The indigenous cultures of the Americas Essay Example | Topics and Well Written Essays - 1250 words

The indigenous cultures of the Americas - Essay Example According to the historians, Holmberg spent his time in the 1940s among the Sirono tribes and decided to call them the most culturally backward people in the entire world. He stated that these tribes had no religion, no art or design, no musical instruments, no domestic animals and no clothes, and lived in constant hunger and want. They couldn’t even make fire or count to three. Mann decided to argue against these findings with deep respect. He stated that Holmberg thought that the people before Columbus had no real history, while he did not take into account that people before Columbus were just persecuted survivors and had been totally devastated with the smallpox and influenza in the 1920s. Mann detailed his personal experience with the pre-Columbian times history within the article that he discussed in his book, according to which he said that during his times in the high school, he learned that the Indians came over to the land of Americas over 12000 years ago across the Bering Strait, and these Indians lived in isolated and small groups and had little to no impact over the environment. As a result, the land of Americas remained wild and barren even after millennia of habitation. In the introduction of his book, he compares his research with Holmberg’s and initially it seems as if both are two different pieces altogether. However, after reading the entire book, it becomes apparent that the investigation of anthropologists had come up to wrong conclusions. The greatest mistake according to Mann is the assumption that many historians made assuming that the Indians had no history before the arrival of Columbus on the continent. Mann looked at the history before Columbus from various points of views, and ended up making a specific kind of anthropological revolution. According to the investigations that he made about the life of the contemporaries and the field of culture showed that the Indians took proper and

Fundamentals of Microeconomics Essay Example for Free

Fundamentals of Microeconomics Essay Macroeconomics defined as â€Å"the study of the economy as a whole, which includes inflation, unemployment, business cycles, and growth† (Colander, G-5). There are many fundamentals that affect the economy in both a good and bad way. These fundamentals affect the economy, and they also show the growth of the economy. The fundamentals are gross domestic product (GDP), real gross domestic product, nominal gross domestic product, unemployment rate, inflation rate, and interest rate. Defining the fundamentals Gross Domestic Product is â€Å"the total market value of all final goods and services produced in an economy in a one-year period† (Colander, G-3). GDP calculation is very important because it calculates the growth, decline, or stand still have the economy. When the GDP is calculate, it is base on previous numbers not future numbers. For example, the GDP is +2%, which means a growth of 2% for the previous year. Real Gross Domestic Product (GDP) is â€Å"the market value of final goods and services produced in an economy, stated in the prices of the giver year† (Colander, G-7). Real GDP is an inflation measure of the production of goods and services in the economy. It reflects price changes throughout the year. The real GDP is base more on realistic numbers instead of a guess. The calculation is more accurate concerning the gross domestic product for the previous year. Nominal gross domestic product is calculate at existing prices. Nominal GDP does not reflect inflation and is known as â€Å"current dollar GDP.† Nominal GDP can either be higher or lower than the GDP. When nominal GDP is calculate without reflecting inflation, which can show a higher growth in the economy when it is lower or at a standstill. Unemployment rate is â€Å"the percentage of people in the economy who are willing and able to work but who are not working† (Colander, G-9). The unemployment rate is calculate every month, and it shows the people who are looking for work. This rate does not include individual like the elderly, people working only a few hours a week or people who do not send resumes into different business. The unemployment rate shows that based on the number of people in the United States, a certain percentage is actively looking for work but has not found work. Inflation Rate is the percentage rate of change in price over a certain period usually a year. The inflation rate is calculate using last year price for a particular item to determine how much it will cost. Inflation rate determines the price of many things that include the price of the dollar. When individual calculates the inflation rate, it can help others determine if it is better to buy certain products today or later. Interest Rate is â€Å"the price paid for the use of financial asset† (Colander, G-4). Interest rate is a certain percentage that an individual has to pay on borrowing money or purchasing something. The interest rate is base on the credit score and the item purchase. The rate can go from being a very low number to as high as 10 percent. Purchasing of Groceries The purchase of groceries affects government, households, and business daily. The government determines the tax placed when household purchase groceries. Every household in the United States purchase groceries to survive. The businesses are affected by grocery purchase through the purchase. The business is affected by the purchases made because it shows what is being purchase more and what is being purchase less. The flow of resources take place in continues circular motion. The groceries are receive by the business from the local food processing plants. The employees at the local business placed the items on the shelves and groceries are ready for sell. The household members purchase the groceries from the business and pay the taxes government placed on the items. This continues to take place daily and will always continue. Massive layoff of employees The flow of resources takes place, and it affects businesses in both good and bad ways. Most business can employee the previous laid-off employees to allow taxes to be paid. When businesses are not able to employ more employees, unemployed do not demand good and services. When employees are layoff, there is no income coming into the household. The household is affected because there is no income, which in return means less good and service that can be purchase. When massive layoffs of employees take place in the economy, it affects government because they are paying unemployment benefits, Medicaid, and giving food stamps and more welfare to those eligible. Decrease in taxes When the government decides to decrease tax, it affects everyone differently. Government is affected in a good way, but it occurs in the long-run supply and demand curve. The government is losing more because taxes are lower but more money is being receive. In the long-run supply and demand, the government receives more money because the household is purchasing more good and services. The household is excite because more money is coming into the household because taxes are lower. The lower the tax, the more income, which mean more good and services are being purchase. Businesses are excite because more goods and services are being purchase. The flow of resources occurs and is affected in the long-run supply and demand curve. References Colander, D.C. (2010). Macroeconomics (8th ed.) Boston, MA: McGraw-Hill/Irwin.

Importance of Breakfast in Relation to Obesity

Importance of Breakfast in Relation to Obesity A critical evaluation Through many influential sources, such as research and advertising, breakfast has been widely portrayed as the most important meal of the day. In fact, much epidemiological evidence tends to support this notion by demonstrating that breakfast skipping leads to an increased risk of obesity (McCrory et al, 2014; Browns et al, 2013). Since the 1980s, the prevalence of overweight and obesity has sharply risen worldwide, with 1.9 billion adults being characterized as overweight and 600 million as obese in 2014 (WHO, 2015). In the UK alone, the proportion of men and women characterized as obese has increased by 14% and 10% from the early 1990s to 2015 (Public Health England, 2017). For an individual, obesity is usually the result of an imbalance between energy consumed and energy expended (WHO, 2016). Although energy imbalance ultimately leads to weight gain, the primary factors are not yet completely understood. Currently, there is no evidence linking specific foods to obesity, however re cently, much attention has been given to eating behaviours, such as breakfast eating, as they may represent a combined effect of a number of nutrients, and breakfast habits could potentially demonstrate an interplay between other lifestyle factors, such as an overall poor diet and physical inactivity. If eating behaviours are observed to be causally linked to weight gain, then they could potentially represent practical strategies for obesity prevention. On these grounds, this essay will explore a wide variety of evidence regarding the association between breakfast skipping and weight gain. Furthermore, we shall discuss whether breakfast eating habits have been linked with overall dietary health and physical activity, as these factors are now known to be strongly linked with obesity. It is reasonable to assume that ones beliefs about breakfast will influence the likelihood of an individual engaging in this behaviour. For example, early research reported that the majority of habitual breakfast eaters believed that breakfast was important for providing energy and increasing productivity throughout the morning (Chapman et al, 1998). More recently, among a UK national representative sample, it was reported that 64% of the population habitually consumed breakfast, whilst 6% skipped it. Moreover, the breakfast eaters believed that breakfast maintained weight control, whereas breakfast skippers believed that missing breakfast supported weight loss (Reeves et al, 2013). This evidence signifies that eating behaviours, such as breakfast skipping, are largely determined by what individuals believe. Some beliefs about scientific matters are thought true despite substantial evidence disproving them, whereas other science-based beliefs are allegedly true even though inadequate evidence exists to support or disprove them (McCrory et al, 2014). This is important because a widely accepted belief is that frequently consuming breakfast compared with skipping breakfast is preventative of weight gain or causes weight loss. A recent meta-analysis reported that the risk for overweight and obesity increases by 55% when breakfast is skipped (Browns et al, 2013).   As this association has often been reported, a theory has been developed which, if correct, may potentially explain how breakfast skipping can lead to weight gain.   The theory states that when breakfast is skipped, there is an overcompensation for the energy missed at breakfast by ingesting more energy than one otherwise would have consumed at breakfast alone (Pereira et al, 2011). On the other hand, lets also consider that breakfast skipping could result in no weight change over time (in a scenario where breakfast skipping does not lead to overcompensation) or to weight loss (in a scenario where there is absence of compensation). While cross-sectional studies have generally reported that breakfast skipping leads to weight gain, currently, there are limited high quality experimental evidence supporting this notion. It is also impor tant to point out that all of the studies reviewed in the Browns et al (2013) meta-analysis, were cross-sectional thereby causality cannot be concluded from their à ¯Ã‚ ¬Ã‚ ndings. Whilst randomized controlled trials do not directly allow conclusions to be drawn concerning fluctuations in energy balance, they do allow for conclusions to be made about temporary changes which, if constant over time, could potentially result in changes in energy balance. Yet, short-duration (à ¢Ã¢â‚¬ °Ã‚ ¤ 1 week) randomized controlled trials investigating the effects of breakfast skipping on successive energy intake have been equivocal (Astbury et al, 2011; Leidy et al, 2013; Levitsky et al, 2013). For example two of these studies reported that impromptu lunch intake was greater after breakfast skipping, compared to when breakfast was consumed (Astbury et al, 2011; Leidy et al, 2013). In contrast, Levitsky et al (2013) showed under compensation at lunch, signifying that the collective intake across breakfast and lunch remained lower in the breakfast skipping condition. On the other hand, longer-duration (2-3 weeks) randomized controlled trials do not appear to show a relationshi p between breakfast skipping and weight gain (Farshchi et al, 2005; Schlundt et al, 1992; Tuttle et al, 1950). Although the results of these experimental trials are varied, they do not support for the theory that breakfast skipping leads to overeating. Furthermore, in prospective studies with up to 10 years follow-up, it has been observed that individuals who regularly ingest breakfast appear to gain less weight (Odegaard et al, 2013; Purslow et al, 2008; van der Heijden et al, 2007). One explanation for this could be that skipping breakfast may merely be an indication of overall lifestyle, for example, substantial evidence suggests that skipping breakfast is associated with a less nutritious diet and less physical activity (Szajewska et al, 2010; Rampersaud et al, 2005). This is significant because both of these modifiable factors are strongly correlated with the increased risk of obesity and other chronic diseases. For example, much epidemiological evidence shows a relationship between eating breakfast and healthier food choices and dietary habits (Skinner et al, 1985; Lattimore et al, 2010), whereas, breakfast skippers are associated with whole diets that are inadequate (Christakis et al, 1968; Serra-Majem et al, 2002). Of the s tudies mentioned above, two are outdated, nevertheless, they have been included to demonstrate that the association between breakfast consumption and healthy lifestyle habits has been repeatedly observed over the last 50 years or so, demonstrating that this relationship has remained constant over time. To further explain the results mentioned above, a recent review by Rampersaud et al (2005), revealed that habitual breakfast skippers were more likely to be overweight compared to breakfast eaters, regardless of a higher overall energy intake in the breakfast eating group. It is possible that the combination of breakfast skipping with additional poor eating behaviours, such as an insufficient fruit and vegetable consumption, is contributing to the results observed in this study, as it has been previously established that a low intake of fruit and vegetables increases the risk for obesity and type 2 diabetes mellitus (Hamer et al, 2007). Regarding physical activity, much epidemiological evidence reports that breakfast skippers are less likely to participate in physical activity (Cohen et al, 2003; Keski-Rahkonen et al, 2003; Aarnio et al, 2002). A proposed mechanism is that skipping breakfast may lead to lethargy and physical inactivity throughout the day (Pollitt et al, 1998; Meyers et al, 1989 ; Shaw et al, 1998) thereby contributing to positive energy balance and thus weight gain. Although there is a vast amount of evidence supporting the idea that breakfast skipping is associated with poor dietary habits and physical inactivity, no conclusions can be drawn yet as the evidence which has mostly found these positive associations have been drawn from cross-sectional and prospective studies which as mentioned before, do not prove causality. Clearly, obesity is a significant public health problem due to its high prevalence and important health consequences. Therefore, in order to provide practical recommendations for the control and/or prevention of obesity, its causal factors must be identfied. Although there is substantial evidence linking breakfast skipping to weight gain, a reasoned conclusion cannot be drawn as the majority of studies reporting this association merely identify a relationship, not a causal pathway as they are cross-sectional or observational studies. On the other hand, experimental trials can usually determine causation.   Regarding the trials reviewed in this essay, short-term trials have demonstrated effects of breakfast skipping on energy intake and appetite later in the day, although together these results are ambiguous, also longer-term randomized controlled trials have not show effects of breakfast skipping on energy imbalance and subsequent weight change. Overall, the evidence we have discussed here does not strongly support the widely accepted theory that breakfast skipping leads to an overcompensation of energy in subsequent meals, nor does the evidence support a common belief that breakfast contributes to weight gain or loss. It can however be argued that whether an individual eats breakfast or not, this will not directly influence their risk of weight gain or obesity. In fact it could be argued that other lifestyle behaviours, such as physical inactivity and inadequate diets, are actually the factors driving this observed association. An integral issue when evaluating the impact that lifestyle behaviours have on obesity is that these behaviours are very difficult to precisely measure within a large, generalizable population. Equally, trying to establish that one factor alone is impacting weight gain is a difficult task, as seen in this essay, many factors interact with and affect each other. Therefore, as to whether breakfast is t he most important meal of the day with regards to the obesity, the jury is still out, so to speak. In the meantime, the simple recommendation to eat less and exercise more appears to still be the most effective tool in the prevention and treatment of obesity. Words: 1569 References Aarnio, M., Winter, T., Kujala, U. and Kaprio, J., (2002). Associations of health related behaviour, social relationships, and health status with persistent physical activity and inactivity: a study of Finnish adolescent twins. British Journal of Sports Medicine, 36(5), p360-364. Astbury, N.M., Taylor, M.A. and Macdonald, I.A., (2011). Breakfast consumption affects appetite, energy intake, and the metabolic and endocrine responses to foods consumed later in the day in male habitual breakfast eaters. The Journal of nutrition, 141 (7), p1381-1389. Brown, A.W., Brown, M.M.B. and Allison, D.B., 2013. Belief beyond the evidence: using the proposed effect of breakfast on obesity to show 2 practices that distort scientific evidence. The American journal of clinical nutrition, 98(5), pp.1298-1308. Chapman, G.E. and Melton, C.L., (1998). College and university students breakfast consumption patterns: behaviours, beliefs, motivations and personal and environmental influences. Canadian Journal of Dietetic Practice and Research, 59 (4), p176. Christakis, G., Miridjanian, A., Nath, L., Khurana, H.S., Cowell, C., Archer, M., Frank, O., Ziffer, H., Baker, H. and James, G., 1968. A nutritional epidemiologic investigation of 642 New York City children. The American journal of clinical nutrition, 21 (1), p107-126. Cohen, B., Evers, S., Manske, S., Bercovitz, K. and Edward, H.G., (2003). Smoking, physical activity and breakfast consumption among secondary school students in a southwestern Ontario community. Canadian Journal of Public Health/Revue Canadienne de Santee Publique, p41-44. Farshchi, H.R., Taylor, M.A. and Macdonald, I.A., (2005). Deleterious effects of omitting breakfast on insulin sensitivity and fasting lipid profiles in healthy lean women. The American journal of clinical nutrition, 81 (2), p388-396. Hamer, M. and Chida, Y., (2007). Intake of fruit, vegetables, and antioxidants and risk of type 2 diabetes: systematic review and meta-analysis. Journal of hypertension, 25 (12), p2361-2369. Keski-Rahkonen, A., Kaprio, J., Rissanen, A., Virkkunen, M. and Rose, R.J., (2003). Breakfast skipping and health-compromising behaviors in adolescents and adults. European journal of clinical nutrition, 57(7), p842-853. Lattimore, P., Walton, J., Bartlett, S., Hackett, A. and Stevenson, L., (2010). Regular consumption of a cereal breakfast. Effects on mood and body image satisfaction in adult non-obese women. Appetite, 55(3), p512-521. Leidy, H.J., Ortinau, L.C., Douglas, S.M. and Hoertel, H.A., (2013). Beneficial effects of a higher-protein breakfast on the appetitive, hormonal, and neural signals controlling energy intake regulation in overweight/obese,breakfast-skipping, late-adolescent girls. The American journal of clinical nutrition, 97(4), p677-688. Levitsky, D.A. and Pacanowski, C.R., (2013). Effect of skipping breakfast on subsequent energy intake. Physiology behavior, 119, p9-16. McCrory, M.A., (2014). Meal skipping and variables related to energy balance in adults: A brief review, with emphasis on the breakfast meal. Physiology behavior, 134, p51-54. Meyers, A.F., (1989). Undernutrition, hunger, and learning in children. Nutrition news (USA). Odegaard, A.O., Jacobs, D.R., Steffen, L.M., Van Horn, L., Ludwig, D.S. and Pereira, M.A., (2013). Breakfast frequency and development of metabolic risk. Diabetes care, 36 (10), p3100-3106. Pereira, M.A., Erickson, E., McKee, P., Schrankler, K., Raatz, S.K., Lytle, L.A. and Pellegrini, A.D., (2011). Breakfast frequency and quality may affect glycemia and appetite in adults and children. The Journal of nutrition, 141(1), p163-168. Pollitt, E. and Mathews, R., (1998). Breakfast and cognition: an integrative summary. The American journal of clinical nutrition, 67(4), p804-813. Public Health England contributor. (2017). Adult Obesity. Available: http://www.noo.org.uk/NOO_about_obesity/adult_obesity. Last accessed 13th Mar 2017. Purslow, L.R., Sandhu, M.S., Forouhi, N., Young, E.H., Luben, R.N., Welch, A.A., Khaw, K.T., Bingham, S.A. and Wareham, N.J., 2008. Energy intake at breakfast and weight change: prospective study of 6,764 middle-aged men and women. American journal of epidemiology, 167(2), p188-192. Rampersaud, G.C., Pereira, M.A., Girard, B.L., Adams, J. and Metzl, J.D., (2005). Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. Journal of the American Dietetic Association, 105(5), p743-760. Reeves, S., Halsey, L.G., McMeel, Y. and Huber, J.W., (2013). Breakfast habits, beliefs and measures of health and wellbeing in a nationally representative UK sample. Appetite, 60, p51-57. Schlundt, D.G., Hill, J.O., Sbrocco, T., Pope-Cordle, J. and Sharp, T., (1992). The role of breakfast in the treatment of obesity: a randomized clinical trial. The American Journal of Clinical Nutrition, 55(3), p645-651. Serra-Majem, L., Bartrina, J.A., Pà ©rez-Rodrigo, C., Ribas-Barba, L. and Delgado-Rubio, A., (2006). Prevalence and deteminants of obesity in Spanish children and young people. British Journal of Nutrition, 96(1), p67-72. Shaw, M.E., (1998). Adolescent breakfast skipping: an Australian study. Adolescence, 33(132), p851-862. Skinner, J.D., Salvetti, N.N., Ezell, J.M., Penfield, M.P. and Costello, C.A., (1985). Appalachian adolescents eating patterns and nutrient intakes. Journal of the American Dietetic Association, 85(9), p1093-1099. Szajewska, H. and RuszczyÅ„ski, M., (2010). Systematic review demonstrating that breakfast consumption influences body weight outcomes in children and adolescents in Europe. Critical reviews in food science and nutrition, 50(2), p113-119. Tuttle, W.W., Daum, K., Myers, L. and Martin, C., (1950). Effect of omitting breakfast on the physiologic response of men. Journal of the American Dietetic Association, 26, p332-335. Heijden, A.A., Hu, F.B., Rimm, E.B. and Dam, R.M., (2007). A prospective study of breakfast consumption and weight gain among US men. Obesity, 15(10), p2463-2469. WHO contributor. (2015). facts on obesity. Available: http://www.who.int/features/factfiles/obesity/facts/en/index4.html. Last accessed 13th Mar 2017. WHO contributor. (2016). Obesity and overweight. Available: http://www.who.int/mediacentre/factsheets/fs311/en/. Last accessed 13th Mar 2017.

foolear Essay on the Fool in Shakespeares King Lear -- King Lear ess

Importance of the Fool in King Lear       Beginning in the late 17th century, producers of King Lear removed the Fool from productions of King Lear. He did not return until 1838. Producers greatly diminished both King Lear and Lear as a result.    One should notice the importance of the Fool very early in the play. In Scene 4, Lear asks for his Fool twice. The second time is just a few lines after the first. He seems to need his Fool urgently. Yet the Fool has been pining over the loss of Cordelia (1.4. ). Yet Lear orders the Fool to come to him.    Upon the Fool's arrival, one can see the Fool is a king of teacher to Lear (1.4. ). The Fool arrives and begins to teach Lear a speech. Also, when the King is going mad, he asks the advice of the Fool. Although Lear may not realize it, he constantly depends on the Fool.    In addition to advice and teaching, the Fool adds commentary on Lear's decision. He voices what many people are thinking-Lear is the Fool. In fact, the Fool calls Lear less than a fool. He calls him nothing (1.4. ). His constant comments shed...

Creative Thinking Week 4

How might you use the strategies for applying creativity to problems and issues in addressing this topic? I would use the novel approach with a few things, first I would use it to encourage readers to research each candidate, get all the facts available and second I would be sure to have both good and bad facts as part of the article its self not as part of the end of the article, however I do like the links to other articles that pertain to that issue.I would also try to improve what the writer of the article said; I think I would have added more about this year’s campaign slogan and what the president has on his to do list. I might even ask for reader comments, or their answer to a particular question. This would incorporate the reader’s views and help me to appeal to them more. I would also try to redefine the first campaign to show how while not everything that was promised has been done, progress has been made, and we are still moving forward but we have to give th ings time, none of this happened over night and it is not going to be fixed overnight either.Most importantly I want to be sure that I present facts but in a way that sounds like I am actually saying it, I want to give it my own twist of creativity. How might you use the strategies for promoting curiosity in addressing this topic? Why do you think these strategies might be effective? By using the strategies for promoting curiosity in addressing this topic you are going deeper into your work and getting the whole picture.Curiosity is having the desire to learn, that means you ask questions, research, do everything in your power to know more about whatever it is you are curious in. I think these strategies might be effective because it allows you to go deeper and see what is lying beneath it all. You will be able to find out information that you wouldn’t be able to know from the first glance. Being curious makes you gain more knowledge, in this situation you would be able to pr ovide the best information on the topic and provide all the right answers for both sides to your readers.How might you use the various methods for producing ideas to eliminate the bias from the original article and still present a factual and persuasive case? To make my topics and articles more interesting I will use all the strategies. The reason being for using all the strategies is because I want to add more life to the article and get the viewers to fully read through my article. One of the strategies is taking a novel approach, I believe that if I take a novel approach in the article that I wrote then I ill have the readers reading the article as a story so they can get more in depth with the article. Another strategy is devising or modifying a process or system, with this I will make sure that I have a plan so that I will not be free handing through my entire article. I will also use finding new uses for existing things because the stories in the article may involve old storie s but adding new stories will brighten the article more. Lastly, inventing or redefining a concept so that my article looks the part and looks new and improved.

1984 Book Report Essays - Nineteen Eighty-Four, Proles, Julia

1984 Book Report Essays - Nineteen Eighty-Four, Proles, Julia 1984 Book Report 1984 -George Orwell SUNDAY, NOV 14, 1993 Summary Chapter 1 and 2 We are introduced to Winston Smith the main character of the story. Works at Ministry of truth. Ministry of truth is one of four government buildings in destroyed London, the main city of Airstrip One, a province of Oceania. Year is 1984 and three contries are at war, Oceania, Eurasia and Eastasia. Oceania is run by the party whose leader is Big Brother. Winston is sick of his life in the ruined city and decides to keep a diary. This is against the law in Oceania. He felt his feelings begin to hate Emmanuel Goldstein, leader of the enemy party. He also spots O'Brien, a party leader whose eyes he see's a bit of political sympthy. See's young girl who he dislikes. He feels it is only a matter of time before his though crimes are detected. A knock at the door he thinks is police. Mrs. Parsons, his neighbor is at the door and asked him to unclog a sink. He does it but smells sweat all over the apartment. Mrs. Parsons is a f ollower of party doctrine and a fellow employee at the ministry. The children are members of Spies, a youth that encourages spying and telling on traitors, including parents. Winston is revolted. He returns home and writes a couple more minutes before going back to work. He remenbers a dream where O'Brien tole him he would meet him in a place wher there is no darkness. He washes his hands and hides the diary Reaction Major ideas, conflicts and themes are introduced. We are shown how the earth has changed, into 3 main contenients. we are also introduced to the main character and how he fits into the new world. Also we are shown how the computer age has taken over peoples minds. The language is easy to understand, it has not really changed much over time. Seems like nothing left after nuclear war, just ruins remaining. We are introduced to Tom Parsons which Winston is contrasted with. The city is very drab. Quotes Big brother is watching you, the caption beneath it said Thoughtcrime w as not a thing that could be concealed for ever. 1984 -George Orwell MONDAY, NOV 15, 1993 Summary Chapter 3,4 and 5 Waking from dreams, he remembers his mother and sister, and can barely remember their disappearence and feels responsible for there deaths. He has another dream where he is in the perfect countryside with the girl he had noticed eariler. He dreamed she stripped for him. This time he is woken up by the telescreen, telling him to do his exercises. He thinks about how much power the Party has over all information. Begins work at the ministry of truth. His job is to correct printed articles in line with the Party's orders. The Ministry and records department jobs are to rewrite history to make the party look good. They get a break because of the 2 minute hate. When he gets back he replaces a speech by Big Brother with invented history. Makes up story about a man named Ogilvy. The article had become contrary to the present party policy. It is replaced as though is never exi sted. Winston meets Syme, a philologist, for lunch. Syme explains parts about Newspeak. They are joined by Parsons. Winston thinks of the fate that each co-worker will recieve. Syme will be vapourized because he is to smart, where Parsons is dull enough to escape vapourization. He is the only one who has not been taken over by the propaganda that is always being brodcast. He notices the same girl from the other day starring at him and thinks it is the thought police. Reaction The Golden country that he dreams about is definatly a release or a freedom from the the drabness of London. Also from the party. We are introduced to the fact that he has no mother or father or sisters or brothers anymore because they were taken by the party. He is realizing that he is rebelling against the party and he understands that he is at risk. Winston is in search of the truth and

Word Choice Reoccur vs. Recur

Word Choice Reoccur vs. Recur Word Choice: Reoccur vs. Recur Many of the homophones we look at on this blog have completely different uses from one another. But â€Å"reoccur† and â€Å"recur† can both mean â€Å"happen again.† So are they interchangeable? Not always! There is a subtle difference between these terms, as we will explain below. Reoccur (Happen Again) â€Å"Reoccur† is a verb that means â€Å"happen again.† In fact, it is literally a combination of the prefix â€Å"re-† (meaning â€Å"again†) and â€Å"occur† (meaning â€Å"happen†). As such, we could say: Symptoms may reoccur if treatment is discontinued. Here, for example, we’re saying that the symptoms may occur again. Frequency does not matter with this term, so we can use â€Å"reoccur† even if something has only happened twice: Patrick’s back problem from last summer reoccurred. In the sentence above, for instance, we’re describing the second occurrence of something. But we’re not saying it happens regularly or frequently. Recur (Happen at Regular Intervals) â€Å"Recur† is another verb that means of â€Å"happen again.† For example: Symptoms may recur if treatment is discontinued. This sense of â€Å"recur† is thus interchangeable with â€Å"reoccur.† However, â€Å"recur† can also mean ‘happens repeatedly or at regular intervals’. For instance: Fear of technological change recurs throughout Dickens’ writing. In this sentence, â€Å"recur† implies that Dickens returns to the theme of technological fear repeatedly in his writing, not simply that he wrote about it a couple of times. So when something happens frequently or regularly, it is better to use â€Å"recur† than â€Å"reoccur.† Summary: Reoccur or Recur? While â€Å"recur† and â€Å"reoccur† are usually close in meaning, they do differ in some cases. Keep the following guideline in mind: To reoccur is to happen more than once, regardless of how often. To recur means to happen repeatedly or at regular intervals. Thus, if something happens repeatedly or regularly (e.g., the sunrise), you can say it â€Å"recurs.† But if something has happened more than once without happening regularly, use â€Å"reoccur† instead. And if you’d like more help your word choice, don’t forget our outstanding proofreading service.

Wave-Particle Duality Definition

Wave-Particle Duality Definition Wave-particle duality describes the properties of photons and subatomic particles to exhibit properties of both waves and particles. Wave-particle duality is an important part of quantum mechanics  as it offers a way to explain why concepts of wave and particle, which work in classical mechanics, dont cover the behavior of quantum objects. The dual nature of light gained acceptance after 1905, when Albert Einstein described light in terms of photons, which exhibited properties of particles, and then presented his famous paper on special relativity, in which light acted as a field of waves. Particles That Exhibit Wave-Particle Duality Wave-particle duality has been demonstrated for photons (light), elementary particles, atoms, and molecules. However, the wave properties of larger particles, such as molecules, have extremely short wavelengths and are difficult to detect and measure. Classical mechanics is generally sufficient for describing the behavior of macroscopic entities. Evidence for Wave-Particle Duality Numerous experiments have validated wave-particle duality, but there are a few specific early experiments that ended the debate about whether light consists of either waves or particles: Photoelectric Effect - Light Behaves as Particles The photoelectric effect is the phenomenon where metals emit electrons when exposed to light. The behavior of the photoelectrons could not be explained by classical electromagnetic theory. Heinrich Hertz noted that shining ultraviolet light on electrodes enhanced their ability to make electric sparks (1887). Einstein (1905) explained the photoelectric effect as resulting from light carried in discrete quantized packets. Robert Millikans experiment (1921) confirmed Einsteins description and led to Einstein winning the Nobel Prize in 1921 for his discovery of the law of the photoelectric effect and Millikan winning the Nobel Prize in 1923 for his work on the elementary charge of electricity and on the photoelectric effect. Davisson-Germer Experiment - Light Behaves as Waves The Davisson-Germer experiment confirmed the deBroglie hypothesis and served as a foundation for the formulation of quantum mechanics. The experiment essentially applied the Bragg law of diffraction to particles. The experimental vacuum apparatus measured the electron energies scattered from the surface of a heated wire filament and allowed to strike a nickel metal surface. The electron beam could be rotated to measure the effect of changing the angle on the scattered electrons. The researchers found that the intensity of the scattered beam peaked at certain angles. This indicated wave behavior and could be explained by applying the Bragg law to the nickel crystal lattice spacing. Thomas Youngs Double-Slit Experiment Youngs double slit experiment can be explained using wave-particle duality. Emitted light moves away from its source as an electromagnetic wave. Upon encountering a slit, the wave passes through the slit and divides into two wavefronts, which overlap. At the moment of impact onto the screen, the wave field collapses into a single point and becomes a photon.

Global Warming Essay Example | Topics and Well Written Essays - 1250 words

Global Warming - Essay Example Accordingly, this brief essay will attempt to briefly analyze this monolithic problem and propose a middle path to a debate that has been raging and consuming valuable time in the process. Furthermore, a determination will be sought to be made with regards to the question of whether human action or natural causes best explain the climate fluctuations that planet earth has recently been chronicling. Lastly, as a function of the previous points of discussion and analysis, the author will attempt to proscribe a reasonable and performable set of steps and solutions which both the scientific community and the world at large could and should seek to employ as a function of ameliorating the stress on planet earth and the issues at hand. Firstly, there is the point of view that strongly believes that the swings in climate change are the direct result of the presence of high amounts of human CO2 in the atmosphere that is causing a greenhouse effect on the planet and thereby causing world temp eratures to rise. Prima fascia of this argument is the belief that human CO2 emissions are responsible for the changes to the global climate. It follows therefore that those which ascribe to this point of view are the most vehement that drastic and immediate changes to the manner in which human beings interact with planet earth and seek to use her resources in order to achieve a high standard of living be re-assessed as a function of whether such practices are best for the future health and longevity of the planet (Gan et al 6555). However, the biggest drawback to this particular line of reasoning is the fact that the overall extent to which human CO2 factors into the percentage of total CO2 generated by planet earth on a yearly basis is so miniscule as to be laughable. Indeed, numerous studies have convincingly noted that human CO2 emissions only account for around 4% of total earth CO2 release in any given calendar year. Although this by no means relieves humans of their responsib ility towards the planet, it does however help put into perspective the precise scope of this problem and the means by which it should be sought to be rectified. The problem with this point of view is of course the fact that the main causal factors for global climate change with respect to the recent changes in temperature patterns have not been considered. For instance, there is a preponderance of evidence that the size and heat the sun generates is of course non-uniform and varies depending on the level of solar flares and solar storm activity (Powledge 9). As such, scientists have noted that beyond CO2 concentrations, the suns actual energy output has increased slightly over the exact same period in which the global climate change has been most powerfully noted (Ferrara 46). Of course the purpose of this brief essay is not to convince the reader regarding what the true culprit of global climate change truly is; rather, it is merely meant to acquaint the reader with the various ca usal mechanisms that likely influence the way in which the planet’s climate is regulated and changes as both a function of solar activity, human actions, and overall concentration of a number of other factors. Yet another issue with the global warming as a result of CO2 emission side of the argument is the fact that it is scientifically proven that global temperature is determined not only by CO2

Nursing Image Analysis Essay Example | Topics and Well Written Essays - 500 words

Nursing Image Analysis - Essay Example In Strong Medicine there is the crew of the leading actors, from which only one character is a registered nurse. The other nurses that appear in this show are in supportive roles. Due to this fact, Peter Riggs is shown taking the active role in the proceedings, while the background actors playing nurses usually aren't the objects of the operator's attention. They are shown primarily to create the feeling of reality of the things that take place on the screen, as most of the audience knows that doctors don't spend most of their time with patients, and that there are other medical workers who satisfy minor patients' needs. In Strong Medicine the nurses on the background are usually shown engaged in their professional practice, while Peter Riggs, one of the leading characters is also depicted in various non-professional situations. In most cases it is a nurse, who provides the actual nursing care, but it sometimes happens that the doctors also do the nursing chores, such as providing physical, psychological and social comfort to the patients. In the episodes where both physicians and nurses act, the physicians seem to be in control of the situation, but it is also shown that the nurses understand the patients' need better than the physicians do.

BBN3MM2 - MARKETING MANAGEMENT Essay Example | Topics and Well Written Essays - 2000 words

BBN3MM2 - MARKETING MANAGEMENT - Essay Example (About, Standard Chartered Bank) The primary nomination of the Standard Chartered Bank was listed in London Stock Exchange and appears in the FTSE 100 Indexes. Till the 23rd December, 2011, the market capitalization of the Standard Chartered Bank was  £33  billion. This capitalization was entitled to the 13th Largest Primary Listing among all the listed companies in London Stock Exchange. (FTSE All-Share Index Ranking, 2012) The secondary listing of the Standard Chartered Bank was processed in Hong Kong Stock Exchange and then National Stock Exchange (India). The major stock holder of the firm was owned by the Government of Singapore, owned Temasek Holdings. The Standard Chartered Bank named after the merger of two original separate banks which was working before this merger with the name of The Standard Bank, based on British South Africa and used to be located at The Chartered Bank of India, Australia and China as well. History of Standard Bank: The Standard Bank was established in Province of South Africa, Cape in 1862. It was the British bank founded by the Scotsman, John Peterson. The Standard Bank was the identical in financing on development of the Diamond Fields at Kimberley on 1867. The network from north to new town at Johannesburg was extended after the discovery of gold in 1885. (History, Standard Chartered Bank) History of Chartered Bank: The Chartered Bank was founded in 1853 by the Scotsman James Wilson by following the grant of Royal Charter through Queen Victoria. This charter was initiated the very first branch from Mumbai, Shanghai and Kolkata in 1858, subsequently, from the Hong Kong and Singapore after one year. The Chartered Bank start issuing the currency notes of Hong Kong Dollars in 1862 with launching of Suez Canal in 1869 and extended the operations towards China. (History, Standard Chartered Bank) The Standard Chartered Bank achieves many awards every year, which is the market recognition in every region of

Assessment Based Learning Goals Essay Example | Topics and Well Written Essays - 500 words

Assessment Based Learning Goals - Essay Example teacher and the student and the teacher is in a better position to design the lesson in such a way that it is easily understood by the targeted audiences. The main advantage of conducting classroom based assessment is that it helps the teacher to gain first hand information about the measures that can be taken to improve the teaching and learning English Language Learners. Three goals for student learning based on classroom assessment are discussed below. The first goal is to check for language proficiency in terms of reading and pronouncing different words. The students are asked to read different words and they are also asked if they can remember the concepts discussed during the lesson in class. As a recap, the teacher will ask the student to mention the things he or she still remembers from the lesson that has been conducted on that particular day. Language proficiency is developed through constant practice and this helps the English Learners to grasp basic concepts and words as well as to develop their speech. The other goal is to ensure that student teacher interaction is conducted in English no matter how bad it may be. This helps the students especially from lower backgrounds to master some English terms as well as to create confidence among them so that they can quickly learn this language. However, the teacher needs to permit the use of the student’s first language in a situation where they would be explaining certain concepts that appear to be difficult. The last goal is to check if the student is capable of trying to work out the meaning of certain terms and statements on his or her own without consulting the teacher or other students. Working on the meaning of certain terms on their own is a very effective strategy that can help the students to quickly understand English as a second language. The teacher should try to break certain words and explain the meanings of different components such as their roots, prefixes or suffixes. This helps the

What economic advantages did the Europeans gain from their conquests Essay

What economic advantages did the Europeans gain from their conquests in the new world - Essay Example The 19th century can be attributed to the big boost in regards to the economic power experienced by the countries within Europe. This is the time that colonization was taking effect. It is during this time that countries such as Britain, Germany, Italy as well as France emerged as powers entailing industrialization and as such, due to this industrialization, the population in respective countries became high and production rose. During this colonialism era, social Darwinism was becoming increasingly popular and as such, it was natural that these four economic super powers were engaging themselves in fierce competition towards survival. The driving force that led to colonization by these countries was to strengthen themselves in an effort towards securing a competitive edge in regard to the underlying competition between them (Milios 2004). The main reason behind colonialism, regardless of the country colonizing, was to exploit their subjects as well as the individuals who were residing within the boundaries of the colonies in an effort towards generation of the colonizer’s wealth in regards to the economy for the colony as well as the corporations of that colony. The push for generation of the economic power is what led to the presence of slavery, particularly in Africa. People within the colonies being colonized became subjected to coerced labor, that is, slavery or a system of labor characterized by indent. Most of the areas, which were being considered vast in regard to the natural habitats, became cleared and as such, they were being transformed into monoculture plantations (Milios 2004). Therefore, this paper will put a focus on the colonialism endeavors in regard to the European countries during their conquest of the new world and thereby establish what economic gain that these countries actually achieved out of this conquest. In addition to this, the paper will also access the driving force that led to the European countries

Consumer Buying Behaviour & New Product Development Essay

Consumer Buying Behaviour & New Product Development - Essay Example   Though it might be argued that the patterns and stages of consumer purchasing are somewhat universal, each individual consumer maintains different preferences in terms of pricing, quality, as well as the level of utility offered by specific products. The utility can best be defined as a measure of satisfaction that a consumer receives from possessing or consuming goods and services (Boyes & Melvin, 2005). As such, consumers tend to make choices that offer them maximum utility. However, in order for marketing entities to deliver the products demanded by consumers, in the pursuit of maximizing utility and satisfying corporate profitability expectations, marketers must consider the methods by which consumers adopt new products. Before a consumer makes the decision to purchase a new product, they must first recognize the opportunities or problems with a life situation which needs improvement or correction. This is the first stage in the buying decision process whereby the consumer desires to provide a change or a resolution to an issue. For example, the consumer may recognize a specific problem: There is currently not an adequate supply of food in their refrigerator or the supply of food is not sufficient to their current tastes. Once the consumer recognizes that a problem or opportunity for change exists, they set out to correct the issue. During the second stage in the decision-making process, the consumer gathers the information necessary to attain a desirable solution to their recognized problem. This can be provided in the form of internal assessments or searching external sources of information. For instance, the consumer may make a mental review of a previous, positive experience with a particular brand or type of food product.  Ã‚  

Assessment Based Learning Goals Essay Example | Topics and Well Written Essays - 500 words

Assessment Based Learning Goals - Essay Example teacher and the student and the teacher is in a better position to design the lesson in such a way that it is easily understood by the targeted audiences. The main advantage of conducting classroom based assessment is that it helps the teacher to gain first hand information about the measures that can be taken to improve the teaching and learning English Language Learners. Three goals for student learning based on classroom assessment are discussed below. The first goal is to check for language proficiency in terms of reading and pronouncing different words. The students are asked to read different words and they are also asked if they can remember the concepts discussed during the lesson in class. As a recap, the teacher will ask the student to mention the things he or she still remembers from the lesson that has been conducted on that particular day. Language proficiency is developed through constant practice and this helps the English Learners to grasp basic concepts and words as well as to develop their speech. The other goal is to ensure that student teacher interaction is conducted in English no matter how bad it may be. This helps the students especially from lower backgrounds to master some English terms as well as to create confidence among them so that they can quickly learn this language. However, the teacher needs to permit the use of the student’s first language in a situation where they would be explaining certain concepts that appear to be difficult. The last goal is to check if the student is capable of trying to work out the meaning of certain terms and statements on his or her own without consulting the teacher or other students. Working on the meaning of certain terms on their own is a very effective strategy that can help the students to quickly understand English as a second language. The teacher should try to break certain words and explain the meanings of different components such as their roots, prefixes or suffixes. This helps the

Consumer Buying Behaviour & New Product Development Essay

Consumer Buying Behaviour & New Product Development - Essay Example   Though it might be argued that the patterns and stages of consumer purchasing are somewhat universal, each individual consumer maintains different preferences in terms of pricing, quality, as well as the level of utility offered by specific products. The utility can best be defined as a measure of satisfaction that a consumer receives from possessing or consuming goods and services (Boyes & Melvin, 2005). As such, consumers tend to make choices that offer them maximum utility. However, in order for marketing entities to deliver the products demanded by consumers, in the pursuit of maximizing utility and satisfying corporate profitability expectations, marketers must consider the methods by which consumers adopt new products. Before a consumer makes the decision to purchase a new product, they must first recognize the opportunities or problems with a life situation which needs improvement or correction. This is the first stage in the buying decision process whereby the consumer desires to provide a change or a resolution to an issue. For example, the consumer may recognize a specific problem: There is currently not an adequate supply of food in their refrigerator or the supply of food is not sufficient to their current tastes. Once the consumer recognizes that a problem or opportunity for change exists, they set out to correct the issue. During the second stage in the decision-making process, the consumer gathers the information necessary to attain a desirable solution to their recognized problem. This can be provided in the form of internal assessments or searching external sources of information. For instance, the consumer may make a mental review of a previous, positive experience with a particular brand or type of food product.  Ã‚  

Health Care Communication Methods Essay Example for Free

Health Care Communication Methods Essay This notice is part of an information package I, as the administrator of the Shady Pines Nursing Home, will be sending out to both the staff here at the center and to the administrative staff of the Rolling Hills Corporation. This information will help facilitate the transfer of those residents here at Shady Pines that no longer fall under the prevue of the new corporate guidelines. As some of the residents have communication issues or have no local family support, we as their caregivers need to ensure that all methods of communication are utilized to ensure a smooth relocation situation. Some of these methods will include the more traditional types, such as letters or phone calls to the guardians of those affected by the relocation (Du Prà ©, 2005). Other methods available for our use will be electronic in nature. One type of electronic communication is email (Du Prà ©, 2005). Social media communication types, such as texts to the guardians, will be used when all other types of communication has failed. Each of these types of communication will also be used within the Shady Pines facility, to keep all staff updated on any changes that indubitably occur and to help ease the transition as well. Communication between the staff at Shady Pines and Rolling Hills is vital also, so that any conflicts can be handled efficiently. As I mentioned before, one of the different types of communication we have available to us is what many consider the traditional format. This type includes such methods as phone calls and letters to the guardians of the residents who are on the list to be moved (Du Prà ©, 2005). Please make sure to verify all contact information before releasing the minimal details in either the letters or phone calls. The team needs to make all conscious effort to follow all HIPAA regulations with these  communications. Contact your department manager if you have questions before sending out the written correspondences. We need to make the letters as easy to understand as possibl e. Letters are more secure than some other types of interaction in that the letter is addressed to the corresponding person. We will be using interdepartmental memos for the various correspondences within the Shady Pines facility. I see more phone conversations between our center and the Rolling Hills staff as this is a faster method of staying in touch with our new sister agency. Another method we will make use of will be emailed communication. Some of the residents’ guardians will have left their contact information, but there again, please be sure to follow all HIPAA regulations when including personal health information in said emails. This type of communication is sometimes quicker than letters, depending on the person’s access to a computer network. Email may not be the most secure method of communication. If a person uses a Smartphone as their access point and it is lost or stolen, then the emails and all personal health information (PHI) can be accessed by unauthor ized people. The last method I mentioned falls under the social media category. Methods such as texting, or posting any type of PHI on a social media site is strictly against all HIPAA policies, both state and federal. The best our contact staff can use the text messages for is to encourage the guardian to make contact with the center on an important matter. I have plans in the works to create a specific department to handle the details of contact between both the guardians, as well as the residents affected by the potential move. I plan to follow the same guidelines that the Health Resources and Services Administration (HRSA) have in place to manage the many different departments under the Department of Health and Human Services (HHS) umbrella. According to Draper (2014), â€Å"These communication mechanisms include the agency’s operational planning process; crosscutting workgroups and meetings; and regular communications among the Office of the Administrator, leaders in the bureaus and offices, and agency staff† (p. 18). Using these different processes will help keep everyone in the communication loop and give everyone the support needed during this merger of our two agencies. I have plans to continue this method of communication after the merger is complete to help insure the continuation of efficient interaction between both centers. As most of our residents are in the  older age category, we need to take particular interest in how we pass along the transfer information to those who require it. We should not discriminate on the resident’s ages and assume that all the affected residents will feel the same about the move to a new location (Du Prà ©, 2005). Every person is an individual and should be treated as such. Be considerate with those affected, as this will be a very traumatic experience for them. According to Du Prà ©, â€Å"patients interpret their health within the arena most familiar to them everyday life† (p. 116). That being said; it is important to be as empathic as possible, giving the resident as much information as he or she can handle to be able to understand the changing situation. Keep in mind that many of the residents have low health literacy and will not be able to understand some types of medical terminology in context. Be attentive to any stress indicators and be attentive to the feelings of those affected. I have mentioned the merger of our center with that of the Rolling Hills center. Good communication is needed to ensure that the transition from our center to the new one is a smooth one. We will be using such communication methods like phone calls, letters, email, and fax to keep all merger information up to date. Contact with the guardians of the affected residents will fall under all HIPAA regulations in the matter of the PHI given out. Keep in mind the medical literacy level of the residents involved in the move. Using the new department to keep all matters of contact organized and flowing will help increase our efficiency during this transitional period. Other information will follow listing the people who are in charge of in the transitional unit and what sections they cover. Again, if you have and questions or if any difficulties arise, please notify your department immediately. References: Draper, D. A. (2014). Review of Internal Communication Mechanisms, Staffing, and Use of Contracts. Washington DC, Maryland: GAO Reports. Retrieved from the University of Phoenix Library. Du Prà ©, A. (2005). Communicating about health: Current issues and perspectives (2nd ed). Boston, MA: McGraw Hill.

Effective Intervention Reduce Alcohol Consumption In College Students Nursing Essay

Effective Intervention Reduce Alcohol Consumption In College Students Nursing Essay Heavy alcohol consumption among college students remains a concern across colleges and universities in the United States. Approximately 80% of all college students drink, including nearly 60% of students ages 18 to 20 (Johnston, OMalley, Bachman, Schulenberg, 2008). Even more troubling, 40.1% of full-time college students underage for legal drinking engage in binge drinking and 16.6% of students engage in heavy drinking (National Survey on Drug Use and Health [NSDUH], 2006). Binge drinking is defined as consuming five or more drinks on the same occasion on at least 1 day in the past 30 days, bringing a persons blood alcohol concentration (BAC) to 0.08 or above (National Institute on Alcohol Abuse and Alcoholism [NIAAA], 2004;NSDUH, 2006). Consuming five or more drinks on the same occasion on each of 5 or more days in the past 30 days is considered heavy drinking (NSDUH, 2006). All heavy alcohol users are also binge alcohol users. Many colleges and universities have implemented numerous initiatives ranging from enhanced enforcement to deferred community-wide celebratory events, but with little or no success (Turner, Perkins, Bauerle, 2008). College counselors and health education centers have been the main source of counseling for students who consume alcohol. Students have the opportunity to meet with counselors to discuss their alcohol use and their interest in moderating alcohol consumption and receive personalized normative feedback, advice, and behavioral strategies for avoiding alcohol-related harm (Barnett, Murphy, Colby, Monti, 2007). Although this traditional method is still used by counselors, advances in technology are allowing counselors to use new and innovative methods to educate students on the dangers of excessive alcohol consumption. Key programs include wireless devices, e-interventions, and cybercounseling. Wireless devices provide counselors with an interactive method of reducing drinking and alcohol consequences in college students. They range from mobile devices such as cell phones and handheld computers to audience response technology, or clickers (Bernhardt et al., 2009; Killos, Hancock, Wattenmaker McGann, Keller, 2010; Labrie, Hummer, Huchting, Neighbors, 2009; LeGreco, Hess, Lederman, Schuwerk, LaValley, 2010; Turner et al., 2008). Compared to one-on-one counseling sessions, easy accessibility and the ability to assess a group of students during one session are advantages of using this intervention model. The use of such technology varies, but the outcome is the same- providing fast and accurate assessments about college students own drinking habits and the drinking habits of their peers (Bernhardt et al., 2009; Killos et al., 2010; Labrie et al., 2009; LeGreco et al., 2010; Turner et al., 2008). Mobile devices would alleviate the need for pen and paper assessments. The Handheld Assisted Network Diary (HAND) is an effective and valid method of evaluating daily drinking among college students (Bernhardt et al., 2009). Rather than counselors expecting a student to complete a daily assessment and have them return it to them after 30 days, counselors can have students record this same data on mobile devices. Although more students are likely to complete a pen and paper assessment than HAND, Bernhardt et al. (2009) found no significant difference between the two methods when students recorded their total drinks, number of drinking days, and drinks per drinking day. This suggests that those students who did complete HAND were comfortable with using the device and provided accurate information similar to those who completed pen and paper assessments. The difference in completion rates between the two methods is due to the design of HAND; students have a particular time-frame to comp lete the days assessment and are locked out of their devices at a predetermined time. This inhibits students from completing missed assessments. The disadvantage of students self-reporting data in the HAND should not diminish its advantage of being able to be completed daily with little deviation from a students active lifestyle (Bernhardt et al., 2009). Although HAND may sound promising, it should be noted that Bernhardt et al. developed this program and any of their published results may be biased. Audience response technology, commonly known as clickers, is a second type of wireless device used by counselors and health educators. Clickers are used in group interactive-feedback alcohol education sessions to decrease students perceived norms of how much other students drink (Killos et al., 2010; Labrie et al., 2009). During these sessions, a counselor or health educator would ask a group of students a series of multiple choice questions pertaining to their own drinking habits and their perception of their peers drinking habits. Students can then simultaneously respond and have their answers recorded and displayed to the group in graphical form. Killos et al. (2010) found that students who attend at least one of these sessions are more likely to believe that the typical student drinks less alcoholic beverages than perceived; those who do not attend such sessions are more likely to over-perceive the amount of alcohol a typical student consumes. This demonstrates that group clicker sessions are effective in positively influencing students beliefs about their peers drinking behaviors (Killos et al., 2010). Clicker sessions are practical because they can be designed for any variety of student groups including resident assistants, freshmen orientation groups, and high-risk drinkers such as Greeks and athletes (Killos et al., 2010). Labrie et al. (2009) examined the effectiveness of one type of group intervention, brief live interactive normative group intervention (BLING), on collegiate athletes. During a one-month follow-up after the clicker session, athletes showed evidence of changes in perceived norms, leading to changes in their own drinking habits; no further changes were seen at a two-month follow-up (Labrie et al., 2009). This suggests that clicker sessions are a fast and effective model for educating students. Clicker sessions have expanded to include two-way communication models promoting health and encouraging dialogue, rather than the original one-way communication from facilitator to student. Lets Talk About It, for example, is a simulation game engaging students about decision-making and drinking on a college campus (LeGreco et al., 2010). It was created to generate, identify, and challenge the social norms that students utilize to construct and reconstruct reality through narrative sharing, facilitated learning, and inter-student dialogue. A scenario prompt about going to a party with a friend was given to a group of students and they were asked what they would do in a particular situation (e.g. your drunk best friend is about to leave with a boy she just met). LeGreco et al. (2010) concluded that facilitators can encourage students to complete the story of a night of drinking, filling the gaps with personal experiences, choices, and narrative details by utilizing incomplete scenario s. The advantage of using programs like this is that simulations can provide a safe place for individuals to critically examine their more risky behaviors and experiment with different possibilities for healthy changes (LeGreco et al., 2010). Wireless devices are intended to expose the truth about perceived norms of college drinking. Although the studies mentioned above have shown the effectiveness of these devices, particular limitations cannot go unnoted. The major concern is that these programs only evaluated the short-term effects of the devices, whether it was 30 days or 2 months. More research is needed to examine any maintained changes and long-term effects of using wireless devices as an alcohol intervention in college students. Another concern is attendance and participation rates. During the clicker sessions, the response results that are presented back to the students could be misleading if a handful of students do not respond to any of the questions. Since this is a device that is intended for rapid responses, facilitators would be spending unnecessary time trying to figure out which clickers did not answer any of the questions. E-interventions Computer programs are changing the way college students are learning about the dangers of heavy drinking. Aside from changing perceived norms, these programs are increasing students readiness to change their drinking behaviors (Chiauzzi, Green, Lord, Thum, Goldstein, 2005; Moore, Soderquist, Werch, 2005; Murphy, Dennhardt, Skidmore, Martens, McDevitt-Murphy, 2010; Walters, Miller, Chiauzzi, 2005). Electronic interventions, or e-interventions, are directing students away from face-to-face counseling sessions and more towards self-education with personalized feedback and preventative interventions (Chiauzzi et al., 2005; Doumas Andersen, 2009; Murphy et al., 2010). Counselors may be wary about assessing students drinking behaviors outside of a traditional office visit. Moore et al. (2005) addressed this as they studied the feasibility and efficacy of a binge drinking prevention intervention for college students via the internet. Students were sent either four email-based newsletters or four identical print-based newsletters in the mail. In each web newsletter, there was a link to a short process-evaluation survey. Mail newsletters had a hard copy of the survey that would be mailed back. A greater percentage of students receiving the email-based newsletter completed the process-evaluation surveys than did the students receiving the print-based newsletter (Moore et al., 2005). This could be explained by many reasons, including easy accessibility and convenience. Students who are receiving the newsletter via email are already online and can simply click on the links; the other students would have to take the time to complete the surveys and mail t hem back. Interestingly, Moore et al. (2005) observed that the greatest results in decreasing the number of drinks per occasion and the number of occasions feeling drunk were seen in binge drinkers. Students and counselors alike would benefit from using an email-based intervention. Students are comfortable with internet communications and it is fast and convenient; for counselors, the intervention is cheaper than printing materials, assessment results are easy to enter, and there is a higher response rate from students (Moore et al., 2005). E-interventions are different from all other types of interventions because they rapidly give students personalized feedback (Bersamin, Paschall, Fearnow-Kenney, Wyrick, 2007; Chiauzzi et al., 2005; Doumas Haustveit, 2008; Doumas Andersen, 2009; Murphy et al., 2010; Thombs et al., 2007; Walters et al., 2005). These programs provide students with personalized information as part of the intervention or the intervention itself. Most programs rely heavily on educational content, providing text information about the physical, social, and behavioral effects of alcohol in the form of interactive games and quizzes (Walters et al., 2005). Electronic Checkup to Go (e-CHUG) is a 15-minute intervention designed to reduce high-risk drinking by providing personalized feedback and normative data regarding drinking and its consequences. High-risk students who had access to e-CHUG reduced their weekly drinking quantity by approximately 30% compared to a 14% increase in students who did not have access to e-CHUG (Doumas Andersen, 2009). There was also a 30% reduction in reported alcohol-related problems for high-risk students in the e-CHUG group in comparison with an 84% increase in reported alcohol-related problems for high-risk students in the control group (Doumas Andersen, 2009). MyStudentBody (MSB) provides students with tailored motivational feedback about high-risk drinking according to gender (Chiauzzi et al., 2005). Both students having access to MSB and those who did not have access were asked to complete 4 weekly 20-minute sessions. The respective websites was available for 24 hours a day, 7 days a week, so students had flexible access. Chiauzzi et al. (2005) saw a significant decrease in the number of binge episodes in a typical week among all participants and a rapid decrease in the average consumption among persistent heavy drinkers who had access to MSB. Thombs et al. (2007) were the first to study normative feedback on the basis of a known blood-alcohol concentration. At night in the residence halls, freshmens BAC would be measured and recorded. The next day, these students were directed to a website where they found their BAC measure from the night before, the average BAC of the residence hall, and interactive activities. The results, however, were unexpected. BAC levels were lower in the residence hall that just had access to their own BAC level (Thombs et al., 2007). This could have been due to a number of reasons. The most practical reason, though, is that some students may have either increased their drinking on some nights or avoided providing data on nights they did not drink (Thombs et al., 2007). These automated interventions reflect the contributions of mailed self-help and in-person approaches. However, the advantage of the computer is the ability to provide much more information upon demand (Walters et al., 2005). As new programs are being developed, some questions remain unanswered. Although there is no clear relationship between the length of the intervention and its effectiveness (Walters et al., 2005), it is still unclear as to what type of information makes a difference and which approach is most relevant to college students. E-interventions have given counselors and students much to enjoy, but there is evidence that computer-based interventions are not as effective as in-person interventions with a counselor (Barnett et al., 2007; Carey, Henson, Carey, Maisto, 2009; Croom et al., 2009). These studies compared Alcohol 101 Plus with traditional brief motivational interventions (BMI). Students participating in the BMI were found to reduce drinking and related consequences (Carey et al., 2009). Similarly, at a 12-month follow-up from the initial intervention, students using a computer-delivered intervention were consuming a greater number of drinks per occasion than at baseline (Barnett et al., 2007). E-interventions focus on preventative measures and providing personalized feedback. Throughout the literature on these programs, researchers have noted a few limitations. The most commonly noted limitation is the inability to generalize the effectiveness of e-interventions. The students that are more likely to use such programs are those who report binge drinking and heavy drinking. Also, some students may find this type of intervention adequate, while others would prefer meeting with a counselor and work collaboratively on how to reduce their drinking habits. A second limitation is similar to that of the wireless devices. These studies on e-interventions only examined immediate and short-term effects of the program on alcohol reduction. Research with longer follow-ups would be ideal to examine the consistency of the students changed behaviors. Third, consideration should be given to the willingness of the university to invest in these computer programs. Lastly, concern arises with t he possibility of computers and the programs either malfunctioning or crashing. This could result in delayed feedback for students and loss of data for counselors. Cybercounseling Little, if any, research has examined the use of cybercounseling in reducing college drinking. Cybercounseling is the practice of providing professional counseling and information to clients when both are in separate or remote locations and they utilize electronic means to communicate over the Internet (Maples Han, 2008). E-mail, electronic bulletin boards, and chat rooms are all forms of cybercounseling. Counselors and students alike see the disadvantages of cybercounseling as outweighing the advantages. Maples Hans (2008) make it clear that communication by e-mail could pose a number of potential ethical concerns regarding the protection of students privacy. For instance, email accounts are prone to being hacked and the information between counselor and student could be compromised. Also, the absence of verbal and nonverbal cues in cybercounseling makes miscommunication between counselor and students more common (Maples Han, 2008). Proper assessment and interventions become non-existent when there is uncertainty about what is being said. This is especially true for counselors. Counselors are prone to use informal language while instant messaging with students; students are more likely to decrease their perceptions of the counselor as an expert and trustworthy (Haberstroh, 2010). Lastly, instant messaging is time consuming, especially if the student, the counselor, or both are slow typers (Haberstroh, Parr, Bradley, Morgan-Fleming, Gee, 2008). This creates a time-lag between responses that can lead to being distracted and slowing the pace of the session. Summary Excessive college drinking remains a national concern across all college and universities. Technology has made it possible for counselors to expand on the models of interventions used to educate college students and prevent heavy drinking. A few of these new interventions include wireless devices such as cell phones, smart phones, and handheld computers, clickers, and computer programs. Each method provides a unique, interactive experience for both the counselor and the student. Wireless devices are typically used to expose the truth about perceived norms of college drinking, while e-interventions are more focused on preventative measures and providing personalized feedback. With all technology, there exist flaws. One such flaw is seen in cybercounseling. Too many potential problems exist that the disadvantages of cybercounseling outweigh the advantages. Conclusion Technology is rapidly advancing and colleges are trying to keep up with it so that it may provide fresh solutions to existing problems such as alcohol consumption among college students. The programs that are available today vary in their purpose and their efficacy. Counselors need to consider what they want to use the intervention model for and then further research how they can get the most out of that particular intervention. E-interventions are the most popular alcohol prevention interventions; thousands of colleges and universities have implemented such programs among freshmen orientation groups and collegiate athletes. The reason for its popularity is that it is inexpensive, fast, and easy to use. Since an array of computer programs and software already exist, researchers today should be focusing on how to use these programs in the most efficient way possible. This includes studying the required length of the intervention to be effective and when the best time would be to use s uch programs.

Crusader Castles: A Medieval Culmination :: miscellaneous

Crusader Castles: A Medieval Culmination King Edward I of England made a number of military campaigns during his reign, in two of which he captured modern-day Wales. In order to hold his gains he built a series of castles, which are said to still be some of the world’s greatest strongholds. But, over 3500 kilometres away a period of fascinating castle building took place prior to Edward’s as a result of the crusades. These constructions were designed by absorbing the constructive wisdom of the crusaders and those they came into contact with. The crusader castles were built faster, larger, and stronger, to create what are without a doubt, the world’s greatest strongholds. The crusaders designed their castles to provide the essentials needed for survival while developing design techniques capable of turning a castle into a stronghold that were mimicked throughout the medieval world. Once their castles were designed the crusaders displayed a construction ability and ingenuity that turned the designs into r eality, taking any material they could obtain and use it to create anything they needed. So successful was their construction that attacking forces of incredibly larger numbers were needed to capture only a select few of the castles over a hundred year period, and often the circumstances of capture were not a fault of design but an unfortunate twist of fate. Through design, construction, and history, a picture emerges of a pioneering period of military construction that was never matched. The design of a castle is most certainly the greatest factor in its defensive capabilities, and many of the innovations credited to the development of the castle finds itself in the history of the crusades. The most significant development is the concentric castle; this is the concept in which the inner walls are able to fire over the outer walls, either because of close proximity or size. In this manner the maximum amount of firepower can be directed at any one point. Belvoir (See Fig. 1 in appendix) is not only a perfect concentric castle but is also the first datable one (circa 1168). The outer wall was built with flanking towers and towers enforcing the centre of each wall span, with the exception of the gatehouse wall. This wall encloses an area of 130 x 100 meters1, making it one of the largest enclosure castles, it also encloses two further walls, the first of which has only one tower because of its close proximity to the outer wall, the inner wall is built with flanking towers to support the middle bailey.

Hawthornes Young Goodman Brown and its Author Essay -- Young Goodman

     Ã‚   Initially, of course, Nathaniel Hawthorne’s literary works went unranked among those of other American and British writers. But his reputation grew gradually even among contemporary critics, until he was recognized as a â€Å"man of genius.† Edgar Allen Poe, in a review of Hawthorne’s â€Å"Young Goodman Brown,† which had been written 12 years prior, said in Godey's Lady's Book, November, 1847, no. 35, pp. 252-6: It was never the fashion (until lately) to speak of him in any summary of our best authors. . . . The "peculiarity" or sameness, or monotone of Hawthorne, would, in its mere character of "peculiarity," and without reference to what is the peculiarity, suffice to deprive him of all chance of popular appreciation. But at his failure to be appreciated, we can, of course, no longer wonder, when we find him monotonous at decidedly the worst of all possible points--at that point which, having the least concern with Nature, is the farthest removed from the popular intellect, from the popular sentiment and from the popular taste. I allude to the strain of allegory which completely overwhelms the greater number of his subjects. So literary critic Edgar Allan Poe thinks that Hawthorne’s heavy reliance on allegory is the cause of his lack of popularity during the 1830’s and 40’s. In 1848 James Russell Lowell wrote a piece of poetry entitled â€Å"Hawthorne† for the periodical A Fable for Critics:   Ã‚  Ã‚  Ã‚   "There is Hawthorne, with genius so shrinking and rare   Ã‚  Ã‚  Ã‚   That you hardly at first see the strength that is there;   Ã‚  Ã‚  Ã‚   A frame so robust, with a nature so sweeet,   Ã‚  Ã‚  Ã‚   So earnest, so graceful, so lithe and so fleet,   Ã‚  Ã‚  Ã‚   Is worth a descent from Olympus to meet;   Ã‚  Ã‚  Ã‚   'Tis as if a rough oak that for ages ha... ..... Yesterdays With Authors. 1871. http://eldred.ne.mediaone.net/nh/ywa3.html    â€Å"Hawthorne and His Mosses.† The Norton Anthology: American Literature, edited by Baym et al.   New York: W.W. Norton and Co., 1995.    Hawthorne, Nathaniel. The Complete Short Stories of Nathaniel Hawthorne. New York: Doubleday and Co., Inc.,1959.    James, Henry. Hawthorne. Ithaca, NY: Cornell University Press, 1997.    James, Henry. â€Å"Nathaniel Hawthorne,† Nation, March 14, 1872. http://eldred.ne.mediaone.net/nh/hjnat.html    Longfellow, Henry Wadsworth. â€Å"Hawthorne- 1804-1864.† 1864. http://eldred.ne.mediaone.net/nh/nhlong.html    Lowell, James Russell. â€Å"Hawthorne.† In A Fable For Critics. 1848. http://eldred.ne.mediaone.net/nh/fable.html    Melville, Herman. â€Å"Hawthorne and His Mosses,† The Literary World August 17, 24, 1850.      

Colorism in the African American Society

Racism has been a very prominent issue most commonly between black and white people. Although it is the most acknowledged; it is not the only example of race discrimination. Race discrimination occurs among other ethnicities and backgrounds of people. Sometimes race discrimination can transpire because of people’s point of views on certain things, such as religion, color, age, or even gender. In the stories, â€Å"The Wife of His Youth† and â€Å"Desiree’s Baby† racism and some other forms of discrimination are present, but surprisingly it isn’t one race opposing another. It is black on black racism, or more specifically â€Å"colorism;† this is discrimination based on skin color (Nittle 1). â€Å"Wife of His Youth,† a short story by Charles Chesnutt addresses the tussles of race as a light skinned and dark African American subsequently to the American civil war, through the characters Mr. Ryder and Liza Jane. While equally black; the lighter skin (Mr. Ryder) had a social advantage during segregation eras. Kate Chopin’s story â€Å"Desiree’s Baby† has a comparable theme in despite of its setting; it took place previous to the civil war. It concerns Desiree and her husband Armand; who give birth to a darker skinned child. Their fear that society would discard them leads the story to a tragic ending. Although, Charles Chesnutt’s story was written after the civil war and Kate Chopin’s was written prior to the civil war, both stories show that discrimination still existed categorically within African American ethnic groups. A gross amount of Charles Chesnutt works exemplifies the hardships he endured in the south as a light African American more specifically â€Å"Wife of His Youth,† which is a short story that took place after the civil war. Chesnutt satirically reveals not only the difficulties faced by racially blended individuals but also their intense prejudices against more darkly shaded African Americans. Chesnutt himself was a product of mixed marriage as well: indeed he was identified as an African American however he often referred to himself as white American too (Rossetti 1). Mr. Ryder who was the main character in the short story, â€Å"The Wife of His Youth† by Charles Chesnutt, had a similar biography as Chesnutt. Mr. Ryder was well respected by his society called the Blue Veins. According to Fleischmann, â€Å"Their existence, as little society of colored persons [whose] purpose it was to establish and maintain correct social standard among a people whose social condition presented almost unlimited room for improvement† ( Chesnutt 463). This Blue Veins society was a society within the larger society. The larger society also known as the â€Å"white powered society† had no place for African Americans. There was no room for middle ground where African American and Caucasians could prosper. The Blue Veins society was created so that lighter skinned, colored people whose skin appeared so white that their veins showed like Mr. Ryder, could have significant membership in this white society. (Chesnutt 1)They did not want to be categorized with the darker African American groups. In the short story, â€Å"No one was eligible for membership who was not white enough to show Blue Veins† (Chesnutt 1). With this short story Chesnutt demonstrates that color matters within the race. The Blue Veins society does not emphasize culture of the race but how light their skin color appears. People like Liza Jane, the wife of Mr. Ryder would not be qualified for membership in his society because she was exceptionally black and her social rank in society was a former as a plantation worker. As the reader’s proceeds towards the end, some may detest Mr. Ryder true emotions. The reader may realize that although Mr. Ryder initially tried to abscond from his black ancestry through the Blue Veins society; he is conflicted with this guilt. Liza Jane suddenly shows up at Mr. Ryder’s house with determination to find her husband (originally named Same Taylor but now known as Mr. Ryder). Unaware that she is indeed talking to Mr. Ryder; she starts telling him her story, and how she has been scouring around town for her husband. Eventually, Mr. Ryder confesses that he is Liza Jane’s long lost husband however it was not until he gained recognition from the Blue Veins Society. In the short story it says: My friends, what would the man do? I will suppose that he was one who loved honor, and tried to deal justly with all men. I will even carry the case further, and suppose that perhaps he had set his heart upon another, whom he had hoped to call his own. What would he do, or rather what ought he to do, in such a crisis of a lifetime? â€Å"It seemed to me that he might hesitate, and I imagined that I was an old friend, a near friend, and that he had come to me for advice; and I argued the case with him. I tried to discuss it impartially. After we had looked upon the matter from every point of view, I said to him, in words that we all know: ‘This above all: to thine own self be true, And it must follow, as the night the day, Thou canst not then be false to any man. Then, finally, I put the question to him, ‘Shall you acknowledge her? ‘(Chesnutt 796) The Blue Veins society is so fixated on looks that, Mr. Ryder is almost afraid to acknowledge his wife without the approval from their society. He knew that this society discriminated against darker complexion African Americans so he was unsure on whether or not they would admit Liza Jane. Charles Chesnutt demonstrates that racism within race exists and that color does m atters. However, the challenge is for the person to understand their racial history and to mature from these understandings. Another character that has been overpowered by his racial history is Armand Aubigny from the short story, â€Å"Desiree’s Baby,† written by Kate Chopin. â€Å"Of all her works Kate Chopin is perhaps best known for ‘Desiree’s Baby. ’ It is the most Anthologized of all her short stories† (Cruz 430). Chopin tells the story about Desiree an adopted child whose parent’s heritage was unknown. When she became a woman, her beauty attracted the attention of Armand Aubigny, a neighboring plantation owner. These two characters later get married and bear a son. As time goes by the child starts to appear more black than white. When Desiree confronts situation about the child’s complexion; Armand holds her accountable because of her unknown parentage; not knowing that he too has some responsibility in the baby’s complexion. â€Å"Desiree’s Baby,† takes place in the south prior to the Civil War. In fact, it is one of the few short stories written by Kate Chopin that is set before the Civil War (Kate Chopin â€Å"Desiree’s† Baby 1) Around this era, many mixed blood children like Armand and Desiree leaned towards their white heritage to avoid difficulties that the dark African American had to experience such as: lynching, beating, theft, sexual humiliation, slavery, etc. Armand Aubigny, one of the characters in this short story was forced by this era to suppress his past and keep his African American ancestry hidden. He knew being from a darker descent; it would bring complications and unfair treatment for him in the white society. Two ways he concealed his past and his ancestry was: after discovering that the baby’s darker complexion; he threw Desiree and the baby out of his home. In the short story Desiree says to him â€Å"Shall I go Armand? † and he replied back, â€Å"Yes go† (Chopin 3). He also confiscated all the things that reminded him of his African American ancestry, and burnt them; leaving no evidence of him ever being black. One of the items burnt was a letter from his mom to his father saying that, she â€Å"belongs to the race that is cursed with the brand of slavery† (Chopin 4). The reader is uncertain on whether Armand was successful with keeping his secret however such secrets are painful to hold. Oslyn Reso Foy states in one of her articles that â€Å"Armand moved out of the conventions that have governed his life and Chopin strips him of the veils that have hidden his real self† (223). Armand learns that it is important to embrace your own ethnicity instead of trying to affiliate with another. A different illustration of discrimination within the race in â€Å"Desiree’s Baby† is the behavior towards of the baby’s complexion. In the beginning of the story, Madame Valmonde had arrived for a visit at Desiree’s Home. She was shaken by the baby and hesitated to believe that it was theirs. â€Å"This is not the baby! † Madame Valmonde exclaimed, in startled tone (Chopin 2). By the way she responded to the baby’s appearance validates her concern the outcome of the baby’s appearance. This leaves the audience with a matter of uncertainty on whether the baby would have gotten the same treatment; if it was a lighter complexion. Armand actions too changed when he realizes the baby is dark skin. In the article, â€Å"Semiotic Subversion in â€Å"Desiree’s Baby†Ã¢â‚¬â„¢ announces that â€Å"before he turned against his wife and baby, Armand was the proudest father†¦Marriage and later the birth of his son had softened Armand Aubigny imperious and exacting nature greatly† ( Peel 226). Armand wanted a son however he preferred a white skinned baby instead of a dark skinned baby. Not knowing Desiree’s unknown heritage backfired on him and left him with a son whose complexion was darker than both of theirs instead of lighter. In today society racism, segregation, discrimination, etc. is generally publically terminated and against the law; we see ample amount of mixed couples especially in the media, who seem to disregard race or even skin color. However this doesn’t mean that â€Å"colorism† is nonexistent. This type of prejudice happens but it is so taboo that it is kept hidden from the society. A lot African Americans have to take on the hardships of being segregated from within their own thnic group. Ever since days of slavery prior to the civil war, many people felt that light skin color is better and more favorable than darker skin color. Time after time white Americans’ view of authority and the violation of dark skin color have made the African American to dismiss and categorize one another. For example in the media now, we s ee less and less of the darker complexion actresses. In an article, called â€Å"What They Don’t Want You to Know,† it says â€Å"In Hollywood, Black male characters are played by black actors while black female characters are played by actresses that are more often than no mixed† (2). Although society has not made massive news headline on this specific topic, it does not mean it is not dually noticed as an issue. For instance in today’s society, you are not considered as beautiful if don’t have the same characteristics as the white people. The men in the short stories, â€Å"My Wife of His Youth† and â€Å"Desiree’s Baby† were attracted some of these females characters because they favored white women. As mention before, Armand and Mr. Ryder wanted to escape their African American ancestry and all the tribulations that came with it. In order to forget their past; they needed a woman that could give them a white skinned baby. Someone that can lower the chances of their child being dark skinned. In â€Å"Desiree’s Baby, Desiree had long silky brown hair that hung about her shoulders, her eyes were grey and her skin was whiter than her husband, Armand (Chopin 3). All these characteristics which Armand considered to be beauty resembled of a white woman. In the story â€Å"The Wife of His Youth,† before Liza Jane’s arrival, Mr. Ryder was ready to propose to Mrs. Dixon. In the story â€Å"Molly Dixon possessed many attractive qualities†¦. she was whiter than he† (Chesnutt 790). In retrospect, Charles Chesnutt and Kate Chopin works provide developing ideas of discrimination between races during and after the civil war. This theme is exemplified through their short stories particularly in â€Å"The Wife of His Youth and â€Å"Desiree’s Baby. † In conclusion whether or not you are of substantially a lighter skinned complexion or a darker skinned complexion, individuals in the African American community should not be treated differently by society due to this aspect.

Enlish Methods Of Writing For Junior Cert Essay

Junior Cert English â€Å"Functional Writing† Introduction and Overview The Functional Writing section of Paper I asks the student, in as close as possible, to write in the style of somebody who either uses language for a living, or is conducting business or important matters through writing or speech. This part of Paper I strays away from fiction, but is not entirely devoid of opportunities to use language in a creative or dramatic fashion. In some cases the student may have to use their imagination to provide detail to make their work seem realistic and give it the authentic feel. The marks in Functional Writing are given for the knowledge of the style and tone required for the task, and for the understanding of the format required. Awareness of Audience and Task In all cases in this section, your choice of language, and your use of tone and register will be dictated to you by  · The intended recipient and/or audience.  · Your means of delivery. In short, you can either use a formal or informal style of address. You should take into account the age, status, and size of the audience you are dealing with. Your language should always be trying to create the appropriate impression of both who you are and what you’re trying to do. For example, you would use a formal style of address if you were writing a letter to your bank manager asking for a loan to start your own business. Your language would be confident, but not aggressive: informative, but not laboriously so: enthusiastic but not overzealous. The impression created on the bank manager is that you are reliable, competent and trustworthy, and your business will be a huge success. For your own entertainment you might want to write the worst possible letter of application for the same loan- you would be over-familiar, disrespectful, vague, repetitive, and riddled with inaccuracies about yourself and what you want to do. You can then guess what response this would get from the same bank manager going through their morning mail. This then is the key to Functional writing; awareness of the tone you are to take, and the choice of language to use to reinforce that tone. An example of a task that you would be asked to complete with an informal style is to imagine that you have been asked by a club that you are involved with to make a presentation to a class of twelve year old primary school children to encourage them to join. You would be presenting this verbally, so when you would prepare your material beforehand, you would stress key information on several occasions, to avoid having the same basic question repeated infinitely. As your audience would be unlikely to have firsthand experience of what you are taking about, you would use the simplest language possible, and use short, sequential, informative language. You would also use an informal tone, as you would want your audience to think your group would be welcoming and fun, not preoccupied with taking everything too seriously. Here is an example of a completely made-up extract from my very busy diary. Consider the language and tone I would use for each of the following tasks in just one day: 10:00 – Book holiday tickets over phone from travel agency. 11:00 – Complete and edit report for Boss on efficiency of new sys. 12:00 – Address fundraising lunch for Kidney Dialysis unit for Children’s Hospital. 2:00 – Write congratulations card for birth of secretary’s daughter’s first child. 3:00 – Deliver presentation to investors on Company performance. 4:00 – Talk to business journalist about new product range. 6:00 – Attend parent-teacher meeting at son’s new school. 8:00 – Coach under 12 team – introduce new training drills. 10:00 Convince very unsympathetic wife that I’ve had a long day. At both 12:00 and 3:00 I will be addressing a group of businesspeople. However, there are differences. People will not want to be overly serious at lunch, so I will be able to use a respectful but informal tone. I may even be able to use language that will influence my audience emotionally. However, at 3:00 I will have to be very formal and very structured in my use of language and terminology for the business meeting. Look at the way my 11:00 task is written. Will I get away with that use of shorthand and slang in the report itself? Of course not; what is acceptable as a note for your own use is not acceptable for a report for someone else’s reading. Will it be easier to present information to my 3:00 or 8:00 appointment? In the afternoon everybody will be fresh. Will they be as sharp in the evening? Should my card for my secretary’s daughter be written with the same tone and language as my report for my employer? All of these questions are central to the idea of functional writing. Make sure what you are doing is appropriate to your task and your audience. Reports. A report can be written for a newspaper, radio programme, or television broadcast. No matter whether it’s to be read or spoken, start with the most important details first. You should deal with the following sequence of facts; 1) what has happened; 2) how it happened; 3) why it happened. The first section, what, will also include where, who and when. A report doesn’t only have to include the facts, it can also include opinions, in the form of quotations from the relevant experts and authorities, and also some degree of speculation as to what will happen next, and what consequences there will be. Unlike a review, the writer is there to convey the truth and facts of the matter. They are to be unbiased, non-judgemental, and let the facts speak for themselves. A good reporter will trust their audience to make up its mind in the right way once it has all the facts. The Tabloid Unlike the Broadsheet, the Tabloid newspaper makes no bones about  choosing sides in a story, and actively tries to persuade its readers to share its opinion. They very much like to take a light hearted approach to news material if at all possible, and frequently use puns in headlines. They also avoid putting in too many views or opinions on any given subject. They like first-hand accounts from people involved in making the news, and will avoid analysis, as they prefer to be very direct in their focus on the story. The tabloid journalist likes to gain an emotional response from their reader, and will not shy away from showing where their sympathies lie in any given story. They will sometimes choose to present deliberately one-sided reports on what may sometimes be very complicated issues. They like stories that involve celebrities or famous people, and avoid serious treatment of political or economic issues as much as possible. They thrive on scandal, and what they believe is the public’s insatiable appetite to see what goes on behind closed doors. Tabloids pride themselves on their extremely in-depth sports coverage. The average reading age (age at which a reader would be expected to understand all contents without difficulty) for a Tabloid newspaper is just nine years. Tabloids like simple and short sentences. They use puns and wordplay to highlight and make memorable the key thrust of their story. They avoid using complicated terminology, and long sentences. They also highlight key-points by having several sub-captions to stories, and by using several illustrations to put across the message visually as well. Tabloids have always been traditionally strong on visual information and colour pictures. In recent years tabloids have abandoned over-reliance on the â€Å"page-three girl† feature as they are trying to encourage more women readers. The Broadsheet A broadsheet newspaper is characterised, not only by its large size, but by the attitude it takes towards journalism, and the presentation of news stories. Primarily, a broadsheet will focus on political, economic and lifestyle features. It will present its main stories in a very in-depth and detailed format. They will take a very serious tone with the reader, and will avoid anything that might seem to be trivialising an issue, for example, a pun in a headline. They prefer a serious, sombre, and often  complex approach to news-stories. Broadsheet newspapers examine not only what happened, but how it happened, why it happened, if it happens frequently, what can be done about it, and they will also mention when similar events occurred. They like to find many individuals related to the event, and experts to give quotations and opinions on what has happened. The broadsheet journalist likes to appear impartial and unbiased, and avoids any sense that their emotions might be affecting what they write in any way. They like to convey the impression that they give you the whole truth. Some broadsheet newspapers are physically huge. The average reading age (level of difficulty) for reading a broadsheet and understanding everything in it would be fourteen years, which means you would be able to follow everything. Broadsheets are only now beginning to embrace the possibilities for the use of colour in their papers. Traditionally they have been very black and white affairs, but are increasing the amount of photographs they publish. Reviews. The art of the reviewer is to give the reader just enough a suggestion of what it is you’re talking about, just enough to whet their appetite. If you check a Sunday newspaper, you can find reviews of motorcars, concerts, films, restaurants, even hotels! Nothing is too small, or too large to avoid being reviewed. You could be required to write a review of a favourite film of yours, or to write a blurb for the back of a novel. Unlike a report, which is essentially factual, a review gives you far more scope to let your opinions and feelings known. You can say what you liked or disliked about what you’re reviewing, and that is almost important as a factual description of what you’re reviewing. You can create either a very positive or negative impression on your reader by the tone and language you use. You should assume that your reader has a general interest in the area, but may not be familiar with exactly what you’re going to tell them about. It is easy to criticise something, and often after saying how bad something is, you will find yourself repeating your verdict without informing the reader of why, how or what was bad about it. If you are still looking to fill space, try constructive criticism. Any reviewer can pronounce whether something is good or bad; only the inspired reviewer can point out what was done well, and conversely, what opportunities were lost. For example, if you are reviewing the sitcom Friends, then you should fill in the background first for the reader. It is advisable to go into some detail about the characters, and then finally to attempt some analysis of why it is you like or dislike it. Interviews. Q: What’s the difference between an interview and writing dialogue? A: Interviews are essentially pieces of dialogue, but without the qualifying â€Å"he saids / she saids† at the end of each piece of speech. The different parts of the conversation can be put as question and answer exchanges (â€Å"Q:† and â€Å"A:†), or if it is a more informal interview which is very similar to a conversation, then you can call yourself â€Å"Interviewer†, but refer to your subject by their Surname. Keep your questions short, and let your interviewee expand on them. Q: What are the things I should try to do, and what are the most common problems? A: A bad question to ask is anything that would encourage your interviewee to give a monosyllabic answer, of the â€Å"yes/no† variety. A good question is one which gives the interviewee a chance to illustrate with examples from their life, work, or to ponder on events important to their work, lives, and past or future. A good interviewer gets to the point quickly, and their questions will never be longer than the answers they receive. I once interviewed Seamus Heaney while in college, and committed all of the above mistakes. The Sample Answer below I have had to invent to cover my embarrassment! As well as bearing in mind your interviewee, bear in mind the audience who will be reading this interview. You want something  that is informative, but not technical, and which allows the person or subject to come across well to the reader. There was a fashion recently in newspapers for interviews in which you discovered more about the interviewer than the interviewee, but thankfully, this has now passed. Q: So, I basically just make the entire thing up then? But how do I structure it? A: If you are stuck as to where to start, pick an example of an interviewee who would be appropriate, and write out the list of questions you would like to ask them. Then all you need to do is invent their answers, going by what you know of them. If you’re still stuck, then ask what they’re doing now, what they were doing previously, and what they hope to be doing in six months time. You can also ask if they have achieved all they want to do, or if they think other people’s impressions of them are important. Bear in mind though that your questions will ultimately depend on who the intended audience for the interview is. If they are your age, then ask questions you think your friends would like to know the answers to. Within reason, of course. Speech Writing The skill of speech writing could be relevant to Personal Writing or Functional Writing. How to write, deliver and appreciate a good speech. The key to writing and delivering a good speech is to remember at all times that the speaker is dealing with an audience. The writer/speaker must also bear in mind at what occasion the speech is to be delivered. A speech to be given at an EGM of a company faced with bankruptcy will be drastically different in its structure, tone, and technique than a speech to be given by the same speaker at a wedding later that week! How to write a speech. (For this section, we will consider a speech as that which a speaker would be called upon to prepare for a debate, or public speaking competition.) First, read your motion carefully. In the Junior Certificate, you will be invited to speak either for or against the topic. In deciding whether to speak for or against the motion, don’t necessarily choose the side of the motion which  you support; choose instead the side of the argument that will give you the most arguments to use in your speech. A good idea is to brainstorm all the possible arguments both for and against, and when you see which side gives you more avenues of thought to pursue, choose it. Second, having chosen your side of the debate, decide that the motion is a good or bad idea because†Ã‚ ¦This then will become the argument of your speech. The argument is the central theme which you will introduce, build upon and then summarise. Often it is best to have to have three reasons; Example For Capital Punishment is a good idea because†Ã‚ ¦ 1. It deters other criminals from committing serious crimes 2. It is cheap, efficient, and labour saving 3. It eliminates the possibility of repeat offences Against Capital Punishment is a bad idea because†Ã‚ ¦ 1. Miscarriages of justice cannot be rectified 2. It makes killing right for some yet wrong for others, thus introducing a double standard when there should be a simple statement that â€Å"murder is a crime† 3. Prisons should be for rehabilitating offenders, not for revenge All of the above statements should then be supported by example, but remember, in a debate, your argument is more important than your examples. A good speaker is always restating their argument; a bad speaker is always lost in a fog of example. This is how your argument becomes informative and clear. Third, decide on the structure and tone you want to use in your speech. Some speakers may like to start their speech with a story, anecdote or quotation that will then illustrate their arguments to follow. This gives the speaker a chance to make the speech unique, and make it more relevant than a theoretical discussion of some issue that has never had, or will never have any affect on the speaker. What tone are you going to use? Avoid making sweeping statements, such as â€Å"we all know what this is going to lead to.† Instead, pitch such ideas to the audience in the form of rhetorical questions: â€Å"Do we want our society to be like this?† Avoid the use of too much jargon, and if you are forced to, make sure to define the term immediately after you first mention it, so the audience will be informed for when they will next hear the term. Do not believe that your audience are already experts on this issue – you may need to fill them in on the basics  first. Do not do this in a patronising way, but instead say that you want to focus their attention on the key issues. In this way you will be more persuasive, and less arrogant. Too much arrogance and you will end up alienating your audience from your point of view. Opening comments. Depending on the occasion that the speech is to be delivered, start with the most important dignitaries present, and proceed through your list to the end, which is usually your fellow speakers. A standard opening for a school debate would be Chairperson, Principal, Honoured Guests, Ladies and Gentlemen, Fellow Students, Fellow Speakers, I have come before you today to speak on the motion that†Ã‚ ¦(insert motion here)†Ã‚ ¦ Continue to refer directly to the audience at intervals throughout your speech, and conclude with a summary of all your arguments, and by thanking the audience for their time and attention. Ladies and Gentlemen, having put forward the facts, I beg you to support/oppose this motion, that†Ã‚ ¦(insert motion here)†Ã‚ ¦ How do you know if you have written a good speech? Imagine you are listening to that speech from the audience. To a member of an audience, no matter where, a good speech will always have the following qualities. 1. It will be suited to the tone of the occasion, whether solemn, or celebratory. 2. It will be informative, but not so technical that it either confuses or loses you. 3. You will be clear at the end of the speech as to why the speaker feels in the way they do about the topic they have spoken on. 4. The speech will emphasise why the issue is important to everyday life, rather that some abstract worry that may never affect you. 5. You will have been given a definition of the issue, and more importantly, a series of suggestions or steps as to how this issue should be dealt with. 6. You will have developed a sympathy for both the speaker and the issue that they spoke upon.