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University of South Florida Hartford Financial Services Group Discussion

University of South Florida Hartford Financial Services Group Discussion.

Go to the company web site and download the most recent (2019) 10-K annual financial statement of Hartford Financial Services Group, Inc. (HIG):1. Who is HIG and what do they do?2. How much premium did the company (consolidated) write in the most recent complete fiscal year? Was it a good, average, or bad year for them?3. What was their consolidated pre-tax net income? What was their after-tax net income? Anything interesting about their tax liabilities?4. What is management worried about (there is a long section in the 10-K covering risks)? What are they doing to mitigate these risks?5. Over the past 5 years, what kinds of important trends do you see? Sales? Profitability? Investment returns? Loss ratios? Discuss your findings, referring to specific financial metrics.6. What business segments are profitable? Not so profitable? Explain.7. How are they dealing with catastrophe exposures?8. Briefly describe their marketing strategy.9. How much did they have invested at the end of the most recent year (look at the consolidated balance sheet — not the holding company or a subsidiary)? What asset class was largest? Why might that be?Use “business” format rather than academic (APA) format. Submit your own words, with little or no direct quoting from the 10-K. Divide your paper into 9 sections, responding to the 9 questions above, clearly indicating which question you are answering. 3-5 pages single spaced
University of South Florida Hartford Financial Services Group Discussion

James Chadwick, a remarkable man, may rank among the greatest of all experimental nuclear physicists and he may have played a pivotal role in the development of the atom bomb. James Chadwick had many achievements – Nobel Prize, wartime knighthood, Master of Gonville and Caius, Companion of Honor — but was a troubled, hyper-tense human being, capable of love and anger as well as restraint. Chadwick was born in Bollington, not far from Manchester, England, on October 20, 1891, to John Joseph Chadwick and Ann Mary Knowles. Chadwick senior owned a laundry business in Manchester. At the age of sixteen, Chadwick won a scholarship to the University of Manchester, where he had intended to study mathematics. However, because he was mistakenly interviewed for admittance to the physics program and was too shy to explain the error, he decided to stay in physics. Initially Chadwick was disappointed in the physics classes, finding them too large and noisy. But in his second year, he heard a lecture by experimental physicist Ernest Rutherford about his early New Zealand experiments. Chadwick established a close working relationship with Rutherford and graduated in 1911 with first honors. Chadwick stayed at Manchester to work on his master’s degree. During this time he made the acquaintance of others in the physics department, including Hans Geiger and Niels Bohr. Chadwick completed his M.S. in 1913 and won a scholarship that required him to do his research away from the institution that granted his degree. At this time Geiger returned to Germany, and Chadwick decided to follow him. Chadwick had not been in Germany long when World War I broke out. Soon he was arrested and sat in a Berlin jail for ten days until Geiger’s laboratory interceded for his release. Eventually Chadwick was interned for the duration of the war, as were all other Englishmen in Germany. Chadwick spent the war years confined at a race track, where he shared with five other men a stable intended for two horses. His four years there were quiet, cold, and hungry. He managed to maintain correspondence with Geiger. Although the work he did under such harsh conditions was not very fruitful, Chadwick felt that the experience of internment contributed to his maturity. Moreover, when Chadwick returned to England, he found that no one else had made much progress in nuclear physics during his time away. His careful self-humbleness, though, kept him from the limelight, and his primary role over the next 20 years was as Rutherford’s assistant. They had a complex relationship where Chadwick was confidant, critic and counselor as well as general factotum (laborer) for the great man, particularly during their long association at the Cavendish Laboratory in Cambridge. One of Chadwick’s first tasks was to help Rutherford establish a unit of measurement for radioactivity, to aid in experiments with the radiation of atomic nuclei. Chadwick then developed a method to measure radioactivity that required the observation of flashes, called scintillations, in zinc sulfide crystals under a microscope and in complete darkness. Chadwick and Rutherford spent much time experimenting with the transmutation of elements, attempting to break up the nucleus of one element so that different elements would be formed. This work eventually led to other experiments to gauge the size and map the structure of the atomic nucleus. Throughout the years of work on the transmutation of elements, Chadwick and Rutherford struggled with an inconsistency. They saw that almost every element had an atomic number that was less than its atomic mass. In other words, an atom of any given element seemed to have more mass than could be accounted for by the number of protons in its nucleus. Rutherford then suggested the possibility of a particle with the mass of a proton and a neutral charge, but for a long time his and Chadwick’s attempts to find such a particle were in vain. For twelve years, Chadwick looked intermittently and unsuccessfully for the neutrally-charged particle that Rutherford proposed. In 1930 two German physicists, Walther Bothe and Hans Becker, found an unexpectedly penetrating radiation, thought to be gamma rays, when some elements were bombarded with alpha-particles. However, the element beryllium showed an emission pattern that the gamma-ray hypothesis could not account for. Chadwick suspected that neutral particles were responsible for the emissions. Work done in France in 1922 by physicists Frederic Joliot-Curie and Irene Joliot-Curie supplied the answer. Studying the hypothetical gamma-ray emissions from beryllium, they found that radiation increased when the emissions passed through the absorbing material paraffin. Although the Joliot-Curie team concluded that gamma rays emitted by beryllium knocked hydrogen protons out of the paraffin, Chadwick immediately saw that their experiments would confirm the presence of the neutron, since it would take a neutral particle of such mass to move a proton. He first set to work demonstrating that the gamma-ray hypothesis could not account for the observed phenomena, because gamma rays would not have enough energy to eject protons so rapidly. Then he showed that the beryllium nucleus, when combined with an alpha-particle, could be transmuted to a carbon nucleus, releasing a particle with a mass comparable to that of a proton but with a neutral charge. The neutron had finally been tracked down. Other experiments showed that a boron nucleus plus an alpha-particle results in a nitrogen nucleus plus a neutron. Chadwick’s first public announcement of the discovery was in an article in the journal Nature with a title characteristic of his unassuming personality, “Possible Existence of a Neutron.” It was his discovery of the neutron, in an experiment of disarming simplicity in 1932, which pulled him from Rutherford’s shadow and won him, with unusual promptness, the Nobel Prize for physics in 1935. He was now a giant in his field, and all his studious efforts to give credit to others could not conceal it. That same year, Chadwick took a position at the University of Liverpool to establish a new research center in nuclear physics and to build a particle accelerator. Chadwick’s reputation manifested his involvement with the atomic bomb and the single-mindedness he brought to the early thinking and feasibility work in Britain, and to the subsequent development of the weapon in the US. Chadwick, among the first to see the potential for a weapon and to realize that Nazi Germany might be making it, threw himself into the task and ended up in effect in charge on the British side. Chadwick’s discovery of the neutron made possible more precise examinations of the nucleus. It also led to speculations about uranium fission. Physicists found that bombarding uranium nuclei with neutrons caused the nuclei to split into two almost equal pieces and to release energy in the very large amounts predicted by Einstein’s formula E=mc2. This phenomenon, known as nuclear fission, was discovered and publicized on the eve of World War II, and many scientists immediately began to speculate about its application to warfare. Britain quickly assembled a group of scientists under the Ministry of Aircraft Production, called the Maud Committee, to pursue the practicality of an atomic bomb. Chadwick was put in charge of coordinating all the experimental efforts of the universities of Birmingham, Cambridge, Liverpool, London, and Oxford. Initially Chadwick’s responsibilities were limited to the very difficult and purely experimental aspects of the research project. Gradually, he became more involved with other duties in the organization, particularly as spokesperson. Chadwick’s work in evaluating and presenting evidence convinced British government and military leaders to move ahead with the project. Chadwick’s involvement was broad and deep, forcing him to deal with scientific details of uranium supplies and radiation effects as well as broader issues of scientific organization and policy. His correspondence during this time referred to issues ranging from Britain’s relationship with the United States to the effects of cobalt on the health of sheep. As the pressures of war became greater, the British realized that even with their theoretical advances, they did not have the practical resources to develop a working atomic bomb. In 1943 Britain and the United States signed the Quebec Agreement, which created a partnership between the two countries for the development of an atomic bomb. Chadwick became the leader of the British contingent involved in the Manhattan Project in the United States. Although he was shy and used to the isolation of the laboratory, Chadwick became known for his tireless efforts at collaboration and his keen sense of diplomacy. He maintained friendly Anglo-American relations despite a great variety of scientific challenges, political struggles, and conflicting personalities. On July 16, 1945, he witnessed the first atomic test in the New Mexico desert. After the war, Chadwick’s work continued to focus on nuclear weapons. He was an advisor for the British representatives to the United Nations regarding the control of atomic energy around the world. Although he pushed for atomic policy issues as much as he pushed for scientific solutions, Chadwick eventually saw the uselessness of the atomic bomb. Margaret Gowing, in her article, “James Chadwick and the Atomic Bomb,” wrote that Chadwick made a remark about the bomb stating Its effect in causing suffering is out of all proportion to its military effect. Chadwick’s postwar involvement with nuclear energy was not limited to weapons. He also was interested in medical applications of radioactive materials, and he worked to develop ways of regulating radioactive substances. Chadwick was a dedicated and tireless scientist who balanced his commitments to science with a commitment to his family. He and his wife, Aileen Stewart-Brown, whom he married in 1925, had twin daughters. Chadwick was shy and serious and had an exacting sense of discipline and a tireless attention to detail. When he was at the Cavendish laboratory, all papers that went out for publication passed under his critical gaze. Here is a man known as psychologically fragile – so weak at times that he would plead illness to avoid an unwelcome confrontation with a mere undergraduate – who for five years drives meetings, bashes scientific heads together, bullies ministries and conducts the most delicate diplomacy with the Americans. He went on to join the great and good in postwar Britain and was honored for his work, but what he had done in the war, constantly struggling against his own nature and instincts, left him weakened and at times almost defeated by life. Although his ability to solve problems and organize people never left him, he seems increasingly to have used illness (which mystified his doctors) to shield himself against difficulties. In 1950 he was proposed as vice-chancellor of Cambridge University, but turned it down on health grounds. He was knighted in 1945 and in 1948 was elected master of Gonville and Caius College, a post from which he retired in 1959. Three years later he retired also from the United Kingdom Atomic Energy Authority, on which he had served as part-time member from 1957. Sir James Chadwick died in Cambridge, England, on July 24, 1974.
It is true that western civilization can in another term be called “scientific civilization.” The scientific revolution was first experienced in 1543 when Nicolas Copernicus first published ‘de revolutionibus orbium coelestium’ book, and later ‘De humans corporis fabric’ published by Andreas Vesalius. Before the revolution, religion was the governing institution or the controller of the western states’ spheres. People used religion to explain the happenings of and within the universe by viewing the universe as godly beginning with nothing to do with scientific development. Religion was the power tool that bided people with theocracy which made the church controlling everything that happened to reject every scientific thought that emerged. Any scientific innovation by somebody meant punishment to the involved individual(s). However, the scientific revolution transformed people’s ways of perceiving things which made them divert their focus from religion. They started using scientific logic-based arguments to seek solutions to issues relating to life and death, world and universe. They started using science to explain the world with no godly relation. Since then, the life of educated people in the western worlds has been greatly changed by the scientific revolution where the scientific works, as well as discoveries of scientists, emerged real innovation of the time. This made the revolution become a phenomenon of the west as it took only 150 years to transform people’s way of thinking from theocratic way to scientific way incorporated with natural science and technology advancement. This is a change that brought a significant impact on an aspect of people’s lives in fields of architecture, sculpture and painting among others. If Nicolas and Andreas feared religion punishment and ignored their discoveries, where would the world now be? (Spielvogel 2008). Get your 100% original paper on any topic done in as little as 3 hours Learn More Galileo Galilei (1564-1642) made significant contributions to the scientific revolution. He introduced a strong argument in science when he argued that the purpose of experiments should not only be based on eliminating ignorance and obtaining information, rather it should be a way of testing both the theory and the success of the used method of testing. Also, he brought the fact that any phenomenon is as a result of axioms and basic phenomena combination and thus it should be explained mechanically. In this way, one can explain why a phenomenon occurs in a certain way and not the other. For example, in demonstration of acceleration, using a body and a slanted board, integration of many disciplines can be applied. (Cohen 1994) notes that “They include; the idea of gravity, mass, distance, time, force, and chemical composition of the accelerating body all of which need to be simplified to their smallest element for the involved scientist to fully understand the item.” Through this method one move away from focusing on a phenomenon as a whole but instead as a composition of many principles which need to be tested, hence providing a complete understanding of the subject involved. Would experiment a phenomenon as a whole lead to an informed observation of its occurrence or would experimenting of a broken down phenomenon do? (Cohen 1994). The 17th century saw two different faces of civilized France and England, in mainly political and economic perspectives. If I were there and had to choose the nation to live, I would undoubtedly choose England. We will write a custom Essay on The Scientific Revolution Significance specifically for you! Get your first paper with 15% OFF Learn More (Cohen 1994) say that “During this time, both Louis XIV and Elizabeth I ruled France and England respectively.” Despite that, they both brought brilliant flourishing in their nations; England was more successful than France. The power different as applied in this nation was the core contributor to the differences in success as Louis LIX used dictatorship to have authority above everyone and all bodies in France. Despite his attempt of establishing a glorious France, he failed in creating strong government requirement. In his regime, he established extreme absolutism and him much of the nation’s wealth when he built his Versailles palace. On the other hand, Elizabeth I was successful in establishing a glorious and strong government which had the most powerful army and great art knowledge. Unlike Louis, Elizabeth never created a religious gap within the nation, and she was successful in establishing great art and literature in England. Also, Elizabeth ruled her nation successfully without incidences of unhealthy economic. She also involved excellent advisor in critical decision making, and she adhered to the parliamentary government which enabled her to both rules well her people and satisfy the parliament at the same time. It is just a question of; “to follow a dictator or a charismatic leader?” (Ross 2003). Reference list Cohen, H. F. (1994). The scientific revolution: a historiographical inquiry. Chicago: University of Chicago Press. Ross, D. (2003). England and France (1400-1700). Compare and contrast how England and France developed between 1400-1700. Web. Not sure if you can write a paper on The Scientific Revolution Significance by yourself? We can help you for only $16.05 $11/page Learn More Spielvogel, J. (2008). Western Civilization: since 1500. Boston: Cengage Learning.
UC San Diego Saturday Night and Forest Picnic Narrative Story Paper.

1. Treatment writeExample:… another examples in the files.2. Audio Narrative Story (1-3 minutes)the following themes:A Ghost story (Must talking a story, and local somewhere the listener can understand it) Projects portraying graphic violence will not be accepted. If you are in doubt, ask first. Focus is on the use of sounds to create an audio landscape.Narrative must include a beginning (introduction to the soundscape), middle (conflict) and end (resolution). Voiceover or dialog cannot be more than 50% of your total sound. You must rely on ambience and sound effects as your primary sounds. (unintelligible speaking is considered a sound effect and not dialog – like the sounds of voices at a party or event)You must use sound effects (either diegetic or non-diegetic)Music can only make up 50% of your project.Your project must include Ambient Sound (room tone). You will need to make this sound primary at least once in your story.
UC San Diego Saturday Night and Forest Picnic Narrative Story Paper

Cypress College Chapter 14 The Respiratory System Paper

Cypress College Chapter 14 The Respiratory System Paper.

I’m working on a biology writing question and need guidance to help me learn.

1. Writing Prompt Information
1. INTRODUCTION, 5 points [1/2 page minimum]  – Please write about your favorite organ system (or one that has a significant impact personally) from what you have learned in this class
    -Please include: Summary of the organ system with key parts and information from the chapter (any other interesting information is a plus) [~1 Paragraph], What important fact have you learned from the lecture of this organ system [~1 Paragraph], Why do you believe this information is important to learn, any personal stories? Etc…[~1 Paragraph]
2. BODY, 15 points [1 page minimum] – Now with your favorite / impactful organ system please pick 1 to 2 disorders and take the time to explain them on this portion of your report
-Please include: basic mechanism of the disorder (using terms utilized during lecture or within the powerpoint): What were the key players or parts of the organ system that were not functioning correctly? What significance does this have for you and in your learning? What are some of the complications of the disorder (Signs and Symptom)? What are the current and future treatments of the disorder?
3. CONCLUSION, 5 points [1/2 page minimum] – Take some time to discuss and conclude on why you picked the disorder and what impact does this disease have in our current society.

Cypress College Chapter 14 The Respiratory System Paper

Research your topic using online sources such as the FDA, CDC, NCI, and local sources for content on your topic for this presentation.

i need help writing an essay Research your topic using online sources such as the FDA, CDC, NCI, and local sources for content on your topic for this presentation.. I need help with a Powerpoint question. All explanations and answers will be used to help me learn.

Consider the following scenario:
Due to an increase in cardiovascular disease and cancer death in the United States, the Center for Disease Control and Prevention (CDC), the Food & Drug Administration (FDA), and the National Cancer Institute (NCI) have formed a joint task force and tasked you with developing an educational presentation on one of these topics to share with your community. Due to the public’s lack of knowledge on these topics, it is your job to create a presentation that is informative and educational regarding your chosen topic.
Choose one of the following topics:

Chronic diseases
Coronary artery disease
Congenital heart disease
Congestive heart failure
Hypertensive heart disease
Diabetes type I
Asthma Chronic
Obstructive Pulmonary Disease (COPD)
Alzheimer’s Disease
Kidney disease
Breast cancer
Prostate cancer
Lung cancer
Additional topic choice as approved by faculty

Research your topic using online sources such as the FDA, CDC, NCI, and local sources for content on your topic for this presentation.
Create a 16- to 19-slide Microsoft® PowerPoint® presentation with appropriate images to be presented to your community in which you:

Provide a brief background on your chosen disease.
Identify how this disease develops or how individuals contract the disease.
Identify ways of preventing this disease.
Explain how a fitness or exercise program, ifany, could help prevent this disease.
Explain how to treat this disease using conventional medicine and complementary and alternative medicine (CAM),otherwise known as holistic medicine.
Identify the nutritional needs of an individual with this disease, as well as what their diet should be to meet those nutritional needs.
Make recommendations for where your audience might search for more information regarding this disease.
The reference slide: include credible source for the information (e.g., not Wikipedia).

Note: This is an oral presentation that will be accompanied by your Microsoft® PowerPoint® presentation, so be prepared to present in class.
Submit your assignment.
Research your topic using online sources such as the FDA, CDC, NCI, and local sources for content on your topic for this presentation.

as attached

First, introduce a goal you would like to achieve by increasing the commitment of others. Next, using Table 8-1: Essentially Ethical and Honest Influence Tactic in Chapter 8 of the text (DuBrin, 2019), select two items from the list of interest to you and conduct research on how to effectively use each tactic. Requirements: 2-3

Women in Canadian Politics Essay

Canadian society is diverse in many respects and it started its formation during the period of industrialization and colonialism. People from different cultural backgrounds have lived in the country that has been dominated by people of European descent. Admittedly, this affected the way the society was developing and the way gender roles were distributed. Capitalism and colonialism had a particular impact on family patterns and the way these patterns were (and are now) seen by white women and women of color (Dua 238). Interestingly, it is possible to single out several stages of the society development when views on gender roles were very different. For instance, women could hardly obtain education when it was a norm for a man to be educated. Women were also bound to focus on their households and could not run a business of their own (or even be employed). Sometimes women could not have property of their own. In the first place, it is necessary to consider peculiarities of gender roles in Europe (or rather France which started colonization of Canada) in the 16-18th centuries. France was a state where principles of Catholicism were valued high and, hence, men were dominating in all spheres of life (Stevenson 52). Thus, men landed high posts in the government and could play a significant role in the community. Men played active role in the social life as they were engaged in politics, economy, science, education and so on. Only few women (representatives of privileged classes) could be educated or could take some meaningful role in the society. Thus, women could have gatherings and could donate to some things. Importantly, when the French started colonizing Canada, they did not intend to settle there. They were simply fishing and hunting and brought the results of their work to France. Basically, sailors, fishers and traders came to Canada. Therefore, women were rarely brought to the New World in Canada at that time. At the same time, indigenous people had particular laws and they saw marriage as a way to set trade and political relationships (Stevenson 51). Europeans had to follow these rules and often married indigenous women. It is noteworthy that Europeans preferred living in the new area that was free from strict European (and Catholic) rules. The society of indigenous people was not as hierarchical and women enjoyed significant freedom. Thus, females could have property and engage in certain business. Notably, these societal and family patterns were accepted well and European men seemed to support such freedom and such degree of equality between genders. The First Nations lived in a less hierarchical world and women were not supposed to complete household chores only. They were almost equal with men. Get your 100% original paper on any topic done in as little as 3 hours Learn More Nonetheless, the change of the colonial policy of France and expansion of the English led to dramatic changes in the society of the First Nations. Thus, European women came with their husbands to the new country. They were seen as civilized females in contrast to savage indigenous women or children of the First Nations (Stevenson 55). European ideals of womanhood were brought and the freedom females in Canada enjoyed became restricted. It was believed that a civilized woman had to fulfill domestic work and devote her life to her husband and children. Such values can be referred to as ‘the cult of domesticity’. Clearly, all rules of the First Nations seemed savage and unworthy to Europeans. The newcomers brought their own rules and started dominating the area. Therefore, the eighteenth century was the period when European gender roles became established in Canada. Women focused on domestic issues and men were responsible for breadwinning. This distribution of roles was seen as appropriate and desirable for a civilized society. It is obvious that these conventions were passed on to new generations. Eventually, women of European descent tried to cherish the values of a hierarchical society. White women believed it was decent and moral to focus on domestic issues and enable their husbands to focus on their ‘male’ issues, breadwinning. As has been mentioned above, these values were facilitated by the contrast women of the First Nations created. Indigenous and First Nations women were seen as uncivilized while white women who were occupied in domestic issues only were seen as symbols of womanhood. It is necessary to note that white women started changing their attitudes towards gender roles in the second part of the twentieth century. Women wanted freedom and they wished to participate in the social life. Females wanted empowerment and they needed to break the conventions as well as the cult of domesticity that restricted their activity to domestic issues only. White women saw feminism as a type of rebel against the societal norms. The things were totally different with women of color. These females came to Canada later and the ways they came were also quite different. This shaped the way they saw gender roles and ‘domestication’ of women. It is possible to consider the way Asian and Black women consider gender roles to understand the way society affects people. We will write a custom Essay on Women in Canadian Politics specifically for you! Get your first paper with 15% OFF Learn More The cult of domesticity did not play a significant role in the process of Asian women’s development as members of Canadian society. The public/private split and Canadian laws had a much greater effect. Thus, in the late nineteenth century, immigration of Europeans was insignificant as the country’s labor market required low-skilled workers and, hence, immigrants from other regions started coming to Canada (Dua 244). Asian men were taken as temporary workers and this shaped the way they were treated. Canadian government did not want Asian men to settle down in Canada and they were banned from bringing their families (Dua 244). The ban existed for a long time and men learnt to live without their wives and, as a result, these men had to fulfill chores. Later, the ban was eased and Asian men were able to bring their wives and children to Canada. Since men were accustomed to completing domestic tasks and financial state was not secured, Asian women entered Canadian labor force. Notably, Asian women assisted their husbands to run business and even started their own businesses. This enabled Asian families to cope with financial issues and become a part of the Canadian society. The situation was different with Black women. Black females were also unwanted in the Canadian society (Dua 246). Women (who usually came from the Caribbean) were regarded as temporary workers who provided domestic services for money. It is noteworthy that, unlike white women, women of color got payment for domestic work. Females immigrating to the country from Caribbean got only temporary jobs and were forced to leave the country. When they settled in Canada, they were still forced to be employed rather than focus on their domestic affairs (for instance, bringing up children). This led to development of a specific attitude towards family life and domestic work in women of color. They see their families and ability to focus on their children as a type of rebel against oppression of the society (Dua 246). These women try to spend more time with their families to pass on their skills and knowledge to help their children survive in the hostile world. Notably, Dua stresses that the state focused on development of the white European society and tried to prevent people of color (indigenous people, people of Asian descent, African Canadians and so on) from developing strong family ties and, as a result, developing communities and become fully integrated into the Canadian society (247). This can be partially true as women of color were often forced to spend little time at home. This made it almost impossible for women to pass on their values to their children and contribute to development of strong communities of particular cultural background. At the same time, white women were forced to stay home and bring up their children educating them in terms of the set of European values. On balance, it is necessary to note that the state has had a significant impact on the way Canadian women (both women of color and women of European descent) see gender roles. Not sure if you can write a paper on Women in Canadian Politics by yourself? We can help you for only $16.05 $11/page Learn More White women strive for equality and their right to participate in the social life while women of color try to exercise their right to spend more time with the children passing on their knowledge and skills. It is possible to note that two groups of women (white females and women of color) were equally exploited by the state that desired to develop a specific society with particular sets of values and even physical features. At present, people should learn to live in a truly democratic society with no discrimination where gender roles are distributed equally. More importantly, each female has to exercise her right to choose her path and devote herself to social or family life. It is time to eliminate prejudice and start promulgating truly democratic values to make it possible for a woman to choose the role she feels could fit her. Works Cited Dua, Enakshi. “Beyond Diversity: Exploring the Ways in Which the Discourse of Race Has Shaped the Institution of the Nuclear Family.” Scratching the Surface: Canadian Anti-Racist Feminist Thought. Ed. Enakshi Dua and Angela Robertson. Toronto: Women’s Press, 1999. 237-259. Print. Stevenson, Winona. “Colonialism and First Nations Women in Canada.” Scratching the Surface: Canadian Anti-Racist Feminist Thought. Ed. Enakshi Dua and Angela Robertson. Toronto: Women’s Press, 1999. 49-80. Print.