, radiation therapy, electrodesiccation and curettage, and simple excision. Each of these methods is useful in specific clinical situations. Depending on the case, these methods have cure rates ranging from 85% to 95%. Mohs micrographic surgery, a newer surgical technique, has the highest cure rate for surgical treatment of both primary and recurrent tumors. This method uses microscopic control to determine the extent of tumor invasion. Although Mohs micrographic surgery method is complicated and requires special training, it has the highest cure rate of all surgical treatments because the tumor is microscopically outlined until it is completely removed. While other treatment methods for recurrent basal cell carcinoma have failure rates of about 50%, cure rates have been reported at 96% when treated by Mohs micrographic surgery. Mohs micrographic surgery is also indicated for tumors with poorly defined clinical borders, tumors with diameters larger than two cm, tumors with histopathologic features showing morpheaform or sclerotic patterns, and tumors arising in regions where maximum preservation of uninvolved tissue is desirable, such as eyelid, nose and finger. Next there is a treatment involving simple excision with frozen or permanent sectioning for margin evaluation. This traditional surgical treatment usually relies on surgical margins ranging from three to ten millimeters, depending on the diameter of the tumor. Tumor recurrence is not uncommon because only a small fraction of the total tumor margin is examined pathologically. .u1b1fe8793d231618836a8630ff90e895 , .u1b1fe8793d231618836a8630ff90e895 .postImageUrl , .u1b1fe8793d231618836a8630ff90e895 .centered-text-area { min-height: 80px; position: relative; } .u1b1fe8793d231618836a8630ff90e895 , .u1b1fe8793d231618836a8630ff90e895:hover , .u1b1fe8793d231618836a8630ff90e895:visited , .u1b1fe8793d231618836a8630ff90e895:active { border:0!important; } .u1b1fe8793d231618836a8630ff90e895 .clearfix:after { content: ""; display: table; clear: both; } .u1b1fe8793d231618836a8630ff90e895 { 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; } .u1b1fe8793d231618836a8630ff90e895:active , .u1b1fe8793d231618836a8630ff90e895:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1b1fe8793d231618836a8630ff90e895 .centered-text-area { width: 100%; position: relative ; } .u1b1fe8793d231618836a8630ff90e895 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1b1fe8793d231618836a8630ff90e895 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1b1fe8793d231618836a8630ff90e895 .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; } .u1b1fe8793d231618836a8630ff90e895:hover .ctaButton { background-color: #34495E!important; } .u1b1fe8793d231618836a8630ff90e895 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1b1fe8793d231618836a8630ff90e895 .u1b1fe8793d231618836a8630ff90e895-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1b1fe8793d231618836a8630ff90e895:after { content: ""; display: block; clear: both; } READ: Feudalism Essay Recurrence rate for primary tumors greater than 1.5 cm in diameter is at least twelve percent within five years. If the primary tumor measures larger than three cm, the five year recurrence rate is 23.1%. Primary tumors of the ears, eyes, scalp, and nose have recurrence rates ranging from 12.9% to 25%. Third there is electrodesiccation and curettage. This method is the most widely employed method for removing primary basal cell carcinomas. Although it is a quick method for destroying tumor, adequacy of treatment cannot be assessed immediately since the surgeon