Domestication of Plants and Animals in Ethiopia Essay

Domestication of Plants and Animals in Ethiopia - Essay Example The area currently referred to as Ethiopia is believed to be among the earliest hosts of economically centered societies. The oldest evidence of hominids comes from this area, suggesting that the time was available to develop such systems. However, as history passed, people were amassing in Ethiopia in parallel to birthing civilizations elsewhere in the world. Consequently, the evolution of domesticating techniques does not have a clear starting point. In Ethiopia, and most other candidate areas for the "cradle of civilization", it is estimated that animals were domesticated first over a period that may range from near 10,000 BC to 3,000 BC. Plant cultivation of this form then became prominent in the period encompassing about 3,000 BC to 2,000 BC. Cattle were among the earliest domestic animals, due to their appeal as a source of meat. Goats provided milk, sheep gave wool, and stronger animals like donkeys and oxen provided transportation, as well as brute force. A wide variety of beasts would eventually be harnessed for human benefit, largely thanks to the presence of many local animal species (Milkias n.p.). The early use of animal labor and the subsequent emergence of domestication is theorized to have played a considerable role in the development of agricultural centers in Ethiopia and other early societies (such as those in the Fertile Crescent). Animals bred for the benefit of humans helped to produce the resource surpluses that drew most people to a limited number of areas, ultimately producing the framework of economies and civilization itself. If animals raised for humanity laid the foundation for social development, then plants, appropriately, allowed civilization to bloom. As early as the 30th century BC, plant domestication became an immediately dominant force in the propagation of Ethiopian communities. At least thirty-six different plant species became the first plants in the area to be grown under control for the traits that most benefit

Urban American Indian Youth Essay Example for Free

Urban American Indian Youth Essay Abstract This study focused on how a non-targeted group minority youth might or might not benefit from a prevention intervention focused on other cultural groups. The study specifically evaluated the effects of an evidence-based drug prevention curriculum with a sample of urban American Indian youth in the southwest U. S. , most of whom self-reported multi-ethnic heritages. This research examined the developmental trajectory of drug use for these youth, and compared it with the trajectory of youth from other racial/ethnic groups at pre-intervention, post-intervention, and two follow up time periods. Results indicated that alcohol and marijuana use increased from pre-intervention across subsequent time periods for all youth. The drug use of the American Indian youth in the treatment group increased on certain measures. They reported a steeper trajectory in the amount and frequency of alcohol and marijuana use compared to the youths in the treatment groups with other racial/ethnic identifications. Implications of these findings for the development of culturally grounded prevention programs for multi-ethnic, urban American Indian youth are discussed. Culturally specific, school-based drug prevention programs have been receiving increased attention in recent years. These programs are based on the premise that infusing youths culture into the content and format of the prevention message will reduce adolescent drug use (Kandel 1995). One such program, Keepin it R. E. A. L. , has achieved this by creating the curriculum from the developmental and cultural realities of Mexican American youth from the southwest United States (Gosin et al. 2003). To date, the program has been developed for and evaluated with primarily Mexican American youth (Kulis et al. 2005). Research has assessed the differences in program effectiveness by acculturation level among Mexican/Mexican Americans (Marsiglia et al. 2005) but has not closely examined the residual effects of this program among other minority youth populations (i. e. , the programs effects on non-targeted minority youth populations). In what ways might this program impact the drug use of minority youth who are not Mexican American? How might these effects compare with the treatment effects of the program for Mexican American and European American youth? Drug Prevention Programming for American Indian Youth There have been substantial efforts in recent years toward the development of drug prevention programs focused on American Indian youth. For example, Marlatt et al. (2003) described the development of the Journeys of the Circle Project, which is a culturally congruent life skills course targeted toward Northwestern American Indian youth. Similarly, Schinke et al. (2000) implemented and evaluated a culturally tailored life skills intervention with American Indian youth from 10 reservations in North and South Dakota, Idaho, Montana, and Oklahoma. Aside from the research conducted by Schinke and colleagues, however, the majority of prevention efforts with American Indian youth have not been rigorously evaluated for efficacy (Beauvais and Trimble 2003; Hawkins et al. 2004). Beauvais and Trimble stated that most of the prevention research with American Indian youth has focused largely on commentary and recommendations and not on the science of prevention (p. 397). However, while there are relatively few evaluation studies focused specifically on drug use and American Indian youth, there have been ongoing efforts related to culturally specific drug prevention programs for minority youth in general. Related to this research is the debate as to whether prevention programs need to be culturally grounded, that is, developed from the cultural values and variability inherent within each culture, or if they can be culturally adapted, that is, modified from universal prevention programs originally developed for non-Hispanic European American populations (Hecht et al.2003). Each of these approaches has implications toward the fidelity and fit of prevention interventions (Castro et al. 2004). Further, culturally focused prevention curricula range in ethnic specificity; some are highly specific (e. g. , Hecht et al. 2003) while others are more broadly targeted for minority youth (e. g. , Botvin et al. 1997). In sum, there is much left to learn about the degree of cultural specificity required for positive prevention effects with minority youth. The Keepin it R. E. A. L. Curriculum Keepin it R. E. A. L. is a culturally grounded, video-enhanced prevention intervention that was developed and normed from the narratives of Latino, African American, and Euro American youth (Gosin et al. 2003), and validated with teacher and student feedback (Gosin et al. 2003. ; Harthun et al. 2002). It has been identified as a Model Program by Substance Abuse and Mental Health Services Administration (SAMHSA; U. S. Department of Health and Human Services [DHHS] n. d. ), which is a designation given by the organization to effective programs that have been evaluated using rigorous standards of research. The 10-lesson curriculum was designed for use with middle school students (6th, 7th, and 8th graders), and draws from a variety of theoretical frameworks, such as communication competence theory (Spitzberg and Cupach 1984) and ecological risk and resiliency theory (Bogenschneider 1996). The curriculum situates these frameworks within the unique geographic and cultural contexts of Latino, African American, and European American youth in the southwest United States. The primary focus of the program is on teaching drug resistance skills using four strategies: refuse, explain, avoid, and leave (Hecht et al.2003). Refuse consists of statements of saying no to substance use offers, while explain consists of more elaborate reasons for refusing these offers. Avoid refers to avoiding situations where drugs and alcohol might be present, and leave refers to leaving the environment once the youth encounters substance use (Hecht et al. 2003). The cultural specificity of the program components is based on prior research, which found ethnic differences in common communication styles, competencies, and norms (Hecht and Ribeau 1984; Hecht et al.1990) and drug use contexts (Gosin et al. 2003). Based on this research, three versions of the curriculum have been developed: 1) A Latino version, which primarily reflects Mexican American and Mexican values (e. g. , familismo, or family orientation), 2) A Non-Latino version, grounded primarily in European American and African American values, and 3) A Multicultural version, which combines half of the lessons from the Latino version and half of the lessons from the non-Latino version (Hecht et al.2003; Kulis et al. 2005). An example of an objective from the Latino version of the curriculum is for the student to recognize what he/she does affects his/her community, group, and family, while an objective from the Non-Latino version is for the student to recognize what he/she does may have favorable or unfavorable consequences on his/her own future goals (Gosin et al. 2003, p. 128). The in-class curriculum was supplemented with a media campaign, consisting of television, radio, and billboard advertisements that reinforced the four strategies (refuse, explain, avoid, and leave) and follow-up booster activities such as school assemblies, poster projects, murals, and essay contests (Kulis et al. 2005). Research evaluating the curriculum found that the use of alcohol, cigarettes, and marijuana increased over time for students who received any version of the intervention and students in the control group; however, the increase was significantly less for students in the intervention group (Hecht et al.2003). This effect was particularly salient for alcohol use (Gosin et al. 2003; Hecht et al. 2003). Further, the intervention students perceived significantly smaller increases in their peers substance use compared with those in the control group (DHHS n. d. ; Hecht et al. 2003). Past research suggests differential effects of each version of the program, with the Latino and Multicultural versions of the intervention providing more benefits to Mexican/Mexican American students (Gosin et al.2003; Kulis et al. 2005) and the overall sample (Hecht et al. 2003). However, while versions of the curriculum that incorporated aspects of culture (the Latino and Multicultural Versions) were found to impact a wider array of substance use and attitudinal outcomes in the desirable direction than did the Non-Latino version, tests of strict cultural matching of program content with the students racial/ethnic backgrounds did not produce statistically significant differences (Hecht et al.2003; Kulis et al. 2005). In other words, these studies did not find that Mexican/Mexican American students receiving the Latino version of the curriculum demonstrated better overall outcomes than those receiving other versions of the curriculum. This finding is significant, because it provides support for prevention programs that broadly target minority youth, rather than those that are ethnic-specific. Subsequently, the strength of culturally grounded prevention programs may lie in their ability to reflect regionally-specific multicultural environments, rather than specific ethnic groups. In order to examine this hypothesis, we chose to examine the programs efficacy with another predominant minority cultural group in the southwest U. S. To date, no studies of Keepin it R. E. A. L. have examined the residual effects of the program among youth who were not Latino, African American, or Euro American. Perhaps this programs strength lies in its ability to integrate multiculturalism into drug prevention, defined as the inclusion of cultural values from all groups participating in the prevention program (Green 1999), rather than its cultural specificity related to drug use prevention. Therefore, the purpose of this study was to examine the impact of the curriculum on urban American Indian youth of the southwest in order to examine this hypothesis more closely. The study presented here involved a reanalysis of data that was previously reported (Gosin et al.2003; Hecht et al. 2003; Kulis, et al. 2005; Marsiglia et al. 2005). However, this study differs from previous studies because it tests the generalizability of the culturally enhanced versions of the curriculum with American Indian youth. This is accomplished through the use of growth curve modeling to examine the developmental trajectory of drug use among youth who participated in Keepin it R. E. A. L. While previous evaluations of the Keepin it R. E. A. L. curriculum support its efficacy with specific groups of racial/ethnic adolescents (Hecht et al. 2003; Kulis et al.2005; Marsiglia et al. 2005), the current study suggests that the program may have limited effectiveness in curbing the drug use of American Indian youth. Despite the current studys limitations, our findings have implications for the development of culturally grounded prevention programs in schools, reservation, and non-reservation communities for American Indian youth and for other minority youth populations. Our findings suggest that American Indian youth may require drug prevention curricula that are specific to their developmental and cultural realities. In order to effectively address drug use among American Indian youth, prevention researchers and specialists may need to focus on creating and/or modifying drug prevention programs in order to address the daily traditions, cultures, and values of American Indian youth. References 1. Beauvais, F. , Trimble, J. E. (Beauvais, F. , Trimble, J. E. (2003). The effectiveness of alcohol and drug abuse prevention among American-Indian youth. In Z. Sloboda W. J. Bukoski (Eds. ), Handbook of drug abuse prevention: Theory, science, and practice (pp. 393-410). New York: Kluwer. 2. Botvin, G. J. , Epstein, J. A. , Baker, E., Diaz, T. , Ifill-Williams, M. (1997). School-based drug abuse prevention with inner-city minority youth. Journal of Child Adolescent Substance Abuse, 6, 5-19. 3. Castro, F. G. , Barrera, M. , Martinez, C. R. (2004). The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Prevention Science, 5, 41-45. 4. Hecht, M. L. , Marsiglia, F. F. , Elek, E. , Wagstaff, D. A. , Kulis, S. , Dustman, P. , Miller-Day, M. (2003). Culturally grounded substance use prevention: An evaluation of the keepin it R. E. A. L. curriculum. Prevention Science, 4, 233-248. 5. Kandel, D. B. (1995). Ethnic differences in drug use: Patterns, paradoxes. In G. J. Botvin, S. Schinke, M. A. Orlandi (Eds. ), Drug abuse prevention with multiethnic youth (pp. 81-104). Thousand Oaks: Sage. 6. Gosin, M. , Marsiglia, F. F. , Hecht, M. L. (2003). keepinit R. E. A. L. : A drug resistance curriculum tailored to the strengths and needs of pre-adolescents of the southwest. Journal of Drug Education, 33, 119-142. 7. Kulis, S. , Marsiglia, F. F. , Elek, E. , Dustman, P. , Wagstaff, D. A. , Hecht, M. L. (2005). Mexican/Mexican American adolescents and keepin in R. E. A. L. : An evidence-based, substance use prevention program. Children and Schools, 27, 133-145. 8. Marlatt, G. A. , Larimer, M. E. , Mail, P. D. , Hawkins, E. H. , Cummins, L. H. , Blume, A. W. , et al. (2003). Journeys of the circle: A culturally congruent life skills intervention for adolescent Indian drinking. Alcoholism: Clinical and Experimental Research, 27, 1-3. 9. Schinke, S. P. , Orlandi, M. A. , Botvin, G. J. , Gilchrist, L. D. , Trimble, J. E. , Locklear, V. S. (1988). Preventing substance abuse among American Indian adolescents: A bicultural competence skills approach. Journal of Counseling Psychology, 35, 87-90. 1. 1. Beauvais, F. , Trimble, J. E.

The Metaphor Title of Sense and Sensibility Essay -- Jane Austen

In this novel Jane Austen uses the title of the book itself as a metaphor to illustrate the differences between the two main characters, with Elinor to represent the sense and Marianne to represent the sensibility. Sense and sensibility also indicates a split division, polar opposites, and how these opposites compliment each other, as can be seen throughout the novel. The dominant theme in this novel is sense prevailing over sensibility. It is a theme which can be seen in most of the characters; however the concentration is on Elinor and Marianne, who are two sisters and are often perceived as polar opposites. Marianne tends to be viewed as the `sensibility' and Elinor as the `sense'. Jane Austen opens the novel with the girls' father, (Mr John Dashwood) who is dying, and stressing to his son that although Mrs Dashwood and the girls are stepfamily he wants to be assured that they will be looked after. In this era it was not expected that a women should be left any inheritance, this was generally left to the man in the family. Women obtained there social class and money through marriage. It is once the fathers dies that we begin to get an understanding of the sense and sensibility. Marianne is a young girl of seventeen, and as is expected of this age she is naà ¯ve, spontaneous, and full of romantic idealism. However Marianne tends to take everything to the extreme and dramatises the slightest thing. She personifies sensibility and becomes emotionally disturbed by the events that take place in her life. It can be seen in the novel that she takes this from her mother, Mrs Dashwood, who is represented in the novel in much the same way as Marianne. She is sensitive, emotional, melodramatic, and imaginative and as Marianne she is... ...is something that develops with age and experience. There is no getting away from the fact that Marianne is sensibility and Elinor sense, and it is fairly simple to see this through Marianne's melodramatic and childish nature and Elinor's constant attention to others thoughts and feelings before her own. However on the other hand Marianne is still only a child who is under the heavy influence of a melodramatic mother. Elinor however is slightly older and one would think had an influence form someone of a more sensible disposition, (her father maybe) and therefore exerts a great deal of sense and etiquette throughout. Marianne tends to favour most of her mothers `sensibility' side and is often encouraged by her mother. Therefore in conclusion yes in many ways it is simple to say that Marianne possesses sensibility and Elinor sense, throughout the novel.

The Epa: Can It, Will It Save Our Environment? :: essays research papers

The EPA: Can It, Will It Save Our Environment? Pollution of our environment is an issue that concerns each and every one of us. "The threat of environmental degradation now looms greater than the threat of nuclear war." Patrick Henry said, "I know no way of judging the future but by the past." In the past man has trampled on the environment. "The word 'ecology' means 'a study of home.'" It means discovering what damage man has done, then finding ways to fix it.The Environmental Protection Agency is trying to fix our home, the planet Earth. Destruction of forests, land degradation, atmosperic contamination, and water scarcity are some of the major environmental problems. In 1970, the EPA was created by President Nixon to protect the public health and environment. The cancer-causing DDT was banned in 1972 and was found accumulating in the food chain. The use of lead in gasoline was phased out in '73 which caused lead levels to drop 98%. In '74 the agency required drinking water to be physically and chemically treated. CFCs were banned in '78 and a nation-wide toxic waste site cleanup program was developed in 1980. The EPA then evacuated Times Beach, Montana for dangerous levels of dioxin in soil, which was then criticized for its heavyhandedness and arrogance. Charges of mismanagement and undue political influence caused the head of the EPA to resign in '83. "The deputy director resigns because of charges of making a 'hit list' of employees to be hired, fired, or promoted because of political leanings. The former head of the toxic waste cleanup is found guilty of perjury and obstructing congressional inquiry. A regulation requiring treatment of hazardous wastes before disposal underground was made in 1984." The spill of the Exxon Valdez caused the Environmental Protection Agency to be ctiticized for slow response in '89. Texas Eastern Gas Pipeline was fined $15 million for the contamination of PCB at 89 sites in '90. They were also required to pay $750 million in cleanups. "The EPA then develops the new Clean Air Act which required states to demonstrate progress toward meeting national air quality standards for harmful pollutants such as smog and carbon monoxide." The EPA issued a report in 1990 ranking the most serious threats to the environment and to human health. The highest-risk problems to human health are air pollution, exposure to toxic chemicals, and pollution of drinking water. In '91, $25 million in fines was given by Exxon Corporation and Exxon Shipping and the U.S. and Alaskan governments received $100 million. They also estimated a $900 million redemption fund.

Economic Development In Urban Areas

Economic change has helped lead America into urban crisis for the following reasons. First of all, because urban problems are no longer confined to the inner city, but are regional in nature. The federal government has, also, largely drawn from the urban policy arena, thereby having cities and sates to develop their own solutions to local problems. Furthermore, the economy of cities is no longer organized around a central business district, but is dispersed throughout a metropolitan region. Next, the national economy has experienced a fundamental reorganization and many cities have experienced the direct effects of deindustrialization and disinvestments. Additionally, the fiscal crisis within the public sector is unprecedented and has seriously negative effects for the provision of services at all levels of government. Finally, the nature of work itself has changed within cities as more women enter the labor market; the changing nature of work has affected the urban family in many ways, many of which have direct ramifications for social welfare and family policies. There is a great amount of inequality of income in some cities. Most of the those who fall bellow the poverty line are African Americans and Hispanics. This is because they are placed in low paying jobs. As more and more people immigrate into the country, there are less and less jobs to go around. This creates a larger poverty gap. People just coming here to America are placed in very low-income jobs. This is all they can get if they don’t speak any English. For example, here at Rider the cleaning people are all Spanish. They don’t speak any English, and their job is to be the cleaning crew. These are the only types of jobs that these people can get most of the time, and this makes our percentage of people who are in poverty go up. Another problem that is contributing to the urban crisis is the rise of single-parent families and ‘present-orientated’ values. The problem here is that the divorce rate in America is getting higher and higher, and also the amount of children being had out of marriage is greatly increasing also. This creates one parent raising a child. The problem here is that there is no proper care for children in this situation. The parent has too much responsibility. They are to provide for the family, as well as adequately care for their children. When the single parent has to go to work, to get money to pay for a place to live, food, and clothing, there leaves no time to watch and take care of the children, meaning children are left to take care of themselves after school is over, and this results in a lot of problems for the communities. These children cause trouble. They are the ones who commit most crimes in an urban environment. This is why in an urban city there is a lot more crime. There are a lot of children left unsupervised for most of the day and night. Another problem is the ethnic tensions that there are in America. There are many things that are wrong with this. The first problem is that because of racism, people are secluded. They are pushed to all live together, because people don’t want to live next to them. This is how a ghetto is started, and slums. All the people of low incomes live in the same neighborhood together. They also contain the high crime rates because these are the people who are also of single parent families and their children are left unsupervised. Another problem with racism is that people are given lower paying jobs because of their race, and also, they aren’t able to have to same amount of experience as other people. They don’t go to as good of schools, and they then might not be able to go to college, so they are stuck. They can only get a low paying job. This creates families to be stuck in poverty for generations, they can never get out, unless with government assistance of some sort. Then this makes the inner cities all full of low-income families, and creates a poverty stricken area that cannot be fixed in any way. If there were more integration within neighborhoods, then we wouldn’t have these areas. Another reason why urban America is in crisis is because of the underground urban economy. This also causes a lot of crime in urban cities. The people in these cities who are poor, and are trying to find a way out, usually try by doing something illegal. A big example of this is drug sale. People start selling drugs to get money. This creates a lot of problems. The selling of illegal materials results in murders, and robberies, to either get the drugs, pay for the drugs, or avoid getting caught selling them. Another example of this is people stealing things, like car parts, and selling it on the black market. All of these illegal acts always result in something that makes the cities look worse and worse to live in. I know that when I go into Trenton I am really afraid, because I know that there is a really high amount of crime there, and I am always thinking that someone is going to try to shoot me for my car, rob a store that I am in, or something else. Stereotypes of cities are easily created, and this doesn’t help the situation. Also, the advancement in technology has lead many people to be left without jobs. This technology had created more unskilled labor, and putted skilled labor to a minimum. People, who had been specialists at doing certain skilled work, are constantly being replaced by machines that can do the same work faster and cheaper. This creates a huge economy gap. It makes the rich get richer and the poor get poorer, by giving all the money from the profit of sales to the company owners, rather than to employees. So, the people who were already well off, have even more money, and those people who were middle class citizens are now jobless, and can not afford to take care of their families. The problem here is obvious, the more jobs that are lost because people are replaced by machines, the greater the amount of people who become in poverty. The numbers keep increasing.

The Many Ways to Use Spanish Bajo in a Sentence

The Many Ways to Use Spanish Bajo in a Sentence Bajo is a common Spanish preposition, adjective, and adverb that means being low in some way, either figuratively or literally or under something. Also,  bajo  is used in common idioms  usually as a preposition. Bajo Used as an Adjective As an adjective, common translations include low or short, and bajo can also be used to indicate contemptibility or lack of intensity. Spanish Sentence English Translation Mi prima es baja para su edad. My cousin is short for her age. No es necesario tratar esta enfermedad de bajo riesgo con quimioterapia. It is not necessary to treat this low-risk illness with chemotherapy. El valle bajo es rico en historia. The low valley is rich in history. Tenemos problemas de baja calidad de la seà ±al inalmbrica. We have problems with poor quality of the wireless signal. Alberto cayà ³ en los ms bajos pecados durante los dos aà ±os. Alberto fell into the basest sins during the two years. La clase baja sufre las consecuencias de su reforma polà ­tica. The lower class is suffering the consequences of his political reform. Son capaces de los ms bajos actos de violencia. They are capable of the vilest acts of violence. La presià ³n sanguà ­nea baja puede ser un signo de enfermedad. Low blood pressure can be a sign of sickness. Bajo as an Adverb Although more commonly used as an adjective, bajo can be used as an adverb that means quietly or softly. For example, Si  habla  bajo, es  necesario  elevar  volumen  del  micrà ³fono, which means, If you speak softly, you need to turn up the microphone volume. Another way bajo can be used as an adverb is when describing something falling or flying low as in low to the ground. For example, El pjaro  volaba  muy  bajo, which means, The bird was flying very low. Bajo as a Preposition Bajo can serve as a preposition and can almost always be translated as under. Spanish Sentence English Sentence El gato est bajo la cama. The cat is under the bed. La vida bajo el mar es muy difà ­cil. Life undersea is very difficult. Un barco mercante encallà ³ bajo un puente. The merchant ship ran aground under a bridge. Los compresores principales estn bajo el coche. The main compressors are under the car. Correr bajo la lluvia es ms gratificante que hacerlo en seco. Running in the rain is more rewarding than doing it when it's dry. Bajo Used in Idioms or Borrowed Phrases Bajo can also be a preposition with an indefinite meaning when it is used as an idiom or expression. Many of these figurative expressions correspond to similar ones in English, some of which are likely calques. A  calque or  loan translation  is a  word  or  phrase  borrowed from another  language  by  literal, word-for-word translation. Spanish Expression English Translation bajo arresto under arrest bajo circunstancias normales under normal circumstances bajo condicià ³n de que under condition that bajo construccià ³n under construction bajo control under control bajo cubierto undercover bajo fianza on bail bajo la influencia under the influence bajo investigacià ³n under investigation bajo juramento under oath bajo la mesa under the table bajo ningà ºn concepto in no conceivable way bajo palabra on parole bajo peso underweight bajo presià ³n under pressure bajo protesta under protest Words Related to Bajo Bajar, is a related verb to bajo, which often means to lower or to get down. Related adverbs are abajo and debajo, which often mean underneath, or down there.

Compare and Contrast Characters from The Chosen Essays

Compare and Contrast Characters from The Chosen Essays Compare and Contrast Characters from The Chosen Essay Compare and Contrast Characters from The Chosen Essay Essay Topic: The Chosen For example, Mammons father raised his son the traditional Hashish way; proportioning the Talmud over any other knowledge and forbidding secular books. However, Mammon, with a brilliant mind and a thirst for knowledge, wanted to know more. Thus, he began to teach himself German, but remained dissatisfied. He then proceeded to abandon his wife and child to join a group of philosophers before dying at the estate of a Christian friend. The quick escalation in Mammons life from a traditional Hashish Jew to a philosopher who abandoned his family to become a philosopher, frightened Rebel Saunders. Reevess father agrees stating that Danny has a mind like Solomon Mammons, perhaps even a greater mind, (Chi. 18) and even expresses fear that Dandys life will end up worse due to the fact that America is free. There are no walls here to hold back the Jews. (Chi. 18) Rebel Saunders brother, another influence on Danny silent treatment took a different road. He is described by his older brother as proud, haughty, (and) impatient with less brilliant minds. (chi. 18) Rebel Saunders later describes his brother as unable to understand pain. It was indifferent to and impatient with suffering. Chi. 1 8) Of course none of this bothered Rebel Saunders brother at the time, so he followed his aspirations by becoming a mathematician and teaching in a university. Rebel Saunders hopes that his brother would have learned how much suffering there is in this world, (Chi. 18) after his tragic demise in a gas chamber. Danny, unlike the other two characters, is in line to become the addict and lives in America. Clearly, the latter distinction scares Rebel Saunders the most due to the multitude of cultural and social influences that threaten to corrupt his sons retorted life. While the discrepancies between the characters influence Rebel Saunders decision to raise Danny without speaking to him informally, the alikeness of certain traits between Danny, Mammon, and Rebel Saunders brother appear to frighten the rabbi more. One of the most striking parallels between the three is their impatience with suffering. (chi. 1 8) Mammon even abandoned his wife and child during hard times. Likewise, Rebel Saunders attributes his brothers cruelty to Dandys mindset by describing an instance where Danny claims a man is an ignoramus. Rebel Saunders replies angrily that Danny needed to stand in the mans shoes in order to know the pain he (the man) feels because of his ignorance, (Chi. 18) and adds that Danny will not laugh. (Chi. 1 8) Obviously concerned that his son will turn out like his brother who, in the end, was not an observer of the ten commandments, (Chi. 18) Rebel Saunders chooses to raise his son in silence. Other resemblances between the three men contributing to the silence Danny experiences, like a strong desire for knowledge not from the Talmud and an aspiration to teach oneself German, are the breaking point for Rebel Saunders. Although it hurts him dearly as well as Danny, he decides to scarcely talk to his son. In conclusion, the resemblances and uniqueness of Danny, Mammon, and Rebel Saunders brother contribute to Rebel Saunders desperation for a solution. Although the rabbi tries other ways to teach his son compassion, his knowledge of Mammons story and past experiences push him to become detached from his son. The greatness of their minds and thirst for knowledge cause Rebel Saunders to impose this horrible yet seemingly effective method upon Danny.

Fiscal Policy in the 1960s and 1970s

Fiscal Policy in the 1960s and 1970s By the 1960s, policy-makers seemed wedded to Keynesian theories. But in retrospect, most Americans agree, the government then made a series of mistakes in the economic policy arena that eventually led to a reexamination of fiscal policy. After enacting a tax cut in 1964 to stimulate economic growth and reduce unemployment, President Lyndon B. Johnson (1963-1969) and Congress launched a series of expensive domestic spending programs designed to alleviate poverty. Johnson also increased military spending to pay for American involvement in the Vietnam War. These large government programs, combined with strong consumer spending, pushed the demand for goods and services beyond what the economy could produce. Wages and prices started rising. Soon, rising wages and prices fed each other in an ever-rising cycle. Such an overall increase in prices is known as inflation. Keynes had argued that during such periods of excess demand, the government should reduce spending or raise taxes to avert inflation. But anti-inflation fiscal policies are difficult to sell politically, and the government resisted shifting to them. Then, in the early 1970s, the nation was hit by a sharp rise in the international oil and food prices. This posed an acute dilemma for policy-makers. The conventional anti-inflation strategy would be to restrain demand by cutting federal spending or raising taxes. But this would have drained income from an economy already suffering from higher oil prices. The result would have been a sharp rise in unemployment. If policy-makers chose to counter the loss of income caused by rising oil prices, however, they would have had to increase spending or cut taxes. Since neither policy could increase the supply of oil or food, however, boosting demand without changing supply would merely mean higher prices. The President Carter Era President Jimmy Carter (1976 - 1980) sought to resolve the dilemma with a two-pronged strategy. He geared fiscal policy toward fighting unemployment, allowing the federal deficit to swell and establishing countercyclical jobs programs for the unemployed. To fight inflation, he established a program of voluntary wage and price controls. Neither element of this strategy worked well. By the end of the 1970s, the nation suffered both high unemployment and high inflation. While many Americans saw this stagflation as evidence that Keynesian economics did not work, another factor further reduced the governments ability to use fiscal policy to manage the economy. Deficits now seemed to be a permanent part of the fiscal scene. Deficits had emerged as a concern during the stagnant 1970s. Then, in the 1980s, they grew further as President Ronald Reagan (1981-1989) pursued a program of tax cuts and increased military spending. By 1986, the deficit had swelled to $221,000 million, or more than 22 percent of total federal spending. Now, even if the government wanted to pursue spending or tax policies to bolster demand, the deficit made such a strategy unthinkable. Note This article is adapted from the book Outline of the U.S. Economy by Conte and Carr and has been adapted with permission from the U.S. Department of State.

Physical Design Coursework Example | Topics and Well Written Essays - 500 words

Physical Design - Coursework Example USE [Master]USE [Master]GOCREATE DATABASE [LEASE] ON PRIMARY  (NAME = N'Lease', FILENAME = N'\\FSA\SQLDB\lease.mdf’,  Ã‚   SIZE = 4GB, MAXSIZE = 10GB, FILEGROWTH = 2GB)  LOG ON  (NAME = N'Lease_log', FILENAME = N'\\FSA\SQLDB\lease_log.ldf’,  Ã‚   SIZE = 2GB, MAXSIZE = 3GB, FILEGROWTH = 10%)GOCreating TablesCREATE TABLE dbo. Lease Agreement  (            Lease_ID int,         Primary Key,            Lease_Start_Date DATE, Not Null,            Lease_End_Date    DATE, Not Null,            Deposit DECIMAL (15, 2),            Rent_Amount DECIMAL (15, 2),            Late_Fees DECIMAL (15, 2),            Apartment_ID int, Foreign Key,            Tenant_ID   int, Foreign Key,);CREATE TABLE dbo.Rent(      Rent_ID int, Primary Key            RentAmount DECIMAL (15, 2),         RentDueDate DATE,   Lease_ID int, Foreign Key);CREATE TABLE dbo. Maintenance and Repair(  Maintena nce_Request_ID int, Primary KeyDate DATE,Description VARCHAR (255),Cost DECIMAL (15, 2),Resolution VARCHAR (255), Resolution Date DATE, Tenant_ID int, Foreign Key);CREATE TABLE dbo. Expense Type(         Expenses_Type_ID int, Primary Key         Repair VARCHAR (255),          Maintenance VARCHAR (255),   Ã‚         Utilities VARCHAR (255),   Ã‚         Apartment Cleaning VARCHAR (255),   Ã‚         Insurance VARCHAR (255), );CREATE TABLE dbo. Expenses(Expense_ID int, Primary Key               Cost DECIMAL (15, 2), Expense Management VARCHAR (255),                          Expense_Type_ID int,); The design has been implemented by SQL Server 12 to create database and tables. The design shows knowledge acquired during coursework. The project involved designing and translating data into an actual database. Running the database and SQL tables will give proper results that comply with project’s objective.   Ã‚  

Knowledge, Truth, Belief Assignment Example | Topics and Well Written Essays - 250 words - 5

Knowledge, Truth, Belief - Assignment Example One should then seek out processes that are reliable. In all these, we see that any explications, even externalist explications, revolve around and make use of the internalist concepts (Chisholm 295). Goldman is an externalist, by explaining his position in justification after facts. He believes that the justification status of a certain belief is a function of the processes’ reliability. This is an externalistic approach. He disputes Chisholm’ internalist approach that justification status of a certain belief is something that the cognizer determines or is able to know. It is not necessary for the cognizer to know that a certain belief is justified. Rather, it is the reliability of the process that is important; that is, justifying your action after tested/reliable facts. There is a need for a merger between the two approaches. Internalism and externalism on their own provide unsatisfactory responses in answering the deepest epistemological issues (Laurence 8). For a belief to be justified, it is important to possess internal belief. However, it is imperative to base this internal belief on reliable processes. Hence, justification should not solely be determined by factors which are internal to person. For a proper response to epistemological issues, a hybrid of the two systems should be

Is It Ever Ok to Lie, Steals or Break One's Promises Essay

Is It Ever Ok to Lie, Steals or Break One's Promises - Essay Example Kantian ethics is in concordance with the deontological moral theory. Deontological theories propose that whether an action is right or wrong is not determined by the consequences of the action, but rather on whether the action is a fulfillment of one’s duty. There are two questions that guide Kantian ethics one is whether one can propose that everyone acts as he or she has acted and whether one’s actions respect the goals of human beings apart from serving personal interests. Agreement with both questionsis interpreted as moral correctness according toKantian ethics (Rachaels & Rachaels, 2011). According to Kant, the categorical imperative is the principle that determines the morality of an action. A categorical imperative refers to an unconditional command. The categorical imperative that one cannot lie, steal, or break a promise means that one cannot do any of these things if they serve personal interests. Kant uses categorical imperatives as the guiding principles because they are commands that one cannot opt out of or claim that they do not apply to them. Kant proposes that the first formula of universal law is that one should only act on that maxim of which he or she would will that it becomes a universal law(Rachaels & Rachaels, 2011). According to Kant, it is not permissible to lie, steal, or break a promise because these acts fail to fulfill the first formula, of universal law since this would be self-defeating. Since these acts are only beneficial to the individual when they are made an exception to the individual,then they cannot be made universal laws (Rachaels & Rachaels, 2011). If breaking of promises were made a universal law, then no one would make promises anymore since it would be common knowledge that promises do not mean anything. Since one benefits from breaking promises which would no longer be made, then it means that breaking a promise is wrong. Kantian ethics differs from utilitarianism in

Is Facebook better than twitter Essay Example | Topics and Well Written Essays - 1000 words

Is Facebook better than twitter - Essay Example As a social network, Facebook proves to be more versatile and flexible to use. According to Yagaswara (2010), people are able to upload pictures, games, videos and various apps to their profile. On the other hand, Twitter is a platform for texts with so much sharing of links. Facebook, because of its simplicity, tend to be more active since it has implemented more tools to ensure the public enjoy the services such as the new Facebook Mobile Interface. Twitter, on the other hand, has made efforts to become more versatile as seen with some services such as the ability to link your account to services such as LinkedIn. Twitter also counters Facebook option of sharing pictures using the Twitpic application that allows people to share pictures. Facebook and Twitter social networks are the most used social networks as compared to other services such as MySpace and LinkedIn. Facebook was launched in 2004 while Twitter was started in 2006. Brock (2011) claims that the key contrast between the two networking platforms is seen in the methods of communication. Facebook seems to be more passive while Twitter seems to have a more active ad involving form of communication where people tend to be more conversational. With Twitter, it always seems like a giant party where people for not know each other but are willing to make friends. On the other hand, Facebook comes out as a wedding reception that is comprised of Family and friends. The main business in Twitter is acknowledging and adding onto what someone has said or shared regardless of how close you are. Contrary, Facebook depends on the relationship with your friends. With no friends in Facebook, you can never enjoy the service since the impact is measured with the number of sh ares, likes and comments. Another issue that most people consider when deciding on their ideal social media service is the issue of privacy. Privacy tends to be paramount to the

Romanticism in Literary France Essay Example | Topics and Well Written Essays - 750 words

Romanticism in Literary France - Essay Example Eventually the royalist establishment would also have reason to be disturbed by romanticism's revolutionary ideological component and would suddenly represent some of it most vehement assailants. The difficulty of this position especially for the royalists is described by the author as a, "still more awkward position, fighting against a doctrine without being able to attack even its living followers who were all good royalists and whose support the party did not want to lose" (Lanyi 150). The revelation that to attack the genre effectively and coherently required an ad hominem excoriation of its practitioners as opposed to a formal stylistic criticism is indicative of the politicized aesthetic that defines this critical mode of discourse. Â  On stylistic grounds, the most cogent presentation that was provided in the article came from Francois-Benoit Hoffman, an orthodox critic, who intended to meet romanticism on its own literary terms in a review of Hugo's Nouvelles Odes (Lanyi 145 ). The main thrust of this argument is that romanticism seeks futilely to circumvent the real world, a world of naturalistic images and empirical references, and attempts to access the ideal world a world that is necessarily mediated by the natural. This epistemological confusion results in highly idealized, obscurantist and difficult prose. The failure to recognize the basic mediatory of romanticism fundamentally broken. The classicists' awareness of this issue prompts them to acknowledge.... The liberal antagonism towards romanticism was engendered for two specific reasons. Initially, it was seen as a decadent and extravagant form of literature whose aristocratic appeal was disturbing, and many of the practitioners of this new form of literature were members of the royalist faction in France and consequently the products of such an association were necessarily tainted with royalist ideology. Eventually the royalist establishment would also have reason to be disturbed by romanticism's revolutionary ideological component and would suddenly represent some of it most vehement assailants. The difficulty of this position especially for the royalists is described by the author as a, "still more awkward position, fighting against a doctrine without being able to attack even its living followers who were all good royalists and whose support the party did not want to lose" (Lanyi 150). The revelation that to attack the genre effectively and coherently required an ad hominem excori ation of its practitioners as opposed to a formal stylistic criticism is indicative of the politicized aesthetic that defines this critical mode of discourse. On stylistic grounds, the most cogent presentation that was provided in the article came from Francois-Benoit Hoffman, an orthodox critic, who intended to meet romanticism on its own literary terms in a review of Hugo's Nouvelles Odes (Lanyi 145). The main thrust of this argument is that romanticism seeks futilely to circumvent the real world, a world of naturalistic images and empirical references, and attempts to access the ideal world a world that is necessarily mediated by the natural. This epistemological confusion results in highly idealized, obscurantist and difficult prose. The failure to

Is Facebook better than twitter Essay Example | Topics and Well Written Essays - 1000 words

Is Facebook better than twitter - Essay Example As a social network, Facebook proves to be more versatile and flexible to use. According to Yagaswara (2010), people are able to upload pictures, games, videos and various apps to their profile. On the other hand, Twitter is a platform for texts with so much sharing of links. Facebook, because of its simplicity, tend to be more active since it has implemented more tools to ensure the public enjoy the services such as the new Facebook Mobile Interface. Twitter, on the other hand, has made efforts to become more versatile as seen with some services such as the ability to link your account to services such as LinkedIn. Twitter also counters Facebook option of sharing pictures using the Twitpic application that allows people to share pictures. Facebook and Twitter social networks are the most used social networks as compared to other services such as MySpace and LinkedIn. Facebook was launched in 2004 while Twitter was started in 2006. Brock (2011) claims that the key contrast between the two networking platforms is seen in the methods of communication. Facebook seems to be more passive while Twitter seems to have a more active ad involving form of communication where people tend to be more conversational. With Twitter, it always seems like a giant party where people for not know each other but are willing to make friends. On the other hand, Facebook comes out as a wedding reception that is comprised of Family and friends. The main business in Twitter is acknowledging and adding onto what someone has said or shared regardless of how close you are. Contrary, Facebook depends on the relationship with your friends. With no friends in Facebook, you can never enjoy the service since the impact is measured with the number of sh ares, likes and comments. Another issue that most people consider when deciding on their ideal social media service is the issue of privacy. Privacy tends to be paramount to the

Open source intelligence and privacy - criminology Essay

Open source intelligence and privacy - criminology - Essay Example There is also the hope of stopping the incidence of crime, through addressing the causes of crime at the individual level, which can result in social reforms. The pressure to study crimes and criminal behaviour is also fuelled by the wish to comprehend and give an explanation about the incidences of crime and the reactions of society towards it. Again, some scholar, especially philosophers and sociologists, will study crime, so as to know more about it, and also to find out what it tells the people about the society and its problems. In defining crime, the simple definition developed about the area is this: criminology as the collection of knowledge related to the issue of crime, as a social phenomenon. The field of criminology covers – under it – the law making process, the breaking of laws, and the responses offered to the community members that break the law. The objective of the field of criminology is that of developing a body of general and evidence-based knowledge, among other sets of knowledge, about the processes of law, crime and the treatment offered to the breakers of law. On the other hand, computer science is the practical, specific approach to the field of computation and its applications. It is the methodical exploration of the structure, feasibility, expression and the mechanization of algorithms (methodical processes) behind the process of obtaining, illustrating, processing, storing, transmitting and accessing information, whether it is programmed as bits inside a computer memory bank or transcribed inside the protein structures or the genes of human cells. A computer scientist is a specialist in the field of computing and the designing of computational systems. This report will identify the key concepts of computer science from a criminologist’s point of view. The report will also explore the meaning of the concept, the difficulty of putting the field into operation and the relevance of the field

Lifespan Development Essay Example for Free

Lifespan Development Essay Set forth by Margret Baltes, Paul Baltes and their associates, the life span perspective is the viewing of human development as multi directional, multi cultural, multi contextual,multi disciplinary and plastic. Human development is viewed as multi-directional because with time the characteristics of a human tend to change. Each person’s body consists of a large amount of genes and therefore bring the possibility of having several different directions that they could develop. Different events in life can lead to a change in direction. Some examples of those events may be the death of a loved one, losing a job, getting married, getting into college. etc. Researchers have used the multi directional perspective to figure out that losses and gains tend to occur simultaneously and that losses can lead to gains and gains can lead to losses. Human development is seen as multi contextual because it occurs in various contexts such as physical surroundings and the constellations of family. Urie Bronfenbrenner was the first to shine light on the need to consider multiple contexts. He recommended that when conducting a developmental study we should use an ecological-systems approach. This involves the belief that the individual should be considered in all contexts and interactions that life consist of in the study of human development. Bronfenbrenner later changed the name of this approach to bioecological to show the natural and biological aspects of this theory. There are three nested levels that each person is affected by. Microsystems is immediate surroundings such as friends, school, church and family. Exosystems is local institutions such as place of employment, school, and religious courses. Macrosystems involves the larger contexts such as political, economics and culture. Bronfenbrenner created a fourth system called mesosystem that connects all the systems together. An example of mesosystem would be the connection between family and employment. Family leave policies and overtime are examples of family and employment connections. Bronfenbrenner created the chronosystem or time system which also has an affect on the other systems. Development is viewed as multi cultural because there are many different cultures in the world today. Social scientists describe culture as a â€Å"meaning and information system, shared by a group and transmitted across generations, that allows the group to meet basic needs of survival . . . pursue happiness and wellbeing, and derive meaning from life† (Matsumoto, 2009) Development is multi disciplinary because researchers must study various disciplines to understand it. Scientists usually break the study of human development into three segments to study it better. The segments are biological, cognitive and social. Each segment is a discipline that a scientist specializes in. It is also segmented in age groups such as childhood ,adolescence and adulthood. Development is plastic because the traits of humans can be molded much like plastic and people are durable like plastic. Two Theories of Life Span Development The first theory is Erik Erikson’s theory of psychosocial development. He believed that personality was developed in stages. One of the main aspects of Erikson’s theory was the ego identity. This is the conscious sense of self that we develop during social interactions. According to Erik, it is constantly changing as we experience new things and learn new information during our daily interactions with others. Erikson also believed that behaviors and actions were motivated with a sense of competence. Each part of Erikson’s theory involves becoming competent in an area of life. The individual will feel a sense of mastery referred to as ego quality or ego strength if the stage is handled well. The person will feel a sense of inadequacy if the stage is not handled properly. He believed that people experienced a conflict that acted as a turning point during each stage. In his view, these conflicts were focused on creating a psychological quality or failing to create a psychological quality. The second theory is Jean Piaget’s theory. His theory is composed of four stages. The sensorimotor stage is from birth to 2 years and suggests the the child builds a set of concepts about reality through physical interactions. Preoperational stage occurs between ages 2 and 7. The child is unable to understand logic and cognitive thinking. They understand symbolic things and have acquired motor skills. Concrete operational stage occurs between the ages 7 and 11. Children are aware of external events. They develop operational thinking and can show logical reasoning. The formal operational stage occurs from the age of 11 to 16 and onward. Those who reach this stage have developed abstract reasoning and can easily think logically. How Heredity and Environment Affect Development Heredity and the environment both play an important part in human development. The heredity factors affect all aspects of development. Genes have a tremendous affect on the birth, puberty, growth and death of a human being. Many traits are inherited from our family members and determine how we develop. Our genetics help to determine how we might act. For example, if there is a history of mental problems in your family then you might be prone to mental illnesses as well. The environment also helps in the human development process. The way we act, dress, talk, etc can be affected by our surroundings. For example, if you are raised in â€Å"the ghetto† then you might be prone to violence, drugs, baggy clothes, and slang talk. Growing up around violence and drugs might make a person develop into a drug abuser or participate in violent activities. The people we surround ourselves with also affect our development. If we are surrounded by violence and drugs then we might think that it is a normal way of life and we might also participate in these activities. If we are not subjected to these types of activities then we have a less chance of getting involved in these activities. Conclusion In conclusion, the life span perspective sheds light on the many aspects of human development. It is multi directional because our lives can go in many directions as a result of different life changing events. It is also multi cultural as there are several different cultures involved. There are many different contexts involved in human development such as our physical surroundings and family constellations. Multiple disciplines are studied in order for researchers to understand human development. Human development is also referred to as plastic because it can be shaped and molded just like plastic. Our development is greatly affected by genetic factors and environmental factors such as inherited qualities and the people and activities we are surrounded by.

A Study On A Written Constitution Politics Essay

A Study On A Written Constitution Politics Essay This essay will be defining what a constitution is, how its use and what its used for and whether or not Britain should adopt a written constitution. A written constitution is an official document that defines the nature of the constitutional settlement, the policy that governs the political system and the rights of citizens and governments in a codified form. It defines the laws, customs and conventions that define the composition and powers of organs of the state. (Jones, B., Kavanagh, D., Morgan, M., Norton, P. 2007). Constitutions vary in terms of their purpose, it may be constructed in such a way as to embody and protect fundamental principles (such as the individual liberty) principles that should be beyond the reach of the transient wish of the people. (Jones, B., Kavanagh, D., Morgan, M., Norton, P. 2007). Unlike most other countries The United Kingdom does not have a written constitution in a single document, but derives from a number of sources that are part written and part unwritten because there are laws, House of Parliament, conventions and understandings that constitute the rules of the formal political game. These rules are as about relationships of power, within the constitution s of a state, and between the state and the larger society. It can adjust readily to suit changing circumstances. A quote by Leo Amery: if a constitution is meant a written document or series of documents embodying in statutory or declaratory form the principles and structure of our government, then there is, in that sense, no such thing as the British constitution. What we mean by the British constitution is not any deliberate attempt to control and confine our political growth on the basis of a preconceive intellectual plan, reflecting the political theories of a particular group of men or the repossessions of a particular age, but a living structure continuously shaped in the course of history by the interaction of individual purposes and collective instincts with the requirements of ever varying circumstances. (Amery, L. 1952) Although Britain does not have a single document codifying the way its political institutions functions and setting out the basic rights and duties of its citizens, it however has an important constitutional documents. Such as the Magna Carta brought in during 1218, which protects the human rights of the community against the Crown, The Bill of Rights 1689 which extended the powers of government, and the Reform Act 1832 which reformed the system of parliamentary representation. (www.ukinusa.fco.gov.uk) The principal sources of what can be called the traditional constitution are four in number: statute law, comprising Acts of Parliament and subordinate legislation made under the authority of the parent Act: common law, comprising legal principles developed an applied by the courts, and encompassing the prerogative powers of the crown and the law and practice of parliament: conventions, constituting rules of behaviour that are considered rules of behaviour that are considered binding by and upon those who operate the constitution but re not enforced by the courts or by the presiding officers in the Houses of Parliament: works of authority, comprising various written works-often but not always accorded authority by reason of their age- that provide guidance and interpretation on uncertain aspects of the constitution. Such works have persuasive authority only. (Jones, B., Kavanagh, D., Morgan, M., Norton, P. 2007). Statue law is the pre-eminent of the four sources and occupies such a position because of the doctrine of parliamentary sovereignty. Under this juristically self-imposed concept, the courts recognise only the authority of Parliament formally known as the Queen Parliament to make la, with no body other than Parliament itself having the authority to set aside that law. The courts cannot strike down a law as being contrary to the provisions of the constitution. The House of Lords has come to be increasing constrained by law and regulated by unwritten conventions so that it can now only delay certain bills passed by Commons. (Dearlove and Saunders, 2000). By law, general elections should be held every five years and all adults are allowed to vote, but however, the first-past-the post voting system means that not all votes are of the same power-in sending chosen candidates from particular parties to the House of Commons. This therefore, has huge implications for the organisation of governmental power, making powerful and unyielding single-party rule very much more likely than the compromise of coalition government. (Dearlove and Saunders, 2000).] The supremacy of the Parliament is the backbone of the British Politics and is only possible threatened by aspects of the work of the European Commission and the European Union institution. Parliament can pass, repeal and alter any of Britishs Laws. That is one of the major powers that the government has. When the Conservative leader, Margaret Thatcher banned trade unions at GCHQ believing that they had no place in the organisation and had no importance in the British national security, the government reversed it in 1997 when a new party came to power and was ruled by Tony Blair. (www.historylearningsite.co.uk). Constitutions are important because it legitimise a states existence, establishes national valves, provides organising structure and through that stability in government. It also limits the power of the state to protect its citizen. it represents an important stage of evolution away from the flexible monarchical constitution of the past, which had Parliamentary sovereignty and executive supremacy at its heart, towards a regulatory state, in which the power of the executive and the Westminster Parliament, while still significant, is restrained by the existence of subordinate, supranational and parallel powers which it has willed into existence but cannot will away. The constitution is flexible and adaptable it is not bound by the valves of a past age, it can adapt to current circumstances and crisis or changes. Its produces strong and stable government where parliament is sovereign and power is not shared between a range of branches of Government. The Government is effective in terms that it gets what it wants and the people will get what they voted for. The Government has a strong degree of accountability where they are the representatives to the electorate when things go wrong, and people will know who to blame. Written constitution is ruled upon by judges. In Britain judges are unelected and it is therefore undemocratic to take power away from our elected representatives and give it to judges who tend to be quite reactionary. One of the benefits of the current system is that it is flexible. If they have a political mandate from the people, the government can reform the constitution, as with the example of the House of Lords. If you had to have a 2/3 majority in both houses, this measure would never have been passed: neither would devolution. In countries like the USA, it is nearly impossible to change their constitution. There is no guarantee that what is best now will still be best in the next couple of years. A written constitution would make us much less flexible with Europe. There is a strong culture of rights and liberties which stretches back to1214 with Magna Carta and the 1689 Bills of Rights, and which is widely accepted by politicians of all parties, lawyers and judges, the media and civil society as a whole. This consensus makes it impossible for a single government to overturn rights-as government defeats on the proposed detention of terrorist suspects demonstrate. Since 1998 the Human Rights Act has enshrined the European Convention on Human Rights into UK law, and now provides a focus for this culture of rights. Also less developed countries such as Zimbabwe and Iran have a written constitution, if anyone wanted to flaunt democratic procedures it would be as hard as it would with a written constitution. (www.idebate.org) . Well, it works doesnt it? So I think thats the answer even if it is on the back of an envelope and doesnt have a written constitution with every comma and every semi colon in place. Because sometimes they can make for difficulties that common sense can overcome. (Lord Callaghan, 1991). Britain has survived very well without a written constitution. The people of the country are not requesting for a constitution so why so it be changed because American has one. People do not understand the rule that preside over the political side so therefore, it is seen as not be needed. (www.idebate.org). Without a written constitution, the UK has no Bills of Rights to protect its citizens from an over powerful state. The existing Human Acts Rights provides only weak protection, with judges only able to rule that new laws are non-compliant with the Act -the government can ignore such rulings if it wishes. The Human Acts Rights can easily be amended by a simple majority in both House of Parliament. A written constitution with a proper Bill of Rights would provide much stronger protection for the rights of the citizens. At the moment the judiciary is weak in its ability to act as a check against parliament. A written constitution would increase its powers. The British Parliament is subject to no authority beyond itself and this goes against the principle of the rule of law which the democracy is based on. Also in Europe the context of further political integration in the EU, it is important that it enshrine and clarify Britains Protection from extremists. A written constitution would of fer protection if an extremist came to power and wanted to disregard democratic procedures. (www.idebate.org). An article from the Guardian Newspaper 2008 carried news of constitutional proposals drafted by Chris Bryant: Destroying British valves. Where the male children in the UK monarchs take precedence over the female ones in the line of succession to the throne, and reform of the Act of Succession: the law that bans Roman Catholics, or those married to Catholics, from taking their place in the line of succession Why should people worry or even bother about these proposals to repeal such seemingly archaic and irrelevant features of the UKS constitution? (Wintour, P. 2008) (www.Guardian.co.uk) {Accessed 11/01/10} In conclusion Britain should not adopt a written constitution like America, because if a constitution is put in place it will limit the government or to set out the perimeters which governments must operate then the fact that it can be adapted can be problematic as well. I agree with Lord Callaghan, where he says the system actually works, so why it be changed because it is not codified. Britain has traditional valves that will have to be changed if it adopts a constitution. For example the Human Acts Rights if Britain had a constitution it would have been very difficult for the Acts to gave been placed. There is a huge difference between American and Britain that is why America has A President and Britain has a Prime Minister.

Nutrition - Teaching our Children to Eat Well Essay -- Health Nutritio

Nutrition - Teaching our Children to Eat Well When I look back at my experience through elementary and secondary school, and think about school lunch my memories are not cherished. The gray messy masses that smell and jiggle in a nebulous blob while the lunch lady deposits it onto my tray. No, those were not fond memories at all. I do remember having to look at the month ahead with my mother, because she wanted me to eat at least eat one school prepared meal a week. These were tough decisions for an elementary student, with picky taste in food. I remember most of the students in my class eating the chocolate cake or the cookies as the main course of their meal. Now that I look back on this, I realize how foolish it was that teachers did not pay better attention to our diets. American's "sweet tooth is tied to sour health" according to Jane Brody of The New York Times. We are "squeezing out nutritious foods like fruits, vegetables, whole grains and low-fat dairy products that can help to prevent disease." A nutritionally complete diet should involve no more than ten percent of its calories from added sugar; "American children now consume nearly twice that amount. The average teenager derives 19 percent of calories from added sugar, with the average boy consuming 34 teaspoons and the average girl consuming 24 teaspoons of added sugar daily, according to Federal surveys. Younger children, too, have diets far sweeter than desirable: 6- to 11-year-olds get 18 percent of their calories from added sugars" (Brody, 7). Yikes, these numbers do not look good when trying to promote nutrition, but how does one teach children to eat things like vegetables? Some children do not like to eat the vegetables that are given to them because they are not quite sure what is in the mushroom surprise. A lot of children just do not like school lunches, while others really enjoy them. Some may think that they are fattening, rubber in them, too greasy and unhealthy. While others find them more convenient, taking some chaos out of their morning routine, since they do not need to pack a lunch, or worry about what to eat. Nancy Polk, for the New York Times, wrote why in the past 5 years, the regulations for the School Meals Initiative for Healthy Children needed to be put in effect. This drastically changed the way we feed American youth. They specifically looked at makin... ...bits for life. Life-long learning and health have been proven to go hand in hand, teaching our children to eat well is just as important as teaching them to read. This might be the key to unlocking a whole new power. A power for learning. A power that will someday set the standard for the world in which we live. Bibliography: Brody, Jane. "Increasingly, America's Sweet Tooth Is Tied to Sour Health." New York Times. New York. September 21, 1999. Friedman, BJ. "Nutrient Intake of Children Eating School Breakfast." American Dietetic Association. Journal of the American Dietetic Association. Chicago. February 1999. Gottlieb, Robert. "The State: In Reforming Schools, Don't Forget Students' Stomachs." The Los Angeles Times. Los Angeles. California. December 27, 1998. "Guidelines for School Health Programs to Promote Lifelong Healthy Eating." Journal of School Health. Washington D.C. January 1997, Vol. 67, No. 1. "Healthy School Meals†¦Healthy Kids! A Leadership Guide for School Decision-Makers." Food and Consumer Service (USDA). Washington D.C. 1997. Polk, Nancy. "Better School Lunches, Fitter Children." New York Times. New York. February 21, 1999.

Finnegans Wake :: essays research papers

Finnegan's Wake is an old Irish tune, but these words were added later for music-hall use during the Victorian era. Some Irish people have objected to them as an English inspired stereotype, but I first heard this song sung by the Clancy Brothers and Tommy Makem, at the Gate of Horn in Chicago, in the late 50s. To me, no one was more Irish than they were. Here it is in honor of Saint Patrick's Day. [C] Tim Finnegan lived on [Am] Walker Street And a [F] gentle, Irishman, [G] mighty odd; [C] He'd a beautiful brogue [Am] so rich and sweet And to [F] rise in the world he [G] carried a [C] hod. You see he'd a sort o' the [Am] tipplin' way With a [C] love of the liquor poor [Am] Tim was born And to [C] help him on with his [Am] work each day He'd a [F] "drop of the cray-thur" [G] every [C] morn. Chorus: [C] Whack fol the die do, [Am] dance to your partner [F] Welt the floor, your [G] trotters shake; [C] Wasn't it the [Am] truth I told you [F] Lots of fun at [G] Finnegan's [C] wake! 2. One mornin' Tim was rather full His head felt heavy which made him shake; He fell from the ladder and broke his skull And they carried him home his corpse to wake. They rolled him up in a nice clean sheet And laid him out upon the bed, With a gallon of whiskey at his feet And a barrel of porter at his head. Chorus: 3. His friends assembled at the wake And Mrs. Finnegan called for lunch, First they brought in tea and cake Then pipes, tobacco and whiskey punch. Biddy O'Brien began to cry "Such a nice clean corpse, did you ever see? "Tim, mavourneen, why did you die?" "Arragh, hold your gob" said Paddy McGee! Chorus: 4. Then Maggie O'Connor took up the job "O Biddy," says she, "You're wrong, I'm sure" Biddy gave her a belt in the gob And left her sprawlin' on the floor. Finnegan's Wake :: essays research papers Finnegan's Wake is an old Irish tune, but these words were added later for music-hall use during the Victorian era. Some Irish people have objected to them as an English inspired stereotype, but I first heard this song sung by the Clancy Brothers and Tommy Makem, at the Gate of Horn in Chicago, in the late 50s. To me, no one was more Irish than they were. Here it is in honor of Saint Patrick's Day. [C] Tim Finnegan lived on [Am] Walker Street And a [F] gentle, Irishman, [G] mighty odd; [C] He'd a beautiful brogue [Am] so rich and sweet And to [F] rise in the world he [G] carried a [C] hod. You see he'd a sort o' the [Am] tipplin' way With a [C] love of the liquor poor [Am] Tim was born And to [C] help him on with his [Am] work each day He'd a [F] "drop of the cray-thur" [G] every [C] morn. Chorus: [C] Whack fol the die do, [Am] dance to your partner [F] Welt the floor, your [G] trotters shake; [C] Wasn't it the [Am] truth I told you [F] Lots of fun at [G] Finnegan's [C] wake! 2. One mornin' Tim was rather full His head felt heavy which made him shake; He fell from the ladder and broke his skull And they carried him home his corpse to wake. They rolled him up in a nice clean sheet And laid him out upon the bed, With a gallon of whiskey at his feet And a barrel of porter at his head. Chorus: 3. His friends assembled at the wake And Mrs. Finnegan called for lunch, First they brought in tea and cake Then pipes, tobacco and whiskey punch. Biddy O'Brien began to cry "Such a nice clean corpse, did you ever see? "Tim, mavourneen, why did you die?" "Arragh, hold your gob" said Paddy McGee! Chorus: 4. Then Maggie O'Connor took up the job "O Biddy," says she, "You're wrong, I'm sure" Biddy gave her a belt in the gob And left her sprawlin' on the floor.

Joseph Heller’s Catch 22 and Joan Littlewood’s Oh! What a Lovely War Essay

Compare the ways in which figures of authority are portrayed in Joseph Heller’s Catch 22 and Joan Littlewood’s Oh! What a Lovely War. Both Catch 22 and Oh! What a Lovely War are satirical comedies looking at the absurdity and tragedy of war. Being satires, they serve to expose the flaws in wartime situations and in doing so often develop criticisms of authoritative figures. Both texts approach the portrayal of authority in slightly different ways; being a play, Oh! What a Lovely War has a lot more scope for portraying its characters visually and aurally, whereas Catch 22 must work within its boundaries as a novel. Both texts employ humour to portray characters of authority; whereas Littlewood’s play is more focused on dark humour, Heller uses his own brand of absurd irony throughout the novel – this humour is central to most techniques used in both pieces of literature. Both texts were written in the 1960’s, (Catch 22 was published in 1961 whilst Littlewood’s play was performed two years later) an era synonymous with the development of youth culture and radical change. Although Catch 22 was initially snubbed by many of its critics, the novel found its readership amongst the emerging generation of men and women who were fiercely opposed to the Vietnam war. Littlewood did not face the same hostility in 1963 when Oh! What a Lovely War was first shown to the public. Performed by the Theatre Workshop – a company she had co-created – the play was warmly received by the audience and critics alike. Despite their different reactions, both texts were on the cutting edge of anti-war sentiment and continue to be modern classics. Although the texts focus on different wars and different perspectives (Littlewood’s play explores World War One from a primarily British perspective and Heller’s novel is an American outlook on World War Two) their main themes are similar. Both texts are exploring the tragedy of war, the utter absurdity of it, the thirst for power and money war brings, and the ignorance of authoritative organisations. Figures of authority are numerous in both pieces, and do not only include the upper ranks (such as Generals, Field Marshalls and Colonels) but also the representations of business and religious organisations, for they too can be viewed as having ‘authoritative’ roles in society, especially in wartime. One technique used by both authors is a demonstration of the lack of communication between commanding powers. Littlewood’s portrayal of the allied army leaders is very effective in signalling how inefficient they are at communicating with one another. The French General Lanzerac and British Field Marshall ‘French’ do not even speak the same language, and French’s unwillingness to do so reveals the total futility and worthlessness of their meeting: Aide: Do you think I ought to organise an †¦ interpreter? French: Don’t be ridiculous Wilson; the essential problem at the moment is †¦ the utmost secrecy.(p21) In this scene the obsession with secrecy over commonsense negotiations shows us how inefficient the allied army authorities are, and the analogy of the different languages spoken serves to demonstrate the complete lack of communication amongst authoritative powers that hold the fate of thousands in their hands. In the same way, Catch 22 looks at the problem of communication within the upper ranks. The call General Peckam receives from Ex P.C Wintergreen – the sole words being ‘T.S. Elliot'(sic) – has no hidden meaning but is interpreted in an absurd way; â€Å"Perhaps it’s a new code or something, like the colors of the day. Why don’t you check with Communications and see if it’s a new code or something or the colors of the day?† (p45). This sentence also shows us some insight into General Peckam’s intellect, which doesn’t seem to be substantial – demonstrated by the repetition and imprecision of speech. Another example of these communicative difficulties is the case of Major Major who receives documents to sign, which have his signature already. The squabbling within the upper ranks is evident in both texts and serves to show us the pettiness and idiocy of figures of authority. There are many instances in Catch 22 where the Generals are engaged in sneaky tricks against one another. General Dreedle’s hatred of his son-in-law Colonel Moodus for example, inspires him to keep a beautiful nurse just to torment him with, and the ‘Great Loyalty Oath Crusade’1 is started by Captain Black in an attempt to avenge himself on Major Major (who gained the promotion Captain Black was waiting for). Similarly in Oh! What a Lovely War, the Belgian, British and French army officials are at odds with one another. The Belgian army are in a sorry state, the French are angry at the British, and the British refuse to believe they have any responsibility in the war; ‘We’re not here under any obligation’ French persists in telling Lanzerac. The heated discussion only ends when Lanzerac is offered a medal on behalf of the King of England. This gesture pleases the General, who ‘kisses French on both cheeks’ and leaves, suggesting that the upper ranks of the army are only interested in recognition and promotion. This is a very powerful notion in Catch 22, in which key characters such as Colonel Korn and Colonel Cathcart will do everything in their power to be promoted. Cathcart says of his ambition: â€Å"What else have we got to do? Everyone teaches us to aspire to higher things. A general is higher than a colonel and a colonel is higher than a lieutenant colonel. So we’re both aspiring† (p450). One of the most important aspects of both texts is how different the experience of war is for the upper ranks and the ordinary men. The inability of authoritative figures to understand the realities of war and their cruel, seemingly deliberate ignorance in many situations is demonstrated in a number of key scenes. An important example of this in Oh! What a Lovely War is on pages 50/51 where a commanding officer reveals his detachment from ordinary trench life, and his unawareness of the death that surrounds the men every day; â€Å"Ye Gods! What’s that?† he asks the Lieutenant upon encountering a German limb that holds up the parapet, immediately telling the men to get rid of it as soon as possible. The Sergeant’s response reveals how clueless those in authority are to the brutalities of war: â€Å"Heads, trunks, blood all over the place, and all he’s worried about is a damned leg†. This warped, uninformed sense of priority and general detachment is evident in Catch 22, especially within Colonel Cathcart’s storyline. Heller’s novel is jumbled chronologically, but one dependable indication of time is the number of missions the men are forced to fly under Cathcart’s orders, which steadily increases as the story progresses. What is simply a number for the colonel is a very real death threat to the men of his squadron, many of whom reach the target just as the missions increase. Cathcart raises them for purely selfish reasons – he hopes to gain recognition for his squadron’s record and receive a promotion. The Colonel’s constant cry of â€Å"Doesn’t he know there’s a war going on† when Yossarian refuses to fly further missions is one of Heller’s brilliant lines of absurd irony, as it relates directly to the figures of authority in the novel. They seem to be playing an insane game, unaware of how t heir actions affect the men – they themselves don’t realise they’re fighting a war. Other instances of differences between upper and lower rank men can be found in both texts. The final scene of Oh! What a Lovely War portrays the men as lambs to the slaughter at the order of their glory-obsessed officer, and we find them shouting â€Å"Baaa – baaa – baaa †¦Ã¢â‚¬ (p86) as they advance towards the guns. In Catch 22 the Colonels are amazed that the ordinary men worship the same God as them, and after the revelation from the Chaplain refuse to believe it saying â€Å"What nonsense!† â€Å"Does he expect us to believe that?† and â€Å"Chaplain, aren’t you stretching things a bit far now?†(p407). A noticeable aspect of both texts is the portrayal of other key figures of authority – primarily those of big business and religion. Where Littlewood is severely critical of both, Heller holds some sympathy for his character the Chaplain (a representation of religion). Common to both writers is a disgust toward capitalists who exploit war for their own commercial gain. The munitions manufacturers in Oh! What a Lovely War are introduced on stage as members of a shooting party, an ironic analogy highlighting the part they play in the destruction of so many young men. They discuss the ‘peace scares’ that threaten their income, and congratulate one another for their inhuman schemes in money making: Britain: German chappies were caught on their own barbed wire?†¦.Dashed clever. (p46) In the same way, the character Milo Minderbinder in Catch 22 exposes the lack of morals and boundaries capitalism creates in wartime. His collaboration with the enemy goes unnoticed due to his profit-making, and he even ends up bombing his own men and planes as part of a German contract; ‘If I can persuade the Germans to pay me a thousand dollars for every plane I shoot down, why shouldn’t I?'(p273) he tells Yossarian. The forces of religious belief in Littlewood’s play are greeted with hostility as tools for the war propaganda machine, who support the war effort rather than fighting for the rights of the soldiers; Chaplain: †¦ it is no longer a sin to labour for war on the Sabbath†¦the Chief Rabbi has absolved your Jewish brethren from abstaining from pork in the trenches. (p77) Religion is portrayed in a slightly more sympathetic light in Heller’s novel. The Chaplain is the only character who really connects with Yossarian, and his efforts to help dissuade the Generals from raising the number of missions proves a real commitment and solidarity to the squadron. He is rejected from the Officer’s Hall and treated disrespectfully by the Colonels, showing us that even Christianity is powerless in the face of such frighteningly stubborn authority. Another key theme of both texts is the portrayal of war as a game, or as something frivolous and light-hearted by those in authority. The very form of Oh! What a Lovely War is as a musical show, with song and dance. Key song titles include ‘I’ll make a man out of you’ and the grand finale track ‘Oh it’s a lovely war’ which paints the text as a Broadway extravaganza rather than a harrowing look at battle. This technique is very effective in creating a bitter and attacking tone towards authoritative powers – especially considering the nature of the opening scene. In a circus like frenzy the MC brings on the players of the ‘war game’; France, Germany, Austria, Ireland, Great Britain and Russia. This structural difference between the play and Catch 22 means that Oh! What a Lovely War parodies authority more consistently. Littlewood constructed the play as a ‘show’, so the ability of characters in power to undermine the seriousness of war is endless. ‘The War Game’ is a classic example of this, as is the ‘grouse-shooting party’ which consists of munitions manufacturers from the key nations involved in war. Other techniques were available to Littlewood – lyrically bitter songs and the use of slides as an accompaniment to the speech, which both served as attacking forces against the power of authority in the play. Examples of this can be found in song titles such as ‘If the sergeant steals your rum’ and ironic lyrics like ‘with our old commander, safely in the rear’ in the hymn ‘Onward Christian Soldiers’. The use of slides and the ‘newspanel’ is used on many occasions as a reinforcement of the ignorance seen in authoritative men such as Haig: Newspanel: BY NOV 1916 †¦ TWO AND A HALF MILLION MEN KILLED ON WESTERN FRONT Haig: I thank you, God; the attack is a great success. (p78) They are also used comically to outline the stupidity of the Generals: British Admiral: †¦ Have you got a plan? British General: Of course. Slide 5: A blank British Admiral: Yes, I thought so. (p6) In a structural sense, the techniques available to Heller with which to parody authority are much more limited. In a novel, all character representations are formed with literary descriptions and cannot rely on visual or aural aids like a play. His technique of storytelling is not as varied or spectacular as Littlewoods, but the effects of his bizarre plots are as successful in criticising authoritative powers as the use of slides and song in Oh! What a Lovely War. Colonel Cathcart’s ‘bombing pattern’ is a sufficient example of this and bears comparison with the ‘War Game’ approach by Littlewood. Disregarding the fact that men are risking their lives on the insane bombardier missions they are forced to fly, Cathcart’s sole concern is whether their bombs create an aesthetically pleasing pattern from the air – ‘We didn’t get the bridge’ he tells Milo whilst recalling a previous mission, ‘but we did have a beautifu l bomb pattern. I remember General Peckam commenting on it’. (p†¦ The episodic form of both texts may disrupt the sense of progression, but it is noticeable that the tone of both pieces of literature changes as they near completion. The bitterness towards authority increases, and humour is more often interspersed with moments of seriousness and tragedy. In Act Two of Littlewood’s play, a moment of chaos reaches a serious climax with the juxtaposition of Haig and the British General’s telephone conversations against a background of men singing ‘They were only playing leapfrog’. The two men speak simultaneously in broken sentences until Haig’s final comment ‘No, you must reserve the artillery; we are using too many shells’ is uttered at the same time as the General’s last words, ‘Night has fallen. The clouds are gathering. The men are lost somewhere in no man’s land.’ This uncharacteristically sombre moment is shocking and serves to signpost the ignorance and inhumanity of Haig in times of crisis. In a similar way the absurd force of bureaucracy in Heller’s novel borders on seriousness when Don Daneeka is recorded as killed and remains dead due to the power of paperwork. His presence in the novel is a tragic reminder of the madness of war, and his character becomes a living ghost, ‘the sacks under his eyes turned hollow and black, and he padded through the shadows fruitlessly like an ubiquitous spook†¦then, only then, did he realize that, to all intents and purposes, he really was dead.’ (p366) The endings of both texts leave the reader with a slightly different outlook of authority and war. Whereas Oh! What a Lovely War finishes as it started, with a grand song in the traditional musical style, Catch 22 is much more subdued and understated. Both endings tell us something about the intention of the author, and of their opinion on the subject of war and authority. Littlewood wants to leave the audience feeling embittered and slightly outraged at the notion of the Great War as a show, in order to demonstrate the atrocities committed by those in authority against the ordinary men. The final songs ‘Chanson de Craonne’, ‘ I don’t want to be a Soldier’, ‘And when they ask us’, and ‘Oh it’s a lovely war’ express both comic elements (‘I’d rather stay at home †¦ and live off the earnings of a lady typist’) and the tragic undertones that run throughout the play (‘I don’t want a bayonet in my belly’). Although these final songs are more preoccupied with the tragedy and futility of warfare, their tone is still bitter towards commanding powers – such as the King and the Generals – who promised them a ‘lovely war’, and described the life of a soldier as the ‘cushiest job’ they would ever have. The cause of this great tragedy is clearly explained in Littlewood’s play as a direct result of the ignorance and greed of commanding powers, in particular the European Empires and Haig, along with his circle of title-seeking aristocrats. Within the play there are other specific objects of blame; firstly the British Generals, Field Marshall French, and the British Aristocracy. Other possible areas of criticism lie in the portrayal of religion, and of the capitalists who profited from the war. Oh! What a Lovely War is a text very much favouring the ordinary soldiers, all of whom are represented as decent, kind-hearted, and spirited young men. These soldiers are the victims of authoritative powers, they are the lambs going to slaughter, and the grouse at the shooting party. Littlewood is not vague or subtle in her attack of the commanding men, and portrays them as idiots, fat cats and cowards. She intends to show us that they were the main cause of madness in wartime, and that t hese men of authority should be held to blame for the destruction of a generation. The conclusion of Catch 22 is quite different, and ends with the spontaneous attempt by Yossarian to run away from the military base. Heller’s ending is a very interesting final act of defiance for his character, against the powers of authority in the novel. Despite having an easy route out of the air force – a simple but dishonest deal with Colonel Cathcart and Colonel Korn – Yossarian chooses to reject it. The presence of Nately’s whore at the very end of the novel, who unsuccessfully tries to stab him, is perhaps an indicator that Yossarian is making the right choice in escaping from the madness and corruption of ‘bureaucracy’ (the main authoritative force in Catch 22). The specific targeting of key characters is evident in Heller’s novel as it was in Oh! What a Lovely War, with the Colonels and Generals (Cathcart, Korn, Dreedle and Peckam among others) being the main hosts for criticism. However, I believe there is a difference between both texts regarding the role authoritative figures play in war. Whereas Littlewood shows us that the commanding men create the chaos due to their own callous stupidity, in Catch 22 the madness of war seems to be a character unto itself. Although the commanding officers are idiotic and dangerously selfish, this insane wartime logic affects most of the ordinary men – except for Yossarian and the Chaplain. A good example of this is near the end of the novel when Aarfy – one of the men in the squadron – rapes and kills a young girl. wYossarian’s utter horror when he discovers the scene is elevated further with the arrival of the police, who arrest him for being in Rome without a pass, completely ignoring the dead body on the pavement. Aarfy’s explanation ‘I hardly think they’re going to make too much of a fuss over one poor Italian servant girl, when so many thousands of lives are being lost every day’ seems to bear a lot of truth. The infuriating authority figures in this novel and the foolish stunts they are engaged in appear to be more a product of war madness than a cause of it. Therefore, although both texts portray figures of authority in similar ways, their intentions are fundamentally different. Littlewood blames the commanding individuals and glorifies the men who were sacrificed under ridiculous orders. Heller looks beyond these small but powerful characters to a greater evil – the madness of war and the insane chaos it creates in all; Colonels, Generals, Capitalists and even ordinary soldiers. 1 The Great Loyalty Oath Crusade was created to divert attention towards Captain Black and thus gain him a promotion – the men must swear an oath of allegiance ‘to get their pay from the finance officer†¦to have their hair cut by the barbers.’ (p125)

Ayurvedic Medicine Essay

Ayurvedic medicine is one of the world’s oldest medical practices. It is also called Ayurveda and means â€Å"the science of life† (Cherry and Jacob, pp239, para 5). This practice originated in India and is now world known. Ayurveda’s goal is to â€Å"integrate and balance the body, mind, and spirit† (Ayurvedic Medicine, para 2). This practice is uses a variety of products and techniques such as herbal remedies, massage, meditation, breathing exercises and special foods to help cleanse the body and attempt to restore balance. This is believed to prevent illness and maintain wellness. Before using this therapy, you must first consult your healthcare provider because certain herbs have various side effects and may counteract with certain medications. Some view these practices as holistic medicine, however in the United States, it is viewed as a CAM and a whole medical system. It is believed that a person’s chances of developing certain diseases depends on the way doshas, which are â€Å"distinct metabolic body types† (Cherry and Jacob, pp 240, para 1), are balanced, their mental and physical wellbeing and lifestyles. There are three types of doshas. 1. Vata, which are unpredictable, hyperactive, impulsive, slender, prone to insomnia, have fluctuating energy levels, cramps, and constipation. 2. Pitta, which are predictable, efficient, perfectionist, passionate, short-tempered, prone to heavy perspiration, medium build, have acne, ulcers, and stomach problems. 3. Kapha, which are relaxed, affectionate, forgiving, sleeps long and deeply, have a tendency toward procrastination, obese, have high cholesterol, allergies and sinusitis (Cherry and Jacob, pp 240, table 11-1). The treatment process depends on the body type a patient possesses and may include using any of the following techniques: cleansing, detoxification, palliation, rejuvenation through special herbs and minerals, mental hygiene and spiritual healing (Cherry and Jacob, pp 240 para 2). Another goal to Ayurveda is to promote spiritual healing and remove oneself from negative situations to aid in mental nurturing. Some therapies that are currently approved for Ayurveda usage include a herbal remedy curcuminoid from turmeric used in cardiovascular conditions, cowhedge plant compounds used to lessen the side effects of Parkinson’s disease drugs, ginger, turmeric and  boswellia used in inflammatory diseases such as arthritis, and the herb gotu kola to treat Alzheimer’s disease (NCCAM-Funded Research, para 1) . There is no process for certifying or licensing Ayurvedic practitioners currently (Cherry and Jacob, pp 240, para 3). However, many practitioners study in India where training may take up to 5 years to complete. After graduating, these practitioners may choose to provide care in the United States. Although there are no national standard for training in the US for Ayurveda, a few states have approved these schools as educational institutions (Practioner Training and Education, para 1). To locate qualified practitioners, you may visit the website www.ayurveda.com or http://ayurvedanama.org/find-practitioner/. Or for general information on Ayurvedic medical practice, you may visit www. nccam.nih.gov. REFERENCES Ayurvedic Medicine: An Introduction, 2009 July, retrieved from http://nccam.nih.gov/health/ayurveda/introduction.htm, on August 4 2012. Cherry, B., & Jacob, S. R. (2011). Contemporary nursing: Issues, trends, and management. (5th ed.). St. Louis: Mosby, Chapter 11, pp 239-240.