Designing a house Essay Example | Topics and Well Written Essays - 2750 words

Planning a house - Essay Example The structure is based on a generally steady ground and in this way it establishment was a shallow sort of establishment. The establishment is concrete blended poured on a steel fortification to an averagely thick chunk. The divider was built from privately arranged blocks that were organized in interlocking design. The subsequent slap separate the ground floor from the main floor and is concrete fortified. The rooftop is joined to the 300mm thick ring bar through metallic ties. Rooftop is produced using iron sheets joined onto the wooden swaggers through iron sheet nails. The rooftop has arrangement left that could be utilized later on to present tiles. The paper in this manner investigate the plan contemplations in concocting up with the said building utilizing the correct material and fusing the correct specialized information. As indicated by Shlash (2001) the plan of the establishment takes into the thought the measure of floors the structure will have, the land arrangement (geography) and the kind of soil. The heaviness of the establishment is ordinarily taken by the dirt underneath where the heap is spread. Along these lines the absolute burden is transmitted to the balance where it is spread and is relied upon to be conveyed by the land surface underneath. Accordingly they more likely than not had uncovered the establishment to a point where the storm cellar rock began to get the correct bearing limit so the general burden doesn’t have a huge dislodging. Aside from the characteristic soil solidness, they needed to locate the correct structure material for the establishment which could convey the huge measure of burden. They needed to ensure the ring should have the option to convey the necessary measure of burden and should: In this undertaking the material utilized is concrete thus it must have the prescribed thickness and solidarity to move the heap top the base surface and the support must be appropriately positioned to give the correct development steadiness and situating (Shlash, 2001). The structure is found

Before You Register for the MCAT

Before You Register for the MCAT  Indeed, you need to enlist for the MCAT. Youre intending to go to clinical school. Youve finished the essential coursework to get you there, you have your proposals all arranged and youre longing for your future vocation in the clinical world. In any case, before you do all that, you have to take the MCAT and get a remarkable score. What's more, before you can take the MCAT, you have to enroll. What's more, before you register (are you seeing an example here?), you have to make sense of a couple of things. Is it accurate to say that you are qualified to enroll? Do you have the best possible recognizable proof? What's more, provided that this is true, when would it be a good idea for you to test? Peruse the insights regarding what you have to do before you register for the MCAT, so youre not scrambling when enlistment cutoff times approach!â â â â â MCAT Registration FAQs Decide Your Eligibility Before you ever sign into the AAMC site to enroll for the MCAT, youll need to make sense of if youre even qualified to take the test. Indeed †there are individuals who won't be. On the off chance that youre applying to a wellbeing callings school †allopathic, osteopathic, podiatric, and veterinary medication †at that point youre qualified. Youll be required to sign an explanation that demonstrates youre taking the MCAT just to apply to clinical school. There are a few people who are keen on taking the MCAT who arent applying to clinical school †test prep specialists, educators, understudies who need to change clinical schools, and so forth †who can take it, yet should get extraordinary consent to do as such. On the off chance that that is you, at that point youll need to send an email to mcataamc.org clarifying your purposes behind stepping through the examination. Usually, youll get a reaction inside five business days. Secure Appropriate Identification Once youve discovered that you may really enroll for the MCAT, youll need to get your distinguishing proof all together. Youll need these three recognizable proof things so as to enroll: An AAMC IDA client name associated with your IDA secret phrase You may as of now have an AAMC ID; youd need it to utilize any of the AAMC administrations like practice tests, MSAR database, Fee Assistance Program, and so forth. On the off chance that you think you have an ID as of now, yet you cannot recall your login, at that point DO NOT make another ID! This can bungle the framework and grade dissemination! Call 202-828-0690 or email mcataamc.org on the off chance that you need assistance with your current login. Be cautious when entering your first and last names into the database. Your name should impeccably coordinate your ID when you come into test. In the event that you discover that youve mistyped your name, at that point youll need to transform it in the framework before the finish of the Bronze Zone enrollment. After at that point, you wont have the option to change your name, and you wont have the option to test on your test date! Select The Best Test Dates The AAMC suggests that you take the MCAT around the same time you apply to clinical school. In the event that, for instance, youre applying in 2018â for induction to class in 2019, at that point youll need to take the test in 2018. The vast majority of the MCAT test dates and score discharge dates will give you adequate chance to comply with application time constraints. Obviously, every clinical school is extraordinary, so to be certain beyond a shadow of a doubt you test with suitable chance to get scores to your first decision, check with the schools before you register for the MCAT. The AAMC likewise suggests that you dont take the MCAT without precedent for September since you might not have adequate chance to retest if your scores dont precisely reflect what you can do since the MCAT isn't offered October †December. In the event that youre considering testing more than once, take the test right off the bat in the year from January †March, for example. That way, youll possess a lot of energy for a retake in the event that it ends up like that. Register for the MCAT Is it true that you are all set? Assuming this is the case, click here to finish your MCAT enrollment today!

what lies beneath essays

what lies underneath papers As appeared in the title of Edith Whartons Roman Fever, Mrs. Ansley, one of the primary characters of the story was driven by a sort of fever-her enthusiasm for Mr. Slade, and accomplished something that is totally in opposition to her announced picture. In any case, she adhered to the old convention and kept quiet about reality. Mrs. Ansley is depicted as to some degree saved and calm, viewed as ordinary lady of old New York(244)- traditionalist and judicious (251). In any case, when love is concerned, she lost her judiciousness and abandoned faltering for the date with her companions life partner. For her, adoration can be above custom for a specific degree however not absolutely, so she thought about that memory (254) with Mr. Slade despite the fact that it kept going just for one night and didn't request a marriage. In spite of the fact that Mrs. Slade continually referenced Roman fever to help her to remember the past recollections, she abstained from speaking progressively about it by appropriate consumed in her weaving or giving very little answer. Truth be told, as we discovered toward the finish of the story that it is incompletely in light of the fact that she felt frustrated about (256) Mrs. Slade as she felt that it was she who sold out their fellowship. In contrast to Mrs. Slade who had settled upon an apparently triumph and uncovered the falsification so as to vanquish her, she didn't safeguard herself more often than not until Mrs. Slades crowing over is not really middle of the road. Despite the fact that more fragile in state of being littler and paler (241) than Mrs. Slade who is an amazingly running lady (246), Mrs. Ansley is introduced intellectually more beneficial and more grounded than Mrs. Slade. The sentence that she started to push forward of Mrs. Slade isn't only a portrayal of the condition, yet in addition a triumphant announcement of her real triumph. ... <!

Reading Philosophies Essay Example for Free

Perusing Philosophies Essay Is the student| |Constructivist |and social conviction can impact the |along with the instructor a book. |responding or effectively partaking in class | |learning alongside cooperations of other |Teacher will give the understudy a task on a topic|discussions | |students in the study hall. and afterward will introduce it before the class |Mind mapping will have the understudies list and | |In a homeroom that uses the hypothesis of |Have the understudies watch a clasp or a film and then|categorize new ideas | |constructivism, there would be: |the educator will direct a conversation a while later |Pre-evaluations permits the instructor to recognize what | |Vigorous support |Teacher can take the understudies on a field excursion to |the understudies know and what themes they will require | Little gathering connections |relate genuine encounters to the ideas |to be instructed | |New ideas appeared inside setting |learned in class |Hands on exercises survey how the understudies can | |Previous information used to make new | |utilize a specific learning apparatus | |knowledge | |Questions or exercises to prompt new | |concepts | |This hypothesis depends on the instructor characterizes |Teacher can have the understudies underline a bit |Assessments however singular work. Is the | |Explicit or Direct |and model the idea, manages the understudies |of the content on an overhead or on the board to |student finishing and doing individual | |Instruction |through application, and makes guided |depict whatever theme is being talked about, similar to |assignments? | |practice until there is authority of the |naming the things, formal people, places or things, relational words, and so on. |Assessment through a test or test with an exposition | |concept. Request that the understudies check the content on the overhead|writing or venture report | |In this model, the study hall will comprises |because you have to demonstrate whatever theme is being |An casual appraisal through having the | |of: |discussed |children do â€Å"thumbs up or thumbs down† | |Direct guidance of phonemic mindfulness |Ask the understudies to peruse an entry to check whether it | |Decoding aptitudes |sounds right and bodes well, at that point inquire as to whether there | |Rules of l anguage |should be any amendments | |Skill based worksheets, streak cards, or game | |relating to the new idea | Reading Philosophies It is imperative to comprehend what sort of compelling instructing techniques you need to have when you step inside the homeroom entryways. Despite the fact that there are a wide range of showing styles, the two most basic ways of thinking are immediate/express guidance and constructivist. Picking either technique involves inclination and what will work best for the educator and the understudies. Regardless, the data that is given to the understudies must be educational and identified with their requirements just as their specific evaluation level. This article will examine the two methodologies and what technique I might want to use when I become an educator. â€Å"Teachers can give understudies stepping stools that lead to higher seeing, yet the understudies themselves must ascend these ladders† (Slavin, 2009, p. 231) underlines the perspective on a constructivist in which the understudies are fundamental jobs in their own learning and advancement. A conventional thought regarding instructing is equivalent to the constructivist technique for educating. This strategy ordinarily has the educator distinguishing learning destinations, arranging learning exercises, and making appraisals. Anyway this hypothesis depends on the student’s information and more active exercises. The teacher’s job is to encourage individual learning by setting up a network of students, and by making it understood to the understudy that the person in question is a piece of the network (Baines Stanley, 2000). Jean Piaget is notable for the most part crediting to the formalization of constructivism. Piaget felt that convenience and digestion will assist understudies with developing new information from their past encounters. At the point when understudies absorb, they will process their new experience into a prior setting without changing the new setting. It is likewise imperative to realize that constructivism is certainly not a particular teaching method. To put it plainly, this hypothesis portrays how learning occurs, in spite of whether understudies are utilizing their past encounters to grasp the exercise. In a constructivist study hall, there would be (1) incredible investment (2) little gathering conversations (3) ideas presented inside setting, and (4) credible writing, (GCU, 2013). Honestly, numerous parts of constructivism are estimable (Baines Stanley, 2000). One segment of this hypothesis is little gathering conversations. The following hypothesis is immediate or unequivocal guidance. This model (1) makes way for learning (2) instructor gives away from of what to do (3) displaying the procedure (4) guided practice, and (4) free practice. All through unequivocal guidance, instructors are liable for observing the students’ needs and giving them a sort of framework that is suitable all through their learning procedure. Displaying is a key part of scaffolded guidance (Truscott, 2004). At the point when this procedure is utilized there will be slow withdrawal of strong learning structures to inevitably turn into the sole duty of the understudy (Truscott, 2004). This idea has been known to improve adapting anyway it might require some investment for the understudy to ace. Anyway once it is aced, the understudy feels a feeling of achievement and independent. Express directions make the understudy capable also in an alternate manner that constructivism is controlled. Understudies will know and comprehend what they are required to perform without anyone else and what objectives that they will progress in the direction of. In the substance of perusing, contemplates have demonstrated that immediate educating of word implications in a perusing section is more powerful than a uninstructed jargon learning approach (Sanbul Schmitt (2010). There is a remittance for understudy commitment also. Learning is a functioning procedure. Educators of this model will keep up the study hall with legitimate conduct; anyway understudies should remain effectively associated with the exercise so as to have the best effect on their learning. While they are being instructed, understudies will be centered around the exercise just as attempt to comprehend the new material. I feel that either hypothesis is the worse than the other. I feel that the two hypotheses can cooperate in a homeroom on the off chance that they are offset. An investigation was led at the University of Kansas of 83 understudies who were focused in the winter of kindergarten as being high hazard for understanding disappointment. Intercessions were led in little gatherings of one to six understudies for brief meetings, three times each week, for a multi year duration (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). Perusing appreciation is an exceptionally unpredictable expertise to educate. In this investigation, the understudies chipped away at perception systems including interpreting words, phonological mindfulness, letter set information and fast letter naming. Accordingly, the discoveries from this investigation demonstrated that little gathering guidance improved in basic early proficiency abilities. A few understudies even progressed to review level execution (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). I feel this is an incredible case of the two speculations put into one. The instructor was joined by working straightforwardly with the understudies; anyway the understudies were set in littler gatherings like in the constructivism hypothesis. In my homeroom, I would utilize constructivism to make a print-rich condition with student’s work posted and a period that understudies are free and ready to talk about study hall points. I would likewise relate the substance that is being educated to a beneficial encounter so the understudies can comprehend that particular substance region. I would likewise make significant levels of collaboration with heaps of gathering work. Anyway there will be a period for express guidance. I will screen the understudies for comprehension to ensure that they are getting importance from the guidance. I likewise think it is significant that I model the task before I give it, particularly for kindergarten on the grounds that their comprehension for headings is still exceptionally new. All training methodologies or speculations require some type of evaluation to ensure the understudy comprehends the given idea. Albeit the two speculations are very unique, the appraisals are the equivalent. The appraisals are either developmental or summative. Educators will utilize developmental appraisals through class perceptions of interest, addressing procedures, and friend or self evaluation. Through summative methodologies, it is generally benchmark tests or state ordered government sanctioned testing. Taking everything into account, the two speculations have been demonstrated to be extremely effective. Analysts concur that educators should be versatile to meet students’ differing and singular needs (Parsons, Davis, Scales, Williams, Kear, 2010). Nobody can obviously state which hypothesis works better. I have watched the two hypotheses inside study halls of today and the understudies were fruitful in their learning. I feel that whatever works best for you and your understudies, at that point simply put it all on the line. Primary concern, we need the understudies to become fruitful and appropriate residents once they graduate so I would like to do my best when I am instructing and utilize the two hypotheses to get it going. References Baines, L. A. , Stanley, G. (2000). We Want to See the Teacher. . Phi Delta Kappan, 82(4), 327. Kamps, D. , Abbott, M. , Greenwood, C. , Wills, H. , Veerkamp, M. , Kaufman, J. (2008). Impacts of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten. Diary Of Learning Disabilities, 41(2), 101-114. Parsons, S. A. , Davis, S. G. , Scales, R. Q. Williams, B. , Kear, K. A. (2010). How AND WHY TEACHERS ADAPT THEIR LITERACY INSTRUCTION. School Reading Association Yearbook, (31), 221-236. Slavin, R. E. (2009). Instructive Psychol

Aurora Leigh

The account of Aurora Lee Aurora Lee is the tale of an invented artist. This story is the best accomplishment of Elizabeth Barrett Browning. This is the principal significant sonnet in English writing, champion is a female author like an essayist. This story is identified with the aurora as a rising writer of society, aside from ladies who are specialists. As a result of the job of society, society forces limitations on ladies. Society fundamentally characterizes ladies as detained. In Aurora Leigh, Elizabeth Barrett Browning presents an invigorating job against Victorian standards. Moreover, she made Aurora Lee's auntie as a character to flaunt the genuine women's activist nature of Aurora. The possibility of ​​a Victorian woman, Aurora Leigh's auntie, is all that she isn't. Sautéing utilized a virus picture to diagram her auntie's appearance: Her temple is marginally meager and sewn tight ... earthy colored hair cut with dark/cold utilized throughout everyday life. Draw on the ground (1181). Aurora Leigh's auntie resembles a living lady and an individual's life. Lee expressed, She lived previously, I would state this is an innocuous life, she considers it a benevolent life ... this isn't life in any way (1181). Aurora viewed her auntie's acceptable life as prohibitive and choking out presence. Not exclusively did my auntie frequently carry on with a sorted out life, men attested the conventional sex job (or rule) set up by men in the male world. When Barrett Browning previously concocted Aurora Leigh, she declared that she entered our gathering and was rushed to the family room. Heavenly attendants fear stomping on goal; - eye to eye correspondence, no cover, if it's not too much trouble sit tight for the human instinct of the occasions (Knox 36). Melding AuroraLeigh's epic with verse, she thought of this. During this time Victorian individuals pondered this. Books are reasonable for female scholars Poetry is constrained to men Type arrangement is an ideal case of profound situated sexual orientation limitation of the time, and so as to scorn social bias by writing in two sorts, It is Barrett Browning that utilizations develop openings.

Co-Occurring Panic Disorder and Depression

Co-Occurring Panic Disorder and Depression Panic Disorder Related Conditions Print Co-Occurring Panic Disorder and Depression By Katharina Star, PhD facebook linkedin Katharina Star, PhD, is an expert on anxiety and panic disorder. Dr. Star is a professional counselor, and she is trained in creative art therapies and mindfulness. Learn about our editorial policy Katharina Star, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on October 10, 2019 Depression Overview Types Symptoms Causes & Risk Factors Diagnosis Treatment Coping ADA & Your Rights Depression in Kids Eri Tashiro / Getty Images People with anxiety-related conditions are often diagnosed with a co-occurring mood disorder. In particular, people with panic disorder are often at greater risk of developing clinical depression. Research has indicated that approximately half of those diagnosed with panic disorder will have at least one incidence of major depression in their lifetime. What Is Depression? Depression is not the same as occasionally feeling gloomy or disappointed. We all have times in our lives in which we feel down, such as after experiencing a loss or receiving bad news. Feeling blue about difficult life situations is not necessarily a sign of depression. It is necessary to seek out help if your feelings of sadness begin to negatively affect your overall functioning, such as interfering with your job, relationships, and other important areas of your life. Many times people with clinical depression are unable to identify what it is that is contributing to their depressed mood, but they are aware that it is a feeling that they cannot just snap out of. Depression is a diagnosable mental health disorder that is characterized by the following symptoms: A depressed mood most of the timeLoss of interest and satisfaction in activities previously enjoyedChange in appetite, often seen in weight gain or lossSleep disturbances, including insomnia and sleeping too muchPsychomotor changes, such as being noticeably restless or slowed downFrequent fatigue and loss of energyFeelings of worthlessness, hopelessness, and excessive guiltLack of concentration, trouble thinking, and difficulty making decisionsRepeated thoughts of death or suicide According to the DSM-IV-TR, at least five of these symptoms must be present within a two-week period of time. One of these symptoms has to be a depressed mood or loss of interest or pleasure, in order to be formally diagnosed with major depression. These symptoms must also represent a change in the person’s typical behaviors as indicated by self-report or observations by others who know the person, such as friends, family, and coworkers. DSM-5 Updates on Depression Depression is a treatable condition that can be managed through the help of your doctor. The most common forms of treatment include medication, psychotherapy or a combination of both. Antidepressants are the most frequently prescribed medication to treat depression. Known for their mood-enhancing properties, antidepressants have also been established to treat and reduce symptoms of panic disorder. Cognitive Behavioral Therapy for Depression and Panic Disorder Cognitive behavioral therapy (CBT) is a form of psychotherapy that has found to be effective in the treatment of depression and panic disorder. CBT works by altering one’s negative thoughts and behaviors to reduce depressive and anxious symptoms and to improve overall functioning. A combination of CBT and medication is the typical treatment option choice for panic disorder and depression. It is possible to have panic disorder and a co-morbid diagnosis of clinical depression. These treatment options can address both conditions. What to Do If You Experience Symptoms If you suspect you are suffering from depression, talk to your doctor right away about the signs, symptoms, and treatment options for depression. If you are still unsure whether or not you have depression, take this confidential screening test. Getting Help If you are experiencing thoughts of suicide, seek help immediately by calling 911 or a toll-free suicide prevention hotline that can provide 24-hour assistance. If you are in the U.S., call the National Suicide Prevention Hotline: (800) SUICIDE (800-784-2433) or the National Suicide Prevention Lifeline: (800) 273-TALK (800-273-8255). The 9 Best Online Therapy Programs

Lonesome Landscapes; Environment and Alienation in Cormac McCarthy’s ‘The Road’ and Elizabeth Bowen’s ‘Mysterious Kor’ - Literature Essay Samples

Cormac McCarthy has created a tradition in American literature of violence and desolation, his work dismembering American myth and replacing it with a brutal, epic and often uncomfortable reality. In The Road McCarthy maintains the hallmarks of his previous work but shifts his focus from nihilistic violence to post-climate change concerns, exploring the landscape of a post-apocalyptic America and its effects on the human psyche. In a similar way, Elizabeth Bowen treats blitz-era London as a city in the grips of terror and brimming with marginalized individuals. In her short story ‘Mysterious Kor’ Bowen creates characters who are products of their environment: isolated, emotionally stemmed and in the midst of individual existential crises. Cormac McCarthy’s style of prose has become recognizable for its solidity and impenetrable resistance to interpretation, yet still retaining a universally recognised poeticism and lyrical nature. Associated with the great writers of the American canon, McCarthy’s writing professes a sense of pastoral brutality and beauty, the critic Steven Shaviro stating that his â€Å"sublime prose style resonates with those of Faulkner, of Melville and of the King James Bible.†[1] In The Road McCarthy pushes his deadpan writing even further, stripping back all unnecessary additions to produce prose as bleak and desolate as the world it is describing. So as to engage with a world that has lost nearly everything in an unnamed and unexplained disaster, McCarthy strips his prose of overt metaphor and simile. His description of this new world is sparse and void of any unnecessary adjectives, creating a bleak and inhospitable environment. â€Å"On the far side of the river valley the road passed through a stark black burn. Charred and limbless trunks of trees stretching away on every side. Ash moving over the road and the sagging hands of blind wire strung from the blackened lightpoles whining thinly in the wind. A burned house in a clearing and beyond that a reach of meadowlands stark and gray and a raw red mudbank where roadworks lay abandoned. Farther along were billboards advertising motels.†[2] In this passage, as in the rest of the novel, McCarthy creates an environment that is simultaneously identifiable as American but unrecognizable and unimaginable. He presents a land of open rural plains similar to conventional image of the American prairie, a concept usually associated with safety and an easy leisurely life. By reversing the given associations of this scene McCarthy creates a space of uncertainty and distrust. The meadows no longer signify agricultural stability and plentiful food but rather the loss of such comforts. The abandoned roadworks symbolize the loss of industry and economy. But this loss is juxtaposed to the road which remains a constant throughout the novel, creating a hollowed out memory of evolving infrastructure and thus acts as a comparison between this recently dead America and the long dead civilizations of the ancient world. But what permeates McCarthy’s post-apocalyptic America, wherever the protagonist duo of father and son go on its roads, is the overbearing sense of gray. Whether it be â€Å"meadowlands stark and gray†, â€Å"shreds of clothing blown against the wall, everything gray in the ash† [Page 95] or â€Å"the cold gray light† [Page 199] gray surrounds the travelers and is the most prominent aspect of their environment. This overbearing presence of gray in the novel creates a sense of claustrophobia that the protagonists cannot escape nor deny, symbolizing the fate that has consumed this now cremated Earth and, more immediate to the father and son, humanity. In his essay ‘â€Å"The cold illucid world†: The poetics of gray in Cormac McCarthy’s The Road’, Chris Danta notes that this color â€Å"marks the apocalypse in this novel—or, to be more precise, gray marks the sheer fragility of the post-apocalyptic, in which everything appea rs to be heading, like the central figure of the father, inexorably towards its death†.[3] Thus, gray comes to symbolize that in this world humanity, and the environment which it inhabits, are both marked by death. The ash is inescapable, facemasks are required to avoid breathing it in and it blocks sunlight from reaching the Earth’s surface, thus the environment is designed by McCarthy to act as some form of immediate death sentence. McCarthy creates an environment in The Road that is the ultimate and undefeatable antagonist. The man and child are ignorant to this fact, instead focussing on the horrors of their amoral and cannibalistic counterparts, never realizing that it is the land they inhabit that will ultimately kill them. Whether it be respiratory disease caused by the inhalation of ash, starvation due to unfertile land, cremation from forest fires or freezing to death in their sunless world, the man and his son were fated from day one to lose their battle for s urvival because no matter how hard they try they can never escape the spectral phantom of gray. Thus McCarthy professes that the end of humanity will not be caused by the wars it wages against itself or the next epidemic it faces, but instead the Earth crumbling under the stress its inhabitant place upon it. While The Road closes in on the reader, the ash build up stifling and suffocating them, ‘Mysterious Kor’ does the opposite but to the same result. In her story Elizabeth Bowen creates a wartime London hollowed out and empty of human feeling. In the story’s opening Bowen writes â€Å"London looked like the moon’s capital – shallow, cratered, extinct.†[4] By comparing London to the moon’s capital Bowen creates an immediate sense of emptiness and insurmountable distance from reality. London is immediately associated as a cold, lonely and otherworldly city, emphasized by Bowen’s association of it with emptiness and a pause in time or reality. This pause in reality is created by the sentence â€Å"The Germans no longer bombed by the full moon.† [Page 990] The moon, throughout the whole of the story serves as a metaphor for loneliness and a removal from reality, therefore the fact that the Germans no longer utilize the light of the moon to seek out easy targets during their air raids creates a sense of surrealism. The environment of the stories characters, Arthur, Pepita and Callie, does not truly exist, but is rather something of an imagined world caused by the overbearing presence of war. Even if the Germans aren’t physically flying over London they are still there in the imagination, creating an environment of fear and distrust of the abnormal that is simultaneously unable to return to reality. War has made London an expansive city of emptiness and senselessness. â€Å"The futility of the black-out became laughable† [Page 990] and â€Å"the now gateless gates of the park† [Page 990] shows how the necessities of war has created an environment that is needlessly dark and made up of undefined borders. The Road creates a dystopia through its characters inability to escape the claustrophobic nature of their world, ‘Mysterious Kor’ creates one by disallowing its characters from finding something solid and defined in London’s vast and empty spaces. For Bowen, London really becomes the barren and forgotten city of â€Å"Mysterious Kor† from the sonnet ‘She’.[5] The environment of both texts leads to the alienation of their characters due to the specific circumstances that they create. The Road is made of a hostile world, ‘Mysterious Kor’ contrastingly is surreally passive and docile, but both are inhabited by characters separated from humanity by both physical and mental barriers. The father and son duo of The Road see themselves as the last â€Å"good guys† [Page 81] in a world where disaster has pushed what remains of humanity towards a life of brutality, violent instinct and, most horrifically, cannibalism. While they travel along the road the father and son encounter four major obstacles produced by this new world order of amorality: a convoy of assumedly cannibalistic nomads; a pregnant woman and three men who, after the baby is born, roast the infant; a cellar full of refugees being held to be slaughtered later as food; and a lone man who steals all of their possessions. All of these encounters serve as testament o f how the father and son, though not perfect, are quite certainly still in the better part of their species. Everyone in McCarthy’s post-apocalyptic America is driven by the need for survival but it is how they act upon this drive that defines their character. One thing separates the father from the rest of the adults of his world: his son. Throughout the novel the son acts as a moral compass for his father, it is because of him that they help the wandering traveller Ely and leave clothes for the thief at the beach. As Paul Sheehan observes in his essay ‘Road, fire, trees: Cormac McCarthy’s post-America’, the boys â€Å"instincts are to share, to assist, to take care of others—instincts that are otherwise absent from the world†.[6] Thus, the child, both our protagonist and childhood as a whole, symbolizes innocence and morality. The fact that it is the hope of other people his own age that helps the child trust the man whom he meets following the death of his father further emphasizes this: â€Å"Do you have any kids? We do. Do you have a little boy? We have a little boy and we have a little girl. How old is he? He’s about your age. Maybe a little older. And you didn’t eat them? No. You don’t eat people. No. We don’t eat people. And I can go with you. Yes. You can. Okay then.† [Page 303] Even if the man is lying to child, luring the child into a false sense of trust so as to disarm him of the revolver that his father made him keep, the presence of childhood is still significant. Children allow trust to exist in a world where nothing can be trusted. If the child is the moral character, then the father is the immoral, but this immorality is created by necessity: he shoots a nomad as he is a threat to his son, he distrusts Ely as he is low on food for himself and his son, and he takes the clothes of the thief as a form of punishment for a crime that would have undoubtedly led to death. The father, however, is conscious that his actions are wrong, his son never allowing him to forget and ignore what he has done. This duo, one totally moral and one clinging on to the shreds of his own, are a clear contrast to their cannibalistic counterparts. Psychoanalytically, it is clear to see that the son is the super-ego, the father the ego and the rest of humanity is the id. There is no doubt that if the father did not have to care for his son he would fall into this new tradition of violence and amorality. But, seeing as he does have to care for his son, he separates them from the rest of humanity. Alienation in The Road is a product of retaining onto ones morality. The father and his son separate themselves from the rest of the world through their belief that they live as pariahs due to their goodness. McCarthy’s characters are alienated from the world by the invisible but undeniably central role morality plays in their lives, a contrast to the trio of protagonists in ‘Mysterious Kor’. Bowen’s story is set in a London where the imagination creates barriers between individuals, leaving lonely and emotionally isolated characters. As previously discussed, the moon, a metaphor for both loneliness and imagination (creating an immediate link between the two), saturates the entire story, whether it be in the hollow streets of London or the compact flat that Pepita and Callie share. Pepita is the character who is most associated with the moon for it is her that first brings reference to the fictional city of Kor and it is she that Callie decided will sleep in the moonlight. This constant presence that the moonlight has over Pepita creates in her a mind-set focussed on possibilities and what may or may not be. â€Å"This war shows we’ve by no means come to the end. If you can blow whole places out of existence, you can blow whole places into it. I don’t see why not.† [Page 991] Outside and drenched in moonlight Pepita questions the limits of her own imagination by replacing London with Kor. This questioning, however, leads to a distance with her lover, Arthur, when she says â€Å"By the time we’ve come to the end, Kor may be the one city left: the abiding city. I should laugh† [Page 991] This disassociation with reality, concentration on the city she has imagined and lack of concern for the real habitants of London causes Arthur to respond with â€Å"No, you wouldn’t †¦ You wouldn’t – at least, I hope not. I hope you don’t know what you’re saying – does the moon make you funny?† The moon, and thus the imagination, alienates Pepita from Arthur, leading Victoria Glendinning to write that Pepita is a character â€Å"who has an ‘avid dream’ in which Kor is more compelling than her lover†.[7] Pepita alienates herself because of her imagination. It creates boundaries in an already hostile and desolate reality, making her character often dissociative and distant from those around her. The Road by Cormac McCarthy and Elizabeth Bowen’s ‘Mysterious Kor’ have worlds where environment has a direct effect on the characters who inhabit their spaces. Though these environments as starkly different, one claustrophobically rural the other hollow and urban, they both produce alienated characters. The father and son of The Road retain an outdated and counterproductive sense of what is ethically good, an attitude that does not suit the environment of brutal realism they live in, and thus are hostile to those around them. In contrast, Pepita, Arthur and Callie are placed in a reality that turns out to be too much to handle and thus alienate themselves from the world around them and take solace in the supposedly infinite powers of their imaginations. Both McCarthy and Bowen suggest that alienation is a direct product of an individual’s environment but, more optimistically, the product of only a negative environment. The father and son only abandon the r est of humanity because of the burnt out America that they inhabit and Bowen’s protagonists are simply unable to cope with the horrors that war presents to them. It is the spaces that we live in, therefore, that determines whether we will act inclusive towards our society or, like the characters of McCarthy and Bowen, we will exclude ourselves from the world. Works Cited [1]Steven Shaviro, ‘â€Å"The Very Life of Darkness†: A Reading of Blood Meridian’, in Cormac McCarthy, ed. by Harold Bloom, [New York: Infobase Publishing, 2009], pp. 16. All subsequent citations are to this edition. [2]Cormac McCarthy, The Road, [New York: Picador, 2010], pp. 6. All subsequent citations are to this edition. [3]Chris Danta, ‘â€Å"The cold illucid world†: The poetics of gray in Cormac McCarthy’s The Road’, in The Styles of Extinction, Cormac McCarthy’s The Road, ed. by Julian Murphet and Mark Steven, [New York: Continuum, 2012], pp. 10. All subsequent citations are to this edition. [4]Elizabeth Bowen, ‘Mysterious Kor’, in Modernism: An Anthology, ed. by L. Rainey, [New Jersey: Wiley-Blackwell, 2005], pp. 990. All subsequent citations are to this edition. [5] Andrew Lang, ‘She’, in Modernism: An Anthology, ed. by L. Rainey, [New Jersey: Wiley-Blackwell, 2005], pp. 990. All subsequent citations are to this edition. [6]Paul Sheehan, ‘Road, fire, trees: Cormac McCarthy’s post-America’, in The Styles of Extinction, Cormac McCarthy’s The Road, ed. by Julian Murphet and Mark Steven, [New York: Continuum, 2012], pp. 102. All subsequent citations are to this edition. [7]Victoria Glendinning, Elizabeth Bowen: Portrait of an Artist, [London: Phoenix Paperbacks, 1977], pg. 145. All subsequent citations are to this edition.

The Miseducation Of Firearms The Issue Of Gun Control

Cole Natta SOC 2028 04/19/2016 The Miseducation of Firearms The issue of gun control is almost as old as the gun itself. There have been many well constructed arguments both for and against guns but the smart one do not always have the loudest voice, in fact I would argue that the loudest people lack the knowledge about firearms. Unfortunately this is true for most topics that are circling today s media. I often see an anti-gun person lose an argument about guns simply because they do not know what they are talking about. I also hear people compare the U.S. to the UK in terms of gun control without any context or factual information. An individual can not compare the United States to any other country because America is one of a†¦show more content†¦This lack of education can be found everywhere which is surprising considering it is our right to own firearms. We as American need a set amount of hours and schooling to be able to drive, a privilege most people do not realize they have. Now why is it that our government has focused more on controlling weapons than educating people about them? We are required to attend drivers education yet once you turn eighteen the only requirement for a firearms licence is a background check and no required education. Thankfully most states require a safety course to be takng before an individual can legally carry his or her firearm. This is a step in the right direction it is unlikely to happen any time soon because the people are arguing if we should be able to own guns not how can we teach people to use them safely. There are too many accidental deaths by a firearm per year yet nobody ever seems to acknowledge that this problem even exists. The category with the most deaths by a firearm is suicide with a shocking 60 percent of all gun deaths in 2015 (Sanger-Katz, 2015). A disheartening statistic that can not be reduced with gun control which is why I think it is often overlooked. The media often looks at the total number of gun rel ated deaths or just the murder percentile. Even in my search for the total amount of gun related death recorded in 2015, I was having trouble finding the total statistic because most records are specifically related gun

Disney Swot Analysis - 996 Words

Discussion Strength Strength is a positive aspect internal to your business. Firstly, Walt Disney Company has strong product portfolio. Walt Disney’s products include broadcast television network ABC and cable networks such as Disney Channel or ESPN, which is one of the most watched cable networks in the world. Combining the large audience reach of these cable networks, (ESPN has nearly 300 million and Disney Channel 240 million subscribers) and the solid growth of cable television, Disney’s product portfolio provides a competitive advantage for the company over its competitors. Secondly, high brand reputation of Walt Disney Company. The company brand has been well known for more than 90 years in US and has been broadly recognized†¦show more content†¦Subsequently, this company has expands its movie production to new countries. Disney has an opportunity to expand its movie production to such countries as India or China, where movie production industries have developed good quality infrastructure. This would result in lower movie making costs and more localized movies for India and China’s markets. Threats Threats are challenges created by an unfavorable trend may lead to decrease revenues or profits. Intense competition is a Disney’s threat. Disney operates in very competitive industries such as media, tourism, parks and resorts, interactive entertainment and others. The competitive background changes quite radically in the media industry, where news and TV go online and new competitors with new business models compete more successfully than incumbent media companies. Disney’s parks and resorts business segment also receives strong competition from local competitors who can offer better-adapted product. This results in growing competitive pressure for Walt Disney Company. Also, increasing piracy of Disney’s products. The advancements in technology allow copying, transmitting and distributing copyrighted material much easier. With an increasing number of internet users and the speed of internet, this poses a great risk to Disney’s income, as fewer people would go to watch movies in a cinema or buy its DVD, when it’s freely available online. Finally regulatoryShow MoreRelatedDisney Swot Analysis1380 Words   |  6 PagesSWOT Analysis One of the best ways to performs the company’s current situation is performing its SWOT analysis, which bring us a better understand of the internal and external environments, and also help us analyze the potential opportunities and risks regarding the products and services that the company offer and provide. 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Starbucks Case Study Starbucks Hotel International...

OTAGO POLYTECHNIC AUCKLAND INTERNATIONAL CAMPUS ASSESSMENT- 2 INTERNATIONAL MARKETING (BX770007) GROUP ASSIGNMENT (COHORT-1) STARBUCKS A FAILURE IN AUSTRALIA GROUP MEMBER- KanishkaGoel - 1000029559 RubicaKapoor- 1000028596 TirathKaur - 1000025360 TABLE OF CONTENT †¢ Introduction.................................................................................................... 3 †¢ Body of Report............................................................................................... Question-1....................................................................................................... 3 Question-2....................................................................................................... 5 Question-3....................................................................................................... 7 Question-4....................................................................................................... 9 †¢ Conclusion...................................................................................................... 10 †¢ References....................................................................................................... 11 INTRODUCTION At the point when the declaration was made in mid 2008 that Starbucks would be shutting about seventy five percent of its 84 Australian stores there was mixed response. A few individuals were stunned, others were successful. 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AUCH-ROY AmbaiU PEN: 1207HA 1 AmbaiU MBA Graduation Paper Starbucks Corporation Case Study Table of Contents A) Introduction - An unusual coffee encounter – 3 3 3 3 4 4 4 5 6 6 6 7 8 9 9 10 11 12 12 13 17 17 18 19 19 20 21 23 23 25 26 27 28 B) Starbucks: Past B.1) Early days - TheRead MoreStrategic Management at Starbucks14676 Words   |  59 Pages1. Strategic Group of the Company and the Dynamics of the Industry Structure 5 2.2. Starbucks in Romania - Market Environment 6 CHAPTER 3 8 Organizational Purpose 8 3.1. Mission and Vision 8 3.2. Values and Objectives 9 CHAPTER 4 9 Diagnosing the Strategic Capabilities within the Company 9 4.1. SWOT Analysis 10 4.2. Starbucks’ Corporate Capabilities 11 CHAPTER 5 12 Limitations of Starbucks Strategic Management and Capabilities 12 CHAPTER 6 14 Strategy Development 14 6.1Read MoreStudy of Starbuck Coffee and Gloria Jean Coffee7812 Words   |  32 Pagesthe way can be performed either with passion and precision or with careless shoddiness. 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The Great Depression And The New Deal - 1318 Words

The Great Depression was a severe worldwide economic collapse that occurred in the 1930s. It was a pivotal moment in American history. Its effects were not only felt in the United States, but spread worldwide. In response and as an attempt to rectify the calamity, President Franklin D. Roosevelt launched a set of federal programs called the New Deal. The New Deal was aimed at bringing about an end to the crippling Great Depression with the least amount of economic casualties in America as possible. The novel In Dubious Battle by John Steinbeck, The River documentary film by Pare Lorentz, and the Fireside Chats by President Franklin D. Roosevelt were all documents that contributed to a better understanding of the Great Depression and the New Deal. These documents helped to highlight that the big picture of the New Deal was beneficial in the advancement and restructuring of American lives but was flawed to the extent of how it would be implemented and enforced. Roosevelt assumed that many people, such as landowners, would automatically orient to and empathize with the New Deal. However, not everyone shared the same feelings and point of view as President Roosevelt did. Between 1933 and 1944, President Franklin D. Roosevelt made a series of addresses to the public via radio emission, in what have come to be known as the Fireside Chats. In his second fireside chat, he outlined the proponents of the New Deal and what was the goal of the New Deal for the American people. ToShow MoreRelatedThe Great Depression : The New Deal853 Words   |  4 PagesThe Great Depression brought many changes to the United States of Americas but the New Deal allowed for the protection of the entire nation. At first political leaders like Herbert Hoover, felt that the depression was only temporary and failed to comprehend the depth that the nation was in. 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Keynesian and Classical economics Free Essays

INTRODUCTION: The general theory by Maynard Keynes states that the level of employment is determined by the marginal efficiency of capital, marginal propensity to consume and the real interest rates, he also the level of output and employment is determined by aggregate demand and that the aggregate demand can be increased through an increase in government expenditure. Keynes therefore advocated for government intervention in steering the economy while the classical economist argued that the government should not interfere with the running of the economy, on unemployment according to Keynes theory this problem could be resolved by the use of government policies, the two theorists differ in the causes and the solutions of unemployment, to the classical economists unemployment is caused by excess supply which is caused by high wage rates, high wage rates means low demand and therefore this causes unemployment, therefore the Classical economist believe that the economy should be left to adjust itself until an equilibrium is reached at full employment. Says law was developed by Jean Say who was a French businessman, according to this theory there cannot be demand without supply, according to this law a recession which is characterized by high unemployment is not caused by low demand or lack of money, however an increase in money supply will result to inflation. We will write a custom essay sample on Keynesian and Classical economics or any similar topic only for you Order Now The Say’s law therefore clearly identifies the difference between the Keynes theory and classical economists in their explanation of the economy. Classical Economists and Say’s law: Classical economist supports Say’s law that supply causes demand and that there is never over supply, the Law states that people will supply things to the economy so that they can get money to buy other goods in the economy that are of the same value they have supplied. This is in line with the classical economists who argue that money does exist in an economy and that money will flow in the economy and this flow of money flows from the businesses to the people through paying jobs. The classical economist states that the price level is changed by the level of money supply, also that the amount of supply will always be at full employment such that producers will not change the level of supply but will adjust the price levels to achieve the required demand level, therefore because supply creates its own demand then in the long run the economy will be at equilibrium and this means very low or no unemployment. According to the Says law the classical economist therefore defined the model of the economy as follows P X Q = M X V, where P is the price level, Q is the quantity of goods sold, M is the money supply and V is the velocity of money flow. As the level of money supply increases assuming that the level of money supply is constant then the price or the quantity of goods sold will increase. If on the other hand the money supply increases and assuming that the velocity level remains constant then the price level or the quantity demanded will rise, therefore our outcome for the model means that an increase in money supply is inflationally and that an increase in the velocity of money flow will lead to economic development. Keynes Theory and Say’s law: Keynesians dismisses Says law as a false statement, he argues that supply and demand should be separately analyzed, on supply Keynesians says that supply generates income, people will then consume this income, the largest portion of income goes to consumption while the rest is saved, they analyzed the consumption levels of the income in terms of marginal propensity to consume which will rise as the level of income rises. The Keynesian economist therefore considered the model of the economy as Y = C + I + (X-M) where Y is income, C is consumption, I is the investment X is exports and M is imports. The model is further analyzed as C = (a + b Y) where a is the autonomous income level, b is the marginal propensity to consume and Y is the income level. Conclusion: We can conclude that the Says law is the major difference between the Keynes theory and the classical economists, the classical economist support the Says law and also advocate for a free market economy while Keynes argues that the government can solve the problem of unemployment in an economy through an increase in spending to increase the aggregate demand that results to lower unemployment levels. References: Alan Coddington (2003) Keynesian Economics: The First Principles, Rout ledge publishers, US  Alfred William (1991) The Classical Economists and Economic Policy, University of Michigan press, Michigan  George Douglas (1967) Macro-economic Theory: A Mathematical Treatment, Macmillan publishers, US  Steven Kate’s (2003) Two Hundred Years of Say’s Law: Essays on Economic Theory’s Most Controversial Principle, Edward Elgar Publishing, US  John Fender (1981) Understanding Keynes: An Analysis of the General Theory, Wiley publishers, US How to cite Keynesian and Classical economics, Essay examples

Fight Club Essay free essay sample

From the Bottom Up One of the many central themes in Chuck Palahniuk’s novel Fight Club is the idea that one has to break themselves down in order to build themselves up. Joe, who serves as both the narrator and the protagonist in both the novel and film, finds himself unhappy in his consumerist life where the lines of gender roles are constantly being challenged and blurred. Joe is tortured by his work on a daily basis where he sees human lives being disregarded and turned into mere statistics with a dollar value attributed to them on a sheet of paper. This torture along with the strain of not being able to make any real human connections and relationships along with his confusion over his gender role in society lead to the creation of his alter ego, Tyler. Tyler is the exact opposite of Joe. In Terry Lee’s article â€Å"Virtual Violence in Fight Club: This Is What Transformation of Masculine Ego Feels Like†, he explains that Tyler â€Å"embodies Jack’s own repressed strengths, qualities that are useful, when contracted for short periods in the service of making transformative change, but which cannot be – or shouldn’t be – acted out in everyday life† (420). We will write a custom essay sample on Fight Club Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What Joe is seeking then is a balance in his life; something to give his life meaning and beauty. He creates Tyler, or rather lets him out, in order to achieve that balance and ends up finding himself in a battle between his two personas that manifests itself in the form of male fighting clubs. Joe teeter totters between his old self, the one he is trying to change, and Tyler who isn’t necessarily the change that he wants to become but rather the catalyst to the balance that he is trying to reach. Tyler delivers a constant message to Joe throughout both the novel and film, that is that if you want to exact change in yourself you have to forget everything you thought you knew about yourself and the life that you lead. Tyler tells Joe that he is nowhere near hitting the bottom yet and that if he doesn’t fall all the way that he can’t be saved (Palahniuk 70). Tyler starts Joe on his journey to the bottom by blowing up his apartment and telling him that, It’s only after you’ve lost everything that you’re free to do anything† (Fight Club). Having been socialized into his consumerist role as a man and confused as to how to express his masculinity his whole life, Joe is resistant to Tyler’s methods. Lee states that, â€Å"Jack needs to awaken from his consumer numbness, his deadened, emotionless life: the old Jack needs to die, so a new Jack can come to life† (420). In the film, Joe does not realize that he needs to let go of his old self completely in order to build a new better self until the very end at the cataclysmic moment when all of Tyler’s hard work is about to culminate in the explosions of several high-rise buildings. The realization that Tyler’s actions are about to become a reality, in the film adaptation of Fight Club, shocks Joe into finally accepting and exacting the change that he needed. He emerges from his inner battle with Tyler victorious and armed with a new consciousness. Ironically it was the narrator, Joe, who said that, â€Å"Only after disaster can we be resurrected† (Palahniuk 70). While it is clear that all Joe needed to do to find happiness, meaning, and beauty in his life was strike a balance between himself and his subconscious, Tyler, it is only fair to say that the reason things got so out of hand was that he was also suffering from several clinical illnesses. He not only undoubtedly suffered from insomnia and dissociative personality disorder but also was probably affected by depression and some degree of sociopathy. A normal, healthy person probably would have been able to make gradual changes in their life to achieve happiness.

Why the Germans lost

Why Germany Lost and Why It Took the Allies So Long to Win As the World War II began, in 1939, most of the European countries were forming alliances to gear up for the war. Most of the Eastern Europe countries ganged up with Germany to form a stronger alliance. Germany was the favorites in this war and proclaimed to be the strongest contender in the whole of Europe.Advertising We will write a custom essay sample on Why the Germans lost specifically for you for only $16.05 $11/page Learn More German had conquered nearly half of Europe thus making it easy for them to pursue the other countries in war. With Adolf Hitler in command, he led his army to brutally fight and conquer what he termed as enemies of Germany (Overy, 1997). Germany’s strong point was that they used heavy artillery and had a remarkably stable air force. With a total number of 6000 tanks and 4000 aircrafts, the Germans foresaw early victory in this war. They had a grand master plan on how to win the war. They engaged massive tank battles and destabilized most of the eastern front forces. Nazi forces conquered Denmark, Sweden and Poland which was a vital process to Hitler. This conquest assured him that he would win the war. After a series of wars, Germany managed to defeat Holland, France and Belgium hence the Nazi’s continued to push further and attack Britain (Overy, 1997). In the pacific waters, the Japans were fighting on behalf of the Germans. They had the same ideologies as the Germans hence led to Hitler ordering the massive massacre of the Jewish. Germans were in the fore front in production of armories, hence gave them an upper hand to control the distribution of army resources. Germany and Japan were well prepared for the war hence they had initiated recruitment process of recruiting young soldiers and engaging them to vigorous training (Overy, 1997). The Germany’s fighting front faced some weaknesses. Hitler was not certain on what de cision to take. When engaging the soviet forces, he took so long to decide whether to attack or not. He wanted to use his new fleet of tanks known as panther tanks. He was extremely confident that the panther tanks will grant him victory. The soviet forces caught them unaware, and defeated them in this battle. All his hopes of using the panther tanks went down the drain since most of this tanks broke down at the battle while a good number of the tanks fell into his opponents’ hands. Another weakness is that the Germans underestimated the capability of their enemies.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the battle against Britain, the German forces had planned an operation Sealion. They were to destabilize the Royal Air Force altogether. However, the Royal Air Force with the help of the Soviet Union overturned Germany’s plan and defeated them. This infuriated Hitler, and he d ecided to invade Russia (MacDonald, 2009). Another outstanding setback came after Adolf Hitler’s suicide mission. The Nazi had to fight for their lives and without anyone to lead them thus they gave up on the war. The Nazi’s encountered a lot of challenges like; lack of fuel for their tanks and air crafts, food for their army and medical treatment. The Americans decided to stop the Nazi’s from conquering the world. They attacked the japans with atomic bombs and crippled the Germans front in the Asian wing. As with the allies, they had more sophisticated tanks than the Germans and more technology on war fare. They invented the atomic bombs which played a crucial role to destroy the German forces. Moreover, the allies were considerably favored with these sophisticated scientific inventions. They also merged industrial power for instance Britain and France, Soviet Union and America. This enabled them to be much superior in terms of manufacturing key resources of wa r. Their industrial capability overshadowed that of the Germans. The allies also were the leading suppliers of petroleum to Japan hence it was easy to cripple Japan by just denying them this precious commodity. The Royal Air Force of Britain was superior to the Germans’ air force. This led to the defeated of Germans’ air force. With this silent defeat, British air force took control of nearly half of Europe air space. The allies had an upper hand on this since they forced Germany to sign the treaty of Versailles. This treaty limited the Germans not to use tanks, air crafts and other heavy artillery. The allies were extremely organized and well planned. This as well gave them an upper hand to counter both the Japanese army at sea and the Germans. The allies had powerful air forces and controlled the naval activities. This was the key aspect to win the war. The red army of the allies learnt how to fight effectively as a unit until the war ended. They gained much support from the civilian resources thus they built up confidence to win this war (Overy, 1997). The allies faced limited expenditure on army machinery. This gave an upper hand to the Germans since they invested all their resources to acquire the best military machinery. Hitler had significantly interfered with the weaponry of the allies hence they faced a lot of complications in operating these weapons.Advertising We will write a custom essay sample on Why the Germans lost specifically for you for only $16.05 $11/page Learn More The allies’ soldiers were mostly unskilled giving them a lot of difficulties in the war. Fighting a very ruthless leader such as Hitler proved to be an exceedingly difficult task since most of the allies’ army soldiers were brutally murdered. Any provocation towards him led to many innocent victims dying. German was well prepared for this war, and as a result, many allies’ soldiers were caught unaware when the war began. Many countries rallied behind Germany in World War II. It was very easy for Germany to get their support since all these countries were Germany’s conquest in the earlier battles (Overy, 1997). References Overy, R. (1997). Why the Allies Won. New York: W.W. Norton Publishers. MacDonald, F. (2009). World War 2. New York: Gareth Stevens Publishing. This essay on Why the Germans lost was written and submitted by user Sonia Whitney to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Langston Hughes-the Voice of African Americans Essay Example

Langston Hughes Langston Hughes-the Voice of African Americans Essay Langston Hughes-the Voice of African Americans Essay and â€Å"I, Too† by Langston Hughes are representative of Hughes ability to capture the vast experience of being black in America. Hughes’ ability to define African American heritage and the daily experience of being black in America through poetry and essays helped move the Harlem Renaissance into the forefront of American Literature. For Hughes, being African American meant many different things. As an African American each day was different and through the years Hughes’ experiences continued to allow him to relate what it meant to be black in America. Whether it was pride in one’s heritage or anger about racism; Hughes’s poetry was able to capture the feelings of the many blacks who were dealing with the issue of being black, but wanted to fit into â€Å"white Americaâ€Å". In Huges essay the negro artist, he captured the essence of blacks looking at themselves through the eyes of white America â€Å"But this is the mountain standing in the way of any true Negro art in America- this urge within the race toward whiteness, the desire to pour racial individuality into the mold of American standardization, and to be as little Negro and as much American as possible. . Hughes felt the need to address the racism and prejudice that existed in America. Though Hughes was very optimistic about America and its ability to improve racial tensions the reality of racism was hard to ignore. In I, Too Hughes used a black male servant as a metaphor for African Americans. The servant who is sent away to the kitchen whenever company comes allows the reader to understand Hughes’ view of America and its attitude toward African Americans. Hughes examines the segregation of America and the idea that change is possible. The actions of the servant reveal the struggle of African Americans as a people who want to be equal to other Americans. The title of I, Too itself suggests that the speaker of the poem believes that he is also an America. The speaker includes himself as one of the many who â€Å"sings America† (line 1). The idea that one â€Å"sings America† reveals a pride in being a citizen of the United States of America. The speaker aware of his â€Å"two-ness,† his two identities of being black and American, expresses the anger of knowing that many people do not acknowledge him as an American. For this reason Hughes allows the speaker a response to those who do not believe blacks to be Americans worthy of equal opportunities and rights. The speaker identifies himself also as the darker brother (line 2) revealing that he is black (dark skinned) while connecting himself to white Americans who are lighter in complexion. The use of the word ‘brother† helps the speaker to assert that he believes that he is an American symbolizing the common bond he shares with whites. The speaker goes on to say that he is sent away to the kitchen by his employers when company arrives. He implies that he is sent away because â€Å"they† (his white employers) believe his not worthy of being at the table when others are dinning. The inferiority that the speaker feels suggests the feelings of many African Americans who experience racism and prejudice. The speaker then addresses the unfair treatment by his employers in his response in lines 5-7 â€Å"But I laugh, And eat well, And grow strong. † The speaker laughs at the ridiculousness of his employer’s actions. The speaker seems amused that his employers believe that by keeping him in the kitchen they can forget his presence. This line allows Hughes’ message to be heard. Hughes sends a message to America that the â€Å"darker brother† or African Americans will continue to fight racism and prejudice. The speaker who symbolizes all African Americans would not be content with inequality and injustice. Hughes not only provides readers with the problem in America but also what he believes is the appropriate response to the unfair treatment of African Americans. Hughes provides an optimistic view of the future of the African American race by giving the speaker hope for better treatment from his employers. â€Å"Tomorrow, I’ll be at the table When company comes† allowing the speaker to envision a day when America would be a place of equality and fair treatment of all people. Hughes word choice lends itself to the frustration that many African Americans felt in terms of racism. The word â€Å"dare† in line 11 suggests that one day the act of ordering the speaker to eat in the kitchen would be condemned. Hughes provides an idea for what will one day happen to those who do not believe in the value of blacks as people or American citizens. In line 15 the speaker says â€Å"They’ll see how beautiful I am And be ashamed. † Hughes seems to infer that once whites begin to recognize the value of African Americans as people and citizens they will be ashamed of the way they have treated them. The last line brings to life Hughes idea of a new America; a place where a black person can say with pride and a sense of belonging â€Å"I, too am America. † If I, Too allowed Hughes to reveal an African American’s desire to be a proud American equal to white citizens The Negro Speaks of Rivers reveals the part of the African American identity that celebrates the strength and pride of an African heritage. â€Å"The sun was setting as the train reached St. Louis and began the long passage from Illinois across the Mississippi and into Missouri, where Hughes had been born. The beauty of the hour and the settingthe great muddy river glinting in the sun, the banked and tinted summer clouds, the rush of the train toward the dark, all touched an adolescent sensibility tender after the gloomy day. The sense of beauty and death, of hope and despair, fused in his imagination. A phrase came to him, then a sentence. Drawing an envelope from his pocket, he began to scribble. In a few minutes Langston had finished a poem. † (Rampersand, 1988) Hughes wrote The Negro Speaks of Rivers at 17 and dedicated the poem to W. E. B. Dubois. Though he was young and inexperienced as a writer; the poem revealed Hughes’ pride in his roots and the beginning of a legacy of poetry for African Americans. Hughes suggests that four rivers- the Euphrates, the Congo, the Nile, and the Mississippi have helped to cultivate black people throughout the years. The Negro Speaks of Rivers is quite different from other poems in that Hughes connects all black people through their African heritage. The poem spans over years of blacks in history who benefit from a heritage that has allowed the speaker to believe that his â€Å"soul has grown deep like the rivers† (Hughes, 1926). Hughes lists the rivers in their historical order which helps the reader to understand the legacy of the rivers that have shaped people of African descent. As each river is revealed in the poem the speaker’s soul grows deeper symbolizing a race of people who become stronger throughout history. From the building of pyramids to the end of slavery the poem seeks to show the connection Hughes felt to his ancestors. Hughes legacy of providing a voice for African Americans continued throughout his career. In 1951 nearly two decades after writing I, Too in which he addressed the issue of racism Hughes revisited the pain associated with being African American in Theme for English B. Hughes explores the relationship between an African American student and his white teacher. The poem reveals how race affects the African American’s self-identity. The speaker of the poem first reveals his instructor’s command â€Å"Go home and write a page tonight/ And let that page come out of you-Then, it will be true† (Hughes, 1951). The student questions the assignment revealing his hesitation to complete it. In the next stanza Hughes reveals the speaker’s identity. The speaker reveals that he is a colored college student; and that he is the only colored student in class. This assertion helps the reader to understand that this student believes that he is different from his peers and his instructor because of his race. As the speaker ponders his age and his experiences he realizes some of the things that reveal his self-identity. As the speaker continues he lists the many things that contribute to his identity. In lines 24 and 25 the speaker even recognizes that in some ways he is like people from other races. In his self-analysis the speaker realizes that though he is not white and his instructor is white he need not avoid what is true about their relationship. The truth is that they are both American as Hughes state in line 33 and there are times when African Americans do not want to be associated with white Americans and vice versa. The speaker accepts his reality and is made aware that in being African American he is able to learn from his white instructor. The speaker seems more satisfied when he realizes that the instructor can learn from him as well. In all three poems Hughes accomplished the task of giving African Americas a poetic voice. This voice allowed the pride of one’s heritage, the anger and frustration about social injustices, and the pain associated with being African American to become a part of American Literature. Hughes’ ability to draw from his experiences and those of the people knew gave him a range of topics for his work. Hughes desire to uplift the African American race is evident in most of his work. Through his poems I, Too, The Negro Speaks of Rivers, and Theme for English B Hughes gives African Americans reasons to feel proud of who they are and what they contribute to society.

The Bowen Reaction Series in Geology

The Bowen Reaction Series in Geology The Bowen reaction series is a description of how magmas minerals change  as they cool. The petrologist Norman Bowen (1887-1956) carried out decades of melting experiments in the early 1900s in support of his theory of granite. He found that as a basaltic melt slowly cooled, minerals formed crystals in a definite order. Bowen worked out two sets of these, which he named the discontinuous and continuous series in his 1922 paper The Reaction Principle in Petrogenesis. The Bowen's Reaction Series The discontinuous series starts with olivine, then pyroxene, amphibole, and biotite. What makes this a reaction series rather than an ordinary series is that each mineral in the series is replaced by the next one as the melt cools. As Bowen put it, The disappearance of minerals in the order in which they appear ... is of the very essence of the reaction series. Olivine forms crystals, then it reacts with the rest of the magma as pyroxene forms at its expense. At a certain point, all the olivine is resorbed, and only pyroxene exists. Then pyroxene reacts with the liquid as amphibole crystals replace it, and then biotite replaces amphibole. The continuous series is plagioclase feldspar. At high temperatures, the high-calcium variety anorthite forms. Then as temperatures fall it is replaced by more sodium-rich varieties: bytownite, labradorite, andesine, oligoclase, and albite. As the temperature continues to fall, these two series merge, and more minerals crystallize in this order: Alkali feldspar, muscovite, and quartz. A minor reaction series involves the spinel group of minerals: chromite, magnetite, ilmenite, and titanite. Bowen placed them between the two main series. Other Portions of the Series The complete series is not found in nature, but many igneous rocks display portions of the series. The main limitations are the state of the liquid, the speed of cooling and the tendency of mineral crystals to settle under gravity: If the liquid runs out of an element needed for a particular mineral, the series with that mineral gets interrupted.If the magma cools faster than the reaction can proceed, early minerals can persist in partly resorbed form. That changes the evolution of the magma.If crystals can rise or sink, they stop reacting with the liquid and pile up somewhere else. All of these factors affect the course of a magmas evolution- its differentiation. Bowen was confident that he could start with basalt magma, the most common type, and build any magma from the right combination of the three. But mechanisms that he discounted- magma mixing, assimilation of country rock and remelting of crustal rocks- not to mention the whole system of plate tectonics he did not foresee, are much more important than he thought. Today we know that not even the largest bodies of basaltic magma sit still long enough differentiate all the way to granite.

MOZAMBIQUE CHILD ABUSE AND TRAFFICKING Essay Example | Topics and Well Written Essays - 3500 words

MOZAMBIQUE CHILD ABUSE AND TRAFFICKING - Essay Example Most of the vulnerable groups such as women and children are rarely acknowledged and suffer rejection in most cases. For instance, the existing legal and political institutions do not favor women empowerment leading to enhanced oppression. Children have been denied their civil liberties and fundamental human rights. School drop out among girls is common in Mozambican schools as most of them are discouraged to pursue education due to sexual abuse. It is sad that the educated members of the society, who are supposed to promote education liberation in Mozambique, are the main perpetrators of sexual abuse and child molestation. They misinform the uneducated parents about the importance of enrolling their children in schools while seizing the opportunity to abuse them sexually. This has made many Mozambican parents lose faith in the education sector with most of them resorting to keeping their daughters at home. In addition to misinformation and lack of education, the Mozambican culture e nhances the problem. The culture expects the boy or man to be the breadwinner of the family. Therefore, male members of the society are allowed to develop educational skills that enhance their capacity to fend for their families. The cultural roles of the girls are normally domestic work and agriculture. They are required to be close to their mothers to acquire these skills and neglecting school in the process. Perpetrators of child abuse normally take advantage of cultural views on gender roles to exploit the girls and keep them at home. Human trafficking in Mozambique is enhanced by two factors; demand for cheap labor and the existence of willing people ready to leave their homes in search of better living conditions. The victims of the vice are normally women and children, with most men forming a greater percentage of the perpetrators. The government has applied legal measures to minimize these vices, but they are not explicit in prevention. International intervention is normally discouraged by the diplomatic and cultural tussles that exist between the Mozambican culture and foreign cultures. This paper addresses the measures that the Mozambican government needs to adopt in addressing Child abuse, sexual abuse and human trafficking. TABLE OF CONTENTS Re: Addressing Child Abuse, Sexual Abuse and Human Trafficking In Mozambique 1 EXECUTIVE SUMMARY 1 TABLE OF CONTENTS 3 Addressing Child Abuse, Sexual Abuse and Human Trafficking In Mozambique 4 CAUSES OF CHILD ABUSE, SEXUAL ABUSE AND HUMAN TRAFFICKING IN MOZAMBIQUE 4 Atrocities. The country has witnessed numerous atrocities ranging from civil wars, political rebellion, and other natural difficulties such as poverty, starvation, diseases and natural calamities. These factors have led to an increase in mortality rates and the urge to shift to other friendly environments. These atrocities made the country struggle financially as well as causing the displacement of more than one million Mozambicans. The aftermath o f these atrocities enhances the vices. Ensuring economic stability and enhancing social integration eliminates such atrocities. 4 Ignorance. Most of the oppression tendencies against women and children are instigated by learned and knowledgeable people who are aware of the consequences of their evil deeds. Most polygamists marry many wives out of ignorance. This is even though they are aware that they cannot fulfill the responsibilities that