Kerrice Lawrence Essays - Literature, Film, Fugitive Pieces, Culture

Kerrice Lawrence Dr. Gayle Thrift IDST 400-1 The Role of Language and Poetic Devices in Fugitive Pieces by Ann Michaels Fugitive Pieces from the onset is undoubtedly a thrilling fiction novel. The author Anne Michaels has successfully employed first person narration and use of metaphor to illustrate events that would not be achieved by any other style. Clearly, this is a nov el that tries, through literary devices to reconstruct the experiences that survivors of the holocaust underwent. It defies earlier propositions put forth by Adorno in the Prisms , that no one should write poetry on the Auschwitz accounts as it would result in barbarism (Almon, 47) . B y virtue of this, it is clear that Fugitive Pieces is intended to portray a picture that it is possible for survivors to live with their traumatizing memories of their past, with their memories of having escaped death narrowly and still continue to live normal lives (Skog, 201). Through constant memory of the narrator, Jakob, about his family and especially his sister Bella, the author successfully delivers her messa ge that there is hope for humanity to l ive by faith and po rtray the effects that the H olocaust had on the populations that were affected. Every narrative can be thought of as a mysterious na rra tive because as Ann Michae ls has said through her character, Athos in Fugitive Pieces , "There's nothing that a man will not do to another , nothing tha t a man will not do for another " (114). The motives and intentions of a human being are complex and difficult to sort out. Their behavior could be motivated by a spontaneous feeling or by years of mulling over an injustice they feel they have to readdress. Perhaps something as simple as a rain storm can motivate an act of kindness or an act of violence. The environmental atmo sphere of a behavior may be as important as the inner workings of the human brain. For example if the environment is a concentration camp or a Nazi SS unit who can say what moves a person t o act for the good or the bad; at least there is no way to be sure with one hundred p ercent certainty. Even the person who is doing the behavior cannot necessarily be su re of why they behaved in this or that way at exactly noon on Friday in the year of 1943. Fugitive Piece s is a mostly beautifully written examination of the human condition with the traumatic events of World War II in Europe and the H olocaust in Germany acting, I would say , as main ch aracters in the book along with the human characters. Athos , a Greek archaeologist , encounters a "bog boy" when closing down a German archaeology site before return ing to Greece (Michaels, 5). The "bog boy " had become a boy of the bog because his parents and beloved sister had been s tolen from him by Nazi soldiers (Michaels, 5). The boy had hidden in a secret place in the house to avoid interaction with the Nazis. Then he became an organic part of the forest in order to survive while hiding from the Nazis outside of his r uined home. This paper argues t hat Athos, the savior of the seven year old forest boy named Jakob , is the conscience of the world. In other words Athos embodies the shock, the shame, the fear, the failures and the successes the world experienced while tryi ng to understand the horrifying legacy of WWII. Jacob's experience as a survivor mirrors the experiences and feelings of other survivors of s uch traumatic events using the H olocaust as the example. The hypothesis is that Jakob follows a path to sanity although the odds were certainly stacked against him. Michaels is expressing a way to retain o ptimism in the face of despair by describing the reaction to trauma as a universal behavior (Caruth as cited by Aloui, 10) . This paper follows the jo urney that Jakob travels with Athos in the first part of the book. The most meaningful and moving part of Fugitive Pieces

Communication in the Curious Incident of the Dog in Night-Time Essays

Communication in the Curious Incident of the Dog in Night-Time Essays Communication in the Curious Incident of the Dog in Night-Time Essay Communication in the Curious Incident of the Dog in Night-Time Essay In â€Å"the Curious Incident of the Dog in the Night-time†, the author Mark Haddon presents a series detective stories of a autistic boy of 15 year-old named Christopher Boone, living in Swindon, England to investigate the death of a dog called wellington and finds the secret of his family and venture across London. As my first sight of the character Christopher, I just got the impact of his suffering of autistic issue and took pity on him. He was in a special-needs school and stuck in a stereotypical discrimination from outside. For example, when he got off the school bus, he was joked as â€Å"Special Needs! Special Needs! † (Haddon 44) and became the derision for fun by others of the same age. On the other hand, he had less predictable mind than most ordinary people, especially in terms of the insufficient to conjecture the facial expression, and he also could not talk to people in â€Å"normal† social etiquette. It generated a communication obstacle among him and other people. His random spasms or behavioral habits had a tendency to scare strangers. Therefore, people got quickly irritated and walked away. This was seen on his journey to London when he met a woman of good intension to help him. The lady tried to see if he was alright and asked â€Å"is there anything I can do for you†. Instead of typically replying a â€Å"yes† or â€Å"no†, he threatened the lady, â€Å"I’ve got a Swiss army knife and it has a saw blade†¦finger off† (Haddon 184). Even facing his mother, who might count as strangers, Christopher had difficulty to go shopping and understood what her mother implied. After he lived with her mother temporally, he said he had â€Å"one of his favorite dreams†, where there would be only him left and he needn’t struggle in the social communication. With further reading, I thought I could not use â€Å"disability† to describe his communication, but â€Å"difference† instead. Thought he did not communicate with some strangers, one person who did was Siobhan, his teacher. As a professional, Siobhan was able to understand and respect Christopher, a detail at the beginning of the novel, she apologizing to Christopher for her picture and her laughing (Haddon 3). She understood that Christopher needed very specific details when being told what to do and it would confuse him if they were not put in a particular way. For example, she said â€Å"If you want to go on the swings and there are already people on the swings, you must never push them off. You must ask†¦have finished† (Haddon 30) instead of â€Å"you must obey the order and be polite†, which Christopher would never be able to interpret so that he ould decide for himself â€Å"what I am going to do and what I am not going to do† (30). There was a trust helped Siobhan and Christopher to communicate. However, even though Siobhan was able to understand Christopher at a high level, she cannot form a close bond with him and lacks an insight to him that others who weren’t emotionally detached to him could see. Although his father did not have too much talk with Christopher, he was the core of the life of Christopher.

The 4,000 Year Old History of Locks

The 4,000 Year Old History of Locks Archeologists found the oldest known lock in the Khorsabad palace ruins near Nineveh. The lock was estimated to be 4,000 years old. It was a forerunner to a pin tumbler type of lock, and a common Egyptian lock for the time. This lock worked using a large wooden bolt to secure a door, which had a slot with several holes in its upper surface. The holes were filled with wooden pegs that prevented the bolt from being opened. The  warded lock  was also present from early times and remains the most recognizable lock and key design in the Western world. The first all-metal locks appeared between the years 870 and 900, and are attributed to the English. Affluent Romans often kept their valuables in secure boxes within their households and wore the keys as rings on their fingers.   During the period of the 18th and 19th centuries - in part to the onset of the Industrial Revolution - many technical developments were made in the locking mechanisms that added to the security of common locking devices. It was during this period that America changed from importing door hardware to manufacturing and even exporting some. The earliest patent for a double-acting pin tumbler  lock  was granted to American physician Abraham O. Stansbury in England in 1805, but the modern version, still in use today, was invented by American Linus Yale, Sr. in 1848. But, other famous locksmiths patented their lock designed before and after Linus. Robert Barron   The first serious attempt to improve the security of the lock was made in 1778 in England. Robert Barron  patented a double-acting tumbler lock. Joseph Bramah   Joseph Bramah patented the safety lock in 1784. Bramahs lock was considered unpickable. The inventor went on to create a Hydrostatic Machine, a beer-pump, the four-cock, a quill-sharpener, a working planer, and more. James Sargent   In 1857, James Sargent invented the worlds first successful key-changeable combination lock. His lock became popular with safe manufacturers and the United States Treasury Department. In 1873, Sargent patented a time lock mechanism that became the prototype of those being used in contemporary bank vaults. Samuel Segal   Mr. Samuel Segal (former New York City policeman) invented the first jimmy proof locks in 1916. Segal holds over twenty-five patents. Harry Soref   Soref founded the Master Lock Company in 1921 and patented an improved padlock. In April 1924, he received a patent (U.S #1,490,987) for his new lock casing. Soref made a padlock that was both strong and cheap using a case constructed out of layers of metal, like the doors of a bank vault. He designed his padlock using laminated steel. Linus Yale Sr.   Linus Yale invented a pin-tumbler lock in 1848. His son improved upon his lock using a smaller, flat key with serrated edges that is the basis of ​the  modern pin-tumbler locks. Linus Yale Jr. (1821-1868)   American, Linus Yale Jr. was a mechanical engineer and lock manufacturer who patented a cylinder pin-tumbler lock in 1861. Yale invented the modern combination lock in 1862.

The key international trading factors between the European Union and Research Paper

The key international trading factors between the European Union and the Middle-Eastern countries. Specifically the countries in - Research Paper Example The European countries consists of religions like Roman Catholicism,  Orthodox Christianity, Protestantism,  Sunni Islam, Shia Islam,  Judaism and Buddhism. All these religions entities are different in their traditions, beliefs and ideologies. Catholic Christians are concentrated mainly in countries like, Italy, Vatican, France, Hungary, Poland etc. Turkey, Syria, Algeria like countries have Islam as the major religion Orthodox Christians are heavily populated in countries like, Russia, Ukraine, Rumania, Bulgaria, Greece whereas Protestant Christians are staying in mainly in countries like Denmark, Germany, Finland, Sweden etc. Even amidst these extremely diverse cultural diversities, most of the European countries were able to assemble under the flag of EU for improving their bargaining power in the global trade activities. Common currency Euro is introduced in order to improve the integration process further. Middle East, especially the gulf countries are traditionally goof trading partners of Europe. In fact most of the gulf countries are engaged in more trade activities with the Europe than with any other region in the world. Majority of the gulf countries are Muslim countries and even then they have less political problems with the European world. On the other hand, America’s foreign policies and activities were watched suspiciously by the Gulf countries because of America’s unholy tie up with Israel. Thus most of the Middle Eastern countries took the EU as their best friend in trade activities. However, the trade activities between the gulf countries and the EU have witnessed lot of ups and downs in the recent times because of various reasons. This paper analyses the success and failures of EU’s trade tie ups with Middle East over the years. Relations between the European Union and the GCC date back to the mid-1980s. In 1989, the two organizations signed a cooperation agreement, which included a wide range of sectors: agricultu re, fisheries, industry, energy, sciences, technology, investment, environment, and trade. Over the years, dialogue between the EU and GCC has been characterized by ups and downs and has mainly focused on trade cooperation. During the 1990s, trade flows between the two blocks were actually very low, and only since 2001 they have began to intensify, thanks to the increase in oil prices rather than to the intensification of trade volumes. Negotiations on a Free Trade Agreement (FTA) have been part of EU-GCC cooperation, but after 20 years, this goal is still elusive (Talbot, p.13) Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and United Arab Emirates are the major GCC countries which have strong trade tie ups with the Europe. These six countries formed a regional organization; The Cooperation Council for the Arab States of the Gulf (GCC) in May 1981. â€Å"The major objectives of this cooperation are to enhance coordination, integration and inter-connection among its Member States in di fferent spheres†(The EU & the Gulf Cooperation Council (GCC)). â€Å"All these six GCC countries currently benefit from preferential access to the EU market under the EU's Generalized System of Preferences (GSP)†(Gulf region 2010). Even before the formulation of European Union,

Cleopatra Essay Example | Topics and Well Written Essays - 750 words

Cleopatra - Essay Example In the third year of their reign Ptolemy, encouraged by his advisers, assumed sole control of the government and drove Cleopatra into exile. She was determined to regain her throne. She promptly gathered an army in Syria but was unable to assert her claim until the arrival at Alexandria of Julius Caesar, who became her lover and espoused her cause. He was for a time hard pressed by the Egyptians but ultimately triumphed, and in 47 bc Ptolemy XIII was killed. And that time, Caesar proclaimed Cleopatra Queen of Egypt. Cleopatra is described as a beautiful, sensuous, intelligent, and desirous of bringing her beloved Egypt into the forefront of world power and politics. She started out as a famous queen of a wealthy nation in time of ancient history and her fame grew from there. During her reign, "Cleopatra promoted herself relentlessly, making public displays of her power, her image as pharaoh and goddess, and her links with Julius Caesar and Mark Antony." She is considered extraordinary and most influential woman in the world history. Not all government has been run by men. According to website "Cleopatra is a woman who both combines, political wit and foresight, as well as a strong personal will combined with rigorous self-confidence." She has wielded power, revealed her feats during her times. To an imperious will, boldness and boundless ambition, Cleopatra added great intellectual power and physical seductiveness with which she twice nearly succeeded in becoming queen of the known world. In her both complex relationships with the two most powerful men, first is Julius Caesar, and several years after Caesar's death Is Mark Antony, she see to it that she had join forces with them to assure her place for Egypt in the shaping of the empire. In her relationships with the two great generals, Cleopatra used her body as well as her mind to achieve political ends. Her standards of conduct differed widely from Roman custom and law. But it was for her determination, and intelligence that she was feared at Rome, and Cleopatra deserves to be remembered as a nearly successful contender for control of the Hellenistic world. III. CLEOPATRA and JULIUS CAESAR Julius Caesar is the Roman general and a good leader who ruled the Roman Republic as a dictator. Cleopatra was restored to the throne by the Roman armies of Julius Caesar. She uses Julius Caesar to exercise his power over Egypt and proclaim her as a queen. Legend has it that Cleopatra had herself delivered to Caesar rolled up in a carpet. Whatever the truth, he fell in love with her, and she had a son, Caesarion, by him. Caesar invited Cleopatra and Caesarion to Rome, where she stayed until 44 BC, when Caesar was assassinated. IV. CLEOPATRA and MARK ANTONY Mark Antony is the Roman general went to Cleopatra for her support in his bid for power in Rome. He too fell in love with her. They later married and had three children. Mark Anthony and Cleopatra were ambitious and strove to take over the eastern Roman Empire. But their armies were defeated at the Battle of Actium, off Greece, by the forces of Octavian. As Octavian chased Cleopatra and Mark Antony to Alexandria, Cleopatra spread rumours that she was dead. In despair, Mark Antony stabbed himself. He died in her arms. Cleopatra committed suicide also. V. OCTAVIAN The war between Queen Cleopatra (assisted by Mark Antony) and Octavian was last and probably most important of

Understand Sensory Loss Essay Example for Free

Understand Sensory Loss Essay 1. Understand the factors that impact on an individual with sensory loss. 1.1. Analyse how a range of factors can impact on individuals with sensory loss. There are a number of factors that can impact individuals with sensory loss. In many cases sensory loss is hidden and people can be unaware an individual has sensory loss. Communication is an area in which people with sensory loss have many issues. Normal day to day activities can cause them a great deal of stress and anxiety. For example if someone does not have a sensory loss they may enjoy watching television. Imagine if you could not hear what was begin said probably. The frustration that must be felt can lead to feelings of inadequacy. For someone who is unable to see the television. The can miss out on actions that are not spoken .For example someone smiling. We express facial expressions that allow to show how we are feeling. Imagine not being able to to tell by looking at someone you know if they are happy or not. This can lead a person feeling extremity frustrated see more:outline the main causes of sensory loss People with sensory loss can miss out on important information that people with out sensory loss take in day to day with out even realising. For example if we had an visual impairment we may not be able to read written material which is important to us such as a bank statement. A person with hearing loss could miss hear important Information such as someone shouting them to warn them of a danger. The environment around a person with sensory loss can have a large impact on a person. For example if a a person parks a car on the curb instead of next to the curb. This can cause a person with visionary loss a great deal of distress. They may not be able to see the car and they could walk into the car causing them embarrassment and physical injury/pain. All in all this factors can have a negative impact on their lives. Causing the individual to feel isolated, inadequate and frustrated. 1.2. Analyse how societal attitudes and beliefs impact on individuals with sensory loss. Societal attitudes and beliefs can impact individuals with sensory loss In a large way. This on the whole can be quite negative. For example we may not mean to but often we be extremely inconsiderate of people with sensory loss in our day to day life’s. A few people often hear sensory loss and assume that a persons intelligence and capacity to understand are effected. For example people often talk to deaf people slowly and loudly. This can make the individual feel undervalued, miss understood and stupid. People can often be very judgemental. A person could be asking a deaf person to move by saying excuse me and how often if they did not get a reaction or the person did not respond would people think they are rude over deaf? We often assume they are unable to complete tasks and treat them without meaning to disrespectfully by taking away there independence by assuming they are unable to do tasks such as cook there own tea. All these factors and make an individual feel insecure, frustrated, isolated, undervalued, stupid and inadequate. Although we are know getting much better at recognising the needs of individual with sensory loss such as audio descriptive screenings for films, subtitles, loop systems, signers and guide dogs. This are helping socially as people are becoming more aware of people with sensory loss and there needs. This is having a positive impact on individuals with sensory loss by allowing them to live more independently. 1.3. Explore how a range of factors, societal attitudes and beliefs impact on service provision. Due to recent changes in attitudes the service provision for individuals has  more about the person and there needs rather than their disability. In the past professionals would decided on the support an individual would need by using a gift model. Where individuals where expected to fit in with the service, not the service to fit them. Now the service has become person centred. This is the idea that a person has control over the services they need to support them. For example they are given a personal budget. This allows the individual a chance to decide on what support they need, how they want it delivered, who they want to deliver it, and when they want it. This is a positive move for individuals with sensory loss as it allows them to take back there independence and receive the correct support to help them life a fulfilling life. 2. Understand the importance of effective communication for individuals with sensory loss. 2.1. Explain the methods of communication used by individuals with: Sight loss Hearing loss Deaf-blindness Sight loss Firstly always identify yourself even in known environment e.g. Hello, its Hannah. Also any others that may be around. Always use names to identify people e.g. when in a group use names. Keep them aware of where you are and if people are moving around them, who is in the room and who is leaving. Keep them informed of where objects such as tables,chairs etc. Talk to them normally there is no need to shout or talk really slowly. Use everyday language dont be worried about using words such as look and see. Dont use non-verbal communication e.g. pulling faces, pointing When giving instructions be accurate and specific. Provide information in alternative formats e.g. audio, extra large pint,  electronic formats, Braille etc. Hearing Loss Firstly make sure you are facing the individual and they can see you clearly. Try to find out the persons preferred communication method When using speech, speak normal lip pattern, clearly, dont shout and don;t turn your head away from them or cover your mouth. Speak at ear level or if they have a preferred side to be on that side Repeat things if necessary or rephrase them. Use finger spelling, write things down Ensure the location is quiet and echos are not present e.g. a room with soft furnishings If there is a loop system present, ask if they want to use it. If necessary book note-takers, lip speaker. BSL interpreters etc. Deaf-blindness Communicating with deaf-blind individual can be difficult. Studying the individuals body language can be helpful. Follows the same guidelines for blind and deaf individuals and additionally. Good lighting of the environment. Plain backgrounds. Light on the person speaking and coming from behind the individual. Distance and positioning are important. Check their preferences. Use objects to help communicate. Provide a guide/communicator if needed. Tactile communication e.g. Braille, moon Finger spelling by the deaf-blind manual alphabet. 2.2. Describe how the environment facilitates effective communication for people with sensory loss. By providing a the correct environment we can provide effective communication for people with sensory loss. For example to put a person with visual  impairments in a room with poor lighting, with lot of objects around them and ask them to read a regular newspaper would be unfair. However if we provided an environment with the correct lighting such as brighter lighting, de clutter there environment also use colour to make things stand out from there background. Use a bigger print for the paper or get a audio version. There are three simple rules to remember for a visually impaired individual. Bigger. Bolder. Brighter. Bigger is simply making things bigger such as prints, buttons. This can also be done by illusion of moving things closer to someone so the object appears bigger. Bolder is making things easier to see. For example colour differences. Say you have a brown table on a brown carpet against a brown wall. By either making the background a light colour or the table it instantly will stand out to them. If this can not be done try a bold colour tape along the edges of an object, edge to make it stand out. It is all about creating a large contrast between things to help them differentiate between objects. Brighter is using better lighting to help make things easier to see. It should be the right amount to make the person feel comfortable. Lamps shinning directly onto items they directly want to see work well. Remember each individual is different so find the correct lighting for them. For individuals with hearing loss the most effective thing in an environment is reduced background noise. Again provide good lighting so peoples faces can bee seen. People are part of the environment also. So make sure they are aware of communication needs of others with sensory loss can help provide a positive environment for everyone. As this provides one another with consideration for one another and mutual respect. 2.3. Explain how effective communication may have a positive impact on lives on individuals with sensory loss. By providing the correct communication for individuals with sensory loss we will eliminate a lot of their anxiety, frustration and isolation. This will help the individuals an improved quality of life as they will be able to do more e.g. go to the cinema, Talk to others. By improving their quality of life this will improve their emotion well-being and their health. By being able to access the community they will feel like an active member of the community and as if they are providing a positive contribution. This will allow them to have a greater personal dignity. As we are all being more aware of sensory loss they will b freer from discrimination. In all by providing effective communication we give the individuals control over their lives. As they are able to express their wants, needs and aspirations. 3. Understand the main causes and conditions of sensory loss 3.1. Identify the main causes of sensory loss. The main course of sensory loss is the ageing process with individuals over 65 more likely to have some form experience sensory loss. The most common causes of vision impairment: Age-related macular degeneration (AMD) Glaucoma Cataract Disease e.g. Diabetic Retinopathy Genetics e.g. Retinitis Pigmentosa (RP) (Tunnel vision) Infection e.g. Meningitis Injury or physical trauma The most common causes of hearing impairment: Age related deafness Noise Induced deafness Infection e.g. meningitis, mumps, measles, Maternal Rubella Cochlea Ostosclerosis Disease e.g. Mà ©nià ¨re’s disease Genetics Drugs (ototoxic deafness) Physical trauma Presabyacusis The most common causes of deaf-blindness: Ageing process Genetics e.g. Usher Syndrome Maternal infection e.g Rubella Premature Birth Combination of cause of visual and hearing impairments. 3.2. Define congenital sensory loss and acquired sensory loss. Congenital sensory loss is present from birth. Acquired sensory loss is is a sensory loss that was not present at birth but has developed later. 3.3. Identify the demographic factors that influence the incidence of sensory loss in the population. Due to the main course of sensory loss being the ageing process . And people are now living longer and to a greater age this has increased the incidence of sensory loss within the demographics. More people are reaching above 65 so therefore more of the population are developing sensory loss. 4. Know how to recognise when an individual may be experiencing sight and / or loss and actions that may be taken. 4.1. Identify the indicators and signs of: Sight loss Hearing loss Deaf-blindness The indicators for sight loss are: Over cautious driving habits. Find lighting either: too bright or too dim. Frequent eye glass prescription changes. Holding books or reading material close to face or at arms length. Squinting or tilting the head to see. Difficulty in recognizing people. Changes in leisure time activities. Change in personal appearance. Changes in table etiquette. Moving about cautiously. Bumping into objects. Acting confused or disoriented. The indicators of hearing loss: Needing the volume on things turning up e.g. radio. Not hearing when someone knocks at the door or door bell. Often asking people to repeat what they have said. Having difficulty hearing when more than one person is talking. Complaining of people mumbling or talking too quickly. Not responding when you talk from to them from behind them. Having difficulty following people with unfamiliar accents or new to them. Having problems using the phone. Misunderstanding conversation. Avoiding social situations. Feeling stressed and tired. Indication of deaf-blindness can be a combination of both this lists. 4.2. Explain actions that should be taken if there are concerns about onset  of sensory loss or change in sensory status. If a person I was supporting was displaying any of this signs. I would mention it to them to see if they had noticed. They may be feeling ashamed, scared and unsure what to. I would help them by discussing their options and helping them to seek advice for the right health profession. I may also need to inform their support network and family. This will help them support the individual better and support them through the changes. I may be supporting someone who is unable to tell me or communicate that they are having problems. In this case I would discuss it with the relative people in the care management and also record and monitor any signs they are experiencing. This would allows us to help change how we support them to make it the support more effective and helpful to them. 4.3. Identify sources of support for those who may be experiencing onset of sensory loss. There are many sources of support for an individual that is experiencing sensory loss. Specialist support workers that are available to through their local authority and general adult services. Many primary care trust have sensory support teams that can be accessed for support or advice. There specialist organisations like the RNIB and RNID that have all the knowledge you may require and specialist advice. These organisations can provide you with a list of local facilities in your area.

Slavery Essay -- Slavery Essays

Slavery Slavery in America brought about a successful south but also proved to be one of the most terrible things done by humans to humans. Slavery became a way of life in early America. Eight out of the first twelve presidents owned slaves. People in the south benefited from slaves the most. Harvesting those huge cotton fields took many hands. That’s were the slaves became key to the success of the south. Slaves were predominately black Africans. Africans made up the majority but they were not the only ones. Native Americans and even English indentured servants made up the rest of the people put into slavery. There are two different kinds of slaves. There are slaves that stayed in the house and took care of the families, and there were the slaves that worked the land. Domestic slaves were usually women and children. Mean and young boys made up the farm hands. These men worked from sunrise to sundown. Working outside was by far the worst of the two. Some slaves didn’t fall under these to types there were slaves that served as guides, trappers, craft workers and nurses. Jobs that people do not relate slaves with. Slaves had different jobs depending on what of the country they were sent to. Slaves in the north generally worked in the mills and clearing forest. Slaves in the south worked the farms all year. Up north slaves only had to work the farms in the summer months because of the rigorous winters they went through. Domestic slaves stayed in the house picked up after the family, cooked and served meals, cleaned and kept up with the daily chores of the house. It was easier than w orking outside. Slaves were treated as property. Owners had the right to do whatever they wanted to them. They were property, not people. Owners would have the white farm hands stand in the fields and make sure the slaves were working as fast and hard as they could. If they weren’t working as hard as they could and a white farmhand saw it. The slaves would be beaten, and sometimes in severe cases killed. When the owner wasn’t around slaves could interact with each other. Families that came over on the boats were ripped apart at the auction blocks. They were thrown together not knowing each other and had to form some kind of structure to their personal lives. Younger men and women and children looked up the older men and women as parents. Slaves would be put in... ...hat captains could get their hands on. The owners of the ships had to keep the slaves in pretty good shape to get top dollar for them. The white deck hands would bring the slaves on deck and go through and exercise they called â€Å"dance.† The men were forced to jump until the shackles broke they skin on their ankles. The women and children who were not shackled could dance to a rhythm. Slaves enjoyed their exercise because it was the only time they were aloud to move around. If the slaves refused to dance they were beaten with whips. The whips were called â€Å"cat-o-nine-tails† they were made up of nine cords covered with tar; each cord had a knot at the end. When bad weather hit it became very rough for the slaves. The slaves were not aloud to come up on the deck. This is where disease and filth ran through the slaves. In conclusion, slavery although was a big part of the rise of this country. It was looking back, one of the most terrible things done by humans to other humans. Learning from our mistakes took a long time. The Civil War was the point in our history where everyone realized that you could not treat people like animals. That everyone is looked upon as equals.

Research Paper: Cryonics

Christian Cristurean Mrs. Liftson English, 4B 17 November, 2009 Research Paper: The major reason that cryonics is not more favorably viewed in the medical community is relatively easy to explain. Medicine relies on clinical trials. Put more simply, if someone proposes a technique for saving lives, the response is â€Å"Try it and see if it works. † Methods that have not been verified by clinical trials are called â€Å"experimental,† while methods that have been tried and failed are rejected; Cryonics falls under this category. While some still believe Cryonics will preserve human life and restore health; I believe we can put are efforts and money into today’s medical field that we know for a fact will work. Does Cryonics really work? In my opinion, by my research I did; â€Å"No†. As asked in the article of (Cryonics). They don’t have a yes or no answer but are sure to jump ahead to the distant future. As stated by them when asked if Cryonics really works? They answered the question by this statement; â€Å"The clinical trials are in progress. Come back in a century and we'll give you a reliable answer. † (Cryonics) With no evidence that Cryonics will work, it leads me to say that it’s a waist of time and money. Costs of cryonics vary greatly, ranging from $28,000 for cryopreservation by the Cryonics Institute, to $155,000 for whole body cryopreservation for the American Cryonics Society’s most expensive plan. Alcor’s whole body preservation is priced at $150,000 (or $80,000 for neuropreservation of the head alone) plus a ~$500 annual membership fee during life by Alcor. After payment of an initiaton fee, ACS full members pay an annual fee of $300 currently. To some extent these cost differences reflect differences in how fees are quoted. The Cryonics Institute fee doesn’t include â€Å"standby† (a team that begins procedures at bedside), transportation costs, or funeral director expenses outside of Michigan, which must be purchased as extras. CI Members wanting Standby and Transport from cryonics professionals can contract for additional payment to the Florida-based company Suspended Animation, Inc. It has been claimed that if technologies for general molecular analysis and repair are ever developed, then theoretically any damaged body could be â€Å"revived. † Survival would then depend on whether preserved brain information was sufficient to permit restoration of all or part of the personal identity of the original person, with amnesia being the final dividing line between life and death. The justification for the actual practice of cryonics is unclear, given present limitations of preservation technology. Currently cells, tissues, blood vessels, and some small animal organs can be reversibly cryopreserved. Some very small animals, such as water bears, can naturally survive preservation at cryogenic temperatures. Wood frogs can survive for a few months in a partially frozen state a few degrees below freezing, but this is not true cryopreservation. Cryonics advocates counter that demonstrably reversible preservation is not necessary to achieve the present-day goal of cryonics, which is preservation of basic brain information that encodes memory and personal identity. There is good reason to believe that current cryonics procedures can preserve the anatomical basis of mind. Proponents claim preservation of this information is sufficient to prevent information-theoretic death until future repairs might be possible. While cryonics is sometimes suspected of being greatly profitable, the high expenses of doing cryonics are well documented. The expenses are comparable to major transplant surgeries. The largest single expense, especially for whole body cases, is the money that must be set aside to generate interest to pay for maintenance in perpetuity. There isn’t enough scientific information to support this belief. With such economically times as now, it leads me to say that money must not be waisted on such gambles. Until proven to work, Cryonics should be dismissed as an idea of immortality imagination instead of future Medical Science. Work Cited Cryonics. † Http://www. free-articles-zone. com. Publishing Free Articles Zone, 15 July 2005. Web. 14 Nov. 2009. . (Cryonics)

Cause of the Civil War 2 Essay

Slavery was the primary flashpoint and main cause for the conduct of the American Civil War (1861-1865). The 11 states that comprised the secessionist Confederacy were dependent on the labor of their slaves for the continued operation of their economy. In the Northern states that comprised the Union in the conflict, the practice of slavery was considered as an illegal act. In the South, the work of the slaves was vital to the cotton and tobacco production of the estates in that part of the country. But the main issue prior to the war concerned whether the practice of slavery would be allowed in the new territories in the West gained from Mexico after the latter’s defeat in the Mexican War (1846-1848) (MSN Encarta, 2008). As the years passed on, the Northern and Southern regions of the United States grew and developed into distinct regional aggregations. This was further exacerbated by the social, political and economic views that each region has grown to take onto itself. Both of these regions tried to influence the political thinking of the country as a whole. With the subsequent victory of Abraham Lincoln as President of the United States, the threat of the end of slavery was even more pronounced and led to the conflict (Encarta, 2008). Slavery played a central role in the chronicles of the United States. It should be noted that of the first 12 Presidents of the United States, 75 percent of them were practicing slave owners. The climax of the debates about the issue of slavery was when the Southern states finally seceded from the Union over the continued practice of slavery, leading to the South’s defeat in the Civil War. The war also bought the practice of slavery to a halt, freeing an estimated 4 million slaves, costing approximately $ 5 billion in wrecked properties and claiming more than 600,000 lives in the process (Encarta, 2008). Reference MSN Encarta. (2008). American Civil War. Retrieved December 11, 2008, from http://encarta. msn. com/encyclopedia_761567354_1____28/Civil_War. html#s28

The way the play shows the differences between the generations, with particular references to Mr Birling and Sheila Essay Example

The way the play shows the differences between the generations, with particular references to Mr Birling and Sheila Essay Example The way the play shows the differences between the generations, with particular references to Mr Birling and Sheila Essay The way the play shows the differences between the generations, with particular references to Mr Birling and Sheila Essay Essay Topic: Literature The differences between the generations are very clear. Even at the very beginning of the play it is shown: Sheila: Youre squiffy Mrs Birling: What an expression, Sheila! Here it is showing that Mrs Birling does not really understand how the younger people talk. It means that the audience can see at once that there is a difference between the younger people and the older people. The difference between Sheila and Birling are not shown until later on in the play. The first signs of the generation gap is in Act 2, where Sheila says: Dont interfere, please, Father. Gerald knows what I mean, and you apparently dont This is the first real sign of tension. It makes the audience more sympathetic towards Sheila, because her father does not understand what has happened between her and Gerald. This is because the older generation do not understand how the younger generation work out their problems. Sheila has already explained how she and Gerald should sort the problems out, but her father still thinks that he can fix the situation. The main difference between Sheila and Birling is shown after the Inspector leaves. It is whether the Inspector was really a police inspector, and whether it matters if he was or not: But it doesnt make any real difference, yknow Sheila is sympathetic towards Eva, whereas Birling is more concerned about his public image. The audience are sympathetic towards Eva, and so it makes them feel resentful towards Birling. This shows a clear division between the two generations, and how they view the situation. This has a dramatic impact on the audience. They will not have viewed Birling in this way until he seems unsympathetic towards what happened to the girl. They feel betrayed by his character. Birling accuses Sheila and Eric of telling the Inspector too much, however, he defends his wife: No, not you, my dear. But these two Birling wants to clear his conscious and blame someone else, whereas Sheila wants to share the blame, and accept her responsibility. The audience feel that Birling has a weak character because he has to side with his wife, and blame his children. They feel that no one should blame their children in this way, and so they are unsympathetic towards Birling.

Chapter two - Mississippi schools Essay Example for Free

Chapter two – Mississippi schools Essay The following literature focuses on how schools in the Mississippi School district and nationwide are implementing school improvement plans and closing the achievement gap. In School Improvement and Closing the Achievement Gap Report 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the Myth discusses how nationwide high poverty, high minority schools have high achieving students (2001). Both reports will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student performance. The study used the Education Trust Database to identify certain criteria. Over 4500 schools were analyzed. Each meeting the criteria set and performing well above the expectation (2001). Both papers discuss the achievement gap, more importantly they reported the areas of greatest improvement. The Achievement Gap Report (2004) focused on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as models of for improving test scores. Dispelling the Myth (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school performance were given, the author did state that none of the schools were magnet schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently published Achievement Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the Myth (2001) looked at specific criteria for the study, whereas, the Achievement Gap Report (2004) did not. Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi Achievement Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to truly understand what each school did to improve scores. Model schools or a model program can be established based on greater research. Socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals addressed factors of low socioeconomic status and under achievement. The achievement gap found amongst low-income students was addressed in Education: The State We’re In (Donahue & Griggs, 2003). Substantial information was given on the obstacles facing high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When studying low-income fourth graders, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also demonstrated that the majority of low-income students read about three grades behind non-poor students (2003). Proficiency differences among races were briefly discussed; Similar disparities exist between white students and students of color; 39% of white 4th graders can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about three in ten fourth graders can read proficiently, and this in itself is cause for concern. (2003) Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement (Okpala, et al, 2001). Parental involvement is a commonly discussed approach to establishing higher student achievement. A study done in North Carolina was based on three factors; (a) Instructional supplies expenditures will affect academic achievement positively; (b) the SES of students in a given school, measured by the percentage of students that participate in free/reduced-price lunch programs, will affect student achievement negatively; and (c) parental involvement that is measured by parental volunteer hours per 100 students will influence student achievement positively. These factors were beneficial in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated further throughout this study. Implementing Change A very brief but informative piece, Evidence from Project Star About Class Size and Student Achievement (Folgers & Breda, 1989) addressed three specific questions to ask oneself when considering changing programs. The three questions were; 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation? (1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the necessary factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing class size. The problem with this strategy is that â€Å"reducing class size substantially is very costly† (1989). A widely researched program investigated during this study was the Accelerated Reader Program. One report (Melton, et. al. , 2004) demonstrated the uses and results of the AR program. By definition the Accelerated Readers program is â€Å"†¦a learning information system designed to heighten student interest in literature and to help teacher manage literature-based reading (McKnight, 1992). This study was particularly significant because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth graders following a year of participation in the AR program with other fifth graders who did not participate. The results demonstrated that students in the AR program actually scored significantly lower than non-participants. Although many studies show little to no benefits from the AR program, the program has provided a few guidelines; such guidelines include, 1) Engage students in large amount of reading practice with authentic material 2) students should read at their own individual reading level, and 3) student incentives such as ribbons or extra recess improves the odds of a students success. By using computer technology, teachers can use the AR program to assess students reading level and invite and motivate students to read material they find interesting (Vollands, et al. , 1999). Students are given a choice of books suited to their particular reading level. Random multiple choice tests are given to test students’ comprehension of the material. In a National Institute of Child Health and Human Development (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001). The lack of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to determine the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the program ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the wrong reasons, for example to win a prize (Carter, 1996). However, as Chenowith (2001) noted, many parents responded to the latter, that it did not matter why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the program will improve. Students already in at risk in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). â€Å"Many elementary schools have adopted programs which encourage authentic reading time and aid in the development of reading skills for life (Melton, et al. , 2004). However, little research has been conducted on individual, less costly programs (2004). When studying the effects of the AR program on African American students and white students in Mississippi, black students scored lower (2004). Chapter two – Mississippi schools. (2017, May 20).

Marketing Intelligence Report Essay Example | Topics and Well Written Essays - 2500 words

Marketing Intelligence Report - Essay Example They should devise suitable plans and choose appropriate methods in order to gain high quality marketing information to analyse and evaluate. To this end, the process of Marketing Intelligence is essential. This paper will identify appropriate marketing intelligence requirements for business decision-making that are required to design, plan and implement a marketing intelligence programme. This will be done by focusing on how quantitative and qualitative information can be interpreted and coherently presented with the appropriate intelligence that leads to effective marketing and business decisions. The process, quality and outcomes of a marketing intelligence project will be evaluated to substantiate the report. The paper will examine the marketing intelligence issues relative to financial institutions in the UK. The Marketing Concept and Marketing Intelligence Marketing is the procedure through which an organization plans and executes the creation, promotion, pricing and distribution of goods and services to sell and create satisfaction for consumers and to meet organizational objectives. It is thus required for the organization to focus on consumers in order to understand their needs and to make them satisfied in the shortest possible time and in the most efficient ways that prove to be beneficial for both consumers and the organization. This implies that any organization has to get involved in gathering information relative to consumer needs and collect marketing intelligence in order to efficiently meet the given needs. Marketing research is a crucial element of marketing intelligence and helps in improving the management’s decision making process through the availability of timely, specific and authentic information. All decisions taken by the management create specific needs for information without which the pertinent strategi es cannot be developed. In the context of financial institutions in the UK, market intelligence implies the ability of the institution to collect market information in objective and systematic ways and to effectively analyze and interpret the same. This information should be applied in the right context to come up with strategic proposals and action strategies. The application of the information in the right context is the element that differentiates marketing intelligence from market research. It essentially refers to the aspect of information gathering relative to the wider market intelligence processes. A market intelligent financial institution has the ability to ascertain the kind of efficient marketing research tools that are most applicable to resolve its current problems. It implements the most efficient strategies in ensuring outcomes that are reliable and of high quality. Eventually, such institutions are able to incorporate the outcomes of the research to develop efficien t strategies (Kim and Mauborgne, 2004 ). The process of gathering marketing intelligence The process of gathering marketing intelligence for financial institutions is characterized with a gap in terms of tools that enhance their operations. In most cases, the research outcomes are not fully scattered across the entire institution, which prevents them from being effectively included in the business operations. Mostly, marketing research is an isolated effort that does not allow the results to be acted upon effectively. In addressing this issue, it is important to develop a systematic strategy that takes the institution through the complete procedure of marketing activities from designing to implementing and applying. The institution should determine the objectives and